专八改错真题及答案.docx

1、专八改错真题及答案2000 年 -2015 年专八短文改错试题2014 改错There is widespread consensusamong 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 the following questions (1) have possessed the most attention of

2、 researchers in this area: (2) l Is it possible to acquire an additional language in the same sense one acquires a first language? (3) l What is the explanation for the fact adults have (4) more difficulty in acquiring additional languages than children have?l What motivates people to acquire additi

3、onal 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 the learning of additional languages?From a check of the literature of the field it is clear that all (6) the approaches adopted t

4、o study the phenomena of SLA so far have one thing in common: The perspective adopted to view the acquiring of an additional language is that of an individual attempts to do (7) so. Whether one labels it“learning ” or “acquiring ” an additional language, it is an individual accomplishment or what is

5、 under (8) focus is the cognitive, psychological, and institutional status of an individual. That is, the spotlight is on what mental capabilities areinvolving, what psychological factors play a role in the learning (9) _ or acquisition, and whether the target language is learnt in the classroom or

6、acquired through social touch with native speakers. (10)20XX 年(6)(7)(8)(9) _The central problem of translating has always been whether to translate literally or freely. The argument has been going since at least the first century B.C. Up to the beginning of the 19 th century, many writers favoured c

7、ertain 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 slogan of writers who wanted the truth to be read and understood. Then in the turn of 19 th century, when the study of cultura

8、l anthropology suggested that the linguistic barriers were insuperable and that the language was entirely the product of culture, the view translation was impossible gained some currency, and with it that, if was attempted at all, it must be as literal as possible. This view culminated the statement

9、 of the extreme “literalists ”Walter Benjamin and Vladimir Nobokov.The argument was theoretical: the purpose of the translation, the nature of the readership, the type of the text, was not discussed. Too often, writer, translator and reader were implicitly identified with each other. Now, the contex

10、t has changed, and the basic problem remains.20XX 年专八真题改错部分From a very early age, perhaps the age of five or six, I knew that when I grew I should be a writer. Between the ages of about seventeen and twenty-four I tried to abandon this idea, but I did so with the conscience that I was outraging my t

11、rue nature and that soon or later I should have to settle down 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 reasons I was somewhat lonely, and I soon developed disagreeing mannerisms whic

12、h made me unpopular throughout my schooldays. I had the lonely childs habit of making up stories and holding conversations with imaginative persons, and I think from the very start my literal ambitions were mixed up with the feeling of being isolated and undervalued. I knew that I had a facility wit

13、h words and a power of facing in unpleasant 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 boyhood would not amou

14、nt to half a dozen pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation.6_71020XX 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

15、 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

16、 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

17、 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 Eng

18、lishwas 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_22009The previous section has shown how quickl

19、y a rhyme passes from one school child to the next and illustrates the further differencebetween school lore and nursery lore. In nursery lore 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 grandchildre

20、n. The period between learning a nursery rhyme and transmitting it may be something from twenty to seventy years. With the playground lore, 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, s

21、ince it is uncommon for the difference in age between playmates to be more than five years. If ,therefore, a playground rhyme can be shown to 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

22、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 bears resemblance to the(2)(3)(4)(5)(6)(7)(8)(9)_(10)专八真题 短文改错The desire to use language as a sign of national identity is a very natural one, and in result la

23、nguage has played a prominent part in national moves. Men have often felt the need to cultivate a given language to show that they are distinctive from another race whose hegemony they resent. At the time the United States split off from Britain, for example, there were proposals that independence s

24、hould be linguistically accepted by the use of a different language from those of Britain. There was even one proposal that Americans should adopt Hebrew. Others favoured the adoption of Greek, though, as one man put it, things would certainly be simpler for Americans if they stuck on to English and

25、 made the British learn Greek. At the end, as everyone knows, the two countries adopted the practical and satisfactory solution of carrying with the same language as before.Since nearly two hundred years now, they have shown the world that political independence and national identity can be complete

26、 without sacrificing the enormous mutual advantages of a common language.1_2_34_56_910_customer.20151.looked 改成 looking2.she 后面加3.去掉第二个4.去掉 it5.polite 改成6.which 改成hadpolitelythat7.specially 改成 especially8.this 改成 it9.continually 改成 often10.mend 改成 narrow20141. 把 of 去掉。2. 把 possessed 改成 attracted，3.

27、把 a 改成 the4. 在 facts 和 adults 之间加个 that，5. 把第二个 the 去掉。6. 把第二个 of 改成 in7. 把 attempts 改成 attempt8. 把 or 改成 and9. what 改成 how10. 把 touche 改成 touches20131. production 改成 producing2. 去掉 the3. 去掉 accurately 前面的4. looking 改为 look5. we 前面加 that6. 去掉 colleague 后面的7. their 改成 his8. anyone 改成 pure 老师9. evolve

28、d 改成 involved10. were 改成 aresohassomeone2012参考答案：1.going A si nee 加入题解： go on 的意思是“继续” ，符合句子表达的含义“争论一直在继续” 。2.eertain 改为 a eertain 题解：此处要表达的意思是“很多作家喜欢一种自由的翻译方法” 冠词。3.rather 改为 not 题解：on，第一次出现这种方法应该加上不定4is 题解：根据原句的句子结构， rather 应改为 not。改为 was 此句应该为过去时。改为 atat the turn of 19th century 十九世纪之初”，是固定搭配。5in

29、题解：6 the 删去第二个 the题解：这里并没有特指某种语言，所以不用定冠词。7.view A translation 加入 that题解：在 view 和 translation 之间加上 that,可将 “ translation was impossible ”看成 view 的同位语。8.was删去 was题解：条件状语从句常可以省略主语和系动词。9.culminated A the 加入 in题解： culminate in 是“以 告终”的意思，符合上下文含义。，两句话之间应该是转折关系10 and 改为 but 题解：原句意思“现在背景变化了，但是基本问题依然存在”2011在

30、 grow 后加 up, 考固定短语改consienee为consciousness 考词语区别，consienee翻译为 良心，道德心”，consiousnesSU译为 意 改 soon 为 sooner， sooner or later 是固定短语在 child 前加 middle， 考上下文理解。 作者是三个孩子句中的那位改 disagreeing 为 disagreeable ， disagreeing 只能作动名词， 不能作形容词。 disagreeable mannernisms改 imaginative 为 imaginary， 考词语区别 imaginative 翻译为 “有想

31、象力的 ”， imaginary 翻译为 “想象 虚构的 ”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 ”去掉face后的in, face接宾语时是及物动词。考动词的基本用法在 world 后加 in 或者改 which 为 where， 考定语从句改 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。20XX 年专八真题改错参考答案以及分词1be 后插入 as;2their 改为 its

32、;3There 改为 It;4Whereas 改为 But ；2010asas引导的比较级its 代替 every languageIt 此处作为形式主语，真正的主语是后面的不定式语境需要表示转折的连词， whereas表示对比5further 改为 much further 不能修饰比较级6come 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7similar 改为 different; 根据语境应该用 different8will 改为 would; 虚拟