(完整word)专八改错真题及答案,推荐文档

1、2000 年 -2015 年专八短文改错试卷2015 年 3 月 21 日专业八级考试改错When I was in my early teens, I was taken to a spectacular showon ice by the mother of a friend. Looked round a the luxury of therink, my friend s mother remarked on the “plush ”seats we had beengiven. I did not know what she meant, and being proud of myv

2、ocabulary, I tried to infer its meaning from the context.“Plush”was clearly intended as a complimentary, a positive evaluation 。 thatmuch I could tell it from the tone of voice and the context. So Istarted to use the word. Yes, I replied, they certainly are plush, andso are the ice rink and the cost

3、umes of the skaters, arentthey? Myfriend s mother was very polite to correct me, but I could tell from herexpression that I had not got the word quite right.Often we can indeed infer from the context what a word roughlymeans, and that is in fact the way which we usually acquire bothnew words and new

4、 meanings for familiar words, specially in ourown first language. But sometimes we need to ask, as I should haveasked for Plush, and this is particularly true in theaspect of a foreign language. If you are continually surrounded byspeakers of the language you are learning, you can ask them directly,

5、but often this opportunity does not exist for the learner of English.So dictionaries have been developed to mend the gap.1._2. _3._4._5._6._7._8._9._10._2014 改错There is widespread consensus among scholars that second language acquisition (SLA) emerged as a distinct field of research from the late 19

6、50s to early 1960s.There is a high level of agreement that the following questions (1) _have possessed the most attention of researchers in this area: (2) _l Is it possible to acquire an additional language in the same sense one acquires a first language? (3) _l What is the explanation for the fact

7、adults have (4) _more difficulty in acquiring additional languages than children have?l What motivates people to acquire additional language?l What is the role of the language teaching in the (5) _acquisition of additional languages?l What social-cultural factors, if any, are relevant in studying th

8、e learning of additional languages?From a check of the literature of the field it is clear that all (6) _the approaches adopted to study the phenomena of SLA so far have one thing in common: The perspective adopted to view the acquiringof an additional language is that of an individual attempts to d

9、o (7) _so. Whether one labels it “learning ” or “acquiritionalg ” an addi language, it is an individual accomplishment or what is under (8) _focus is the cognitive, psychological, and institutional status of an individual. That is, the spotlight is on what mental capabilities areinvolving, what psyc

10、hological factors play a role in the learning (9) _or acquisition, and whether the target language is learnt in theclassroom or acquired through social touch with native speakers. (10) _2013 专八短文改错试卷Psycho-linguistics is the name given to the study of the psychological processesinvolved in language.

11、 Psycholinguistics study understanding,production and remembering language, and hence are concerned with(1) _listening, reading, speaking, writing, and memory for language.One reason why we take the language for granted is that it usually(2) _happens so effortlessly, and most of time, so accurately.

12、(3) _Indeed, when you listen to someone to speaking, or looking at this page,(4) _you normally cannot help but understand it. It is only in exceptionalcircumstances we might become aware of the complexity(5) _involved: if we are searching for a word but cannot remember it 。if a relative or colleague

13、 has had a stroke which has influenced(6) _their language 。 if we observe a child acquire language 。 if(7) _we try to learn a second language ourselves as an adult。 orif we are visually impaired or hearing-impaired or if we meetanyone else who is. As we shall see, all these examples(8) _of what migh

14、t be called “language in exceptional circumstances ”reveal a great deal about the processes evolved in speaking,(9) _listening, writing and reading. But given that language processeswere normally so automatic, we also need to carry out careful(10) _experiments to get at what is happening.2012 年The c

15、entral problem of translating has always been whether to translate literally or freely. The argumenthas been going since at least the first(1) _century B.C. Up to the beginning of the 19 th century, many writersfavoured certain kind of “free”translation: the spirit, not the letter 。 the(2) _sense no

16、t the word。 the message rather the form。 the matter not(3) _the manner. This is the often revolutionary slogan of writers who(4) _wanted the truth to be read and understood. Then in the turn of 19 th(5) _century, when the study of cultural anthropology suggested thatthe linguistic barriers were insu

17、perable and that the language(6) _was entirely the product of culture, the view translation was impossible(7) _gained some currency, and with it that, if was attempted at all, it must be as(8) _literal as possible. This view culminated the statement of the(9) _extreme “literalists ”Walter Benjamin a

18、nd Vladimir Nobokov.The argument was theoretical: the purpose of the translation, thenature of the readership, the type of the text, was not discussed. Toooften, writer, translator and reader were implicitly identified witheach other. Now, the context has changed, and the basic problem remains.(10)

19、_2011 年专八真题改错部分2/10From a very early age, perhaps the age of five or six, I knewthat when I grew I should be a writer. Between the ages of about1_seventeen and twenty-four I tried to abandon this idea, but I did sowith the conscience that I was outraging my true nature and that2_soon or later I shou

20、ld have to settle down and write books.3_I was thechild of three, but there was a gap of five years4_on either side, and I barely saw my father before I was eight. Forthis and other reasons I was somewhat lonely, and I soon developeddisagreeing mannerisms which made me unpopular throughout my5_schoo

21、ldays. I had the lonely child's habit of making up stories andholding conversations with imaginative persons, and I think from6_the very start my literal ambitions were mixed up with the feeling of7_being isolated and undervalued. I knew that I had a facility with wordsand a power of facing in u

22、npleasant facts, and I felt that this created8_a sort of private world which I could get my own back for my failure9_in everyday life. Therefore, the volume of serious i.e. seriously10_intended writing which I produced all through my childhood andboyhood would not amount to half a dozen pages. I wro

23、te my first poem at the age of four or five, my mother taking it down to dictation.2010 年专八真题改错部分So far as we can tell, all human languages are equallycomplete and perfect as instruments of communication: that is,every language appears to be well equipped as any other to say1_the things their speake

24、rs want to say.2_There may or may not be appropriate to talk about primitive3_peoples or cultures, but that is another matter. Certainly, not allgroups of people are equally competent in nuclear physics orpsychology or the cultivation of rice . Whereas this is not the4_fault of their language. The E

25、skimos , it is said, can speak aboutsnow with further more precision and subtlety than we can in5_English, but this is not because the Eskimo language (one of thosesometimes miscalled 'primitive') is inherently more precise andsubtle than English. This example does not come to light a defect

26、6_in English, a show of unexpected 'primitiveness'. The position issimply and obviously that the Eskimos and the English live in similar7_environments. The English language will be just as rich in terms8_for different kinds of snow, presumably, if the environments in whichEnglishwas habitual

27、ly used made such distinction as important.9_Similarly, we have no reason to doubt that the Eskimo languagecould be as precise and subtle on the subject of motor manufactureor cricket if these topics formed the part of the Eskimos' life.10_2009The previous section has shown how quickly a rhyme p

28、assesfrom one school child to the next and illustrates the further difference(1)_3/10between school lore and nursery lore. In nursery lore a verse,learnt in early childhood, is not usually passed on again when the(2)_little listener has grown up, and has children of their own, or even(3)_grandchildr

29、en. The period between learning a nursery rhyme andtransmitting it may be something from twenty to seventy years. With(4)_the playground lore, therefore, a rhyme may be excitedly passed(5)_on within the very hour it is learnt 。 and in the general, it passes(6)_between children of the same age, or ne

30、arly so, since it is uncommonfor the difference in age between playmates to be more than fiveyears. If ,therefore, a playground rhyme can be shown to have beencurrently for a hundred years, or even just for fifty, it follows that it(7)_has been retransmitted over and over。 very possibly it has passe

31、d(8)_along a chain of two or three hundred young hearers and tellers, andthe wonder is that it remains live after so much handling,(9)_to let alone that it bears resemblance to the(10)_2008 年专八真题短文改错The desire to use language as a sign of national identity is avery natural one, and in result languag

32、e has played a prominent_1_part in national moves. Men have often felt the need to cultivate_2_a given language to show that they are distinctive from another_3_race whose hegemony they resent. At the time the United States_4_split off from Britain, for example, there were proposals thatindependence

33、 should be linguistically accepted by the use of a_5_different language from those of Britain. There was even one_6_proposal that Americans should adopt Hebrew. Others favouredthe adoption of Greek, though, as one man put it, things wouldcertainly be simpler for Americans if they stuck on to English

34、_7_and made the British learn Greek. At the end, as everyone_8_knows, the two countries adopted the practical and satisfactorysolution of carrying with the same language as before._9_Since nearly two hundred years now, they have shown the world_10_that political independence and national identity ca

35、n be completewithout sacrificing the enormous mutual advantages of a commonlanguage.customer.20151.looked 改成 looking2.she 后面加 had3.去掉第二个a4.去掉 it5.polite 改成 politely6.which 改成 that4/107.specially 改成 especially8.this 改成 it9.continually改成 often10.mend 改成 narrow20141. 把 of 去掉。2. 把 possessed 改成 attracted

36、，3. 把 a 改成 the4. 在 facts 和 adults 之间加个 that，5. 把第二个 the 去掉。6. 把第二个 of 改成 in7. 把 attempts 改成 attempt8. 把 or 改成 and9. what 改成 how10. 把 touche 改成 touches20131. production 改成 producing2. 去掉 the3. 去掉 accurately 前面的 so4. looking 改为 look5. we 前面加 that6. 去掉 colleague 后面的 has7. their 改成 his8. anyone 改成 pure

37、老师 someone9. evolved 改成 involved10. were 改成 are2012参考答案：1 going since加入 on题解： go on 的意思是“继续” ，符合句子表达的含义“争论一直在继续”。2 certain改为 a certain题解：此处要表达的意思是“很多作家喜欢一种自由的翻译方法” ，第一次出现这种方法应该加上不定冠词。3 rather改为 not题解：根据原句的句子结构，rather 应改为 not。4 is 改为 was题解：此句应该为过去时。5 in 改为at题解： at the turn of 19 th century“十九世纪之初” ，是

38、固定搭配。6 the 删去第二个the5/10题解：这里并没有特指某种语言，所以不用定冠词。7 view translation 加入 that题解：在view 和 translation 之间加上that，可将“ translation was impossible ”看成 view 的同位语。8 was删去 was题解：条件状语从句常可以省略主语和系动词。9 culminated the加入 in题解： culminate in 是“以 .告终”的意思，符合上下文含义。10 and 改为 but题解：原句意思“现在背景变化了，但是基本问题依然存在”，两句话之间应该是转折关系20111，在

39、grow 后加 up, 考固定短语2， 改 consience 为 consciousness 考词语区别， consience 翻译为 “良心，道德心 ” , consiousness翻译为 “意识 ”3，改 soon 为 sooner， sooner or later 是固定短语4，在 child 前加 middle, 考上下文理解。 作者是三个孩子句中的那位5， 改 disagreeing 为 disagreeable ，disagreeing 只能作动名词，不能作形容词。disagreeable mannernisms令人讨厌的习惯6，改 imaginative为 imaginary,

40、考词语区别imaginative翻译为 “有想象力的 ”，imaginary翻译为 “想象的，虚构的 ”7，改 literal为 literary ,考词义区别，literal 翻译为 “字面的 ”，literary8，去掉 face 后的 in， face 接宾语时是及物动词。考动词的基本用法9，在 world 后加 in 或者改 which 为 where, 考定语从句10，改 Therefore 为 However 或者 Nevertheness, 考语境。翻译为 “文学方面的 ”感悟：11 专八改错相对前几年专八改错要简单一点。本人认为词义区别考得过多了。20102010 年专八真题改

41、错参考答案以及分词1 be 后插入 as。as as引导的比较级2 their 改为 its。its 代替 every language3 There 改为 It。It 此处作为形式主语，真正的主语是后面的不定式4 Whereas 改为 But； 语境需要表示转折的连词，whereas 表示对比5 further 改为 muchfurther 不能修饰比较级6 come 改为 bring 。(sth)come to light , bring sth to lightbring to light the defect of English =bring the defect of englis

42、h to light揭示英语的缺陷7 similar 改为 different 。根据语境应该用 different8 will 改为 would 。虚拟语气9 as important 去掉 as。10 the part 去掉 the 或者改 the 为 abe/become/form (a) part of是固定短语2009答案分析：(1) the further difference 改为 a further difference （此次应该用不定冠词表示泛指）(2) 改 when 为 until, 结构 not.until 翻译为 “直到 才 ”(3)their 改为 his（代词与前

43、文a little listener 在单复数上保持一致）(4)something改为 anything 此处指二十到七十的任何时段6/10(5)therefore 改为 however （根据上下文逻辑关系）(6) in the general 去掉 the （习惯用法 in general 表示总的来说，一般不用冠词）(7) currently 改为 current （这里起的是表语的作用，需要形容词而不是副词）(8) it has passed 改为 it has been passed （与分号前的被动保持一致）(9) live改为alivealive 翻译为 “鲜活的 ”，一般作补语

44、；live 翻译为 “现场转播的；活的(10) to let alone 改为let alone (let alone 为习惯搭配，意思是“更不用说”，一般作定语20081. in result改成 in consequence，2 moves 改成 movements.3 distinctive 改成 distinct 或 different4 在 time 后加 when 5 accepted 改成 realized6 those 改成 that7 删除 on,8 At 改成 In9 carrying with改成carrying on with10 now 改成ago20071, 改 a

45、nd 为 or,any languagages today or recordsof ancient languages 是并列成分，在否定句中用or2,改 show 为 showing, 现在分词作定语3， 删除 the,表示泛指4， 改 and 为 but, 根据语境此处是转折5，改large 为 larger, 后面有 than,应该用比较级6，改 in 为 on, on other grounds基于其“它理由”，为固定搭配7，改 return 为 response, in response to对 “作出反应 ”8，删除 on, emphasize sthemphasize 是及物动

46、词9，在 large 前加 a,extent 是可数名词，前面要加冠词。"to a large extent" 翻译为 “在很大程度上 ”10，改these 为 thosethose that/who 为固定形式20061, 改 agreeing 为 agreedagreed conventions 翻译为 “习俗 ”2， words 前加 the,此处为特指3，改 in 为 atat one s disposal为固定短语，翻译为“由某人做主 ”4， 改 enables 为 enable，定语从句与先行词vocabulary and a set of grammatica

47、l rules 保持一致5，删除 the, 此处需要泛指6，改old 为 older, 此处需要比较级7， 改 seen为 understood， system 应该是被理解8， 删除 ittake sth for grantedtake it for granted that9,改 or 为 and,语境需要并列关系而不需选择关系10， most 前加 the, 形容词最高级中that 一般不能省略20051. investing 应改为 invested，过去分词作定语7/102. 在 irrespective 和 fluctuations 之间加上介词 of。irrespectiveOf

48、 是一固定用法， 意指 “不论，不管，不顾，”等，此处指公司不顾收入的波动变化。3. 把 those 改为 that， that 此处代替 outlook4在fact和economic之间力口上关系代词that。这是一个同位语从语，that在同位语从句中是不能省略的 .5把定冠词the 去掉 , in school 表示上学这个抽象意义6把形容词 poor 改为其比较级 poorer。这句中的 poor 与后面的 more 形成一对比较关系，表示 “越 越 ”7在 ways 和 which 之间加上一个介词in。8这里应该用动词的 lng 形式，即 eliminating ，以便使句型结构与前

49、面的 giving(students a governance role) 保持一致，否则句子结构和意思都显得不正确。9将 shorten(缩短；使变短)改为 reduce/lesson/weaken。此处属于用词不当。10将 to give discounts on 改为 to give discounts to their best customer 。意为实业公司给最好的客户提供优惠。 Give discounts to sb 为固定短语20041.,在 set 后加 up,set up“建立、成立”是固定短语2.答案： consisted consisting/composed3.答案

50、： in on【详细解答】固定搭配on .occasions4.答案rely 后加 on【详细解答】固定搭配rely on sb. to do something5.答案： make out make【详细解答】 make out 意思是 “辨认出 ”，而此处意思是 “对 .做详细的研究 ”，故用 “make detailed studiesof.即”可。 6.答案： its their【详细解答】此处指代的是“investigations故”用,复数。【详细解答】the +adj. 可表示某一类人，此处意思是7.答案： public the public “面向公众 ”，故应用 “the p

51、ublic”。 8.答案：nevertheless therefore/ thus【详细解答】此处不是表示意思的转折，而是与前文构成因果关系，故可改为答案： interests interest【详细解答】此处看成不可数名词为佳10.答案： these those【详细解答】 those 指代 witnesses , 即指代名词复数做定语从句的先行词，而therefore these不行或 thus。9.20031. 答案：height high， high 作为名词翻译为“最高水平”，又如 reach an all-time high2答案：删除a【详细解答】此处steady decline 指稳定下降的行为、过程而不是其结果，为不可数名词，故应去掉定冠词 a。 3答案： went 后加 on【详细解答】go on 为固定搭配，意为“持续