2025年大學(xué)《比斯拉馬語》專業(yè)題庫——比斯拉馬語專業(yè)學(xué)術(shù)研究前沿考試時(shí)間：______分鐘總分：______分姓名：______一、名詞解釋（每題5分，共20分）1.CreoleContinuum2.PostcolonialDispossession3.PacificIslandsPidginEnglish(PIPE)LexicalInnovation4.BislamaSyntax:Verb-Second(V2)Phenomenon二、簡答題（每題10分，共40分）1.BrieflyexplainhowCognitiveLinguisticstheorieshavebeenappliedtothestudyofBislamavocabulary.2.DiscusstwomajorchallengesfacedbyresearchersstudyingBislamasociolinguisticsinthe21stcentury.3.IdentifyandbrieflydescribethreesignificanttrendsinBislamaliteraturescholarshippublishedinthelastdecade.4.OutlinethemainargumentsofakeystudyconcerningthehistoricaldevelopmentofBislamaasalanguage.三、論述題（每題15分，共30分）1.criticallyanalyzethecurrentdebatessurroundingtheteachingofBislamaintheformaleducationsystemofVanuatu,referencingrelevantacademicresearchonlanguagepolicyandeducation.2.ExaminetheroleofgenderdynamicsinshapingcontemporaryBislamaliterature.Discusshowfemaleauthorscontributetoexploringthemesofidentity,power,andsocialchangeinVanuatusociety,citingexamplesfromrecentworks.四、文獻(xiàn)評述題（20分）ImagineyouhavereadthefollowingexcerptfromarecentacademicarticleonBislamaandMelanesianPidgins:*"ThisstudyarguesthatthegrammaticalsimplificationoftenobservedinPidgins,suchasBislama,isnotmerelyaresultof'languagereduction'butcanbeunderstoodasadynamicadaptiveprocess.TheuniquephonologicalsystemofBislama,particularlyitsvowelharmonyandtonemarking,representsafascinatingareaforfurtherinvestigationusingcorpuslinguisticsmethods.FutureresearchshouldalsofocusonthecognitivemechanismsunderlyingtheacquisitionofBislamabynativespeakersversussecondlanguagelearners."*Criticallycommentonthemethodologyimpliedinthisexcerpt,thepotentialstrengthsandlimitationsoftheproposedresearchdirections,anditssignificanceforthebroaderfieldofPidginandCreolestudies.Youmaywanttoconsiderthetheoreticalassumptionsunderlyingthestudy'sclaims.五、研究設(shè)計(jì)題（30分）Youareinterestedinconductingasmall-scalestudyontheuseofBislamaandEnglishamongyoungadults(18-30yearsold)inPortVila,Vanuatu.Theaimistoexplorehowcode-switchingpracticesreflectsocialidentityandlanguageattitudes.Outlineapossibleresearchdesignforthisstudy.Inyouroutline,specify:a)Theresearchquestion(s)youwouldaddress.b)Thetheoreticalframeworkthatwouldinformyourstudy(e.g.,socialidentitytheory,code-switchingmodels).c)Theresearchmethod(s)youwouldemploy(e.g.,interviews,participantobservation,discourseanalysisofrecordedconversations).d)Howyouwouldselectyourparticipants.e)Thekindofdatayouwouldcollectandhowyouwouldanalyzeit.f)Brieflydiscusstheethicalconsiderationsrelevanttoyourstudy.試卷答案一、名詞解釋1.CreoleContinuum:AlinguisticphenomenonwhereaCreolelanguageanditscorrespondingvernacular(oftentheformercoloniallanguage)areusedinvaryingdegreesofcode-switchingorblendingbyspeakers,formingaspectrumfrompredominantlyCreoletopredominantlyvernacularusageindifferentsocialcontexts.Thetermhighlightsthecontinuouslinguisticvariationratherthanastrictboundarybetweenthetwolanguages.**解析思路：*定義核心概念“連續(xù)體”，強(qiáng)調(diào)其非二元對立，而是漸變的語言使用光譜，涉及克里奧爾語和本土語言（通常是前殖民地語言）的混合與代碼轉(zhuǎn)換。2.PostcolonialDispossession:InthecontextofBislamastudies,thisreferstotheacademicandsocialchallengesarisingfromthehistoricallegacyofcolonialism,includingthecomplexrelationshipbetweentheCreolelanguageandtheformercoloniallanguage(English),issuesoflinguisticprestige,powerimbalancesineducationandmedia,andtheongoingstruggleforlinguisticandculturalidentityaffirmationbytheBislama-speakingpopulation.**解析思路：*闡釋“后殖民解離”在比斯拉馬背景下的具體含義，連接歷史殖民遺產(chǎn)與當(dāng)前的語言、社會、權(quán)力結(jié)構(gòu)問題，特別是比斯拉馬語與英語的地位沖突和身份認(rèn)同挑戰(zhàn)。3.PacificIslandsPidginEnglish(PIPE)LexicalInnovation:ThistermreferstotheongoinganddynamicprocessbywhichthevocabularyofBislama(aspartofthebroaderPacificIslandsPidginEnglishnetwork)isconstantlybeingrenewed.Thisinnovationprimarilyinvolvesthecreationofnewwordstodescribemodernconcepts,objects,technologies,socialphenomena,orlocalrealities,oftenthroughborrowing(especiallyfromEnglish),compounding,borrowingwithmodification,orsemanticshiftsofexistingpidgin/creoleterms.**解析思路：*定義“詞匯創(chuàng)新”，強(qiáng)調(diào)其動態(tài)性和過程性，并說明創(chuàng)新的主要途徑，如借詞、復(fù)合、詞形變化和語義演變，以反映語言適應(yīng)社會發(fā)展變化的能力。4.BislamaSyntax:Verb-Second(V2)Phenomenon:ThisreferstoaspecificsyntacticruleobservedinBislama,wherethefiniteverbmustappearinthesecondpositionindeclarativemainclauseswhenthefirstpositionisoccupiedbyanadverbialelement(likeaprepositionalphrase,adverb,orclause).Ifnosuchadverbialprecedestheverb,thestandardwordorderisSubject-Verb-Object(SVO).V2isakeydiagnosticfeaturedistinguishingBislama(andrelatedMelanesianPidgins/Creoles)fromEnglishandmanyotherIndo-Europeanlanguages.**解析思路：*解釋“動詞-二位”規(guī)則，明確其適用條件（主句、有狀語前置）、具體語序（狀語-動詞-其他成分），與標(biāo)準(zhǔn)語序（SVO）對比，強(qiáng)調(diào)其作為比斯拉馬語法特征的重要性。二、簡答題1.CognitiveLinguisticstheorieshavebeenappliedtoBislamavocabularystudiesbyexploringhowconceptualizationsshapewordformationandmeaning.Researchersusingframes,imageschemas,andconceptualmetaphorsanalyzehowspeakersstructuretheirunderstandingoftheworld(e.g.,conceptsofkinship,weather,socialstatus)andmaptheseontothelimitedresourcesofthepidgin/creole.Thishelpsexplainlexicalcreativity(likecompoundwords),semanticflexibility,andthewayBislamaspeakersconceptualizeobjectsoreventsdifferentlyfromspeakersofstandardizedlanguages,revealingunderlyingcognitiveuniversalsandlanguage-specificadaptations.**解析思路：*概述認(rèn)知語言學(xué)如何應(yīng)用于詞匯研究，提及具體理論（框架、意象圖式、概念隱喻），并舉例說明其在分析比斯拉馬構(gòu)詞、語義靈活性、概念化方式等方面的作用，旨在揭示認(rèn)知過程與語言形式的關(guān)系。2.TwomajorchallengesinBislamasociolinguisticsresearchare:Firstly,theissueoflinguisticprestigeanddiglossia,whereEnglishmaintainsdominantstatusinformaldomains(education,government,media)whileBislamaisprimarilyusedininformalsettings,creatingsocialstratificationandpotentiallyhinderingfulllinguisticempowermentforBislamaspeakers.Secondly,thedifficultyinobtainingcomprehensiveandreliabledata,associolinguisticstudiesoftenrelyonlimitedsamplesorspecificlocations,makingithardtocapturethefullrangeofBislamavariationacrossVanuatu'sdiversesocioculturalcontextsanditsdynamicevolution.**解析思路：*識別并闡述兩大挑戰(zhàn)：一是語言地位不平等導(dǎo)致的雙語現(xiàn)象及其社會后果；二是數(shù)據(jù)收集的局限性和難度，強(qiáng)調(diào)研究范式的覆蓋面和代表性問題。3.ThreesignificanttrendsinBislamaliteraturescholarshipoverthelastdecadeinclude:1)Agrowingfocusonpostcolonialcritique,withscholarsanalyzinghowliteraturerepresentshistoricaltrauma,resistance,andthecomplexitiesofnation-buildinginthecontextofVanuatu'scolonialpastanditsaftermath.2)Increasedattentiontogenderedperspectives,exploringrepresentationsofwomen'sexperiences,roles,andagency,oftenhighlightingtheinterplaybetweengender,culture,andsocialchange.3)Theemergenceofdigitalhumanitiesapproaches,includingthestudyofdigitalstorytelling,onlineliterature,andtheuseofdigitaltoolsforanalyzingtextualdatafromBislamaliteraryworks.**解析思路：*列舉三個(gè)趨勢，并分別進(jìn)行簡要說明：后殖民批評的深化、女性主義視角的引入、數(shù)字人文方法的應(yīng)用，反映文學(xué)研究領(lǐng)域關(guān)注點(diǎn)的拓展和方法論的更新。4.AkeystudyconcerningthehistoricaldevelopmentofBislamalikelyarguesthatBislamaoriginatedinthelate19thcenturyasacontactlanguageprimarilybetweenEnglish-speakingtradersandspeakersofvariousMelanesianlanguagesinVanuatuandnearbyislands.EarlyformswerelikelyasimplifiedEnglish-basedpidgin.Thestudyprobablytracesthegradualcreolizationprocess,wherethispidginbecamefixedandacquiredadistinctgrammaticalstructure(likeV2)andlexiconinfluencedbyitsMelanesiansubstratelanguages.Itmayalsodiscusstheroleofspecifichistoricalevents(likethelabormovementsorthe1979Constitution)andsocialfactors(liketradenetworksandsettlementpatterns)inshapingthelanguage'sevolutionandspreadacrossthearchipelago.**解析思路：*假設(shè)性概述一項(xiàng)關(guān)鍵研究的核心論點(diǎn)：比斯拉馬的歷史起源（接觸語言）、從皮欽語到克里奧爾語的演變過程、語法和詞匯的演變（受substrate影響）、以及歷史和社會因素對語言發(fā)展的影響，展現(xiàn)對語言歷史脈絡(luò)的理解。三、論述題1.ThecurrentdebatessurroundingtheteachingofBislamainVanuatu'sformaleducationsystemrevolvearoundquestionsoflinguisticidentity,cognitivebenefits,andpracticalityversustheperceiveddominanceandutilityofEnglish.ProponentsarguethatteachingBislamaenhancesculturalidentity,boostscognitivedevelopment(withstudiessuggestingbilingualismcanenhancememoryandproblem-solving),andprovidesamorerelevantmediumforearlyliteracyformanychildren.However,criticsoftenpointtothelackofqualifiedteachers,standardizedBislamamaterials,andthesignificanteconomicandsocialadvantagesassociatedwithEnglishproficiencyforhighereducationandemployment.ThedebatehighlightsatensionbetweenfosteringlocallanguagevitalityandpreparingstudentsfortherealitiesofthenationalandglobaleconomiclandscapewhereEnglishprevails.AcademicresearchcaninformthisdebatebyprovidingevidenceonBislamapedagogicaleffectiveness,long-termoutcomesforbilingualstudents,andsuccessfullanguage-in-educationmodelsfromothermultilingualcontexts.**解析思路：*深入探討教學(xué)比斯拉馬的爭論點(diǎn)，分正反方論述其利弊（身份認(rèn)同、認(rèn)知發(fā)展vs.英語實(shí)用性、資源缺乏），分析核心矛盾，并指出學(xué)術(shù)研究可以在其中扮演的角色（提供證據(jù)和模型）。2.GenderdynamicssignificantlyshapecontemporaryBislamaliterature,whichoftenreflectsandcritiquesthepatriarchalstructuresandgenderedpowerrelationsprevalentinVanuatusociety.Femaleauthorsfrequentlycontributepowerfulnarrativesexploringthemesofidentity,resilience,andthelivedexperiencesofwomennavigatingcomplexsociallandscapes.TheyoftenuseBislama'sexpressivenaturetodepictintimateemotions,domesticstruggles,andtheintersectionofgenderwithotheraspectsofidentitylikeethnicity,class,andsexuality.Forinstance,recentworksmightshowhowfemalecharacterschallengetraditionalexpectations,articulatedemandsforbodilyautonomy,ordocumenttheimpactsofmigrationandglobalizationonwomen'srolesandwell-being.Throughtheirwriting,femaleauthorsnotonlycontributetoaricherliterarycanoninBislamabutalsoplayacrucialroleinfosteringsocialawarenessand推動discussionsongenderequalitywithinthecommunity.**解析思路：*論述性別動態(tài)如何影響當(dāng)代比斯拉馬文學(xué)，強(qiáng)調(diào)女性作家的貢獻(xiàn)，分析她們關(guān)注的主題（身份、韌性、經(jīng)歷），說明如何通過文學(xué)進(jìn)行社會批判和意識提升，并舉例說明文學(xué)內(nèi)容可能涉及的具體方面。四、文獻(xiàn)評述題Theexcerptsuggestsaresearchapproachthatmovesbeyondsimplisticviewsofpidgin/creolesimplification.Itsmethodologyappearstobetheoreticalandanalyticalinitially,usingexistingliteraturetoarguefora'dynamicadaptiveprocess.'Futureresearchdirectionsproposed(corpuslinguisticsforphonology,cognitivemechanismsforacquisition)suggestashifttowardsmoreempiricalandspecificmethods.Thepotentialstrengthofthisresearchisitsattempttoprovideamorenuancedunderstandingofpidgin/creolegrammarandacquisition,movingawayfrompurelydescriptiveaccounts.However,limitationsincludethelackofspecificmethodologydetailsintheproposedcorpusanalysisorcognitivestudies,andthepotentialdifficultyinisolatingcognitivemechanismsfromsociallearningfactorsinacquisition.ThesignificanceforPidginandCreolestudiesissubstantial,asitchallengesthe'reductionist'paradigmandhighlightstheneedtoinvestigatecomplexlinguisticsystemsusingdiversemethodologies(linguistic,psycholinguistic,sociolinguistic).Thefocusonethicalconsiderationsisalsowelcome,asresearchinsuchcommunitiesmustbesensitivetolocalcontextsandknowledgeholders.**解析思路：*評論引文中的方法論假設(shè)（理論分析、語料庫、認(rèn)知研究），評估其優(yōu)勢（超越簡化論、方法多樣、關(guān)注倫理）和局限性（方法細(xì)節(jié)不足、認(rèn)知與社會因素區(qū)分難），并闡述其對克里奧爾/皮欽語研究的意義（挑戰(zhàn)范式、強(qiáng)調(diào)復(fù)雜性、促進(jìn)跨學(xué)科）。五、研究設(shè)計(jì)題ResearchDesignOutline:a)ResearchQuestion(s):Howdoyoungadults(18-30yearsold)inPortVilauseBislamaandEnglishineverydayconversation,andhowdoesthiscode-switchingbehaviorrelatetotheirperceivedsocialidentityandattitudestowardsbothlanguages?b)TheoreticalFramework:ThestudywillbeinformedbySocialIdentityTheory(Tajfel&Turner),whichsuggeststhatindividuals'self-conceptisderivedfromtheirgroupmemberships.Inthiscontext,languagechoicecanbeanexpressionofsocialidentity,aligningwithin-group(Bislamaspeakers)orout-group(Englishspeakers)norms.Code-switchingmodels(e.g.,Goffman'ssocialdynamicsmodelorPoplack'sMarkednessModel)willbeusedtoanalyzethepatternsandmotivationsbehindcode-switchingdecisions.c)ResearchMethod(s):A混合方法(MixedMethods)approachwillbeemployed.Qualitativemethodswillbeprimaryforexploringthenuancesofidentityandattitudes.In-depth,semi-structuredinterviewswillbeconductedwithadiversesampleof15-20youngadults.Ethnographicobservationinnaturalsettingslikemarketsorcafesmayalsobeincluded.Quantitativemethodswillprovidebroaderpatterns.Ashortsurveywillbeadministeredtothesameoralargersample(30-40participants)tocollectself-reporteddataonlanguageattitudesandfrequencyofuseindifferentdomains.Datafrominterviewsandobservationswillbeanalyzedusingthematicanalysis,whilesurveydatawillbeanalyzedstatistically(e.g.,correlation,