1、考研英语-426 及答案解析(总分：100.00，做题时间：90 分钟)一、Section Use of Eng(总题数：1，分数：10.00)Reading and writing have long been thought of as complementary skills: to read is to recognize and interpret language that has been written; to write is to plan and produce language (1) it can be read. It is therefore widely (2)
2、 that being able to read implies being able to writer, at least, being able to spell. Often, children are taught to read but (3) no formal tuition in spelling; it is felt that spelling will be“ (4) up“. The attitude has its (5) in the methods of 200 years ago, when teachers carefully taught spelling
3、, and assumed that reading would (6) automatically. Recent research into spelling errors and “slips of the pen“ has begun to show that matters are (7) so simple. There is no necessary link between reading and writing: good readers do not always (8) good writers. Nor is there any necessary link betwe
4、en reading and spelling: there are many people who have no (9) in reading, but who have a major persistent (10) in spellingsome researchers have estimated that this may be as (11) as 2% of the population. With children, too, there is (12) that knowledge of reading does not automatically (16) to spel
5、ling. If there (14) a close relationship, children should be able to read and spell the (15) words: but this is not so. It is (16) to find children who can read (17) better than they can spell. More surprisingly, the (18) happens with some children in the early stages of reading. One study (19) . ch
6、ildren the same list of words to read and spell: several (20) spelled more words correctly than they were able to read correctly.（分数：10.00）A.in orderB.forC.thatD.so thatA.assumedB.guessedC.recognizedD.implementedA.withB.hadC.givenD.obtainedA.pickedB.gatheredC.foundD.putA.encounterB.counterpartC.caus
7、eD.standardA.realizeB.reachC.acquireD.followA.notB.reallyC.exactlyD.preciselyA.achieveB.answer forC.matchD.makeA.funB.difficultyC.interestD.talentA.mistakeB.handicapC.incompetenceD.fractureA.muchB.manyC.greatD.farA.assumptionB.reasonC.evidenceD.referA.transformB.translateC.referD.transferA.wereB.exi
8、stsC.isD.cameA.sameB.otherC.severalD.correctA.oftenB.frequentC.popularD.commonplaceA.veryB.farC.noD.anyA.adverseB.counterpointC.reverseD.insufficiencyA.requiredB.toldC.gaveD.demandedA.actuallyB.likelyC.sidewaysD.slyly二、Section Reading Co(总题数：0，分数：0.00)三、Part A(总题数：0，分数：0.00)四、Text 1(总题数：1，分数：10.00)I
9、t is evident that there is a close connection between the capacity to use language and the capacities covered by the verb“ to think“. Indeed, me writers have identified thinking with using words: Plato coined the saying, “In thinking the soul is talking to itself“; J.B. Watson reduced thinking to in
10、hibited speech located in the minute movements or tensions of the physiological mechanisms involved in speaking; and although Ryle is careful to point out that there are many senses in which a person is said to think in which words are not in evidence, he has also said that saying something in a spe
11、cific frame of mind is thinking a thought.Is thinking reducible to, or dependent upon, language habits? It would seem that many thinking situations are hardly distinguishable from the skilful use of language, although there are some others in which language is not involved. Thought cannot be simply
12、identified with running language. It may be the case, of course, that the non-linguistic skills involved in thought can only be acquired and developed if the learner is able to use and understand language. However, this question is one which we cannot hope to answer in this book. Obviously being abl
13、e to use language makes for a considerable development in all ones capacities but how precisely this comes about we cannot say.At the common-sense level it appears that there is often a distinction between thought and the words we employ to communicate with other people. We often have to struggle ha
14、rd to find words to capture what our thinking has already grasped, and when we do find words we sometimes feel that they fail to do their job properly. Again when we report or describe our thinking to other people we do not merely report unspoken words and sentences. Such sentences do not always occ
15、ur in thinking, and when they do they axe merged with vague imagery and the hint of unconscious or subliminal activities going on just out of range. Thinking, as it happens, is more like struggling, striving, or searching for something than it is like talking or reading. Words do play their part but
16、 they are rarely the only feature of thought. This observation is supported by the experiments of the Wurzburg psychologists reported in Chapter Eight who showed that intelligent adaptive responses can occur in problem solving situations without the use of either words or images of any kind; “,Set“
17、and “determining tendencies“ operate without the actual use of language in helping us to think purposefully and intelligently.Again the Study of speech disorders due to brain injury or disease suggest that patients can think without having adequate control over their language, some patients, for exa
18、mple, fail to find the names of objects presented to them and are unable to describe simple events which they witness; they even find it difficult to interpret long written notices. But they succeed in playing games of chess or draughts. They can use the concepts needed for chess playing or draughts
19、 playing but are unable to use many of the concepts in ordinary language. How they manage to do this we do not know. Yet animals such as Kohlers chimpan2ees can solve problems by working out strategies such as the invention of implements or Climbing aids when such animals have not language beyond a
20、few warning cries. Intelligent or “insightful“ behavior is not dependent in the case of monkeys on language skills: presumably human beings have various capacities for thinking situations which are likewise independent of language.（分数：10.00）(1).According to the theory of “thought“ devised by J. B. W
21、atson, thinking is_.（分数：2.00）A.talking to the soulB.suppressed speechC.speaking nonverballyD.nonlinguistic behavior(2).Which of the following statements is true in the authors opinion?（分数：2.00）A.Ability to use language enhances ones capacities.B.Word and thought match more often than not.C.Thinking
22、never goes without language.D.Language and thought are generally distinguishabl(3).According to the author, when we intend to describe our thoughts_.（分数：2.00）A.we merely report internal speechB.neither words nor imagery worksC.we are overwhelmed with vague imageryD.words often fail to do their job(4
23、).Why are patients with speech disorders able to think without having adequate control over language?（分数：2.00）A.They use different concepts.B.They do not think linguistically.C.It still remains an unsolved problem.D.Thinking is independent of languag(5).What is the main idea of the passage?（分数：2.00）
24、A.In thinking the soul is talking to itself.B.Thinking is closely related to the capacity to use language.C.Thinking is not necessarily closely related to the capacity of using language.D.Thinking and using language are two different processes.五、Text 2(总题数：1，分数：10.00)Of all the truths that this gene
25、ration of Americans hold self-evident, few are more deeply embedded in the national psyche than the maxim “It pays to go to collage.“ Since the Gl Bill transformed higher education in the aftermath of W. W. II, a college diploma, once a birthright of the leisured few, has become a lodestone for the
26、upwardly mobile, as integral to the American dream as the pursuit of happiness itself. The numbers tell the story: In 1950s, 43% of high-school graduates went on to pursue some form of higher education; at the same time, only 6% of Americans were college graduates. But by 1992, almost 2 to out of 3
27、secondary-school graduates were opting for higher educationand 21% of a much larger U.S. population had college diplomas. As Prof. Herbert London of New York University told a commencement audience last June: “The college experience has gone from a rite passage to a right of passage.“However, as the
28、 class of 1993 is so painfully discovering, while a college diploma remains a requisite credential for ascending the economic ladder, it no longer guarantees the good life. Rarely since the end of the Great Depression has the job outlook for college graduates appeared so bleak: of the 1.1 million st
29、udents who received their baccalaureate degrees last spring, fewer than 20% had lined up full-time employment by commencement. Indeed, an uncertain job market has precipitated a wave of economic fear and trembling among the young. “Many of my classmates are absolutely terrified,“ says one of the for
30、tunate few who did manage to land a permanent position. “They wonder if theyll ever find a job.“Some of this recession-induced anxiety will dissipate if a recovery finally begins to generate jobs at what economists consider a normal rate. But the sad fact is that for the foreseeable future, college
31、graduates will be in considerable surplus, enabling employers to require a degree even for jobs for which a college education is really unnecessary. According to Kristina Shelley of the Bureau of Labor Statisticswho bases her estimate on a “moderate projection“ of current trends30 percent of college
32、 graduates entering the labor force between now and the year 2005 will be unemployed or will find employment in jobs for which they will be overqualified, joining what economists call the “educationally underutilized“.Indeed, it may be quite a whileif everbefore those working temporarily as cocktail
33、 waitresses or taxi drivers will be able to pursue their primary career paths. Of course waiting on tables and bustling cab fares are respectable ways to earn a living. But they are not quite what so many young Americansand their parentshad in mind as the end product of four expensive years in colle
34、ge.（分数：10.00）(1).The author tries to convince us that_.（分数：2.00）A.the purely economic rationale for college is not as compelling as it once wasB.college education paves the way for future successC.a college diploma is the prerequisite credential for better jobsD.higher education faces an unforeseeab
35、le future(2).According to the passage, which of the following is true?（分数：2.00）A.A college diploma used to be the privilege of the rich.B.A college diploma helps one to realize his American dream.C.College graduates can easily get permanent positions.D.College graduates are optimistic about their ca
36、reer in the futur(3).What does the sentence “the college experience has gone from a rite passage to a right of passage“ mean?（分数：2.00）A.Going to college is necessary.B.Going to college has become ordinary.C.Going to college is a civil right.D.Going to college is expensiv(4).The numbers in the first
37、paragraph are cited to show that now_.（分数：2.00）A.college graduates are surplusB.college diplomas are necessary to go upward in the societyC.college diplomas are requisite credentials for getting good jobsD.more and more young people in the U.S. go to college(5).According to the passage, what muses e
38、ducationally underutilizing?（分数：2.00）A.College graduates are more than the society needs.B.The payment to blue-collar workers is much higher than that of white-collar employees.C.It is fashionable to be waitresses or taxi drivers.D.People respect those who once did physical work.六、Text 3(总题数：1，分数：10
39、.00)If sustainable competitive advantage depends on work-force skills, American firms have a problem. Human-resource management is not traditionally seen as central to the competitive survival of the firm in the United States. Skill acquisition is considered an individual responsibility. Labor is si
40、mply another factor of production to be hiredrented at the lowest possible costmuch as one buys raw materials or equipment.The lack of importance attached to human-resource management can be seen in the corporate hierarchy. In an American firm the chief financial officer is almost always second in c
41、ommand. The post of head of human resource management is usually a specialized job, off at the edge of corporate hierarchy. The executive who holds it is never consulted on major strategic decisions and has no chance to move up to Chief Executive Officer (CEO). By way of contrast, in Japan the head
42、of human-resource management is centralusually the second most important executive, after the CEO, in the firms hierarchy.While American firms often talk about the vast amounts spent on training their work forces, in fact they invest less in the skills of their employees than do either Japanese or G
43、erman firms. The money they do invest is also more highly concentrated on professional and managerial employees. And the limited investments that are made in training workers are also much more narrowly focused on the specific skills necessary to do the next job rather than on the basic background s
44、kills that make it possible to absorb new technologies.As a result, problems emerge when new breakthrough technologies arrive. If American workers, for example, take much longer to learn how to operate new flexible manufacturing stations than workers in Germany (as they do), the effective cost of th
45、ose stations is lower in Germany than it is in the United States. More time is required before equipment is up and running at capacity, and the need for extensive retraining generates costs and creates bottlenecks that limit the speed with which new equipment can be employed. The result is a slower
46、pace of technological change. And in the end the skills of the bottom half of the population affect the wages of the top half. If the bottom half can t effectively staff the processes that have to be operated, the management and professional jobs that go with these processes will disappear.（分数：10.00
47、）(1).Which of the following does not apply to the management of human resources in American companies?（分数：2.00）A.They attach more importance to workers than to equipment.B.They will spend time and money training workers.C.They see the gaining of skills as their employees own business.D.They hire peo
48、ple at the lowest cost regardless of their skills.(2).What isnt the position of the head of human-resource management in an American firm?（分数：2.00）A.He is one of the most important executives in the firm.B.His post is likely to appear when new technologies are introduced.C.He has no say in making im
49、portant decisions in the firm.D.He is not equal to the chief financial executiv(3).Compared with American firms, Germany ones_.（分数：2.00）A.spend the vast amounts on training their work forceB.invest more in the skills of their employees than American firmsC.are concentrated more on professional and managerial employeesD.focus more on the specific skills necessary to do the next job(4).According to the passage, the money most American firms put in training mainly goes to_.（分数：2.00）A.technological and managerial staffB.workers who can operate
