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浙江教师统考英语语言学考点梳理
漆家佳
在浙江省教师招聘考试统考笔试的过程中，对于英语语言学的考察是很多考生反馈的难点所在。下面，华图教师就近几年浙江省教师招聘统考英语专业知识的真题，为大家总结整理了近几年浙江生教师统考英语语言学常考点梳理，以期为各位考生复习提供便利，希望对各位考生的复习备考有所帮助。
总结梳理近几年浙江省教师统考中出现的语言学真题，我们可以发现其实纯粹考察大家语言学知识的题目并不是很多，基本上涉及题型有1-2道单选，1-2道填空题，因此单纯考察语言学知识的题目分值大概占4分左右。当然，虽然这部分分值不是很高，但是对于大部分考生来说，语言学是弱项，因此这4分很有可能成为决定性的拉分点，若能够顺利拿到语言学考点分值，那对于考生来说无疑是更胜一筹。通过分析总结近几年考试真题，我们将考试中出现频率最高，考查可能性最大的语言学知识点归纳为以下七类：
1. 语言学流派schools of modern linguistics; （1）The Prague School
Functional Sentence Perspective (FSP)：
Theme主题: The point of departure of a sentence is equally present to the speaker and to the hearer – it is their rallying point, the ground on which they meet. This is called the theme.
Rheme述题: The goal of discourse of a sentence presents the very information that is to be imparted to the hearer. This is called the rheme.
（2）The London School
Malinowski’s theories：The meaning of an utterance does not come from the ideas of the words comprising it but from its relation to the situational context in which the utterance occurs.
Firth’s theories：The meaning of any sentence consists of the following five parts:
(1) the relationship of each phoneme to its phonetic context (2) the relationship of each lexical item to the others in the sentence (3) the morphological relations of each word
(4) the sentence type of which the given sentence is an example
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(5) the relationship of the sentence to its context of situation
Halliday and Systemic-Functional Grammar
Halliday's work stresses that language cannot be dissassociated from meaning. Systemic-functional linguistics (SFL), as it's name suggests, considers function and semantics as the basis of human language and communicative activity.
（3）American Structuralism Early period: Boas and Sapir
Bloomfield’s theory：L. Bloomfield is regarded as one of the founders and representative figures of American Structuralism at the beginning of the 20th century. He laid much emphasis on the objectivity and systematicity of observable data in his study of language. He was more interested in the ways items were arranged than in meaning. To him meaning was simply the relationship between a stimulus and a verbal response, which could hardly be explained by any rigorous analytical method. Stimulus and Reaction.
Post-Bloomfieldian linguistics: Influenced by Bloomfield’s Language, American linguists such as Z. Harris (1909 – ), C. Hockett (1916 – 2000), G. Trager, H. L. Smithm, A. Hill, and R. Hall further developed structuralism, characterized by a strict empiricism.
（4）Transformational-Generative (TG) grammar Chomsky: Language Acquisition Device (LAD)
Chomsky believes that language is somewhat innate, and that children are born with what he calls a Language Acquisition Device, which is a unique kind of knowledge that fits them for language learning. He argues the child comes into the world with specific innate endowment, not only with general tendencies or potentialities, but also with knowledge of the nature of language.
在这一部分考生只需了解各学派代表人物及其主要理论即可。如15年中学卷曾经考查过这样一道真题：
10. John Firth, Malinowski and Halliday are the representatives of ______ School, known as Functional Linguistics
A. Copenhagen
B. Prague
C. Behaviorism
D. London
2. 外语教学 linguistics and foreign language teaching;
Various linguistic views and their significance in language learning and teaching 更多教师考试资料尽在华图教师网（http://www.hteacher.net）
Traditional grammar: based upon earlier grammars of Latin or Greek, and laid emphasis on correctness, literary excellence, the use of Latin models, and the priority of written language. Prescription was its key tone.
Structuralist linguistics
Structuralist linguistics describes linguistics features in terms of structures and systems. It describes the current spoken language, which people use in daily communication. Its focus, however, is still on grammatical structures.
Transformational-generative (TG) linguistics
TG grammar sees language as a system of innate rules. A native speaker possesses a linguistic competence, or a language acquisition device.
But because it is a formal and abstract grammar, it remains limited in language teaching. Functional linguistics
M. A. K. Halliday’s systemic-functional linguistics sees language as an instrument used to perform various functions in social interaction. It concerns not only with the formal system of language but also the functions of language in society, and its scope is wider than that of former theories.
What is the role of grammar in language teaching? Currently, the general consensus is that although language learning should be meaning-focused and communication-oriented, it is still necessary and beneficial for language learners to pay a certain degree of attention to the study of grammar. Research in second language acquisition has indicated that grammar has its due value in the process of language learning. The study of grammar facilitates the internalization of the structures of the target language. The problems unsolved are what grammar or what aspects of grammar learners should learn and how they can learn them.
3. 语言学与语言学习linguistics and language learning
Universal grammar: A theory which claims to account for the grammatical competence of every adult no matter what language he or she speaks. It claims that every speaker knows a set of principles which apply to all languages and also a set of parameters that can vary from one language to another, but only within certain limits.
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Krashen’s input hypothesis: learners acquire a language as a result of comprehending input addressed to them. Krashen brought forward the concept of “i + 1” principle, i.e. the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still be challenged to make progress.
Interlanguage in language learning: Interlanguage is a language system between the target language and the learner’s native language. It formed when the learner attempts to learn a new language, and it has features of both the first language and the second language but is neither.
Types of test: 1.
Aptitude test能力测试: Aptitude tests attempt to measure the learner’s
aptitude or natural abilities to learn languages.
2. Proficiency test水平测试: The purpose of proficiency tests is to discover what the testee already knows about the target language.
3. Achievement test成绩测试: Achievement tests assess how much a learner has mastered the contents of a particular course.
4. Diagnostic test诊断测试: Diagnostic tests are designed to discover mainly what the testee does not know about the language, e.g. a diagnostic English pronunciation test may be used to show which sounds a student is and is not able to pronounce.
本部分大家了解一些重要的理论知识，做到有备无患。如13年中学考察过这样一道题： 9. Which of the following item is NOT a hypothesis of Krashen’s Monitor Model? A. the monitor hypothesis
B. the natural order hypothesis D. the affective filter hypothesis
C. the critical period hypothesis
本题考查克拉申的监控模式，C选项是乔姆斯基的关键期假说，因此很显然，本题选C即可。
4. 语义学semantics: meaning Meanings of “meaning”
（1）Meaning: Meaning refers to what a language expresses about the world we live in or any possible or imaginary world.
(2). Connotation: The additional meaning that a word or phrase has beyond its central meaning.
(3). Denotation: That part of the meanings of a word or phrase that relates it to phenomena
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in the real world or in a fictional or possible word.
(4). Different types of meaning (Recognized by Leech, 1974) a.
① Conceptual meaning: Logical, cognitive, or denotative content. ② Associative meaning
Connotative meaning: What is communicated by virtue of what language refers to.
b. Social meaning: What is communicated of the social circumstances of language use. c. writer.
d. Reflected meaning: What is communicated through association with another sense of the same expression.
e.
Collocative meaning: What is communicated through association with words which tend Affective meaning: What is communicated of the feelings and attitudes of the speaker /
to occur in the environment of another word.
③ Thematic meaning: What is communicated by the way in which the message is organized in terms of order and emphasis.
Sense relations
I. Synonymy
Synonymy is the technical name for the sameness relation.
II. Antonymy
Antonymy is the name for oppositeness relation. There are three subtypes: gradable, complementary and converse antonymy.
1. Gradable antonymy
Gradable antonymy is the commonest type of antonymy. They are mainly adjectives, e.g. good / bad, long / short, big / small, etc.
2. Complementary antonymy
The members of a pair in complementary antonymy are complementary to each other. That is, they divide up the whole of a semantic filed completely. Not only the assertion of one means the denial of the other, the denial of one also means the assertion of the other, e.g. alive / dead, hit / miss, male / female, boy / girl, etc.
3. Converse antonymy