专八改错真题及答案之欧阳德创编.docx

1、专八改错真题及答案之欧阳德创编2000 年-2015年专八短文改错试题时间：2021.03.07创作：欧阳德2015年3月21日专业八级考试改错When I was in my early teens, I was taken to a spectacular showon ice by the mother of a friend. Looked round a the luxury of the 1._rink, my friends mother remarked on the “plush” seats we had beengiven. I did not know what she

2、 meant, and being proud of my 2. _vocabulary, I tried to infer its meaning from the context. “Plush”was clearly intended as a complimentary, a positive evaluation; that 3._much I could tell it from the tone of voice and the context. So I 4._started to use the word. Yes, I replied, they certainly are

3、 plush, andso are the ice rink and the costumes of the skaters, arent they? Myfriends mother was very polite to correct me, but I could tell from her 5._expression that I had not got the word quite right.Often we can indeed infer from the context what a word roughlymeans, and that is in fact the way

4、 which we usually acquire both 6._new words and new meanings for familiar words, specially in our 7._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._speake

5、rs of the language you are learning, you can ask them directly, but often this opportunity does not 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 distinc

6、t field of research from the late 1950s to early 1960s.There is a high level of agreement that the 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 Wh

7、at is the explanation for the fact adults have (4) _more difficulty in acquiring additional languages 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,

8、if any, are relevant in studying thelearning of additional languages?From a check of the literature 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 th

9、at of an individual attempts to do (7) _so. Whether one labels it “learning” or “acquiring” an additionallanguage, 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 capabi

10、lities areinvolving, what psychological factors play a role in the learning (9) _or acquisition, 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

11、processes involved in language. Psycholinguistics study understanding, production and remembering 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

12、, and most of time, so accurately. (3) _Indeed, when you listen to someone to speaking, or looking 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 r

13、emember it; if a relative or colleague has had a stroke which has influenced (6) _their language; 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

14、see, all these examples (8) _of what might be called “language in exceptional circumstances”reveal 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) _experime

15、nts to get at what is happening.2012年The central problem of translating has always been whether 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: t

16、he spirit, not the letter; the (2) _sense not the word; the message rather the form; the matter 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 s

17、uggested thatthe linguistic barriers were insuperable and that the language (6) _was entirely the 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 o

18、f the (9) _extreme “literalists” Walter Benjamin and Vladimir Nobokov.The argument was theoretical: 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 contex

19、t has changed, and the basic problem remains. (10) _2011年专八真题改错部分From a very early age, perhaps 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 outragin

20、g my true nature and that 2_soon or later I should have to settle down and write books. 3_I was 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 ma

21、nnerisms which made me unpopular throughout my 5_schooldays. I had the lonely childs habit of making 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

22、had a facility with words and a power of facing in unpleasant facts, and I felt that this created 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 a

23、nd boyhood would not amount to half a dozen pages. I wrote my firstpoem at the age of four or five, 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 we

24、ll equipped as any other to say 1_the things their speakers want to say. 2_There may or may not 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 ri

25、ce . Whereas this is not the 4_fault of their language. The Eskimos , it is said, can speak aboutsnow with further more precision and subtlety than we can in 5_English, but this is not because the Eskimo language (one of those sometimes miscalled primitive) is inherently more precise and subtle than

26、 English. This example does not come to light a defect 6_in English, a show of unexpected primitiveness. 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,

27、if the environments in whichEnglishwas habitually used made such distinction as important. 9_ Similarly, 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 p

28、revious section has shown how quickly a rhyme passesfrom one school child to the next and illustrates 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

29、 children of their own, or even (3)_grandchildren. The period between learning a nursery rhyme andtransmittingit 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 can b