1、目录第一部分考研真题精选一、术语解释二、简答题三、论述题第二部分章节题库第1章第二语言教学和学习的概念基础第2章第二语言教学和学习的经验基础第3章第二语言教学与学习从传统走向当代第4章语言第5章学习者第6章学习过程第7章听第8章说第9章阅读第10章写第一部分考研真题精选一、术语解释1. critical period（中山大学2017研）The critical period hypothesis is a theory in the study of languageacquisition which posits that there is a critical period of tim
2、e in which thehuman mind can most easily acquire language. This idea is often consideredwith regard to primary language acquisition, and those who agree with thishypothesis argue that language must be learned in the first few years of life orelse the ability to acquire language is greatly hindered.
3、The critical periodhypothesis is also used in secondary language acquisition, regarding the ideaof a time period in which a secondary language can be most easily acquired.【答案】2. reference（北外2014研）Reference is a relation between objects in which one objectdesignates, or acts as a means by which to co
4、nnect to or link to, anotherobject. The first object in this relation is said to refer to the second object.The second objectthe one to which the first object refersis called thereferent of the first object. The term reference is used in many spheres ofhuman knowledge, adopting shades of meaning par
5、ticular to the contexts inwhich it is used.【答案】3. anaphor（南开大学2011年研）The term anaphor is used in a narrow sense to include onlyreflexives like myself and reciprocals like each other.【答案】4. cohesion（北师大2004年研）Cohesion refers to the grammatical and/or lexical relationshipsbetween the different element
6、s of a discourse. This may be relationshipbetween different sentences or between different parts of a sentence. It can beachieved by cohesive devices include reference, substitution, ellipsis,conjunction and lexical cohesion.【答案】5. speech act（浙江大学2005研）Speech act is a central concept in Speech Act T
7、heory, according towhich, we are performing various kinds of acts when we are speaking.Actions performed through utterances are generally called speech acts.【答案】6. scale schema（中山大学2013研）It involves an increase or decrease of physical or metaphoricalamount, and consists of any of the following: a cl
8、osed-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.【答案】7. interlanguage（上海交大2005研）It refers to the type of language constr
9、ucted by second or foreignlanguage learners who are still in the process of learning a language. Its alanguage system between the target language and the learners nativelanguage, and imperfect compared with the target language, but not meretranslation from the learners native language. For example,
10、when theChinese student is learning English, he may make errors like “to touch thesociety”.【答案】8. contrastive analysis（北航2010研）Contrastive analysis is an approach to analysis of second languageacquisition, based on a belief that a more effective teaching pedagogy wouldcome out when the similarities
11、and differences between native language andtarget language are taken into consideration. By such an analysis, it issupposed that some leaning difficulties could be predicted in terms oflanguage transfer.【答案】9. language acquisition（北外2011研）Language acquisition refers to the learning and development o
12、f apersons language. The learning of a native or first language is called firstlanguage acquisition, and the learning of a second or foreign language iscalled second language acquisition.【答案】二、简答题1. Whats the Critical Period Hypothesis of language acquisition? Pleasecomment on it.（北二外2016研）Proposed
13、by Lenneberg (1967), Critical Period Hypothesis holds thata child can naturally acquire a language from the age of two to twelve. Theage effect does play an important role in language acquisition. But languageacquisition or learning is affected by a great many factors such as motivation,interest, la
14、nguage atmosphere, etc. So this hypothesis is partially sensible.【答案】2. Please describe error analysis procedures in second language research.（南开2011研）【答案】The procedure of error analysis consists of the following steps:(1) Recognition. Dealing with a sentence produced by the language learner,we shou
15、ld first ask whether the sentence is grammatically correct. If theanswer is negative, then errors exist. If the answer is positive, then we furthercheck whether the sentence is appropriate in the communicative context. Anegative answer indicates a mistake.(2) Description. If the erroneous sentence i
16、s intelligible, we compare it withthe correct sentence produced by a native speaker and list the errors andmistakes. If the meaning of the sentence is not clear, we may refer to thelearners native language to find out what he means and carry out acontrastive analysis. Taking into consideration the u
17、se of language in socialcontexts, we can describe mistakes as well as errors.(3) Explanation. When an error is recognized and described, we attempt toanswer the question “Why did the learner commit this error?” In other words,we make hypothesis about the psychological processes which have causedthe
18、learner to commit the error. This will lead us to provide answers to afundamental question “How do people learn language?”3. What does cohesion refer to? Can you give an example?（北二外2014研）Cohesion refers to the relations of meaning that exist within the text,and that defines it as a text. The cohesi
19、ve devices usually include:conjunction, ellipsis, lexical collocation, reference, and so on. In thefollowing example, the cohesive device is “Reference”, it refers back to thedoor: He couldnt open the door. It was locked tight.【答案】4. What is Contrastive Analysis (in Linguistics and Foreign LanguageT
20、eaching)?（北航2013研）Contrastive Analysis (CA) came into fashion in the 1960s. It is away of comparing the forms and meanings across the native language and thetarget language to spot the mismatches or differences so that people couldpredict learners difficulty, then what to be learned and what doesnt
21、need to【答案】be learned in a second language learning situation is decided.5. How is “discourse” defined in current discourse studies?（浙江大学2008研）【答案】The term discourse has several definitions. In the study of language,discourse often refers to the speech patterns and usage of language, dialects,and ac
22、ceptable statements, within a community. It is a subject of study inpeoples who live in secluded areas and share similar speech conventions.Sociologists and philosophers tend to use the term discourse to describe theconversations and the meaning behind them by a group of people who holdcertain ideas
23、 in common. Such is the definitions by philosopher MichelFoucault, who holds discourse to be the acceptable statements made by acertain type of discourse community.6. What is your understanding of Krashens “Input Hypothesis”?（北二外2015研）According to Krashens “Input Hypothesis”, learners acquirelanguag
24、e as a result of comprehending input addressed to them. Krashenbrought forward the concept of “i+1” principle, i.e. the language that learnersare exposed to should be just far enough beyond their current competencethat they can understand most of it but still be challenged to make progress.Input sho
25、uld neither be so far beyond their reach that they are overwhelmed,【答案】nor so close to their current stage that they are not challenged at all.本题考查Krashen的“输入假说”。输入假说是其语言习得理论的核心部分。他认为，只有当习得者接触到“可理解的语言输入”，即略高于他现有语言技能水平的第二语言输入，而他又能把注意力集中于对意义或对信息的理解而不是对形式的理解时，才能产生习得。这就是他著名的i+1公式。i代表习得者现有的水平，1代表略高于习得者现有
26、水平的语言材料。根据克拉申的观点，这种i+1的输入并不需要人们故意地去提供，只要习得者能理解输入，而他又有足够的量时，就自动地提供了这种输入。【解析】7. What is the difference between a proficiency test and an achievement test?（华南理工2014研）【答案】An achievement test is a test of developed skill or knowledge. The mostcommon type of achievement test is standardized test developed
27、 to measureskills and knowledge learned in a given grade level, usually through plannedinstruction, such as training or classroom instruction. Achievement tests areoften contrasted with tests that measure aptitude, a more general and stablecognitive trait.A proficiency test is usually commissioned b
28、y a nation for those who are asecond language learner of the language of the nation. It is often divided intoseveral levels from the basis one to the highest grade. And it is conductedaccording to different abilities, generally including reading, listening andwriting.8. Why should language teachers
29、increase their knowledge of linguistics?Please give some comments.（北二外2016研）【答案】Some knowledge of linguistics will not only help language teachers to betterunderstand the nature of language, but also helps them better understand howto teach language. Theoretical views of language explicitly or impli
30、citlyinform the approaches and methods adopted in language teaching.Language teachers do need a theory or some theories of language in order toteach language effectively, and they need to know at least how the languagethey teach works. To discover the real language and to obtain someunderstanding of
31、 it, language teachers may well turn to linguistics. Manylanguage learning theories are proposed based on certain linguistic theories.In fact, knowledge in linguistics lies at the root of understanding whatlanguage learners can learn, how they actually learn and what they learnultimately. Therefore,
32、 linguistics has always played an important role in thestudies of language acquisition and learning.9. What are the four obvious barriers to adult L2 acquisition?（浙江大学2003研）A variety of explanations have been put forward for the apparentdeclined in adults: physical factors such as the loss of “plast
33、icity” in the brainand “lateralization” of the brain; social factors such as the different situations【答案】and relationships that children encounter compared to adults; cognitivefactors such as the interference with natural language learning by the adultsmore abstract mode of thinking; and input facto
34、rs that adults spend only afew hours each week of school time, rather than via the constant interactionexperienced by a child, with a lot of other occupations.10. How well, in your opinion, does the word “communication” represent thefunction of human language?（北二外2008研）【答案】We use language for an alm
35、ost infinite number of purposes, from writingletters to gossiping with our friends, making speeches and talking toourselves in the mirror. But the primary function of language is to transmitinformation and to convey commands, feelings and emotions.That is, language is a tool of communication. The te
36、rm “communication” canbe used to cover much of the function of language. This function can befurther divided into more specific functions, such as phaticfunction/communion, directive function, informative function, interrogativefunction, expressive function, evocative function, performative function
37、 etc.11. How do you understand interlanguage?（西安交通大学2008研）【答案】The type of language constructed by second or foreign language learners who更多各类考试资料 v：344647 公众号：顺通考试资料 are still in the process of learning a language is often referred to asinterlanguage. Interlanguage is often understood as a language
38、systembetween the target language and the learners native language. It is imperfectcompared with the target language, but it is not mere translation from thelearners native language.However, interlanguage should not really be seen as a bridging languagebetween the target language and native language
39、. Interlanguage is a dynamiclanguage system, which is constantly moving from the departure level to thenative-like level. Therefore, “inter” actually means between the beginningstage and the final stage. There are many examples of interlanguage, such as“I no have a book.”, “I like read books”.12. Pl
40、ease state the factors that cause errors and mistakes in foreign languagelearning.（厦门大学2006研）【答案】There are generally two types of factors that cause errors and mistakes inforeign language learning, one is inter-lingual, traced to the influence of themother tongue, the other is intra-lingual, committ
41、ed by language learnersregardless of their L1.In second language learning, the learners attempt to transfer the features oftheir mother tongue to the second language. When the structures of the twolanguages are similar, we can get positive transfer; when the two languagesare different in structures,
42、 negative transfer or interference occurs and resultsin errors.Not all errors are caused by the interference of the mother tongue. There arecases that the learner knows some rules of the target language but appliesthem in the wrong place. Errors of overgeneralization and hypercorrectionbelong to thi
43、s type.三、论述题1. Which of the following two sentences is structurally more complex?Which do you think is more difficult for young learners to learn?Sentence A: John sings well.Sentence B: John is singing.（北京邮电大学2015研）【答案】(1) Most people would agree that structurally sentence B is more complexthan sent
44、ence A. In sentence B, is and -ing are added to the finite verb sing;whereas in sentence A, only -s is added (although the sentence has one moreword well). This is why many English textbooks introduce patterns likesentence A prior to those like sentence B. However, in most situations, forlanguage le
45、arners (especially young learners), sentence A is probably moredifficult than sentence B. Sentence A describes a kind of habitual action,which does not take place in a particular time or place; whereas sentence Bdescribes an action taking place right now and here (or there). With visualaids (e.g. a
46、picture), the sentence (at least the meaning) is extremely easy tounderstand. So structurally difficult sentences may not be functionally orconceptually difficult, and vice versa.(2) Whats behind this example also has relevance to Krashens i+1 theory.Krashens hypothesis about second language acquisi
47、tion puts primaryimportance on the comprehensible input (CI) that language learners areexposed to. Understanding spoken and written language input is seen as theonly mechanism that results in the increase of underlying linguisticcompetence, and language output is not seen as having any effect on lea
48、rnersability. Furthermore, Krashen claimed that linguistic competence is onlyadvanced when language is subconsciously acquired, and that consciouslearning cannot be used as a source of spontaneous language production.Finally, learning is seen to be heavily dependent on the mood of the learner,with l
49、earning being impaired if the learner is under stress or does not want tolearn the language.(3) The i+1 theory states that learners progress in their knowledge of thelanguage when they comprehend language input that is slightly moreadvanced than their current level. Krashen called this level of inpu
50、t “i+1”,where “I” is the learners interlanguage and “+1” is the next stage oflanguage acquisition. However, when we say input i+1 is just far enoughbeyond the learners current level, what criterion of complexity (difficulty)are we using? Conceptual complexity or structural complexity? We certainlyca
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