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[笔记课件] 北京语言大学英语专业语言学 期末考试试题

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发表于 2010-11-7 01:22 | 显示全部楼层 |阅读模式
这个是两次期末考试的尸体,希望对大家有参考意义。
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 楼主| 发表于 2010-11-7 01:23 | 显示全部楼层

第一次

第一次期末考试提纲及解析
Final examination for Introduction to Linguistics (June, 2008)
Ⅰ.Translation(1x20=20%)
Chinese into English=10
English into Chinese=10
Ⅱ. Fill in the blanks (2x15=30%)
Fill in the blanks in sentences using linguistic terms
Ⅲ.Answer briefly the following questions (5x4=20%)
Ⅳ.Short Essays (15x2=30%)
Preparatory work expected
Ⅰ. The list of terms for section Ⅰand Ⅱ.
Chapter 1: 1.duality 2.arbitrariness 3.creativity 4.onomatopoeia 5.ideational or informative function 6.interpersonal function 7.displacement 8.pragmatics 9.psycholinguistics 10.emotive function
Chapter 2:1.allophone 2.vowel 3.phoneme 4.stressed syllables 5.consonant 6.the international phonetic alphabet 7.nasalization 8.distinctive features 9.tone 10.aspiration 11.vocal cords 12.place of articulation 13.manner of articulation 14. peak or nucleus 15.open syllable 16.dental 17.voicing 18.assimilation 19. articulation 20.speech organs
Chapter 3:1.grammatical word 2.lexical word 3. particle 4.auxiliary 5.morpheme 6.affix 7.free morpheme 8.bound morpheme 9.inflection 10.derivation11.morphology 12.semantic change 13.root 14.stem 15.allomorph
Chapter 4: 1.syntactic relations 2.grammatical construction 3.immediate constituent 4.endocentric constructions 5.exocentric constructions 6.coordination 7.subordination 8.subject 9.prdicate 10.object 11.case 12.gender 13.tense 14.aspect 15.clause
Chapter 5: 1.conceptual meaning 2.connotative meaning 3.thematic meaning 4.hyponymy 5. synonymy 6.antonymy 7.semantic features or components 8.metaphor 9.proposition 10. composite proposition
Ⅱ. Short questions for section Ⅲ.
1.        What does the “emotive function” of language mean?
2.        What does duality as a design feature of language mean?
3.        What is the basic difference between the synchronic and diachronic studies of language?
4.        What is the difference between the descriptive and prescriptive studies of language?
5.        What is the difference between a free and bound morpheme? Give examples
6.        What is the difference between a root and a stem?
7.        What is the difference between tense and aspect?
8.        What is the difference between construction and constituents?
9.        What are the three categories of antonymy? Give examples.
10.        What is a preposition? Give examples.
Ⅲ.Essay questions for section Ⅳ.
1.        Discuss “creativity” and “displacement” as two design features of language.
2.        How are phonemes identified in the study of language?
3.        Discuss 5 common ways of English word formation. Give examples.
4.        How is the grammatical subject identified in the study of English?
5.        Discuss the difference between conceptual and associative meanings. Give examples.












Preparatory Work of Linguistics
I. the list of terms
Chapter 1:
term        meaning
duality
二层性        The two subsystems of sound and meaning. (from notes).
By duality is meant the property of having two levels of structures, such that units of the primary levels are composed of elements of the secondary level and each of the two levels has its own principles of organization.(from textbook)
二层性是指拥有两层结构的这种特性,上层结构的单位由底层结构的元素构成,每层都有自身的组合规则。
arbitrariness
任意性        No logical relationship between language elements and their meaning.(from notes)
Refers to the fact that the forms of linguistic signs bear no natural relationship
to their meaning.
任意性是指语言符号的形式与所表示的意义没有天然的联系。
creativity
创造性        Language users can understand and produce mew sentences to express new meanings.
onomatopoeia
拟声词        Words that sound like the sounds they describe.
ideational or informative function
概念功能或信息功能        When language is used to express human experience and knowledge about the world.
interpersonal function
人际功能        When language is used to establish and maintain status in a society. 用语言来建立并维持社会地位。
displacement
移位性        Human languages enable their users to symbolize objects, events and concepts which are not present (in time and space) at the moment of communication. 人类语言可以让使用者在交际时用语言符号代表时间和空间上并不可及的事物,事件或观点
pragmatics
语用学        The study of meaning in context. 在语境中研究意义。
psycholinguistics 心理语言学        Investigates the interrelation of language and mind, in processing and production utterances and in language acquisition for example. 考察语言和意识的相互关系,如话语的处理和产生,语言习得等。
emotive function 感情功能        When language is used to change the emotional states of an audience or used to express the speaker’s emotions or attitudes towards something or some person. 改变听者的感情状态,或是表达说话者对某事或某人的感情或态度。

Chapter 2
term        meaning
allophones
音位变体        variants of the same phoneme

vowel 元音
        a vowel is produced without such obstruction so no turbulence or a total stopping of the air can be perceived.
phonemes
音位        distinctive speech sounds
stressed syllables 重读音节        书上没有明确解释,讲义上也没有
consonant
辅音
        Consonant is produced by constricting or obstructing the vocal tract at some place to divert, impede, or completely shut off the flow of air in the oral cavity.
IPA: international phonetic alphabet 国际音标        The first version of the IPA was published in August 1888.Its main principles were that there should be a separate letter for each distinctive sound, and that the same symbol should be used for that sound in any language in which it appears. The alphabet was to consist of as many Roman alphabet letters as possible, using new letters and diacritics only when absolutely necessary.
nasalization:鼻音化       
distinctive features:
区别性特征        a phoneme can be further analysed into a set of features and the distinctive features are phonological, binary, articulatorily and acoustically based features.
tone 声调,音调        Pitch variations are called tones: tone languages and non-tone language.
aspiration 送气       
vocal cords 声带       
place of articulation    发音部位        The place of articulation refers to the point where a consonant is made.
发音部位指辅音的发音位置

manner of articulation
发音方式
        The manner of articulation refers to ways in which articulation can be accomplished
发音方式指完成发音过程的方法

peak or nucleus 节峰 节核
        A syllable must have a nucleus or peak, which is often the task of a vowel. However, sometimes it is also possible for a consonant to play the part of a nucleus.
音节必须有一个节核或节峰, 通常由原因来承担,但有时也可以由辅音来起节核的作用。
open syllable
开音节        A syllable that has no coda is called an open syllable.
没有节尾的音节叫开音节
dental齿音        Dental sounds are made by the tongue tip or blade (depending on the accent or language) and the upper front teeth. Only fricative /θ/ /?/ are found to be strictly dental.产生于舌尖或舌叶(取决于口音或语言)和上齿处。只有擦音(/θ/ /?/)是严格意义上的齿音。
voicing带声性        (没找到定义)
assimilation同化        when a sound take on some or all the characteristics of a neighbouring sound
指一个音具有了临近音的一部分或者全部特征这一过程
articulation发音        (没找到定义)
speech organs (Vocal organs)发音器官        are those parts of the human body involved in the production of speech. 它们是人体中参与制造言语的部分

Chapter 3
term        meaning
grammatical words
语法词        Grammatical words are words which express grammatical meanings. E.g. pronouns, prepositions, conjunctions etc. function words
lexical words词汇词或实义词        Lexical words are words which have lexical content. E.g. nouns, verbs, etc .content words
particles
语助词        the infinitive maker ‘to’ and the negative maker ‘not’ and the subordinate element in phrasal verbs, E.g. ‘at’ in look at and ‘out’ in knock out
auxiliaries助词        the traditional auxiliary and model verbs such as ‘do’ and ‘can’
morphemes
语素        the minimal unit of meaning or the smallest unit of language in terms of the relationship between expression and content
affixes词缀        formative elements that have to be attached to at least another morpheme
free morphemes自由词素        free morphemes can stand alone as words, e.g. dog, map, nation   
bound morphemes    粘着词素        bound morphemes have to appear with at least another morpheme, e.g. international, pre cede, etc
Inflection
屈折        the manifestation of grammatical relationships through the addition of inflectional affixes, such as number, person, finiteness, aspect and case, which do not change the grammatical class of the stems to which they are attached.
derivation
派生        showing the relationships between roots and affixes and changing or not changing the word class of the original words, e.g. unconscious, booklet, disobey, lengthen, foolish
morphology
形态学        it is a branch of linguistics. It studies the internal structure of words and the rules by which words are formed.
semantic change 语义变化        there are three kinds of semantic changes, namely, broadening, narrowing, and meaning shift. Class shift and folk etymology also contribute to change in meaning.
root
词根        it is the base form of a word that cannot be further be analyzed without destroying its meaning. Or it is that part of the word left when all the affixes are removed
stem
词干        it is any morpheme or combination of morphemes to which an inflectional affix can be added.
allomorph
词素变体        morphemic variants

Chapter 4
term        meaning
syntactic relations 句法关系        the interrelationships between different constituents in sentence structure (没找到直接的定义,根据syntax的定义编的,大家凑合着看吧 ^_^!)

grammatical construction 语法结构        any syntactic construction which is assigned one or more conventional functions in a language, together with whatever is linguistically conventionalized about its contributions to the meaning or use the construction contains.
immediate constituent
直接成分        constituents immediately, directly below the level of a construction.

endocentric constructions向心结构        an endocentric construction is a construction that has a centre or head which is functionally the same as the construction as a whole.
exocentric construction离心结构        an exocentric construction is a construction which is not functionally the same as any of its constituents and there is no centre or head in it.
coordination  并列        In English, two or more units of equal syntactic status maybe joined together to form a construction. This phenomenon is known as coordination and the construction is a coordinate construction.
subordination  从属           Subordination refers to the process of linking constituents of different syntactic status, one being dependent upon the other, to form a construction.

subject   
主语        In some language the subject refers to one of the nouns in the nominative case. In some languages the subject is said to be the doer of the action. Another traditional definition of the subject is “what the sentence is about”
predicate   谓语        Predicate refers to a major constituent of the sentences structure in a binary analysis in which all obligatory constituents other than the subject are considered together.
object   
宾语        Object may refer to the receiver or goal of an action and is further analyzed into direct object and indirect object.
case格        the grammatical category of nouns and pronouns. In English pronouns have three cases: nominative (I, he, they), accusative (me, him, them) and genitive (my, his, their), but nouns have only two cases: common (John, boy) and genitive (John’s, boy’s). 名词和代词的语法范畴。在英语中,代词有三种格:主格(我、他、他们)、受格(我,他,他们)和所有格(我的,他的,他们的);名词只有两种格:普通格(约翰,男孩)和所有格(约翰的,男孩的)
gender.性        the grammatical category of nouns and pronouns in English e.g. actor, actress; waiter, waitress; he, she. In English the gender distinction is natural as contrasted with the grammatical gender in many other European languages. There are only a small number of nouns indicating the gender distinction, and the elements indicating it are hardly inflectional.
英语中名词和代词的语法范畴。在英语中性主要指自然性别,而其他许多欧洲国家语言中为语法性别。英语里只有少数的名词有性的差别,并且这些词很少有屈折变化。
tense时态        the grammatical gender of verbs, indicating the time of an event in relation to the moment of speaking, e.g. I am a student. I went to the zoo yesterday. Traditionally: past, present, future, past future. Nowadays: past and present.
动词的语法性,指示一个事件发生的时间与说话时的关系。
aspect体        the grammatical category of verbs, distinguishing the status of events in relation to the time of another event, e.g. I was reading when he came to see me. When I got to the railway station the train had already left. Progressive or continuous vs perfect.
动词的语法范畴,区分不同事件发生时的状态。
clause小句
        A constituent with its own subject and predicate, if it is included in a sentence, is a clause. Clauses can be classified into finite and non-finite clauses. Non-finite clauses include the traditional infinitive, participial and gerundial phrases
拥有自身主语和谓语的成分如果被包含在句子中,这个成分就是小句。小句可以氛围限定小句和非限定小句,后者包括传统的不定式短语,分词短语和动名词短语。

Chapter 5
term        meaning
Conceptual meaning
概念意义        :logical cognitive or denotative content

Connotative meaning
内涵意义        : what is communicated by virtue of what language refers to
Thematic meaning
主题意义        :what is communicated by the way in which the message is organized in terms of order and emphasis
Hyponymy下义词        :~ refers to the sense relations between a more general, inclusive word and a more specific word
Synonymy
同义关系        :~ is the technical name for the sameness relation.

Antonymy
反义(关系)        oppositeness relation. Gradable antonymy: e.g. big - small Complementary antonymy: The assertion of one means the denial of the other and the denial of one means the assertion of the other. Converse antonymy (relational opposites): the reversal of a relationship between two entities, e.g. buy – sell,
semantic features(语义特征) or components(语义部分)        the meaning of a word is not an unanalysable whole. It may be seen as a complex of different semantic features. There are semantic units smaller than the meaning of a word. For example, boy: HUMAN, YOUNG, MALE. These are the three components of this word.
metaphor隐喻        involves the comparison of two concepts in that one is construed in terms of the other.
proposition命题        what is expressed by a sentence which makes a statement.
composite proposition复合命题        covering both compound and complex propositions, introduced by J. Lyons.

II. Short questions.
1. What does the “emotive function” of language mean?
When language is used to change the emotional states of an audience or used to express the speaker’s emotions or attitudes towards something or some person, e.g. “damn it!”

2. What does duality as a design feature of language mean?
It means human language possesses the property of having two levels of structures, such that sound and meaning, and this is a unique feature of human language.

3. What is the difference between the synchronic and diachronic studies of the language?
Synchronic studies takes a fixed instant as its point of observation, in other words, it is of a single stage of the language. But since language is changing all the time, so synchronic study is a fiction. Diachronic study is the study of a language through the course of its history, on the otherwise.
4. What is the basic difference between the descriptive and prescriptive studies of language?
The distinction lies in the prescribing how things ought to be and describing how things are. Such as: don’t say X is prescriptive study, and people don’t say X is descriptive study. And we say linguistic is a descriptive science, because the linguist tries to discover the rules of language communities, but not to impose other rules. So the nature of linguistics determines its preoccupation with description instead of prescription.
  
5. What is the difference between a free and a bound morpheme? Give examples.
Those morphemes which can stand alone as words are free morphemes. For example, dog, nation and close are free morphemes. Those morphemes which have to appear with at least another morpheme are bound morphemes. For example, -s in dogs, -al in national and dis- in disclose are bound morphemes. The difference between them is whether they can make up words by themselves or not.

6. What is the difference between a root and stem?
Root is the base form of a word that cannot be further analyzed without destroying its meaning. That is to say, the part of the word left when all the affixes are removed, e.g. internationalism. Stem is a morpheme or combination of morphemes to which an affix can be attached, so friend- in friends and friendship in friendships are both stems. The former shows that a stem may be the same as a root, whereas the latter indicates that a stem may contain a root and one, or more than one, derivational affix.

7. What is the difference between tense and aspect ?
Tense is a grammatical category of verbs, indicating the time of an event in relation to the moment of speaking. Traditionally: past, present, future, past future. Nowadays : only past and present in English.
Aspect is a grammatical category of verbs, distinguishing the status of events in relation to the time of another event. There are 2 aspects in English: progressive and perfect.

8. What is the dfference between construction and constituent ?
Construction is the grammatical structure of a sentence or any other smaller units, represented by a set of elements and relation between elements.
Constituent is a component part of a construction.

9. What are the three categories of antonymy? Give examples.
The three categories are:
1) Gradable antonymy. Example: good: bad,  long: short
2) Complementary antonymy: Example: alive: dead  male: female
3)Converse antonymy: Example: but: sell  lend: borrow

10. What is a proposition? Give examples.
According to Lyons(1977:142-2), “ A proposition is what is expressed by a declarative sentence when that sentence is uttered to make a statement.” In this sense, we may very loosely equate the proposition of a sentence with its meaning.
Examples:
1)        “ Jonh loves Mary.”
2)        “All men are rational.”

III. Essay questions
1. Discuss “Creativity” and “displacement” as two design features of language.
Creativity: language users can understand and produce new sentences to express new meanings. There are numerous examples to illustrate that words can be used in new ways to mean new things, and can be instantly understood by people who had never come across that usage before. This ability is one of the things that sets human language apart from the kind of communication that goes on. By creativity we mean language is resourceful because of its duality and its recursiveness.
Displacement: language can be used to talk about things that are not present. It benefits human beings by giving them the power to handle generalizations and abstractions. Words are often used with a deference for referential application. The intellectual benefits of displacement to us is that it makes it possible for us to talk and think in abstract terms.
2. How are phonemes identified in the study of language?
A phoneme is the smallest linguistic unit of sound that can signal a difference in meaning. Phonological analysis relies on the principle that certain sounds cause changes in the meaning of a word, whereas other sounds do not.. An early approach to the subject used a simple methodology to demonstrate this. It would take a word, replace one sound by another, and see whether a different meaning resulted.
To identify allophones(音位变体),there are three standard to meet. (1) they are distinctive speech sounds (2) those sounds are in complementary distribution, namely those sounds don’t occur in the same environment  (3 ) allophones of the same phoneme must be phonetically similar . Additionally, when assigning a sound to one phoneme rather than another, we must take the sound pattern of language into consideration.
3. Discuss 5 common ways of English word Formation. Give examples.
1).compounding, refers to those words that consist of more than one lexical morpheme, or the way to join two separate words to produce a single form, such as icecream, sunrise paperbag, cloakroom, cupboard, drugstore, railway, and jackknife.
2).deviating, shows a relationship between roots and affixes, for example:
Un+ conscious → unconscious
Nation+ al→national
3) inventing, technology and economic activities are the most important and dynamic in modern human life, many new lexical items come directly from them, for example:
Kodak, Coke, nylon, granola, Xero Frigidaire.
4). Blending, in which two words are blended by joining together the initial part of the first and the final part of the second word, or by only joining the initial parts of the two words. For example:
ⅰtransfer + resister     transistor
smoke +fog          smog
boat + hotel          boatel
ⅱ teleprinter + exchange    telex
   analog + computer       anacom
   digital + computer       digicom
5) abbreviating, a phenomenon also called clipping, a new word is created by cutting the final part, the initial part or both the initial and final parts accordingly
For example:
Cutting the final part:  advertisement, ad/ bicycle, bike/ fanatic, fan/ mathematics, math/professor, pro/
Cutting the initial part: aeroplane, plane/ helicopter, copter/ omnibus, bus/ telephone, phone
Cutting both the initial part and final part: influenza, flu/ refrigerator, fridge/ detective, tec
Text book P65, P73—P77

4. How is the grammatical subject identified in the study of English?
In English, the subject of a sentence is often said to be the does of the action. This definition seems to work for sentence like:
Mary slapped John.
But it’s clearly wrong in the example like “John was bitten by a dog.” Therefore the subject is not always an agent.
In order to account for the case of subject in passive voice, we have another two terms “grammatical subject” and “logical subject”. And the core object noun (John in this case) sits in the slot before the verb in the passive, is called grammatical subject.

5. What is the difference between conceptual and associative meanings? Give examples
Conceptual meaning makes up the center part. it is “denotative” in that it is concerned the relationship between the word and the ting it denotes, or it refers to. In this sense, conceptual meaning overlaps to a large extent with the notion of reference.
Connotative meaning, social meaning, affective meaning reflected meaning and collocative meaning are collectively known as associative meanings. In this type of meaning, an elementary associationist theory of mental connections is enough to explain their use.
Eg, the term connotative used in the name of type of meaning is used in a sense different from that in philosophical discussions. Philosophers use connotation, opposite to denotation, to mean the properties of the entity a word denotes. The difference between policeman and statesman, for example, is connotative in that the former is derogatory while the latter is commendatory.
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 楼主| 发表于 2010-11-7 01:24 | 显示全部楼层

第二次

Final examination for Introduction to Linguistics (January, 2009)
I.        Translation (1x20=20%)
Chinese into English=10
English into Chinese=10
II.        Fill in the blanks (2x15=30%)
Fill in the blanks in sentences using linguistic terms
III.        Definitions (5x4=20%)
IV.        Short essays (15x2=30%)

Revision
1.        Terms for section I, II, and III.
Chapter 7
1) sociolinguistics  2) the Sapir-Whorf hypothesis  3) linguistic determinism  4) linguistic relativity  5) the context of situation  6) communicative competence  7) woman register  8) linguistic sexism
Chapter 8
1) the speech act theory  2)performatives  3) constatives  4) locutionary act  5) illocutionary act  6) perlocutionary act  7) the cooperative principle  8) maxim of quality  9) maxim of quantity  10) maxim of relation  11) maxim of manner  12) calculability  13) cancellability  14) non-detachability  15) non-conventionality  16) contextual meaning  17)pragmatics  18) relevance theory
Chapter 9
1) literary stylistics  2) foregrounding  3) simile  4) metaphor  5) metonymy  6) synecdoche  7) rhyme  8) alliteration  9) assonance  10) consonance  11) reverse rhyme  12) pararhyme  13) repetition  14) meter  15) iamb  16) trochee  17) anapest  18) dactyle  19) spondee  20) couplet  21) quatrain  22) blank verse  23) narrator  24) schemata  25) new information  26) given information  27) direct speech  28) indirection speech  29) free direction speech  30) free indirection speech  31) narrator’s representation of speech acts  32) narrator’s representation of speech
Chapter 12
1) functional sentence perspective  2) systemic-functional grammar  3) American structuralism  4) generative-transformational grammar  5) the innateness hypothesis

2.        Essay questions
1). What would you say about and for or against the Sapir-Whorf hypothesis?
2). How would you summarize the context of situation as proposed by Firth?
3). Does woman register differ from linguistic sexism?
4). How would you describe and evaluate the theory of illocutionary acts?
5). How would you discuss the maxims of the cooperative principle and illustrate with your own example the violation of the maxim?
6). How does the cooperative principle differ from the relevance theory?
7). How is poetry analyzed at the phonological level?
8). How would the innateness hypothesis influence your understanding of child first language acquisition?
9). How would you describe and evaluate the innateness hypothesis about child first languages acquisition?










Chapter 7
Sociolinguistics社会语言学: sociology and linguistics combined, social functions of language and the social characteristics of language users. Language varieties and functions. or
(It is the sub-field of linguistics that studies the relation between language and society, between the uses of language and the social structures in which the users of language live. According to Labov, sociolinguistics is the study of correlation between linguistic variables and non-linguistic variables. )

The sapir-wholf hypothesis萨丕尔—沃尔夫假设 : What this hypothesis suggests is like this: our language helps mould our way of thinking and, consequently, different language may probably express speaker’s unique ways of understanding the world. or
the best remembered of American Anthropological linguistics. It has 3aspects: 1. Linguistic determinism which means language determines our way of thinking. 2. Linguistic relativity which means the greater the greater their structural differentiation is, the more diverse their conceptualization of the world will be. Different languages offer people different ways of expressing the world around.3.there are two versions of this hypothesis, strong version which refers to the claim the original hypothesis emphasizes the role of language as the shaper of our thinking patterns, and the weak version which suggests this hypothesis is to some extend correct.(a modified type of the original hypothesis)  

Linguistic determinism语言决定论: Language determines our way of thinking. vs. Language determines our mental operations in thinking.

Linguistic relativity语言相对主义: similarity between languages is relative, the greater their structural differentiation is, the more diverse their conceptualization of the world will be.

The context of situation语境学说p161: Firth tried to set up a model for illustrating the close relationship between language use and the context of situation which contains the following components:
1. The relevant features of the participants: persons, personalities
a. The verbal action of the participants
b. The non-verbal action of the participants
2. The relevant objects
3. The effects of the verbal action
In one sentence, “who speaks (or writes) what to whom and when and to what end”

Communicative competence交际能力p175: It developed from linguistic competence. And it is the theory of Hyme. It contributes to the language teaching, as the name suggests that the teacher should train their students as the language user in the real language context..
The contents:
1. Whether something is formally possible.
2. Whether something is feasible, in virtue of the means of implementation available.
3. Whether something is appropriate (adequate, happy, successful) in relation to the context in which it is used and evaluated.
4. Whether something is in fact done, actually performed, and what its doing entails.

Woman register女性语言p172: According to Lakoff, there exists a woman register in language that takes on the following features:
1)        Women use more fancy color terms such as mauve (淡紫色) and beige(米色).
2)        Women use less powerful curse words.
3)        Women use more intensifiers such as terrible and awful.
4)        Women use more tag questions: He’s right, isn’t he?
5)        Women use more statement (declarative) questions: He’s right?
6)        Women’s linguistic behavior is more indirect and, hence, more polite than men: Could you lower your voice a little?

Linguistic sexism语言性别歧视p173: linguistic discrimination against women: chairman, man power, man(used to refer to the whole human race), he (used to refer to a person of unknown sex), gentlemen. There are many more words for prostitutes than for whoremasters(嫖客) or whoremongers. If a man behaves strangely, one may say, “There’s a woman in it.” The proverb: Wives and children are bills of charges.

Chapter8
The speech act theory语言行为理论p186: This is the first major theory in the study of language in use. It originated with the Oxford philosopher Austin and presented in How to Do Things with Words. speech act means actions performed via utterances

Performatives施为句p186: Austin classifies sentences in two categories: Performatives and Constatives. Performatives do not describe things. They can not be said to be true or false. Uttering them is, or is a part of, doing an action, e.g. name this ship Queen Elizabeth.

Constatives叙事句p186: Constatives are descriptive statements, capable of being analyzed in terms of truth-values, utterances which roughly serves to state a fact, report that something is the case, or describe what something is. E.g. I pour some liquid into the tube.

Locutionary act发话行为or表述性言语行为、言中行为p188: The act of producing speech sounds, words or sentences.
(According to Austin, there are three senses in which saying something may be understood as doing something, one of them is )locutionary act which is the act of producing speech sounds, words or sentences or the act of saying something in the full sense of “say”.

Illocutionary act行事行为or施为性言语行为、言外行为p188: (the other sense is illocutionary act which means) the act of making known the speaker’s purpose or the intended meaning: asking or answering a question, giving some information or an assurance or a warning, pronouncing sentence, making a request or an appointment or a criticism, making identification or giving a description, and many others.

Perlocutionary act取效行为or言后行为p186: the third sense is perlocutionary act which means the consequential effect of a locution upon the hearer. By saying something the speaker may change the opinion of the hearer, misleading him, surprising him, or inducing him to do something (the act preformed by or as a result of saying, the effects on the hearer.).

Cooperative principle合作原则p190: According to Grice, in daily conversations, people are cooperative. They often recognize a common purpose or a set of purposes or at least a mutually agreed direction for the conversation to develop. That is, they follow a cooperative principle or CP for short. The cooperative principle has four categories of maxims: maxims of quality, maxims of quantity, maxims of relation, and maxims of manner.

Maxims of quantity: make your contribution as informative as is required (for the current purpose of the exchange) but do not make your contribution more informative than is required.
Maxims of quality: do not say what you believe to be false and do not say that for which you lack adequate evidence.
Maxims of relation: Be relevant (what you say)
Maxims of manner: Be perspicuous. Avoid obscurity of expression. Avoid ambiguity. Be brief. And be orderly.
(Quantity
1.        make your contribution as informative as is required (for the current purpose of the exchange)
2.        do not make your contribution more informative than is required.
Quality
1.        do not say what you believe to be false.
2.        do not say that for which you lack adequate evidence.
Relation
Be relevant
Manner
Be perspicuous
1.        avoid obscurity of expression.
2.        avoid ambiguity.
3.        be brief
4.        be orderly
These maxims are meant to describe what happens in conversations and can be compared to unwritten laws.)

Calculability可计算性p195: It is the first character of implicature. Implicature is calculable in that it can be worked out on the basis of previous information, including: 1) the conventional meaning of the words, 2) the CP and its maxims, 3) the context, 4) other items of the background knowledge, 5) the fact that all relevant items falling under the previous headings are available to both participants and both participants know or assume this to be the case. (Hearers work out implicature based on literal meaning, CP and its maxims, context, etc.)
Cancellability可删除性p196: Also known as defeasibility. A conversational implicature relies on a number of factors as discussed in the part for calculability. If any of them changes, the implicature will also change.
Non-detachability非可分离性p196: A conversational implicature is attached to the semantic content of what is said, not to the linguistic form. Therefore it is possible to use a synonym and keep the implicature intact.

Non-conventionality非规约性p197: implicature is different from its conventional meaning of words. It is context-dependent. It varies with context. Conversational implicature is by definition different from the conventional meaning of words.

Contextual meaning语境意义: meaning in context
The meaning of the sentence depends on who the speaker is, who the hearer is, when and where it is used.
Pragmatics语用学: The study of language in use. The study of meaning in context. The study of speakers’ meaning, utterance meaning, & contextual meaning.
Relevance theory关联理论p194: Every act of ostensive communication communicates the presumption of its optimal relevance. (from textbook)
Relevance theory was proposed by Sperber and Wilson in their book Relevance: Communication and Cognition in 1986. They argue that all Gricean maxims, including the CP itself should be reduced to a single principle of relevance. The assumption, or principle, underlying relevance theory is that in any given context, what people say is relevant. This principle of relevance can be seen as a further specification of the Gricean notion of cooperation. For relevance theory, achieving successful communication by way of the relevance of what is being said is a sufficient aim in conversation or other verbal interaction. RT is thus a minimalist theory of communication. Relevance is all we need.(from notes)

Chapter 9
Literary stylistics文学文体学p211: It deals with the relationship between language and literature; it focuses on the study of the linguistic features related to literary style.

Foregrounding前景化p211: it is defined as “artistically motivated deviation”
In a purely linguistic sense, the term ‘foregrounding’ is used to refer to new information, in contrast to elements in the sentence which form the background against which the new elements are to be understood by the listener / reader.

Simile明喻p214: It is a way of comparing one thing with another, of explaining what one thing is like by showing how it is similar to another thing. And it explicitly signals in a text, with the words as or like.
Metaphor隐喻p214: It always makes a comparison between two unlike things, but unlike a simile, this comparison is implied rather than stated, (and it is a way of transferring qualities from one thing to another, but it is more powerful. )
Metonymy借喻p214: It is a change of name, for example, “crown” represents “king”.
Synecdoche提喻p215: It is a type of metonymy. The name of a part of an object is used to talk about the whole thing, and vice versa.

Rhyme押韵p217: It serves a two-fold purpose: first, as a combining agency for the stanza; second, as a musical device giving pleasure in itself.
Alliteration头韵、双声p217: the repetition of the same sound at the beginning of a series of words, or at the beginning of stressed syllables within words:
Assonance元音叠韵p217: the repetition of similar (not necessarily identical) vowels situated within words:
Consonance假韵、辅音叠韵p217: the repetition of the final consonant, functioning as the end rhyme:
Reverse rhyme反韵、掉尾韵p218: describes syllables sharing the vowel and initial consonants:
Pararhyme类尾韵p218: when two syllables have the same initial and final consonants but different vowels, they Pararhyme.
Repetition重复p218: the repetition of the same word, it is also a kind of deviation as it violates the normal rule of usage by over frequency.
Metre格p218: when stress is organized to form regular rhythms, the word for it is metre.
Iamb抑扬格: an iambic foot contains two syllables: an unstressed syllable followed by a stressed one:
Trochee扬抑格: a trochaic foot contains two syllables: a stressed syllable followed by an unstressed syllable:
Anapest抑抑扬格: an anapestic foot contains three syllables: two unstressed syllables are followed by a stressed one:
Dactyl扬抑抑格: A dactylic foot contains three syllables: a stressed syllable followed by two unstressed ones.
Spondee扬扬格: a spondaic foot contains two stressed syllables, but lines of poetry rarely consist of only spondaic feet:

Couplet对句: two lines of verse, usually connected by a rhyme, and It consists of two lines that usually rhyme and have the same meter.
Quatrain四行诗: stanzas of four lines, very common in English poetry.
Blank verse无韵诗: consists of lines in iambic pentamtre which do not rhyme:
Narrator:

Schemata图式p224: Schema theory suggests the knowledge we carry around in our head is organized into interrelated patterns. They are constructed from our experience of the experiential world and guide us as we make sense of new experience. In language schemas are the underlying structures which accounts for the organization of texts or discourse. Different participants in the same situation will have different schemas, relating to their different viewpoints.

New information新信息p224: information that is presented by the speaker as not recoverable, it is new.
Given information已知信息p224: information that is presented by the speaker as recoverable, it has already been motioned before.

Direct speech直接引语p225: it contends a reporting clause, a reported clause and quotation marks: “Am I too late?” she asked.
Indirect speech间接引语p225: the narrator provides the reporting clause and contributes to the formation of the reported clause: She asked whether she was too late.
Free direct speech自由直接引语p226: a reported clause without either the reporting clause or the quotation marks or both: “Am I too late?”
Free indirect speech自由间接引语p226: more of the narrator’s contribution, it is closer to the original words form of the question. Was she too late? She asked.

Narrator’s representation of speech acts叙述者对思维行为的表达p224: a summery of a piece of discourse, the purpose of the speech is remained; it is the functional interpretation of the original words. She asked him a question.
Narrator’s representation of speech叙述者对思维的表达p224: telling us that speech occurs, but the content is not mentioned: She talked with him for a while.
Essay Questions

1.        What would you say about and for or against the Sapir-Whorf hypothesis?
A: Sapir-whorf Hypothesis is a belief that our languages help mould our way of thinking and consequently, different languages may probably express our unique ways of understanding the world. On one hand, language determine our way of thinking, on the other hand, similarity between languages are relative, the greater their structural difference is, the more diverse their conception of world will be. As the hypothesis was put forward by Sapir and whorf, so, it is called Sapir-Whorf hypothesis.
   Arguments against S-w Hypothesis: the arguments are directed at strong version of s-w hypothesis, language determinism. It concerns excessively with surface structures of individual languages. In fact all languages are fundamental of the same universal human character. The flaws of that hypothesis can be revealed through the following analysis. One, Different grammatical structures do not mean that speakers of different languages differ in thinking logic. Two, Equivalent translation is always possible in spite of the fact that in practice there are hardly any people in perfect control of two different languages. Three, People who have good command of 2 genetic-unrelated languages do not have “double minds”.

2.        How would you summarize the concept of situation as proposed by Firth?
A: Firth was strongly influenced by the Anthropological view of language and he was fully aware of the importance of the context in the study of language use, so he tried to set up a model for illustrating the close relationship between language use and its co-occurent factors. In the end, he developed his theory of “context of situation” which can be summarized as follows: 1, The relevant features of the participants, person, personalities. 2, the relevant objects. 3, The effects of the verbal action.   

3.        Does woman register differ from linguistic sexism?
A: Woman register means that the language used by woman shares some characters which distinguish it from the language used by man. Woman register is a kind of speech variety, because of having a number of distinctive words or by using the words in a unique way or special grammatical structures, but linguistic sexism, is the discrimination against woman. Actually, all the woman register is the weaker-register, the difference between woman and man are governed by society. So, if we want to change the linguistic sexism we need to change the society.

4.        How would you describe and evaluated the theory of illocutionary acts?
A: 见terms第8章 4,5,6(locutionary, illocutionary, perlocutionary) 相加就是整个: theory of illocutionary act. 或书188页—189页.




5.        How would you discuss the maxims of the cooperative principle and illustrate with your own example the violation of the maxim?
A: CP is proposed by English philosopher Grice, its purpose is to explain the course of natural conversation, the participants must first be willing to cooperate, It goes as follows: 1, Maxims of quantity, 2, Maxims of quality, 3, Maxims of relation, 4, Maxims of manner.
Violations:  boys are boys; wars are wars----Maxims of quantity.
He is made of iron----Maxims of quality
(at a party) A: “Mr.C is an old dog.” B: “It is a fine day.” ----Maxims of relation
A: “Let’s get kids something.” B: “Yes, but I veto I-C-E-C-R-E-A-M”----Maxims of manner


6.        How does the cooperative principle differ from the relevance theory?
A: 1,definition of CP(见上)
  2, Because there is some inconsistency and redundancy among CP and its maxims, linguists of Post-Gricean period, boiled down and simplify the theory of CP. So, they argued all the CP and its maxims should be reduced to the single principle of relevance.   
So, we can say that relevance theory which suggests everything we say should be relevant, whether in the surface level or deappear level is the simplest version of CP.

7 analyse poetry at phonological level
First step: to find where there seems to be foregrounding on the phonological level, phonological knowledge can be used to analyze the unusual sound patterns.
Second step: to analyse the form of sound patterning, there are 7 types of sound patterning: rhyme, alliteration, consonance, reverse rhyme, pararhyme and repetition.
Third step: to analyse the stress and metrical pattering to work out the number of syllables in each line and to fell the stressed or unstressed syllables, when stress is organized to form a regular rhythms, it is called meter, the unit of meter is called feet. So we analyse both the number and the type of feet, there are 6 types of feet, iamb, trochee, the melody, meter, crecotes, rhythm.

Question 8 and 9
Innateness hypothesis, child first language acquisition
According to Chomsky, language is innate and children are born with Language Acquisition Device. Innateness Hypothesis is based on 3 facts.
First: children learn their first language very fast with little effort.
Second: although children learn their first language in quite different environments, the results are the same.
Third: children learn the total grammar of the language during a very limited time, from limited exposure to speech. So although children are not born with a language, they are born with a language, they are born with the device to acquire a language. Chomsky argues that LAD consists of 3 elements: a hypothesis-maker, linguistic universal and evaluation procedure. Children is the hypothesis maker, they look for regularizes in speech and make hypothesis about how to use the language and children must be equipped with an evaluation procedure, which allow them to choose a number of possible grammars.
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 楼主| 发表于 2010-11-7 01:31 | 显示全部楼层

附经验贴

考研北语】外国语语言学及应用语言学初试详细版

一直说等到成绩定了,写个帖子;毕竟自己在这里得到了很多帮助,很感谢这个论坛,有道是,吃水不忘挖井人。但是,北语出成绩的这个速度,让我早早的忘记了初试的那些题目,我找了一些08写的帖子,附在我写的内容的后面,给大家帮帮忙。我这里写的主要是回答几个09的问我的问题,还有自己对外国语初试的一些看法。说的不对的,请大家见谅~~~

1)关于08的疯狂分数。个人看法:大家还是借鉴以前的比较稳妥。我们这一年的改分实在太松,大家可以看一看论坛里面,初试过后,大家发的帖子,基本上都是说自己的语言学挂了。但是最后考的都很不错。(我对语言学待会要多说一点,因为我从10月中旬才开始第一次打开胡的那本书,我想我的经验会对那些对语言学比较害怕的弟弟妹妹更有帮助。)所以,我再说一遍,09的同学千万不要看论坛里面08报分的帖子,百害而无一利。
2)关于各个方向的前景。我只能就我现在了解到的情况跟大家说。理论语言学应该是最好的,出国的机会多,但是比较学术,估计8成是要考博的了。翻译这里,要是之前就为了就业来报考研究生,我觉得各位还是想清楚的好。因为翻译是个细活,急不得,从研一就开始想着就业,很可能是欲速则不达。其他方向的请咨询相关的学长学姐。
3)关于翻译方向为什么要考语言学。大家仔细看看招生简章,咱们这个方向上面的专业是:外国语言学及应用语言学。现在的情况是,好像除了北外和外交学院,所有的学校翻译初试都或多或少的考到语言学,只是在北语这里成了一门专业课。
4)关于真题。我一直没有看到真题,从以前的HONIEE学姐那里,就一直是这么说的。论坛上面这么多人都没有咱们这方面的真题,我想绝大多数的人都是没有看到过真题的,只是看了看论坛上面的题型和难度而已。我想说的是,不要把时间浪费在寻找真题上面。

关于考研四门课:
1) 政治:其一,不用报考研班,冲刺班也不用。到时候,网上铺天盖地的都是录音,你们同学估计也会有。信息时代,不用什么都亲力而为。另外,听录音看书,效果真的不错。上考研班的话,浪费本来可以看专业课的时间。
          其二,大纲解析。虽然这本书被那些辅导考研的专家批评,出的很烂,但是,考研政治所有的知识点都来自于这本书。大家千万要记得,这本书一定要看的相当熟练。不要随便用考研班发的所谓专家策划的资料。
          其三,模拟题与真题。这二者差别是很大的,大家不要做模拟题上瘾了,记住,真题才是王道!学会分析真题出题规律与答题技巧,比什么都重要。

2) 二外法语:其一,如果你在大三过了大学法语四级,考研法语将是小菜一碟。这个当然是废话了,只是让清楚考研法语的难度。还有,法语是不考听力的(复试另当别论),大家有实力的话完全可以向90分冲击。
          其二,关于教材。虽然参考书目是薛的那本,但是,这个论坛里面很多人也说过,薛的那本实在是有点简单了,考研的话还是不够的。我推荐的是,《新大学法语》,高等教育出版社的。考研的话,看完第三册就够。(我实际上是只看了第三册,但是来回看了好几遍。这个要因人而异了,大家可以自己判断)
         其三,翻译部分,考到了薛的里面的原句,可能有所改动。所以,大家还是要先把薛的那本书弄的烂熟于心才行。记得论坛里面有个学姐说过,你要是把这本书一句一句的看,能看到不少东西。我当时就记住了这句话,在看那本新大学法语之前,把书过了两遍(不算考法四时候看的那些),真的发现了自己以前没有注意到的知识点。当然,还是那句话,一切都是靠大家自己判断。别人的经验不一定就适合与自己。

3) 基础英语:其一:就对今年的题型来说,大头在阅读翻译和写作。以前也是这样。但是今年除了一个变化:阅读难度明显降低。学姐以前说的是,和专八难度差不多,但是,可能08的都注意到了,今年的阅读做起来是很快的,实在是没有什么难度。但是,尽管如此,我还是建议大家在基础英语这一块,好好利用专八的真题,把专八阅读翻译和写作都做完做好。关于翻译,我自认为做的还不错。对faytangcn 同学的在翻译部分的回忆做个小小补充:汉译英是一篇文学性的文章,大家要是看过张培基的散文翻译那本书,这个应该不算很难。英译汉,具体记不大清了,好像是文体学的一个东西,有说到,语篇,文体,这些东西。算是比较学术的东西。全靠平时的积累了,这个没有办法,估计这个翻译应该是拉开分数的地方。关于写作,给出的材料好像是,现在我们经常可以看到一些励志的书,像穷爸爸,富爸爸这样的。有一种观点是,别人成功了,但还是别人的经验而已,不适合自己。另一种观点是,我们从别人的经验中学到东西,自己才能成功。(汗一个,大概是这样,知情人确定一下~~~)这个题目还是蛮好写的。也不算偏。
          其二,就词汇来说,我觉得记单词个人有个人的方法,论坛里面也有不少,但我还是要来献丑一番~~~我有个小小的看法:大家考翻译还是多用字典的好,别用文曲星之类的东西。我的经验是,查字典能让人记住字典给出的例句,这个就是这个词最经典最合适的用法。这样才能更好的使用这个词。文曲星虽然有例句的功能,终究是不方便。另外,大家查了一个词,还能看到周围好多词,顺便看下,会多记住好多词~~~(当然,我不是说背字典。我有个师兄背字典,现在在联合国总部工作,那是后话了,牛人咱不比。)
          其三,对于翻译,我推荐几本书,大家暑假有时间看看。我自己复试的时候也用到了。
思果 翻译研究
刘宓庆 翻译丛书之二 翻译技能指引
张培基 散文翻译 上册看了就行
宋天锡  实用翻译



4) 语言学  我有些胡那本书的笔记和试题,大家要的话,帖子后面有个公共邮箱,自己拿~~~
其一:参考书就只有胡的那一本书。我们考试的时候用的是修订版,现在出了第三版了。听说有好多地方修改了,我买了第三版的配套的课后习题还有术语解释那本书,还附带一个光盘。看起来,还是差不多。细节我就不太清楚了。估计,今年也不会有太大的变化。胡的书,据师兄介绍,研究生是不用的;也就是说,全国估计只有为了考研的人才看这本书。其实,这本书是不错的,那么多专家一起写的。但是这里有两个问题;
第一,光看这本书不够,对于相关章节,大家可以去学校图书馆找找别的书,扩充下知识。第二,关于中译本的问题。我反正是没有找到好的中译本,估计最好的是胡那帮人自己出的中译本,算是比较近期出的。张鑫有出的,很烂;廖美珍主编的很烂(廖老师是我的老师,只能在这里小声说了,估计那本书只是挂他的名)。我想说的是,中译本只是一个辅助,大家以前没怎么看过英语写的书的,一定要适应。里面的语言其实不错的。举个例子,on the analogy of ,in this wise, in passing这些短语我都用到了自己的毕业论文里面。一些句子都很不错。看语言学课本,实际上也是一个学习英语的过程。
其二:关于学习方法。我本科阶段是没有学过的,就上了廖老师的几节语用学,还是为了混学分去的。当时也不知道自己要考翻译,更不知道自己居然会考到语言学这门课。上面说过,我在10月中旬才开始看语言学。但是,我在复习之前是把论坛上面所有相关的帖子都看了。这样才能有的放矢。这里顺便提醒弟弟妹妹们,你们跟学长学姐联系自然是不错,他们也会很热心的帮助你们,但是他们可能回答的不是那么全,或者相关的内容一时记不大清了,这个时候看看论坛会更有效果。在论坛上多认识几个研友,一起交流,效果会更好。
     切入正题,首先,我的语言学是没有任何基础。所以,那些害怕考语言学的DDMM,千万不要再害怕了。大家可以看一下下面的题型。大题不多。除了前面的划分句子成分和列出转换规则的两道题,还有后面的一个转换生成语法和英语为什么是世界上流行最广的语言这两道题(我记得是这个,不知道为什么faytangcn说是关于英语词汇的问题,大家还是以她的为准,因为她是考完写的,我这都快到了6月份才写),其他基本上就是填空题。全是书上的东西。当然,还有四个名词解释。
            再者,上面也说过,看语言学的课本也是一个考阅读能力的一个过程,大家抱着好好学英语的态度,就会对语言学不那么敬而远之了。
            还有,前五章是重点。千万不能留死角。这样才能保证不能像我们这辈丢了本应该看的东西。
说到这个重点,就像我跟好多人说过的那样,大家认真看完一章之后,要做个笔记,电子版的最好,什么时候都能打出来,也不容易丢。(主要是说跟我一样丢三落四的男生们)还有一个原因就是做完的笔记在后来的反复复习过程中,是要不停的添加,修改的。我给大家的电子版里面,有自己做的电子版的。这个内容因人而异,目的只有一个,看到电子版,能想起全章来。如果不行,还得反复的看,反复的修改笔记。不过,还是那句话,要是学过的孩子们,就不用看我在这里废话了。
            最后,对于那些本科就学过语言学的同学来说,千万不要掉以轻心。实话是,你们不一定会比那些只学过三个月的人考的高。这句话,也可以反过来说,鼓励鼓励那些跟我一样以前没有学过语言学的孩子们。
花了一个早上写的,要是对大家有些许帮助,我都会很开心的~~~

ps:至于有人问我笔记里面为什么会有北林的。原因是,那个卷子是史宝辉老师出的,他就是北林的。还有他参与编写了胡那本书第三版及其网络资料的搜集工作。大家看看他的卷子,会有帮助的。



基础英语
1。10*1 词汇
2。1.5*10 改错 今年是单句改错
3。25*2 阅读 5篇文章,都不算难
4。25 汉译英 偏文学
5。25 英译汉 偏学术
6。25 作文 300-400字 评论关于成功学类书

基础语言学
三部分 每部分50分
第一部分
这个太郁闷了 基本上什么都有
语音 6*2
   语音就有12分,而且最后的两个元音的描述只给了3个条件,都没有说是lax还是tense,难道是别有深意?
构词 8*1
   给一个构词法,要求写出一个例子
树形图 5
   句子好像是“The students are doing their homework in the classroom”, 具体的词可能有出入,但是结构就是这个
转化规则 4
   He had finished the work.
   要求改成被动句,并且写出transformational rule,这个还真不会写,妈呀
离心向心 0.5*4
   四个短语,写出是离心还是向心结构
没办法,这个部分实在太杂,暂时想到的只有这个多,如果想起来会再补充

第二部分
   25*2 填空 好好看书吧,所有都要看,今年还考了转喻!可以有重点,但绝不能把后面的章节忽略

第三部分
   4*5 名词解释,分别是arbitrariness, transitivity, the syllable structure, deixis 最后一个很意外
   2*15 简答论述  第一道:Chomsky Classical model and Standard model的不同点,我怎么想也只想到后者加入了语义,但是题中不同点是用的复数,郁闷啊郁闷,知道的请告诉我  第二道:英语大量借词的原因(至少两个);大量借词是否因为是英语没有屈折变化? 这个题目应该是书中没有怎么提到的,也郁闷,背了N多基础概念都没有考

小补充一下,关于楼主说的今年的作文题目,确实如此啦,就是针对别人的成功经验可否借鉴这方面展开的;另外.关于专业课,想要得高分的同学还要看看戴唯栋的语言学书,因为有的考点在胡的书中根本没有讲到了,比如今年就考了dexics这个名词解释,别的我也记不太清楚了,反正是很重视基础的了,大家要好好看前几章,还有十二章的语言流派.至于二外法语,建议大家不要害怕,其实还是比较容易的,也很基础,而且生词不多,薛的书一定要仔细看,注意小的知识点.还有就是基础英语,可能今年的情况比较特殊,不怎么难,尤其是阅读和翻译,可是大家不能掉以轻心,因为师姐说每年的都不太简单,大家要多做翻译方面的练习了,至于写作,我觉得明年也不会难到哪去,主要是偶尔也得练习一下,要不然到考场你会大脑一片空白的.词汇方面我不建议大家刻意的去背,可以参考别的学校同学的真题或是从阅读中积累,因为今年考的并不算生僻词.而且一共才10分.好了,就写到这吧!这只是个人的一点看法,希望能对大家有帮助了.
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发表于 2011-6-24 22:48 | 显示全部楼层
学长你好!我想问一下你,想我这种徘徊在专四间的水平,基础不太好,能考虑北语这个学校吗? 我很喜欢这个学校的氛围的。
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赞一下
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发表于 2015-9-15 14:50 | 显示全部楼层
thx~~~
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发表于 2017-3-3 16:01 来自手机 | 显示全部楼层
微博看到的,能找到 真不容易,,,感谢分享

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发表于 2018-1-13 14:22 来自手机 | 显示全部楼层
大三备考期末语言学看到的,太详细了

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发表于 2018-1-13 14:23 来自手机 | 显示全部楼层
邮箱在哪里呀没有看到

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