2025年大學《大學英語》專業(yè)題庫——英語專業(yè)學術(shù)團隊合作研究考試時間：______分鐘總分：______分姓名：______PartOne:ShortAnswerQuestions1.AccordingtoTuckman'sstagesofgroupdevelopment,whatarethekeycharacteristicsofthe"Forming"stage,andwhyisestablishinggroundrulesparticularlyimportantduringthisphaseinanacademicresearchteam?2.Explaintheconceptof"groupthink"asitappliestoacademiccollaboration.Describeatleasttwopotentialnegativeoutcomesofgroupthinkinaresearchprojectandsuggestoneeffectivestrategytomitigateitsoccurrence.3.Discussthesignificanceofclearroledefinitionwithinanacademicteam.Whatchallengesmightarisefromroleambiguity,andhowcanteammembersnegotiateandestablishtheirresponsibilitieseffectively?PartTwo:ScenarioAnalysisYouareathird-yearEnglishliteraturestudentworkingonacollaborativeseniorthesisprojectwithtwootherstudents:onespecializinginsociolinguisticsandtheotherinmedievalEnglishliterature.Yourteamhasjustcompletedaliteraturereview,butyoufindsignificantdisagreementsemergingregardingthedirectionoftheanalysis.Thesociolinguisticsstudentarguesforfocusingonthesocialdimensionsofthetexts,whilethemedievalspecialistinsistsonaclosereadingofthelinguisticfeaturesspecifictotheperiod.You,astheprojectcoordinator,observetensionbuildingamongtheteammembersduringthemeetings.Thedeadlineforsubmittingtheproposalisapproaching.Basedonthisscenario,addressthefollowing:a.Identifyatleasttwopotentialcommunicationbarriersorconflictstylesthatmightbecontributingtotheteam'sdifficulties.b.Proposeatleastthreespecificactionsyoucouldtaketofacilitateaconstructivediscussionandreachaconsensusontheproject'sanalyticalfocus.c.Explainhowtheapplicationofarelevantcollaborationtheory(e.g.,Tuckman'smodel,Rogeriancommunication,oranotherrelevantconcept)couldhelpyourteamnavigatethisconflictandmoveforwardproductively.PartThree:ApplicationWritingImagineyouarepartofanacademicresearchteamfocusedondevelopingpedagogicalmaterialsforteachingEnglishacademicwritingtonon-nativespeakers.Yourteamhasdecidedtocreateanonlineworkshopseries.Writeadraftemail(approximately150-200words)tobesenttopotentialparticipants(otherfacultymembers)announcingtheworkshop,outliningitsobjectives,targetaudience,schedule,andregistrationdetails.Payattentiontotheappropriatetoneandformatforprofessionalacademiccommunication.Youremailshouldincludethefollowingelements:*Aclearandengagingsubjectline.*Apoliteopeningandintroductionoftheworkshopseries.*Abriefdescriptionoftheworkshopcontentanditsobjectives.*Informationaboutthetargetaudience(e.g.,"primarilyaimedatfacultymembers...").*Asuggestedscheduleortimelinefortheworkshop(e.g.,"Three90-minutesessions...").*Detailsonhowtoregisterfortheworkshop.*Aprofessionalclosingandyourcontactinformationforinquiries.試卷答案PartOne:ShortAnswerQuestions1.Answer:InTuckman's"Forming"stage,groupmembersareprimarilyfocusedonorientationandunderstandingthetaskandtheirroleswithintheteam.Thereisoftenahighdegreeofuncertainty,dependenceontheleader,andafocusonestablishingbasicgroundrulesandcommunicationchannels.Establishinggroundrulesisparticularlyimportantnowasitsetsthefoundationforhowtheteamwilloperate,communicate,makedecisions,andmanageconflictsinsubsequentstages,helpingtoreduceinitialanxietyandclarifyexpectationsastheteammovestowardsgreaterintegrationandtaskfocus.2.Answer:"Groupthink"referstoaphenomenoninwhichthedesireforharmonyorconformitywithinagroupresultsinirrationalordysfunctionaldecision-making.Inacademiccollaboration,potentialnegativeoutcomesincludethesuppressionofdissentingopinions,unrealisticoptimism,failuretocriticallyevaluatealternativesolutions,andanoveralldecreaseinthequalityoftheresearchoutcomeduetounchallengedassumptions.Oneeffectivestrategytomitigategroupthinkistoencourageandvaluediverseperspectives,perhapsbyimplementingtechniqueslikeassigningspecificroleswhosejobistochallengetheconsensus(e.g.,"Devil'sAdvocate"),ensuringallmembersfeelcomfortablevoicingdissentingviewswithoutfearofrepercussions,orbringinginexternalexpertopinionsforreview.3.Answer:Clearroledefinitioniscrucialinanacademicteamasitpreventsoverlapofresponsibilities,reducesconfusion,ensuresaccountabilityforspecifictasks,andfacilitatesefficientworkflow.Challengesfromroleambiguitymightincludeduplicatedeffort,tasksfallingthroughthecracks,increasedconflictduetomisunderstandingsaboutresponsibilities,andfrustrationamongteammembers.Teammemberscannegotiateandestablishtheirresponsibilitieseffectivelythroughinitialdiscussionswhereeachmemberoutlinestheirskills,interests,andavailability;usingcollaborativetoolslikeshareddigitaldashboardsorGanttchartstovisualizetasksandassignownership;holdingregularcheck-instoreviewprogressandadjustrolesifnecessary;andfosteringanopencommunicationenvironmentwheremembersfeelcomfortablediscussingworkloadandtaskdistribution.PartTwo:ScenarioAnalysisa.Answer:Potentialcommunicationbarriersincludealackofcommongroundorsharedvocabularyacrossdifferentspecializations(literature,sociolinguistics,medievalstudies),whichcanleadtomisunderstandings.Additionally,individualcommunicationstylesdifferences(e.g.,onestudentbeingmoreassertivethanothers)orpersonalityclashescouldhinderopendialogue.Aconflictstyleof"avoidance"mightalsobeobservedwherestudentsavoiddiscussingdisagreementsdirectly,allowingtensionstobuild.Anotherbarriercouldbedifferinglevelsofunderstandingofthecoreconceptsineachother'sfields.b.Answer:Specificactionsinclude:(1)schedulingadedicatedmeetingfocusedsolelyondiscussingtheanalyticaldirection,ensuringeachmemberhasasetamountoftimetopresenttheirperspectivewithoutinterruption;(2)employingactivelisteningtechniquesduringthemeeting,suchassummarizingeachperson'spointstoensureunderstandingandaskingclarifyingquestions;(3)usingacollaborativedecision-makingframework,suchasbrainstormingpotentialanalyticalapproachestogetherandthenvotingorrankingtheoptionsasagroup;(4)encouragingthemedievalspecialistandsociolinguisticsstudenttoarticulatethepotentialbenefitsoftheirpreferredfocusfortheoverallproject;(5)proposingacompromisethatintegrateselementsfrombothperspectives,suchasanalyzingsocialdimensionswithinthespecificmedievalcontext.c.Answer:Rogeriancommunicationtheorycouldbeparticularlyrelevanthere.Thisapproachemphasizesunderstandingtheperspectivesofallpartiesinvolved,findingcommonground,andfocusingonmutualgoalsratherthanwinninganargument.ByapplyingRogerianprinciples,theteamcouldfirstfullyunderstandandacknowledgethevalueandreasoningbehindeachmember'sproposedanalyticalfocus(e.g.,"Iunderstandtheimportanceofsociolinguisticcontextforinterpretingthetexts,"and"Iseehowfocu