北京外國(guó)語(yǔ)大學(xué)中國(guó)外語(yǔ)教育研究中心外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)歷年考研真題及詳解

目錄

2011年北京外國(guó)語(yǔ)大學(xué)中國(guó)外語(yǔ)教育

研究中心外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)真

題及詳解

2012年北京外國(guó)語(yǔ)大學(xué)中國(guó)外語(yǔ)教育

研究中心外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)真

題及詳解

2013年北京外國(guó)語(yǔ)大學(xué)中國(guó)外語(yǔ)教育

研究中心外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)真

題及詳解

2014年北京外國(guó)語(yǔ)大學(xué)中國(guó)外語(yǔ)教育

研究中心外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)真

題及詳解

2015年北京外國(guó)語(yǔ)大學(xué)中國(guó)外語(yǔ)教育

研究中心外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)真

題及詳解

2011年北京外國(guó)語(yǔ)大學(xué)中國(guó)外語(yǔ)教育研究中心外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)

真題及詳解

I.Brieflyexplainthefollowingterms.(20points)

1．perlocutionaryact

【答案】AccordingtoAustin,aspeakermightbeperformingthreeacts

simultaneouslywhenspeaking:locutionaryactillocutionaryact

perlocutionaryact.Aperlocutionaryactistheeffectoftheutterance.Thus,

bysaying“Morning!”thespeakerhasmadeitclearthathewantstokeep

friendlyrelationswiththehearer.

2．minimalpair

【答案】Minimalpairsarethetwowordswhichareidenticalineveryway

exceptforonesoundsegmentthatoccursinthesameplaceinthestring.For

example,theEnglishwordsbearandpearconstituteaminimalpairasthey

differinmeaningandintheirinitialphonemes/b/and/p/.

3．distinctivefeature

【答案】Thedistinctivefeaturereferstoapropertywhichdistinguishesone

phonemefromanother.Forexample,“voicing”isadistinctivefeature,since

itplaysanimportantroleindistinguishingobstruentsinEnglish.

4．linguisticvariable

【答案】Linguisticvariablearethosewherethemeaningremainconstant

butformvarieslikecatandpussyhavethesamesocialmeaningbutdifferent

form.Sofarpronunciationisconcernedhouse[h]andwith[h]hassame

socialmeaningwithdifferentpronunciation.Herevariablesarejustthetools

toanalyzethelanguagetosetsocialdimensionalsociety.

5．linguafranca

【答案】Itisalanguagethatisusedforcommunicationbetweendifferent

groupsofpeople,eachspeakingadifferentlanguage.Thelinguafrancacould

beaninternationallyusedlanguageofcommunication(e.g.English),itcould

bethenativelanguageofoneofthegroups,oritcouldbealanguagewhich

isnotspokennativelybyanyofthegroupsbuthasasimplifiedsentence

structureandvocabularyandisoftenamixtureoftwoormorelanguages.

II.Answerthefollowingquestions.(30points)

1．Whydowesaylinguisticsisascience?(10points)

【答案】

Linguisticsisgenerallydefinedasthescientificstudyoflanguage.Ittriesto

answerthebasicquestions“Whatislanguage?”and“Howdoeslanguage

work?”Linguisticsstudiesnotanyparticularlanguage,e.g.English,Chinese,

Arabic,andLatin,butitstudieslanguagesingeneral.

Itisascientificstudybecauseitisbasedonthesystematicinvestigationof

linguisticdata,conductedwithreferencetosomegeneraltheoryoflanguage

structure.Inordertodiscoverthenatureandrulesoftheunderlyinglanguage

system,whatthelinguisthastodofirstistocollectandobservelanguage

facts,whicharcfoundtodisplaysomesimilarities,andgeneralizationsare

madeaboutthem;thenheformulatessomehypothesesaboutthelanguage

structure.Butthehypothesesthusformedhavetobecheckedrepeatedly

againsttheobservedfactstofullyprovetheirvalidity.Inlinguistics,asinany

otherdiscipline,dataandtheorystandinadialecticalcomplementation;that

is,atheorywithoutthesupportofdatacanhardlyclaimvalidity,anddata

withoutbeingexplainedbysometheoryremainamuddledmassofthings.

（此題考查語(yǔ)言學(xué)作為一門(mén)學(xué)科其科學(xué)性，此題開(kāi)放性試題，從其研究

內(nèi)容及方法角度作答即可。）

2．Brieflyexplainhowlanguageis(a)systematic(b)symbolic,and(c)

social.(10points)

【答案】

First,languageissystematic:itconsistsofrecurrentelementswhichoccurin

regularpatternsofrelationships.Alllanguageshaveaninfinitenumberof

possiblesentences,andthevastmajorityofallsentenceswhichareusedhave

notbeenmemorized.Theyarecreatedaccordingtorulesorprincipleswhich

speakersareusuallyunconsciousofusingorevenofknowingifthey

acquiredthelanguageasayoungchild.

Second,languageissymbolic:sequencesofsoundsorlettersdonot

inherentlypossessmeaning.Themeaningsofsymbolsinalanguagecome

throughthetacitagreementofagroupofspeakers.

Third,languageissocial:eachlanguagereflectsthesocialrequirementsof

thesocietythatuseit,andthereisnostandardforjudging:whetherone

languageismoreeffectiveforcommunicationthananother,otherthanto

estimatethesuccessitsusersmayhaveinachievingthesocialtasksthatare

demandedofthem.

（考查語(yǔ)言的系統(tǒng)性，象征性及社會(huì)性。）

3．Linguistshavetakenaninternaland/orexternalfocustothestudyof

languageacquisition.Whatisthedifferencebetweenthetwo?(10points)

【答案】

Thedifferencebetweeninternalandorexternalfocustothestudyof

languageacquisition.

1)Theinternalfocusseekstoaccountforspeakers’internalized,underlying

knowledgeoflanguage.Theexternalfocusemphasizeslanguageuse,

includingthefunctionsoflanguagewhicharerealizedinlearners’production

atdifferentstagesofdevelopment.

2)Accordingtotheabovedifference,thelinguistNoamChomskyclaimsthat

humanbeingsarebiologicallyprogrammedforlanguageandthatthe

languagedevelopsinthechildjustasotherbiologicalfunctionssuchas

walking.OriginallyChomskyreferredtothisinnateabilityasLanguage

AcquisitionDevice,alsoknownasLAD.LaterChomskyprefersthisinnate

endowmentasUniversalGrammar(UG)andholdsthatifchildrenarepre-

equippedwithUG,thenwhattheyhavetolearnisthewaysinwhichtheir

ownlanguagemakesuseoftheseprinciplesandthevariationsonthose

principleswhichmayexistintheparticularlanguagetheyarelearning.

Theinteractionistviewholdsthatlanguagedevelopsasaresultofthe

complexinterplaybetweenthehumancharacteristicsofthechildandthe

environmentinwhichthechilddevelops.Integratedwiththeinnatistview,

theinteractionistfurtherclaimsthatthemodifiedlanguagewhichissuitable

forthechild’scapabilityiscrucialinhislanguageacquisition.

III.Readthefollowingparagraphsandthenanswerfourquestions.(50

points)

Theideabehindtheexperientialvisionoflearningisthattheuseofthetarget

languageforcommunicativepurposesisnotonlythegoaloflearning,but

alsoameansoflearninginitsownright.Thismayclearlyinvolvestudents

usinglanguagewhichtheymaynothavefullymastered,andcontrastswith

othermore‘traditional’approacheswhichemphasizepartpractice(i.e.,

isolatingpartsofthewholeforexplicitstudyandlearning)leadingupina

moreorlesscontrolledmannertointegratedlanguageuseforcommunicative

purposes.Anexperientialapproachtolearningmaythereforeinvolvea

degreeofwhatJohnson(1982)referstoasan‘inatthedeependstrategy’.

Simplythrowinglearnersintowhollyuncontrolledandundirectedlanguage

useis,ofcourse,asdubiousastrategywithrespecttolanguagelearningas

doingthesamewithsomeonewhoislearningtoswim.Forthisreason,

considerableefforthasbeendevotedbymethodologists,materialwriters,and

teachersinrecentdecadestothewayinwhichtwosetsoffactorscanbe

combined.Oneisthebasicinsightthatlanguageusecanserveasignificant

roleinpromotinglearning,andtheotheristheacknowledgementthatuseof

thelanguageneedstobestructuredinacoherentandpedagogically

manageableway.Theexperientialvisionoflearninghasevolvedinavariety

ofwayssincethe1960sandisnowencounteredinanumberofdiffering

forms.Nevertheless,mostexperientialapproachestolearningrestonfive

mainprincipleswhichweredevelopedintheearlierdaysofthe

communicativemovement,evenifcertainreceivemoreattentioninone

variantthaninanother.Theseprinciplesarethefollowing:messagefocus,

holisticpractice,theuseofauthenticmaterials,theuseofcommunication

strategies,andtheuseofcollaborativemodesoflearning.(Tudor2001:79)

Ananalyticalviewoflearningpositsthataccordingexplicitattentiontothe

regularitiesoflanguageandlanguageusecanplayapositiveroleinlearning.

Eachlanguagemanifestsanumberofstructuralregularitiesinareassuchas

grammar,lexisandphonology,andalsowithrespecttothewaysinwhich

theseelementsarecombinedtocommunicatemessages.Thequestion,

therefore,isnotwhetherlanguageshavestructuralregularitiesornot,but

whetherandinwhichwayexplicitattentiontosuchregularitiescanfacilitate

thelearningofthelanguage.Ananalyticalapproachtolearningrestsona

moreorlessmarkeddegreeofpartpractice,i.e.,isolatingpartsofthewhole

forexplicitstudyandlearning,evenifitsultimategoalremainsthe

developmentoflearners’abilitytoputthesepartstogetherforintegrated,

holisticuse.Atleast,twomainconsiderationslendsupporttoananalytical

approachtolearning.First,intermsoflearningingeneral,theisolationand

practiceofsub-partsofatargetskillisafairlycommonphenomenon…….

Second,explicitidentificationofregularitiesinalanguagehasadvantages

whichJohnson(1996：83)referstoas‘generativity’and‘economy’.

Masteringaregularityinalanguagegiveslearnersaccesstothegenerative

potentialofthisregularityinnewcircumstances……Explicitpresentationor

discoveryofthestructuralregularitiesofalanguagecanthereforerepresenta

short-cuttomasteryofthislanguageandsupportlearners’abilityto

manipulatetheseregularitiesforcommunicativepurposes.(Tudor2001：86-

7)

1．Whatarethedifferencesbetweenexperientialandanalyticalmodesof

languagelearning?(10points)

2．Whatservesasthetheoreticalfoundationfortheexperientialmodeof

languagelearningandwhatareitsadvantagesanddisadvantages?(15points)

3．Whatservesasthetheoreticalfoundationfortheanalyticalmodeof

languagelearningandwhatareitsadvantagesanddisadvantages?(15points)

4．Howwouldyoubalancethetwomodesoflearninginyourteachingor

learningofaforeignlanguage?(10points)

【答案】

1．Theexperientialmodeistotallydifferentfromtheanalyticalmodeof

learning.Anexperientialapproachtolearningmayinvolveadegreeofwhat

Johnson(1982)referstoasan‘inatthedeependstrategy’.Simplythrowing

learnersintowhollyuncontrolledandundirectedlanguageuseis,ofcourse,

asdubiousastrategywithrespecttolanguagelearningasdoingthesame

withsomeonewhoislearningtoswim.Forthisreason,considerableeffort

hasbeendevotedbymethodologists,materialwriters,andteachers.

Ananalyticalapproachtolearningrestsonamoreorlessmarkeddegreeof

partpractice,i.e.,isolatingpartsofthewholeforexplicitstudyandlearning,

evenifitsultimategoalremainsthedevelopmentoflearners’abilitytoput

thesepartstogetherforintegrated,holisticuse.

2．Theexperientialmodeprovidesaholisticmodelofthelearningprocess

andamultilinearmodelofadultdevelopment,bothofwhichareconsistent

withwhatweknowabouthowpeoplelearn,grow,anddevelop.Thetheoryis

toemphasizethecentralrolethatexperienceplaysinthelearningprocess,an

emphasisthatdistinguishesexperientialmodeoflanguagelearningfrom

otherlearningtheories.Theterm“experiential”isusedthereforeto

differentiateexperientialmodeoflanguagelearningbothfromcognitive

learningtheories,whichtendtoemphasizecognitionoveraffect,and

behaviorallearningtheoriesthatdenyanyroleforsubjectiveexperiencein

thelearningprocess.

However,simplythrowinglearnersintowhollyuncontrolledandundirected

languageuseis,ofcourse,asdubiousastrategywithrespecttolanguage

learningasdoingthesamewithsomeonewhoislearningtoswim.Therefore,

thismodeoflanguagelearningrequiresthemethodologists,materialwriters,

andteacherstocombinetwosetsoffactors.Oneisthebasicinsightthat

languageusecanserveasignificantroleinpromotinglearning,andtheother

istheacknowledgementthatuseofthelanguageneedstobestructuredina

coherentandpedagogicallymanageableway.

3．Ananalyticalapproachtolearningemphasizestheexplicitstudyofthe

languagelearningalinguisticandcommunicativesystem.Itischaracteristic

ofthegrammar-translationmethod,isfoundinthecognitivecodeapproach,

invariousCALLexercises,andinform-focuslearningactivities.Itisalso

presentincertaintypesoflearnertrainingorawarenessraisingactivities

involvingtheexplicitanalysisbylearnersofaspectsofthelanguages

teachingandlearningoroftheirownlanguageproduction.

Eachlanguagemanifestsanumberofstructuralregularitiesinareassuchas

grammar,lexisandphonology,andalsowithrespecttothewaysinwhich

theseelementsarecombinedtocommunicatemessages.Thequestion,

therefore,isnotwhetherlanguageshavestructuralregularitiesornot,but

whetherandinwhichwayexplicitattentiontosuchregularitiescanfacilitate

thelearningofthelanguage.

Themaincriticismofanalyticallearningisthatdeclarativeknowledgedoes

notnecessarilyfeedthroughtotheabilitytousealanguagefor

communicativepurposes.Inotherwords,someonemayhaveagood

knowledgeofstructuralregularitiesofalanguagewithoutbeingabletomake

useofthelanguagewiththespontaneityandfluencywhicharerequiredin

normalcommunicativesituations.

4．Iwouldcombinethetwoapproachestogethertolearnaforeignlanguage.

First,followingtheanalyticalmodeoflanguagelearning,thebasic

grammaticalknowledgecouldbecaptured.Second,withthebasicknowledge

ofstructuralregularitiesofalanguage,theexperientialmodeoflanguage

learningshouldbefollowed.

Forexample,whenIlearnhowtogreetinEnglish,thefirstthingIshould

knowaboutishowtopronounce“Hello!”or“Howareyou?”andthe

meaningoftheexpression.Thenthenext,Ishouldlearnintherelevant

situations.Nativespeakersmayrespondtothephaticgreetinginavarietyof

waysdependingonthecontextandonhowwelltheyknowaboutthe

interlocutor;e.g.“Fine.Andyou?”,“Can’tcomplain.”,“Youknowme!”are

justafewinstancesfromthewiderepertoireofnativespeakersofEnglish.

Throughthatprocess,theknowledgeofthelanguagewhichisgainedbythe

analyticalapproachcouldimprovetheabilitytousethelanguageinreality,

whichcanbedevelopedbytheexperientialapproach.

(此題為開(kāi)放性題目，從如何運(yùn)用兩種語(yǔ)言學(xué)習(xí)方法來(lái)學(xué)外語(yǔ)的角度談

即可。)

IV.Readthefollowingpassageandanswerthreequestions.(50points)

Teachersemploydifferenttypesofconceptualorganizationandmeaning.

Onelevelofmeaningrelatestosubjectmatterknowledgeandhowcurricular

andcontentaspectsofteachingareconceptualized(Shulmanl987).Woods

(1996)describesteachers’conceptionsoflessonsasmadeupofconceptual

unitsatdifferentlevelsofabstraction.Hedistinguishesbetweenthe

following:overallconceptualgoals-theoverallpurposesteachersidentifyfor

acourse;globalconceptualunits-theindividualsubcomponentsofthe

curriculum(e.g.,thegrammar,reading,writing,andlisteningcomponentsof

anintegratedskillscourse);intermediateconceptualunits-activities,or

clustersofactivitiesframedintermsofaccomplishingoneofthehigher-level

conceptualgoals;andlocalconceptualunits-thespecificthingsteachersdoto

achieveparticularinstructionaleffects.Otherconstructsthathavebeen

proposedtoaccountforhowteachersrealizethecurricularagendastheyset

forlessonsandthekindsofcognitiveprocessestheyemployincludelesson

formats(Wong-Fillmore1985),tasks(Doyle1983),scripts,androutines

(ShavelsonandStem1981).Constructssuchastheseseektodescribehow

teachersapproachthesubjectmatterofteachingandhowtheytransform

contentintolearning.Muchofthisresearchdrawsonaframeworkof

cognitivepsychologyandhasprovidedevidenceofthekindsofpedagogical

contentknowledge,reasoning,andproblemsolvingteachersmakeuseofas

theyteach(Cliff1991).

Inadditiontothecurriculargoalsandcontent,teachershaveothermore

personalviewsofteaching(Johnston1990).Zeichner,Tabachnick,and

Densmore(1987)trytocapturethiswiththenotionofperspective,which

theydefineasthewaysinwhichteachersunderstand,interpret,anddefine

theirenvironmentandusesuchinterpretationtoguidetheiractions.They

followedteachersthroughtheiryear-longprofessionaltrainingandtheirfirst

yearintheclassroom,andfoundthattheirpersonal,perspectivesservedas

powerfulinfluencesonhowtheytaught.Indescribingthebasisforteachers’

conceptualizationsofgoodpractice,Clandinin(1985,1986)introducedthe

conceptofimage,whichshedescribesas“acentralconstructfor

understandingteachers’knowledge”(1985：362).Animageisametaphor,

suchas“theclassroomashome,”“settinguparelationshipwithchildren,"or

“meetingtheneedsofstudents,”thatteachersmayhaveinmindwhenthey

teach.Johnston(1992)suggeststhatimagessuchasthesearenotalways

conscious,thattheyreflecthowteachersviewthemselvesintheirteaching

contexts,andthattheyformthesubconsciousassumptionsonwhichtheft

teachingpracticesarebased.Inastudyofwhatsecondlanguageteachers

perceivetobegoodclasses,Senior(1995)foundthatexperiencedESL

teachersinanAustralianeducationalsettingattemptingtoimplementa

communicativemethodologyappearedtohavearrivedatthetacitassumption

that,topromotesuccessfullanguagelearning,itisnecessarytodevelopa

bondedclass-thatis,oneinwhichthereisapositive,mutuallysupportive

groupatmosphere.Theteachersappearedtoemployarangeofboth

consciousandunconsciousstrategiesinordertodevelopaspiritofcohesion

withintheftclassgroups.

HalkesandDeijkers(1984)refertoteachers’teachingcriteria,whichare

definedas“personalsubjectivevaluesapersontriestopursueorkeep

constantwhileteaching.”Teachersholdpersonalviewsofthemselves,their

learners,theirgoals,andtheirroleintheclassroomandtheypresumablytry

toreflecttheseintheftpractice.Marland(1987)examinedtheprinciplesused

toguideandinterpretteaching,andidentifiedfivesuchworkingprinciples

thatwerederivedfromstimulatedrecallinterviewswithteachers.For

example,the"principleofprogressivechecking"involvedcheckingstudents’

progressperiodically,identifyingproblems,andprovidingindividual

encouragementforlow-abilitystudents.Conners(1978)studiedelementary

teachersandfoundthatallofthoseinherstudyusedthreeoverarching

principlesofpracticetoguideandexplaintheftinteractiveteachingbehavior:

"suppressingemotions,""teacherauthenticity,"and“self-monitoring."The

"principleofteacherauthenticity"involvedtheteacherpresentingherselfin

suchawaythatgoodpersonalrelationshipswithstudentsandasocially

supportiveclassroomatmospherewouldbeachieved.Thisprinciplerequired

theteachertoattempttobeopen,sincere,andhonest,aswellasfallible.

1．Whatcouldbethetitleofthispassage?(10points)

2．WhatarethefunctionsofthoseconceptualunitsasdescribedbyWoods

(1996)inlanguageteaching?(20points)

3．Discusstherelationshipbetween“perspective”and“image”andbetween

“image”and“teachingcriteria”asmentionedinthispassage?(20points)

【答案】

1．Thetitleofthispassagecouldbe“TwoDimensionsofTeacher

Knowledge”.

Thispassagemainlyintroducestwodifferentkindsofknowledgeinfluence

teachers’understandingandpracticeofteaching.Oneissubjectmatterand

curricularissues,andhowthecontentofalessoncanbepresentedinan

effectiveandcoherentway.Thisistheaspectofteachingthathastodowith

curriculargoals,lessonplans,instructionalactivities,materials,tasks,and

teachingtechniques.Theotheristheknowledgeaboutteachers’implicit

theoriesofteaching-thatis,theirpersonalandsubjectivephilosophyand

theirunderstandingofwhatconstitutesgoodteaching.Itisthisdimension

thatformsthefocusofthispassage.

(根據(jù)文章內(nèi)容自擬題目，并分析擬此題目的根據(jù)。)

2．Woods(1996)describesteachers’conceptionsoflessonsasmadeupof

conceptualunitsatdifferentlevelsofabstraction.Hedistinguishesbetween

thefollowing:overallconceptualgoals-theoverallpurposesteachersidentify

foracourse;globalconceptualunits-theindividualsubcomponentsofthe

curriculum(e.g.,thegrammar,reading,writing,andlisteningcomponentsof

anintegratedskillscourse);intermediateconceptualunits-activities,or

clustersofactivitiesframedintermsofaccomplishingoneofthehigher-level

conceptualgoals;andlocalconceptualunits-thespecificthingsteachersdoto

achieveparticularinstructionaleffects.

Thefunctionoftheseconceptualunitsistoclearthethemeoftheclass,to

designthecontentandeachsectorofthelesson,toadopttheformofteaching

suchaspresentation,activityandgroupdiscussion,toplanthedetailsofthe

processofalesson.Bythoseconcepts,theteachingofinaclasscouldbe

betterevaluatedandthoseconceptsgiveteachersaclearguidelineofthe

preparationofaclass.

3．Perspective,whichtheydefineasthewaysinwhichteachersunderstand,

interpret,anddefinetheirenvironmentandusesuchinterpretationtoguide

theiractions.

Imageisdescribesas“acentralconstructforunderstandingteachers’

knowledge.”Animageisametaphor,suchas“theclassroomashome,”

“settinguparelationshipwithchildren,"or“meetingtheneedsofstudents,”

thatteachersmayhaveinmindwhentheyteach.

Teachers’teachingcriteria,whicharedefinedas“personalsubjectivevalues

apersontriestopursueorkeepconstantwhileteaching.”Teachershold

personalviewsofthemselves,theirlearners,theirgoals,andtheirroleinthe

classroomandtheypresumablytrytoreflecttheseintheftpractice.

Fromtheabove,wecanseeclearlythe“perspective”isknowledgeabout

teachers’implicittheoriesofteaching-thatis,theirpersonalandsubjective

philosophyandtheirunderstandingofwhatconstitutesgoodteaching.Itis

teacher-oriented.Whiletheimageisthecontextthattheteachershowsforthe

students,theperspectiveandtheimagemaybethesameornot.

Imageiswhattheteachersthinkandtheyfeelnecessarytodowhileteaching.

Teachers’teachingcriteriaistheevaluationmadebyteachersthemselves.

Andtheimportantpartistheimagemayalsobethepartoftheirteaching

criteria.

2012年北京外國(guó)語(yǔ)大學(xué)中國(guó)外語(yǔ)教育研究中心外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)

真題及詳解

Allthequestionsaretobeansweredontheanswersheetsprovided.

I.Brieflyexplainthefollowingterms.(50points)

1．displacement

【答案】Displacement:Languagecanbeusedtorefertowhatispresent,

whatisabsent,whathappensatpresent,whathappenedinthepast,whatwill

happeninthefutureorwhathappensinafar-awayplace.Thispropertyof

languageenableslanguageuserstoovercomethebarrierscausedbytimeand

place.Forexample,wecantalkaboutSapir,whoisalreadydead;wecan

eventalkaboutnextweek,whichisinthefuture.

2．suprasegmental

【答案】Suprasegmental:aspectsofspeechthatinvolvemorethansingle

soundsegments.TheprincipleSuprasegmentalfeaturesaresyllable,stress,

tone,andintonation.

3．a(chǎn)ffixation

【答案】Affixationisgenerallydefinedastheformationofwordsbyadding

word-formingorderivationalaffixestostems.

4．derivation

【答案】Derivationisthemostcommonword-formationprocesstobe

foundintheproductionofnewEnglishwords.Itisaccomplishedbymeans

ofalargenumberofaffixesofEnglishlanguage,andshowstherelationship

betweenrootsandaffixes.Incontrasttoinflection,derivationcanmakethe

wordclassoftheoriginalwordeitherchangedorunchanged.Wordforms

thatcomefromderivationarerelativelylargeandpotentiallyopen.

5．immediateconstituents

【答案】Constituentisatermusedinstructuralsentenceanalysisforevery

linguisticunit,whichisapartofalargerlinguisticunit.Severalconstituents

togetherformaconstruction.Iftwoconstituents,inthecaseof“Theboyate

theapple”,“theboy”and“atetheapple”arejoinedtoformahierarchically

higherconstituent,herethesentence,thentheyaresaidtobetheimmediate

constituentsofthesentence.

6．treediagrams

【答案】Treediagramsareusedtorepresenttheconstituentstructureofa

grammaticalunit(e.g.aphraseorsentence).Itiscommonlyusedinthe

immediateconstituentsanalysis.

7．case

【答案】Thecasecategoryisusedintheanalysisofwordclassestoidentify

thesyntacticrelationshipbetweenwordsinasentence.InEnglish,caseisa

specialformofthenounwhichfrequentlycorrespondstoacombinationof

prepositionandnoun,anditisrealizedinthreechannels:inflection,

followingaprepositionandwordorder.

8．presupposition

【答案】Apresuppositioninsemanticsreferstowhatisassumedbythe

speakerand/orassumedbyhimtobeknowntothehearerbeforehemakes

theutterance.Inabroadersense,presuppositioncanbedefinedinordinary

languageasanykindofbackgroundassumptionagainstwhichanaction,

theory,expressionorutterancemakessenseorisrational.

9．Cohesion

【答案】Cohesionreferstothegrammaticaland/orlexicalrelationships

betweenthedifferentelementsofadiscourse.Thismayberelationship

betweendifferentsentencesorbetweendifferentpartsofasentence.Itcanbe

achievedbycohesivedevicesincludereference,substitution,ellipsis,

conjunctionandlexicalcohesion.

10．fossilization

【答案】FossilizationisaprocessthatsometimesoccursinL2learningin

whichincorrectlinguisticfeatures,suchastheaccent,agrammaticalpattern,

etc.becomeapermanentpartofthewayaL2learnerspeaksorwriteinthe

targetlanguage.

Readthefollowingpassageandthenanswerquestions.

II.Explainorparaphrasethefollowingexpressions.(40points)

(1)actionandreflection(1.2)

(2)weighted(1.4)

(3)grammaticalmetalanguage(1.6)

(4)communicativepractice(1.7)

(5)conversationalpatterns(1.8)

(6)an‘everything-goes’attitude(1.19)

(7)withaconcomitantabdicationofteacherresponsibility(1.20)

(8)negotiated(1.35)

(9)qualityinput(1.38)

(10)internalize(1.45)

(11)cognitiveandasasocialprocess(1.48)

(12)socialconventions(1.62)

(13)genres(1.62)

(14)institutionalized(1.76)

(15)disciplinaryboundaries(1.81)

(16)atextcreatesitsreaderthroughitsverystructureorform,andthat

readersinturncreatethetextastheyimbueitwithmeaning(1.66)

【答案】

(1)actionandreflection(1.2)

todothingswithwordsandtothinkcarefullyabouttheuseofwords

(2)weighted(1.4)

tobeconsideredimportant

(3)grammaticalmetalanguage(1.6)

theoriginalgrammarrulesofalanguage

(4)communicativepractice(1.7)

thepracticeofcommunicatingwithwords

(5)conversationalpatterns(1.8)

therepeatedorregularwayofhavingconve