专八短文改错试题Word文档下载推荐.docx

1、own first language. But sometimes we need to ask, as I should haveasked for Plush, and this is particularly true in the 8. _aspect of a foreign language. If you are continually surrounded by 9. _speakers of the language you are learning, you can ask them directly, but often this opportunity does not

2、 exist for the learner of English.So dictionaries have been developed to mend the gap. 10. _2014改错 There is widespread consensus among scholars that second language acquisition （SLA） emerged as a distinct field of research from the late 1950s to early 1960s.There is a high level of agreement that th

3、e following questions （1） _have possessed the most attention of researchers in this area: （2） _l Is it possible to acquire an additional language in thesame sense one acquires a first language? （3） _l What is the explanation for the fact adults have （4） _more difficulty in acquiring additional langu

4、ages than children have?l What motivates people to acquire additional language?l What is the role of the language teaching in the （5） _acquisition of additional languages?l What social-cultural factors, if any, are relevant in studying thelearning of additional languages?From a check of the literatu

5、re of the field it is clear that all （6） _the approaches adopted to study the phenomena of SLA so far haveone thing in common: The perspective adopted to view the acquiringof an additional language is that of an individual attempts to do （7） _so. Whether one labels it “learning” or “acquiring” an ad

6、ditionallanguage, it is an individual accomplishment or what is under （8） _focus is the cognitive, psychological, and institutional status of anindividual. That is, the spotlight is on what mental capabilities areinvolving, what psychological factors play a role in the learning （9） _or acquisition,

7、and whether the target language is learnt in theclassroom or acquired through social touch with native speakers. （10） _2013 专八短文改错试题Psycho-linguistics is the name given to the study of the psychological processes involved in language. Psycholinguistics study understanding, production and remembering

8、 language, and hence are concerned with （1） _listening, reading, speaking, writing, and memory for language.One reason why we take the language for granted is that it usually （2） _happens so effortlessly, and most of time, so accurately. （3） _Indeed, when you listen to someone to speaking, or lookin

9、g at this page, （4） _you normally cannot help but understand it. It is only in exceptional circumstances we might become aware of the complexity （5） _involved: if we are searching for a word but cannot remember it; if a relative or colleague has had a stroke which has influenced （6） _their language;

10、 if we observe a child acquire language; if （7） _we try to learn a second language ourselves as an adult; or if we are visually impaired or hearing-impaired or if we meet anyone else who is. As we shall see, all these examples （8） _of what might be called “language in exceptional circumstances” reve

11、al a great deal about the processes evolved in speaking, （9） _listening, writing and reading. But given that language processes were normally so automatic, we also need to carry out careful （10） _experiments to get at what is happening.2012年The central problem of translating has always been whether

12、to translate literally or freely. The argument has been going since at least the first （1） _century B.C. Up to the beginning of the 19th century, many writersfavoured certain kind of “free” translation: the spirit, not the letter; the （2） _sense not the word; the message rather the form; the matter

13、not （3） _the manner. This is the often revolutionary slogan of writers who （4） _wanted the truth to be read and understood. Then in the turn of 19th （5） _century, when the study of cultural anthropology suggested thatthe linguistic barriers were insuperable and that the language （6） _was entirely th

14、e product of culture, the view translation was impossible （7） _gained some currency, and with it that, if was attempted at all, it must be as （8） _literal as possible. This view culminated the statement of the （9） _extreme “literalists” Walter Benjamin and Vladimir Nobokov.The argument was theoretic

15、al: the purpose of the translation, thenature of the readership, the type of the text, was not discussed. Toooften, writer, translator and reader were implicitly identified witheach other. Now, the context has changed, and the basic problem remains. （10） _2011年专八真题改错部分From a very early age, perhaps

16、the age of five or six, I knewthat when I grew I should be a writer. Between the ages of about 1_seventeen and twenty-four I tried to abandon this idea, but I did sowith the conscience that I was outraging my true nature and that 2_soon or later I should have to settle down and write books. 3_ I was

17、 the child of three, but there was a gap of five years 4_on either side, and I barely saw my father before I was eight. For this and other reasons I was somewhat lonely, and I soon developed disagreeing mannerisms which made me unpopular throughout my 5_schooldays. I had the lonely childs habit of m

18、aking up stories andholding conversations with imaginative persons, and I think from 6_the very start my literal ambitions were mixed up with the feeling of 7_being isolated and undervalued. I knew that I had a facility with words and a power of facing in unpleasant facts, and I felt that this creat

19、ed 8_a sort of private world which I could get my own back for my failure 9_in everyday life. Therefore, the volume of serious i.e. seriously 10_intended writing which I produced all through my childhood and boyhood would not amount to half a dozen pages. I wrote my firstpoem at the age of four or f

20、ive, my mother taking it down to dictation.2010年专八真题改错部分So far as we can tell, all human languages are equally complete and perfect as instruments of communication: that is, every language appears to be well equipped as any other to say 1_the things their speakers want to say. 2_There may or may not

21、 be appropriate to talk about primitive3_peoples or cultures, but that is another matter. Certainly, not all groups of people are equally competent in nuclear physics or psychology or the cultivation of rice . Whereas this is not the 4_fault of their language. The Eskimos , it is said, can speak abo

22、utsnow with further more precision and subtlety than we can in5_English, but this is not because the Eskimo language （one of those sometimes miscalled primitive） is inherently more precise and subtle than English. This example does not come to light a defect 6_in English, a show of unexpected primit

23、iveness. The position issimply and obviously that the Eskimos and the English live in similar7_ environments. The English language will be just as rich in terms 8_for different kinds of snow, presumably, if the environments in whichEnglishwas habitually used made such distinction as important. 9_ Si

24、milarly, we have no reason to doubt that the Eskimo language could be as precise and subtle on the subject of motor manufacture or cricket if these topics formed the part of the Eskimos life. 10_2009The previous section has shown how quickly a rhyme passesfrom one school child to the next and illust

25、rates the further difference（1）_between school lore and nursery lore. In nursery lore a verse,learnt in early childhood, is not usually passed on again when the （2）_little listener has grown up, and has children of their own, or even （3）_grandchildren. The period between learning a nursery rhyme and

26、transmittingit may be something from twenty to seventy years. With （4）_the playgroundlore, therefore, a rhyme may be excitedly passed （5）_on within the very hourit is learnt; and in the general, it passes （6）_between children of the same age, or nearly so, since it is uncommon for the difference in age between playmates to be more than five years. If ,therefore, a playground rhyme ca