《〈語言學教程〉綱要與實踐》有很多特色。正如永青教授在前言中所言，它把《語言學教程》中的許多基本概念和理論梳理了，把一些重要術語和講解不到位的內(nèi)容增補了，并為學生查閱方便對有關詞語進行了合理編排。在練習方面，區(qū)分基本練習和高級練習，以滿足不同需要。我對高級練習特感興趣，因為我一直告誡我的學生，不要死背術語和定義，而應吃透每一個術語或理論的基本概念，用自己的話說出來，按死背的方法學習語言學實在太累了《〈語言學教程〉綱要與實踐》的第二個特色是提供了十套綜合試題，使讀者能考查自己對語言學知識深入理解的程度和靈活運用的能力。所有的項目都附有參考答案和解釋。我謹代表《教程》的全體作者向《綱要與實踐》的編者和作者表示衷心的感謝，并希望各位老師今后對《教程》繼續(xù)提供寶貴的意見。
Chapter 1 Invitations to Linguistics
Chapter 2 Speech Sounds
Chapter 3 From Morpheme to Phrase
Chapter 4 From Word to Text
Chapter 5 Meaning
Chapter 6 Language and Cognition
Chapter 7 Language， Culture and Society
Chapter 8 Language in Use
Chapter 9 Language and Literature
Chapter 10 Language and Computer
Chapter 11 Language and Foreign Language Teaching
Chapter 12 Theories and Schools of Modern Linguistics
（2） Reliability： Reliability can be defined as consistency. If a test produces the same or very similar results when given to the same candidate twice in succession or marked by different people， it is regarded as having high degree of reliability. Reliability can be affected by two kinds of error.
The extrinsic sources of error consist of the
variability of the testers and testees， and the variability of the test situation.
The intrinsic sources of error are within the test itself. These occur when there is a lack of stability or equivalence. a. stability reliability. A measuring device is stable ifit gives the same reading when uscd twice on the same object， assuming there is no
change in the object between the two measurements stability reliability is also called test-retest reliability， because it is estimated by testing and retesting the same candidates， and then correlating their scores. b. Equivalence reliability. A measuring device is equivalent to another if they produce the same results when used on the same objects. To estimate equivalence reliability， the tester can either construct two parallel tests with the same items of the same degree of difficulty， or compare two tests of similar nature.
（3）Validity and reliability under criticism： Many people who take the communicative approach to language teaching cast doubts on validity and reliability as standard test requirements. One of their reasons is that there does not exist an absolute validity.If its theoretical foundation is linguistic competence， test with high contentconstruct or concurrent validity may still fail to show how well the learner can use the language in communicative contexts. Therefore， validity only exists in correspondence with specified criteria. If the criteria themselves are not appropriate， then the validity of the test is not of much value. Classified by different aims， there are at least four major types of test：
（1） Aptitude test： Aptitude test attempts to measure the learner's aptitude or natural abilities to learn languages. This type of test usually consists of several different tests which measure respectively the ability to identify and remember sound
patterns in a new language， the ability to identify the grammatical functions of
different parts of sentences， the ability to work out meanings without explanation in a new language， and the ability to remember words， rules and so on in a new language. In order to assess these abilities， artiricial languages are often employed.
（2） Proriciency test： The purpose of proficient test is to discover what the testee already knows about the target language. A proriciency test is not concerned with any particular course but the learner-s general level of language mastery. An example of proficiency test is the American TOEFL， which is used to measure the English language proficiency of foreign students who wish to study in the USA.
The former EPT and the current PETS tests offered by the Ministry of Educationalso belong to this category.
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