câu hỏi |
câu trả lời |
bắt đầu học
|
|
It's the scientific study of language and its structure. It explores how languages are structured, how they function, and how they are acquired, used, and understood by individuals and communities.
|
|
|
What are levels of linguistic analysis? bắt đầu học
|
|
- phonological (sound system) - morphological (words, word-formation processes) - syntactic (structure and grammar) - semantic (meanings of words) - pragmatic (hidden meaning of words) - discourse (sentence, text)
|
|
|
Sources of human language. bắt đầu học
|
|
We don't know how language originated. We suspect that some type of spoken language developed about 150 000 years ago. Written language developed about 6 000 years ago. There's no evidence or artifacts relating to speech of our distant ancestors.
|
|
|
bắt đầu học
|
|
According to this view, language comes from the God. In some religions people believe that God provided human language. There was a hypothesis that if a child was separated from language it would start speaking a God given language.
|
|
|
bắt đầu học
|
|
A group of humans developed a set of grunts, groans and swear words which they used when lifting or carrying heavy objects.
|
|
|
bắt đầu học
|
|
Also called Bow-Wow theory from which supposedly come words echoing natural sounds (onomatopoeia). Primitive words could have been imitations of the natural sounds which early people heard around them.
|
|
|
bắt đầu học
|
|
At first a set of gestures was developed as means of communication. It was followed by a set of oral gestures involving the mouth tongue and lips. Piaget called this "a specialized pantonime of the tongue and lips".
|
|
|
The physical adaptation source. bắt đầu học
|
|
Particular physiological features developed to make language development possible. It focuses on biological bases of the formation of human language.
|
|
|
bắt đầu học
|
|
Vocal organs different than those of apes - teeth - Upright - lips - More flexible - mouth - Small with a flexible tongue - larynx - Upward posture moved the head forward and the larynx lower - lateralized brain - specialized functions in two hemispheres
|
|
|
bắt đầu học
|
|
Seems to point to something in human genetics, possibly a crucial mutation, as the source. The investigation of the origins then turns into a search for the special "language gene" that only humans possess.
|
|
|
bắt đầu học
|
|
Called FOXP2, was identified through studies of a severe speech and language disorder that affects almost half the members of a large family identified as "KE".
|
|
|
Properties of human language. bắt đầu học
|
|
-Displacement -Productivity -Arbitrariness -Cultural transmission -Duality -Discreteness -Vocal auditory channel -Reciprocity -Specialisation -Non directionality -Rapid fade
|
|
|
bắt đầu học
|
|
It allows language users to talk about things and events not present in the immediate environment. Animal communication is generally considered to lack this property. (talking about fairies, hell, angels etc.)
|
|
|
bắt đầu học
|
|
Humans are continually creating new expressions and novel utterances by manipulating their linguistic resources to describe new objects and situations. The potential number of utterances in any human language is infinite. (new words such as aspirin etc.)
|
|
|
bắt đầu học
|
|
There's generally no natural connection between a linguistic form and its meaning. The connection is quite arbitrary. We cant look at the arabic word and from it's shape for example determine that it has a natural and obvious meaning.
|
|
|
bắt đầu học
|
|
We don't inherit a language, it is transmitted to us from one generation to another.
|
|
|
bắt đầu học
|
|
Language is organized at two levels simultaneously. Level 1 are sounds which are meaningless. Level 2 are combinations of sounds which create meaningful words "e, t, p; pet". Woth limited set of sounds we are able to create unlimited number of words.
|
|
|
bắt đầu học
|
|
The sounds used in a language are meaningfully distinct. One sound changes the meaning: sheep/ship; bad/bat; bark/park etc.
|
|
|
bắt đầu học
|
|
Communication is generated via vocal organs and perceived via the ears. Language can be transmitted without the sound via writing or via sign language of the deaf.
|
|
|
bắt đầu học
|
|
Any speaker/sender of a message can be a listener/receiver.
|
|
|
bắt đầu học
|
|
Signals can be detected by anyone.
|
|
|
bắt đầu học
|
|
Signals are produced and disappear quickly.
|
|
|
How is human language different from animal communication? bắt đầu học
|
|
Human language is distinct from all other known animal forms of communication in being compositional. Human language allows speakers to express thoughts in sentences comprising subjects, verbs and objects and recognizing past, present and future tenses.
|
|
|
When did people start to write? Do all languages have written form? bắt đầu học
|
|
The development of writing is relatively new phenomenon, human attempts to write trace back to at least 20 000 ya (cave drawings). Writing - 6 000 yo. Writings based on alphabetical script - 3 000 ya. Many languages do not have their written form.
|
|
|
What are the oldest forms of writing? bắt đầu học
|
|
-Pictograms -ideograms -logograms -rebus writing -syllabic writing -alphabetic writing
|
|
|
bắt đầu học
|
|
Are pictures which represent particular images in a consistent way. Picture writing. A conventional relationship must exist between the symbol and its interpretation. Modern pictogram is for example toilet symbol used for signage in public places.
|
|
|
bắt đầu học
|
|
In time, the picture might take on a more symbolic role, such as "o" which means: sun, heat. Ideograms are more abstract. Many pictograms and ideograms developed into writing systems. Modern ideograms: emojis like lightbulb symbol which expresses an idea.
|
|
|
bắt đầu học
|
|
Symbols that represent words in language. An example is Sumerian cuneiform writing (wedge shaped). Modern logograms are Chinese characters which represent words. (developed 5000 - 6000 ya)
|
|
|
bắt đầu học
|
|
Symbols represent sounds of language. The symbol for one entity is taken over as the symbol for another entity. "I"="eye". def 👁️
|
|
|
bắt đầu học
|
|
A symbol is used for a syllable. Typical of Phoenicians 3 000 - 4 000 years ago. Many symbols were taken from egyptian hieroglyphs. Modern syllabic example is Japanese language.
|
|
|
bắt đầu học
|
|
About 3 000 years ago. A letter represents a sound. An alphabet is a set of written symbols. It started with Semitic languages such as Arabic and Hebrew. The early Greeks added symbols to represent vowels.
|
|
|
What sort of writing do we use? bắt đầu học
|
|
We use alphabetic writing. In Poland it is a Latin alphabet with additional characters.
|
|
|
bắt đầu học
|
|
Description in form of a systems and patterns of speech sounds in a language.
|
|
|
bắt đầu học
|
|
The general study of speech sounds. Divided into articulatory, acoustic, auditory and forensic phonetics, how the speech sounds are made or articulated, properties of speech as the sound waves, perception of speech and identification basis pronunciation.
|
|
|
bắt đầu học
|
|
Acceptable phonological forms. Patterns of the sound combinations permitted in a language (fig, big, lig). It is a speakers knowledge of what's possible in the language.
|
|
|
bắt đầu học
|
|
It's investigation of forms of language.
|
|
|
bắt đầu học
|
|
-s, -er, -ed, -ing all these elements are considered morphemes. It is a minimal unit of meaning or grammatical function.
|
|
|
bắt đầu học
|
|
Can stand by themselves as single words e.g. "open" (lexical and functional)
|
|
|
bắt đầu học
|
|
|
|
|
bắt đầu học
|
|
articles, prepositions, pronouns, conjunctions
|
|
|
bắt đầu học
|
|
can't stand alone, but are typically attached to another form. (derivational, inflectional)
|
|
|
bắt đầu học
|
|
Used to make words of different grammatical category (friend; friend-ly; un-friendly)
|
|
|
bắt đầu học
|
|
not used to produced new words but to indicate aspects of the grammatical function of a word (John(s), loud(est)).
|
|
|
bắt đầu học
|
|
invention of totally new items e.g. trade names for company, product which became general term: nylon, aspirin, teflon, zipper
|
|
|
bắt đầu học
|
|
taking words from other languages: alcohol (Arabic), boss (Dutch), croissant (French), robot (Czech), tycoon (Japan)
|
|
|
bắt đầu học
|
|
a direct translation: bofriend from japanese boyifriendo, Adam's apple from French pomme d'Adam, beer garden from German Biergarten
|
|
|
bắt đầu học
|
|
joining two separate words to produce a single form: "fingerprint", "sunburn", "afternoon"
|
|
|
bắt đầu học
|
|
joining two words typically only by taking the beginning of one word: "smog + fog = smog", motor + hotel = motel, clap + crash = clash
|
|
|
bắt đầu học
|
|
when a word of more than one syllable is reduced to short form: gasoline - gas, advertisement - ad, motorbike - bike, in polish: komputer - komp
|
|
|
bắt đầu học
|
|
when a word of one type is reduced to form another word of different type: " emotion - emote", donation - donate, option - opt
|
|
|
bắt đầu học
|
|
a longer word reduced to a single syllable, then -y or -ie is added: dog - doggie, chocolate - chokie, grandmother - granny
|
|
|
bắt đầu học
|
|
noun used as verb or vice versa: paper - to paper walls, vacation - they are vacationing in spain, bottle - to bottle, fool - to fool
|
|
|
bắt đầu học
|
|
formed from initial letters of words: CD (compact disc), LCD (liquid crystal display), NATO (North Atlantic Treaty Organization)
|
|
|
bắt đầu học
|
|
most common process, accomplished by adding small "bits" to words: assert - assertive, personal - personally, write - writer
|
|
|
Words borrowed from other languages bắt đầu học
|
|
-Ketchup (Chinese), Karaoke (Japanese), Chess (Persian), Check (Persian), Checkmate (Persian), Lemon (Arabic)
|
|
|
bắt đầu học
|
|
A way of describing the structure of phrases and sentences which account for all the grammatical sequences and rules out of all the ungrammatical sequences.
|
|
|
bắt đầu học
|
|
Prescriptive: A view of grammar as a set of rules for the "proper" use of a language. Rules of grammar: how it should be used. Descriptive: An attempt to describe the regular structures of the language as it is used. The real usage: how it is used.
|
|
|
bắt đầu học
|
|
It's the structure and the ordering of components within a sentence.
|
|
|
What is structural analysis of a sentence? bắt đầu học
|
|
The technique employed in this approach shows how small components in sentences go together to form larger constituents. We label all elements exposing the hierarchical structure of the constituents.
|
|
|
Deep and surface structure bắt đầu học
|
|
"Charlie broke the window" and "The window was broken by Charlie" - there is a difference in the surface structure, but the sentences are closely related in the underlaying level - deep structure.
|
|
|
deep and surface structure 2 bắt đầu học
|
|
"Ann whacked a man with an umbrella" - can be interpreted either as "Ann had an umbrella and she whacked a man with it" or "Ann whacked a man that had an umbrella" Hence, this sentence is ambiguous it has 2 different interpretations in the deep structure.
|
|
|
bắt đầu học
|
|
Semantics - the study of meaning. Focuses on what the words conventionally mean, rather than what a speaker might want the words to mean. The literal/conceptual meaning.
|
|
|
bắt đầu học
|
|
"hamburger ate the man" is syntactically well formed sentence, but it is semantically odd. oddness comes from the conceptual meaning of the nouns in this sentence. We may determine what a crucial component of meaning it must have: -animate -human -male
|
|
|
bắt đầu học
|
|
Words can play certain roles within a situation described by a sentence. -agent -patient -theme -location -experiencer -instrument -goal -source
|
|
|
bắt đầu học
|
|
the entity that performs the action
|
|
|
bắt đầu học
|
|
the entity that undergoes the action
|
|
|
bắt đầu học
|
|
the entity that undergoes the action
|
|
|
bắt đầu học
|
|
the place where action is happening
|
|
|
bắt đầu học
|
|
the entity that experiences the action
|
|
|
bắt đầu học
|
|
means used to perform some action
|
|
|
bắt đầu học
|
|
entity representing the destination of some other entity
|
|
|
bắt đầu học
|
|
entity from which something moves
|
|
|
lexical relations between words bắt đầu học
|
|
synonyms, antonyms, hyponymy, prototype, homophony, homonymy, polysemy, metonymy, collocations
|
|
|
bắt đầu học
|
|
two or more forms with closely related meaning: broad - wide, ability - capability, angry - furious
|
|
|
bắt đầu học
|
|
forms with opposite meaning: quick - slow, dead - alive, on - off, hot - cold
|
|
|
bắt đầu học
|
|
when the meaning of one word is involved in another word: animal - dog - poodle, bake - boil - grill, glance - peer - stare, animal - bird - sparrow, plant - flower - rose
|
|
|
bắt đầu học
|
|
cognitive reference point of a category or a word: bird - robin, flower - rose, furniture - table, fruit - apple
|
|
|
bắt đầu học
|
|
the same pronunciation but different meaning and spelling: bare - bear, cell - sell, die - dye, heal - heel
|
|
|
bắt đầu học
|
|
one form has two unrelated meanings: bat - sport equipment or an animal, lie - something that's not true or a resting position, bank - river or an institution
|
|
|
bắt đầu học
|
|
one form that has multiple meanings which are related: bright - shining or intelligent, head - body or top of company, get - procure or understand
|
|
|
bắt đầu học
|
|
connections between words based on various relations: container - content (bottle - coke), whole - part (car - wheels), symbol (king - crown)
|
|
|
bắt đầu học
|
|
words frequently occuring together: butter and bread, salt and pepper, husband and wife, bed and breakfast
|
|
|
bắt đầu học
|
|
The study of intended speaker meaning. When we hear or read some language we try to understand not only what the words mean, but also what a person intended to say.
|
|
|
bắt đầu học
|
|
it is of crucial importance in analyzing the meanings of words.
|
|
|
bắt đầu học
|
|
same words in a language cannot be interpreted unless the physical context of a speaker is known e.g. here, there, I, them etc.
|
|
|
bắt đầu học
|
|
an act by which speaker is able to identify something
|
|
|
bắt đầu học
|
|
a subsequent reference to an already mentioned entity (reffering)
|
|
|
bắt đầu học
|
|
an assumption made by the speaker or the listener: "where's the book" - it was on a table, "me and my wife decided" - he is married
|
|
|
bắt đầu học
|
|
acts performed by a speaker for example: questioning, commanding, requesting. They can have various forms: imperative, affirmative, interrogative, can be direct or indirect. Direct - "Where's my wallet?" Indirect - "Could you tell me..."
|
|
|
bắt đầu học
|
|
|
|
|
bắt đầu học
|
|
saying something that is a threat to another person "sit down"
|
|
|
bắt đầu học
|
|
saying something politely "will you sit down please"
|
|
|
bắt đầu học
|
|
Discourse refers to the communication and exchange of ideas, opinions, and information between individuals or groups. It can occur in various forms such as spoken language, written text or online interactions.
|
|
|
bắt đầu học
|
|
is a multidisciplinary approach used to study language in its social context. It examines how language is used to construct meaning, shape social interactions, and reflect power dynamics within a given discourse or communication setting.
|
|
|
bắt đầu học
|
|
A certain structure of a text. These are the ties and connections (cohesive links) which exist within text (he, then, here, it). All the words are used to maintain reference to people and things.
|
|
|
bắt đầu học
|
|
The way we make sense of what we hear or read. It is significant in interpretation of casual conversation. Not everything is said directly. We make guesses, anticipate what will be said and infer meaning using our intelligence.
|
|
|
difference between cohesion and coherence bắt đầu học
|
|
Cohesion is achieved when sentences are connected at the sentence level, whereas as coherence is achieved when ideas are connected.
|
|
|
bắt đầu học
|
|
By speech events we understand e.g. a debate, an interview or a discussion. Many things are taken into consideration: the roles of the people, relationship, topic, situation etc.
|
|
|
conversational interaction bắt đầu học
|
|
It's an activity where two or more people takes turns speaking. Participants wait until one speaker indicates that he has finished speaking by completion point. Other participants may indicate that they want to speak by making short sounds, raisin hand...
|
|
|
bắt đầu học
|
|
a conventional knowledge structure which exists in memory
|
|
|
bắt đầu học
|
|
a dynamic schemata in which a series of conventional actions take place, e.g. "going to the dentist", "buying a plane ticket"
|
|
|
bắt đầu học
|
|
scripts provide a shared understanding of how an interaction should unfold. They establish a set of expectations regarding turn-taking, topics of discussion, and appropriate responses.
|
|
|
bắt đầu học
|
|
schemata help us interpret and comprehend the content being discussed. When we encounter a familiar topic, our schema for that topic is activated, and we can quickly make connections, generate relevant responses, and understand the underlying meaning.
|
|
|
What language family does english and polish belong to? bắt đầu học
|
|
Both belong to Indo - European family. English is germanic language, while Polish is slavic language.
|
|
|