语言学导论阅读题简答题汇总.docx

语言学导论阅读题简答题汇总.docx

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语言学导论阅读题简答题汇总

Ⅲ.READINGCOMPREHENSION.

PassageOne（Questions1-6）

Psychologistsandeducatorshaveknownforalongtimethat"activelearning"isbyfarsuperiorto"passivelearning"andinthediscussioninsection3.1.1wehaverejectedthenotionofteachinglanguagethroughsomeautomaticconditioningprocess.Bothoftheseconsiderationspointtothecrucialroleof"learnerfactors"inlanguageacquisitionandtotheimportanceofknowingjustwhatthelearnercontributestothelearningprocesssothatitcanbetakenintoaccountintheteachingprocess.

IntelligenceisusuallyconceivedofastheabilitytolearnandthusitistobeexpectedthatI.Q.willberelatedtosecond-languagelearningaswell,andindeedtheevidencewehavecorroboratedthisexpectation.Thisrelationship,underconditionsofschoollearning,appearstobeintheorderof15to20percentofthecontributingvariance.Theimportanceofintelligenceinsecond-languagelearningcanbeinterpretedasstemmingfromthefactthattheteachingprocessisincapableofmakingitcompletelyclearjustwhatthelearneristoacquire.Thusthevariancecontributionofintelligencecanbeexpectedtoincreaseunderconditionswhereinstructionalproceduresareweakandamorphousanddecreaseunderconditionswheretheyareeffectiveandwellintegrated.Inthissense,thecorrelationbetweenintelligenceandachievementcanbeviewedasanindicationofthequalityofinstruction.The20percentvariancecontributionjustreferredtothusindicatesthatwithinthepresentconditionsoflanguageteachinginschools,giventhecriteriondefinitionsandgoals,anddistributionofaptitudeandperseverancefactorsthatnowprevail,thequalityofinstructionisquitehighandtheamountofpossibleimprovementfairlylimited.Thisconclusion,ifvalid,isquitesignificant,sinceitsuggeststhatinordertoincreasethesuccessoftheFLcurriculuminschoolsthemajorchangesandimprovementswillhavetocomeintheareaofcriteriondefinitionandimplementation,i.e.,achangeinwhatisbeingtaughtunderparticularconditions.Notethatqualityofinstructioncanbehigh-thatis,itisbeingmadequitecleartothestudentjustwhatheissupposedtolearn-whilethesuccessoftheover-allprogramcanremaininadequateowingtolackofperseveranceonthepartofthestudentortothechoiceofacriteriongoalforthecoursethatturnsouttobenotwhatwaswanted.Itshouldberealizedthatachangeincriteriongoalmayaffectthequalityofinstruction,since'correspondingtoachangeinwhatisbeingtaughttheremayhavetobeachangeinhowitisbeingtaught.Withthesenewgoals,qualityofinstructionwillhavetobereevaluated,sincethereisnoguaranteethatourpresentknowledgewillbeequallyeffectiveinteachingthesenewerskills.

1."passivelearning"is_____.

A.easytocontrolB.someautomaticconditioningprocess

C.superiorto"activelearning"inpracticeD.aprocessinwhichtheteacherplaysapassiverole

2.Intheactivelearning,thelearners_______.

A.aremuchinvolvedinthelearningprocessB.knowtheteachers’crucialroleintheteachingprocess

C.learnthroughsomeautomaticconditioningprocessD.playthesamepartinthelearningprocessastheteacher

3.Thebasicdifferencebetween"activelearning"and"passivelearning"liesin_______.

A.theconditionsofthelearningprocessB.theconditionsoftheteachingprocess

C.theroleoftheteacherintheteachingprocessD.theroleof"learnerfactors"inthelearningprocess

4.WhichofthefollowingisNOTthelearnerfactor?

A.IntelligenceB.InstructionC.AptitudeD.Perseverance

5.WhichofthefollowingquestionsisNOTtouchedinthepassage?

A.Howdoesintelligenceaffectthequalityofinstruction?

B.Whyis"activelearning"superiorto"passivelearning"?

C.Howdolearnerfactorscontributetotheteachingprocess?

D.Whatisthedifferencebetween"activelearning"and"passivelearning"?

6.Whichofthefollowingfactorsmightaffectthequalityofinstruction?

A.CriteriongoalB.AchievementC.PerseveranceD.Learningskills

PassageTwo（Questions7-12）

Thischapterhasrangedoverseveraltypesoflanguagevariety,including'language','dialects','registers','standardlanguages','pidgins'and'Creoles'.Wehavecometoessentiallynegativeconclusionsaboutvarieties.First,thereareconsiderableproblemsindelimitingonevarietyfromanotherofthesametype.Secondly,thereareseriousproblemsindelimitingonetypeofvarietyfromanother-languagesfromdialects,ordialectsfromregisters,or'ordinarylanguages'fromCreoles,orCreolesfrompidgins.Thirdly,wehavesuggestedthattheonlysatisfactorywaytosolvetheseproblemsistoavoidthenotion'variety'altogetherasananalyticalortheoreticalconcept,andtofocusinsteadontheindividuallinguisticitem.Foreachitemsomekindof'socialdescription'isneeded,sayingroughlywhousesitandwhen:

insomecasesanitem'ssocialdescription,willbeunique,whereasinothersitmaybepossibletogeneralizeacrossamoreorlesslargenumberofitems.Thenearestthisapproachcomestotheconceptof'variety'isinthesesetsofitemswithsimilarsocialdescriptions,buttheircharacteristicsareratherdifferentfromthoseofvarietieslikelanguagesanddialects.Ontheotherhand,itisstillpossibletousetermslike'variety'and'language'inaninformalway,astheyhavebeenusedinthelastfewsections,withoutintendingthemtobetakenseriouslyastheoreticalconstructs.

7."Wehavecometoessentiallynegativeconclusionaboutvarieties”impliesthatitis___todefine'variety'objectivelyandabsolutely.A.essentialB.uselessC.impossibleD.unnecessary

8.Thereareseriousproblemsindelimitinglanguagesfromdialectsbecause___.

A.languagesanddialectsareofthesametypeofvarietyB.theircharacteristicsareratherdifferentfromeachother

C.languagesanddialectssharethesamesocialdescriptionsD.thereisnoclear-cutborderbetweenlanguagesanddialects

9.Accordingtotheauthor,thenotion"variety"is___.A.vagueB.clearC.analyticalD.theoretical

10.Somekindof"socialdescription"isneededto___.

A.makecleartheconceptof"variety"B.identifyindividuallinguisticitems

C.distinguishvarioustypesofvarietiesD.describethesocialfeaturesofvarieties

11.'socialdescription'foreachitemrefersto___.

A.generalizationacrossamoreorlesslargenumberofitems

B.thecharacteristicsinrelationtoitsusesinsomesocialcontexts

C.differencebetweenvarietiesintermsoftheirsocialcharacteristics

D.similaritiesbetweenvarietiesintermsoftheirsocialcharacteristics

12.WhichofthefollowingisNOTtrueaccordingtothepassage?

A.Thereisnoagreementonthedefinitionoftheterm'variety'.

B.Itisimpossibletousetheterm'variety'asatheoreticalconcept.

C.Varietiesaredistinguishableintermsofitems'socialdescriptions.

D.Differentlinguisticitemscanhavequitedifferentsocialdescriptions.

PassageThree（Questions13-18）

Ourabilitytodeducecontextfromtextisonewayinwhichlanguageandcontextareinterrelated.Ourequallyhighlydevelopedabilitytopredictlanguagefromcontextprovidesfurtherevidenceofthelanguage/contextrelationship.Forexample,ifIweretoaskyoutopredictboththeoverallstructureandsomeofthespecificwordsandsentencesyouwouldfindinarecipeforscramblingeggs,youwouldhaveverylittledifficulty.IfIaskedyoutowritedowntherecipetextinaformpublishableinapopularmagazineorcookbook,youcouldalmostcertainlywritetheentiretextwithconfidencethatyouweredoingsoinanappropriateway.

Youwouldnot,forexample,giveyourrecipeatitlesuchasMowingLawns,norwouldIfindwordssuchastelephone,picture,jeans,swiminyourtext,sincesuchitemswouldbequiteblatantlyinappropriategiventhatthetopicofarecipeisfoodanditspreparation.YouwouldalsobeunlikelytofindyourselfwritingsentencessuchasIfitispossible,youarestronglyadvisedtotake6eggsorPerhapsyoushouldmaybemixtheeggsandmilkforabout2minutesorso.Suchsentencesexpressadegreeofuncertaintyandtentativityinappropriatetotheroleof"recipewriter".NorwouldyoufindyourselfwritingHiguys!

Copythisforarecipe!

sincetherelationshipbetweenthewriterandreaderoftherecipeisgenerallymoreformalthanthosegreetingssuggest.Finally,youareunlikelytohavewrittenTakesixofthese.Breakthem,andputtheminthere.Thenaddthis.Sincethereareanumberofwordswhichyourreader,distantfromyouintimeandspace,wouldbeunabletointerpret.Inourabilitytopredictaccuratelywhatlanguagewillbeappropriateinaspecificcontext,weareseeinganextensionofourintuitiveunderstandingthatlanguageuseissensitivetocontext.

Finalevidencewhichemphasizesthecloselinkbetweencontextandlanguagesthatitisoftensimplynotpossibletotellhowpeopleareusinglanguageifyoudonottakeintoaccountthecontextofuse.Oneexampleofthiswasgivenabove,whenitwaspointedoutthatpresentedwithjustonesentencechosenatrandomfromatextyouwouldhavefounditdifficulttostateconfidentlyjustwhatthewriterofthattextwasdoing.Consideredinitstextualcontext（asapartofacompletelinguisticevent）,thatsentenceclearlydidhaveafunction（toproposeapossiblesolution）.Takenoutofcontext,itspurposeisobscured,withatleastpartofitsmeaninglostorunavailable.

Ourabilitytodeducecontextfromtext,topredictwhenandhowlanguageusewillvary,andtheambiguityoflanguage