南京大學(xué)2007年攻讀碩士學(xué)位研究生入學(xué)考試試題.doc

南京大學(xué)2007年攻讀碩士學(xué)位研究生入學(xué)考試試題考試科目名稱及代碼：英語(yǔ)語(yǔ)言學(xué) 463適用專業(yè)：英語(yǔ)語(yǔ)言文學(xué)、外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)注意：1、所有答案必須寫在研究生入學(xué)考試答題紙上，寫在試卷和其他紙上無(wú)效；2、本科目允許/不允許使用無(wú)字典存儲(chǔ)和編程功能的計(jì)算器。I. Write the international phonetic alphabet for the following words. (12/150)(1) advertisement (2) inventory (3) Indian (4) ignorant (5) demonstrate (6) employee (7) massage (8) mechanism (9) association (10) portray(11) mastery (12) photographerII. For each group of items in the following, point out which item does not fallunder the same category as the rest and explain the reason in ONE sentence.(Write your answers on the answer sheet.) (24/150)(1) A. resolution B. resident C. restart D. resignation Focus on the pronunciation of s(2) A. conquer B. consonant C. winkle D. income Focus on the pronunciation of n(3) A. reiterate B. considerate C. obstinate D. literateFocus on the pronunciation of a (4) A. include B. convey C. attain D. prosperFocus on the location of the stress (5) A. consist B. marry C. accompany D. contactFocus on transitivity (6) A. domicile B. purchase C. chuck D. diminutiveFocus on formality) (7) A. lean B. rely C. persist D. hingeFocus on collocation(8) A. corpulent B. statesman C. slim D. decease 創(chuàng)思英語(yǔ)：Focus on connotation (9) A. school/college B. move/run C. furniture/table D. mature/ripeFocus on the type of semantic relation(10) A. threaten B. advise C. beseech D. urgeFocus on the type of illocutionary act(11) A. cookie B. pavement C. gray D. movieFocus on the geographical origin(12)A. burgle B. fridge C. auto D. mathFocus on the type of word formation創(chuàng)思英語(yǔ)：III. Which of the following sentences are ambiguous? For those you find ambiguous, paraphrase them so as to illustrate why they are ambiguous. (16/150)(1) This is my colleague. Frank (2) Are you tired of cleaning yourself? Let us do it.(3) In the film. Pat was a witch.(4) He promised me to come next week.(5) Patent medicines are sold by frightening people.(6) Dog for sale: eats anything and is fond of children.(7) I found something interesting on the Internet.創(chuàng)思英語(yǔ)：(8) Killer Sentenced to Die for Second Time in 10 YearsIV. Discuss briefly how the following pairs of sentences are different from each other. (12/150)(1) a. The bees swarmed in the garden. b. The garden swarmed with bees.(2) a. The door does not shut easily. b. John cannot shut the door.(3) a. The stone broke the window. b. The window broke.(4) a. Jack lay on his bed. b. Jack lay in his bed.V. For each of the following sentences, discuss (1) the linguistic problem you find;and (2) a situation in which this sentence might be used. (18/150)(1) Im the last office on the corridor.創(chuàng)思英語(yǔ)：(2) The cheeseburger didnt order onions.(3) Business is business.(4) Time is the best cure.(5) Maybe your car isnt your car.(6) Golf plays Jack.VI. In English, the suffix -able as in X + able means able to be X-ed. (1) Use an example to illustrate this rule. (2) What kind of words can function as X? (3) In words like unthinkable, the suffix -able means more than able to be X-ed. Think of TWO more words of this type. (12/150)VII.A very large part of language is made up of prefabricated chunks, or, ready-made expressions which do not have to be constructed from individual words each time they are used. Examples of these chunks include for example, think of” and on the whole. (1) Give TWO more examples that you consider to be chunks. (2) Why do you think they are chunks? (3) Why do Chinese students often use in the campus rather than the correct form on campus? (4) What help does it give you when you use these chunks in your communication? (5) What pedagogical implications can you draw from this mistake? (18/150)VIII. Use ONE sentence to give the reason why we would use the in each of the following sentences: (Hint: Where is the item following the identified?) (18/150)(1) I do not know the man you have mentioned.(2) Jack had a very good math teacher, but the boy failed the math exam.(3) We should not depend on the government for solving all the problems.(4) I would love this skin if the color is not so bright.創(chuàng)思英語(yǔ)：(5) He is very good at playing the flute.(6) It was pitch black and we couldnt even see the moon.IX. Researchers may ask language learners to think aloud when they are reading a passage, that is, to report what goes on in their mind moment by moment. The following is a transcript of such a report by a college student when reading an English passage. Read the transcript and the original reading passage and then fulfill the task that follows. (20/150)Transcript of the reading process創(chuàng)思英語(yǔ)：(1) 這個(gè)文章，我先看一下首句是什么，看它是不是符合那種總分結(jié)構(gòu)的文章。(2)When we talk about intelligence, we do not mean the ability to get good scores on certain kinds of tests or even the ability to do well in school. For instance, If you look at children. (3)哦，顯然不是很明顯的總分結(jié)構(gòu)，那我只能一句一句讀了。 (4) When we talk about intelligence, we do not mean the ability to get good scores on certain kinds of tests or even the ability to do well in school. (5) When we talk about intelligence, we do nut mean the ability lo get good scores on certain kinds of tests or even the ability lo do well in school. We do not mean the ability to get good scores on certain kinds of tests or even the ability to do well in school. (6) 哦，這篇文章講的就是intelligence。 (7) By intelligence we mean a way of living and behaving, especially in a new or upsetting situation. (8)哦，它是說(shuō)，我們指的這個(gè)智商方面的東西是講一種生活呀行為的一種方式，尤其是面對(duì)一種新的或者是讓人覺(jué)得upsetting的situation. (9) If we want to test intelligence, we need to find out how a person acts instead of how much he knows what to do, we need to find out how a person acts instead of how much he knows what to do. (10)測(cè)試智商是要查出這個(gè)人，他是怎么樣，他是怎么樣行為，而不是他知道多少。（11）那我們現(xiàn)在的教育更多方面的是告訴了你是什么，然后以知道多少，在試卷上反應(yīng)出多少來(lái)衡量，而沒(méi)有給出一個(gè)實(shí)際情況，來(lái)考查他實(shí)際解決問(wèn)題的能力。 (12) 以前我們有個(gè)高老師告訴我們要，learn to be和learn to do is the most important thing, 而不光指是你積累了多少知識(shí)。 (13) For instance, when in a new situation, an intelligent person thinks about the situation, not about himself or what might happen to him. (14) 這部分在舉例子說(shuō)明。 (15) When in a new. situation, an intelligent person thinks about the situation, not about himself or what might happen to him. (16) 不光考慮他自己的問(wèn)題。 (17) He tries to find out all he can, and then he acts immediately and tries to do something about it. (18)哦，他試圖去發(fā)現(xiàn)他所能做的，然后積極的行動(dòng)起來(lái)去解決問(wèn)題。（19）這就想到了以前一個(gè)心理老師說(shuō)，在遇到問(wèn)題時(shí)，不是應(yīng)該回避，或者一直在想怎么辦，而是要理出一個(gè)頭緒，直到我現(xiàn)在唯一能做的事情是什么，然后立即付諸行動(dòng)。 (20)He probably isnt sure how it will all work out, but at least he tries. 他可能不知道會(huì)有什么用，但他至少行動(dòng)了，試過(guò)了， (21) 這個(gè)，以前不知那個(gè)名人說(shuō)過(guò)一句話，如果我無(wú)所畏懼，我會(huì)怎樣去做，大概就有點(diǎn)那個(gè)意思。 (22) And. if he cant make things work out right, he doesnt feel ashamed that he failed; he just tries to learn from his mistakes. (23) 這句話我很贊同，就是在做錯(cuò)事情的時(shí)候，一點(diǎn)都不要覺(jué)得羞愧的，至少我試過(guò)，我就沒(méi)什么可后悔的。(24) 好，再往下看。 (25)An intelligent person, even if he is very young, has a special outlook on life, a special feeling about life, and knows how he fits into it. An intelligent person, even if he is very young, has a special outlook on life. (26) 有很特殊，有一種對(duì)生活的期望， (27) a special feeling about life. (28) 有一種特殊的感覺(jué)， (29) and knows how he fits into it. (30) 這句話的意思大概是有智慧的聰明的人應(yīng)該對(duì)生活有一種期望和理想，不但知識(shí)庸庸碌碌的生活，有一種對(duì)生活特殊的感覺(jué)，要去經(jīng)歷它。（31）我覺(jué)得有道理，做人要有目標(biāo)，然后付諸行動(dòng)。(32) 整篇文章讀下來(lái)，不覺(jué)得很難。 Reading passage創(chuàng)思英語(yǔ)：When we talk about intelligence, we do not mean the ability to get good scores on certain kinds of tests or even the ability to do well in school. By intelligence we mean a way of living and behaving, especially in a new or upsetting situation. If we want to test intelligence, we need to find out how a person acts instead of how much he knows what to do.For instance, when in a new situation, an intelligent person thinks about the situation, not about himself or what might happen to