山東師范大學(xué)外國語學(xué)院908外語教學(xué)《理論基礎(chǔ)》專業(yè)碩士歷年考研真題及詳解合集

目錄2011年山東師范大學(xué)908外語教學(xué)理論基礎(chǔ)考研真題及詳解2012年山東師范大學(xué)908外語教學(xué)理論基礎(chǔ)考研真題及詳解2013年山東師范大學(xué)908外語教學(xué)理論基礎(chǔ)考研真題及詳解2014年山東師范大學(xué)908外語教學(xué)理論基礎(chǔ)考研真題及詳解2015年山東師范大學(xué)908外語教學(xué)理論基礎(chǔ)考研真題及詳解

2016年山東師范大學(xué)908外語教學(xué)理論基礎(chǔ)考研真題及詳解

2011年山東師范大學(xué)908外語教學(xué)理論基礎(chǔ)考研真題及詳解I.Explainthefollowingterms.(共7道小題，每題5分，共計(jì)35分)1．Deductiveteaching【答案】Deductiveteachingisamoretraditionalformofteaching.Indeductiveteachingyoutypicallyprovideinformation(lecture),sharespecificexamplesoftheconceptorskillsbeingtaught,then,allowstudentstopracticetheskillbeingtaught.Thisisamoreteacher-centeredmodelofteachingthatisruledriven.Someofthepositivesofthismethodarethatitistimesavingandgetstothepointofthelessoneasily.2．Positivetransfer【答案】Positivetransferiswherethetwohabitssharecommonaspects,suchtheknowingonewillhelpwithlearningtheother.Itmayhelporfacilitatelanguagelearninginanotherlatersituation,andmayoccurwhenboththenativelanguageandthetargetlanguagehavethesameform.3．Reflectiveteaching【答案】Areflectiveapproachtoteachingisoneinwhichteachersandstudentteacherscollectdataaboutteaching,examinetheirattitudes,beliefs,assumptionsandteachingpractices,andusetheinformationobtainedasabasisforcriticalreflectionaboutteaching.4．Communicativestrategies【答案】Communicativestrategiesaredefinedasmutualattemptsoftwointerlocutorstoagreeonameaninginsituationswhererequisitemeaningstrategiesdonotseemtobeshared.Fromtheperspectiveoferrorresources,CSisdefinedastheprocessofinter-lingualtransferandthecontextoflearningasalearnertriestogetamessagethroughtoahearerorreader.5．Student-centeredteaching【答案】Student-centeredteachingaimstodeveloplearnerautonomyand

independencebyputtingresponsibilityforthelearningpathinthehandsofstudents.Student-centeredinstructionfocusesonskillsandpracticesthatenablelifelonglearningandindependentproblem-solving.Student-centeredteachingemphasizesthelearner’scriticalroleinconstructingmeaningfromnewinformationandpriorexperience.Student-centeredteachingputsstudents’interestsfirst,acknowledgingstudentvoiceascentraltothelearningexperience.Inastudent-centeredteachingpace,studentschoosewhattheywilllearn,howtheywilllearn,andhowtheywillassesstheirownlearning.Thisisincontrasttotraditionaleducation,alsodubbed“teacher-centeredlearning”,whichsituatestheteacherastheprimarily“active”rolewhilestudentstakeamore“passive”,receptiverole.Inateacher-centeredclassroom,teacherschoosewhatthestudentswilllearn,howthestudentswilllearn,andhowthestudentswillbeassessedontheirlearning.Incontrast,student-centeredteachingrequiresstudentstobeactive,responsibleparticipantsintheirownlearningandwiththeirownpaceoflearning.6．Culturalawareness【答案】CulturalAwarenessisthefoundationofcommunicationanditinvolvestheabilityofstandingbackfromourselvesandbecomingawareofourculturalvalues,beliefsandperceptions.7．Context【答案】Therelevantconstraintsofthecommunicativesituationthatinfluencelanguageuse,languagevariation,anddiscoursesummary.II.Writebriefanswerstothequestions.(共3道小題，每題15分，共計(jì)45分)1．Whydowesaythatbehaviorismoflearningwasapowerfulinfluenceonthedevelopmentoftheaudio-lingualapproach?【答案】Theaudio-lingualapproachisamethodofforeignorsecondlanguageteachingwhichemphasizestheteachingofspeakingandlisteningbeforereadingandwriting.Behaviorismoflearningisthebasisoftheaudio-

lingualapproach.Behaviorismproposesthatlearninglanguageisaprocessofhabitformation,whichincludesthreestages:imitation,reinforcementandformation.Itprocessesthatcertaintraitsoflivingthings,andinthiscasehumanscouldbetrainedthroughasystemofreinfourcement—correctuseofatraitwouldreceivepositivefeedbackwhileincorrectuseofthattraitwouldreceivenegativefeedback.Audio-lingualapproachfollowssuchprocess.Studentsareaskedtodolotsofdrillsofspeakingandlisteningandtoimitate.Andthethehabitsaboutlanguageareformed.2．Whatisyourunderstandingofthesignificanceofinter-language?【答案】ProposedbySelinker,theconceptofinter-languagewasestablishedaslearner’sindependentsystemofthesecondlanguage,whichisneitherthenativelanguagenorthesecondlanguage,butacontinuumorapproximationfromoneextremeofmother-tonguetotheotherofthesecondlanguage.Whatlearnersprodece,correctorwrong,areevidenceoftheapproximationfromtheirlanguagetothetargetlanguage,itisimperfectcomparewiththetargetlanguageeither.Therefore,inter-languagecanhelplearnersrealizethegapbetweentheirownlanguageandthetargetlanguage.Inter-languagecanhelplanguagelearnersandteachersunderstandtherelationshipbetweennativelanguage,inter-languageandforeignlanguage.Theformationofinter-languageisaffectedbybothnativelanguageandtargetlanguage,theirrelationshipismorecomplicated.Itseemsthatinter-languagedetivesfromnativelanguageandtargetlanguage,butisinferiortothelatter.Inter-languagealsoshedslightsonlatentpsychologicalstructure.Relevantbehavioraleventsinapsychologyofsecond-languagelearningshouldbemadeidentifiedwiththeaidoftheoreticalconstructswhichassumethemajorfeaturesofthepsychologicalstructureofanadultwheneverheattemptstounderstandSLsentencesortoproducethem,weassumethatthereissuchapsychologicalstructureandthatitislatentinthebrain,activitatedwhenoneattemptstolearnasecondlanguage.Ontheotherhand,inter-languageiscomparativelyindependentfromnativelanguageandwiththehelpofinter-langue,thenativelanguagecanbepredictedandanalysed.

3．StatebrieflythereasonswhyErrorAnalysisreplacedContrastiveAnalysisandthegeneralproceduresinvolvedinErrorAnalysis.【答案】TherearesomereasonswhichcauseContrastiveAnalysistobereplaced.Firstly,thereweredoubtsconcerningtheabilityofCAtopredicterrorsinlanguagelearning.Itwasshowninresearchthatnotallerrorswerecausedbytheinterferencebythemothertongue.ItisobviousthatthepsychologicalandlinguisticbasisofCAisclearlydefective,becauseitisbasedonbehaviorismandstructuralism.Secondly,therewereanumberoftheoreticalcriticismsregardingthefeasibilityofcomparinglanguagesandthemethodologyofcontrastiveattackedbyChomskyandothers.Andtheterms“stimulus”,“response”,“reinforcement”wererejectedasaninadequateexplanationoflanguagelearning.Inadditiontothis,therewereobjectionstothevalidityofequationgdifferencewithdifficultyontheonehandanddifficultywitherrorontheother.Thirdly,thereweredoubtsaboutwhetherCAhadanypracticalworthtolanguageteaching.CAstudiesconcentratedlargelyongrammaticalaspects—thephonologicallevel,themorphemiclevelandthesyntacticallevel.Thereispracticallylittlecontrastiveanalysisabovethesentencelevel,letalonethetextualordiscourselevel.Inaddition,ifamajorityoflearnererrorsarenotcausedbyinterference,thenCAisoflimitedvalue.However,themaindoubtaboutCAfromapedagogicpointofviewhasarisenfromthechaningattitudestotheroleoferrorsinlanguagelearning.CAwasbasedontheneedtoavoiderror,butiferrorisseenasapositiveaspect—anecessarydevelopmentalprocessoflanguagelearning,thenwhyshouldwedeviseateachingprogramtopreventit?Theprocedureoferroranalysisconsistsofthefollowingsteps:(1)Recognition.Dealingwithasentenceproducedbythelanguagelearner,weshouldfirstaskwhetherthesentenceisgrammaticallycorrect.Iftheanswerisnegative,thenerrorsexist.Iftheanswerispositive,thenwefurthercheckwhetherthesentenceisappropriateinthecommunicativecontext.Anegativeanswerindicatesamistake.(2)Description.Iftheerroneoussentenceisintelligible,wecompareitwiththecorrectsentenceproducedbyanativespeakerandlisttheerrorsandmistakes.Ifthemeaningofthesentenceisnotclear,wemayrefertothelearner’snativelanguagetofindoutwhathemeansandcarryouta

contrastiveanalysis.Takingintoconsiderationtheuseoflanguageinsocialcontexts,wecandescribemistakesaswellaserrors.(3)Explanation.Whenanerrorisrecognizedanddescribed,weattempttoanswerthequestion“Whydidthelearnercommitthiserror?”Inotherwords,wemakehypothesisaboutthepsychologicalprocesseswhichhavecausedthelearnertocommittheerror.Thiswillleadustoprovideanswerstoafundamentalquestion“Howdopeoplelearnlanguage?”TherearesomeproblemswithErrorAnalysis(GassandSelinker,2001).Firstly,itisinadequatetorelyonerrorstostudyhowL2islearned.Weneedtoconsidererrorsaswellasnonerrorstogettheentirepictureofalearner’slinguisticbehaviour.Secondly,itisdifficulttodeterminewhatanerrorisanerrorof.Forexample:TherearesomanyTaiwanpeoplelivearoundthelake.Wedonotknowiftheerroroccursbecause“who”isomittedafter“people”orbecause“l(fā)ive”isusedinsteadof“l(fā)iving”.Thirdly,erroranalysisover-stressesproductiondataandfailstoaccountforerroravoidance(thelearneravoidsaparticularwordorstructure.)III.Writeadiscussiononeachofthefollowingtopics(共2道小題，每題20分，共計(jì)40分)1.Balancingform-focusedinstructionandmeaning-focusedinstruction.【答案】Formandmeaningarebothimportantinourlanguageteaching,sobalancingform-focusedinstructionandmeaning-focusedinstructionaresoimportantbutchallengingforourEnglishteachers.Inthelanguageclassroom,teachersshouldstrivetobalanceform,meaning,anduse.Studentsshouldunderstandnotonlythemechanicsofthelanguage,butalsothehows,whys,andwheresaparticularstructure,word,orphrasegetsused.Forexample,inalessononthepastperfecttense,studentsneedtolearnthesentencestructure.Theteacherfirstdrillspastparticiplesonavarietyofverbs(eat/eaten,swim/swum,buy/bought).Hethenplugsthepastparticiplesintothegrammarstructure,withstudentsthenfurtherpracticingthematerialviaexamplesentencesandmoredrills.

However,theclassalsoneedstolearnthatthepastperfectplacesactionsoreventsinorderforthelistenerorreader.Thegrammarservesasamarkerofwheneventshappened.Thisisespeciallyneededwhenthespeakerforgetssomeinformationandhastobacktrackinthestory.Thisisalsoimportantwheninformationneedsfurtherclarification.Withregardstovocabulary,studentsmustunderstandthepronunciationofaword.Ifinawrittentext,thenstudentsmustknowhowtospellaword.Prefixes,suffixes,androotsarealsoimportant,especiallyattheintermediateandadvancedlevels.Studentsshouldbeabletobreakdownthecomponentsofawordtoguessatthemeaning.Takethefollowingprefixes:biannual—“bi”meanstwice,sothenewmeaningis“twiceayear”distrust—“dis”meansnot,sothenewmeaningis“nottotrust”submarine—“sub”meansunder,sothenewmeaningis“underwater”Withanunderstandingofprefixesandsuffices,studentsdon’talwayshavetoscurryforadictionaryeverytimetheyencounteranunknownword.However,studentsshouldalsolearntoreadilyrecognizethatthewordmaybeanoun,verb,adjective,oradverb.Thisisbecomespossiblebydevotingaportionofthelessontoform.Meaning:Thisisthementalimage/comprehensionthatisgeneratedbythegrammarorvocabulary.Studentsconnectthegrammarstructurewiththemeaning.Forexample,thepasttensesignalseventsinthepast,thepastperfectsignalsearlieractions/eventsinanarrative.Oncetheteacherhaspresentedthestructure,heshouldtalkaboutthemeaningtoo.Whenvocabularyisthefocusofthelesson,studentsconnecttheformofthewordwithitsmeaning.Thisoccursbothatthemicro-andmacro-levels.Atthemicro-level,thewordstandsalone.Studentsunderstandtheimagetriggeredbyaspecificword.However,atthemacro-level,awordmayhaveadifferentmeaningbecauseofthesentenceinwhichitappears.Thereisoftennuanceorsomeotherconceptgenerated.Inaddition,whensomeoneusesaword,theremaybeotherassociatedwordchoicesselectedortriggered.

2．Theconceptoflearningstylesanditsimplicationsforforeignlanguageteaching.【答案】Learningstylesrefertoarangeofcompetingandcontestedtheoriesthataimtoaccountfordifferencesinindividuals’learning.Thesetheoriesproposethatallpeoplecanbeclassifiedaccordingtotheir‘style’oflearning,althoughthevarioustheoriespresentdifferingviewsonhowthestylesshouldbedefinedandcategorised.Acommonconceptisthatindividualsdifferinhowtheylearn.Implications:(1)TheStudent:Themoreskilledthestudent,thelessinputthatshouldberequiredbytheteacher.Oncetheyhave‘learnedtolearn’,theynowhavethetoolstosolveproblemsandfindinformationforthemselvesratherthanbespoonfed.Theimplicationforbeginners(cognitive/associativestages)wouldbeamoreautocraticapproachtohelpthembuildupamentalencyclopaediaofdata(schematheory—Schmidt,1975).For‘elitelearners’(autonomousstage)amoredemocraticorlaissez-faireapproachmayworkbetterforthereasonsmentionedabove.MotivationisamassivefactorinlearningthatnoneofthestylesIamawareofmention.Ifyouaremotivatedtoachievesomethingyouarefarmorelikelytobesuccessfulatitthanifyouareforcedtodoit.Fromapersonalpointofviewthiswouldbeanythingrelatedtomaths!Enjoymentmustalsobelinkedtomotivationtoanextent.Ifyoufindanexperienceinherentlyenjoyableyouaremorelikelytowanttorepeat(practice)iti.e.positivereinforcement.Thiscouldbeoneofthemostimportantandoverlookedfactors.Theimplicationforcoaches/teacherswouldbetomakeyourlessons/sessionsenjoyable(butagainthismaynotbetoeveryone’staste—somelearnersmaywanttobeinamoreseriousenvironment—theremaybelinksheretodifferentpersonalitytypes/disorderse.g.perfectionism,OCD,Asperger’s).Iwouldliketopointoutadistinctionbetweenenjoymentandfunhere.Funhasimplicationsofrunningaroundaplaygroundaimlessly,whereasenjoymentcanbeseriousbutstillpleasurable—gettingthebalancerightisthetrickypart!(2)TheTeacher:groupmanagementisundoubtedlyafactor.Ateacher’spersonalitymaylenditselftothembeingmoreauthoritarianormorelaid-backandcharismatic.Theymayhavetheirownparticularstyleofdelivery

thatrarelyorneverchanges.AccordingtoChelladurai’s(1984,1990)Multi-DimensionalTheoryofLeadership,adaptabilityiskey.Thecloserthatrequired,preferredandactualleaderbehaviouristothegroup’spreference,thenthemorelikelythatsuccessfuloutcomesandgroupsatisfactionwillbeachieved.Theobviousimplicationhereisthatthebestcoaches/teacherscanchangetheirstyleofdeliveryandeffectivelymanageeachindividualinthegroupratherthanbeinga‘onetrickpony’.AgoodexampleofthiswouldbeSirAlexFerguson.Althoughhewasnotoriousforgivingplayersthe‘hairdryer’treatmentinthedressingroomwherehegotrightintotheirfacestodeliverwhatcouldpolitelybecalleda‘firmrebuke’,hegenerallyknewwhichplayersneededthisandwhichweremoreinneedofaquietwordandanarmroundtheshoulder’.However,eventhemostexperiencedcangetitwrongsometimesasthismayhavebackfiredduringtheincidentwithDavidBeckhamdependingonwhichversionofthestoryyoubelieve,butitgoestoshowthatnobodyistoooldtolearnanewlesson!(3)Passionandenthusiasmforthesubjectarealsoamustforsuccessfulcoaches/teachers.Thereisnothingmoreuninspiringthansomeonewholooksjadedoruninterestedinwhattheyaredelivering.Ontheotherhand,acoach/teacherwithrealpassioncanactasarealspurtolearners.Iamsurewecanthinkofcoaches/teachersthatfallintobothcategories.(4)TheSubject:thismayagainlinktomotivationandenjoyment.Thebestmotivatorissuccessandifyouaresuccessfulatsomethingyouaremorelikelytoenjoyitandrepeatthatactions.Ifthiscontinuestobeanachievablechallengethenitseemslikelythatyouwouldadheretothisactivity.Ifitbecametooeasythenmotivationmaydecreaseduetoboredom.Ifitbecamepersistentlytoohard(increasingcomplexityoftheskillsinvolvedwithlittlemastery),thensuccess(performancecurve)wouldbecometooinfrequentmeaningthatthelearnermaydropout.Goodgoal-settingskillsmaybevitalhereforteacher/coachandlearner.(5)TheEnvironment:Resourcesorlackofmaybeafactordependingontheactivitytakingplace.Financesmaycomeintothisequation.Academiesinsportinthiscountryarenowpopulatedbymiddleclasschildrenwhoseparentshavethemoneyandresourcestobuyexpensiveequipmentandferrytheiroffspringaroundthecountrytofulfillfixturesandattendtraining

severaltiesaweek.Timemaybeanotherfactor.Anobviousexampleofthismaybelinkedtoanotheraspectoftheenvironment—theweather.FootballersinSpainhaveonaverageaccumulatedthousandsmorehoursofpracticedbythetimetheygetto16thantheirBritishcounterparts,partlyduetolackoffacilitiesandinclementweatherintheUK,whichmaybereflectedintheirtechnical/tacticalsuperiority.Groupsizemaybeafactor.Typeofsportwouldbeanindicatorofthis.Someoneinvolvedinanindividualsport(batsports,golf,tennis)wouldbytheverynatureofthesport,havemoretimewiththeircoaches/instructorsthansomeoneinateamsport(e.g.football,rugby,hockey).Thiswouldgivethemenhancedaccesstoinformationthatmayimprovetheirperformance,whereasindividualsupportinteamsportsmaybelesslikely(maybelinkedtoresourcesaselitesportingorganisationswouldhavebetteraccesstospecialisedcoachingstaffandsportscientists).IV.CaseAnalysis(共1道小題，共計(jì)30分)Direction:Thefollowingmaterial,whichistakenfromSeniorEnglishforChinaTeacher’sBook1B,isusedtotrainstudents’listeningabilities.Readthetapescriptanddeveloponepre-listeningactivityandtwotypesofwhile-listeningactivities.Foreachactivityyoudevelop,pleasespecifythetrainingpurpose.“Throwmesomething,Mister!Throwmesomething,Mister!”Thousandsofpeoplearewaitingfortheparadetopassthembyandforsomeonetothrowthemacup,somebeads,orsomecandy.WelcometoNewOrleans,USA.WelcometoMardiGras.MardiGrasisaholidaycelebratedintheSouthoftheU.S.Thenameofthefestival,MardiGras,isFrenchandmeans“FatTuesday”.MardiGrasiscelebratedonaTuesdaybetweenFebruary3andMarch9,always47daysbeforeEasterSunday.DuringMardiGras,peopleliketodressupincolourfulandunusualcostumes,andofcourse,watchparadesinthestreets.TheofficialcoloursofMardiGrasarepurple,greenandgold.MardiGrasiscelebratedfortwoweeksbeforeFatTuesdayandpeoplefromallovertheworldcometowatchthefestival.【答案】Pre-listeningActivity:

(1)Askstudentstotalkaboutwhataretheirfavoritewesternholidays.(2)IntroducesomethingaboutMardiGrasandaskstudentstopredictwhatcanbeintroducedinthematerial.Pre-listeningActivityusestop-downmethod.Itaimstointroducebackgroundinformationtohelpstudentsunderstandthematerial.While-listeningActivity:(1)Listentothetapeandwritedownsomeimportantinformation.(2)Listenagainandgivestudentssomestatematestoaskthemtojustifyandtofillsomeblanks.Thefirststepaimstotrainstudents’exclusivelisteningabilitywhilethesecondstepistodevelopstudents’inclusivelisteningskill.【解析】在聽前活動的設(shè)計(jì)中，可以從自上而下以及自下而上兩種聽力方式入手選擇。在聽中的活動中，主要訓(xùn)練學(xué)生泛聽以及精聽的能力。

2012年山東師范大學(xué)908外語教學(xué)理論基礎(chǔ)考研真題及詳解I.Explainthefollowingterms.(共7道小題，每題5分，共計(jì)35分)1．Inter-language【答案】Thetypesoflanguageconstructedbysecondorforeignlanguagelearnerswhoarestillintheprocessoflearningalanguageareoftenconsideredasinter-language.Inter-languageisoftenunderstoodasalanguagesystembetweenthetargetlanguageandthelearners’nativelanguage.2．Cognitivestyle【答案】Cognitivestyleor“thinkingstyle”isatermusedincognitivepsychologtodescribethewayindividualsthink,perceiveandrememberinformation.Cognitivestylediffersfromcognitiveability(orlevel),thelatterbeingmeasuredbyaptitudetestsorso-calledintelligencetests.Thereiscontroversyovertheexactmeaningoftheterm“cognitivestyle”andwhetheritisasingleormultipledimensionofhumanpersonality.HoweveritremainsakeyconceptintheareasofeducatioandmanagemenIfapupilhasacognitivestylethatissimilartothatofhis/herteacher,thechancesareimprovedthatthepupilwillhaveamorepositivelearningexperience.Likewise,teammemberswithsimilarcognitivestyleslikelyfeelmorepositiveabouttheirparticipationwiththeteam.Whilematchingcognitivestylesmaymakeparticipantsfeelmorecomfortablewhenworkingwithoneanother,thisalonecannotguaranteethesuccessoftheoutcome.3．Affectivefilter【答案】Theaffectivefilterisatheoreticalconstructinsecondlanguageacquisitionthatattemptstoexplaintheemotionalvariablesassociatedwiththesuccessorfailureofacquiringasecondlanguage.Theaffectivefilterisaninvisiblepsychologicalfilterthatcaneitherfacilitateorhinderlanguageproductioninasecondlanguage.Whentheaffectivefilterishigh,individualsmayexperiencestress,anxiety,andlackofself-confidencethatmayinhibitsuccessinacquiringasecondlanguage.Ontheotherhand,alowaffectivefilterfacilitatesrisk-takingbehaviorinregardstopracticingandlearningasecondlanguage.4．Communicativelanguageteaching【答案】Communicativelanguageteaching(CLT),orthecommunicativeapproach,isanapproachtolanguageteachingthatemphasizesinteractionasboththemeansandtheultimategoalofstudy.LanguagelearnersinenvironmentsutilizingCLTtechniqueslearnandpracticethetargetlanguagethroughinteractionwithoneanotherandtheinstructor,studyof“authentictexts”(thosewritteninthetargetlanguageforpurposesotherthanlanguagelearning),anduseofthelanguageinclasscombinedwithuseofthelanguageoutsideofclass.Learnersconverseaboutpersonalexperienceswithpartners,andinstructorsteachtopicsoutsideoftherealmoftraditionalgrammarinordertopromotelanguageskillsinalltypesofsituations.Thismethodalsoclaimstoencouragelearnerstoincorporatetheirpersonalexperiencesintotheirlanguagelearningenvironmentandfocusonthelearningexperienceinadditiontothelearningofthetargetlanguage.AccordingtoCLT,thegoaloflanguageeducationistheabilitytocommunicateinthetargetlanguage.Thisisincontrasttopreviousviewsinwhichgrammaticalcompetencewascommonlygiventoppriority.CLTalsofocusesontheteacherbeingafacilitator,ratherthananinstructor.Furthermore,theapproachisanon-methodicalsystemthatdoesnotuseatextbookseriestoteachEnglishbutratherworksondevelopingsoundoral/verbalskillspriortoreadingandwriting.5．Top-downinformationprocessing【答案】Top-downprocessingutilizesinternal,high-levelmodelsoftheacousticenvironmentandpriorknowledgeofthepropertiesanddependenciesoftheobjectsinit.Inthisapproachinformationalsoflowstop-down:asensingsystemcollectsevidencethatwouldeitherjustifyorcauseachangeinaninternalworldmodelandinthestateoftheobjectsinit.Thisapproachisdouble-calledprediction-drivenprocessing,becauseitisstronglydependentonthepredictionsofanabstractedinternalmodel,andonpriorknowledgeofthesoundsources6．Actionresearch

【答案】Itisaninnovationthatwasputforwardbyteachingresearchersundertheself-reflectionteachingmodel.Italsoreferstoanexploratoryactivityofacquiringknowledgeandimprovingteachingqualityfromtheinvestigationandresearchofourownteachingphenomenon.Educationalactionresearchshouldbethecombinationof“action”and“research”,teachersarenotonlyinstructorsbutalsoresearchersandactorsshouldcombinewithresearch.Educationalactionresearchadvocatestodevelopresearchprogram,theessenceofeducationalactionresearchisself-reflection,theobjectiveandconsequenceofactionresearchistoimproveteachingquality.7．Languageaptitude【答案】ThetypeoflanguageconstructedbysecondorforeignlanguagelearnerswhoarestillintheprocessoflearningalanguageisoftenreferredtoasINTERLANGUAGE.Inter-languageisoftenunderstoodasalanguagesystembetweenthetargetlanguageandthelearner’snativelanguage.Itisimperfectcomparedwiththetargetlanguage,butitisnotmeretranslationfromthelearner’snativelanguageeither.II.Writebriefanswerstothequestions.(共3道小題，每題15分，共計(jì)45分)1．Howdidthebehavioristsexplainthelanguagelearningprocess?【答案】Behaviorismisasystematicapproachtotheunderstandingofhumanandanimalbehavior.Skinnerappliedthistheorytolanguage,anddescribeditasamechanicalprocessofhabitformationthatfollowsthesequencestimulus-response-reinforcement.Agreatdealoflanguagelearningandteachinginthe1950sand1960swasinfluencedbybehaviorism(e.g.audiolingualism).Similaritiesbetweenthetwolanguagescause“positivetransfer”whiledifferencescause“negativetransfer”.Theaimofbehaviorismwastoformnewlinguistichabitseliminatingerrorsintheprocess.Traditionalbehavioristsviewlanguageasbehaviorandbelievethatlanguagelearningissimplyamatterofimitationandhabitformation.Thewholelearningprocessisimitation,recognitionandreinforcement.

2．Whatisyourunderstandingoftransfer?Pleaseuseconcreteexamplestoillustratelearner'sL1influenceonthelearningofaforeignlanguage.【答案】LanguagetransferisoftencalledL1interference,orlinguisticinterference,whichmeanstheapplicationfromnativelanguagetothesecondlanguage.Althoughtransfercouldbescientificallyidentifiedaspositiveandnegativetosomeextent.Somemistakesanderrorsaremadebecauseoftheforeignlearner’sexperienceandformerknowledgewiththeirmothertongue.Sofirstlanguagehasalwaysbeenplayingnegativerolesorimpedesthesecondlanguageacquisition.L1transferreferstotheinfluencethatthelearners’L1exertsovertheacquisitionofanL2.Theinfluenceisapparentinanumberofways.ThenegativetransferistheinfluenceofthesourcesoferrorinthelearnerlanguageTransferisgovernedbylearner’sperceptionsaboutwhatistransferableandbytheirstageofdevelopment.Themajorobstacleoflearnin