2009年華北電力大學(xué)871語(yǔ)言學(xué)及文學(xué)考研真題

華北電力大學(xué)871語(yǔ)言學(xué)及文學(xué)2009年碩士研究生入學(xué)考試試題(回憶版)及答案語(yǔ)言學(xué)部分ⅠExplainthefollowingterms1.Displacement2.Synchronic3.Matephor4.i+1principle5.Syllabusdesign6.Corpuslinguistics7.RelevanceTheory8.Locutionaryact9.Macrolinguistics10.RegisterⅡAnswerthefollowingquestions.WhatisyourunderstandingofHalliday’sSystematic-FunctionalGrammar?WhatisthedistinctionbetweenPragmaticsandSemantics?PleaseDesignakindofsyllabus,anddescribewhatyoukonwaboutit.B.文學(xué)部分ⅠNameouttheauthorsofthesefollowingworks1RipVanWinkle2SongofMyself3TheSea-wolf4AnAmericanTragedy5TheHollowMen6AFarewelltoArms7TheHairyApe8BeyondtheHorizon9AsYouLikeIt10ParadiseRegained11PoeticalSketches12ToAutumn13Finnegan’sWake14Mrs.Dalloway15OdetoaNightingaleⅡExplainthesefollowingTerms1FreeVerse2Soliloquy3Metaphysicalpoetry4LocalColorism5PointofViewⅢAnsweringthefollowingquestionsHowdoyouknowaboutRenaissance?GiveasummeryaboutEnglishliteratureintheperiod?2.Peoplealwayssaythat:"Asamemberofthemiddleclass,Defoespokeforandtothemembersofhisclass".Howdoyouunderstandthissentence?Pleaseexplainitwiththecharacterofhim.3HowdoyouknowthenaturalisticideaofHardy?4Analyzeabout"TheWasteLand"5.ExplainthetheoryofTranscendentalism,thenlistitsimportantauthorandworks.跨考教育華北電力大學(xué)2009年語(yǔ)言學(xué)文學(xué)真題答案語(yǔ)言學(xué)部分Ⅰ1.DisplacementHumanlanguagesenabletheiruserstosymbolizeobjects,eventsandconceptswhicharenotpresent(intimeandspace)atthemomentofcommunication.Thisqualityislabeledasdiaplacement.2.SynchronicThedescriptionofalanguageatsomepointoftimeissynchronicstudy.3.MatephorAmatephor,likesimile,alsomakesacomparisonbetweentwounlikeelements;thiscomparisonisimpliedratherthanstated.4.i+1principleKrashenbroughtforwardtheconceptof“i+1”principle,i.e.thelanguagethatlearnersareexposedtoshouldbejustfarenoughbeyondtheircurrentcompetencethattheycanunderstandmostofitbutstillbechallengedtomakeprogress.Inputshouldneitherbesofarbeyongdtheirreachthattheyareoverwhelmed,norsoclosetotheircurrentstagethattheyarenotchallengedatall.5.SyllabusdesignSyllabusdesignisoffoundamentalimportanceinlanguageteaching.Itservesasabridgebetweenlanguageteachingtheoryandlanguageteachingpractice.6.CorpuslinguisticsCorpuslinguisticsisanapproachtoinvestigatelanguagestructureandusethroughtheanalysisoflargedatabasestoreallanguageexamplesstoredoncomputer.Issuesamenabletocorpuslinguisticsincludethemeaningsofwordsacrossregisters,thedistinctionandgrammaticalformsandcategories,theinvestigationoflexico-grammaticalassociation,andissuesinlanguageacquisitionanddevelopment.7.RelevanceTheoryThistheorywasformallyproposedbyHanSperberandDeirdreWilson.TheyarguethatallGriceanmaxims,includingtheCPitself,shouldbereducedtoasingleprincipleofrelevance,whichisdefinedas:Everyactofostensivecommunicationcommunicatesthepresumptionofitsownoptimalrelevance.8.LocutionaryactItistheactofutteringwords,phrases,clauses.Itistheactofconveyingliteralmeaningbymeansofsytax,lexiconandphonology.9.MacrolinguisticsMacrolinguisticsistheinterdisciplinarystudybetweenlanguageandlanguage-relateddisciplines,suchaspsychology,sociology,ethnography,etc.Thebranchesofmacrolinguisticsincludepsycholinguistics,soliolinguistics,anthropologicallinguistics,etc.10.RegisterAccordingtoHalliday,“Languagevariesasitsfunctionvaries;itdiffersindifferentsituations.”Thetypeoflanguagewhichisselectedasappropriatetothetypeofsituationisaregister.ⅡAnswerquestionsSystematic-FunctionalGrammar,developedbyHalliday,isasociallyorientedfunctionallinguisticapproach.Itconsistsoftwoinseperableparts:systemicgrammarandfunctionalgrammar.Forsystemicgrammar,thesystemisalistofchoicesthatareavailableinthegrammarofalanguage.Systemicgrammaraimstoexplaintheinternalrelationsinlanguageasasystemnetwork,ormeaningpotential.Functionalgrammaraimstorevealthatlanguageisameansofsocialinteraction,languageexiststoservecertainfunctions.Therearethreemeta-functions:theideationalfunction,theinterpersonalfunction,andthetextualfunction.2.Pragmaticsisthestudyofmeaningincontext.Itdealswithparticularutterancesinparticularsituationsandisespeciallyconcernedwiththevariouswaysinwhichthemanysocialcontextsoflanguagecaninfluenceinterpretation.Semanticsexamineshowmeaningisencodedinalanguage.Itisnotonlyconcernedwithmeaningofwordsaslexicalitems,butalsowithlevelsoflanguagebelowthewordandaboveit.Theyarebothlinguisticstudyofmeaning.Whatessentiallydistinguishessemanticsandpragmaticsiswhetherinthestudyofmeaningthecontextofuseisconsidered.3.Situationalsyllabusisasyllabuswhichselects,organizesandpresentslanguageitemsbasedonsituations,e.g.atthebank,atthesupermarkets,athome,etc.Theaimofsituationalsyllabusisspecifyingthesituationsinwhichthetargetlanguageisused.Itsetsouttomeetthelearner’sdirectcommunicativeneeds.B.文學(xué)部分ⅠNameouttheauthorsofthesefollowingworks1WashingtonIrving2WaltWhitman3JackLondon4TheodoreDreiser5TSEliot6ErnestHemingway7EugeneO’Neil8EugeneO’Neil9WilliamShakespeare10JohnMilton11WilliamBlake12JohnKeats13JamesJoyce14VirginiaWoolf15JohnKeatsⅡExplainthesefollowingTerms1FreeVerseFreeversemeanstherhymedorunrhymedpoetrycomposedwithoutpayingattentiontoconventionalrulesofmeter.FreeversewasoriginatedbyagroupofFrenchpoetsofthelate19thcentury.Theirpurposewastofreethemselvesfromtherestrictionsofformalmetricalpatternsandtorecreateinsteadthefreerhythmsofnaturalspeech.WaltWhitman’sleavesofgrassis,perhaps,themostnotableexample.2SoliloquySoliloquy,indrama,meansamomentwhenacharacterisaloneandspeakshisorherthoughtsaloud.Theline“tobe,ornottobe,thatisthequestion”,whichbeginsthefamoussoliloquyfromShakespeare’sHamlet.3MetaphysicalpoetryMetaphysicalpoetryiscommonlyusedtonametheworkofthe17thcenturywriterswhowroteundertheinfluenceofJohnDonne.Witharebelliousspirit,theMetaphysicalpoetstriedtobreakawayfromtheconventionalfashionoftheElizabethanlovepoetry.ThedictionissimpleascomparedwiththatoftheElizabethanortheNeoclassicalperiods,andechoesthewordsandcadencesofcommonspeech.Theimageryisdrawnfromactuallife.4LocalColorismGenerallyspeaking,thewritingsoflocalcoloristsareconcernedwiththelifeofasmall,well-definedregionorprovince.Thecharacteristicsettingistheisolatedsmalltown.Localcoloristswereconsciouslynostalgichistoriansofavanishingwayoflife,recordersofapresentthatfadedbeforetheireyes.Yetforalltheirsentimentality,theydedicatedthemselvestominutelyaccuratedescriptionsofthelifeoftheirregions,theyworkedfrompersonalexperiencetorecordthefactsofalocalenvironmentandsuggestedthatthenativelifewasshapedbythecuriousconditionsofthelocal.MajorlocalcoloristisMarkTwain.5PointofViewPointofviewcanbedividedbythenarrator’srelationshipwiththecharacter,representedbythegrammaticalperson:thefirst-personnarrative,thethird-personnarrative,andomniscientnarrator.ⅢAnsweringthefollowingquestionsHowdoyouknowaboutRenaissance?GiveasummeryaboutEnglishliteratureintheperiod?TheRenaissancereferstotheperiodbetween14th----mid-17thcentury.ItfirststartedinItaly.2.TheRenaissancemeansrebirthorrevival----thediscoveryofancientRomanandGreekculture.3.Inessence,TheRenaissanceisahistoricalperiodinwhichtheEuropeanhumanistthinkersandscholarstriedtogetridoftheoldfeudalistideasinmedievalEurope,tointroducenewideasthatexpressedtheinterestsoftherisingbourgeoisie/middleclass,andtorecoverthepurityoftheearlychurchfromthecorruptionofRomanCatholicChurch.4.HumanismistheessenceofRenaissance-----Manisthemeasureofallthings.Thehumanismexalted/praisedhumannatureandemphasizedthedignityofhumanbeingsandthepresentlife.Theythoughtmanhadtherighttoenjoythebeautyoflifeandhadtheabilitytoperfecthimselfandmadewonders,whichgotreadyfortheappearanceofthegreatElizabethanwritersinBritain.Poetryanddramawerethemostoutstandingliteraryforms.5.Shakespeare,MarloweandFrancisBaconetc.weretheremarkablerepresentativesoftheEnglishRenaissance.2.Peoplealwayssaythat:"Asamemberofthemiddleclass,Defoespokeforandtothemembersofhisclass".Howdoyouunderstandthissentence?Pleaseexplainitwiththecharacterofhim.1)Inmostofhisworks,Defoegavehispraisetothehard-working,sturdymiddleclassandshowedhissympathyforthelower-classpeople.RobinsonCrusoewassuchacharacter.2)Robisongoesouttosea,getsshipwreckedandmarooned/landedonalonelyisland,strugglestolivefor24yearsthereandfinallyissavedbyashipandreturnstoEngland.DuringtheperiodRobinsonleadsaharshandlonelylifeandsurvivesbygrowingcorps,taminganimals,etc.growingfromanaiveyoungmanintoahardenedman.3)Withagreatcapacityforwork,inexhaustibleenergy,courageandpersistenceinstrugglingagainstnature,Crusoebecomestheprototype/representativeoftheempirebuilder,thepioneercolonist.．4)Inthenovel,Defoeglorifiedhumanlaborandthepuritanfortitudewhichthemiddleclasspraisedhighly,sohecanberegardedasaspokesmanofthebourgeois.3HowdoyouknowthenaturalisticideaofHardy?ThetragicsenseisthekeynoteofHardy’snovels,andheisanostalgicauthor.Hardy’snovelsalwayssetinWessex,thefictionalprimitiveandcruderegion,whichisthreatenedbytheinvadingcapitalism,expressingtheconflictbetweenthetraditionalandthemodern,theoldandthemodern.Man’sfateistragicwithborn,drivenbytheforceofthenatureofoutsideandinside,andmanisboundbyhisinherentnatureandhereditarytraitswhichprompthimtogoandsearchforhappinessorsuccess,andsethiminconflictwiththeenvironment;wecanseeheisinfluencedgreatlybyDarwin’stheory“survivalofthefittest”.Manprovestobeincompetent/impotentbeforeFate,andheseldomescapeshisdestiny.ThepessimisticviewoflifepredominatesmostworksofHardy,whichearnshimthenameofanaturalisticwriter.Hardyisnotedfortherusticdialectandapoeticflavor,soheisalsocalledlocal-colorist.4Analyzeabout"TheWasteLand"Answer:"TheWasteLand"isT.S.Eliot’smasterpiece:1)Thepoempresentsapanor