SYLLABUSFORINTRODUCTIONTOLINGUISTICS3732

SYLLABUS FOR INTRODUCTION TO LINGUISTICS English Department,College of Foreign Languages,Nankai University(Jan.20,2007-July 10,2008)Title of the Course:Introduction to Linguistics Instructor:Su Lichang Tel.23509292 E-mail:; Textbook:简明英语语言学教程，苏立昌，南开大学出版社，2007 Reference textbooks:1语言学教程，胡壮麟,北京大学出版社，2002 2Linguistics:An Introduction,Andrew Radford,Cambridge University Press,1999 Course Description:This a survey course that is designed to provide an introduction to the basic essentials of linguistics.After taking the course,students are expected to have an overall view of the latest development of modern linguistics in the past few decades.The core areas,such as phonetics,phonology,morphology,syntax,semantics etc.will be the focus of the teaching.The major linguistic theories postulated by various schools in the last century will be explained in some detail.In so doing,students will have a better understanding of language and the related theories,and be able to further their linguistic studies in the days to come.Course Requirement:The students registered for the course should attend the class,join the classroom discussions,and do the homework as required.Absence for any reason exceeding four times is regarded as natural dropping of the class.Assessment:Class attendance and classroom participation:20%Final Examination:80%Schedule of the Course:Week 1:Introduction to Linguistics(Major schools and linguistic concerns)Week 2:Phonetics(Speech production and perception)Week 3:Phonetics(Speech production and perception)Week 4:Phonology(Phonological analysis and phonological process)Week 5:Lexicon(Word formation and Lexical change)Week 6:Syntax(The traditional approach and structural approach)Week 7:Syntax(The generative approach)Week 8:Syntax(The generative approach and the theory of government and binding)Week 9:Semantics(The referential theory and sense theory)Week 10:Semantics(Componential theory)Week 11:Semantics(Sentence meaning)Week 12:Language,Culture,and Society Week 13:Language in Use(Speech act theory)Week 14:Language in Use(The theory of conversational implicature)Week 15:Language and Society Week 16:Language and Society Week 17:Latest development in modern linguistics Week 18:Latest development of modern linguistics Additional information:1.Course Assessment:The course will be assessed mainly by terminal examination that is arranged at the end of the semester.However,students homework,on-net discussion,and classroom participation will also be taken into account in the evaluation.The proportion of the allocation of the total score:Homework:10%Classroom participation and on-net discussion:10%Terminal Examination:80%2.Further Requirement:Students are required to attention the classes.For those who are not able to come to class due to health and personal reasons,a notice with doctors prescription and good excuses should be delivered to the teacher before class.Any absence for no appropriate reason is regarded as evading classes.Suggestions for the improvement of the course are welcome and possible complaints for the course could be forwarded either to the teacher or the teaching administration office of the college.开场白 许多学生认为数学是枯燥的、乏味的。一些非数学老师在听完一堂数学课后，往往这样评价：思路清晰、语言精练、解题严谨，就是太乏味、缺少趣味性，让人昏昏欲睡。那么，如何调动学生的上课积极性，引发他们的好奇心？设计好“开场白”，非常关键。下面是数学课的几个片断：动手实验式“开场白”：桌上摆满了切成各种形状的萝卜，大伙好像还在热列地讨论着什么。老师微笑问：“同学们，用一个平面去截一个正方体，截出的面可能是什么形状？”悬念式“开场白”：老师一上讲台，故意神神秘秘地说“你们每人随便想一个自然数，将这个数乘5减7，再把结果乘2加14”。“你们算得的结果个位数字一定是0”。顿时教室里象炸了锅似的，“等你学了字母表示数，你也会算了”。故事式“开场白”：为了让学生体会图形的边长、周长、面积在变化过程中的关系，领会列方程解应用题时，关键是捕捉到不变的量。老师先给学生讲了一个故事：父亲的羊越来越多，想拆旧羊圈扩大面积，可是没有多余的篱笆，怎么办呢？他叫来了儿子,儿子不慌不忙地说：“爸，我有办法”。“你看，旧羊圈长70米，宽30米，面积2100平方米。如果改成50米见方的新羊圈，不用添篱笆，羊圈面积就有2500平方米”。诸如此类的还有：“贴近生活式”开场白；“设疑式”开场白；“名言式”开场白；“趣味式”开场白；“实例式”开场白；“比喻式”开场白等等。向学生提出恰当的问题，激发起学生的兴趣，提高他们学习的积极性。开场白 许多学生认为数学是枯燥的、乏味的。一些非数学老师在听完一堂数学课后，往往这样评价：思路清晰、语言精练、解题严谨，就是太乏味、缺少趣味性，让人昏昏欲睡。那么，如何调动学生的上课积极性，引发他们的好奇心？设计好“开场白”，非常关键。下面是数学课的几个片断：动手实验式“开场白”：桌上摆满了切成各种形状的萝卜，大伙好像还在热列地讨论着什么。老师微笑问：“同学们，用一个平面去截一个正方体，截出的面可能是什么形状？”悬念式“开场白”：老师一上讲台，故意神神秘秘地说“你们每人随便想一个自然数，将这个数乘5减7，再把结果乘2加14”。“你们算得的结果个位数字一定是0”。顿时教室里象炸了锅似的，“等你学了字母表示数，你也会算了”。故事式“开场白”：为了让学生体会图形的边长、周长、面积在变化过程中的关系，领会列方程解应用题时，关键是捕捉到不变的量。老师先给学生讲了一个故事：父亲的羊越来越多，想拆旧羊圈扩大面积，可是没有多余的篱笆，怎么办呢？他叫来了儿子,儿子不慌不忙地说：“爸，我有办法”。“你看，旧羊圈长70米，宽30米，面积2100平方米。如果改成50米见方的新羊圈，不用添篱笆，羊圈面积就有2500平方米”。诸如此类的还有：“贴近生活式”开场白；“设疑式”开场白；“名言式”开场白；“趣味式”开场白；“实例式”开场白；“比喻式”开场白等等。向学生提出恰当的问题，激发起学生的兴趣，提高他们学习的积极性。