专业八级-224及答案解析.doc

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1、专业八级-224 及答案解析(总分：100.05，做题时间：90 分钟)一、LISTENING COMPREHENS(总题数：0，分数：0.00)Intercultural LearningMany teachers may wonder “what I am actually doing“ sometimes. It doesn“t seem enough to teach grammar, vocabulary, pronunciation and communicative skills with unreal and meaningless content. . Introductio

2、n gap between language teaching in class and in the real world 1 of intercultural awareness: crucial to comprehend and communicate in the global village . Definition of intercultural learning A. The concept of culture including lifestyles, 2 , beliefs, history or experiences, etc. existing in one pl

3、ace or many places existing in a religion with followers from different 3 B. Interpretation of intercultural learning a process of getting better understanding of cultures around the world objective: to increase mutual 4 and understanding 5 : not only a part of EFL, but applied in all fields of educ

4、ation . Intercultural awareness the 6 of language teaching rather than a “fifth skill“: to understand the relation between a second language/culture with the first one a(n) 7 made up of a collection of skills and attitudes: 1)observing, identifying and recognizing 2) 8 3)negotiating meaning 4)dealin

5、g with or tolerating 9 5)effectively interpreting messages 6)limiting the possibility of 10 7)defending one“s own point of view while acknowledging legitimacy of others 8)accepting difference 11 : realizing the vital importance of these skills using 12 themes as materials in teaching . Teacher“s rol

6、e 13 : to influence students in some way to raise more awareness of the world to interact better with the world mediator of cultural relativity with various 14 . When should it be introduced? accessible to 15 （分数：30.00）填空项 1:_Language Context and English Teaching. The meanings of language context 1.

7、 Generally speaking: it can be divided into situational context and sociocultural context. Rivers: the items of language need a system and a setting to show 16 , e.g. the meaning of “cricket“ 2. In a narrow sense: situational context Halliday: It includes the setting, the way of talking, 17 . Hymes:

8、 It can be divided into 18 . 3. The relationship between situational context and sociocuhural context: 19 . Language context b. More emphasis is placed on 35 study; c. Students write more 36 and take fewer objective tests; d. Classes often take the following forms: 37 , tutorials, seminars. 2) 38 :

9、A variety of tertiary level options are available: a. The colleges of further education provide vocational and 39 education; b. Central institutions don“t directly validate degrees, but many have close ties to 40 ; c. The standard university degree is a four-year 41 . 3. 42 between the US and the UK

10、 higher education 1)Grading: In the UK, 43 are the most common form of study assessment; The US professors grade 44 than the UK professors. 2)Course levels: Basic courses are not 45 at UK universities. （分数：40.05）填空项 1:_专业八级-224 答案解析(总分：100.05，做题时间：90 分钟)一、LISTENING COMPREHENS(总题数：0，分数：0.00)Intercult

11、ural LearningMany teachers may wonder “what I am actually doing“ sometimes. It doesn“t seem enough to teach grammar, vocabulary, pronunciation and communicative skills with unreal and meaningless content. . Introduction gap between language teaching in class and in the real world 1 of intercultural

12、awareness: crucial to comprehend and communicate in the global village . Definition of intercultural learning A. The concept of culture including lifestyles, 2 , beliefs, history or experiences, etc. existing in one place or many places existing in a religion with followers from different 3 B. Inter

13、pretation of intercultural learning a process of getting better understanding of cultures around the world objective: to increase mutual 4 and understanding 5 : not only a part of EFL, but applied in all fields of education . Intercultural awareness the 6 of language teaching rather than a “fifth sk

14、ill“: to understand the relation between a second language/culture with the first one a(n) 7 made up of a collection of skills and attitudes: 1)observing, identifying and recognizing 2) 8 3)negotiating meaning 4)dealing with or tolerating 9 5)effectively interpreting messages 6)limiting the possibil

15、ity of 10 7)defending one“s own point of view while acknowledging legitimacy of others 8)accepting difference 11 : realizing the vital importance of these skills using 12 themes as materials in teaching . Teacher“s role 13 : to influence students in some way to raise more awareness of the world to i

16、nteract better with the world mediator of cultural relativity with various 14 . When should it be introduced? accessible to 15 （分数：30.00）填空项 1:_ （正确答案：importance）解析： importance 听力原文 Intercultural LearningGood morning, welcome to join our discussion. Today is the first of two lectures that deal with

17、the topic of intercultural awareness and learning. There will have been points in most teachers“ careers when we have stopped to wonder “What am I actually doing?“ Sometimes, filling our students up with all the requisite grammar and vocabulary, and polishing their pronunciation and sharpening their

18、 communicative skills doesn“t actually seem to be helping them to achieve the wider goal of being able to genuinely communicate with and understand the real world outside the classroom at all. For too long, we have been concentrating on structures and forms and producing materials that may help our

19、students to have perfect diphthongs or a flawless command of the third conditional while leaving out anything approaching real, valid, meaningful content. Major ELT publishers have produced materials so carefully calculated not to offend anyone that they far too often end up being vacuous if not com

20、pletely meaningless. If our students are to have any hope of using their language skills to genuinely comprehend and communicate in the global village, intercultural awareness is crucial. The concept of culture is quite expansive, nearly covering every aspect of the society under the sun. It could b

21、e a way of life, a set of social practices, a system of beliefs, or a shared history or set of experiences. A culture may be synonymous with a country, or a region, or a nationality or it may cross several countries and regions. A culture may be synonymous with a religion, though followers of Christ

22、ianity or Judaism or Islam may also come from different cultures. It is highly possible to belong to or identify oneself with more than one culture. What is intercultural learning? The process of becoming more aware of and better understanding one“s own culture and other cultures around the world. T

23、he aim of intercultural learning is to increase international and cross-cultural tolerance and understanding. This can take lots of forms intercultural learning is by no means only a part of EFL, but has exponents in all fields of education. Intercultural awareness in language learning is often talk

24、ed about as though it were a “fifth skill“ the ability to be aware of cultural relativity following reading, writing, listening and speaking. There is something to be said for this as an initial attempt to understand or define something that may seem a difficult concept but, as Claire Kramsch points

25、 out: “If language is seen as social practice, culture becomes the very core of language teaching. Cultural awareness must then be viewed as enabling language proficiency. Culture in language teaching is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, r

26、eading and writing.“ Language itself is defined by a culture. We cannot be competent in the language if we do not also understand the culture that has shaped and informed it. We cannot learn a second language if we do not have an awareness of that culture, and how that culture relates to our own fir

27、st language/first culture. It is not only therefore essential to have cultural awareness, but also intercultural awareness. Following on from what Kramsch says above, intercultural awareness is not really therefore a skill, but a collection of skills and attitudes better thought of as a competence.

28、Intercultural communicative competence is an attempt to raise students“ awareness of their own culture, and in so doing, help them to interpret and understand other cultures. It is not just a body of knowledge, but a set of practices requiring knowledge, skills and attitudes. What are these attitude

29、s and skills that make up the competence? Among them are: observing, identifying and recognizing comparing and contrasting negotiating meaning dealing with or tolerating ambiguity effectively interpreting messages limiting the possibility of misinterpretation defending one“s own point of view while

30、acknowledging the legitimacy of others accepting difference These are very similar to many of the skills we teach normally. So what makes intercultural learning different? Raised awareness of what we do and of the vital importance of these skills already makes intercultural communicative competence

31、a more attainable goal. Moreoverand despite the fact that the competence is more than just a body of knowledgeintercultural awareness skills can be developed by designing materials which have cultural and intercultural themes as their content, a kind of loop input, if you like. How does intercultura

32、l learning affect the role of the teacher? You may start to wonder what teachers are. Activity managers? Language facilitation units? Babysitters? Intercultural learning gives the teacher a role not only as one or more of these, but also as an educator. This makes many teachers feel uncomfortable, a

33、bove all with the idea that we may be influencing our students in some way. Are we responsible for transmitting some kind of ideology to our students? No, we are helping them to become more aware of the world around them, and to better interact with that world. These are the crucial roles of the tea

34、cher. Moreover, EFL teachers tend to have a wide variety of different backgrounds in different disciplines. They have different experiences, and in many cases may have travelled extensively and got to know several different cultures. They may have undergone the experience of living in, adjusting to

35、and understanding a different culture. There is a lot that they can bring to the job. They are unique mediators of cultural relativity. Anyway, in the practical way when shall we introduce intercultural learning? Previously, “cultural awareness“ has often only been seen as something for advanced lea

36、rners, an extension exercise that can be “tacked on“ to an ordinary lesson. This is partially due to the all-too-frequent error of assuming that students with a low level of English also have a low intellect generally, or that it is impossible to explain intellectual concepts in level one English. I

37、ntercultural awareness, as a fundamental feature of language and an integral part of language learning, is important at all levels. So much about today, I hope this lecture could help you realize the importance of intercultural learning. The next lecture would offer some practical suggestions for th

38、e classroom. Thank you for listening. 考点 本题考查对重要细节的概括。 根据听力原文可知，如果我们的学生期望运用自己的语言技巧真正地理解其他国家的人并想与之交流，跨文化意识是至关重要的。根据提纲上下文提示，这里应填写一个名词表示“重要性”，故填importance。 解析： social practices 考点 本题设题点在信息举例处。 听力原文列举了文化的几种形式：它可以是一种生活方式、一系列的社会实践、一种信仰，或者一段历史或经验，因此空白处应填 social practices。 解析： countries/backgrounds 考点 本题考查对

39、细节的概括。 根据听力原文可知，有相同信仰的人也可能会有共同的文化，即便这些信徒来自不同的国家，有着不同的背景，因此答案为 countries/backgrounds。 解析： tolerance 考点 本题设题点在设问与回答处。 根据听力原文可知，演讲者认为跨文化学习的目的是提高国际间及跨文化间的容忍度与理解力，因此答案为 tolerance。 解析： forms 考点 本题考查对重要细节的概括。 通过听力原文可知，跨文化学习有很多方式，即它不仅是外语学习的一部分，而且还涉及到其他教育领域，因此答案为 forms。 解析： core/basis/cornerstone 考点 本题设题点在分论

40、点处。 在说明跨文化意识的重要性时，演讲者首先说明它被认为是排在读、写、听、说之后的第五项技能，而后转折，借 Claire Kramsch 的话指出，它是语言教学本身的核心，总结指出它并非第五项技能。根据听力原文可知，答案为 core/basis/cornerstone。 解析： competence 考点 本题设题点在分论点处。 根据听力原文可知，跨文化意识不是一种技能，而是多种技能和态度的综合，可以认为是一种能力，因此答案为 competence。 解析： comparing and contrasting 考点 本题考查重要细节。 通过听力原文可知，跨文化意识的培养是多种技能和态度的结合

41、，而学会比较和对比则是其中之一，因此答案为 comparing and contrasting。 解析： ambiguity 考点 本题考查重要细节。 通过听力原文可知，在学习跨文化交际时能够很好地处理或者容忍歧义的存在也是一个很重要的方面，因此答案为 ambiguity。 解析： misinterpretation 考点 本题考查重要细节。 通过听力原文可知，跨文化能力也包括了解不同文化之间的异同点，从而减少交际过程中的误解，因此答案为 misinterpretation。 解析： method 考点 本题考查对重要细节的概括。 通过听力原文可知，该段主要论述我们应该提高对自己所做事情及所学

42、习的这些能力重要性的认识，并且可以以文化和跨文化本身进行课程设计，所以本段内容概括为提高跨文化意识的方法，因此答案为method。 解析： cultural and intercultural 考点 本题考查重要细节。 根据听力原文可知，提高跨文化意识可以以文化和跨文化本身为主题来设计课程内容，因此答案为cultural and intercultural。 解析： educator 考点 本题设题点为递进关系处。 根据听力原文可知，演讲者认为教师的角色不只是传统的活动管理者、语言促进者或保姆，而是一个教育者。与提纲下文的 mediator 对应，这里应填单数形式，因此答案为 educator

43、。 解析： cultural perception 考点 本题考查对细节的概括。 根据听力原文可知，在跨文化教学中，教师是文化相对论的中间人，他们必须拥有不同学科的背景知识、丰富的阅历、去过很多地方旅行，并且了解几种不同的文化，在陌生文化中生活过，并能够适应和理解不同的文化。教师要能够把这些经历带到教学实践中去，所有这些可以归纳总结为 cultural perception。 解析： all-level students 考点 本题考查重要细节。 根据听力原文可知，跨文化学习的对象为所有层次的学生，因此答案为 all-level students。 Language Context and E

44、nglish Teaching. The meanings of language context 1. Generally speaking: it can be divided into situational context and sociocultural context. Rivers: the items of language need a system and a setting to show 16 , e.g. the meaning of “cricket“ 2. In a narrow sense: situational context Halliday: It i

45、ncludes the setting, the way of talking, 17 . Hymes: It can be divided into 18 . 3. The relationship between situational context and sociocuhural context: 19 . Language context they need a system and a setting to give them both function and meaning. Children often ask for the meaning of a word in is

46、olation, without seeing the need to provide anything for it; too quick and too casual a reply can often have unexpected consequences. For example, when the child asks what cricket is and you say it is a game, and then discover that it was a “cricket“ in the context of insects. Even if we know the st

47、rict linguistics, we still need to check further into the situation and even into the society and culture to be sure of what item of the language is appropriate or acceptable. In a narrow sense, the language context means the situational context. In Halliday“s opinion, the situational contexts inclu

48、de the setting, the way of talking, and participants . But Hymes divides it into eight elements: setting, role, function, notion, style, stress and intonation, grammar, vocabulary and language aids. Those factors affect each other and decide which language form is appropriate. The situational contex

49、t and sociocultural context can“t be isolated from each other. In certain soeiocuhural context, people must obey the particular communicative rules when they use a certain language. And in a certain situational context, people should not only pay attention to the social communication rules but also adjust themselves according to the factors of the situational context. Second, I“ll talk about the language context and the communic