實(shí)用英語(yǔ)語(yǔ)言學(xué) ..
- 所屬分類：
外語(yǔ)音像
- 作者：
- 出版社：
- ISBN：711807531
- 出版日期：
-
原價(jià)：
￥26.00元
現(xiàn)價(jià)：￥0.00元
-
本書(shū)信息由合作網(wǎng)站提供，請(qǐng)前往以下網(wǎng)站購(gòu)買： 京東商城
當(dāng)當(dāng)網(wǎng)
圖書(shū)簡(jiǎn)介
品牌：國(guó)防工業(yè)出版社詳情基本信息
書(shū)名:實(shí)用英語(yǔ)語(yǔ)言學(xué)
原價(jià)：26.00元
售價(jià)：20.8元,便宜5.2元,折扣80
作者:
出版社：國(guó)防工業(yè)出版社
出版日期：2011-08-01
ISBN：9787118075311
字?jǐn)?shù)：
頁(yè)碼：302
版次：1
裝幀：平裝
開(kāi)本：32
商品重量：0.322kg
編輯推薦
《實(shí)用英語(yǔ)語(yǔ)言學(xué)》是浙江省“十一五”重點(diǎn)教材建設(shè)項(xiàng)目。根據(jù)英語(yǔ)語(yǔ)言的層次性和邏輯性共分為九章。第一章引言，主要介紹語(yǔ)言學(xué)的范疇和基本概念，論述語(yǔ)言的本質(zhì)、特征和功能。第二章語(yǔ)音，主要介紹語(yǔ)音學(xué)和音系學(xué)的區(qū)別和基本理論。第三章形態(tài)學(xué)，主要涉及語(yǔ)素、詞的分類和構(gòu)詞法。第四章句法，從傳統(tǒng)語(yǔ)法、結(jié)構(gòu)主義語(yǔ)法、轉(zhuǎn)換生成語(yǔ)法和系統(tǒng)功能語(yǔ)法分析句子的結(jié)構(gòu)和特征。第五章意義，解析意義的基本形式、語(yǔ)義和語(yǔ)用的聯(lián)系和區(qū)別及意義的層次性。第六章涉及語(yǔ)言學(xué)的主要流派，系統(tǒng)介紹現(xiàn)代語(yǔ)言學(xué)研究的發(fā)展和不同流派的思想和觀點(diǎn)。第七章論述第一語(yǔ)言習(xí)得和第二外語(yǔ)習(xí)得的共性和差異性、語(yǔ)言習(xí)得的階段性和方法。第八章語(yǔ)言和文化，系統(tǒng)分析了語(yǔ)言與文化的關(guān)系。第九章語(yǔ)言與文體，從前景化視角探析了文體學(xué)的分析模式和應(yīng)用性。
內(nèi)容提要
《實(shí)用英語(yǔ)語(yǔ)言學(xué)》是根據(jù)英語(yǔ)語(yǔ)言的層次性和邏輯性，全書(shū)共分九個(gè)章節(jié)講述英語(yǔ)語(yǔ)言學(xué)知識(shí)�！秾�(shí)用英語(yǔ)語(yǔ)言學(xué)》的編寫充分體現(xiàn)了語(yǔ)言學(xué)的基礎(chǔ)性、實(shí)用性、啟發(fā)性、自足性和時(shí)代性，重視語(yǔ)言學(xué)知識(shí)傳授與語(yǔ)言研究能力培養(yǎng)的結(jié)合，注重培養(yǎng)學(xué)生的創(chuàng)新思維能力，有利于學(xué)生語(yǔ)言學(xué)理論與語(yǔ)言實(shí)踐應(yīng)用相結(jié)合。
目錄
Chapter 1 Linguistics and Language
1.1 What is Linguistics?
1.1.1 Definition of Linguistics
1.1.2 The Process of Linguistic Study
1.1.3 The Scope of Linguistics
1.1.4 Important Distinctions in Linguistics
1.2 Language
1.2.1 Why Study Language?
1.2.2 What is Language?
1.2.3 Design Features of Language
1.2.4 Functions of Language
Exercises
Further Reading
References
Chapter 2 Speech Sounds
2.1 Phoics
2.1.1 What is Phoics?
2.1.2 Speech Organs
2.1.3 Segments, Divergences, and Phoic Tran*ion
2.1.4 Classification of English Speech Sounds
2.2 Phonology
2.2.1 What is phonology?
2.2.2 Phone, Phoneme, and Allophone
2.2.3 Phonemic Contrast, Complementary Distribution,and MinimalPair
2.2.4 Some Rules in Phonology
2.2.5 Suprasegmental Features
Exercises
Further Reading
References
Chapter 3 Morphology
3.1 What is Morphology?
3.1.1 Morpheme
3.1.2 Morphemes and Syllables
3.1.3 Types of Morphemes
3.2 What is Word?
3.2.1 Word Class
3.2.2 Word Formation Process
3.2.3 Collocation
Exercises
Further Reading
References
Chapter 4 Syntax
4.1 What is Syntax?
4.1.1 Word-level Categories
4.1.2 Phrase Categories
4.1.3 Phrase Structure Rule
4.1.4 Sentences (The S rule)
4.2 The Process of Syntax
4.2.1 The Traditional Approach
4.2.2 The Structural Approach
4.2.3 The Generative Approach
4.2.4 The Functional Approach
Exercises
Further Reading
References
Chapter 5 Meaning
5.1 Semantics
5.1.1 The Study of Meaning
5.1.2 Major Sense Relations between Words
5.1.3 Major Sense Relations between Sentences
5.1.4 Analysis of Meaning
5.2 Pragmatics
5.2.1 What is Pragmatics?
5.2.2 Pragmatics vs.Semantics
5.2.3 Speech Act Theory
5.2.4 Principle of Conversation
5.2.5 Conversational Analysis
Exercises
Further Reading
References
Chapter 6 Schools of Modem Linguistics
6.1 Ferdinand de Saussure
6.1.1 Saussure and His Book
6.1.2 Saussure's Linguistic Theories
6.2 American Structuralism
6.2.1 Franz Boas
6.2.2 Edward Sapir
6.2.3 Leonard Bloomfield
6.3 The Prague School
6.3.1 Phonological Oppositions
6.3.2 Functional Sentence Perspective (FSP)
6.4 The London School
6.4.1 Malinowski's Theories
6.4.2 Firth's Theories
6.4.3 Halliday and Systemic-Functional Grammar
6.5 Noam Chomsky and Transformational-Generative Grammar
6.5.1 Noam Chomsky
6.5.2 Chomsky's Innateness Hypothesis
6.5.3 Transformational-Generative Grammar
6.6 Cognitive Linguistics
6.6.1 The Nature of Cognitive Linguistics
6.6.2 Cognitive Semantics and Cognitive Approaches to Grammar
Exercises
Further Reading
References
Chapter 7 Language Acquisition
7.1 First Language Acquisition
7.1.1 A Behaviorist View of First Language Acquisition
7.1.2 A Nativist View of First Language Acquisition
7.1.3 An Interactionist View of First Language Acquisition
7.2 Second Language Acquisition
7.2.1 Contrastive Analysis
7.2.2 Error Analysis
7.2.3 Interlanguage
7.2.4 Communicative Competence
7.2.5 Communication Strategies in L2 Use
7.2.6 Individual Learner Differences
Exercises
Further Reading
References
Chapter 8 Langnage and Culture
8.1 What is Culture?
8.1.1 Definition
8.1.2 Cultural Images
8.1.3 Functions and Characteristics of Culture
8.2 Language and Culture
8.2.1 The Relation between Language and Culture
8.2.2 Linguistic Evidence of Cultural Differences
8.2.3 Language-Cultural Teaching and Learning
Exercises
Further Reading
References
Chapter 9 Language and Style
9.1 The Definition of Stylistics
9.2 The Definition of Style
9.2.1 Style as the Man
9.2.2 Style as Choice
9.2.3 Style as Deviation
9.2.4 Style as Foregrounding
9.3 Deviation
9.3.1 Phonological Deviation
9.3.2 Graphological Deviation
9.3.3 Lexical Deviation
9.3.4 Grammatical Deviation
9.3.5 Semantic Deviation
9.4 Overregularity
9.4.1 Phonological Overregularity
9.4.2 Lexical and Grammatical Overregularity
Exercises
Further Reading
References
作者介紹
暫時(shí)沒(méi)有內(nèi)容
文摘
版權(quán)頁(yè)：
插圖：
In intercultural munication，most mismunication does not arisethrough misprOnunciations，through poor uses of gram。 mar，or wrongspelling.However，the major sources of mismu’ nication inintercultural contexts result from differences in patterns ofdiscourse，which greatly depends on thought patterns.
Kaplan（1966）put forward six cultural thought patterns afterexamining nearly seven hundred English essays written by ESLstudents.They are English，Semitic（Arabiclanguages），Oriental（Chinese，Japanese，Korean，etc.），Romance（French，Spanish，etc.），andRussian.Here we just focus on English and Oriental pat-terns.Kaplanclaims that English speakers，whose thought patterns have beenshaped by Greek and Roman philosophers，Medieval Eu-ropeans，and WestEuropean thinkers，use a predominantly linear paragraph organizationin expository texts，which shows directness，clarity andlogic.The“oriental”pattern，including Chinese，is an inward turningspiral that is viewed as indirect and circular approa-ches to thetopic.which is“off the point”，“out of focus”，and even“awkward”forEnglish natives.Kaplan iS the first one to state that people fromdifferent linguistic and cultural backgrounds or-ganize discoursedifferently，in ways that reflect their own language and culture.序言
暫時(shí)沒(méi)有內(nèi)容
目錄
基本信息
書(shū)名:實(shí)用英語(yǔ)語(yǔ)言學(xué)
原價(jià)：26.00元
售價(jià)：20.8元,便宜5.2元,折扣80
作者:
出版社：國(guó)防工業(yè)出版社
出版日期：2011-08-01
ISBN：9787118075311
字?jǐn)?shù)：
頁(yè)碼：302
版次：1
裝幀：平裝
開(kāi)本：32
商品重量：0.322kg
編輯推薦
《實(shí)用英語(yǔ)語(yǔ)言學(xué)》是浙江省“十一五”重點(diǎn)教材建設(shè)項(xiàng)目。根據(jù)英語(yǔ)語(yǔ)言的層次性和邏輯性共分為九章。第一章引言，主要介紹語(yǔ)言學(xué)的范疇和基本概念，論述語(yǔ)言的本質(zhì)、特征和功能。第二章語(yǔ)音，主要介紹語(yǔ)音學(xué)和音系學(xué)的區(qū)別和基本理論。第三章形態(tài)學(xué)，主要涉及語(yǔ)素、詞的分類和構(gòu)詞法。第四章句法，從傳統(tǒng)語(yǔ)法、結(jié)構(gòu)主義語(yǔ)法、轉(zhuǎn)換生成語(yǔ)法和系統(tǒng)功能語(yǔ)法分析句子的結(jié)構(gòu)和特征。第五章意義，解析意義的基本形式、語(yǔ)義和語(yǔ)用的聯(lián)系和區(qū)別及意義的層次性。第六章涉及語(yǔ)言學(xué)的主要流派，系統(tǒng)介紹現(xiàn)代語(yǔ)言學(xué)研究的發(fā)展和不同流派的思想和觀點(diǎn)。第七章論述第一語(yǔ)言習(xí)得和第二外語(yǔ)習(xí)得的共性和差異性、語(yǔ)言習(xí)得的階段性和方法。第八章語(yǔ)言和文化，系統(tǒng)分析了語(yǔ)言與文化的關(guān)系。第九章語(yǔ)言與文體，從前景化視角探析了文體學(xué)的分析模式和應(yīng)用性。
內(nèi)容提要
《實(shí)用英語(yǔ)語(yǔ)言學(xué)》是根據(jù)英語(yǔ)語(yǔ)言的層次性和邏輯性，全書(shū)共分九個(gè)章節(jié)講述英語(yǔ)語(yǔ)言學(xué)知識(shí)�！秾�(shí)用英語(yǔ)語(yǔ)言學(xué)》的編寫充分體現(xiàn)了語(yǔ)言學(xué)的基礎(chǔ)性、實(shí)用性、啟發(fā)性、自足性和時(shí)代性，重視語(yǔ)言學(xué)知識(shí)傳授與語(yǔ)言研究能力培養(yǎng)的結(jié)合，注重培養(yǎng)學(xué)生的創(chuàng)新思維能力，有利于學(xué)生語(yǔ)言學(xué)理論與語(yǔ)言實(shí)踐應(yīng)用相結(jié)合。
目錄
Chapter 1 Linguistics and Language
1.1 What is Linguistics?
1.1.1 Definition of Linguistics
1.1.2 The Process of Linguistic Study
1.1.3 The Scope of Linguistics
1.1.4 Important Distinctions in Linguistics
1.2 Language
1.2.1 Why Study Language?
1.2.2 What is Language?
1.2.3 Design Features of Language
1.2.4 Functions of Language
Exercises
Further Reading
References
Chapter 2 Speech Sounds
2.1 Phoics
2.1.1 What is Phoics?
2.1.2 Speech Organs
2.1.3 Segments, Divergences, and Phoic Tran*ion
2.1.4 Classification of English Speech Sounds
2.2 Phonology
2.2.1 What is phonology?
2.2.2 Phone, Phoneme, and Allophone
2.2.3 Phonemic Contrast, Complementary Distribution,and MinimalPair
2.2.4 Some Rules in Phonology
2.2.5 Suprasegmental Features
Exercises
Further Reading
References
Chapter 3 Morphology
3.1 What is Morphology?
3.1.1 Morpheme
3.1.2 Morphemes and Syllables
3.1.3 Types of Morphemes
3.2 What is Word?
3.2.1 Word Class
3.2.2 Word Formation Process
3.2.3 Collocation
Exercises
Further Reading
References
Chapter 4 Syntax
4.1 What is Syntax?
4.1.1 Word-level Categories
4.1.2 Phrase Categories
4.1.3 Phrase Structure Rule
4.1.4 Sentences (The S rule)
4.2 The Process of Syntax
4.2.1 The Traditional Approach
4.2.2 The Structural Approach
4.2.3 The Generative Approach
4.2.4 The Functional Approach
Exercises
Further Reading
References
Chapter 5 Meaning
5.1 Semantics
5.1.1 The Study of Meaning
5.1.2 Major Sense Relations between Words
5.1.3 Major Sense Relations between Sentences
5.1.4 Analysis of Meaning
5.2 Pragmatics
5.2.1 What is Pragmatics?
5.2.2 Pragmatics vs.Semantics
5.2.3 Speech Act Theory
5.2.4 Principle of Conversation
5.2.5 Conversational Analysis
Exercises
Further Reading
References
Chapter 6 Schools of Modem Linguistics
6.1 Ferdinand de Saussure
6.1.1 Saussure and His Book
6.1.2 Saussure's Linguistic Theories
6.2 American Structuralism
6.2.1 Franz Boas
6.2.2 Edward Sapir
6.2.3 Leonard Bloomfield
6.3 The Prague School
6.3.1 Phonological Oppositions
6.3.2 Functional Sentence Perspective (FSP)
6.4 The London School
6.4.1 Malinowski's Theories
6.4.2 Firth's Theories
6.4.3 Halliday and Systemic-Functional Grammar
6.5 Noam Chomsky and Transformational-Generative Grammar
6.5.1 Noam Chomsky
6.5.2 Chomsky's Innateness Hypothesis
6.5.3 Transformational-Generative Grammar
6.6 Cognitive Linguistics
6.6.1 The Nature of Cognitive Linguistics
6.6.2 Cognitive Semantics and Cognitive Approaches to Grammar
Exercises
Further Reading
References
Chapter 7 Language Acquisition
7.1 First Language Acquisition
7.1.1 A Behaviorist View of First Language Acquisition
7.1.2 A Nativist View of First Language Acquisition
7.1.3 An Interactionist View of First Language Acquisition
7.2 Second Language Acquisition
7.2.1 Contrastive Analysis
7.2.2 Error Analysis
7.2.3 Interlanguage
7.2.4 Communicative Competence
7.2.5 Communication Strategies in L2 Use
7.2.6 Individual Learner Differences
Exercises
Further Reading
References
Chapter 8 Langnage and Culture
8.1 What is Culture?
8.1.1 Definition
8.1.2 Cultural Images
8.1.3 Functions and Characteristics of Culture
8.2 Language and Culture
8.2.1 The Relation between Language and Culture
8.2.2 Linguistic Evidence of Cultural Differences
8.2.3 Language-Cultural Teaching and Learning
Exercises
Further Reading
References
Chapter 9 Language and Style
9.1 The Definition of Stylistics
9.2 The Definition of Style
9.2.1 Style as the Man
9.2.2 Style as Choice
9.2.3 Style as Deviation
9.2.4 Style as Foregrounding
9.3 Deviation
9.3.1 Phonological Deviation
9.3.2 Graphological Deviation
9.3.3 Lexical Deviation
9.3.4 Grammatical Deviation
9.3.5 Semantic Deviation
9.4 Overregularity
9.4.1 Phonological Overregularity
9.4.2 Lexical and Grammatical Overregularity
Exercises
Further Reading
References
作者介紹
暫時(shí)沒(méi)有內(nèi)容
文摘
插圖：
In intercultural munication，most mismunication does not arisethrough misprOnunciations，through poor uses of gram。 mar，or wrongspelling.However，the major sources of mismu’ nication inintercultural contexts result from differences in patterns ofdiscourse，which greatly depends on thought patterns.
Kaplan（1966）put forward six cultural thought patterns afterexamining nearly seven hundred English essays written by ESLstudents.They are English，Semitic（Arabiclanguages），Oriental（Chinese，Japanese，Korean，etc.），Romance（French，Spanish，etc.），andRussian.Here we just focus on English and Oriental pat-terns.Kaplanclaims that English speakers，whose thought patterns have beenshaped by Greek and Roman philosophers，Medieval Eu-ropeans，and WestEuropean thinkers，use a predominantly linear paragraph organizationin expository texts，which shows directness，clarity andlogic.The“oriental”pattern，including Chinese，is an inward turningspiral that is viewed as indirect and circular approa-ches to thetopic.which is“off the point”，“out of focus”，and even“awkward”forEnglish natives.Kaplan iS the first one to state that people fromdifferent linguistic and cultural backgrounds or-ganize discoursedifferently，in ways that reflect their own language and culture.
序言
暫時(shí)沒(méi)有內(nèi)容
