考研真题
1. 山东师范大学外国语学院《英语语言学及应用语言学基础》历年考研真题
2. 全国名校英语教学论考研真题汇总
3. 全国名校英语语言学考研真题
考研指导书
1. 胡壮麟《语言学教程》（第5版）笔记和考研真题
2. 胡壮麟《语言学教程》（第5版）配套题库【考研真题精选＋章节题库】
3. 王蔷《英语教学法教程》（第3版）笔记和典型题（含考研真题）
4. 王蔷《英语教学法教程》（第3版）配套题库（含考研真题）
山东师范大学外国语学院《英语语言学及应用语言学基础》历年考研真题AI讲解
书籍目录
2017年山东师范大学818英语语言学及应用语言学基础考研真题及详解
2018年山东师范大学818英语语言学及应用语言学基础考研真题及详解
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2017年山东师范大学818英语语言学及应用语言学基础考研真题及详解
Ⅰ. Give definitions to
the following terms. (40 points, 5 points each)
1 Affixation
【答案】Affixation, also called derivation, is the formation of new words by
adding affixes to stems. Affixation includes prefixation and suffixation
according to the types of affixes used to form new words. Prefixation is to
create new words by adding prefixes to base while suffixation makes new words
by adding suffixes to base.
2 Case theory
【答案】The case category is used in the analysis of word classes to
identify the syntactic relationship between words in a sentence. In Latin
grammar, cases are based on variations in the morphological forms of the word,
and are given the terms “accusative”, “nominative”, “dative”, etc. There are
five cases in ancient Greek and eight in Sanskrit. Finnish has as many as
fifteen formally distinct cases in nouns, each with its own syntactic function.
In English, case is a special form of the noun which frequently corresponds to
a combination of preposition and noun, and it is realized in three channels:
inflection; following a preposition; word order.
3 CALL
【答案】CALL refers to the use of a computer in the teaching or learning of
a second or foreign language. It may take the form of: activities which
parallel learning through other media but which use the facilities of the
computer (e.g. using the computer to present a reading text); activities which
are extensions or adaptions of print-based or classroom-based activities (e.g.
computer programs that teacher writing skills by helping the student develop a
topic and thesis statement and by checking a composition for vocabulary,
grammar and topic development); activities which are unique to CALL.
4 Validity
【答案】Validity is one of the three most important characteristics of a
good test. All tests should be valid. The validity of a test relates to what
the test claims to measure and how well it does so. If we know that a test is
valid, then we know we can confidently say about a person who passes or fails
it. The two important aspects of validity are content and construct validity.
If a test has content validity, it means that the test questions cover a fair
sample of the language structures and skills that the test claims to be
measuring. Content validity is very important in language tests because some
things in language are much easier to test than others and so tend to be tested
much more often. A test has construct validity if it can show that it measures
only what it claims to measure and nothing else.
5 Performative
【答案】Some sentences do not describe things. They cannot be said to be
true or false. The uttering of these sentences is, or is a part of, the doing
of an action. So they are called performatives. Though performatives cannot be
said true or false, there are still conditions for them to meet to be
appropriate or felicitous.
6 Affective filter hypothesis
【答案】The affective filter hypothesis embodies Krashen’s view that a
number of affective variables play a facilitative but non-causal role in second
language acquisition. These variables include: motivation, self-confidence and
anxiety. Krashen claims that learners with high motivation, self-confidence, a
good self-image and a low level of anxiety are better equipped for success in
second language acquisition. Low motivation, low self-esteem, and debilitating
anxiety can combine to raise the affective filter and form a mental block that
prevents comprehensible input from being used for acquisition. In other words,
when the filter is up, it impedes language acquisition. On the other hand, positive
affect is necessary, but not sufficient on its own, for acquisition to take
place.
7 Fossilization
【答案】When the second language learner reaches a certain degree, the
ability to learn a language is in a state of remaining stagnant. The learner is
unable to obtain a native speaker’s language ability. This fact is called
fossilization. Incorrect linguistic features become a permanent part of the way
a person speaks or writes a language.
8 Connotative meaning
【答案】It is a kind of associative meaning. It means the communicative
value an expression has by virtue of what it refers to, over and above its
purely conceptual content. One associates real world experience with an
expression when one uses or hears it.
Ⅱ. Answer the following
questions and explain. (40 points)
1 What are the major differences between
acquisition and foreign language learning?
【答案】
Rod (1985) and
Krashen (1981) regard acquisition as the spontaneous internalization of rules
and formulas. The term of acquisition is often used to refer to first language acquisition
and second language acquisition. First language acquisition is also called
mother tongue acquisition.
Acquisition
takes place in the speech community where one’s first language or second
language is spoken. It is often natural, without much focus on form. The
learning of English by speakers of other languages in the United States is an
example of second language acquisition.
Foreign language
learning usually takes place in the speech community where one’s first language
is spoken. It is a conscious process through formal school-like settings and
requires time for processing, with focus on linguistic form in addition to
knowledge of the rules of language use such as the learning of language in
China.
2 What is all about Sapir-Whorf
Hypotheses?
【答案】
This hypothesis
suggests that our language helps mold our way of thinking, and consequently,
different languages may probably express speakers’ unique ways of understanding
the world. Two important points can be captured in this theory. On the one
hand, language may determine our thinking patterns, and this is known as the
strong version; on the other hand, similarity between languages is relative,
and this is known as the weak version. For two different speech communities,
the greater their differentiation is, the more diverse their conceptualization
of the world will be. So far, many researches and experiments conducted in
various disciplines provide support to the weak version. The studies have shed
new light on our understanding of the hypothesis: people tend to sort out and
distinguish experiences differently according to the semantic categories
provided by their different codes.
Here is an
example. English-speaking culture teaches its people to name what is practical,
useful and important. In a general sense, the important things take on specific
names while the less important things have general names that must be modified
through additional words to become specific. A good illustration of this point
is the word “snow” in Eskimo and English. The Eskimos have countless words for
snow. For them snow is extremely important and so crucial to life that each of
its various forms and conditions is named. In English-speaking cultures, snow
is far less important and the simple word “snow” usually suffices the needs.
When some needs become more specific, however, longer phrases can be made up to
meet these needs: “corn snow”, “fine powder snow”, and “drifting snow”. Once
again, this proves that there is a connection between the words a culture
selects and the ideas and concepts that culture transmits from generation to
generation.
The study of the
linguistic relativity has shed two important insights: there is nowadays a
recognition that language, as code, reflects cultural preoccupations and
constrains the way people think; more than in Whorf’s days, however, we
recognize how important context is in complementing the meanings encoded in the
language.
3 What is Cognitive Theory of language
learning all about?
【答案】
The cognitive
factors relate to language acquisition mainly in two ways. First, language
development is dependent on both the concepts children form about the world and
what they feel stimulated to communicate at the early and later stages of their
language development. For example, children at early stage can use two-word utterances
to express a wide range of meanings; but they may not use English perfect tense
(he has walked, etc.) until they have acquired the underlying concept of “present
relevance” around the age of four and a half. Meanwhile, the “present relevance”
embodied in the perfect tense helps to stimulate the English-speaking children
to form that concept. Thus, as children’s conceptual development leads to their
language development, it is likely that their language development also helps
in the formation and enhancement of the concept.
Secondly, the
cognitive factors determine how the child makes sense of the linguistic system
himself instead of what meanings the child perceives and expresses. Many
careful studies of children’s acquisition sequences and errors in various
languages have revealed that children have some operating principles for making
sense of language data. In the course of acquiring the native language,
children seem to look initially for a system which is rule-governed in a
consistent way, then a system in which the clues to meaning are clearly
displayed, and finally the one in which each item or distinction has a definite
function in communicative meaning.
4 What are the major benefits for language
teachers from lesson planning?
【答案】Language teachers benefit from lesson planning in: understanding the
aims and language contents of the lesson; distinguishing the various stages of
a lesson; thinking about how the students can be fully engaged in the lesson;
becoming aware of the teaching aids that are needed; thinking about the
relative value of different activities and how much time should be spent on
them.
Ⅲ. Analyze the following.
(20 points)
1 Tell which maxim of the cooperative principle has been flouted
and what implicature might be drawn in the following sentences.
A: Let’s go to
the cinema and see a film.
B: Ok, but I do
not like H-O-R-R-O-R F-I-L-M.
【答案】
The manner maxim
of the cooperative principle has been flouted. The content of cooperative
principle is that to make your conversational contribution such is required, at
the stage at which it occurs, by the accepted purpose or direction of the talk
exchange in which you are engaged. It contains the following four maxims.
Quantity
(1) Make your
contribution as informative as is required (for the current purposes of the
exchange).
(2) Do not make
your contribution more informative than is required.
Quality: Try to
make your contribution one that is true.
(1) Do not say
what you believe to be false.
(2) Do not say
that for which you lack adequate evidence.
Relation: Be
relevant.
Manner: Be
perspicuous.
(1) Avoid
obscurity of expression.
(2) Avoid
ambiguity.
(3) Be brief.
(4) Be orderly.
Any blatant and
apparent violation of any maxim can cause conversational implicature. This
dialogue is a case in which B is being deliberately obscure, so that his fear
of horror film is vividly demonstrated.
2 The following two sentences have grammatical errors. What types
of errors are they according to the theory of error analysis?
—I failed from
the bicycle.
—Although he was
ill, but he came at last.
【答案】The two errors are both due to speakers’ incomplete knowledge of the
rules of English. The first one is an intralingual error while the second one
is an interlingual error. The first one is produced by the overgeneralization
of verb transformations. Not all words’ past forms are derived from the original
one with –ed. Such errors result from faculty or partial learning of English,
rather than from language transfer. The error in the second sentence result
from language transfer and it is caused by the learner’s native language as in
Chinese, “虽然” and “但是” can co-occur in a sentence.
Ⅳ. Put the following
passage into Chinese. (20 points)
The term
‘curriculum’ is commonly used in two related senses. It refers, first, to the
substance of a program of studies of an educational institution or system. Thus,
we can speak of the school curriculum, the university curriculum, the
curriculum of French Schools, or the curriculum of Soviet education. In a more
restricted sense, it refers to the course of study or content in a particular subject,
such as the mathematics curriculum or the history curriculum. It is, therefore,
used as a synonym of what in British universities and schools is sometimes
referred to as the ‘syllabus’ for a given subject or course of studies. In
recent years, however, the term ‘curriculum’ has come to refer not only to the
subject matter or content, but also to the entire instructional process
including materials, equipment, examinations, and the training of teachers, in
short all pedagogical measures related to schooling or to the substance of a
course of studies.
【答案】
“课程大纲”通常包含两种含义。第一种指教育机构或教育系统的学习项目。因此我们可以说学校课程大纲，大学课程大纲，法国学校的课程大纲以及苏联教育的课程大纲。严格来说，课程大纲指学习的科目或者学习的内容，比如数学大纲和历史大纲。因此，不管是在英国的大学还是中小学，教学大纲有时可以与之替换使用，用来指特定科目的学习。然而近年来，“课程大纲”不再仅仅指学习的科目和内容，教学材料、设施、考试、教师的培训等整个教学过程都包括在内。总的来说，课程大纲用来指所有与学校教育和学习相关的教学措施。
Ⅴ. Write an essay of
about 300 words on the following topic. (30 points)
Topic: How does one enhance one’s language
proficiency or learn one language well?
【答案】
There are three
types of strategies to learn one language well: cognitive, metacognitive and
social/affective strategies.
Cognitive
strategies refer to the steps or operations used in problem solving that need
direct analysis, transformation or synthesis of learning materials. They have
an operative or cognitive-processing function. They may be limited to the
specific type of task in the learning activity. Typical strategies that have
been discussed in the cognitive category for listening and reading
comprehension are: rehearsal or repeating the names of items or subjects that
have been heard; organization, or grouping and classifying words, terminology,
or concepts according to their semantic or syntactic attributes; inferencing,
or using information in oral text to guess the meanings of new linguistic
items, predict outcomes, or complete missing parts; summarizing, or
intermittently synthesizing what one has heard to ensure the information has
been retained; deduction, or applying rules to understand language; imagery, or
using visual images to understand and remember new verbal information;
transfer, or using known linguistic information to facilitate a new learning
task; elaboration, or linking ideas contained in new information or integrating
new ideas with known information.
Metacognitive
strategies make use of knowledge about cognitive processes and constitute
attempts to regulate language learning by means of planning, monitoring and
evaluating. They have an executive function. They are applicable to a variety
of learning tasks. Among the processes that would be included as metacognitive
strategies for receptive or productive language tasks are: selective attention
for special aspects of a learning task, as in planning to listen for key words
and phrases; planning the organization of either written or spoken discourse;
monitoring or reviewing attention to a task, monitoring comprehension for
information that should be remembered, or monitoring production while it is occurring;
evaluating or checking comprehension after completion of a receptive language
activity, or evaluating language production after it has taken place.
Social/affective
strategies concern the ways in which learners choose to interact with other
learners and native speakers. Generally, they are considered applicable to a
wide variety of tasks. The strategies that would be useful in listening
comprehension are: cooperation, or work with one or more peers to solve a
problem, pool information, check notes, or get feedback on a learning activity;
questioning for clarification, or asking a teacher or other native speaker for
repetition, paraphrase, explanation and/or examples; self-talk, or using mental
control to assure oneself that a learning activity will be successful or to
reduce anxiety about a task.
All in all,
language learners should be active and show awareness of the learning process.
And their own learning styles should be flexible and appropriate in their use
of learning strategies.
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