外語教學(xué)法自考題-1

1、外語教學(xué)法自考題-1總分：85.00 ,做題時間：90分鐘一、I .Multipe Choice 總題數(shù)：15,分?jǐn)?shù)：15.001.In 1957, Noam Chomsky's book Syntactic Structures was published which started the.A. American structuralism B. transformational generative linguisticsC. functional linguistics D. cognitive psychology分?jǐn)?shù)：1.00A.B. VC.D.解析：解析1957年喬姆斯基

2、出版了他的專著?句法結(jié)構(gòu)?.這本書在語言學(xué)界掀起了一場革命,還產(chǎn) 生了一個新的學(xué)派一一轉(zhuǎn)換生成語言學(xué).2.Which one of the following activities is included in the acquisition activities in the Natural Approach?A. Affective-humanistic activities. B. Communicative activities.C. Skill-getting activities. D. Social activities.分?jǐn)?shù)：1.00A. VB.C.D.解析：解析語言習(xí)得活動分

3、為四類：情感人文活動Affective-humanistic activities、解決問題活動Problem-solving activities 、游戲活動Games和內(nèi)容活動Content activities .3.According to M.A.K. Halliday, which of the following should NOT be taken into considerationin terms of linguistic events?A. Form. B. Context.C. Substance. D. Culture.分?jǐn)?shù)：1.00A.B.C.D. V解析：解析

4、韓禮德認(rèn)為linguistic events應(yīng)該從三個層面進(jìn)行研究：substance, form and context ,因此排除D.4.According to the records available, human beings have been engaged in the study of languagefor centuries.A. 10 B. 15C. 20 D. 25分?jǐn)?shù)：1.00 A.B.C.D. V解析：解析我們不知道人們從什么時候開始對他們正在使用的語言感興趣,但根據(jù)現(xiàn)存的資料,我們確信人們開始研究語言至少2500多年了,即25個世紀(jì).應(yīng)選Do5.Krashen

5、 identifies three kinds of affective variables related to second language acquisition: .A. motivation, self-confidence and anxietyB. comprehension, acquisition and anxietyC. input, competence and self-confidenceD. situation, motivation and self-confidence分?jǐn)?shù)：1.00A. VB.C.D.解析：解析克拉申在其提出的情感過濾器假設(shè)Affectiv

6、e filter hypothesis中確定了三種可變的情感因素與第二語言的習(xí)得有關(guān),包括動機(jī) motivation、自信self-confidence 、憂慮anxiety.這三 種情感因素影響了語言的學(xué)習(xí)速度.6.The Grammar-Translation Method was at one time called since it was first used in theteaching of the classical languages of Latin and Greek.A. aural-oral method B. minimum methodC. Audiolingua

7、l Method D. Classical Method分?jǐn)?shù)：1.00A.B.C.D. V解析：解析語法譯法是指以譯和語法學(xué)習(xí)為主要教學(xué)活動的外語或第二語言教學(xué)法.由于這種教學(xué) 法首先被用來進(jìn)行拉丁語和希臘語等古典語言的教學(xué),它曾一度被稱為古典法Classical Method.7.It became a key feature of the Oral Approach in the 1960s that.A. new language points are introduced and practised in situationsB. accuracy is maintainedC. re

8、ading and writing are introduced later D. translation should be avoided分?jǐn)?shù)：1.00A. VB.C.D.解析：解析口語法指出應(yīng)該在情境中介紹和練習(xí)新的語言點,即單詞應(yīng)放到句子中講解,句子應(yīng)放在有意義的上下文中去練習(xí),而不是被當(dāng)成孤立的、互不相關(guān)的成分來教.這條原那么在20世紀(jì)60年代成了口語法的最重要的特征.8.The discourse theory was established by in the late 1970s and developed from M. A. K.Halliday's theory

9、of first language acquisition.A. E. Hatch B. M.A.K. HallidayC. Stephen Krashen D. Joseph H. Greenberg(分?jǐn)?shù)：1.00)A. VB.C.D.解析：解析話語交際說(Discourse theory)是由韓禮德的第一語言習(xí)得理論開展而來的,由哈奇(Hatch)于20世紀(jì)70年代后期提出.韓禮德認(rèn)為,第一語言習(xí)得的過程實際上就是學(xué)會用語言進(jìn)行交際的過程, 哈奇贊同他的母語習(xí)得觀,認(rèn)為第二語言習(xí)得的過程與第一語言的習(xí)得過程實際上沒什么區(qū)別一一學(xué)生只有通過話語交際才能習(xí)得第二語言.選項B韓禮德是功能語言學(xué)

10、派代表,提出話語篇章分析 (DiscourseAnalysis),并創(chuàng)立系統(tǒng)功能語法(Systemic-functional grammar) .選項C克拉申是自然法的奠基人,提 出了自我監(jiān)測模式(Monitor Model).選項D格林伯格通過比較分析不同語言以確認(rèn)語言中的共性,屬于語 言共性說中較有影響的一個.9.The generative-transformational school of linguistics emerged through the influence of.A. Noam Chomsky B. J . PiagetC. D . Ausubel D. J . B

11、. Bruner(分?jǐn)?shù)：1.00)A. VB.C.D.解析：解析1957年喬姆斯基出版了?句法結(jié)構(gòu)?一書,這本書在語言學(xué)界掀起了一場革命,還產(chǎn)生了個新的學(xué)派轉(zhuǎn)換生成語言學(xué)(generative-transformational school of linguistics) . 因止匕說轉(zhuǎn)換生成語言學(xué)的出現(xiàn)受到了喬姆斯基的影響.10.Which of the following do Krashen and Terrell NOT emphasize?A. Communication. B. Vocabulary.C. Meaning. D. Grammar.(分?jǐn)?shù)：1.00)A.B.C.D.

12、V解析：解析克拉中和特雷爾在自然法中認(rèn)為,交際是語言的首要功能；強(qiáng)調(diào)了意義的重要作用；強(qiáng)調(diào)詞 匯的重要性,認(rèn)為語言的根底是詞匯；而語法僅具有次要的功能,它只是確定如何用詞匯來表達(dá)意思.11 .The 1920s saw the emergence of a new psychological school called founded by a groupof psychologists.A. cognitive psychology B. behaviourist psychologyC. psychoanalysis D. Gestalt psychology分?jǐn)?shù)：1.00A.B.C.D.

13、 V解析：解析格式塔心理學(xué)產(chǎn)生于20世紀(jì)20年代,由德國心理學(xué)家韋特墨、考夫卡和勒文等人所創(chuàng)立.1890年由弗洛伊德提出精神分析的心理學(xué)理論,1913年美國心理學(xué)家華生發(fā)表了題為?行為主義者眼中的心理學(xué)?被認(rèn)為是將行為主義正式引入心理學(xué)領(lǐng)域,直到 20世紀(jì)60年代,行為主義開始從其支配地位走 下坡路,其地位逐漸被一種新的認(rèn)知心理學(xué)所取代,代表人物皮亞杰和喬姆斯基.12 .Chomsky holds the position that linguists should study the of the native speaker.A. linguistic performance B. lin

14、guistic competenceC. communicative performance D. communicative competence分?jǐn)?shù)：1.00A.B. VC.D.解析：13.According to the Audiolingual Method, is not a crucial element for learning to happen.A. a stimulus B. reinforcementC. a response D. a hypothesis分?jǐn)?shù)：1.00A.B.C.D. V解析：解析聽說法的學(xué)習(xí)理論是行為主義心理學(xué).行為主義心理學(xué)認(rèn)為行為的產(chǎn)生依賴學(xué)習(xí)中

15、的三個決 定性因素：用來引起行為的刺激物stimulus；由刺激引發(fā)的反響response和說明反響是否適當(dāng)并在未來促使反響重復(fù)或抑制的強(qiáng)化reinforcement.學(xué)習(xí)是刺激、反響和強(qiáng)化的過程.14.Which of the following is forbidden in a Direct Method classroom?A. Using gestures. B. Sketch drawing.C. The first language. D. Writing.分?jǐn)?shù)：1.00A.B.C. VD.解析：解析直接法課堂教學(xué)中只用外語來授課和進(jìn)行交流,完全預(yù)防使用母語.15.of seco

16、nd language acquisition was developed from the Halliday's theory of first language acquisition.A. Habit formation theory B. Discourse theoryC. Monitor theory D. Cognitive theory(分?jǐn)?shù)：1.00) A.B. V C.D.解析：解析話語交際說是由韓禮德的第一語言習(xí)得理論開展而來的,由哈奇于20世紀(jì)70年代后期提出.二、n .Filling Blanks (總題數(shù)：15,分?jǐn)?shù)：15.00)16 .The Natura

17、l Approach considers 1 as the most important element of any language teaching program.(分?jǐn)?shù)：1.00)填空項1: (正確答案：input )解析：解析自然法認(rèn)為語言輸入是任何一種語言教學(xué)程序中最重要的局部.17 .The 1 Approach emphasizes on dictation, imitation and controlled oral-based reading and writing tasks.(分?jǐn)?shù)：1.00)填空項1: (正確答案：Oral)解析：解析口語法的教學(xué)技巧主要有：(1)用

18、情景介紹新句型(new sentence patterns presented in situations) ； (2)操作練習(xí)(Drill-based practice) ； (3)指導(dǎo)下的復(fù)述和替代練習(xí) (Guided repetition and substitution activities)； (4)聽說、模仿和教師規(guī)定的以口語為根底的朗讀和寫作(Dictation,imitation and controlled oral-based reading and writing tasks).18 .The 1Method aims to enable the learners to

19、read and translate its literature.分?jǐn)?shù)：1.00填空項 1: 正確答案： Grammar-Translation 解析：解析語法譯法課堂教學(xué)的最終目的是讓學(xué)生能夠閱讀和譯所學(xué)的文學(xué)作品.它總共有四個目的：1能夠閱讀和譯所學(xué)的文學(xué)作品；2能夠理解和掌握目標(biāo)語；3能夠幫助學(xué)生開展智力；4能夠更好的理解第一語言.19 .Traditional linguistics was 1 in nature.分?jǐn)?shù)：1.00填空項1: 正確答案：practical 解析：解析傳統(tǒng)語言學(xué)派研究具有實用性,研究語言的目的是為了讀懂古代的經(jīng)典,因此對于他們來說 書面語優(yōu)于口語,口語是

20、語言的濫用,并把單詞作為研究的起點,研究語言規(guī)那么是采用規(guī)定式的方法 Prescriptive approach .20 .According to the 1 approach, language learning in real life differs from language learning in the classroom.分?jǐn)?shù)：1.00填空項1: 正確答案：Oral解析：解析According to the Oral Approach, language learning in real life differs from language learning in the cl

21、assroom.口語法奠基人帕默爾區(qū)分了自然環(huán)境中的語言學(xué)習(xí)和在教室里進(jìn)行的語言學(xué)習(xí),認(rèn)為學(xué)生在課堂學(xué)到的水平使他能組織自己的學(xué)習(xí),并利用已有的知識去完成手中任務(wù).21 .For Candlin, the meaning 1 involved in making choices and decisions lies at the heart of the language learning process.分?jǐn)?shù)：1.00填空項 1: 正確答案：negotiation 解析：解析坎德林Candlin認(rèn)為,交際語言學(xué)習(xí)是一種高度社會化的活動,在活動中學(xué)習(xí)者參與協(xié)商 過程之中,學(xué)習(xí)者運(yùn)用自己已掌握的

22、知識,與其他人分享和優(yōu)化知識,并學(xué)習(xí)課程所要求掌握的內(nèi)容.這 樣的意義協(xié)商必然涉及作出選擇和決定,這個協(xié)商過程就是語言學(xué)習(xí)的核心.22 .The 1 Approach emphasizes on oral skills: use of only the target language in the classroom.分?jǐn)?shù)：1.00填空項1: 正確答案：Oral解析：解析口語法強(qiáng)調(diào)口語優(yōu)先于書面語,課堂教學(xué)用目標(biāo)語.23.In the 1 Approach, class time is devoted primarily to providing input for acquisition;

23、theteacher speaks only the target language, students may use either L1, or L2; errors are corrected.分?jǐn)?shù)：1.00填空項1: 正確答案：Natural 解析：解析自然法的課堂教學(xué)采取了一種獨特的教學(xué)方法,有如下特征：1課堂時間應(yīng)主要提供有助于習(xí)得的語言輸入.2教師在課堂上只能講目標(biāo)語,學(xué)生那么可以使用母語或目標(biāo)語.3家庭作業(yè)包括正式的語法練習(xí),錯誤也要被糾正.4語言活動可以包括某些語法結(jié)構(gòu)的運(yùn)用,但目的是使學(xué)生發(fā)表意見、完成任務(wù)和解決問題.24.In the 1Approach, the tea

24、cher creates speeches which enable students to interact using the target language. Students are not forced to respond in the target language immediately.分?jǐn)?shù)：1.00填空項1: 正確答案：Natural 解析：解析語言輸入豐富的課堂教學(xué)是自然法的一大優(yōu)勢,教師的主要任務(wù)是創(chuàng)造出大量的語言材料讓學(xué)生接觸,使學(xué)生開始用目標(biāo)語進(jìn)行交流,并開始語言習(xí)得的進(jìn)程.教師提供給學(xué)生大量的語言輸入時, 并不迫使學(xué)生很快的用目標(biāo)語做出反響.另一個優(yōu)勢是學(xué)生可以和

25、自己水平差不多的學(xué)生進(jìn)行有意義的交 流.25.The Total Physical Response method sees successful adult second language learning as a process paralleled to children's first language 1.分?jǐn)?shù)：1.00填空項 1: 正確答案： acquisition 解析：解析全身反響法Total Physical Response認(rèn)為,成年人學(xué)習(xí)第二語言與小孩習(xí)得母語的過程是一樣的.全身反響法的提倡者阿舍認(rèn)為,在母語習(xí)得中成年人對小孩說的話主要是以命令的形式出現(xiàn)的,而小

26、孩在能說話之前主要是以身體動作來做出反響的,那么成年人在學(xué)第二語言時就應(yīng)遵循小孩學(xué)母語的 途徑.26.In practice the Cognitive Approach involves more active use of the students' mental power, which is especially suitable for 1language learners.分?jǐn)?shù)：1.00填空項1: 正確答案：adult 解析：解析認(rèn)知法在語言實踐中強(qiáng)調(diào)外語學(xué)習(xí)要更積極地發(fā)揮學(xué)生的智力,這一點尤其符合成年人學(xué)習(xí)外語的情況.27 .The Cognitive Approach

27、lays emphasis on the 1 acquisition of language as a meaningful system.(分?jǐn)?shù)：1.00)填空項 1: (正確答案：conscious )解析：解析認(rèn)知法認(rèn)為,語言是一個意義系統(tǒng)(meaningful system),強(qiáng)調(diào)在理解的根底上有意識的學(xué)習(xí)語言(conscious acquisition) ,其依據(jù)的理論根底是認(rèn)知理論和轉(zhuǎn)換生成語法理論.28 .The Grammar-Translation Method believes that grammar is the 1 of language, and language

28、materials are arranged according to the grammar system.分?jǐn)?shù)：1.00填空項1: 正確答案：core 解析：解析語法譯法強(qiáng)調(diào)講授第二語言語法,語法被看作語言的核心,因此,是外語課堂教學(xué)的主要 內(nèi)容,學(xué)習(xí)語法的過程是練習(xí)智能的重要手段,教材內(nèi)容是根據(jù)語法體系來安排的.29 .The 1 Method at one time was called Classical Method since it was first used in the teachingof the classical language of Latin and Greek

29、.分?jǐn)?shù)：1.00填空項 1: 正確答案： Grammar-Translation 解析：解析語法譯法是指以譯和語法translation and grammar學(xué)習(xí)為主要教學(xué)活動的外語或第二語言教學(xué)法,由于這種教學(xué)法首先被用來進(jìn)行拉丁語和希臘語等古典語言的教學(xué),它曾一度被稱為古典 法Classical Method.30 .Palmer insisted there was a basic difference between the capacities of human beingsand the trained or " studial" capacities of

30、the classroom learner.分?jǐn)?shù)：1.00填空項 1: 正確答案： spontaneous 解析：解析Palmer insisted there Was a basic difference between the spontaneous capacities of human beings and the trained or "studial" capacities of the classroom learner.帕爾默是口語法的奠基人,他堅持認(rèn)為,人們自然的、無意識的習(xí)得語言acquired language的自發(fā)水平spontaneous capa

31、cities與學(xué)生通過練習(xí)或 "學(xué)習(xí)彳導(dǎo)至U的水平trained or "studial" capacities之間有著根本的不同,他認(rèn)為：自發(fā)水平在習(xí)得口語的過程中被得到充分發(fā)揮,而學(xué)得的水平那么是培養(yǎng)讀 寫水平所需要的.三、m.Matching 總題數(shù)：1,分?jǐn)?shù)：5.00language acquisition device LAD2stimulus and response3the discourse theory4acquisition and learning5the input hypothesisa） The former refers to the

32、 subconscious process leading to the development of "competence" the latter refers to conscious study and knowledge of grammatical rules.b） A sort of mechanism or device which contains the capacity to acquire one' s first language.c） It assumes that humans acquire language in only one

33、way-by understanding messages, or by receiving "comprehensible input".d） It believes there is little difference between the first language acquisition process and the process of second language acquisition-only through communication discourses.e） The former serves to elicit behaviour; the

34、latter is triggered by the former.分?jǐn)?shù)：5.00填空項1: 正確答案：b解析：喬姆斯基認(rèn)為每一個兒童生來就具有語言習(xí)得機(jī)制LAD： Language Acquisition Device ,不需要教他們語言,也不需要糾正其語言錯誤,只要讓他們生活在語言環(huán)境之中,就能學(xué)會語言,并且在不知不 覺中掌握其本族語的語言規(guī)那么.填空項1: 正確答案：e解析：行為主義心理學(xué)試圖解釋外部事物刺激物是如何引起個體行為的變化反響.填空項1: 正確答案：d解析：話語交際說Discourse theory是由韓禮德的第一語言習(xí)得理論開展而來的,由哈奇 Hatch于20世紀(jì)70年代后

35、期提出.韓禮德認(rèn)為,第一語言習(xí)得的過程實際上就是學(xué)會用語言進(jìn)行交際的過程,哈奇贊同他的母語習(xí)得觀,認(rèn)為第二語言習(xí)得的過程與第一語言的習(xí)得過程實際上沒什么區(qū)別一一學(xué)生只有通過話語交際才能習(xí)得第二語言.填空項1: 正確答案：a解析：自然法的提倡者克拉申的第二語言習(xí)得中自我監(jiān)測模式Monitor Model區(qū)分了獲得和使用第二語言和外語中的兩個性質(zhì)截然不同的過程,一個是"習(xí)得"Acquisition,另一個是"學(xué)習(xí)"Learning,習(xí)得是潛意識過程導(dǎo)致“語言水平的開展和提升,而學(xué)習(xí)是有意識的學(xué)習(xí)語法規(guī)那么.填空項1: 正確答案：c解析：自然法奠基人克拉申提出

36、語言輸入假設(shè)認(rèn)為人們習(xí)得語言的唯一途徑一一理解信息,即接受“可理 解的輸入,它指的是習(xí)得者能夠根據(jù)語言使用的環(huán)境和語言的形式理解所表達(dá)的話語.四、IV .Questions for Brief Answers總題數(shù)：6,分?jǐn)?shù)：30.0031 .What is the attitude of the Cognitive Approach towards mistakes in the language learning process?分?jǐn)?shù)：5.00 正確答案：(The Cognitive Approach holds that mistakes are unavoidable in the c

37、reative use of language.Students should be led to learn and use the language by making hypothesis,testing the hypothesis and then making corrections.The teacher should analyze the mistakes to find the cause and do some remedial work accordingly.)解析：32 .What are the principles and consequences of the

38、 Reform Movement?分?jǐn)?shù)：5.00 正確答案：(The principles of the Reform Movement were the primacy of speech, the centrality of the connected text as the kernel of the teaching-learning process, and the absolute priority of an oral methodology in the classroom. The consequences were great. Many people took part

39、in the Reform Movement. A lot of books were published. An applied linguistic approach to language teaching began to shape.) 解析：33 .How does the cognitive psychology explain the acquisition of knowledge?(分?jǐn)?shù)：5.00) 正確答案：(The term cognitive means knowledge and "cognitive" psychology can be def

40、ined as the study of people's ability to acquire, organize, remember and use knowledge to guide their behaviour.As for the acquisition of knowledge,cognitive psychology believes that there are two principal types of cognitive structures which are called schemas and concepts. Theschemas refer to

41、sets of rules that define categories of behaviour and concepts are rules that describeproperties of events and their relations with one another. Children acquire schemas and concepts by interacting with their environment with the help of two processes-assimilation and accommodation.)解析：34 .What are

42、the main disadvantages of the Cognitive Approach?(分?jǐn)?shù)：5.00) 正確答案：(1) Teachers find it difficult to select and prepare meaningful presentations. And students who are slow to comprehend do not work successfully with the method because learning depends a lot on analysis and understanding.(2) There are n

43、ot yet complete and systematic practical activities and procedures for classroom use.) 解析：(35) hat is Chomsky's explanation of the first language process?(分?jǐn)?shù)：5.00) 正確答案：(Chomsky assumes that children are born with a language acquisition device (LAD). This LAD is made up of a set of general princ

44、iples called universal grammar. Once the child is born,the particular language environment will trigger the LAD. Children's language acquisition process completes when the universal grammar is successfully transformed into the grammar of a particular language.)解析：(36) hat are the principles and

45、consequences of the Reform Movement?(分?jǐn)?shù)：5.00)正確答案：(The principles of the Reform Movement were the primacy of speech, the centrality of the connected text as the kernel of the teaching-learning process, and the absolute priority of an oral methodology in the classroom. The consequences were great. Ma

46、ny people took part in the Reform Movement. A lot of books were published. An applied linguistic approach to language teaching began to take shape.)解析：五、V .Questions for Long Answers (總題數(shù)：2,分?jǐn)?shù)：20.00)(37) re there any similarities and differences between the Oral Approach and the Audiolingual Method

47、in terms of language theories and learning theories?(分?jǐn)?shù)：10.00 )正確答案：(In terms of language theories, there exist little differences between the Oral Approach and the Audiolingual Method. The two approaches have the following similarities: both hold a structural view of language. Structural linguistic

48、s views language as a system of structurally related elements for the expression of meaning. Both identify language with speech, and speech ability is approached through oral practice of structure. However, the Oral Approach was developed by the British applied linguists, while the Audio lingual Met

49、hod was developed by the American structuralists. In terms of learning theories, the two methods also have something in common: both believe in a theory of learning that is based on a type of behaviorist habit-formation theory. Foreign language learning is considered basically a process of habit formation. However, there are also differences between them: while