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2013年中山大学外国语学院834语言学概论C考研真题及答案
2012年中山大学外国语学院833语言学概论历年真题及答案
2011年中山大学外国语学院833语言学概论考研真题及答案
2010年中山大学外国语学院832语言学概论考研真题
2009年中山大学外国语学院840语言学概论考研真题及答案
2008年中山大学外国语学院647语言学概论C考研真题及答案
2007年中山大学外国语学院422语言学概论考研真题及答案
2006年中山大学外国语学院451语言学概论考研真题及答案
2005年中山大学外国语学院453语言学概论考研真题及答案
2004年中山大学外国语学院453语言学概论考研真题及答案
2003年中山大学外国语学院453语言学概论考研真题及答案
说明：中山大学外国语学院“语言学概论C”是用英文考试的科目，适用于报考该校外国语言文学（英语语言文学方向和外国语言学及应用语言学方向）的考生。中山大学外国语学院“语言学概论C”的考试科目代码从2003年到2005年为453；从2005年以后，科目代码基本上每年都会变化，如2013年的834，2012年的833，2010年的832等。本书使用的科目代码是834，为2014年中山大学外国语学院“语言学概论C”的科目代码。虽然考试科目代码经常发生改变，但考题风格、难度等没有大变化，因此“语言学概论C”考研真题具有极高的参考价值和较高的指导性，考生应予以重视。
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2013年中山大学外国语学院834语言学概论C考研真题及答案
I. Transcribe thefollowing words into IPA symbols, with stress marking where necessary. (10points)
Example: find —/faind/, beneath —/bi'ni:θ/
1.empirical
2.plagiarize
3.compound
4.finite
5.clause
6.phonemics
7.threatened
8.epiphenomenon
9.beta
10.generic
答：
1.empirical — /em5pirikEl /
2.plagiarize —/5pleidViEraiz /
3.compound —/5kCmpaund/
4.finite — /5fainait/
5.clause — /klC:z/
6.phonemics — /fEu5ni:miks/
7.threatened — /5Wretnd /
8.epiphenomenon — /7epifi5nCminEn/
9.beta — /5bi:tE/
10.generic — /dVi5nerik/
II. Fill in thefollowing blanks. (15 points)
1. ______ means that human languages enable their users to symbolizeobjects, events and concepts which are not present (in time and space) at themoment of communication.
2. ______ are produced “by a closure in the vocal tract, or by anarrowing which is so marked that air cannot escape without producing audiblefriction”.
3. The systematic study of morpheme is a branch of linguisticscalled ______ ,which studies the internal structure of words, and the rules bywhich words are formed.
4. Cohesiveness can be realized by employing various cohesivedevices: conjunction, ellipsis, lexical collocation, lexical repetition, ______,substitution, etc.
5. American Structuralism is a branch of ______ linguistics thatemerged in the United States at the beginning of the twentieth century.
6. The type of language constructed by second or foreign languagelearners who are still in the process of learning a language is often referredto as ______.
7. ______ found that Q-based implicatures can be readily cancelledby metalinguistic negation, which does not affect what is said, but R basedimplicatures cannot.
8. The idea that the meaning of a sentence depends on the meaningsof the constituent words and the way they are combined is usually known as theprinciple of ______.
9. During the whole 20th century, a great deal of efforts has beentaken to treat the inquiry of linguistics as a ______ or autonomous pursuit ofan independent science.
10. In cognitive terms, ______ is the use of elements of subject’ssituatedness to designate something in the scene.
11. According to ______ (1996), the speech presentation continuummay have the following possibilities: direct speech, indirect speech,narrator’s representation of speech acts and narrator’s representation ofspeech.
12. With the help of ______ linguistics, recently research has movedinto the area of example-based machine translation. The method uses correcttranslation as a principal source of information for the creation of new ones.
13. In the IPA chart, the sound segments are grouped into consonantsand vowels. The consonants are then divided into pulmonic and ______consonants.
14. According to Halliday, a clause is the simultaneous ______ ofideational, interpersonal, and textual meanings.
15. According to systemic-functionalists and Americanfunctionalists, language is not arbitrary at the ______ level.
答：
1.Displacement
2.Consonants
3.morphology
4.reference
5.synchronic
6.interlanguage
7.Horn
8.compositionality
9.monistic
10.deixis
11.Short
12.computational
13.non-pulmonic
14.realization
15.syntactic
III. Define thefollowing terms. (50 points)
1.recreational function
答：recreational function: The recreational function of language refers to the use of languagefor the sheer joy of using it, such as a baby’s babbling or a chanter’schanting. To take one example, the well-known movie Liu San Jie featuresa scene of “dui ge” mostly for the sheer joy of playing on language.
2.pharyngeal
答：pharyngeal: Pharyngeal sounds are made with the root of the tongue anf thewalls of the pharynx. Arabic is a language which contains pharyngeal fricatives.
3.loanshift
答：loanshift: It is a process in which the meaning of the words is borrowed, butthe form of the words is native. E.g. bridge means 桥牌。
4.tree diagram
答：tree diagram: In a theory of syntax, we often uses tree diagrams (phrase markers)to represent syntactic structure. For example, “The old tree swayed in thewind” can be illustrated as the following.
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5.sense relations
答：sense relations: Words are often in different sense relations with each other. Itmay be defined as the semantic relations between one word and another, or moregenerally between one linguistic unit and another. It is concerned with theintralinguistic relations. It includes three types of relations. Synonymy isthe technical name for the sameness relation. Antonymy is the name foroppositeness relation. There are three main sub-types: gradable antonymy,complementary antonymy, and converse antonymy. Hyponymy means the notion ofmeaning inclusiveness.
6.scale schema
答：scale schema: It involves an increase or decrease of physical or metaphoricalamount, and consists of any of the following: a closed-end or open-endedprogression of amount, a position in the progression of amount, one or morenorms of amount, a calibration of amount. Here are some examples of scaleschemas: physical amounts, properties in the number system.
7.perlocutionary act
答：perlocutionary act: According to Austin, a speaker might be performing three actssimultaneously when speaking. A locutionary act is the uttering of words,phrases, and clauses, which conveys meaning by giving out meaningful sounds.Therefore, when somebody says “Morning”, we can ask a question like “What didhe do?”, and the answer could be “He offered a greeting.” An illocutionary actis the act of expressing the speaker’s intention; it is the act performed insaying something. Therefore, for the same example, we can say “He meant it as agreeting”. A perlocutionary act is the effect of the utterance. Thus, by saying“Morning!” the speaker has made it clear that he wants to keep friendlyrelations with the hearer.
8.emoticons
答：emoticons: An emoticon is a sequence of ordinary characters you can find onyour computer keyboarf. Emoticons are used in e-mail, chat, SMS and other formsof communication using computers. The most popular emoticons are the smilingfaces.
9.linguistic determinism
答：linguisticdeterminism: Linguistic determinism, is one of the two points of Sapir-Whorfhypothesis, and has developed into the strong version of this hypothesis.It could be summarized as follows: (1) One’s thinkingis completely determined by his native language because one cannot but perceivethe world in terms of the categories and distinctions encoded in the language.(2) The categories and distinctions encoded in one language system are uniqueto that system and incommensurable with those of other systems. Therefore, thefollowing statement could represent this hypothesis “If Aristotle had spokenChinese, his logic would have been different”.
10.system of signs
答：system of signs: Saussure occupies such an important place in the history oflinguistics that he is often described as “father of modern linguistics”.Saussure was the first to notice the complexities of language. He believed thatlanguage is a system of signs, called conventions. He held that the sign is theunion of the signifier and the signified. Though we may speak of the signifierand the signified as if they were separated entities, they exist only ascomponents of the sign. The sign is the central fact of language, and thereforein trying to separate what is essential from what is secondary or incidental wemust start from the nature of the sign itself.
IV. Explain thefollowing statements with examples. (30 points)
1. Languages differ in their degrees ofdependence on the morphological components.
答：The distinction of language according to morphological components iscalled the typological classification or the morphological classification. Thissystem is to classify languages according to the morphological and syntacticstructures as well as to the relationship between morphemes in the sentence.There are mainly three types of languages.
① Isolating languages (root languages): It is characterized by therelationships between words and other grammatical relations indicated byfunction words and word order than by internal inflections. E.g. Chinese.Chinese lacks of both derivational and inflectional morphemes. Verbs are neverinflected for person, number, tense, mood or voice. Nouns are never inflectedfor number, gender or case. Prefixes or suffixes are rarely found. English ispartially isolating, for it has thousands of morphemes that stand by themselvesas independent words, such as in, for, the, a, word, book, study, white, he,one, etc. It expresses future tense by means of the auxiliary word willand shall or by other periphrastic means rather than by the inflectionof its verbs.
② Agglutinating languages: It is a language which combines into asingle various linguistic elements or morphemes with each having a distinct andfixed grammatical meaning and a separate existence. E.g. Turkish, Swahili,Hungarian, Japanese, Korean, etc.
③ Inflectional language: An inflectional language is a language inwhich a word undergoes a change in morphological form when its grammaticalfunction in the sentence id\s changed. Inflectional morphemes are added only tostems, but these added inflectional morphemes fuse with the stems and have noindependence. E.g. Latin, German, Greek, Russion.
2. Chomsky’s Transformational-Generative Grammar has been challengedby a number of other approaches to language.
答：①Chomsky’s TG grammar has thefollowing features. First, Chomsky defines language as a set of rules orprinciples. Secondly, Chomsky believes that the aim of linguistics is toproduce a generative grammar which captures the tacit knowledge of the native speakerof his language. This concerns the question of learning theory and the questionof linguistic universals. Thirdly, Chomsky and his followers are interested inany data that can reveal the native speaker’s tacit knowledge. They seldom usewhat native speakers say; they rely on their own intuition. Fourthly, Chomsky’smethodology is hypothesis-deductive, which operates at two levels: (1) thelinguist formulates a hypothesis about language structure—a general linguistictheory; this is tested by grammars for particular languages, and (2) each suchgrammar is a hypothesis on the general linguistic theory. Finally, Chomskyfollows rationalism in philosophy and mentalism in psychology.
②Structural grammar and TG grammar have different views on the natureof language. First, Bloomfield defined language as a set of utterances and aset of “lexical and grammatical habits”. Secondly, for structural grammar, theaim of linguistics is to describe one or a set of languages; such a descriptionis often evaluated in terms of the use to which it is going to be put. Thirdly,the focus of the study is different.Structural grammar emphasized on whatChomsky has called language performance, which to Chomsky, is degenerated andremote from the “real”. Fourthly, the structrualists’ methodology isessentially inductive, whereas Chomsky’s is hypothesis-deductive. Finally, thetwo grammars view language learning differently. The structuralists followempiricism in philosophy and behaviourism in psychology. Chomsky follows rationalismin philosophy and mentalism in psychology.
③Systemic-Functional Grammar. Halliday’s Systemic-Functional (SF)Grammar is a socially oriented functional linguistic approach. It actually hastwo components: Systemic Grammar and Functional Grammar. Systemic Grammar aimsto explain the internal relations in language as a system network, or meaningpotential. And this network consists of subsystems from which language usersmake choices. Functional Grammar aims to reveal that language is a means ofsocial interaction, based on the assumption that language system and the formsthat make it up are inescapably determined by the users or functions which theyserve. Systemic-Functional Grammar is based on two facts:
(1) Languageusers are actually making choices in a system of systems and trying to realizedifferent semantic functions in social interaction;
(2) Language isinseparable from social activities of man. Thus, it takes actual uses oflanguage as the object of study, in opposition to Chomsky’ s TG Grammar whichtakes the ideal speaker’ s linguistic competence as the object of study.
④ Generative Semantics
GenerativeSemantics is an important linguistic theory that grew in the late 1960s andearly 1970s, as a reaction to Chomsky’s syntactic-based TG Grammar. The leadingfigures of this approach are John R. Ross, George Lakoff, James D. McCawley,and Paul Postal. Generative Semantics considers that all sentences aregenerated from a semantic structure. Linguists working in this theory hold thatthere is no principled distinction between syntactic processes and semanticprocesses. And this notion was accompanied by a number of subsidiaryhypotheses.
GenerativeSemantics had collapsed well before the end of the 1970s. By the end of the1970s, virtually nobody accepted the generative-semantic attempt to handle allpragmatic phenomena grammatically. Although Generative Semantics is no longerregarded as a viable model of grammar, there are innumerable ways in which ithas left its mark on its successors. For example, it was GenerativeSemanticists that started an intensive investigation of syntactic phenomenawhich defied formalization by means of transformational rules.
(本题答案仅供参考，考生可酌情选择其中两点或者其他观点进行作答)
3. Language learning can take place when the learner has enoughaccess to input in the target language.
答：Language learning can take place when the learner has enough accessto input in the target language, whether the input is written or spoken form.In respect of what kinds of input should be provided for language learners,views diverge greatly. We will examine some of the views in the followingsection.
① Authentic input. Proponents ofmeaning-oriented language instruction tend to insist on authentic input. Thatis to say, the input should relate to the real life, and it usually neglectsthe grammar. They contend that ideal materials at all levels should provide frequentexposure to authentic input which is rich and varied, that is, the input shouldvary in style, mode, medium and purpose and should be rich in features whichare characteristics of authentic discourse in the target language.
② Comprehensible input. Someexperts strongly believe that any input must be comprehensible if it is to haveany effect on learning. According to Krashen’s Input Hypothesis (1985),learners acquire language as a result of comprehending input addressed to them.Krashen put forward the concept of “i+ 1” principle: the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still be challenged to makeprogress. Input should be neither too difficult nor too easy for the learners.
③ Optimal input. Many researchers have conducted studies on kinds ofoptimal input, the following are two of which:
Pre-modifiedinput is material that is finely tuned in advance to the learners’ currentlevel.
Interactivelymodified input is material (usually discourse) that is modified when theteacher and the learners interact. Interactively modified input is proved to doa better job.
Problems in view of input: one is the lackof linguistics analysis of different types of input; another is what are the exactlinguistic differences between these types of input.
V. Answer the followingquestions with examples where necessary. (45 points)
1. What is PowerPoint and why is it soimportant in language teaching?
答：PowerPoint is an application which enables one to create slide showson his/her computer screen. The user creates individual slides, which cancontain text, graphics, sound, animation and video. When the user has createdall the slides, he/she can either present the slide show personally, or set upthe slides so that they run themselves. Therefore, PowerPoint is a presentationauthoring software creating graphical presentations with or without audio.Being widely used by government officials, business people, educators, andtrainers, it is among the most prevalent forms of persuasion technology.
With regard toPowerPoint, we have to make sure what we are talking about: PowerPoint as atool (software), PowerPoint’s deck of slides as a text, and PowerPoint presentationas a genre. PowerPoint tool is a software used to write outlines or create the presentationvisuals on the slides. It can help the user to communicate, but it does notrepresent meaning itself. It is via the PowerPoint tool the teachers could maketheir teaching easier and more efficient. PowerPoint text has been broadlyunderstood as the product created visually, graphically, acoustically, orvideo-visually. That is to say, each PowerPoint presentation, for example, areport, a speech, or a lesson, is a text. It may be presented by only oneslide, or a deck of slides. However, all these slides develop upon a commontheme. The teachers could use the PowerPoint text to prepare whatever they wantto show to the students. Since it is organized around the same theme or topic,it will help the students to understand very clearly. PowerPoint genre refersto a recurring type of activities, just like we talk about a letter, a note, astory, a dialogue, a novel, a dialogue, a speech, a play. Through the PowerPoint,the teacher could make his/her teaching more interesting and activate theinterests of the students.
2. What aspects of language can one focusif one wants to analyze a novel or a story?
答：The language features we should examine to elucidate the style of atext or a corpus of an author’s writing may include the following aspects:
① patterns of lexis (vocabulary);
② patterns of grammatical organization;
③ patterns of textual organization (how the units of textualorganization, from sentences to graphs and beyond, are arranged);
④ foregrounded features, including figures of speech;
⑤ whether any patterns of style variation can be discerned;
⑥ discoursal patterning of various kinds, like turn-taking orpatterns of inferencing;
⑦ patterns ofviewpoint manipulation, including speech and thought presentation.
3. To what extent can one say that a piece of classroom work can beregarded as a task in language teaching and learning?
答：There are many different views on how to define the term task:
Long (1985)defines a task as a piece of work undertaken for oneself or for others, freelyor for some rewards, such as painting a fence, dressing a child, etc.
Nunan (1989)defines a task as a piece of classroom work which involves learners incomprehending, manipulating, producing or interacting in the target languagewhile their attention is principle focused on meaning rather than on form.
According toBygate, Skehan, Swain (2001), a task is an activity which requires learners touse language, with emphasis on meaning, to attain an objective.
For Long, tasksare what we do in real life; for Nunan, tasks are activities that students doin classrooms; for the other three, the distinction between in real life or inclassroom is not stressed.
When we want touse the task-based teaching methods, we should bear in mind that there are sixprinciples we should follow when designing tasks.
① a task should have a clear purpose;
② a task should have some degree of resemblance to real world events;
③ a task should involve information seeking, processing andconveying;
④ a task should involve the students in some modes of doing things;
⑤ a task should involve the meaning-focused use of lanuage;
⑥ a task should end with a tangible product.
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