【考研类试卷】武汉大学英语语言学真题2007年及答案解析.doc

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1、武汉大学英语语言学真题 2007年及答案解析(总分：150.00，做题时间：90 分钟)1.duality（分数：5.00）_2.interlanguage（分数：5.00）_3.concordance（分数：5.00）_4.constative（分数：5.00）_5.cohort theory（分数：5.00）_6.conceptual meaning（分数：5.00）_7.open class（分数：5.00）_8.transfer（分数：5.00）_9.loanshift（分数：5.00）_10.binding theory（分数：5.00）_11.What are the struct

2、ural and post-structural views toward errors?（分数：10.00）_12.What are sociolinguistics of society and sociolinguistics of language?（分数：10.00）_13.What are linguistic competence and communicative competence?（分数：10.00）_14.What is Krashens Input Hypothesis?（分数：10.00）_15.The roles of Transformational-Gener

3、ative linguistics and Functional linguistics in language teaching and learning.（分数：20.00）_16.The differences between psychometric-structuralist and psycholinguistic-sociolinguistic approaches to testing.（分数：20.00）_17.Some comments on the following statement based on your own experience:There exists

4、a close relationship between language and culture. In other words, a successful master of a given language has much to do with an understanding of that culture.（分数：20.00）_武汉大学英语语言学真题 2007年答案解析(总分：150.00，做题时间：90 分钟)1.duality（分数：5.00）_正确答案：(By duality is meant the language property of having two level

5、s of structures: meaningful units (e.g. words) and meaningless segments (e.g. sounds, letters). The only function of finite sounds is to combine with one another to form units that having meaning, such as words, and with thousands of words we associate infinite meanings with the help of some rules.)

6、解析：解析 本题考查语言的定义特点之一二层性。2.interlanguage（分数：5.00）_正确答案：(Interlanguage is often referred to as the type of language constructed by second or foreign language learners who are still in the process of learning a language. Interlanguage is often understood as a language system between the target language

7、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, interlanguage should not really be seen as a bridging language between the target language and native language. Interlanguage is a dynamic l

8、anguage system, which is constantly moving from the departure level to the native-like level. Therefore, “inter“ actually means between the beginning stage and the final stage. There are many examples of interlanguage, such as I no have a book. I like read books.)解析：解析 本题考查二语或外语习得过程中所建构的中介语概念。3.conc

9、ordance（分数：5.00）_正确答案：(The computer has the ability to retrieve all examples of a particular word, usually in context, and calculate the number of occurrences of the word so that information on the frequency of the word may be gathered. Concordance refers to sorting the data in some way, for example

10、, alphabetically on words occurring in the immediate context of the word.)解析：解析 本题考查计算机语言学中所涉及的共现索引定义，考生也应了解计算机辅助教学与学习、机器翻译、语料库语言学研究的方法。4.constative（分数：5.00）_正确答案：(In contrast to performative, sentences like “I pour some liquid into the tube.“ is a description of what the speaker is doing at the tim

11、e of speaking. The speaker cannot pour any liquid into a tube by simply uttering these words. He must accompany his words with the actual pouring. Otherwise one can accuse him of making a false statement. The types of utterances which are intended for narration, description, etc., are called constat

12、ives.)解析：解析 本题考查语言使用中的叙事句的概念，考生也应知道施为句，以及发话行为、行事行为、取效行为、会话含义等概念。5.cohort theory（分数：5.00）_正确答案：(Cohort theory is a supposed doctrine dealing with the spoken word recognition postulated by Marslen-Wilson and Welsh in 1990. It is suggested that the first few phonemes of a spoken word activate a set or

13、cohort of word candidates that are consistent with the input. These candidates compete with one another for activation. As more acoustic input is analyzed, candidates that are no longer consistent with the input drop out of the set. This process continues until only one word candidate matches the in

14、put; the best fitting word may be chosen if no single candidate is a clear winner.)解析：解析 本题考查语言认知中的集群理论，考生世三应了解交互模型、竞争模型、识解、图形背景、射体界标等当前认知语言学中的重要概念。6.conceptual meaning（分数：5.00）_正确答案：(Conceptual meaning is the first type of meaning recognized by Leech, which he defined as the logical, cognitive, or

15、denotative content. In other words, it overlaps to a large extent with the notion of reference. But Leech also uses “sense“ as a briefer term for his conceptual meaning. As a result, Leechs conceptual meaning has two sides: sense and reference.)解析：解析 本题考查概念意义的定义，考生也应了解 Leech的其他几种意义划分、外延、内涵、指称、涵义及语言关

16、系等重要 概念。7.open class（分数：5.00）_正确答案：(Open class is one whose membership is in principle infinite or unlimited. When new ideas, inventions, or discoveries emerge, new members are continually and constantly being added to the lexicon. Nouns, verbs, adiectives and many adverbs are all open-class items.)

17、解析：解析 本题考查开放类词汇的定义，考生也应了解封闭类、语素、词缀、渊根、派生、曲折及构词法等重要概念。8.transfer（分数：5.00）_正确答案：(Transfer refers to the fact that the native language plays important roles in the course of second language acquisition. It is the psychological process whereby prior learning is carried over into a new learning situation

18、, or the influence resulting from the similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired. For example, the students learned knowledge and skills in the native language can be transfen-ed to the second or foreign

19、 language.)解析：解析 本题考查迁移的定义，考生也应了解正、负迁移、错误分析等二语习得中的重要概念。9.loanshift（分数：5.00）_正确答案：(Loanshift is a process in which the meaning is borrowed, but the form is native. The Italian ponte means “bridge“ in the literal sense, when it refers to a type of card game, the meaning was borrowed from English. The

20、English word artificial satellite is also a case of loanshift fiom the Russian sputnik.)解析：解析 本题考查构词法中的转移借词定义，考生也应了解借词、混合借词、同化、异化等构词法中涉及的重要概念。10.binding theory（分数：5.00）_正确答案：(Binding Theory regulates NP interpretation, that is to say, it assigns an appropriate interpretation to NPs at A-positions, b

21、y providing an explicit formulation of syntactic constraints on interpretation.Binding Theory consists of three principles:Principle A: An anaphor must be bound in its governing category;Principle B: A pronoun must be free in its governing category;Principle C: An r-expression must be free everywher

22、e.In the generative approach, binding refers to the relation between different word and the subject of a sentence containing it.)解析：解析 本题考查约束理论概念，考生也应了解转换生成语法理论演变。11.What are the structural and post-structural views toward errors?（分数：10.00）_正确答案：(With the development of applied linguistics, there ha

23、ve grown two kinds of attitudes toward learners errors. The structuralist view of errors was dominant in the field of applied linguistics until the end of 1960. The structuralist linguists follow the behavioristic view that to learn is to change old habits and build new habits. In their opinion erro

24、rs occur when the learner fails to respond correctly to a particular stimulus in the second language because the features of the second language differ from those of the native language and the learner tends to carry over features of the native language into the second language. In other words, the

25、learner fails to change his old habits so as to acquire new habits of the second language. Since an error may serve as a negative stimulus which reinforces “bad habits“, so it should not be allowed to occur.With the development of TG grammar and other linguistic theories, some changes of attitudes t

26、o errors have taken place. First of all, the nature of language is viewed differentlylearning a language involves making constant hypotheses about the structure of the target language. The learner tests his own hypothesis against what the native speaker says. The errors he makes are actually his inc

27、orrect hypothesis about the new language. The post-structuralists regard errors as evidence of the learning process. By making hypothesis about the target language, the learner arrives at a particular interlanguage. Then he modifies his hypothesis and goes towards the target language. Obviously, err

28、ors can be found at the stage of interlanguage. They hold that errors are significant in three aspects:(a)They tell the teacher, if he undertakes a systematic analysis, how far towards the goal the learner has progressed and consequently what remains for him to learn.(b)They provide the researcher w

29、ith evidence of how language is learned or acquired, what strategies or procedures the learner is employing is his discovery of the language.(c)They are indispensable to the learner himself, because we can regard the making of errors as a device the learner uses in order to learn. It is a way the le

30、arner has of testing his hypothesis about the nature of the language he is learning. The making of errors then is a strategy employed both by children acquiring their mother tongue and adults learning a second language.)解析：解析 本题考查结构主义和后结构主义对待错误的不同观点，同时考生也应掌握错误分析的程序、对比分析等观点。12.What are sociolinguisti

31、cs of society and sociolinguistics of language?（分数：10.00）_正确答案：(Sociolinguistics of society and sociolinguistics of language are related but not identical perspectives of observation on the relationship between language and society.If we want to know more about a given society or community by examin

32、ing the linguistic behavior of its members, we are doing a sociolinguistic study of society. That is, we are doing sociolinguistics at a macro level of investigation. At this level of discussion things that we are interested in include bilingualism or multilingualism, language attitudes, language ch

33、oice, language maintenance and shift, language planning and standardization, vernacular language education, etc.On the other hand, if we want to know more about some linguistic variations in language use by turning to potential sociocultural factors for a description and explanation, we are doing a

34、sociolinguistic study of language. Consequently, at this level of discussion we are more interested in examining micro linguistic phenolnena such as structural variants, address forms, gender differences, discourse analysis, Pidgin and Creole languages, and other more language related issues.)解析：解析

35、本题考查语言与社会关系的两个研究视角：语言社会学和社会语言学，同时考生也应把握语言与文化、语言与认知等语言研究的重要问题。13.What are linguistic competence and communicative competence?（分数：10.00）_正确答案：(Linguistic competence originally comes from Chomsky. It refers to the grammatical knowledge of the ideal language user and has nothing to do with the actual us

36、e of language in concrete situations. This concept of linguistic competence has been criticized for being too narrow and presenting a “Garden of Eden View“.To expand the concept of competence, D. H. Hymes proposes communicative competence, which has four components: possibility, feasibility, appropr

37、iateness and performance. In Hymes view, the learner acquires knowledge of sentences not only as grammatical but also as appropriate. It stresses the context in which an utterance occurs, which also leads to a concentration on discourse, in Hymes term linguistic routinesthe sequential organization b

38、eyond sentences.)解析：解析 本题考查 chomsky的语言能力与 Hymes的交际能力，考生也应了解这两种能力所对应的教学大纲。14.What is Krashens Input Hypothesis?（分数：10.00）_正确答案：(According to Krashens INPUT HYPOTHESIS (1985), learners acquire a language as a result of comprehending input addressed to them. Krashen brought forward the concept of “i+1“

39、 principle, i.e. the language that learners are exposed to should be just far enough beyond their current competence so that they can understand most of it but still be challenged to make progress. Input should neither be so far beyond their reach that they are overwhelmed, nor so close to their cur

40、rent stage that they are not challenged at all. Krashen made a distinction between acquisition and learning. Acquisition enables learners to produce fluent communication naturally and subconsciously, while learning helps learners acquire a language consciously and explicitly. But he mistook input and intake, thus received criticism.)解析：解析 本题考查 Krashen的语言输入假设理论，同时，考生应能批判性接受一些理论假设。15.The roles of Transformational-Generative linguistics and Functional linguistics in language teaching and