北京外國語大學2025年英語語言文學（英國文學）專業(yè)英語教學研究試題及答案考試時間：______分鐘總分：______分姓名：______一、名詞解釋1.Romanticism2.Modernism3.CommunicativeLanguageTeaching4.InputHypothesis二、簡答題1.BrieflydiscussthemajorcharacteristicsoftheVictoriannovel.2.ExplainthedifferencebetweenlanguageacquisitionandlanguagelearningaccordingtoStephenKrashen.3.DescribethemainprinciplesofTask-BasedLanguageTeaching(TBLT).4.HowmightthestudyofShakespeareandramabeintegratedintoanEFL/ESLcurriculum?Discusswithreferencetospecificpedagogicalapproaches.三、論述題1.Chooseamajorcharacterfroma20th-centuryBritishnovel(e.g.,JaneEyre,Dr.JekyllandMr.Hyde,Mrs.Dalloway,WillyLoman).Analyzethecharacterindepth,consideringbothitsliterarysignificanceandpotentialpedagogicalvaluewhenteachingthenovelinanEFLcontext.Youranalysisshouldrefertorelevantliterarycriticismandteachingmethodology.2.DiscusstheroleofculturalawarenessinEnglishlanguageteaching,particularlywhenteachingBritishliteraturetonon-nativespeakers.Howcanteachersaddressculturalnuancesandpotentialchallengeseffectively?Provideexamplestoillustrateyourpoints.試卷答案一、名詞解釋1.Romanticism:Romanticismwasaculturalandartisticmovementthatoriginatedinthelate18thcenturyandpeakedintheearly19thcentury,primarilyinBritain.Itemphasizedemotion,individualism,andthebeautyofnature,oftenreactingagainsttherationalismandorderoftheEnlightenment.Keyliteraryfeaturesincludethecelebrationofthesublime,thesupernatural,andintensepersonalfeelings;afocusontheruralovertheurban;theuseofsymbolismandimagination;andthedevelopmentofthelyricpoemasaprimaryform.PoetsassociatedwiththemovementincludeWilliamWordsworth,SamuelTaylorColeridge,LordByron,PercyByssheShelley,andJohnKeats.*解析思路:此題考察對英國文學史重要流派的掌握。回答需包含時間、核心特征（情感、個人主義、自然）、主要表現(xiàn)（超驗、象征、想象）和代表人物。簡潔定義后，需輔以關鍵特征和實例，體現(xiàn)對浪漫主義文學的基本理解。2.Modernism:Modernismwasamajorculturalmovementthatemergedinthelate19thandearly20thcenturies,reflectingtheprofoundsocial,political,andculturalupheavalsofthetime,includingWorldWarI.Itrepresentedaradicalbreakwithtraditionalformsandideasinliterature,art,andarchitecture.Modernistwritersexperimentedwithnarrativetechniques(streamofconsciousness,fragmentedstructure),exploredthemesofalienation,disillusionment,thecollapseoftraditionalvalues,andthesearchformeaninginachaoticmodernworld.Keycharacteristicsincludesubjectivity,fragmentation,allusion,andexperimentationwithlanguageandform.MajorfiguresincludeT.S.Eliot,JamesJoyce,VirginiaWoolf,WilliamFaulkner,andEzraPound.*解析思路:此題考察對現(xiàn)代主義文學的核心概念理解。需點明時代背景、與傳統(tǒng)的關系（斷裂、實驗）、核心主題（疏離、幻滅）、主要藝術手法（意識流、碎片化）和代表作家?；卮饝w現(xiàn)現(xiàn)代主義文學的創(chuàng)新性和對時代精神的表現(xiàn)。3.CommunicativeLanguageTeaching(CLT):CLTisanapproachtolanguageteachingthatemphasizestheuseoflanguageasatoolforcommunication.Itsprimarygoalistodeveloplearners'abilitytocommunicateeffectivelyandappropriatelyinreal-lifesituations.CLTemergedinthe1970sasareactionagainststructuralistapproachesthatfocusedprimarilyongrammaticalaccuracy.KeyprinciplesofCLTincludethebeliefthatlanguageisprimarilyforcommunication,focusonauthenticlanguageuse,emphasisonlearningthroughinteraction,theimportanceofmeaningoverform(thoughaccuracyisnotignored),andtheinvolvementofthelearnerinauthenticcommunicationtasks.ActivitiesinCLTofteninvolvepairwork,groupwork,role-playing,andinformationgapactivities.*解析思路:此題考察核心教學法的定義和原則。需明確CLT的目標（有效溝通）、理論基礎（與結構主義對比）、核心原則（意義優(yōu)先、真實語料、互動學習）和典型活動形式?；卮饝w現(xiàn)CLT從語言結構轉(zhuǎn)向語言功能的轉(zhuǎn)變。4.InputHypothesis:TheInputHypothesis,proposedbyStephenKrashen,isoneofthecorecomponentsofhisMonitorModelofsecondlanguageacquisition.Itsuggeststhatlearningasecondlanguageoccurswhenlearnersareexposedto"comprehensibleinput,"whichislanguagethatisslightlyabovetheircurrentlevelofcompetence(i.e.,i+1,where'i'isthelearner'scurrentleveland'+1'isthenextlevel).Accordingtothishypothesis,learnersinternalizethelanguagebyunderstandingmessages,notbyconsciouslypracticingrules.Theformula"ComprehensibleInput=i+1"iscentraltothehypothesis.Krashenarguesthattheamountofcomprehensibleinputalearnerreceivesisthemostsignificantfactorinlanguageacquisition.*解析思路:此題考察二語習得理論的關鍵概念。需解釋輸入假說的核心觀點（可理解輸入是關鍵）、關鍵公式（i+1）、輸入的性質(zhì)（被理解的消息）以及其在語言習得中的作用（內(nèi)化而非規(guī)則練習）。回答應準確闡述Krashen的基本理論。二、簡答題1.TheVictoriannovel,spanningthereignofQueenVictoria(1837-1901),ischaracterizedbyseveralkeyfeatures.Firstly,itoftenaddressedbroadsocialissuesoftheera,suchasindustrialization,urbanization,classconflict,poverty,andtheroleofwomen.Manynovelsaimedtoexposesocialinjusticesandadvocateforreform(e.g.,CharlesDickens'novelslike*OliverTwist*and*HardTimes*).Secondly,theVictoriannoveltypicallyfeaturedalargecastofcharacters,oftenpresentingadetailedsocialsurveyoftheperiod.Thirdly,itemphasizedrealism,strivingforadetailedandaccuratedepictionoflifeandsociety,althoughthisrealismwasoftentingedwithmelodramaandsentimentality.Fourthly,thenovelformitselfcontinuedtodevelop,withtheriseofthemulti-volumenovelandtheserialpublicationinmagazines.Finally,themesofmorality,duty,socialresponsibility,thestrugglebetweengoodandevil,andtheexplorationofthehumanpsyche(oftendealingwithhiddenmotivesandhypocrisy)wereprevalent.ThegenreaimedtobothentertainandinstructitsreadersonthecomplexitiesofVictoriansociety.*解析思路:此題要求概述維多利亞時期小說的主要特征。需涵蓋社會主題（工業(yè)化、階級、改革）、人物（眾多、社會縮影）、藝術手法（現(xiàn)實主義、細節(jié)、有時帶melodrama/sentimentality）、形式發(fā)展（多卷、雜志連載）以及核心主題（道德、責任、心理探索）?；卮饝媲乙c清晰。2.AccordingtoStephenKrashen'sMonitorModel,languageacquisitionandlanguagelearningaredistinctprocesses.Languageacquisitionisasubconsciousprocess,similartohowchildrenlearntheirfirstlanguage.Itinvolvestheintakeofcomprehensibleinput,whichisautomaticallyprocessedandinternalizedbythelearner,leadingtothedevelopmentoffluencyandtheabilitytouselanguagenaturallyandspontaneously.ThisprocessislargelyinfluencedbytheComprehensibleInputHypothesis(i+1).Languagelearning,incontrast,isaconsciousprocessthatinvolvesthedeliberatestudyoflanguageforms,suchasgrammarrules.Itfunctionsasa"monitor"oreditor,allowinglearnerstomonitorandcorrecttheiroutput,particularlyinformalsituations.TheMonitoristhoughttobelimitedinitsavailability;itcanonlybeusedwhenattentionisfocusedonform,anditsuseoftenreducesfluency.Therefore,acquisitionisconsideredfarmoreimportantforeffectivecommunicationthanlearning.*解析思路:此題要求區(qū)分Krashen的習得與學習概念。需明確兩者定義（潛意識vs.意識）、過程（自動內(nèi)化vs.規(guī)則練習）、機制（輸入處理vs.監(jiān)檢編輯）、影響因素（輸入為主vs.注意力、形式）以及相對重要性（習得>學習）。回答需緊扣Krashen模型的核心區(qū)分。3.Task-BasedLanguageTeaching(TBLT)isanapproachwherelearningrevolvesaroundthecompletionofmeaningfultasks.Themainprinciplesinclude:Firstly,focusonmeaning:Theprimarygoaliscommunicationandachievingthetaskoutcome,notmasteringspecificlanguageformsduringthetaskitself.Secondly,authentictasks:Tasksshouldreflectreal-worldactivitiesthatrequirelanguageuse(e.g.,creatingatravelbrochure,solvingaproblem,planninganevent).Thirdly,focusonform:Languageforms(grammar,vocabulary)areaddressedasneededwhentheybecomeabarriertotaskcompletion,oftenthroughfeedbackorclarificationrequests.Thisisknownas"task-basedfocusonform."Fourthly,learner-centeredness:Learnersareactiveparticipantswhoengageinproblem-solvingandcollaboration.Fifthly,negotiationofmeaning:Interactionamonglearnersiscrucialforclarifyingunderstandingandachievingthetaskgoal.TBLTtypicallyinvolvesstageslikepre-task(taskintroduction,clarification),taskcycle(taskperformance,planning,reporting),andpost-task(languagefocusactivities,consolidation).*解析思路:此題要求描述TBLT的主要原則。需涵蓋核心思想（意義優(yōu)先）、任務性質(zhì)（真實、有意義）、形式處理方式（任務中/后處理，非預設）、學習者角色（中心、合作）以及典型的教學流程（Pre-task,Taskcycle,Post-task）?；卮饝逦U述TBLT的基本理念和組織方式。4.StudyingShakespeareandramainanEFL/ESLcontextofferssignificantpedagogicalvalue,integratingliterarystudywithlanguageteachingeffectively.Todoso,teacherscanadoptseveralapproaches.Firstly,focusonlanguagefeatures:AnalyzeShakespeare'suseoflanguage,includingrichvocabulary(archaisms,coinages),powerfulimagery,iambicpentameter,metaphors,similes,andrhetoricaldevices.Thesecanprovideauthenticinputforvocabulary,idiom,andliteraryexpressionteaching.Secondly,useadaptedtextsandmultimedia:Simplifiedversionsofplaysorexcerpts,alongwithaudiorecordings,films,andonlineresources,canmakethematerialmoreaccessibletosecondlanguagelearners.Thirdly,employcommunicativeactivities:Role-playingcharacters,groupdiscussionsaboutthemesormoraldilemmas,andcreativewritingtasksbasedontheplotsorcharactersencourageactivelanguageuseandcriticalthinking.Fourthly,connecttoculturalawareness:Discussthehistoricalandculturalbackgroundoftheplays(Elizabethansociety,mythology,biblicalreferences)toenhancelearners'understandingandappreciation,bridgingculturalgaps.Fifthly,exploreuniversalthemes:Themeslikelove,jealousy,ambition,betrayal,andthehumanconditionaretimelessandrelatable,fosteringempathyanddeeperengagement.BycarefullyselectingappropriatetextsandactivitiesandusingpedagogicalapproachessuitedtoEFLlearners,Shakespeare'sworkscanbeavaluableresourcefordevelopinglanguageskillsandculturalunderstanding.*解析思路:此題要求結合文學教學法和英國文學知識，探討莎士比亞戲劇在EFL教學的應用。需提出具體方法：語言點分析（詞匯、句式、修辭）、材料選擇（改編、多媒體）、活動設計（角色扮演、討論、寫作）、文化連接（背景知識）、主題探討（普適性）?；卮饝w現(xiàn)如何將文學欣賞與語言技能、文化學習相結合，并考慮EFL學生的特點。三、論述題1.Selectingamajorcharacterfroma20th-centuryBritishnovelforintegrationintoanEFLcurriculumrequirescarefulconsideration.TakingVirginiaWoolf's*Mrs.Dalloway*asanexample,ClarissaDallowaycanbearichsubjectforpedagogicalpurposes.AnalyzingClarissaallowsstudentstoexplorecomplexpsychologicaldepthwhileengagingwithsophisticatedprose.HercharacterembodiesthemescentraltoModernismandrelevanttoEFLlearners'experiences:thepassageoftime,theconstructionofidentity,memoryandnostalgia,socialclassdynamics,andthesearchformeaninginaseeminglychaoticworld.TeachingClarissainvolvesanalyzingherstream-of-consciousnessmoments,whichprovidesauniquewindowintotheinnerworkingsofthehumanmindandcanenhancestudents'analyticalreadingskillsandunderstandingofliterarytechnique.Furthermore,discussingClarissa'sinteractionswithothercharacters(likeSeptimus,herdaughterVirginia,orherformerlovePeter)canilluminateissuesofcommunication,misunderstanding,socialexpectation,andgenerationaldifference,fosteringcriticaldiscussions.Pedagogically,activitiescouldincludeclosereadingofClarissa'sinternalmonologues,comparingherperspectivewiththatofothercharacters,writingreflectiveessaysonthemesofmemoryoridentityfromapersonalperspective,orrole-playingconversationsbetweencharacters.ByfocusingonClarissa,teacherscannotonlyintroducestudentstoasignificantworkofBritishliteraturebutalsodeveloptheirlanguageabilities(vocabulary,complexsentencestructures)andcriticalthinkingskillsthroughthelensofacomplex,nuancedcharacter.*解析思路:此題要求選擇20世紀英國小說人物，結合文學分析和教學設計進行論述。需選擇具體人物（如《達洛維夫人》的克拉麗莎），論證其文學價值（主題深度、技巧特點如意識流），分析其教學意義（與主題/技巧/學生經(jīng)驗的聯(lián)系），并提出具體的教學活動（閱讀、寫作、討論等）?；卮饝Y構清晰，論證充分，體現(xiàn)文學與教學的結合。2.CulturalawarenessisacrucialcomponentofEnglishlanguageteaching,especiallywhenteachingBritishliteraturetonon-nativespeakers.English,asagloballanguage,isinextricablylinkedwiththeculturesofitsspeakers,andliteratureservesasarichwindowintothesecultures.Effectiveteachingrequiresteacherstoaddressculturalnuancesandpotentialchallengesproactively.Firstly,teachersshouldaimtopresentliteraturenotjustaslinguisticmaterialbutasculturalartifacts,encouragingstudentstoexplorethehistoricalcontext,socialvalues,beliefs,andtraditionsreflectedinthetexts.Thishelpsstudentsmovebeyondsurface-levelunderstandingandappreciatethesubtletiesofculturalreferences,idioms,andsocialinteractionsde