課程名稱︰社會語言學概論一
課程性質︰選修
課程教師︰胥嘉陵
開課學院：文學院
開課系所︰外文系
考試日期（年月日）︰2015/01/14
考試時限（分鐘）：180 min (寫不完可繼續寫)
試題 :
I. Define or explain the following terms briefly but to the point with
illustrations where appropriate. Answer any Two of them. (22%)
￣￣
1. standard languages (the three criteria of the term)
2. vernacular languages (the three basic components of the meaning of the term)
3. borrowing (and also at what levels), loanwords, and calque
4. adstratum, superstratum and substratum language (also their directions of
borrowing)
5. language convergence, language shift and language death
6. lingua franca
II. Essay Questions (Answers should be to the point and well illustrated.)
(78%)
Choose one of the questions in Question 1. Question 2 & 3 should be
answered.
1a. Define domains of language use as proposed by Fishman.
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How useful is the model? What are the strengths and the limitations of a
domain-based approach?
In your argument, please name three advantages concerning the strengths
￣￣￣
and include the discussion of at least three social factors concerning the
limitations. (18%) ￣￣￣
1b. What is social network? How does it work to account for the speech patterns
￣￣￣￣￣￣￣
in a linguistic community? What are the two basic concepts involved?
￣￣
How do they contribute to the explanation of the speech behavior of a
speech community? Provide at least two examples for illustration. (18%)
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2. Define diglossia and polyglossia. Provide an example of polyglossia.
￣￣￣￣￣ ￣￣￣￣￣￣ ￣￣￣￣￣￣
In the case of diglossia, what are the functions, linguistic features
￣￣￣￣￣ ￣￣￣￣￣￣￣￣￣￣
(lexical, phonological and morphological) and prestige of the two language
￣￣￣￣
varieties? Cite examples for illustration. (28%)
3. According to some laymen and even some formal linguists, people who mix up
codes cannot speak properly or make a mess of the languages the use because
these speakers mix up codes indiscriminately and they lack the competence
in producing and comprehending long strings of sentences in either
languages.
As a student of sociolinguistics, do you agree to such view? Based on your
classroom readings, could you provide arguments to refute the claim above?
Your arguments should include the definition of code-switching and code-
￣￣￣￣￣￣￣ ￣￣￣
mixing (preferably Bokamba's), and the distinction between code-mixing and
￣￣￣ ￣￣￣￣￣￣
odd-mixing. In addition, the arguments should also include the discussion
￣￣￣￣￣
of the three categories of motivations for conversational code-switching
(code-mixing as used by other linguists) according to "Encyclopedia of
Language and Linguistics." Provide one example from each main category of
￣￣
reasons for illustration. You can also cite Holmes' and/or Kachru's examples
for illustration where appropriate. (32%)
4. Extra credits (5%)
Due to the British colonization and globalization, we are confronted with
the development of World Englishes. That is, other than the long-standing
paradigms of English learning and teaching for non-native speakers, namely,
American and British English, many nativized and localized varieties of
English have emerged, such as Indian English, Singaporean English, and
Tanzanian English.
What impact may the institutionalization of such English varieties have on
the students' understanding of English and the teaching of English in
Taiwan? Do you think that students in Taiwan should be informed of the
development of World Englishes? If your answer is positive, what are some
of your pedagogical suggestions? If your answer is negative, justify your
reasons.