[考研类试卷]英语专业（语言学）历年真题试卷汇编12及答案与解析.doc

1、英语专业（语言学）历年真题试卷汇编 12 及答案与解析一、简答题1 Use contrastive or non-contrastive strategies to analyze the underlined errors and mistakes committed by Chinese learners of English.（浙江大学 2007 研)a. As for meal, we Chinese like to eat chopsticks, and you spoons.b. You have helped me a lot. Really troubled you.c. Th

2、ey are happy but we are far more happier.2 Read the following paragraphs and then answer four questions. (北外 2011 研)The idea behind the experiential vision of learning is that the use of the target language for communicative purposes is not only the goal of learning, but also a means of learning in

3、its own right. This may clearly involve students using language which they may not have fully mastered, and contrasts with other more traditional approaches which emphasize part practice(i. e. , isolating parts of the whole for explicit study and learning)leading up in a more or less controlled mann

4、er to integrated language use for communicative purposes. An experiential approach to learning may therefore involve a degree of what Johnson(1982)refers to as an in at the deep end strategy. Simply throwing learners into wholly uncontrolled and undirected language use is, of course, as dubious a st

5、rategy with respect to language learning as doing the same with someone who is learning to swim. For this reason, considerable effort has been devoted by methodologists, material writers, and teachers in recent decades to the way in which two sets of factors can be combined. One is the basic insight

6、 that language use can serve a significant role in promoting learning, and the other is the acknowledgement that use of the language needs to be structured in a coherent and pedagogically manageable way. The experiential vision of learning has evolved in a variety of ways since the 1960s and is now

7、encountered in a number of differing forms. Nevertheless, most experiential approaches to learning rest on five main principles which were developed in the earlier days of the communicative movement, even if certain receive more attention in one variant than in another. These principles are the foll

8、owing: message focus, holistic practice, the use of authentic materials, the use of communication strategies, and the use of collaborative modes of learning.(Tudor 2001: 79)An analytical view of learning posits that according explicit attention to the regularities of language and language use can pl

9、ay a positive role in learning. Each language manifests a number of structural regularities in areas such as grammar, lexis and phonology, and also with respect to the ways in which these elements are combined to communicate messages. The question, therefore, is not whether languages have structural

10、 regularities or not, but whether and in which way explicit attention to such regularities can facilitate the learning of the language. An analytical approach to learning rests on a more or less marked degree of part practice, i. e. , isolating parts of the whole for explicit study and learning, eve

11、n if its ultimate goal remains the development of learners ability to put these parts together for integrated, holistic use. At least, two main considerations lend support to an analytical approach to learning. First, in terms of learning in general, the isolation and practice of sub-parts of a targ

12、et skill is a fairly common phenomenon Second, explicit identification of regularities in a language has advantages which Johnson(1996: 83)refers to as generativity and economy. Mastering a regularity in a language gives learners access to the generative potential of this regularity in new circumsta

13、nces Explicit presentation or discovery of the structural regularities of a language can therefore represent a short-cut to mastery of this language and support learners ability to manipulate these regularities for communicative purposes.(Tudor 2001: 86-7)(1)What are the differences between experien

14、tial and analytical modes of language learning?(2)What serves as the theoretical foundation for the experiential mode of language learning and what are its advantages and disadvantages?(3)What serves as the theoretical foundation for the analytical mode of language learning and what are its advantag

15、es and disadvantages?(4)How would you balance the two modes of learning in your teaching or learning of a foreign language?3 Explain one of the teaching approaches that youre familiar with and discuss its advantages and disadvantages. (浙江大学 2004 研)4 Explain the term “Communicative competence“ and di

16、scuss its usefulness in language teaching.(浙江大学 2005 研)5 Put yourself into the position of an English teacher in China. What are your goals and the goals of the students and the educational system in the teaching and learning of English? When the goals do not converge, how can you reconcile the diff

17、erences between them? (北外 2002 研)6 It has been noticed that Chinese learners of English tend to make mistakes in the marking of past tense, even at the advanced level of proficiency. What do you think are the possible causes of this problem? How call language teachers help solve this problem and why

18、? (北外 2005 研)7 The relation of linguistics to language teaching and learning. (武汉大学 2006 研)8 What can linguistics do for language learning and teaching? (北京师范大学 2004 研)8 Read the following passage and answer three questions.Teachers employ different types of conceptual organization and meaning. One

19、level of meaning relates to subject matter knowledge and how curricular and content aspects of teaching are conceptualized(Shulman 1987). Woods(1996)describes teachers conceptions of lessons as made up of conceptual units at different levels of abstraction. He distinguishes between the following: ov

20、erall conceptual goalsthe overall purposes teachers identify for a course; global conceptual u-nitsthe individual subcomponents of the curriculum(e. g. , the grammar, reading, writing, and listening components of an integrated skills course); intermediate conceptual units -activities or clusters of

21、activities framed in terms of accomplishing one of the higher-level conceptual goals; and local conceptual unitsthe specific things teachers do to achieve particular instructional effects. Other constructs that have been proposed to account for how teachers realize the curricu-lar agendas they set f

22、or lessons and the kinds of cognitive processes they employ include lesson formats(Wong-Fillmore 1985), tasks(Doyle 1983), scripts, and routines(Shavelson and Stem 1981). Constructs such as these seek to describe how teachers approach the subject matter of teaching and how they transform content int

23、o learning. Much of this research draws on a framework of cognitive psychology and has provided evidence of the kinds of pedagogical content knowledge, reasoning, and problem solving teachers make use of as they teach(Cliff 1991).In addition to the curricular goals and content, teachers have other m

24、ore personal views of teaching(Johnston 1990). Zeichner, Tabachnick, and Densmore(1987)try to capture this with the notion of perspective, which they define as the ways in which teachers understand, interpret , and define their environment and use such interpretation to guide their actions. They fol

25、lowed teachers through their year-long professional training and their first year in the classroom, and found that their personal perspectives served as powerful influences on how they taught. In describing the basis for teachers conceptualizations of good practice, Clandinin(1985, 1986)introduced t

26、he concept of image, which she describes as “ a central construct for understanding teachersknowledge“(1985: 362). An image is a metaphor, such as “the classroom as home,“ “ setting up a relationship with children“ , or “ meeting the needs of students,“ that teachers may have in mind when they teach

27、. Johnston(1992)suggests that images such as these are not always conscious, that they reflect how teachers view themselves in their teaching contexts, and that they form the subconscious assumptions on which their teaching practices are based. In a study of what second language teachers perceive to

28、 be good classes, Senior(1995)found that experienced ESL teachers in an Australian educational setting attempting to implement a communicative methodology appeared to have arrived at the tacit assumption that, to promote successful language learning, it is necessary to develop a bonded classthat is,

29、 one in which there is a positive, mutually supportive group atmosphere. The teachers appeared to employ a range of both conscious and unconscious strategies in order to develop a spirit of cohesion within theft class groups.Halkes and Deijkers(1984)refer to teachers teaching criteria, which are def

30、ined as “personal subjective values a person tries to pursue or keep constant while teaching. “ Teachers hold personal views of themselves, their learners, their goals, and their role in the classroom and they presumably try to reflect these in theft practice. Marland(1987)examined the principles us

31、ed to guide and interpret teaching, and identified five such working principles that were derived from stimulated recall interviews with teachers. For example, the “principle of progressive checking“ involved checking students progress periodically, identifying problems, and providing individual enc

32、ouragement for low-ability students. Conners(1978)studied elementary teachers and found that all of those in her study used three overarching principles of practice to guide and explain their interactive teaching behavior: “ suppressing emotions,“ “ teacher authenticity,“ and “ self-monitoring. “ Th

33、e principle of “teacher authenticity“ involved the teacher presenting herself in such a way that good personal relationships with students and a socially supportive classroom atmosphere would be achieved. This principle required the teacher to attempt to be open, sincere, and honest, as well as fall

34、ible.9 What could be the title of this passage?10 What are the functions of those conceptual units as described by Woods(1996)in language teaching?11 Discuss the relationship between “ perspective“ and “ image“ and between “ image“ and “teaching criteria“ as mentioned in this passage?12 Cite an exam

35、ple to explain synchronic linguistics.（人大 2005 研)13 How well, in your opinion, does the word “communication“ represent the function of human language?（北二外 2008 研)14 What are linguistic competence and communicative competence?（武汉大学 2007研)15 One of the design features of human language is creativity.

36、What is it? And what makes it possible?（浙江大学 2007 研)16 What is the directive function?（西安交大 2008 研)17 What is acoustic phonetics?（人大 2003 研)18 What are the three parts of the vocal organs ?(清华 2001 研)19 Give the phonetic term for each of the following descriptions.(北二外 2006 研)(1)the sound produced b

37、y the lower lip and the upper front teeth (2)the sound produced with a complete closure in the mouth so that the air stream cannot escape through the mouth20 How are the vowels described usually?(北二外 2009 研)21 What are suprasegmental features? How do the major suprasegmental features of English func

38、tion in conveying meaning?22 What is assimilation? Is it similar to coarticulation? What dose it include?23 In the African language Manika, the affix, the meaning of which is similar to that of the suffix -ing in English, has two phonetic forms, as shown in the data given below. You are required to(

39、1)give the two phonetic forms of the affix;(2)give the underlying form of the affix;write a formal phonological rule to derive the underlying form of the affix to its phonetic forms, using the wordsdumuni“eating“ andsungoli“sleeping“ to illustrate the process of derivation.（南开大学 2011 研)bugo hit bugo

40、li hittingdila repair dilali repairingdon come donni comingdumu eat dumuni eatinggwen chase gwenni chasingda lie down dali lying downfamu know famuni knowingmen hear menni hearingsungo sleep sungoli sleeping24 Transcribe the following words into IPA symbols, with stress marking where necessary.（中山大学

41、 2011 研)Example: find/ faind/, beneath/ bini: /corporasociologistchefdebrisnasalembeddingantonymyfacialannotatedphonetics英语专业（语言学）历年真题试卷汇编 12 答案与解析一、简答题1 【正确答案】 (1)The experiential mode is totally different from the analytical mode of learning. An experiential approach to learning may involve a degr

42、ee of what Johnson(1982)refers to as an “in at the deep end strategy“. Simply throwing learners into wholly uncontrolled and undirected language use is, of course, as dubious a strategy with respect to language learning as doing the same with someone who is learning to swim. For this reason, conside

43、rable effort has been devoted by methodologists, material writers, and teachers.An analytical approach to learning rests on a more or less marked degree of part practice, i. e. , isolating parts of the whole for explicit study and learning, even if its ultimate goal remains the development of learne

44、rs ability to put these parts together for integrated, holistic use.(2)The experiential mode provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is to emph

45、asize the central role that experience plays in the learning process, an emphasis that distinguishes experiential mode of language learning from other learning theories. The term “experiential“ is used therefore to differentiate experiential mode of language learning both from cognitive learning the

46、ories, which tend to emphasize cognition over affect, and behavioral learning theories that deny any role for subjective experience in the learning process.However, simply throwing learners into wholly uncontrolled and undirected language use is, of course, as dubious a strategy with respect to lang

47、uage learning as doing the same with someone who is learning to swim. Therefore, this mode of language learning requires the methodologists, material writers, and teachers to combine two sets of factors. One is the basic insight that language use can serve a significant role in promoting learning, a

48、nd the other is the acknowledgement that use of the language needs to be structured in a coherent and pedagogically manageable way.(3)An analytical approach to learning emphasizes the explicit study of the language learning a linguistic and communicative system. It is characteristic of the grammar-t

49、ranslation method found in the cognitive code approach, in various CALL exercises, and in form-focus learning activities. It is also present in certain types of learner training or awareness raising activities involving the explicit analysis by learners of aspects of the languages teaching and learning or of their own language production.Each language manifests a number of structural regularities in areas such as grammar, lexis and phonology, and also with respect to the ways in which these elements are combined to communicate messages. The question, therefore,