胡壮麟语言学考研总结

它的知识点非常非常全面，将书中的所有知识点都涵盖到了。你不用担心会漏掉考研任何一个点哦。

你看到有下划线的部分都是定义，定义全部来自胡壮麟语言学教程课后习题的标准答案册，是最标准的定义了。其余内容全部来自课本、中译本、胡壮麟的配套练习册，内容绝对准确权威，请放心这一点。

知识点非常非常清楚，将课本中所有知识点很清楚地、分门别类地总结了。因为你可以看到课本中还是有些章节的知识体系很乱，这本资料把整个知识点都体系化了，分门别类，一条一条的很清楚，方便记忆。每章前还有一个总图，很适合最后用来背诵知识点。

英文句子后紧跟着中文翻译，不用查单词，不用买中译本，十分方便易懂。—————————下面有很多图片，如果刚打开时显示不出来，请打开打印预览，再关闭打印预览——————

对于一些不太清楚的点，借助图形和大白话来把难点说透，比如说下图，解释了很多人容易混淆的allophone,phone,phoneme的区别，让你很容易地将知识点理解透彻：

————————————————————————————————————————————

这本总结中运用了大量的图表，力求使知识点清楚易懂、简单明了，对知识体系进行了高度总结，下面随便抽出几个图表供大家预览：

课本中有些章节讲的其实条理不够清楚，很难让人有一个清晰的知识体系，这本总结中清楚地分门别类，高度提炼知识点，让你一下子对整个知识体系明朗起来。

比如说语音学里很乱，而下表只用了三方面:定义、分类、描述，便概括了元音的所有知识点。这本总结对于音位学纷繁复杂的规则也进行了清晰地整理，因为长达几页所以在此不给予图形预览了。

下面这个图涵盖了元音的所有知识点：

下句法学中的IC分析法，也是进行了清晰地梳理，你可以从下图看到，知识很清楚，看起来不难，而且它涵盖了课本中关于这个知识点的所有内容。

下半张图转下页，这也放不下了

这本资料还从胡壮麟配套的练习册、环球时代的练习册、各校语言学真题中添加进去了很多例子，帮助你更好地理解知识点。有了这本总结，你可以不买其它的参考书，甚至不用拿课本，因为你需要的知识全在这里面，而且它排版清楚，知识点整理地清晰易懂，看起来非常舒服。

你可以看到下图里的很多个e.g.，都是精挑细选的例子：

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里面有更为详细的介绍，这个总结是很全很全的，不是平常在网上下载的不全面不条理的那种。而且是纸质的，不是电子的哦。

这个总结就是专为英语考研总结的，知识点全包含在内，上面仅仅抽出来几页供预览。

希望你能来英语专业考研店逛逛，里面还有很多其他很好的总结和资料，网址是：

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要是你无意购买也不要紧，希望上面这些知识点能够给你带来一些帮助，并祝你考研成功！你如果想交流或咨询可以QQ我:392108395，不买东西也能咨询的哦，呵呵。

胡壮麟《语言学教程》第四版笔记

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胡壮麟语言学教程课件Part12

Literary linguistics studies the language of literature. It focuses on the study of linguistic features related to literary style. 9.1 Theoretical background

9.2.1 Foregrounding and grammatical form 9.2.2 Literal language and figurative language Simile Metaphor Metonymy Synecdoche 9.2.3 The analysis of literary language

9.3.1 Sound patterning 9.3.2 Different forms of sound patterning Rhyme Alliteration Assonance Consonance Reverse rhyme Pararhyme Repitition

-Metre(Dimetre, Trimetre, Tetrametre, Hexametre, Heptametre, Octametre) -Foot (Iamb, Trochee, Anapest, Dactyl,Spondee, Pyrrhic) 9.3.4 Conventional forms of metre and sound Couplets Quatrains Blank verse Sonnet 9.3.5 The poetic functions of sound and metre 9.3.6 How to analyse poetry?

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第11章第二语言和外语教学 11.1 复习笔记 本章要点： 1. The relation between linguistics and language teaching 语言学与语言教学之间的关系 2. Grammar, input and language learning 语法、输入与语言学习 3. Interlanguage in language teaching 语言教学中的中介语 4. Linguistics and syllabus design 语言学与教学大纲设计 5. Contrastive analysis and error analysis 对比分析与错误分析 6. Corpus linguistics and language teaching 语料库语言学与语言教学 常考考点： 语言学与语言教学的关系；语言学与语言学习；语言学与教学大纲设计；二语学习者的主要障碍；对比分析与错误分析；中介语；语料库语言学与语言教学等。

本章内容索引： I. Definition of Applied Linguistics II. The Relation between Linguistics and Language Teaching III. Linguistics and Language Learning 1. Grammar and Language Learning 2. Input and Language Learning 3. Interlanguage in Language Learning IV. Linguistics and Language T eaching 1. The discourse-based view of language teaching 2. The universal grammar (UG) and language teaching V. Syllabus Design 1. Syllabus and curriculum 2. Theoretical views behind syllabus design 3. Types of syllabus (1) The structural syllabus (2) The situational syllabus (3) The communicative syllabus (4) The task-based syllabus 4. Current trends in syllabus design (1) The co-existence of the old and the new (2) The emphasis on the learning process

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Chapter 6 Language Processing in Mind 6.1 Introduction 1. Language is a mirror of the mind in a deep and significant sense. 2. Language is a product of human intelligence, created a new in each individual by operation that lie far beyond the reach of will or consciousness. 3. Psycholinguistics “proper” can perhaps be glossed as the storage, comprehension, production and acquisition of language in any medium (spoken or written). 4. Psycholinguistics is concerned primarily with investigating the psychological reality of linguistic structures. 5. The differences between psycholinguistics and psychology of language. Psycholinguistics can be defined as the storage, comprehension, production and acquisition of language in any medium (spoken or written). It is concerned primarily with investigating the psychological reality of linguistic structures. On the other hand, the psychology of language deals with more general topics such as the extent to which language shapes thought, and from the psychology of communication, includes non-verbal communication such as gestures and facial expressions. 6. Cognitive psycholinguistics: Cognitive psycholinguistics is concerned above all with making inferences about the content of the human mind. 7. Experimental psycholinguistics: Experimental psycholinguistics is mainly concerned with empirical matters, such as speed of response to a particular word. 6.1.1 Evidence 1. Linguists tend to favor descriptions of spontaneous speech as their main source of evidence, whereas psychologists mostly prefer experimental studies. 2. The subjects of psycholinguistic investigation are normal adults and children on the one hand, and aphasics----people with speech disorders-----on the other. The primary assumption with regard to aphasic patient that a breakdown in some part of language could lead to an understanding of which components might be independent of others. 6.1.2 Current issues 1. Modular theory: Modular theory assumes that the mind is structured into separate modules or components, each governed by its own principles and operating independently of others. 2. Cohort theory: The cohort theory hypothesizes that auditory word recognition begins with the formation of a group of words at the perception of the initial sound and proceeds sound by sound with the cohort of words decreasing as more sounds are perceived. This theory can be expanded to deal with written materials as well. Several experiments have supported this view of word

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英语语言学教程胡壮麟版

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