《汉字文化》课程教学资源（经典阅读）语言及语言学_语言引论 英文原版

xiv PREFACE ordinarily expected in a first course in language study.An answer key is avail- able to instructors to assist them in areas outside of their expertise. Chapter 1 continues to be a concise introduction to the general study of lan- guage.It now contains many "hooks"for engaging students in language study, including "Language and Thought,"which takes up the Sapir-Whorf hypothe- sis;discussions of signed languages;a consideration of animal "languages";and a treatment of language origins. Chapter 2,"Brain and Language,"retains its forward placement in the book because we believe that one can learn about the brain through language,and about the nature of the human being through the brain.This chapter may be read and appreciated without technical knowledge of linguistics.When the cen- trality of language to human nature is appreciated,students will be motivated to learn more about human language,and about linguistics,because they will be learning more about themselves.As in the previous edition,highly detailed illustrations of MRI and PET scans of the brain are included,and this chap- ter highlights some of the new results and tremendous progress in the study of neurolinguistics over the past few years.The arguments for the autonomy of language in the human brain are carefully crafted so that the student sees how experimental evidence is applied to support scientific theories. Chapters 3 and 4,on morphology and syntax,have been heavily rewritten for increased clarity,while weaving in new results that reflect current thinking on how words and sentences are structured and understood.In particular,the chapter on syntax continues to reflect the current views on binary branching, heads and complements,selection,and X-bar phrase structure.Non-English examples abound in these two chapters and throughout the entire book.The intention is to enhance the student's understanding of the differences among languages as well as the universal aspects of grammar.Nevertheless,the intro- ductory spirit of these chapters is not sacrificed,and students gain a deep under- standing of word and phrase structure with a minimum of formalisms and a maximum of insightful examples and explanations,supplemented as always by quotes,poetry,and humor. Chapter 5,on semantics or meaning,has been more highly structuralized so that the challenging topics of this complex subject can be digested in smaller pieces.Still based on the theme of "What do you know about meaning when you know a language?",the chapter first introduces students to truth-conditional semantics and the principle of compositionality.Following that are discussions of what happens when compositionality fails,as with idioms,metaphors,and anomalous sentences.Lexical semantics takes up various approaches to word meaning,including the concepts of reference and sense,semantic features,argu- ment structure,and thematic roles.Finally,the chapter concludes with prag- matic considerations,including the distinction between linguistic and situational context in discourse,deixis,maxims of conversation,implicatures,and speech acts,all newly rewritten for currency and clarity. Chapter 6,on phonetics,retains its former organization with one significant change:We have totally embraced IPA (International Phonetics Association) notation for English in keeping with current tendencies,with the sole exception of using/r/in place of the technically correct //We continue to mention alterna- tive notations that students may encounter in other publications

xiv PREFACE ordinarily expected in a first course in language study. An answer key is avail￾able to instructors to assist them in areas outside of their expertise. Chapter 1 continues to be a concise introduction to the general study of lan￾guage. It now contains many “hooks” for engaging students in language study, including “Language and Thought,” which takes up the Sapir-Whorf hypothe￾sis; discussions of signed languages; a consideration of animal “languages”; and a treatment of language origins. Chapter 2, “Brain and Language,” retains its forward placement in the book because we believe that one can learn about the brain through language, and about the nature of the human being through the brain. This chapter may be read and appreciated without technical knowledge of linguistics. When the cen￾trality of language to human nature is appreciated, students will be motivated to learn more about human language, and about linguistics, because they will be learning more about themselves. As in the previous edition, highly detailed illustrations of MRI and PET scans of the brain are included, and this chap￾ter highlights some of the new results and tremendous progress in the study of neurolinguistics over the past few years. The arguments for the autonomy of language in the human brain are carefully crafted so that the student sees how experimental evidence is applied to support scientific theories. Chapters 3 and 4, on morphology and syntax, have been heavily rewritten for increased clarity, while weaving in new results that reflect current thinking on how words and sentences are structured and understood. In particular, the chapter on syntax continues to reflect the current views on binary branching, heads and complements, selection, and X-bar phrase structure. Non-English examples abound in these two chapters and throughout the entire book. The intention is to enhance the student’s understanding of the differences among languages as well as the universal aspects of grammar. Nevertheless, the intro￾ductory spirit of these chapters is not sacrificed, and students gain a deep under￾standing of word and phrase structure with a minimum of formalisms and a maximum of insightful examples and explanations, supplemented as always by quotes, poetry, and humor. Chapter 5, on semantics or meaning, has been more highly structuralized so that the challenging topics of this complex subject can be digested in smaller pieces. Still based on the theme of “What do you know about meaning when you know a language?”, the chapter first introduces students to truth-conditional semantics and the principle of compositionality. Following that are discussions of what happens when compositionality fails, as with idioms, metaphors, and anomalous sentences. Lexical semantics takes up various approaches to word meaning, including the concepts of reference and sense, semantic features, argu￾ment structure, and thematic roles. Finally, the chapter concludes with prag￾matic considerations, including the distinction between linguistic and situational context in discourse, deixis, maxims of conversation, implicatures, and speech acts, all newly rewritten for currency and clarity. Chapter 6, on phonetics, retains its former organization with one significant change: We have totally embraced IPA (International Phonetics Association) notation for English in keeping with current tendencies, with the sole exception of using /r/ in place of the technically correct /ɹ/. We continue to mention alterna￾tive notations that students may encounter in other publications

Preface XV Chapter 7,on phonology,has been streamlined by relegating several complex examples(e.g.,metathesis in Hebrew)to the exercises,where instructors can opt to include them if it is thought that students can handle such advanced mate- rial.The chapter continues to be presented with a greater emphasis on insights through linguistic data accompanied by small amounts of well-explicated for- malisms,so that the student can appreciate the need for formal theories without experiencing the burdensome details. The chapters comprising Part 3,"The Psychology of Language,"have been both rewritten and restructured for clarity.Chapter 8,"Language Acquisition," is still rich in data from both English and other languages,and has been updated with newer examples from the ever expanding research in this vital topic.The arguments for innateness and Universal Grammar that language acquisition pro- vides are exploited to show the student how scientific theories of great import are discovered and supported through observation,experiment,and reason.As in most chapters,American Sign Language(ASL)is discussed,and its important role in understanding the biological foundations of language is emphasized. In chapter 9,the section on psycholinguistics has been updated to conform to recent discoveries.The section on computational linguistics has been substan- tially reorganized into two subsections:technicalities and applications.In the applications section is an entirely new presentation of forensic computational linguistics-the use of computers in solving crimes that involve language,and, similarly,resolving judicial matters such as trademark disputes. Part 4 is concerned with language in society,including sociolinguistics(chap- ter 10)and historical linguistics(chapter 11).Readers of previous editions will scarcely recognize the much revised and rewritten chapter 10.The section"Lan- guages in Contact"has been thoroughly researched and brought up to date, including insightful material on pidgins and creoles,their origins,interrelation- ship,and subtypes.An entirely new section,"Language and Education,"dis- cusses some of the sociolinguistic issues facing the classroom teacher in our mul- ticultural school systems.No sections have been omitted,but many have been streamlined and rewritten for clarity,such as the section on "Language in Use." Chapter 11,on language change,has undergone a few changes.The section "Extinct and Endangered Languages"has been completely rewritten and brought up to date to reflect the intense interest in this critical subject.The same is true of the section "Types of Languages,"which now reflects the latest research. Chapter 12,on writing systems,is unchanged from the previous edition with the exception of a mild rewriting to further improve clarity,and the movement of the section on reading to chapter 10. Terms that appear bold in the text are defined in the revised glossary at the end of the book.The glossary has been expanded and improved so that the ninth edition provides students with a linguistic lexicon of nearly 700 terms, making the book a worthy reference volume. The order of presentation of chapters 3 through 7 was once thought to be nontraditional.Our experience,backed by previous editions of the book and the recommendations of colleagues throughout the world,has convinced us that it is easier for the novice to approach the structural aspects of language by first look- ing at morphology(the structure of the most familiar linguistic unit,the word). This is followed by syntax (the structure of sentences),which is also familiar

Preface xv Chapter 7, on phonology, has been streamlined by relegating several complex examples (e.g., metathesis in Hebrew) to the exercises, where instructors can opt to include them if it is thought that students can handle such advanced mate￾rial. The chapter continues to be presented with a greater emphasis on insights through linguistic data accompanied by small amounts of well-explicated for￾malisms, so that the student can appreciate the need for formal theories without experiencing the burdensome details. The chapters comprising Part 3, “The Psychology of Language,” have been both rewritten and restructured for clarity. Chapter 8, “Language Acquisition,” is still rich in data from both English and other languages, and has been updated with newer examples from the ever expanding research in this vital topic. The arguments for innateness and Universal Grammar that language acquisition pro￾vides are exploited to show the student how scientific theories of great import are discovered and supported through observation, experiment, and reason. As in most chapters, American Sign Language (ASL) is discussed, and its important role in understanding the biological foundations of language is emphasized. In chapter 9, the section on psycholinguistics has been updated to conform to recent discoveries. The section on computational linguistics has been substan￾tially reorganized into two subsections: technicalities and applications. In the applications section is an entirely new presentation of forensic computational linguistics—the use of computers in solving crimes that involve language, and, similarly, resolving judicial matters such as trademark disputes. Part 4 is concerned with language in society, including sociolinguistics (chap￾ter 10) and historical linguistics (chapter 11). Readers of previous editions will scarcely recognize the much revised and rewritten chapter 10. The section “Lan￾guages in Contact” has been thoroughly researched and brought up to date, including insightful material on pidgins and creoles, their origins, interrelation￾ship, and subtypes. An entirely new section, “Language and Education,” dis￾cusses some of the sociolinguistic issues facing the classroom teacher in our mul￾ticultural school systems. No sections have been omitted, but many have been streamlined and rewritten for clarity, such as the section on “Language in Use.” Chapter 11, on language change, has undergone a few changes. The section “Extinct and Endangered Languages” has been completely rewritten and brought up to date to reflect the intense interest in this critical subject. The same is true of the section “Types of Languages,” which now reflects the latest research. Chapter 12, on writing systems, is unchanged from the previous edition with the exception of a mild rewriting to further improve clarity, and the movement of the section on reading to chapter 10. Terms that appear bold in the text are defined in the revised glossary at the end of the book. The glossary has been expanded and improved so that the ninth edition provides students with a linguistic lexicon of nearly 700 terms, making the book a worthy reference volume. The order of presentation of chapters 3 through 7 was once thought to be nontraditional. Our experience, backed by previous editions of the book and the recommendations of colleagues throughout the world, has convinced us that it is easier for the novice to approach the structural aspects of language by first look￾ing at morphology (the structure of the most familiar linguistic unit, the word). This is followed by syntax (the structure of sentences), which is also familiar

XVI PREFACE to many students,as are numerous semantic concepts.We then proceed to the more novel(to students)phonetics and phonology,which students often find daunting.However,the book is written so that individual instructors can pres- ent material in the traditional order of phonetics,phonology,morphology,syn- tax,and semantics(chapters 6,7,3,4,and 5)without confusion,if they wish. As in previous editions,the primary concern has been with basic ideas rather than detailed expositions.This book assumes no previous knowledge on the part of the reader.An updated list of references at the end of each chapter is included to accommodate any reader who wishes to pursue a subject in more depth.Each chapter concludes with a summary and exercises to enhance the student's interest in and comprehension of the textual material. Acknowledgments Our endeavor to maintain the currency of linguistic concepts in times of rapid progress has been invaluably enhanced by the following colleagues,to whom we owe an enormous debt of gratitude: Susan Curtiss University of California, brain and language Los Angeles Jeff MacSwan Arizona State University bilingual education, bilingual communities John Olsson Forensic Linguistic forensic linguistics Institute,Wales,U.K. Fernanda Pratas Universidade Nova pidgin/creoles de Lisboa Otto Santa Ana University of California, Chicano English Los Angeles Andrew Simpson University of Southern language and society California We would also like to extend our appreciation to the following individuals for their help and guidance: Deborah Grant Independent consultant general feedback Edward Keenan University of California, historical linguistics Los Angeles Giuseppe Longobardi Universita di Venezia historical linguistics Pamela Munro University of California, endangered Los Angeles languages Reiko Okabe Nihon University,Tokyo Japanese and gender Megha Sundara University of California, early speech Los Angeles perception Maria Luisa Zubizarreta University of Southern language contact California

xvi PREFACE to many students, as are numerous semantic concepts. We then proceed to the more novel (to students) phonetics and phonology, which students often find daunting. However, the book is written so that individual instructors can pres￾ent material in the traditional order of phonetics, phonology, morphology, syn￾tax, and semantics (chapters 6, 7, 3, 4, and 5) without confusion, if they wish. As in previous editions, the primary concern has been with basic ideas rather than detailed expositions. This book assumes no previous knowledge on the part of the reader. An updated list of references at the end of each chapter is included to accommodate any reader who wishes to pursue a subject in more depth. Each chapter concludes with a summary and exercises to enhance the student’s interest in and comprehension of the textual material. Acknowledgments Our endeavor to maintain the currency of linguistic concepts in times of rapid progress has been invaluably enhanced by the following colleagues, to whom we owe an enormous debt of gratitude: Susan Curtiss University of California, brain and language Los Angeles Jeff MacSwan Arizona State University bilingual education, bilingual communities John Olsson Forensic Linguistic forensic linguistics Institute, Wales, U.K. Fernanda Pratas Universidade Nova pidgin/creoles de Lisboa Otto Santa Ana University of California, Chicano English Los Angeles Andrew Simpson University of Southern language and society California We would also like to extend our appreciation to the following individuals for their help and guidance: Deborah Grant Independent consultant general feedback Edward Keenan University of California, historical linguistics Los Angeles Giuseppe Longobardi Università di Venezia historical linguistics Pamela Munro University of California, endangered Los Angeles languages Reiko Okabe Nihon University, Tokyo Japanese and gender Megha Sundara University of California, early speech Los Angeles perception Maria Luisa Zubizarreta University of Southern language contact California

Preface xvii Brook Danielle Lillehaugen undertook the daunting task of writing the Answer Key to the ninth edition.Her thoroughness,accuracy,and insightful- ness in construing solutions to problems and discussions of issues will be deeply appreciated by all who avail themselves of this useful document. We also express deep appreciation for the incisive comments of eight review- ers of the eighth edition,known to us as R1-R8,whose frank assessment of the work,both critical and laudatory,heavily influenced this new edition: Lynn A.Burley University of Central Arkansas Fred Field California State University,Northridge Jackson Gandour Purdue University,West Lafayette Virginia Lewis Northern State University Tom Nash Southern Oregon University Nancy Stenson University of Minnesota,Twin Cities Mel Storm Emporia State University Robert Trammell Florida Atlantic University,Boca Raton We continue to be deeply grateful to the individuals who have sent us sug- gestions,corrections,criticisms,cartoons,language data,and exercises over the course of many editions.Their influence is still strongly felt in this ninth edition.The list is long and reflects the global,communal collaboration that a book about language-the most global of topics-merits.To each of you,our heartfelt thanks and appreciation.Know that in this ninth edition lives your contribution:1 Adam Albright,Massachusetts Institute of Technology;Rebecca Barghorn, University of Oldenburg;Seyed Reza Basiroo,Islamic Azad University;Karol Boguszewski,Poland;Melanie Borchers,Universitat Duisburg-Essen;Donna Brinton,Emeritus,University of California,Los Angeles;Daniel Bruhn,Uni- versity of California,Berkeley;Ivano Caponigro,University of California,San Diego;Ralph S.Carlson,Azusa Pacific University;Robert Channon,Purdue University;Judy Cheatham,Greensboro College;Leonie Cornips,Meertens Institute;Antonio Damasio,University of Southern California;Hanna Dama- sio,University of Southern California;Julie Damron,Brigham Young Univer- sity;Rosalia Dutra,University of North Texas;Christina Esposito,Macalester College;Susan Fiksdal,Evergreen State College;Beverly Olson Flanigan and her teaching assistants,Ohio University;Jule Gomez de Garcia,California State Uni- versity,San Marcos;Loretta Gray,Central Washington University;Xiangdong Gu,Chongqing University;Helena Halmari,Sam Houston State University; Sharon Hargus,University of Washington;Benjamin H.Hary,Emory Univer- sity;Tometro Hopkins,Florida International University;Eric Hyman,Univer- sity of North Carolina,Fayetteville;Dawn Ellen Jacobs,California Baptist Uni- versity;Seyed Yasser Jebraily,University of Tehran;Kyle Johnson,University of Massachusetts,Amherst;Paul Justice,San Diego State University;Simin Karimi,University of Arizona;Robert D.King,University of Texas;Sharon M.Klein,California State University,Northridge;Nathan Klinedinst,Institut Some affiliations may have changed or are unknown to us at this time

Preface xvii Brook Danielle Lillehaugen undertook the daunting task of writing the Answer Key to the ninth edition. Her thoroughness, accuracy, and insightful￾ness in construing solutions to problems and discussions of issues will be deeply appreciated by all who avail themselves of this useful document. We also express deep appreciation for the incisive comments of eight review￾ers of the eighth edition, known to us as R1–R8, whose frank assessment of the work, both critical and laudatory, heavily influenced this new edition: Lynn A. Burley University of Central Arkansas Fred Field California State University, Northridge Jackson Gandour Purdue University, West Lafayette Virginia Lewis Northern State University Tom Nash Southern Oregon University Nancy Stenson University of Minnesota, Twin Cities Mel Storm Emporia State University Robert Trammell Florida Atlantic University, Boca Raton We continue to be deeply grateful to the individuals who have sent us sug￾gestions, corrections, criticisms, cartoons, language data, and exercises over the course of many editions. Their influence is still strongly felt in this ninth edition. The list is long and reflects the global, communal collaboration that a book about language—the most global of topics—merits. To each of you, our heartfelt thanks and appreciation. Know that in this ninth edition lives your contribution:1 Adam Albright, Massachusetts Institute of Technology; Rebecca Barghorn, University of Oldenburg; Seyed Reza Basiroo, Islamic Azad University; Karol Boguszewski, Poland; Melanie Borchers, Universität Duisburg-Essen; Donna Brinton, Emeritus, University of California, Los Angeles; Daniel Bruhn, Uni￾versity of California, Berkeley; Ivano Caponigro, University of California, San Diego; Ralph S. Carlson, Azusa Pacific University; Robert Channon, Purdue University; Judy Cheatham, Greensboro College; Leonie Cornips, Meertens Institute; Antonio Damásio, University of Southern California; Hanna Damá- sio, University of Southern California; Julie Damron, Brigham Young Univer￾sity; Rosalia Dutra, University of North Texas; Christina Esposito, Macalester College; Susan Fiksdal, Evergreen State College; Beverly Olson Flanigan and her teaching assistants, Ohio University; Jule Gomez de Garcia, California State Uni￾versity, San Marcos; Loretta Gray, Central Washington University; Xiangdong Gu, Chong qing University; Helena Halmari, Sam Houston State University; Sharon Hargus, University of Washington; Benjamin H. Hary, Emory Univer￾sity; Tometro Hopkins, Florida International University; Eric Hyman, Univer￾sity of North Carolina, Fayetteville; Dawn Ellen Jacobs, California Baptist Uni￾versity; Seyed Yasser Jebraily, University of Tehran; Kyle Johnson, University of Massachusetts, Amherst; Paul Justice, San Diego State University; Simin Karimi, University of Arizona; Robert D. King, University of Texas; Sharon M. Klein, California State University, Northridge; Nathan Klinedinst, Institut 1Some affiliations may have changed or are unknown to us at this time

xviii PREFACE Jean Nicod/CNRS,Paris;Otto Krauss,Jr.,late,unaffiliated;Elisabeth Kuhn, Virginia Commonwealth University;Peter Ladefoged,Late,University of Cali- fornia,Los Angeles;Mary Ann Larsen-Pusey,Fresno Pacific University;Rabbi Robert Layman,Philadelphia;Byungmin Lee,Korea;Virginia"Ginny"Lewis, Northern State University;David Lightfoot,Georgetown University;Ingvar Lofstedt,University of California,Los Angeles;Harriet Luria,Hunter College, City University of New York;Tracey McHenry,Eastern Washington University; Carol Neidle,Boston University;Don Nilsen,Arizona State University;Anjali Pandey,Salisbury University;Barbara Hall Partee,University of Massachusetts, Amherst;Vincent D.Puma,Flagler College;Ian Roberts,Cambridge University; Tugba Rona,Istanbul International Community School;Natalie Schilling-Estes, Georgetown University;Philippe Schlenker,Institut Jean-Nicod,Paris and New York University;Carson Schutze,University of California,Los Angeles;Bruce Sherwood,North Carolina State University;Koh Shimizu,Beijing;Dwan L. Shipley,Washington University;Muffy Siegel,Temple University;Neil Smith, University College London;Donca Steriade,Massachusetts Institute of Tech- nology;Nawaf Sulami,University of Northern lowa;Dalys Vargas,College of Notre Dame;Willis Warren,Saint Edwards University;Donald K.Watkins, University of Kansas;Walt Wolfram,North Carolina State University. Please forgive us if we have inadvertently omitted any names,and if we have spelled every name correctly,then we shall believe in miracles. Finally,we wish to thank the editorial and production team at Cengage Learning.They have been superb and supportive in every way:Michael Rosen- berg,publisher;Joan M.Flaherty,development editor;Michael Lepera,content project manager;Jennifer Bonnar,project manager,Lachina Publishing Services; Christy Goldfinch,copy editor;Diane Miller,proofreader;Bob Kauser,permis- sions editor;Joan Shapiro,indexer;and Brian Salisbury,text designer. Last but certainly not least,we acknowledge our debt to those we love and who love us and who inspire our work when nothing else will:Nina's son, Michael;Robert's wife,Helen;our parents;and our dearly beloved and still deeply missed colleagues,Vicki Fromkin and Peter Ladefoged. The responsibility for errors in fact or judgment is,of course,ours alone.We continue to be indebted to the instructors who have used the earlier editions and to their students,without whom there would be no ninth edition. Robert Rodman Nina Hyams

xviii PREFACE Jean Nicod/CNRS, Paris; Otto Krauss, Jr., late, unaffiliated; Elisabeth Kuhn, Virginia Commonwealth University; Peter Ladefoged, Late, University of Cali￾fornia, Los Angeles; Mary Ann Larsen-Pusey, Fresno Pacific University; Rabbi Robert Layman, Philadelphia; Byungmin Lee, Korea; Virginia “Ginny” Lewis, Northern State University; David Lightfoot, Georgetown University; Ingvar Lofstedt, University of California, Los Angeles; Harriet Luria, Hunter College, City University of New York; Tracey McHenry, Eastern Washington University; Carol Neidle, Boston University; Don Nilsen, Arizona State University; Anjali Pandey, Salisbury University; Barbara Hall Partee, University of Massachusetts, Amherst; Vincent D. Puma, Flagler College; Ian Roberts, Cambridge University; Tugba Rona, Istanbul International Community School; Natalie Schilling-Estes, Georgetown University; Philippe Schlenker, Institut Jean-Nicod, Paris and New York University; Carson Schütze, University of California, Los Angeles; Bruce Sherwood, North Carolina State University; Koh Shimizu, Beijing; Dwan L. Shipley, Washington University; Muffy Siegel, Temple University; Neil Smith, University College London; Donca Steriade, Massachusetts Institute of Tech￾nology; Nawaf Sulami, University of Northern Iowa; Dalys Vargas, College of Notre Dame; Willis Warren, Saint Edwards University; Donald K. Watkins, University of Kansas; Walt Wolfram, North Carolina State University. Please forgive us if we have inadvertently omitted any names, and if we have spelled every name correctly, then we shall believe in miracles. Finally, we wish to thank the editorial and production team at Cengage Learning. They have been superb and supportive in every way: Michael Rosen￾berg, publisher; Joan M. Flaherty, development editor; Michael Lepera, content project manager; Jennifer Bonnar, project manager, Lachina Publishing Services; Christy Goldfinch, copy editor; Diane Miller, proofreader; Bob Kauser, permis￾sions editor; Joan Shapiro, indexer; and Brian Salisbury, text designer. Last but certainly not least, we acknowledge our debt to those we love and who love us and who inspire our work when nothing else will: Nina’s son, Michael; Robert’s wife, Helen; our parents; and our dearly beloved and still deeply missed colleagues, Vicki Fromkin and Peter Ladefoged. The responsibility for errors in fact or judgment is, of course, ours alone. We continue to be indebted to the instructors who have used the earlier editions and to their students, without whom there would be no ninth edition. Robert Rodman Nina Hyams