英語專業(yè)（語言學(xué)）歷年真題試卷匯編16(總分48,考試時(shí)間90分鐘)1.簡(jiǎn)答題1.Usecontrastiveornon-contrastivestrategiestoanalyzetheunderlinederrorsand**mittedbyChineselearnersofEnglish.（浙江大學(xué)2007研)a.Asformeal,weChineseliketoeatchopsticks,andyouspoons.b.Youhavehelpedmealot.Reallytroubledyou.c.Theyarehappybutwearefarmorehappier.2.Readthefollowingparagraphsandthenanswerfourquestions.(北外2011研)Theideabehindtheexperientialvisionoflearningisthattheuseofthetargetlanguage**municativepurposesisnotonlythegoaloflearning,butalsoameansoflearninginitsownright.Thismayclearlyinvolvestudentsusinglanguagewhichtheymaynothavefullymastered,andcontrastswithothermore"traditional"approacheswhichemphasizepartpractice(i.e.,isolatingpartsofthewholeforexplicitstudyandlearning)leadingupinamoreorlesscontrolledmannertointegratedlanguageuse**municativepurposes.AnexperientialapproachtolearningmaythereforeinvolveadegreeofwhatJohnson(1982)referstoasan"inatthedeependstrategy".Simplythrowinglearnersintowhollyuncontrolledandundirectedlanguageuseis,ofcourse,asdubiousastrategywithrespecttolanguagelearningasdoingthesamewithsomeonewhoislearningtoswim.Forthisreason,considerableefforthasbeendevotedbymethodologists,materialwriters,andteachersinrecentdecadestothewayinwhichtwosetsoffactorscanbecombined.Oneisthebasicinsightthatlanguageusecanserveasignificantroleinpromotinglearning,andtheotheristheacknowledgementthatuseofthelanguageneedstobestructuredinacoherentandpedagogicallymanageableway.Theexperientialvisionoflearninghasevolvedinavarietyofwayssincethe1960sandisnowencounteredinanumberofdifferingforms.Nevertheless,mostexperientialapproachestolearningrestonfivemainprincipleswhichweredevelopedintheearlierdaysof**municativemovement,evenifcertainreceivemoreattentioninonevariantthaninanother.Theseprinciplesarethefollowing:messagefocus,holisticpractice,theuseofauthenticmaterials,theuseofcommunicationstrategies,andtheuseofcollaborativemodesoflearning.(Tudor2001:79)Ananalyticalviewoflearningpositsthataccordingexplicitattentiontotheregularitiesoflanguageandlanguageusecanplayapositiveroleinlearning.Eachlanguagemanifestsanumberofstructuralregularitiesinareassuchasgrammar,lexisandphonology,andalsowithrespecttothewaysinwhichtheseelements**binedtocommunicatemessages.Thequestion,therefore,isnotwhetherlanguageshavestructuralregularitiesornot,butwhetherandinwhichwayexplicitattentiontosuchregularitiescanfacilitatethelearningofthelanguage.Ananalyticalapproachtolearningrestsonamoreorlessmarkeddegreeofpartpractice,i.e.,isolatingpartsofthewholeforexplicitstudyandlearning,evenifitsultimategoalremainsthedevelopmentoflearners"abilitytoputthesepartstogetherforintegrated,holisticuse.Atleast,twomainconsiderationslendsupporttoananalyticalapproachtolearning.First,intermsoflearningingeneral,theisolationandpracticeofsub-partsofatargetskillisa**monphenomenonSecond,explicitidentificationofregularitiesinalanguagehasadvantageswhichJohnson(1996:83)referstoas"generativity"and"economy".MasteringaregularityinalanguagegiveslearnersaccesstothegenerativepotentialofthisregularityinnewcircumstancesExplicitpresentationordiscoveryofthestructuralregularitiesofalanguagecanthereforerepresentashort-cuttomasteryofthislanguageandsupportlearners"abilitytomanipulatetheseregularities**municativepurposes.(Tudor2001:86-7)(1)Whatarethedifferencesbetweenexperientialandanalyticalmodesoflanguagelearning?(2)Whatservesasthetheoreticalfoundationfortheexperientialmodeoflanguagelearningandwhatareitsadvantagesanddisadvantages?(3)Whatservesasthetheoreticalfoundationfortheanalyticalmodeoflanguagelearningandwhatareitsadvantagesanddisadvantages?(4)Howwouldyoubalancethetwomodesoflearninginyourteachingorlearningofaforeignlanguage?3.Explainoneoftheteachingapproachesthatyou"refamiliarwithanddiscussitsadvantagesanddisadvantages.(浙江大學(xué)2004研)4.Explaintheterm"**petence"anddiscussitsusefulnessinlanguageteaching.(浙江大學(xué)2005研)5.PutyourselfintothepositionofanEnglishteacherinChina.WhatareyourgoalsandthegoalsofthestudentsandtheeducationalsystemintheteachingandlearningofEnglish?Whenthegoalsdonotconverge,howcanyoureconcilethedifferencesbetweenthem?(北外2002研)6.IthasbeennoticedthatChineselearnersofEnglishtendtomakemistakesinthemarkingofpasttense,evenattheadvancedlevelofproficiency.Whatdoyouthinkarethepossiblecausesofthisproblem?Howcalllanguageteachershelpsolvethisproblemandwhy?(北外2005研)7.Therelationoflinguisticstolanguageteachingandlearning.(武漢大學(xué)2006研)8.Whatcanlinguisticsdoforlanguagelearningandteaching?(北京師范大學(xué)2004研)Readthefollowingpassageandanswerthreequestions.Teachersemploydifferenttypesofconceptualorganizationandmeaning.Onelevelofmeaningrelatestosubjectmatterknowledgeandhowcurricularandcontentaspectsofteachingareconceptualized(Shulman1987).Woods(1996)describesteachers"conceptionsoflessonsasmadeupofconceptualunitsatdifferentlevelsofabstraction.Hedistinguishesbetweenthefollowing:overallconceptualgoals—theoverallpurposesteachersidentifyforacourse;globalconceptualu-nits—theindividualsubcomponentsofthecurriculum(e.g.,thegrammar,reading,writing,and**ponentsofanintegratedskillscourse);intermediateconceptualunits-activitiesorclustersofactivitiesframedintermsofaccomplishingoneofthehigher-levelconceptualgoals;andlocalconceptualunits—thespecificthingsteachersdotoachieveparticularinstructionaleffects.Otherconstructsthathavebeenproposedtoaccountforhowteachersrealizethecurricu-laragendastheysetforlessonsandthekindsofcognitiveprocessestheyemployincludelessonformats(Wong-Fillmore1985),tasks(Doyle1983),scripts,androutines(ShavelsonandStem1981).Constructssuchastheseseektodescribehowteachersapproachthesubjectmatterofteachingandhowtheytransformcontentintolearning.Muchofthisresearchdrawsonaframeworkofcognitivepsychologyandhasprovidedevidenceofthekindsofpedagogicalcontentknowledge,reasoning,andproblemsolvingteachersmakeuseofastheyteach(Cliff1991).Inadditiontothecurriculargoalsandcontent,teachershaveothermorepersonalviewsofteaching(Johnston1990).Zeichner,Tabachnick,andDensmore(1987)trytocapturethiswiththenotionofperspective,whichtheydefineasthewaysinwhichteachersunderstand,interpret,anddefinetheirenvironmentandusesuchinterpretationtoguidetheiractions.Theyfollowedteachersthroughtheiryear-longprofessionaltrainingandtheirfirstyearintheclassroom,andfoundthattheirpersonalperspectivesservedaspowerfulinfluencesonhowtheytaught.Indescribingthebasisforteachers"conceptualizationsofgoodpractice,Clandinin(1985,1986)introducedtheconceptofimage,whichshedescribesas"acentralconstructforunderstandingteachers"knowledge"(1985:362).Animageisametaphor,suchas"theclassroomashome,""settinguparelationshipwithchildren",or"meetingtheneedsofstudents,"thatteachersmayhaveinmindwhentheyteach.Johnston(1992)suggeststhatimagessuchasthesearenotalwaysconscious,thattheyreflecthowteachersviewthemselvesintheirteachingcontexts,andthattheyformthesubconsciousassumptionsonwhichtheirteachingpracticesarebased.Inastudyofwhatsecondlanguageteachersperceivetobegoodclasses,Senior(1995)foundthatexperiencedESLteachersinanAustralianeducationalsettingattemptingtoimplementacommunicativemethodologyappearedtohavearrivedatthetacitassumptionthat,topromotesuccessfullanguagelearning,itisnecessarytodevelopabondedclass—thatis,oneinwhichthereisapositive,mutuallysupportivegroupatmosphere.Theteachersappearedtoemployarangeofbothconsciousandunconsciousstrategiesinordertodevelopaspiritofcohesionwithintheftclassgroups.HalkesandDeijkers(1984)refertoteachers"teachingcriteria,whicharedefinedas"personalsubjectivevaluesapersontriestopursueorkeepconstantwhileteaching."Teachersholdpersonalviewsofthemselves,theirlearners,theirgoals,andtheirroleintheclassroomandtheypresumablytrytoreflecttheseintheftpractice.Marland(1987)examinedtheprinciplesusedtoguideandinterpretteaching,andidentifiedfivesuchworkingprinciplesthatwerederivedfromstimulatedrecallinterviewswithteachers.Forexample,the"principleofprogressivechecking"involvedcheckingstudents"progressperiodically,identifyingproblems,andprovidingindividualencouragementforlow-abilitystudents.Conners(1978)studiedelementaryteachersandfoundthatallofthoseinherstudyusedthreeoverarchingprinciplesofpracticetoguideandexplaintheirinteractiveteachingbehavior:"suppressingemotions,""teacherauthenticity,"and"self-monitoring."Theprincipleof"teacherauthenticity"involvedtheteacherpresentingherselfinsuchawaythatgoodpersonalrelationshipswithstudentsandasociallysupportiveclassroomatmospherewouldbeachieved.Thisprinciplerequiredtheteachertoattempttobeopen,sincere,andhonest,aswellasfallible.9.Whatcouldbethetitleofthispassage?10.WhatarethefunctionsofthoseconceptualunitsasdescribedbyWoods(1996)inlanguageteaching?11.Discusstherelationshipbetween"perspective"and"image"andbetween"image"and"teachingcriteria"asmentionedinthispassage?12.Citeanexampletoexplainsynchroniclinguistics.（人大2005研)13.Howwell,inyouropinion,doestheword"communication"representthefunctionofhumanlanguage?（北二外2008研)14.Whatare**petence****petence?（武漢大學(xué)2007研)15.Oneofthedesignfeaturesofhumanlanguageiscreativity.Whatisit?Andwhatmakesitpossible?（浙江大學(xué)2007研)16.Whatisthedirectivefunction?（西安交大2008研)17.Whatisacousticphonetics?（人大2003研)18.Whatarethethreepartsofthevocalorgans?(清華2001研)19.Givethephonetictermforeachofthefollowingdescriptions.(北二外2006研)(1)thesoundproducedbythelowerlipandtheupperfrontteeth(2)thesoundproducedwithacompleteclosureinthemouthsot