一位英语语言学老前辈对英语专业发展现状的肺腑之言(转)----鼎力推荐语言专业阅读
一位英语语言学老前辈对英语专业发展现状的肺腑之言
（转）----鼎力推荐语言专业阅读
缘起上世纪80年代初，我注意到，英语语言文学专业（以下简称英语专业）大多数本科生使用英语没有把握，具体表现是用不成句：读不成句，听不成句，说不成句，写不成句，译不成句。究其原因，宏观而论，随着英语教学新思潮东渐，这些学生没有受到文革前的那种严格的基本功训练。英语专业属应用型短线专业，学生获得读、听、说、写、译的专业技能是头等重要的事；而掌握任何一门专业技能，都需首先经过相当一段时间的严格的基本功训练，以求做到基本概念清楚、操作行为规范、各项技术熟练。具体而言，学生读、听、说、写、译不能成句的首要原因就在于他们没有清晰、明确的英语句子概念，不知道英语句子该是个什么样，既不可缺少什么，也不可多出什么。
到了上世纪80年代中期，我又发现，英语专业大多数研究生犯有同样的毛病。根据我近三年来通过参加入学考试成绩评估、讲授专业课程、指导撰写学位论文和参加学位论文答辩等活动对210名研究生进行的跟踪调查证实，百分之八十以上的研究生也是使用英语不能成句，百分之五十以上的研究生读不懂英语文学和学术原著，学位论文中只要是自己动笔写的部分，语言错误百孔千疮，惨不忍睹，论文答
辩中的的表现更是令人尴尬。学生在论文和答辩中的语言错误同时也反映了某些指导教师的英语水平低下、工作态度恶劣：看不出错，改不了错，甚至压根就不指导、不审读；这第三种做法，近来也很流行。恕我直言：现在英语专业本、硕、博三个层次学生的英语状况无明显辈分差别，八成以上英语口、笔语实践能力还不及文革前名牌院系英语专业二年级学生的中下等水平；本、硕、博三个层次教授的英语状况，也是五人当中难得有一人合格；另外值得一提的是，在硕、博两个层次上都有学生的英语应用能力和专业学术水平明
显超过各自硕导和博导的倒挂现象。客气一点说，现在英语专业教授和博导的水平及能力，离文革前名牌院系英语专业的普通讲师还差一大截。人们不禁要问：在这“六世同堂”的环境中，教授们拿什么来“教”？硕导和博导们又拿什么来“导”？今年年初，某英语期刊编辑部与我约稿，赠我两期样本，我有机会读到刊登在封面印有新闻出版总署和教育部共同认定的一份“优秀期刊免检期刊”开卷“学者论坛”专栏里某教授撰写的一篇题为“怎样学会正确使用英语”的文章。文章在批评“PLEASE SA VING ON IT.（请节约用水。）”这条标语的语言错误以后，下了这么个指导性结论：“save
一般用于[应为‘用作’]及物动词，后面不能加on,用于[应为‘用作’]不及物动词，一般也只与for连用……。”说得这么肯定，果真是如此吗？教授一知半解、误人子弟，由此
英语成了陪衬；英—汉双语翻译只讲所谓“译学”，根本不用英语；英美文学研究可借汉译本进行，对英语的要求可好可孬、可有可无——这还叫“英语语言文学专业”？近几年，英语专业又从外国语言学化和理论语言学化发展成更加不可思议的完全撇开英语的汉语化和完全脱离实际的空头
学术化。现在，英语专业的一些当红学者以研究汉语为时髦，争相用汉语在外语学科的“核心期刊”上发表研究汉语的文章或用汉语给英语专业的硕、博研究生们作研究汉语的“学术报告”，比如：汉语“自己”的研究，汉语“被”字的研究，汉语“把”字的研究，汉语“有”字的研究，汉语“都”字的研究，等等，等等，不一而足。英语专业内部这股“非英语化”或“汉语化”的邪风似有愈刮愈烈之势。在如此荒唐透顶的教学体制里，学生怎能指望提高自己的英语水平？又怎能指望学到什么有用东西？及至毕业，肚子里胀满了一堆常年捣腾来捣腾去、永远也派不上正用的发了酵的废物“理论”，英语却被荒疏了，不敢张口，不敢动笔，张口动笔就错，从而失去了本该属于自己的唯一具有竞争力的实用专业技术强项，以致求职时底气不足、腰杆不硬，即使想在高校谋求一个大学英语教学职位，也往往“一试即溃”。现在的英语教育，特别是英语专业高层次的英语教育，脱离实际、玩假大空，自欺欺人竟至于此，实在令人发指。
总而言之，这几年我亲眼目睹了自我从事英语专业以来最令人尴尬、最让人痛心、同时也是最不可容忍的丑恶现象：英语专业的人，偏偏英语很糟，头衔越高，显得越糟，且一年比一年糟。给人的感觉是：英语专业，不务正业；英语教学，名存实亡。这究竟是怎么回事？这些事本身难道还不足以说明我们应该做些什么吗？
评析这些问题的发生和发展有一个过程。未能及时发现并解决这些问题，有四个原因。一是到了80年代中期，文革以来积存的学子精英陆续毕业以后方显出后来者的差距。二是人们想当然地认为，英语专业研究生，英语肯定没有问题，这给他们的英语状况不佳挡上了一层厚厚的遮布，不是有心人不易发现。三是现在的高校，几乎一律以论文数量及发表论文的刊物档次为硬指标评聘职称，以致真才实干的渊博之士逐年减少、不学无术的浅薄之士与日俱增；英语专业就有不少南郭先生式的教授、硕导和博导，其业务强项不在英语语言文学本身和原创性研究，而在学术欺诈：文章明抄暗剽、讲课糊弄学生；为保既得利益，他们不愿也不敢正视以上那些问题，即使有人指出来，言之有据也无济于事。四是从上个世纪90年代中期开始，又一代新人走上院系级领导岗位，其中个别佼佼者只认名、权、利，且一个也不能少，每天24小时连做梦都在“琢磨”着如何把一切高级名衔都安到自己头上，把一切大小权力都攥在自己手中，最终把一
切远近实利都掠进自己口袋，重中之重是个“权”字，即由官职带来的权力；彼等深知有权的幸福、无权的痛苦和有了权就有了一切这个硬道理，视权力，即官职，为命根子，看得比性命还要紧，抓得牢牢的，死也不撒手；至于教学质量，他会反问：“现在还有谁考虑教学质量？”，全然不顾“高校毕竟是培养人才的场所，教学质量应该是教育永恒的主题”。这后两个原因，特别是最后这个原因，是学生英语状况长期得不到改观的根本原因；加之这几年来上上下下的既得利益者又别有用心地夸大英语专业研究生“学理论、搞科研、写文章”的重要性，这无异于雪上加霜、伤口搓盐。
不错，研究生，顾名思义，就是要研究理论、从事科研和撰写论文。但外语专业研究生有一个任何其他专业研究生不可比的实情，即必须首先解决好外语问题才能顾及其他，顾及其他也才会有建设性的意义。以英语专业研究生为例，英语不过关，读、听、说、写、译都不能成句，甚至连英语文学原著和学术原著也读不懂，还学什么理论？搞什么科研？写什么文章？那岂不只能是生吞活剥、剽窃＋拼凑，自欺欺人而已？现在的英语专业，自上而下剽窃成风、争相以文字垃圾骗取名、权、利，甚至还有教授、硕导、博导私下或公开教唆学生抄袭、剽窃的。这些都是“学理论、搞科研、写文章”误导的结果，情节之恶劣，流毒之深广，可谓触目惊心。
事实证明，英语差，干什么实事都不行；在这一点上，没有师生之别，只有上行下效。从道理上讲，入学新生英语差，就应当实事求是地首先，比如在第一学期，着力给他们补好英语这一课（这是专业基础之基础），其他暂且免谈或少谈；师生都应放下架子，借此机会共同把各自的英语知识和技能认真清理一遍，提高一步，并在以后的教与学中把不断提高自己英语应用水平当作头等大事常抓不懈。这样，无论是强调还是实践“学理论、搞科研、写文章”就都不再是欺人之谈：教师英语好，不仅能给学生做出榜样，而且说话有号召力；学生英语好，干什么都有信心，干什么都行。否则，英语专业培养研究生，在消耗了人力、物力和财力资源、最终让我们师生们脸红之余，推向社会的只是一些粗通英语、连用英语办实事的能力也不具备的空头“高级人才”。
但我坚信，随着英语专业招收研究生人数逐年上升、入学英语水平逐年下降，随着研究生们毕业时把自己的那么一点英语行为能力“研究”殆尽，随着英语专业毕业研究生就业形势日趋严峻，以上这些再简单不过的道理必将逼着决策者们认识到：得多少奖和写多少论文，既不该是科学工作的目标，更不该是教学工作的目标。
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英语语言学 一、名词解释 第一课 l.Synchronic 共时性：Said of an approach that studies language at a theoretical “poinL in timeA A kind of description which takes a fixed instant (usually, but not necessarily, the present), as its point of observation. Most grammars are of this kind? 2>Langue 语言：The abstract linguistic system shared by all members of a speech community? 3>Language: Language is a system of arbitrary vocal symbol used for human communication. ^Arbitrariness 任意性：One design feature of human language, which refers to the face that the forms of linguistic signs bear no natural relationship to their meaning. 第二课 1.Phoneme 音位：Phonology is concerned with the speech sounds which distinguish meaning? The basic unit in phonology is called phoneme; it is a unit that is of distinctive value. 2
英语语言学概论复习
《英语语言学概论》复习纲要 1.复习的基本原则：第一，理解和吃透各章的重点内容。第二，以 各章的题目为统领，理解各章节下的具体内容。第三，动手书写和记忆重要内容，部分语言学理论会应用到实际中。 2.各章节复习要点如下 Chapter 1 Invitations to Linguistics Definitions of the following terms: language, linguistics, arbitrariness, duality, creativity, displacement, descriptive VS prescriptive, synchronic VS diachronic, langue VS parole, competence VS performance Study of the origin of language What are the functions of language Which subjects are included in macrolinguistics Chapter 2 Speech Sounds Definitions of the following terms: articulatory phonetics, acoustic phonetics, auditory phonetics, phonetics, phonology, consonants, vowels, allophones, broad transcription VS narrow transcription Analyze the complementary distribution, free variation with examples The classification of English consonants and English vowels and the features involved in the classification Understand some processes of phonology: nasalization, dentalization, velarization
英语语言学试卷精粹及答案(10套题)
有答案的 第一部分选择题 41、Explain how the inventory of sounds can change, giving some examples in English for illustration. 42、Briefly discuss the individual factors which affect the acquisition of a second language. 英语语言学试题（2） 五、论述题(每小题10分，共20分) 36.Paraphrase each of the following sentences in two different ways to show the syntactic rules account for the ambiguity of sentences. (1)The shooting of the hunters might be terrible. (2)He saw young men and women present. (3)They were surprised at the president's appointment.
37.Decide the meaning of the following affixes and give each affix two examples. re- un- anti- super- -wise -itis -ize -age 英语语言学试题（3） Ⅴ.Answer the following questions.(10%×2=20%) 41.Explain with examples the three notions of phone, phoneme and allophone, and also how they are related. 英语语言学试题（5） 五、论述题(第41、42小题各7分，第43小题6分，共20分)
英语语言学试题(5)
英语语言学试题（5） 一、单项选择题(在每小题的四个备选答案中，选出一个正确答案，并将正确答案的序号填在题干的括号内。每小题2分，共20分) 1.The description of a language as it changes through time is a ( ) s tudy. A. comparative B. diachronic C. up-to-date D. descriptive 2. Of the three branches of phonetics, the longest established, and until recently the most highly developed, is ( ) phonetics. A. auditory B. acoustic C. articulatory D. none of the above three 3. What the element …-es? indicates is third person singular, present tens e, the element …-ed? past tense, and …-ing? progressive aspect. Since they are the smallest unit of language and meaningful, they are also ( ). A. phonemes B. morphemes C. allophones D. phones 4. Since early 1980s Noam Chomsky and other generatvie linguists prop osed and developed a theory of universal grammar known as the ( ) theory. A. speech act B. TG C. principles-and-parameters D. minimalist programme 5. One way to analyze lexical meaning is ( ). A. predication analysis B. stylistic analysis C. componential analysis D. proposition analysis 6. Of the three speech acts, linguists are most interested in the ( ) b ecause this kind of speech act is identical with the speaker?s intention. A. locutionary act B. illocutionary act C. perlocutionary act D. constative act 7. The discovery of Indo-European language family began with the work of the British scholar ( ). A. Sir William Jones B. John Firth C. M. A. K. Halliday D. F. D. Saussure 8. A bilingual speaker often uses two languages alternatively during a co nversation with another bilingual speaker, a speech situation known as
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