今世語(yǔ)言學(xué)期末考試

《今世語(yǔ)言學(xué)》期末考試試題Pleasegiveyouranswerstothefollowingquestionsinaseparatedanswersheetprovidedbytheexaminer.DoyouthinkthefollowingwordsarepermissibleinEnglish?Why?5%a)tprayb)btryc)tghargWhatisthedifferencebetweenopen-classwordsandclosed-classwords?5%WhatrolecanEnglishinflectionplayintheexpressionofmeaning?5%Drawthetreediagramsforthefollowingsentences:10%ShefoundabookonMadisonStreet.JackadvisedHenrytoseethedentist.JackpromisedHenrytoseethedoctor.Whatisthedifferencebetweensentencemeaningandutterancemeaning?5%Whatistheuseofmetaphorinverbalcommunication?5%Ineachcasebelowdecidewhichmaximofthecooperativeprinciplehasbeenfloutedandwhatimplicaturemightbedrawn.15%A:WheredoesMissRoseberylive?Somewhereinthesuburbsofthecity.A:I'moutofpetrol.Thereisagarageroundthecorner.A:HowdoyouthinkofCathy'ssinging?B:Well,shehasproducedaseriesofsoundsthatcorrespondcloselywiththescoreof"Homesweethome".Teacher:(towardstheendofalecture)Whattimeisitnow?Student:It's10:44andseconds.A:Doyouwantsomecoffee?Coffeewouldmakemeawake.TheNewinformationineachofthefollowingutterancesisbold-typed.PleaseuseadifferentsentencestructureforeachsothattheNewinformationcanbehighlighted.10%Heowedthetailortwentydollars.Theimpossiblehasoftenprovedpossible.Wehaveoralpracticeeveryotherday.Wedidn'tleavetheflatuntilwecouldsmellthesmokeinthecorridor.Thefootballmatchwascancelledbecauseoftherain.Whatisaregionaldialect?Andwhatistherelationshipbetweenaregionaldialectandastandarddialect?5%Doyouagreetotheclaimthatalllanguagesintheworldderivedfromonecommonancestor?5%Pleaseexplaintheprimacyofhumanlanguageoveranimalcommunication.10%Thefollowingaresomequestionstakenfromsometestpapers.Decidewhichtypeoftesttheybelongto:(a)thediscretepointtest,(b)integrativetest,and(c)thecommunicativetest.10%Directions:Thereare30incompletesentencesinthispart.ForeachsentencetherearefourchoicesmarkedA,B,C,andD.ChoosetheONEanswerthatbestcompletesthesentence.ThenmarkthecorrespondingletterontheAnswerSheetwithasinglelinethroughthecenter..BythetimehearrivesinBeijing,weherefortwodays.A.havebeenstayingB.havestayedC.shallstay D.willhavestayedDirections:Inthissection,youwill,youwillhearapassagethreetimes.Whenthepassageisreadforthefirsttime,youshouldlistencarefullyforthegeneralidea.Whenthepassageisreadforthesecondtime,youarerequiredtofillintheblanksnumberedfromS1toS7withtheexactwordsyouhavejustheard.ForblanksnumberedS8toS10youarerequiredtofillinthemissinginformation.Youcaneitherusetheexactwordsyouhavejustheardorwritedownthemainpointsinyourownwords.Finally,whenthepassageisreadforthethirdtime,youshouldcheckwhatyouhavewritten.Ifyouareacollegestudent,mostofyourconcernsaboutyourhealthandhappinessinlifeareprobably(S1)onthepresent.Basically,youwanttofeelgoodphysically,mentally,and(S2)now.Youprobablydon'tspendmuchtimeworryingaboutthe(S3),suchaswhetheryouwilldevelopheartdisease,or(S4),howyouwilltakecareofyourselfinyour(S5)years,orhowyouaregoingtolive.Whatdoyouthinkarethestrongpointsanddrawbacksofeachofthefollowingtypesoftest:(a)theachievementtest,(b)theproficiencytest,(c)theaptitudetest,(d)thediagnosistest,(e)thesubjectivetest,and(f)theobjectivetest.10%參考答案ThesewordsarenotpermissibleinEnglish.Alllanguageshaveconstraintsonthepermittedsequencesofphonemes.*tpray,*btry,*tghargdonotsoundlikeanEnglishwordbecauseitdoesnotconformtotherestrictionsonthesequencingofphonemes.Whenthreeconsonantsoccur,thefirstmustbe[s].Open-classwordsrefertothoseclassesofwordstowhichwecanaddnewwords.InEnglish,nouns,notionalverbs,adjectivesandadverbsbelongtothiscategory.Suchwordsnormallyconveycertainsemanticcontentsandthusarealsocalled"contentwords".Closed-classwordsrefertothoseclassestowhichnewwordscanhardlybeadded.InEnglish,closed-classwordsincludepronouns,determiners,conjunctions,relatives,prepositions,auxiliaryverbs,modalverbsandthelinkingverb"tobe".Theirrolesinthelinguisticsystemarepartlyorwhollygrammaticalandthusarealsocalled"grammaticalwords".Inflectionreferstotheprocessofaddinganaffixtoawordorchangingitinsomeotherwayaccordingtothegrammaticalrulesofthelanguage.Englishinflectionsareusedtoexpresscertaingrammaticalmeanings:thepluralmorpheme{s}tochangethenounintotheplural-numberform,thegenerative-casemorpheme{'s}toindicatetherelationofpossession,thefeminine-gendermorpheme{ess}tochangethemasculinenounintoitscorrespondingfeminine-genderform,thethird-personsingular{s}tochangetheverbintothethird-personsingularform,the-ingparticiple{ing}tochangetheverbintothe-ingparticiple,thepast-formmorpheme{ed}tochangetheverbintothepast-tenseform,thepast-participlemorpheme{ed}tochangetheverbintothe-ingparticiple,thecomparative{er}tochangeanadjectiveintothecomparative-degreeform,andthesuperlative{est}tochangeanadjectiveintothesuperlative-degreeform.1)(a)(b)2)3)Sentencemeaningreferstotheconventionalcontentorliteralmeaningofasentence.Itisthecontext-independentmeaning.Utterancemeaningreferstothemeaningofanutteranceinthecontext.Inotherwords,itisthemeaningdependentonthecontext.Insomecases,thesentencemeaningcoincideswiththeutterancemeaning.Butinmanysituations,theutterancemeaningdiffersfromthesentencemeaning.Metaphoriscommoninverbalcommunication.Inthetraditionalapproach,metaphorisgenerallyinterpretedasarhetoricaldevicetoaddnoveltytoverbalcommunication.Butaccordingtothecognitiveandfunctionallinguisticapproach,metaphorisabasiccognitivefacilitywithwhichhumanbeingsorganizetheworldinthesystemoflanguage.Muchofthehistoryofeverylanguage,accordingtoHalliday(1994:348),isahistoryofdemetaphorizing:ofexpressionswhichbeganasmetaphorsgraduallylosingtheirmetaphoricalcharacter.Metaphoricalmodesofexpressionarecharacteristicofadultdiscourse.Ontheotherhand,metaphorisalsoanimportantstylisticfeature.Forexample,literaryworks(suchasnovelsandpoetry)normallyaboundinlexicalmetaphorwhilescientificandtechnicalregistersarecharacterizedwithnominalizingmetaphors.1)Inthisdialogue,BhasfloutedthemaximofManner.HereBusesanobscureexpressionandfailstogiveabriefanddirectanswertoA'squestion.TheimplicatureofB'sutteranceisprobably"Idon'tknowtheexactplace.WhatIcantellyouisthatMissRoseberylivessomewhereinthesuburbsofthecity."Inthisdialogue,BhasfloutedthemaximofRelevance.B'sanswerisnotrelevanttoA'sstatement.TheimplicatureofB'sutteranceisprobably"Thereisagarageroundthecorner,soyoucanhaveyourcarrefilledthere."Inthisdialogue,BhasfloutedthemaximofQuantity.B'sreplyismoreinformativethanisrequiredforthecurrentpurposesoftheexchange.TheconversationalimplicatureofB'sutteranceisthat"Idon'tthinktoomuchofCathy'ssinging."Inthisdialogue,thestudentismoreinformativethanisrequiredforthecurrentpurposesoftheexchangeandhasthusfloutedthemaximofQuantity.Theimplicatureofthestudent'sutteranceisprobably"It'shightimeyoufinishedthelecture."1)Heowedthetailortwentydollars.tItwasthetailorwhomheowedtwentydollars.Theimpossiblehasoftenprovedpossible.tItistheimpossiblethathasoftenprovedpossible.Or:Whathasoftenprovedpossibleistheimpossible.Wehaveoralpracticeeveryotherday.tItiseveryotherdaythatwehaveoralpractice.Wedidn'tleavetheflatuntilwecouldsmellthesmokeinthecorridor.tItwasnotuntilwecouldsmellthesmokeinthecorridorthatwelefttheflat.Thefootballmatchwascancelledbecauseoftherain.tItwasbecauseoftherainthatthefootballmatchwascancelled.Regionaldialectisthekindofdialectthatisspokenandusedbythepeopleinageographicalregion.Everylocalgroupofpeoplespokethelanguagealittledifferentlyfromothergroups.Forinstance,thesedifferencesmaybefoundinpronunciation,spelling,andtheuseofwordsandgrammaticalstructures.Withthepassageoftime,aregionaldialectmaybecomethestandarddialectofanation.Thisislargelyduetoanumberofsocio-economicandpoliticalreasons.Currently,wecannotsaythatalllanguagesintheworldderivedfromonecommonancestor.Itmightbetruethatsomelanguageshavedivergedfromonecommonancestor,forexample,French,Spanish,ItalianandotherRomancelanguageswereclearlydescendedfromLatin,butnoevidenceshowthatalllanguagesintheworldhavethesameorigin.Asresearchshows,thereareatleast29languagefamiliesintheworld.However,thisproblemwillbesolvedwhenwehaveenoughevidencetoshowthathumanbeingshaveonecommonancestor.Humanlanguageisprimaryoveranimalcommunicationinthefollowingaspects:Humanhastheabilitytorefertothingsfarremoteintimeandspace.Incontrast,itmaybeimpossibleforananimaltoconveysuchability.Humanhastheabilitytoproduceandunderstandanindefinitenumberofnovelutterances,butnoanimalcancommunicatecreativelywithanotheranimal.Learningismuchmoreimportantasafactorinhumanlanguagethaninanimalcommunication.Humanlanguagestructureandlanguageusearevastlymorecomplexthananyanimalcommunicationsystem.Animalcommunicationsystemsareclosed-ended,whereashumanlanguagesareopen-ended.Thequestionsin1)belongtothediscretepointtest,becausethetestconsistsofmanyquestionsonanumberoflinguisticpoints,buteachquestiontestsonlyonelinguisticpoint.Besides,thequestionshereareobjectivesothatthetestcanbescoredobjectivelyandtheresultsareeasytobeanalyzedstatistically.Thequestionsin2)belongtotheintegrativetest,becausetheyareacombinationofclozetestanddictation.Thetesteesarerequiredtofillintheblanksinapassagewitheitherasingleword,asentenceoralargerunitwhiletheyarelisteningtothesamematerial.(a)Theachievementtestisaimedatassessingthetestee'smasteryoftheknowledgeandskillssetbythesyllabusastheteachinggoalsthecontentsofaparticularcourse.Itisusuallygivenattheendofaperiodofstudy.Theachievementtestfocusesontheresultratherthantheprocess.Thus,itisoflittleuseindiagnosinghowthetesteeisgettingalongwiththestudyofthetargetlanguage.(b)Theproficiencytestisaimedatdiscoveringwhatthetesteehasalreadyknownaboutthetargetlanguage.Itcanbeusedtopredictwhetherhehastheabilitytoaccomplishacertaintaskinthefuture.Theproficiencytestdoesnotcarewhatkindoflanguagetrainingthetesteehaseverreceived.Itfocusesmoreontheresultthantheprocess.(c)Theaptitudetestisdesignedtomeasurethetestee'saptitudeornaturalabilitytolearnthetargetlanguage.Itisbasedontheassumptionthatthelearner'smasteryofhisnativelanguageiscloselyrelatedtohispotentialtolearnaforeignlanguage.Thedrawbackoftheaptitudetestisitsfailuretoassesstheeffectofthelearner'sattitude,learningstrategies,learningenvironmentandotherrelatedfactors.(d)Thediag