專八英語改錯講義

【金榜】為廣大考研學(xué)子提供考研資主要包括 ，勤思，凱程等機(jī)構(gòu)的絡(luò)課程和相關(guān)資料 網(wǎng)絡(luò)課 概況考研公共課【政，英，數(shù)】，目前只更新【】的課程，我們要保證課程更新的進(jìn)度要專業(yè)課 【教育學(xué)】全科簽約全程聯(lián)報 【中醫(yī)綜合】全科簽約全程聯(lián)報【法律】全科導(dǎo)師全程聯(lián)報 【應(yīng)用統(tǒng)計】全科簽約全程聯(lián)報【 管理類】聯(lián)考綜合能力全科導(dǎo)師全程聯(lián)報 【翻譯】全科簽約全程聯(lián)報 【工程管理碩】士全科導(dǎo)師全程聯(lián)報【西醫(yī)綜合】全科簽約全程聯(lián)報 【會計MPACC】全科直通車G【計算機(jī)基礎(chǔ)綜合】全科導(dǎo)師全程聯(lián)報 【歷史學(xué)】全科簽約全程聯(lián)報【日語(203)】導(dǎo)師全程 【應(yīng)用心理】導(dǎo)師全程 【音樂學(xué)】全科簽約全程聯(lián)報班【金融】導(dǎo)師全程·課程信息 名稱（考 ， 掃 關(guān)關(guān)注后，聯(lián) ，發(fā)送【專業(yè)課名稱】即可免費領(lǐng)取相應(yīng)專業(yè)課的資料英語專業(yè)八級改錯主講老師：考頻的語法/詞匯考點：冠詞邏輯關(guān)系/分詞（包括伴隨狀語以及獨立主格結(jié)構(gòu)形容詞的副動詞的第三人a/an1,如果復(fù)數(shù)名詞或者專有名詞作為整體受到形容詞的修飾，那么前面需要有冠詞的修飾，例WeakAmericaisnotinthebestinterestsofthewholeworld.(誤)AweakAmericaisnotinthebestinterestsofthewholeworld.(正)aGreatBritain(誤) GreatBritain(正)asplitSupremeCourt(正 splitSupremeCourt(正2，aofa...結(jié)構(gòu)，構(gòu)成前者對后者的比喻；itwasopenedbyasmallbarrelofawoman《法國中尉的女人》JohnRobertFowles)amountainofawave排山倒海的巨浪anightmareofacitynote：如果是特指，只能把第一個不定冠詞變成定冠詞，即，theofatheangelofagirl那個天使般的the1，如果動作施加在整體的某一個局部之上，那么英文中會把整體當(dāng)成賓語，局部處理成狀語，而局部雖然仍然與整體屬于從屬關(guān)系，此刻卻使用定冠詞而非物主代詞；例Hehitmyhead.誤Hehitmeonmyhead.誤)Hehitmeonthehead正)Shegentlypattedmeontheback.正Hekissedherontheforehead正)2，theadj.構(gòu)成一個集體名詞，需要注意的是，這樣一來就等同于復(fù)數(shù)形式，后面最好接例theimpoverishedthedisabledThepalaceisnowopentopublic.(誤)Thepalaceisnowopentothepublic正)冠詞練習(xí)Theprevioussectionhasshownhowquicklyapassesfromoneschoolchildtothenextandillustratesthefurther differencebetweenschoolloreandnurserylore.注 此處的意思是“表明...真實”“顯示...存在”，等同于demonstrate冠詞練習(xí)Wemaysaythatthecriespainorchortlesofamusementarelargelyreflexinstinctivetolargeextent,whereaslanguageproperdoes notconsistofsigns講解extentlarge，那么根據(jù)之前的進(jìn)階試比較1,Toacertainextent,weareallresponsibleforthistragicsituation.2,Tosomeextentwhatshearguesistrue.3,Towhatextentisthistrueofall冠詞練習(xí)TheyquicklybroughtdowntheageatmarriageforbothandwomenandbroughtthebirthratetoatwentiethcenturyheightaftermorethanahundredyearsofasteadydeclineproducingthebabyboomTheseyoungadultsestablishedatrend去掉冠詞aofearlymarriageandrelativelylargefamiliesthatwentformorethantwo邏輯關(guān)系詞1，邏輯關(guān)系詞的詞2，邏輯關(guān)系詞的分3，邏輯關(guān)系詞的用sheistardyforschooltoday,howevertheteacherisnotangry.誤sheistardyforschooltoday,buttheteacherisnotangry.正對比however,but,nonetheless,nevertheless,whilst,whereas,yet,conversely,contrarily,contraryto,onthecontrary,incontrast;theformer…,thelatteron（the）onehand…,ontheotherinstead,insteadof/ratherthan,excluding,except,exceptfor,otherthan,apart讓步although,though,evenif,eventhough,despite,inspiteof,regardlessof,irrespectiveof,albeit,notwithstanding,anyway并列遞進(jìn)furthermore/moreover,inaddition,inadditionto,what’smore,indeed,even,notonly…but(also)…原因since,because,as,for,given,considering,inthat,becauseof,onthegroundof,inviewof,inthelightof,byvirtueof,onaccountof,dueto,accordingto結(jié)果therefore,so,hence,thus,inonsequence,條件if,providing/provided,unless,otherwise,incase,onconditionthat,aslongas,suppose,邏輯關(guān)系詞的用法 =despitethis例Thebookistoolong,nonetheless,informativeandentertaining.(誤)Thebookistoolongbutnonethelessinformativeandentertaining.正) conj.usedtocompareorcontrasttwo注1：whereas用于對比的時候，多出現(xiàn)在句中，并且主語不能相同Iamoldbut (正Iamoldwhereasstrong誤注2：whereas用于真是文體中置于句首表示“鑒于”，相當(dāng)于becauseofthefact注 作為比較的時候無法只引導(dǎo)一個單獨的句子，必須出現(xiàn)兩個句子 注1：while/whilst表示對比，所以前后內(nèi)容同樣重要，而but表示轉(zhuǎn)折，所以預(yù)期偏向之后提及的內(nèi)容注 在英式英語中尤為正式，可以用于專八、雅思等學(xué)術(shù)類的寫作中yetcar,yetitissurprisinglyspacious.(較為口語)anasyetunannouncedn一項直到現(xiàn)在還未公布的計Asyetlittlewasknownofthecausesoftheexcludingprep.注：excluding并非exclude的現(xiàn)在分詞形式，如果用形容詞的話exclusive，表示專有 conj.注：用于正式 prepadv雖然，盡管Notwithstandingthere'resomeproblems,hasdonegreatthisyear. Notwithstandingsomeproblems,hasdonegreatthis (正 注1：專八改錯中出現(xiàn)and，除了可能and前后句子的邏輯關(guān)系是否為并列，更重要的是考生是否察覺出and前后句子的時態(tài)人稱和數(shù)是否一致；2XandY”表示不能同時進(jìn)行XY這兩個行為，而“否定XorY”是X和Y都完全否定，試比較：Youcannotdrinkanddrive.你不能一邊喝酒一邊開車。Youcannotdrinkordrive.你既不能開車也不能喝酒。 prepconj.考慮到，鑒于Consideringheisonly16,heknowsquitealotabout注：此considering是連詞，并非consider的現(xiàn)在分詞形式，許多同學(xué)誤認(rèn)為是現(xiàn)在分詞 adv.forthisreasontherefore=therebyadv.因此1：這三個詞沒有嚴(yán)格的區(qū)別，考生不必鉆牛角尖，但需要記住它們都是副詞；2：hence置于時間之后，表示從現(xiàn)在開始多久時間之后。例：Theywillbeforgottentwomonths兩個月后他們就會被遺忘 adv.1inthisway2,=hence,例：Thenewmachineswillworkfasterthusreducingour conj.=if=1：providedprovidingprovide的過去分詞2：supposingsupposed卻有很大區(qū)別，supposingsupposedsuppose的過去分詞，表示“所謂邏輯關(guān)系詞練習(xí)Thereareimportantcorollariestotheinvestigativepower.Oneisthetopublicizeinvestigationsanditsresults.Mostcommitteehearingsareopento publicandarereportedwidelyinthemassmedia.邏輯關(guān)系詞練習(xí)Lessnotedbutequallymoresignificant,themenandwomenwhoformedfamiliesbetween1940and1960neverthelessreducedthedivorcerateafterapostwarpeak;theirnevertheless改為alsomarriagesremainedintacttoagreaterextentthandidthatofcoupleswhomarriedinearlieraswellaslaterdecades.邏輯關(guān)系詞練習(xí)Ifnooneissuggestingthatwereturntoanaboriginallifestyle, ifwhilewecertainlycouldusetheireatinghabitsasamodelforahealthierdiet.邏輯關(guān)系詞練習(xí)Apartfromapowerfulcapacitypayattentiontotheirhelplessnessbyusingsound,thereisnothing paydrawthenewbornchildcandotoensurehisownsurvival.邏輯關(guān)系詞練習(xí)Oneisthefactthatpronunciationlearnt"naturally"andunconsciously,andorthographyislearntdeliberayandconsciously.and改為butthis(these)指靠近自己的，that(those)指靠近this作為指代的時候可以具有褒義，而that作為指代的時候可以具有貶例 lmeaboutthisnewboyfriendofyours.Idon'tlikethatnewboyfriendofyours.This指后文將提到的內(nèi)容，而that指前文剛剛提到過的內(nèi)that在從句中的使用that1，主2，賓3，定且用法各不相that在主語從句和同位語從句中，that不可省略Iheardthenewsourteamhadwon. Iheardthenewsthatourteamhad (正Hefinishedtheessayinsuchashorttimesurprisedus. Thathefinishedtheessayinsuchashorttimesurprised (正that在定語從句和賓語從句中可以省但是注意定語從句中必須用that的四種情況當(dāng)先行詞為anything，everything，nothing當(dāng)先行詞是序數(shù)詞修飾時指示代詞和物主代詞練習(xí)AtthetimetheUnitedStatessplitofffromBritain,forexample,therewereproposalsthatindependenceshouldbelinguisticallyacceptedbytheuseofadifferentlanguagefromthoseofBritain.Therewas evenoneproposalthatAmericansshouldadoptHebrew.指示代詞和物主代詞練習(xí)Wemaysaythatthecriesofpainorchortlesofamusementarelargelyreflexactions,instinctivetolargeextent,whereaslanguageproperdoesnotconsistofsignsbutofthesethathavetobelearntand thatarewhollyconventional.指示代詞和物主代詞練習(xí)Theriseintuitionsmayreflectfacteconomicuncertaintyincreasesthedemandforeducation.Thebiggestcostofbeinginfact后加thattheschoolis efroma指示代詞和物主代詞練習(xí)Thesecontemporaryaborigineslivetoagesdespitetheabsenceofmedicalcare,theyexperiencenonomiddle-agedspread,littledentaldecay,nohighbloodpressure,nodiseaseandtheirbloodcholesterollevelsareverylow(abouthalfof theaverageAmericanadult).指示代詞和物主代詞練習(xí)Thisisnaturalthereforethatourspeech-soundsshouldbethoseofourimmediateThisItcircle;afterall,aswehaveseen,speechoperatesasameansofholdingacommunityandgivingasenseof指示代詞和物主代詞練習(xí)Itisnotavoicewerecognizeatonce,whereasourhandwritingissomethingwhichwealmostalways 介詞搭配介詞搭配在英文中是一個?？汲Ｐ碌目键c，因為英文中的介詞的搭配非常之多，變化多端；on/in/at例Youshouldlookatthebrightside. Youshouldlookonthebrightside. 介詞搭配真題練習(xí)Theseyoungadultsestablishedaofearlymarriageandrelativelylargefamiliesthatwentformorethantwodecadesandwent后面加oncausedamajorbuttemporaryreversaloflong-termdemographic介詞搭配真題練習(xí)Investigationsareheldtogatherinformationonneedforfuturelegislation,totesttheeffectivenessoflawsalreadypassed,toinquireintothequalificationsandperformanceofmembersandofficialsoftheotherbranches,andinrarein改成onoccasions,tolaythegroundworkforimpeaent介詞搭配真題練習(xí)Thenintheturnof19thcentury,whenthestudyofcultural anthropologysuggestedthatthelinguisticbarrierswereinsuperable分分詞，participle，是由動詞變位而成分詞雖說由動詞構(gòu)成，可是卻是形容詞詞性，往往放在名詞前作為定participle；過去分詞，往往表示動作的狀態(tài)，或者完成時態(tài)die:arising/risen同時分詞也可以引導(dǎo)伴隨狀語和獨立主格結(jié)構(gòu)伴隨狀語例句：Movedbytheprotagonistinthemovie,thegirldecidedtolearnfrom獨立主格例句：Springcoming,theflowersareJohn的手被綁著走了進(jìn)關(guān)于伴隨狀語和獨立主格的改錯練習(xí)Notfarfromthehousethereisagarden,whoseownerseatedinitalldayyingwithhisNotfarfromthehousethereisagarden,itsownerseatedinitalldayyingwithhisNotfarfromthehousethereisagarden,whoseownerisseatedinitalldayyingwithhis分詞練習(xí)ForthisandotherreasonsIwassomewhatlonely,andIdevelopeddisagreeingmannerismswhichmademeunpopular throughoutmyschooldays.分詞練習(xí)Thehunter-gatherertribesthattodayliveasourhumanancestorsconsumeprimarilyavegetabledietsupplementingsupplementing改成supplementedwithanimal分詞練習(xí)Thatistosay,theyconsiderthehumaninfanttobegeneticprogrammedgenetic改成geneticallyinsuchawaythatitcanacquire分詞練習(xí)buttheernmenthadwishto einvolving,atleastnotuntilwartimewhenwheatprices threatenedtorunwild.改錯：1，最常出現(xiàn)的考點在上，注意連詞2，形容詞常常與分詞的考點同時出3，副詞可以修飾形容4，形容詞會易混詞，而該考點在名詞和動詞上極為鮮1,Thatbeingthecase,Iquiteconcernedaboutthesafetyofthecountry.2,Anewannouncedhasalreadytakenitstollontheeconomy.形容詞和副詞練習(xí)withthecropof1919,theernmentappointedthefirstCanadianWheatBoard,withtotaltotal改為full/absoluteauthoritytobuy,sell,andset形容詞和副詞練習(xí)Peopleoncitystreetswatchedtheyieldsandthepriceofwheatinalmostasfeelingasiftheyweregrowers.Themarketingofwheatbecameanincreasingfavoritetopicincreasing改為increasinglyof形容詞和副詞練習(xí)anditcomesasashockwhenwefirstlyheararecordingofourselves. Itisnotavoicewerecognizeatonce,whereasourownhandwritingissomethingthatwealmostalways形容詞和副詞練習(xí)Lessnotedbutequallymoresignificant,themenandwomenwhoformedequallybetween1940and1960neverthelessreducedthedivorcerateafterapostwar形容詞和副詞練習(xí)Fromthethroughtheearly1960s,Americansmarriedatahigh andatayoungeragethantheirEurope 時改錯注意事項1，時態(tài)的前后一致，是一個考點2，時態(tài)的一致僅僅指現(xiàn)在時態(tài)中的一致，或者過去時態(tài)中的一致時態(tài)練習(xí)Webeginthe"natural"learningoflongbeforewestartlearningtoreadorwrite,andinourearlyyearswewent onunconsciouslyimitatingandpracticingthepronunciationofthosearoundusformanymorehourseverydaythanweeverhavetospendlearningevenourdifficultEnglishspelling.時態(tài)練習(xí)Ifwearesearchingforawordbutcannotrememberifarelativeorcolleaguehashadastrokewhichhas hadhislanguage;ifweobserveachildacquirelanguage;ifwetrytolearnasecondlanguageourselvesasanadult;orifwearevisuallyimpairedorhearing-impairedorifwemeetanyoneelsewhois.Summary1，徹底了解句意和文章大意，做題時將專八改錯當(dāng)成專八閱讀進(jìn)行精讀，并不僅僅是改錯行；2，如果該錯行所在的句子超過兩行，一定要學(xué)會劃分句子結(jié)構(gòu)，將句子的主謂賓和定語狀語找出；3，該錯行在做題時記得把高頻易錯詞圈出4，有時，解題的在上一行或者下一行，注意上下行中出現(xiàn)的連詞，副詞以及介詞分析2014Thereiswidespreadconsensusamongscholarsthatsecondlanguageacquisition(SLA)emergedasadistinctfieldofresearchfromthelate1950stoearly1960s.Thereisahighlevelofagreementthatthefollowingquestionshavepossessedthemostattentionofresearchersinthisarea:Isitpossibletoacquireanadditionallanguageinthesamesenseoneacquiresafirstlanguage? Whatistheexnationforthefactadultshave moredifficultyinacquiringadditionallanguagesthanchildrenhave?Whatmotivatespeopletoacquireadditionallanguage?Whatistheroleofthelanguageteachinginthe(5)acquisitionofadditionallanguages?Whatsocial-culturalfactors,ifany,arerelevantinstudyingthelearningofadditionallanguages?Fromacheckofthe tureofthefielditisclearthatalltheapproachesadoptedtostudythephenomenaofSLAsofarhaveonethingincommon:Theadoptedtoviewtheacquiringofanadditionallanguageisthatofanindividualattemptstodo(7)Whetheronelabelsit“l(fā)earning”or“acquiring”anlanguage,itisanindividual plishmentorwhatisunder focusisthecognitive,psychological,andinstitutionalstatusofanindividual.Thatis,thespotlightisonwhatmentalcapabilitiesareinvolving,whatpsychologicalfactorsyaroleinthelearning oracquisition,andwhetherthetargetlanguageislearntintheclassroomoracquiredthroughsocialtouchwithnative 6.the7.attemptsattempt8.orand9involving2013ProofreadingPsycholinguisticsisthenamegiventothestudyofthepsychologicalprocessesinvolvedinlanguage.Psycholinguistsstudyproductionandrememberinglanguage,andhenceareconcernedwith listening,reading,speaking,writing,andmemoryforlanguage.Onereasonwhywetakethelanguageforgrantedisthatitusuallyhappens soeffortlessly,and,mostoftime,soaccura Indeed,whenyoulistentosomeonespeaking,orlookingatthispage, younormallycannothelpbutunderstandit.ItisonlyinexceptionalWhatmotivatespeopletoacquireadditionalcircumstanceswemight eawareofthecomplexity involved:ifwearesearchingforawordbutcannotrememberit;ifarelativeorcolleaguehashadastrokewhichhasinfluenced theirlanguage;ifweobserveachildacquirelanguage;if wetrytolearnasecondlanguageourselvesasanadult;orifwearevisuallyimpairedorhearing-impairedorifweanyoneelsewhois.Asweshallsee,allthese ofwhatmightbecalled"languageinexceptionalrevealagreatdealabouttheprocessesevolvedinspeaking, listening,writing,andreading.Butgiventhatlanguageprocesseswerenormallysoautomatic,wealsoneedtocarryoutcareful experimentstogetatwhatishappening 5.wethat6.had7theirhis8.anyone9.evolved改成 10.were改成2012Thecentralproblemoftranslatinghasalwaysbeentotranslatelillyorly.Theargumenthasbeengoingsince atleastthefirstcenturyB.C.Uptothebeginningofthe19thcentury,manywritersfavouredcertainkindof“”translation: thespirit,nottheletter;thesensenottheword;themessageratherthe form;thematternotthemanner.Thisistheoftenrevolutionary sloganofwriterswhowantedthetruthtobereadandunderstood.Thenintheturnof19thcentury,whenthestudyofcultural anthropologysuggestedthatthelinguisticbarrierswereinsuperableandthatthelanguagewasentirelytheproductofculture,the viewtranslationwasimpossiblegainedsomecurrency,andwithit that,ifwasattemptedatall,itmustbeas laspossible. (8)viewculminatedthestatementoftheextreme“l(fā)i lists”Walter BenjaminandVladimirNobokov.Theargumentwastheoretical:thepurposeoftheThenatureofthereadership,thetypeofthetext,wasnotwitheachother.Now,thecontexthaschanged,andthebasic problemremains. goingon2.certainsome3.rathernot4.iswas5.in6languagethe7.viewthat8.was9culminated10.andFromaveryearlyage,perhapstheageoffiveorsix,IthatwhenIgrewIshouldbeawriter.Betweentheagesofabout seventeenandtwenty-fourItriedtoabandonthisidea,butIdidsowiththeconsciencethatIwasoutragingmytruenatureand soonorlaterIshouldhavetosettledownandwrite Iwasthechildofthree,buttherewasagapoffiveyears ontheeitherside,andIbarelysawmyfatherbeforeIwaseight.ForthisandotherreasonsIwassomewhatlonely,andIdevelopeddisagreeingmannerismswhichmademeunpopular throughoutmyschooldays.Ihadthelonelychild'shabitofmakingupstoriesandholdingconversationswithimaginative s,and Ithinkfromtheverystartmylilambitionsweremixedupwith Thefeelingofbeingisolatedandundervalued.IknewthatIhadfacilitywithwordsandapoweroffacinginunpleasantfacts,and IfeltthatthiscreatedasortofprivateworldwhichIcouldgetmy (9)ownbackformyfailureineverydaylife.Therefore,thevolume ofserious—i.e.seriouslyintended—writingwhichIproducedallthroughmychildhoodandboyhoodwouldnotamounttohalfdozenpages.Iwrotemyfirstpoemattheageoffourorfive,mymothertakingitdowntodictation. 8.in9.whichwherewhichin10.ThereforeHowever2010ProofreadingSofaraswecan l,allhumanlanguagesareequallycompleteandperfectasinstrumentsofcommunication:thatis,everylanguageappearstobewellequippedasanyothertosaythe thingstheirspeakerswantto Theremayormaynotbeappropriatetotalkaboutprimitive peoplesorcultures,butthatisanothermatter.groupsofpeopleareequallycompetentinnuclearphysicspsychologyorthecultivationofrice.Whereasthisisnotthe faultoftheirlanguage.TheEskimos,itissaid,canspeakaboutsnowwithfurthermoreprecisionandsubtletythanwecan English,butthisisnotbecausetheEskimolanguage(oneofthosesometimesmiscalled'primitive')isinherentlymorepreciseandsubtlethanEnglish.Thisexampledoesnotcometolightadefect inEnglish,ashowofunexpected'primitiveness'.ThepositionsimplyandobviouslythattheEskimosandtheEnglishliveinsimilar environments.TheEnglishlanguagewillbejustasrichinterms fordifferentkindsofsnowiftheenvironmentsinwhichEnglishwashabituallyusedmadesuchdistinctionas Similarly,wehavenoreasontodoubtthattheEskimolanguagecouldbeaspreciseandsubtleonthesubjectofmotormanufactureorcricketifthesetopicsformedthepartofthe Eskimos'life. 2009Theprevioussectionhasshownhowquicklyapassesfromoneschoolchildtothenextandillustratesthefurther differencebetweenschoolloreandnurserylore.Innurseryloreaverse,learntinearlychildhood,isnotusuallypassedonagainwhen thelittlelistenerhasgrownup,andhaschildrenoftheirown, orevengrandchildren.Theperiodbetweenlearninganurseryrhymeandtransmittingitmaybesomethingfrom20 70years.Withtheygroundlore,therefore,arhymemay beexcitedlypassedonwithintheveryhouritislearnt;and,inthe general,itpassesbetweenchildrenofthesameage,ornearlyso,sinceitis monforthedifferencemagebetweenymatestobemorethanfiveyears.If,therefore,aygroundrhymecanbeshowntohavebeencurrentlyforahundredyears,orevenjust forfifty,itfollowsthatithasbeenretransmittedoverandover;verypossiblyithaspassedalongachainoftwoorthreehundred younghearersand lers,andthewonderisthatitremainsliveafter somuchhandling,toletalonethatitbearsresemblancetothe originalwording. 5.he7currentlycurrent8.has2008Thedesiretouselanguageasasignofnationalisaverynaturalone,andinresultlanguagehasyeda (1)prominentpartinnationalmoves.Menhaveoftenfelttheneed tocultivateagivenlanguagetoshowthattheyaredistinctive fromanotherracewhosetheyresent.Atthetimethe UnitedStatessplitofffromBritain,forexample,thereproposalsthatindependenceshouldbelinguisticallyacceptedby theuseofadifferentlanguagefromthoseofBritain.Therewas evenoneproposalthatAmericansshouldadoptHebrew.OthersfavoredtheadoptionofGreek,though,asonemanputit,wouldcertainlybesimplerforAmericansiftheystuckonto EnglishandmadetheBritishlearnGreek.Attheend,aseveryone knows,thetwocountriesadoptedthepracticalandsatisfactorysolutionofcarryingwiththesamelanguageas Sincenearlytwohundredyearsnow,theyhaveshownthe worldthatpoliticalindependenceandnationalidentitycanbecompletewithoutsacrificingtheenormousmutualadvantagesofacommonlanguage. one改為thingresult改為consequence2.moves改為movement3.distinctive改為4.timewhen5.bywith6thosethat7.2007Fromwhathasbeensaid,itmustbeclearthatnoonecanmakeverypositivestatementsabouthowlanguageoriginated.Thereisnomaterialinanylanguagestodayandintheearliestrecordsofancientshowuslanguag