2000年-2015年專八短文改錯(cuò)試題

1、2000 年 -2015 年專八短文改錯(cuò)試題2015 年 3 月 21 日專業(yè)八級(jí)考試改錯(cuò) When I was in my early teens, I was taken to a spectacular showon ice by the mother of a friend. Looked round a the luxury of the1. rink, my friend 's mother remarked on the “plush ”seats we had beengiven. I did not know what she meant, and being pro

2、ud of my2. vocabulary, I tried to infer its meaning from the context. “Plush”was clearly intended as a complimentary, a positive evaluation; that3. much I could tell it from the tone of voice and the context. So I4. started to use the word. Yes, I replied, they certainly are plush, and so are the ic

3、e rink and the costumes of the skaters, aren't they? Myfriend 's mother was very polite to correct me, but I could tell from her5. expression that I had not got the word quite right.Often we can indeed infer from the context what a word roughlymeans, and that is in fact the way which we usua

4、lly acquire both6.new words and new meanings for familiar words, specially in our7.own first language. But sometimes we need to ask, as I should haveasked for Plush, and this is particularly true in the8.aspect of a foreign language. If you are continually surrounded by9.speakers of the language you

5、 are learning, you can ask them directly, but often this opportunity does not exist for the learner of English.So dictionaries have been developed to mend the gap.10. 2014 改錯(cuò)There is widespread consensusamong scholars that second language acquisition (SLA) emerged as a distinct field of research fro

6、m the late 1950s to early 1960s.There is a high level of agreement that the following questions (1) have possessed the most attention of researchers in this area: (2) l Is it possible to acquire an additional language in the same sense one acquires a first language? (3) l What is the explanation for

7、 the fact adults have (4) more difficulty in acquiring additional languages than children have? l What motivates people to acquire additional language?l What is the role of the language teaching in the (5) acquisition of additional languages?l What social-cultural factors, if any, are relevant in st

8、udying the learning of additional languages?From a check of the literature of the field it is clear that all (6) the approaches adopted to study the phenomena of SLA so far have one thing in common: The perspective adopted to view the acquiring of an additional language is that of an individual atte

9、mpts to do (7) so. Whether one labels it“l(fā)earning ” or “ acquiring ” an additionallanguage, it is an individual accomplishment or what is under (8) focus is the cognitive, psychological, and institutional status of an individual. That is, the spotlight is on what mental capabilities areinvolving, wh

10、at psychological factors play a role in the lear ning (9)or acquisiti on, and whether the target Ian guage is lear nt in the classroom or acquired through social touch with n ative speakers. (10)2013專八短文改錯(cuò)試題.Psycho-l in guistics is the n ame give n to the study of the psychological processes in volv

11、ed in Ian guage. Psycholi nguistics study un dersta nding, producti on and rememberi ng Ian guage, and hence are concerned with (1)listening, reading, speaking, writing, and memory for Ianguage.One reas on why we take the Ian guage for gran ted is that it usually(2)happe ns so effortlessly, and most

12、 of time, so accurately.(3)In deed, whe n you liste n to some one to speak ing, or look ing at this page,(4)you no rmally cannot help but un dersta nd it. It is only in exceptio nal circumsta nces we might become aware of the complexity(5)in volved: if we are searchi ng for a word but cannot remembe

13、r it;if a relative or colleague has had a stroke which has in flue need(6)their Ian guage; if we observe a child acquire Ian guage; if(7)we try to lear n a sec ond Ian guage ourselves as an adult; or if we are visually impaired or hearing-impaired or if we meet anyone else who is. As we shall see, a

14、ll these examples(8)of what might be called “anguage in exceptional circumstances ” reveal a great deal about the processes evolved in speak ing,(9)listening, writing and reading. But given that Ianguage processes were no rmally so automatic, we also n eed to carry out careful(10)experime nts to get

15、 at what is happe ning.2012 年The cen tral problem of tran slat ing has always bee n whether to tran slate literally or freely. The argume nt has bee n going since at least the first(1)century B.C. Up to the beginning of the 19 th century, many writersfavoured certain kind of fFee" translation:

16、the spirit, not the letter; the(2)sense not the word; the message rather the form; the matter not(3)the manner. This is the ofte n revoluti onary sloga n of writers who(4)wan ted the truth to be read and un derstood. Then in the tur n of 19 th(5)cen tury, whe n the study of cultural an thropology su

17、ggested thatthe lin guistic barriers were in superable and that the Ian guage(6)was en tirely the product of culture, the view tran slati on was impossible(7)gained some curre ncy, and with it that, if was attempted at all, it must be as (8)literal as possible. This view cul min ated the stateme nt

18、of the(9)extreme literalists" Walter Benjamin and Vladimir Nobokov.The argume nt was theoretical: the purpose of the tran slati on, then ature of the readership, the type of the text, was not discussed. Toooften, writer, translator and reader were implicitly identified witheach other. Now, the

19、con text has cha nged, and the basic problem rema ins.(10) 2011年專八真題改錯(cuò)部分From a very early age, perhaps the age of five or six, I knew123 4 5 6 7 8 910that when I grew I should be a writer. Betwee n the ages of about seve ntee n and twen ty-four I tried to aba ndon this idea, but I did so with the co

20、n scie nee that I was outragi ng my true n ature and that soon or later I should have to settle dow n and write books.I was the child of three, but there was a gap of five years on either side, and I barely saw my father before I was eight. For this and other reas ons I was somewhat Ion ely, and I s

21、oon developed disagree ing mann erisms which made me un popular throughout my schooldays. I had the Ion ely child's habit of making up stories and holdi ng con versatio ns with imagi native pers ons, and I think from the very start my literal ambitions were mixed up with the feeling of being iso

22、lated and un dervalued. I knew that I had a facility with words and a power of facing in un pleasa nt facts, and I felt that this created a sort of private world which I could get my own back for my failure in everyday life. Therefore, the volume of serious i.e. seriously intended writing which I pr

23、oduced all through my childhood and boyhood would not amount to half a doze n pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation.2010年專八真題改錯(cuò)部分So far as we can tell, all huma n Ian guages are equally complete and perfect as in strume nts of com mun icati on

24、: that is, every Ian guage appears to be well equipped as any other to say the things their speakers want to say.There may or may not be appropriate to talk about primitive peoples or cultures, but that is another matter. Certainly, not all groups of people are equally compete nt in n uelear physics

25、 or psychology or the cultivation of rice . Whereas this is not the fault of their Ian guage. The Eskimos , it is said, can speak about snow with further more precisi on and subtlety tha n we can in En glish, but this is not because the Eskimo Ian guage (one of those sometimes miscalled 'primiti

26、ve') is in here ntly more precise and subtle tha n En glish. This example does not come to light a defect in English, a show of unexpected 'primitiveness'. The position is simply and obviously that the Eskimos and the English live in similar environmen ts. The En glish Ian guage will be

27、just as rich in terms for differe nt kinds of snow, presumably, if the en viro nments in which Englishwas habitually used made such distinction as important.Similarly, we have no reason to doubt that the Eskimo Ianguage could be as precise and subtle on the subject of motor manufacture or cricket if

28、 these topics formed the part of the Eskimos' life.2009The previous sect ion has show n how quickly a rhyme passes from one school child to the next and illustrates the further difference(8)(9) (10) betwee n school lore and nu rsery lore. In nu rsery lore a verse, learnt in early childhood, is n

29、ot usually passed on aga in whe n the little liste ner has grow n up, and has childre n of their own, or even gra ndchildre n. The period betwee n lear ning a nu rsery rhyme and tran smitt ing it may be someth ing from twenty to seve nty years. With the playgro und lore, therefore, a rhyme may be ex

30、citedly passed on with in the very hour it is lear nt; and in the gen eral, it passes betwee n childre n of the same age, or n early so, since it is un com mon for the differe nee in age betwee n playmates to be more tha n five years. If ,therefore, a playgro und rhyme can be show n to have bee n cu

31、rre ntly for a hun dred years, or eve n just for fifty, it follows that it has bee n retra nsmitted over and over; very possibly it has passed along a cha in of two or three hun dred young hearers and tellers, and the won der is that it rema ins live after so much han dli ng,to let alone that it bea

32、rs resembla nee to the 2008年專八真題短文改錯(cuò)The desire to use Ian guage as a sig n of n ati onal ide ntity is avery n atural one, and in result Ian guage has played a prominent1part in n ati onal moves. Men have often felt the n eed to cultivate2a give n Ian guage to show that they are dist in ctive from an

33、o ther3race whose hegem ony they rese nt. At the time the Un ited States 4split off from Britain, for example, there were proposals thatin depe ndence should be lin guistically accepted by the use of a5differe nt Ian guage from those of Britai n. There was even one6proposal that America ns should ad

34、opt Hebrew. Others favouredthe adopti on of Greek, though, as one man put it, things wouldcerta in ly be simpler for America ns if they stuck on to En glish7and made the British lear n Greek. At the end, as every one8kno ws, the two coun tries adopted the practical and satisfactorysoluti on of carry

35、 ing with the same Ian guage as before.9Since n early two hun dred years now, they have show n the world 10that political in depe ndence and n ati onal ide ntity can be completewithout sacrifici ng the eno rmous mutual adva ntages of a com monIan guage.customer.2015l.looked 改成 looking2. she后面加had3.

36、去掉第二個(gè)a4. 去掉it5. polite 改成 politely6. which 改成 that103 / 11'.7. specially 改成 especially8. this 改成 it9. continually 改成 often10. mend 改成 narrow20141. 把of去掉。2. 把 possessed改成 attracted,3. 把a(bǔ)改成the4. 在facts和adults之間加個(gè)that,5. 把第二個(gè)the去掉。6. 把第二個(gè)of改成in7. 把 attempts 改成 attempt8. 把or改成and9. what 改成 how10. 把

37、touche 改成 touches20131. product ion 改成 produc ing2. 去掉the3. 去掉accurately前面的so4. looking 改為 look5. we前面加that6. 去掉colleague后面的has7. their 改成 his8. anyone 改成 pure 老師 some one9. evolved 改成 involved10. were 改成 are2012參考答案：1. going A since 加入 on題解：go on的意思是“繼續(xù)”，符合句子表達(dá)的含義“爭(zhēng)論一直在繼續(xù)”。2. certain 改為 a certain題解

38、：此處要表達(dá)的意思是“很多作家喜歡一種自由的翻譯方法”，第一次出現(xiàn)這種方法應(yīng)該加上不定冠詞。3. rather 改為 not題解：根據(jù)原句的句子結(jié)構(gòu)，rather應(yīng)改為not。4. is 改為 was題解：此句應(yīng)該為過(guò)去時(shí)。5. in 改為 at題解：at the turn of 19th century “十九世紀(jì)之初”，是固定搭配。6. the 刪去第二個(gè) the題解：這里并沒(méi)有特指某種語(yǔ)言，所以不用定冠詞。7. view A translation 加入 that題解：在 view 和 translation 之間加上 that，可將 “ translation was impossib

39、le ”看成 view 的同位語(yǔ)。8. was刪去 was題解：條件狀語(yǔ)從句?？梢允÷灾髡Z(yǔ)和系動(dòng)詞。9. culminated A the 加入 in題解：culminate in是“以告終”的意思，符合上下文含義。10. and 改為 but題解：原句意思“現(xiàn)在背景變化了，但是基本問(wèn)題依然存在”，兩句話之間應(yīng)該是轉(zhuǎn)折關(guān)系20111, 在grow后加up,考固定短語(yǔ)2, 改consienee為consciousness 考詞語(yǔ)區(qū)別，consienee翻譯為 良心，道德心”，consiousnes翻譯為 意 識(shí)”3, 改 soon 為 sooner, sooner or later 是固定短語(yǔ)4

40、, 在child前加middle,考上下文理解。作者是三個(gè)孩子句中的那位5, 改 disagreeing 為 disagreeable , disagreeing 只能作動(dòng)名詞，不能作形容詞。disagreeable mannernisms 令人討厭的習(xí)慣6, 改imaginative為imaginary,考詞語(yǔ)區(qū)別imaginative翻譯為 有想象力的”，imaginary翻譯為 想象的，虛構(gòu)的”7, 改literal為literary ,考詞義區(qū)別，literal翻譯為字面的”，literary翻譯為文學(xué)方面的”8, 去掉face后的in, face接賓語(yǔ)時(shí)是及物動(dòng)詞?？紕?dòng)詞的基本用法9

41、, 在world后加in或者改 which為where,考定語(yǔ)從句10, 改 Therefore 為 However 或者 Nevertheness,考語(yǔ)境。感悟：11專八改錯(cuò)相對(duì)前幾年專八改錯(cuò)要簡(jiǎn)單一點(diǎn)。本人認(rèn)為詞義區(qū)別考得過(guò)多了。20102010年專八真題改錯(cuò)參考答案以及分詞1 be后插入as; asas引導(dǎo)的比較級(jí)2 their 改為 its; its 代替 every Ianguage3 There改為It;It此處作為形式主語(yǔ)，真正的主語(yǔ)是后面的不定式4 Whereas改為But ;語(yǔ)境需要表示轉(zhuǎn)折的連詞，whereas表示對(duì)比5 further改為much further不能修飾比

42、較級(jí)6 come 改為 bring; (sth)come to light , bring sth to lightbring to light the defect of En glish =bri ng the defect of en glish to light 揭示英語(yǔ)的缺陷7 similar改為different;根據(jù)語(yǔ)境應(yīng)該用 different8 will改為would;虛擬語(yǔ)氣9 as important 去掉 as;10 the part 去掉 the 或者改 the 為 a be/become/form (a) part of 是固定短語(yǔ)2009答案分析：(1) the

43、further differenee改為a further differenee (此次應(yīng)該用不定冠詞表示泛指)改when為until,結(jié)構(gòu)not.until翻譯為直到才”(3)their改為his (代詞與前文 a little listener在單復(fù)數(shù)上保持一致)something改為anything此處指二十到七十的任何時(shí)段(5)therefore改為however (根據(jù)上下文邏輯關(guān)系)in the general去掉the (習(xí)慣用法in general表示總的來(lái)說(shuō)，一般不用冠詞)currently改為current (這里起的是表語(yǔ)的作用，需要形容詞而不是副詞)(8) it has

44、 passed改為it has been passed (與分號(hào)前的被動(dòng)保持一致)(9) live改為alive alive翻譯為鮮活的” 一般作補(bǔ)語(yǔ)；live翻譯為現(xiàn)場(chǎng)轉(zhuǎn)播的；活的” 一般作定語(yǔ)(10) to let alone改為let alone (let alone為習(xí)慣搭配，意思是 更不用說(shuō)20081. in result 改成 in consequenee,2 moves 改成 movements.3 distinctive 改成 distinct 或 different4 在time后加 when5 accepted 改成 realized6 those 改成 that7刪除on

45、,8 At改成In9 carrying with 改成 carrying on with10 now 改成 ago20071, 改 and 為 or, any Ianguagages today or recordsof ancient languages 是并列成分，在否定句中用or2, 改show為showing,現(xiàn)在分詞作定語(yǔ)3，刪除the,表示泛指4，改and為but,根據(jù)語(yǔ)境此處是轉(zhuǎn)折5，改large為larger,后面有than,應(yīng)該用比較級(jí)6， 改in為on, on other grounds基于其它理由”為固定搭配7，改 return 為 response , in respo

46、nse to 對(duì)作出反應(yīng) ”8，刪除 on, emphasize sth emphasize 是及物動(dòng)詞9，在large前加a, extent是可數(shù)名詞，前面要加冠詞。"to a large extent"翻譯為 在很大程度上”10,改 these 為 those those that/who 為固定形式20061, 改 agreeing 為 agreed agreed conventions 翻譯為 習(xí)俗”2, words前加the,此處為特指3，改in為at at one ' s dispe為固定短語(yǔ)，翻譯為由某人做主”4, 改 enables 為 enable

47、，定語(yǔ)從句與先行詞vocabulary and a set of grammatical rules 保持一致5，刪除the,此處需要泛指6，改old為older,此處需要比較級(jí)7, 改seen為 understood, system 應(yīng)該是被理解8., 刪除 it take sth for gran tedtake it for gran ted that9, 改or為and，語(yǔ)境需要并列關(guān)系而不需選擇關(guān)系10, most前加the,形容詞最高級(jí)中that 一般不能省略20051. i nvest ing應(yīng)改為in vested,過(guò)去分詞作定語(yǔ)2. 在irrespective和fluctua

48、tions之間加上介詞 of。irrespectiveOf是一固定用法，意指 不論，不管，不顧，” 等，此處指公司不顧收入的波動(dòng)變化。3. 把 those 改為 that， that 此處代替 outlook4. 在fact和economic之間力口上關(guān)系代詞that。這是一個(gè)同位語(yǔ)從語(yǔ)，that在同位語(yǔ)從句中是不能省 略的.5 .把定冠詞the去掉,in school表示上學(xué)這個(gè)抽象意義6.把形容詞poor改為其比較級(jí)poorer。這句中的poor與后面的more形成一對(duì)比較關(guān)系，表示越越”7 .在 ways和which之間加上一個(gè)介詞in。8. 這里應(yīng)該用動(dòng)詞的 一Ing形式，即elimi

49、nating，以便使句型結(jié)構(gòu)與前面的giving(students a governanee role)保持一致，否則句子結(jié)構(gòu)和意思都顯得不正確。9 .將shorten(縮短；使變短)改為reduce/lesson/weaken。此處屬于用詞不當(dāng)。10.將 to give discounts on 改為 to give discounts to their best customer。意為實(shí)業(yè)公司給最好的客戶提供 優(yōu)惠。 Give discounts to sb為固定短語(yǔ)20041.,在set后加up, set up "建立、成立”是固定短語(yǔ)2. 答案：con sisted 宀 co

50、n sist in g/composed3. 答案：in t on【詳細(xì)解答】固定搭配 on .occasi ons4. 答案rely后加on【詳細(xì)解答】固定搭配 rely on sb. to do someth ing5. 答案：make out t make【詳細(xì)解答】make out意思是 辨認(rèn)出"，而此處意思是 對(duì)做詳細(xì)的研究”，故用“make detailed studies of.即可。6. 答案：its t their【詳細(xì)解答】此處指代的是“investigations故用復(fù)數(shù)。7.答案:public t the public【詳細(xì)解答】the +adj.可表示某一類

51、人，此處意思是面向公眾”，故應(yīng)用“the public?！?. 答案：n evertheless t therefore/ thus【詳細(xì)解答】此處不是表示意思的轉(zhuǎn)折，而是與前文構(gòu)成因果關(guān)系，故可改為therefore或thus。9. 答案：in terestst in terest【詳細(xì)解答】此處看成不可數(shù)名詞為佳10. 答案：these t those【詳細(xì)解答】those指代witnesses ,即指代名詞復(fù)數(shù)做定語(yǔ)從句的先行詞，而these不行20031. 答案：height t hig, high作為名詞翻譯為"最高水平” ，又如reach an all-time high

52、2. 答案：刪除a【詳細(xì)解答】 此處steady decline指穩(wěn)定下降的行為、過(guò)程而不是其結(jié)果，為不可數(shù)名詞，故應(yīng)去 掉定冠詞a。3. 答案：went后加on【詳細(xì)解答】go on為固定搭配，意為 持續(xù)”。4. 答案：high 宀higher【詳細(xì)解答】后面有than,此處應(yīng)為比較級(jí)。5. 答案： Europe Europea n【詳細(xì)解答】根據(jù)上下文，此處應(yīng)用形容詞作定語(yǔ)修飾名詞cou nterparts。6. 答案：more【詳細(xì)解答】由上下文可知，more與equally矛盾，故應(yīng)去掉。7. 答案：nevertheless 宀also【詳細(xì)解答】由上下文可知，此處講的內(nèi)容與前部分內(nèi)容

53、之間為遞進(jìn)關(guān)系，而非轉(zhuǎn)折關(guān)系。8 答案：that tthose【詳細(xì)解答】由上下文可知，此處所指代的應(yīng)為前面復(fù)數(shù)形式的marriages，故指示代詞也應(yīng)該用復(fù)數(shù)形式。9. 答案： Si nee t Although （或 While ）【詳細(xì)解答】從邏輯上講，此處應(yīng)表達(dá)讓步關(guān)系，而非因果關(guān)系。10. 答案：in tto【詳細(xì)解答】to. . extent為固定搭配，意為 到程度”2002答案與詳解1. 答案： and t while/whereas【詳細(xì)解答】前半句意為發(fā)音是在無(wú)意識(shí)之中學(xué)成的”，后半句意為 拼寫(xiě)是有意識(shí)地學(xué)成的”，它們之間是對(duì)比關(guān)系，故應(yīng)該用連詞while來(lái)連接。2. 答案：

54、with t of【詳細(xì)解答】be unconseious of是固定搭配，意為無(wú)意識(shí)地，未意識(shí)到”。即我們之中很多人一輩子都不知道自己的話聽(tīng)起來(lái)是什么樣的”。3. 答案：speak后加it【詳細(xì)解答】speak out意為 大膽地說(shuō)出”，在這里句意不通。在speak out中加上it,指代前面的speech,意為 當(dāng)我們說(shuō)出話后，自己聽(tīng)起來(lái)像什么 ”。4. 答案：firstly t first【詳細(xì)解答】firstly表示順序中的 第一”，first則表示時(shí)間上的第一次，首次”。這里是說(shuō) 當(dāng)我們第一次聽(tīng)到自己的錄音時(shí)，通常會(huì)震驚”。故應(yīng)將firstly改為first才合乎句意。5. 答案：which t that【詳細(xì)解答】在定語(yǔ)從句中，如果先行詞是代詞something, everything , nothing , lit