【考研类试卷】英语专业（语言学）历年真题试卷汇编7及答案解析.doc

1、英语专业（语言学）历年真题试卷汇编 7 及答案解析(总分：50.00，做题时间：90 分钟)一、简答题(总题数：25，分数：50.00)1.The following four sentences present four different usages of the word 不过. Please discuss the distinctions and connections among the four usages, illustrating your points with your own examples where necessary.1)不过二年，君必无患。2)他十七岁就结

2、婚，一年后当了爸爸不过十八岁。3)这是个乖巧不过的孩子。4)我也没有长策，不过这种事情，其事已迫，不能计出万全的。（分数：2.00）_2.Comment on the following observation in about 150 words.(武汉大学 2010 研)“The meaning of a word is not an unanalysable whole. “（分数：2.00）_3.When a teacher says “it“s so hot in here“ during a class, what does she probably mean? Refer to

3、the theory of pragmatics when you analyze the situation.(人大 2002 研)（分数：2.00）_4.A speech act consists of three related acts according to J. L. Austin“s Speech Act theory. What are they? Analyze the following conversation in the light of Speech Act theory.(北航2008 研)Customer; Waiter! There“s a fly in m

4、y soup. Waiter; Don“t worry, there“s no extra charge.（分数：2.00）_5.Explain speech act theory and list the different kinds of speech acts with examples for each.(浙江大学 2004 研)（分数：2.00）_6.Discuss the following sentences in terms of violation of maxims in the cooperative principle.(浙江大学 2007 研)a. I think

5、he was married and had a lioness at home.b. A: What do you intend to do? B: I have a terrible headache.c. A: Where“ve you been? B: Out.（分数：2.00）_7.Discuss the following advertisement extensively: “你不理财，财不理你“.(浙江大学 2007 研)（分数：2.00）_8.Imagine you were at a bus stop and two people approached you one af

6、ter the other. The first said 哎，几点了? and the second said 不好意思，打搅一下，请问您戴表了吗?What assumptions would you make if you were addressed in these two ways and why would you make them?(北外 2007 研)（分数：2.00）_9.What kind of linguistic phenomenon can you identify in the following dialogue? Define, analyse and exp

7、lain the phenomenon.(北外 2010 研)甲：上车请买票。乙：三张天安门。甲：您拿好。（分数：2.00）_10.What is meant by the term “cohesion“ in the study of texts? What is “cohesion“ is different from the term “coherence“ ?（上海交大 2007 研；浙江大学 2005 研)（分数：2.00）_11.In interpreting utterances such as(1)and(2), the hearer generally treats the

8、events described in the two sentences in each group as causally related even though such relationship is not encoded in the meanings of the sentences. That is, the hearer tends to think that Helen fell on the ground because of Tom“s pushing and that the vase broke because it was dropped. Explain why

9、.(1)Tom pushed Helen. Helen fell on the ground.(2)Peter dropped the vase. It broke.（北外 2005 研)（分数：2.00）_12.In a coherent piece of writing, words and clauses are tied together in some ways. Use the following text to discuss what are some of the ways of tying together words and clauses to make a coher

10、ent piece of writing.With the careful dress of a bank manager and a fiat, classless accent, John Major is impossible to pigeonhole on either right or left of the Conservative Party. He has made remarkably few enemies in his rapid rise, although his easygoing charm reputedly conceals “a bit of a temp

11、er“ , and he can be caustic. Nevertheless, he numbers Labour MPs among his long-standing friends.（分数：2.00）_13.What kind of implicative do the following exchanges of conversation possibly make? A; The skirt she is wearing is beautiful, isn“t it? B: Oh, the pattern is nice.(The conversation is made wh

12、en Speaker B knows for sure the obvious beauty of the skirt.)(南开大学 2010 研)（分数：2.00）_14.Why do you think that, all other things being equal, women use more standard variants of stable sociolinguistic variables than men?（北外 2006 研)（分数：2.00）_15.How do you understand the role of linguistic research in s

13、ocial and economic development?（南开大学 2004 研)（分数：2.00）_16.What are sociolinguistics of society and sociolinguistics of language?（武汉大学 2007 研)（分数：2.00）_17.How much does our language influence the way we think? How deeply do language and culture interpenetrate and influence one another? These questions

14、 about language have fascinated thinkers throughout the ages. For example, Johann Gottfried Herder and Wilhelm yon Humboldt in the German Romantic tradition regarded language as a prisma or grid spread over things in the world so that each language reflects a different worldview. Write a short essay

15、 to explain your position on this view.（北外 2004 研)（分数：2.00）_18.What is linguistic relativity and why is it so important in linguistic studies?（中山大学2006 研)（分数：2.00）_19.Eskimos have many different words for different types of snow, Aborigines for different types of sand, and in Arabic one must choose

16、from a whole range of words which are subsumed under the Western category CAMEL. Can you explain these phenomena with your linguistic knowledge?（北航 2008 研)（分数：2.00）_20.Research has found that two-year-old English children produce negative sentences such as a)to d), but not e):a)He doesn“t like cabba

17、ge.b)Doesn“t like cabbage.c)Him no like cabbage.d)No like cabbage.e)* Him doesn“t like cabbage.How can you account for this?（北外2006 研)（分数：2.00）_21.In informal speech, people often omit sentence subjects because they are commonly understood. What are the omitted subjects in the following two sentence

18、s? Why do people know that these are the correct subjects?（南京大学 2008 研)a. Hope you like everything here.b. Just imagine what has just happened here.（分数：2.00）_22.Please briefly answer the following question IN ABOUT 500 WORDS:(四川大学 2010 研)Anthropological linguists E. Sapir and B. Whorf claim that the

19、 language a people use shapes their perspective of perception, which in turn shapes their thought. The key notions of their famous “Sapir-Whorf Hypothesis“ include “language determinism“ and “language relativity“. Do you know anything about the notions of theirs? If you do, what is your opinion on i

20、t? Please briefly express your ideas in a passage.（分数：2.00）_23.Comment on the following statement based on your own experience.Knowing words is the key, to understanding and being understood. The bulk of learning a new language consists of learning new words. Grammatical knowledge does not make for

21、great proficiency in a language.（Vermeerl992)(武汉大学 2005 研)（分数：2.00）_24.What do you think are the similarities and dissimilarities between learning a first and a second language?（北外 2003 研)（分数：2.00）_25.Analyze the following speech errors, by commenting on how they might have arisen;a. He rode his bik

22、e to school tomorrow.(yesterday)b. gone mild.(wild/mad)c. He misfumbled the ball.(mishandled/fumbled)d. That“s torrible.(terrible/horrible)(北外 2006 研)（分数：2.00）_英语专业（语言学）历年真题试卷汇编 7 答案解析(总分：50.00，做题时间：90 分钟)一、简答题(总题数：25，分数：50.00)1.The following four sentences present four different usages of the word

23、不过. Please discuss the distinctions and connections among the four usages, illustrating your points with your own examples where necessary.1)不过二年，君必无患。2)他十七岁就结婚，一年后当了爸爸不过十八岁。3)这是个乖巧不过的孩子。4)我也没有长策，不过这种事情，其事已迫，不能计出万全的。（分数：2.00）_正确答案：(正确答案：In any language there are words which have the same linguistic

24、form but are different in meanings. These words are called homonyms. There are also lots of homonyms in Chinese, for instance, the Chinese word “不过“ embodies different meanings in actual usage. Take the examples provided above for example. In(1), the word “不过“ expresses the meaning of “no more than“

25、. Hence, this sentence can be rewritten as “you will have nothing to be worried about after no more than two years. “ In(2), the meaning is a little bit different and it means “only, just“. The example can be interpreted as “one year later he became a father who was only 18 years old. “ In(3), it ha

26、s used another meaning of this word, namely “very, extremely“. Therefore, this sentence can be interpreted like this; this is a very cute kid. However, the most commonly-used meaning of “不过“ can be identified in the last example(4). In Chinese, more often than not, we use this word to indicate the c

27、hange or transition of meaning. It has the same meaning with the English conjunctions “however“ , “but“ , “nevertheless“ , etc. Therefore, the sentence in the example can be paraphrased as “I have no good suggestions, either. However, this is very urgent; there is no way that we can make sure it is

28、perfect“. Through these four examples we can observe that the meaning of the specific words is context-dependent. The meanings may vary due to the change of the context. “不过“ in most cases is used as an adverb, indicating the degree, such as the example(1)(3). It is used as a conjunction in(4)indica

29、ting transition or change of ideas.)解析：解析：（本题考查汉语中一词多义的现象，通过分析例句指出同一词语不同意义之间的联系与区别，具有较强的灵活性。)2.Comment on the following observation in about 150 words.(武汉大学 2010 研)“The meaning of a word is not an unanalysable whole. “（分数：2.00）_正确答案：(正确答案：(1)On the analogy of distinctive features in phonology, some

30、linguists suggest that there are semantic features or semantic components. Componential analysis is a way proposed by the structural semanticists to analyze word meaning. This is based on the belief that there are semantic units smaller than the meaning of a word, that is to say the meaning of a wor

31、d can be dissected into meaning components, called semantic features or properties. The analysis breaks down the meaning of the word into these features, and it is these features that distinguish word meaning. Since it is economical, componential analysis gives a better account for sense relations a

32、nd those between sentences. (2)Plus and minus signs are used to indicate whether a certain semantic feature is present or absent in the meaning of a word, and these feature symbols are written in capitalized letters. For example, the meaning of the word boy can may be analyzed into + HUAMN, -ADULT,

33、+MALE.)解析：3.When a teacher says “it“s so hot in here“ during a class, what does she probably mean? Refer to the theory of pragmatics when you analyze the situation.(人大 2002 研)（分数：2.00）_正确答案：(正确答案：This utterance would be semantically ambiguous if it was seen isolatedly without any context of situatio

34、n. Its interpretation has to rely on the context in which it was uttered. There could be generally two types of situation in which this utterance could happen. One may be that it is summer; the teacher just came into the class and was sweating heavily. The other may be that in class the students are

35、 quite active towards the questions or problems the teacher has posed, for example, discussing in group, or debating in a large scale. According to the cooperative principle, in our conversation, in order to be cooperative, that is, to make his intentions to be known by the hearer, the speaker will

36、try to make his conversational contribution such as is require, at the stage at which it occurs. Therefore, according to the third maxim of cooperative principle, RELATION, which says “be relevant“ , the utterance could be interpreted differently as follows: In the first situation, when the students

37、 hear the teacher saying “it“s so hot in here“ , they would probably assume that the teacher is obeying the cooperative principle, and what he says is relevant to the context, which is that the teacher is sweating, and maybe accompanied by fanning herself with his hand. Therefore, what the teacher m

38、eans is probably that the temperature is high. What“s more, if the windows in the classroom are closed, this utterance will go further to be an implication of an request for opening the windows. In the second situation, the students would assume that the teacher should have observed the maxim of rel

39、ation, since it is under normal circumstances. Given the context in which the students are discussing or debating about certain questions furiously, the hearer would tend to interpret the teacher“s utterance as; “you are discussing(or debating)so actively“ , which implies a praise for the active par

40、ticipation of the students in class activity.)解析：4.A speech act consists of three related acts according to J. L. Austin“s Speech Act theory. What are they? Analyze the following conversation in the light of Speech Act theory.(北航2008 研)Customer; Waiter! There“s a fly in my soup. Waiter; Don“t worry,

41、 there“s no extra charge.（分数：2.00）_正确答案：(正确答案：A speech act consists of three related acts according to J. L. Austin“s Speech Act theory, namely, locutionary act, illocutionary act and perlocutionary act. The locutionary act is the ordinary act we perform when we speak. It is the act of saying. The illocutionary act is the act performed in the performing of a locutionary act, that may said to be the extra meanin