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IV.Explainthefollowingterms（整理成简答或填空）1.FerdinanddeSaussure2.Textualfunction3.TheLondonSchoolofLinguistics4.Surfacestructure5.Transformational-Generativegrammar6.LanguageAcquisitionDevice(LAD)7.InnatenesshypothesisIII.Explainthefollowingterms.1.Appliedlinguistics2.Interlanguage3.Contrastiveanalysis4.facevalidity5.ErrorAnalysis1.Definethefollowingtermsbriefly.firstlanguageacquisition:behavioristapproachinnatenessapproachsecondlanguageacquisition:contrastiveanalysis:erroranalysislanguageaptitude:fielddependencefieldindependencelearningstrategiesIV.Explainthefollowingterms.1.Interlanguage2.UniversalGrammar3.contrastiveanalysis4.ErrorAnalysis1.Definethefollowingtermsbriefly..appliedlinguisticsgrammar-translationmethodaudiolingualmethodcommunicativelanguageteachingtestingachievementtestvalidityreliabilityproficiencytestsubjectivetestobjectivetestlanguageaptitudetestdiagnostictestbackwasheffectII.Explainthefollowingterms.1.appliedlinguistics2.theaudiolingualmethodoflanguageteaching3.thedirectmethodoflanguageteachingIV.Explainthefollowingterms.1.FerdinanddeSaussureisaSwisslinguistwhoisoftendescribedas“fatherofmodernlinguistics”.Thegreatwork,CourseinGeneralLinguistics,whichwasbasedonhislecturenotes,markedthebeginningofmodernlinguistics.Saussure’sideaonthearbitrarynatureofsign,onetherelationalnatureoflinguisticunits,onthedistinctionoflangueandparoleandofsynchronicanddiachroniclinguistics,etc.pushedlinguisticsintoabrandnewstage.2.Textualfunction:Thetextualfunctionisoneofthethreemeta-functionslanguageiscomposedof.Itreferstothefactthatlanguagehasmechanismstomakeanystretchofspokenorwrittendiscourseintoacoherentandunifiedtextandmakealivingmessagedifferentfromarandomlistofsentences.3.TheLondonSchoolgenerallyreferstothekindoflinguisticscholarshipinEngland.ThemanwhoturnedlinguisticsproperintoarecognizeddistinctacademicsubjectinBritainwasJ.R.Firth.4.Surfacestructure:Itisatermusedingenerativegrammartorefertothefinalstageinthesyntacticrepresentationofasentence,whichprovidestheinputtothephonologicalcomponentofthegrammar,andwhichthusmostcloselycorrespondstothestructurewearticulateandhear.Forinstance,“Johniseasytoplease.”and“Johniseagertoplease.”aretwosentenceswiththesamesurfacestructure.5.Transformational-generativegrammarisproposedbyNoamChomsky.Hepostulatedasyntacticbaseoflanguage(calleddeepstructure),whichconsistsofaseriesofphrase-structurerewriterules,i.e.,aseriesof(possiblyuniversal)rulesthatgeneratestheunderlyingphrase-structureofasentence.Theendresultofatransformational-generativegrammarisasurfacestructurethatisidenticaltoanactualsentenceofalanguage,afterthemediatingofaseriesofrules(calledtransformations)thatactuponthedeepstructures.6.LanguageAcquisitionDevice:LADreferstoaninnatefacultyoflanguageingeneralwithwhichchildrenareborn.ItispositedbyChomsky,whoarguesthatLADprobablyconsistsofthreeelements:ahypothesis-maker,linguisticuniversal,andanevaluationprocedure.7.The“InnatenessHypothesis”ofchildlanguageacquisitionwasproposedbyNoamChomsky,whostatesthatlanguagearesomewhatinnateandthatchildrenarebornwithwhathecallsalanguageacquisitiondevice,whichisauniquekindofknowledgethatfitsthemforlanguagelearning.III.Explainthefollowingterms.1.Appliedlinguistics:Itisabranchoflinguisticswhichstudiestheapplicationoflinguisticsinreality.Forexample,therearestudiesonmultilingualism,languageacquisition,firstandsecondlanguageteachingandlearning.2.Itreferstothetypeoflanguageconstructedbysecondorforeignlanguagelearnerswhoarestillintheprocessoflearningalanguage.It’salanguagesystembetweenthetargetlanguageandthelearner’snativelanguage,andimperfectcomparedwiththetargetlanguage,butnotmeretranslationfromthelearner’snativelanguage.Forexample,whentheChinesestudentislearningEnglish,hemaymakeerrorslike“totouchthesociety”.3.Contrastiveanalysisisanapproachtoanalysisofsecondlanguageacquisition,basedonabeliefthatamoreeffectiveteachingpedagogywouldcomeoutwhenthesimilaritiesanddifferencesbetweennativelanguageandtargetlanguagearetakenintoconsideration.Bysuchananalysis,itissupposedthatsomeleaningdifficultiescouldbepredictedintermsoflanguagetransfer.4.Facevalidity:Unliketheotherthreeformsofvalidity,facevalidityisbasedonthesubjectivejudgmentofanobserver.Ifthetestappearstobemeasuringwhatitintendstomeasure,thetestisconsideredtohavefacevalidity.5Errorsaresignificantintellingtheteacherwhatneedstobetaught，intellingtheresearcherhowlearningproceedsandthoseerrorsareameanswherebylearnerstesttheirhypothesesaboutthelanguagetobelearnt.TheyareworthfurtherprobingErrorAnalysisinvolves，firstindependentlyorobjectively，describingthelearners’interlanguage(thatis，theirversionofthetargetlanguageandthetargetlanguageitself)，thenacomparisonofthetwoisfollowedtolocatemismatches.Differentfromcontrastiveanalysis,ErrorAnalysis,EAforshort,gives1essconsiderationtolearners’nativelanguage.TheprocedureofErrorAnalysisconsistsofthefollowingsteps:(1)Recognition(2)Description.(3)Explanation.Forexample,explanation:theabsenceofanitemthatmustappearinawell-formedutterance:e.g.Shesleeping.Typeoferror:Omissions.1.