1、英语专业（语言学）历年真题试卷汇编 28及答案解析(总分：52.00，做题时间：90 分钟)一、填空题(总题数：5，分数：10.00)1.The type of language constructed by second or foreign language learners who are still in the process of learning a language is often referred to as 1. (中山大学 2008研)（分数：2.00）填空项 1:_2. 1is formed when the leaner attempts to learn a ne
2、w language, and it has features of both the first language and the second language but is neither. (中山大学 2006研)（分数：2.00）填空项 1:_3.Hymes theory leads to notion/function-based syllables, and a step further, 1syllabuses. (中山大学 2005研)（分数：2.00）填空项 1:_4.Error is the grammatically incorrect form; 1 appears
3、when the language is correct grammatically but improper in a communicational context. (中山大学 2008研)（分数：2.00）填空项 1:_5.As a compromise between the “purely form-focused approaches“ and the “purely meaning-focused“ approaches, a recent movement called 1seems to take a more balanced view on the role of gr
4、ammar in language learning. (中山大学 2011年研)（分数：2.00）填空项 1:_二、单项选择题(总题数：4，分数：8.00)6.In Krashens monitor theory, “i“ in “i + 1“ hypothesis of second language acquisition refers to _. (对外经贸 2006研)（分数：2.00）A.interactionB.interferenceC.inputD.intake7.The_is a syllabus in which the language content is arran
5、ged in terms of speech acts together with the language items needed for them. (西安外国语学院 2006研)（分数：2.00）A.structural syllabusB.situational syllabusC.notional syllabusD.functional syllabus8.Negative transfer in learning a second language is known as_.（分数：2.00）A.interferenceB.interlanguageC.fossilizatio
6、nD.acculturation9._sees errors as the result of the intrusion of L1 habits over which the learner had no control.（分数：2.00）A.error analysisB.performance analysisC.contrastive analysisD.discourse analysis三、简答题(总题数：6，分数：12.00)10.How do you understand interlanguage? (西安交通大学 2008研)（分数：2.00）_11.What are t
7、he four obvious barriers to adult 12 acquisition? (浙江大学 2003研)（分数：2.00）_12.Linguists have taken an internal and/or external focus to the study of language acquisition. What is the difference between the two?(北外 201 1研)（分数：2.00）_13.What is the difference between mistakes and errors?（分数：2.00）_14.What
8、are the distinctions between interlingual and intralingual errors?（分数：2.00）_15.What are the different views of input hypothesis and interaction hypothesis on discourses contribution to language acquisition?（分数：2.00）_四、名词解释(总题数：5，分数：10.00)16.Applied linguistics (武汉大学 2006研)（分数：2.00）_17.Interlanguage
9、(北外 2010研；北航 2010研；上海交大 2005研)（分数：2.00）_18.Contrastive analysis (北航 2010研；浙江大学 2004研)（分数：2.00）_19.face validity (南开大学 2011年研)（分数：2.00）_20.Error Analysis (中山大学 2011年研)（分数：2.00）_五、1 举例说明题(总题数：6，分数：12.00)21.Krashens Input Hypothesis and Language Learning.(北交大 2006研)（分数：2.00）_22.Explain one of the teach
10、ing approaches that youre familiar with and discuss its advantages and disadvantages. (浙江大学 2004研)（分数：2.00）_23.What do you think are the similarities and dissimilarities between learning a first and a second language? (北外 2003研)（分数：2.00）_24.What is communicative competence? How should we develop it
11、in our foreign lauguage learning? (四川大学 2009研)（分数：2.00）_25.Read the following paragraphs and then answer four questions. (北外 201 1年研)The idea behind the experiential vision of learning is that the use of the target language for communicative purposes is not only the goal of learning, but also a mean
12、s 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 learning) leading up in a more or le
13、ss 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 and undirected language use is, of cou
14、rse, 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 sets of factors can be combined. One
15、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 evolved in a variety of ways since t
16、he 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 one variant than in another. These pri
17、nciples 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 to the regularities of language an
18、d 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 question, therefore, is not whether lang
19、uages 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 parts of the whole for explicit st
20、udy 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 general , the isolation and practice
21、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 to the generative potential of this
22、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 purposes. (Tudor 2001: 86-7)1. What are t
23、he 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 the analytical mode of language lea
24、rning 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）_26.How many types of data analysis have been employed in language acquisition research? How are these types of data analysis significant
25、 in SLA research?（分数：2.00）_英语专业（语言学）历年真题试卷汇编 28答案解析(总分：52.00，做题时间：90 分钟)一、填空题(总题数：5，分数：10.00)1.The type of language constructed by second or foreign language learners who are still in the process of learning a language is often referred to as 1. (中山大学 2008研)（分数：2.00）填空项 1:_ （正确答案：正确答案：interlanguage）
26、解析：解析：正处于学习过程中的二语或外语学习者构建的语言通常被称为中介语。中介语通常被理解为介于目的语和学习者母语之间的语言。2. 1is formed when the leaner attempts to learn a new language, and it has features of both the first language and the second language but is neither. (中山大学 2006研)（分数：2.00）填空项 1:_ （正确答案：正确答案：Interlanguage）解析：解析：当学习者学习一种新语言时，就产生了中介语。中介语具有
27、第一语言和第二语言的特征，但中介语是一个动态的语言系统，我们不能把中介语看成是母语和二语的过渡阶段或者是二者的简单混合。3.Hymes theory leads to notion/function-based syllables, and a step further, 1syllabuses. (中山大学 2005研)（分数：2.00）填空项 1:_ （正确答案：正确答案：communicative）解析：解析：海姆斯提出的交际教学大纲以功能一意念大纲为基础，它教授表达和理解不同语言功能时所需要的语言，并且强调交际的过程。4.Error is the grammatically incor
28、rect form; 1 appears when the language is correct grammatically but improper in a communicational context. (中山大学 2008研)（分数：2.00）填空项 1:_ （正确答案：正确答案：mistake）解析：解析：错误通常指由于学习者不知道正确的形式或者不能正确地使用语言而出现的错误。失误则是学习者学会了某种知识或技能，但是由于不注意或者其他因素的影响而没能正确地使用语言。5.As a compromise between the “purely form-focused approac
29、hes“ and the “purely meaning-focused“ approaches, a recent movement called 1seems to take a more balanced view on the role of grammar in language learning. (中山大学 2011年研)（分数：2.00）填空项 1:_ （正确答案：正确答案：focus on form）解析：解析：比较了单纯注重形式的方法和单纯注重意义的方法后，注重形式在关于语言学习中语法的地位方面有更平衡的观点。二、单项选择题(总题数：4，分数：8.00)6.In Krash
30、ens monitor theory, “i“ in “i + 1“ hypothesis of second language acquisition refers to _. (对外经贸 2006研)（分数：2.00）A.interactionB.interferenceC.input D.intake解析：解析：克拉申的“监控理论”中有一种二语习得输入假说，他用 i表示学习者现有水平，用 1表示略高于的水平，这就是克拉申的“i+1”输入假说。7.The_is a syllabus in which the language content is arranged in terms of
31、speech acts together with the language items needed for them. (西安外国语学院 2006研)（分数：2.00）A.structural syllabusB.situational syllabus C.notional syllabusD.functional syllabus解析：解析：在情景教学大纲中，语言内容是根据言语行为和所需的语言来进行组织的，其目的是要具体区分目的语使用的不同场景，语言的选择和组织都是以情景为线索的。8.Negative transfer in learning a second language is
32、known as_.（分数：2.00）A.interference B.interlanguageC.fossilizationD.acculturation解析：解析：语言学习者在学习第二语言时，难免受到母语的种种影响。其中有正面的影响，称作正迁移，也有负面的影响，称作负迁移或者干扰。9._sees errors as the result of the intrusion of L1 habits over which the learner had no control.（分数：2.00）A.error analysisB.performance analysisC.contrastiv
33、e analysis D.discourse analysis解析：解析：对比分析是通过对比不同语言来确定潜在错误的方法，它将错误看作是受母语习惯的结果，并认为这是学习者无法控制的。三、简答题(总题数：6，分数：12.00)10.How do you understand interlanguage? (西安交通大学 2008研)（分数：2.00）_正确答案：(正确答案：The type of language constructed by second or foreign language learners who are still in the process of learning
34、a language is often referred to as interlanguage. 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 is not mere translation from the learners native language. However, interla
35、nguage 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. Therefore, “inter“ actually means between the beginning stage and the fin
36、al stage. There are many examples of interlanguage, such as / no have a book. I like read books.)解析：11.What are the four obvious barriers to adult 12 acquisition? (浙江大学 2003研)（分数：2.00）_正确答案：(正确答案：A variety of explanations have been put forward for the apparent decline in adults: physical factors suc
37、h as the loss of “plasticity“ in the brain and “lateralization“ of the brain; social factors such as the different situations and relationships that children encounter compared to adults; cognitive factors such as the interference with natural language learning by the adults more abstract mode of th
38、inking; and input factors that adults spend only a few hours each week of school time, rather than via the constant interaction experienced by a child, with a lot of other occupations.)解析：12.Linguists have taken an internal and/or external focus to the study of language acquisition. What is the diff
39、erence between the two?(北外 201 1研)（分数：2.00）_正确答案：(正确答案：The difference between internal and/or external focus to the study of language acquisition. (1) The internal focus seeks to account for speakers internalized, underlying knowledge of language. The external focus emphasizes language use, includin
40、g the functions of language which are realized in learners production at different stages of development. (2) According to the above difference, the linguist Noam Chomsky claims that human beings are biologically programmed for language and that the language develops in the child just as other biolo
41、gical functions such as walking. Originally Chomsky referred to this innate ability as Language Acquisition Device, also known as LAD. Later Chomsky prefers this innate endowment as Universal Grammar (UG) and holds that if children are pre-equipped with UG, then what they have to learn is the ways i
42、n which their own language makes use of these principles and the variations on those principles which may exist in the particular language they are learning. The interaetionist view holds that language develops as a result of the complex interplay between the human characteristics of the child and the environment in which the child develops. Integrated with the innatist view, the interaetionist further claims that the modified language which is suitable for the childs capability is crucial in his language acquisition.)解析：13.What is the difference between mistakes and errors?（分数：2.00）_
