1、专业英语八级（改错）模拟试卷 222及答案与解析 一、 PART III LANGUAGE USAGE 0 As we have seen, there is nothing about language as such that makes linguistic identity coextensive with national identity. “If he speaks French, he is by any means necessarily French.“ French is【 M1】 _ not the private property of Frenchmen, as E
2、nglish of English【 M2】 _ people. 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 us still half-consciously feel that when anyone no other than an【 M3】 _ Englishman uses
3、 English, we have a special right to criticise his usage because he has privileged to handle something that is in the【 M4】 _ Englishmans gift. We feel that he must necessarily look us for a【 M5】 _ “standard“, because it is “our“ language. It is reasonable to regard【 M6】 _ any language as the propert
4、y of a particular nation,and with no language is it more irrational than with English. This is not to say that English is used by a great number of speakers than any other【 M7】 _ language: it is easily outnumbered in this respect with Chinese. Whereas it is the most international of languages.【 M8】
5、 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 it provides a readiest access to the cream of world scholarship and to【 M9】 _ the bulk of world trade. It is
6、 understanding more widely than any【 M10】 _ other language. 1 【 M1】 2 【 M2】 3 【 M3】 4 【 M4】 5 【 M5】 6 【 M6】 7 【 M7】 8 【 M8】 9 【 M9】 10 【 M10】 10 It is convenient to distinguish between nonverbal and verbal communication, just as is to distinguish between decoding and【 M1】 _ encoding processes, but s
7、uch distinctions can be misled.【 M2】 _ COMMUNICATION is a system, simultaneously engaging in【 M3】 _ encoding 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
8、the verbal and nonverbal components of simultaneous encoding and decoding processes. An example of this interdependence may have seen in the cognitive processes【 M4】 _ directing verbal and nonverbal behavior. Both encoding and decoding can vary from being automatic to reflective and【 M5】 _ deliberat
9、e, but verbal communication is typically more deliberately【 M6】 _ and cognitively demanding than nonverbal communication. Furthermore, if we assume that there are limited cognitive resources available for encoding and decoding verbal and nonverbal components, then altering the cognitive demands on a
10、ny【 M7】 _ one process can affect other processes and the course of communication. In general, to the extent that nonverbal processes require less【 M8】 _ cognitive resources than verbal processes do, nonverbal communication is more resilient than verbal communication. Moreover, specific interpersonal
11、 goals can make the encoding of【 M9】 _ nonverbal behavior(e.g., a difficult 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【 M10】 _ deco
12、ding aspects of verbal and nonverbal behavior is a critical step in understanding the broader communicative process. 11 【 M1】 12 【 M2】 13 【 M3】 14 【 M4】 15 【 M5】 16 【 M6】 17 【 M7】 18 【 M8】 19 【 M9】 20 【 M10】 20 In an effort to explain how most of language, which is not so directly relatable to meani
13、ng, derived from an onomatopoeic beginning, the discipline of etymology began. Through studying the derivational history of words(etymology)the naturalists tended to【 M1】 _ demonstrate that the origin of all of language was ultimately relatable to words which directly reflected the meanings of their
14、 referents. The first philosophical forum on language eventually was【 M2】 _ developed into a discussion on the regularity of language patterns. Two basic theoretical positions merged as explanatory frameworks【 M3】 _ for language, that which opted for irregularity and that which insisted that languag
15、e was essentially regular. From the pre-eminence of latter position it became popular to explain the【 M4】 _ irregularities of language on the basis language somehow became【 M5】 _ corrupted with proper usage through time; this theoretical position【 M6】 _ regarded the older forms of language to be the
16、 pure forms.【 M7】 _ 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 characterized much of the study of language up until then. The interest was still historical, and the【 M8】 _ goal was not so i
17、dealistic. 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 became the focus of attention. The romantic nationalism was a definite influence, but perhaps a more basic cause of the
18、more real【 M9】 _ goal was the reaction to previously unscientific speculations.【 M10】 _ 21 【 M1】 22 【 M2】 23 【 M3】 24 【 M4】 25 【 M5】 26 【 M6】 27 【 M7】 28 【 M8】 29 【 M9】 30 【 M10】 30 Schools throughout the world are experiencing a period of rapid change and, in many cases, are finding that extremely【
19、 M1】 _ difficult to achieve a balance among a number of critical concerns. Some of the issues that educators and schools are facing include certainty about what academic and cultural knowledge and skills【 M2】 _ will be needed by students in the future, wholesale revisions of curricula, experimentati
20、on in teaching strategies, the need for teachers and students to become aware and competent in using【 M3】 _ new technologies, dramatic changes in bureaucratic and legislating【 M4】 _ policies and regulations, and increased demands on teachers. With the exception of the education system in the United
21、States, perhaps no education system has been studied more【 M5】 _ intensively than of Japan. In 2001, in a well-balanced presentation【 M6】 _ of the Japanese model of schooling, including its similarities to and fro differences with that in the United States, Tsuneyoshi【 M7】 _ characterized the Americ
22、an 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 of teachers in terms of their disciplines. In contrary, the Japanese【 M8】 _
23、approach(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 to collected goals, tasks, and rewards; and efforts to provide the same【 M9】 _ or very similar treatment f
24、or all students. One advantage of the American approach that is seriously missed in the Japanese【 M10】 _ approach is the formers attention to diversity and a sensitivity and concern for minority rights. 31 【 M1】 32 【 M2】 33 【 M3】 34 【 M4】 35 【 M5】 36 【 M6】 37 【 M7】 38 【 M8】 39 【 M9】 40 【 M10】 专业英语八级（改错）模 拟试卷 222答案与解析
