外語(yǔ)教學(xué)法-3

1、外語(yǔ)教學(xué)法-3總分：100.00 ,做題時(shí)間：90分鐘一、B I .Multipe Choice/B總題數(shù)：15,分?jǐn)?shù)：15.00I.The Grammar-Translation Method dominated foreign language teaching.分?jǐn)?shù)：1.00A.from mid-19th century to mid-20th centuryB.from 1920s to 1940sC.from the late 18th century to early 19th centuryVD.from 1910s to 1930s解析：解析語(yǔ)法譯法始于18世紀(jì)末到19世紀(jì)初,

2、直接法貫穿19世紀(jì)末到20世紀(jì)初,口語(yǔ)法興盛于 20世紀(jì)二三十年代,接著是聽(tīng)說(shuō)法產(chǎn)生于 20世紀(jì)50年代中期,認(rèn)知法產(chǎn)生于 20世紀(jì)60年代,自然法在 20世紀(jì)70年代被提出,70年代后期交際法產(chǎn)生.2 .The phrase "context of situation" was created by.分?jǐn)?shù)：1.00A.ChomskyB.BloomfieldC.FirthD.Malinowski V解析：解析馬利諾夫斯基是功能語(yǔ)言學(xué)派的先驅(qū),他提出“語(yǔ)境 context of situation 這一概念, 弗爾斯使它成了倫敦學(xué)派的一個(gè)關(guān)鍵概念.A喬姆斯基是轉(zhuǎn)換生成語(yǔ)言學(xué)的

3、創(chuàng)始人,B布魯姆菲爾德是美國(guó)結(jié)構(gòu)主義之父.3 .According to behaviourist psychology, learning a language is a process of acquiring a set ofappropriatechains, a mechanical process of habit formation.分?jǐn)?shù)：1.00A.stimulus-response VB.question-answerC.requirement-offeringD.negative-positive解析：解析聽(tīng)說(shuō)法的學(xué)習(xí)理論是行為主義心理學(xué),試圖解釋外部事物刺激物是如何引起個(gè)

4、體行為的變化反響.把這一理論運(yùn)用到語(yǔ)言教學(xué)中,語(yǔ)言行為就和其他行為一樣,所教授的語(yǔ)言語(yǔ)言輸入就是刺激物,反響就是學(xué)習(xí)者對(duì)語(yǔ)言輸入刺激的反響,教師或其他同學(xué)的成認(rèn)或表?yè)P(yáng)或制止就是強(qiáng)化.學(xué)習(xí)語(yǔ)言就是習(xí)得一套適當(dāng)?shù)恼Z(yǔ)言刺激與反響之間的聯(lián)系,語(yǔ)言學(xué)習(xí)是一個(gè)機(jī)械的、習(xí)慣形成的過(guò)程.4 .The book The Natural Approach: Language Acquisition in the Classroom was produced by in1983.分?jǐn)?shù)：1.00A.Krashen and HallidayB.Hymes and WilkinsC.Krashen and Terrell

5、 VD.Halliday and Hymes解析：解析?自然法：課堂中的語(yǔ)言習(xí)得?一書(shū)是由自然法的兩位代表人物克拉申和特雷爾合著的,該 書(shū)闡述了自然法的原那么和實(shí)踐,從此自然法受到人們更加廣泛的好評(píng).韓禮德是功能語(yǔ)言學(xué)的代表；海姆 斯提出了交際水平,為交際法奠定語(yǔ)言理論根底；威爾金斯提出了功能意念大綱,促進(jìn)了交際法的開(kāi)展.5 .was Palmer's core methodological principle in language teaching and learning.分?jǐn)?shù)：1.00A.Stimulus and responseB.Habit-formation VC.For

6、m and meaning.Meaning and situation解析：解析習(xí)慣形成是帕爾默口語(yǔ)教學(xué)法原那么的核心.在?語(yǔ)言學(xué)習(xí)的原那么?(1921) 一書(shū)中,帕爾默堅(jiān)持認(rèn)為,人們自然的、無(wú)意識(shí)的習(xí)得語(yǔ)言的自發(fā)水平與學(xué)生通過(guò)練習(xí)或“學(xué)習(xí)得到的水平之間有著根本 的不同.A是聽(tīng)說(shuō)法的理論根底.6 .A Direct Method teacher is usually found using techniques such as.(分?jǐn)?shù)：1.00)A.direct association and conversation practice B.question and answer exerci

7、sesC.error correction and dictation D.all of the above V解析：解析直接法的教學(xué)技巧經(jīng)常包括： 直接聯(lián)系(Direct association)、問(wèn)答練習(xí)(Question and answer exercises)、會(huì)話操作(Conversation practice) 、糾正錯(cuò)誤(Error correction) 、聽(tīng)寫(xiě)(Dictation) 、用 歸納法教語(yǔ)法 (Inductive teaching of grammar) 、 聽(tīng)力理解練習(xí) (Listening Comprehension tasks) 、 分 級(jí)作文(Graded

8、 composition) .7 .Krashen identifies three kinds of affective variables related to second language acquisition:.(分?jǐn)?shù)：1.00)A.motivation, self-confidence and anxietyV8 prehension, acquisition and anxietyC.input, competence and self-confidence D.situation, motivation and self-confidence解析：解析克拉申提出的情感過(guò)濾器假

9、設(shè)(Affective filter hypothesis)指學(xué)習(xí)者的情緒和態(tài)度是可調(diào)節(jié)的過(guò)濾器,它可對(duì)語(yǔ)言輸入而順利通過(guò)時(shí)而攔阻堵塞.情感過(guò)濾器的上下與語(yǔ)言輸入成反比.其中克 拉申確定了三種可變的情感因素與第二語(yǔ)言的習(xí)得有關(guān),包括動(dòng)機(jī)(Motivation)、自信(Self-confidence)、憂慮(Anxiety).這三種情感因素影響了語(yǔ)言學(xué)習(xí)速度.因此排除B、C、D.8 .Chomsky has made the distinction between linguistic competence and.(分?jǐn)?shù)：1.00)A.linguistic performance V B mu

10、nicative competence C.reading performance D.universal grammar解析：解析喬姆斯基把人類語(yǔ)言劃分為語(yǔ)言水平(Linguistic competence) 和語(yǔ)言行為(Linguisticperformance),語(yǔ)言水平指的是說(shuō)母語(yǔ)的人所具有的母語(yǔ)知識(shí)；語(yǔ)言表達(dá)水平是指母語(yǔ)使用者說(shuō)出的具體 話.選項(xiàng)B交際水平(Communicative Competence)是海姆斯(Hymes)為了把自己的交際語(yǔ)言觀與喬姆斯基的 語(yǔ)言水平理論相區(qū)別而創(chuàng)造出來(lái)的,不僅是指喬姆斯基所說(shuō)的語(yǔ)言水平,而且也包括知道在何時(shí)何地使用 這些句子,以及用于何種對(duì)象的

11、水平.選項(xiàng)D是喬姆斯基另一個(gè)重要觀點(diǎn),他認(rèn)為兒童的大腦里生來(lái)就有一個(gè)語(yǔ)言習(xí)得機(jī)制(LAD),這一機(jī)制由一套通用語(yǔ)法規(guī)那么組成,被稱為通用語(yǔ)法(Universal grammar).9 .The schema theory is an important element in , which is action-based,more concerned with the process of learning than what is learnt.(分?jǐn)?shù)：1.00)A.Kellys theoryB.Piagets theory V C.Brunners methodD.Ausubels the

12、ory解析：解析A、B、C D所提到的人物都為認(rèn)知教學(xué)法提供了學(xué)習(xí)理論根底.皮亞杰提出了認(rèn)知開(kāi)展理 論(Theory of cognitive development)和圖式結(jié)構(gòu)理論(Schema theory)；布魯納提出了發(fā)現(xiàn)學(xué)習(xí)法(Discovery method)；奧斯貝爾理論的核心是“有意義的語(yǔ)言學(xué)習(xí)和先期組織"(meaningful verbal andadvance organizers)；凱利明確區(qū)分了有意義的學(xué)習(xí)活動(dòng)和無(wú)意義的學(xué)習(xí)活動(dòng).10 .The general objective of the Total Physical Response Method is

13、 to teach at a beginning level.(分?jǐn)?shù)：1.00)A.oral and aural facilityB.oral proficiency VC.reading comprehension abilityD.translating ability解析：解析全身反響法(Total Physical Response Method)是試圖通過(guò)身體動(dòng)作來(lái)教語(yǔ)言的教學(xué)法,其倡導(dǎo)者是阿舍(Asher),全身反響法總的教學(xué)目標(biāo)是開(kāi)展初學(xué)者的口語(yǔ)水平(oral proficiency) ,理解(Comprehension)是一種手段,其最終目的是教授根本說(shuō)的技能(basic sp

14、eaking skills) ,課堂活動(dòng)的主要形式是利用祈使句進(jìn)行操練(Imperative drills) .選項(xiàng)A是沉默法的總的目標(biāo).選項(xiàng)C、D是語(yǔ)法譯法旨在到達(dá)的目的.11 .The Cognitive Approach seeks in as basis for second language teaching.(分?jǐn)?shù)：1.00)A.American structural linguistics and behavioural psychologyB.structural linguistics and cognitive psychologyC.functional linguist

15、ics and habit-formation theoryD.transformational grammar and cognitive psychologyV解析：解析認(rèn)知法的語(yǔ)言理論是轉(zhuǎn)換生成語(yǔ)言學(xué),以喬姆斯基為代表；學(xué)習(xí)理論是認(rèn)知心理學(xué),以皮亞 杰為代表.A是聽(tīng)說(shuō)法的語(yǔ)言理論和學(xué)習(xí)理論；C是交際法的語(yǔ)言理論和學(xué)習(xí)理論.12 .The first dictionary for students of English as a foreign language,into which the classification of sentence patterns was incorpora

16、ted, was published in 1953.(分?jǐn)?shù)：1.00)A. Guide to Patterns and Usage in EnglishB. The Advanced Learner' s Dictionary of Current EnglishVC.A Handbook of English GrammarD. Dictionary of Contemporary English解析：解析霍恩比、蓋滕比、還有韋克菲爾德在分析英語(yǔ)語(yǔ)言時(shí),將其主要語(yǔ)法結(jié)構(gòu)分成可以用來(lái)進(jìn)行口頭練 習(xí)的句型結(jié)構(gòu),這種句型分類法被寫(xiě)進(jìn)1953年出版的?當(dāng)代英語(yǔ)學(xué)生辭典?(The Advan

17、ced Learner'sDictionary of current English ),這是為學(xué)英語(yǔ)的外國(guó)學(xué)生編寫(xiě)的第一本英語(yǔ)辭典.其他關(guān)于英語(yǔ)語(yǔ)法 的出版物還包括?按語(yǔ)音學(xué)編寫(xiě)的英語(yǔ)口語(yǔ)語(yǔ)法?(A Grammar of Spoken English on Strictly PhoneticBasis)(Palmer& Blandford , 1939)、?英語(yǔ)語(yǔ)法手冊(cè)?(A Handbook of English Grammar )(Zandvoort , 1954)以及Horby的?英語(yǔ)句型與用法指南?(Guide to Patterns and Usage in Eng

18、lish )(1954)這些書(shū)都是教材編寫(xiě)者使用的英語(yǔ)根本句型標(biāo)準(zhǔn)參考書(shū).選項(xiàng)D?朗文當(dāng)代英語(yǔ)詞典?(Longmen Dictionary ofContemporary English )自1978年問(wèn)世以來(lái)受到各國(guó)讀者的歡迎并普遍被認(rèn)為對(duì)外國(guó)學(xué)生學(xué)習(xí)英語(yǔ)很有幫 助.13 .American structuralism started at the beginning of the 20th century and was very popular and influential in the 1930s and 1940s throughout the world. The two fore

19、runners were.(分?jǐn)?shù)：1.00)A.Bloomfield and ChomskyB.Malinowski and FirthC.Franz Boas and Edward Sapir V D.Halliday and Edward Sapir解析：解析美國(guó)結(jié)構(gòu)主義始于 20世紀(jì)初,其先驅(qū)者是鮑阿斯(Boas)和薩丕爾(Sapir),他們對(duì)當(dāng)時(shí)正在 迅速消亡的美國(guó)印第安文化和語(yǔ)言進(jìn)行了記錄和研究.選項(xiàng)A布魯姆菲爾德是美國(guó)結(jié)構(gòu)主義之父,喬姆斯基是轉(zhuǎn)換生成語(yǔ)言學(xué)創(chuàng)始人.選項(xiàng)B人類學(xué)家馬利諾夫斯基是功能語(yǔ)言學(xué)的先驅(qū),提出了語(yǔ)境 (context ofsituation)對(duì)意義具有影響,語(yǔ)言

20、學(xué)家弗爾斯建立了一些能夠連接語(yǔ)言工程和語(yǔ)境的范疇,通過(guò)系統(tǒng)概念(Concept system)這一概念建立了自己的語(yǔ)言學(xué)理論,他的理論被稱為系統(tǒng)結(jié)構(gòu)理論(System-structuretheory.選項(xiàng)D韓禮德繼承了馬利諾夫斯基的語(yǔ)境概念和弗爾斯的系統(tǒng)概念,開(kāi)始把語(yǔ)言研究的重心移向社會(huì)學(xué)方向,提出了系統(tǒng)功能語(yǔ)法 Systemic-functional grammar .14 .The Audiolingual Method is a method of foreign or second language teaching which emphasizesthe.分?jǐn)?shù)：1.00A.liste

21、ning and reading before speaking and writingB.listening and speaking before reading and writingVC.listening and speaking before translating and writingD.reading and listening before writing and speaking解析：解析聽(tīng)說(shuō)法的語(yǔ)言理論根底是美國(guó)結(jié)構(gòu)主義,他們認(rèn)為正當(dāng)?shù)难芯繉?duì)象是口語(yǔ),口語(yǔ)是第一位的,書(shū)面語(yǔ)是第二位的,因此口語(yǔ)聽(tīng)說(shuō)法強(qiáng)調(diào)把教學(xué)重點(diǎn)放在開(kāi)展學(xué)生的聽(tīng)說(shuō)水平上,然后才是讀寫(xiě)水平,把對(duì)話dial

22、ogues作為介紹語(yǔ)言的主要形式,把句型操練drills作為主要的練習(xí)方法,課堂教學(xué)不使用母語(yǔ).因此排除A、G Do15 .The Communicative Approach emphasizes that the goal of language learning is.分?jǐn)?shù)：1.00A municative competence VB.analytical discourseC.correcting errorsD.direct response解析：解析交際教學(xué)法強(qiáng)調(diào)語(yǔ)言學(xué)習(xí)的目的是獲得交際水平,海姆斯Hymes提出的交際水平Communicative Competence為交際教學(xué)法

23、明確了這一目的.B、C、D都不是教學(xué)目的.二、B n .Filling Blanks/B總題數(shù)：20,分?jǐn)?shù)：20.0016 .The 1 Method emphasizes on the importance of spoken language. Believing in the natural process of language learning and in the inductive teaching of grammar.分?jǐn)?shù)：1.00填空項(xiàng)1: 正確答案：Direct 解析：解析直接法強(qiáng)調(diào)口語(yǔ)的重要性,主張先教聽(tīng)說(shuō),再教讀寫(xiě),認(rèn)為在教學(xué)中應(yīng)遵循語(yǔ)言學(xué)習(xí)的自然途徑,應(yīng)當(dāng)用歸納法來(lái)

24、教授語(yǔ)法,即教師不直接教語(yǔ)法,而是讓學(xué)生在使用語(yǔ)言的經(jīng)歷中自己發(fā)現(xiàn)并歸納語(yǔ)法規(guī)那么.17 .The Direct Methodologists believe that the best method of teaching meaning is the one using1experience, generally visual perception.分?jǐn)?shù)：1.00填空項(xiàng)1: 正確答案：sensory 解析：解析科梅尼爾把直接法Direct Method的理論概括為以下兩點(diǎn)：1學(xué)生通過(guò)歸納途徑習(xí)得語(yǔ)法規(guī)那么.2教語(yǔ)義的最好方法是利用學(xué)生的感官體驗(yàn)Sensory experience, 一般是

25、視覺(jué)概念.18 . 1 is a theory of the mind put forward by Sigmund Freud.分?jǐn)?shù)：1.00填空項(xiàng) 1: 正確答案： Psychoanalysis 解析：解析心理學(xué)家弗洛伊德提出的精神分析Psychoanalysis,他把人的意識(shí)分為有意識(shí)consciousness和無(wú)意識(shí)unconsciousness兩種.19 .The 1 Approach believes that the learner is the center of classroom teaching and languagepractice is the main form

26、of classroom teaching.分?jǐn)?shù)：1.00填空項(xiàng)1: 正確答案：Cognitive 解析：解析認(rèn)知法的學(xué)習(xí)理論是和行為主義心理學(xué)理論相對(duì)立的,認(rèn)知學(xué)習(xí)理論強(qiáng)調(diào)人類感知和學(xué)習(xí)中 的天生組織原那么,學(xué)習(xí)語(yǔ)言是積極的主動(dòng)過(guò)程,它不認(rèn)為重復(fù)模仿和操練實(shí)踐是人類學(xué)習(xí)的特征,反對(duì)把 學(xué)習(xí)看成是習(xí)慣形成的過(guò)程.20 .The 1 Approach emphasizes on natural communication rather than formal grammar study and is tolerance of learners'errors.分?jǐn)?shù)：1.00填空項(xiàng)1: 正確

27、答案：Natural 解析：解析自然法是克拉申和特雷爾提出的一種教學(xué)法,其教學(xué)原那么是：強(qiáng)調(diào)自然的語(yǔ)言交際Naturalcommunication而不是標(biāo)準(zhǔn)的語(yǔ)法練習(xí),并對(duì)學(xué)習(xí)者的錯(cuò)誤持寬容態(tài)度,它的核心是語(yǔ)言習(xí)得languageacquisition ,習(xí)得是學(xué)習(xí)者的潛意識(shí)過(guò)程 subconscious process .21 .The 1 Method places emphasis on repetition, drills, positive reinforcement of correct language production and extensive use of langua

28、ge lab.分?jǐn)?shù)：1.00填空項(xiàng) 1: 正確答案： Audiolingual 解析：解析聽(tīng)說(shuō)法的教學(xué)步驟是認(rèn)別 Recognition、模仿和復(fù)述Imitation and repetition 、句型 操練Pattern drills、補(bǔ)充練習(xí)Follow-up activities ,其間一旦學(xué)生犯了錯(cuò)誤,教師會(huì)馬上糾正其錯(cuò)誤來(lái)強(qiáng)化學(xué)習(xí),聽(tīng)說(shuō)法的特點(diǎn)之一就是語(yǔ)言實(shí)驗(yàn)室的引入.22 .Traditional linguistics was 1 in nature. 分?jǐn)?shù)：1.00填空項(xiàng)1: 正確答案：practical 解析：解析傳統(tǒng)語(yǔ)言學(xué)派研究具有實(shí)用性,研究語(yǔ)言的目的是為了讀懂古代的經(jīng)

29、典,因此對(duì)于他們來(lái)說(shuō) 書(shū)面語(yǔ)優(yōu)于口語(yǔ),口語(yǔ)是語(yǔ)言的濫用,并把單詞作為研究的起點(diǎn),研究語(yǔ)言規(guī)那么是采用規(guī)定式的方法 Prescriptive approach .23 .Palmer focused on his main interest in the habit formation of foreign language 1 patterns. 分?jǐn)?shù)：1.00填空項(xiàng)1: 正確答案：speech解析：解析口語(yǔ)教學(xué)法/情景教學(xué)法的學(xué)習(xí)理論根底是行為主義的習(xí)慣形成理論Habit-formationtheory.外語(yǔ)學(xué)習(xí)根本上被認(rèn)為是一個(gè)習(xí)慣形成的過(guò)程,而這一過(guò)程是帕爾默Palmer教學(xué)法原那么的核

30、心.他強(qiáng)調(diào)一開(kāi)始就要養(yǎng)成良好的語(yǔ)言習(xí)慣,為此目標(biāo),語(yǔ)言應(yīng)力求準(zhǔn)確,應(yīng)給學(xué)生提供語(yǔ)法正確的句子和句型speech patterns,通過(guò)反復(fù)操練,學(xué)生就能獲得流利的說(shuō)目標(biāo)語(yǔ)的水平.24 .The 1 model is the center of Krashens second language learning theory. 分?jǐn)?shù)：1.00填空項(xiàng)1: 正確答案： monitor 解析：解析克拉申是自然法的倡導(dǎo)者,他提出的自我監(jiān)測(cè)模式 Monitor Model是他的第二語(yǔ)言學(xué)習(xí)理論的中央.25.In order to contrast a communicative view of langu

31、age 1 Chomsky's theory of competence, Hymes created the linguistic term communicative competence.分?jǐn)?shù)：1.00填空項(xiàng)1: 正確答案：with 解析：解析交際水平Communicative Competence是海姆斯Hymes為了把自己的交際語(yǔ)言觀與喬姆斯 基的語(yǔ)言水平理論相區(qū)別而創(chuàng)造出來(lái)的,不僅是指喬姆斯基所說(shuō)的語(yǔ)言水平,而且也包括知道在何時(shí)何地 使用這些句子,以及用于何種對(duì)象的水平.26 .The Communicative Approach attempts to follow th

32、e 1 acquisition process in the classroom. 分?jǐn)?shù)：1.00填空項(xiàng)1: 正確答案：natural 解析：解析交際語(yǔ)言教學(xué)應(yīng)遵循自然的語(yǔ)言習(xí)得過(guò)程natural acquisition process.交際法試圖在課堂教學(xué)中創(chuàng)造出自然真實(shí)的語(yǔ)言習(xí)得環(huán)境.27 .The Natural Approach is to develop the learners'basic communication skills-both 1 and written. 分?jǐn)?shù)：1.00填空項(xiàng)1: 正確答案：oral 解析：解析設(shè)計(jì)自然法的主要目的是培養(yǎng)根本的語(yǔ)言交際技能一一

33、口語(yǔ)表達(dá)和書(shū)面表達(dá)水平,幫助初級(jí) 學(xué)習(xí)者逐步過(guò)渡到中級(jí)水平.28 .The Audiolingual Method develops the separation of the language skills into a 1 device, thatis, listening, speaking, reading and writing. 分?jǐn)?shù)：1.00填空項(xiàng) 1: 正確答案：pedagogical 解析：解析根據(jù)結(jié)構(gòu)主義語(yǔ)言學(xué)和行為主義心理學(xué)的理論,聽(tīng)說(shuō)法把語(yǔ)言分成聽(tīng)、說(shuō)、讀、寫(xiě)四種技能,認(rèn)為這些技能都可以被分開(kāi)進(jìn)行教授,由于語(yǔ)言習(xí)得的自然順序一一孩子習(xí)得母語(yǔ)的順序是聽(tīng)、說(shuō)、讀、 寫(xiě),所以

34、聽(tīng)說(shuō)法在這四種教學(xué)技能pedagogical device中特別強(qiáng)調(diào)聽(tīng)、說(shuō)水平的培養(yǎng).29 .The 1 Approach emphasizes on oral skills; use of only the target language in the classroom. 分?jǐn)?shù)：1.00填空項(xiàng)1: 正確答案：Oral解析：解析口語(yǔ)法亦強(qiáng)調(diào)口語(yǔ)優(yōu)先于書(shū)面語(yǔ),課堂教學(xué)用目標(biāo)語(yǔ).30 .The 1 Approach emphasizes on the conscious acquisition of language as a meaningful system. 分?jǐn)?shù)：1.00填空項(xiàng)1: 正確

35、答案：Cognitive 解析：解析認(rèn)知法認(rèn)為,語(yǔ)言是一個(gè)意義系統(tǒng)meaningful system,強(qiáng)調(diào)在理解的根底上有意識(shí)的學(xué)習(xí)語(yǔ)言conscious acquisition ,其依據(jù)的理論根底是認(rèn)知理論和轉(zhuǎn)換生成語(yǔ)法理論.31.In the Grammar-Translation Method, reading passages are planned around the sequenced grammatical 1 and vocabulary to be studied.分?jǐn)?shù)：1.00填空項(xiàng) 1: 正確答案：structures 解析：解析語(yǔ)法譯法的教學(xué)技巧之一是進(jìn)行短文閱讀,閱

36、讀的短文要圍繞語(yǔ)法教學(xué)的安排程序和要學(xué) 的詞匯安排的,而其結(jié)構(gòu)是由易到難排序.32 .Ausubel believes that the 1 material will soon be forgotten because rote learning has littleor no association with existing cognitive structure. 分?jǐn)?shù)：1.00填空項(xiàng)1: 正確答案：learned 解析：解析奧斯貝爾理論的核心是“有意義的語(yǔ)言學(xué)習(xí)和先期組織meaningful verbal and advanceorganizers ,他提出的認(rèn)知學(xué)習(xí)理論認(rèn)為機(jī)械的學(xué)

37、習(xí)是指通過(guò)一遍又一遍的死記硬背直到記住為止,而不注意材料的意義,由于這種學(xué)習(xí)和已有的認(rèn)知結(jié)構(gòu)幾乎沒(méi)有任何聯(lián)系,所以學(xué)過(guò)的材料很快就會(huì)遺忘.33 .According to the behaviourist psychology, learning a language is a process of set of appropriate language stimulus-response chains, a 1 process habit formation.分?jǐn)?shù)：1.00填空項(xiàng) 1: 正確答案：mechanical 解析：解析聽(tīng)說(shuō)法的學(xué)習(xí)理論是行為主義心理學(xué),認(rèn)為語(yǔ)言行為就和其他行為一樣,

38、所教授的語(yǔ)言語(yǔ)言輸入就是刺激物,反響就是學(xué)習(xí)者對(duì)語(yǔ)言輸入刺激的反響,教師或其他同學(xué)的成認(rèn)或表?yè)P(yáng)或制止就是強(qiáng)化.學(xué)習(xí)語(yǔ)言就是習(xí)得一套適當(dāng)?shù)恼Z(yǔ)言刺激與反響之間的聯(lián)系,語(yǔ)言學(xué)習(xí)是一個(gè)機(jī)械的、習(xí)慣形成的過(guò) 程.34 .According to the 1 approach, language learning in real life differs from language learning in the classroom.分?jǐn)?shù)：1.00填空項(xiàng)1: 正確答案：Oral解析：解析According to the Oral Approach, language learning in real li

39、fe differs from language learning in the classroom.口語(yǔ)法奠基人帕默爾區(qū)分了自然環(huán)境中的語(yǔ)言學(xué)習(xí)和在教室里進(jìn)行的語(yǔ)言學(xué)習(xí),認(rèn)為學(xué)生在課堂學(xué)到的水平使他能組織自己的學(xué)習(xí),并利用已有的知識(shí)去完成手中任務(wù).35.Since only 1, but not the mind, could be observed directly and objectively, it was the only proper subject of study in psychology.分?jǐn)?shù)：1.00填空項(xiàng)1: 正確答案：behavior 解析：解析Since only

40、 behavior, but not the mind, could be observed directly and objectively, it was the only proper subject of study in psychology.行為主義心理學(xué)認(rèn)為,只有行為能夠被直接并且客觀的觀察到,而心智那么過(guò)于抽象,無(wú)法描述,因此心理學(xué)最適當(dāng)?shù)难芯繉?duì)象應(yīng)當(dāng)是可以觀察到的行 為.三、Bm.Matching/B(總題數(shù)：3,分?jǐn)?shù)：15.00)Directions :This section consists of three groups of pairs listed in two

41、columns, A and B. Youare to match the one marked 1) ,2), 3 ) ,4) or 5) in Column A with the one marked a, b, c, dor e in Column B. One point is given to each pair you match.1)the Direct Method2)the Audiolingual Method3)the Oral Approach4)the Communicative Approach5)the Cognitive Approacha) cognitive

42、 psychology and transformational grammarb) Notional Syllabus or some other communicatively organized syllabusc) language acquisition and associationist psychologyd) British "structuralism"e) structural linguistics(分?jǐn)?shù)：5.00)(1).(分?jǐn)?shù)：1.00)解析：填空項(xiàng)1: (正確答案：e)解析：聽(tīng)說(shuō)法的語(yǔ)言理論根底是美國(guó)結(jié)構(gòu)主義,根據(jù)結(jié)構(gòu)主義的觀點(diǎn),語(yǔ)言成分是以一

43、定規(guī)那么(rulegoverned)或結(jié)構(gòu)(structure) 出現(xiàn)的,語(yǔ)言實(shí)例可以在任何結(jié)構(gòu)層次上詳盡描述.填空項(xiàng)1: (正確答案：d)解析：口語(yǔ)教學(xué)法/情景教學(xué)法的語(yǔ)言理論根底可以說(shuō)是英國(guó)的一種結(jié)構(gòu)主義.英國(guó)的語(yǔ)言學(xué)家們通過(guò)描述語(yǔ)言的根本元素(basic elements)來(lái)分析語(yǔ)言,這是他們遵循的傳統(tǒng),他們認(rèn)為語(yǔ)言的根本元素都遵循一定的規(guī)那么(rule-governed),也就是說(shuō),低一級(jí)的詞類(如名詞、形容詞)可導(dǎo)致高一級(jí)的短語(yǔ)和句子系統(tǒng).英國(guó)結(jié)構(gòu)主義不同于美國(guó)結(jié)構(gòu)主義,他們側(cè)重于“語(yǔ)境和情景(context and situation),認(rèn)為語(yǔ)言結(jié)構(gòu)與使用語(yǔ)言的語(yǔ)境與情景之間有著非

44、常密切的關(guān)系.填空項(xiàng)1: (正確答案：b)解析：威爾金斯的著作?意念大綱?及其他以交際為主線而制定的大綱,對(duì)于交際教學(xué)法的開(kāi)展有深刻的影響,功能意念大綱最顯著的特點(diǎn)是,它強(qiáng)調(diào)把功能作為英語(yǔ)語(yǔ)言課程設(shè)置的根本組成局部,而結(jié)構(gòu)主義把語(yǔ)法結(jié)構(gòu)當(dāng)作教材的根本組成局部.填空項(xiàng)1: (正確答案：a)解析：認(rèn)知法的語(yǔ)言理論根底是轉(zhuǎn)換生成語(yǔ)言學(xué),學(xué)習(xí)理論是和行為主義心理學(xué)相對(duì)立的認(rèn)知心理學(xué).1)the theory of language underlying the natural approach2) the theory of learning underlying the natural approa

45、ch3)one of the objectives of the natural approach4)one of the techniques of the natural approach5)one of the main features of the natural approacha) problem solving activitiesb) to help the students to develop basic communication skillsc) class time being devoted primarily to providing input for acq

46、uisitiond) communications as the primary function of languagee) the monitor model(分?jǐn)?shù)：5.00)1) ).(分?jǐn)?shù)：1.00)解析：填空項(xiàng)1: (正確答案：e)解析：自我監(jiān)測(cè)模式(Monitor Model)是克拉申第二語(yǔ)言學(xué)習(xí)理論的中央,他認(rèn)為,學(xué)得 (learning) 和習(xí)得 (acquisition)在運(yùn)用中的具體表現(xiàn)方式是不一樣的.這構(gòu)成了自然法的學(xué)習(xí)理論根底.填空項(xiàng)1: (正確答案：b)解析：設(shè)計(jì)自然法主要目的是培養(yǎng)根本的語(yǔ)言交際技能(basic communication skills) 口語(yǔ)表達(dá)和

47、書(shū)面語(yǔ)表達(dá)水平.填空項(xiàng)1: (正確答案：a)解析：自然法的教學(xué)技巧在于語(yǔ)言習(xí)得活動(dòng),其中包括情感人文活動(dòng)(Affective-humanstic activities)、解決問(wèn)題活動(dòng)(Problem-solving activities) 、游戲活動(dòng)(Games)、內(nèi)容活動(dòng)(Content activities) . 填空項(xiàng)1: (正確答案：c)解析：自然法課堂教學(xué)有以下特征：(1)課堂時(shí)間(Class time)應(yīng)主要提供有助于習(xí)得的語(yǔ)言輸入；(2)教師在課堂上只能講目標(biāo)語(yǔ)；(3)家庭作業(yè)(Homewok泡括正式的語(yǔ)法練習(xí),錯(cuò)誤也要被糾正；(4)語(yǔ)言活動(dòng)的目的是使學(xué)生發(fā)表意見(jiàn),完成任務(wù)和解決

48、問(wèn)題.1)the Oral Approach2) the Grammar-Translation Method3) the Communicative Approach4) the Cognitive Approach5)the Natural Approacha) Krashen's monitor hypothesis b) behaviourist habit-formation theory c) innate organizing principles d) language as communicatione) Faculty Psychology(分?jǐn)?shù)：5.00)(1).

49、(分?jǐn)?shù)：1.00)解析：填空項(xiàng)1: (正確答案：e)解析：語(yǔ)法譯法的語(yǔ)言理論根底是傳統(tǒng)語(yǔ)言學(xué),學(xué)習(xí)理論是機(jī)能心理學(xué).填空項(xiàng)1: (正確答案：d)解析：交際法的語(yǔ)言理論根底源于功能語(yǔ)言學(xué),認(rèn)為語(yǔ)言即交際(Language is communication),以及海姆斯提出的交際水平；學(xué)習(xí)理論根底包括坎德林(Candlin)的協(xié)商過(guò)程、耶爾登(Yalden)的從特定語(yǔ)境中獲得 意義等.填空項(xiàng)1: (正確答案：c)解析：認(rèn)知法的語(yǔ)言理論根底是喬姆斯基的轉(zhuǎn)換生成語(yǔ)法,學(xué)習(xí)理論根底是認(rèn)知心理學(xué),包括皮亞杰的認(rèn)知開(kāi)展理論(theory of cognitive development) 和圖式理論(Sch

50、ema theory)、奧斯貝爾(Ausubel)的“有 意義的語(yǔ)言學(xué)習(xí)和先期組織(meaningful verbal and advance organizers) 、布魯納 (Brunner)的發(fā)現(xiàn)理 論(discovery theory) 等.填空項(xiàng)1: (正確答案：a)解析：自然法的語(yǔ)言理論根底是“交際是語(yǔ)言的首要功能,學(xué)習(xí)理論根底是克拉申的自我監(jiān)測(cè)模式(Monitor Model).四、B IV .Questions for Brief Answers/B(總題數(shù)：6,分?jǐn)?shù)：30.00)36 .What is the most important aspect of language

51、 according to the Grammar-Translation Method? (分?jǐn)?shù)：5.00)正確答案：() 解析：According to the Grammar-Translation Method, grammar is the most important aspect of language, which is viewed as a system of rules. Systematic study of grammatical rules plays an important role in fostering students'ability of re

52、ading comprehension and producing grammatically correct sentences. Understanding and mastering the morphology and syntax will develop students'ability of analyzing and solving problems.37 .How does the discourse theory explain the second language acquisition process?分?jǐn)?shù)：5.00正確答案：解析： Halliday thin

53、ks that the process of first language is actually the process of learning how to communicate in that language. Hatch agrees with Halliday's views on first language acquisition and perceives little difference between the first language acquisition process and process of second language acquisitio

54、n-only through communication discourse can the learner acquire the second language.38 .What areas of language are emphasized by Oral Approach? What language skills are emphasized?分?jǐn)?shù)：5.00正確答案：解析： Vocabulary and grammar are emphasized by the Oral Approach. A knowledge of the 2000 common core words is

55、believed to assist foreign language learning. Accuracy in both pronunciation andgrammar is regarded as crucial, and errors are to be avoided at all costs. All the four basicskills are considered important, however, oral proficiency is seen as basic. Before students learn any words and grammar rules,

56、 the teacher should teach them orally first.39 .What are the principles and consequences of the Reform Movement?分?jǐn)?shù)：5.00正確答案：解析：The principles of the Reform Movement were the primacy of speech, the centrality of the connected text as the kernel of the teaching-learning process, and the absolute prior

57、ity of anoral methodology in the classroom. The consequences were great. Many people took part in the Reform Movement. A lot of books were published. An applied linguistic approach to language teaching began to shape.40 .What techniques of the Direct Method do you think are useful in modem language teaching? 分?jǐn)?shù)：5.00正確答案：解析： Such teaching techniques as quest