目錄

2017年山東師范大學818英語語言學及應用語言學基礎考研真題及詳解

2018年山東師范大學818英語語言學及應用語言學基礎考研真題及詳解

2017年山東師范大學818英語語言

學及應用語言學基礎考研真題及

詳解

Ⅰ.Givedefinitionstothefollowingterms.(40points,5pointseach)

1.Affixation

【答案】Affixation,alsocalledderivation,istheformationofnew

wordsbyaddingaffixestostems.Affixationincludesprefixationand

suffixationaccordingtothetypesofaffixesusedtoformnewwords.

Prefixationistocreatenewwordsbyaddingprefixestobasewhile

suffixationmakesnewwordsbyaddingsuffixestobase.

2.Casetheory

【答案】Thecasecategoryisusedintheanalysisofwordclassesto

identifythesyntacticrelationshipbetweenwordsinasentence.InLatin

grammar,casesarebasedonvariationsinthemorphologicalformsofthe

word,andaregiventheterms“accusative”,“nominative”,“dative”,etc.

TherearefivecasesinancientGreekandeightinSanskrit.Finnishhasas

manyasfifteenformallydistinctcasesinnouns,eachwithitsownsyntactic

function.InEnglish,caseisaspecialformofthenounwhichfrequently

correspondstoacombinationofprepositionandnoun,anditisrealizedin

threechannels:inflection;followingapreposition;wordorder.

3.CALL

【答案】CALLreferstotheuseofacomputerintheteachingor

learningofasecondorforeignlanguage.Itmaytaketheformof:activities

whichparallellearningthroughothermediabutwhichusethefacilitiesofthe

computer(e.g.usingthecomputertopresentareadingtext);activitieswhich

areextensionsoradaptionsofprint-basedorclassroom-basedactivities(e.g.

computerprogramsthatteacherwritingskillsbyhelpingthestudentdevelop

atopicandthesisstatementandbycheckingacompositionforvocabulary,

grammarandtopicdevelopment);activitieswhichareuniquetoCALL.

4.Validity

【答案】Validityisoneofthethreemostimportantcharacteristicsofa

goodtest.Alltestsshouldbevalid.Thevalidityofatestrelatestowhatthe

testclaimstomeasureandhowwellitdoesso.Ifweknowthatatestisvalid,

thenweknowwecanconfidentlysayaboutapersonwhopassesorfailsit.

Thetwoimportantaspectsofvalidityarecontentandconstructvalidity.Ifa

testhascontentvalidity,itmeansthatthetestquestionscoverafairsampleof

thelanguagestructuresandskillsthatthetestclaimstobemeasuring.

Contentvalidityisveryimportantinlanguagetestsbecausesomethingsin

languagearemucheasiertotestthanothersandsotendtobetestedmuch

moreoften.Atesthasconstructvalidityifitcanshowthatitmeasuresonly

whatitclaimstomeasureandnothingelse.

5.Performative

【答案】Somesentencesdonotdescribethings.Theycannotbesaidto

betrueorfalse.Theutteringofthesesentencesis,orisapartof,thedoingof

anaction.Sotheyarecalledperformatives.Thoughperformativescannotbe

saidtrueorfalse,therearestillconditionsforthemtomeettobeappropriate

orfelicitous.

6.Affectivefilterhypothesis

【答案】TheaffectivefilterhypothesisembodiesKrashen’sviewthata

numberofaffectivevariablesplayafacilitativebutnon-causalroleinsecond

languageacquisition.Thesevariablesinclude:motivation,self-confidence

andanxiety.Krashenclaimsthatlearnerswithhighmotivation,self-

confidence,agoodself-imageandalowlevelofanxietyarebetterequipped

forsuccessinsecondlanguageacquisition.Lowmotivation,lowself-esteem,

anddebilitatinganxietycancombinetoraisetheaffectivefilterandforma

mentalblockthatpreventscomprehensibleinputfrombeingusedfor

acquisition.Inotherwords,whenthefilterisup,itimpedeslanguage

acquisition.Ontheotherhand,positiveaffectisnecessary,butnotsufficient

onitsown,foracquisitiontotakeplace.

7.Fossilization

【答案】Whenthesecondlanguagelearnerreachesacertaindegree,the

abilitytolearnalanguageisinastateofremainingstagnant.Thelearneris

unabletoobtainanativespeaker’slanguageability.Thisfactiscalled

fossilization.Incorrectlinguisticfeaturesbecomeapermanentpartoftheway

apersonspeaksorwritesalanguage.

8.Connotativemeaning

【答案】Itisakindofassociativemeaning.Itmeansthecommunicative

valueanexpressionhasbyvirtueofwhatitrefersto,overandaboveits

purelyconceptualcontent.Oneassociatesrealworldexperiencewithan

expressionwhenoneusesorhearsit.

Ⅱ.Answerthefollowingquestionsandexplain.(40points)

1.Whatarethemajordifferencesbetweenacquisitionandforeign

languagelearning?

【答案】

Rod(1985)andKrashen(1981)regardacquisitionasthespontaneous

internalizationofrulesandformulas.Thetermofacquisitionisoftenusedto

refertofirstlanguageacquisitionandsecondlanguageacquisition.First

languageacquisitionisalsocalledmothertongueacquisition.

Acquisitiontakesplaceinthespeechcommunitywhereone’sfirst

languageorsecondlanguageisspoken.Itisoftennatural,withoutmuch

focusonform.ThelearningofEnglishbyspeakersofotherlanguagesinthe

UnitedStatesisanexampleofsecondlanguageacquisition.

Foreignlanguagelearningusuallytakesplaceinthespeechcommunity

whereone’sfirstlanguageisspoken.Itisaconsciousprocessthroughformal

school-likesettingsandrequirestimeforprocessing,withfocusonlinguistic

forminadditiontoknowledgeoftherulesoflanguageusesuchasthe

learningoflanguageinChina.

2.WhatisallaboutSapir-WhorfHypotheses?

【答案】

Thishypothesissuggeststhatourlanguagehelpsmoldourwayof

thinking,andconsequently,differentlanguagesmayprobablyexpress

speakers’uniquewaysofunderstandingtheworld.Twoimportantpointscan

becapturedinthistheory.Ontheonehand,languagemaydetermineour

thinkingpatterns,andthisisknownasthestrongversion;ontheotherhand,

similaritybetweenlanguagesisrelative,andthisisknownastheweak

version.Fortwodifferentspeechcommunities,thegreatertheir

differentiationis,themorediversetheirconceptualizationoftheworldwill

be.Sofar,manyresearchesandexperimentsconductedinvariousdisciplines

providesupporttotheweakversion.Thestudieshaveshednewlightonour

understandingofthehypothesis:peopletendtosortoutanddistinguish

experiencesdifferentlyaccordingtothesemanticcategoriesprovidedbytheir

differentcodes.

Hereisanexample.English-speakingcultureteachesitspeopletoname

whatispractical,usefulandimportant.Inageneralsense,theimportant

thingstakeonspecificnameswhilethelessimportantthingshavegeneral

namesthatmustbemodifiedthroughadditionalwordstobecomespecific.A

goodillustrationofthispointistheword“snow”inEskimoandEnglish.The

Eskimoshavecountlesswordsforsnow.Forthemsnowisextremely

importantandsocrucialtolifethateachofitsvariousformsandconditions

isnamed.InEnglish-speakingcultures,snowisfarlessimportantandthe

simpleword“snow”usuallysufficestheneeds.Whensomeneedsbecome

morespecific,however,longerphrasescanbemadeuptomeettheseneeds:

“cornsnow”,“finepowdersnow”,and“driftingsnow”.Onceagain,this

provesthatthereisaconnectionbetweenthewordsacultureselectsandthe

ideasandconceptsthatculturetransmitsfromgenerationtogeneration.

Thestudyofthelinguisticrelativityhasshedtwoimportantinsights:

thereisnowadaysarecognitionthatlanguage,ascode,reflectscultural

preoccupationsandconstrainsthewaypeoplethink;morethaninWhorf’s

days,however,werecognizehowimportantcontextisincomplementingthe

meaningsencodedinthelanguage.

3.WhatisCognitiveTheoryoflanguagelearningallabout?

【答案】

Thecognitivefactorsrelatetolanguageacquisitionmainlyintwoways.

First,languagedevelopmentisdependentonboththeconceptschildrenform

abouttheworldandwhattheyfeelstimulatedtocommunicateattheearly

andlaterstagesoftheirlanguagedevelopment.Forexample,childrenatearly

stagecanusetwo-wordutterancestoexpressawiderangeofmeanings;but

theymaynotuseEnglishperfecttense(hehaswalked,etc.)untiltheyhave

acquiredtheunderlyingconceptof“presentrelevance”aroundtheageoffour

andahalf.Meanwhile,the“presentrelevance”embodiedintheperfecttense

helpstostimulatetheEnglish-speakingchildrentoformthatconcept.Thus,

aschildren’sconceptualdevelopmentleadstotheirlanguagedevelopment,it

islikelythattheirlanguagedevelopmentalsohelpsintheformationand

enhancementoftheconcept.

Secondly,thecognitivefactorsdeterminehowthechildmakessenseof

thelinguisticsystemhimselfinsteadofwhatmeaningsthechildperceives

andexpresses.Manycarefulstudiesofchildren’sacquisitionsequencesand

errorsinvariouslanguageshaverevealedthatchildrenhavesomeoperating

principlesformakingsenseoflanguagedata.Inthecourseofacquiringthe

nativelanguage,childrenseemtolookinitiallyforasystemwhichisrule-

governedinaconsistentway,thenasysteminwhichthecluestomeaning

areclearlydisplayed,andfinallytheoneinwhicheachitemordistinctionhas

adefinitefunctionincommunicativemeaning.

4.Whatarethemajorbenefitsforlanguageteachersfromlesson

planning?

【答案】Languageteachersbenefitfromlessonplanningin:

understandingtheaimsandlanguagecontentsofthelesson;distinguishing

thevariousstagesofalesson;thinkingabouthowthestudentscanbefully

engagedinthelesson;becomingawareoftheteachingaidsthatareneeded;

thinkingabouttherelativevalueofdifferentactivitiesandhowmuchtime

shouldbespentonthem.

Ⅲ.Analyzethefollowing.(20points)

1.Tellwhichmaximofthecooperativeprinciplehasbeenfloutedand

whatimplicaturemightbedrawninthefollowingsentences.

A:Let’sgotothecinemaandseeafilm.

B:Ok,butIdonotlikeH-O-R-R-O-RF-I-L-M.

【答案】

Themannermaximofthecooperativeprinciplehasbeenflouted.The

contentofcooperativeprincipleisthattomakeyourconversational

contributionsuchisrequired,atthestageatwhichitoccurs,bytheaccepted

purposeordirectionofthetalkexchangeinwhichyouareengaged.It

containsthefollowingfourmaxims.

Quantity

(1)Makeyourcontributionasinformativeasisrequired(forthecurrent

purposesoftheexchange).

(2)Donotmakeyourcontributionmoreinformativethanisrequired.

Quality:Trytomakeyourcontributiononethatistrue.

(1)Donotsaywhatyoubelievetobefalse.

(2)Donotsaythatforwhichyoulackadequateevidence.

Relation:Berelevant.

Manner:Beperspicuous.

(1)Avoidobscurityofexpression.

(2)Avoidambiguity.

(3)Bebrief.

(4)Beorderly.

Anyblatantandapparentviolationofanymaximcancause

conversationalimplicature.ThisdialogueisacaseinwhichBisbeing

deliberatelyobscure,sothathisfearofhorrorfilmisvividlydemonstrated.

2.Thefollowingtwosentenceshavegrammaticalerrors.Whattypesof

errorsaretheyaccordingtothetheoryoferroranalysis?

—Ifailedfromthebicycle.

—Althoughhewasill,buthecameatlast.

【答案】Thetwoerrorsarebothduetospeakers’incompleteknowledge

oftherulesofEnglish.Thefirstoneisanintralingualerrorwhilethesecond

oneisaninterlingualerror.Thefirstoneisproducedbythe

overgeneralizationofverbtransformations.Notallwords’pastformsare

derivedfromtheoriginalonewith–ed.Sucherrorsresultfromfacultyor

partiallearningofEnglish,ratherthanfromlanguagetransfer.Theerrorin

thesecondsentenceresultfromlanguagetransferanditiscausedbythe

learner’snativelanguageasinChinese,“雖然”and“但是”canco-occurina

sentence.

Ⅳ.PutthefollowingpassageintoChinese.(20points)

Theterm‘curriculum’iscommonlyusedintworelatedsenses.Itrefers,

first,tothesubstanceofaprogramofstudiesofaneducationalinstitutionor

system.Thus,wecanspeakoftheschoolcurriculum,theuniversity

curriculum,thecurriculumofFrenchSchools,orthecurriculumofSoviet

education.Inamorerestrictedsense,itreferstothecourseofstudyor

contentinaparticularsubject,suchasthemathematicscurriculumorthe

historycurriculum.Itis,therefore,usedasasynonymofwhatinBritish

universitiesandschoolsissometimesreferredtoasthe‘syllabus’foragiven

subjectorcourseofstudies.Inrecentyears,however,theterm‘curriculum’

hascometorefernotonlytothesubjectmatterorcontent,butalsotothe

entireinstructionalprocessincludingmaterials,equipment,examinations,

andthetrainingofteachers,inshortallpedagogicalmeasuresrelatedto

schoolingortothesubstanceofacourseofstudies.

【答案】

“課程大綱”通常包含兩種含義。第一種指教育機構或教育系統的學

習項目。因此我們可以說學校課程大綱，大學課程大綱，法國學校的課

程大綱以及蘇聯教育的課程大綱。嚴格來說，課程大綱指學習的科目或

者學習的內容，比如數學大綱和歷史大綱。因此，不管是在英國的大學

還是中小學，教學大綱有時可以與之替換使用，用來指特定科目的學

習。然而近年來，“課程大綱”不再僅僅指學習的科目和內容，教學材

料、設施、考試、教師的培訓等整個教學過程都包括在內。總的來說，

課程大綱用來指所有與學校教育和學習相關的教學措施。

Ⅴ.Writeanessayofabout300wordsonthefollowingtopic.(30

points)

Topic:Howdoesoneenhanceone’slanguageproficiencyorlearnone

languagewell?

【答案】

Therearethreetypesofstrategiestolearnonelanguagewell:cognitive,

metacognitiveandsocial/affectivestrategies.

Cognitivestrategiesrefertothestepsoroperationsusedinproblem

solvingthatneeddirectanalysis,transformationorsynthesisoflearning

materials.Theyhaveanoperativeorcognitive-processingfunction.They

maybelimitedtothespecifictypeoftaskinthelearningactivity.Typical

strategiesthathavebeendiscussedinthecognitivecategoryforlisteningand

readingcomprehensionare:rehearsalorrepeatingthenamesofitemsor

subjectsthathavebeenheard;organization,orgroupingandclassifying

words,terminology,orconceptsaccordingtotheirsemanticorsyntactic

attributes;inferencing,orusinginformationinoraltexttoguessthemeanings

ofnewlinguisticitems,predictoutcomes,orcompletemissingparts;

summarizing,orintermittentlysynthesizingwhatonehasheardtoensurethe

informationhasbeenretained;deduction,orapplyingrulestounderstand

language;imagery,orusingvisualimagestounderstandandremembernew

verbalinformation;transfer,orusingknownlinguisticinformationto

facilitateanewlearningtask;elaboration,orlinkingideascontainedinnew

informationorintegratingnewideaswithknowninformation.

Metacognitivestrategiesmakeuseofknowledgeaboutcognitive

processesandconstituteattemptstoregulatelanguagelearningbymeansof

planning,monitoringandevaluating.Theyhaveanexecutivefunction.They

areapplicabletoavarietyoflearningtasks.Amongtheprocessesthatwould

beincludedasmetacognitivestrategiesforreceptiveorproductivelanguage

tasksare:selectiveattentionforspecialaspectsofalearningtask,asin

planningtolistenforkeywordsandphrases;planningtheorganizationof

eitherwrittenorspokendiscourse;monitoringorreviewingattentiontoa

task,monitoringcomprehensionforinformationthatshouldberemembered,

ormonitoringproductionwhileitisoccurring;evaluatingorchecking

comprehensionaftercompletionofareceptivelanguageactivity,or

evaluatinglanguageproductionafterithastakenplace.

Social/affectivestrategiesconcernthewaysinwhichlearnerschooseto

interactwithotherlearnersandnativespeakers.Generally,theyare

consideredapplicabletoawidevarietyoftasks.Thestrategiesthatwouldbe

usefulinlisteningcomprehensionare:cooperation,orworkwithoneormore

peerstosolveaproblem,poolinformation,checknotes,orgetfeedbackona

learningactivity;questioningforclarification,oraskingateacherorother

nativespeakerforrepetition,paraphrase,explanationand/orexamples;self-

talk,orusingmentalcontroltoassureoneselfthatalearningactivitywillbe

successfulortoreduceanxietyaboutatask.

Allinall,languagelearnersshouldbeactiveandshowawarenessofthe

learningprocess.Andtheirownlearningstylesshouldbeflexibleand

appropriateintheiruseoflearningstrategies.

2018年山東師范大學818英語語言

學及應用語言學基礎考研真題及

詳解

Ⅰ.Givedefinitionstothefollowingterms.(40points,5pointseach)

1.Functionalism

【答案】Functionalismorfunctionallinguisticsreferstothestudyofthe

formsoflanguageinreferencetotheirsocialfunctionincommunication.If

considerstheindividualasasocialbeingandinvestigatesthewayinwhich

she/heacquireslanguageandusesitinordertocommunicatewithothersin

herorhissocialenvironment.Functionalismtendstoexplaintheformsof

languagebyattributingadeterminingroleofitsfunction.Thisfunctionis

presumedtobecommunication.Itholdsthattheuseoflanguageinfluences

itsform.Therefore,linguisticsshouldstudythefunctionsoflanguage.Most

contemporarylinguisticsinEuropesincethePragueSchoolisfunctional.

2.Theme

【答案】Fromafunctionalpointofview,someCzechoslovaklinguists

believedthatasentencecontainsapointofdepartureandagoalofdiscourse.

Thepointofdepartureisequallypresenttothespeakerandtothehearer

whichitistheirrallyingpoint,thegroundonwhichtheymeet.Thisiscalled

theTheme.Inotherword,themereferstoinformationthatisnotnewtothe

hearer.

3.Anaphora

【答案】Anaphorareferstoaprocesswhereawordorphrase(anaphor)

refersbacktoanotherwordorphrasewhichwasusedearlierinatextor

conversation.Forexample,in“TomlikesicecreambutBillcan’teatit”,the

word“it”refersbackto“icecream”:itisasubstituteforicecream,whichis

calledtheantecedentof“it”.

4.Stylistics

【答案】Stylisticsisthestudyofthatvariationinlanguage(style)which

isdependentonthesituationinwhichthelanguageisusedandalsoonthe

effectthewriterorspeakerwishestocreateonthereaderorhearer.Although

stylisticssometimesincludesinvestigationsofspokenlanguage,itusually

referstothestudyofwrittenlanguage,includingliterarytexts.Stylisticsis

concernedwiththechoicesthatareavailabletoawriterandthereasonswhy

particularformsandexpressionsareusedratherthanothers.

5.Endocentriccompounds

【答案】Compoundscanbefurtherdividedintoendocentriccompounds

andexocentriccompounds.Theheadofanominaloradjectiveendocentric

compoundisde-verbal;thatis,itisderivedfromaverb.Consequently,itis

alsocalledaverbalcompoundorasyntheticcompound.Usually,thefirst

memberisaparticipantoftheprocessverb.Forexample,wordslike“self-

control”“pain-killer”“sun-tanned”and“virus-sensitive”allbelongto

endocentriccompounds.

6.Communicativecompetence

【答案】Communicativecompetencereferstoknowledgeofnotonlyif

somethingisformallypossibleinalanguage,butalsotheknowledgeof

whetheritisfeasible,appropriate,ordoneinaparticularspeechcommunity.

Communicativecompetenceincludes:(1)knowledgeofthegrammarand

vocabularyofthelanguage;(2)knowingrulesofspeaking;(3)knowinghow

touseandrespondtodifferenttypesofspeechacts,suchasrequests,

apologies,thanksandinvitations;(4)knowinghowtouselanguage

appropriately.

7.Internalfactors

【答案】Theacquisitionofasecondlanguageisdependentona

combinationoffactors.TherateandultimatesuccessinSLAareaffectednot

onlybylearners’experiencewithoptimalinputandinstruction,butalsoby

individuallearnerfactors,namely,internalfactors.Itisknownthatthereisno

uniformwayinwhichlearnersacquiretheknowledgeofasecondlanguage.

Thereareanumberofinternalfactorsthatpotentiallyinfluencethewayin

whichasecondlanguageisacquiredsuchasage,aptitude,motivation,

personality,andcognitivestyle.

8.Tautology

【答案】Tautologycanbedefinedas“sayingthesamethingmorethan

onceindifferentwayswithoutmakingone’smeaningclearerormore

forceful;needlessrepetition.”Asfarastheformofatautologyisconcerned,

tautologycanbeabstractedasaformula:NPBENP.Sotautologyisa

constructioninwhichthesubjectandtheobjectisthesamenominalphrase.

Thoughuninformativebyvirtueofitssemanticcontent,theutteringofa

tautologyconveyssomethingmoreinformative.Forexample,thetautology

“Boysareboys”deliversimplicatureslike“Boysarenaughtyand

mischievousbynature.”

Ⅱ.Answerthefollowingquestionsandexplain.(40points)

1.Whatarethemajorfeaturesofthegrammaticalsyllabus?

【答案】

Thegrammaticalsyllabusisaresponsetothequestion“howdousersof

targetlanguageexpressthemselves?”suchasyllabusassumesthatthe

learner’sneedisforitemswhichcancopewith,whatis,afterall,a

grammaticaldemand.Itsmajorfeaturesarelistedasfollows:

(1)Stressislaidonthewrittenlanguageratherthanthespoken

language;

(2)Theinstructionofgrammarnotonlyfocusesonwhatisregularbut

alsoonwhatisirregular.

(3)Theclassroominstructionsarepresentedinthenativelanguage;

(4)Themajorteachingmethodistranslationandthemasteryofthe

learntgrammaticalrulesischeckedthroughlargequantitiesofwritten

translationandwritingpractice.

2.Whatarethemajorfeaturesofsecondlanguageacquisition?

【答案】

L2acquisitionhasnowadaysbeenregardedasanindependentdiscipline

differentfromL1acquisition.Ithasitsownfeatures.

(1)InL2acquisition,learnersareexposedtoanenvironmentinwhich

linguisticadjustments,suchasforeignertalk,andconversationaladjustments,

havebeenmadetoNNSs(non-nativespeakers).

(2)Itisgenerallytruethatthesecondlanguagelearnersgenerallyare

abletoachieveperfectL1masterybutfailtoattainnative-likecompetence.

Thelanguagetheyproduce,whichiscalledinterlanguageorlearner

language,tendstobecomefossilizedatcertainlevel.Fossilizationhas

becomeoneofthemainfeaturesofinterlanguage.

(3)DuringL2acquisition,thereexiststheinfluenceofL1,or,the

transferofexpressionsorstructuresfromtheL1.ThepositivetransferofL1

knowledgeresultsfromthesimilarityofL1andL2,whilethedifference

betweenthemresultsinthenegativetransfer.

3.Somepeoplethinkthatlanguagedeterminesthought.Doyouagree?

Whyorwhynot?

【答案】

(1)Therelationshipbetweenlanguageandthoughthaslongbeena

subjectofdiscussion.Thereareawiderangeofopinionsaboutthegeneral

natureoftherelationship.Somepeoplethinkthatlanguagedetermines

thought,andthisistheveryhypothesisproposedbyWhorfandSapir.Sapir-

WhorfHypothesisstatesthatourlanguagehelpsmouldourwayofthinking

and,consequently,differentlanguagesmayprobablyexpressourunique

waysofunderstandingtheworld.Ontheonehand,languagemaydetermine

ourthinkingpatterns;ontheother,similaritybetweenlanguagesisrelative,

thegreatertheirstructuraldifferentiationis,themorediversetheir

conceptualizationoftheworldwillbe.

(2)However,theviewpointthatlanguagedeterminesthought,asfarasI

amconcerned,isnottotallyreasonable.Thereasonswillbeshownas

follows:①Differentgrammaticalstructuresdonotmeanthatspeakersof

differentlanguagesdifferinthinkinglogicorreasoning;②Equivalent

translationisalwayspossibleinspiteofthefactthatinpracticethereare

hardlyanypeopleinperfectcontroloftwogeneticallydifferentlanguages;

③Peoplewhohavegoodcommandoftwogenetic-unrelatedlanguagesdo

nothaveadoublemindsordonothavetochangetheirthinkinglogicwhen

speakingforeigntongue.

(3)Toconclude,theopinionthatlanguagedeterminesthoughtactually

admitstherelationshipbetweenlanguageandthought,yetitisbettertosay

thatlanguageinfluencesthoughtratherthantheformerdeterminesthelatter.

4.DoesyourexperienceofEnglishlearningbearouttheinput

hypothesis?Whyorwhynot?

【答案】

(1)Inputhypothesisclaimsthat“Humanacquirelanguageinonlyone

way—byunderstandingmessagesorbyreceiving‘comprehensibleinput’”.

AccordingtoKrashen,inputthatisusefulforL2acquisitionmustbeneither

toodifficultnortooeasytounderstandandoughttobetunedjustrightto

learner’scurrentlevel,representedasi.InthecourseofacquiringtheL2,

learnersprogressfromoneleveltoanother.Thenextleveliscalled“i+1”.

Fori+1tooccur,theinputhastobeslightlybeyondthelevelatwhich

learnersarewellproficient.Thegapbetweeniandi+1isbridgedby

comprehensibleinput,whichistheinformationdrawnfromthecontextand

previousexperience.

(2)BasedonmyexperienceofEnglishlearning,inputhypothesisdoes

makeadifference.AsforChinesestudents,listeningperhapsisthemost

challengingtaskamongfourbasicskills.Inordertoimprovelistening,

teachersatfirstgaveussomeauthenticlisteningmaterialsofVOASpecial

Englishtopractice.Later,wewereaskedtolistentosomeconversationsand

passagesofTEM4,pronouncedwithahigherspeed.Whenadequate

exerciseswerefinished,theteacherresortedtoVOAStandardEnglish

practices.Though,atfirst,mostoftheclassmatescouldnotcatchthepoint

andfeltconfused,gradually,quiteafewcouldunderstandatleastthegistof

thepassage.

(3)Tosumup,inputhypothesisisofgreatuseinlanguageteachingand

tosomeextent,itmayexertasignificantinfluenceontheeffectofstudents’

learningofalanguage.

Ⅲ.Analyzethefollowing.(20points)

1.Considerthefollowingdialoguebetweenthewomanandherson,and

trytoexplaintheillocutionaryforceineachoftheutterance.

[Thesonwalksintothekitchenandtakessomeice-cream.]

Mother:IthoughtyouweredoingyourEnglishexercisesandrecitethe

text.

Son:Ineedtogetmyschoolbag.

Mother:Isn’titinthebedroom?

【答案】

(1)Theillocutionaryactistheactperformedintheperformingofa

locutionaryact.Whenwespeakwenotonlyproducesomeunitsoflanguage

withcertainmeanings,butalsomakeclearourpurposeinproducingthem,

thewayweintendthemtobeunderstood,ortheyalsohavecertainforcesas

Austinpreferstosay.

(2)Astheaboveconversationshows,theillocutionaryforceof“I

thoughtyouweredoingyourEnglishexercisesandrecitethe