1、2007年北京外国语大学英语专业（语言学）真题试卷及答案与解析 一、简答题 1 Imagine you were at a bus stop and two people approached you one after 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?(25 point
2、s) 2 Explain this statement and give at least two examples of it: “In studying other cultures, we do so from the perspective of our own culture.“(25 points) 3 Give an account of what you know about the English present perfect tense.(20 points) 4 If you are to teach a group of junior middle school st
3、udents the present perfect tense in 45 minutes, how are you going to plan your class?(20 points) 5 A teacher drilled his/her students in the structure called indirect questions: Do you know where my book is? Do you know what time it is? Did he tell you what time it is? As a direct result of the dril
4、ls, all the students were able to produce the structure correctly in class. After class, a student came up to the teacher and asked, “Do you know where is Mrs. Smith?“ which shows that only minutes after the class the student used the structure incorrectly in spontaneous speech. What do you think is
5、 the reason for this misuse? Was the lesson a waste of time? Why or why not?(30 points) 6 (1)What do you think are the differences between a good language learner and a poor language learner?(15 points) (2)If we know what strategies good language learners use, does it follow that teaching so-called
6、poor language learners to use those strategies will result in their successful language learning? Why or why not?(15 points) 2007年北京外国语大学英语专业（语言学）真题试卷答案与解析 一、简答题 1 【正确答案】 In the two ways of asking for time, I would assume that the speech made by the first people is a direct speech act while the othe
7、r ones speech is an indirect one. The first people directly asks for time in a casual way, while the other one indirectly inquires time by using the question “请问您戴表了吗 ?“ denoting the implicature that what he wants to know is not whether I wear a watch but time. Therefore, the first person seems a li
8、ttle impolite or even rude by using the word “ 哎 “ to attract my attention. On the contrary, the second one uses an appropriate pragmatic strategy and presents his strong communicative competence. He uses “不好意思，打搅一下 “ to attract my attention and establish a friendly atmosphere and implies that he wa
9、nts to know the time with a question “请问您戴表了吗 ?“. Perhaps the crucial distinction in the use of these two types of speech acts is based on the fact that indirect commands or requests are simply considered more gentle or more polite in our society than direct commands. And why they are considered mor
10、e polite is based on some complex social assumptions. 【试题解析】 本题考查直接言语和间接言语的用法，一般情况下，间接言语行为较直接言语行为更为平和、礼貌。答案参照语言研究 (第二版 )第 132-134页，同时，考生也应掌握语用学中的礼貌原则。 2 【正确答案】 There exists a close relationship between language and culture. More evidence can be gathered to indicate that a study of linguistic issues
11、in a cultural setting can greatly promote our understanding of motivation and directionality in language change. Based on Whorfs experience and his study of Hopi(an American Indian language), a very influential but also extremely controversial theory that has ever been made in the study of the relat
12、ionship between language and culture is widely known as the Sapir-Whorf Hypothesis. What this hypothesis suggests is like this: our language helps mould our way of thinking and, consequently, different language may probably express our unique ways of understanding the world. Following this argument,
13、 two important points could be captured in this theory. On the one hand, language may determine our thinking patterns; on the other, similarity between languages is relative, the greater their structural differentiation is, the more diverse their conceptualization of the world will be. Therefore, th
14、e hypothesis has alternatively been referred to as linguistic determinism and linguistic relativity. The notion that language determines thought may be partially correct, in some extremely limited way, but it fails to take into account the fact that users of a language do not inherit a fixed set of
15、patterns to use. They inherit the ability to manipulate and create with a language, in order to express their perceptions. Therefore, we can say that in studying other cultures, we do so to some extent from the perspective of our own culture. For example, “cousin“ in English culture includes “xiongd
16、i“ or “biaoxiongdi“(aunts or uncles male child), “biaojiemei“ or “jiemei“(aunts or uncles female child)in Chinese culture. Therefore, Chinese students may tend to understand this kind of relationship from the Chinese perspective and misuse it. For another example, the words referring to “wife“ are l
17、imited in English but rich in Chinese. There are “furen“, “qizi“, “laopo“, “neiren“ etc. for “wife“. Those studying Chinese culture may understand it from the perspective of their culture. In their culture, it is hard to find the counterpart of “neiren“. So it is difficult for them to understand “ne
18、iren“ which are closely related to Chinese culture. But they can easily understand “qizi“ and “laopo“ which are the direct counterparts of “wife“ in Chinese culture. 【试题解析】 本题着重考查语言与文化的关系问题，答案可从语言学教程 (修订版 )第 223-235页上总结。考生同时也应了解语言与社会、心智等关系问题。 3 【正确答案】 The present perfect tense is a perfect tense use
19、d to express action that has been completed with respect to the present.(The word perfect in its name refers to the idea of completion of being now finished rather than to perfection in the sense of “no flaws“.)“I have finished“ is an example of the present perfect. The present perfect is a compound
20、 tense in English(and in many other languages), meaning that it is formed by combining an auxiliary verb with the main verb. For example, in modern English, it is formed by combining a present-tense form of the auxiliary verb “to have“ with the past participle of the main verb. In the above-mentione
21、d example, “have“ is the auxiliary verb, whereas the past participle “finished“ is the main verb. In English, the present perfect has perfect aspect, which means that it is used to refer to a subjects past actions or states while keeping the subject in a present state of reference or in a present st
22、ate of mind. Therefore, in English, the following logic helps to understand the tense: Think of the words in the construction separately: “have“(or “has“)is in the present, and the past participle is in the past. For example, “I have gone to the cinema“ implies that the subject has completed a certa
23、in action(this is what “gone to the cinema“ relates), but that the subject is, in a sense, “holding“ or “possessing“ that completed action in the present time(this is what “I have“ relates to). In other words, the subject is in a current state(now), and a past action that the subject has done or a p
24、ast state that the subject has been in, is being referred to from the current state of the subject, which is the present time. This differs from the simple past tense, i.e., “I went to the cinema“, which implies only that an action happened, with the subject having no relationship at all to the pres
25、ent. Another examples: The boy saw the car.(Emphasis is on the fact that the boy saw the car.) The boy has seen the car.(Emphasis is on the present state of the boy, resulting from the fact that he saw the car.) I left Brazil eight years ago. I have left Brazil for now. In summary, both the present
26、perfect tense and simple past tense are used for past actions or states, but the present perfect describes the present state of the subject as a result of a past action or state(i.e., the subject is being talked about in the present), whereas the simple past describes solely a past action or state o
27、f the subject(i.e., the subject is being talked about in the past). 【试题解析】 本题着重考查现在完成时的定义。现在完成时表示过去某时发生的行为对主语目前产生的影响，即用过去发生的某个行为来说明现在的某种情况。现在完成时的用法： (1)未完成用法。表示动作或状态开始于过去，一直延续到现在，可能继续发展，也可能刚刚结束。 (2)反复性用法，表示过去到现 在这段时间内反复发生的动作。 (3)完成性用法，表示动作或状态到说话时已经完成，通常所产生的结果把过去和现在联系起来。答案参照 hnp： en.wikipedia.org/wik
28、i/Present_perfect_tense. 4 【正确答案】 If I am to teach a group of junior middle school students the present perfect tense in 45 minutes, I will carry out my lesson by following the classroom procedure(the presentation-practice-production approach)of grammar instruction. 1)Presentation stage(15 minutes)
29、I will introduce the present perfect tense in particular communicative situations, focusing on its meaning, form and its function. The emphasis at this stage is on its meaning and form. 2)Practice stage(15 minutes) In this stage, I will organize my students to work through activities from controlled
30、 to free in order to practice the present perfect tense in different situations. The emphasis at the beginning of this stage is on accuracy. 3)Production stage(15 minutes) In this stage, I will give my students the chance to use the present perfect tense freely and incorporate it into their existing
31、 language. The emphasis at this stage is on use. 【试题解析】 本题着重考查教学过程的设计，笔者在语法教学中，主要采用 “3P”教学法组织教学。 “3P”教学法把语言教学分为以下三个阶段：呈现 (presentation)一操练 (practice)一产出 (production)。在教学过程中，教师通过对语言知识的呈现和操练让学生掌握，然后再让学生在控制或半控制之下进行假设交际，从而达到语言的输出，形成学习成果。 5 【正确答案】 I think the reason for this misuse can be explained with
32、the structuralist view toward learning and error. The structuralist linguists follow the behavioristic view that to learn is to change old habits and build new habits. In their opinion, errors occur when the learner fails to respond correctly to a particular stimulus in the second language because t
33、he features of the second language differ from those of the native language and the learner tends to carry over features of the native language into the second language. In other words, the learner fails to change his old habits so as to acquire new habits of the second language. Since an error may
34、serve as a negative stimulus which reinforces “bad habits“, so it should not be allowed to occur. Therefore, the student uses the structure incorrectly in spontaneous speech because he doesnt form the English habits to use indirect questions with the influence of his native-language habits. The dril
35、l practice, based on the structuralist view, is an effective technique in language teaching to some extent although it has its. disadvantages. Drill practice may be views as a kind of input and it plays an important role in the process of forming a new habit. Therefore, the lesson was not a waste of
36、 time. But pattern drill is performed out of real situation and fails to develop students communicative competence. In the lesson, teachers may combine some approaches, such a communicative approach, grammar-translation approach, direct approach, audio-lingual approach and natural approach. 【试题解析】 本
37、题主要考查句型操练等教学方法，答案参照贾冠杰 编著的应用语言学高级教程第 265-271页。同时，考生也应了解不同语言学观对教学方法的影响。 6 【正确答案】 (1)The differences between a good language learner and a poor language learner mainly lie in the differences of their learning strategies and learning styles. Learning strategies refer to methods that students use to lea
38、rn. We can list some characteristics of a good language learner to see the differences between a good language learner and a bad language learner. According to Rubin and Thompson, good language learners: 1)find their own way, taking charge of their learning; 2)organize information about language; 3)
39、are creative, developing a “feel“ for the language by experimenting with its grammar and words; 4)make their own opportunities for practice in using the language inside and outside the classroom; 5)learn to live with uncertainty by not getting flustered and by continuing to talk or listen without un
40、derstanding every word; 6)use mnemonics and other memory strategies to recall what has been learned; 7)make errors work for them and not against them; 8)use linguistics knowledge, including knowledge of their first language, in learning a second language; 9)use contextual cues to help them in compre
41、hension; 10)learn to make intelligent guesses; 11)learn chunks of language as whole and formalized routines to help them perform “beyond their competence“; 12)learn certain tricks that help to keep conversations going; 13)learn certain production strategies to fill in gaps in their own competence; 1
42、4)learn different styles of speech and writing and learn to vary their language according to the formality of the situation. (2)If we know what strategies good language learners use, teaching so-called poor language learners to use those strategies will not necessarily result in their successful lan
43、guage learning. Learning strategies refer to methods that students use to learn and they are only one of the cognitive factors to a learner. In addition to the difference in learning strategies, there are many other differences between a good learner and a bad language learner. 1)Affective factors A
44、ffective factors have to do with the emotional side of learning a language. Clearly there can be a great deal going on emotionally when learning a second language, and it is possible that emotions affect how successful a language learner is. Affective factors generally include empathy, anxiety, inhi
45、bition, risk-taking, motivation, attitude and personality, among which motivation and personality are more important factors affecting language learning. 2)Cognitive factors Cognitive factors involve the mechanics of how an individual learns something. Different people seem to learn via different co
46、gnitive styles and different learning strategies. And it is a fairly assumption that there is such a thing as a special “talent“ or “aptitude“ for language learning, which is to a large extent responsible for individual differences in language learning success. 3)Social factors Such factors as instr
47、uction, environment and feedback may also affect individual learners in their language learning. 4)Age differences First, people of the same age do not share all the same characteristics. Second, there is no uniform pattern of development that everyone follows. 5)The role of first language The role
48、of first language in second language performance is often referred to as interference. Our view of first language interference is quite different, and it implies a very different cure for interference errors. 6)Other factors Apart from those main factors affecting language learning, there are many o
49、ther factors which can affect second language learning. These factors include sex, birth order, prior experience, social distance and locus of control. Learners are quite different; language teachers cannot duplicate all of desirable traits, and they can only concentrate on some of them to help their learners, depending on the different learners and different situations. 【试题解析】 本题考查造成学生学习差异的因素。造成学生学习差异的原因很多，不仅有其主观的 (包括学习策略 )因素，也有客观因素。答案参照贾冠杰编著的应用语言学高级教程第 197-217页。
