首都师范大学《876英语学科教学》历年考研真题及详解.pdf

目录2010年首都师范大学876英语学科教学考研真题及详解2011年首都师范大学876英语学科教学考研真题及详解2012年首都师范大学876英语学科教学考研真题及详解2013年首都师范大学876英语学科教学考研真题及详解2014年首都师范大学876英语学科教学考研真题及详解2015年首都师范大学876英语学科教学考研真题及详解2016年首都师范大学876英语学科教学考研真题及详解2017年首都师范大学876英语学科教学考研真题及详解2018年首都师范大学876英语学科教学考研真题及详解2010年首都师范大学876英语学科教学考研真题及详解一、请用英语解释下列名词，并举例说明：(每题8分，共40分)1.second language【参考答案】A persons second language or L2 is a language that is not the native language of the speaker,but that is used in the locale of that person.For exanple,English is used primarily as second language for Chinese students.More informally,a second language can be said to be any language learned in addition to one,s native language,especially in the context of second-language acquisition(that is,learning a new foreign language).2.negative transfer【参考答案】Language transfer(also known as LI interference,linguistic interference,and cross-linguistic influence)refers to speakers or writers applying knowledge from one language to another language.It is the transfer of linguistic features between languages in the speech repertoire of a bilingual or multilingual individual,whether from first to second,second to first or many other relationships.When the relevant unit or structure of both languages is the different,linguistic interference as a source of errors can result in negative transfer.For exan)le,German learners who said I have hungry,fbr I am hungry,would be displaying negative transfer.3.informal L2 learning【参考答案】Informal L2 learning is any L2 learning that is not formal learning or non-fbrmal learning,such as self-directed learning or learning from experience.Informal learning is organized differently than formal and non-formal learning because it has no set objective in terms of learning outcomes and is never intentional from the learners standpoint.For all learners this includes heuristic language building,socialization,enculturation,and play.Informal learning is a pervasive ongoing phenomenon of learning via participation or learning via knowledge creation,in contrastwith the traditional view of teacher-centered learning via knowledge acquisition.4.interpersonal con)etence【参考答案】Interpersonal conpetence is the ability to choose a type of communication that is most effective in a given situation.Such conpetency en)owers individuals to achieve the goals of any communication in a manner that is best suited fbr all parties involved.Theorists have broken down interpersonal conpetence into specific categories as follows:knowledge,skill and motivation.Knowledge points to the ability to know what kinds of actions are best suited to a social situation.Skill,in this sense,signals the ability to best choose and follow through with a behavior according to the situation.Motivation is the drive to communicate in a manner best suited fbr the context.For exa叫le,refusal skills include the ability to say no repeatedly to a dangerous offer,ask questions from a person who is pushing a hazardous activity on another,provide reasons against engaging in unsafe behavior,and rely on light-hearted remarks to diffuse a tense situation.5.feedback【参考答案】Feedback refers to any information or criticism that is given to someone to say what can be done to i叫rove a performance,product,etc.The purpose of feedback is to provide information and observations about a performance,a paper or another project.Teachers and enployers provide feedback to students and enployees to help them in)rove in the future.二、请用英语回答下列问题：(每题15分，共60分)1.What is the relationship between input,interaction and output?Please base your discussion on an EFL(English as a foreign language)classroom setting.【参考答案】The relationship between input,interaction and output is closely interrelated.Input is one of the most important elements in the process of second language acquisition(SLA).As Gass(1997)points out,second-language learning singly cannot take place without input of some sort.Since then,specific issues have been actively debated in SLA on the nature of input and input processing:(1)The amount of input that is necessary fbr language acquisition,(2)Various attributes of input and how they may facilitate or hinder acquisition,and(3)Instructional methods that may enhance input.There are two kinds of input.Apperceived input characterizes the awareness of new L2 information that is not yet part of the learners L2 repertoire.Comprehended input goes one step beyond recognition.It may be analyzed and has the potential of being assimilated through the process of intake.Psycholinguistic processing occurs at this stage where new information may be matched against existing stored knowledge.The next stage,interaction,involves storage of new information fbr later use,hypothesis formulation,and confirmation or reformulation of existing hypotheses.The final stage,output,is an“overt manifestation“of the acquisition process.The different stages may be influenced by a number of factors,such as saliency and frequency,prior knowledge,and attention,as well as by affective factors.The centrality of interaction is an essential link between input and output in L2 development.Output is the learners overt manifestation of L2 knowledge,and may be influenced by factors such as confidence and strength of knowledge representation.Input serves as a trigger for innate principles ofUG and to set language UG and to set language-specific parameters.All internal knowledge comes from interaction.Output is how the learner mediates higher cognition.Interaction provides negative evidence.2.What are the key assun甲tions of task-based language teaching?【参考答案】Task-based language teaching is a student-centered approach to second language instruction.It is an offshoot of the communicative approach,wherein activities focus on having students use authentic target language in order to coir)lete meaningful tasks,i.e.situations they might encounter in the real world and other project-based assignments.This project could include visiting the doctor,making a phone call,conducting an interview in order to find answers to specific questions or gathering information to make a poster or advertisement.In task-based teaching,the center of the learning process moves to the students themselves and allows them to come to the realization that language is a tool to tackle and(re)solve real-world problems.The process of task-based learning itself teaches inportant skills.Students learn how to ask questions,how to negotiate meaning and how to interact in and work within groups.Within this group work,they are able to observe different approaches to problem solving as well as to learn how others think and make decisions.These are all skills that our students will need in order to be successful in the real world,regardless of which language(s)they use there.In addition,task-based teaching provides students with the linguistic conponents they will need to accorrlish these real-world tasks.These include:How to introduce themselves,how to talk about themselves,their families,their interests,their likes and dislikes,their needs,etc.in the right socio-cultural context.By moving the fbcus away from mechanical drills-although such drills do still have their place even today in language teaching,especially when teaching highly inflected languages-task-based teaching focuses on communication and interaction,using appropriate language at the correct time.All in all,key assumptions of task-based language teaching are as follows:(1)Focus on process.(2)Emphasis on communication and meaning.(3)Language learned by interacting communicatively and purposefully.(4)Activities and tasks can be achieved in real life and have a pedagogical purpose.(5)Activities and tasks of a task-based syllabus are sequenced according to difficulty.3.Please describe or design a classroom activity that is in line with the principles of communicative language teaching.【参考答案】Cornmunicative language teaching(CLT),or the cornmunicative approach,is an approach to language teaching that e叫hasizes interaction as both the means and the ultimate goal of study.Language learners in environments utilizing CLT techniques,learn and practice the target language through the interaction with one another and the instructor,the study of authentic texts”(those written in the target language for purposes other than language learning),and through the use of the language both in class and outside of class.Learners converse about personal experiences with partners,and instructors teach topics outside of the realm of traditional grammar,in order to promote language skills in all types of situations.This method also claims to encourage learners to incorporate their personal experiences into their language learning environment,and to fbcus on the learning experience in addition to the learning of the target language.According to CLT,the goal of language education is the ability to communicate in the target language.This is in contrast to previous views in which grammatical competence was commonly given top priority.CET also focuses on the teacher being a facilitator,rather than an instructor.Furthermore,the approach is a non-methodical system that does not use a textbook series to teach English,but rather works on developing sound oral/verbal skills prior to reading and writing.The principles of communicative language teaching include:(1)Authentic Texts in the Foreign Language ClassroomDiscussions about real-life language use often mention the role of authentic texts and authentic materials.Dr.Garza defines authentic language as language produced by native speakers fbr native speakers to be consumed in a native environment.,But this leads to further questions about the appropriate use of authentic texts in a foreign language classroom After all,the classroom is not to be confused with the native environment.(2)IntegrationDespite continued reference to separate language skills(e.g.,speaking,listening,reading,and writing)within the teaching profession,more and more foreign language educators enphasize an integrated curriculum.In other words,most teachers recognize that the four language skills support each other and are found together in real-life language use.Some pedagogues such as Dr.Garza call fbr the integration of all four skills by enhasizing the over-arching construct of culture.Tb him,culture ties language skills and use together into a more coherent curriculum.(3)SequencingRegardless of the particular module(e.g.,speaking,reading,pragmatics,grammar,etc.),instructors stress the irq)ortance of sequencing activities to form a logical progression.Despite its in)ortance fbr learning,novice teachers seem to find the concept of pedagogical sequencing,or layering,challenging at times because it requires the teacher to have the big picture-how the pieces of each activity build on previous activities and lead to a final whole.4.How do you understand the differences between the methods era“and the post-methods era”?【参考答案】Kumaravadivelu(1994)identified what he called the post-method condition,a result of the widespread dissatisfaction with the conventional concept of method9.Rather than subscribe to a single set of procedures,post-method teachers adapt their approach in accordance with local,contextual factors,while at the same time being guided by a number of4macro-strategies5.Two such macro-strategies are Maximise learning opportunities5 and Promote learner autononty And in a much-cited paper in 1990,Prabhu argued that there is no one method,but that individual teachers fashion an approach that accords uniquely with their sense of plausibility/三、论述题(请用英语作答)：(每题25分，共50分)1.What are some of the sources of learner diflerences in foreign language learning?Please illustrate your points with examples related to your own learning experience and/or those of people around you.【参考答案】The sources of learner diflerences in foreign language learning include:(1)Language PotentialLanguage potential,which is an intrinsic talent,refers to cognitive ability or the capacity to learn a language.To improve students English con)etence means to develop their phonetic coding ability,grammatical sensitivity,inductive language learning ability and associative memory.Phonetic coding ability is an ability related to processing sounds.Grammatical sensitivity refers to the ability to perceive patterns and formulate rules from sanles of language.Inductive language learning ability concerns the skill of creating order from language inputs.Associative memory is about the absorption and assimilation of new learning materials.Since different students have different language potentials,teachers should vary their methods accordingly to achieve effective results from the learning process.(2)Cognitive StyleCognitive style is used to describe an individuals characteristic approach to receiving,saving,transferring,withdrawing and utilizing information.It encorrpasses not only differences in cognitive processing such as individual consciousness,memory and thinking patterns,but also in cognitive functions such as individual attitudes and motivation.Students cognitive styles dictate how they function in the learning process,and if there is concord among cognitive styles,teaching styles,and learning environments,students will tend to have better academic achievement.Therefore,teachers should understand and value different cognitive styles in students so that more effective learning cantake place.(3)EmotionStudents in elementary and middle school are also affected by emotional elements,such as learning motivation,attitudes and character.Learning motivationLearning motivation is an inner process or psychological state,stimulating an individuals learning activities,maintaining existing learning activities,and boosting focus on the learning goal.It is an inner drive to learn,and it is also a key factor in success in learning.Learning motivation is vital to the starting,maintaining and conleting of learning activities.Students with strong motivation have definite learning goals,lasting enthusiasm,focused attention and good academic achievement.Conversely,lack of learning motivation is more likely to have a negative effect on learning.AttitudeAttitude refers to the definite purposes one has,and efforts one makes in certain concrete activities.Generally speaking,students who are interested in the target language countrys culture,lifestyle,history,and social customs usually hold positive attitudes toward the target language,and as a result,attain relatively high learning efficiency.On the other hand,students with a hostile attitude find it difficult to learn well.In addition,their attitudes toward learning materials,the organization of activities and teachers also affect their learning efficiency.CharacterCharacter refers to the relatively stable,but also variable,psychological properties of a persons attitudes and behaviors.It is an important emotional element and it partially determines how well an English learner can perform.Character can be sub-divid