2008-2015年度專八改錯真命題及答案解析

1、1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 2000 年 -2015 年專八短文改錯試題2015 年 3 月 21 日專業(yè)八級考試改錯When I was in my early teens, I was taken to a spectacular showon ice by the mother of a friend. Looked round a the luxury of therink, my friend s mother remarked on the“plush ” seats we had beengiven. I did not know what sh

2、e meant, and being proud of my vocabulary, I tried to infer its meaning from the context.“ Plush ”was clearly intended as a complimentary, a positive evaluation; that much I could tell it from the tone of voice and the context. So I started to use the word. Yes, I replied, they certainly are plush,

3、and so are the ice rink and the costumes of the skaters, aren t they? Myfriend s mother was very polite to correct me, but I could tell from her expression that I had not got the word quite right.Often we can indeed infer from the context what a word roughlymeans, and that is in fact the way which w

4、e usually acquire both new words and new meanings for familiar words, specially in our own first language. But sometimes we need to ask, as I should have asked for Plush, and this is particularly true in the aspect of a foreign language. If you are continually surrounded by speakers of the language

5、you are learning, you can ask them directly, but often this opportunity does not exist for the learner of English.So dictionaries have been developed to mend the gap.2014改錯Ian guage1950s toThere is widespreadconsensus among scholars that secondacquisition(SLA) emerged as a distinet field of research

6、 from the lateearly 1960s.There is a high level of agreement that the following questions (1)have possessed the most atte ntio n of researchers in this area: (2)l Is it possible to acquire an additi on al la nguage in thesame sense one acquires a first Ian guage? (3)l What is the expla natio n for t

7、he fact adults have (4)more difficulty in acquiri ng additi on al la nguages tha n childre n have?l What motivates people to acquire additi on al la nguage?l What is the role of the Ian guage teachi ng in the (5)acquisiti on of additi on al la nguages?l What social-cultural factors, if any, are rele

8、va nt in study ing thelear ning of additi on al la nguages?From a check of the literature of the field it is clear that all (6)the approaches adopted to study the phe nomena of SLA so far haveone thi ng in com mon: The perspective adopted to view the acquiri ngof an additi on al la nguage is that of

9、 an in dividual attempts to do (7)so. Whether one labels it“ learning ” or“acquiring ” an additionalIan guage, it is an in dividual accomplishme nt or what is un der (8)focus is the cog nitive, psychological, and in stituti onal status of anin dividual. That is, the spotlight is on what men tal capa

10、bilities areinvolving, what psychological factors play a role in the lear ning (9)or acquisiti on, and whether the target Ian guage is lear nt in theclassroom or acquired through social touch with n ative speakers. (10)2013專八短文改錯試題Psycho-l in guistics is the n ame give n to the study of the psycholo

11、gical processesin volved in Ian guage. Psycholi nguistics study un dersta nding,producti on and rememberi ng Ian guage, and hence are concerned with(1)listening, reading, speaking, writing, and memory for Ianguage.One reas on why we take the Ian guage for gran ted is that it usually(2)happe ns so ef

12、fortlessly, and most of time, so accurately.(3)In deed, whe n you liste n to some one to speak ing, or look ing at this page,(4)you no rmally cannot help but un dersta nd it. It is only in exceptio nal circumsta nces we mightbecome aware of the complexity(5)in volved: if we are searchi ng for a word

13、 but cannot remember it;if a relative or colleague has had a stroke which has in flue need(6)their Ian guage; if we observe a child acquire Ian guage; if(7)we try to lear n a sec ond Ian guage ourselves as an adult; or if we are visually impaired or hearing-impaired or if we meetanyone else who is.

14、As we shall see, all these examples(8)of what might be calledla nguage in excepti onal circumsta nces”reveal a great deal about the processes evolved in speak ing,(9) listening, writing and reading. But given that Ianguage processeswere no rmally so automatic, we also n eed to carry out careful(10)e

15、xperime nts to get at what is happe ning.2012 年The cen tral problem of tran slat ing has always bee n whether to tran slate literally or freely.The argument has been going since at least the firstcen tury B.C. Up to the begi nning of the 19th cen tury, many writersfavoured certa in ki nd offree ”tra

16、nslation: the spirit, not the letter; thesense not the word; the message rather the form; the matter notthe manner. This is the often revolutionary slogan of writers whowan ted the truth to be read and un derstood. Then in the tur n of 19thcen tury, whe n the study of cultural an thropology suggeste

17、d thatthe linguistic barriers were insuperable and that the Ianguagewas entirely the product of culture, the view translation was impossiblegained some curre ncy, and with it that, if was attempted at all, it must be asliteral as possible. This view culminated the statement of theextreme “ literalis

18、ts ” Walter Benjamin and Vladimir Nobokov.The argume nt was theoretical: the purpose of the tran slati on, then ature of the readership, the type of the text, was not discussed. Toooften, writer, translator and reader were implicitly identified witheach other. Now, the con text has cha nged, and the

19、 basic problem remai ns.(1)(8)(9)(10)123456789102011年專八真題改錯部分From a very early age, perhaps the age of five or six, I knew that when I grew I should be a writer. Betwee n the ages of about seve ntee n and twen ty-four I tried to aba ndon this idea, but I did so with the con scie nee that I was outra

20、gi ng my true n ature and that soon or later I should have to settle dow n and write books.I was the child of three, but there was a gap of five years on either side, and I barely saw my father before I was eight. For this and other reas ons I was somewhat Ion ely, and I soon developed disagree ing

21、mann erisms which made me un popular throughout my schooldays. I had the Ion ely childs habit of making up stories and holdi ng con versatio ns with imagi native pers ons, and I think from the very start my literal ambitions were mixed up with the feeling of being isolated and un dervalued. I knew t

22、hat I had a facility with words and a power of facing in un pleasa nt facts, and I felt that this created a sort of private world which I could get my own back for my failure in everyday life. Therefore, the volume of serious i.e. seriouslyinten ded writ ing which I produced all through my childhood

23、 and boyhood would not amount to half a doze n pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation.2010年專八真題改錯部分So far as we can tell, all huma n Ian guages are equallycomplete and perfect as in strume nts of com mun icati on: that is, every Ian guage appea

24、rs to be well equipped as any other to say the things their speakers want to say.There may or may not be appropriate to talk about primitive3_peoples or cultures, but that is another matter. Certainly, not all8910groups of people are equally compete nt in n uclear physics or psychology or the cultiv

25、ation of rice . Whereas this is not the fault of their Ian guage. The Eskimos , it is said, can speak about snow with further more precisi on and subtlety tha n we can in En glish, but this is not because the Eskimo Ian guage (one of those sometimes miscalled primitive) is in here ntly more precise

26、and subtle tha n En glish. This example does not come to light a defect in English, a show of unexpected primitiveness. The position is simply and obviously that the Eskimos and the English live in similar 7 environmen ts. The En glish Ian guage will be just as rich in terms for differe nt kinds of

27、snow, presumably, if the en viro nments in whichEnglishwas habitually used made such distinction as important.Similarly, we have no reason to doubt that the Eskimo Ianguage could be as precise and subtle on the subject of motor manufacture or cricket if these topics formed the part of the Eskimos li

28、fe.2009The previous sect ion has show n how quickly a rhyme passesfrom one school child to the next and illustrates the further differenee betwee n school lore and nu rsery lore. In nu rsery lore a verse, learnt in early childhood, is not usually passed on aga in whe n the little liste nerhas grow n

29、 up, and has childre n of their own, or evengra ndchildre n. The period betwee n lear ning a nu rsery rhyme and tran smitt ing it may be someth ing from twenty to seve nty years. With the playgro und lore, therefore, a rhyme may be excitedly passed on with in the very hour it is lear nt; and in the

30、gen eral, it passes betwee n childre n of the same age, or n early so, since it is un com mon for the differe nee in age betwee n playmates to be more tha n five years. If ,therefore, a playgro und rhyme can be show n to have bee n curre ntly for a hun dred years, or eve n just for fifty, it follows

31、 that it has bee n retra nsmitted over and over; very possibly it has passed along a cha in of two or three hun dred young hearers and tellers, and the won der is that it rema ins live after so much han dli ng,to let alone that it bears resembla nee to the2008年專八真題短文改錯(1)(8)(9) (10) 1234The desire t

32、o use Ian guage as a sig n of n ati onal ide ntity is a very n atural one, and in result Ian guage has played a prominent part in national moves. Men have often felt the need to cultivate a given Ianguage to show that they are distinctive from another race whose hegem ony they rese nt. At the time t

33、he Un ited States split off from Britain, for example, there were proposals thatin depe ndence should be lin guistically accepted by the use of a5differe nt Ian guage from those of Britai n. There was even one6proposal that America ns should adopt Hebrew. Others favouredthe adopti on of Greek, thoug

34、h, as one man put it, things wouldcerta in ly be simpler for America ns if they stuck on to En glish7and made the British lear n Greek. At the end, as every one8kno ws, the two coun tries adopted the practical and satisfactorysoluti on of carry ing with the same Ian guage as before.9Since n early tw

35、o hun dred years now, they have show n the world10that political in depe ndence and n ati onal ide ntity can be complete without sacrifici ng the eno rmous mutual adva ntages of a com monIan guage.customer.20151.looked 改成 looking2. she后面加had3. 去掉第二個a4. 去掉it5. polite改成 politely6. which 改成 that7. spec

36、ially 改成 especially8. this 改成 it9. continually改成 often10. mend改成 narrow20141.把of去掉。2. 把 possessed 改成 attracted ,3. 把a(bǔ)改成the4. 在facts 和adults 之間加個that ,5. 把第二個the去掉。6. 把第二個of改成in7. 把 attempts 改成 attempt8. 把or改成and9. what 改成 how10. 把 touche 改成 touches20131. product ion改成 produci ng2. 去掉the3. 去掉accurate

37、ly 前面的so4. looking改為 look5. we前面加that6. 去掉colleague 后面的has7. their 改成 his8. anyone 改成 pure 老師 some one9. evolved 改成 involved10. were 改成 are2012參考答案：1 . going A since 加入 on題解：go on的意思是“繼續(xù)”，符合句子表達(dá)的含義“爭論一直在繼續(xù)”。2 . certain 改為 a certain題解：此處要表達(dá)的意思是“很多作家喜歡一種自由的翻譯方法”，第一次出現(xiàn)這種方法應(yīng)該加上不定冠詞。3. rather 改為 not題解：根據(jù)

38、原句的句子結(jié)構(gòu)，rather應(yīng)改為not。4. is 改為 was題解：此句應(yīng)該為過去時。5. in 改為 at題解：at the turn of 19 th cen tury“十九世紀(jì)之初”，是固定搭配。6. the 刪去第二個 the題解：這里并沒有特指某種語言，所以不用定冠詞。7. view Atranslation 加入 that題解：在 view 和 translation 之間加上 that，可將“ translation was impossible”看成 view 的同位語。8 . was 刪去 was題解：條件狀語從句?？梢允÷灾髡Z和系動詞。9 . culm in ated

39、Athe 加入 in題解：culmi nate in 是“以告終”的意思，符合上下文含義。10 . and 改為 but題解：原句意思“現(xiàn)在背景變化了，但是基本問題依然存在”，兩句話之間應(yīng)該是轉(zhuǎn)折關(guān)系20111 , 在grow 后加up,考固定短語2 , 改 consienee 為 consciousness考詞語區(qū)別，consienee 翻譯為 “良心，道德心”，consiousness翻譯為“意識”3 , 改 soon 為 sooner , sooner or later 是固定短語4 , 在child前加middle,考上下文理解。作者是三個孩子句中的那位5, 改 disagreeing

40、為 disagreeable , disagreeing 只能作動名詞，不能作形容詞。 disagreeablemannerni sms令人討厭的習(xí)慣6 , 改imaginative為imaginary,考詞語區(qū)別imaginative翻譯為“有想象力的”，imaginary 翻譯為“想象的，虛構(gòu)的”7 , 改literal為literary ,考詞義區(qū)別，literal翻譯為“字面的” ，literary 翻譯為“文學(xué)方面的”8, 去掉face后的in , face接賓語時是及物動詞。考動詞的基本用法9 , 在world 后加in或者改 which為where, 考定語從句10 , 改 Th

41、erefore 為 However 或者 Nevertheness,考語境。感悟：11專八改錯相對前幾年專八改錯要簡單一點(diǎn)。本人認(rèn)為詞義區(qū)別考得過多了。20102010年專八真題改錯參考答案以及分詞1 be后插入as; asas引導(dǎo)的比較級 2 their 改為 its; its 代替 every Ianguage3 There改為It; It此處作為形式主語，真正的主語是后面的不定式4 Whereas 改為But ; 語境需要表示轉(zhuǎn)折的連詞，whereas表示對比5 further 改為much further 不能修飾比較級6 come 改為 bring; (sth)come to lig

42、ht , bring sth to lightbring to light the defect of En glish =bri ng the defect of en glish to light揭示英語的缺陷7 similar 改為different;根據(jù)語境應(yīng)該用 different8 will改為would;虛擬語氣9 as important去掉 as;10 the part 去掉 the 或者改 the 為 a be/become/form (a) part of是固定短語2009答案分析：(1) the further differenee 改為a further differ

43、enee(此次應(yīng)該用不定冠詞表示泛指) 改when為until, 結(jié)構(gòu)not.until翻譯為直到才”(3)their改為his (代詞與前文 a little listener在單復(fù)數(shù)上保持一致)something改為anything此處指二十到七十的任何時段(5)therefore 改為however (根據(jù)上下文邏輯關(guān)系)in the general 去掉the (習(xí)慣用法in general 表示總的來說，一般不用冠詞)currently改為current(這里起的是表語的作用，需要形容詞而不是副詞)(8) it has passed 改為it has been passed(與分號前

44、的被動保持一致)般作(9) live改為alive alive翻譯為鮮活的”，一般作補(bǔ)語；live翻譯為現(xiàn)場轉(zhuǎn)播的；活的”，定語(10) to let alone 改為let alone (let alone為習(xí)慣搭配，意思是“更不用說20081. in result 改成 in consequenee,2 moves 改成 movements.3 distinctive改成 distinet 或 different4在time后加when5 accepted 改成 realized6 those 改成 that7刪除on,8 At改成In9 carrying with改成 carrying

45、on with10 now 改成 ago20071, 改 and 為 or, any Ianguagages today or recordsof ancient Ianguages中用or2, 改show為showing,現(xiàn)在分詞作定語3, 刪除the,表示泛指4，改and為but,根據(jù)語境此處是轉(zhuǎn)折5，改large為larger,后面有than, 應(yīng)該用比較級6， 改in為on, on other grounds “基于其它理由”，為固定搭配7，改 return 為 response , in response to 對作出反應(yīng)”8，刪除 on, emphasize sth emphasi

46、ze 是及物動詞9,在large前加a, extent 是可數(shù)名詞，前面要加冠詞。to a large extent10，改 these 為 those those that/who 為固定形式是并列成分，在否定句翻譯為在很大程度上”20061, 改 agreeing 為 agreedagreed conventions翻譯為習(xí)俗”2 , words前加the, 此處為特指3，改in為at at one s disposal為固定短語，翻譯為由某人做主”4， 改 enables 為 enable，定語從句與先行詞vocabulary and a set of grammatical rules

47、保持一致5，刪除the,此處需要泛指6，改old為older,此處需要比較級7， 改seen 為understood， system 應(yīng)該是被理解8 刪除 it take sth for gran tedtake it for gran ted that9,改or為and，語境需要并列關(guān)系而不需選擇關(guān)系10 , most前加the,形容詞最高級中that 一般不能省略20051. i nvest ing應(yīng)改為in vested，過去分詞作定語2. 在irrespective 和fluctuations之間加上介詞 of。irrespectiveOf 是一固定用法，意指不論，不管，不顧，”等，此

48、處指公司不顧收入的波動變化。3. 把 those 改為 that , that 此處代替 outlook4 .在fact和economic 之間力口上關(guān)系代詞that。這是一個同位語從語，that在同位語從句中是不能省略的5 .把定冠詞the去掉,in school表示上學(xué)這個抽象意義6 .把形容詞poor改為其比較級poorer。這句中的poor與后面的more形成一對比較關(guān)系，表示越 越”7 .在 ways和which 之間加上一個介詞in。8 .這里應(yīng)該用動詞的一lng形式，即 eliminating，以便使句型結(jié)構(gòu)與前面的giving(studentsgoverna nee role）

49、保持一致，否則句子結(jié)構(gòu)和意思都顯得不正確。9 .將shorten（縮短；使變短）改為reduce/lesson/weaken。此處屬于用詞不當(dāng)。10 .將 to give discounts on 改為 to give discounts to their best customer。意為實(shí)業(yè)公司給最好的客戶提供優(yōu)惠。Give discou nts to sb為固定短語20041.,在set后加up, set up 建立、成立”是固定短語2. 答案：consisted 宀 consisting/composed3. 答案：in t on【詳細(xì)解答】固定搭配 on .occasi ons4. 答

50、案rely后加on【詳細(xì)解答】固定搭配 rely on sb. to do someth ing5. 答案： make out t make【詳細(xì)解答】make out 意思是辨認(rèn)出”，而此處意思是對做詳細(xì)的研究”，故用make detailed studies of. ” 即可。6. 答案：its t their【詳細(xì)解答】此處指代的是investigations” ,故用復(fù)數(shù)。7. 答案：public t the public【詳細(xì)解答】the +adj.可表示某一類人，此處意思是面向公眾”，故應(yīng)用the public ”。8. 答案：nevertheless t therefore/ t

51、hus【詳細(xì)解答】此處不是表示意思的轉(zhuǎn)折，而是與前文構(gòu)成因果關(guān)系，故可改為therefore 或thus。9. 答案：interestst interest【詳細(xì)解答】 此處看成不可數(shù)名詞為佳10. 答案：these 宀 those【詳細(xì)解答】those 指代witnesses ,即指代名詞復(fù)數(shù)做定語從句的先行詞，而these不行20031.答案：height t high , high 作為名詞翻譯為最高水平”，又如reach an all-time high2 .答案：刪除a【詳細(xì)解答】 此處steady decline指穩(wěn)定下降的行為、過程而不是其結(jié)果，為不可數(shù)名詞，故應(yīng)去掉定冠詞a。3

52、. 答案：went后加on【詳細(xì)解答】go on為固定搭配，意為“持續(xù)”。4. 答案：high thigher【詳細(xì)解答】 后面有than ,此處應(yīng)為比較級。5. 答案： Europe t European【詳細(xì)解答】根據(jù)上下文，此處應(yīng)用形容詞作定語修飾名詞cou nterparts 。6. 答案：more【詳細(xì)解答】由上下文可知，more與equally矛盾，故應(yīng)去掉。7. 答案：n evertheless t also【詳細(xì)解答】由上下文可知，此處講的內(nèi)容與前部分內(nèi)容之間為遞進(jìn)關(guān)系，而非轉(zhuǎn)折關(guān)系。8. 答案：that t those【詳細(xì)解答】由上下文可知，此處所指代的應(yīng)為前面復(fù)數(shù)形式的m

53、arriages，故指示代詞也應(yīng)該用復(fù)數(shù)形式。9. 答案：Si nee t Although（或 While ）【詳細(xì)解答】 從邏輯上講，此處應(yīng)表達(dá)讓步關(guān)系，而非因果關(guān)系。10 .答案：in t to【詳細(xì)解答】to . . extent為固定搭配，意為“到程度”2002答案與詳解1. 答案： and t while/whereas【詳細(xì)解答】前半句意為“發(fā)音是在無意識之中學(xué)成的”，后半句意為“拼寫是有意識地學(xué)成的”，它們之間是對比關(guān)系，故應(yīng)該用連詞while來連接。2. 答案：with tof【詳細(xì)解答】be unconsciousof是固定搭配，意為“無意識地，未意識到”。即“我們之中很多

54、人一輩子都不知道自己的話聽起來是什么樣的”。3. 答案：speak后加it【詳細(xì)解答】speak out意為“大膽地說出”，在這里句意不通。在speak out中加上it，指代前面的speech，意為“當(dāng)我們說出話后，自己聽起來像什么”。4. 答案：firstly tfirst【詳細(xì)解答】firstly表示順序中的“第一” ，first則表示時間上的“第一次，首次”。這里是說“當(dāng)我們 第一次聽到自己的錄音時，通常會震驚”。故應(yīng)將firstly改為first才合乎句意。5. 答案：which tthat【詳細(xì)解答】在定語從句中，如果先行詞是代詞 something , everything , nothing , little , few等時