1、2007年武汉大学英语专业（语言学）真题试卷及答案与解析 一、名词解释 1 duality 2 interlanguage 3 concordance 4 constative 5 cohort theory 6 conceptual meaning 7 open class 8 transfer 9 loanshift 10 binding theory 二、简答题 11 What are the structural and post-structural views toward errors? 12 What are sociolinguistics of society and so
2、ciolinguistics of language? 13 What are linguistic competence and communicative competence? 14 What is Krashens Input Hypothesis? 三、分析题 15 The roles of Transformational-Generative linguistics and Functional linguistics in language teaching and learning. 16 The differences between psychometric-struct
3、uralist and psycholinguistic-sociolinguistic approaches to testing. 17 Some comments on the following statement based on your own experience: There exists a close relationship between language and culture. In other words, a successful master of a given language has much to do with an understanding o
4、f that culture. 2007年武汉大学英语专业（语言学）真题试卷答案与解析 一、名词解释 1 【正确答案】 By duality is meant the language property of having two levels of structures: meaningful units(e.g. words)and meaningless segments(e.g. sounds, letters). The only function of finite sounds is to combine with one another to form units that h
5、aving meaning, such as words, and with thousands of words we associate infinite meanings with the help of some rules. 【试题解析】 本题考查语言的定义特点之一 二层性。答案可以从语言学教程 (第三版 ) (胡壮麟主编 )(以下简称教程 )第 5 6页找到，亦可以参照教程对应的练习册 (以下简称教程练习册 )第 1页上的答案。同 时，考生也应掌握语言的任意性、规约性、创造性和移位性。 2 【正确答案】 Interlanguage is often referred to as t
6、he type of language constructed by second or foreign language learners who are still in the process of learning a language. Interlanguage is often understood as a language system between the target language and the learners native language. It is imperfect compared with the target language, but it i
7、s not mere translation from the learners native language. However, interlanguage should not really be seen as a bridging language between the target language and native language. Interlanguage is a dynamic language system, which is constantly moving from the departure level to the native-like level.
8、 Therefore, “inter“ actually means between the beginning stage and the final stage. There are many examples of interlanguage, such as I no have a book. I like read books. 【试题解析】 本题考查二语或外语习得过程中所建构的中介语概念，答案可以从教程第 271 272页中找到。同时，考生也应掌握语言习得和语言教学中的其他概念和观点。 3 【正确答案】 The computer has the ability to retriev
9、e all examples of a particular word, usually in context, and calculate the number of occurrences of the word so that information on the frequency of the word may be gathered. Concordance refers to sorting the data in some way, for example, alphabetically on words occurring in the immediate context o
10、f the word. 【试题解析】 本题考查计算机语言学中所涉及的共现索引定义，答案参照教程第 256页或教程练习册第 61页的相关内容。同时， 考生也应了解计算机辅助教学与学习、机器翻译、语料库语言学研究的方法。 4 【正确答案】 In contrast to performative, sentences like “I pour some liquid into the tube.“ is a description of what the speaker is doing at the time of speaking. The speaker cannot pour any liq
11、uid into a tube by simply uttering these words. He must accompany his words with the actual pouring. Otherwise one can accuse him of making a false statement. The types of utterances which are intended for narration, description, etc., are called constatives. 【试题解析】 本题考查语言使用中的叙事句的 概念，答案参照教程第 187页或教程
12、练习册第 53页的定义。考生也应知道施为句，以及发话行为、行事行为、取效行为、会话含义等概念。 5 【正确答案】 Cohort theory is a supposed doctrine dealing with the spoken word recognition postulated by Marslen-Wilson and Welsh in 1990. It is suggested that the first few phonemes of a spoken word activate a set or cohort of word candidates that are con
13、sistent with the input. These candidates compete with one another for activation. As more acoustic input is analyzed, candidates that are no longer consistent with the input drop out of the set. This process continues until only one word candidate matches the input; the best fitting word may be chos
14、en if no single candidate is a clear winner. 【试题解析】 本题考查语言认知中的集群理论，答案参照教程第 135页或教程练习册第 37页。考生也应了解交互模型、竞争模型、识解、图形 背景、射体 界标等当前认知语言学中的重要概念。 6 【正确答案】 Conceptual meaning is the first type of meaning recognized by Leech, which he defined as the logical, cognitive, or denotative content. In other words, it
15、 overlaps to a large extent with the notion of reference. But Leech also uses “sense“ as a briefer term for his conceptual meaning. As a result, Leechs conceptual meaning has two sides: sense and reference. 【试题解析】 本题考查概念意义的定义，答案参照教程第 106-108页或 教程练习册第 31页。考生也应了解 Leech的其他几种意义划分、外延、内涵、指称、涵义及语言关系等重要概念。
16、7 【正确答案】 Open class is one whose membership is in principle infinite or unlimited. When new ideas, inventions, or discoveries emerge, new members are continually and constantly being added to the lexicon. Nouns, verbs, adjectives and many adverbs are all open-class items. 【试题解析】 本题考查开放类词汇的定义，答案参照教程第
17、 59页或教程练习册第 20页。考生也应了解封闭类、语素、词缀、词根、派生、曲折及构词法等重要概念。 8 【正确答案】 Transfer refers to the fact that the native language plays important roles in the course of second language acquisition. It is the psychological process whereby prior learning is carried over into a new learning situation, or the influence
18、resulting from the similarities and differences between the target language and any other language that has been previously(and perhaps imperfectly)acquired. For example, the students learned knowledge and skills in the native language can be transferred to the second or foreign language. 【试题解析】 本题考
19、查迁移的定义，答案参照教程第 287页。考生也应了解正、负迁移、错误分析等二语习得中的重要概念。 9 【正 确答案】 Loanshift is a process in which the meaning is borrowed, but the form is native. The Italian ponte means “bridge“ in the literal sense, when it refers to a type of card game, the meaning was borrowed from English. The English word artificial
20、 satellite is also a case of loanshift from the Russian sputnik. 【试题解析】 本题考查构词法中的转移借词定义，答案参照教程第 77页。考生也应了解借词、混合借词、同化、异化等构词法中涉及的重要概念。 10 【正确答案】 Binding Theory regulates NP interpretation, that is to say, it assigns an appropriate interpretation to NPs at A-positions, by providing an explicit formulat
21、ion of syntactic constraints on interpretation. Binding Theory consists of three principles: Principle A: An anaphor must be bound in its governing category; Principle B: A pronoun must be free in its governing category; Principle C: An r-expression must be free everywhere. In the generative approac
22、h, binding refers to the relation between different word and the subject of a sentence containing it. 【试题解析】 本题考查约束理论概念，答案参照语言学教程 (修订版 )第 144-145页。考生也应了解转换生成语法理论演变。 二、简答 题 11 【正确答案】 With the development of applied linguistics, there have grown two kinds of attitudes toward learners errors. The struc
23、turalist view of errors was dominant in the field of applied linguistics until the end of 1960. 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 particu
24、lar stimulus in the second language because the 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 habit
25、s of the second language. Since an error may serve as a negative stimulus which reinforces “bad habits“, so it should not be allowed to occur. With the development of TG grammar and other linguistic theories, some changes of attitudes to errors have taken place. First of all, the nature of language
26、is viewed differently learning a language involves making constant hypotheses about the structure of the target language. The learner tests his own hypothesis against what the native speaker says. The errors he makes are actually his incorrect hypothesis about the new language. The post-structuralis
27、ts regard errors as evidence of the learning process. By making hypothesis about the target language, the learner arrives at a particular interlanguage. Then he modifies his hypothesis and goes towards the target language. Obviously, errors can be found at the stage of interlanguage. They hold that
28、errors are significant in three aspects: (a)They tell the teacher, if he undertakes a systematic analysis, how far towards the goal the learner has progressed and consequently what remains for him to learn. (b)They provide the researcher with evidence of how language is learned or acquired, what str
29、ategies or procedures the learner is employing is his discovery of the language. (c)They are indispensable to the learner himself, because we can regard the making of errors as a device the learner uses in order to learn. It is a way the learner has of testing his hypothesis about the nature of the
30、language he is learning. The making of errors then is a strategy employed both by children acquiring their mother tongue and adults learning a second language. 【试题解析】 本题考查结构主义和后结构主义对待错误的不同观点，答案参照语言学教程 (修订版 )第 374-376页，同时考生也应掌握错误分析的程序、对比分析等观点。 12 【正确答案】 Sociolinguistics of society and sociolinguistic
31、s of language are related but not identical perspectives of observation on the relationship between language and society. If we want to know more about a given society or community by examining the linguistic behavior of its members, we are doing a sociolinguistic study of society. That is, we are d
32、oing sociolinguistics at a macro level of investigation. At this level of discussion things that we are interested in include bilingualism or multilingualism, language attitudes, language choice, language maintenance and shift, language planning and standardization, vernacular language education, et
33、c. On the other hand, if we want to know more about some linguistic variations in language use by turning to potential sociocultural factors for a description and explanation, we are doing a sociolinguistic study of language. Consequently, at this level of discussion we are more interested in examin
34、ing micro linguistic phenomena such as structural variants, address forms, gender differences, discourse analysis, Pidgin and Creole languages, and other more language related issues. 【试题解析】 本题考查语言与社会关系的两个研究视角：语言社会学和社会语言学，答案参照语言学教程 (修订版 )第 239-240页，同时考生也应把握语言与文化、语言与认知等语言研究的重要问题。 13 【正确答案】 Linguistic
35、 competence originally comes from Chomsky. It refers to the grammatical knowledge of the ideal language user and has nothing to do with the actual use of language in concrete situations. This concept of linguistic competence has been criticized for being too narrow and presenting a “Garden of Eden V
36、iew“. To expand the concept of competence, D. H. Hymes proposes communicative competence, which has four components: possibility, feasibility, appropriateness and performance. In Hymes view, the learner acquires knowledge of sentences not only as grammatical but also as appropriate. It stresses the
37、context in which an utterance occurs, which also leads to a concentration on discourse, in Hymes term linguistic routines the sequential organization beyond sentences. 【试题解析】 本题考查 Chomsky的语言能力与 Hymes的交际能力，答案参照语言学教程 (修订版 )第 356-357页。考生也应了解这两种能力所对应的教学大纲。 14 【正确答案】 According to Krashens INPUT HYPOTHESI
38、S(1985), learners acquire a language as a result of comprehending input addressed to them. Krashen brought forward the concept of “i+1“ principle, i.e. the language that learners are exposed to should be just far enough beyond their current competence so that they can understand most of it but still
39、 be challenged to make progress. Input should neither be so far beyond their reach that they are overwhelmed, nor so close to their current stage that they are not challenged at all. Krashen made a distinction between acquisition and learning. Acquisition enables learners to produce fluent communica
40、tion naturally and subconsciously, while learning helps learners acquire a language consciously and explicitly. But he mistook input and intake, thus received criticism. 【试题解析】 本题考查 Krashen的语言输入假设理论，答案参照教程第 270页。同时，考生应能批判性接受一些理论假设。 三、分析题 15 【正确答案】 Proposed by Chomsky, Transformation-Generative gramm
41、ar sees language as a system of innate rules. In Chomskys view, a native speaker possesses a kind of linguistic competence.The child is born with knowledge of some linguistic universals. Therefore, language learning is not a matter of habit formation, but an activity of building and testing hypothes
42、is. As for the construct of a sentence, TG grammar describes it as composed of a deep structure, a surface structure and some transformational rules. Although Chomsky does intend to make his model a representation of performance, some applied linguists find that TG grammar offers useful ideas for la
43、nguage teaching. In designing teaching materials, sentence patterns with the same deep structure can be closely related, such as the active and the passive.Transformational rules may assist the teacher in the teaching of complex sentence construction. In the teaching of literature, TG grammar provid
44、es a new instrument for stylistic analysis. Nevertheless, despite the various attempts to apply TG grammar to language teaching, the influence of such a formal and abstract grammar remains limited in the field of language education as Chomsky himself openly claimed that language teaching and learnin
45、g is not his concern. Taking a semantic-sociolinguistic approach, Hallidays systemic-functional linguistics sees language as an instrument used to perform various functions in social interaction. For Halliday, learning language is learning to mean. In order to mean, one has to master a set of langua
46、ge functions which have direct relation to sentence forms. In the field of language teaching, it leads to the development of notion/function-based syllabuses, which have attracted increasing attention. 【试题解析】 本题考查考生对转换生成语言学和系统功能语言学对语言教学与学习的启示，答案可参照语言学教程 (修订版 )第 355-356页。考生也应关注其他语言研究范式对语言教学的启示并加以比较。
47、16 【正确答案】 Currently there are two influential approaches to language testing, the psychometric-structuralist approach and the psycholinguistic-sociolinguistic approach. The linguistic basis of the psychometric-structuralist approach is mainly structuralist linguistics, and the aim of such tests is t
48、o discover the learners mastery of linguistic knowledge or linguistic competence. The psychometric-structuralist approach claims to be scientific, because it uses statistical analysis to examine the test results as well as the test itself. This approach has been adopted by a great number of teachers
49、 in the West. As the current trend of linguistic theories has changed the view of language learning, applied linguists and language teachers have become increasingly interested in psycholinguistics and socio-linguistics. Psycholinguistic-sociolinguistic approach, a new approach to language testing, is developed. While recognizing some basic concepts of the former testing theory, those who believe in communicative syllabuses challenge the widely accepted standard of measurement. They propose that the purpose of testing is to
