1、专业八级-156 及答案解析(总分：99.90，做题时间：90 分钟)一、LISTENING COMPREHENS(总题数：2，分数：100.00)Meaning in LiteratureIn reading literary works, we are concerned with the “meaning“ of one literary piece or another. However, finding out what something really means is a difficult issue. There are three ways to tackle meanin
2、g in literature. . Meaning is what is intended by 1 Apart from reading an author“s work in question, readers need to 1) read 2 by the same author; 2) get familiar with 3 at the time; 3) get to know 4 and symbols of the time. . Meaning exists “in“ the text itself. 1) some people“s view: meaning is pr
3、oduced by the formal properties of the text like 5 , etc. 2) speaker“s view: meaning is created by both conventions of meaning and 6 Therefore, agreement on meaning could be created by 7 and conventions of usage. But different time periods and different 8 perspectives could lead to different interpr
4、etations of meaning in a text. . Meaning is created by 9 . 1) meaning is 10 ; 2) meaning is 11 ; 3) meaning requires 12 ; practicing 13 practicing 14 background research in 15 , etc. （分数：49.95）Writing Experimental Reports. Content of an experimental report, e.g. study subject/area study purpose 16 .
5、 Presentation of an experimental report 17 regarding readers as 18 . Structure of an experimental report feature: highly structured and 19 sections and their content: INTRODUCTION 20 ; why you did it METHOD how you did it RESULTS what you found out 21 what you think it shows . Sense of readership 22
6、 : reader is the marker 23 : reader is an idealized, hypothetical, intelligent person with little knowledge of your study tasks to fulfill in an experimental report: -introduction to relevant area - 24 -development of clear arguments -definition of 25 -precise description of data 26 . 27 in report w
7、riting early stage: -understanding of study subject/area and its 28 -basic grasp of the report“s format later stage: 29 on research significance things to avoid in writing INTRODUCTION: -inadequate material - 30 of research justification for the study （分数：49.95）专业八级-156 答案解析(总分：99.90，做题时间：90 分钟)一、LI
8、STENING COMPREHENS(总题数：2，分数：100.00)Meaning in LiteratureIn reading literary works, we are concerned with the “meaning“ of one literary piece or another. However, finding out what something really means is a difficult issue. There are three ways to tackle meaning in literature. . Meaning is what is i
9、ntended by 1 Apart from reading an author“s work in question, readers need to 1) read 2 by the same author; 2) get familiar with 3 at the time; 3) get to know 4 and symbols of the time. . Meaning exists “in“ the text itself. 1) some people“s view: meaning is produced by the formal properties of the
10、text like 5 , etc. 2) speaker“s view: meaning is created by both conventions of meaning and 6 Therefore, agreement on meaning could be created by 7 and conventions of usage. But different time periods and different 8 perspectives could lead to different interpretations of meaning in a text. . Meanin
11、g is created by 9 . 1) meaning is 10 ; 2) meaning is 11 ; 3) meaning requires 12 ; practicing 13 practicing 14 background research in 15 , etc. （分数：49.95）解析：the author 原力原文 Good morning. In today“s lecture we shall discuss what meaning is in literary works. When we read novels, poems, etc. we invari
12、ably ask ourselves a question, that is “What does the writer mean here?“ In other words, we are interested in finding out the meaning. But meaning is a difficult issue in literature. How do we know what a work of literature is supposed to mean? Or what its real meaning is? I“d like to discuss three
13、ways to explain what meaning is. Number One: meaning is what is intended by the author. Number Two: meaning is created by and contained in the text itself and Number Three: meaning is created by the reader. Now let“s take a look at the first approach, that is, meaning is what is intended by the auth
14、or. Does a work of literature mean what the author intended to mean? And if so, how can we tell? If all the evidence we have is the text itself and nothing else, we can only guess what ideas the author had according to our understanding of literature and the world. In order to have a better idea of
15、what one particular author means in one of his works, I“d suggest that you do the following. First, go to the library and read other works by the same author. Second, get to know something about what sort of meanings seemed to be common in literary works in that particular tradition and at that time
16、. In other words, we need to find out what the literary trends were in those days. And last, get to know what were the cultural values and symbols of the time. I guess you can understand the author“s meaning much more clearly after you do the related background research. Now let“s move on to the sec
17、ond approach to meaning, that is, meaning is created by and contained in the text itself. Does the meaning exist in the text? Some scholars argue that the formal properties of the text, like grammar, diction, uses of image and so on and so forth, contain and produce the meaning, so that any educated
18、 or competent reader will inevitably come to more or less the same interpretation as any other. As far as I am concerned, the meaning is not only to be found in the literary traditions and grammatical conventions of meaning but also in the cultural codes which have been handed down from generation t
19、o generation. So when we and other readers including the author as well are said to come up with similar interpretations, that kind of agreement could be created by common traditions and conventions of usage, practice and interpretation. In other words, we have some kind of shared basis for the same
20、 interpretation. But that does not mean that readers agree on the meaning all the time. In different time periods with different cultural perspectives, including class, belief and worldview, readers, I mean, competent readers, can arrive at different interpretations of texts. So meaning in the text
21、is determined by how readers see it. It is not contained in the text in a fixed way. Now the third approach to meaning, that is, meaning is created by the reader. Does the meaning then exist in the reader“s response? In a sense, this is inescapable. Meaning exists only insofar as it means to someone
22、. And literary works are written in order to evoke sets of responses in the reader. This leads us to consider three essential issues. The first is, meaning is social, that is, language and conventions work only as shared meaning. And our way of viewing the world can exist only as shared or sharable.
23、 Similarly when we read a text, we are participating in social or cultural meaning, so response to a piece of literary work is not merely an individual thing, but is part of culture and history. Second, meaning is contextual. If you change the context, you often change the meaning. And last, meaning
24、 requires reader competency. Texts constructed as literature have their own ways of expressions or sometimes we say styles. And the more we know of them, the more we can understand the text. Consequently, there is in regard to the question of meaning the matter of reader competency as it is called t
25、he experience and knowledge of comprehending literary texts. Your professors might insist that you practice and improve competency in reading and they might also insist that you interpret meaning in the context of the whole work. But you may have to learn other competencies, too. For instance, in re
26、ading Mulk Raj Anand“s The Untouchables, you might have to learn what the social structure of India was like at that time, what traditions of writing were in practice in India in the early 1930s, what political, cultural and personal influences Mulk Raj Anand came under when constructing the imagina
27、tive world of this short novel. OK, you may see that this idea that meaning requires competency in reading, in fact, brings us back to the historically situated understandings of an author and his works, as we mentioned earlier in this lecture: to different conventions and ways of reading and writin
28、g and to the point that meaning requires a negotiation between cultural meanings across time, culture, class etc. As readers you have in fact acquired a good deal of competency already, but you should acquire more. The essential point of this lecture is that meaning in literature is a phenomenon tha
29、t is not easily located, that meaning is historical, social and derived from the traditions of reading and thinking and understanding of the world that you are educated about. Thank you for your attention. 解析 录音原文开篇就提到了讲座的主题是 literary works“文学作品”，在提到解释作品意义是什么的时候，讲座人提到了三种方法，并分别具体论述了这三种方法。第一种是作者的意图 wh
30、at is intended by the author，由此可知答案为 the author。解析：other works解析 录音原文中提到：“首先，去图书馆阅读同一个作者的其他作品。”故此处应填 other works。解析：the literary trends解析 录音材料提到：“第二点，应知道在特定的传统和特定的时代里哪些意义是普遍的，换句话说就是我们需要找到那个时代的文学趋势。”本段话都与要回答的问题相关。但是要在三个词之内来确定答案，所以 the literary trends是最理想的答案。解析：cultural values解析 在讲述第一种方法时，录音提到的最后一点是“知
31、道当时的文化价值(cultural values)和象征”，本题填上 cultural values即可，可直接在录音中听到。解析：grammar/diction/uses of image解析 录音原文中提到：“一些学者认为文本的外在形式如语法、措辞、意象的运用等等都包含并产生意义。”空格后面有 etc.，所以此处可以在grammar、diction、uses of image 中任选一个填。解析：the cultural codes解析 录音原文提到：“对我来说，意义不光来自字词传统和语法惯例，也来自代代相传的文化代码(cultural codes)。”解析：common traditio
32、ns解析 录音原文提到，相同的理解是基于大众传统(common traditions)利用法、实践和理解的惯例(conventions of usage，practice and interpretation)而产生的。解析：cultural解析 录音原文中提到：“在不同的时期，采用不同的文化视角，包括阶级、信仰、世界观和读者，合格的读者也会得到不同的理解。”解析：the reader解析 录音原文中提到：“现在要说研究意义的第三种方法，就是认为读者创造意义。”解析：social解析 录音原文中提到：“首先，意义是社会性的，也就是说语言和惯例共同作用，才会有意义。”解析：contextual解
33、析 录音提到的第二点是意义是存在于语境中的(contextual)，答案填上contextual即可。解析：reader competency解析 录音提到的第三点是意义是需要读者的能力的(meaning requires reader competency)，答案填 reader competency。解析：competency in reading解析 录音提到，教授首先会坚持，你应该训练并提高阅读能力(practice and improve competency in reading)，故答案填 competency in reading。解析：other competencies解析
34、 除了阅读能力，录音还提到，要学会其他的能力(1earn other competencies)。解析：background information/social structure(s)/literary tradition/political influence(s)/cultural influence(s)/personal influence(s)解析 录音原文在提到别的能力时，举例说，比如当你在阅读 Mulk Raj Anand的不可触摸的时，你可能要了解那时候印度的礼会结构，20 世纪 30年代所盛行的写作惯例，Mulk Raj Anand 在建构他的短篇小说的想象世界时所受到的
35、政治、文化及个人的影响。“可以看出，要理解文学的含义要对文学作品的背景知识有所掌握。所以，答案可概括为background information。或考生可以选择答 social structure(s)、literary traditions、political influence、cultural influence(s)、personal influence(s)等。Writing Experimental Reports. Content of an experimental report, e.g. study subject/area study purpose 16 . Pres
36、entation of an experimental report 17 regarding readers as 18 . Structure of an experimental report feature: highly structured and 19 sections and their content: INTRODUCTION 20 ; why you did it METHOD how you did it RESULTS what you found out 21 what you think it shows . Sense of readership 22 : re
37、ader is the marker 23 : reader is an idealized, hypothetical, intelligent person with little knowledge of your study tasks to fulfill in an experimental report: -introduction to relevant area - 24 -development of clear arguments -definition of 25 -precise description of data 26 . 27 in report writin
38、g early stage: -understanding of study subject/area and its 28 -basic grasp of the report“s format later stage: 29 on research significance things to avoid in writing INTRODUCTION: -inadequate material - 30 of research justification for the study （分数：49.95）解析：study method/study findings/results/disc
39、ussion/discoveries 原力原文 Writing Experimental ReportsGood morning, everyone. Today we“ll discuss some preliminaries concerning how to write experimental reports. When you first signed up for a course in university, like a psychology course, chances are that you didn“t really expect what was coming in
40、 your study; particularly, the course emphasis on methodology and statistics. For a few of you, this may have come as a pleasant surprise, provided that you have already known something about the course. For most, however, I dare say, it will undoubtedly have been a shock to the system. No doubt in
41、other parts of your course study, you will read books and journals, examining, critically, models and theories, assumptions and hypotheses put forward by scholars and specialists. My task today is to help you understand some of the important features of experimental reports, because you will have to
42、 write up some kind of report of this nature if your course gives prominence to practical work, especially experimenting. Then what is an experimental report? All a report is, really, is the place in which you tell the story of your study, like what you did, why you did it, what you found out in the
43、 process, and so on. In doing this, you are more like an ancient storyteller, whose stories were structured in accordance with widely recognized and long-established conventions, than a modern novelist who is free to dictate form as well as content. Moreover, like the storyteller of old, although yo
44、u will invariably be telling your story to someone who knows quite a bit about it already, you are expected to present it as if it had never been heard before. This means that you will need to spell out the details and assume little knowledge of the area on the part of your audience. Then, perhaps,
45、you may ask, what is the nature of the conventions governing the report? A clue, I think, can be found in its basic structure. A highly structured and disciplined report is written in sections, and these sections, by and large, follow an established sequence. What this means is that, in the telling,
46、 your story is to be cut up into chunks: different parts of the story are to appear in different places in the report. What you did and why you did it appear in the section called INTRODUCTION. How you did it is in the METHOD section. And what you found out is in the RESULT section. And, finally, wh
47、at you think it shows appears in the DISCUSSION part. As you can see, the report, therefore, is a formal document composed of a series of sections in which specific information is expected to appear. We will discuss the precise conventions governing each section as we go along. For example, what are
48、 the subsections in the METHOD? But today, I will introduce to you certain general rules straight away. The first of these concerns the person to whom you should address your report, whom I shall call “your reader“. A very common mistake, especially early on, is to assume that your reader is the per
49、son who will be marking the report. In reality, however, the marker will be assessing your report on behalf of someone elsean idealized, hypothetical person who is intelligent but unknowledgeable about your study and the area in which it took place. Your marker will, therefore, be checking to see that you have written your report with this sort of reader in mind. So you need to make sure that you have: 1. introduced the reader to the area relevant to your study; 2. provided the reader with the b
