北京外国语大学英语语言文学专业英美文学真题2007年.doc

北京大学2007年硕士研究生入学考试试题考试科目:专业知识考试时间:2007年1月21日招生专业:英语语言文学研究方向:各方向文学,翻译,美国研究方向试题(150分)I.Please answer ONE of the following questions(40)1In Milton’s Paradise Lost,Satan displays tremendous heroic energy,and we cannot but admire him.Is Satan a hero?Why(not)?You might want to compare Satan with Adam and Christ the Son to make your point.2A conceit is a far-fetched and ingenious comparison.The metaphysical conceit is a more intellectualized,many-leveled comparison,giving a strong sense of the poet’s ingenuity in overcoming obstacles.John Donne’s conceits leap continually in a restless orbit from the personal to the cosmic and back again.Please pick two examples of metaphysical conceits form Donne and comment on them.II.Please answer ONE of the following questions.(40)1,Many people believe that the Puritan Movement and the Puritan migration to North American in early17th century are a form of religious revivalism.However,critics argue that the Puritan enterprise is a much more complicated phenomenon,which cannot be limited only to its religious aspect.Which view do you agree?Please give two or more examples(and with proper analyses)from the writings of Puritan Era to explain your opinion.2,In19th century American novelists,Nathaniel Hawthorne stands out for his extraordinary familiarity with the social and religious life of early New England society and for his profound understanding of the innate complexity of human nature (its irrepressible tendencies and ambivalent impulses,the impossibility of eradicating sin from the human heart).Please give two or more examples(with proper analyses) from the novels or tales of Howthorne in order to demonstrate and explain both the historical imagination of Howthorne and his Mastery of psychological insight.III.Answer ONE of the following questions.(40)1The Romantic Age in Britain was a time when domestic unrest combined with international turmoil to raise the awareness of Englishness on the part of the people. Briefly analyze two literary works of this period,focusing on how they reflect such heightened national/international consciousness.2.Choose two among the great number of heroines of the English novel and briefly analyze the source(s)of their social power.What,for example,give these women advantage over their rivals or men,and how?IV.The following passage is taken from an essay by the modern French critic Roland Barthes.See if you are aware of any intellectual background against which Barthes’s view may have occurred,and elaborate upon or respond to or refute the passage in a way you see fit.(30)Whatever the complexity of literature theory,a novelist or a poet is supposed to speak about objects and phenomenon which,whether imaginary or not,are external and anterior to language.The world exists and the writer use language;such is the definition of literature.The object of criticism is very different;it deal with“the world”,but with the linguistic formulations made by others;it is a comment on a comment.a secondary language or meta-language(as the logicians would say), applied to a primary language(or language-as-object).It follows that critical activity must take two kinds of relationships into account:the relationship between the critical language and the language of the author under consideration and the relationship between the latter(language-as-object)and the world.Criticism is defined by the interaction of these two languages and so bears a close resemblance to another intellectual activity,logic,which is also entirely founded on the distinction between language-as-object and meta-language.北京大学2007年硕士研究生入学考试试题（专业能力）英翻汉A strong common sense,which it is not easy to unseat or disturb,marks the English mind for a thousand years:a rude strength newly applied to thought,as of sailors and soldiers who had lately learned to read.They have no fancy,and never are surprised into a covert or witty word,such as pleased the Athenians and Italians,and was convertible into a fable not long after;but they delight in strong earthy expression, not mistakable,coarsely true to the human body,and,though spoken among princes, equally fit and welcome to the mob.This homeliness,veracity,and plain style,appear in the earliest extant works,and in the latest.It imports into songs and ballads the smell of the earth,the breath of cattle,and,like a Dutch painter,seeks a household charm,though by pails and pans.They ask their constitutional utility in verse.Thekail and herrings are never out of sight.The poet nimbly recovers himself from every sally of the imagination.The English muse loves the farmyard,the lane,and market. She says,with De Stael,"I tramp in the mire with wooden shoes,whenever they would force me into the clouds."For,the Englishman has accurate perceptions;takes hold of things by the right end,and there is no slipperiness in his grasp.He loves the axe,the spade,the oar,the gun,the steampipe:he has built the engine he uses.He is materialist,economical,mercantile.He must be treated with sincerity and reality,with muffins,and not the promise of muffins;and prefers his hot chop,with perfectsecurity and convenience in the eating of it,to the chances of the amplest and Frenchiest bill of fare,engraved on embossed paper.When he is intellectual,and a poet or a philosopher,he carries the same hard truth and the same keen machinery into the mental sphere.His mind must stand on a fact.He will not be baffled,or catch at clouds,but the mind must have a symbol palpable and resisting.What he relishes in Dante,is the vice-like tenacity with which he holds a mental image before the eyes,as if it were a scutcheon painted on a shield.Byron"liked something craggy to break his mind upon."A taste for plain strong speech,what is called a biblical style,marks the English.It is in Alfred,and the Saxon Chronicle,and in the Sagas of the Northmen. Latimer was homely.Hobbes was perfect in the"noble vulgar speech."Donne, Bunyan,Milton,Taylor,Evelyn,Pepys,Hooker,Cotton,and the translators,wrote it. How realistic or materialistic in treatment of his subject,is Swift.He describes his fictitious persons,as if for the police.Defoe has no insecurity or choice.Hudibras has the same hard mentality,--keeping the truth at once to the senses,and to the intellect.It is not less seen in poetry.Chaucer's hard painting of his Canterbury pilgrims satisfies the senses.Shakspeare,Spenser,and Milton,in their loftiest ascents,have this national grip and exactitude of mind.This mental materialism makes the value of English transcendental genius;in these writers,and in Herbert,Henry More,Donne, and Sir Thomas Browne.The Saxon materialism and narrowness,exalted into the sphere of intellect,makes the very genius of Shakspeare and Milton.When it reaches the pure element,it treads the clouds as securely as the adamant.Even in its elevations,materialistic,its poetry is common sense inspired;or iron raised to white heat.Contributed by Ralph Waldo Emerson-The Complete Works of Ralph Waldo Emerson-Volume V-English Traits(1856)汉翻英笑是最流动、最迅速的表情，从眼睛里泛到口角边。

北京外国语大学英语语言文学专业英美文学真题2008年(总分：149.99，做题时间：90分钟)一、Section Ⅰ Matching(总题数：1，分数：30.00)●Passage 1●1. Milton! Thou should"st be living at this hour:England hath need of thee: she is a fenOf stagnant waters: altar, sword and pen,Fireside, the heroic wealth of hall and bower,Have forfeited their ancient English dowerOf in ward happiness.●Passage 2●2. When I reached home, my sister was very curious to know all about Miss Havisham"s, and askeda number of questions. And I soon found myself getting heavily bumped from behind in the nape of the neck and the small of the back, and having my face ignominiously shoved against the kitchen wall, because I did not answer those questions at sufficient length.●Passage 3●3. I started across to the town from a little below the ferry landing, and the drift of the current fetched me in at the bottom of the town. I tied up and started along the bank. There was a light burning in a little shanty that hadn"t been lived in for a long time, and I wondered who had taken up quarters there. I slipped up and peeped in at the window. There was a woman about forty years old in there, knitting by a candle that was on a pine table.●Passage 4●4. In the midst of dinner my Mistress"s favorite cat leapt into her lap. I heard a noise behind me like that of a dozen stocking-weavers at work; and turning my head, I found it proceeded from the purring of this animal, who seemed to be three times larger than an ox, as I computed by the view of her head, and one of her paws, while her mistress was feeding and stroking her.●Passage 5●5. Two roads diverged in a wood, and I—I took the one less traveled by,And that has made all the difference.●Passage 6●6. The awful shadow of some unseen power,Floats though unseen amongst us, —visiting,This various world with as inconstant wing,As summer winds that creep from flower to flower.●Passage 7●7. Something there is that doesn"t love a wall,That sends the frozen ground swell under it,And spills the upper boulders in the sun,And makes gaps even two can pass abreast.●Passage 8●8. The scenery of Walden is on a humble scale, and though very beautiful, does not approach to grandeur, not can it much concern one who has not long frequented it or lived by its shore; yet this pond is so remarkable for its depth and purity as to merit a particular description.●Passage 9●9. The world is too much with us; late and soon,Getting and spending, we lay waste our powers;Little we see in Nature that is ours;We have given our hearts away, a sordid boon!●Passage 10●10. Mr. Harthouse professed himself in the highest degree instructed and refreshed by this condensed epitome of the whole of Coketown question.●Authors●A. Henry David ThoreauB. William WordsworthC. Charles DickensD. Jonathan SwiftE. John MiltonF. Francis BaconG. Percy Bysshe ShelleyH. Robert FrostI. Mark TwainJ. William ShakespeareK. Emily DickinsonL. Christopher Marlowe（分数：30.00）二、Section Ⅱ Short Stor(总题数：1，分数：100.00)A Worn PathEudora WeltyIt was December—a bright frozen day in the early morning. Far out in the country there was an old Negro woman with her head tied red rag, coming along a path through the pinewoods. Her name was Phoenix Jackson. She was very old and small and she walked slowly in the dark pine shadows, moving a little from side to side in her steps, with the balanced heaviness and lightness of a pendulum in a grand father clock. She carried a thin, small cane made from an umbrella, and with this she kept tapping the frozen earth in front of her. This made a grave and persistent noise in the still air that seemed meditative like the chirping of a solitary little bird.She wore a dark striped dress reaching down to her shoe tops, and an equally long apron of bleached sugar sacks, with a full pocket: all neat and tidy, but every time she took a step she might have fallen over her shoelaces, which dragged from her unlaced shoes, she looked straight ahead. Her eyes were blue with age. Her skin had a pattern all its own of numberless branching wrinkles and as though a whole little tree stood in the middle of her forehead, but a golden color ran underneath, and thee two knobs of her cheeks were illumined by a yellow burning under the dark. Under the red rag her hair came down on her neck in the frailest of ringlets, still black, and with an odor like copper.Now and then there was a quivering in the thicket. Old Phoenix said, "Out of my way, all you foxes, owls, beetles, jack rabbits, coons and wild animals... Keep out from under these feet, little bob-whites. Keep the big wild hogs out of my path. Don"t let none of those come running my direction.I got a long way." Under her small black-freckled hand her cane, limber as a buggy whip, would switch at the brush as if to rouse up any hiding things. On she went. The woods were deep and still. The sun made the pine needles almost too bright to look at, up where the wind rocked. The cones dropped as light as feathers. Down in the hollow was the mourning dove—it was not too late for him.The path ran up a hill. "Seem like there is chains about my feet, time I get this far," she said, in the voice of argument old people keep to use with themselves. "Something always take a hold of me on this hill—pleads I should stay."After she got to the top she turned and gave a full, severe look behind her where she had come. "Up through pines," she said at length. "Now down through oaks."Her eyes opened their widest, and she started down gently. But before she got to the bottom of the hill a bush caught her dress.Her fingers were busy and intent, but her skirts were full and long, so that before she could pull them free in one place they were caught in another. It was not possible to allow the dress to tear. "I in the thorny bush," she said. "Thorns, you doing your appointed work. Never want to let folks pass, no sir. Old eyes thought you was a pretty little green bush."Finally, trembling all over, she stood free, and after a moment dared to stoop for her cane. "Sun so high!" she cried, leaning back and looking, while the thick tears went over her eyes. "The time getting all gone here."At the foot of this hill was a place where a log was laid across the creek."Now comes the trial," said Phoenix.Putting her right foot out, she mounted the log and shut her eyes. Lifting her skirt, leveling her cane fiercely before her, like a festival figure in some parade, she began to march across. Then she opened her eyes and she was safe on the other side."I wasn"t as old as I thought," she said.But she sat down to rest. She spread her skirts on the bank around her and folded her hands over her knees. Up above her was a tree in a pearly cloud of mistletoe. She did not dare to close her eyes, and when a little boy brought her a plate with a slice of marble-cake on it she spoke to him. "That would be acceptable," she said. But when she went to take it there was just her own hand in the air.So she left that tree, and had to go through a barbed-wire fence. There she had to creep and crawl, spreading her knees and stretching her fingers like a baby trying to climb the steps. But she talked loudly to herself: she could not let her dress be torn now, so late in the day, and she could not pay for having her arm or her leg sawed off if she got caught fast where she was. At last she was safe through the fence and risen up out in the clearing. Big dead trees, like black men with one arm, were standing in the purple stalks of the withered cotton field. Thee sat a buzzard."Who you watching?"In the furrow she made her way along."Glad this not the season for bulls," she said, looking sideways, "and the good Lord made his snakes to curl up and sleep in the winter. A pleasure I don"t see no two-headed snake coming around that tree, where it come once. It took a while to get by him, back in the summer."She passed through the old cotton and went into a field of dead corn. It whispered and shook and was taller than her head. "Through the maze now," she said, for there was no path.Then there was something tall, black, and skinny there, moving before her.At first she took it for a man. It could have been a man dancing in the field. But she stood still and listened, and it did not make a sound. It was as silent as a ghost."Ghost", she said sharply, "who be you the ghost of? For I have heard of nary death close by." But there was no answer—only the ragged dancing in the wind.She shut her eyes, reached out her hand, and touched a sleeve. She found a coat and inside that an emptiness, cold as ice."You scarecrow," she said. Her face lighted. "I ought to be shut up for good," she said with laughter. "My senses is gone. I too old. I the oldest people I ever know. Dance, old scarecrow," she said, "while I dancing with you".She kicked her foot over the furrow, and with mouth drawn down, shook her head once or twice in a little strutting way. Some husks blew down and whirled in streamers about her skirts. Then she went on, parting her way from side to side with the cane, through the whispering field.At last she came to the end, to a wagon track where the silver grass blew between the red ruts. The quail were walking around like pullets, seeming all dainty and unseen."Walk pretty," she said. "This the easy place. This the easy going."She followed the track, swaying through the quiet bare fields, through the little strings of trees silver in their dead leaves, past cabins silver from weather, with the doors and windows boarded shut, all like old women under a Spell sitting there. "I walking in their sleep," she said, nodding her head vigorously.In a ravine she went where a spring was silently flowing through a hollow log. Old Phoenix bent and drank. "Sweet gum makes the water sweet," she said, and drank more. "Nobody know who made this well, for it was here when I was born."The track crossed a swampy part where the moss hung as white as lace from every limb. "Sleep on, alligators, and blow your bubbles." Then the track went into the road.Deep, deep the road went down between the high green-colored banks. Overhead the live-oaks net and it was as dark as a cave.A black dog with a lolling tongue came up out of the weeds by the ditch. She was meditating, and not ready, and when he came at her she only hit him a little with her cane. Over she went in the ditch, like a little puff of milkweed.Down there her senses drifted away. A dream visited her, and she reached her hand up, but nothing reached down and gave her a pull. So she lay there and presently went to talking. "Old woman", she said to herself, "that black dog come up out of the weeds to stall you off and now there he sitting on his fine tail, smiling at you."A white man finally came along and found her—a hunter, a young man, with his dog on a chain. "Well, Granny!" he laughed. "What are you doing there?""Lying on my back like a June-bug waiting to be fumed over, mister," she said, reaching up her hand.He lifted her up, gave her a swing in the air, and set her down. "Anything broken, Granny?", "No, sir, them old dead seeds is spring enough," said Phoenix, when she had got her breath. "I thank you for your trouble.""Where do you live, Granny?" he asked, while the two dogs were growling at each other. "Away back yonder, sir, behind the ridge. You can"t even see it from here?""On your way home?""No sir, I going to town...""Why, that"s too far! That"s as far as I walk when I come out myself, and I get something for my trouble." He patted the stuffed bag he carried, and there hung down a little closed claw. It was one of the bobwhites, with its beak hooked bitterly to show it was dead. "Now you go on home, Granny!""I bound to go to town, mister", said Phoenix. "The time comes around."He gave another laugh, filling the whole landscape. "I know you old colored people! Wouldn"t miss going to town to see Santa Claus!"But something held old Phoenix very still. The deep lines in her face went into a fierce and different radiation. Without warning, she had seen with her own eyes a flashing nickel fall out of the man"s pocket onto the ground."How old are you, Granny?" he was saying."There is no telling, mister," she said, "no telling."Then she gave a little cry and clapped her hands and said, "Git on away from here, dog! Look! Look at that dog!" She laughed as if in admiration. "He ain"t scared of nobody. He a big black dog." She whispered, "Sic him!""Watch me get rid of that cur," said the man. "Sic him, Pete! Sic him!"Phoenix heard the dogs fighting, and heard the man running and throwing sticks. She even hearda gunshot. But she was slowly bending forward by that time, further and further forward, the lids stretched down over her eyes, as if she were doing this in her sleep. Her chin was lowered almost to her knees. The yellow palm of her hand came out from the fold of her apron. Her fingers slid down and along the ground under the piece of money with the grace and care they would have in lifting an egg from under a setting hen. Then she slowly straightened up, she stood erect, and the nickel was in her apron pocket. A bird flew by. Her lips moved, "God watching me the whole time. I come to stealing."The man came back, and his own dog panted about them. "Well, I scared him off that time," he said, and then he laughed and lifted his gun and pointed it at Phoenix.She stood straight and faced him."Doesn"t the gun scare you?" he said, still pointing it."No, sir, I seen plenty go off closer by, in my day, and for less than what I done," she said, holding utterly still.He smiled, and shouldered the gun. "Well, Granny," he said, "you must be a hundred years old, and scared of nothing. I"d give you a dime if I had any money with me. But you take my advice and stay home, and nothing will happen to you.""I bound to go on my way, mister," said Phoenix. She inclined her head in the red rag. Then they went in different directions, but she could hear the gun shooting again and again over the hill. She walked on. The shadows hung from the oak trees to the road like curtains. Then she smelled wood-smoke, and smelled the river, and she saw a steeple and the cabins on their steep steps. Dozens of little black children whirled around her. There ahead was Natchez shining. Bells were ringing. She walked on.In the paved city it was Christmas time. There were red and green electric lights strung and crisscrossed everywhere, and all turned on in the daytime. Old Phoenix would have been lost if she had not distrusted her eyesight and depended on her feet to know where to take her.She paused quietly on the sidewalk where people were passing by. A lady came along in the crowd, carrying an armful of red, green and silver wrapped presents; she gave off perfume like the red roses in hot summer, and Phoenix stopped her."Please, missy, will you lace up my shoe?" She held up her foot."What do you want, Grandma?""See my shoe," said Phoenix. "Do all right for out in the country, but wouldn"t look right to go in a big building." "Stand still then, Grandma," said the lady. She put her packages down on the sidewalk beside her and laced and tied both shoes tightly."Can"t lace"em with a cane," said Phoenix. "Thank you, missy. I don"t mind asking a nice lady to tie up my shoe, when I gets out on the street."Moving slowly and from side to side, she went into the big building, and into a tower of steps, where she walked up and around and around until her feet knew to stop.She entered a door, and there she saw nailed up on the wall the document that had been stamped with the gold seal and framed in the gold frame, which matched the cream that was hung up in her head."Here I be," she said. There was a fixed and ceremonial stiffness over her body."A charity cases, I suppose," said an attendant who sat at the desk before her.But Phoenix only looked above her head. There was sweat on her face, the wrinkles in her skin shone like a bright net."Speak up, Grandma," the woman said. "What"s your name? We must have your history, you know. Have you been here before? Want seems to be the trouble with you?"Old Phoenix only gave a twitch to her face as if a fly were bothering her."Are you deaf?" cried the attendant.But then the nurse came in."Oh, that"s just old Aunt Phoenix," she said. "She doesn"t come for herself she has a little grandson. She makes these trips just as regular as clockwork. She lives away back off the old Natchez Trace." She bent down. "Well, Aunt Phoenix, why don"t you just take a seat? We won"t keep you standing after your long trip." She pointed.The old woman sat down, bolt upright in the chair."Now, how is the boy?" asked the nurse.Old Phoenix did not speak."I said, how is the boy?"But Phoenix only waited and stared straight ahead, her face very solemn and withdrawn into rigidity. "Is his throat any better?" asked the nurse. "Aunt Phoenix, don"t you hear me? Is your grandson"s throating any better since the last time you came for the medicine?" With her hands on her knees, the old woman waited, silent, erect and motionless, just as if she were in armor."You mustn"t take up our time this way, Aunt Phoenix," the nurse said. "Tell us quickly about your grandson, and get it over. He isn"t dead, is he?"At last there came a flicker and then a flame of comprehension across her face, and she spoke. "My grandson. It was my memory had left me. There I sat and forgot why I made my long trip." "Forgot?" The nurse frowned. "After you came so far?"Then Phoenix was like an old woman begging a dignified forgiveness for waking up frightened in the night. "I never did go to school, I was too old at the Surrender," she said in a soft voice. "I"m an old woman without an education. It was my memory fail me. My little grandson, he is just the same, and I forgot it in the coming.""Throat never heals, does it?" said the nurse, speaking in a loud, sure voice to old Phoenix. By now she had a card with something written on it, a little list. Yes. Swallowed lye. When was it? —January—two, three years ago...Phoenix spoke unasked now. "No, missy, he not dead, he just the same. Every little while his throat begin to close up again, and he not able to swallow. He not get his breath. He not able to help himself. So the time come around, and I go on another trip for the soothing medicine.""All right. The doctor said as long as you came to get it, you could have it," said the nurse. "But it"s art obstinate case.""My little grandson, he sit up there in the house all wrapped up, waiting by himself," Phoenix went on. "We is the only two left in the world. He suffer and it don"t seem to put him back at all. He got a sweet look. He going to last. He wear a little patch quilt and peep out holding his mouth open like a little bird. I remember so plain now. I not going to forget him again, no, the whole enduring time. I could tell him from all the others in creation.""All right." The nurse was trying to hush her now. She brought her a bottle of medicine. Charity, she said, making a check mark in a book.Old Phoenix held the bottle close to her eyes, and then carefully put it into her pocket."I thank you," she said."It"s Christmas time, Grandma," said the attendant. "Could I give you a few pennies out of my purse?""Five pennies is a nickel," said Phoenix stiffly."Here"s a nickel," said the attendant.Phoenix rose carefully and held out her hand. She received the nickel and then fished the other nickel out of her pocket and laid it beside the new one. She stared at her palm closely, with her head on one side.Then she gave a tap with her cane on the floor."This is what come to me to do," she said. "I going to the store and buy my child a little windmill they sells, made out of paper. He going to find it hard to believe three such a thing in the world. I"ll march myself back where he waiting, holding it straight up in this hand."She lifted her free hand, gave a little nod, turned around, and walked out of the doctor"s office. Then her slow step began on the stairs, going down.（分数：99.99）(1).Summarize the plot of the following story in your own words (around 200 words).（分数：33.33）__________________________________________________________________________________________ (2).Make a brief comment on the characterization of Phoenix Jackson. （分数：33.33）__________________________________________________________________________________________ (3).Define the major theme of the following short story. （分数：33.33）__________________________________________________________________________________________三、Section Ⅲ Critical T(总题数：4，分数：20.00)1.Birds normally can fly.Tweety the Penguin is a bird.Therefore, Tweety can fly.（分数：5.00）__________________________________________________________________________________________ 2.You"ll never find any additives in our tobacco. What you see is what you get. Simply 100% whole-leaf natural tobacco. True authentic tobacco taste. It"s only natural.（分数：5.00）__________________________________________________________________________________________ 3.If we guillotine the king, then he will die.Therefore, if we don"t guillotine the king, then he won"t die.（分数：5.00）__________________________________________________________________________________________ 4.Everyone is selfish; everyone is doing what he believes will make himself happier. The recognition of that can take most of the sting out of accusations that you"re being "selfish". Why should you feel guilty for seeking your own happiness when that"s what everyone else is doing, too?（分数：5.00）__________________________________________________________________________________________。

1/9【育明教育】中国考研考博专业课辅导第一品牌官方网站： 12015年北京外国语大学考研指导育明教育，创始于2006年，由北京大学、中国人民大学、中央财经大学、北京外国语大学的教授投资创办，并有北京大学、武汉大学、中国人民大学、北京师范大学复旦大学、中央财经大学、等知名高校的博士和硕士加盟，是一个最具权威的全国范围内的考研考博辅导机构。

更多详情可联系育明教育孙老师。

(01)英语语言学及应用语言学1.Yule,G.(2010).The Study of Language (4th ed.).Cambridge:Cambridge University Press.2.McGregor,W.(2009).Linguistics:An Introduction.London:Continuum.3.Davies,A.(2007).An Introduction to Applied Linguistics:From Practice to Theory (2nd ed.).Edinburgh:Edinburgh University Press.4.McCarthy,M.(2001).Issues in Applied Linguistics.Cambridge:Cambridge University Press.5.陆俭明：《现代汉语语法研究教程》北京大学出版社，2005年。

(02)英美文学1、M.H.Abrams 编：《诺顿英国文学选集》W.W.Norton ，2002年。

2、Nina Baym 编：《诺顿美国文学选集》W.W.Norton ，2005年。

3、金莉、张剑编：《文学原理教程》，外语教学与研究出版社，2005年。

4、Raman Selden ：《当代文学理论导读》外语教学与研究出版社，2004年。

5、赵一凡等编：《西方文论关键词》外语教学与研究出版社，2004年。

(03)美国研究1、Thomas A.Bailey,David M Kennedy &Lizabeth Cohen.The American Pageant-A History of the Republic,11th edition,Houghton Mifflin Company 1998,北外研招办（或者其它英文版美国历史书，历史阶段截止到里根政府时期）2、梅仁毅主编：《美国研究读本》，外语教学与研究出版社，2002年。

北京外国语大学2011年英语语言文学专业基础英语试卷（样题）Part I GRAMMARA 、Correct ErrorsThe passage contains ten errors. Each indicated line contains a maximum of one error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.For a missing word, mark the position of the missing word with a ^ and write the word which you believe is missing in the blank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash /and put the word in the blank provided at the end of the line.The elderly who finds great rewards and satisfactions (1)___________In their later lives are a small minority in this country. But theyDo exist. They are the "aged elite". It is most striking about these (2)___________People is their capacity for growth. When Arthur Robinson wasEighty, someone told him that he was plying piano better than (3)___________Ever. "I think so," he agreed. "Now I take chances I never tookBefore. I was used to be so much more careful. No wrong notes. (4)___________Not too bold ideas. Now I let go and enjoy myself and to be with (5)___________Everything besides the music." Another reason for the success ofThe aged elite are the traits they formed earlier in their lives. A (6)___________Sixty-eight-year old woman, three times married and widowed,Says," It's not just what you do when you're past sixty-five. It's whatYou did all your life which matters. If you have lived a full life, (7) __________Developed your mind, you will be able to use it past sixty-five.Along frankness comes humor. A sense of humor is an (8)___________aid people use to cope with tension. "Humor," says Dr. Barren,"also leads you to join with other people. There are two ways toDeal with stress. We either reach out or withdraw. The reachers (9)___________seek out other people to share their problems instead of pullingaway." Growing, active, humorous, sharing - these are all qualitieswhich describe the aged elite. (10)__________Part II READING COMPREHENSIONB. Multiple ChoicePlease read the following passages and choose A, B, C or D to best complete the statements about them.The Perils of EfficiencyThis spring, disaster loomed in the global food market. Precipitous increases in the prices of staples like rice (up more than a hundred and fifty per cent in a few months) and maize provoked food riots, toppled governments, and threatened the lives of tens of millions. But the bursting of the commodity bubble eased those pressures, and food prices, while still high, have come well off the astronomical levels they hit in April. For Americans, the drop in commodity prices has put a few more bucks in people's pockets; in much of the developing world, it may have saved many from actually starving. So did the global financial crisis solve the global food crisis?Temporarily, perhaps. But the recent price drop doesn't provide any long-term respite from the threat of food shortages or future price spikes. Nor has it reassured anyone about the health of the global agricultural system, which the crisis revealed as dangerously unstable. Four decades after the Green Revolution, and after waves of market reforms intended to transform agricultural production, we're still having a hard time insuring that people simply get enough to eat, and we seem to be more vulnerable to supply shocks than ever.It wasn't supposed to be this way. Over the past two decades, countries around the world have moved away from their focus on "food security" and handed market forces a greater role in shaping agricultural policy. Before the nineteen-eighties, developing countries had so-called "agricultural marketing boards," which would buy commodities from farmers at fixed prices (prices high enough to keep farmers farming), and then store them in strategic reserves that could be used in the event of bad harvests or soaring import prices. But in the eighties and nineties, often as part of structural-adjustment programs imposed by the I.M.F. or the World Bank, many marketing boards were eliminated or cut back, and grain reserves, deemed inefficient and unnecessary, were sold off. In the same way, structural-adjustment programs often did away with government investment in and subsidies to agriculture—most notably, subsidies for things like fertilizers and high-yield seeds.The logic behind these reforms was simple: the market would allocate resources more efficiently than government, leading to greater productivity. Farmers, instead of growing subsidized maize and wheat at high cost, could concentrate on cash crops, like cashews and chocolate, and use the money they made to buy staple foods. If a country couldn'tcompete in the global economy, production would migrate to countries that could. It was also assumed that, once governments stepped out of the way, private investment would flood into agriculture, boosting performance. And international aid seemed a more efficient way of relieving food crises than relying on countries to maintain surpluses and food-security programs, which are wasteful and costly.This "marketization" of agriculture has not, to be sure, been fully carried through. Subsidies are still endemic in rich countries and poor, while developing countries often place tariffs on imported food, which benefit their farmers but drive up prices for consumers. And in extreme circumstances countries restrict exports, hoarding food for their own citizens. Nonetheless, we clearly have a leaner, more market-friendly agricultural system than before. It looks, in fact, a bit like global manufacturing, with low inventories (wheat stocks are at their lowest since 1977), concentrated production (three countries provide ninety per cent of corn exports, and five countries provide eighty per cent of rice exports), and fewer redundancies. Governments have a much smaller role, and public spending on agriculture has been cut sharply.The problem is that, while this system is undeniably more efficient, it's also much more fragile. Bad weather in just a few countries can wreak havoc across the entire system. When prices spike as they did this spring (for reasons that now seem not entirely obvious), the result is food shortages and malnutrition in poorer countries, since they are far more dependent on imports and have few food reserves to draw on. And, while higher prices and market reforms were supposed to bring a boom in agricultural productivity, global crop yields actually rose less between 1990 and 2007 than they did in the previous twenty years, in part because in many developing countries private-sector agricultural investment never materialized, while the cutbacks in government spending left them with feeble infrastructures.These changes did not cause the rising prices of the past couple of years, but they have made them more damaging. The old emphasis on food security was undoubtedly costly, and often wasteful. But the redundancies it created also had tremendous value when things went wrong. And one sure thing about a system as complex as agriculture is that things will go wrong, often with devastating consequences. If the just-in-time system for producing cars runs into a hitch and the supply of cars shrinks for a while, people can easily adapt. When the same happens with food, people go hungry or even starve. That doesn't mean that we need to embrace price controls or collective farms, and there are sensible market reforms, like doing away with import tariffs, that would make developing-country consumers better off. But a few weeks ago Bill Clinton, no enemy of market reform, got it right when he said that we should help countries achieve "maximum agricultural self-sufficiency." Instead of a more efficient system, we should be trying to build a more reliable one.(1) What can be learned from the first paragraph?[A] Global financial crisis destablized governments.[B] Food riots resulted from skyrockeing food bills.[C] Financial crisis worsens food crisis.[D] Food prices surged by 150% in April.(2) The food crisis revealed the global agricultural system as __________.[A] fragile[B] unresponsive[C] costly[D] unbearable(3) According to the third paragraph, structural-adjustment programs __________.[A] intended to cope with poor harvests[B] were introduced as part of "market forces" policies[C] removed price controls and state subsidies[D] encouraged countries to focus on food security(4) The marketization of agriculture probably means __________[A] private investment floods into agriculture[B] market forces provide efficiency in agriculture[C] agricultural policy works with the free market system[D] agricultural production is free from government intervention(5) Which of the following is NOT a feature of the existing agricultural system?[A] Reduced government spending.[B] Concentrated production.[C] Self-sufficiency.[D] Low wheat stocks.(6) In the last paragraph, the underlined part "the redundancies" probably refer to __________.[A] High-yield seeds[B] Grain reserves[C] Cash crops[D] Corn importsMinding the Inequality GapDuring the first 70 years of the 20th century, inequality declined and Americans prospered together. Over the last 30 years, by contrast, the United States developed the most unequal distribution of income and wages of any high-incomecountry.Some analysts see the gulf between the rich and the rest as an incentive for strivers, or as just the way things are. Others see it as having a corrosive effect on pwople's faith in the markets and democracy. Still others contend that economic polarization is a root cause of America's political polarization. Could, and should, something be done?Claudia Goldin and Lawrence F. Katz, two Harvard economists, think yes. Their book, The Race Between Education and Technology (Harvard, $39.95), contains many tables, a few equations and a powerfully told story about how and why the United States became the world's richest nation — namely, thanks to its schools.The authors skillfully demonstrate that for more than a centun. art a at a steady rate, technological breakthroughs —the mass production system, electricity, computers— have been increasing the demand for ever more educated workers. And, they show, America's school system met this demand, not with a national policy, but in grassroots fashion, as communities taxed themselves and built schools and colleges.Beginning in the 1970s, however, the education system failed to keer pace, resulting, Ms. Goldin and Mr. Katz contend, in a sharply unequal nation.The authors allow that a decline in union membership and in the inflation-adjusted minimum wage also contributed to the shift in who partook of a growing pie. But they rule out the usual suspects —globalization (trade) and high immigration — as significant causes of rising inequality. Amid the current calls to restrict executive compensation, their policy prescription is to have more Americans graduate from college.If only it were that easy.The authors’ argument is really two books in one. One offers an incisive history of American education, especially the spread of the public high school and the state university system. It proves to be an uplifting tale of public commitment and open access. The authors remind us that the United States long remained "the best poor man's country."A place where talent could rise.The other story rigorously measures the impact of education on income. The authors' compilation of hard data on educational attainment according to when people were born is an awesome achievement, though not always a gripping read.They show that by the 1850s, America's school enrollment rate already "exceeded that of any other nation." And this lead held for a long time. By 1960, some 70 percent of Americans graduated from high school — far above the rate in any other country. College graduation rates also rose appreciably.In the marketplace, such educational attainment was extremely valuable, but it didn't produce wide economic disparity so long as more people were coming to the job market with education. The wage premium — or differentialpaid to people with a high school or a college education — fell between 1915 and 1950.But more recently, high school graduation rates flatlined at around 70 percent. American college attendance rose, though college graduation rates languished. The upshot is that while the average college graduate in 1970 earned 45 percent more than high school graduates, the differential three decades later exceeds 80 percent."In the first half of the century," the authors summarize, "education raced ahead of technology, but later in the century technology raced ahead of educational gains."Proving that the demand for and supply of educated workers began not in the time of Bill Gates but in the era of Thomas Edison is virtuoso social science. But wasn't a slowdown in rising educational attainment unavoidable? After all, it's one thing to increase the average years of schooling by leaps and bounds when most people start near zero, but quite another when the national average is already high.The authors reject the idea that the United States has reached some natural limit in educational advances. Other countries are now at higher levels.What, then, is holding American youth back?The authors give a two-part answer. For one thing, the financial aid system is a maze. More important, many people with high school diplomas are not ready for college.The second problem, the authors write, is concentrated mostly in inner-city schools. Because the poor cannot easily move to better school districts, the authors allow that charter schools as well as vouchers, including those for private schools, could be helpful, but more evaluation is necessary.Data on the effects of preschool are plentiful, and point to large returns on investment, so the authors join the chorus in extolling Head Start, the federal government's largest preschool program.Providing more children with a crucial start, along with easier ways to find financial aid, are laudable national objectives. One suspects, though, that the obstacles to getting more young people into and through college have to do with knotty social and cultural issues.But assume that the authors' policies would raise the national college graduation rate. Would that deeply reduce inequality?Averages can be deceptive. Most of the gains of the recent finsh decades have not gone tothe college-educated as a whole. The top 10 or 20 percent by income have education levels roughly equivalent to those in the top 1 percent, but the latter account for much of the boom in inequality. This appears to be related to the way taxes have been cut, and to the ballooning of the financial industry's share of corporate pro""It remains to be seen how a reconfigured financial industry and possible new tax policies might affect the 30-yeartrend toward greater inequality.In the meantime, it is nice to be reminded, in a data-rich book, that greater investments in human capital once put Americans collectively on top of the world.(7) What do we learn from The Race Between Education and Technology?[A] The United States has reached its natural limit in educational attainment.[B] The 20th century was the American Century due to its educational advances.[C] Technology raced ahead of education in the first half of the 20th century.[D] American high school graduation rates levelled off at 80 percent in 1970.(8) Which of the following is considered a significant cause of rising inequalit y according to Claudia Goldin and Lawrence F. Katz?[A] High immigration.[B] Executive compensation.[C] Reduced union membership.[D] Stagnate college graduation rates.(9) What does the underlined word "laudable" mean?[A] Reasonable.[B] Achievable.[C] Deserving praise.[D] Worth trying.(10) Which of the following led to the slowdown in American educational advances in the last three decades of the 20th century?[A] No easy access to financial aid.[B] Overemphasis on preschool programs.[C] A dramatic fall in college enrollment rates.[D] A rise in the number of poor school districts.(11) What does the author think of the book?[A] It is a research on human capital.[B] It is intended for economists.[C] It is a happy fireside read.[D] It is rich in data.(12) Which of the following is true according to the passage?[A] The demand for educated workers began in the era of IT.[B] The pace of technological change has not been steady.[C] America is not educating its citizens the way it used to.[D] High school graduation rates peaked in the U.S. in 1950.B. True or FalseRead the following passage carefully and then decide whether the statements which follow are true (T) or false (F).Generation What?Welcome to the socio-literary parlor game of "Name That Generation."It all began in a quotation Ernest Hemingway attributed to his Paris patron, the poet and salonkeeper Gertrude Stein. On the title page of his novel "The Sun Also Rises," published in 1926, he quoted her saying to her circle of creatively disaffected writers, artists and intellectuals in the aftermath of World War I, "You are all a lost generation."In the cultural nomenclature after that, the noun generation was applied to those "coming of age" in an era. Anne Soukhanov, U.S. editor of the excellent Encarta dictionary, observes, "Young people's attitudes, behavior and contributions, while being shaped by the ethos of, and major events during, their time, came in turn to represent the tenor of the time."Taking that complex sense of generation as insightful, we can focus on its modifier as the decisive word in the phrases built upon it. The group after the lost generation did not find its adjective until long after its youthful members turned gray. Belatedly given a title in a 1998 book by Tom Brokaw, the Greatest Generation (which had previously been called the G.I. Generation) defined "those American men and women who came of age in the Great Depression, served at home and abroad during World War II and then built the nation we have today."That period, remembered as one characterized by gallantry and sacrifice, was followed by another time that was described in a sharply critical sobriquet: in 1951, people in their 20s were put down as the Silent Generation. That adjective was chosen, according to Neil Howe, author of the 1991 book "Generations," because of "how quiescent they were during the McCarthy era . . . they were famously risk-averse." The historian William Manchester castigated the tenor of youth in that era as "withdrawn, cautious, unimaginative, indifferent, unadventurous and silent." Overlapping that pejorative label in time was the Beat Generation, so named by the writer Jack Kerouac in the '50s. Though the author later claimed his word was rooted in religious Beatitudes, it was described by a Times writer as "more than mere weariness, it implies the feeling of having been used, of being raw ... a sort of nakedness of mind."Now we're up to the '70s, dubbed by Tom Wolfe in New York magazine in 1976 as the "me decade." That coinageled to the general castigation of young adults by their elders in that indulgent era as the Me Generation, preoccupied with material gain and "obsessed with self." It was not so silent, far from beat, but still, in its own grasping way, a generation lost.Then came the title denoting mystery of the demographically huge generation born from roughly 1946 to 1964 —begun as the Baby-Boom Generation, but in its later years its younger members took on a separate identity: Generation X. That is the title of a 1991 book by Douglas Coupland; "It is an identity-hiding label," the generationist Howe tells my researcher Caitlin Wall, "of what is the generation with probably the weakest middle class of any of the other generations born in the 20th century." While most boomers proudly asserted their generational identity, "Xers" at first did not; now, however, most feel more comfortable with the label. It has been followed by Y and Z, but those are too obviously derivative, and the Millennial Generation — if narrowly defined as those beginning to come of age since 2000 — has members still in knee pants.THE JOSHUA GENERA TIONU.S. presidents like to identify themselves with the Zeitgeist inspiriting their electorate. "This generation of Americans," F.D.R. told the 1936 Democratic convention, "has a rendezvous with destiny," the final three words later evoked by both Lyndon Johnson and Ronald Reagan. John F. Kennedy, in his 1961 inaugural address, said, "The torch has been passed to a new generation of Americans — tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage."Speaking in March 2007 at a chapel in Selma, Ala., in commemoration of a bloody march for voting rights, Senator Barack Obama put forward a name for a new generation of African-Americans. After acknowledging "a certain presumptuousness" in running for president after such a short time in Washington, Obama credited the Rev. Otis Moss Jr. for writing him "to look at the story of Joshua because you're part of the Joshua generation.''He noted that the "Moses generation" had led his people out of bondage but was not permitted by God to cross the river from the wilderness to the Promised Land. In the Hebrew Bible, it was Joshua, chosen by Moses to be his successor, who led the people across, won the battle of Jericho and established the nation. "It was left to the Joshuas to finish the journey Moses had begun," Obama said to the youthful successors to the aging leaders of the civil rights movement, "and today we're called to be the Joshuas of our time, to be the generation that finds our way across the river."Though the spirit of an age is best defined in retrospect, and religious allusion is not currently considered cool, the Joshua Generation — unlike all its era-naming predecessors — does have alliteration going for it. (874)(13) The Greatest Generation is also referred to as "The Veterans".(14) William Manchester didn't think highly of the Silent Generation.(15) The Beat Generation is characterized by being obsessed with material gain.(16) The Generation X follows the the Baby-Boom Generation while the Generation Y precedes the Millennial Generation.(17) The Moses Generation refers to American leaders, who fought for but never saw the "Promised land" of racial equality.C. Gap FillingPlease choose the best sentence from the list after the passage to fill in each of the gaps in the text. There are more sentences than gaps.TV Can Be Good for YouTelevision wastes time, pollutes minds, destroys brain ceils, and turns some viewer into murderers.(18)______________, But television has at least one strong virtue, too, which helps to explain its endurance as a cultural force. In an era when people often have little time to speak with one another, television provides replacement voices that ease loneliness, spark healthful laughter, and even educate young children.Most people who have lived alone understand the curse of silence, when the only sound is the buzz of unhappiness or anxiety inside one's own head. Although people of all ages who In e alone can experience intense loneliness, the elderly are especially vulnerable to solitude. For example, they may suffer increased confusion or depression when left alone for long periods but then rebound when they have steady companionship.A study of elderly men and women in New Zealand found that television can actually serve as a companion by assuming "the role of social contact with the wider world," reducing "feelings of isolation and loneliness because it directs viewers' attention away from themselves". (19)______________.The absence of real voices can be most damaging when it means a lack of laughter. (20)______________. Laughter is one of the most powerful calming forces available to human beings, proven in many studies to reduce heart rate, lower blood pressure, and ease other stress-related ailments. Television offers plenty of laughter for all kinds of viewers: the recent listings for a single Friday night included more than twenty comedy programs running on the networks and on basic cable between 6pm and 9 pm.A study reported in a health magazine found that laughter inspired by television and video is as healthful as the laughter generated by live comedy. V olunteers laughing at a video comedy routine "showed significant improvements in several immune functions, such as natural killer-cell activity". (21)______________. Even for people with plenty of companionship, television's replacement voices can have healthful effects by causing laughter.Television also provides information about the world. This service can be helpful to everyone but especially tochildren, whose natural curiosity can exhaust the knowledge and patience of their parents and caretakers.(22)______________. For example, educational programs such as those on the Discovery Channel, the Disney Channel, and PBS offer a steady stream of information at various cognitive levels. Even many cartoons, which are generally dismissed as mindless or worse, familiarize children with the material of literature, including strong characters enacting classic narratives.Two researchers studying children and television found that TV is a source of creative and psychological instruction, inspiring children "to play imaginatively and develop confidence and skills". Instead of passively watching, children "interact with the programs and videos" and "sometimes include the fictional characters they've met into reality's play time". (23)______________,The value of these replacement voices should not be oversold. For one thing, almost everyone agrees that too much TV does no one any good and may cause much harm. Many studies show that excessive TV watching increases violent behavior, especially in children, and can cause, rather than ease, other antisocial behaviors and depression.(24)______________. Steven Pinker, an expert in children's language acquisition, warns that children cannot develop language properly by watching television. They need to interact with actual speakers who respond directly to their specific needs. Replacement voices are not real voices and in the end can do only limited good.But even limited good is something, especially for those who are lonely, angry, or neglected. Television is not an entirely positive force, but neither is it an entirely negative one. Its voices stand by to provide company, laughter, and information whenever they're needed.[A] In addition, human beings require the give and take of actual interaction.[B] While the TV may be baby-sitting children, it can also enrich them.[C] Thus runs the prevailing talk about the medium, supported by serious research as well as simple belief.[D] Here, too, research shows that television can have a positive effect on health.[E] Thus television's replacement voices both inform young viewers and encourage exchange.[F] Television can be a positive practical training ground for moral growth in a changing world.[G] Thus television's replacement voices can provide comfort because they distract from a focus on being alone.[H] Further, the effects of the comedy were so profound that "merely anticipating watching a funny video improved mood, depression, and anger as much as two days beforehand"Part III TRANSLATIONA. Please read the following passage and translate it into Chinese.Australia's convict origins have been variously written in and out of the national consciousness. While it was once a。

2007年国际关系学院英语专业（英美文学）真题试卷(总分：78.00，做题时间：90分钟)一、填空题(总题数：9，分数：18.00)1.Beowulf is the national epic of (1) .（分数：2.00）填空项1:__________________2.(2) is generally considered to be Chaucer"s masterpiece.（分数：2.00）填空项1:__________________3.The Renaissance was an epoch of social and cultural development embracing all parts of (3). It first rose in (4) in the (5) century.（分数：2.00）填空项1:__________________4.Ezra Pound"s lifelong endeavor had been devoted to the writing of (6). which contains (7) poems.（分数：2.00）填空项1:__________________5.In 1927, T. S. Eliot announced that he was a royalist in (8) . a classicist in (9) . and an Anglo-Catholic in (10).（分数：2.00）填空项1:__________________6.The title of James Joyce"s fiction (11) shows that the author intends to model his fiction on the Homeric story of (12).（分数：2.00）填空项1:__________________7.Thomas Hardy divided his own novels into (13) series, and Tess of the D"Urbervilles is among the (14) group of his novels（分数：2.00）填空项1:__________________8.In Memoriam is often regarded as the most important of (15) "s longer poems. It started as (16) in memory of Arthur Hallam and grew into a full expression of the poet"s (17) and (18) views.（分数：2.00）填空项1:__________________9.The first book to treat the (19) theme is Joseph Heller"s (20) .（分数：2.00）填空项1:__________________二、名词解释(总题数：10，分数：20.00)10.Ballad（分数：2.00）__________________________________________________________________________________________ 11.Simile（分数：2.00）__________________________________________________________________________________________ 12.Transcendentalism（分数：2.00）__________________________________________________________________________________________ 13.Imagism（分数：2.00）__________________________________________________________________________________________ 14.Trochee（分数：2.00）__________________________________________________________________________________________ 15.Allegory（分数：2.00）__________________________________________________________________________________________ 16.The Jazz Age（分数：2.00）__________________________________________________________________________________________ 17.Freudianism（分数：2.00）__________________________________________________________________________________________ 18.Determinism（分数：2.00）__________________________________________________________________________________________ 19.Gothic Romance（分数：2.00）__________________________________________________________________________________________三、问答题(总题数：16，分数：38.00)20.How many parts are there in The Waste Land?（分数：2.00）__________________________________________________________________________________________ 21.What are the basic Calvinist tenets?（分数：2.00）__________________________________________________________________________________________ 22.Which of Emerson"s works is called "America"s Intellectual Declaration of Independence"?（分数：2.00）__________________________________________________________________________________________ 23.What are the most striking features of Hemingway"s writing style?（分数：2.00）__________________________________________________________________________________________ 24.Why is Mark Twain considered as a social critic?（分数：2.00）__________________________________________________________________________________________ 25.How does Henry James describe the Americans in his novels?（分数：2.00）__________________________________________________________________________________________ 26.How does Edgar Allan Poe anticipate the 20th century literature?（分数：2.00）__________________________________________________________________________________________ 27.What does the white whale in Moby Dick symbolize? Why do you think so?（分数：2.00）__________________________________________________________________________________________ 28.What is the major thematic concern of Walden?（分数：2.00）__________________________________________________________________________________________ 29.What modernist technique does Virginia Woolf employ in her novels like Mrs. Dalloway and To the Lighthouse?（分数：2.00）__________________________________________________________________________________________ 30.Why is Alexander Pope known as a representative of the Enlightenment?（分数：2.00）__________________________________________________________________________________________ 31.What are the two famous epics of John Milton?（分数：2.00）__________________________________________________________________________________________ 32.Who are the "Lake Poets" in English literature? To which literary movement do they belong?（分数：2.00）__________________________________________________________________________________________ 33.Which of William Faulkner"s works impresses you most? Why?（分数：2.00）__________________________________________________________________________________________ 34.Which play of Eugene O"Neill"s is autobiographical?（分数：2.00）__________________________________________________________________________________________ Read the following paragraph and answer the questions on your ANSWER SHEET.When a girl leaves her home at eighteen, she does one of two things. Either she falls into saving hands and becomes better, or she rapidly assumes the cosmopolitan standard of virtue and becomes worse. Of an intermediate balance, under the circumstances, there is no possibility. The city has its cunning wiles, no less than the infinitely smaller and more human tempter. There are large forces which allure with all the soulfulness of expression possible in the most cultured human. The gleam of a thousand lights is often as effective as the persuasive light in a wooing and fascinating eye. Half the undoing of the unsophisticated and natural mind is accomplished by forces wholly superhuman. A blare of sound, a roar of life, a vast array of human hives, appeal to the astonished senses in equivocal terms. Without a counselor at hand to whisper cautious interpretations, what falsehoods may not these things breathe, into the unguarded ear? Unrecognized for what they are,their beauty, like music, too often relaxes, then weakens, then perverts the simpler human perceptions.（分数：8.00）(1).Who is the author of the novel from which this paragraph is taken? What is the title of the novel? (6 points)（分数：2.00）__________________________________________________________________________________________ (2).With which literary school is the author usually identified? (4 points)（分数：2.00）__________________________________________________________________________________________ (3).How does the paragraph express the main points of that school? (5 points)（分数：2.00）__________________________________________________________________________________________ (4).What do you think about the author"s way of writing as reflected in the paragraph? (5 points)（分数：2.00）__________________________________________________________________________________________四、评论题(总题数：1，分数：2.00)35.Paraphrase the following poem in your own words and then make a comment on its theme.My Heart Leaps UpWilliam Wordsworth My heart leaps up when I behold A rainbow in the sky: So was it when my life began;So is it now I am a man; So be it when I shall grow old.Or let me die!The Child is father of the Man;And I could wish my days to beBound each to each by natural piety.（分数：2.00）__________________________________________________________________________________________。

北京外国语大学英语语言学真题2011年(总分：150.01，做题时间：90分钟)ⅠBriefly explain the following terms. （分数：20.00）(1).perlocutionary act（分数：4.00）__________________________________________________________________________________________ (2).minimal pair（分数：4.00）__________________________________________________________________________________________ (3).distinctive feature（分数：4.00）__________________________________________________________________________________________ (4).linguistic variable（分数：4.00）__________________________________________________________________________________________ (5).lingua franca（分数：4.00）__________________________________________________________________________________________ ⅡAnswer the following questions.（分数：30.00）(1).Why do we say linguistics is a science?（分数：10.00）__________________________________________________________________________________________ (2).Briefly explain how language is (a) systematic (b) symbolic, and (c) social.（分数：10.00）__________________________________________________________________________________________ (3).Linguists have taken an internal and/or external focus to the study of language acquisition. What is the difference between the two?（分数：10.00）__________________________________________________________________________________________ ⅢRead the following paragraphs and then answer four questions.The idea behind the experiential vision of learning is that the use of the target language for communicative purposes is not only the goal of learning, but also a means of learning in its own right. This may clearly involve students using language which they may not have fully mastered, and contrasts with other more "traditional" approaches which emphasize part practice (i. e., isolating parts of the whole for explicit study and learning) leading up in a more or less controlled manner to integrated language use for communicative purposes. An experiential approach to learning may therefore involve a degree of what Johnson (1982) refers to as an "in at the deep end strategy". Simply throwing learners into wholly uncontrolled and undirected language use is, of course, as dubious a strategy with respect to language learning as doing the same with someone who is learning to swim. For this reason, considerable effort has been devoted by methodologists, material writers, and teachers in recent decades to the way in which two sets of factors can be combined. One is the basic insight that language use can serve a significant role in promoting learning, and the other is the acknowledgement that use of the language needs to be structured in a coherent and pedagogically manageable way. The experiential vision of learning has evolved in a variety of ways since the 1960s and is now encountered in a number of differing forms. Nevertheless, most experiential approaches to learning rest on five main principles which were developed in the earlier days of the communicative movement, even if certain receive more attention in one variant than in another. These principles are the following: message focus, holistic practice, the use of authentic materials, the use of communication strategies, and the use of collaborative modes of learning. (Tudor 2001:79)An analytical view of learning posits that according explicit attention to the regularities oflanguage and language use can play a positive role in learning. Each language manifests a number of structural regularities in areas such as grammar, lexis and phonology, and also with respect to the ways in which these elements are combined to communicate messages. The question, therefore, is not whether languages have structural regularities or not, but whether and in which way explicit attention to such regularities can facilitate the learning of the language. An analytical approach to learning rests on a more or less marked degree of part practice, i. e., isolating parts of the whole for explicit study and learning, even if its ultimate goal remains the development of learners" ability to put these parts together for integrated, holistic use. At least, two main considerations lend support to an analytical approach to learning. First, in terms of learning in general, the isolation and practice of sub-parts of a target skill is a fairly common phenomenon... Second, explicit identification of regularities in a language has advantages which Johnson (1996:83) refers to as "generativity" and "economy". Mastering a regularity in a language gives learners access to the generative potential of this regularity in new circumstances Explicit presentation or discovery of the structural regularities of a language can therefore represent a short-cut to mastery of this language and support learners" ability to manipulate these regularities for communicative purposes. (Tudor 2001:86-7)（分数：50.00）(1).What are the differences between experiential and analytical modes of language learning?（分数：12.50）__________________________________________________________________________________________ (2).What serves as the theoretical foundation for the experiential mode of language learning and what are its advantages and disadvantages?（分数：12.50）__________________________________________________________________________________________ (3).What serves as the theoretical foundation for the analytical mode of language learning and what are its advantages and disadvantages?（分数：12.50）__________________________________________________________________________________________ (4).How would you balance the two modes of learning in your teaching or learning of a foreign language?（分数：12.50）__________________________________________________________________________________________ⅣRead the following passage and answer three questions.Teachers employ different types of conceptual organization and meaning. One level of meaning relates to subject matter knowledge and how curricular and content aspects of teaching are conceptualized (Shulman 1987). Woods (1996) describes teachers" conceptions of lessons as made up of conceptual units at different levels of abstraction. He distinguishes between the following: overall conceptual goals—the overall purposes teachers identify for a course; global conceptual units—the individual subcomponents of the curriculum (e. g., the grammar, reading, writing, and listening components of an integrated skills course); intermediate conceptual units-activities or clusters of activities framed in terms of accomplishing one of the higher-level conceptual goals; and local conceptual units—the specific things teachers do to achieve particular instructional effects. Other constructs that have been proposed to account for how teachers realize the curricular agendas they set for lessons and the kinds of cognitive processes they employ include lesson formats (Wong-Fillmore 1985), tasks (Doyle 1983), scripts , and routines(Shavelson and Stem 1981). Constructs such as these seek to describe how teachers approach the subject matter of teaching and how they transform content into learning. Much of this research draws on a framework of cognitive psychology and has provided evidence of the kinds of pedagogical content knowledge, reasoning, and problem solving teachers make use of as they teach (Cliff 1991). In addition to the curricular goals and content, teachers have other more personal views of teaching (Johnston 1990). Zeichner, Tabachnick, and Densmore (1987) try to capture this with the notion of perspective, which they define as the ways in which teachers understand, interpret,and define their environment and use such interpretation to guide their actions. They followed teachers through their year-long professional training and their first year in the classroom, and found that their personal perspectives served as powerful influences on how they taught. In describing the basis for teachers" conceptualizations of good practice, Clandinin (1985, 1986) introduced the concept of image , which she describes as "a central construct for understanding teachers" knowledge" (1985:362). An image is a metaphor, such as "the classroom as home," "setting up a relationship with children," or "meeting the needs of students," that teachers may have in mind when they teach. Johnston (1992) suggests that images such as these are not always conscious, that they reflect how teachers view themselves in their teaching contexts, and that they form the subconscious assumptions on which their teaching practices are based. In a study of what second language teachers perceive to be good classes, Senior (1995) found that experienced ESL teachers in an Australian educational setting attempting to implement a communicative methodology appeared to have arrived at the tacit assumption that, to promote successful language learning, it is necessary to develop a bonded class—that is, one in which there is a positive, mutually supportive group atmosphere. The teachers appeared to employ a range of both conscious and unconscious strategies in order to develop a spirit of cohesion within their class groups.Halkes and Deijkers (1984) refer to teachers" teaching criteria, which are defined as "personal subjective values a person tries to pursue or keep constant while teaching." Teachers hold personal views of themselves, their learners, their goals, and their role in the classroom and they presumably try to reflect these in their practice. Marland (1987) examined the principles used to guide and interpret teaching, and identified five such working principles that were derived from stimulated recall interviews with teachers. For example, the "principle of progressive checking" involved checking students" progress periodically, identifying problems, and providing individual encouragement for low-ability students. Conners (1978) studied elementary teachers and found that all of those in her study used three overarching principles of practice to guide and explain their interactive teaching behavior: "suppressing emotions," "teacher authenticity," and "self-monitoring." The "principle of teacher authenticity" involved the teacher presenting herself in such a way that good personal relationships with students and a socially supportive classroom atmosphere would be achieved. This principle required the teacher to attempt to be open, sincere, and honest, as well as fallible.（分数：50.01）(1).What could be the title of this passage?（分数：16.67）__________________________________________________________________________________________ (2).What are the functions of those conceptual units as described by Woods (1996) in language teaching?（分数：16.67）__________________________________________________________________________________________ (3).Discuss the relationship between "perspective" and "image" and between "image" and "teaching criteria" as mentioned in this passage?（分数：16.67）__________________________________________________________________________________________。

北京外国语大学英语学院英语语言文学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英美文学1995——2010（2002——2008有答案）英美文学（外国文学所）2009英美文学文论与文化研究（外国文学所）2010英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）美国社会文化研究1990，1995——2010（1990有答案）英国社会文化研究1995——2010澳大利亚研究1995——2010英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英汉互译（同声传译）（高翻学院）2009——2010复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002英语新闻业务与新闻学基础知识2006——2009国际新闻2010国际法学专业（无此试卷）外交学专业综合考试（含国际政治、汉语）2000——2002中国外语教育研究中心外国语语言学及应用语言学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英美文学1995——2010（2002——2008有答案）英美文学（外国文学所）2009英美文学文论与文化研究（外国文学所）2010英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）美国社会文化研究1990，1995——2010（1990有答案）英国社会文化研究1995——2010澳大利亚研究1995——2010英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英汉互译（同声传译）（高翻学院）2009——2010复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）文化语言学2007语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002外国文学所英语语言文学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英美文学1995——2010（2002——2008有答案）英美文学（外国文学所）2009英美文学文论与文化研究（外国文学所）2010英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）美国社会文化研究1990，1995——2010（1990有答案）英国社会文化研究1995——2010澳大利亚研究1995——2010英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英汉互译（同声传译）（高翻学院）2009——2010复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002德语语言文学专业二外英语1997——2003（2000——2003有答案）德国外交经济2000——2005德国文学2001——2005德语翻译理论与实践2000——2005基础德语2000——2005德语教学法2004——2005德语跨文化经济交际2000——2005德语语言学2000——2005国际问题研究所外交学专业综合考试（含国际政治、汉语）2000——2002社会科学部外交学专业综合考试（含国际政治、汉语）2000——2002国际商学院外交学专业综合考试（含国际政治、汉语）2000——2002俄语学院俄语语言文学专业二外英语1997——2003（2000——2003有答案）俄罗斯社会与文化2002——2003，2005俄罗斯文学2002——2005俄语翻译2004俄语翻译技巧2002翻译理论（俄语专业）2003俄语翻译理论与实践2005俄语基础2004——2005俄语语言学基础理论2002——2004现代俄语语言学2005俄语综合2002法语系法语语言文学专业二外英语1997——2003（2000——2003有答案）欧洲语言学专业二外英语1997——2003（2000——2003有答案）德语系德语语言文学专业二外英语1997——2003（2000——2003有答案）德国外交经济2000——2005德国文学2001——2005德语翻译理论与实践2000——2005基础德语2000——2005德语教学法2004——2005德语跨文化经济交际2000——2005德语语言学2000——2005日语系日语语言文学专业二外英语1997——2003（2000——2003有答案）日本社会文化2004（日语系）日本语言文学2004（日语系）以下试卷为日研中心试卷，仅供参考：专业日语2009（2009有答案）基础日语1997——2006，2008——2009（2000——2006，2008——2009有答案）日本概况2003——2005（2003——2005有答案）日本社会1997——2004（2000——2004有答案）日本社会经济2008（2008有答案）日本社会日本经济2005——2006（2005——2006有答案）日本文化1997——2004，2008（2000——2004，2008有答案）日本文学1997——2004，2008（2000——2004，2008有答案）日本文学日本文化2005——2006（2005——2006有答案）日本语言1997——2004（2000——2004有答案）日本语教育2008（2008答案）日本语言日本教育2005——2006（2005——2006有答案）日本语学2008（2008有答案）综合考试（日语专业）1997——2002（2000——2002有答案）日研中心日语语言文学专业二外英语1997——2003（2000——2003有答案）专业日语2009（2009有答案）基础日语1997——2006，2008——2009（2000——2006，2008——2009有答案）日本概况2003——2005（2003——2005有答案）日本社会1997——2004（2000——2004有答案）日本社会经济2008（2008有答案）日本社会日本经济2005——2006（2005——2006有答案）日本文化1997——2004，2008（2000——2004，2008有答案）日本文学1997——2004，2008（2000——2004，2008有答案）日本文学日本文化2005——2006（2005——2006有答案）日本语言1997——2004（2000——2004有答案）日本语教育2008（2008答案）日本语言日本教育2005——2006（2005——2006有答案）日本语学2008（2008有答案）综合考试（日语专业）1997——2002（2000——2002有答案）西葡系西班牙语语言文学专业二外英语1997——2003（2000——2003有答案）西班牙语基础2003——2004（其中2004年的试卷共12页，缺P11-12）西班牙语专业2003——2004欧洲语言学专业二外英语1997——2003（2000——2003有答案）阿语系阿拉伯语语言文学专业二外英语1997——2003（2000——2003有答案）欧洲语系欧洲语言文学专业二外英语1997——2003（2000——2003有答案）亚非语系亚非语言文学专业（无此试卷）国际交流学院语言学及应用语言学专业比较文学概论2004海外汉学2003——2004现代汉语1999古代汉语1999综合考试（含国际政治、汉语）2000——2002综合考试（含古代汉语、古代文学、现当代文学）2001中国历史文化2001历史文化综合1999——2000语言学与应用语言学专业综合2000语言学及现代汉语2000——2001比较文学与世界文学专业比较文学概论2004海外汉学2003——2004中国古代文学专业综合考试（含古代汉语、古代文学、现当代文学）2001高翻学院外国语语言学及应用语言学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英汉互译（同声传译）（高翻学院）2009——2010英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）。

北京外国语大学2007年语言学考研真题考试科目：语言学和应用语言学1．Imagine you were at a bus stop and two people approached you one after the other. The first said“哎，几点了？”and the second said“不好意思，打搅一下，请问您带表了吗？”What assumptions would you make if you were addressed in these two ways and why would you make them? (25 points)2．Explain this statement and give at least two examples of it :“In studying other cultures , we do so from the perspective of our own culture.”(25points)3. (1) Give an account of what you know about the English present perfect tense. (20points)(2) If you are to teach a group of junior middle school students the present perfect tense in 45 minutes , how are you going to plan your class? （20points）4. A teacher drilled his/her students in the structure called indirect questions:Do you know where my book is?Do you know what time it is?Did he tell you what time it is?As a direct result of the drills, all the students were able to produce the structure correctly in calss, a student came up to the teacher and asked, “Do you know where is Mrs.Smith?”, which shows that only minutes after the class the student used the structure incorrectly in spontaneous speech . What do you think is the reason for this misuse? Was the lesson a waste of time? Why or why not? (30points)5.(1) what do you think are the differences between a good language learner and a poor language learner? (15points)(2) If we know what strategies good language learners use, does it follow that teaching so-called poor language learners to use those strategies will result in their successful language learning? Why or why not? (15points)参考答案1.As to the 1st one , an immediate assumption coming to our mind would be the person isasking for the time . The assumption that the hearer gets arises out of the conventional meaning of the expression. The conventional meaning is related to the existing knowledge of the world , and is the meaning that is achieved by the conventions , and is generally accepted by the society.It can be accessed to when we turn to the knowledge towards the world that we have . The expression “几点了”is such an conventional meaning that when it is spoken out , everyone will unexceptionally accept it as a way of asking for the time.As to the explanation of the 2nd one ,Levinson’s M-principle could come into use. Considering the context , which is in the bus stop , what it expresses is no longer a conventional one , but rather a conversational implicature. According to M-principle , the speaker normally will not use a prolix , obscure or marked expression without reason ; on the hearer’s side , if the speaker used aprolix or marked expression , he did not mean the same as he would have had when he used the unmarked expression. That is to say , in the normal situation , in the bus stop as the example above has shown , the intention of that the speaker asks others whether they wear the watch or not is not merely to care about the recipient has a watch or not , but has some other reason , because it would be bizarre to ask a stranger in the bus stop about such a personal staff. Therefore ,the hearer has to assume that the expression is related to the situation , and this expression is not what it literally mean. Following this , the hearer reaches a connection between the bus stop and the watch , that is the time. As s consequence , he knows what the speaker intends is the inquiring of the time.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 inferring 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 + V-en ”.Second , to make the students clear about the conditions in which the present perfect tense can use , I would turn to pictures to explain the sentences listed out in the 1st step ; therefore , the students 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 .Forth , I would create a situation for the students to practice : two friends who haven’t seen each 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 throughrepetition . This method seems to concerns only the formation and performance of habits but not problem-solving . 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 fail to still take the structure into consideration . In other words ,they may not know how to use that specific form or expression in a daily 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 learning .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 the pattern is supposed to used in , and also help the students apply them to the spontaneous communication .5. (1) The difference between the good language learners and the poor language learners significantly lies in the difference of learning strategies.The good language learners are able to use their strategies effectively . They could actively involve themselves in the language learning process by identifying and seeking preferred learning environments and exploring them . They could also develop an awareness of language as a system , and as a means of communication and interaction . What’s more , they could realize initially or with time that they must cope with the affective demands made upon them by language learning and succeed in doing so , and then monitor the performance in the target language . Whereas , the poor language learners are often unable to use the strategies appropriately .(2) It would be wrong to assume that the strategies good language learners use will result in success for the poor language learners if they follow those strategies , because language learning has individual differences . For example , everyone has his own learning style . There are generally three types of learning style , namely , visual , auditory , and tactile . We could assume that the good language learner is a more visual learner , which means he learns faster and better from visual displays including : diagrams , illustrated text books , overhead transparencies , videos , flipcharts and handouts . However , the contrasting poor learner is of every possibility more an auditory learner than a visual one , which means they can learn their best through verbal lectures , discussions , talking things through and listening to what others have to say , and written information may have little meaning until it is heard . Therefore , the strategies the good language learner uses will be more visual than auditory , which is obviously not applicable to the poor language learner . Thus , the individual differences should be taken into consideration in following other s’ learning strategies .。

北京第二外国语学院2007年硕士研究生入学考试试卷考试科目：综合考试（英1）满分：150分第一部分：语言学（50分）Part One Linguistics (50 points)I. Complete each of the following statements. (8 points, l point each)1. The different members of a phoneme, sounds which are phonetically different but do not make one word different from another in meaning, are _____2. According to G. Leech, _____ meaning refers to what is communicated of the feelings and attitudes of the speaker/writer.3. Terms like "apple", "banana" and "pear" are ___ of the term "fruit".4. Human languages enable their users to symbolize objects, events and concepts which are not present (in time and space) at the moment of communication. This quality is labeled as _____5. The sound [p] can be described wi th “_______, bilabial, stop”.6. Semantics and _____ investigate different aspects of linguistic meaning.7. ______ is the technical name for the sameness relation.8. Chomsky initiated the distinction between ____ and performance.II. Tell if each of the following statements is true or false. (8 points, 1 point each) 9. The last sound of "top" articulated as an. unreleased or released plosive. These different realizations of the same phoneme are not in complementary distribution. '} 10. The words "loose" and "books" have a common phoneme and a common morpheme as well. 11. It is characteristic of Halliday' s theory that more attention is paid to paradigmatic relations than to syntagmatic relations, which is the main concern 'Chomsky.12. According to the innateness hypothesis, infants are born able to speak a language.13. In the sentence "Money is often said to be the root of all evil", "root" is used in itsconceptual meaning.14. Of the three cavities, Pharynx cavity is the most variable and active in amplifying and modifying speech sounds.15. The description of a language at some point in time is called diachronic study.16. Tense and aspect are two important categories of the verb, and they were separated in traditional grammar.Ⅲ. Fulfill the following requirements. (18 points)17. Distinguish between the two possible meanings of the phrase small child’s cot by means of IC analysis. (4)18. Tell whether each of the underlined parts is endocentric or exocentric. (4)a. the professor who plagiarizedb. the design out of the questionc. the year to followd. the man who did come19. Give the phonetic term according to the following description: (2)the sound made with the back of the tongue and the soft palate20. Analy ze the following dialogue with reference to Grice’s Cooperative Principle:(2)A: Where is X?B: He’s gone to the market. He said so when he left.21. Tell the sense relation between a and b in each pair: (2)1) a. He no longer likes coffee. b. He liked coffee.2) a. Mary is working in China. b. Mary is working in Beijing.22. Classify the following pairs of antonyms. (4)Even – odd above – below present – absent arrogant – bashfulⅣ. Answer the following questions briefly. (16 points, 4 points each)23. Mention a labiodental sound in English. Tell what speech organs are involved in producing labiodental sounds. (4)24. How many syllables does the word “kinder” have? What are they? How many morphemes does it have? What are they? (4)25. What linguistic theories do American linguist Chomsky and Australian linguist Halliday represent respectively? (4)26. Do the suffixes -able in workable, -ness in workableness change the word class of the words to which they are attached? Are they bound morphemes or free morphemes? Inflection or derivations? (4)第二部分：英美文学(50分)Part Two British and American Literature (50 Points)I Complete the following sentences by choosing and mark the best choice (A, B, C or D) in each bracket. (30 points/ 2 points for each)( ) 27. Generally speaking, it is in _____ that the English Literary history starts.A. 6th . C. BC.B. 5th.C. BCC. 6th. C. ADD. 5th. C. AD( ) 28. Knights of the Round Table are characters serving _____ in legends, which depict chivalry in early literature.A. Sir LancelotB. Sir GodwinC. King ArthurD. King Henry VIII( ) 29. Of the following works, which is not written by John Milton?A. "Paradise Lost"B. My AntoniaC. "Paradise Regained"D. “Samson Agonistes( ) 30. As a literary trend in Britain, _____came as a result of discount of certain enlighteners in social reality in the middle of 18tri Century.A. sentimentalismB. imagismC. Social CriticismD. modernism ( ) 31. "Some books are to be tasted, others to be swallowed, and some few to be chewed and digested" could be found in _____A. Thomas Moore' s UtopiaB. Charles Dickson' s Great ExpectationC. John Bunyan' s The Pilgrim' s ProgressD. Francis Bacon' s "Of Studies" ( ) 32. British Renaissance breeds a lot of great writers, among whom are ____ .①William Shakespeare ②John Milton ③Edmund Spencer④Geoffrey ChaucerA. ①②③B.①③C. ①②④D. ①②③④( ) 33. The proposal of "art for art’s sake" is given by_____A. Oscar WildeB. Henry JamesC. Henry FieldingD. Charles Dickens( ) 34. Thomas Hardy' s masterpiece setting on the British country life is ______A. PamelaB. EmmaC. Jane EyreD. Tess of the D’Urbervilles( ) 35. Early in _______, the English settlements in Virginia and Massachusetts started the main stream of the American national history.A. 14th . C.B. 15th . CC. l7th . C.D. 16th . C( ) 36. Benjamin Franklin is not merely an outstanding politician, a talented inventor but also a famed literary giant. His autobiography set the exampleof practicing _______ moral disciplines which gave profound influencesas the national spirit.A. Quaker' sB. PuritanC. Anglican ChristianD. Easter' s( ) 37. James Fennimore Cooper' s novel _______ is the first to reveal the west and Native Americans' life in a passionate way.A. Go Down, MosesB. The Last of the MohicansC. Winesburg, OhioD. O, Pioneers!( ) 38. Realism in American literature stretches from ____ to the end of 19thC.A. early 17th . .CB. early 18th . .CC. American Civil WarD. Spanish-American War ( ) 39. West Humor is best represented in _____’ s short story writing.A. O HenryB. Flannery O’ ConnorC. Henry JamesD. Mark Twain( ) 40. _____ are not only poets but also literary critics.①Edgar Allan Poe ② Carl Sandburg ③T. S. Eliot ④Ezra PondA. ①③④B. ①②③C. ①②④D. ①②③④( ) 41. "The lost generation" refers to the writers who relocated to Paris in the post WWI years to reject the values of American materialism. All thefollowing but _____ are involved in this group.. A. F. S. Fitzgerald B. Ernest HemingwayB. Theodore Dreiser D. John Dos PassosⅡ Explain the following literary phrases and indicate at least one representative writer with one of his major works respectively. (9 points)42. Harlem Renaissance (3 points)43. Black Humor (3 points)44. American Naturalism (3 points)Ⅲ Read the following poem and answer the question. (11 points)Lord Byron’s “She Walks in Beauty” i s among the most memorable and most quoted poems in romantic poetry. In June, 1814, Byron attended a party where he was inspired by the sight of his cousin, the beautiful Mrs. Wilmot, who was wearing a black spangled mourning dress, and it became the essence of his poem about her.She Walks in BeautyShe walks in beauty, like the nightOf cloudless climes and starry skies;And all that's best of dark and brightMeet in her aspect and her eyes:Thus mellow’d to that tender lightWhich heaven to gaudy day denies.One shade the more, one ray the less,Had half impair’d the nameless graceWhich waves in every raven tress,Or softly lightens o'er her face;Where thoughts serenely sweet express how pure,How dear their dwelling place.And on that cheek, and o'er that brow,So soft, so calm, yet eloquent,The smiles that win, the tints that glow,But tell of days in goodness spent,A mind at peace with all below,A heart whose love is innocent.45. Summarize the charm of the lady who “walks in beauty”. (3 poi nts)46. What figures of speech are used in this poem? Could you give some examples? (4 points)47. How does this poem reflect features of romantic poetry? (4 points)第三部分：英美社会文化（50 分）Part Three British and American Society and Culture (50 points) Instructions: You are required to answer all the following questions in English. Ⅰ. Explain the following (30 points, 10 points each)48. the Protestant Reformation49. the separation of powers50. child-centered cultureⅡ. Answer the following question (20 points)Write briefly about the Congressional election in the USA this year and comment on this election together with the American political system in about 500 words.基础英语参考答案I. Grammar (15 points / 1 point each)1. B2. C3. A4. B5. A6. C7. C8. A9. A 10. A 11. A12. D13. C 14. A 15. DII. Vocabulary (15 points / 1 point each)1. D2. B3. A4. D5. D6. A7. C8. B9. C 10. B 11. C12. D13. A 14. A 15. DIII. Cloze (30 points / 1 point each)1. B2. C3. D4. A5. B6. C7. D8. A9. B 10..D 11. D 12. A13. B 14. C 15. C 16. D 17. A 18. B 19. C 20. A 21. because 22. if 23. before 24. less 25. alone 26. just 27. equally 28. convinced /aware 29. how 30. suchVI. Reading Comprehension: (30 points)Section A: (20 points / 2 points each)1. C2. C3. B4. D5. D6. D7. C8. B 9. B 10. CSection B: (15 points)During his lifetime, Xu Xiake visited 16 provinces, leaving his footprints innearly every corner of the country. (4 分) // He never completely depended on books to guide him in his tours, nor blindly accepted the conclusions given therein. (4 分) // As a result, / In fact, he found many inaccuracies in the travel notes written by his predecessors. (4 分) // In order to get a detailed and truthful picture of the places he visited, he seldom traveled by cart or boat. (3 分) //VI. Writing (30 points)按格式(A)或文章结构(B)、内容、语言质量、字数等四个方面给出整体印象分。

目　录2011年北京外国语大学中国外语教育研究中心外国语言学及应用语言学真题及详解2012年北京外国语大学中国外语教育研究中心外国语言学及应用语言学真题及详解2013年北京外国语大学中国外语教育研究中心外国语言学及应用语言学真题及详解2014年北京外国语大学中国外语教育研究中心外国语言学及应用语言学真题及详解2015年北京外国语大学中国外语教育研究中心外国语言学及应用语言学真题及详解2011年北京外国语大学中国外语教育研究中心外国语言学及应用语言学真题及详解I. Briefly explain the following terms. (20 points)1．perlocutionary act【答案】According to Austin, a speaker might be performing three acts simultaneously when speaking: locutionary act illocutionary act perlocutionary act. A perlocutionary act is the effect of the utterance. Thus, by saying “Morning!” the speaker has made it clear that he wants to keep friendly relations with the hearer.2．minimal pair【答案】Minimal pairs are the two words which are identical in every way except for one sound segment that occurs in the same place in the string. For example, the English words bear and pear constitute a minimal pair as they differ in meaning and in their initial phonemes /b/ and /p/.3．distinctive feature【答案】The distinctive feature refers to a property which distinguishes one phoneme from another. For example, “voicing” is a distinctive feature, since it plays an important role in distinguishing obstruents in English.4．linguistic variable【答案】Linguistic variable are those where the meaning remain constant but form varies like cat and pussy have the same social meaning but different form. So far pronunciation is concerned house [h] and with [h] has same social meaning with different pronunciation. Here variables are just the tools to analyze the language to set social dimensional society.5．lingua franca【答案】It is a language that is used for communication between different groups of people, each speaking a different language. The lingua franca couldbe an internationally used language of communication (e. g. English), it could be the native language of one of the groups, or it could be a language which is not spoken natively by any of the groups but has a simplified sentence structure and vocabulary and is often a mixture of two or more languages.II. Answer the following questions. (30 points)1．Why do we say linguistics is a science? (10 points)【答案】Linguistics is generally defined as the scientific study of language. It tries to answer the basic questions “What is language?” and “How does language work?” Linguistics studies not any particular language, e.g. English, Chinese, Arabic, and Latin, but it studies languages in general.It is a scientific study because it is based on the systematic investigation of linguistic data, conducted with reference to some general theory of language structure. In order to discover the nature and rules of the underlying language system, what the linguist has to do first is to collect and observe language facts, which arc found to display some similarities, and generalizations are made about them; then he formulates some hypotheses about the language structure. But the hypotheses thus formed have to be checked repeatedly against the observed facts to fully prove their validity. In linguistics, as in any other discipline, data and theory stand in a dialectical complementation; that is, a theory without the support of data can hardly claim validity, and data without being explained by some theory remain a muddled mass of things.（此题考查语言学作为一门学科其科学性，此题开放性试题，从其研究内容及方法角度作答即可。