《普通语言学基础》主要是为英语专业本科高年级“普通语言学导论”课程编写的。为了更适合该课程教学中的特点和学生的实际水平，《普通语言学基础》要点突出，文字简洁，在内容、篇幅、举例等方面都具有鲜明的特点。《普通语言学基础》为本科生普通语言学课程提供了新的可选择的教材，同时由于其较强的可读性，也完全可以作为一本普通语言学的普及读物，为那些喜欢语言学知识或初学语言学的一般读者使用。
北京大学出版社自2005年以来已出版《语言学与应用语言学知识系列读本》多种，为了配合第十一个五年计划，现又策划陆续出版《21世纪英语专业系列教材》。这个重大举措势必受到英语专业广大教师和学生的欢迎。
作为英语教师，最让人揪心的莫过于听人说英语不是一个专业，只是一个工具。说这些话的领导和教师的用心是好的，为英语专业的毕业生将来找工作着想，因此要为英语专业的学生多多开设诸如新闻、法律、国际商务、经济、旅游等其他专业的课程。但事与愿违，英语专业的教师们很快发现，学生投入英语学习的时间少了，掌握英语专业课程知识甚微，即使对四个技能的掌握也并不比大学英语学生高明多少，而那个所谓的第二专业在有关专家的眼中只是学到些皮毛而已。
英语专业的路在何方？有没有其他路可走？这是需要我们英语专业教师思索的问题。中央领导关于创新是一个民族的灵魂和要培养创新人才等的指示精神，让我们在层层迷雾中找到了航向。显然，培养学生具有自主学习能力和能进行创造性思维是我们更为重要的战略目标，使英语专业的人才更能适应21世纪的需要，迎接21世纪的挑战。
如今，北京大学出版社外语部的领导和编辑同志们，也从教材出版的视角探索英语专业的教材问题，从而为贯彻英语专业教学大纲做些有益的工作，为教师们开设大纲中所规定的必修、选修课程提供各种教材。《21世纪英语专业系列教材》是普通高等教育“十一五”国家级规划教材和国家“十一五”重点出版规划项目《面向新世纪的立体化网络化英语学科建设丛书》的重要组成部分。这套系列教材要体现新世纪英语教学的自主化、协作化、模块化和超文本化，结合外语教材的具体情况，既要解决语言、教学内容、教学方法和教育技术的时代化，也要坚持弘扬以爱国主义为核心的民族精神。
马壮寰，北京第二外国语学院英语学院教授，硕士生导师，英语学术带头人，长期担任普通语言学等课程的教学工作，并从事或涉猎普通语言学、语言符号学、应用语言学及英语演讲等研究。曾于《当代语言学》等学术刊物发表过若干学术论文，著有《索绪尔语言理论要点评析》、《语言研究论稿》、《演讲英语》、《功能英语》等。多次获得学院科研一等奖，并荣获北京第二外国语学院优秀导师、教学名师等称号。2004年被评为北京市优秀教师。现担任“普通语言学导论”北京市级精品课程建设项目。
Chapter 1 An Overview of Language and Linguistics
1.1 What Is General Linguistics？
1.1.1 Defining Linguistics
1.1.2 Principles of Linguistic Science
1.1.3 A Natural Science or a Social Science？
1.1.4 What Is Meant by "General"？
1.1.5 Some Basic Distinctions in Linguistics
1.1.6 What Is the Use of Linguistics？
1.2 What Is Language？
1.2.1 Defining Language
1.2.2 Design Features of Language
1.2.3 Functions of Language
Chapter 2 Phonetics
2.1 Aim of Phonetics
2.2 Different Types of Phonetics
2.3 Vocal Organs
2.4 Two Major Types of Speech Sounds
2.4.1 Consonants
2.4.2 Vowels
2.4.3 Cardinal Vowel System
Chapter 3 Phonology
3.1 Aim of Phonology
3.2 Phonemes and Allophones
3.3 Minimal Pair
3.4 Three Criteria for Grouping Phones into Phonemes
3.4.1 Free Variation
3.4.2 Complementary Distribution
3.4.3 Phonetic Similarity
3.5 Distinctive Features and Natural Classes
3.6 Phonological Processes
3.6.1 Co-articulation Effects
3.6.2 Elision
3.6.3 Assimilation
3.7 Phonological Rules of English
3.7.1 Nasalization
3.7.2 Nasal Assimilation
3.7.3 Aspiration Rule
3.7.4 Rule Ordering
3.8 Syllable and Stress
Chapter 4 Morphology
4. 1 Aim of Morphology
4.2 Word and Morpheme
4.2.1 What Is a Word？
4.2.2 Classifications of Words
4.2.3 What Is a Morpheme？
4.3 Morpheme and Allomorph
4.3.1 Phonetically Conditioned Allomorphs
4.3.2 Lexically or Grammatically Conditioned Allomorphs
4.4 Relation between Morpheme and Phoneme
4.5 Word Formation
4.5.1 Compound
4.5.2 Derivation
Chapter 5 Syntax
5.1 What Is Syntax？
5.2 The Traditional Grammar
5.2.1 The History of the Traditional Grammar
5.2.2 Syntactic Elements and Their Defining Properties
5.2.3 Syntactic Relations Between Words
5.2.4 The Ways Words are Organized Into Sentences
5.3 The Structural Grammar
5.3.1 Saussure and His Linguistic Theory
5.3; 2 American Structuralist Linguistics
5.4 The Generative Linguistics
5.4.1 Chomsky and Generative Linguistics：What "Generative" Means
5.4.2 Five Stages of Generative Linguistics
5.4.3 The Classical Theory （1957——1965）
5.4.4 The Standard Theory （1965——1972）
5.4.5 The Extended Standard Theory Model（1972——1981）
5.4. 6 The Government and Binding Theory Model（i981——1993）
5.4.7 The Minimalist Program Model（1993——）
Chapter 6 Semantics
6.1 An Overview of Semantics
6.1.1 Aim of Semantics
6.1.2 Semantics at Different Levels
6.1.3 Difficulty of Semantics
6.2 Some Semantic Theories
6.2.1 Referential Theory
6.2.2 Mentalist Theory
6.2.3 "Use" Theory
6.3 Classification of Meaning
6.3.1 Seven Types of Meaning Proposed by Leech
6.3.2 Sense， Reference， and Denotation
6.4 Sense Relations
6.4.1 Synonymy
6.4.2 Antonymy
6.4.3 Hyponymy
6.5 Simple Logic and Semantics
6.5.1 Simplified Form of Predicate Calculi
6.5.2 Simple Propositional Logic
6.6 Ambiguity
Chapter 7 Pragmaties
7.1 Defining Pragmatics
7.2 Pragmatics. Past and Present
7.2.1 Focus on Change： Three Stages of Development
7.2.2 Tasks in Hand： Two Components of Pragmatics
7.3 Critical Concepts and Theories in Pragmatics
7.3.1 Between Semantics and Pragmatics
7.3.2 Beyond Semantics
7.4 Pragmatics in Development
7.4.1 Relevance Theory
7.4.2 Horns Bipartite System and Levinsons Tripartite System
Chapter 8 Language and Society
8. 1 The Relatedness between Language and Society
8.1.1 Possible Relations between Language and Society
8.1.2 Socioliuguistics
8.2 Variable， Variant and Variation
8.3 Regional Dialect and Its Semantic Extension
8.4 Language Use and Social Factors
8.4.1 Sociolect
8.4.2 Genderleet
8.4.3 Agelect
8.4.4 Ethnic Dialect
8.5 Language Change
8.5.1 Language Change in Progress
8.5.2 Forms of Language Change
Chapter 9 Language， Culture and Thought
9.1 The Relations between Language， Culture and Thought ~
9.1.1 Language and Culture
9.1.2 Language and Thought
9.1.3 Sapir-Whorf Hypothesis
9.2 Some Cultural Items
9.2.1 Politeness and Cross-cultural Communication
9.2.2 Greetings
9.2.3 Taboo and Euphemism
9.2.4 Address Terms
Chapter 10 Language Acquisition
10. 1 First Language Acquisition
10. 1.1 Three Views on First Language Acquisition
10.1.2 Characteristics of First Language Acquisition
10.1.3 Stages of First Language Acquisition
10.2 Second Language Learning
10.2.1 First Language Acquisition versus Second Language Learning
10.2.2 Contrasts between First Language Acquisition and Second Language Learning
10.2.3 Stages of Second Language Learning
Appendix
Index
The distinction isthe one that holds between describing howthings are and prescribing how things ought to be Lyons 1981：47 Being respectful to a language as it is， descriptive linguistics tries to discover and record the rules to which the members of alanguage-c0mmunity actually conform On thecontrary， prescriptive linguistics pays more attention to classicallitexary works and regards them as standards for the correctness.They tend to tell people what is right and what is wrong whenusing language， and impose upon people certain norms of usage.Towards language change or variation， descriptive linguistics andprescriptive linguistics also show different attitudes： the formerbeing tolerant and the latter intolerant. Modern linguistics ischaracterized by descriptive orientation， but in the history of linguistic studies there were certain schools， e.g.
traditionalgrammar in 18th and 19th century， characterized by prescriptiveorientation.
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