北京外国语大学2011年英语专业硕士研究生考试真题汇编
北外考研基础英语样题
北京外国语大学2011年硕士研究生入学考试英语基础测试（技能）（样题）Part I GRAMMAR(30Points)A、Correct ErrorsThe passage contains ten errors.Each indicated line contains a maximum of one error.In each case,only ONE word is involved.You should proofread the passage and correct it in the following way:For a wrong word,underline the wrong word and write the correct one in the blank provided at the end of the line.For a missing word,mark the position of the missing word with a∧and write the word which you believe is missing in the blank provided at the end of the line.For an unnecessary word,cross the unnecessary word with a slas h／and put the word in the blank provided at the end of the line.The elderly who finds great rewards and satisfactions(1)___________In their later lives are a small minority in this country.But theyDo exist.They are the“aged elite”.It is most striking about these(2)___________People is their capacity for growth.When Arthur Robinson wasEighty,someone told him that he was plying piano better than(3)___________Ever.“I think so,”he agreed.“Now I take chances I never tookBefore.I was used to be so much more careful.No wrong notes.(4)___________Not too bold ideas.Now I let go and enjoy myself and to be with(5)___________ Everything besides the music.”Another reason for the success ofThe aged elite are the traits they formed earlier in their lives.A(6)___________Sixty-eight-year old woman,three times married and widowed,Says,”It’s not just what you do when you’re past sixty-five.It’s whatYou did all your life which matters.If you have lived a full life,(7)____________ Developed your mind,you will be able to use it past sixty-five.Along frankness comes humor.A sense of humor is an(8)___________aid people use to cope with tension.“Humor,”says Dr.Barren,“also leads you to join with other people.There are two ways toDeal with stress.We either reach out or withdraw.The reachers(9)___________seek out other people to share their problems instead of pullingaway.”Growing,active,humorous,sharing–these are all qualitieswhich describe the aged elite.(10)__________Part II READING COMPREHENSION(60points)A.Multiple ChoicePlease read the following passages and choose A,B,C or D to best complete the statements about them.The Perils of EfficiencyThis spring,disaster loomed in the global food market.Precipitous increases in the prices of staples like rice(up more than a hundred and fifty per cent in a few months)and maize provoked food riots,toppled governments,and threatened the lives of tens of millions.But the bursting of the commodity bubble eased those pressures,and food prices,while still high,have come well off the astronomical levels they hit in April.For Americans,the drop in commodity prices has put a few more bucks in people’s pockets;in much of the developing world,it may have saved many from actually starving.So did the global financial crisis solve the global food crisis?Temporarily,perhaps.But the recent price drop doesn’t provide any long-term respite from the threat of food shortages or future price spikes.Nor has it reassured anyone about the health of the global agricultural system,which the crisis revealed as dangerously unstable.Four decades after the Green Revolution,and after waves of market reforms intended to transform agricultural production,we’re still having a hard time insuring that people simply get enough to eat,and we seem to be more vulnerable to supply shocks than ever.It wasn’t supposed to be this way.Over the past two decades,countries around the world have moved away from their focus on“food security”and handed market forces a greater role in shaping agricultural policy.Before the nineteen-eighties,developing countries had so-called “agricultural marketing boards,”which would buy commodities from farmers at fixed prices (prices high enough to keep farmers farming),and then store them in strategic reserves that could be used in the event of bad harvests or soaring import prices.But in the eighties and nineties,often as part of structural-adjustment programs imposed by the I.M.F.or the World Bank,many marketing boards were eliminated or cut back,and grain reserves,deemed inefficient and unnecessary,were sold off.In the same way,structural-adjustment programs often did away with government investment in and subsidies to agriculture—most notably,subsidies for things like fertilizers and high-yield seeds.The logic behind these reforms was simple:the market would allocate resources more efficiently than government,leading to greater productivity.Farmers,instead of growing subsidized maize and wheat at high cost,could concentrate on cash crops,like cashews and chocolate,and use the money they made to buy staple foods.If a country couldn’t compete in the global economy,production would migrate to countries that could.It was also assumed that,once governments stepped out of the way,private investment would flood into agriculture,boosting performance.And international aid seemed a more efficient way of relieving food crises than relying on countries to maintain surpluses and food-security programs,which are wasteful and costly.This“marketization”of agriculture has not,to be sure,been fully carried through.Subsidies are still endemic in rich countries and poor,while developing countries often place tariffs on imported food,which benefit their farmers but drive up prices for consumers.And in extreme circumstances countries restrict exports,hoarding food for their own citizens.Nonetheless,we clearly have a leaner,more market-friendly agricultural system than before.It looks,in fact,a bit like global manufacturing,with low inventories(wheat stocks are at their lowest since1977), concentrated production(three countries provide ninety per cent of corn exports,and five countries provide eighty per cent of rice exports),and fewer ernments have a much smaller role,and public spending on agriculture has been cut sharply.The problem is that,while this system is undeniably more efficient,it’s also much more fragile.Bad weather in just a few countries can wreak havoc across the entire system.When prices spike as they did this spring(for reasons that now seem not entirely obvious),the result is food shortages and malnutrition in poorer countries,since they are far more dependent on imports and have few food reserves to draw on.And,while higher prices and market reforms were supposed to bring a boom in agricultural productivity,global crop yields actually rose less between1990and 2007than they did in the previous twenty years,in part because in many developing countries private-sector agricultural investment never materialized,while the cutbacks in government spending left them with feeble infrastructures.These changes did not cause the rising prices of the past couple of years,but they have made them more damaging.The old emphasis on food security was undoubtedly costly,and often wasteful.But the redundancies it created also had tremendous value when things went wrong.And one sure thing about a system as complex as agriculture is that things will go wrong,often with devastating consequences.If the just-in-time system for producing cars runs into a hitch and the supply of cars shrinks for a while,people can easily adapt.When the same happens with food, people go hungry or even starve.That doesn’t mean that we need to embrace price controls or collective farms,and there are sensible market reforms,like doing away with import tariffs,that would make developing-country consumers better off.But a few weeks ago Bill Clinton,no enemy of market reform,got it right when he said that we should help countries achieve “maximum agricultural self-sufficiency.”Instead of a more efficient system,we should be trying to build a more reliable one.(1)What can be learned from the first paragraph?[A]Global financial crisis destablized governments.[B]Food riots resulted from skyrockeing food bills.[C]Financial crisis worsens food crisis.[D]Food prices surged by150%in April.(2)The food crisis revealed the global agricultural system as.[A]fragile[B]unresponsive[C]costly[D]unbearable(3)According to the third paragraph,structural-adjustment programs.[A]intended to cope with poor harvests[B]were introduced as part of“market forces”policies[C]removed price controls and state subsidies[D]encouraged countries to focus on food security(4)The marketization of agriculture probably means.[A]private investment floods into agriculture[B]market forces provide efficiency in agriculture[C]agricultural policy works with the free market system[D]agricultural production is free from government intervention(5)Which of the following is NOT a feature of the existing agricutural system?[A]Reduced government spending.[B]Concentrated production.[C]Self-sufficiency.[D]Low wheat stocks.(6)In the last paragraph,the underlined part“the redundancies”probably refer to.[A]High-yield seeds[B]Grain reserves[C]Cash crops[D]Corn importsMinding the Inequality GapDuring the first70years of the20th century,inequality declined and Americans prospered together.Over the last30years,by contrast,the United States developed the most unequal distribution of income and wages of any high-income country.Some analysts see the gulf between the rich and the rest as an incentive for strivers,or as just the way things are.Others see it as having a corrosive effect on people’s faith in the markets and democracy.Still others contend that economic polarization is a root cause of America’s political polarization.Could,and should,something be done?Claudia Goldin and Lawrence F.Katz,two Harvard economists,think yes.Their book,The Race Between Education and Technology(Harvard,$39.95),contains many tables,a few equations and a powerfully told story about how and why the United States became the world’s richest nation—namely,thanks to its schools.The authors skillfully demonstrate that for more than a century,and at a steady rate,technological breakthroughs—the mass production system,electricity,computers—have been increasing the demand for ever more educated workers.And,they show,America’s school system met this demand,not with a national policy,but in grassroots fashion,as communities taxed themselves and built schools and colleges.Beginning in the1970s,however,the education system failed to keep pace,resulting,Ms.Goldin and Mr.Katz contend,in a sharply unequal nation.The authors allow that a decline in union membership and in the inflation-adjusted minimum wage also contributed to the shift in who partook of a growing pie.But they rule out the usual suspects —globalization(trade)and high immigration—as significant causes of rising inequality.Amidthe current calls to restrict executive compensation,their policy prescription is to have more Americans graduate from college.If only it were that easy.The authors’argument is really two books in one.One offers an incisive history of American education,especially the spread of the public high school and the state university system.It proves to be an uplifting tale of public commitment and open access.The authors remind us that the United States long remained“the best poor man’s country.”A place where talent could rise.The other story rigorously measures the impact of education on income.The authors’compilation of hard data on educational attainment according to when people were born is an awesome achievement,though not always a gripping read.They show that by the1850s,America’s school enrollment rate already“exceeded that of any other nation.”And this lead held for a long time.By1960,some70percent of Americans graduated from high school—far above the rate in any other country.College graduation rates also rose appreciably.In the marketplace,such educational attainment was extremely valuable,but it didn’t produce wide economic disparity so long as more people were coming to the job market with education. The wage premium—or differential paid to people with a high school or a college education—fell between1915and1950.But more recently,high school graduation rates flatlined at around70percent.American college attendance rose,though college graduation rates languished.The upshot is that while the average college graduate in1970earned45percent more than high school graduates,the differential three decades later exceeds80percent.“In the first half of the century,”the authors summarize,“education raced ahead of technology,but later in the century technology raced ahead of educational gains.”Proving that the demand for and supply of educated workers began not in the time of Bill Gates but in the era of Thomas Edison is virtuoso social science.But wasn’t a slowdown in rising educational attainment unavoidable?After all,it’s one thing to increase the average years of schooling by leaps and bounds when most people start near zero,but quite another when the national average is already high.The authors reject the idea that the United States has reached some natural limit in educational advances.Other countries are now at higher levels.What,then,is holding American youth back?The authors give a two-part answer.For one thing,the financial aid system is a maze.More important,many people with high school diplomas are not ready for college.The second problem,the authors write,is concentrated mostly in inner-city schools.Because the poor cannot easily move to better school districts,the authors allow that charter schools as well as vouchers,including those for private schools,could be helpful,but more evaluation is necessary.Data on the effects of preschool are plentiful,and point to large returns on investment,so the authors join the chorus in extolling Head Start,the federal government’s largest preschool program.Providing more children with a crucial start,along with easier ways to find financial aid,are laudable national objectives.One suspects,though,that the obstacles to getting more young people into and through college have to do with knotty social and cultural issues.But assume that the authors’policies would raise the national college graduation rate.Would that deeply reduce inequality?Averages can be deceptive.Most of the gains of the recent flush decades have not gone to the college-educated as a whole.The top10or20percent by income have education levels roughly equivalent to those in the top1percent,but the latter account for much of the boom in inequality. This appears to be related to the way taxes have been cut,and to the ballooning of the financial industry’s share of corporate profits.It remains to be seen how a reconfigured financial industry and possible new tax policies might affect the30-year trend toward greater inequality.In the meantime,it is nice to be reminded,in a data-rich book,that greater investments in human capital once put Americans collectively on top of the world.(7)What do we learn from The Race Between Education and Technology?[A]The United States has reached its natural limit in educational attainment.[B]The20th century was the American Century due to its educational advances.[C]Technology raced ahead of education in the first half of the20th century.[D]American high school graduation rates levelled off at80percent in1970.(8)Which of the following is considered a significant cause of rising inequality according toClaudia Goldin and Lawrence F.Katz?[A]High immigration.[B]Executive compensation.[C]Reduced union membership.[D]Stagnate college graduation rates.(9)What does the underlined word“laudable”mean?[A]Reasonable.[B]Achievable.[C]Deserving praise.[D]Worth trying.(10)Which of the following led to the slowdown in American educational advances in the lastthree decades of the20th century?[A]No easy access to financial aid.[B]Overemphasis on preschool programs.[C]A dramatic fall in college enrollment rates.[D]A rise in the number of poor school districts.(11)What does the author think of the book?[A]It is a research on human capital.[B]It is intended for economists.[C]It is a happy fireside read.[D]It is rich in data.(12)Which of the following is true according to the passage?[A]The demand for educated workers began in the era of IT.[B]The pace of technological change has not been steady.[C]America is not educating its citizens the way it used to.[D]High school graduation rates peaked in the U.S.in1950.B.True or FalseRead the following passage carefully and then decide whether the statements which follow are true(T)or false(F).Generation What?Welcome to the socio-literary parlor game of“Name That Generation.”It all began in a quotation Ernest Hemingway attributed to his Paris patron,the poet and salonkeeper Gertrude Stein.On the title page of his novel“The Sun Also Rises,”published in 1926,he quoted her saying to her circle of creatively disaffected writers,artists and intellectuals in the aftermath of World War I,“You are all a lost generation.”In the cultural nomenclature after that,the noun generation was applied to those“coming of age”in an era.Anne Soukhanov,U.S.editor of the excellent Encarta dictionary,observes,“Young people’s attitudes,behavior and contributions,while being shaped by the ethos of,and major events during,their time,came in turn to represent the tenor of the time.”Taking that complex sense of generation as insightful,we can focus on its modifier as the decisive word in the phrases built upon it.The group after the lost generation did not find its adjective until long after its youthful members turned gray.Belatedly given a title in a1998book by Tom Brokaw, the Greatest Generation(which had previously been called the G.I.Generation)defined“those American men and women who came of age in the Great Depression,served at home and abroadduring World War II and then built the nation we have today.”That period,remembered as one characterized by gallantry and sacrifice,was followed by another time that was described in a sharply critical sobriquet:in1951,people in their20s were put down as the Silent Generation.That adjective was chosen,according to Neil Howe,author of the1991 book“Generations,”because of“how quiescent they were during the McCarthy era...they were famously risk-averse.”The historian William Manchester castigated the tenor of youth in that era as“withdrawn,cautious,unimaginative,indifferent,unadventurous and silent.”Overlapping that pejorative label in time was the Beat Generation,so named by the writer Jack Kerouac in the’50s. Though the author later claimed his word was rooted in religious Beatitudes,it was described by a Times writer as“more than mere weariness,it implies the feeling of having been used,of being raw...a sort of nakedness of mind.”Now we’re up to the’70s,dubbed by Tom Wolfe in New York magazine in1976as the“me decade.”That coinage led to the general castigation of young adults by their elders in that indulgent era as the Me Generation,preoccupied with material gain and“obsessed with self.”It was not so silent,far from beat,but still,in its own grasping way,a generation lost.Then came the title denoting mystery of the demographically huge generation born from roughly 1946to1964—begun as the Baby-Boom Generation,but in its later years its younger members took on a separate identity:Generation X.That is the title of a1991book by Douglas Coupland;“It is an identity-hiding label,”the generationist Howe tells my researcher Caitlin Wall,“of what is the generation with probably the weakest middle class of any of the other generations born in the 20th century.”While most boomers proudly asserted their generational identity,“Xers”at first did not;now,however,most feel more comfortable with the label.It has been followed by Y and Z, but those are too obviously derivative,and the Millennial Generation—if narrowly defined as those beginning to come of age since2000—has members still in knee pants.THE JOSHUA GENERATIONU.S.presidents like to identify themselves with the zeitgeist inspiriting their electorate.“This generation of Americans,”F.D.R.told the1936Democratic convention,“has a rendezvous with destiny,”the final three words later evoked by both Lyndon Johnson and Ronald Reagan.John F. Kennedy,in his1961inaugural address,said,“The torch has been passed to a new generation of Americans—tempered by war,disciplined by a hard and bitter peace,proud of our ancient heritage.”Speaking in March2007at a chapel in Selma,Ala.,in commemoration of a bloody march for voting rights,Senator Barack Obama put forward a name for a new generation of African-Americans.After acknowledging“a certain presumptuousness”in running for president after such a short time in Washington,Obama credited the Rev.Otis Moss Jr.for writing him“to look at the story of Joshua because you’re part of the Joshua generation.”He noted that the“Moses generation”had led his people out of bondage but was not permitted by God to cross the river from the wilderness to the Promised Land.In the Hebrew Bible,it wasJoshua,chosen by Moses to be his successor,who led the people across,won the battle of Jericho and established the nation.“It was left to the Joshuas to finish the journey Moses had begun,”Obama said to the youthful successors to the aging leaders of the civil rights movement,“and today we’re called to be the Joshuas of our time,to be the generation that finds our way across the river.”Though the spirit of an age is best defined in retrospect,and religious allusion is not currently considered cool,the Joshua Generation—unlike all its era-naming predecessors—does have alliteration going for it.(874)(13)The Greatest Generation is also referred to as“The Veterans”.(14)William Manchester didn’t think highly of the Silent Generation.(15)The Beat Generation is characterized by being obsessed with material gain.(16)The Generation X follows the the Baby-Boom Generation while the Generation Y precedes the Millennial Generation.(17)The Moses Generation refers to American leaders,who fought for but never saw the “Promised land”of racial equality.C.Gap FillingPlease choose the best sentence from the list after the passage to fill in each of the gaps in the text. There are more sentences than gaps.TV Can Be Good for YouTelevision wastes time,pollutes minds,destroys brain cells,and turns some viewers into murderers.(18).But television has at least one strong virtue,too,which helps to explain its endurance as a cultural force.In an era when people often have little time to speak with one another,television provides replacement voices that ease loneliness,spark healthful laughter,and even educate young children.Most people who have lived alone understand the curse of silence,when the only sound is the buzz of unhappiness or anxiety inside one’s own head.Although people of all ages who live alone can experience intense loneliness,the elderly are especially vulnerable to solitude.For example, they may suffer increased confusion or depression when left alone for long periods but then rebound when they have steady companionship.A study of elderly men and women in New Zealand found that television can actually serve as a companion by assuming“the role of social contact with the wider world,”reducing“feelings of isolation and loneliness because it directs viewers’attention away from themselves”.(19).The absence of real voices can be most damaging when it means a lack of laughter.(20).Laughter is one of the most powerful calming forces available to human beings,proven in many studies to reduce heart rate,lower blood pressure,and ease other stress-related ailments.Television offers plenty of laughter for all kinds of viewers:the recent listings for a single Friday night included more than twenty comedy programs running on the networks and on basic cable between6pm and9pm.A study reported in a health magazine found that laughter inspired by television and video is as healthful as the laughter generated by live comedy.Volunteers laughing at a video comedy routine“showed significant improvements in several immune functions,such as natural killer-cell activity”.(21).Even for people with plenty of companionship,television’s replacement voices can have healthful effects by causing laughter.Television also provides information about the world.This service can be helpful to everyone but especially to children,whose natural curiosity can exhaust the knowledge and patience of their parents and caretakers.(22).For example,educational programs such as those on the Discovery Channel,the Disney Channel,and PBS offer a steady stream of information at various cognitive levels.Even many cartoons,which are generally dismissed as mindless or worse, familiarize children with the material of literature,including strong characters enacting classic narratives.Two researchers studying children and television found that TV is a source of creative and psychological instruction,inspiring children“to play imaginatively and develop confidence and skills”.Instead of passively watching,children“interact with the programs and videos”and “sometimes include the fictional characters they’ve met into reality’s play time”.(23).The value of these replacement voices should not be oversold.For one thing,almost everyone agrees that too much TV does no one any good and may cause much harm.Many studies show that excessive TV watching increases violent behavior,especially in children,and can cause, rather than ease,other antisocial behaviors and depression.(24).Steven Pinker, an expert in children’s language acquisition,warns that children cannot develop language properly by watching television.They need to interact with actual speakers who respond directly to their specific needs.Replacement voices are not real voices and in the end can do only limited good.But even limited good is something,especially for those who are lonely,angry,or neglected. Television is not an entirely positive force,but neither is it an entirely negative one.Its voices stand by to provide company,laughter,and information whenever they’re needed.[A]In addition,human beings require the give and take of actual interaction.[B]While the TV may be baby-sitting children,it can also enrich them.[C]Thus runs the prevailing talk about the medium,supported by serious researchas well as simple belief.[D]Here,too,research shows that television can have a positive effect onhealth.[E]Thus television’s replacement voices both inform young viewers andencourage exchange.[F]Television can be a positive practical training ground for moral growth in a changingworld.[G]Thus television’s replacement voices can provide comfort because they distract from afocus on being alone.[H]Further,the effects of the comedy were so profound that“merely anticipatingwatching a funny video improved mood,depression,and anger as much as two days beforehand”.Part III TRANSLATION(60points)A.Please read the following passage and translate it into Chinese.Australia’s convict origins have been variously written in and out of the national consciousness.While it was once a shameful admission to have a convict ancestor,today it is more likely to be seen as a badge of honour.Victorian notions of morality and scientific theories of the early20th century influenced the view that a convict past was a moral‘contagion’that could be inherited through successive generations.As views changed,more emphasis was placed on the social environment as the most influential factor in shaping character and behaviour.With the cessation of transportation,the gold rushes of the1850s and the influx of free settlers,a view of the‘born colonist’emerged.Always male,he was regarded as a hardy type, adaptable,independent,sport loving and resolute.He was egalitarian and valued mateship highly above any respect to authority.The anti-authoritarian character of the‘Australian Type’was perpetuated by images of bushranging,the persistent eulogising of Ned Kelly,the independence, resolve and uprisings on the gold digging fields and the unionists of the late19th century.B.Please read the following passage and translate it into English.动漫产业迅猛发展是不争的事实，但全球的漫画家都在抱怨生存的压力和生活的窘迫，而且似乎有越来越窘迫的趋势。
2011年北京外国语大学高级翻译学院816英汉互译(同声传译)考研真题及详解【圣才出品】
2011年北京外国语大学高级翻译学院816英汉互译（同声传译）考研真题及详解(考试时间3小时，满分150分，全部写在答题纸上，答在试题页上无效)一、将下列段落译为汉语（25分）It is not a coincidence that the global economy is experiencing the most severe case of unemployment during the worst economic crisis since the Great Depression. Unemployment is highly dependent on economic activity；in fact,growth and unemployment can be thought of as two sides of the same coin:when economic activity is high,more production happens overall,and more people are needed to produce the higher amount of goods and services.And when economic activity is low,firms cut jobs and unemployment rises.In that sense,unemployment is countercyclical,meaning that it rises when economic growth is low and vice versa.But unemployment does not fall in lockstep with an increase in growth.It is more common for businesses to first try to recover from a downturn by having the same number of employees do more work or turn out more products—that is,to increase their productivity.Only as the recovery takes hold would businesses add workers.As a consequence,unemployment may start to come down only well after an economic recovery begins.The phenomenon works in reverse at the start of a downturn,when firms would rather reduce work hours,or impose some pay cuts before they let workers go.Unemployment starts rising only if the downturn is prolonged.Because unemployment follows growth with a delay,it is called alagging indicator of economic activity.(228words)【参考译文】自大萧条后，最严重的经济危机与最高的失业率同时显现于全球经济，这并非偶然。
北京外国语大学翻译硕士考研真题,考研重点笔记
真题解析2011年北外真题英语翻译基础一、名词解释：汉译英全面建设小康社会Build a moderately prosperous society in all aspects中国特色社会主义socialism with Chinese characteristics构建两岸关系和平发展的框架Build the framework of peaceful development for the relationship across the Taiwan Strait.祸从口入a close mouth catches no fire知足常乐content is happiness水火无情fire and water have no mercy一蹶不振cannot recover from a setback黑帮sinister gang经济刺激方案economic stimulus plan留守儿童left-behind children降半旗致哀fly a flag at half-staff as a sign of mourning厨房重地闲人免进kitchen area,staff only紧俏型轿车cars in short supply无党派人士person with no political affiliation包容经济inclusive economyNASA–National二，汉译英：真题漓江，无数仁人志士寻找灵感的地方。
/两岸是连绵的山峰，秀丽的河水上倒映着魔幻般的美景，宛如神话。
山峰在薄雾的笼罩下时隐时现。
//泛舟漓江，每一个转弯处都有新奇：或是懒洋洋的水牛在拉水车，或是渔夫在狭窄的竹筏上悠闲自得。
解析漓江，无数仁人志士寻找灵感的地方。
The Li River of Yunnan province in China is a famous scenic spot which has inspired many people’s love of nature.[意译比直译好]两岸是连绵的山峰，秀丽的河水上倒映着魔幻般的美景，宛如神话。
北京外国语大学2011年硕士研究生入学考试试题(复语)——汉译英部分参考译文
北京外国语大学2011年硕士研究生入学考试试题招生专业：复语同声传译科目名称：英汉互译（考试时间3小时，满分150分，全部写在答题纸上，答在试题页上无效）一、将下列段落译为汉语（25分）Print books may be under siege from the rise of e-books, but they have a tenacious hold on a particular group: children and toddlers. Their parents are insisting this next generation of readers spend their early years with old-fashioned books. This is the case even with parents who themselves are die-hard downloaders of books onto Kindles, iPads, laptops and phones. They freely acknowledge their digital double standard, saying they want their children to be surrounded by print books, to experience turning physical pages as they learn about shapes, colors and animals. Parents also say they like cuddling up with their child and a book, and fear that a shiny gadget might get all the attention. Also, if little Joey is going to spit up, a book may be easier to clean than a tablet computer.As the adult book world turns digital at a faster rate than publishers expected, sales of e-books for titles aimed at children under 8 have barely budged. They represent less than 5 percent of total annual sales of children’s bo oks,several publishers estimated, compared with more than 25 percent in some categories of adult books. Many print books are also bought as gifts, since the delights of an Amazon gift card are lost on most 6-year-olds. (210)二、将下列短文译为汉语（50分）Like most creatures on earth, humans come equipped with a circadian clock, a roughly 24-hour internal timer that keeps our sleep patterns in sync with our planet. At least until genetics, age and our personal habits get in the way. Even though theaverage adult needs eight hours of sleep per night, there are “short-sleepers,” who need far less, and morning people, who, research shows, often come from families of other morning people. Then there’s the rest of us, who rely on alarm clocks.For those who fantasize about greeting the dawn, there is hope. Sleep experts say that with a little discipline (well, actually, a lot of discipline), most people can reset their circadian clocks. But it’s not as simple as forcing yourself to go to bed earlier (you can’t make a wide-awake brain sleep). It requires inducing a sort of jet lag without leaving your time zone. And sticking it out until your body clock resets itself. And then not resetting it again.To start, move up your wake-up time by 20 minutes a day. If you regularly rise at 8 a.m., but really want to get moving at 6 a.m., set the alarm for 7:40 on Monday. The next day, set it for 7:20 and so on. Then, after you wake up, don’t linger in bed. Hit yourself with light. In theory, you’ll gradually get sleepy about 20 minutes earlier each night, and you can facilitate the transition by avoiding extra light exposure from computers or televisions as you near bedtime.But recalibrating your inner clock requires more commitment than many people care to give. For some, it’s almost i mpossible. Very early risers and longtime night owls have a hard time ever changing. Night-shift workers also struggle because they don’t get the environmental and social cues that help adjust the circadian clock. (305)三、将下列段落译为英语（25分）虽然导致不平等的原因很多，但我们可以大体上把它们分为三类。
北京外国语大学英语语言学真题2011年.doc
北京外国语大学英语语言学真题2011年(总分：150.01，做题时间：90分钟)ⅠBriefly explain the following terms. （分数：20.00）(1).perlocutionary act（分数：4.00）__________________________________________________________________________________________ (2).minimal pair（分数：4.00）__________________________________________________________________________________________ (3).distinctive feature（分数：4.00）__________________________________________________________________________________________ (4).linguistic variable（分数：4.00）__________________________________________________________________________________________ (5).lingua franca（分数：4.00）__________________________________________________________________________________________ ⅡAnswer the following questions.（分数：30.00）(1).Why do we say linguistics is a science?（分数：10.00）__________________________________________________________________________________________ (2).Briefly explain how language is (a) systematic (b) symbolic, and (c) social.（分数：10.00）__________________________________________________________________________________________ (3).Linguists have taken an internal and/or external focus to the study of language acquisition. What is the difference between the two?（分数：10.00）__________________________________________________________________________________________ ⅢRead the following paragraphs and then answer four questions.The idea behind the experiential vision of learning is that the use of the target language for communicative purposes is not only the goal of learning, but also a means of learning in its own right. This may clearly involve students using language which they may not have fully mastered, and contrasts with other more "traditional" approaches which emphasize part practice (i. e., isolating parts of the whole for explicit study and learning) leading up in a more or less controlled manner to integrated language use for communicative purposes. An experiential approach to learning may therefore involve a degree of what Johnson (1982) refers to as an "in at the deep end strategy". Simply throwing learners into wholly uncontrolled and undirected language use is, of course, as dubious a strategy with respect to language learning as doing the same with someone who is learning to swim. For this reason, considerable effort has been devoted by methodologists, material writers, and teachers in recent decades to the way in which two sets of factors can be combined. One is the basic insight that language use can serve a significant role in promoting learning, and the other is the acknowledgement that use of the language needs to be structured in a coherent and pedagogically manageable way. The experiential vision of learning has evolved in a variety of ways since the 1960s and is now encountered in a number of differing forms. Nevertheless, most experiential approaches to learning rest on five main principles which were developed in the earlier days of the communicative movement, even if certain receive more attention in one variant than in another. These principles are the following: message focus, holistic practice, the use of authentic materials, the use of communication strategies, and the use of collaborative modes of learning. (Tudor 2001:79)An analytical view of learning posits that according explicit attention to the regularities oflanguage and language use can play a positive role in learning. Each language manifests a number of structural regularities in areas such as grammar, lexis and phonology, and also with respect to the ways in which these elements are combined to communicate messages. The question, therefore, is not whether languages have structural regularities or not, but whether and in which way explicit attention to such regularities can facilitate the learning of the language. An analytical approach to learning rests on a more or less marked degree of part practice, i. e., isolating parts of the whole for explicit study and learning, even if its ultimate goal remains the development of learners" ability to put these parts together for integrated, holistic use. At least, two main considerations lend support to an analytical approach to learning. First, in terms of learning in general, the isolation and practice of sub-parts of a target skill is a fairly common phenomenon... Second, explicit identification of regularities in a language has advantages which Johnson (1996:83) refers to as "generativity" and "economy". Mastering a regularity in a language gives learners access to the generative potential of this regularity in new circumstances Explicit presentation or discovery of the structural regularities of a language can therefore represent a short-cut to mastery of this language and support learners" ability to manipulate these regularities for communicative purposes. (Tudor 2001:86-7)（分数：50.00）(1).What are the differences between experiential and analytical modes of language learning?（分数：12.50）__________________________________________________________________________________________ (2).What serves as the theoretical foundation for the experiential mode of language learning and what are its advantages and disadvantages?（分数：12.50）__________________________________________________________________________________________ (3).What serves as the theoretical foundation for the analytical mode of language learning and what are its advantages and disadvantages?（分数：12.50）__________________________________________________________________________________________ (4).How would you balance the two modes of learning in your teaching or learning of a foreign language?（分数：12.50）__________________________________________________________________________________________ⅣRead the following passage and answer three questions.Teachers employ different types of conceptual organization and meaning. One level of meaning relates to subject matter knowledge and how curricular and content aspects of teaching are conceptualized (Shulman 1987). Woods (1996) describes teachers" conceptions of lessons as made up of conceptual units at different levels of abstraction. He distinguishes between the following: overall conceptual goals—the overall purposes teachers identify for a course; global conceptual units—the individual subcomponents of the curriculum (e. g., the grammar, reading, writing, and listening components of an integrated skills course); intermediate conceptual units-activities or clusters of activities framed in terms of accomplishing one of the higher-level conceptual goals; and local conceptual units—the specific things teachers do to achieve particular instructional effects. Other constructs that have been proposed to account for how teachers realize the curricular agendas they set for lessons and the kinds of cognitive processes they employ include lesson formats (Wong-Fillmore 1985), tasks (Doyle 1983), scripts , and routines(Shavelson and Stem 1981). Constructs such as these seek to describe how teachers approach the subject matter of teaching and how they transform content into learning. Much of this research draws on a framework of cognitive psychology and has provided evidence of the kinds of pedagogical content knowledge, reasoning, and problem solving teachers make use of as they teach (Cliff 1991). In addition to the curricular goals and content, teachers have other more personal views of teaching (Johnston 1990). Zeichner, Tabachnick, and Densmore (1987) try to capture this with the notion of perspective, which they define as the ways in which teachers understand, interpret,and define their environment and use such interpretation to guide their actions. They followed teachers through their year-long professional training and their first year in the classroom, and found that their personal perspectives served as powerful influences on how they taught. In describing the basis for teachers" conceptualizations of good practice, Clandinin (1985, 1986) introduced the concept of image , which she describes as "a central construct for understanding teachers" knowledge" (1985:362). An image is a metaphor, such as "the classroom as home," "setting up a relationship with children," or "meeting the needs of students," that teachers may have in mind when they teach. Johnston (1992) suggests that images such as these are not always conscious, that they reflect how teachers view themselves in their teaching contexts, and that they form the subconscious assumptions on which their teaching practices are based. In a study of what second language teachers perceive to be good classes, Senior (1995) found that experienced ESL teachers in an Australian educational setting attempting to implement a communicative methodology appeared to have arrived at the tacit assumption that, to promote successful language learning, it is necessary to develop a bonded class—that is, one in which there is a positive, mutually supportive group atmosphere. The teachers appeared to employ a range of both conscious and unconscious strategies in order to develop a spirit of cohesion within their class groups.Halkes and Deijkers (1984) refer to teachers" teaching criteria, which are defined as "personal subjective values a person tries to pursue or keep constant while teaching." Teachers hold personal views of themselves, their learners, their goals, and their role in the classroom and they presumably try to reflect these in their practice. Marland (1987) examined the principles used to guide and interpret teaching, and identified five such working principles that were derived from stimulated recall interviews with teachers. For example, the "principle of progressive checking" involved checking students" progress periodically, identifying problems, and providing individual encouragement for low-ability students. Conners (1978) studied elementary teachers and found that all of those in her study used three overarching principles of practice to guide and explain their interactive teaching behavior: "suppressing emotions," "teacher authenticity," and "self-monitoring." The "principle of teacher authenticity" involved the teacher presenting herself in such a way that good personal relationships with students and a socially supportive classroom atmosphere would be achieved. This principle required the teacher to attempt to be open, sincere, and honest, as well as fallible.（分数：50.01）(1).What could be the title of this passage?（分数：16.67）__________________________________________________________________________________________ (2).What are the functions of those conceptual units as described by Woods (1996) in language teaching?（分数：16.67）__________________________________________________________________________________________ (3).Discuss the relationship between "perspective" and "image" and between "image" and "teaching criteria" as mentioned in this passage?（分数：16.67）__________________________________________________________________________________________。
北京外国语大学(已有10试题)
北京外国语大学英语学院英语语言文学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英美文学1995——2010（2002——2008有答案）英美文学（外国文学所）2009英美文学文论与文化研究（外国文学所）2010英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）美国社会文化研究1990，1995——2010（1990有答案）英国社会文化研究1995——2010澳大利亚研究1995——2010英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英汉互译（同声传译）（高翻学院）2009——2010复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002英语新闻业务与新闻学基础知识2006——2009国际新闻2010国际法学专业（无此试卷）外交学专业综合考试（含国际政治、汉语）2000——2002中国外语教育研究中心外国语语言学及应用语言学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英美文学1995——2010（2002——2008有答案）英美文学（外国文学所）2009英美文学文论与文化研究（外国文学所）2010英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）美国社会文化研究1990，1995——2010（1990有答案）英国社会文化研究1995——2010澳大利亚研究1995——2010英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英汉互译（同声传译）（高翻学院）2009——2010复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）文化语言学2007语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002外国文学所英语语言文学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英美文学1995——2010（2002——2008有答案）英美文学（外国文学所）2009英美文学文论与文化研究（外国文学所）2010英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）美国社会文化研究1990，1995——2010（1990有答案）英国社会文化研究1995——2010澳大利亚研究1995——2010英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英汉互译（同声传译）（高翻学院）2009——2010复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002德语语言文学专业二外英语1997——2003（2000——2003有答案）德国外交经济2000——2005德国文学2001——2005德语翻译理论与实践2000——2005基础德语2000——2005德语教学法2004——2005德语跨文化经济交际2000——2005德语语言学2000——2005国际问题研究所外交学专业综合考试（含国际政治、汉语）2000——2002社会科学部外交学专业综合考试（含国际政治、汉语）2000——2002国际商学院外交学专业综合考试（含国际政治、汉语）2000——2002俄语学院俄语语言文学专业二外英语1997——2003（2000——2003有答案）俄罗斯社会与文化2002——2003，2005俄罗斯文学2002——2005俄语翻译2004俄语翻译技巧2002翻译理论（俄语专业）2003俄语翻译理论与实践2005俄语基础2004——2005俄语语言学基础理论2002——2004现代俄语语言学2005俄语综合2002法语系法语语言文学专业二外英语1997——2003（2000——2003有答案）欧洲语言学专业二外英语1997——2003（2000——2003有答案）德语系德语语言文学专业二外英语1997——2003（2000——2003有答案）德国外交经济2000——2005德国文学2001——2005德语翻译理论与实践2000——2005基础德语2000——2005德语教学法2004——2005德语跨文化经济交际2000——2005德语语言学2000——2005日语系日语语言文学专业二外英语1997——2003（2000——2003有答案）日本社会文化2004（日语系）日本语言文学2004（日语系）以下试卷为日研中心试卷，仅供参考：专业日语2009（2009有答案）基础日语1997——2006，2008——2009（2000——2006，2008——2009有答案）日本概况2003——2005（2003——2005有答案）日本社会1997——2004（2000——2004有答案）日本社会经济2008（2008有答案）日本社会日本经济2005——2006（2005——2006有答案）日本文化1997——2004，2008（2000——2004，2008有答案）日本文学1997——2004，2008（2000——2004，2008有答案）日本文学日本文化2005——2006（2005——2006有答案）日本语言1997——2004（2000——2004有答案）日本语教育2008（2008答案）日本语言日本教育2005——2006（2005——2006有答案）日本语学2008（2008有答案）综合考试（日语专业）1997——2002（2000——2002有答案）日研中心日语语言文学专业二外英语1997——2003（2000——2003有答案）专业日语2009（2009有答案）基础日语1997——2006，2008——2009（2000——2006，2008——2009有答案）日本概况2003——2005（2003——2005有答案）日本社会1997——2004（2000——2004有答案）日本社会经济2008（2008有答案）日本社会日本经济2005——2006（2005——2006有答案）日本文化1997——2004，2008（2000——2004，2008有答案）日本文学1997——2004，2008（2000——2004，2008有答案）日本文学日本文化2005——2006（2005——2006有答案）日本语言1997——2004（2000——2004有答案）日本语教育2008（2008答案）日本语言日本教育2005——2006（2005——2006有答案）日本语学2008（2008有答案）综合考试（日语专业）1997——2002（2000——2002有答案）西葡系西班牙语语言文学专业二外英语1997——2003（2000——2003有答案）西班牙语基础2003——2004（其中2004年的试卷共12页，缺P11-12）西班牙语专业2003——2004欧洲语言学专业二外英语1997——2003（2000——2003有答案）阿语系阿拉伯语语言文学专业二外英语1997——2003（2000——2003有答案）欧洲语系欧洲语言文学专业二外英语1997——2003（2000——2003有答案）亚非语系亚非语言文学专业（无此试卷）国际交流学院语言学及应用语言学专业比较文学概论2004海外汉学2003——2004现代汉语1999古代汉语1999综合考试（含国际政治、汉语）2000——2002综合考试（含古代汉语、古代文学、现当代文学）2001中国历史文化2001历史文化综合1999——2000语言学与应用语言学专业综合2000语言学及现代汉语2000——2001比较文学与世界文学专业比较文学概论2004海外汉学2003——2004中国古代文学专业综合考试（含古代汉语、古代文学、现当代文学）2001高翻学院外国语语言学及应用语言学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英汉互译（同声传译）（高翻学院）2009——2010英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）。
北外2011英语同传专业硕士研究生入学考试试题及答案
北外2011英语同传专业硕士研究生入学考试试题及答案时间:2012-09-05 14:40:23 来源:考试吧编辑:melody 每天三分钟英语轻松学[网页划词已开启]| 收藏评论打印字号: 大| 中| 小（考试时间3小时，满分150分，全部写在答题纸上，答在试题页上无效）一.将下列段落译为汉语（25分）Print books may be under siege from the rise of e-books. but they have a tenacious hold on a particular group: children and toddlers. Their parents are insisting this next generation of readers spend their early years with old-fashioned books. This is the case even with parents who themselves are die-hard downloaders of books onto Kindles, iPads, laptops and phones. They freely acknowledge their digital double standard, saying they want their children to be surrounded by print books. to experience turning physical pages as they learn about shapes, colors and animals. Parents also say they- like cuddling up with their child and a book, and fear that a shiny gadget might get all the attention. Also, if little Joey is going to spit up, a book may be easier to clean than a tablet computer.As the adult book world turns digital at a faster rate than publishers expected, sales of e-books for titles aimed at children under 8 have barely budged. They represent Jess than 5 percent of total annual sales of children's books, several publishers estimated, compared with more than 25 percent in some categories of adult books. Many print books are also bought as gifts, since the delights of an Amazon gift card are lost on most 6-year-olds.电子书的兴起也许正在威胁实体书，但后者依然保有一个特别的读者群，即少年儿童。
北外英语专业考研真题（2）
北外英语专业考研真题(2)CGap Filling (14 points).Please choose the best sentence from the list after the passage to fill in each of the gaps in the text. There are more sentences than gaps.Truths to live byThe art of living is to know when to hold fast and when to let go. (18)____________________. The rabbis of old put it this way: "A man comes into this world with his fist clenched, but when he dies, his hand is open."(19)_______________. We know that this is so, but all too often we recognize this truth only in our backward glance when we remember with far greater pain that we did not see that beauty when it flowered, that we failed to respond with love to love when it was tendered.(20)_______________. I was hospitalized following a severe heart attack and had been in intensive care for several days. It was not a pleasant place.One morning, I had to have some additional tests. The required machines were located in a building at the opposite end of the hospital, so I had to be wheeled across the courtyard.As we emerged from our unit, the sunlight hit me. That's all there was to my experience. Just the light of the sun. (21) ______________.I looked to see whether anyone else relished the sun's golden glow, but everyone was hurrying to and fro, most with their eyes fixed on the ground. Then I remembered how often I, too, had been indifferent to the grandeur of each day, too preoccupied with petty and sometimes even mean concerns to respond to thesplendor of it all.The insight gleaned from that experience is really as commonplace as was the experience itself: life's gifts are precious but we are too heedless of them.Here then is the first pole of life's paradoxical demands on us: Never be too busy for the wonder and the awe of life. (22) ____________. Embrace each hour. Seize each golden minute.(23) _____________. This is the second side of life's coin, the opposite pole of its paradox: we must accept our losses, and learn how to let go.This is not an easy lesson to learn, especially when we are young and think that the world is ours to command, that whatever we desire with the full force of our passionate being can, may, will, be ours. (24)____________.[A]Surely we ought to hold fast to life, for it is wondrous, and full of a beauty that breaks through every pore of God's own earth.[B]But then life moves along to confront us with realities, and slowly but surely this second truth dawns upon us.[C]For life is a paradox: it enjoins us to cling to its many gifts even while it ordains their eventual relinquishment.[D]When life is treated with the proper attitude, regret will surely not be left behind.[E]A recent experience re-taught me this truth.[F]Hold fast to life ... but not so fast that you cannot let go.[G] Be reverent before each dawning day.[H]And yet how beautiful it was --- how warming, how sparkling, how brilliant!II.Please read the following passage and translate the underlined parts into Chinese (40 points, 8 points each).Developing self-confidence(25)Confidence is a feeling —an inner fire and an outer radiance, a basic satisfaction with what one is plus a reaching out to become more. Confidence is not something a few people are born with and others are not, for it is an acquired characteristic.Confidence is the personal possession of no one; the person who has it learns it—and goes on learning. The most gifted individual on earth has to construct confidence in his gifts from the basis of faith and experience, like anybody else. The tools will differ from one person to the next, but the essential task is the same. Confidence and pose are available to us all according to our abilities and needs—not somebody else's—provided we utilize our gifts and expand them.。