英語專業(yè)語言學(xué)考研真題詳解

前言

目前我國(guó)英語專業(yè)碩士研究生入學(xué)考試沒有采取全國(guó)統(tǒng)考的方式，沒有統(tǒng)一的考試大綱，而是采取各招生院校自行命題、自行組織考試的辦法，但是各校的考試要求、命題特點(diǎn)大同小異，一些學(xué)校的試題類型、內(nèi)容難易程度都非常相似，因此，研究一些學(xué)校的考研試題非常有價(jià)值。我們參照一些名校英語專業(yè)碩士研究生入學(xué)考試大綱和要求，認(rèn)真研究了50多所高校300多份英語專業(yè)考研科目“英語語言學(xué)”真題，精心挑選部分試題和相關(guān)資料，并進(jìn)行了詳細(xì)的解答，以減輕考生尋找試題及整理答案的痛苦，讓讀者用最少的時(shí)間獲得最多的重點(diǎn)題、難點(diǎn)題（包括參考答案），這是本書的目的所在。本書根據(jù)眾多院?！坝⒄Z語言學(xué)”試題的結(jié)構(gòu)和難易程度，從全國(guó)18所院校近年60多份試題中挑選出語言學(xué)方向的試題，并提供了詳細(xì)的參考答案?？梢哉f，通過本書，讀者可以了解英語專業(yè)碩士研究生入學(xué)考試的最高水平和各個(gè)院校英語專業(yè)考研科目“英語語言學(xué)”的出題思路。對(duì)于報(bào)考語言學(xué)方向的考生來說，本書是一本不可多得的輔導(dǎo)資料。圣才考研網(wǎng)提供北大、北外、人大等全國(guó)名校英語專業(yè)“英語語言學(xué)”歷年真題解析班（網(wǎng)授），采用高清視頻，高分研究生精選講解2～4套近年考研真題（解析每道真題，詳解難點(diǎn)重點(diǎn)）。購買本書享受大禮包增值服務(wù)，登錄網(wǎng)站，刮開所購圖書封面防偽標(biāo)的密碼，即可享受大禮包增值服務(wù)：①價(jià)值100元的網(wǎng)授班?？蓻_抵價(jià)值100元的網(wǎng)授班學(xué)費(fèi)。②價(jià)值20元的真題?？?。可免費(fèi)參加或者下載價(jià)值20元的歷年真題模擬試題（在線考試）。③價(jià)值20元的圣才學(xué)習(xí)卡。您的賬戶可以獲得20元充值，可在圣才學(xué)習(xí)網(wǎng)旗下所有網(wǎng)站進(jìn)行消費(fèi)。圣才考研網(wǎng)是圣才學(xué)習(xí)網(wǎng)旗下的考研考博專業(yè)網(wǎng)站，提供全國(guó)所有院校各個(gè)專業(yè)的考研考博輔導(dǎo)班（保過班、面授班、網(wǎng)授班等）、經(jīng)典教材名師講堂、考研題庫（在線考試）、全套資料（歷年真題及答案、筆記講義等）、考研教輔圖書等。購書享受大禮包增值服務(wù)【100元網(wǎng)授班＋20元真題?？迹?0元圣才學(xué)習(xí)卡】。

內(nèi)容概要

　　《圣才教育·2013考研專業(yè)課輔導(dǎo)系列：英語專業(yè)語言學(xué)考研真題詳解（第5版）》是解答名校英語專業(yè)考研科目“英語語言學(xué)”歷年真題的復(fù)習(xí)資料。它根據(jù)眾多院?！坝⒄Z語言學(xué)”試題的結(jié)構(gòu)和難易程度，從全國(guó)18所院校近幾年60多份試題中挑選出語言學(xué)方向的試題，并提供了詳細(xì)的參考答案。

作者簡(jiǎn)介

圣才考研網(wǎng)，提供全國(guó)所有高校各個(gè)專業(yè)的考研考博輔導(dǎo)班(保過班、網(wǎng)授班、題庫等)、國(guó)內(nèi)外經(jīng)典教材名師講堂(詳細(xì)介紹參見本書書前彩頁)。

書籍目錄

第1章　全國(guó)院校英語專業(yè)語言學(xué)考研真題分析
1.1 語言學(xué)考研真題分析
1.2 重點(diǎn)院校語言學(xué)考研真題比較
第2章　名校英語專業(yè)語言學(xué)考研真題詳解
1．北京外國(guó)語大學(xué)語言學(xué)考研真題及參考答案（2007-2011）
2．中國(guó)人民大學(xué)語言學(xué)考研真題及參考答案（2002-2007）
3．北京師范大學(xué)語言學(xué)考研真題及參考答案（2003-2004）
4．對(duì)外經(jīng)濟(jì)貿(mào)易大學(xué)語言學(xué)考研真題及參考答案（2005-2006）
5．北京第二外國(guó)語學(xué)院語言學(xué)考研真題及參考答案（2005-2010）
6．北京交通大學(xué)語言學(xué)考研真題及參考答案（2005-2007）
7．北京航空航天大學(xué)語言學(xué)考研真題及參考答案（2008-2010）
8．上海交通大學(xué)語言學(xué)考研真題及參考答案（2005-2007）
9．武漢大學(xué)語言學(xué)考研真題及參考答案（2007-2011）
10. 南京大學(xué)語言學(xué)考研真題及參考答案（2006-2009）
11. 中山大學(xué)語言學(xué)考研真題及參考答案（2005-2009，2011）
12．廈門大學(xué)語言學(xué)考研真題及參考答案（2006-2010）
13．浙江大學(xué)語言學(xué)考研真題及參考答案（2007，2009）
14．四川大學(xué)英語語言學(xué)考研真題及參考答案（2006-2010）
15．南開大學(xué)語言學(xué)考研真題及參考答案（2009-2011）
16．西安外國(guó)語學(xué)院語言學(xué)考研真題及參考答案（2006）
17．西安交通大學(xué)語言學(xué)考研真題及參考答案（2008）
18. 大連外國(guó)語學(xué)院語言學(xué)考研真題及參考答案（2008）

章節(jié)摘錄

版權(quán)頁：   插圖：   2. Culture is a semiotic meaning system in which symbols function to communicate meaning from one mind to another. It is related to language in such a way that language is a part of culture and a part of human behavior, and also the primary medium for transmitting much of culture. Therefore, without language, culture would not be possible. Consequently, when studying a culture, we often rely on the language. Therefore, we may use our own language to describe the target culture,which may be the one interpretation of the statement "In studying other cultures, we do so from the perspective of our own culture. " What's more, when studying other cultures, we will definitely come across the differences between the target culture and our own culture. We will subconsciously compare the two different cultures. Seeing from the perspective of our own culture, we find how the target culture is different from our own culture, and this makes the target culture more distinctive from our own. 3. （1） The English present perfect tense is to express the idea that although an action or state happened （or started to happen） in the past, it has some connection with the present. It may be that the （present） result of the action is more important than the action itself. Alternatively, we may be infemng that the action is important, but the time when it occurred is not. （ 2） I may probably choose the top-down approach to lead the students to the recognition of this tense. First, I will list out a group of sentences that are all in the present perfect tense, and make the students generalize the general feature in the form of those sentences, and figure out the basic construction of the present perfect tense, that is "have/has + done". Second, to make the students clear about the conditions in which the present perfect tense canuse, I would tum to pictures to explain the sentences listed out in the lst step; therefore, thestudents can find out the use of this tense in a more visual way. Third, considering the possibility that the students may mix up the present perfect tense with the past tense, I would help students figure out their differences. In this step, pairs of sentences with present perfect tense and past simple tense respectively would be listed out, and accompanying them would be the time axis, which could distinguish the different referring of the two different tenses. The students would found out the differences themselves with the help of the time axis. Fourth, I would create a situation for the students to practice: two friends who haven' t seeneach other for a long time and just met each other. I would encourage the students to make up a dialogue based on such a situation, trying to use the present perfect tense in the places where they think it is appropriate to use it. After students show their dialogue to the class, the class would be asked to decide whether the use of that tense is appropriate according to what they expressed. 4. The misuse shows a separation of the abstract grammatical rules from the everyday use of language. The core of the teaching method above could be said as the habit formation through repetition. This method seems to concem only the formation and performance of habits but not problemsolving. As a result, the students may only know the form, but not know when and where this form is used, which is essential to the actual use of language. This type of teaching reveals the defect of the traditional grammar teaching, that is, it concentrates only on the grammatical forms and the meaning of individual words, whereas the meaning of the whole sentence is thought to be self-evident. Therefore, in conscious training, students may be able to use a grammatical structure correctly, while in the spontaneous and subconscious speech, they may still fail to take the structure into consideration. In other words, they may not know how to use that specific form or expression in adaily communication. The fact that this teaching method is not perfect does not mean that there is no need to teach the grammar. Therefore, it would be inappropriate to label such a lesson as a waste of time. It is true that the students should be taught how to produce appropriate utterances given a communicative situation, yet, they have to know the correct form first, which is greatly related to grammar. It is generally agreed grammar has its due value in language leaming. What's more, there can be some improvements to this lesson. It would be appreciated to add the communicative-oriented tasks in it, which will make the students understand more clearly the situations where the pattem is supposed to be used, and also help the students apply them to the spontaneous communication.

編輯推薦

《圣才?2013考研專業(yè)課《英語專業(yè)語言學(xué)考研真題詳解》(第5版)》編輯推薦：購書享受大禮包增值服務(wù)“100元網(wǎng)授班＋20元真題?？迹?0元圣才學(xué)習(xí)卡”。《圣才?2013考研專業(yè)課《英語專業(yè)語言學(xué)考研真題詳解》(第5版)》特別適用于參加英語專業(yè)碩士研究生入學(xué)考試的考生，對(duì)于英語專業(yè)本科生、自考生以及英語語言學(xué)的教學(xué)與測(cè)試，也具有較好的參考價(jià)值。

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