专业英语八级（改错）-试卷156及答案解析.doc

1、专业英语八级（改错）-试卷156及答案解析 (总分：100.00，做题时间：90分钟)一、LANGUAGE USAGE(总题数：5，分数：100.00)1.PART III LANGUAGE USAGE（分数：20.00）_As we have seen, there is nothing about language as such that makes linguistic identity coextensive with national identity. If hespeaks French, he is by any means necessarily French. Frenc

2、h is 1not the private property of Frenchmen, as English of English 2people. This should be obvious when one reflects that English is the mother-tongue in Canada, the United States, UK, Australia, New Zealand, and many other areas of the world. Yet many of usstill half-consciously feel that when anyo

3、ne no other than an 3Englishman uses English, we have a special right to criticise hisusage because he has privileged to handle something that is in the 4Englishmans gift. We feel that he must necessarily look us for a 5standard, because it is our language. It is reasonable to regard 6any language a

4、s the property of a particular nation,and with no language is it more irrational than with English. This is not to saythat English is used by a great number of speakers than any other 7language: it is easily outnumbered in this respect with Chinese.Whereas it is the most international of languages.

5、8 To people in Africa or Pakistan or Chile, English is the obvious foreign language to master, not merely because it is the native language in Great Britain and the United States, but because itprovides a readiest access to the cream of world scholarship and to 9the bulk of world trade. It is unders

6、tanding more widely than any 10other language.（分数：20.00）填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_It is convenient to distinguish between nonverbal and verbalcommunication, just as is to distinguish between decoding and 1encoding processes, but such distinctions can be misled. 2COM

7、MUNICATION is a system, simultaneously engaging in 3encoding and decoding processes. In social settings, we only occasionally speak, but we cannot not behave. To understand nonverbal communication it is necessary to appreciate the interdependence of the verbal and nonverbal components of simultaneou

8、s encoding and decoding processes. An example ofthis interdependence may have seen in the cognitive processes 4directing verbal and nonverbal behavior. Both encoding anddecoding can vary from being automatic to reflective and 5deliberate, but verbal communication is typically more deliberately 6and

9、cognitively demanding than nonverbal communication. Furthermore, if we assume that there are limited cognitive resources available for encoding and decoding verbal andnonverbal components, then altering the cognitive demands on any 7one process can affect other processes and the course of communicat

10、ion. In general, to the extent that nonverbal processes require less 8cognitive resources than verbal processes do, nonverbal communication is more resilient than verbal communication.Moreover, specific interpersonal goals can make the encoding of 9nonverbal behavior(e.g., a difficult impression man

11、agement task)and the decoding of nonverbal behavior(e.g., looking for evidence of deception)less automatic and more cognitively demanding.Understand the dynamic relationships between encoding and 10decoding aspects of verbal and nonverbal behavior is a critical step in understanding the broader comm

12、unicative process.（分数：20.00）填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_In an effort to explain how most of language, which is not so directly relatable to meaning, derived from an onomatopoeic beginning, the discipline of etymology began. Through studyingthe derivational history of

13、words(etymology)the naturalists tended to 1demonstrate that the origin of all of language was ultimately relatable to words which directly reflected the meanings of their referents. The first philosophical forum on language eventually was 2developed into a discussion on the regularity of language pa

14、tterns.Two basic theoretical positions merged as explanatory frameworks 3for language, that which opted for irregularity and that which insisted that language was essentially regular. From thepre-eminence of latter position it became popular to explain the 4irregularities of language on the basis la

15、nguage somehow became 5corrupted with proper usage through time; this theoretical position 6regarded the older forms of language to be the pure forms. 7 By the Nineteenth Century there was a severe reaction to the highly speculative nature of the philosophizing about the original language of man whi

16、ch had characterized much of the study oflanguage up until then. The interest was still historical, and the 8goal was not so idealistic. It was a romantic era of a rediscovery of the national past; the mother tongues of nations and families of nations rather than the mother tongue of the whole human

17、 race became the focus of attention. The romantic nationalism was adefinite influence, but perhaps a more basic cause of the more real 9goal was the reaction to previously unscientific speculations. 10（分数：20.00）填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_Schools throughout the world

18、are experiencing a period ofrapid change and, in many cases, are finding that extremely 1difficult to achieve a balance among a number of critical concerns. Some of the issues that educators and schools are facing includecertainty about what academic and cultural knowledge and skills 2will be needed

19、 by students in the future, wholesale revisions of curricula, experimentation in teaching strategies, the need forteachers and students to become aware and competent in using 3new technologies, dramatic changes in bureaucratic and legislating 4policies and regulations, and increased demands on teach

20、ers. With the exception of the education system in the UnitedStates, perhaps no education system has been studied more 5intensively than of Japan. In 2001, in a well-balanced presentation 6of the Japanese model of schooling, including its similarities toand fro differences with that in the United St

21、ates, Tsuneyoshi 7characterized the American approach to education as one that places an emphasis on competitiveness, individual attention from teachers along with individual accomplishment on the part of students, development of cognitive abilities, and separation ofteachers in terms of their disci

22、plines. In contrary, the Japanese 8approach(particularly at the elementary school level)focuses on the whole child; close interactions between teachers and pupils for long periods of time in cooperative settings with attention tocollected goals, tasks, and rewards; and efforts to provide the same 9o

23、r very similar treatment for all students. One advantage of theAmerican approach that is seriously missed in the Japanese 10approach is the formers attention to diversity and a sensitivity and concern for minority rights.（分数：20.00）填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_专业英语八级（改错

24、）-试卷156答案解析 (总分：100.00，做题时间：90分钟)一、LANGUAGE USAGE(总题数：5，分数：100.00)1.PART III LANGUAGE USAGE（分数：20.00）_解析：As we have seen, there is nothing about language as such that makes linguistic identity coextensive with national identity. If hespeaks French, he is by any means necessarily French. French is 1n

25、ot the private property of Frenchmen, as English of English 2people. This should be obvious when one reflects that English is the mother-tongue in Canada, the United States, UK, Australia, New Zealand, and many other areas of the world. Yet many of usstill half-consciously feel that when anyone no o

26、ther than an 3Englishman uses English, we have a special right to criticise hisusage because he has privileged to handle something that is in the 4Englishmans gift. We feel that he must necessarily look us for a 5standard, because it is our language. It is reasonable to regard 6any language as the p

27、roperty of a particular nation,and with no language is it more irrational than with English. This is not to saythat English is used by a great number of speakers than any other 7language: it is easily outnumbered in this respect with Chinese.Whereas it is the most international of languages. 8 To pe

28、ople in Africa or Pakistan or Chile, English is the obvious foreign language to master, not merely because it is the native language in Great Britain and the United States, but because itprovides a readiest access to the cream of world scholarship and to 9the bulk of world trade. It is understanding

29、 more widely than any 10other language.（分数：20.00）填空项1:_（正确答案：anyno）填空项1:_（正确答案：asnorneither）填空项1:_（正确答案：no一去掉no）填空项1:_（正确答案：has一been）填空项1:_（正确答案：us一to）填空项1:_（正确答案：reasonable一unreasonable）填空项1:_（正确答案：great一greater）填空项1:_（正确答案：Whereas一But）填空项1:_（正确答案：a一the或readiest一ready）填空项1:_（正确答案：understanding一unde

30、rstood）解析：解析：语法错误。前一句讲述的是英语为什么成为人们掌握的主要语言，本句进一步阐述原因。It指代的是前一句的主语English，与understanding构成现在进行时，在意义上不符，因此要用过去分词形式，表示被动，意为“与其他语言相比，英语理解得更为广泛”。It is convenient to distinguish between nonverbal and verbalcommunication, just as is to distinguish between decoding and 1encoding processes, but such distincti

31、ons can be misled. 2COMMUNICATION is a system, simultaneously engaging in 3encoding and decoding processes. In social settings, we only occasionally speak, but we cannot not behave. To understand nonverbal communication it is necessary to appreciate the interdependence of the verbal and nonverbal co

32、mponents of simultaneous encoding and decoding processes. An example ofthis interdependence may have seen in the cognitive processes 4directing verbal and nonverbal behavior. Both encoding anddecoding can vary from being automatic to reflective and 5deliberate, but verbal communication is typically

33、more deliberately 6and cognitively demanding than nonverbal communication. Furthermore, if we assume that there are limited cognitive resources available for encoding and decoding verbal andnonverbal components, then altering the cognitive demands on any 7one process can affect other processes and t

34、he course of communication. In general, to the extent that nonverbal processes require less 8cognitive resources than verbal processes do, nonverbal communication is more resilient than verbal communication.Moreover, specific interpersonal goals can make the encoding of 9nonverbal behavior(e.g., a d

35、ifficult impression management task)and the decoding of nonverbal behavior(e.g., looking for evidence of deception)less automatic and more cognitively demanding.Understand the dynamic relationships between encoding and 10decoding aspects of verbal and nonverbal behavior is a critical step in underst

36、anding the broader communicative process.（分数：20.00）填空项1:_（正确答案：is一it）填空项1:_（正确答案：misled一misleading）填空项1:_（正确答案：in一去掉in）填空项1:_（正确答案：have一be）填空项1:_（正确答案：reflective一being）填空项1:_（正确答案：deliberately一deliberate）填空项1:_（正确答案：altering一changing）填空项1:_（正确答案：less一fewer）填空项1:_（正确答案：Moreover一NeverthelessHowever）填空

37、项1:_（正确答案：UnderstandUnderstanding）解析：解析：语法错误。此处动词短语作主语，应该用动名词形式，故应改为Understanding。In an effort to explain how most of language, which is not so directly relatable to meaning, derived from an onomatopoeic beginning, the discipline of etymology began. Through studyingthe derivational history of words(

38、etymology)the naturalists tended to 1demonstrate that the origin of all of language was ultimately relatable to words which directly reflected the meanings of their referents. The first philosophical forum on language eventually was 2developed into a discussion on the regularity of language patterns

39、.Two basic theoretical positions merged as explanatory frameworks 3for language, that which opted for irregularity and that which insisted that language was essentially regular. From thepre-eminence of latter position it became popular to explain the 4irregularities of language on the basis language

40、 somehow became 5corrupted with proper usage through time; this theoretical position 6regarded the older forms of language to be the pure forms. 7 By the Nineteenth Century there was a severe reaction to the highly speculative nature of the philosophizing about the original language of man which had

41、 characterized much of the study oflanguage up until then. The interest was still historical, and the 8goal was not so idealistic. It was a romantic era of a rediscovery of the national past; the mother tongues of nations and families of nations rather than the mother tongue of the whole human race

42、became the focus of attention. The romantic nationalism was adefinite influence, but perhaps a more basic cause of the more real 9goal was the reaction to previously unscientific speculations. 10（分数：20.00）填空项1:_（正确答案：tended一intended）填空项1:_（正确答案：was一去掉was）填空项1:_（正确答案：merged一emerged）填空项1:_（正确答案：latter

43、the）填空项1:_（正确答案：basis一that）填空项1:_（正确答案：proper一improper）填空项1:_（正确答案：pure一purer）填空项1:_（正确答案：andbut）填空项1:_（正确答案：real一realistic）填空项1:_（正确答案：previously一previous）解析：解析：词汇错误。previously为副词，意为“事先，先前”，此处若用来修饰unscientific，则语义不对，故应改为形容词形式previous(先前的，以前的)，作定语，和unscientific一起修饰speculations。Schools throughout the

44、 world are experiencing a period ofrapid change and, in many cases, are finding that extremely 1difficult to achieve a balance among a number of critical concerns. Some of the issues that educators and schools are facing includecertainty about what academic and cultural knowledge and skills 2will be needed by students in the future, wholesale revisions of curricula, experimentation in teaching strategies, the need forteachers and students to become aware and competent in using 3ne