北京外国语大学中国外语教育研究中心外国语言学及应用语言学历年考研真题及详解.pdf

目录2011年北京外国语大学中国外语教育研究中心外国语言学及应用语言学真题及详解2012年北京外国语大学中国外语教育研究中心外国语言学及应用语言学真题及详解2013年北京外国语大学中国外语教育研究中心外国语言学及应用语言学真题及详解2014年北京外国语大学中国外语教育研究中心外国语言学及应用语言学真题及详解2015年北京外国语大学中国外语教育研究中心外国语言学及应用语言学真题及详解2011年北京外国语大学中国外语教育研究中心外国语言学及应用语言学真题及详解I.Briefly explain the following terms.(20 points)1perlocutionary act【答案】According to Austin,a speaker might be performing three actssimultaneously when speaking:locutionary act illocutionary actperlocutionary act.A perlocutionary act is the effect of the utterance.Thus,by saying“Morning!”the speaker has made it clear that he wants to keepfriendly relations with the hearer.2minimal pair【答案】Minimal pairs are the two words which are identical in every wayexcept for one sound segment that occurs in the same place in the string.Forexample,the English words bear and pear constitute a minimal pair as theydiffer in meaning and in their initial phonemes/b/and/p/.3distinctive feature【答案】The distinctive feature refers to a property which distinguishes onephoneme from another.For example,“voicing”is a distinctive feature,sinceit plays an important role in distinguishing obstruents in English.4linguistic variable【答案】Linguistic variable are those where the meaning remain constantbut form varies like cat and pussy have the same social meaning but differentform.So far pronunciation is concerned house h and with h has samesocial meaning with different pronunciation.Here variables are just the toolsto analyze the language to set social dimensional society.5lingua franca【答案】It is a language that is used for communication between differentgroups of people,each speaking a different language.The lingua franca couldbe an internationally used language of communication(e.g.English),it couldbe the native language of one of the groups,or it could be a language whichis not spoken natively by any of the groups but has a simplified sentencestructure and vocabulary and is often a mixture of two or more languages.II.Answer the following questions.(30 points)1Why do we say linguistics is a science?(10 points)【答案】Linguistics is generally defined as the scientific study of language.It tries toanswer the basic questions“What is language?”and“How does languagework?”Linguistics studies not any particular language,e.g.English,Chinese,Arabic,and Latin,but it studies languages in general.It is a scientific study because it is based on the systematic investigation oflinguistic data,conducted with reference to some general theory of languagestructure.In order to discover the nature and rules of the underlying languagesystem,what the linguist has to do first is to collect and observe languagefacts,which arc found to display some similarities,and generalizations aremade about them;then he formulates some hypotheses about the languagestructure.But the hypotheses thus formed have to be checked repeatedlyagainst the observed facts to fully prove their validity.In linguistics,as in anyother discipline,data and theory stand in a dialectical complementation;thatis,a theory without the support of data can hardly claim validity,and datawithout being explained by some theory remain a muddled mass of things.（此题考查语言学作为一门学科其科学性，此题开放性试题，从其研究内容及方法角度作答即可。）2Briefly explain how language is(a)systematic(b)symbolic,and(c)social.(10 points)【答案】First,language is systematic:it consists of recurrent elements which occur inregular patterns of relationships.All languages have an infinite number ofpossible sentences,and the vast majority of all sentences which are used havenot been memorized.They are created according to rules or principles whichspeakers are usually unconscious of using or even of knowing if theyacquired the language as a young child.Second,language is symbolic:sequences of sounds or letters do notinherently possess meaning.The meanings of symbols in a language comethrough the tacit agreement of a group of speakers.Third,language is social:each language reflects the social requirements ofthe society that use it,and there is no standard for judging:whether onelanguage is more effective for communication than another,other than toestimate the success its users may have in achieving the social tasks that aredemanded of them.（考查语言的系统性，象征性及社会性。）3Linguists have taken an internal and/or external focus to the study oflanguage acquisition.What is the difference between the two?(10 points)【答案】The difference between internal and or external focus to the study oflanguage acquisition.1)The internal focus seeks to account for speakers internalized,underlyingknowledge of language.The external focus emphasizes language use,including the functions of language which are realized in learners productionat different stages of development.2)According to the above difference,the linguist Noam Chomsky claims thathuman beings are biologically programmed for language and that thelanguage develops in the child just as other biological functions such aswalking.Originally Chomsky referred to this innate ability as LanguageAcquisition Device,also known as LAD.Later Chomsky prefers this innateendowment as Universal Grammar(UG)and holds that if children are pre-equipped with UG,then what they have to learn is the ways in which theirown language makes use of these principles and the variations on thoseprinciples which may exist in the particular language they are learning.The interactionist view holds that language develops as a result of thecomplex interplay between the human characteristics of the child and theenvironment in which the child develops.Integrated with the innatist view,the interactionist further claims that the modified language which is suitablefor the childs capability is crucial in his language acquisition.III.Read the following paragraphs and then answer four questions.(50points)The idea behind the experiential vision of learning is that the use of the targetlanguage for communicative purposes is not only the goal of learning,butalso a means of learning in its own right.This may clearly involve studentsusing language which they may not have fully mastered,and contrasts withother more traditional approaches which emphasize part practice(i.e.,isolating parts of the whole for explicit study and learning)leading up in amore or less controlled manner to integrated language use for communicativepurposes.An experiential approach to learning may therefore involve adegree of what Johnson(1982)refers to as an in at the deep end strategy.Simply throwing learners into wholly uncontrolled and undirected languageuse is,of course,as dubious a strategy with respect to language learning asdoing the same with someone who is learning to swim.For this reason,considerable effort has been devoted by methodologists,material writers,andteachers in recent decades to the way in which two sets of factors can becombined.One is the basic insight that language use can serve a significantrole in promoting learning,and the other is the acknowledgement that use ofthe language needs to be structured in a coherent and pedagogicallymanageable way.The experiential vision of learning has evolved in a varietyof ways since the 1960s and is now encountered in a number of differingforms.Nevertheless,most experiential approaches to learning rest on fivemain principles which were developed in the earlier days of thecommunicative movement,even if certain receive more attention in onevariant than in another.These principles are the following:message focus,holistic practice,the use of authentic materials,the use of communicationstrategies,and the use of collaborative modes of learning.(Tudor 2001:79)An analytical view of learning posits that according explicit attention to theregularities of language and language use can play a positive role in learning.Each language manifests a number of structural regularities in areas such asgrammar,lexis and phonology,and also with respect to the ways in whichthese elements are combined to communicate messages.The question,therefore,is not whether languages have structural regularities or not,butwhether and in which way explicit attention to such regularities can facilitatethe learning of the language.An analytical approach to learning rests on amore or less marked degree of part practice,i.e.,isolating parts of the wholefor explicit study and learning,even if its ultimate goal remains thedevelopment of learners ability to put these parts together for integrated,holistic use.At least,two main considerations lend support to an analyticalapproach to learning.First,in terms of learning in general,the isolation andpractice of sub-parts of a target skill is a fairly common phenomenon.Second,explicit identification of regularities in a language has advantageswhich Johnson(1996：83)refers to as generativity and economy.Mastering a regularity in a language gives learners access to the generativepotential of this regularity in new circumstances Explicit presentation ordiscovery of the structural regularities of a language can therefore represent ashort-cut to mastery of this language and support learners ability tomanipulate these regularities for communicative purposes.(Tudor 2001：86-7)1What are the differences between experiential and analytical modes oflanguage learning?(10 points)2What serves as the theoretical foundation for the experiential mode oflanguage learning and what are its advantages and disadvantages?(15 points)3What serves as the theoretical foundation for the analytical mode oflanguage learning and what are its advantages and disadvantages?(15 points)4How would you balance the two modes of learning in your teaching orlearning of a foreign language?(10 points)【答案】1The experiential mode is totally different from the analytical mode oflearning.An experiential approach to learning may involve a degree of whatJohnson(1982)refers to as an in at the deep end strategy.Simply throwinglearners into wholly uncontrolled and undirected language use is,of course,as dubious a strategy with respect to language learning as doing the samewith someone who is learning to swim.For this reason,considerable efforthas been devoted by methodologists,material writers,and teachers.An analytical approach to learning rests on a more or less marked degree ofpart practice,i.e.,isolating parts of the whole for explicit study and learning,even if its ultimate goal remains the development of learners ability to putthese parts together for integrated,holistic use.2The experiential mode provides a holistic model of the learning processand a multilinear model of adult development,both of which are consistentwith what we know about how people learn,grow,and develop.The theory isto emphasize the central role that experience plays in the learning process,anemphasis that distinguishes experiential mode of language learning fromother learning theories.The term“experiential”is used therefore todifferentiate experiential mode of language learning both from cognitivelearning theories,which tend to emphasize cognition over affect,andbehavioral learning theories that deny any role for subjective experience inthe learning process.However,simply throwing learners into wholly uncontrolled and undirectedlanguage use is,of course,as dubious a strategy with respect to languagelearning as doing the same with someone who is learning to swim.Therefore,this mode of language learning requires the methodologists,material writers,and teachers to combine two sets of factors.One is the basic insight thatlanguage use can serve a significant role in promoting learning,and the otheris the acknowledgement that use of the language needs to be structured in acoherent and pedagogically manageable way.3An analytical approach to learning emphasizes the explicit study of thelanguage learning a linguistic and communicative system.It is characteristicof the grammar-translation method,is found in the cognitive code approach,in various CALL exercises,and in form-focus learning activities.It is alsopresent in certain types of learner training or awareness raising activitiesinvolving the explicit analysis by learners of aspects of the languagesteaching and learning or of their own language production.Each language manifests a number of structural regularities in areas such asgrammar,lexis and phonology,and also with respect to the ways in whichthese elements are combined to communicate messages.The question,therefore,is not whether languages have structural regularities or not,butwhether and in which way explicit attention to such regularities can facilitatethe learning of the language.The main criticism of analytical learning is that declarative knowledge doesnot necessarily feed through to the ability to use a language forcommunicative purposes.In other words,someone may have a goodknowledge of structural regularities of a language without being able to makeuse of the language with the spontaneity and fluency which are required innormal communicative situations.4I would combine the two approaches together to learn a foreign language.First,following the analytical mode of language learning,the basicgrammatical knowledge could be captured.Second,with the basic knowledgeof structural regularities of a language,the experiential mode of languagelearning should be followed.For example,when I learn how to greet in English,the first thing I shouldknow about is how to pronounce“Hello!”or“How are you?”and themeaning of the expression.Then the next,I should learn in the relevantsituations.Native speakers may respond to the phatic greeting in a variety ofways depending on the context and on how well they know about theinterlocutor;e.g.“Fine.And you?”,“Cant complain.”,“You know me!”arejust a few instances from the wide repertoire of native speakers of English.Through that process,the knowledge of the language which is gained by theanalytical approach could improve the ability to use the language in reality,which can be developed by the experiential approach.(此题为开放性题目，从如何运用两种语言学习方法来学外语的角度谈即可。)IV.Read the following passage and answer three questions.(50 points)Teachers employ different types of conceptual organization and meaning.One level of meaning relates to subject matter knowledge and how curricularand content aspects of teaching are conceptualized(Shulman l987).Woods(1996)describes teachers conceptions of lessons as made up of conceptualunits at different levels of abstraction.He distinguishes between thefollowing:overall conceptual goals-the overall purposes teachers identify fora course;global conceptual units-the individual subcomponents of thecurriculum(e.g.,the grammar,reading,writing,and listening components ofan integrated skills course);intermediate conceptual units-activities,orclusters of activities framed in terms of accomplishing one of the higher-levelconceptual goals;and local conceptual units-the specific things teachers do toachieve particular instructional effects.Other constructs that have beenproposed to account for how teachers realize the curricular agendas they setfor lessons and the kinds of cognitive processes t