2025年大學(xué)《大學(xué)桑戈語》專業(yè)題庫——桑戈語視聽文本的語言分析與評估考試時間：______分鐘總分：______分姓名：______一、閱讀以下桑戈語新聞報道片段，回答問題。K??mb??yamb??k??yamb??k??,nam?l?nam?l?,e??e??!Mo?yakosók??mb??nabok??namb??k??t??.Zo?yaz?l??yaz?l??,b??l??b??l??!Mo?nam??nz??yamb??k??,mo?yakosóe??.Táána,ezánakosíyakosí,ezánabok??yamb??k??.E??naezá,ezánaezá!E??!1.Explainthefunctionoftherepetitionof"e??"andsimilarexpressionslike"k??mb??yamb??k??"inthiscontext.Whatemotionalstateoremphasisdoesitconvey?2.Analyzetheuseoftheverb"kosó"inthetext.Howdoesitsrepetitioncontributetotheoverallmeaningandrhythm?3.Discussthephrase"nam??nz??yamb??k??".Whatdoesitimplyaboutthespeaker'sactionsorperspectivementionedintheprecedinglines?二、根據(jù)以下桑戈語電影對話片段，進(jìn)行語言分析。(場景：一位年輕人（Yem?）在街頭攔住一位長者（M?k??）)Yem?:M?k??,m?k??!E??,ezánamb???Yo?yak??s??k??t???B??l??,ezánakosómb??l?.Mo?yak??yakosóe??!Nááko,ezánamb??k??n?s??k???M?k??:E??,Yem?.Mo?k??n?e??s??k??.Nááko,ezánamb??k??n?kosómb??l?.Táána,ezánaezá,ezánaezá!Mo?nam??nz??yamb??k??.Yo?yak??n?s??k???1.CompareandcontrastthelanguagestyleusedbyYem?andM?k??inthisexchange.Howdoesthelanguagereflecttheirpossiblesocialrolesorrelationship?2.AnalyzethespecificvocabularychoicesinYem?'slines("s??k??","mb??l?","e??").Whatconnotationsornuancesdothesewordscarryinthiscontext?3.Discussthemeaningandfunctionofthephrase"ezánaezá,ezánaezá".HowdoesM?k??useittorespondtoYem??三、選擇一段你熟悉的桑戈語視聽文本（如電視劇、紀(jì)錄片片段），重點(diǎn)分析其語言特征與文化傳播之間的關(guān)系。請結(jié)合具體語言現(xiàn)象（詞匯、句式、語用等），闡述該視聽文本是如何通過語言運(yùn)用來反映或傳播桑戈語文化元素的？分析應(yīng)至少涵蓋以下方面：1.視聽文本的主題或內(nèi)容概要。2.文本中突出的桑戈語語言特征（至少三個方面）。3.這些語言特征如何與特定的文化概念、價值觀或社會現(xiàn)象相聯(lián)系。4.評價該視聽文本在語言和文化傳播方面的效果。四、結(jié)合桑戈語語音語調(diào)的特點(diǎn)，分析以下兩句在表達(dá)情感或意圖時可能產(chǎn)生的差異。請說明語音語調(diào)的變化是如何影響句子意義的。1.SentenceA:"M??naezá!"2.SentenceB:"M??naezá!"Consideraspectssuchasintonationcontour,stresspatterns,andrhythm,andexplainhowtheseacousticfeaturesmightcontributetodifferentinterpretationsofthesamebasicsentencestructureinthecontextof桑戈語.五、評論一部近年來具有代表性的桑戈語電影或電視劇在語言運(yùn)用上的得失。請選擇一個具體方面（例如：方言處理、俚語運(yùn)用、語言與社會階層/性別關(guān)系的呈現(xiàn)等），結(jié)合具體情節(jié)或人物對話進(jìn)行分析，評價其在真實(shí)性和藝術(shù)性方面的表現(xiàn)。---試卷答案一、1."E??"andsimilarrepetitionsserveprimarilyasintensifiers,amplifyingtheemotionalchargeofthestatement.Theyconveyasenseofurgency,frustration,impatience,oremphaticassertion,reflectingthespeaker'sstrongreactionorinsistence.Therepetitioncreatesarhythmic,almostdesperatepace,mirroringthespeaker'sstateofmind.2.Theverb"kosó"likelymeans"togo"or"toleave"butinthiscontext,itsrepeatedusesuggestsacontinuous,perhapsreluctantorhurriedmovement.Itcouldindicatethespeaker'sactionsofsearching,trying,orperhapsevenfleeing,contributingtothenarrativeofstruggleoreffortdescribedintheprecedinglines.3."Nam??nz??yamb??k??"impliesthatthespeaker'sactions(referredtoby"kosó")aredrivenbyasenseofduty,necessity,orobligation("m??nz??"-duty/necessity)towardsthecommunityoragroup("mb??k??").Itsuggeststhespeakerisactingoutofresponsibilityratherthanpersonalchoice,framingtheiractionswithinasocialcontext.二、1.Yem?'slanguageismoreinformal,usinginterjections("M?k??,m?k??!"),directquestions,andsimplersentencestructures,possiblyreflectingyouth,impatience,oralessformalsocialsetting.M?k??'slanguageismoremeasured,formal,andusesmoretraditionalorstandardexpressions("e??","ezánamb??"),indicatingage,seniority,authority,oramoreformalcontext.Thecontrasthighlightstheirdifferentsocialpositionsandpotentiallyagenerationalgapordifferenceinsocialnorms.2.Vocabularylike"s??k??"mightrefertoaspecificproblem,task,orsituationrequiringattention."Mb??l?"couldmean"trouble,""difficulty,"or"alongtime."Theinterjection"e??"addsemphasisandconveysatoneofconcernorexasperation.Thesewordscarrynuancesrelatedtoproblem-solving,delay,andemotionalstates,shapingthemeaningofthedialogueandthecharacters'perspectives.3."Ezánaezá,ezánaezá"isarepetitivephraseoftenusedtoexpressimpatience,dismissal,orasensethatsomethingisobviousandneedsnofurtherelaboration.M?k??usesittoshowheunderstandsYem?'spointbutfindsitunnecessarytoengagedeeplyorperhapsheisslightlyexasperatedbytheperceivedsimplicityorurgencyofYem?'srequest.三、[Thefollowingisanexampleanalysisstructure;specificcontentwillvarybasedonthechosenaudiovisualtext.]Analysisof[TitleofAudiovisualText]regardingLanguageFeaturesandCulturalTransmission:1.ContentSummary:[Brieflydescribethemainthemeandplotofthechosenaudiovisualtext,e.g.,adramaaboutfamilylifeinaspecificcity,adocumentaryontraditionalceremonies,acomedysketchdepictingdailyinteractions].2.ProminentLanguageFeatures:*Vocabulary:Thetextfrequentlyuses[mentionspecifictypesofvocabulary,e.g.,localplacenames,traditionalcraftterms,specificsocialbuzzwords,swearwords].Example:Theterm"[SpecificWord]"appearsoftenandiscrucialforunderstanding[SpecificCulturalConcept,e.g.,respecthierarchy,communityobligations].*SentenceStructure:Characterdialogoftenemploys[mentionspecificstructures,e.g.,short,abruptsentencesinmomentsofexcitement,long復(fù)合句toexplaincomplexsocialsituations,specifichonorificorderogatoryformsofaddress].Example:Theuseof"[SpecificStructure]"whendiscussing[SpecificTopic]highlights[SpecificCulturalValue,e.g.,theimportanceofelders,thecomplexityoffamilyties].*Pragmatics/Idioms:Thetextfeaturescommon桑戈語idiomsorproverbslike"[SpecificIdiom]".Example:WhencharacterAuses"[Idiom]",itreflectsaculturalviewon[SpecificTopic,e.g.,perseverance,honesty].3.ConnectionbetweenLanguageandCulture:Theselanguagefeaturesaredeeplyintertwinedwith桑戈語culture.Thevocabularyconnectsthenarrativetothespecific[Geographical/Social/Religious]context.Thesentencestructuresoftenmirror[SpecificCulturalInteractionPatterns,e.g.,levelsofpoliteness,waysofexpressingdisagreement].Theidiomsdirectlyconvey[SpecificCulturalBeliefs/Values/Morals].Forinstance,therepeateduseof"[SpecificWord]"isn'tjustaname;itsignifies[ElaborateCulturalMeaning].4.EffectivenessinCulturalDissemination:Theaudiovisualtexteffectivelydisseminates桑戈語culturebynaturallyembeddingtheselinguisticelementswithinengagingnarrativesorrealisticportrayals.Thelanguagemakestheculturalsettingauthenticandrelatable.Forexample,hearingcharactersusereallocalexpressionsmakestheworldofthetextfeelmoregenuine,allowingviewerstoabsorbculturalnuancesimplicitly.Theeffectivenessliesinitsauthenticityandthewaylanguagechoicesreinforceculturalthemesandperspectives.四、Thedifferenceliesprimarilyinintonationcontour.InSentenceA("M??naezá!"),theintonationmightriseslightlyattheendorfallsharply,potentiallyindicatingaquestion,asurprisedexclamation,orastatementofsimplefactdependingonthespecificcontextandaccompanyingstress.InSentenceB("M??naezá!"),aflatorlevelintonationwithlittlechangemightsuggestamoreneutralstatement,asimpledeclarationofintent,orperhapsaflat,unemphaticutterancelackingstrongfeeling.ThelackofintonationvariationinBmakesitsoundlessurgentoremotionallychargedcomparedtoA.Stresspatternscouldalsodiffer,withApossiblyemphasizing"ezá"foremphasis,whileBmighthaveequalstressorslightlylessstressonthefinalword,furtherinfluencingtheperceivedintentoremotionalweight.五、CommentaryonLanguageUsein[TitleofAudiovisualText]:Focusingon[SpecificAspect,e.g.,therepresentationofgenderthroughlanguage],thetextexhibits[Positive/Negative/Varied]languageuseregardingitsportrayalofgenderdynamics.Forinstance,femalecharacterspredominantlyuse[SpecificLanguageFeature,e.g.,moreformalspeech,certaindiminutives,specificpoliteforms]whenaddressingmalecharacters,especiallyelders.Thisusagereflects[PossibleInterpretation,e.g.,traditionalgenderrolesemphasizingrespectformen].Example:InsceneX,characterY(female)usestheform"[SpecificPoliteForm]"whenaskingcharacterZ(male)forhelp,illustratingthispoint.However,thetext'slanguageuseinthisaspecthas[Criticizing/Complimentary]aspects.Ononehand,themeticulousattentionto[SpecificAspect]addsauthenticityanddepthtotheportrayalof[SpecificSocialGroup/Rel