【考研类试卷】北京外国语大学英语语言学真题2011年及答案解析.doc

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1、北京外国语大学英语语言学真题 2011 年及答案解析(总分：150.01，做题时间：90 分钟)Briefly explain the following terms. （分数：20.00）(1).perlocutionary act（分数：4.00）_(2).minimal pair（分数：4.00）_(3).distinctive feature（分数：4.00）_(4).linguistic variable（分数：4.00）_(5).lingua franca（分数：4.00）_Answer the following questions.（分数：30.00）(1).Why do we

2、 say linguistics is a science?（分数：10.00）_(2).Briefly explain how language is (a) systematic (b) symbolic, and (c) social.（分数：10.00）_(3).Linguists have taken an internal and/or external focus to the study of language acquisition. What is the difference between the two?（分数：10.00）_Read the following pa

3、ragraphs and then answer four questions. 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 means of learning in its own right. This may clearly involve students using language which they

4、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 less controlled manner to integrated language use for communicative purposes. An experientia

5、l 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 course, as dubious a strategy with respect to language learning as doing the same with some

6、one 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 is the basic insight that language use can serve a significant role in promoting learnin

7、g, 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 the 1960s and is now encountered in a number of differing forms. Nevertheless, most exper

8、iential 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 principles are the following: message focus, holistic practice, the use of authentic materi

9、als, 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 and language use can play a positive role in learning. Each language manifests a number of

10、 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 languages have structural regularities or not, but whether and in which way explicit attenti

11、on 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 study and learning, even if its ultimate goal remains the development of learners“ ability

12、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 of sub-parts of a target skill is a fairly common phenomenon. Second, explicit identifica

13、tion 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 regularity in new circumstances Explicit presentation or discovery of the structural reg

14、ularities 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)（分数：50.00）(1).What are the differences between experiential and analytical modes of language learning?（分

15、数：12.50）_(2).What serves as the theoretical foundation for the experiential mode of language learning and what are its advantages and disadvantages?（分数：12.50）_(3).What serves as the theoretical foundation for the analytical mode of language learning and what are its advantages and disadvantages?（分数：

16、12.50）_(4).How would you balance the two modes of learning in your teaching or learning of a foreign language?（分数：12.50）_Read the following passage and answer three questions. Teachers employ different types of conceptual organization and meaning. One level of meaning relates to subject matter knowl

17、edge and how curricular and content aspects of teaching are conceptualized (Shulman 1987). Woods (1996) describes teachers“ conceptions of lessons as made up of conceptual units at different levels of abstraction. He distinguishes between the following: overall conceptual goals the overall purposes

18、teachers identify for a course; global conceptual units the individual subcomponents of the curriculum (e. g., the grammar, reading, writing, and listening components of an integrated skills course); intermediate conceptual units -activities or clusters of activities framed in terms of accomplishing

19、 one of the higher-level conceptual goals; and local conceptual units the specific things teachers do to achieve particular instructional effects. Other constructs that have been proposed to account for how teachers realize the curricular agendas they set for lessons and the kinds of cognitive proce

20、sses they employ include lesson formats (Wong-Fillmore 1985), tasks (Doyle 1983), scripts , and routines (Shavelson and Stem 1981). Constructs 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

21、 on a framework of cognitive psychology and has provided evidence of the kinds of pedagogical content knowledge, reasoning, and problem 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 (Johns

22、ton 1990). Zeichner, Tabachnick, and Densmore (1987) try to capture this with the notion of perspective, which they define as the ways in which teachers understand, interpret, and define their environment and use such interpretation to guide their actions. They followed teachers through their year-l

23、ong professional training and their first year in the classroom, and found that their personal perspectives served as powerful influences on how they taught. In describing the basis for teachers“ conceptualizations of good practice, Clandinin (1985, 1986) introduced the concept of image , which she

24、describes as “a central construct for understanding teachers“ knowledge“ (1985:362). An image is a metaphor, such as “the classroom as home,“ “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 i

25、mages such as these are not always conscious, that they reflect how teachers view themselves in their teaching contexts, and that they form the subconscious assumptions on which their teaching practices are based. In a study of what second language teachers perceive to be good classes, Senior (1995)

26、 found that experienced ESL teachers in an Australian educational setting attempting to implement a communicative methodology appeared to have 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 posi

27、tive, mutually supportive group atmosphere. The teachers appeared to employ a range of both conscious and unconscious strategies in order to develop a spirit of cohesion within their class groups. Halkes and Deijkers (1984) refer to teachers“ teaching criteria , which are defined as “personal subjec

28、tive values a person tries to pursue or keep constant while teaching.“ Teachers hold personal views of themselves, their learners, their goals, and their role in the classroom and they presumably try to reflect these in their practice. Marland (1987) examined the principles used to guide and interpr

29、et teaching, and identified five such working principles that were derived from stimulated recall interviews with teachers. For example, the “principle of progressive checking“ involved checking students“ progress periodically, identifying problems, and providing individual encouragement for low-abi

30、lity students. Conners (1978) studied elementary teachers and found that all of those in her study used three overarching principles of practice to guide and explain their interactive teaching behavior: “suppressing emotions,“ “teacher authenticity,“ and “self-monitoring.“ The “principle of teacher

31、authenticity“ involved the teacher presenting herself in such a way that good personal relationships with students and a socially supportive classroom atmosphere would be achieved. This principle required the teacher to attempt to be open, sincere, and honest, as well as fallible.（分数：50.01）(1).What

32、could be the title of this passage?（分数：16.67）_(2).What are the functions of those conceptual units as described by Woods (1996) in language teaching?（分数：16.67）_(3).Discuss the relationship between “perspective“ and “image“ and between “image“ and “teaching criteria“ as mentioned in this passage?（分数：

33、16.67）_北京外国语大学英语语言学真题 2011 年答案解析(总分：150.01，做题时间：90 分钟)Briefly explain the following terms. （分数：20.00）(1).perlocutionary act（分数：4.00）_正确答案：()解析：Surface structure: whom i did Mary kiss t i ? Deep structure: Mary kissed whom? (2).minimal pair（分数：4.00）_正确答案：()解析：略(3).distinctive feature（分数：4.00）_正确答案：()

34、解析：The distinctive feature refers to a property which distinguishes one phoneme from another. For example, “voicing“ is a distinctive feature, since it plays an important role in distinguishing obstruents in English.(4).linguistic variable（分数：4.00）_正确答案：()解析：Linguistic variables are those where the

35、meaning remains constant but form varies like cat and pussy have the same social meaning but different forms. So far as pronunciation is concerned house h and with h has same social meaning with different pronunciations. Here variables are just the tools to analyze the language to set social dimensi

36、onal society.(5).lingua franca（分数：4.00）_正确答案：()解析：It is a language that is used for communication between different groups of people, each speaking a different language. The lingua franca could be an internationally used language of communication (e. g. English), it could be the native language of o

37、ne of the groups, or it could be a language which is not spoken natively by any of the groups but has a simplified sentence structure and vocabulary and is often a mixture of two or more languages.Answer the following questions.（分数：30.00）(1).Why do we say linguistics is a science?（分数：10.00）_正确答案：()解

38、析：Linguistics is generally defined as the scientific study of language. It tries to answer the basic questions “What is language?“ and “How does language work?“ Linguistics studies not any particular language, e.g. English, Chinese, Arabic, and Latin, but it studies languages in general. It is a sci

39、entific study because it is based on the systematic investigation of linguistic data, conducted with reference to some general theory of language structure. In order to discover the nature and rules of the underlying language system, what the linguist has to do first is to collect and observe langua

40、ge facts, which arc found to display some similarities, and generalizations are made about them; then he formulates some hypotheses about the language structure. But the hypotheses thus formed have to be checked repeatedly against the observed facts to fully prove their validity. In linguistics, as

41、in any other discipline, data and theory stand in a dialectical complementation; that is, a theory without the support of data can hardly claim validity, and data without being explained by some theory remain a muddled mass of things. (此题考查语言学作为一门学科其科学性，为开放性试题，从其研究内容及方法角度作答即可。)(2).Briefly explain ho

42、w language is (a) systematic (b) symbolic, and (c) social.（分数：10.00）_正确答案：()解析：First, language is systematic: it consists of recurrent elements which occur in regular patterns of relationships. All languages have an infinite number of possible sentences, and the vast majority of all sentences which

43、are used have not been memorized. They are created according to rules or principles which speakers are usually unconscious of using or even of knowing if they acquired the language as a young child. Second, language is symbolic: sequences of sounds or letters do not inherently possess meaning. The meanings of symbols in a language come through the tacit agreement of a group of speakers. Third, language is social: each langua