完整word版历年专八改错真题及答案.docx

1、完整word版历年专八改错真题及答案历年专八短文改错试题2014年英语专八改错真题答案There is widespread consensus among scholars that second languageacquisition (SLA) emerged as a distinct field of research from the late 1950s toearly 1960s.There is a high level of agreement that the following questions( a 前面加 also)have possessed the most

2、attention of researchers in this area:(possessed改为 captured)Is it possible to acquire an additional language in thesame sense one acquires a first language?（one前面力口 as ）What is the explanation for the fact adults have(fact 后面加 that)more difficulty in acquiring additional languages than children have

3、?What motivates people to acquire additional languages?What is the role of the language teaching in the(language 前面去掉 the)acquisition of an additional language?What socio-cultural factors, if any, are relevant in studying thelearning of additional languages?From a check of the literature of the fiel

4、d it is clear that all(去掉 the)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(attempts 改为 attempting)so. W hether one labels it I ? learning ” or “ acqu

5、iring” an additionallanguage, it is an individual accomplishment or what is under(or 改为 and)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(invo

6、lving 改为 involved)or acquisition, and whether the target language is learnt in theclassroom or acquired through social touch with native speakers.(touch 改为 contact)2013 英语专八改错真题答案Psycho-linguistics is the name given to the study of the psychological processes involved in language. Psycholinguistics

7、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, and most of time, so accurately. (3) Indeed, when

8、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) in volved: if we are searchi ng for a word but cannot remember it;if a relative or colleague has had a strok

9、e which has in flue need (6) their Ian guage; if we observe a child acquire Ian guage; if (7) we try to lear n a sec ond Ian guage ourselves as an adult; orif we are visually impaired or hearing-impaired or if we meetanyone else who is. As we shall see, all these examples (8) of what might be called

10、 “anguage in exceptional circumstances ”reveal a great deal about the processes evolved in speak ing, (9) listening, writing and reading. But given that Ianguage processeswere no rmally so automatic, we also n eed to carry out careful (10) experime nts to get at what is happe ning.1.production 改成 pr

11、oducing2.去掉the3.去掉accurately前面的so4.looking 改为 look5.we前面加that6.去掉colleague后面的has7.their 改成 his8.anyone 改成 pure 老师 someone9.evolved 改成 involved10.were 改成 are2012年专八真题改错部分The cen tral problem of tran slat ing has always bee n whether to tran slate literally or freely. Theargume nt has bee n going sinc

12、e at least the first (1) (3) (5) (8) (9) cen tury B.C. Up to the begi nning of the 19th cen tury, many writers favoured certain kind of free ” translation: the spirit, not the letter; the sense not the word; the message rather the form; the matter not the manner . This is the often revolutionary slo

13、gan of writers who wan ted the truth to be read and un derstood. Then in the tur n of 19th cen tury, whe n the study of cultural an thropology suggested that the linguistic barriers were insuperable and that the Ianguage was entirely the product of culture, the view translation was impossible gained

14、 some curre ncy, and with it that, if was attempted at all, it must be as literal as possible. This view culminated the statement of the extreme literalists ” Walter Benjamin and Vladimir Nobokov.The argume nt was theoretical: the purpose of the tran slati on, the n ature of the readership, the type

15、 of the text, was not discussed. Toooften, writer , translator and reader were implicitly identified witheach other . Now, the con text has cha nged, and the basic problem rema ins. 参考答案：1.going 后力口 on2.certain 改为 a certain3.rather 改为 not4.is 改为 was5.in 改为at6.去掉第二个the7.view 后面加 that8.去掉 was9.culmina

16、ted 后面加 in10.and 改为 but 2011年专八真题改错部分1 2 3 4 5 6 7 8 9 10 From a very early age, perhaps the age of five or six, I knew that when I grew I should be a writer. Betwee n the ages of about seve ntee n and twen ty-four I tried to aba ndon this idea, but I did so with the con scie nee that I was outragi

17、ng my true n ature and that soon or later I should have to settle dow n and write books.I was the child of three, but there was a gap of five years on either side, and I barely saw my father before I was eight. For this and other reas ons I was somewhat Ion ely, and I soon developed disagree ing man

18、n erisms which made me un popular throughout my schooldays. I had the Ion ely childs habit of making up stories and holdi ng con versatio ns with imagi native pers ons, and I think from the very start my literal ambitions were mixed up with the feeling of being isolated and un dervalued. I knew that

19、 I had a facility with words and a power of facing in un pleasa nt facts, and I felt that this created a sort of private world which I could get my own back for my failure in everyday life. Therefore, the volume of serious i.e. seriously intended writing which I produced all through my childhood and

20、 boyhood would not amount to half a doze n pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation.1.在grow后加up,考固定短语2.改 consience为 consciousness 考词语区别，consience翻译为 良心，道德心”，consiousne翻译为 意 识”3.改 soon为 sooner, sooner or later 是固定短语4.在child前加middle,考上下文理解。 作者是三个孩子

21、句中的那位5. 改 disagreeing 为 disagreeable ， disagreeing 只能作动名词， 不能作形容词。 disagreeablemannernisms 令人讨厌的习惯6. 改imaginative为imaginary,考词语区别 imaginative翻译为 有想象力的”，imaginary翻译为 想象1_210的，虚构的 ”7. 改 literal 为 literary , 考词义区别， literal 翻译为 “字面的 ”， literary 翻译为 “文学方面的8.去掉 face 后的 in， face 接宾语时是及物动词。考动词的基本用法9.在 world

22、 后加 in 或者改 which 为 where, 考定语从句10. 改 Therefore 为 However 或者 Nevertheness, 考语境。感悟： 11 专八改错相对前几年专八改错要简单一点。本人认为词义区别考得过多了。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

23、other to say the things their speakers want to say.There may or may not be appropriate to talk about primitive 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

24、the fault of their language. The Eskimos , it is said, can speak about snow with further more precision and subtlety than we can in 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

25、not come to light a defect in English, a show of unexpected primitiveness. The position is simply and obviously that the Eskimos and the English live in similar environments. The English language will be just as rich in terms for different kinds of snow, presumably, if the environments in which Engl

26、ishwas habitually used made such distinction as important.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.1.be后插入as; asas引导的比较级2.their 改为 its; its 代替 every

27、 language3.There 改为 It; It 此处作为形式主语，真正的主语是后面的不定式4.Whereas改为But ; 语境需要表示转折的连词， whereas表示对比5.further 改为 much further 不能修饰比较级6 .come 改为 bring; (sth)come to light , bring sth to lightbring to light the defect of English =bring the defect of english to light 揭示英语的缺陷7.similar 改为 different; 根据语境应该用 differe

28、nt8.will 改为 would; 虚拟语气9.as important 去掉 as;10t.he part 去掉 the 或者改 the 为 a be/become/form (a) part of 是固定短语09 专八改错原题The previous 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 l

29、ore a verse,learnt in early childhood, is not usually passed on again when the little listener has grown up, and has children of their own, or even grandchildren. The period between learning a nursery rhyme and transmitting it may be something from twenty to seventy years. With the playground lore,

30、therefore, a rhyme may be excitedly passed on within the very hour it is learnt; and in the general, it passes 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 be shown t

31、o have been currently for a hundred years, or even just for fifty, it follows that it has been retransmitted over and over; very possibly it has passed along a chain of two or three hundred young hearers and tellers, and the wonder is that it remains live after so much handling, to let alone that it

32、 bears resemblance to the(2) (3) (4) (5) (6) (7) (8) (9) (10) 答案分析：(1) the further difference 改为 a further difference (此次应该用不定冠词表示泛指)改when为until, 结构notuntil翻译为 直到 才”(3)their改为his (代词与前文 a little listener在单复数上保持一致)(4)something 改为 anything 此处指二十到七十的任何时段(5)therefore 改为 however (根据上下文逻辑关系)(6)in the general 去掉 the (习惯用法 in general 表示总的来说，一般不用冠词)(7)c