1、2010 年四川大学英语专业（语言学）真题试卷及答案与解析一、名词解释1 State what you know about the following terms IN ONE SENTENCE FOR EACH;language as interaction2 recreational function of language3 UG(universal grammar)4 fricative consonant5 IC analysis6 Define the following terms with at least two examples;conceptual meaning7 r
2、adiation in word meaning8 performative verb9 conversational implicature10 linguistic relativity二、词汇题11 Determine the original term from which the following words were back-formed:(10 points)asset12 burgle13 enthuse14 greed15 hush16 automate17 donate18 escalate19 homesick20 amusing三、简答题21 Why do we n
3、eed to teach culture in our language classroom?22 What is communicative competence? How should we develop it in our foreign language learning?23 Please briefly answer the following question IN ABOUT 500 WORDS:(10 points)Anthropological linguists E. Sapir and B. Whorf claim that the language a people
4、 use shapes their perspective of perception, which in turn shapes their thought. The key notions of their famous “ Sapir-Whorfian Hypothesis“ include “ language determinism“ and “ language relativity“. Do you know anything about the notions of theirs? If you do, what is your opinion on it? Please br
5、iefly express your ideas in a passage.2010 年四川大学英语专业（语言学）真题试卷答案与解析一、名词解释1 【正确答案】 Language as interaction involves not just vocal behavior but many kinds of behavior and to engage in face-to-face communication is to co-monitor with the other person on a behavioral continuum along which a succession o
6、f integrated events can be expected to occur.【试题解析】 (考查语言交际论的定义)2 【正确答案】 It refers to the use of language for the sheer joy of using it, such as singing or poetry writing.【试题解析】 (考查语言的娱乐功能)3 【正确答案】 Universal grammar holds that there are certain fundamental grammatical ideas which all humans possess
7、without having to learn them, which acts as a way to explain how language acquisition works in humans by showing the most basic rules that all languages have to follow.【试题解析】 (考查普遍语法的定义)4 【正确答案】 Fricative consonant is produced when there is close approximation of two articulators so that the airstre
8、am is partially obstructed and turbulent airflow is produced, which includesf,v, and so on.【试题解析】 (考查摩擦音的定义)5 【正确答案】 IC analysis, short for Immediate Constituent Analysis, refers to the analysis of a sentence in terms of its immediate constituentsword groups(or phrases), which are in turn analyzed i
9、nto the immediate constituents of their own, and the process goes on until the ultimate constituents are reached.【试题解析】 (考查直接成分分析法)6 【正确答案】 Conceptual meaning, also called denotative meaning, involves the relationship between a linguistic unit and the nonlinguistic entities to which it refers. For e
10、xample, a desk is a piece of furniture with a flat top and four legs, at which one reads and writes; and a dog is an animal kept as a pet, for guarding buildings, or for hunting.【试题解析】 (考查概念意义)7 【正确答案】 Radiation is a semantic process in which the primary meaning stands at the centre and the secondar
11、y meanings proceed out of it in every direction like rays. The meanings are independent of one another, but can all be traced back to the central meaning. For example, the primary meaning of the word “neck“ is that part of a man or animal jointing the head to the body, but it can also mean the neck
12、of an animal used as food. Therefore, we can say “neck“ has developed through the process of radiation. Another example is the word “ head“. In the phrases like the head of a school, to come to a head, the word “ head“ has different meanings, but they all derive from special application of the centr
13、al idea of head as a part of the body.【试题解析】 (考查词义辐射)8 【正确答案】 Performative verbs are verbs carried out simply by means of uttering them aloud. The uttering of the verbs is, or is a part of, the doing of the action. Performative verbs include “promise“ ,“invite“ /apologize“ , and so on. For example,
14、when a judge sentences someone to jail time, the action is completed when he or she says, “I hereby sentence you to five years in prison,“ or in sentences like “I name this ship the Queen Elizabeth. “【试题解析】 (考查施为性动词)9 【正确答案】 Conversational implicature is proposed by H. P. Grice. It refers to a type
15、of implied meaning, which is deduced on the basis of the conventional meaning of words together with the context, under the guidance of the CP and its maxims. In this sense, implicature is comparable to illocutionary force in speech act theory in that they are both concerned with the contextual side
16、 of meaning, or 言外之意 in Chinese. For example, the sentence “Mary had a baby and got married“ strongly suggests that Mary had the baby before the wedding, but the sentence would still be strictly true if Mary had her baby after she got married. To make it clearer, we can see another Chinese example i
17、n a film. A boy says to a girl “你不戴眼镜时很漂 亮”, and the girl immediately responds “我戴眼镜时一定很丑了”. Now the boy may have reason to deny that the girls interpretation is what he said. But he may not be able to deny in all fairness that this is, at least partly, what he implied.【试题解析】 (考查会话含义理论)10 【正确答案】 Sap
18、ir-Whorf Hypothesis suggests that our language helps mould our way of thinking and, consequently, different languages may probably express our unique ways of understanding the world. The hypothesis has two important points, linguistic determinism and linguistic relativity. The principle of linguisti
19、c relativity holds that the structure of a language affects the ways in which its speakers are able to conceptualize their world, i. e. their world view. One of the examples is that there are many words for “snow“ in the Inuit language, and the other example is that there are many words for “horse“
20、in the Mongolian language.【试题解析】 (考查语言相对论)二、词汇题11 【正确答案】 assetsasset12 【正确答案】 burglarburgle13 【正确答案】 enthusiasmenthuse14 【正确答案】 greedygreed15 【正确答案】 hushedhush16 【正确答案】 automationautomate17 【正确答案】 donationdonate18 【正确答案】 escalatorescalate19 【正确答案】 homesicknesshomesick20 【正确答案】 amusinglyamusing三、简答题2
21、1 【正确答案】 We have to teach culture in the language classroom because language is an indispensable carrier of culture. Culture finds a better representation through language use. A joint study of these two subjects will definitely broaden the horizon of the students knowledge and enhance the study of
22、language. The correlation highlights the pursuit of the relationship between the two.(2 points)Therefore, we have to keep in mind that it is a rather difficult job to know another culture. At the same time, we have to realize the fascinating role of cultural knowledge in language teaching.(1 point)I
23、n language teaching, we have to get the students familiar with cultural differences; to help the students transcend their own culture and see things as the members of the target culture will; and to emphasize the inseparability of understanding language and understanding culture through various clas
24、sroom practices. All in all, successful mastery of a given language has much to do with an understanding of that culture.(2 points)【试题解析】 考查文化在外语教学中的重要意义。语言是文化不可分割的一部分，是文化的载体，掌握一门语言实际上是掌握该语言所承载的文化。因此，我们可以说，学习语言就是学习文化，或者说学习语言的同时应该学习其所代表的文化。22 【正确答案】 D. H. Hymes(1971)proposed communicative competence,
25、 which refers to what a learner knows about how a language is used in particular situations for effective and appropriate communication. It includes knowledge of the grammar and vocabulary, knowledge of rules of speaking, knowledge of how to use and respond to different types of speech acts and soci
26、al conventions, and knowledge of how to use language appropriately. He proposed this concept in order to expand the original concept of linguistic competence from Chomsky, which refers to the grammatical knowledge of the ideal language user and has nothing to do with the actual use of language in co
27、ncrete situations.(2 points)In the case of foreign language learning, language learners should be encouraged to deal with accomplishing actions, which are thought to help them acquire the target language. Several ways are supposed to be useful in raising communicative competence, such as word-guessi
28、ng games, descriptions and debates. Another way is to familiarize the learners with the nonlinguistic features of the language, including reading about cultural background knowledge and knowing some pragmatic knowledge about the target language. The extremely helpful way is to interact with native s
29、peakers.(3 points)【试题解析】 考查交际能力的定义以及如何在外语学习中培养交际能力。1965 年乔姆斯基提出了“语言能力”(linguistic competence)这一概念。Chomsky 认为：“能力”是指说话人一听话人的内在语言知识，或称内有语法。语言能力是某种远比语言本身抽象的知识状态，是一套原则系统，一种知识体系，并非一种处事的能力，甚至也不是一种组织句子和理解句子的能力。1972 年 Hymes 提出了与乔姆斯基相对立的“交际能力”这一概念。他认为，交际能力是“何时说，何时不说以及关于何时何地以何种方式与何人说何内容”。在外语学习中，要培养交际能力，首先要多参加
30、猜词游戏，多描述以及辩论，同时要多了解文化背景知识，同时掌握必要的语用常识。23 【正确答案】 The Sapir-Whorf Hypothesis, also referred to as linguistic determinism and linguistic relativity, is a very influential but controversial theory concerning the relationship between language, thought and culture. What this hypothesis suggests is like th
31、is; our language helps mould our way of thinking and, consequently, different languages may probably express our unique ways of understanding the world.(1 point)Following this argument, two important points could be captured in this theory. On the one hand, language may determine our thinking patter
32、ns; on the other, similarity between languages is relative, and the greater their structural differentiation is, the more diverse their conceptualization of the world will be. For this reason, this hypothesis has alternatively been referred to as linguistic determinism and linguistic relativity.(1 p
33、oint)Linguistic relativity states that distinctions encoded in one language are unique to that language alone, and that “there is no limit to the structural diversity of languages“.(1 point)If one imagines the color spectrum, it is a continuum, each color gradually blending into the next; there are
34、no sharp boundaries. But we impose boundaries; we talk of red, orange, yellow, green, blue, indigo, and violet. It takes little thought to realize that these discriminations arc arbitraryand indeed in other languages the boundaries are different. In neither Spanish, Italian nor Russian is there a wo
35、rd that corresponds to the English meaning of “blue“ , and likewise in Spanish there are two words “esqiiiua“ and “Rincon“ , meaning an inside and an outside corner, which necessitate the use of more than one word in English to convey the same concept. These examples show that the language we use, w
36、hichever it happens to be, divides not only the color spectrum, but indeed our whole reality, which is a “kaleidoscopic flux of impressions“ , into completely arbitrary compartments.(2 points)This hypothesis is important to linguistics because it acknowledges the relationship between thought and lan
37、guage, which may partially give stability to the cognitive claim that language use reflects conceptualization and that different conceptualizations are reflected in different linguistic organizations. This reminds me of a situation I once participated in where a rhetorical question was being transla
38、ted from one language to another but the source language structure of the rhetorical question would have implied the exact opposite meaning, and in the target language had it been translated literally rather than in a manner that acknowledged the target languages normal pattern of organization for r
39、hetorical questions. Although this may be a simplified understanding of the importance of Sapir-Whorf Hypothesis, it at least seems to have vital implications in translation theory.(3 points)The Sapir-Whorf Hypothesis is currently pretty contested, because we cant figure out the relationship between
40、 thought and language. Personally, I think thats because we use human language to represent the very real world around us, and theres always a mismatch between a model they are the real things. It applies to computers and their languages, if we think of the computers “thoughts“ as its interpretation
41、(or compilation)of our codethe computer simply cannot interpret something thats not supported by the language.(2 points)【试题解析】 考查对“萨丕尔一沃尔夫假说”的理解及看法。这个假说认为我们所使用的符号能帮助我们形成思考问题的方式或习惯，也有助于形成我们的世界观及行为方式。该假说认为，不同文化的人感知刺激物并进行交流的方式是不同的，这种不同至少部分来源于他们语言的不同。“萨丕尔一沃尔夫假说”认为语言不仅是一种表达思维的方法，而且是一种形成思维的模式。讲不同语言的人对世界有着不同的体验与观察，有着不同的思维模式。可以说，语言是思维的外衣，思维对语言起着很大的影响作用。所以学习一种语言不仅要学习其表象的语法、句法和词法，更要深入了解使用这一语言民族的文化、思维方式和习惯。“萨丕尔一沃尔夫假说”有两方面的内容：语言决定论和语言相对论。前者是强势说，是“萨丕尔一沃尔夫假说”的初始假说，认为语言在塑造我们思维的过程中起决定性作用；后者是弱势说，是初始假说的修正形式，认为语言、文化和思维之间具有相关性。
