1、V i c t o r i a F r o m k i n Late, University of California, Los Angeles r o b e r t r o d m a n North Carolina State University, Raleigh n i n a h ya m s University of California, Los Angeles Prepared by Brook Danielle Lillehaugen Haverford College Answer Key An Introduction to Language 10e Austra
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6、 access instructor-specific resources. Answer Key: An Introduction to Language, Tenth Edition Victoria Fromkin, Robert Rodman, Nina Hyams Publisher: Michael Rosenberg Development Editor: Joan M. Flaherty Assistant Editor: Erin Bosco Editorial Assistant: Rebecca Donahue Media Editor: Janine Tangney M
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9、esource, NY Compositor: PreMediaGlobal Printed in the United States of America 1 2 3 4 5 6 7 16 15 14 13 For product information and technology assistance, contact us at Cengage Learning Customer look the data over. True prepositions do not behave this way. He ran up the stairs is grammati- cal, but
10、 *He ran the stairs up is not. The by in He drove by my house functions as a preposition and may not occur after the direct object. g. *Did in a corner little Jack Horner sit? You cannot turn a statement that begins with a prepositional phrase into a question. While you can form a question from Litt
11、le Jack Horner sat in a corner with Did little Jack Horner sit in a corner, you cannot question the sentence In a corner little Jack Horner sat. h. *Elizabeth is resembled by Charles. The verb resemble does not occur in passive sentences. k. *It is eager to love a kitten. If the pronoun it refers to
12、 an animate (nonhuman) thing (e.g., a dog), the sentence is grammatical. If the word it is a “dummy subject,” as 2in Its easy to love a kitten, the sentence is ungrammatical because the adjective eager must have a referential subject. l. *That birds can fly flabbergasts. Flabbergast is a transitive
13、verb: it requires a direct object. Compare That birds can fly flabbergasts John. n. *Has the nurse slept the baby yet? The verb sleep is intransitive: it cannot take a direct object (in this case, the baby). o. *I was surprised for you to get married. The clause following the adjective surprised can
14、not be in the infini- tive form, e.g., to get. p. *I wonder who and Mary went swimming. This “question” is derived from the more basic sentence Someone and Mary went swimming. The coordinate structure constraint (see Chapter 3 for mention, but not a complete description) requires co- ordinate struct
15、ures to be treated as a whole, not in part. So it is un- grammatical in most, but not all dialects of English, to ask *Who and Mary went swimming? because there is an attempt to question one part, but not the other part, of the coordinate structure. This also explains the ungrammatical nature of *I
16、wonder who and Mary went swimming with similar caveats about dialectal and idiolectal variation. q. *Myself bit John. Reflexive pronouns like myself, yourself, herself, themselves, etc., do not occur as subjects of sentences but only as objects, e.g., John hurt himself. s. *What did Alice eat the to
17、adstool and? A wh- phrase cannot be moved from inside a coordinate structure (e.g., the toadstool and the fungi) to form a wh- question.3. Onomatopoeic words. Sample answers: swishwhat you do when you ski thunkthe sound of a baseball hitting a mitt scrungethe sound of a sponge wiping a table glupthe
18、 sound made when you swallow squeengthe sound made when you pluck a taut elastic band4. Nonarbitrary and arbitrary signs. Sample answers: a. Nonarbitrary signs: a picture of a knife and fork indicating a restaurant the wheelchair sign that indicates disabled persons such as is used to reserve parkin
19、g3 “No Smoking” sign with a slash through a burning cigarette “Do not Iron” sign on clothes depicting an iron with an X through it b. Arbitrary signs: some gestures (e.g., a thumbs-up or a thumbs-down) stripes on military uniforms to represent different ranks a black armband for someone in mourning
20、the U.S. zip code system some mathematical symbols (e.g., 1, 2, 5)5. Learning. The first statement (I learned a new word today) is quite prob- able. We constantly add to our vocabulary. In reading this book, for ex- ample, you may learn many new words. The second statement (I learned a new sentence
21、today) is not very likely, since most sentences are not learned or memorized but rather constructed freely. Some sentences, such as slogans or sentences from a foreign language, may be learned as whole entities.6. Alex, the African grey parrot. Answers will vary. Students may point out that Alexs ab
22、ility to mimic human speech and the size of his vocabulary are quite impressive. They may further point out, however, that the abil- ity to make human-like sounds and to memorize even a large number of words is not, in itself, language. The real question is not whether Alex can use human-like sounds
23、 to communicate, which he clearly can, but whether he has human language-like capabilities. Human language is an infinitely creative system made up of discrete, meaningful parts that may be combined in various ways. While Alexs talents are impressive, he can communicate only a small set of messages,
24、 while human language is infinitely creative in both the number and kinds of messages transmitted. There is no data demonstrating that Alex has any understanding or use of syntax. Without syntax, the communication system cannot be anything more than a com- munication system.7. Communication system o
25、f a wolf. While a wolfs communication system is quite large and complex, it is finite and restricted to a limited set of messages within a single domain (the wolfs current emotions). Human language, on the other hand, is capable of expressing an infinite number of messages on any topic. Moreover, a
26、wolf is unable to produce new mes- sages using a different combination of independently meaningful gestures the way humans can.8. A dogs understanding of speech. No. Even if the dog learned to respond to given cues to heel, sit up, beg, roll over, play dead, stay, jump, and bark in the correct way,
27、it would not be learning language since its response would be driven solely by those cues. Such responses are stimulus-controlled 4behavior. There is no creative aspect to the system: the dog could not associate a novel combination of cues with a complex action.9. “Correct” rules of grammar. Here ar
28、e some rules, often taught in English classes, which seem unnatural to many speakers: a. Never end a sentence with a preposition. Yet What are you putting those marbles into? is more common and natural for the majority of English speakers (including teachers of English) than Into what are you puttin
29、g those marbles? English grammar permits the splitting of prepositional phrases. b. Dont split infinitives (i.e., dont insert anything between the infinitive marker to and the verb). However, a sentence such as He was the first one to successfully climb Mount Everest is grammatical. c. Use whom rath
30、er than who when the pronoun is the object of a verb or preposition, e.g., Whom (rather than who) did you meet yesterday? While this may have been part of the mental grammar of English speak- ers in the past, for most dialects the syntax has changed and Who did you meet yesterday? is the grammatical
31、 or “acceptable” structure. The essay may point out that a descriptive grammar describes speakers basic linguistic knowledge while a prescriptive grammar postulates a set of rules that are considered “correct.” Prescriptive grammarians often misun- derstand the nature of language change and ignore t
32、he fact that all dialects are rule-governed and capable of expressing thought of any complexity.10. Comments on Chomskys remark. Chomsky believes that if apes were en- dowed with the ability to acquire language they would do so. The answer to this question should reflect an understanding of the stud
33、ies presented in the chapter, which purport to show that the acquisition of language fol- lows a pattern of development analogous to other kinds of biological devel- opment and is a result of a biological endowment specific to humans. The basis of the remark is in the fact that humans acquire langua
34、ge without instruction, while apes do not. (In fact, apes do not do so even with in- struction.) The remark is also based on the assumption that the communi- cation system used by apes is qualitatively different from human language; by “language ability” Chomsky means “human language ability.” The a
35、nalogy to flightless birds implies that learning to speak a language is like learning to flyit is a property of the species. A species of birds that does not fly simply does not have the biological endowment to do so. An excel- lent expansion of this answer may be found in some of the works listed t
36、he references for Chapter 1, including Anderson 2008 and Bickerton 1990.11. Song titles. Answers will vary. Some examples are: “Somethin Bout a Truck” Kip Moore “Why Ya Wanna” Jana Kramer “Lemme See” Usher5“(I Cant Get No) Satisfaction” The Rolling Stones “Gonna Make You Sweat” C i.e., you can alway
37、s translate, even if it means a lot of circumlocution. But there may be connotations, or shades of meaning that are not easy to translate, so translating le mot juste from French into the right word doesnt capture the connotation of it being the perfectly right word for the occasion.15. Pirah. Answe
38、rs will vary. Readings will show that the Pirah people do have difficulties doing quantitative comparisons with numbers larger than 6 or 8. However, in their culture there is little need for dealing with quantities in a precisely discrete manner, so it is questionable whether the language is influen
39、cing the culture, or vice versa. The same is true for color 6terms, and the student reader may also learn that there are few if any kinship relation terms. However, in this case as well there may be a cul- tural explanation in that the people are so heavily intermarried that such terms probably woul
40、dnt make much sense.16. British English words for woods and woodlands. a. Answers will vary. b. Answers will vary. Students may discuss the meaning differences freely. The following definitions were found on , except for the one marked with * which was found on www.merriam- bosky covered with bushe
41、s, shrubs, and small trees; woody bosquet a grove; thicket brush a dense growth of bushes, shrubs, etc.; scrub; thicket bush a large uncleared area thickly covered with mixed plant growth, trees, etc., as a jungle carr fen; low land that is covered wholly or partly with water unless artificially dra
42、ined and that usually has peaty alkaline soil and characteristic flora (as of sedges and reeds)* coppice a thicket of small trees or bushes; a small wood copse a thicket of small trees or bushes; a small wood fen low land covered wholly or partially with water; boggy land; a marsh firth a long, narr
43、ow indentation of the seacoast forest a large tract of land covered with trees and underbrush; woodland grove a small wood or forested area, usually with no undergrowth heath a tract of open and uncultivated land; wasteland overgrown with shrubs holt a wood or grove; a wooded hill lea a tract of ope
44、n ground, esp. grassland; meadow moor a tract of open, peaty, wasteland, often overgrown with heath, common in high latitudes and altitudes where drainage is poor; heath scrub a large area covered with low trees and shrubs shaw a small wood or thicket spinney a small wood or thicket stand the growing trees, or those of a particular species or grade, in a given area thicket a thick or dense growth of shrubs, bushes, or small trees; a thick coppice
