1、目 录2 0 1 7 年 山 东 师 范 大 学 8 1 8 英 语 语 言 学 及 应 用 语 言 学 基 础 考 研 真 题 及 详 解2 0 1 8 年 山 东 师 范 大 学 8 1 8 英 语 语 言 学 及 应 用 语 言 学 基 础 考 研 真 题 及 详 解2 0 1 7 年 山 东 师 范 大 学 8 1 8 英 语 语 言学 及 应 用 语 言 学 基 础 考 研 真 题 及详 解. Giv e d efin itio n s to th e fo llo win g terms. (4 0 p o in ts, 5 p o in ts each )1 . Affix at
2、io nAffix atio n , also called d eriv atio n , is th e fo rmatio n o f n ewwo rd s b y ad d in g affix es to stems. Affix atio n in clu d es p refix atio n an dsu ffix atio n acco rd in g to th e ty p es o f affix es u sed to fo rm n ew wo rd s.Prefix atio n is to create n ew wo rd s b y ad d in g p
3、 refix es to b ase wh ilesu ffix atio n mak es n ew wo rd s b y ad d in g su ffix es to b ase.【 答 案 】2 . Case th eo ryTh e case categ o ry is u sed in th e an aly sis o f wo rd classes toid en tify th e sy n tactic relatio n sh ip b etween wo rd s in a sen ten ce. In Lating rammar, cases are b ased
4、o n v ariatio n s in th e mo rp h o lo g ical fo rms o f th ewo rd , an d are g iv en th e terms “accu sativ e”, “n o min ativ e”, “d ativ e”, etc.Th ere are fiv e cases in an cien t Greek an d eig h t in San sk rit. Fin n ish h as asman y as fifteen fo rmally d istin ct cases in n o u n s, each wit
5、h its o wn sy n tacticfu n ctio n . In En g lish , case is a sp ecial fo rm o f th e n o u n wh ich freq u en tlyco rresp o n d s to a co mb in atio n o f p rep o sitio n an d n o u n , an d it is realized inth ree ch an n els: in flectio n ; fo llo win g a p rep o sitio n ; wo rd o rd er.【 答 案 】3 .
6、 CALLCALL refers to th e u se o f a co mp u ter in th e teach in g o rlearn in g o f a seco n d o r fo reig n lan g u ag e. It may tak e th e fo rm o f: activ itieswh ich p arallel learn in g th ro u g h o th er med ia b u t wh ich u se th e facilities o f th eco mp u ter (e.g . u sin g th e co mp u
7、 ter to p resen t a read in g tex t); activ ities wh ichare ex ten sio n s o r ad ap tio n s o f p rin t-b ased o r classro o m-b ased activ ities (e.g .co mp u ter p ro g rams th at teach er writin g sk ills b y h elp in g th e stu d en t d ev elo pa to p ic an d th esis statemen t an d b y ch eck
8、in g a co mp o sitio n fo r v o cab u lary ,g rammar an d to p ic d ev elo p men t); activ ities wh ich are u n iq u e to CALL.【 答 案 】4 . Valid ityValid ity is o n e o f th e th ree mo st imp o rtan t ch aracteristics o f ag o o d test. All tests sh o u ld b e v alid . Th e v alid ity o f a test rel
9、ates to wh at th etest claims to measu re an d h o w well it d o es so . If we k n o w th at a test is v alid ,th en we k n o w we can co n fid en tly say ab o u t a p erso n wh o p asses o r fails it.Th e two imp o rtan t asp ects o f v alid ity are co n ten t an d co n stru ct v alid ity . If ates
10、t h as co n ten t v alid ity , it mean s th at th e test q u estio n s co v er a fair samp le o fth e lan g u ag e stru ctu res an d sk ills th at th e test claims to b e measu rin g .Co n ten t v alid ity is v ery imp o rtan t in lan g u ag e tests b ecau se so me th in g s inlan g u ag e are mu ch
11、 easier to test th an o th ers an d so ten d to b e tested mu chmo re o ften . A test h as co n stru ct v alid ity if it can sh o w th at it measu res o n lywh at it claims to measu re an d n o th in g else.【 答 案 】5 . Perfo rmativ eSo me sen ten ces d o n o t d escrib e th in g s. Th ey can n o t b
12、e said to【 答 案 】更多考研资料 v/q:344647 公众号/小程序：顺通考试资料b e tru e o r false. Th e u tterin g o f th ese sen ten ces is, o r is a p art o f, th e d o in g o fan actio n . So th ey are called p erfo rmativ es. Th o u g h p erfo rmativ es can n o t b esaid tru e o r false, th ere are still co n d itio n s fo r
13、 th em to meet to b e ap p ro p riateo r felicito u s.6 . Affectiv e filter h y p o th esisTh e affectiv e filter h y p o th esis emb o d ies Krash en s v iew th at an u mb er o f affectiv e v ariab les p lay a facilitativ e b u t n o n -cau sal ro le in seco n dlan g u ag e acq u isitio n . Th ese
14、v ariab les in clu d e: mo tiv atio n , self-co n fid en cean d an x iety . Krash en claims th at learn ers with h ig h mo tiv atio n , self-co n fid en ce, a g o o d self-imag e an d a lo w lev el o f an x iety are b etter eq u ip p edfo r su ccess in seco n d lan g u ag e acq u isitio n . Lo w mo
15、tiv atio n , lo w self-esteem,an d d eb ilitatin g an x iety can co mb in e to raise th e affectiv e filter an d fo rm amen tal b lo ck th at p rev en ts co mp reh en sib le in p u t fro m b ein g u sed fo racq u isitio n . In o th er wo rd s, wh en th e filter is u p , it imp ed es lan g u ag eacq
16、u isitio n . On th e o th er h an d , p o sitiv e affect is n ecessary , b u t n o t su fficien to n its o wn , fo r acq u isitio n to tak e p lace.【 答 案 】7 . Fo ssilizatio nWh en th e seco n d lan g u ag e learn er reach es a certain d eg ree, th eab ility to learn a lan g u ag e is in a state o f
17、remain in g stag n an t. Th e learn er isu n ab le to o b tain a n ativ e sp eak ers lan g u ag e ab ility . Th is fact is calledfo ssilizatio n . In co rrect lin g u istic featu res b eco me a p erman en t p art o f th e waya p erso n sp eak s o r writes a lan g u ag e.【 答 案 】8 . Co n n o tativ e m
18、ean in gIt is a k in d o f asso ciativ e mean in g . It mean s th e co mmu n icativ ev alu e an ex p ressio n h as b y v irtu e o f wh at it refers to , o v er an d ab o v e itsp u rely co n cep tu al co n ten t. On e asso ciates real wo rld ex p erien ce with anex p ressio n wh en o n e u ses o r h
19、 ears it.【 答 案 】. An swer th e fo llo win g q u estio n s an d ex p lain . (4 0 p o in ts)1 . Wh at are th e majo r d ifferen ces b etween acq u isitio n an d fo reig nlan g u ag e learn in g ?【 答 案 】Ro d (1 9 8 5 ) an d Krash en (1 9 8 1 ) reg ard acq u isitio n as th e sp o n tan eo u sin tern ali
20、zatio n o f ru les an d fo rmu las. Th e term o f acq u isitio n is o ften u sed torefer to first lan g u ag e acq u isitio n an d seco n d lan g u ag e acq u isitio n . Firstlan g u ag e acq u isitio n is also called mo th er to n g u e acq u isitio n .Acq u isitio n tak es p lace in th e sp eech c
21、o mmu n ity wh ere o n es firstlan g u ag e o r seco n d lan g u ag e is sp o k en . It is o ften n atu ral, with o u t mu chfo cu s o n fo rm. Th e learn in g o f En g lish b y sp eak ers o f o th er lan g u ag es in th eUn ited States is an ex amp le o f seco n d lan g u ag e acq u isitio n .Fo re
22、ig n lan g u ag e learn in g u su ally tak es p lace in th e sp eech co mmu n itywh ere o n es first lan g u ag e is sp o k en . It is a co n scio u s p ro cess th ro u g h fo rmalsch o o l-lik e settin g s an d req u ires time fo r p ro cessin g , with fo cu s o n lin g u isticfo rm in ad d itio n
23、to k n o wled g e o f th e ru les o f lan g u ag e u se su ch as th elearn in g o f lan g u ag e in Ch in a.2 . Wh at is all ab o u t Sap ir-Wh o rf Hy p o th eses?【 答 案 】Th is h y p o th esis su g g ests th at o u r lan g u ag e h elp s mo ld o u r way o fth in k in g , an d co n seq u en tly , d i
24、fferen t lan g u ag es may p ro b ab ly ex p resssp eak ers u n iq u e way s o f u n d erstan d in g th e wo rld . Two imp o rtan t p o in ts canb e cap tu red in th is th eo ry . On th e o n e h an d , lan g u ag e may d etermin e o u rth in k in g p attern s, an d th is is k n o wn as th e stro n
25、g v ersio n ; o n th e o th er h an d ,similarity b etween lan g u ag es is relativ e, an d th is is k n o wn as th e weakv ersio n . Fo r two d ifferen t sp eech co mmu n ities, th e g reater th eird ifferen tiatio n is, th e mo re d iv erse th eir co n cep tu alizatio n o f th e wo rld willb e. So
26、 far, man y research es an d ex p erimen ts co n d u cted in v ario u s d iscip lin esp ro v id e su p p o rt to th e weak v ersio n . Th e stu d ies h av e sh ed n ew lig h t o n o u ru n d erstan d in g o f th e h y p o th esis: p eo p le ten d to so rt o u t an d d istin g u ishex p erien ces d i
27、fferen tly acco rd in g to th e seman tic categ o ries p ro v id ed b y th eird ifferen t co d es.Here is an ex amp le. En g lish -sp eak in g cu ltu re teach es its p eo p le to n amewh at is p ractical, u sefu l an d imp o rtan t. In a g en eral sen se, th e imp o rtan tth in g s tak e o n sp ecif
28、ic n ames wh ile th e less imp o rtan t th in g s h av e g en eraln ames th at mu st b e mo d ified th ro u g h ad d itio n al wo rd s to b eco me sp ecific. Ag o o d illu stratio n o f th is p o in t is th e wo rd “sn o w” in Esk imo an d En g lish . Th eEsk imo s h av e co u n tless wo rd s fo r s
29、n o w. Fo r th em sn o w is ex tremelyimp o rtan t an d so cru cial to life th at each o f its v ario u s fo rms an d co n d itio n sis n amed . In En g lish -sp eak in g cu ltu res, sn o w is far less imp o rtan t an d th esimp le wo rd “sn o w” u su ally su ffices th e n eed s. Wh en so me n eed s
30、 b eco memo re sp ecific, h o wev er, lo n g er p h rases can b e mad e u p to meet th ese n eed s:“co rn sn o w”, “fin e p o wd er sn o w”, an d “d riftin g sn o w”. On ce ag ain , th isp ro v es th at th ere is a co n n ectio n b etween th e wo rd s a cu ltu re selects an d th eid eas an d co n ce
31、p ts th at cu ltu re tran smits fro m g en eratio n to g en eratio n .Th e stu d y o f th e lin g u istic relativ ity h as sh ed two imp o rtan t in sig h ts:th ere is n o wad ay s a reco g n itio n th at lan g u ag e, as co d e, reflects cu ltu ralp reo ccu p atio n s an d co n strain s th e way p
32、eo p le th in k ; mo re th an in Wh o rfsd ay s, h o wev er, we reco g n ize h o w imp o rtan t co n tex t is in co mp lemen tin g th emean in g s en co d ed in th e lan g u ag e.3 . Wh at is Co g n itiv e Th eo ry o f lan g u ag e learn in g all ab o u t?【 答 案 】Th e co g n itiv e facto rs relate to
33、 lan g u ag e acq u isitio n main ly in two way s.First, lan g u ag e d ev elo p men t is d ep en d en t o n b o th th e co n cep ts ch ild ren fo rmab o u t th e wo rld an d wh at th ey feel stimu lated to co mmu n icate at th e earlyan d later stag es o f th eir lan g u ag e d ev elo p men t. Fo r
34、 ex amp le, ch ild ren at earlystag e can u se two -wo rd u tteran ces to ex p ress a wid e ran g e o f mean in g s; b u tth ey may n o t u se En g lish p erfect ten se (h e h as walk ed , etc.) u n til th ey h av eacq u ired th e u n d erly in g co n cep t o f “p resen t relev an ce” aro u n d th e
35、 ag e o f fo u ran d a h alf. Mean wh ile, th e “p resen t relev an ce” emb o d ied in th e p erfect ten seh elp s to stimu late th e En g lish -sp eak in g ch ild ren to fo rm th at co n cep t. Th u s,as ch ild ren s co n cep tu al d ev elo p men t lead s to th eir lan g u ag e d ev elo p men t, it
36、is lik ely th at th eir lan g u ag e d ev elo p men t also h elp s in th e fo rmatio n an den h an cemen t o f th e co n cep t.Seco n d ly , th e co g n itiv e facto rs d etermin e h o w th e ch ild mak es sen se o fth e lin g u istic sy stem h imself in stead o f wh at mean in g s th e ch ild p erc
37、eiv esan d ex p resses. Man y carefu l stu d ies o f ch ild ren s acq u isitio n seq u en ces an derro rs in v ario u s lan g u ag es h av e rev ealed th at ch ild ren h av e so me o p eratin gp rin cip les fo r mak in g sen se o f lan g u ag e d ata. In th e co u rse o f acq u irin g th en ativ e l
38、an g u ag e, ch ild ren seem to lo o k in itially fo r a sy stem wh ich is ru le-g o v ern ed in a co n sisten t way , th en a sy stem in wh ich th e clu es to mean in gare clearly d isp lay ed , an d fin ally th e o n e in wh ich each item o r d istin ctio n h asa d efin ite fu n ctio n in co mmu n
39、 icativ e mean in g .4 . Wh at are th e majo r b en efits fo r lan g u ag e teach ers fro m lesso np lan n in g ?Lan g u ag e teach ers b en efit fro m lesso n p lan n in g in :u n d erstan d in g th e aims an d lan g u ag e co n ten ts o f th e lesso n ; d istin g u ish in gth e v ario u s stag es
40、o f a lesso n ; th in k in g ab o u t h o w th e stu d en ts can b e fu llyen g ag ed in th e lesso n ; b eco min g aware o f th e teach in g aid s th at are n eed ed ;th in k in g ab o u t th e relativ e v alu e o f d ifferen t activ ities an d h o w mu ch timesh o u ld b e sp en t o n th em.【 答 案
41、】. An aly ze th e fo llo win g . (2 0 p o in ts)1 . Tell wh ich max im o f th e co o p erativ e p rin cip le h as b een flo u ted an dwh at imp licatu re mig h t b e d rawn in th e fo llo win g sen ten ces.A: Lets g o to th e cin ema an d see a film.B: Ok , b u t I d o n o t lik e H-O-R-R-O-R F-I-L-
42、M.【 答 案 】Th e man n er max im o f th e co o p erativ e p rin cip le h as b een flo u ted . Th eco n ten t o f co o p erativ e p rin cip le is th at to mak e y o u r co n v ersatio n alco n trib u tio n su ch is req u ired , at th e stag e at wh ich it o ccu rs, b y th e accep tedp u rp o se o r d ir
43、ectio n o f th e talk ex ch an g e in wh ich y o u are en g ag ed . Itco n tain s th e fo llo win g fo u r max ims.Qu an tity(1 ) Mak e y o u r co n trib u tio n as in fo rmativ e as is req u ired (fo r th e cu rren tp u rp o ses o f th e ex ch an g e).(2 ) Do n o t mak e y o u r co n trib u tio n m
44、o re in fo rmativ e th an is req u ired .Qu ality : Try to mak e y o u r co n trib u tio n o n e th at is tru e.(1 ) Do n o t say wh at y o u b eliev e to b e false.(2 ) Do n o t say th at fo r wh ich y o u lack ad eq u ate ev id en ce.Relatio n : Be relev an t.Man n er: Be p ersp icu o u s.(1 ) Av
45、o id o b scu rity o f ex p ressio n .(2 ) Av o id amb ig u ity .(3 ) Be b rief.(4 ) Be o rd erly .An y b latan t an d ap p aren t v io latio n o f an y max im can cau seco n v ersatio n al imp licatu re. Th is d ialo g u e is a case in wh ich B is b ein gd elib erately o b scu re, so th at h is fear
46、 o f h o rro r film is v iv id ly d emo n strated .2 . Th e fo llo win g two sen ten ces h av e g rammatical erro rs. Wh at ty p es o ferro rs are th ey acco rd in g to th e th eo ry o f erro r an aly sis?I failed fro m th e b icy cle.Alth o u g h h e was ill, b u t h e came at last.Th e two erro rs
47、 are b o th d u e to sp eak ers in co mp lete k n o wled g eo f th e ru les o f En g lish . Th e first o n e is an in tralin g u al erro r wh ile th e seco n do n e is an in terlin g u al erro r. Th e first o n e is p ro d u ced b y th eo v erg en eralizatio n o f v erb tran sfo rmatio n s. No t all
48、 wo rd s p ast fo rms ared eriv ed fro m th e o rig in al o n e with ed . Su ch erro rs resu lt fro m facu lty o rp artial learn in g o f En g lish , rath er th an fro m lan g u ag e tran sfer. Th e erro r inth e seco n d sen ten ce resu lt fro m lan g u ag e tran sfer an d it is cau sed b y th elea
49、rn ers n ativ e lan g u ag e as in Ch in ese, “虽 然 ” an d “但 是 ” can co -o ccu r in asen ten ce.【 答 案 】. Pu t th e fo llo win g p assag e in to Ch in ese. (2 0 p o in ts)Th e term cu rricu lu m is co mmo n ly u sed in two related sen ses. It refers,first, to th e su b stan ce o f a p ro g ram o f st
50、u d ies o f an ed u catio n al in stitu tio n o rsy stem. Th u s, we can sp eak o f th e sch o o l cu rricu lu m, th e u n iv ersitycu rricu lu m, th e cu rricu lu m o f Fren ch Sch o o ls, o r th e cu rricu lu m o f So v ieted u catio n . In a mo re restricted sen se, it refers to th e co u rse o f
