山東師范大學(xué)外國語學(xué)院818英語語言學(xué)及應(yīng)用語言學(xué)基礎(chǔ)（含英語語言學(xué)、應(yīng)用語言學(xué)與英語教學(xué)基礎(chǔ)知識）歷年考研真題及詳解合集

目錄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2018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

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.2.Casetheory【答案】Thecasecategoryisusedintheanalysisofwordclassestoidentifythesyntacticrelationshipbetweenwordsinasentence.InLatingrammar,casesarebasedonvariationsinthemorphologicalformsoftheword,andaregiventheterms“accusative”,“nominative”,“dative”,etc.TherearefivecasesinancientGreekandeightinSanskrit.Finnishhasasmanyasfifteenformallydistinctcasesinnouns,eachwithitsownsyntacticfunction.InEnglish,caseisaspecialformofthenounwhichfrequentlycorrespondstoacombinationofprepositionandnoun,anditisrealizedinthreechannels:inflection;followingapreposition;wordorder.

3.CALL【答案】CALLreferstotheuseofacomputerintheteachingorlearningofasecondorforeignlanguage.Itmaytaketheformof:activitieswhichparallellearningthroughothermediabutwhichusethefacilitiesofthecomputer(e.g.usingthecomputertopresentareadingtext);activitieswhichareextensionsoradaptionsofprint-basedorclassroom-basedactivities(puterprogramsthatteacherwritingskillsbyhelpingthestudentdevelopatopicandthesisstatementandbycheckingacompositionforvocabulary,grammarandtopicdevelopment);activitieswhichareuniquetoCALL.4.Validity【答案】Validityisoneofthethreemostimportantcharacteristicsofagoodtest.Alltestsshouldbevalid.Thevalidityofatestrelatestowhatthetestclaimstomeasureandhowwellitdoesso.Ifweknowthatatestisvalid,thenweknowwecanconfidentlysayaboutapersonwhopassesorfailsit.Thetwoimportantaspectsofvalidityarecontentandconstructvalidity.Ifatesthascontentvalidity,itmeansthatthetestquestionscoverafairsampleofthelanguagestructuresandskillsthatthetestclaimstobemeasuring.Contentvalidityisveryimportantinlanguagetestsbecausesomethingsinlanguagearemucheasiertotestthanothersandsotendtobetestedmuchmoreoften.Atesthasconstructvalidityifitcanshowthatitmeasuresonlywhatitclaimstomeasureandnothingelse.5.Performative【答案】Somesentencesdonotdescribethings.Theycannotbesaidto

betrueorfalse.Theutteringofthesesentencesis,orisapartof,thedoingofanaction.Sotheyarecalledperformatives.Thoughperformativescannotbesaidtrueorfalse,therearestillconditionsforthemtomeettobeappropriateorfelicitous.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.7.Fossilization【答案】Whenthesecondlanguagelearnerreachesacertaindegree,theabilitytolearnalanguageisinastateofremainingstagnant.Thelearnerisunabletoobtainanativespeaker’slanguageability.Thisfactiscalledfossilization.Incorrectlinguisticfeaturesbecomeapermanentpartofthewayapersonspeaksorwritesalanguage.

8.Connotativemeaning【答案】Itisakindofassociativemeaning.Itmeansthecommunicativevalueanexpressionhasbyvirtueofwhatitrefersto,overandaboveitspurelyconceptualcontent.Oneassociatesrealworldexperiencewithanexpressionwhenoneusesorhearsit.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,this

provesthatthereisaconnectionbetweenthewordsacultureselectsandtheideasandconceptsthatculturetransmitsfromgenerationtogeneration.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’sacquisitionsequencesand

errorsinvariouslanguageshaverevealedthatchildrenhavesomeoperatingprinciplesformakingsenseoflanguagedata.Inthecourseofacquiringthenativelanguage,childrenseemtolookinitiallyforasystemwhichisrule-governedinaconsistentway,thenasysteminwhichthecluestomeaningareclearlydisplayed,andfinallytheoneinwhicheachitemordistinctionhasadefinitefunctionincommunicativemeaning.4.Whatarethemajorbenefitsforlanguageteachersfromlessonplanning?【答案】Languageteachersbenefitfromlessonplanningin:understandingtheaimsandlanguagecontentsofthelesson;distinguishingthevariousstagesofalesson;thinkingabouthowthestudentscanbefullyengagedinthelesson;becomingawareoftheteachingaidsthatareneeded;thinkingabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.Ⅲ.Analyzethefollowing.(20points)1.Tellwhichmaximofthecooperativeprinciplehasbeenfloutedandwhatimplicaturemightbedrawninthefollowingsentences.A:Let’sgotothecinemaandseeafilm.B:Ok,butIdonotlikeH-O-R-R-O-RF-I-L-M.【答案】Themannermaximofthecooperativeprinciplehasbeenflouted.Thecontentofcooperativeprincipleisthattomakeyourconversational

contributionsuchisrequired,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.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,orconceptsaccordingtotheirsemanticorsyntactic

attributes;inferencing,orusinginformationinoraltexttoguessthemeaningsofnewlinguisticitems,predictoutcomes,orcompletemissingparts;summarizing,orintermittentlysynthesizingwhatonehasheardtoensuretheinformationhasbeenretained;deduction,orapplyingrulestounderstandlanguage;imagery,orusingvisualimagestounderstandandremembernewverbalinformation;transfer,orusingknownlinguisticinformationtofacilitateanewlearningtask;elaboration,orlinkingideascontainedinnewinformationorintegratingnewideaswithknowninformation.Metacognitivestrategiesmakeuseofknowledgeaboutcognitiveprocessesandconstituteattemptstoregulatelanguagelearningbymeansofplanning,monitoringandevaluating.Theyhaveanexecutivefunction.Theyareapplicabletoavarietyoflearningtasks.Amongtheprocessesthatwouldbeincludedasmetacognitivestrategiesforreceptiveorproductivelanguagetasksare:selectiveattentionforspecialaspectsofalearningtask,asinplanningtolistenforkeywordsandphrases;planningtheorganizationofeitherwrittenorspokendiscourse;monitoringorreviewingattentiontoatask,monitoringcomprehensionforinformationthatshouldberemembered,ormonitoringproductionwhileitisoccurring;evaluatingorcheckingcomprehensionaftercompletionofareceptivelanguageactivity,orevaluatinglanguageproductionafterithastakenplace.Social/affectivestrategiesconcernthewaysinwhichlearnerschoosetointeractwithotherlearnersandnativespeakers.Generally,theyareconsideredapplicabletoawidevarietyoftasks.Thestrategiesthatwouldbeusefulinlisteningcomprehensionare:cooperation,orworkwithoneormorepeerstosolveaproblem,poolinformation,checknotes,orgetfeedbackonalearningactivity;questioningforclarification,oraskingateacherorother

nativespeakerforrepetition,paraphrase,explanationand/orexamples;self-talk,orusingmentalcontroltoassureoneselfthatalearningactivitywillbesuccessfulortoreduceanxietyaboutatask.Allinall,languagelearnersshouldbeactiveandshowawarenessofthelearningprocess.Andtheirownlearningstylesshouldbeflexibleandappropriateintheiruseoflearningstrategies.

2018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.Functionalism【答案】Functionalismorfunctionallinguisticsreferstothestudyoftheformsoflanguageinreferencetotheirsocialfunctionincommunication.Ifconsiderstheindividualasasocialbeingandinvestigatesthewayinwhichshe/heacquireslanguageandusesitinordertocommunicatewithothersinherorhissocialenvironment.Functionalismtendstoexplaintheformsoflanguagebyattributingadeterminingroleofitsfunction.Thisfunctionispresumedtobecommunication.Itholdsthattheuseoflanguageinfluencesitsform.Therefore,linguisticsshouldstudythefunctionsoflanguage.MostcontemporarylinguisticsinEuropesincethePragueSchoolisfunctional.2.Theme【答案】Fromafunctionalpointofview,someCzechoslovaklinguistsbelievedthatasentencecontainsapointofdepartureandagoalofdiscourse.Thepointofdepartureisequallypresenttothespeakerandtothehearerwhichitistheirrallyingpoint,thegroundonwhichtheymeet.ThisiscalledtheTheme.Inotherword,themereferstoinformationthatisnotnewtothe

hearer.3.Anaphora【答案】Anaphorareferstoaprocesswhereawordorphrase(anaphor)refersbacktoanotherwordorphrasewhichwasusedearlierinatextorconversation.Forexample,in“TomlikesicecreambutBillcan’teatit”,theword“it”refersbackto“icecream”:itisasubstituteforicecream,whichiscalledtheantecedentof“it”.4.Stylistics【答案】Stylisticsisthestudyofthatvariationinlanguage(style)whichisdependentonthesituationinwhichthelanguageisusedandalsoontheeffectthewriterorspeakerwishestocreateonthereaderorhearer.Althoughstylisticssometimesincludesinvestigationsofspokenlanguage,itusuallyreferstothestudyofwrittenlanguage,includingliterarytexts.Stylisticsisconcernedwiththechoicesthatareavailabletoawriterandthereasonswhyparticularformsandexpressionsareusedratherthanothers.5.Endocentriccompounds【答案】Compoundscanbefurtherdividedintoendocentriccompoundsandexocentriccompounds.Theheadofanominaloradjectiveendocentriccompoundisde-verbal;thatis,itisderivedfromaverb.Consequently,itisalsocalledaverbalcompoundorasyntheticcompound.Usually,thefirstmemberisaparticipantoftheprocessverb.Forexample,wordslike“self-control”“pain-killer”“sun-tanned”and“virus-sensitive”allbelongto

endocentriccompounds.6.Communicativecompetence【答案】Communicativecompetencereferstoknowledgeofnotonlyifsomethingisformallypossibleinalanguage,butalsotheknowledgeofwhetheritisfeasible,appropriate,ordoneinaparticularspeechcommunity.Communicativecompetenceincludes:(1)knowledgeofthegrammarandvocabularyofthelanguage;(2)knowingrulesofspeaking;(3)knowinghowtouseandrespondtodifferenttypesofspeechacts,suchasrequests,apologies,thanksandinvitations;(4)knowinghowtouselanguageappropriately.7.Internalfactors【答案】Theacquisitionofasecondlanguageisdependentonacombinationoffactors.TherateandultimatesuccessinSLAareaffectednotonlybylearners’experiencewithoptimalinputandinstruction,butalsobyindividuallearnerfactors,namely,internalfactors.Itisknownthatthereisnouniformwayinwhichlearnersacquiretheknowledgeofasecondlanguage.Thereareanumberofinternalfactorsthatpotentiallyinfluencethewayinwhichasecondlanguageisacquiredsuchasage,aptitude,motivation,personality,andcognitivestyle.8.Tautology【答案】Tautologycanbedefinedas“sayingthesamethingmorethanonceindifferentwayswithoutmakingone’smeaningclearerormore

forceful;needlessrepetition.”Asfarastheformofatautologyisconcerned,tautologycanbeabstractedasaformula:NPBENP.Sotautologyisaconstructioninwhichthesubjectandtheobjectisthesamenominalphrase.Thoughuninformativebyvirtueofitssemanticcontent,theutteringofatautologyconveyssomethingmoreinformative.Forexample,thetautology“Boysareboys”deliversimplicatureslike“Boysarenaughtyandmischievousbynature.”Ⅱ.Answerthefollowingquestionsandexplain.(40points)1.Whatarethemajorfeaturesofthegrammaticalsyllabus?【答案】Thegrammaticalsyllabusisaresponsetothequestion“howdousersoftargetlanguageexpressthemselves?”suchasyllabusassumesthatthelearner’sneedisforitemswhichcancopewith,whatis,afterall,agrammaticaldemand.Itsmajorfeaturesarelistedasfollows:(1)Stressislaidonthewrittenlanguageratherthanthespokenlanguage;(2)Theinstructionofgrammarnotonlyfocusesonwhatisregularbutalsoonwhatisirregular.(3)Theclassroominstructionsarepresentedinthenativelanguage;(4)Themajorteachingmethodistranslationandthemasteryofthelearntgrammaticalrulesischeckedthroughlargequantitiesofwrittentranslationandwritingpractice.

2.Whatarethemajorfeaturesofsecondlanguageacquisition?【答案】L2acquisitionhasnowadaysbeenregardedasanindependentdisciplinedifferentfromL1acquisition.Ithasitsownfeatures.(1)InL2acquisition,learnersareexposedtoanenvironmentinwhichlinguisticadjustments,suchasforeignertalk,andconversationaladjustments,havebeenmadetoNNSs(non-nativespeakers).(2)ItisgenerallytruethatthesecondlanguagelearnersgenerallyareabletoachieveperfectL1masterybutfailtoattainnative-likecompetence.Thelanguagetheyproduce,whichiscalledinterlanguageorlearnerlanguage,tendstobecomefossilizedatcertainlevel.Fossilizationhasbecomeoneofthemainfeaturesofinterlanguage.(3)DuringL2acquisition,thereexiststheinfluenceofL1,or,thetransferofexpressionsorstructuresfromtheL1.ThepositivetransferofL1knowledgeresultsfromthesimilarityofL1andL2,whilethedifferencebetweenthemresultsinthenegativetransfer.3.Somepeoplethinkthatlanguagedeterminesthought.Doyouagree?Whyorwhynot?【答案】(1)Therelationshipbetweenlanguageandthoughthaslongbeenasubjectofdiscussion.Thereareawiderangeofopinionsaboutthegeneralnatureoftherelationship.Somepeoplethinkthatlanguagedeterminesthought,andthisistheveryhypothesisproposedbyWhorfandSapir.Sapir-

WhorfHypothesisstatesthatourlanguagehelpsmouldourwayofthinkingand,consequently,differentlanguagesmayprobablyexpressouruniquewaysofunderstandingtheworld.Ontheonehand,languagemaydetermineourthinkingpatterns;ontheother,similaritybetweenlanguagesisrelative,thegreatertheirstructuraldifferentiationis,themorediversetheirconceptualizationoftheworldwillbe.(2)However,theviewpointthatlanguagedeterminesthought,asfarasIamconcerned,isnottotallyreasonable.Thereasonswillbeshownasfollows:①Differentgrammaticalstructuresdonotmeanthatspeakersofdifferentlanguagesdifferinthinkinglogicorreasoning;②Equivalenttranslationisalwayspossibleinspiteofthefactthatinpracticetherearehardlyanypeopleinperfectcontroloftwogeneticallydifferentlanguages;③Peoplewhohavegoodcommandoftwogenetic-unrelatedlanguagesdonothaveadoublemindsordonothavetochangetheirthinkinglogicwhenspeakingforeigntongue.(3)Toconclude,theopinionthatlanguagedeterminesthoughtactuallyadmitstherelationshipbetweenlanguageandthought,yetitisbettertosaythatlanguageinfluencesthoughtratherthantheformerdeterminesthelatter.4.DoesyourexperienceofEnglishlearningbearouttheinputhypothesis?Whyorwhynot?【答案】(1)Inputhypothesisclaimsthat“Humanacquirelanguageinonlyoneway—byunderstandingmessagesorbyreceiving‘comprehensibleinput’”.AccordingtoKrashen,inputthatisusefulforL2acquisitionmustbeneither

toodifficultnortooeasytounderstandandoughttobetunedjustrighttolearner’scurrentlevel,representedasi.InthecourseofacquiringtheL2,learnersprogressfromoneleveltoanother.Thenextleveliscalled“i+1”.Fori+1tooccur,theinputhastobeslightlybeyondthelevelatwhichlearnersarewellproficient.Thegapbetweeniandi+1isbridgedbycomprehensibleinput,whichistheinformationdrawnfromthecontextandpreviousexperience.(2)BasedonmyexperienceofEnglishlearning,inputhypothesisdoesmakeadifference.AsforChinesestudents,listeningperhapsisthemostchallengingtaskamongfourbasicskills.Inordertoimprovelistening,teachersatfirstgaveussomeauthenticlisteningmaterialsofVOASpecialEnglishtopractice.Later,wewereaskedtolistentosomeconversationsandpassagesofTEM4,pronouncedwithahigherspeed.Whenadequateexerciseswerefinished,theteacherresortedtoVOAStandardEnglishpractices.Though,atfirst,mostoftheclassmatescouldnotcatchthepointandfeltconfused,gradually,quiteafewcouldunderstandatleastthegistofthepassage.(3)Tosumup,inputhypothesisisofgreatuseinlanguageteachingandtosomeextent,itmayexertasignificantinfluenceontheeffectofstudents’learningofalanguage.Ⅲ.Analyzethefollowing.(20points)1.Considerthefollowingdialoguebetweenthewomanandherson,andtrytoexplaintheillocutionaryforceineachoftheutterance.[Thesonwalksintothekitchenandtakessomeice-cream.]

Mother:IthoughtyouweredoingyourEnglishexercisesandrecitethetext.Son:Ineedtogetmyschoolbag.Mother:Isn’titinthebedroom?【答案】(1)Theillocutionaryactistheactperformedintheperformingofalocutionaryact.Whenwespeakwenotonlyproducesomeunitsoflanguagewithcertainmeanings,butalsomakeclearourpurposeinproducingthem,thewayweintendthemtobeunderstood,ortheyalsohavecertainforcesasAustinpreferstosay.(2)Astheaboveconversationshows,theillocutionaryforceof“IthoughtyouweredoingyourEnglishexercisesandrecitethetext”isacriticismofthesonforhisnotdoingexercisesandrecitation.Thatoftheson’sanswerisadefenceforhimself-I’mgoingtodothat.Andthatofthemother’sretortisadenialoftheson’sexcuse.2.Tellwhichmaximofthecooperativeprinciplehasbeenfloutedandwhatimplicaturemightbedrawninthefollowingsentences.A:Doyouthinkthatguyishandsome?B:TheskirtIboughtyesterdayischeap,isn’tit【答案】(1)CooperativeprincipleistheprinciplesuggestedbyGriceabouttheregularityinconversation,whichreads“Makeyourconversational

contributionsuchasisrequired,atthestageatwhichitoccurs,bytheacceptedpurposeordirectionofthetalkexchangeinwhichyouareengaged”.Therearefourcategoriesofmaximsunderit,namely,quantitymaxims,qualitymaxims,relationmaxim,andmannermaxims.(2)However,inactualcommunication,cooperativeprinciplestogetherwithfourmaximsarefrequentlyflouted,whichgivesrisetothecon