天津外国语英语语言文学语言学全真模拟题

1、天津外国语英语语言文学语言学全真模拟题（1）*All the questions are to be answered in English on the answer sheets provided.I. Shakespeare has Juliet say:Whats in a name? That which we call a roseBy any other name would smell as sweet. What do the above lines say to you about the relationship between the form (sounds) and

2、 meaning (concept) of a word in spoken language? Explain with positive evidence as well as exceptions from the English language.(10 points)II. Imagine you have heard the dialogue as follows: A. I have a fourteen year old sonB. Well, thats all rightA. I also have a dog.B. Oh, Im sorry. Interpret the

3、situation and replies (25 points)III. Explain the following statement with examples: “The context of situation in which a sentence is used contributes a lot to its meaning that can not be accounted for pure grammatical analysis.” (25 points)IV. (1) In what way IC analysis is better than traditional

4、parsing? (20points)(2)What are problems in IC analysis? (20 points)V. A teacher drilled his/her students in the structure called indirect questions:Do you know where my book is?Do you know what time it is?Did he tell you what time it is? As a direct result of the drills, all the students were able t

5、o produce the structure correctly in class. After class, a student came up to the teacher and asked, Do you know where is Mrs. Smith?” which shows that only minutes after the class the student used the structure incorrectly in spontaneous speech. What do you think is the reason for this misuse? Was

6、the lesson a waste of time? Why or why not? (30 points)VI. (1) What do you think are the differences between a good language learner and a poor language learner? (10 points)(2) If we know- what strategies good language learners use, does it follow that teaching so-called poor language learners to us

7、e those strategies will result in their successful language learning? Why or why not? (10 points) Shakespeare has Juliet say:Whats in a name? That which we call a roseBy any other name would smell as sweet. What do the above lines say to you about the relationship between the form (sounds) and meani

8、ng (concept) of a word in spoken language? Explain with positive evidence as well as exceptions from the English language.(10 points)The lines said above show that the relationship between the form (sounds) and meaning (concept) of a word in spoken language is arbitrary in nature. That means there i

9、s no logical connection between forms (sounds) and meaning (concept). Different sounds are used to refer to the same object in different languages. Sounds are just symbols; they are associated with objects, actions, ideas, etc. by convention. ( 3分) In this example, the rose can be called by many nam

10、es in different languages but its smell never changes. Another example, different languages have different forms for referring to “dog” in English, such as Chinese “ 狗(gou)” , French “chien (n. m. ) “. An other example is “book” in English, “书”（shu）in Chinese and “本” in Japanese by means of differen

11、t form (sound), expressing the same meaning (concept). （3分）While language is arbitrary by nature, there are some exceptions as well. The best examples in English are the onomatopoetic words and compound words. For example, some onomatopoetic words such as “rumble”, “crash”, “crackle” “bang” are utte

12、red like the sounds, they describe, thus seem to have a natural basis. Besides, some compound words are also not entirely arbitrary. For example while “photo” and “copy” are both arbitrary, the compound word “photocopy” is not entirely arbitrary, thus seem to be motivated. Anyhow, non-arbitrary word

13、s make up only a small percentage of the vocabulary of a language.（4分）（本题考查人类语言的设计特征之一任意性，既意义（概念）和形式（语音）之间的关系主要是任意的，社会规约的，而不是自然的。只有少数词汇的意义与形式是自然的，有一定理据。本题还可以从词汇学的角度回答，参见陆国强的现代英语词汇学，从习惯派和自然派之争的角度出发，回答问题。总而言之，两者的争论还可能继续，但是习惯派占据了主流，其观点也更适合于现代语言学理论的精神。）Imagine you have heard the dialogue as follows: A.

14、I have a fourteen year old sonB. Well, thats all rightA. I also have a dog.B. Oh, Im sorry. Interpret the situation and replies (25 points)In making sense of the dialogue above, it may help to know that A is trying to rent an apartment from B. (5分) As first statement implies that A wants to rent Bs

15、apartment, and Bs reply means that As demand is met. （6） As second statement implies that he wants to rent the apartment, but he has a further condition. But this is the last straw. B can not come to terms with A with an indirect speech act. （6分） Both A and B have performed the indirect speech acts

16、of inquiring, agreeing and refusing by performing the direct speech acting of informing the facts, that is, by means of statements. Both of the two parties are very polite. (6 分) A and B are strangers, their relationship is that between the businessmen, which is very formal, thus indirect speech act

17、s are performed. (2分) (本题考查语用学中会话涵义，合作原则和言语行为理论。主要是如何解释说话者和听话者如何在交际中实施间接言语行为。A和B可能是陌生人，相互不熟悉，因此他们都没有实施直接言语行为：请求或拒绝。而是通过实施直接言语行为，间接地完成了自己的交际意图。两者实施的言语行为都得体而礼貌。) Explain the following statement with examples: “The context of situation in which a sentence is used contributes a lot to its meaning that c

18、an not be accounted for pure grammatical analysis.” (25 points)The context of situation is important because it contributes a lot to the meaning of an utterance in communication. （6分） For example, the grammatical analysis of “He went down town yesterday” does not tell us who he is, which town it is

19、or when yesterday is. In other words, there are still things undetermined. We know that this sentence has been used by many speakers on many occasions for many purposes; it has referred to many different things and performed many different functions. （6分）Depending on the text, “he” can be anybody, a

20、ny malesomeones brother or father, Churchill, Stalin, or Roosevelt. “Town” can refer to any place big enough to be called townLondon, Moscow, or Washington . “Yesterday” can refer to any day in the past. It is also the case that the sentence must have performed many functions. These are all deictic,

21、 which are studied in pragmatics, whose concrete meanings can only be decided in specific contexts. （6分）It is, first of all, a statement of information, which is a direct speech act. It can be a defense for the person designated by “he” if he had been accused of wrong doing committed “yesterday” in

22、a place far away from the place called “town”, which is a indirect speech act. It can also be a warning if the hearer has committed some crime in town and “he” is an inspector, meaning “Be careful. You may be found out!”(Which is another indirect speech act.) From this brief discussion, we can see t

23、hat the context of situation in which an utterance is used contributes a lot to its meaning, meaning that can not be accounted for in pure grammatical analysis. In other words, the sentences literary meaning of sentence meaning is definite according to the pure grammatical analysis, but its speakers

24、 meaning or utterance meaning can be various based on the different context.（7分）(本题考查情景语境与理论语法分析的优势与缺点。理论语法分析只能解释句子意义，是比较固定的，单一的。比较之下，根据语境，句子可能有不同的话语意义，实施不同的言语行为。语境是语用学研究的主要术语之一。根据语境，句子可能有不同的意义。说话者实施的言语行为也就有不同的变化) . (1) In what way IC analysis is better than traditional parsing? (20points)(2)What ar

25、e problems in IC analysis? (20 points)(1). In traditional parsing, a sentence is mainly seen as a sequence of individual words, as if it has only linear structure. IC analysis, however, emphasizes the hierarchical structure of a sentence, regarding it as consisting of words groups first. In this way

26、 the internal structure of a sentence is shown more clearly, hence the reasons of some ambiguities may be revealed. (10分)For example, The old man and woman learn English everyday. Based on IC analysis, the subject can be interpreted in bracketing or a diagram tree as follows:a (the) (old) (man) and

27、(woman)b (the) (old) (man) and (woman)Therefore, the example can be interpreted as “the man is old, and the woman is necessarily old” or “both the man and the woman are old” (10分)（本题考查传统语法分析的缺点和直接成分分析法的优点。传统语法分析只能解释句子成分之间的线性关系，而不能分析各个句子成分之间的分层次的关系，因而不能解释句子的歧义。直接成分分析法则能展示这种歧义，对句子有更全面的分析。）(2) There ar

28、e some technical problems cause by the binary division and discontinuous constituents. But the main problem is that there are structures whose ambiguities cannot be revealed by IC analysis. (10分)For instance, “the love of God”. In terms of both the diagram and the labels, there is only one structure

29、, but the word God is in two different relations with love, i.e. either as a subject or object. (10分) (本题考查句子直接成分分析法的缺点。直接成分分析法比传统语法分析更能反映句子结构以及句子成分之间的关系，但是这种分析方法也有解决不能解决所有问题。 “the love of God ”就是一个反例。它可以解释为the love from God ( God loves others), 或者other people love God) A teacher drilled his/her stu

30、dents in the structure called indirect questions:Do you know where my book is?Do you know what time it is?Did he tell you what time it is? As a direct result of the drills, all the students were able to produce the structure correctly in class. After class, a student came up to the teacher and asked

31、, “Do you know where is Mrs. Smith?” which shows that only minutes after the class the student used the structure incorrectly in spontaneous speech. What do you think is the reason for this misuse? Was the lesson a waste of time? Why or why not? (30 points)There are two major reasons. The first is t

32、hat the student has overgeneralized the questioning rule in the indirect question. He thought this was a question, so the result “Do you know where is Mrs. Smith?”, but he has forgot the further rule which he just learned just a few minutes ago: in the subordinate clause, the order of the words shou

33、ld be changed into S+V, that is the in the order of statement. (5分) Another reason is that when the student is learning English, he has not acquired the newly learned rule of the target language. So he committed an error, which is quite common in the course of second language learning. It has also b

34、een pointed out that this rule can be learned on other occasions.(5分) The lesson is not a waste of time. (5分). On the one hand, foreign language learner cannot acquire a new rule once for all. He has to learn the rule first of all, and then he can apply it in practice. He is learning his second lang

35、uage in which he might make some errors, which is quite ordinary. (5分) What the teacher should do is to do more exercises both in spoken English and written English until the student has acquired the rule and can apply it in his spoken English and written English. In other words, this rule can be re

36、viewed time and again until it is internalized in the learners mind. It has also been pointed out that this rule can be learned in later time so that it can be learnt faster. (10分) （本题考查外语学习中语法规则的学习过程。根据应用语言学的教学实践，初学者经常犯这样的错误，不值得大惊小怪。根据理论，我们在学习母语时也可能犯同样的过于推理的错误。语言学习是在犯错的过程逐渐通过试错法来修正自己的观点，这也是人类认识世界，认

37、识语言本质的一条常见的规律。关键是老师应该容忍这些错误，鼓励学生自己认识到外语的独特规律，否则学生会厌恶外语学习，学习动机下降等不良反应，或者产生消极因素，这对二语学习不利。） 1) What do you think are the differences between a good language learner and a poor language learner? (10 points)2) If we know- what strategies good language learners use, does it follow that teaching so-called

38、poor language learners to use those strategies will result in their successful language learning? Why or why not? (10 points)1)A good language learner might tackles L2 learning in different ways from those who are poor language learners or they might behave in the same way but the former behave more

39、 efficiently. One interesting theme is the good language learner (GLL) strategies. Naiman et al. (1978) tried to see what people who are known to be good at learning languages had in common. They found six broad strategies shared by GLLs as follows: (2分) GLL strategy 1: find a learning style that su

40、its you. Good language learners become aware of the type of L2 learning that suits them best. While they conform to the teaching situation to start with, they soon find ways of adapting or modifying it to suit themselves. Thus some GLLs supplement audiolingual or communicative language teaching by r

41、eading grammar books at home, if that that is their bent. Others seek out communicative encounters to help them compensate for a classroom with an academic emphasis. (1分)GLL strategy 2: involve yourselves in the language learning process. GLLs do not passively accept what is presented to them but go

42、 out to meet it. They participate more in the classroom, whether visible or not. They take the initiative and devise situations and language learning techniques for themselves. Some listen to the news in the L2 on the radio; others go to see films in the L2. (1分)GLL strategy 3: develop an awareness

43、of language both as system and as communication. GLLs are conscious not only that language is a complex system of rules but also that it is used for a purpose; they combine grammatical and pragmatic competence. They do not treat language solely as communication or as academic knowledge but both. Whi

44、le many learn lists of vocabulary consciously, many also seek out opportunities to take part in conversations in the L2, one even driving a truck for the L2 opportunities it yielded. (1分)GLL strategy 4: pay constant attention to expanding your language knowledge. GLLs are not content with their know

45、ledge of a second language but are always trying to improve it. They make guesses about things they do not know; they check whether they are right or not by comparing their speech with the new language they hear; and they ask native speakers to correct them. Some are continually on the look for clue

46、s to the L2. (1分)GLLs strategy 5: develop the L2 as a separate system. GLLs try to develop their knowledge of the L2 in its own right and eventually to think in it. They do not relate everything to their first language but make the L2 a separate system. On common strategy is to engage in silent mono

47、logues to practice the L2 I have sometimes told my students to give commentaries in the L2 to themselves about the passing scene. (1分)GLL strategy 6: take into account the demands that L2 learning imposes. GLLs realize that L2 learning can be very demanding. It seems as if you are taking on a new pe

48、rsonality in the L2, and one which you do not particularly care for. It is painful to expose yourselves in the L2 classroom by making foolish mistakes. The GLL preserves in spite of these emotional handicaps. Youve got to be able to laugh at your mistakes. Said one. (1)分There are some language learn

49、ing strategies (Naiman et al 1978)(1)Find a learning style that suits you.(2)Involve yourselves in the language learning process.(3)Develop an awareness of language both as system and as communication.(4)Pay constant attention to expanding your language.(5)Develop the L2 as a separate system.(6)Take into account the demands that L2 learning imposes