歷年專八改錯(cuò)(2000年-2014年)真題及答案解析

1、精選優(yōu)質(zhì)文檔-傾情為你奉上2014年真題改錯(cuò)部分 There is widespread consensus among scholars that second language acquisition (SLA) emerged as a distinct field of research from the late 1950s to early 1960s. There is a high level of agreement that the following questions 1._have possessed the most attention of researchers

2、 in this area: 2._·Is it possible to acquire an additional language in the same sense one acquires a first language? 3. _ ·What is the explanation for the fact adults have more difficulty in 4._ acquiring additional languages than children have? l· What motivates people to acquire add

3、itional languages? · What is the role of the language teaching in the acquisition of an 5._ additional language? ·What sociocultural factors, if any, are relevant in studying the learning of additional languages? From a check of the literature of the field it is clear that all the 6._ appr

4、oaches adopted to study the phenomena of SLA so far have one thing in common: The perspective adopted to view the acquiring of an additional language is that of an individual attempts to do so. Whether 7._one labels it “l(fā)earning” or “acquiring” an additional language, it is an individual accomplishm

5、ent or what is under focus is the cognitive, 8._psychological, and institutional status of an individual. That is, the spotlight is on what mental capabilities are involving, what psychological 9._factors play a role in the learning or acquisition, and whether the target language is learnt in the cl

6、assroom or acquired through social touch with 10._ native speakers. 專心-專注-專業(yè)2014年真題改錯(cuò)部分答案：1. is 添加also a 2. possessed 改為 attracted 詞匯搭配 attract ones attention3. the same sense 后添加as one 固定搭配(介詞)： the same as 4. the fact 后添加that adults 從句：同位語(yǔ)從句，關(guān)系代詞that 不可省略5. the language 去掉the , 此處泛指不特指，非特指6. check

7、 改為 review 詞匯：縱覽，回顧，綜述7. attempts 改為attempting 介詞后+名詞/動(dòng)名詞短語(yǔ)8. or 改為 and 連詞： 順應(yīng)關(guān)系9. involving 改為 involved 非謂語(yǔ)動(dòng)詞：被動(dòng)關(guān)系，用過(guò)去分詞10.touch 改為 interaction 詞匯 interaction 指交流，互動(dòng)；touch 觸碰，指身體接觸2013年專八真題改錯(cuò)部分2013年專業(yè)八級(jí)改錯(cuò)答案及解析：1. production 改為 producing。結(jié)構(gòu)與 understanding 和 remembering 保持一致，后面修飾的都是 language, pr

8、oduction language的表述不正確，producing language才是正確的。2. 去掉 take the language for granted 里面的 the。本文并沒(méi)有具體指定哪一門語(yǔ)言，是對(duì)“語(yǔ)言”這一概念來(lái)說(shuō)的，所以不需要the。另外，通篇的 language 前面都沒(méi)有 the。3. most of time 變成 most of the time。most of the time 系錯(cuò)誤的英語(yǔ)表達(dá)。只有 Most of the time 和 most time 的表述。4. looking 改為 look。構(gòu)成 when you liste

9、n to 和 or look 的對(duì)仗。5. 在 we might 前面加上 that，構(gòu)成 It's only.that 的強(qiáng)調(diào)句型。6. has had a stroke 改為 had a stroke。表示這是過(guò)去發(fā)生的事情。7. their language 改為 his language。句子的主語(yǔ)是 a relative or colleague，這里的主語(yǔ)是單數(shù)，所以用 his，為什么一般不用her 呢？男權(quán)社會(huì)嘛，一說(shuō)他，基本都是he。8. anyone 改為 someone。固定表達(dá)：someone else9. evolved 改為 in

10、volved。evolve 表示“進(jìn)化”，involve才表示“涉及，關(guān)于”。這里明顯是說(shuō)“有關(guān) speaking, listening, writing, andreading 的 processes”，不是 processes 進(jìn)化為speaking, listening, writing, and reading10. were 改為are。雖然前面有個(gè) given that 表讓步，不過(guò)，given that 后面不接虛擬語(yǔ)氣，所以直接保持整篇文章現(xiàn)在時(shí)的時(shí)態(tài)。2012年專八真題改錯(cuò)部分The central problem of translating has always been

11、 whether to translate literally or freely. The argument has been going since at least the first (1) _ century B.C. Up to the beginning of the 19th century, many writers favoured certain kind of “free” translation: the spirit, not the letter; the (2) _ sense not the word; the message rather the form;

12、 the matter not (3) _ the manner. This is the often revolutionary slogan of writers who (4) _ wanted the truth to be read and understood. Then in the turn of 19th (5) _ century, when the study of cultural anthropology suggested that the linguistic barriers were insuperable and that the language (6)

13、_ was entirely the product of culture, the view translation was impossible (7) _ gained some currency, and with it that, if was attempted at all, it must be as (8) _ literal as possible. This view culminated the statement of the (9) _ extreme “l(fā)iteralists” Walter Benjamin and Vladimir Nobokov. The a

14、rgument was theoretical: the purpose of the translation, the nature of the readership, the type of the text, was not discussed. Too often, writer, translator and reader were implicitly identified with each other. Now, the context has changed, and the basic problem remains. (10) _改錯(cuò)部分 1. going 后加 on

15、2. cerain 改成 some 3. rather 后加 than 4. is 改為 was 5. in 改為 at 6. 去掉 the 7. view 后加 that 8. 刪掉 was 9. statement 改為 statements 10.and 改為 but 2011年專八真題改錯(cuò)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. Between the ages of about    

16、;      1_seventeen and twenty-four I tried to abandon this idea, but I did so with the conscience that I was outraging my true nature and that          2_soon or later I should have to settle down and write books.   

17、;              3_  I was the child of three, but there was a gap of five years        4_on either side, and I barely saw my father before I was eight. For this and other reasons I was somewhat lonely,

18、 and I soon developed disagreeing mannerisms which made me unpopular throughout my     5_schooldays. I had the lonely child's habit of making up stories and holding conversations with imaginative persons, and I think from    6_ the very start my literal am

19、bitions were mixed up with the feeling of   7_being isolated and undervalued. I knew that I had a facility with words and a power of facing in unpleasant facts, and I felt that this created    8_a sort of private world which I could get my own back for my failure   9_ i

20、n everyday life. Therefore, the volume of serious i.e. seriously     10_intended writing which I produced all through my childhood and boyhood would not amount to half a dozen pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation.1， 

21、在grow后加up, 考固定短語(yǔ)2，  改consience為consciousness   考詞語(yǔ)區(qū)別，consience翻譯為“良心，道德心”, consiousness翻譯為“意識(shí)”3，  改soon為sooner，sooner or later是固定短語(yǔ)4，  在child前加middle,  考上下文理解。 作者是三個(gè)孩子句中的那位5，  改disagreeing 為disagreeable ，disagreeing只能作動(dòng)名詞， 不能作形容詞。disagreeable mannernisms 令人討厭的習(xí)慣6，&

22、#160; 改imaginative為imaginary, 考詞語(yǔ)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(yǔ)時(shí)是及物動(dòng)詞?？紕?dòng)詞的基本用法9，  在world后加in或者改which為where, 考定語(yǔ)從句10，   改Therefore為However或者Nevertheness, 考語(yǔ)境。2

23、010年專八真題改錯(cuò)部分So far as we can tell, all human languages are equally complete and perfect as instruments of communication: that is, every language appears to be well equipped as any other to say          1_the things their speakers want to say.   

24、                                                 2_There may

25、 or may not be appropriate to talk about primitive                3_ peoples or cultures, but that is another matter. Certainly, not all groups of people are equally competent in nuclear physics or psychology or the

26、 cultivation of rice . Whereas this is not the             4_ fault of their language. The Eskimos , it is said, can speak about snow with further more precision and subtlety than we can in       

27、0;    5_ English, but this is not because the Eskimo language (one of those sometimes miscalled 'primitive') is inherently more precise and subtle than English. This example does not come to light a defect       6_in English, a show of unexpe

28、cted 'primitiveness'. The position is simply and obviously that the Eskimos and the English live in similar  7_ environments. The English language will be just as rich in terms         8_for different kinds of snow, presumably, if the environ

29、ments in which Englishwas habitually used made such distinction as important.           9_  Similarly, we have no reason to doubt that the Eskimo language could be as precise and subtle on the subject of motor manufacture or cricket if thes

30、e topics formed the part of the Eskimos' life.             10_ 2010年專八真題改錯(cuò)參考答案1 be后插入 as;    asas引導(dǎo)的比較級(jí)2 their改為its;     its代替every language3 There改為It;     It此處作為形式主語(yǔ)，真正的主語(yǔ)是后面的不定式4

31、 Whereas改為But ； 語(yǔ)境需要表示轉(zhuǎn)折的連詞，whereas表示對(duì)比5 further 改為much    further不能修飾比較級(jí)6 come改為bring;      (sth)come to light , bring sth to light  bring to light the defect of English =bring the defect of english to light 揭示英語(yǔ)的缺陷7 similar改為different;    

32、;根據(jù)語(yǔ)境應(yīng)該用different8 will改為would;         虛擬語(yǔ)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(yǔ)  09專八改錯(cuò)原題The previous section has shown how quickly a rhyme passesf

33、rom one school child to the next and illustrates the further difference           (1)_between school lore and nursery lore. In nursery lore a verse,           learnt in early childhood, is not usually passed on again when the

34、               (2)_ little listener  has grown up, and has children of their own, or even          (3)_grandchildren.  The period between learning a nursery rhyme and tra

35、nsmitting it may be something from twenty to seventy years. With       (4)_the playground lore, therefore, a rhyme may be excitedly passed            (5)_ on within the very hour it is learnt; an

36、d in the general, it passes             (6)_ between children of the same age, or nearly so, since it is uncommon for the difference in age between playmates to be more than five years. If ,therefore, a playground rhyme can be shown to

37、 have been currently for a hundred years, or even just for fifty, it follows that it         (7)_has been retransmitted over and over; very possibly it has passed          (8)_along a chain of two or three hund

38、red young hearers and tellers, and the wonder is that it remains live after so much handling,                         (9)_to let alone that it bears resemblance to the   

39、                                         (10)_答案分析：(1) the further difference改為a further difference（此次應(yīng)該用不定冠詞表示泛指）(2) 改w

40、hen 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）(4)something 改為anything 此處指二十到七十的任何時(shí)段(5)therefore改為however （根據(jù)上下文邏輯關(guān)系）(6) in the general去掉the （習(xí)慣用法in general 表示總的來(lái)說(shuō)，一般不用冠詞）(7) currently 改為current （這里起的是表語(yǔ)的作用，需要形容詞而不是副詞）(8) it has passed改為 it has been pa

41、ssed （與分號(hào)前的被動(dòng)保持一致）(9) live 改為 alive    alive翻譯為“鮮活的”，一般作補(bǔ)語(yǔ)；live翻譯為“現(xiàn)場(chǎng)轉(zhuǎn)播的；活的”，一般作定語(yǔ)(10) to let alone改為 let alone (let alone 為習(xí)慣搭配，意思是“更不用說(shuō)2008年專八真題  短文改錯(cuò)  The desire to use language as a sign of national identity is avery natural one, and in result language has played a promi

42、nent         _1_part in national moves. Men have often felt the need to cultivate         _2_a given language to show that they are distinctive from another          _3_ race whose hegemony they resent. At the

43、time the United States        _4_split off from Britain, for example, there were proposals thatindependence should be linguistically accepted by the use of a           _5_different language from those of Britain. There was even on

44、e           _6_ proposal that Americans should adopt Hebrew. Others favouredthe adoption of Greek, though, as one man put it, things wouldcertainly be simpler for Americans if they stuck on to English         _7_ and made the Brit

45、ish learn Greek. At the end, as everyone             _8_ knows, the two countries adopted the practical and satisfactorysolution of carrying with the same language as before.                   _9_Sinc

46、e nearly two hundred years now, they have shown the world     _10_that political independence and national identity can be completewithout sacrificing the enormous mutual advantages of a commonlanguage.20081. in result 改成in consequence， 2 moves改成movements.3 distinctive改成distinct或

47、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 on with10 now改成 ago  07專八真題 短文改錯(cuò)From what has been said, it must be clear that no one can make very positive statements about how language originated. There is no material in any language today a

48、nd in the earliest         1_records of ancient languages show us language in a new and          2_emerging state. It is often said, of course, that the language          

49、; 3_originated in cries of anger, fear, pain and pleasure, and the           4_necessary evidence is entirely lacking: there are no remote tribes, no ancient records, providing evidence of a language with a large proportion of such cries &#

50、160;    5_than we find in English. It is true that the absence of such evidence does not disprove the theory, but in           6_other grounds too the theory is not very attractive. People of all races and languages make rather similar nois

51、es in return to pain or pleasure. The fact that             7_such noises are similar on the lips of Frenchmen and Malaysians whose languages are utterly different, serves to emphasize on the fundamental difference      

52、 8_between these noises and language proper. We maysay that the cries of pain or chortles of amusement are largely reflex actions, instinctive to large extent,               9_whereas language proper does not consist of signsbut o

53、f these that have to be learnt and that are                  10_wholly conventional.       1, 改and為or,  any languagages today or recordsof ancient languages 是并列成分，在否定句中用or2,  改show

54、為showing, 現(xiàn)在分詞作定語(yǔ)3， 刪除the,  表示泛指4， 改and為but, 根據(jù)語(yǔ)境此處是轉(zhuǎn)折5，改 large為larger, 后面有than,  應(yīng)該用比較級(jí)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(duì)作出反應(yīng)”8，刪除on, emphasize sth    emphasize是及物動(dòng)詞 9，在large前加a,   extent 是可數(shù)名詞，前面要加冠

55、詞。 "to a large extent"翻譯為“在很大程度上”10，改 these為 those  those that/who為固定形式  2006專八短文改錯(cuò)We use language primarily as a means of communication withother human beings. Each of us shares with the community in which welive a store of words and meanings as well as agreeing conventions as&#

56、160;       1_to the way in which words should be arranged to convey a particular         2_message: the English speaker has in his disposal vocabulary and a         3_set of grammatical rules whi

57、ch enables him to communicate his              4_thoughts and feelings, in a variety of styles, to the other English              5_speakers. His vocabulary, in particular, both th

58、at which he uses active-ly and that which he recognizes, increases in size as he growsold as a result of education and experience.                             &

59、#160;      6_But, whether the language store is relatively small or large, the systemremains no more than a psychological reality for the individual, unlesshe has a means of expressing it in terms able to be seen by another         7_member

60、 of his linguistic community; he has to give the system aconcrete transmission form. We take it for granted the two most          8_common forms of transmission-by means of sounds produced by ourvocal organs (speech) or by visual signs (writing). And thes

61、e are         9_among most striking of human achievements.                               10_1. 改agreeing為agreed

62、0;  agreed conventions翻譯為“習(xí)俗”2. words前加the,  此處為特指3. 改in為at   at ones disposal為固定短語(yǔ)，翻譯為“由某人做主”4. 改enables為enable，定語(yǔ)從句與先行詞vocabulary and a set of grammatical rules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(jí)7. 改seen為understood，system應(yīng)該是被理解8. 刪除it    take sth for gran

63、ted     take it for granted that9. 改 or為and  ,語(yǔ)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(jí)中that一般不能省略   2005年專八真題短文改錯(cuò)        The University as BusinessA number of colleges and universities have announced steeptuition increases for ne

64、xt year much steeper than the current, very low rate of inflation. They say the increases are needed because of a loss in value of university endowments heavily investing in common              1 _     stock. I

65、 am skeptical. A business firm chooses the price that maximizes its net revenues, irrespective fluctuations in income; and increasingly the           2 _     outlook of universities in the United States is indistinguishable from t

66、hose of      3 _    business firms. The rise in tuitions may reflect the fact economic uncertainty     4_        increases the demand for education. The biggest cost of being in the school is foregoing income from a job (this is primarily a factor in            5 _       graduate and professional-school tuition); the poor one's job prospec