专业八级-288及答案解析.doc

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1、专业八级-288 及答案解析(总分：100.00，做题时间：90 分钟)一、LANGUAGE USAGE(总题数：4，分数：100.00)Natural language interfaces enable the user to communicate with the computer in French, English, German, or a human 1 language. Some applications of such interfaces are database queries, information retrieval from texts, so-called

2、expert systems, and robot control. Current advances in recognition of spoken 2 language improve the usability of many types of natural language systems. Communication with computers using spoken language will have a lasted impact upon the work environment, completely new 3 areas of application for i

3、nformation technology will open up. However, spoken language needs to be combined to other modes of 4 communication such as pointing with mouse or finger. Because such 5 multimodal communication is finally embedded in an effective general model of cooperation, we have succeeded in turning the machin

4、e to a partner. Much older than communication problems 6 between human beings and machines are these between people with 7 different mother tongues. One of the original aims of computational linguistics has always been fully automatic translation between human languages. From bitter experience scien

5、tists have realized that they are still far away from getting the ambitious goal of 8 translating unrestricted texts. Nevertheless, they have been able to create software systems that simplify the work of human translators and clearly improve their productivity. Less than perfect automatic translati

6、ons can also be of a great help to information seekers who 9 have to search for large amounts of texts in foreign languages. 10 （分数：25.00）As many as 40% of university language departments are likely to close within a decade, the former government adviser charged with bolstering foreign language upta

7、ke in higher education has warned, delivering a huge blow to the UK“s diplomatic and economic hopes. Amid a deepening crisis in a language learningwhich is 11 causing alarm at highest levels of governmentthe number of 12 universities offering degrees in modern languages have already 13 plunged from

8、105 in 2000 to 62 at the start of this academic year. The rate of attrition is expected to continue into the next decade. A further 20 departments will be vulnerable to close in the 14 next 10 years, and there is growing concern that the pace of decline 15 is set to quicken, according to Professor M

9、ike Kelly, a former adviser on the Department for Education“s steering group on languages and now head of the government-funded Routes into Languages programme co-ordinating attempts to increase the uptake of language degrees in England. Huge areas of the country are being left without any degree- l

10、evel language courses, which in turn is decreasing the number of 16 language teachers in schools, compounding the crisis. Last week it emerged that A-level candidates for French and German fell to 50% 17 between 1996 and 2012. The Foreign Office has become increasingly concerning about 18 the future

11、 of its diplomatic corps, with senior figures privately voicing urgent concerns about the standard of their graduate 19 recruits. It has built its own languages school and is spending 1m a year to bring the civil service upon to scratch. 20 （分数：25.00）Cultural tendencies impact the way children parti

12、cipate in education. There are different expectations about “normal“ school behavior for students from individualist and collectivist cultures. Take a moment to think about what teachers who lack knowledge 21 about culture might interpret the behavior of a child from a collectivist culture. These di

13、fferences may cause educators 22 inaccurately judge students from some cultures as poorly behaved or disrespectful. In addition, because cultural differences are hard to perceive, students may find them reprimanded by teachers but fail to 23 understand what they did that caused concern. The influenc

14、e of culture in beliefs about education, the value of 24 education, and participation styles cannot be overestimated. Many Asian students, for example, tend to be quiet in class, and using 25 eye contact with teachers is considered inappropriate for many of these children. In contrast, most European

15、 American children are taught to value active classroom discussion and to look teachers directly in the eyes to show respect, while their teachers view 26 students“ participation as a signal of engagement and competence. 27 Another contrast involves the role of Hispanic parents in education. Parents

16、 from some Hispanic cultures tend to regard teachers as experts and will often refer educational decision making 28 to them. In contrast, European American parents are often more actively involved in their children“s classrooms, are visible in the classrooms, or volunteer and assist teachers. These

17、cultural differences in value and belief may cause educators to make accurate judgments regarding the value that non-European American 29 families place on education. While it is important to keep in the 30 mind that different cultural groups tend to follow particular language and interaction styles

18、, there is tremendous variability within cultural groups.（分数：25.00）The history of indigenous education provision throughout Australia“s remote areas is replete with instances of neglect, infrastructure shortfalls and systemic underfunding. Every aboriginal child deserves the best education probable

19、and this has patently not 31 been the case in the past. Indeed many aboriginal children in Australia“s remote north are still unable to attend to secondary school in their own communities 32 and children living in very remote outstation communities are still accepting only the most rudimentary of ed

20、ucation services. 33 Aboriginal people in remote Australia face a great and deep dilemma of engaging with the current education system. On the one 34 hand, as Wyatt implies, education can be a pathway to social mobility, which can offer great economic returns and can be the 35 key to alleviate socia

21、l disadvantage. 36 However, education that does not allow for learning in your own language and is not inclusive of your social, cultural and 37 economic values is not empowering. It is disempowering. At its worst, education can be the tool of acculturation and 38 assimilation for remote aboriginal

22、people. Education can usurp local social structures, and can cause deep intergenerational divisions, and education that is not connecting to the reality of a student“s daily life in 39 remote community can seem utterly pointless, leading to engagement. 40 （分数：25.00）专业八级-288 答案解析(总分：100.00，做题时间：90 分钟

23、)一、LANGUAGE USAGE(总题数：4，分数：100.00)Natural language interfaces enable the user to communicate with the computer in French, English, German, or a human 1 language. Some applications of such interfaces are database queries, information retrieval from texts, so-called expert systems, and robot control.

24、Current advances in recognition of spoken 2 language improve the usability of many types of natural language systems. Communication with computers using spoken language will have a lasted impact upon the work environment, completely new 3 areas of application for information technology will open up.

25、 However, spoken language needs to be combined to other modes of 4 communication such as pointing with mouse or finger. Because such 5 multimodal communication is finally embedded in an effective general model of cooperation, we have succeeded in turning the machine to a partner. Much older than com

26、munication problems 6 between human beings and machines are these between people with 7 different mother tongues. One of the original aims of computational linguistics has always been fully automatic translation between human languages. From bitter experience scientists have realized that they are s

27、till far away from getting the ambitious goal of 8 translating unrestricted texts. Nevertheless, they have been able to create software systems that simplify the work of human translators and clearly improve their productivity. Less than perfect automatic translations can also be of a great help to

28、information seekers who 9 have to search for large amounts of texts in foreign languages. 10 （分数：25.00）解析：aanother解析 近义词误用。该句意思是“自然语言界面让使用者能够用法语、英语、德语或者另外一种人类语言和电脑沟通。”根据语义，human language 前面用 another，表示不同于前面的另一种，故将 a改为 another。解析：recognitionthe解析 冠词缺失。此处意为“对口语的识别”。recognition 特指对口语的识别，故在其前面加上定冠词 the。

29、解析：lastedlasting解析 非谓语动词误用。该句意思是“用口语与计算机交流将会对工作环境产生深远的影响。”lasted 是动词 last的过去分词形式，不能用来作前置定语修饰名词，lasting 的意思是“持续的”，是形容词，可以作前置定语修饰名词，故将 lasted改为 lasting。解析：第二个 towith解析 介词误用。该句意思是“然而，口语需要和其他的沟通模式相结合。”be combined with 为固定搭配，故将 to改为 with。解析：Becauself解析 连词误用。该句意思是“如果这样的多模式沟通最终能够植入到一种有效的普遍合作模式，我们就成功地将机器变成了

30、合作伙伴。”根据语义可知，前面的分句是条件状语从句，表假设，故将 Because改为 If。解析：tointo解析 介词误用。该句意思是“将机器变成了合作伙伴。”turn.into.为固定搭配，意为“将转变成”，故将 to改为 into。解析：thesethose解析 代词误用。该句意思是“比沟通问题更古老的问题是。”在这里代词指代前文中出现的 problems。指代上文中出现的且为复数形式的名词应该用 those，故将 these改为those。解析：gettingachieving解析 动词误用。此处意为“他们离达到目的仍然相距甚远。”achieve goals为固定搭配，意为“实现目标”

31、，故将 getting改为 achieving。解析：a a 解析 冠词冗余。be of great help 的意思是“有很大帮助的”，help 为不可数名词，故将 a去掉。解析：forthrough解析 介词误用。此处意为“在众多的外语文本中搜寻”。search for 后接搜寻的对象，而 large amounts of texts是搜寻的范围，故将 for改为 through。As many as 40% of university language departments are likely to close within a decade, the former governme

32、nt adviser charged with bolstering foreign language uptake in higher education has warned, delivering a huge blow to the UK“s diplomatic and economic hopes. Amid a deepening crisis in a language learningwhich is 11 causing alarm at highest levels of governmentthe number of 12 universities offering d

33、egrees in modern languages have already 13 plunged from 105 in 2000 to 62 at the start of this academic year. The rate of attrition is expected to continue into the next decade. A further 20 departments will be vulnerable to close in the 14 next 10 years, and there is growing concern that the pace o

34、f decline 15 is set to quicken, according to Professor Mike Kelly, a former adviser on the Department for Education“s steering group on languages and now head of the government-funded Routes into Languages programme co-ordinating attempts to increase the uptake of language degrees in England. Huge a

35、reas of the country are being left without any degree- level language courses, which in turn is decreasing the number of 16 language teachers in schools, compounding the crisis. Last week it emerged that A-level candidates for French and German fell to 50% 17 between 1996 and 2012. The Foreign Offic

36、e has become increasingly concerning about 18 the future of its diplomatic corps, with senior figures privately voicing urgent concerns about the standard of their graduate 19 recruits. It has built its own languages school and is spending 1m a year to bring the civil service upon to scratch. 20 （分数

37、：25.00）解析：第二个 a a 解析 冠词冗余。该句意思是“在语言学习日益加深的危机中。”learning 为抽象名词，为不可数名词，故将不定冠词 a去掉。解析：highestthe解析 冠词缺失。该句意思是“这造成了政府最高层的恐慌。”highest为最高级，因此在前面加上定冠词 the。解析：havehas解析 主谓不一致。该句意思是“提供现代语言学学位的大学数量已经。”该句主语为 number，为单数形式，谓语动词也应该用单数形式，故将 have改为 has。解析：closeclosure解析 词性混用。该句意思是“另外 20个学院在未来 10年内面临着关闭。”固定短语 be vul

38、nerable to中的 to为介词，后面需跟名词或动名词形式，故将 close改为closure。解析：andbut解析 连词误用。此处意为“有一种加剧的担忧是”，这和前句之间是转折关系，故将 and改为 but。解析：decreasingreducing解析 近义词误用。此处意为“减少了学校里语言老师的数量”。decrease和 reduce都是“减少”的意思，但是前者是不及物动词，后者是及物动词，故将 decreasing改为 reducing。解析：toby解析 介词误用。该句意思是“A-level 的考生在 1996年到 2012年期间下降了 50%”。该句中 50%是下降的比例，而

39、不是下降后达到的比例，故将 to改为 by。解析：concerningconcerned解析 词性混用。该句意思是“外交部已经越来越担忧。”become concerned about为固定搭配，意思是“对感到担忧”，concerned 为形容词，意为“关心的，担心的”，而 concerning为介词，意为“关于，就而言”，故将 concerning改为 concerned。解析：theirits解析 代词误用。graduate recruits 的主体是 The Foreign Office，因此形容词性物主代词应该用单数形式，故将 their改为 its。解析：uponup解析 固定搭配中

40、的介词误用。up to scratch 的意思是“达到标准”，为固定搭配，故将 upon改为 up。Cultural tendencies impact the way children participate in education. There are different expectations about “normal“ school behavior for students from individualist and collectivist cultures. Take a moment to think about what teachers who lack knowl

41、edge 21 about culture might interpret the behavior of a child from a collectivist culture. These differences may cause educators 22 inaccurately judge students from some cultures as poorly behaved or disrespectful. In addition, because cultural differences are hard to perceive, students may find the

42、m reprimanded by teachers but fail to 23 understand what they did that caused concern. The influence of culture in beliefs about education, the value of 24 education, and participation styles cannot be overestimated. Many Asian students, for example, tend to be quiet in class, and using 25 eye conta

43、ct with teachers is considered inappropriate for many of these children. In contrast, most European American children are taught to value active classroom discussion and to look teachers directly in the eyes to show respect, while their teachers view 26 students“ participation as a signal of engagem

44、ent and competence. 27 Another contrast involves the role of Hispanic parents in education. Parents from some Hispanic cultures tend to regard teachers as experts and will often refer educational decision making 28 to them. In contrast, European American parents are often more actively involved in t

45、heir children“s classrooms, are visible in the classrooms, or volunteer and assist teachers. These cultural differences in value and belief may cause educators to make accurate judgments regarding the value that non-European American 29 families place on education. While it is important to keep in t

46、he 30 mind that different cultural groups tend to follow particular language and interaction styles, there is tremendous variability within cultural groups.（分数：25.00）解析：whathow解析 从句引导词误用。该句意思是“花一些时间去想一想那些文化知识缺乏的老师是如何理解集体主义环境中孩子的行为的。”宾语从句中不缺少宾语，而缺少状语，故将引导词 what改为how。解析：educatorsto解析 动词不定式符号 to的缺失。该句意

47、思是“这些差异可能会导致教育者们将一些孩子的行为误解为表现不好或是不尊重他人。”cause sb. to do sth. 为常用表达，动词 cause后接动词不定式时，不能省略动词不定式符号 to，因此加上 to。解析：themthemselves解析 代词误用。该句意思是“学生们也许会发现自己被老师谴责却不明白到底是他们做了什么而导致的。”根据句意可知，这里代词应该用反身代词，故将 them改为 themselves。解析：inon解析 介词误用。该句意思是“文化对教育理念的影响。”表示“对的影响”，通常用 influence与 on搭配使用，故将介词 in改为 on。解析：usingmak

48、ing解析 固定搭配错误。该句意思是“并且对很多孩子而言，与老师进行眼神交流是不合适的举动”。make eye contact with sb.是固定搭配，故将 using改为 making。解析：eyeseye解析 名词单复数错误。该句意思是“直视老师的眼睛以示尊重”。in the eye只是强调眼睛这一部位，不需要用复数形式，且 look sb. in the eye为固定表达，意为“直视某人，正视某人”，故将 eyes改为 eye。解析：signalsign解析 词义混淆。该句意思是“而他们的老师们会将学生的参与视为一种感兴趣和能力的体现。”signal 的意思是“信号”，而 sign的

49、意思是“迹象”。根据语义，后者更为合适，故将 signal改为 sign。解析：referdefer解析 词义混淆。该句意思是“甚至会在教育决定方面听从于他们。”defer.to.为固定搭配，意思是“听从于，服从于”，符合句意，而，refer.to.意为“提交，归于”，不符合句意，故将 refer改为 defer。解析：accurateinaccurate解析 语义错误。该句意思是“这种在价值观和理念上的文化差异会使教育者们做出不准确的判断。”根据语义，应将 accurate改为 inaccurate。解析：the the 解析 冠词冗余。该句意思是“记住这一点很重要 不同的文化群体会遵从特定的语言和交流的方式。”keep in mind 为固定搭配，不需要加定冠词 the，故将 the去掉。The history of indigenous education provision throughout Australia“s remote areas is reple