西南大学网院17秋[0181]语言学导论在线作业及答案
01811、_________,exceptthosewithmentalorphysicalimpairments,arebetterorworsefirstlanguageacquirers.西南大学网院答案请咨询微信或QQ515224986
F.Fewmen
Somemen
Nomen
Manymen
参考答案：Nomen；
2、_________dealswiththerelationshipbetweenthelinguisticelementandthenon-linguisticworldofexperience.
Concept
Reference
Semantics
Sense
参考答案：Reference；
3、Ahistoricalstudyoflanguageisa____studyoflanguage.
prescriptive
comparative
diachronic
synchronic
参考答案：diachronic；
4、Whatessentiallydistinguishessemanticsandpragmaticsiswhetherinthestudyofmeaning_________isconsidered.
speechact
grammar
reference
context
5、Whichofthefollowingisnotadesignfeatureofhumanlanguage?
Duality
Meaningfulness
Arbitrariness
Displacement
6、Thesoundsproducedwithoutthevocalcordsvibratingare____sounds.
A.voiceless
voiced
vowel
consonantal
7、__________isadvancedbyPaulGrice.
SpeechActTheory
CooperativePrinciple
PolitenessPrinciple
TheGeneralPrincipleofUniversalGrammar
8、___________referstothephenomenonthatwordshavingdifferentmeaningshavethesameform.
Hyponymy
Polysemy
Homonymy
Synonymy
9、_________doesnotstudymeaninginisolation,butincontext.
D.Senserelation
Semantics
Pragmatics
Concept
10、Thedifferentphoneswhichcanrepresentaphonemeindifferentphoneticenvironmentsarecalledthe____ofthatphoneme.
phones
allophones
sounds
phonemes
11、AccordingtoF.deSaussure,____referstotheabstractlinguisticsystemsharedbyallthemembersofaspeechcommunity.
E.langue
competence
performance
parole
12、“-s”intheword“books”is_______.
B.astem
aninflectionalaffix
aroot
aderivativeaffix
13、_________isabranchofgrammarwhichstudiestheinternalstructureofwordsandtherulesbywhichwordsareformed.
C.Grammar
Morpheme
Syntax
Morphology
14、Thedevelopmentoflinguisticskillsinvolvestheacquisitionof____rulesratherthanthemerememorizationofwordsandsentences.
pragmatic
cultural
behaviour
grammatical
15、“Tom'sbikeisred”_______Tomhasabike.
entails
presupposes
issynonymouswith
isinconsistentwith
16、Infirstlanguageacquisition,explicitteachingofcorrectformstoyoungchildrenplays___atbest.
aminorrole
asignificantrole
abasicrole
norole
17、_____areoftenthoughttobethesmallestmeaningfulunitsoflanguagebythelinguists.
Words
Morphemes
Phonemes
Sentences
18、Boundmorphemesarethosethat____.
havetobeusedindependently
cannotbecombinedwithothermorphemes
canstandaswordsontheirown
havetobecombinedwithothermorphemes
19、Themeaningcarriedbytheinflectionalmorphemeis_____.
lexical
morphemic
grammatical
semantic
20、A____vowelisonethatisproducedwiththefrontpartofthetonguemaintainingthehighestposition.
back
central
front
middle
21、Thesound/f/is____.
voicedpalatalaffricate
voicedalveolarstop
voicelessvelarfricative
voicelesslabiodentalfricative
22、Since/p/and/b/arephoneticallysimilar,occurinthesameenvironmentsandtheycandistinguishmeaning,theyaresaidtobe_____.
inphonemiccontrast
incomplementarydistribution
theallophones
minimalpair
23、Theassimilationruleassimilatesonesoundtoanotherby“copying”afeatureofasequentialphoneme,thusmakingthetwophones______.
identical
same
exactlyalike
similar
24、Thesoundsproducedwithoutthevocalcordsvibratingare____sounds.
voiceless
voiced
vowel
consonantal
25、Languageissaidtobearbitrarybecausethereisnologicalconnectionbetween_____andmeanings.
sense
sounds
objects
ideas
26、Modernlinguisticsregardsthewrittenlanguageas_____.
primary
better
secondary
unchangeable
27、Whichofthefollowingisnotadesignfeatureofhumanlanguage?
Arbitrariness
Displacement
Duality
Meaningfulness
28、Ifalinguisticstudydescribesandanalyzesthelanguagepeopleactuallyuse,itissaidtobe______.
prescriptive
analytic
descriptive
linguistic
29、Infirstlanguageacquisition,imitationplays_________.
aminorrole
asignificantrole
norole
abasicrole
30、Alinguistic____referstoawordorexpressionthatisprohibit-edbythepolitesocietyfromgeneraluse.
jargon
taboo
euphemism
slang
31、_______arethosethatcannotbeusedindependentlybuthavetobecombinedwithothermorphemes,eitherfreeorbound,toformaword.
Boundmorphemes
Boundwords
Freemorphemes
Words
32、__________isavoicedbilabialstop.
/d/
/k/
/b/
/z/
33、Vibrationofthevocalcordsresultsinaqualityofspeechsoundscalledvoicing.
A.√
B.×
34、Languagebynomeansdeterminesthewaysweperceivetheobjectiveworld,butbyitsconvenience,availability,andhabitualuse,doesinfluencetheperceptionsofhumanbeing.
A.√
B.×
35、Linguisticsstudiesaparticularlanguage,notlanguageingeneral.
A.√
B.×
36、Thesmallestmeaningfulunitsthatcanbeusedfreelyallbythemselvesarefreemorphemes.
A.√
B.×
37、L1developmentandL2developmentseemtoinvolvethesameprocesses.
A.√
B.×
38、Everyspeakerofalanguageis,inastrictersense,aspeakerofadistinctidiolect.
A.√
B.×
39、Thecapacitytoacquireone’sfirstlanguageisafundamentalhumantraitthatallhumanbeings,generallyspeaking,areequallywellpossessedwith.
A.√
B.×
40、Thestandardlanguageisabetterlanguagethannonstandardlanguages.
A.√
B.×
41、Whatisactuallyinternalizedinthemindofanativespeakerisacompletelistofwordsandphrasesratherthangrammaticalknowledge.
A.√
B.×
42、Thelinguisticmarkersthatcharacterizeindividualsocialgroupsmayserveassocialmarkersofgroupmembership.
A.√
B.×
43、SpeechacttheorywasoriginatedwiththeBritishphilosopherJohnSearle.
A.√
B.×
44、Utterancesalwaystaketheformofcompletesentences.
A.√
B.×
45、“alive”and“dead”arecomplementaryantonyms.
A.√
B.×
46、Componentialanalysisisawayinwhichthemeaningofawordcanbedissectedintomeaningcomponents,calledsemanticfeatures.
A.√
B.×
47、ThedistinctionbetweencompetenceandperformanceisproposedbyHalliday.
A.√
B.×
48、Whatessentiallydistinguishessemanticsandpragmaticsiswhetherinthestudyofmeaningthecontextofuseisconsidered.
A.√
B.×
49、“Smog”isawordformedbytheword-formingprocesscalledacronymy.
A.√
B.×
50、Hyponymyreferstothephenomenonthatwordshavingdifferentmeaningshavethesameform.
A.√
B.×
51、Derivationreferstotheprocessbywhichnewwordsareformedbytheadditionofaffixestotheroots,stems,orwords.
A.√
B.×
52、Bilingualismanddiglossiameanthesamething.
A.√
B.×
53、Pidginsarelinguisticallyinferiortostandardlanguages.
A.√
B.×
54、Thestandardlanguageisabetterlanguagethannonstandardlanguages.
A.√
B.×
55、Twospeakersofthesamelanguageordialectusetheirlanguageordialectinthesameway.
A.√
B.×
56、Aperson’ssocialbackgroundsdonotexertashapinginfluenceonhischoiceoflinguisticfeatures.
A.√
B.×
57、Languageusevariesfromonespeechcommunitytoanother,fromoneregionalgrouptoanother,fromonesocialgrouptoanother,andevenfromoneindividualtoanother.
A.√
B.×
58、Observationsofchildrenindifferentlanguageareasoftheworldrevealthatthedevelopmentalstagesaresimilar,possiblyuniversal,whateverthenatureoftheinput.
A.√
B.×
59、Forthevastmajorityofchildren,languagedevelopmentoccursspontaneouslyandrequireslittleconsciousinstructiononthepartofadults.
A.√
B.×
60、Somelanguagesareinferior,orsuperior,tootherlanguages.
A.√
B.×
61、ThedistinctionbetweencompetenceandperformancewasproposedbyF.deSaussure.
A.√
B.×
62、Abasicwaytodeterminethephonemesofalanguageistoseeifsubstitutingonesoundforanotherresultsinachangeofmeaning.
A.√
B.×
63、Asynchronicstudyoflanguageisthedescriptionoflanguageatsomepointintime.
A.√
B.×
64、Forthevastmajorityofchildren,languagedevelopmentoccursspontaneouslyandrequireslittleconsciousinstructiononthepartofadults.
A.√
B.×
65、Themeaningofasentenceisthesumtotalofthemeaningsofallitscomponents.
A.√
B.×
66、Wordsarethesmallestmeaningfulunitsoflanguage.
A.√
B.×
67、Morphologystudiestheinternalstructureofwordsandtherulesbywhichwordsareformed.
A.√
B.×
68、EnglishisatonelanguagewhileChineseisnot.
A.√
B.×
69、Generallyspeaking,lefthemisphereisresponsibleforlanguageandspeech,analyticreasoning,associativethought,etc.,whiletherighthemisphereisresponsibleforperceptionofnonlinguisticsounds,holisticreasoning,recognitionofmusicalmelodies,etc.
A.√
B.×
70、Imitationplaysatbestaveryminorroleinthechild’smasteryoflanguage.
A.√
B.×
71、ThedistinctionbetweencompetenceandperformancewasproposedbyF.deSaussure.
A.√
B.×
72、Thesyntacticrulesofanylanguagearefiniteinnumber,butthereisnolimittothenumberofsentencesnativespeakersofthatlanguageareabletoproduceandcomprehend.
A.√
B.×
73、Mostlanguageshavesetsoflexicalitemssimilarinmeaningbutrankeddifferentlyaccordingtotheirdegreeofformality.
A.√
B.×
74、Languagefunctionsarebelievedtobelateralizedprimarilyinthelefthemisphereofthebrain.
A.√
B.×
75、Psychologistsandeducatorshaveknownforalongtimethatactivelearningisbyfarsuperiortopassivelearningandinthediscussioninsection3.1.1wehaverejectedthenotionofteachinglanguagethroughsomeautomaticconditioningprocess.Bothoftheseconsiderationspointtothecrucialroleoflearnerfactorsinlanguageacquisitionandtotheimportanceofknowingjustwhatthelearnercontributestothelearningprocesssothatitcanbetakenintoaccountintheteachingprocess.IntelligenceisusuallyconceivedofastheabilitytolearnandthusitistobeexpectedthatI.Q.willberelatedtosecond-languagelearningaswell,andindeedtheevidencewehavecorroboratedthisexpectation.Thisrelationship,underconditionsofschoollearning,appearstobeintheorderof15to20percentofthecontributingvariance.Theimportanceofintelligenceinsecond-languagelearningcanbeinterpretedasstemmingfromthefactthattheteachingprocessisincapableofmakingitcompletelyclearjustwhatthelearneristoacquire.Thusthevariancecontributionofintelligencecanbeexpectedtoincreaseunderconditionswhereinstructionalproceduresareweakandamorphousanddecreaseunderconditionswheretheyareeffectiveandwellintegrated.Inthissense,thecorrelationbetweenintelligenceandachievementcanbeviewedasanindicationofthequalityofinstruction.The20percentvariancecontributionjustreferredtothusindicatesthatwithinthepresentconditionsoflanguageteachinginschools,giventhecriteriondefinitionsandgoals,anddistributionofaptitudeandperseverancefactorsthatnowprevail,thequalityofinstructionisquitehighandtheamountofpossibleimprovementfairlylimited.Thisconclusion,ifvalid,isquitesignificant,sinceitsuggeststhatinordertoincreasethesuccessoftheFLcurriculuminschoolsthemajorchangesandimprovementswillhavetocomeintheareaofcriteriondefinitionandimplementation,i.e.,achangeinwhatisbeingtaughtunderparticularconditions.Notethatqualityofinstructioncanbehigh-thatis,itisbeingmadequitecleartothestudentjustwhatheissupposedtolearn-whilethesuccessoftheover-allprogramcanremaininadequateowingtolackofperseveranceonthepartofthestudentortothechoiceofacriteriongoalforthecoursethatturnsouttobenotwhatwaswanted.Itshouldberealizedthatachangeincriteriongoalmayaffectthequalityofinstruction,since'correspondingtoachangeinwhatisbeingtaughttheremayhavetobeachangeinhowitisbeingtaught.Withthesenewgoals,qualityofinstructionwillhavetobereevaluated,sincethereisnoguaranteethatourpresentknowledgewillbeequallyeffectiveinteachingthesenewerskills.aremuchinvolvedinthelearningprocessplaythesamepartinthelearningprocessastheteacherknowtheteachers'crucialroleintheteachingprocess?learnthroughsomeautomaticconditioningprocess
?<spanstyle="font-family:;"><spanstyle="font-family:宋体;">aremuchinvolvedinthelearningprocess</span></span>
?<spanstyle="font-family:;"><spanstyle="font-family:宋体;">playthesamepartinthelearningprocessastheteacher</span></span>
<spanstyle="font-family:;"><spanstyle="font-family:宋体;">knowtheteachers'crucialroleintheteachingprocess</span></span>?
<spanstyle="font-family:;"><spanstyle="font-family:宋体;">learnthroughsomeautomaticconditioningprocess</span></span>?
76、Howmenfirstlearnedtoinventwordsisunknown;inotherwords,theoriginoflanguageisamystery.Allwereallyknowisthatmen,unlikeanimals,somehowinventedcertainsoundstoexpressthoughtandfeelings,actionsandthings,sothattheycouldcommunicatewitheachother;andafterthattheyagreeduponcertainsigns,calledletters,whichcouldbecombinedtorepresentthosesounds,andwhichcouldbewrittendown.Thosesounds,whetherspoken,orwritteninletterswecallwords.Thepowerofwordsliesinthethingstheybringupbeforeourminds.Wordsbecamefilledwithmeaningforusbyexperience;andthelongerwelive,themorecertainwordsrecalltousthegladandsadeventsofourpast;andthemorewereadandlearn,themoremeaningfulawordmaybecometous.
alegendhandeddownfromthepast
?aquestionoflittleimportance
amatterthatishardtoapproach
aproblemnotyetsolved
77、Howmenfirstlearnedtoinventwordsisunknown;inotherwords,theoriginoflanguageisamystery.Allwereallyknowisthatmen,unlikeanimals,somehowinventedcertainsoundstoexpressthoughtandfeelings,actionsandthings,sothattheycouldcommunicatewitheachother;andafterthattheyagreeduponcertainsigns,calledletters,whichcouldbecombinedtorepresentthosesounds,andwhichcouldbewrittendown.Thosesounds,whetherspoken,orwritteninletterswecallwords.Thepowerofwordsliesinthethingstheybringupbeforeourminds.Wordsbecamefilledwithmeaningforusbyexperience;andthelongerwelive,themorecertainwordsrecalltousthegladandsadeventsofourpast;andthemorewereadandlearn,themoremeaningfulawordmaybecometous.
Themorewereadandlearn,thesadderweare.
Themorewereadandlearn,themorewewillknowabouttheworld.
Themorewereadandlearn,themorecertainwewillbeabouttheworld.
Themorewereadandlearnthehappierwebecome.
78、Psychologistsandeducatorshaveknownforalongtimethatactivelearningisbyfarsuperiortopassivelearningandinthediscussioninsection3.1.1wehaverejectedthenotionofteachinglanguagethroughsomeautomaticconditioningprocess.Bothoftheseconsiderationspointtothecrucialroleoflearnerfactorsinlanguageacquisitionandtotheimportanceofknowingjustwhatthelearnercontributestothelearningprocesssothatitcanbetakenintoaccountintheteachingprocess.IntelligenceisusuallyconceivedofastheabilitytolearnandthusitistobeexpectedthatI.Q.willberelatedtosecond-languagelearningaswell,andindeedtheevidencewehavecorroboratedthisexpectation.Thisrelationship,underconditionsofschoollearning,appearstobeintheorderof15to20percentofthecontributingvariance.Theimportanceofintelligenceinsecond-languagelearningcanbeinterpretedasstemmingfromthefactthattheteachingprocessisincapableofmakingitcompletelyclearjustwhatthelearneristoacquire.Thusthevariancecontributionofintelligencecanbeexpectedtoincreaseunderconditionswhereinstructionalproceduresareweakandamorphousanddecreaseunderconditionswheretheyareeffectiveandwellintegrated.Inthissense,thecorrelationbetweenintelligenceandachievementcanbeviewedasanindicationofthequalityofinstruction.The20percentvariancecontributionjustreferredtothusindicatesthatwithinthepresentconditionsoflanguageteachinginschools,giventhecriteriondefinitionsandgoals,anddistributionofaptitudeandperseverancefactorsthatnowprevail,thequalityofinstructionisquitehighandtheamountofpossibleimprovementfairlylimited.Thisconclusion,ifvalid,isquitesignificant,sinceitsuggeststhatinordertoincreasethesuccessoftheFLcurriculuminschoolsthemajorchangesandimprovementswillhavetocomeintheareaofcriteriondefinitionandimplementation,i.e.,achangeinwhatisbeingtaughtunderparticularconditions.Notethatqualityofinstructioncanbehigh-thatis,itisbeingmadequitecleartothestudentjustwhatheissupposedtolearn-whilethesuccessoftheover-allprogramcanremaininadequateowingtolackofperseveranceonthepartofthestudentortothechoiceofacriteriongoalforthecoursethatturnsouttobenotwhatwaswanted.Itshouldberealizedthatachangeincriteriongoalmayaffectthequalityofinstruction,since'correspondingtoachangeinwhatisbeingtaughttheremayhavetobeachangeinhowitisbeingtaught.Withthesenewgoals,qualityofinstructionwillhavetobereevaluated,sincethereisnoguaranteethatourpresentknowledgewillbeequallyeffectiveinteachingthesenewerskills.?someautomaticconditioningprocesseasytocontrolsuperiorto"activelearning"inpracticeaprocessinwhichtheteacherplaysapassiverole
?<spanstyle="font-family:;"><spanstyle="font-family:宋体;">?someautomaticconditioningprocess</span></span>
?<spanstyle="font-family:;"><spanstyle="font-family:宋体;">easytocontrol</span></span>
?<spanstyle="font-family:;"><spanstyle="font-family:宋体;">superiorto"activelearning"inpractice</span></span>
?<spanstyle="font-family:;"><spanstyle="font-family:宋体;">aprocessinwhichtheteacherplaysapassiverole</span></span>
79、Howmenfirstlearnedtoinventwordsisunknown;inotherwords,theoriginoflanguageisamystery.Allwereallyknowisthatmen,unlikeanimals,somehowinventedcertainsoundstoexpressthoughtandfeelings,actionsandthings,sothattheycouldcommunicatewitheachother;andafterthattheyagreeduponcertainsigns,calledletters,whichcouldbecombinedtorepresentthosesounds,andwhichcouldbewrittendown.Thosesounds,whetherspoken,orwritteninletterswecallwords.Thepowerofwordsliesinthethingstheybringupbeforeourminds.Wordsbecamefilledwithmeaningforusbyexperience;andthelongerwelive,themorecertainwordsrecalltousthegladandsadeventsofourpast;andthemorewereadandlearn,themoremeaningfulawordmaybecometous.
?theycouldagreeordisagreewitheachother
theycouldspellorcombinethem
?theycouldcommunicatewitheachotherinonewayoranother
theycouldwritetooneanother
80、Psychologistsandeducatorshaveknownforalongtimethatactivelearningisbyfarsuperiortopassivelearningandinthediscussioninsection3.1.1wehaverejectedthenotionofteachinglanguagethroughsomeautomaticconditioningprocess.Bothoftheseconsiderationspointtothecrucialroleoflearnerfactorsinlanguageacquisitionandtotheimportanceofknowingjustwhatthelearnercontributestothelearningprocesssothatitcanbetakenintoaccountintheteachingprocess.IntelligenceisusuallyconceivedofastheabilitytolearnandthusitistobeexpectedthatI.Q.willberelatedtosecond-languagelearningaswell,andindeedtheevidencewehavecorroboratedthisexpectation.Thisrelationship,underconditionsofschoollearning,appearstobeintheorderof15to20percentofthecontributingvariance.Theimportanceofintelligenceinsecond-languagelearningcanbeinterpretedasstemmingfromthefactthattheteachingprocessisincapableofmakingitcompletelyclearjustwhatthelearneristoacquire.Thusthevariancecontributionofintelligencecanbeexpectedtoincreaseunderconditionswhereinstructionalproceduresareweakandamorphousanddecreaseunderconditionswheretheyareeffectiveandwellintegrated.Inthissense,thecorrelationbetweenintelligenceandachievementcanbeviewedasanindicationofthequalityofinstruction.The20percentvariancecontributionjustreferredtothusindicatesthatwithinthepresentconditionsoflanguageteachinginschools,giventhecriteriondefinitionsandgoals,anddistributionofaptitudeandperseverancefactorsthatnowprevail,thequalityofinstructionisquitehighandtheamountofpossibleimprovementfairlylimited.Thisconclusion,ifvalid,isquitesignificant,sinceitsuggeststhatinordertoincreasethesuccessoftheFLcurriculuminschoolsthemajorchangesandimprovementswillhavetocomeintheareaofcriteriondefinitionandimplementation,i.e.,achangeinwhatisbeingtaughtunderparticularconditions.Notethatqualityofinstructioncanbehigh-thatis,itisbeingmadequitecleartothestudentjustwhatheissupposedtolearn-whilethesuccessoftheover-allprogramcanremaininadequateowingtolackofperseveranceonthepartofthestudentortothechoiceofacriteriongoalforthecoursethatturnsouttobenotwhatwaswanted.Itshouldberealizedthatachangeincriteriongoalmayaffectthequalityofinstruction,since'correspondingtoachangeinwhatisbeingtaughttheremayhavetobeachangeinhowitisbeingtaught.Withthesenewgoals,qualityofinstructionwillhavetobereevaluated,sincethereisnoguaranteethatourpresentknowledgewillbeequallyeffectiveinteachingthesenewerskills.LearningskillsCriteriongoal<imgsrc="static/homework/ok.png"></img>AchievementPerseverance
?<spanstyle="font-family:;"><spanstyle="font-family:宋体;">Learningskills</span></span>
?<spanstyle="font-family:;"><spanstyle="font-family:宋体;">Criteriongoal</span></span>
?<spanstyle="font-family:;"><spanstyle="font-family:宋体;">Achievement</span></span>
?<spanstyle="font-family:;"><spanstyle="font-family:宋体;">Perseverance</span></span>
81、Psychologistsandeducatorshaveknownforalongtimethatactivelearningisbyfarsuperiortopassivelearningandinthediscussioninsection3.1.1wehaverejectedthenotionofteachinglanguagethroughsomeautomaticconditioningprocess.Bothoftheseconsiderationspointtothecrucialroleoflearnerfactorsinlanguageacquisitionandtotheimportanceofknowingjustwhatthelearnercontributestothelearningprocesssothatitcanbetakenintoaccountintheteachingprocess.IntelligenceisusuallyconceivedofastheabilitytolearnandthusitistobeexpectedthatI.Q.willberelatedtosecond-languagelearningaswell,andindeedtheevidencewehavecorroboratedthisexpectation.Thisrelationship,underconditionsofschoollearning,appearstobeintheorderof15to20percentofthecontributingvariance.Theimportanceofintelligenceinsecond-languagelearningcanbeinterpretedasstemmingfromthefactthattheteachingprocessisincapableofmakingitcompletelyclearjustwhatthelearneristoacquire.Thusthevariancecontributionofintelligencecanbeexpectedtoincreaseunderconditionswhereinstructionalproceduresareweakandamorphousanddecreaseunderconditionswheretheyareeffectiveandwellintegrated.Inthissense,thecorrelationbetweenintelligenceandachievementcanbeviewedasanindicationofthequalityofinstruction.The20percentvariancecontributionjustreferredtothusindicatesthatwithinthepresentconditionsoflanguageteachinginschools,giventhecriteriondefinitionsandgoals,anddistributionofaptitudeandperseverancefactorsthatnowprevail,thequalityofinstructionisquitehighandtheamountofpossibleimprovementfairlylimited.Thisconclusion,ifvalid,isquitesignificant,sinceitsuggeststhatinordertoincreasethesuccessoftheFLcurriculuminschoolsthemajorchangesandimprovementswillhavetocomeintheareaofcriteriondefinitionandimplementation,i.e.,achangeinwhatisbeingtaughtunderparticularconditions.Notethatqualityofinstructioncanbehigh-thatis,itisbeingmadequitecleartothestudentjustwhatheissupposedtolearn-whilethesuccessoftheover-allprogramcanremaininadequateowingtolackofperseveranceonthepartofthestudentortothechoiceofacriteriongoalforthecoursethatturnsouttobenotwhatwaswanted.Itshouldberealizedthatachangeincriteriongoalmayaffectthequalityofinstruction,since'correspondingtoachangeinwhatisbeingtaughttheremayhavetobeachangeinhowitisbeingtaught.Withthesenewgoals,qualityofinstructionwillhavetobereevaluated,sincethereisnoguaranteethatourpresentknowledgewillbeequallyeffectiveinteachingthesenewerskills.theroleof"learnerfactors"inthelearningprocesstheroleoftheteacherintheteachingprocess?theconditionsoftheteachingprocess?theconditionsofthelearningprocess
?<spanstyle="font-family:;"><spanstyle="font-family:宋体;">theroleof"learnerfactors"inthelearningprocess</span></span>
?<spanstyle="font-family:;"><spanstyle="font-family:宋体;">theroleoftheteacherintheteachingprocess</span></span>
?<spanstyle="font-family:;"><spanstyle="font-family:宋体;">?theconditionsoftheteachingprocess</span></span>
<spanstyle="font-family:;"><spanstyle="font-family:宋体;">?theconditionsofthelearningprocess</span></span>?
82、Howmenfirstlearnedtoinventwordsisunknown;inotherwords,theoriginoflanguageisamystery.Allwereallyknowisthatmen,unlikeanimals,somehowinventedcertainsoundstoexpressthoughtandfeelings,actionsandthings,sothattheycouldcommunicatewitheachother;andafterthattheyagreeduponcertainsigns,calledletters,whichcouldbecombinedtorepresentthosesounds,andwhichcouldbewrittendown.Thosesounds,whetherspoken,orwritteninletterswecallwords.Thepowerofwordsliesinthethingstheybringupbeforeourminds.Wordsbecamefilledwithmeaningforusbyexperience;andthelongerwelive,themorecertainwordsrecalltousthegladandsadeventsofourpast;andthemorewereadandlearn,themoremeaningfulawordmaybecometous.
?thesmallestmeaningfulunitsinlanguage
astringofletterswritten
astringofsoundsspokenorwritteninletters
astringofsoundsspoken
83、Howshoulderrorsonthepartofforeignlanguagelearnersbetreated?
84、Whycanwesaylanguageisuniquetomankind?
85、Exemplifywhatconversationalimplicaturesareandhowtheyarise.
86、WhatisICAnalysis?Canyounameoneofitsadvantagesinanalyzingthestructureofsentences?
87、Whatisanindirectspeechact?
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