Language

Linguists have understood for decades that language and thought are closely related. Humans construct reality using thought and express these thoughts through the use of language. Edward Sapir and his student Benjamin Whorf are credited with developing the most relevant explanation outlining the relationship between thought and language, the Sapir-Whorf Hypothesis. The hypothesis consists of two parts, linguistic relativity and linguistic determinism. Supporters of linguistic relativity assume that culture is shaped by language. Terwilliger defines linguistic determinism as the process by which "the functions of one’s mind are determined by the nature of the language which one speaks." In simpler terms, the thoughts that we construct are based upon the language that we speak and the words that we use. In its strongest sense, linguistic determinism can be interpreted as meaning that language determines thought. In its weakest sense, language partially influences thought. Whorf was careful to avoid authoritative statements which would permanently commit him to a particular position.
Because of the broad nature of his statements, it is difficult to distinguish exactly to what extent Whorl believes that language determines thought. Heated debate among modern linguists demonstrates that disagreement exists about the accuracy and correctness of Whorf’s studies and of the actual level of influence of language on thought processes.
The Sapir-Whorf hypothesis essentially consists of two distinct statements connecting the relation of thought and language. Whorf believes that humans may be able to think only about objects, processes, and conditions that have language associated with them. The Sapir-Whorf hypothesis also explains the relationship between different languages (French, English, German, Chinese, and so on) and thought. Whorl demonstrated that culture is largely determined by language. Different cultures perceive the world in different ways. Culturally essential objects, conditions and processes usually are defined by a plethora of words, while things that cultures perceive as unimportant are usually assigned one or two words. Whorl developed this theory while studying the Hopi Indian tribe. Whorf was amazed that the Hopi language has no words for past, present, and future. The Hopi have only one word for flying objects. A dragonfly, an airplane, and a pilot are defined using the same word. Whorf questioned whether or not the Hopi view the world differently from western people. After further interpretation and analysis he concluded that the Hopi have a sense for the continuum of time despite having no words to specifically describe past, present, and future.
It is commonly believed that the Sapir-Whorf hypothesis possesses some truth, but the extent to which it is applicable to all situations is questioned. Linguists generally support a "strong" or a "weak" interpretation. Linguists who study the hypothesis tend to cite examples that support their beliefs but are unable or unwilling to refute the opposing arguments. Examples exist that strengthen the arguments of everyone who studies the hypothesis. Nobody has gained significant ground in proving or refuting the hypothesis because the definitions of Sapir and Whorl are very vague and incomplete, leaving room for a significant amount of interpretation.
Whorl himself tends to hold that

A:culture is shaped by language. B:language determines thought. C:language partially influences thought. D:thoughts are based on language.

Foreign movies won' t be dubbed into major language when ______.

A:there are not many audiences B:all the audiences know that foreign language C:the audiences don' t like it very much D:the language spoken on-screen is English

The Nicaragua Sign Language is__________.

A:a non-verbal language created by deaf children. B:an artificial language used by people in Nicaragua. C:a language invented by teachers who teach the deaf. D:a language described and modified by deliberate linguists

The size of the Eskimo language spoken by most whites is ______.

A:spoken in English, Denmark, Spain, and Hawaii B:less than the size of the language spoken by Eskimos C:inestimable D:irrelevant

The implications of sociolinguistics for language teaching do NOT include （）.

A:a change of emphasis in the content of language teaching B:innovation in materials and activities for the classroom C:a fresh look at the nature of language development and use D:frequent use of teaching techniques like repetition and pattern drills

The author's major conclusion about mistakes in foreign language learning is that

A:mistakes are not important in the process of learning a language B:learners are often very afraid of making mistakes C:making mistakes can help the learner discover the roles D:native speakers often do not tell foreign language learners about their mistakes

According to the passage, foreign language students should not worry too much about making mistakes because ______.

A:native speakers, like foreign students, also try hard to learn their language B:communication is the primary goal of language learning C:native speakers will ignore their mistakes D:everyone makes mistakes in speaking a strange language

The author's major conclusion about mistakes in foreign language learning is that ______.

A:mistakes are not important in the process of learning a language B:learners are often very afraid of making mistakes C:making mistakes can help the learner discover the rules D:native speakers often do not tell foreign language learners about their mistakes

According to the author, Webster's purpose in writing An American Dictionary of the English Language was to ______.

A:respond to the need for new schoolbooks B:show the distinct development of the English language in America C:improve spelling forms based upon British models D:influence the pronunciation of the English language