【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
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