山東師范大學(xué)外國語學(xué)院《英語語言學(xué)及應(yīng)用語言學(xué)基礎(chǔ)》歷年考研真題及詳解

2017年山東師范大學(xué)818英語語言學(xué)及應(yīng)用語言學(xué)基礎(chǔ)考研真題及詳解Ⅰ.Givedefinitionstothefollowingterms.(40points,5pointseach)1.Affixation【答案】Affixation,alsocalledderivation,istheformationofnewwordsbyaddingaffixestostems.Affixationincludesprefixationandsuffixationaccordingtothetypesofaffixesusedtoformnewwords.Prefixationistocreatenewwordsbyaddingprefixestobasewhilesuffixationmakesnewwordsbyaddingsuffixestobase.查看答案2.Casetheory【答案】Thecasecategoryisusedintheanalysisofwordclassestoidentifythesyntacticrelationshipbetweenwordsinasentence.InLatingrammar,casesarebasedonvariationsinthemorphologicalformsoftheword,andaregiventheterms“accusative”,“nominative”,“dative”,etc.TherearefivecasesinancientGreekandeightinSanskrit.Finnishhasasmanyasfifteenformallydistinctcasesinnouns,eachwithitsownsyntacticfunction.InEnglish,caseisaspecialformofthenounwhichfrequentlycorrespondstoacombinationofprepositionandnoun,anditisrealizedinthreechannels:inflection;followingapreposition;wordorder.查看答案3.CALL【答案】CALLreferstotheuseofacomputerintheteachingorlearningofasecondorforeignlanguage.Itmaytaketheformof:activitieswhichparallellearningthroughothermediabutwhichusethefacilitiesofthecomputer(e.g.usingthecomputertopresentareadingtext);activitieswhichareextensionsoradaptionsofprint-basedorclassroom-basedactivities(puterprogramsthatteacherwritingskillsbyhelpingthestudentdevelopatopicandthesisstatementandbycheckingacompositionforvocabulary,grammarandtopicdevelopment);activitieswhichareuniquetoCALL.查看答案4.Validity【答案】Validityisoneofthethreemostimportantcharacteristicsofagoodtest.Alltestsshouldbevalid.Thevalidityofatestrelatestowhatthetestclaimstomeasureandhowwellitdoesso.Ifweknowthatatestisvalid,thenweknowwecanconfidentlysayaboutapersonwhopassesorfailsit.Thetwoimportantaspectsofvalidityarecontentandconstructvalidity.Ifatesthascontentvalidity,itmeansthatthetestquestionscoverafairsampleofthelanguagestructuresandskillsthatthetestclaimstobemeasuring.Contentvalidityisveryimportantinlanguagetestsbecausesomethingsinlanguagearemucheasiertotestthanothersandsotendtobetestedmuchmoreoften.Atesthasconstructvalidityifitcanshowthatitmeasuresonlywhatitclaimstomeasureandnothingelse.查看答案5.Performative【答案】Somesentencesdonotdescribethings.Theycannotbesaidtobetrueorfalse.Theutteringofthesesentencesis,orisapartof,thedoingofanaction.Sotheyarecalledperformatives.Thoughperformativescannotbesaidtrueorfalse,therearestillconditionsforthemtomeettobeappropriateorfelicitous.查看答案6.Affectivefilterhypothesis【答案】TheaffectivefilterhypothesisembodiesKrashen’sviewthatanumberofaffectivevariablesplayafacilitativebutnon-causalroleinsecondlanguageacquisition.Thesevariablesinclude:motivation,self-confidenceandanxiety.Krashenclaimsthatlearnerswithhighmotivation,self-confidence,agoodself-imageandalowlevelofanxietyarebetterequippedforsuccessinsecondlanguageacquisition.Lowmotivation,lowself-esteem,anddebilitatinganxietycancombinetoraisetheaffectivefilterandformamentalblockthatpreventscomprehensibleinputfrombeingusedforacquisition.Inotherwords,whenthefilterisup,itimpedeslanguageacquisition.Ontheotherhand,positiveaffectisnecessary,butnotsufficientonitsown,foracquisitiontotakeplace.查看答案7.Fossilization【答案】Whenthesecondlanguagelearnerreachesacertaindegree,theabilitytolearnalanguageisinastateofremainingstagnant.Thelearnerisunabletoobtainanativespeaker’slanguageability.Thisfactiscalledfossilization.Incorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksorwritesalanguage.查看答案8.Connotativemeaning【答案】Itisakindofassociativemeaning.Itmeansthecommunicativevalueanexpressionhasbyvirtueofwhatitrefersto,overandaboveitspurelyconceptualcontent.Oneassociatesrealworldexperiencewithanexpressionwhenoneusesorhearsit.查看答案Ⅱ.Answerthefollowingquestionsandexplain.(40points)1.Whatarethemajordifferencesbetweenacquisitionandforeignlanguagelearning?【答案】Rod(1985)andKrashen(1981)regardacquisitionasthespontaneousinternalizationofrulesandformulas.Thetermofacquisitionisoftenusedtorefertofirstlanguageacquisitionandsecondlanguageacquisition.Firstlanguageacquisitionisalsocalledmothertongueacquisition.Acquisitiontakesplaceinthespeechcommunitywhereone’sfirstlanguageorsecondlanguageisspoken.Itisoftennatural,withoutmuchfocusonform.ThelearningofEnglishbyspeakersofotherlanguagesintheUnitedStatesisanexampleofsecondlanguageacquisition.Foreignlanguagelearningusuallytakesplaceinthespeechcommunitywhereone’sfirstlanguageisspoken.Itisaconsciousprocessthroughformalschool-likesettingsandrequirestimeforprocessing,withfocusonlinguisticforminadditiontoknowledgeoftherulesoflanguageusesuchasthelearningoflanguageinChina.2.WhatisallaboutSapir-WhorfHypotheses?【答案】Thishypothesissuggeststhatourlanguagehelpsmoldourwayofthinking,andconsequently,differentlanguagesmayprobablyexpressspeakers’uniquewaysofunderstandingtheworld.Twoimportantpointscanbecapturedinthistheory.Ontheonehand,languagemaydetermineourthinkingpatterns,andthisisknownasthestrongversion;ontheotherhand,similaritybetweenlanguagesisrelative,andthisisknownastheweakversion.Fortwodifferentspeechcommunities,thegreatertheirdifferentiationis,themorediversetheirconceptualizationoftheworldwillbe.Sofar,manyresearchesandexperimentsconductedinvariousdisciplinesprovidesupporttotheweakversion.Thestudieshaveshednewlightonourunderstandingofthehypothesis:peopletendtosortoutanddistinguishexperiencesdifferentlyaccordingtothesemanticcategoriesprovidedbytheirdifferentcodes.Hereisanexample.English-speakingcultureteachesitspeopletonamewhatispractical,usefulandimportant.Inageneralsense,theimportantthingstakeonspecificnameswhilethelessimportantthingshavegeneralnamesthatmustbemodifiedthroughadditionalwordstobecomespecific.Agoodillustrationofthispointistheword“snow”inEskimoandEnglish.TheEskimoshavecountlesswordsforsnow.Forthemsnowisextremelyimportantandsocrucialtolifethateachofitsvariousformsandconditionsisnamed.InEnglish-speakingcultures,snowisfarlessimportantandthesimpleword“snow”usuallysufficestheneeds.Whensomeneedsbecomemorespecific,however,longerphrasescanbemadeuptomeettheseneeds:“cornsnow”,“finepowdersnow”,and“driftingsnow”.Onceagain,thisprovesthatthereisaconnectionbetweenthewordsacultureselectsandtheideasandconceptsthatculturetransmitsfromgenerationtogeneration.Thestudyofthelinguisticrelativityhasshedtwoimportantinsights:thereisnowadaysarecognitionthatlanguage,ascode,reflectsculturalpreoccupationsandconstrainsthewaypeoplethink;morethaninWhorf’sdays,however,werecognizehowimportantcontextisincomplementingthemeaningsencodedinthelanguage.3.WhatisCognitiveTheoryoflanguagelearningallabout?【答案】Thecognitivefactorsrelatetolanguageacquisitionmainlyintwoways.First,languagedevelopmentisdependentonboththeconceptschildrenformabouttheworldandwhattheyfeelstimulatedtocommunicateattheearlyandlaterstagesoftheirlanguagedevelopment.Forexample,childrenatearlystagecanusetwo-wordutterancestoexpressawiderangeofmeanings;buttheymaynotuseEnglishperfecttense(hehaswalked,etc.)untiltheyhaveacquiredtheunderlyingconceptof“presentrelevance”aroundtheageoffourandahalf.Meanwhile,the“presentrelevance”embodiedintheperfecttensehelpstostimulatetheEnglish-speakingchildrentoformthatconcept.Thus,aschildren’sconceptualdevelopmentleadstotheirlanguagedevelopment,itislikelythattheirlanguagedevelopmentalsohelpsintheformationandenhancementoftheconcept.Secondly,thecognitivefactorsdeterminehowthechildmakessenseofthelinguisticsystemhimselfinsteadofwhatmeaningsthechildperceivesandexpresses.Manycarefulstudiesofchildren’sacquisitionsequencesanderrorsinvariouslanguageshaverevealedthatchildrenhavesomeoperatingprinciplesformakingsenseoflanguagedata.Inthecourseofacquiringthenativelanguage,childrenseemtolookinitiallyforasystemwhichisrule-governedinaconsistentway,thenasysteminwhichthecluestomeaningareclearlydisplayed,andfinallytheoneinwhicheachitemordistinctionhasadefinitefunctionincommunicativemeaning.4.Whatarethemajorbenefitsforlanguageteachersfromlessonplanning?【答案】Languageteachersbenefitfromlessonplanningin:understandingtheaimsandlanguagecontentsofthelesson;distinguishingthevariousstagesofalesson;thinkingabouthowthestudentscanbefullyengagedinthelesson;becomingawareoftheteachingaidsthatareneeded;thinkingabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.查看答案Ⅲ.Analyzethefollowing.(20points)1.Tellwhichmaximofthecooperativeprinciplehasbeenfloutedandwhatimplicaturemightbedrawninthefollowingsentences.A:Let’sgotothecinemaandseeafilm.B:Ok,butIdonotlikeH-O-R-R-O-RF-I-L-M.【答案】Themannermaximofthecooperativeprinciplehasbeenflouted.Thecontentofcooperativeprincipleisthattomakeyourconversationalcontributionsuchisrequired,atthestageatwhichitoccurs,bytheacceptedpurposeordirectionofthetalkexchangeinwhichyouareengaged.Itcontainsthefollowingfourmaxims.Quantity(1)Makeyourcontributionasinformativeasisrequired(forthecurrentpurposesoftheexchange).(2)Donotmakeyourcontributionmoreinformativethanisrequired.Quality:Trytomakeyourcontributiononethatistrue.(1)Donotsaywhatyoubelievetobefalse.(2)Donotsaythatforwhichyoulackadequateevidence.Relation:Berelevant.Manner:Beperspicuous.(1)Avoidobscurityofexpression.(2)Avoidambiguity.(3)Bebrief.(4)Beorderly.Anyblatantandapparentviolationofanymaximcancauseconversationalimplicature.ThisdialogueisacaseinwhichBisbeingdeliberatelyobscure,sothathisfearofhorrorfilmisvividlydemonstrated.2.Thefollowingtwosentenceshavegrammaticalerrors.Whattypesoferrorsaretheyaccordingtothetheoryoferroranalysis?—Ifailedfromthebicycle.—Althoughhewasill,buthecameatlast.【答案】Thetwoerrorsarebothduetospeakers’incompleteknowledgeoftherulesofEnglish.Thefirstoneisanintralingualerrorwhilethesecondoneisaninterlingualerror.Thefirstoneisproducedbytheovergeneralizationofverbtransformations.Notallwords’pastformsarederivedfromtheoriginalonewith–ed.SucherrorsresultfromfacultyorpartiallearningofEnglish,ratherthanfromlanguagetransfer.Theerrorinthesecondsentenceresultfromlanguagetransferanditiscausedbythelearner’snativelanguageasinChinese,“雖然”and“但是”canco-occurinasentence.查看答案Ⅳ.PutthefollowingpassageintoChinese.(20points)Theterm‘curriculum’iscommonlyusedintworelatedsenses.Itrefers,first,tothesubstanceofaprogramofstudiesofaneducationalinstitutionorsystem.Thus,wecanspeakoftheschoolcurriculum,theuniversitycurriculum,thecurriculumofFrenchSchools,orthecurriculumofSovieteducation.Inamorerestrictedsense,itreferstothecourseofstudyorcontentinaparticularsubject,suchasthemathematicscurriculumorthehistorycurriculum.Itis,therefore,usedasasynonymofwhatinBritishuniversitiesandschoolsissometimesreferredtoasthe‘syllabus’foragivensubjectorcourseofstudies.Inrecentyears,however,theterm‘curriculum’hascometorefernotonlytothesubjectmatterorcontent,butalsototheentireinstructionalprocessincludingmaterials,equipment,examinations,andthetrainingofteachers,inshortallpedagogicalmeasuresrelatedtoschoolingortothesubstanceofacourseofstudies.【答案】“課程大綱”通常包含兩種含義。第一種指教育機(jī)構(gòu)或教育系統(tǒng)的學(xué)習(xí)項(xiàng)目。因此我們可以說學(xué)校課程大綱，大學(xué)課程大綱，法國學(xué)校的課程大綱以及蘇聯(lián)教育的課程大綱。嚴(yán)格來說，課程大綱指學(xué)習(xí)的科目或者學(xué)習(xí)的內(nèi)容，比如數(shù)學(xué)大綱和歷史大綱。因此，不管是在英國的大學(xué)還是中小學(xué)，教學(xué)大綱有時(shí)可以與之替換使用，用來指特定科目的學(xué)習(xí)。然而近年來，“課程大綱”不再僅僅指學(xué)習(xí)的科目和內(nèi)容，教學(xué)材料、設(shè)施、考試、教師的培訓(xùn)等整個(gè)教學(xué)過程都包括在內(nèi)。總的來說，課程大綱用來指所有與學(xué)校教育和學(xué)習(xí)相關(guān)的教學(xué)措施。Ⅴ.Writeanessayofabout300wordsonthefollowingtopic.(30points)Topic:Howdoesoneenhanceone’slanguageproficiencyorlearnonelanguagewell?【答案】Therearethreetypesofstrategiestolearnonelanguagewell:cognitive,metacognitiveandsocial/affectivestrategies.Cognitivestrategiesrefertothestepsoroperationsusedinproblemsolvingthatneeddirectanalysis,transformationorsynthesisoflearningmaterials.Theyhaveanoperativeorcognitive-processingfunction.Theymaybelimitedtothespecifictypeoftaskinthelearningactivity.Typicalstrategiesthathavebeendiscussedinthecognitivecategoryforlisteningandreadingcomprehensionare:rehearsalorrepeatingthenamesofitemsorsubjectsthathavebeenheard;organization,orgroupingandclassifyingwords,terminology,orconceptsaccordingtotheirsemanticorsyntacticattributes;inferencing,orusinginformationinoraltexttoguessthemeaningsofnewlinguisticitems,predictoutcomes,orcompletemissingparts;summarizing,orintermittentlysynthesizingwhatonehasheardtoensuretheinformationhasbeenretained;deduction,orapplyingrulestounderstandlanguage;imagery,orusingvisualimagestounderstandandremembernewverbalinformation;transfer,orusingknownlinguisticinformationtofacilitateanewlearningtask;elaboration,orlinkingideascontainedinnewinformationorintegratingnewideaswithknowninformation.Metacognitivestrategiesmakeuseofknowledgeaboutcognitiveprocessesandconstituteattemptsto