1995-2015年歷年英語(yǔ)專業(yè)八級(jí)改錯(cuò)真題

1、精選優(yōu)質(zhì)文檔-傾情為你奉上1995-2015年英語(yǔ)專業(yè)八級(jí)短文改錯(cuò)真題解析及參考答案 2015年3月21日專業(yè)八級(jí)考試改錯(cuò)When I was in my early teens, I was taken to a spectacular showon ice by the mother of a friend. Looked round a the luxury of the 1. _rink, my friends mother remarked on the “plush” seats we had beengiven. I did not know what she meant, an

2、d being proud of my 2. _vocabulary, I tried to infer its meaning from the context. “Plush”was clearly intended as a complimentary, a positive evaluation; that 3. _much I could tell it from the tone of voice and the context. So I 4. _started to use the word. Yes, I replied, they certainly are plush,

3、andso are the ice rink and the costumes of the skaters, arent they? Myfriends mother was very polite to correct me, but I could tell from her 5. _expression that I had not got the word quite right.Often we can indeed infer from the context what a word roughlymeans, and that is in fact the way which

4、we usually acquire both 6. _new words and new meanings for familiar words, specially in our 7. _own first language. But sometimes we need to ask, as I should haveasked for Plush, and this is particularly true in the 8. _aspect of a foreign language. If you are continually surrounded by 9. _speakers

5、of the language you are learning, you can ask them directly, but often this opportunity does not exist for the learner of English.So dictionaries have been developed to mend the gap. 10. _1.looked改成looking 2.she后面加had 3.去掉第二個(gè)a 4.去掉it 5.polite改成politely 6.which改成that 7.specially改成especially8.this改成it

6、 9.continually改成often 10.mend改成narrow2014年英語(yǔ)專八改錯(cuò)真題答案 There is widespread consensus among scholars that second languageacquisition (SLA) emerged as a distinct field of research from the late 1950s toearly 1960s.There is a high level of agreement that the following questions ( a 前面加also)have possessed

7、 the most attention of researchers in this area: (possessed 改為captured)Is it possible to acquire an additional language in thesame sense one acquires a first language? (one前面加as )What is the explanation for the fact adults have (fact后面加that)more difficulty in acquiring additional languages than chil

8、dren have?What motivates people to acquire additional languages?What is the role of the language teaching in the (language前面去掉the)acquisition of an additional language?What socio-cultural factors, if any, are relevant in studying thelearning of additional languages?From a check of the literature of

9、the field it is clear that all (去掉the)the approaches adopted to study the phenomena of SLA so far haveone thing in common: The perspective adopted to view the acquiringof an additional language is that of an individual attempts to do (attempts改為attempting)so. Whether one labels it “l(fā)earning” or “acq

10、uiring” an additionallanguage, it is an individual accomplishment or what is under (or 改為and)focus is the cognitive, psychological, and institutional status of an individual. That is, the spotlight is on what mental capabilities areinvolving, what psychological factors play a role in the learning (i

11、nvolving改為involved)or acquisition, and whether the target language is learnt in theclassroom or acquired through social touch with native speakers. (touch改為contact)2013英語(yǔ)專八改錯(cuò)真題答案Psycho-linguistics is the name given to the study of the psychological processes involved in language. Psycholinguistics s

12、tudy understanding, production and remembering language, and hence are concerned with (1) _listening, reading, speaking, writing, and memory for language.One reason why we take the language for granted is that it usually (2) _happens so effortlessly, and most of time, so accurately. (3) _Indeed, whe

13、n you listen to someone to speaking, or looking at this page, (4) _you normally cannot help but understand it. It is only in exceptional circumstances we might become aware of the complexity (5) _involved: if we are searching for a word but cannot remember it; if a relative or colleague has had a st

14、roke which has influenced (6) _their language; if we observe a child acquire language; if (7) _we try to learn a second language ourselves as an adult; or if we are visually impaired or hearing-impaired or if we meet anyone else who is. As we shall see, all these examples (8) _of what might be calle

15、d “l(fā)anguage in exceptional circumstances” reveal a great deal about the processes evolved in speaking, (9) _listening, writing and reading. But given that language processes were normally so automatic, we also need to carry out careful (10) _experiments to get at what is happening.1. production改成pro

16、ducing2. 去掉the3. 去掉accurately前面的so4. looking改為look5. we前面加that6. 去掉colleague后面的has7. their改成his8. anyone改成 pure老師someone9. evolved改成involved10. were改成are2012年專八真題改錯(cuò)部分The central problem of translating has always been whether to translate literally or freely. Theargument has been going since at least

17、 the first (1) _century B.C. Up to the beginning of the 19th century, many writersfavoured certain kind of “free” translation: the spirit, not the letter; the (2) _sense not the word; the message rather the form; the matter not (3) _the manner. This is the often revolutionary slogan of writers who (

18、4) _wanted the truth to be read and understood. Then in the turn of 19th (5) _century, when the study of cultural anthropology suggested thatthe linguistic barriers were insuperable and that the language (6) _was entirely the product of culture, the view translation was impossible (7) _gained some c

19、urrency, and with it that, if was attempted at all, it must be as (8) _literal as possible. This view culminated the statement of the (9) _extreme “l(fā)iteralists” Walter Benjamin and Vladimir Nobokov.The argument was theoretical: the purpose of the translation, thenature of the readership, the type of

20、 the text, was not discussed. Toooften, writer, translator and reader were implicitly identified witheach other. Now, the context has changed, and the basic problem remains. (10) _參考答案：going后加on2. certain改為a certain3. rather改為not4. is 改為was5. in 改為 at6. 去掉第二個(gè)the7. view后面加that8. 去掉 was9. culminated后面

21、加in10. and 改為but2011年專八真題改錯(cuò)部分From a very early age, perhaps the age of five or six, I knew that when I grew I should be a writer. Between the ages of about 1_seventeen and twenty-four I tried to abandon this idea, but I did so with the conscience that I was outraging my true nature and that 2_soon o

22、r later I should have to settle down and write books. 3_ I was the child of three, but there was a gap of five years 4_on either side, and I barely saw my father before I was eight. For this and other reasons I was somewhat lonely, and I soon developed disagreeing mannerisms which made me unpopular

23、throughout my 5_schooldays. I had the lonely child's habit of making up stories and holding conversations with imaginative persons, and I think from 6_ the very start my literal ambitions were mixed up with the feeling of 7_being isolated and undervalued. I knew that I had a facility with words

24、and a power of facing in unpleasant facts, and I felt that this created 8_a sort of private world which I could get my own back for my failure 9_ in everyday life. Therefore, the volume of serious i.e. seriously 10_intended writing which I produced all through my childhood and boyhood would not amou

25、nt to half a dozen pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation.1.在grow后加up, 考固定短語(yǔ)2. 改consience為consciousness 考詞語(yǔ)區(qū)別，consience翻譯為“良心，道德心”, consiousness翻譯為“意識(shí)”3.改soon為sooner，sooner or later是固定短語(yǔ)4. 在child前加middle, 考上下文理解。 作者是三個(gè)孩子句中的那位5 。改disagreeing 為di

26、sagreeable ，disagreeing只能作動(dòng)名詞， 不能作形容詞。disagreeable mannernisms 令人討厭的習(xí)慣6.改imaginative為imaginary, 考詞語(yǔ)區(qū)別 imaginative翻譯為“有想象力的”，imaginary翻譯為“想象的，虛構(gòu)的”7. 改literal 為literary , 考詞義區(qū)別， literal翻譯為“字面的”，literary 翻譯為“文學(xué)方面的”8.去掉face后的in，face接賓語(yǔ)時(shí)是及物動(dòng)詞?？紕?dòng)詞的基本用法9.在world后加in或者改which為where, 考定語(yǔ)從句10.改Therefore為However

27、或者Nevertheness, 考語(yǔ)境。感悟：11專八改錯(cuò)相對(duì)前幾年專八改錯(cuò)要簡(jiǎn)單一點(diǎn)。本人認(rèn)為詞義區(qū)別考得過(guò)多了。2010年專八真題改錯(cuò)部分So far as we can tell, all human languages are equally complete and perfect as instruments of communication: that is, every language appears to be well equipped as any other to say 1_the things their speakers want to say. 2_There

28、 may or may not be appropriate to talk about primitive 3_ peoples or cultures, but that is another matter. Certainly, not all groups of people are equally competent in nuclear physics or psychology or the cultivation of rice . Whereas this is not the 4_ fault of their language. The Eskimos , it is s

29、aid, can speak about snow with further more precision and subtlety than we can in 5_ English, but this is not because the Eskimo language (one of those sometimes miscalled 'primitive') is inherently more precise and subtle than English. This example does not come to light a defect 6_in Engli

30、sh, a show of unexpected 'primitiveness'. The position is simply and obviously that the Eskimos and the English live in similar 7_ environments. The English language will be just as rich in terms 8_for different kinds of snow, presumably, if the environments in which Englishwas habitually us

31、ed made such distinction as important. 9_ Similarly, we have no reason to doubt that the Eskimo language could be as precise and subtle on the subject of motor manufacture or cricket if these topics formed the part of the Eskimos' life. 10_1 .be后插入 as; asas引導(dǎo)的比較級(jí)2 .their改為its; its代替every languag

32、e3 .There改為It; It此處作為形式主語(yǔ)，真正的主語(yǔ)是后面的不定式4 .Whereas改為But ； 語(yǔ)境需要表示轉(zhuǎn)折的連詞，whereas表示對(duì)比5. further 改為much further不能修飾比較級(jí) 6 .come改為bring; (sth)come to light , bring sth to light bring to light the defect of English =bring the defect of english to light 揭示英語(yǔ)的缺陷7. similar改為different; 根據(jù)語(yǔ)境應(yīng)該用different8. will改為wo

33、uld; 虛擬語(yǔ)氣9 .as important去掉as; 10 t.he part去掉the或者改the為a be/become/form (a) part of 是固定短語(yǔ) 2009專八改錯(cuò)原題The previous section has shown how quickly a rhyme passesfrom one school child to the next and illustrates the further difference (1)_between school lore and nursery lore. In nursery lore a verse, lear

34、nt in early childhood, is not usually passed on again when the (2)_ little listener has grown up, and has children of their own, or even (3)_grandchildren. The period between learning a nursery rhyme and transmitting it may be something from twenty to seventy years. With (4)_the playground lore, the

35、refore, a rhyme may be excitedly passed (5)_ on within the very hour it is learnt; and in the general, it passes (6)_ between children of the same age, or nearly so, since it is uncommon for the difference in age between playmates to be more than five years. If ,therefore, a playground rhyme can be

36、shown to have been currently for a hundred years, or even just for fifty, it follows that it (7)_has been retransmitted over and over; very possibly it has passed (8)_along a chain of two or three hundred young hearers and tellers, and the wonder is that it remains live after so much handling, (9)_t

37、o let alone that it bears resemblance to the (10)_答案分析：(1) the further difference改為a further difference（此次應(yīng)該用不定冠詞表示泛指）(2) 改when 為until, 結(jié)構(gòu)not.until翻譯為“直到才”(3)their改為his（代詞與前文a little listener在單復(fù)數(shù)上保持一致）(4)something 改為anything 此處指二十到七十的任何時(shí)段(5)therefore改為however （根據(jù)上下文邏輯關(guān)系）(6) in the general去掉the （習(xí)慣用法

38、in general 表示總的來(lái)說(shuō)，一般不用冠詞）(7) currently 改為current （這里起的是表語(yǔ)的作用，需要形容詞而不是副詞）(8) it has passed改為 it has been passed （與分號(hào)前的被動(dòng)保持一致）(9) live 改為 alive alive翻譯為“鮮活的”，一般作補(bǔ)語(yǔ)；live翻譯為“現(xiàn)場(chǎng)轉(zhuǎn)播的；活的”，一般作定語(yǔ)(10) to let alone改為 let alone (let alone 為習(xí)慣搭配，意思是“更不用說(shuō)2008年專八真題 短文改錯(cuò) The desire to use language as a sign of natio

39、nal identity is avery natural one, and in result language has played a prominent _1_part in national moves. Men have often felt the need to cultivate _2_a given language to show that they are distinctive from another _3_ race whose hegemony they resent. At the time the United States _4_split off fro

40、m Britain, for example, there were proposals thatindependence should be linguistically accepted by the use of a _5_different language from those of Britain. There was even one _6_ proposal that Americans should adopt Hebrew. Others favouredthe adoption of Greek, though, as one man put it, things wou

41、ldcertainly be simpler for Americans if they stuck on to English _7_ and made the British learn Greek. At the end, as everyone _8_ knows, the two countries adopted the practical and satisfactorysolution of carrying with the same language as before. _9_Since nearly two hundred years now, they have sh

42、own the world _10_that political independence and national identity can be completewithout sacrificing the enormous mutual advantages of a commonlanguage.1. in result 改成in consequence， 2 moves改成movements.3. distinctive改成distinct或different4 .在time后加when 5 .accepted 改成realized 6. those改成that 7. 刪除on,

43、8 .At 改成In9 carrying with 改成 carrying on with10 .now改成 ago 2007專八真題 短文改錯(cuò) From what has been said, it must be clear that no one can make very positive statements about how language originated. There is no material in any language today and in the earliest 1_records of ancient languages show us langua

44、ge in a new and 2_emerging state. It is often said, of course, that the language 3_originated in cries of anger, fear, pain and pleasure, and the 4_necessary evidence is entirely lacking: there are no remote tribes, no ancient records, providing evidence of a language with a large proportion of such

45、 cries 5_than we find in English. It is true that the absence of such evidence does not disprove the theory, but in 6_other grounds too the theory is not very attractive. People of all races and languages make rather similar noises in return to pain or pleasure. The fact that 7_such noises are simil

46、ar on the lips of Frenchmen and Malaysians whose languages are utterly different, serves to emphasize on the fundamental difference 8_between these noises and language proper. We maysay that the cries of pain or chortles of amusement are largely reflex actions, instinctive to large extent, 9_whereas

47、 language proper does not consist of signsbut of these that have to be learnt and that are 10_wholly conventional.1, 改and為or, any languagages today or recordsof ancient languages 是并列成分，在否定句中用or2, 改show為showing, 現(xiàn)在分詞作定語(yǔ)3， 刪除the, 表示泛指4， 改and為but, 根據(jù)語(yǔ)境此處是轉(zhuǎn)折5，改 large為larger, 后面有than, 應(yīng)該用比較級(jí)6， 改in為on, on

48、 other grounds “ 基于其它理由”，為固定搭配7，改return為response , in response to “對(duì)作出反應(yīng)”8，刪除on, emphasize sth emphasize是及物動(dòng)詞 9，在large前加a, extent 是可數(shù)名詞，前面要加冠詞。 "to a large extent"翻譯為“在很大程度上”10，改 these為 those those that/who為固定形式 2006專八短文改錯(cuò)We use language primarily as a means of communication withother huma

49、n beings. Each of us shares with the community in which welive a store of words and meanings as well as agreeing conventions as 1_to the way in which words should be arranged to convey a particular 2_message: the English speaker has in his disposal vocabulary and a 3_set of grammatical rules which e

50、nables him to communicate his 4_thoughts and feelings, in a variety of styles, to the other English 5_speakers. His vocabulary, in particular, both that which he uses active-ly and that which he recognises, increases in size as he growsold as a result of education and experience. 6_But, whether the

51、language store is relatively small or large, the systemremains no more than a psychological reality for the individual, unlesshe has a means of expressing it in terms able to be seen by another 7_member of his linguistic community; he bas to give the system aconcrete transmission form. We take it for granted the two