1、英语专业（语言学）历年真题试卷汇编 17及答案解析(总分：44.00，做题时间：90 分钟)一、简答题(总题数：17，分数：44.00)1.In what way do we say English is an inflectional language?（厦门大学 2006研)（分数：2.00）_2.Illustrate lexical change proper with the latest examples in English, covering at least four aspects.（大连外国语学院 2008研)（分数：2.00）_3.Advantages and Disad
2、vantages of Immediate Constituent Analysis(IC Analysis)(北京交通大学2006研)（分数：2.00）_4.Illustrate “Immediate Constituent Analysis“.（大连外国语学院 2008研)（分数：2.00）_For each of the following pairs of sentences, discuss how the two sentences are different from each other.（南京大学 2006研)（分数：6.00）(1).A.His carelessness I
3、 can“t bear.B. I can“t bear his carelessness.（分数：2.00）_(2).A.A dagger killed the tourist.B. The tourist was killed with a dagger.（分数：2.00）_(3).A.A hurricane killed eight people.B. Eight people died in a hurricane.（分数：2.00）_5.Describe with tree diagrams the transformations involved in forming the que
4、stion “Does John like the book?“（南开大学 2007研)（分数：2.00）_6.What, in your view, makes a text a text, rather than a series of unconnected utterances? What are the implications of your answer for second language teaching?(北外 2006研)（分数：2.00）_The English sentences given below are ungrammatical. You are requ
5、ired to give the syntactic explanation to the ungrammaticality in each of the sentences.（南开大学 2011研)（分数：6.00）(1).* Jack put his ball.（分数：2.00）_(2).* I wonder Michael walked the dog.（分数：2.00）_(3).* Frank thinks himself is a superstar.（分数：2.00）_7.What are the similarities and differences between a phr
6、ase and a clause?（中山大学 2011研)（分数：2.00）_8.Explain the seven types of meaning and use examples to illustrate your ideas.（人大 2007研；南开大学 2004研)（分数：2.00）_9.Discuss sense, denotation and reference, using Chinese examples to illustrate your points.(北外 2008研)（分数：2.00）_10.Words are in different sense relatio
7、ns with each other. What sense relation is illustrated in each of the pairs of words below? Add one more example to each pair.(北航2008研)(a)casual - informal(b)intelligent - stupid(c)steal - steel(d)animal - dog（分数：2.00）_11.For each of the following pairs of words, state the principal reason why they
8、may not be considered to be synonyms:（浙江大学 2005研)a. man boy b. toilet loo c. determined stubbornd. pavement sidewalk e. slim skinny f. move run（分数：2.00）_12.Put the following words in a hierarchical order(you can use a tree diagram if need be)and try to define at least two of them:(北师大 2003研)crocodil
9、e, mammal, reptile, rabbit, primate, animal（分数：2.00）_Study the following exchange and then answer the questions that follow.(南京大学 2006研)“Take some more tea. “ the March Hare said to Alice, very earnestly.I“ve had nothing yet, Alice replied in an offended tone, “so I can“t take more. “（分数：4.00）(1).Wh
10、y was Alice offended?（分数：2.00）_(2).What is the problem with the March Hare“s remark? What is the linguistic issue involved here?（分数：2.00）_13.Consider the following statements. When do we say Statement A entails Statement B? When do we say Statement A presupposes Statement B? Does Statement A necessa
11、rily entail Statement C? Why? Do Statements A and D both presuppose Statement B? Why?(南京大学 2008研)A. Jack“s brother has gone bankrupt.B. Jack has a brother.C. Jack“s sibling has gone bankrupt.D. Jack“s brother has not gone bankrupt.（分数：2.00）_14.In each of the following sentences, the second part canc
12、els some information given by the first part. However, this seems to result in quite acceptable utterances in group(l)and in very awkward utterances in group(2). Explain why.(北外 2002研)Group(1)a老张有三个小孩子，其实还不止三个。b我只喜欢黄色和蓝色，不过试试红色也未尝不可。c约翰的普通话说得还可以，确切地说是非常棒。Group(2)d我特后悔选修了这门课，其实我没有选修这门课。e她这次考试又不及格，不过她
13、上次及格了。f我在乡下日子过得很苦，说真的我没在乡下呆过。（分数：2.00）_英语专业（语言学）历年真题试卷汇编 17答案解析(总分：44.00，做题时间：90 分钟)一、简答题(总题数：17，分数：44.00)1.In what way do we say English is an inflectional language?（厦门大学 2006研)（分数：2.00）_正确答案：(正确答案：The inflectional language is a term as opposed to the isolated language, in which the morpheme has no
14、 inflected form; such as in Chinese, there are only isolated characters, which can not be added to with an inflectional affix. English is regarded as an inflectional language in the sense that the inflectional affixer serves important grammatical function in the English vocabulary. In English, infle
15、ctional affixes indicating tense, numbers, case and so on usually manifestate the grammatical relationships between the elements of the sentences.)解析：2.Illustrate lexical change proper with the latest examples in English, covering at least four aspects.（大连外国语学院 2008研)（分数：2.00）_正确答案：(正确答案：New words o
16、r expressions are created through the following processes excepted compound and derivation, which are called lexical change proper. (1)Initialism Some new words are composed of the first letters of a series of words and pronounced by saying each letter in them. Words of this kind such as VIP, WTO ar
17、e called initialisms. (2)Abbreviation Many English words have come into being through abbreviation. This phenomenon is also called clipping; a new can be created by: i. cutting the final part, for example, ad for advertisement. ii. cutting the initial part, for example, plane for aeroplane. iii. cut
18、ting both the initial and final parts accordingly, for instance, fridge for refrigerator. (3)Blending is a relatively complex form of compounding, in which two words are blended by joining together the initial part of the first word and the final part of the second word, or by only joining the initi
19、al parts of the two words, for example, emotion + iconemoticon; car + hijackingcarjacking. (4)Acronym is made up from the first letters of the name of an organization, which has heavily modified headword; an example is EU for European Union. This process is also widely used in shortening extremely l
20、ong words of word groups in science, technology and other special fields, for example, SARS is short for “Severe Acute Respiratory Syndrome“. What“s more, people also use this process in internet chatting or e-mail communication, such as BTW for “by the way“ , ASAP for “as soon as possible“.)解析：解析：(
21、本题考查特有的词汇变化。作答时任选四个进行描述，并举例说明。)3.Advantages and Disadvantages of Immediate Constituent Analysis(IC Analysis)(北京交通大学2006研)（分数：2.00）_正确答案：(正确答案：Through IC analysis, the internal structure of a sentence may be demonstrated clearly, and if there is any ambiguity, it could be revealed. For example, how t
22、he sentence “ Leave the book on the shelf“ is ambiguous could be shown after the IC analysis. However, there are also problems in IC analysis. First, at the beginning, some advocators insisted on binary divisions, that is, any construction, at any level, will be cut into two parts. But this is not a
23、lways possible. For example, in the phrase “men and women“ , it is not appropriate to combine “and“ with only the preceding part or only the succeeding part. Second, constructions with discontinuous constituents will pose technical problems for tree diagrams in IC a-nalysis. For example, in “make it
24、 up“ the phrasal verb “make up“ is separated by a pronoun. Third, which is also the most serious problem, there are structural ambiguities which cannot be revealed by IC analysis, as shown in “the love of God“. In IC analysis, the different relations of “God“ to the word “love“ cannot be shown, whic
25、h makes the expression ambiguous.)解析：4.Illustrate “Immediate Constituent Analysis“.（大连外国语学院 2008研)（分数：2.00）_正确答案：(正确答案：The relation between a sentence and its component elements is generally referred to as the relation between a construction and its constituents, in which a very important notion is
26、immediate constituent analysis, IC Analysis for short. The immediate constituent analysis may be defined as: the analysis of a sentence in terms of its immediate constituentsword groups(or phrases), which are in turn analyzed into the immediate constituents of their own, and the process goes on unti
27、l the ultimate constituents are reached. The immediate constituent analysis of a sentence may be carried out with brackets or with a tree diagram. The criterion for the immediate constituent analysis is substitutability: whether a sequence of words can be substituted for a single word and the struct
28、ure remains the same. Through IC analysis, the internal structure of a sentence may be demonstrated clearly, and ambiguities , if any, will be revealed. For example; the IC structure for the sentence “The boy ate the apple. “ is: 1)Tree diagram )解析：解析：(本题考查直接成分分析法。作答时给出定义、作用及其表现方法树形图和括号，并分别举例说明。)For
29、 each of the following pairs of sentences, discuss how the two sentences are different from each other.（南京大学 2006研)（分数：6.00）(1).A.His carelessness I can“t bear.B. I can“t bear his carelessness.（分数：2.00）_正确答案：(正确答案：These two sentences are different in the sense that the thematic structures are differ
30、ent. The theme of a sentence is often the known information, which the sentence is mainly about. Sentence A provides some information about “ his carelessness“ , since “ his carelessness“ serves as the theme. Whereas, Sentence B is a statement about “I“ , and from the remainder of the sentence the r
31、ecipient could know some information about me.)解析：(2).A.A dagger killed the tourist.B. The tourist was killed with a dagger.（分数：2.00）_正确答案：(正确答案：In sentence A, “A dagger“ serves as the theme, with which the sentence could be seen as an answer of “What did the dagger do?“ In sentence B, “The tourist“
32、 is treated as the given information, around which the sentence develops; thus, the corresponding question of this sentence as an answer could be “What happened to the tourist?“)解析：(3).A.A hurricane killed eight people.B. Eight people died in a hurricane.（分数：2.00）_正确答案：(正确答案：There are still differen
33、ces of thematic structures between these two sentences, with the first one about “A hurricane“ and the second one about “eight people“. What“s more, in sentence A, the verb “ kill“ emphasizes a direct relationship between the hurricane and the eight people, that is, it is the hurricane that caused t
34、he people to die. Whereas, in sentence B, a meaning like above is not entailed.)解析：5.Describe with tree diagrams the transformations involved in forming the question “Does John like the book?“（南开大学 2007研)（分数：2.00）_正确答案：(正确答案： )解析：6.What, in your view, makes a text a text, rather than a series of unc
35、onnected utterances? What are the implications of your answer for second language teaching?(北外 2006研)（分数：2.00）_正确答案：(正确答案：The factor to distinguish connected texts which make sense from those which do not is usually described as coherence. Coherence is traditionally described as the relationships th
36、at link the ideas in a text to create meaning for the readers, apart from cohesive devices. It should be noticed that cohesion by itself would not be sufficient to enable us to make sense of what read or hear; it is quite easy to create a highly cohesive text which has a lot of connections between t
37、he sentences, but which remains difficult to interpret. And coherence, as the invisible net of a text, performs a function of “connectedness“ which makes the text interpretable to people. Regarding the importance of coherence to a whole text, it seems necessary for a teacher of SFL to help students
38、develop coherence in writing. Research has found that in their writing, ESL/EFL students focus almost exclusively on the word and sentence levels rather than the level of the whole discourse, that is, textual coherence. A pedagogical focus on coherence can shift students“ attention from sentence-lev
39、el grammar to discourse features such as textual structuring and propositional unity, which are crucial to creating meaning in texts. Indeed, helping students improve the coherence of their writing ought to be a significant aspect of L2 writing instruction. To help students focus on coherence in wri
40、ting, it is essential that teachers have a thorough understanding of what makes a text coherent. As is shown in the composition text books, it seems common to regard coherence simply as connectedness between sentences, use of explicit cohesive devices at the paragraph level, and use of connective devices such as pronouns, repetitive structures, and transitional markers. However, coherence should not be narrowed in terms of sentence-level connectedness and paragraph unity rather than discourse unity. Thus, to help students cr
