北京外国语大学2024-2025学年第二学期《外国语言学及应用语言学》期末考试试卷（A卷）

北京外国语大学2024-2025学年第二学期《外国语言学及应用语言学》期末考试试卷（A卷）适用专业：英语语言文学、外国语言学及应用语言学专业本科考试时长：120分钟满分：100分注意事项：1.本试卷所有题目均需在答题卡指定区域作答，试卷纸、草稿纸作答无效。2.答题时字迹工整、条理清晰，名词术语需使用规范英文或中文标准表述。3.考试结束后，试卷、答题卡、草稿纸统一上交，不得私自带出考场。一、TermExplanation（名词解释，每题4分，共20分）1.Arbitrariness2.CooperativePrinciple3.Interlanguage4.Pragmatics5.CulturalDiffusion二、MultipleChoice（单项选择，每题2分，共20分）1.Whichofthefollowingisthemostdistinctivefeatureofhumanlanguagethatdistinguishesitfromanimalcommunicationsystems?A.DisplacementB.Stimulus-responseC.InstinctivenessD.Limitation2.Thestudyoftheinternalstructureofwordsandtherulesofwordformationiscalled______.A.PhonologyB.MorphologyC.SyntaxD.Semantics3.Whenaspeakeruttersasentencewithanimpliedmeaningbeyonditsliteralsense,thismeaningbelongsto______.A.SentencemeaningB.UtterancemeaningC.LexicalmeaningD.Conceptualmeaning4.TheviolationoftheMaximofQuantityindailyconversationusuallyleadsto______.A.ConversationalimplicatureB.SpeechactfailureC.SemanticambiguityD.Pragmaticfailure5.Fossilizationinsecondlanguageacquisitionrefersto______.A.TherapidprogressoflearnerlanguageB.Thepermanentretentionofnon-targetlanguageformsC.ThecompletemasteryoftargetgrammarD.Thedisappearanceoflearnererrors6.Whichschooloflinguisticsadvocatestheconceptof“languageacquisitiondevice”?A.FunctionallinguisticsB.CognitivelinguisticsC.GenerativelinguisticsD.Structurallinguistics7.Therelationbetween“teacher”and“student”isatypical______.A.SynonymyB.AntonymyC.RelationalantonymyD.Hyponymy8.Languagevariationcausedbydifferentsocialclassesisdefinedas______.A.RegionaldialectB.SocialectC.IdiolectD.Register9.Illocutionaryactfocuseson______.A.ThephysicalsoundofspeechB.Thespeaker’sintentioninspeakingC.TheeffectofspeechonlistenersD.Theliteralmeaningofsentences10.InputhypothesisproposedbyKrashenemphasizesthat______isessentialforsecondlanguagelearning.A.ExplicitgrammarteachingB.ComprehensibleinputC.MassivemechanicaldrillsD.Errorcorrection三、TrueorFalse（判断正误，每题2分，共10分，正确选T，错误选F）1.Languageisapurelyindividualbehaviorwithoutsocialattributes.()2.Allhumanlanguageshavethecharacteristicsofproductivityandcreativity.()3.Interlanguageisastaticandunchangeablelanguagesystemofsecondlanguagelearners.()4.Pragmaticcompetencereferstotheabilitytouselanguageappropriatelyinspecificcontexts.()5.Homonymsarewordswithdifferentspellingsbutidenticalmeanings.()四、ShortAnswer（简答题，每题10分，共30分）1.BrieflyanalyzethedifferencesbetweencompetenceandperformanceproposedbyChomsky.2.Whatarethemaincausesofpragmaticfailureincross-culturalcommunication?3.Explainthethreestagesofinterlanguagedevelopmentinsecondlanguageacquisition.五、EssayQuestion（论述题，每题20分，共20分）Combinedwithclassroomteachingpracticeandsecondlanguagelearningexperience,discusshowKrashen’sfivehypothesesofsecondlanguageacquisitionguideforeignlanguageteaching.Requirements:clearlogic,sufficientarguments,andnolessthan300words.参考答案及详细解析一、TermExplanation（每题4分，共20分）1.ArbitrarinessItisoneofthecoredesignfeaturesofhumanlanguage.Itmeansthereisnoinherent,logicalornaturalconnectionbetweenthelinguisticsign(soundform)anditsreferent(meaning).Thepairingofsoundandmeaningisestablishedbysocialconventionandarbitraryagreement.Forexample,thereisnoreasonwhytheEnglishword“book”referstotheprintedreadingmaterial;theconnectionistotallyconventional.评分标准：核心定义准确3分，举例说明1分2.CooperativePrincipleProposedbyGrice,itisabasicpragmaticprinciplegoverningdailyverbalcommunication.Itholdsthatspeakersandlistenersunconsciouslycooperatewitheachotherinconversationtoensuresmoothcommunication.Itincludesfourmaxims:QuantityMaxim,QualityMaxim,RelationMaximandMannerMaxim.Violatingthesemaximswillproduceconversationalimplicature.评分标准：提出者+核心内涵2分，四大准则2分3.InterlanguageAlsocalledlearnerlanguage,itreferstotheindependent,transitionallanguagesystemconstructedbysecondlanguagelearnersintheprocessoftargetlanguagelearning.Itisdifferentfromboththelearner’snativelanguageandthestandardtargetlanguage.Itisdynamic,systematicandpermeable,andwillgraduallyapproachthetargetlanguagewithlearningprogress,andmayproducefossilization.评分标准：基本定义2分，核心特征2分4.PragmaticsItisacorebranchoflinguisticsthatstudiestheuseoflanguageinspecificcontexts.Differentfromsemanticswhichfocusesonliteralmeaning,pragmaticsresearchestheactualintendedmeaningofutterances,therelationshipbetweenlanguageusersanddiscourse,andtherulesoflanguageuseinsocialcommunication.评分标准：学科定义2分，与语义学的区别2分5.CulturalDiffusionItreferstotheprocessthatculturalelementsincludinglanguage,customs,valuesandbehavioralnormsspreadfromoneculturalgrouptoanotherthroughcommunication,contactandinteraction.Languageisthemaincarrierofculturaldiffusion,andlanguagecontactisthemostimportantwayofculturaldiffusionincross-culturalcommunication.评分标准：基本定义2分，与语言的关联2分二、MultipleChoice（每题2分，共20分）1.A解析：移位性（Displacement）是人类语言区别于动物交际系统的核心特征，可谈论时空上不存在的事物，其余选项均为动物交际的特点。2.B解析：形态学（Morphology）专门研究词汇内部结构及构词规则；音系学研究语音系统，句法学研究句子结构，语义学研究语义系统。3.B解析：话语意义（Utterancemeaning）是特定语境下的隐含意义，句子意义为脱离语境的字面固定意义。4.A解析：合作原则数量准则的违反会产生会话含义，是日常语用推理的核心依据。5.B解析：语言石化指二语学习者的中介语错误长期固化，无法随学习进步消除，是二语习得的典型现象。6.C解析：生成语言学代表人物乔姆斯基提出语言习得机制（LAD），认为人类天生具备语言习得潜能。7.C解析：关系反义词指相互依存、成对存在的对立关系，师生、医患均属于此类。8.B解析：社会方言（Socialect）是由社会阶层、职业、教育背景等社会因素导致的语言变体。9.B解析：言外行为聚焦说话人的交际意图，言内行为侧重语音形式，言后行为侧重话语产生的实际效果。10.B解析：克拉申输入假说核心观点为，可理解性输入是二语习得的核心条件，决定学习效果。三、TrueorFalse（每题2分，共10分）1.F解析：语言具有极强的社会属性，是社会约定俗成的交际工具，并非纯粹的个人行为。2.T解析：创造性、能产性是所有人类自然语言的普遍特征，可生成无限新语句。3.F解析：中介语是动态发展的系统，会随学习者输入、练习不断优化，并非静止不变。4.T解析：语用能力即语境适配能力，指在不同交际场景中得体使用语言的能力。5.F解析：同音异义词是发音相同、拼写或意义不同的词汇，并非拼写不同意义相同。四、ShortAnswer（每题10分，共30分）1.DifferencesbetweenCompetenceandPerformanceProposedbyChomsky,thetwoconceptsarecoredistinctionsingenerativelinguistics,withobviousdifferencesinnatureandconnotation.First,linguisticcompetencereferstotheimplicit,internalizedlanguageknowledgesystemmasteredbynativespeakers.Itistheintuitivegraspoflanguagerules,includinggrammar,phonologyandsemantics,whichisstableandsystematic,anddoesnotchangewithspecificcommunicationsituations.Second,linguisticperformancereferstotheactualspecificlanguagebehaviordisplayedbyspeakersinrealcommunication.Itistheexternalembodimentofcompetence,whichisaffectedbymanyfactorssuchasmemory,emotion,environmentandphysicalstate.Inshort,competenceisinternalpotentialknowledge,whileperformanceisexternalactualbehavior.Performanceisoftenimperfect,whilecompetenceisacompleteandstandardizedrulesystem.评分标准：核心定义区分6分，特征对比3分，总结1分2.MainCausesofCross-culturalPragmaticFailurePragmaticfailurereferstoinappropriatelanguageuseleadingtocommunicationobstacles,mainlycausedbyculturalandcognitivedifferences,includingthreemainaspects.Firstly,culturalvaluedifferences.Differentcultureshavedifferentnormsofpoliteness,faceconceptandcommunicationmodes.Forexample,westernculturesadvocatedirectexpression,whileChinesecultureemphasizesimplicitandmodestexpression,whicheasilycausespragmaticmisunderstanding.Secondly,negativetransferofnativelanguagepragmatics.Learnersmechanicallyapplythepragmaticrulesandcommunicationhabitsoftheirmothertonguetotargetlanguagecommunication,ignoringtheculturaldifferencesofthetargetlanguage.Thirdly,insufficientgraspofsituationalnorms.Lackofunderstandingoftheregister,occasionandsocialrolenormsoftargetlanguagecommunicationleadstoinappropriatetoneandexpression.评分标准：总述定义2分，三大原因各2分，逻辑通顺2分3.ThreeStagesofInterlanguageDevelopmentThedevelopmentoflearners’interlanguagecanbedividedintothreecontinuousstagesinsecondlanguageacquisition.Thefirststageisthepre-systematicstage.Learnershavelittletargetlanguageknowledge,relyheavilyonnativelanguagetransfer,makealargenumberofrandomandunsystematicerrors,andcannotcorrecterrorsbythemselves.Thesecondstageisthesystematicstage.Learnershaveinitiallymasteredbasictargetlanguagerules,thenumberoferrorsdecreases,andthelanguagesystemtendstobesystematic.Mosterrorscanbefoundandcorrectedunderguidance.Thethirdstageisthepost-systematicstage.Learnershavebasicallymasteredthetargetlanguagesystem,errorsarefewandonlyoccasional.Theinterlanguageisclosetothestandardtargetlanguage,andlearnerscanindependentlycorrectmosterrors.评分标准：三阶段完整阐述各3分，整体总结1分五、EssayQuestion（20分）ReferenceAnswerKrashen’sfivehypothesesofsecondlanguageacquisition,includingInputHypothesis,Acquisition-LearningHypothesis,MonitorHypothesis,NaturalOrderHypothesisandAffectiveFilterHypothesis,formacompletetheoreticalsystemandhavestrongguidingsignificanceforforeignlanguageclassroomteaching.First,theAcquisition-LearningHypothesisdistinguishestwowaysoflanguagedevelopment.Languageacquisitionisanunconscious,naturallearningprocessincommunicativescenarios,whilelanguagelearningisaconsciousprocessofmasteringgrammarrules.Thistheorytellsteachersthatclassroomteachingshouldfocusoncreatingrealcommunicativesituations,prioritizeunconsciousacquisition,andavoidrigidrotememorizationofgrammarrulesalone.Second,theInputHypothesisisthecoreofthewholesystem.Itpointsoutthatlearnerscanonlymakeprogressbyacceptingcomprehensibleinputslightlyhigherthantheircurrentlevel,namely“i+1”input.Inteaching,teachersshoulddesigngradedteachingmaterials,arrangeprogressivelisteningandreadingtasksaccordingtostudents’currentlanguagelevel,avoidoverlysimpleorultra-difficultcontent,andensureeffectivelanguageinput.Third,theMonitorHypothesisexplainsthefunctionofconsciouslearningknowledge.Learnedrulescanonlyplayamonitoringandmodifyingroleinlanguageoutput.Teachersshouldguidestudentstousegrammarknowledgetocheckandcorrecterrorsinwritingandoralexpression,insteadofrestrictingnormalcommunicationwithrigidrules.Fourth,theNaturalOrderHypothesisconfirmsthatlanguageruleacquisitionfollows