英語(yǔ)專(zhuān)業(yè)考研名校語(yǔ)言學(xué)模擬試題

內(nèi)容概要

　　本書(shū)主要是為有志攻讀英語(yǔ)專(zhuān)業(yè)碩士者而編寫(xiě)的?！坝⒄Z(yǔ)語(yǔ)言學(xué)”是高校英語(yǔ)專(zhuān)業(yè)碩士入學(xué)考試的專(zhuān)業(yè)課之一，由于各高校英語(yǔ)語(yǔ)言學(xué)考試所指定的參考書(shū)種類(lèi)繁多、難易程度不一，給考生的復(fù)習(xí)帶來(lái)了諸多不便。同時(shí)，由于大學(xué)本科階段語(yǔ)言學(xué)的教學(xué)層次不同，使得不少考生覺(jué)得語(yǔ)言學(xué)晦澀難懂，不知如何下手。另一個(gè)主要原因是前期沒(méi)有開(kāi)設(shè)“詞匯學(xué)”和“高級(jí)英語(yǔ)語(yǔ)法”等課程，有的語(yǔ)法課用的教材或講課內(nèi)容是公共英語(yǔ)的，結(jié)果是感覺(jué)語(yǔ)言學(xué)課程艱難而晦澀。為了幫助考生們復(fù)習(xí)備考，我們以胡壯麟先生主編的《語(yǔ)言學(xué)教程》（第三版）和戴煒棟、何兆雄主編的《新編簡(jiǎn)明英語(yǔ)語(yǔ)言學(xué)教程》為主要參考書(shū)。在認(rèn)真研究了各高校近年語(yǔ)言學(xué)研究生入學(xué)考試的主要考點(diǎn)，詳細(xì)解析了全國(guó)主要高校近幾年語(yǔ)言學(xué)考試真題的基礎(chǔ)上，我們編寫(xiě)了這本《英語(yǔ)專(zhuān)業(yè)考研名校語(yǔ)言學(xué)模擬試題》。　　本書(shū)以全真模擬套題的形式出現(xiàn)，多數(shù)題是從近幾年各重點(diǎn)大學(xué)的英語(yǔ)研究生語(yǔ)言學(xué)入學(xué)考試全真試題精選出來(lái)的，還有一部分是從尤爾（Yule，G.）的The Study of Language（2ndEd.）等原版教材中精選出來(lái)，從而增加了本書(shū)的前瞻性和預(yù)測(cè)性?！　∮捎谟⒄Z(yǔ)語(yǔ)言學(xué)作為英語(yǔ)專(zhuān)業(yè)高年級(jí)的核心專(zhuān)業(yè)課，備考語(yǔ)言學(xué)確實(shí)有一定的難度。有人說(shuō)“語(yǔ)言學(xué)是外語(yǔ)專(zhuān)業(yè)的理科”，這個(gè)比喻不完全正確，但也不無(wú)幾分道理。為此我們向廣大考生提出以下建議：　　第一，在戰(zhàn)略上藐視她，在戰(zhàn)術(shù)上重視她。也可以說(shuō)，成功始于雄心壯志。這是成功者的精神源泉?！　〉诙瑢?duì)于語(yǔ)言學(xué)的基本概念要有透徹的掌握。這樣，在做術(shù)語(yǔ)解釋題、填空題、判斷題等試題時(shí)，才能做到人無(wú)我有，人有我精。爭(zhēng)取做到小題不丟分，至少做到少丟分?！　〉谌?，對(duì)于綜合解釋題，這是以北京外國(guó)語(yǔ)大學(xué)為代表的一些名牌大學(xué)近幾年的命題趨勢(shì)，考生應(yīng)給予高度重視，因?yàn)檫@是你在考研時(shí)戰(zhàn)勝競(jìng)爭(zhēng)者，從而脫穎而出的法寶。我們建議考生吃透參考教材，勤于思考，擴(kuò)大自己看問(wèn)題的深度與廣度，提升解決問(wèn)題的綜合能力和駕馭語(yǔ)言學(xué)專(zhuān)業(yè)知識(shí)的能力。具體做法是，在研讀指定參考書(shū)時(shí)，關(guān)注語(yǔ)料分析部分，反復(fù)琢磨，舉一反三，爭(zhēng)取做到事半功倍。　　最后，我們要說(shuō)，語(yǔ)言學(xué)理論強(qiáng)，這是難點(diǎn)，但也是優(yōu)點(diǎn)。一旦學(xué)好語(yǔ)言學(xué)，你就會(huì)有一覽眾山小的快感。千里之行始于足下，關(guān)鍵是持之以恒。愿同學(xué)們?cè)谘沃R(shí)的藍(lán)天中早日插上飛翔的翅膀。

書(shū)籍目錄

語(yǔ)言學(xué)模擬試題（一）語(yǔ)言學(xué)模擬試題（一）參考答案語(yǔ)言學(xué)模擬試題（二）語(yǔ)言學(xué)模擬試題（二）參考答案語(yǔ)言學(xué)模擬試題（三）語(yǔ)言學(xué)模擬試題（三）參考答案語(yǔ)言學(xué)模擬試題（四）語(yǔ)言學(xué)模擬試題（四）參考答案語(yǔ)言學(xué)模擬試題（五）語(yǔ)言學(xué)模擬試題（五）參考答案語(yǔ)言學(xué)模擬試題（六）語(yǔ)言學(xué)模擬試題（六）參考答案語(yǔ)言學(xué)模擬試題（七）語(yǔ)言學(xué)模擬試題（七）參考答案語(yǔ)言學(xué)模擬試題（八）語(yǔ)言學(xué)模擬試題（八）參考答案語(yǔ)言學(xué)模擬試題（九）語(yǔ)言學(xué)模擬試題（九）參考答案語(yǔ)言學(xué)模擬試題（十）語(yǔ)言學(xué)模擬試題（十）參考答案語(yǔ)言學(xué)模擬試題（十一）語(yǔ)言學(xué)模擬試題（十一）參考答案語(yǔ)言學(xué)模擬試題（十二）語(yǔ)言學(xué)模擬試題（十二）參考答案語(yǔ)言學(xué)模擬試題（十三）語(yǔ)言學(xué)模擬試題（十三）參考答案語(yǔ)言學(xué)模擬試題（十四）語(yǔ)言學(xué)模擬試題（十四）參考答案語(yǔ)言學(xué)模擬試題（十五）語(yǔ)言學(xué)模擬試題（十五）參考答案語(yǔ)言學(xué)模擬試題（十六）語(yǔ)言學(xué)模擬試題（十六）參考答案語(yǔ)言學(xué)模擬試題（十七）語(yǔ)言學(xué)模擬試題（十七）參考答案語(yǔ)言學(xué)模擬試題（十八）語(yǔ)言學(xué)模擬試題（十八）參考答案

章節(jié)摘錄

　　TOEFL is a part of the functional approach to a second language evaluation. The communicative competence test was designed to investigate the possibilities of constructing discourse-oriented measures of language behavior. The social appropriateness of an utterance， who is talking to whom, when, and under what circumstances, is just as important as its linguistic accuracy, or grammaticality. Most second language instruction is mainly concerned with the formal structure of the target language. Consequently, learning a second language in most language classrooms is a matter of mastering grammar and pronunciation. As a result, little attention is paid to teaching language as a tool for communication in the real world. But TOEFL people believe that it is not enough to teach and test learners how to manipulate the structures of the foreign language. Students must also develop strategies for relating these structures to their communicative functions in real situations and real time. Foreign language teachers must therefore provide learners with ample opportunities to use the language themselves for communicative purposes. They should be concerned with developing the learners ability to take part in the "process of communicating" through language, rather than with the perfect mastery of individual structures. Language use, what is said on a particular occasion, how is phrased, and how it is coordinated with nonverbal signs, has become a widely researched field TOEFL listening test. The social aspects of language use rather than the formal aspects of language structure have become the objects of attention. As a result, the learning of a language is now viewed as including not only the grammar of that language but also "the capacity to use the language in a way that is appropriate to the situational and verbal constraints operating at any given time". These constraints may come from the relationship between the speaker and the addressee, the nature of t topic, the medium that is being used, the specific occasion, other ritualistic conventions, and so forth. Therefore, helping second language learners achieve language appropriateness should be as important as helping them achieve grammaticality in the target language. Because the appropriate language choice depends on the characteristics of the addressee and relations with the speaker, more attention should be given to such relationships.

編輯推薦

　　北京環(huán)球時(shí)代學(xué)校英語(yǔ)專(zhuān)業(yè)考研點(diǎn)睛圖書(shū)　　實(shí)用·權(quán)威英研必備　　仿真模擬、濃縮考點(diǎn)、權(quán)威分析、注重實(shí)戰(zhàn)、注重信度、強(qiáng)調(diào)效度　　特別提示：全國(guó)英語(yǔ)專(zhuān)業(yè)考研模擬題一本通，囊括國(guó)內(nèi)名校英語(yǔ)專(zhuān)業(yè)考研題型，一線導(dǎo)師親自命題點(diǎn)撥詳解考點(diǎn)。

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