1、英语专业（语言学）历年真题试卷汇编 16及答案解析(总分：48.00，做题时间：90 分钟)一、简答题(总题数：22，分数：48.00)1.Use contrastive or non-contrastive strategies to analyze the underlined errors and mistakes committed by Chinese learners of English.（浙江大学 2007研) a. As for meal, we Chinese like to eat chopsticks , and you spoons. b. You have help
2、ed me a lot. Really troubled you . c. They are happy but we are far more happier .（分数：2.00）_2.Read the following paragraphs and then answer four questions. (北外 2011研)The idea behind the experiential vision of learning is that the use of the target language for communicative purposes is not only the
3、goal of learning, but also a means of learning in its own right. This may clearly involve students using language which they may not have fully mastered, and contrasts with other more “ traditional“ approaches which emphasize part practice(i. e. , isolating parts of the whole for explicit study and
4、learning)leading up in a more or less controlled manner to integrated language use for communicative purposes. An experiential approach to learning may therefore involve a degree of what Johnson(1982)refers to as an “ in at the deep end strategy“. Simply throwing learners into wholly uncontrolled an
5、d undirected language use is, of course, as dubious a strategy with respect to language learning as doing the same with someone who is learning to swim. For this reason, considerable effort has been devoted by methodologists, material writers, and teachers in recent decades to the way in which two s
6、ets of factors can be combined. One is the basic insight that language use can serve a significant role in promoting learning, and the other is the acknowledgement that use of the language needs to be structured in a coherent and pedagogically manageable way. The experiential vision of learning has
7、evolved in a variety of ways since the 1960s and is now encountered in a number of differing forms. Nevertheless, most experiential approaches to learning rest on five main principles which were developed in the earlier days of the communicative movement, even if certain receive more attention in on
8、e variant than in another. These principles are the following: message focus, holistic practice, the use of authentic materials, the use of communication strategies, and the use of collaborative modes of learning.(Tudor 2001: 79)An analytical view of learning posits that according explicit attention
9、 to the regularities of language and language use can play a positive role in learning. Each language manifests a number of structural regularities in areas such as grammar, lexis and phonology, and also with respect to the ways in which these elements are combined to communicate messages. The quest
10、ion, therefore, is not whether languages have structural regularities or not, but whether and in which way explicit attention to such regularities can facilitate the learning of the language. An analytical approach to learning rests on a more or less marked degree of part practice, i. e. , isolating
11、 parts of the whole for explicit study and learning, even if its ultimate goal remains the development of learners“ ability to put these parts together for integrated, holistic use. At least, two main considerations lend support to an analytical approach to learning. First, in terms of learning in g
12、eneral, the isolation and practice of sub-parts of a target skill is a fairly common phenomenon Second, explicit identification of regularities in a language has advantages which Johnson(1996: 83)refers to as “ generativity“ and “ economy“. Mastering a regularity in a language gives learners access
13、to the generative potential of this regularity in new circumstances Explicit presentation or discovery of the structural regularities of a language can therefore represent a short-cut to mastery of this language and support learners“ ability to manipulate these regularities for communicative purpose
14、s.(Tudor 2001: 86-7)(1)What are the differences between experiential and analytical modes of language learning?(2)What serves as the theoretical foundation for the experiential mode of language learning and what are its advantages and disadvantages?(3)What serves as the theoretical foundation for th
15、e analytical mode of language learning and what are its advantages and disadvantages?(4)How would you balance the two modes of learning in your teaching or learning of a foreign language?（分数：2.00）_3.Explain one of the teaching approaches that you“re familiar with and discuss its advantages and disad
16、vantages. (浙江大学 2004研)（分数：2.00）_4.Explain the term “Communicative competence“ and discuss its usefulness in language teaching.(浙江大学 2005研)（分数：2.00）_5.Put yourself into the position of an English teacher in China. What are your goals and the goals of the students and the educational system in the tea
17、ching and learning of English? When the goals do not converge, how can you reconcile the differences between them? (北外2002研)（分数：2.00）_6.It has been noticed that Chinese learners of English tend to make mistakes in the marking of past tense, even at the advanced level of proficiency. What do you thin
18、k are the possible causes of this problem? How call language teachers help solve this problem and why? (北外2005研)（分数：2.00）_7.The relation of linguistics to language teaching and learning. (武汉大学 2006研)（分数：2.00）_8.What can linguistics do for language learning and teaching? (北京师范大学 2004研)（分数：2.00）_Read
19、the following passage and answer three questions.Teachers employ different types of conceptual organization and meaning. One level of meaning relates to subject matter knowledge and how curricular and content aspects of teaching are conceptualized(Shulman 1987). Woods(1996)describes teachers“ concep
20、tions of lessons as made up of conceptual units at different levels of abstraction. He distinguishes between the following: overall conceptual goalsthe overall purposes teachers identify for a course; global conceptual u-nitsthe individual subcomponents of the curriculum(e. g. , the grammar, reading
21、, writing, and listening components of an integrated skills course); intermediate conceptual units -activities or clusters of activities framed in terms of accomplishing one of the higher-level conceptual goals; and local conceptual unitsthe specific things teachers do to achieve particular instruct
22、ional effects. Other constructs that have been proposed to account for how teachers realize the curricu-lar agendas they set for lessons and the kinds of cognitive processes they employ include lesson formats(Wong-Fillmore 1985), tasks(Doyle 1983), scripts, and routines(Shavelson and Stem 1981). Con
23、structs such as these seek to describe how teachers approach the subject matter of teaching and how they transform content into learning. Much of this research draws on a framework of cognitive psychology and has provided evidence of the kinds of pedagogical content knowledge, reasoning, and problem
24、 solving teachers make use of as they teach(Cliff 1991).In addition to the curricular goals and content, teachers have other more personal views of teaching(Johnston 1990). Zeichner, Tabachnick, and Densmore(1987)try to capture this with the notion of perspective, which they define as the ways in wh
25、ich teachers understand, interpret , and define their environment and use such interpretation to guide their actions. They followed teachers through their year-long professional training and their first year in the classroom, and found that their personal perspectives served as powerful influences o
26、n how they taught. In describing the basis for teachers“ conceptualizations of good practice, Clandinin(1985, 1986)introduced the concept of image, which she describes as “ a central construct for understanding teachers“knowledge“(1985: 362). An image is a metaphor, such as “the classroom as home,“
27、“ setting up a relationship with children“ , or “ meeting the needs of students,“ that teachers may have in mind when they teach. Johnston(1992)suggests that images such as these are not always conscious, that they reflect how teachers view themselves in their teaching contexts, and that they form t
28、he subconscious assumptions on which their teaching practices are based. In a study of what second language teachers perceive to be good classes, Senior(1995)found that experienced ESL teachers in an Australian educational setting attempting to implement a communicative methodology appeared to have
29、arrived at the tacit assumption that, to promote successful language learning, it is necessary to develop a bonded classthat is, one in which there is a positive, mutually supportive group atmosphere. The teachers appeared to employ a range of both conscious and unconscious strategies in order to de
30、velop a spirit of cohesion within theft class groups.Halkes and Deijkers(1984)refer to teachers“ teaching criteria, which are defined as “personal subjective values a person tries to pursue or keep constant while teaching. “ Teachers hold personal views of themselves, their learners, their goals, an
31、d their role in the classroom and they presumably try to reflect these in theft practice. Marland(1987)examined the principles used to guide and interpret teaching, and identified five such working principles that were derived from stimulated recall interviews with teachers. For example, the “princi
32、ple of progressive checking“ involved checking students“ progress periodically, identifying problems, and providing individual encouragement for low-ability students. Conners(1978)studied elementary teachers and found that all of those in her study used three overarching principles of practice to gu
33、ide and explain their interactive teaching behavior: “ suppressing emotions,“ “ teacher authenticity,“ and “ self-monitoring. “ The principle of “teacher authenticity“ involved the teacher presenting herself in such a way that good personal relationships with students and a socially supportive class
34、room atmosphere would be achieved. This principle required the teacher to attempt to be open, sincere, and honest, as well as fallible.（分数：6.00）(1).What could be the title of this passage?（分数：2.00）_(2).What are the functions of those conceptual units as described by Woods(1996)in language teaching?（
35、分数：2.00）_(3).Discuss the relationship between “ perspective“ and “ image“ and between “ image“ and “teaching criteria“ as mentioned in this passage?（分数：2.00）_9.Cite an example to explain synchronic linguistics.（人大 2005研)（分数：2.00）_10.How well, in your opinion, does the word “communication“ represent
36、the function of human language?（北二外 2008研)（分数：2.00）_11.What are linguistic competence and communicative competence?（武汉大学 2007研)（分数：2.00）_12.One of the design features of human language is creativity. What is it? And what makes it possible?（浙江大学 2007研)（分数：2.00）_13.What is the directive function?（西安交大
37、 2008研)（分数：2.00）_14.What is acoustic phonetics?（人大 2003研)（分数：2.00）_15.What are the three parts of the vocal organs ?(清华 2001研)（分数：2.00）_16.Give the phonetic term for each of the following descriptions.(北二外 2006研)(1)the sound produced by the lower lip and the upper front teeth (2)the sound produced w
38、ith a complete closure in the mouth so that the air stream cannot escape through the mouth（分数：2.00）_17.How are the vowels described usually?(北二外 2009研)（分数：2.00）_18.What are suprasegmental features? How do the major suprasegmental features of English function in conveying meaning?（分数：2.00）_19.What is
39、 assimilation? Is it similar to coarticulation? What dose it include?（分数：2.00）_20.In the African language Manika, the affix, the meaning of which is similar to that of the suffix -ing in English, has two phonetic forms, as shown in the data given below. You are required to(1)give the two phonetic fo
40、rms of the affix;(2)give the underlying form of the affix;write a formal phonological rule to derive the underlying form of the affix to its phonetic forms, using the wordsdumuni“eating“ andsungoli“sleeping“ to illustrate the process of derivation.（南开大学 2011研)bugo hit bugoli hittingdila repair dilal
41、i repairingdon come donni comingdumu eat dumuni eatinggwen chase gwenni chasingda lie down dali lying downfamu know famuni knowingmen hear menni hearingsungo sleep sungoli sleeping（分数：2.00）_21.Transcribe the following words into IPA symbols, with stress marking where necessary.（中山大学 2011研)Example: f
42、ind/ faind/, beneath/ bi“ni: /corporasociologistchefdebrisnasalembeddingantonymyfacialannotatedphonetics（分数：2.00）_英语专业（语言学）历年真题试卷汇编 16答案解析(总分：48.00，做题时间：90 分钟)一、简答题(总题数：22，分数：48.00)1.Use contrastive or non-contrastive strategies to analyze the underlined errors and mistakes committed by Chinese learners of English.（浙江大学 2007研) a. As for meal, we Chinese like to eat chopsticks , and you spoons. b. You have helped me a lot. Really troubled you . c. They are happy but we are far more happier .（分数：2.00）_
