【北外】【北京外国语大学】【语言学与应用语言学】2004年【真题】

北京外国语大学2004年硕士研究生入学考试语言学与应用语言学专业试卷IMPORTANT!!!All the questions are to be answered in English on the answer sheets provided．1．Shakespeare has Juliet say：What‟s in a name? That which we call a roseBy any other name would smell as sweet．What do the above lines say to you about the relationship between the form (sounds) and meaning (concept) of a word in spoken language?Explain with positive evidence as well as exceptions from the English language．(15 points) 2．How much does our language influence the way we think? How deeply do language and culture interpenetrate and influence one another? These questions about language have fascinated thinkers throughout the ages．For example，Johann Gottfried Herder and Wilhelm yon Humboldt in the German Romantic tradition regarded language as a prisma or grid spread over things in the world so that each language reflects a different worldview．Write a short essay to explain your position on this view．(35 points)3．Is English a language that uses a phonetic alphabet system? Explain briefly why or why not with examples．(15 points)4．Suppose you were given four cards，each of which had a different phoneme of English printed on it：Now arrange these cards to form all the "possible" words that these four phonemes could form．Discuss what rules you have followed t0 come up with these words．(20 points) 5．Paraphrase each of the following sentences in two different ways to show that you understand the ambiguity involved：(10 points)a．Dick finally decided on the boat．b．The professor's appointment was shocking．c．The governor is a dirty street fighter．d．Terry loves his wife and so do I．e．No smoking section available．6．It is argued that grammaticality judgments do not depend on whether the sentence is meaningful or not, as shown by the sentence "Colorless green ideas sleep furiously”，which does not make much sense but is syntactically well formed．How would you respond to this argument?(25points)7．TOEFL often requires the examinees to specify the situational context after listening to a conversation．See for example a tape-script below for an exam item．Voice A (male)：How much is this tie?Voice B (female)：FortyVoice C (male)：Where does this conversation most probably take place?What do you think is the TOEFL people‟s belief about what constitutes linguistic competence and how linguistic competence can be tested? (30 points)参考答案：北京外国语大学2004年硕士研究生入学考试语言学与应用语言学专业试卷IMPORTANT!!!All the questions are to be answered in English on the answer sheets provided．1．Shakespeare has Juliet say：What‟s in a name? That which we call a roseBy any other name would smell as sweet．What do the above lines say to you about the relationship between the form (sounds) and meaning (concept) of a word in spoken language?Explain with positive evidence as well as exceptions from the English language．(15 points) The lines said above show that the relationship between the form (sounds) and meaning (concept) of a word in spoken language is arbitrary in nature. That means there is no logical connection between forms (sounds) and meaning (concept). Different sounds are used to refer to the same object in different languages. Sounds are just symbols; they are associated with objects, actions, ideas, etc. by convention. In this example, the rose can be called by many names in different languages but its smell never changes. Another example, different languages have different forms for referring to …dog‟ in English, such as Chinese …狗（gou）‟ , French …chien (n.m.)‟. While language is arbitrary by nature, there are some exceptions as well. The best examples in English are the onomatopoetic words and compound words. For example, some onomatopoetic words …rumble‟, … crash‟, …crackle‟… bang‟ are uttered like the sounds they describe, thus seem to have a natural basis. Besides, some compound words are also not entirely arbitrary. For example while …photo‟and …copy‟are both arbitrary, the compound word …photocopy‟is not entirely arbitrary, thus seem to be motivated. Anyhow, non-arbitrary words make up only a small percentage of the vocabulary of a language.2．How much does our language influence the way we think? How deeply do language and culture interpenetrate and influence one another? These questions about language have fascinated thinkers throughout the ages．For example，Johann Gottfried Herder and Wilhelm yon Humboldt in the German Romantic tradition regarded language as a prisma or grid spread over things in the world so that each language reflects a different worldview．Write a short essay to explain your position on this view．(35 points)Humans have a unique linguistic system for communication that serves as the primary vehicle for expressing thoughts. Language and thought may be viewed as two independent circles that develop along two different routes but overlap in some parts, where language and thought are consistent with each other. But language is not the only means of expressing thought. As for the relationship between language and the thought, we think that language does not determine the way we think but influence the way we perceive the world and recall things, and affects the ease with which we perform mental tasks. That is, language may be used to provide new ideas, bring about a change in beliefs and values, solve problems, and keep track of things in memory. For example, a well-developed vocabulary may well assist us in learning the concepts the lexis covers. We recall things more easily when they correspond to readily available words or phrases. It is certainly easier for us to make a conceptual distinction if it neatly corresponds to a particular lexical item available in our language. When we label our experience with linguistic symbols, our language will influence how we remember and think about those experiences, otherwise the relationship between language and perception, memory or thinking will be greatly reduced.In terms of relationship between language and culture, we can infer that a language not only expresses facts, ideas, or events that represent similar world knowledge by its people, but also reflects the people‟s attitudes, beliefs, world outlooks, and etc. Language expresses cultural reality. On the other hand, as people‟s language uses express their culture represented by its social conventions, norms and social appropriateness, the culture both emancipates and constrains peoplesocially, historically and metaphorically. Sharing a same community culture, people have acquired common ways of viewing the world through their speech interactions with other members of the same group. Although language and culture are inextricably intertwined, culture is a wider system that completely includes language as a subsystem. The knowledge and beliefs that constitute a people‟s culture are habitually encoded and transmitted in the language of the people. Language as an integral part of human being, permeates his thinking and way of viewing the world, language both expresses and embodies cultural reality.As for the relationship between language and world views, the language system does not necessarily provide specifics of one‟s world view. All humans share a general conceptualizing capacity, Speakers of different languages are capable of distinguishing and recognizing experiences according to their respectively different linguistic coding systems for the same objective world. On the one hand, people speaking the same language may have different world views, including political, social, religious, scientific and philosophical views. On the other hand, people speaking different languages may share similar world views on above aspects. Moreover, one language can describe many different worldviews, as is evident in the case of successful translation.According to the theories shown above, we can infer that Johann Gottfried Herder and Wilhelm yon Humboldt‟s view has both merits and limitations. First, they see clearly that there exists a relationship between language and thoughts. Second, they assume that language influences so much the way people think that people who think in different ways will have different world views. Based on the theoretical views above we think this view is not rational in this aspect.3．Is English a language that uses a phonetic alphabet system? Explain briefly why or why not with examples．(15 points)The Phonetic Alphabet is a system of letters and symbols that are used to represent the individual sounds of a language. English is a language that uses a phonetic alphabet system because it is a phonographic language by nature. There are mainly three types of language concerning its writing system: ideographic language which use symbols (ideograms) to represent whole words or concepts (ideas), with Chinese as an example; syllabic language which word or concepts are represented by syllable, with Japanese syllabic system as an example; phonographic language which uses special alphabetic or other typographical characters to express the sounds of an actual spoken utterance in writing, with many European languages as examples. English uses alphabetic script to represent certain single type sound. For example, the sound which is written sh in English can be expressed by symbols of [∫] ship;and the sound that is written in c can be expressed by the symbol of [k] cup.4．Suppose you were given four cards，each of which had a different phoneme of English printed on it：Now arrange these cards to form all the "possible" words that these four phonemes could form．Discuss what rules you have followed to come up with these words．(20 points) The “possible”words that the four phonemes could form are blik, klib, bilk and kilb. The phonological rules of English determine the possible combination of sound. First, an English syllable consists of Onset and Rhyme that can further be divided into Nucleus and Coda. The Nucleus is necessary in a syllable and is represented by vowel. Both the Onset and the Rhyme are not necessary and can be represented by a constant or a cluster of constants. If three consonants cluster together at the beginning of a word, the first phoneme must be /s/. In this example, becausethere are two Stops, the /k/, /b/, /l/ could not form possible constant cluster. Secondly, the vowel /i/ should not function as nucleus because there is no combination of other three consonants as Coda. Thirdly, the degree of sonority of different classes of sounds affects their possible positions in the syllable. In English the sonority scale from the most sonorous to the least sonorous is V owels ^ Approximants ^Nasals ^Fricatives ^Stops. In a possible English syllable, the sonority of each sound gradually rises to a peak at the Nucleus and then falls at the Coda. So if the first phoneme is /l/, then the next sound must be a vowel /i/, leaving /b/ and /k/ to form a cluster. However, the phoneme /b/ and /k/ are both Stops and could not form a constant cluster. This excludes the words beginning with /l/. Fourthly, considering the rules described above, the only possible arrangements are words beginning with /k/, /b/, /kl/, or /bl/. When the first phoneme is /k/ functioning as Onset, the Nucleus is the vowel /i/ and with /lb/ as possible constant cluster The Onset can be a constant cluster of /kl/ with /i/ as nucleus and a single constant /b/ as coda. Both the two arrangements conform to the sonority scale of an accepted syllable. Similarly, …bilk‟and …blik‟are possible words formed by the four phonemes.5．Paraphrase each of the following sentences in two different ways to show that you understand the ambiguity involved：(10 points)a．Dick finally decided on the boat．b．The professor's appointment was shocking．c．The governor is a dirty street fighter．d．Terry loves his wife and so do I．e．No smoking section available．a. First interpretation: Dick finally made a decision which is related to …boat‟.Second interpretation: Dick finally made a decision at the place of a boat.b. First interpretation: The professor was appointed by someone else, and this event was shocking.Second interpretation: The professor had appointed someone else and his act of appointing was shocking.c. First interpretation: The governor always undergoes the act of fighting in the street and he/she has a dirty reputation.Second interpretation: The governor is a sanitation worker who is responsible for cleaning the dirty streets.d. First interpretation: Terry loves his wife and I love my wife.Second interpretation: Terry loves his wife and I love his wife too.e. First interpretation: The section for non-smokers is available.Second interpretation: The available section for smokers does not exist.6．It is argued that grammaticality judgments do not depend on whether the sentence is meaningful or not, as shown by the sentence "Colorless green ideas sleep furiously”，which does not make much sense but is syntactically well formed．How would you respond to this argument?(25points)This sentence whose grammar is correct but meaning is nonsensical is composed by Noam Chomsky. At the syntactic level it is acceptable with a subject noun modified by an adjective and a verb modified by an adverb. However, the sentence does not make sense because things logically cannot be colorless and green simultaneously, ideas cannot sleep and nothing can sleep furiously. Such a sentence, which is grammatically correct but semantically anomalous,illustrates that there are two aspects of meaning: grammatical meaning and semantic meaning. The grammatical meaning of a sentence refers to its grammaticality, i.e., its grammatical well-formedness which is governed by the grammatical rules. Whether a sentence is semantically meaningful is governed by rules called selectional restrictions, i.e., constraints on what lexical items can go with others. So, itwould seem that the structure of sentences and their meaning are two distinct things, representing two different levels of language processing. The rules for forming the structure of sentences are wholly independent and different from those rules which compose the meanings of sentences.Chomsky demonstrates that words are symbols with associated properties that will not function if they are not used in the proper semantic context. “Meaning” is not dependent on the grammar of a certain language. That means that though words may follow a valid grammatical structure, they cannot form a meaningful sentence, or be a part of a meaningful phrase, if they violate their defined linguistic contexts. These contexts play an important role in the initial forming of logical sentences. As each word is simply a symbolic container for both greater and smaller contexts, the underlying structure by which these containers are organized, has important bearing on how they are composed to form sentences. Chomsky explained that sentences with the proper symbolic containers (words) may often be recomposed with more useful grammatical structure—but meaningless sentences, regardless if they have proper grammar, are hopelessly lost for meaning.Many functionalist linguists and cognitive linguists have argued against the notion of meaninglessness in language. They point to the fact that the purpose of language is the exchange of meanings; while sentences like 'colorless green ideas sleep furiously' may be possible, they hardly ever appear in naturally occurring language.7．TOEFL often requires the examinees to specify the situational context after listening to a conversation．See for example a tape-script below for an exam item．Voice A (male)：How much is this tie?Voice B (female)：FortyVoice C (male)：Where does this conversation most probably take place?What do you think is the TOEFL people‟s belief about what constitutes linguistic competence and how linguistic competence can be tested? (30 points)（本题比较灵活，以下答案可供参考）TOEFL (Test of English as a Foreign Language) has for decades been used throughout the world as a standardized test for assessing English proficiency. Originally, TOEFL scores are intended to provide a reliable measure of the linguistic competence of candidates for English speaking universities, but now it focuses on communicative competence and tests the holistic language proficiency of test-takers including reading, listening, speaking and writing, as well as improving pronunciation and building vocabulary. Particular emphasis is placed on listening and speaking. The primary goal of the course is to teach communicative competence, that is, the ability to communicate in English according to the situation, purpose, and roles of the participants.TOEFL is a part of the functional approach to a second language evaluation. The communicative competence test was designed to investigate the possibilities of constructing discourse-oriented measures of language behavior. The social appropriateness of an utterance, who is talking to whom, when, and under what circumstances, is just as important as its linguistic accuracy, or grammaticality. Most second language instruction is mainly concerned with the formal structure of the target language. Consequently, learning a second language in most language classrooms is a matter of mastering grammar and pronunciation. As a result, little attention is paid to teaching language as a tool for communication in the real world. But TOEFL people believe that it is not enough to teach and test learners how to manipulate the structures of the foreign language. Students must also develop strategies for relating these structures to their communicative functions in real situations and real time. Foreign language teachers must therefore provide learners with ample opportunities to use the language themselves for communicative purposes. They should be concerned with developing the learners' ability to take part in the "process of communicating" through language, rather than with their perfect mastery of individual structures. Language use, what is said on a particular occasion, how it is phrased, and how it is coordinated with nonverbal signs, has become a widely researched field in TOEFL listening test. The social aspects of language use rather than the formal aspects of language structure have become the objects of attention. As a result, the learning of a language is now viewed as including not only the grammar of that language but also “the capacity to use the language in a way that isappropriate to the situational and verbal constraints operating at any given time”. These constraints may come from the relationship between the speaker and the addressee, the nature of the topic, the medium that is being used, the specific occasion, other ritualistic conventions, and so forth. Therefore, helping second language learners achieve language appropriateness should be as important as helping them achieve grammaticality in the target language. Because the appropriate language choice depends on the characteristics of the addressee and relations with the speaker, more attention should be given to such relationships.TOEFL uses more real-life tasks to assess reading, writing, listening and speaking skills. For example, one of the item types in the Listening Comprehension section of the TOEFL test is the short Dialogue, where the relationship of real speakers, the special context of communication, the intended meaning of one speaker etc are particularly examined. In another test instance, students may watch a university lecture that takes place in a real university classroom. Students are first asked to complete an activity about the lecture as part of their listening task. Following this task, students may then be asked to explain something about the lecture, and this will be the speaking assessment. In order to assess reading and writing skills, students may be asked to answer questions by, for example, fill-in-the blanks about a text and perhaps write a for/against type of essay about what is discussed in the text. When we think about the tasks a student has to complete in college, we see that all four of the above tasks are similar.。

2004年语言学与应用语言学IMPORTANT!!!All the questions are to be answered in English on the answer sheets provided.1. Shakespeare has Juliet say:What is in a name?That which we call a roseBy any other name would smell as sweet.What do you think the above lines say to you about the relationship between the form (sounds) and meaning (concept) of a word in spoken language?Explain with positive evidence as well as exceptions from the English language. (15 points)2.How much does our language influence the way we think? How deeply do language and culture interpenetrate and influence one another?These questions about language have fascinated thinkers throughout the ages.For example,Johann Gottfried Herder and Wilhelm von Humboldt in the German Romantic tradition regarded language as a prisma or grid spread over things in the world so that each language reflects a different worldview. Write a short essay to explain your position on this view. (35 points)3.Is English a language that uses a phonetic alphabet system? Explain briefly why or why not with examples. (15 points)4.Suppose you were given four cards,each of which had a different phoneme of English printed on it:/k/, /b/, /l/, /i/Now arrange these cards to form all "possible" words that these four phonemes could form. Discuss what rules you have followed to come up with these words. (20 points)5.Paraphrase each of the following sentences in two different ways to show that you understand the ambiguity involved: (10 points)a. Dick finally decided on the boat.b. The professor's appointment was shocking.c. The governor is a dirty street fighter.d. T erry loves his wife and so do I.e. No smoking section available.6.It is argued that grammatically judgments do not depend on whether the sentence is meaningful or not,as shown by the sentence "Colorless green ideas sleep furiously",which doesn't make much sense but is syntactically well formed. How would you respond to this argument? (25 points)7.TOEFL often requires the examinees to specify the situational context after listening to a conversation.See for example a tape-script below for an exam item:Voice A (male): How much is this tie?Voice B (female): Forty.Voice C (male): Where does this conversation most probably take place?What do you think is the TOEFL people's belief about what constitutes linguistic competence and how linguistic competence can be tested? (30 points)。

2002年语言学与应用语言学（100 points）All the questions are to be answered in English on the answer sheets provided.1. Displacement,arbitrariness,productivity,cultural transmission,discreteness and duality are sometimes listed as the 6 core features of human language.Choose 3 out of the 6 and explain with examples what they mean. (12 points)2. Briefly explain what phonetics and phonology are concerned with and what kind of relationsips hold between the two.(10 points)3.In deriving new words via a prefix such as mis-, there seems to be some constraint on what is permitted. The words in the first colum below are acceptable formations,but in the other columns are not.Work out what the rule(s) might be for making new adjectives with the prefix mis-. (18 points)Column I : misadventure misjudgement misplaced mistrustfulColumn II: *mishappy *mismeal *misglad *misroleColumn III: *mismilk *missad *misword *miscrazy4. Using what you know about Grice's cooperative principle and its four maxims,analyze the following short exchange.(20 points)同事甲：小张昨晚去哪儿了？同事乙：今天在早上我看见一辆白色富康停在小林家门口。

北京语言大学语用专业2001--2015年考研真题（回忆版）语言学概论篇2015年1、名词解释自源文字，组合关系，语境义，语义场，形态，音质音位2.判断并说明理由(1)组合，聚合关系不仅仅存在于语法中。

(2)每一种语言或方言中的音位都处于双向聚合群中。

(3)语素和词不仅是词汇单位，也是语法单位。

(4)地域方言和社会方言的差别只表现在词汇系统中。

3.分析题(1)写出普通话中a的四个音位变体，并分析这四个音位变体是如何产生。

(2)方言根据不同的角度可以分为哪些类型？并分析随着社会的发展，地域方言会有什么发展趋势。

(3)什么是借词？根据下面的例子归纳借词的类型。

剑桥，茶道，啤酒，基因，俱乐部，克隆，罗曼蒂克，CPU,霓虹灯(4)分析下列“老”和“子”哪些属于词根语素，哪些属于词缀语素老板，老鹰，老汉，老式，老化，老公孩子，电子，棋子，模子，(5)用层次分析法分析句子，并分析"V在"划分的理由我和哥哥确实都生在河北石家庄。

我的老板王立出生在首都北京。

4.简答题(1)区别特征是不是等同于发音特征？如何确定具体某个辅音音位的区别特征？(2)什么是词缀？什么是词尾？说说它们之间的主要区别。

(3)什么是变换分析？用具体例子说明如何用变换分析消解多义结构。

5.论述题(1)以一个具体语言为例说明语言中语法演变的具体表现。

(2)什么是语言换用和底层遗留？说明底层遗留产生的原因以及具体体现。

2014年一．解释下列词语，以例说明并作简要对比。

（40分，共8个）1. 社会方言和地域方言2.表音素文字和表音位文字3.同化和异化4.组合关系和聚合关系5. 音素和音位6.语义指向和语义特征7.隐喻和转喻8.单纯词和合成词二．选择题（14分，1分/题）1.“浊音清化”规律2.古英语单数、双数、复数→单数、复数，格形式等语法范畴的简化，属于A语法化 B. C.组合规则的变化 D.聚合关系的变化3.语言层次的上层包括A、音位、语素、词语、短语B、音位、语素、词语C、音素、语素、词语D、语素、词语、短语、句子4.波浪理论提出者（）A、施密特B、葆朴C、D、5.辅助性交际工具有（）A、文字B、文字、手势语、身势语C、手势语、身势语D、语言、手势语、身势语6.语言规范最重要是指以下哪个方面A、书面语B、文字C、口语D、7.“臭”的词义由名词变成形容词，由“气味”变成“臭味”，发生了什么变化（）A、扩大B、缩小和转移C、缩小D、转移8.现代语言学之父是（）A、索绪尔B、洪堡特C、D、9.下面属于同一语系的语言（）A、英语和芬兰语B、越南语和印尼语C、日语和苗语D、汉语和泰语10.下列都属于舌尖中音的一组是（）11.12．13.14.三．简答题（48分，共6题）1.简要说明语言接触的结果以这些结果会带来的影响。

2004年北京科技大学外国语学院214俄语（二外）考研真题及详解适用专业：外国语言学及应用语言学、英语语言文学Часть1Чтение1.Прочитайтеследующиемикротекстыиподчеркнитеответ,соответствующийсодержаниюпрочитанного.(30баллов)Микротекст1Молодойписательхочетнаписатьрассказ.Ноочём?Ночьюоннеспит,адумает.ОндумаетосвоёмгероеинженереСтепенеИванове.Ондумаетодевушке,которуюлюбитСтепан;огороде,гдеживутгерои;озаводе,гдеониработают.Вопрос1.Чтоделаетмолодойписательночью?A.Пишетновыйрассказ.Б.Думаетолюбимойдевушке.B.Думаетогерояхрассказа.【答案】B【解析】问题是：年轻作家晚上做什么？文章第三、四句可知，他每天晚上思考。

思考自己（小说）的主角——工程师伊万诺夫，思考斯捷潘爱上的姑娘，思考主角住在哪里，思考他们工作所在的工厂。

故答案为B。

Микротекст2Наступилотридцатоеянваря.СегодняКовалевскаядолжнабьшачитатьсвоюпервуюлекциювуниверситете.Онаволновалась.Когдаонапришлавуниверситет,всеместаваудиториибылизаняты.Здесьсобралисьнетолькостуденты-математики,ноистуцентыдругихфакультетовипочтивсепрофессора.Ведьэтобылаперваяжешцина,котораядолжнабылапрочитатьлекциювуниверситете.Вопрос2.Какиелюдисобралисьваудитории?A.Толькостуденты-математики.Б.Истуценты-математики,истудентыдругихфакультетов,ивсепрофессора.B.Толькостудентыдругихфакультетовивсепрофессора.【答案】Б【解析】问题是：什么人在教室聚集？文章倒数第二句Здесьсобралисьнетолькостуденты-математики,ноистуцентыдругихфакультетовипочтивсепрофессора.指出，不仅有数学专业的大学生，也有其他系的大学生以及几乎所有的教授。

北京外国语大学2004年硕士生入学考试英语语言文学专业试卷Time Limit: Three Hours Total Points: 150All answers must be written on the answer sheets.Section 1 Matching（30 points）Match each of the following ten passages with its source. There are more sources than passages here, and one source may be matched with more than one passage.Write the passage number and the corresponding source letter for each answer. For example, suppose Passage 11 is the following:Only one same reason is shared by all of us: we wish to create worlds as real as, but other than the world that is. Or was. This is why we cannot plan. We know a world is an organism, not a machine. We also know that a genuinely created world must be independent of its creator; a planned world (a world that fully reveals its planning) is a dead world. It is only when our characters and events begin to disobey us that they begin to live.And its source is [M] John Fowles. Then your answer will be 11M.Sources (From A to L)[Al Geoffrey Chaucer [G] Ernest Hemingway[B] Kate Chopin [H] John Keats[C] Joseph Conrad [I] D. H. Lawrence[D] Frederick Douglass [J] Percy Bysshe Shelley[E] T. S. Eliot [K] John Steinbeck[Fl Thomas Hardy [L] Harriet Beecher StowePassages1. The meaning of an episode was not inside like a kernel but outside, enveloping the tale which brought it out only as a glow brings out a haze, in the likeness of one of these halos that sometimes are made visible by the spectral illumination of moonshine.2. The migrant people, scuttling for work, scrabbling to live, looked always for pleasure, dug for pleasure, manufactured pleasure, and they were hungry for amusement.3. A green and yellow parrot, which hung in a cage outside the door, kept repeating over and over:"Allez vous-en.t Allez vous-en! Sapristi.t That's all fight!"4. In that dizzy moment her feet to her scarce seemed to touch the ground, and a moment brought, her to the water's edge. Right on behind they came, and, nerved with strength such as God gives only to the desperate, with one wild cry, and flying leap, she vaulted sheer over the turbid current by the shore, on to the raft of ice beyond.5. I have no accurate knowledge of my age, never having seen any authentic record containing it.By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant.6. We two whites stood over him, and his lustrous and inquiring glance enveloped us both. I declare it looked as though he would presently put to us some question in an understandable language; but he died without uttering a sound, without moving a limb, without twitching a muscle. Only in the very last moment, as though in response to some sign we could not see, to some whisper we could not hear, he frowned heavily, and that frown gave to his black death-mask an inconceivably somber, brooding, and menacing expression.7. It is the same! —For, be it joy or sorrow,The path of its departure still is free;Man's yesterday may ne'er'be like his morrow;Nought may endure but Mutability.8. A snake came to my water troughOn a hot, hot day, and I in pajamas for the heat,To drink there.9.The river's tent is broken: the last fingers of leafClutch and sink into the wet bank. The windCrosses the brown land, unheard. The nymphs are departed.10.Good table manners she had learnt as well:She never let a crumb from her mouth fall;She never soiled her fingers, dipping deepInto the sauce; when lifting to her lipsSome morsel, she was careful not to spillSo much as one small drop upon her breast.Her greatest pleasure was in etiquette.The following sections of the examination will be graded on both what you say and how you say it.Section2 Short Essays (90 points)I. Summarize the plot of the following story in your own words (around200 words). (30points)2. Comment on the role of the wicked boy in the story. (30points)3.What is the theme of the story? Pay particular attention to the ending. (30points)A Wicked BoyBy Anton ChekhovIvan Ivanych Lapkin, a young man of nice appearance, and Anna Semionovna Zamblitskaia, a young girl with a little mined-up nose, went down the steep bank and sat down on a small bench. The bench stood right by the water among some thick young osier bushes. What a wonderful little place! Once you've sat down, you were hidden from the world—only the fish saw you, and the water-tigers, running like lightning over the water. The young people were armed with rods, nets, cans of worms, and other fishing equipment. Having sat down, they started fishing right away."I'm glad we're alone at last," Lapkin began, looking around. "I have to tell you a lot of things, Anna Semionovna... an awful lot... when I saw you the first time.... You've got a bite.... then I understood what I'm living for, understood where my idol was--to whom I must devote my honest, active life... that must be a big one that's biting.... Seeing you, I feel in love for the first time, feel passionately in love! Wait before you give it a jerk.... let it bite harder.... Tell me, my darling, I adjure you, may I count on--not on reciprocity, no! I'm not worthy of that, I dare not even think of that—may I count on .... Pull!"Anna Semionovna raised her hand with the rod in it, yanked, and cried out. A little silvery-green fish shimmered in the air."My Lord, a perch! Ah, ah.... Quickly! It's getting free!"The perch got free of the hook, flopped through the' grass toward its native element.... and plopped into the water!In pursuit of the fish, Lapkin somehow inadvertently grabbed Anna Semionovna's hand instead of the fish, inadvertently pressed it to his lips.... She quickly drew it back, but it was already too late; their mouths inadvertently merged in a kiss. It happened somehow inadvertently. Another kiss followed the first, then vows and protestations.... What happy minutes! However, in this earthly life there is no absolute happiness. Happiness usually carries a poison in itself, or else. is poisoned by something from outside. So this time, too. As the young people were kissing, a laugh suddenly rang out. They glanced at the river and were stupefied: a naked boy was standing in the water up to his waist. This was Kolia, a schoolboy, Anna Semionovna's brother. He was standing in the water, staring at the young people, and laughing maliciously."Ah-ah-ah... you're kissing?" he said. "That's great! I'll tell Mama.""I hope that you, as an honest young man..." muttered Lapkin, blushing. "It's low-down to spy, and to tell tales is foul and detestable... I assume that you, as an honest and noble young man...""Give me a ruble and then I won't tell!" said the noble young man. "Or else I will."Lapkin pulled a ruble out of his pocket and gave it to Kolia. Kolia squeezed the ruble in his wet fist, whistled, and swam off. And the young people didn't kiss any more that time.The next day Lapkin brought Kolia some paints and a ball from town, and his sister gave him all her empty pill-boxes. After that they had to give him some cuff-links with dogs' heads on them. The wicked boy obviously liked all these things very much and, in order to get still more, he started keeping his eye on them. Wherever Lapkin and Anna Semionovna went, he went, too. He didn't leave them alone for a minute."The bastard!" Lapkin gnashed his teeth. "So little, and already such a real bastard! What's he going to be like later?!"All through June, Kolia made life impossible for the poor lovers. He threatened to tell on them, kept his eye on them, and demanded presents; it all wasn't enough for him, and he finally started talking about a pocket watch. And what then? They had to promise the watch.One time at dinner, when the waffle cookies were being passed, he suddenly burst out in aguffaw, winked an eye, and asked Lapkin:"Shall I tell? Huh?"Lapkin blushed terribly and started eating his napkin instead of the cookie. Anna Semionovna jumped up from the table and ran into the other room. And the young people found themselves in this position until the end of August, until the very day when, at last, Lapkin proposed to Anna Semionovna. Oh, what a happy day that was! Having talked to the parents of his bride, and having received their consent, Lapkin first of all ran out into the garden and started looking for Kolia. Once he had found him, he almost sobbed from delight and seized the wicked boy by the ear. Anna Semionovna, who had also been looking for Kolia, ran up, and seized him by the other ear. And you really ought to have seen what joy was written all over the lovers' faces as Kolia cried and begged them:"Dearest, darling, angels, I'll never do it again! Ow, ow! Forgive me!"And afterwards they both admitted that during the whole time they had been in love with each other they had never once felt such happiness, such breath-taking bliss as during those moments when they were pulling the wicked boy's ears.Section 3 Creative Thinking (30points)If you were the author, Somerset Maugham, what title would you give to the story below? Generate as many titles as you can before deciding on the best one. Be creative and go for quantity; list at least 10 titles.There was a merchant in Bagdad who sent his servant to market to buy provisions, and in a little while the servant came back, white and trembling, and said, "Master, just now when I was in the market, I was jostled by a woman in the crowd and when I turned I saw it was Death that jostled me. She looked at me and made a threatening gesture; now, lend me your horse, and I will ride away from this city and avoid my fate. I will go to Samarra and there Death will not find me." The merchant lent him his horse, and the servant mounted it, and he dug his spurs in its flanks and as fast as the horse could gallop he went. Then the merchant went down to the market, and he saw Death standing in the crowd and he came to Death and said, “Why did you make a threatening gesture to my servant when you saw him this morning?” “That was not a threatening gesture,”Death said. “It was only a start of surprise. I was astonished to see him in Bagdad, for I had an appointment with him tonight in Samarra.”Section4 Critical Thinking (20-point bonus)You do not have to do the task in this section, but you will get a 20-point bonus if you do it correctly.Identify errors in logic, if any, in the following arguments. Justify your answers.1. Hey, John, check this out! Two weeks ago, I bought this good luck charm, and I’ve been carrying with me every day. Since the, I’ve been carrying it around with me every day. Since then, I found $50 on the street, I got the apartment I was hoping for, and I got a date with Elaine! This good luck charm really works!2. Look, either we do a full-color glossy brochure or we don’t do anything at all. It’s better to have nothing than to have something shabby. Do it right or don’t do it at all.3. If we legalize marijuana, watch out-the legalization of cocaine and other drugs can’t be far behind.4. Do you support the ban of nuclear and biological weapons that would leave us defenseless against those countries that will continue to build nuclear and biological warheads in secret?5. One of the things those animal rights people want to do is to make you believe that a monkey has the same rights as a human being.This is the end of the examination.答案部分：北京外国语大学2004年硕士生入学考试英语语言文学专业试卷Time Limit: Three Hours Total Points: 150All answers must be written on the answer sheets.Section 1 Matching（30 points）（北京外国语大学2004年研）Match each of the following ten passages with its source. There are more sources than passages here, and one source may be matched with more than one passage.Write the passage number and the corresponding source letter for each answer. For example, suppose Passage 11 is the following:Only one same reason is shared by all of us: we wish to create worlds as real as, but other than the world that is. Or was. This is why we cannot plan. We know a world is an organism, not a machine. We also know that a genuinely created world must be independent of its creator; a planned world (a world that fully reveals its planning) is a dead world. It is only when our characters and events begin to disobey us that they begin to live.And its source is [M] John Fowles. Then your answer will be 11M.Sources (From A to L)[Al Geoffrey Chaucer [G] Ernest Hemingway[B] Kate Chopin [H] John Keats[C] Joseph Conrad [I] D. H. Lawrence[D] Frederick Douglass [J] Percy Bysshe Shelley[E] T. S. Eliot [K] John Steinbeck[Fl Thomas Hardy [L] Harriet Beecher StowePassages1. The meaning of an episode was not inside like a kernel but outside, enveloping the tale which brought it out only as a glow brings out a haze, in the likeness of one of these halos that sometimes are made visible by the spectral illumination of moonshine.2. The migrant people, scuttling for work, scrabbling to live, looked always for pleasure, dug for pleasure, manufactured pleasure, and they were hungry for amusement.3. A green and yellow parrot, which hung in a cage outside the door, kept repeating over and over:"Allez vous-en.t Allez vous-en! Sapristi.t That's all fight!"4. In that dizzy moment her feet to her scarce seemed to touch the ground, and a moment brought, her to the water's edge. Right on behind they came, and, nerved with strength such as God gives only to the desperate, with one wild cry, and flying leap, she vaulted sheer over the turbid current by the shore, on to the raft of ice beyond.5. I have no accurate knowledge of my age, never having seen any authentic record containing it. By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant.6. We two whites stood over him, and his lustrous and inquiring glance enveloped us both. I declare it looked as though he would presently put to us some question in an understandable language; but he died without uttering a sound, without moving a limb, without twitching a muscle. Only in the very last moment, as though in response to some sign we could not see, to some whisper we could not hear, he frowned heavily, and that frown gave to his black death-mask an inconceivably somber, brooding, and menacing expression.7. It is the same! —For, be it joy or sorrow,The path of its departure still is free;Man's yesterday may ne'er'be like his morrow;Nought may endure but Mutability.8. A snake came to my water troughOn a hot, hot day, and I in pajamas for the heat,To drink there.9.The river's tent is broken: the last fingers of leafClutch and sink into the wet bank. The windCrosses the brown land, unheard. The nymphs are departed.10.Good table manners she had learnt as well:She never let a crumb from her mouth fall;She never soiled her fingers, dipping deepInto the sauce; when lifting to her lipsSome morsel, she was careful not to spillSo much as one small drop upon her breast.Her greatest pleasure was in etiquette.参考答案：1C 2K 3B 4L 5D 6C 7J 8I 9E 10 ?The following sections of the examination will be graded on both what you say and how you say it.Section2 Short Essays (90 points) （北京外国语大学2004年研）I. Summarize the plot of the following story in your own words (around200 words). (30points)2. Comment on the role of the wicked boy in the story. (30points)3.What is the theme of the story? Pay particular attention to the ending. (30points)A Wicked BoyBy Anton ChekhovIvan Ivanych Lapkin, a young man of nice appearance, and Anna Semionovna Zamblitskaia, a young girl with a little mined-up nose, went down the steep bank and sat down on a small bench. The bench stood right by the water among some thick young osier bushes. What a wonderful little place! Once you've sat down, you were hidden from the world—only the fish saw you, and the water-tigers, running like lightning over the water. The young people were armed with rods, nets, cans of worms, and other fishing equipment. Having sat down, they started fishing right away."I'm glad we're alone at last," Lapkin began, looking around. "I have to tell you a lot of things, Anna Semionovna... an awful lot... when I saw you the first time.... You've got a bite.... then I understood what I'm living for, understood where my idol was--to whom I must devote my honest, active life... that must be a big one that's biting.... Seeing you, I feel in love for the first time, feel passionately in love! Wait before you give it a jerk.... let it bite harder.... Tell me, my darling, I adjure you, may I count on--not on reciprocity, no! I'm not worthy of that, I dare not even think of that—may I count on .... Pull!"Anna Semionovna raised her hand with the rod in it, yanked, and cried out. A little silvery-green fish shimmered in the air."My Lord, a perch! Ah, ah.... Quickly! It's getting free!"The perch got free of the hook, flopped through the' grass toward its native element.... and plopped into the water!In pursuit of the fish, Lapkin somehow inadvertently grabbed Anna Semionovna's hand instead of the fish, inadvertently pressed it to his lips.... She quickly drew it back, but it was already too late; their mouths inadvertently merged in a kiss. It happened somehow inadvertently. Another kiss followed the first, then vows and protestations.... What happy minutes! However, in this earthly life there is no absolute happiness. Happiness usually carries a poison in itself, or else. is poisoned by something from outside. So this time, too. As the young people were kissing, a laugh suddenly rang out. They glanced at the river and were stupefied: a naked boy was standing in the water up to his waist. This was Kolia, a schoolboy, Anna Semionovna's brother. He was standing in the water, staring at the young people, and laughing maliciously."Ah-ah-ah... you're kissing?" he said. "That's great! I'll tell Mama.""I hope that you, as an honest young man..." muttered Lapkin, blushing. "It's low-down to spy, and to tell tales is foul and detestable... I assume that you, as an honest and noble young man...""Give me a ruble and then I won't tell!" said the noble young man. "Or else I will."Lapkin pulled a ruble out of his pocket and gave it to Kolia. Kolia squeezed the ruble in his wet fist, whistled, and swam off. And the young people didn't kiss any more that time.The next day Lapkin brought Kolia some paints and a ball from town, and his sister gave him all her empty pill-boxes. After that they had to give him some cuff-links with dogs' heads on them. The wicked boy obviously liked all these things very much and, in order to get still more, he started keeping his eye on them. Wherever Lapkin and Anna Semionovna went, he went, too. He didn't leave them alone for a minute."The bastard!" Lapkin gnashed his teeth. "So little, and already such a real bastard! What's he going to be like later?!"All through June, Kolia made life impossible for the poor lovers. He threatened to tell on them, kept his eye on them, and demanded presents; it all wasn't enough for him, and he finally started talking about a pocket watch. And what then? They had to promise the watch.One time at dinner, when the waffle cookies were being passed, he suddenly burst out in a guffaw, winked an eye, and asked Lapkin:"Shall I tell? Huh?"Lapkin blushed terribly and started eating his napkin instead of the cookie. Anna Semionovna jumped up from the table and ran into the other room. And the young people found themselves in this position until the end of August, until the very day when, at last, Lapkin proposed to Anna Semionovna. Oh, what a happy day that was! Having talked to the parents of his bride, and having received their consent, Lapkin first of all ran out into the garden and started looking for Kolia. Once he had found him, he almost sobbed from delight and seized the wicked boy by the ear. Anna Semionovna, who had also been looking for Kolia, ran up, and seized him by the other ear. And you really ought to have seen what joy was written all over the lovers' faces as Kolia cried and begged them:"Dearest, darling, angels, I'll never do it again! Ow, ow! Forgive me!"And afterwards they both admitted that during the whole time they had been in love with each other they had never once felt such happiness, such breath-taking bliss as during those moments when they were pulling the wicked boy's ears.参考答案：1. A young man, Lapkin fell in love with Anna. One day by the river as they were doing fishing, he expressed his love for her and they kissed. However, their kissing was discovered by Anna’s brother, Kolia. Kolia asked for a ruble, or he would go to Mama to tell on them. And he got the ruble. The next day Lapkin and Anna again gave him some presents for him to shut his mouth. Then the boy saw how much he could benefit from them. From time to time he demanded presents from the lovers and his small tricks would always work. While Kolia was content, it was the lovers who suffered. On the one hand, they were forced to meet Kolia’s demands for presents. On the other hand, Kolia kept a close watch on them so that they did not have free time of their own. It lasted about three months until the day when Lapkin proposed to Anna and got her parents’approval. Finally they got rid of the threat of Kolia and became librated. Then the lovers found out Kolia and punished him by seizing his ears.2. The wicked boy mainly plays two roles, one is that of obstruction, and the other is that of catalyst. Firstly, the wicked boy keeps a close watch on the lovers and goes wherever they go. Therefore, the lovers do not have time that belongs to them. So the wicked boy is an obstruction to the lovers. However, paradoxically, the wicked boy is also a catalyst in the development of the lovers’ relationship. On the one hand, with his tricks, the wicked boy becomes the common enemy of the lovers. And the two lovers work together to solve the problems raised by the wicked boy,which promotes the development of their relationship and also avoids the possibilities of their quarreling. Meanwhile, Lapkin’s proposal to Anna so early also to some extent attributes to the wicked boy’s tricks.3. The theme of the story is that freedom is the most valuable of all things. As we can see in the story, the lovers are kept watch by the wicked boy and are never left alone for even a minute. The wicked boy’s interference with the lovers’ life makes their life miserable so that they are not able to enjoy fully the time when they are dating. At last, after the proposal, they suddenly become overjoyed, as they finally bring their freedom back. That’s why at the end of the story, the lovers admits that they have never been so happy during their dating time as during the moments when they are punishing the boy by pulling his ears.Section 3 Creative Thinking (30points) （北京外国语大学2004年研）If you were the author, Somerset Maugham, what title would you give to the story below? Generate as many titles as you can before deciding on the best one. Be creative and go for quantity; list at least 10 titles.There was a merchant in Bagdad who sent his servant to market to buy provisions, and in a little while the servant came back, white and trembling, and said, "Master, just now when I was in the market, I was jostled by a woman in the crowd and when I turned I saw it was Death that jostled me. She looked at me and made a threatening gesture; now, lend me your horse, and I will ride away from this city and avoid my fate. I will go to Samarra and there Death will not find me." The merchant lent him his horse, and the servant mounted it, and he dug his spurs in its flanks and as fast as the horse could gallop he went. Then the merchant went down to the market, and he saw Death standing in the crowd and he came to Death and said, “Why did you make a threatening gesture to my servant when you saw him this morning?” “That was not a threatening gesture,”Death said. “It was only a start of surprise. I was astonished to see him in Bagdad, for I had an appointment with him tonight in Samarra.”参考答案:How Far Can He Escape?; The Doomed; Fate; Appointment with Death; The Meeting with Death: Escape Into His Destiny; To Escape or Not to Escape, That is a Question; The Servant and the Death; Stay Where You Are; Is to Escape the Best Strategy out of the Thirty-six Stratagem?Section4 Critical Thinking (20-point bonus)（北京外国语大学2004年研）You do not have to do the task in this section, but you will get a 20-point bonus if you do it correctly.Identify errors in logic, if any, in the following arguments. Justify your answers.1. Hey, John, check this out! Two weeks ago, I bought this good luck charm, and I’ve been carrying with me every day. Since the, I’ve been carrying it around with me every day. Since then, I found $50 on the street, I got the apartment I was hoping for, and I got a date with Elaine! This good luck charm really works!2. Look, either we do a full-color glossy brochure or we don’t do anything at all. It’s better to have nothing than to have something shabby. Do it right or don’t do it at all.3. If we legalize marijuana, watch out-the legalization of cocaine and other drugs can’t be far behind.本文档来源于布丁考研网（ ），全国最真实、最全面的考研真题及资料库。

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）。

2015年北京外国语大学外国语言学及应用语言学考研专业目录、招生人数、参考书目、历年真题、复试分数线、答题方法、复习经验指导一、2015年北京外国语大学外国语言学及应用语言学专业考研招生目录二、2014年北京外国语大学外国语言学及应用语言学专业考研复试分数线北京外国语大学2014年硕士研究生统考各专业复试基本分数要求专业 方向政治 外语 复试要求两门专业单科或总分 总分外研中心 外国语言学及应用语言学55 55 200 350 高翻学院 英语同传55 55 216 （单科108） 350 俄英汉同传55 55 223 法英汉同传德英汉同传西英汉同传韩英汉同传三、2015年北京外国语大学外国语言学及应用语言学专业考研参考书四、2003年北京外国语大学外国语言学及应用语言学专业考研真题五、2015年北京外国语大学外国语言学及应用语言学考研真题答题黄金攻略名师点评：认为只要专业课重点背会了，就能拿高分，是广大考生普遍存在的误区。

而学会答题方法才是专业课取得高分的关键。

(一) 名词解释答题方法【考研名师答题方法点拨】名词解释最简单，最容易得分。

在复习的时候要把参考书中的核心概念和重点概念夯实。

近5-10年的真题是复习名词解释的必备资料，通过研磨真题你可以知道哪些名词是出题老师经常考察的，并且每年很多高校的名词解释还有一定的重复。

专业课辅导名师解析：名词解释答题方法上要按照核心意思+特征/内涵/构成/案例，来作答。

①回答出名词本身的核心含义，力求尊重课本。

这是最主要的。

②简答该名词的特征、内涵、或者其构成、或者举一个案例加以解释。

如果做到①②，基本上你就可以拿满分。

③如果除非你根本不懂这个名词所云何事，或者压根没见过这个名词，那就要运用类比方法或者词义解构法，去尽可能地把握这个名词的意思，并组织下语言并加以润色，最好是以很学术的方式把它的内涵表述出来。

【名词解释答题示范】例如：“行政权力”。

第一，什么是行政权力（核心意思，尊重课本）第二，行政权力的几个特征，不必深入解释。

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 .。