考研真題英語語言學(xué)理論基礎(chǔ)知識(shí)2004答案

1、 HYPERLINK 好考研真題網(wǎng)-國(guó)內(nèi)各大高校考研真題更多考研資料，登陸 聯(lián)系QQ1425536241參考答案：四川大學(xué)2004年攻讀碩士學(xué)位研究生入學(xué)考試試題英語語言理論基礎(chǔ)知識(shí)考試科目：英語語言學(xué)理論基礎(chǔ)知識(shí)適用專業(yè)：外國(guó)語言學(xué)及應(yīng)用語言學(xué)科目代碼：437Part One English GrammarI.(1) can, must(2) seeing, hearing(3) had been thinking, had been wondering(4) make someone happy, cause something unpleasant(5) get something un

2、derstood, get somebody confusedII.1.(1) to(2) With(3) with, for(4) with(5) for, in2. (1) Thomas Jefferson is as a famous president as George Washington.(2) A pencil sharpener is as a useful object as a can opener.(3) Isnt tea as a popular drink as coffee in Europe as in china?(4) Nursing is as an im

3、portant and indispensable care as medicine.3.(1) The additional work will cost another five days.(2) The question is even difficult for one who has double our intelligence.(3) Learning to spell English words, we should memorize spelling rules.(4) A little care could have prevented the traffic accide

4、nt.4.(1) You should have left a note.(2) You neednt seeding a telegram.(3) The noise from the worksite might have driven the neighbors away.(40) Professor Taplin would be calling tonight.III.Part Two Modern English LexicologyI.1. Morpheme is the smallest unit of language in terms of relationship bet

5、ween expression and content, a unit that cannot be divided into further smaller units without destroying or altering the meaning, whether it is lexical or grammatical. For example, /p/ and /l/.2. Motivation refers to the strong mental state, e.g. interest, pressure or reason that urges one to act in

6、 a certain way. There are many kinds of motivation that are usually found in second language learning, for example, the instrumental motivation.3. Binary analysis is a way of description of sounds in which we can group the sounds into two categories: one with a certain distinctive feature and the ot

7、her without. Binary features have two values or specifications denoted by “+” and “”.4. The meaning of a word can be dissected into meaning components which are called semantic features. For example, the word “man” is analyzed as comprising the features of +HUAMN, +ADULT, +ANIMATE, +MALE.5. Aliens a

8、re those foreigners who have not become the citizen of the country where they are living. 6. Inflectional affixes are affixes that only add a minute or delicate grammatical meaning to the stem. They serve to produce different forms of a single word. For example, the plural affix s in toys.7.Blending

9、 is a process of word formation in which two words are blended by joining the initial part of the first word and the final part of the second part, or by joining the initial parts of the two words. For example, transfer + resister transistor.8. The act or the state of sending out light or heat, etc.

10、, in all directions. It can also refer to the object that is radiated. For example, this nuclear power plant can make low-level radiation.9. The act or the quality of being made finer, higher or more educated, or to a higher rank of position. For example, he was elevated to the rank of captain.10. C

11、ontext of situation is a particular spatiotemporal situation in which every utterance occurs. It includes the place and time of the utterance, the speaker and the hearer, the action performed at the time, the various objects and events existent in the situation.II.1.One of the oldest notions concern

12、ing meaning, and also the most primitive one, was the naming theory proposed by the ancient Greek scholar Plato. According to this theory, the linguistic forms or symbols, in other words, the words used in a language are simply labels of the objects they stand for. So words are just names or labels

13、for things.The conceptualist view holds that there is no direct link between a linguistic form and what the form refer to (i.e., between language and the real world); rather, in the interpretation of meaning they are linked through the mediation of concepts in the mind. This is best illustrated by t

14、he classic semantic triangle or triangle of significance suggested by Ogden and Richard. The symbols or a word signifies “things” by virtue of the concept associated with the form of the word in the minds of the speaker of the language, and the concept looked at form this point of view is the meanin

15、g of the word.The conceptualist view holds that meaning should be studied in terms of situation, use, context-elements associated closely with language behavior.Behaviorists attempt to define meaning of a language form as the “situation in which the speaker utters and the response it calls forth in

16、the hearer.”G. Leech recognized seven types of meaning: conceptual meaning, logical, cognitive, or denotative content; connotative meaning, which is communicated by virtue of what language refers to; social meaning, what is communicated of the social circumstances of language use; affective meaning,

17、 what is communicated of the feelings and attitudes of speaker/writer; reflected meaning, what is communicated through association with another sense of the same expression; collocative meaning, what is communicated through association with words which tend to occur in the environment of another wor

18、ld; thematic meaning, what is communicated by the way in which the message is organized in terms of order and emphasis.2. Firth regarded the syntagmatic pattern of collocation as one of the two central aspects of lexical meaning-the other being the context of situation. In essence, he said that lexi

19、cal items are in a relation of mutual expectancy; thus, the use of a word is actually predicted by the others in its local context. For a collocation is the mutual expectancy of words. The words are mutually expectant and mutually apprehended.III.The sentences are not exact in their meaning in that

20、some are ambiguous and some are not exact in the collocation of the words. The first sentence, though well-formedness in its grammar, rare in its meaning. Fascinating means charming and attracting. It is seldom used to refer to a character of a table. The second sentence is ambiguous in that there a

21、re two interpretation of this sentence: the girl found a book when she was in Main Street; or the girl found a book whose content is concerned with Main Street. In the fourth sentence the collocation of busy and compose is rare, usually we say that Jane was too nervous to compose herself. The fifth

22、sentence is also ambiguous because of two different understanding: go and ask Mr. Wallace, please and Mr. Wallace is one who is sitting by the window. The other interpretation is “go and ask Mr. Wallace, please and the content of asking is who is sitting by the window.”Part Three English PhonologyI.

23、(1) A phoneme is a phonological unit which is of distinctive value. It is not any particular sound, but rather it is represented or realized by a certain phone in a certain phonetic context. It is marked by slash”/” as in “/p/”.(2) The constraints one the sequence or position of English phonemes are

24、 called the phonotactics of a language and are obviously part of every speakers phonological knowledge. For example, forms such as fsIg do not exits in English.(3) Distinctive feature is a particular characteristic which distinguishes one distinctive sound unit of a language from another or one grou

25、p of sounds from another group. For example, in English sound system, one distinctive feature is voicing.(4) The variants of a phoneme in particular phonetic context are called allophones of the same phoneme. For example, p=, ph are two different phones and are allophones of the same phoneme/p/.(5)

26、Rhythm is the regular repeated pattern of sounds or movements. Rhythm in speech is created by the contracting and relaxing of chest muscle. This cause changes in air pressure. Different languages may have different type of speech rhythm.II.(1) /low central lax unrounded vowel(2) / voicing postalveol

27、ar fricative consonant(3) /z/ voiced alveolar fricative consonant(4) /h/ glottal fricative(5) /r/ alveolar approximateIII.1. Intonation involves the occurrence of recurring pitch patters, each of which is used with a set of relatively consistent meanings, either on single words or on groups of words

28、 of varying length. A difference in pitch changes the meaning of a group f words and when this happens, it is called a difference in intonation. English has four basic types of intonation the falling, the rising, the fall-rise and the rise-fall. Generally speaking, the falling intonation indicates t

29、he what is said is a straight-forward, matter of fact statement, the rising intonation often makes a question of what is said, and the fall-rise intonation often indicates that there is an implied message in that is said. When spoken in different intonation, the same sequence may have different mean

30、ings. This illustrates the fact that there is not a one-to-one correspondence between intonation pattern and sentence type. In this case, the same pattern is used for different syntactic types2. This dictionary is designed to provide information on the current pronunciation of approximately 80,000 E

31、nglish words and phrases. For each entry, a British and an American pronunciation are shown. This dictionary has its principles of its design and the accents of English represented in it. The Pronouncing Dictionary provides much essential information that is not available in a general dictionary, su

32、ch as the pronunciation of proper names, the pronunciation of all inflected forms of each word, and a larger amount of detail about variant pronunciations than is usual in a general dictionary. For this edition a more broadly-based and accessible model accent for British English is represented, and

33、pronunciations for one broadly-conceived accent of American English have been added. The time has come to abandon the archaic name Received Pronunciation. The model used for British English is what is referred to as BBC English. For American English, the selection also follows what is frequently hea

34、rd from professional voices on national network news and information programs. The Principles of Transcription used in this dictionary is the phoneme principle. The main characteristics of the British and American accents are also concerned in this dictionary. The dictionary also contains the inform

35、ation provided with the individual words.Part Four: General Linguistics1.(1) Duality refers to the property of having two levels of structures, units of the primary level being composed of elements of the secondary level and each level having its own principles of organization.(2) The deep structure

36、 may be defined as the abstract representation of the syntactic properties of a construction, i.e. the underlying level of structural relations between its different constituents, such as the relation between the underlying subject and its verbs, or a verb and its object.(3) An endocentric construct

37、ion is one whose distribution is functionally equivalent, or approaching equivalent, to one of its constituents, which serves as the center, or head, of the whole.(4) Paradigmatic relation, Saussure originally called associative, is a relation holding between elements replaceable with each other at

38、a particular place in a structure, or between one element present and the others absent.(5) Tense is the form of verb that show time and continuance or completion of the action or state expressed by the verb. It is a linguistic concept, which varies from language to language.(6) A language users und

39、erlying knowledge about the system of rules is called his linguistic competence.(7) The actual phenomena or data of linguistics (utterances) are defined as parole.(8) Diachronic linguistics is the study of a language through the course of its history. It is a historical study which studies the histo

40、rical development of language over a period of time.(9) Iconicity refers to that the signs resemble the objects or activities to which they refer.(10) Hyponymy refers to the sense relation between a more general, more inclusive word and a more specific word. The word which is more general in meaning

41、 is called the superordinate, and the more specific words are called its hyponyms.II. Sapir-Whorf hypothesis suggests that our language helps mould our way of thinking and, consequently, different languages may probably express our unique ways of understanding the world. Two important points could b

42、e captured in this theory. On the one had, langue may determine our thinking patterns; on the other, similarity between languages is relative, the greater their structural differentiation is, the more diverse their conceptualization of the world will be. For this reason, this hypothesis has alternat

43、ively been referred to as linguistic determinism and linguistic relativity. Nowadays few people would possibly tend to accept the original form of this theory completely. Consequently, two versions of the Sapir-Whorf hypothesis have been developed, a strong version and a weak version. The strong ver

44、sion refers to the claim the original hypothesis suggests, emphasizing the decisive role of langue as the shaper of our thinking patterns. The weak version suggests that threw is a correlation between langue, culture, and thought, but the cross-cultural differences thus produced in our ways of think

45、ing are relative, rather than categorical.Part Five English As Second Language (ESL)/English As Foreign Language (EFL)/Technology Used in ESL/EFL Learning1. Learning style is the particular way in which a learner tries to learn something. In second or foreign language learning, different learners ma

46、y prefer different solutions to learning problems.2. Filed-dependent learner is one who tends to look at the whole of a learning-task that contains many items. The learner has difficulty in studying a particular item when it occurs within a “filed” of other items.3. The Analytic Learner is predomina

47、ntly left brained. He/she is a successive processor preferring to learn in a step-by-step sequential format, beginning with details leading to a conceptual understanding of a skill.4. The auditory learner focus on what is being said processes new information in the order in which it is presented, bu

48、t also benefits from verbal discussion following the presentation. They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and

49、 other nuances. 5. In general learning strategies refer to the way in which learners attempt to work out the meanings and uses of words, grammatical rules, and other aspects of the language they are learning. 6. Discrete-point test is belonging to the structural tests approach which focus on the lin

50、guistic competence of the testees. When the language structures or skills are further divided into individual points of phonology, syntax and lexis, it is called discrete =point test. Items like multiple choice and true-or-false response often appear in discrete-point test.7. Integrative test is par

51、t of structural test, which language and skills are not easily isolated in pure test items. An integrative test or test items operated on more than one level of structure or combines more than one language skills. Cloze test, dictation and translation are all items of this sort.8. A norm-referenced

52、test is one that compares student performance to national or regional averages rather than to a standard. A norm-referenced test is designed to provide information on the performance of test takers relative to one another. Items are written to maximize spread of scores.9. Validity is the degree to w

53、hich a test measures what it is meant to measure. There are several kinds of validity, such as content validity, construct validity, empirical validity and face validity.10. The difficulty index is the indicator of the overall difficulty of the test. It is somewhat of a misnomer because it actually

54、reflects how easy (percent of students answering correct) an item is. The higher the index, the easier the students found the testing item.II.1. Specific learning style is associated with high student performance, while other styles are associated with lower performance.2. Certain learning styles ar

55、e associated with apperception of a great deal of learning while other styles are associated with a perception of little learning.3. Students perception of learning is directly related to students measured learning.III.(1) Study area should be clutter free, away from windows and movement.(2) Make cl

56、ass notes visual with drawings, graphic organizers, spacing, symbols, flow charts, etc.(3) Make use of text visuals such as charts and pictures. If you have to recall them from memory, practice reproducing them on a piece of paper.(4) Use study cards with written information organized into outlines,

57、 wild drawings, or diagrams. Review them by writing to reproduce the information.(5) Make your recall cues as visual as possible. Use capital letters, colors, and illustrations.IV. (1) Use many of your senses as possible when you study: see, hear, touch, taste, and smell.(2) Carry study cards with y

58、ou everywhere and use them whenever you have to wait.(3) Set a goal as to specific amount of information you will cover such as five pages, etc. When you reach your goal, take a break.(4) Use a timer and decide upon an amount of time you feel you can effectively sit and work.(5) When solving problems, move around and manipulate items to represent parts of theproblem.V.(1) Have a quiet place to study.(2) Recite aloud as you study.(