南京師范大學(xué)外國語學(xué)院《830英語語言學(xué)基礎(chǔ)知識與翻譯》歷年考研真題及詳解合集

目錄2016年南京師范大學(xué)外國語學(xué)院837英語語言學(xué)基礎(chǔ)知識與翻譯考研真題及詳解2017年南京師范大學(xué)外國語學(xué)院830英語語言學(xué)基礎(chǔ)知識與翻譯考研真題及詳解2018年南京師范大學(xué)外國語學(xué)院830英語語言學(xué)基礎(chǔ)知識與翻譯考研真題及詳解

2016年南京師范大學(xué)外國語學(xué)院837英語語言學(xué)基礎(chǔ)知識與翻譯考研真題及詳解一、語言文學(xué)基礎(chǔ)知識（90分）Ⅰ.Explainthefollowingtermswithexamples.(20%,5pointsforeach)1.synchronicstudy【答案】Asynchronicstudytakesafixedinstant(usuallyatpresent)asitspointofobservation.Languagecanbestudiedatagivenpointintimeorovertime.Whenwestudylanguageataparticulartime,itiscalledsynchroniclinguistics.Synchroniclinguisticsfocusesonthestateoflanguageatanypointsinhistory.Forexample,astudyofthefeaturesoftheEnglishusedinShakespeare’stimewouldbesynchronic.Inmodernlinguistics,synchronicstudyseemstoenjoypriorityoverdiachronicstudy.Thereasonisthatunlessthevariousstateofalanguageissuccessfullystudieditwouldbedifficulttodescribethechangesthathavetakenplaceinitshistoricaldevelopment.2.polysemy【答案】Polysemymeansasinglewordhavingseveralormanymeanings.AccordingtoCrystal,polysemyisatermusedinsemanticanalysistoreferto

alexicalitemwhichhasarangeofdifferentmeanings.Polysemicwordsaresignsofanadvancedculture.Polysemyisalsoanessentialfeatureofalanguage’seconomyandefficiency.Historicallypolysemycanbeunderstoodasthegrowthanddevelopmentorchangeinthemeaningofwords.Forexample,tablehasseveralmeanings,includingakindoffurniture,form,tabulation,etc.3.illocutionaryact【答案】AccordingtoAustin’smodel,aspeakermightbeperformingthreeactssimultaneouslywhenspeaking:locutionaryact，illocutionaryact,andperlocutionaryact.Illocutionaryactistheactofexpressingthespeaker’sintention(conveyingmeaningincontext;theintentionofthespeakerwhilespeaking).Itistheactperformedinsayingsomething.Forexample,inthesentence“Iamthirsty”,thepropositionalmeaningiswhattheutterancesaysaboutthespeaker’sphysicalstate.Theillocutionaryforceistheeffectthespeakerwantstheutterancetohaveonthelistener.Itmaybeintendedasrequestforsomethingtodrink.4.blend【答案】Blend,alsoblending,isthetermforportmanteauword.Inmorphology,arelativelyunproductiveprocessofwordformationbywhichnewwordsareformedfromthebeginning(usuallythefirstphonemeorsyllable)ofonewordandtheending(oftentherhyme)ofanother,orbyjoiningtheinitialpartsofthetwowords.Examplesofblendsformedthis

wayareEnglishsmog(formedfromsmokeandfog),brunch(breakfastandlunch).BlendingisusuallynotconsideredpartofI-Language.Ⅱ.Answerthefollowingquestions.(30%,10pointsforeach)5.Whatisthedifferencebetweenlangueandparole?【答案】Saussuredistinguishedthelinguisticcompetenceofthespeakerandtheactualphenomenaordataoflinguisticsaslangueandparole.Languereferstotheabstractlinguisticsystemsharedbyallthemembersofaspeechcommunity.Parolereferstotheparticularrealizationoflangueinactualuse.Itvariesenormouslyaccordingtoindividuals.Thespeeches,theidiosyncraticutterancesmadebyindividualsareallexamplesofparole.Langueisrelativestableandsystematic,paroleissubjecttopersonalandsituationalconstraints;langueisnotspokenbyanindividual,paroleisalwaysanaturallyoccurringevent.Langueisthesocial,conventionalsideoflanguage,whileparoleisindividualizedspeech.Whatalinguistshoulddo,accordingtoSaussure,istodrawrulesfromamassofconfusedfacts,i.e.todiscovertheregularitiesgoverningallinstancesofparoleandmakethemthesubjectoflinguistics.6.UseSearle’snotionofindirectspeechacttoexplainthefollowingexchangebetweenAandB:

A:Let’sgotothefootballmatchtonight.B:Ihavetopreparetomorrow’spresentation.【答案】Aspeechactwhichisperformedindirectlyissometimesknownasanindirectspeechact.Indirectspeechactsareoftenfelttobemorepolitewaysofperformingcertainkindsofspeechact,suchasrequestsandrefusals.AccordingtoSearle,whenaspeakerisusingindirectlanguage,heisperformingtwospeechactssimultaneously:oneistheprimaryspeechactandtheotheristhesecondspeechact.Theprimaryoneisthespeaker’sgoalofcommunicationandthesecondoneisthemeansbywhichheachieveshisgoal.TheutteranceofAisakindofinvitation,whichexpressesthatAwantstogotothefootballmatchtonightwithB.ButBdoesn’tdirectlyansweryesorno.B’sanswer“Ihavetopreparetomorrow’spresentation”,thepropositionalmeaningiswhattheutterancesaysaboutthespeaker’supcomingpresentation.TheillocutionaryforceistheeffectAwantstheutterancetohaveonB.ThatisBturnsdownA’sinvitation.7.WhatisContrastiveAnalysis?【答案】Contrastiveanalysisisanapproachtoanalysisofsecondlanguageacquisition,basedonabeliefthatamoreeffectiveteachingpedagogywould

comeoutwhenthesimilaritiesanddifferencesbetweennativelanguageandtargetlanguagearetakenintoconsideration.Contrastiveanalysiscomparestheformsandmeaningsacrossthetwolanguagestospotthemismatchesordifferences.ContrastiveAnalysisaimstocomparelanguages(e.g.,L1andL2)inordertodeterminepotentialerrorsfortheultimatepurposeofisolatingwhatneedstobelearnedandwhatdoesnotneedtobelearnedinasecondlanguagelearningsituation.Thegoalofcontrastiveanalysisistopredictwhatareaswillbeeasytolearnandwhatareaswillbehardtolearn.Bysuchananalysis,itissupposedthatsomeleaningdifficultiescouldbepredictedintermsoflanguagetransfer.ContrastiveAnalysiswasassociatedinitsearlydayswithbehaviorismandstructuralism.Ⅲ.Discussandgivecommentsonthefollowingtopics.(40%,20pointsforeach)8.arbitrarinessoflanguage【答案】(1)Arbitrarinessisthecorefeatureoflanguage,whichreferstothefactthatthereisnologicalorintrinsicconnectionbetweenaparticularsoundandthemeaningitisassociatedwith.Agoodexampleisthefactthatdifferentsoundsareusedtorefertothesameobjectindifferentlanguages.Arbitrarinessoflanguagemakesitpotentiallycreative,andconventionalityof

languagemakesalanguagebepassedfromgenerationtogeneration.Forexample,itisunabletoexplainwhyabookiscalleda/buk/andapena/pen/.(2)However,thereseemstobedifferentlevelsofarbitrariness.①Arbitraryrelationshipbetweenthesoundofamorphemeanditsmeaning.Youmayobjecttothiswhenyouthinkofwordswithdifferentdegreesofonomatopoeia,namely,wordsthatsoundlikethesoundstheydescribe.ButinEnglish,totallydifferentwordsareusedtodescribethesound.Forexample,barkinEnglishand汪汪inChinese.②Arbitrarinessatthesyntacticlevel.AccordingtosystemicfunctionalistsandAmericanfunctionalists,languageisnotarbitraryatthesyntacticlevel.Asweknow,theorderofelementsinasentencefollowscertainrules,andthereisacertaindegreeofcorrespondencebetweenthesequencesofclausesandtherealhappenings.Inotherwords,syntaxislessarbitrarythanwords.E.g.,therearetwosentences.“Hecameinandsatdown”.“Hesatdownandcamein”.Thefirstsentencemeansthatthemancameinfirstandthenhesatdown,butthesecondsentencemeanstheopposite,perhapshegotintohiswheelchairandpropelledhimselfintotheroom.③ArbitraryandConvention,conventionmeansyouhavetosaythingsinthiswayandyoucannotchangetheexpressionanyotherway.Forlearnersofaforeignlanguage,itistheconventionalityofalanguagethatismoreworthnoticingthanitsarbitrariness.Thatmaybewhywhenweareburyingourselvesinmemorizingidioms,wefeelnothingofthearbitrarinessofthelanguagebutaresomewhattorturedbyitsconventionality.

9.Sapir-WhorfHypothesis【答案】(1)Sapir-Whorfhypothesissuggeststhatourlanguagewillmouldourviewoftheworldandconsequently,differentlanguagesmayprobablyexpresstheiruniquewaysofunderstandingtheworld.Thehypothesishastwoimportantpoints,linguisticdeterminismandlinguisticrelativity.Linguisticdeterminismreferstothenotionthatalanguagedeterminescertainnonlinguisticcognitiveprocesses.Differentlanguagesofferpeopledifferentwaysofexpressingaround,theythinkandspeakdifferently.Linguisticrelativityreferstothenotionthatsimilaritybetweenlanguageisrelative,thegreatertheirstructuraldifferentiationis,themorediversetheirconceptualizationoftheworldwillbe.(2)Thus,twoversionsoftheSapir-Whorfhypothesishavebeendeveloped,astrongversionandaweakversion.Thestrongversionofthetheoryemphasizesthedecisiveroleoflanguageastheshaperofourthinkingpatterns.Theweakversionofthehypothesis,however,isamodifiedtypeofitsoriginaltheory,suggestingthatthereisacorrelationbetweenlanguage,cultureandthought,butthecross-culturedifferencesthusproducedinourwaysofthinkingarerelativeratherthancategorical.Sofar,manyresearchesandexperimentsconductedprovidesupporttotheweakversion.(3)Linguisticdeterminism,orthestrongversion,hasbeencriticizedforitsexcessiveconcernwithsurfacestructuresofindividuallanguages.Infact,alllanguagesarefundamentalofthesameuniversalhumancharacter,includingthelexical-semanticandsyntacticcomponentsoflanguageandallnormal

humanbeingsaregiftedwiththesamelinguisticfacultyandcognitivecapacity.Theflawsofthathypothesiscanberevealedthroughthefollowinganalysis.①Differentgrammaticalstructuresdonotmeanthatspeakersofdifferentlanguagesdifferinthinkinglogicorreasoning.②Equivalenttranslationisalwayspossibleinspiteofthefactthatinpracticetherearehardlyanypeopleinperfectcontroloftwogeneticallydifferentlanguages.③Peoplewhohavegoodcommandoftwogenetic-unrelatedlanguagesdonothave“doubleminds”ordonothavetochangetheirthinkinglogicwhenspeakingforeigntongue.二、翻譯（60分）Ⅳ.TranslatethefollowingintoEnglish.10.先天下之憂而憂，后天下之樂而樂”這句成語，摘自南宋文學(xué)家兼軍事政治家范仲淹所著的“岳陽樓記”。范仲淹少懷大志，想替國家做些工作，可是當(dāng)他做參知政事的時候卻因迭次奏請朝廷減輕賦稅，整頓武備，選拔賢能，以及其他有利國計民生的建議，招受政敵的仇視。他們在宋仁宗帝前誹謗他，使他遭受貶謫，被迫離京，到遙遠(yuǎn)的地方鄧州去做太守。同時他的好友滕子京也被貶到岳州做知州。滕子京受到貶職，極為憤慨。范仲淹深恐他心境狹小，會惹出禍來，就

想找個機(jī)會，規(guī)勸他要克制情感，小心謹(jǐn)慎，胸襟寬敞，免遭意外。恰巧滕子京就職未久，由于他的才能，把岳州治得很好，人民都能安居樂業(yè)。滕子京覺得心境愉快，就想把陳舊的岳陽樓重新修建，擴(kuò)大規(guī)模，懇請范仲淹寫篇文章留作紀(jì)念。范仲淹抓住了這個好機(jī)會，在文章里暗暗規(guī)勸他。他指出：一個品格高尚的君子，不可因物而喜，和一般游山玩水的俗人一樣；也不可因自己遭遇不幸而悲傷，和一般憂郁的詩人、被貶的官吏一樣；而要以國事為重，處處想到國家和人民。因此他在這篇文章的末尾寫道：唉！我所探索到的古人的心，與上述今日的游山玩水者和心境憂郁的詩人有所不同。高尚的人既不受環(huán)境的影響，也不受心境所左右。他若在廳堂廟宇供職，所關(guān)懷的應(yīng)是人民的福利；雖與宮廷相隔山山水水，但仍關(guān)懷皇上的安危。所以他無論在職或在野，都滿心憂慮。那么他什么時候才快樂呢？答案是：他應(yīng)是先天下之憂而憂，后天下之樂而樂。唉，如果沒有這樣的人，我還有誰可做朋友呢？”【參考譯文】Theidiom“Tobethefirsttoworryabouttheaffairsofthestateandthelasttoenjoyoneself!”isanexcerptfromtheYueyangPavilionwrittenbyFanZhongyan,aChinesewriter,strategistandstatesmaninNorthernSongDynasty.FanZhongyan,withgreatambition,wantedtodosomeworkforthecountry.Butwhenhewasapoliticaladviser,hewasenviedbyhispoliticalenemiesforrepeatedlyaskingthecourttoreducetaxes,rectifymilitaryequipment,selecttalentsandothersuggestionswhichwerebeneficialtothenationaleconomyandpeople’slivelihood.TheyslanderedhimbeforeEmperor

RenzongoftheSongDynasty,sothathewasbanishedandforcedtoleavethecapitalandtobeTaishou(similartomayorinancientChina)ofaremoteplacecalledDengzhou.Atthesametime,hisfriendTengZijingwasalsodemotedbeZhizhou(similartomayorinancientChina)ofYuezhou.Beingdemoted,TengZijingfeltveryindignant.AfraidthatTeng’snarrowmindwouldmakesometroubles,FanZhongyanmanagedtofindanopportunitytopersuadehimtocontrolhisfeelings,becautiousandbroad-minded,soastoavoidaccidents.IthappenedthatalthoughhewasanewZhizhou,TengZijing’sgovernanceoverYuezhouisexcellent,duetohistalent.Peopletheregainedwell-being.TengZijingfeltdelightfulsoheplannedtorebuildtheoldYueyangPaviliontoalargerone.HerequestedFanZhongyantowriteanarticletocommemorate.FanZhongyanseizedthisopportunityandexhortedhimtactfullyinhisarticle.Hepointedoutthatamanofloftymindarenotsupposedtobemadehappybynaturalbeautylikethosecommonpeoplewhoenjoytravellinginnaturalscenery,nortobemadesadbyhisownsituationlikethosemelancholicpoetsordemotedofficials.Instead,amanofloftymindissupposedtoattachgreatimportancetostateaffairsandthinkofthecountryandthepeopleallthetime.Sohewroteintheendofthepassage:Ah!Ihavetriedtostudythemindsofloftyidealsinancienttimes.PerhapstheyweredifferentfromthepeopleImotionabove.Whyisthis?Thereasonisthattheywerenotthrownintoecstasiesovertheirsuccess,norfeltdepressedovertheirfailures.Whentheywereinhighpositionatcourt,theyconcernedaboutthepeople,whentheywereinremoteplace,theyconcernedabouttheiremperor.Theyworriedwhentheygotpromotedorwhenthey

weresentintoexile.Then,whenweretheyhappy?Theywouldsay:‘Tobethefirsttoworryabouttheaffairsofthestateandthelasttoenjoyoneself!’Oh,whoelseshouldIseekcompanywithsavethem.”

2017年南京師范大學(xué)外國語學(xué)院830英語語言學(xué)基礎(chǔ)知識與翻譯考研真題及詳解一、英語語言學(xué)基礎(chǔ)知識（90分）Ⅰ.Explainthefollowingtermswithexamples.(20’,5pointsforeach)1.bilabial【答案】Therearemanypartsofthemouthandthroat(theoralcavity)thatareusedintheproductionofspeechsounds.Intermsofplaceofarticulation,consonantscanbegroupedintobilabials,labiodentals,dentals,alveolars,palatals,velars,andglottal.Bilabialreferstoasoundarticulatedbybringingtogethertheupperandlowerlips.Forexample,English/m/,/p/and/b/inthewordsmy,pet,bird.2.freemorpheme【答案】Freemorphemesarethosewhichmayoccuraloneorconstitutewordsbythemselves.Allmono-morphemesarefreemorphemesandpoly-morphemicwords,whichconsistwhollyoffreemorphemes,arecompounds.Forexample,“dog”,“nation”and“close”arefreemorphemes.Freemorphemescanbedividedintotwocategories.Thefirstoneisthesetof

ordinarynouns,verbsandadjectiveswhichcarrythecontentofmessagesweconvey.Thesefreemorphemesarecalledlexicalmorphemesand,sincewecancreatenewlexicalmorphemesforthelanguagerathereasily,theyarecalledanopenclassofwords.Thesecondcategoryoffreemorphemesiscalledfunctionalmorphemes.Aswealmostneveraddnewfunctionalmorphemestothelanguage,theyarecalledaclosedclassofwords.3.complementaryantonym【答案】Themembersofapairincomplementaryantonymyarecomplementarytoeachother.Thatis,theydivideupthewholeofasemanticfiledcompletely.Notonlytheassertionofonemeansthedenialoftheother,thedenialofonealsomeanstheassertionoftheother,e.g.alive/dead,hit/miss,male/female,boy/girl,etc.Thesentence“Heisalive”means“Heisnotdead”,and“Heisnotalive”alsomeans“Heisdead”.Thereisnointermediategroundbetweenthetwo.Theadjectivesofthiskindcannotbemodifiedbyvery,andtheydonothavecomparativeorsuperlativedegreeseither.Thenorminthistypeisabsolute,andthereisnocovertermforthetwomembersofapair.4.functionalshift【答案】Functionalshiftreferstoachangeinthegrammaticalfunctionofaword,asintheuseofthenouninputasaverborthenounfunasanadjective.Wordsmayshiftfromonepartofspeechtoanotherwithouttheadditionofaffixes.Conversionisalsoknownasfunctionalshift.Inlinguistics,

functionalshiftoccurswhenanexistingwordtakesonanewsyntacticfunction.Forexample,theword“l(fā)ike”,formerlyonlyusedasaprepositionincomparisons(asin“eatslikeapig”),isnowalsousedinthesamewayasthesubordinatingconjunctionasinmanydialectsofEnglish(asin“soundslikehemeansit”).Ⅱ.Answerthefollowingquestions.(30’,10pointsforeach)5.Whatisthedifferencebetweenprescriptiveanddescriptive?【答案】Tosaythatlinguisticsisadescriptivesciencemeansthatlinguiststriedtodiscoverandrecordtherulestowhichthemembersofalanguage-communityactuallyconformanddoesnotseektoimposeuponthemotherrules,ornorms,ofcorrectness.Prescriptivelinguisticsaimstolaydownrulesforthecorrectuseoflanguageandsettlethedisputesoverusageonceandforall.Descriptiveapproachtolanguageattemptstotellwhatisinthelanguage,whileprescriptiveapproachtolanguagetellspeoplewhatshouldbeinthelanguage.Forexample,“Don’tsayX”isaprescriptivecommand;“Peopledon’tsayX”isadescriptivestatement.Thedistinctionliesinprescribinghowthingsoughttobeanddescribinghowthingsare.Inthe18thcentury,allthemainEuropeanlanguageswerestudiedprescriptively.However,modernlinguisticsismostlydescriptivebecausethenatureoflinguisticsasasciencedeterminesitspreoccupationwithdescriptioninsteadofprescription.

6.Howdoessensedifferfromreference?【答案】Senseisconcernedwiththeinherentmeaningofthelinguisticform.Itisthecollectionofallthefeaturesofthelinguisticform;itisabstractandde-contextualized.Forexample,thesenseoftheword“dog”is“adomesticatedcaninemammal,occurringinmanybreedsthatshowagreatdomesticatedcaninemammal,occurringinmanybreedsthatshowagreatvarietyinsizeandform”.Itdoesnotrefertoanyparticulardogthatexistsintherealworld,butappliestoanyanimalthatmeetsthefeaturesdescribedinthedefinition.Referencemeanswhatalinguisticformreferstointhereal,physicalworld;itdealswiththerelationshipbetweenthelinguisticunitandthenon-linguisticworldofexperience.Ifwesay“Thedogisbarking”,wemustbetalkingaboutacertaindogexistentinthesituation.Theword“dog”referstoadogknowntoboththespeakerandthehearer.Thisisthereferenceoftheword“dog”inthisparticularsituation.Itisamatteroftherelationshipbetweentheformandthereality.Inotherwords,Leech’sconceptualmeaninghastwosides:senseandreference.Everywordhasasense,i.e.someconceptualcontent;butnoteverywordhasareference.Forexample,grammaticalwordslike“and”,“if”,“but”donotrefertoanything.7.WhatarethefourmaximsofCooperativePrinciple?

【答案】TherearefourmaximsundertheCooperativePrinciple:themaximofquantity,quality,relationandmanner.Theyareasfollows:Quantity.(1)Makeyourcontributionasinformativeasisrequired(forthecurrentpurposesoftheexchange).(2)Donotmakeyourcontributionmoreinformativethanisrequired.Quality.Trytomakeyourcontributiononethatistrue.(1)Donotsaywhatyoubelievetobefalse.(2)Donotsaythatforwhichyoulackadequateevidence.Relation.Berelevant.Manner.Beperspicuous.(1)Avoidobscurityofexpression.(2)Avoidambiguity.(3)Bebrief(avoidprolixity).(4)Beorderly.Ⅲ.Discussandgivecommentsonthefollowingtopics.(40’,20pointsforeach)8.componentialanalysis【答案】(1)Themeaningofawordisananalyzableunit.Itmaybeseenasacomplexofdifferentsemanticfeatures.Therearesemanticunitssmallerthanthemeaningofaword.Byshowingthesemanticcomponentsofaword,wemay

betteraccountforsenserelations.Componentialanalysisisawayproposedbythestructuralsemanticiststoanalyzewordmeaning.Theapproachisbaseduponthebeliefthatthemeaningofawordcanbedissectedintomeaningcomponents,calledsemanticfeatures.Usually,componentialanalysisisappliedtoagroupofrelatedwordswhichmaydifferfromoneanotheronlybyoneortwocomponents.(2)Plusandminussignsareusedtoindicatewhetheracertainsemanticfeatureispresentorabsentinthemeaningofaword,andthesefeaturesymbolsarewrittenincapitalizedletters.Forexample,theword“woman”isanalyzedascomprisingthefeaturesof+HUMAN,+ADULT,+ANIMATE,+FEMALE.(3)Componentialanalysisprovidesaninsightintothemeaningofwordsandawaytostudytherelationshipsbetweenwordsthatarerelatedinmeaning.However,ashavebeenfound,therearealsodifficultiesintheapproachtoanalyzethemeaningofawordintermsofsemanticcomponents.First,manywordsarepolysemy.Theyhavemorethanonemeaning;consequentlytheywillhavedifferentsetsofsemanticcomponents.Second,somesemanticcomponentsareseenasbinarytaxonomies.However,sometimesthedistinctiontodifferentiatetwosemanticcomponentssuchas“ADULT”and“YOUNG”israthervague.Third,apartfromtheneatlyorganizedpartsofthevocabulary,therearewordswhosesemanticcomponentsaredifficulttoascertain.Forexample,thesemanticcomponentsthemselves,likeHUMAN,ADULT,arenotordinarywordsofEnglish;theybelongtoameta-language.Tosomeonewhodoesnotknowthemeta-language,thesemanticcomponentsexplainnothing.

9.inputhypothesis【答案】(1)Inputhypothesisclaimsthat“Humanacquirelanguageinonlyoneway—byunderstandingmessagesorbyreceiving‘comprehensibleinput’”.AccordingtoKrashen,inputthatisusefulforL2acquisitionmustbeneithertoodifficultnortooeasytounderstandandoughttobetunedjustrighttolearner’scurrentlevel,representedas“i”.InthecourseofacquiringtheL2,learnersprogressfromoneleveltoanother.Thenextleveliscalled“i+1”.For“i+1”tooccur,theinputhastobeslightlybeyondthelevelatwhichlearnersarewellproficient.Thegapbetween“i”and“i+1”isbridgedbycomprehensibleinput,whichistheinformationdrawnfromthecontextandpreviousexperience.ComprehensibleinputisconsideredbothnecessaryandsufficientforL2acquisitiontooccurandoutputplayslittlerole.Inotherwords,L2learningtakesplacebecausethedatatowhichlearnersareexposedcontaincomprehensibleinput.(2)AccordingtoKrashen’sacquisition-learninghypothesis,therearetwowaystoapproachlanguagelearning:acquisitionandlearning.Acquisitionhelpsusproducenatural,rapid,andfluentspeech.Learning,whichisaconsciousstudyofform,helpsuseditthisspeech.Inotherwords,whenwelearnsomethingitwon’thelpusproducefluentcommunication,butitwillhelpusmonitorourcommunicationandcorrectminorerrors.(3)Althoughthevalueofinputinlanguagelearningisself-evident,researchoninputhasbeenhamperedbymanyproblems,oneofwhichisthelackof

linguisticanalysisofdifferenttypesofinput.Itisprobablytruethatvarioustypesofinputleadtodifferenteffectsinlanguagelearning,butwedonotknowtheactuallinguisticdifferencesamongthesetypesofinput.二、翻譯（60分）Ⅳ.TranslatethefollowingintoEnglish.10.不要拋棄學(xué)問胡適諸位畢業(yè)同學(xué)：你們現(xiàn)在要離開母校了，我沒有什么禮物送你們，只好送你們一句話罷。這一句話是：“不要拋棄學(xué)問?！币郧暗墓φn也許有一大部分是為了這張畢業(yè)文憑，不得已而做的，從今以后，你們可以依自己的心愿去自由研究了。趁現(xiàn)在年富力強(qiáng)的時候，努力做一種專門學(xué)問。少年是一去不復(fù)返的，等到稍力衰時，要做學(xué)問也來不及了。即為吃飯計，學(xué)問決不會辜負(fù)人的，吃飯而不求學(xué)問，三年五年之后，你們都要被后來少年淘汰掉的。到那時再想做點學(xué)問來補救，恐怕已太晚了。有人說：“出去做事之后，生活問題急需解決，哪有功夫去讀書？即使

要做學(xué)問，既沒有圖書館，又沒有實驗室，哪能做學(xué)問？”我要對你們說：凡是要等到有了圖書館才讀書的，有了圖書館也不肯讀書。凡是要等到有了實驗室方才做研究的，有了實驗室也不肯做研究。你有了決心要研究一個問題，自然會撙衣節(jié)食去買書，自然會想出法子來設(shè)置儀器。—至于時間，更不成問題。達(dá)爾文一生多病，不能多工作，每天只能做一點鐘的工作。你們看他的成績！每天花一點鐘看10頁有用的書，每年可看3600多頁書，30年可讀11萬頁書。諸位，11萬頁書可以使你成一個學(xué)者了?？墒?，每天看三種小報也得費你一點鐘的功夫，四圈麻將也得費你一點半鐘的光陰。看小報呢？還是打麻將呢？還是努力做一個學(xué)者呢？全靠你們自己的選擇！易卜生說：“你的最大責(zé)任是把你這塊材料鑄造成器?！睂W(xué)問是鑄器的工具。拋棄了學(xué)問便是毀了你們自己。再會了！你們的母校眼睜睜地要看你們十年之后成什么器?！緟⒖甲g文】NeverGiveUpthePursuitofLearningHuShihDearstudentsoftheGraduatingClass,Asyouareleavingyouralmamater,Ihavenothingtoofferyouasagiftexceptawordofadvice.

Myadviceis,“Nevergiveupthepursuitoflearning.”Youhaveperhapsfinishedyourcollegecoursesmostlyforobtainingthediploma,or,inotherwords,outofsheernecessity.However,fromnowonyouarefreetofollowyourownbentinthechoiceofstudies.Whileyouareintheprimeoflife,whynotdevoteyourselvestoaspecialfieldofstudy?Youthwillsoonbegonenevertoreturn.Anditwillbetoolateforyoutogointoscholarshipwheninyourdecliningyears.Knowledgewilldoyouagoodturnevenasameansofsubsistence.Ifyougiveupstudieswhileholdingajob,youwillinacoupleofyearshavehadyourselvesreplacedbyyoungerpeople.Itwillthenbetoolatetoremedythesituationbypickingupstudiesagain.Somepeoplesay,“Onceyouhaveajob,you’llcomeupagainsttheurgentproblemofmakingaliving.Howcanyoumanagetofindtimetostudy?Evenifyouwantto,willitbepossiblewithnolibraryornolaboratoryavailable?”Nowletmetellyouthis.Thosewhorefusetostudyforlackofalibrarywillmostprobablycontinuetodosoeventhoughthereisalibrary.Andthosewhorefusetodoresearchforlackofalaboratorywillmostprobablycontinuetodosoeventhoughalaboratoryisavailable.Aslongasyousetyourmindonstudies,youwillnaturallycutdownonfoodandclothingtobuybooksordoeverythingpossibletoacquirenecessaryinstruments.Timeisnoobject.CharlesDarwincouldonlyworkonehouradayduetoillhealth.Yetwhataremarkablemanhewas!Ifyouspendonehouradayreading10pagesofabook,youcanfinishmorethan3600pagesayear,and110000pagesin30years.

Dearstudents,110000pageswillbequiteenoughtomakealearnedmanofyou.Itwilltakeyouonehourtoreadthreetabloidsaday,andoneandhalfhourstofinishfourroundsofmah-jongaday.Readingtabloids,playingmah-jongorstrivingtobealearnedman,thechoicelieswithyou.HenrikIbsensays,“itisyoursupremedutytocastyourselfintoausefulimplement.”Learningisthecastingmould.Forsakelearning,andyouwillruinyourself.Farewell!Youralmamateriswatchingeagerlytoseewhatwillbecomeofyoutenyearsfromnow.

2018年南京師范大學(xué)外國語學(xué)院830英語語言學(xué)基礎(chǔ)知識與翻譯考研真題及詳解Ⅰ.Definethefollowingterms.(5’×4=20’)1.Displacement【答案】Displacementmeansthathumanlanguagesenabletheiruserstosymbolizeobjects,eventsandconceptswhicharenotpresent(intimeandspace)atthemomentofcommunication.Displacementbenefitshumanbeingsbygivingthemthepowertohandlegeneralizationsandabstractions.2.Narrowtranscription【答案】Whenwetrytosymbolizeallthepossiblespeechsounds,includingeventheminutestshadesofpronunciation,itiscallednarrowtranscription.Innarrowtranscription,therearediacriticsaddedtotheonelettersymbolstoshowthefinerdifferencesbetweensounds.3.Conversationalimplicature【答案】AccordingtoGrice,itreferstotheextrameaningnotcontainedin

theutterance,butunderstandabletothelisteneronlywhenhesharesthespeaker’sknowledgeorheknowswhyandhowheviolatesintentionallyoneofthefourmaximsofCooperativePrinciple.4.Jargon【答案】Jargonreferstospeechorwritingusedbyagroupofpeoplewhobelongtoaparticulartrade,profession,oranyothergroupboundtogetherbymutualinterest,e.g.thejargonoflaw,medicaljargon.Ajargonhasitsownset