南京师范大学语言学及应用语言学考研复试真题
2018南京师范大学外国语言学及应用语言学(外应)考研初试经验
2018南京师范大学外国语言学及应用语言学（外应）考研初试经验本科国际政治专业，跨考南师大外国语学院外国语学院外国语言学及应用语言学专业，初试总分410，复习那么久有了收获，感谢一直帮助我的那位上一届学姐，这里我也分享一些复习准备的经验，希望对19级考外应或者英语语言文学的学弟学妹们一点帮助。
这个专业对我来说相当于一张白纸，尤其是语言学，所以我开始得比较早，大三寒假确定了考研的学校和专业，上学期开学的时候买好了参考书以及一些复习资料，然后就着手慢慢复习了。
前期的进度比较慢，基本上是以看书和做笔记为主，下半学期才进入完全的背记阶段。
这里我分科说一下。
1/政治政治考了68，比我预期的高。
虽然我是学政治的，但是真的一点优势也没有（因为我对自己的专业真的一点兴趣也没有，学得也不好），政治可以说是复习得比较不上心的一门。
我全程是跟着肖秀荣走的，但是我开始得比较晚，舍友七月份就开始看了，我九月份才开始看精讲精练，中途也断断续续的，最后可以说是赶进度才看完。
所以学弟学妹们一定要把握好进度，不要过快也不要过慢。
所有的资料都是肖秀荣教授的，从七八月份到十二月份，每个阶段都有每个阶段要看的内容。
前期精讲精练一定要看仔细，但不需要完全背诵下来，主要练的是选择题，大题前面不用担心，到十一二月直接背肖四肖八就好。
精讲精练配套的1000题是要做好几遍的，我是看完大概两三章做一次题的，第一遍可以用铅笔写，然后把错题勾出来，再做一遍，最后一个月再把那些错题拿出来反复看。
错题的价值是很高的，有些多选题我看了两三遍都还是会错。
大题最后直接背肖四肖八就好啦，肖四是必须要背的，不背写不出来，然后大题的平均分都差不多，所以选择题的正确率决定了最后的分。
2/二外我的二外是日语，考了92分。
日语可以说是救了我，考完专业课的时候真的崩溃，所以总分其实也就是日语捞了我一把。
我本科是外国语大学，然后专业课也没什么兴趣，大一下学期就修了日语双学位并且坚持上完了，三年级上学期准备了N2考试，所以这一门基本上没怎么操心，也没花太多时间。
2021南京师范大学语言学及应用语言学考研真题经验参考书
南京师范大学考研——语言学及应用语言学考研路漫漫，我与你齐索。
去年的考研结束了，今年考研的战斗也已经敲响了。
回想自己这一年的考研历程，感觉特别的不容易。
庆幸的是，终于成功收到了录取通知书，辛苦付出没有白费。
今天借着机会，把自己这一年的南师大语言学及应用语言学考研经验分享出来，希望对大家有所帮助。
一、政治看了很多政治贴，都建议不要太早复习，从9月或10月开始就好，不然复习太早以后知识会忘光光的。
但以为早起的鸟一定有虫子吃，我在5月份开始零零散散地看政治，每天一个小时，直到9月份政治大纲下来开始进入政治学习阶段。
在真正学习阶段中，才发现之前看的都白看了，知识点、做练习依旧处于基础水平，没有任何成效。
并且我报了个考研政治辅导班，效果非常好的，也正因为如此政治我考了85分。
参考书：1.政治大纲。
建议买一本，虽然里面的字很小、书也很厚，但毕竟是权威，是出题的基础，第一遍复习必备，每天30、40页。
另外，看的时候必须集中注意力，只有精力集中了，看得才会又快又有效率。
2.肖秀荣1000题。
我做了大概三遍，从暑假7月底到临考前一周。
第一遍打基础，标记错题，并在答案分析上标注重点；第二遍再重新做一遍，同样标记错题，着重记忆;第三遍做两次的错题。
这样反复练习，针对易错易混的知识点能够记牢。
如果一些大会、意义或者第一次什么的你实在分不清，建议自己总结，写在一张纸上，每天早上晨读的时候念一念、记一记，加深印象，因为考的都是选择题，第一反应就是你最熟悉的那个吧。
3.李凡政治新时器。
我认为前面几页的知识点大纲比较好，用大括号、小括号的形式总结四本书，可以借同学的复印或网上下载。
我就是偶然看到了在一个楼层复习的同学的资料，虽然不认识，但还是厚脸皮地借来复印了。
当然自己总结更好，这要在有充足时间的基础上。
这几个图可以用来构建知识框架，就是把书读薄的过程，让所有的知识点在你脑子里有一个位置去放它，并且可以通过这个知识点联系到其他知识点，这样就可以答政治大题了。
南师大现代汉语2002-2008真题
现代汉语一、 名词术语解释（20分）1．现代汉语2．音素3．音位4．齐齿呼5．偏旁6．会意7．语素8．词根9．区别词（非谓语形容词）10．句型二、分析操作题（20分）（1） 用国际音标注出下列音节的发音（10分）bà zhǎo tíng jū hē(2)对下列汉字逐步分解，分析出每个汉字的构字部件（10分）湖 曝 腐 蠢 膛（3）指出下列复合式合成词的结构类型（10分）心疼 蜡黄 下岗 尺寸 延长 动静 面授 国营 司机 密码 （4） 用层次分析法分析下列短语的层次构造，并标明结构关系（10分）1．在城里打工的农村姑娘2．汉语语法分析的理论和方法三、问答题（40分）（1） 简答题（20分）1.举例说明词义的三个特点。
2.举例说明句子成分分析法。
3.宾语从语义上可以分哪几类？试举例说明。
4.疑问句根据结构和语义特点可以分为哪几类？试举例说明。
（2） 论述题（20分）1.现代汉语中的“-们”同英语中的词尾”-s”有那些区别？试举例说明。
2.什么是存现句？存现句在构成上一般有哪些要求？试分析之。
现代汉语一、 语音题（15）1.给下列带着重号的汉字注音（要求声、韵、调全对）。
乌．云 乘．凉 相称． 牛．奶 短暂． 论．文 长征． 精．华 掠．取2.给下列拼音注汉字。
luòrì de yúhuī yìng hóng le mě gè rén de liǎnpáng.二、文字题（15）指出下列各字的造字方法并说明指事和会意两种造字法的差别。
火 本 沐 北 看 燕 男 问 见 刃三、 词汇题（20）1．指出下列各词是单纯词还是合成词。
如果是合成词 ，指出它们的结合方式。
马达 语言 壁画 粉饰 灿烂 打动 地震 举重 书本 兄弟2．指出下列两组例子中带着重号的词是同音词还是多义词，并说明为什么。
他脸色很白．。
我们白．来一趟。
2006年南京师范大学英语语言学考研复试试题
2006年南京师范大学英语语言学考研复试试题一、单选题。
1.Which of the following statements about language is NOT true?A) Language is a system. B) Language is symbolC) Animals also have language. D) Language is arbitrary.2.The word “partner reduction” is an example o f _______ in word formation or use.A) acronym B) blending C) euphemism D) back formation3.All words contain a _______.A) root B) bound morpheme C) prefix D) suffix4.When we say that we can change the second word in the sentence “He is waiting outside” with another word or phrase, we are talking about ________ inside the sentence.A) syntactic relations B) paradigmatic relationsC) linear relations D) government5.Chomsky holds that the major task of linguists is to _______.A) tell people how to speak appropriately.B) study real “ facts” in daily settings.C) look for “the universal grammar”.D) tell people what is right in language use.6._______ is a phrase which can only be understood as a unit, not as a summation of the meaning of each constituent word.A) Collocation B) Idiom C) Semantic component D) synonym7.“We can do things with words”---- this is the main idea of ______.A) the Speech Act Theory B) the Cooperative PrincipleC) the Politeness Principle D) semantics8.Which of the following words is a derivational one ________?A) black board B) teaches C) consideration D) books9.The function of the sentence “A nice day, isn’t it?” is _________.A) informative B) phatic C) directive D) performative10.________ is not a suprasegmental feature.A) Aspiration B) Intonation C) Stress D) Tone二、定义1.formality:2.constatives:3.illocutionary act:4.phoneme:5.resultative motivation:6.cognitive strategies:7.critical Period Hypothesis: 8.positive transfer:prehensible input: 10.priming effect:三、判断1.Simplification of grammar occurs, so does elaboration or complication.2.Five general types of speech acts share the same illocutionary point, but differ in strength.3.Speakers of all languages are capable of producing and comprehending an infinite set of sentences.4.Phonology is concerned with the abstract set if sounds in a language which allowsus to distinguish meaning in the actual physical sounds we say and hear.5.The analyst collects samples of the language as it is used, not according to some views of how it should be used. This is called the prescriptive approach.6.The term “learning”, when used of language, refers to the gradual development of ability in a language by using it naturally in communicative situation. The term “acquisition”, however, applied to a conscious process of accumulating knowledge of vocabulary and grammar of a language.7.Broad transcription is normally used by the phoneticians in their study of speech sounds.8.Sense means what a linguistic form refers to in the real physical world.9.The notion of context is essential to the semantic study of language.nguage is both arbitrary and non-arbitrary.四、问答1.Specify the cognitive factors in child language development.2.Draw the tree diagram for the following sentence to show its syntactic structure. The boy who was sleeping was dreaming.3.Specify the five types of synonyms.4.What are the possible causes of language change?五、评论Language is not an abstract construction of the learned, pr of the dictionary-makers, but is something arising out of the work, needs, ties, joys, affections, tastes, of long generations of humanity, and has its bases broad and low, close to the ground.Walt WhitemanDo you share your opinions with Walt Whiteman or not? What’s your understanding of language?。
2004年南京师范大学英语语言学考研复试试题
4. The relations between the words “animal” and “fox” are ________.
A) hyponymy B) polysemy C) homonymy D) synonymy
A) Sense B) Reference C) Concept D) Symbol
8.The relationship between “married/ single” is ________.
A) relational opposites B) complementary
7.displacement: 8.synchronicity:
9.homonymy: 10.inflection:
三、判断
1.In most cases, the illocutionary force of “Freeze!” is a warning.
2. Since the illocutionary force of a speech act depends on the context of the utterance, speech act theory is a part of pragmatics.
pared with “nurture” position, “nature” position advocates that human beings are innately equipped with _______ in the process of second language acquisition.
B: I don’t have an eye for beauty, I’m afraid.
南京师范大学875语言学与对外汉语教学理论2010-2018年考研真题及答案解析
目录Ⅰ历年考研真题试卷 (2)南京师范大学2010年攻读硕士学位研究生入学考试试卷 (2)南京师范大学2011年攻读硕士学位研究生入学考试试卷 (4)南京师范大学2012年攻读硕士学位研究生入学考试试卷 (6)南京师范大学2013年攻读硕士学位研究生入学考试试卷 (8)南京师范大学2014年攻读硕士学位研究生入学考试试卷 (10)南京师范大学2015年攻读硕士学位研究生入学考试试卷 (12)南京师范大学2016年攻读硕士学位研究生入学考试试卷 (14)南京师范大学2017年攻读硕士学位研究生入学考试试卷 (16)南京师范大学2018年攻读硕士学位研究生入学考试试卷 (18)Ⅱ历年考研真题试卷答案解析 (19)南京师范大学2010年攻读硕士学位研究生入学考试试卷答案解析 (19)南京师范大学2011年攻读硕士学位研究生入学考试试卷答案解析 (27)南京师范大学2012年攻读硕士学位研究生入学考试试卷答案解析 (34)南京师范大学2013年攻读硕士学位研究生入学考试试卷答案解析 (40)南京师范大学2014年攻读硕士学位研究生入学考试试卷答案解析 (47)南京师范大学2015年攻读硕士学位研究生入学考试试卷答案解析 (54)南京师范大学2016年攻读硕士学位研究生入学考试试卷答案解析 (61)Ⅰ历年考研真题试卷南京师范大学2010年攻读硕士学位研究生入学考试试卷考试科目：888语言学与对外汉语教学理论适用专业：国际文化教育学院对外汉语教学注意事项：所的答案必须写在答题纸上，做在试卷或草稿纸上无效；请认真阅读答题纸上的注意事项，试题随答卷一起装入试题袋中交回。
语言学理论部分（共70分）一、名词解释题（每小题4分，共20分）1、孤立语2、组合关系3、音高4、意译词5、天下通语二、简答题（每小题10分，共20分）1、举例说明空间和时间因素在交际中如何适当的运用。
2、从征候与符号的角度谈谈普通浓烟与警报的烽火有何异同。
南京师范大学0307语言学真题
2003年南师大英语语言学考试题目---初试一、单选题。
1.The scholars who put forward interaction hypothesis hold ________.A) language acquisition is a process of “stimulus-response”.B) humans are predisposed to acquire a language.C) human’s linguistic potentiality must be comb ined with the environment.D) human’s linguistic environment can be ignored as long as humans have language acquisition device.2.American Black English is _______.A) a social variety B) a regional varietyC) a combination of social and regional dialect. D) a temporal dialect3.According to Basil Bernstein, elaborated code is extensively used by _________.A) middle class people and their children.B) working-class people and their children.C) both middle class and working class peopleD) parents of children without any distinction of social background.4. Read the following two sentences and decide what kind of error the learner commits in the second sentence:He practiced English a lot last month. (1)*She comed back home early yesterday. (2)The error in the second sentence belongs to the category of ___________.A) mother tongue interference B) overgeneralizationC) cross-association D) performance error5.In the Semantic Triangle advanced by Ogden and Richards, “thought or reference” is ______.A) word, sentence B) the object C) concept D) symbol6.The word “laze” is an example of _______ in word formation.A) acronym B) blending C) functional shift D) back formation7. Pragmatics is a study of ________.A) language learning B) language acquisitionC) language planning D) language in use8. A linguist is interested in _________.A) what is said B) what is right both in syntax and in semanticsC) what is grammatical D) what ought to be said9. In English elements in construction are generally _______.A) linear B) continuous C) discontinuous D) endocentric10. __________ is a sound produced by bringing the tip of the tongue into contact with the upper teeth to create the obstruction.A) An alveolar B) A bilabial C) A palatal D) A dental二、名词解释1.linguistic universalsnguage acquisition device:3.cultural diffusion4.suggestopedia:5.polysemy6.utterance meaning:7.coinage 8.articulatory phonetics:9.endocentric construction 10.structural change:三、判断1.According to Chomsky, th e word “competence” is not limited to the ability of an ideal native speaker to construct and recognize grammatical sentences in his language.2.Eskimos have countless words for snow because snow is so common in their culture that they regard it far less important.3.Plato and Aristotle argued that the categories of thought determined the categories of language.4.Audiolingualism, contrary to American structuralism and behaviorist psychology, emphasizes the importance of regular patterns.5.People in the west tend to verbalize their gratitude and compliments less than Chinese speakers.6.It is unlikely that there is a prelinguistic stage when babies just babble.7.When varieties are classified in terms of use, they are called registers.8.From sociological view we can derive meaning from context.9.The relationship between “alligator” and “reptile” is homonymy.10.Denotation id the additional meaning than an expression carries while often shows people’s attitudes or emotions towards the subjects being talked about.11.Speech act theory was proposed by Austin and has been developed by Grice.12.A language is weakened when it borrows large numbers of words from other languages.13.Searle suggests 5 basic categories of illocutionary acts as follows: assertives, commissives, expressives, informatives and declarations.14.There is a single cause of language change.15.Morphology refers to the study of the internal structure of words, and the rules by which words are formed.16.Spoken utterances share some common linguistic features with written utterances.17.A small set of rules can generate an infinite number of sentences, all of which are idiomatic.18.IC analysis shows linear relationship, so it helps to account for the ambiguity of certain constructions.19.Linguists are interested in the sounds that convey meaning in human linguistic communication.20.Simply speaking, a morpheme can be defined as a minimal unit of meaning.四、问答1.Of all the theories you have learned on language acquisition, which one seems to you most reasonable? Why?2.Point out the marked differences between sociolinguistic study and traditional linguistic studies.3.How does the following exchange of conversation illustrate the Politeness Principle?A: We’ll miss Bill and Agatha, won’t you?B: Well, we’ll miss BILL.4.What is the distinction between sense and reference?5.How do you tell compounds from the noncompounded word sequence?6.What are the two criteria suggested by Chomsky for judging grammar?2003年南师大英语语言学考试题目---复试一、判断Passage one:The study of how we do things with sentence is the study of speech acts. In studying speech acts, we are acutely aware of the importance of the context of utterance. In some circumstances There is a sheepdog in the closet is a warning, but the same sentence may be a promise or even a mere statement of fact, depending on circumstances. We call this purpose----a warning, a promise, a threat, or whatever----the illocutionary force of a speech act.Speech act theory aims to tell us when we appear to ask questions but are really giving orders, or when we say one thing with special (sarcastic) intonation and mean the opposite. Thus, at a dinner table, the question Can you pass the salt? means the order Pass the salt! It is not a request for information, and yes is an inappropriate response.1.Illocutionary acts are special case of speech acts, referring to the speaker’s intention in uttering something.2.Because the illocutionary force of a speech act depends on the context of the utterance, speech act theory is a part of pragmatics.3.In most cases, the illocutionary force of “Look out!” is a suggestion.4.The speech act theory originated with the British philosophy John Austin in the late 70’s.5.Billy and Joe were long-time pals. One time Billy was in desperate need of money. His car had broken down and he needed $300 to fix it. So, he asked Joe for a load. Joe said he could lend Billy the money. This made Billy happy and he said to Joe; (a) “You are a terrible friend.”It is non-sarcastic answer.(b) “Yo u are a fine friend.”It is a sarcastic one.Passage twoInflectional is a term used in Morphology to refer to one of the two main categories or processes of sword formation, the other being derivational. These terms also apply to the two types of affix involved in word formation. Inflectional affixes signal grammatical relationships, such as plural, past tense and possession, and do not change the grammatical class of the stems t which they are attached; that is, the words constitute a single paradigm, e.g. walk, walks, walked. A word is said to “inflect for” past tense, plural, etc. In traditional (pre-linguistic) grammatical studies, the term “accidence” was used in this sense.In the phrase inflecting language (“inflectional” or “inflected” langu age), the term refers to a type of language established by comparative linguistics using structural (as opposed to diachronic) criteria, and focusing on the characteristics of the word. In this kind of language, words display grammatical relationships morphologically: they typically contain more than one morpheme but, unlike agglutinative languages, there is no one-to-one correspondence between these morphemes and the linear sequence of morphs. In languages such as Latin, Greek, Arabic etc. the inflectional forms of words may represent several morphological oppositions, e.g. in Latin amo(I love), the form simultaneously represents present tense, active, first person singular, indicative. This “fusing” of properties has led to such languages being called fusi onal and had motivated the word-and-a model of analysis. As always in such classifications, the categories are not clear-cut: different languages will display the characteristic of inflection to a greater or lesser degree.1.A language in which nouns have inflectional properties is an inflectional language.2.The affix “un-” or “dis-” is an inflectional affix.3.The agglutinative language is a language that typically expresses concepts in complex words consisting of many elements,rather than by inflection or by using isolated elements.4.Many English adjectives have inflectional properties.5.The Chinese language is an agglutinative language.Passage threeEach tongue draws a circle about the people whom it belongs, and it is possible to leave this circle only by simultaneously entering that of another people. Learning a foreign language ought hence to be the conquest of a new standpoint in the previously prevailing cosmic attitude of the individual. In fact, it is so to a certain extent, inasmuch as every language contains the entire fabric of concepts and the conceptual approach of a portion of humanity. But this achievement is not complete, because one always carries over into a foreign tongue to a greater or lesser degree one’s own cosmic viewpoint—in deed one’s personal linguistic pattern.(von Humboldt [1836]1971:39-40)1.This passage mainly discusses the relationship between one’s personal linguistic pattern and a foreign language.2.According to the author of this passage, language is a powerful instrument that allows us to make sense of the world.3.This passage reveals the fact that one’s own cosmic viewpoint determines linguistic orientation.4.The author of this passage seems to believe that language and the world outlook are two sides of the coin.5.The author of this passage seems to advocate that one’s language presupposes one’s way of thinking.二、问答1.Give examples to illustrate several different approaches to meaning.2.Why do we need two principles of conversation, i.e. the cooperative principle and the politeness principle?3.What does it mean that a linguist is interested in what is said, not what he thinks ought to be said?4.What is the advantage of IC analysis? Take “Drive the car near the station” as an example.5.Describe briefly the social differences in the use of language among speakers of the Chinese language.三、评论State clearly the interrelationship between language and cognition, giving theoretical analysis as well as empirical illustration.2004年南师大英语语言学考试题目---复试一、单选题。
南师大英语语言学03-07复试题
2003年南师大英语语言学考试题目---复试一、判断Passage one:The study of how we do things with sentence is the study of speech acts. In studying speech acts, we are acutely aware of the importance of the context of utterance. In some circumstances There is a sheepdog in the closet is a warning, but the same sentence may be a promise or even a mere statement of fact, depending on circumstances. We call this purpose----a warning, a promise, a threat, or whatever----the illocutionary force of a speech act.Speech act theory aims to tell us when we appear to ask questions but are really giving orders, or when we say one thing with special (sarcastic) intonation and mean the opposite. Thus, at a dinner table, the question Can you pass the salt? means the order Pass the salt! It is not a request for information, and yes is an inappropriate response.1.Illocutionary acts are special case of speech acts, referring to the speaker’s intention in uttering something.2.Because the illocutionary force of a speech act depends on the context of the utterance, speech act theory is a part of pragmatics.3.In most cases, the illocutionary force of “Look out!” is a suggestion.4.The speech act theory originated with the British philosophy John Austin in the late 70’s.5.Billy and Joe were long-time pals. One time Billy was in desperate need of money. His car had broken down and he needed $300 to fix it. So, he asked Joe for a load. Joe said he could lend Billy the money. This made Billy happy and he said to Joe;(a) “You are a terrible friend.”It is non-sarcastic answer.(b) “You are a fine friend.”It is a sarcastic one.Passage twoInflectional is a term used in Morphology to refer to one of the two main categories or processes of sword formation, the other being derivational. These terms also apply to the two types of affix involved in word formation. Inflectional affixes signal grammatical relationships, such as plural, past tense and possession, and do not change the grammatical class of the stems t which they are attached; that is, the words constitute a single paradigm, e.g. walk, walks, walked. A word is said to “inflect for” past tense, plural, etc. In traditional (pre-linguistic) grammatical studies, the term “accidence” was used in this sense.In the phrase inflecting language (“inflectional” or “inflected” language), the term re fers to a type of language established by comparative linguistics using structural (as opposed to diachronic) criteria, and focusing on the characteristics of the word. In this kind of language, words display grammatical relationships morphologically: they typically contain more than one morpheme but, unlike agglutinative languages, there is no one-to-one correspondence between these morphemes and the linear sequence of morphs. In languages such as Latin, Greek, Arabic etc. the inflectional forms of words may represent several morphological oppositions, e.g. in Latin amo(I love), the form simultaneously represents present tense, active, first person singular, indicative. This “fusing” of properties has led to such languages being called fusional and had moti vated the word-and-a model of analysis. As always in such classifications, the categories are not clear-cut: different languages will display the characteristic of inflection to a greater or lesser degree.1.A language in which nouns have inflectional properties is an inflectional language.2.The affix “un-” or “dis-” is an inflectional affix.3.The agglutinative language is a language that typically expresses concepts in complex words consisting of many elements, rather than by inflection or by using isolated elements.4.Many English adjectives have inflectional properties.5.The Chinese language is an agglutinative language.Passage threeEach tongue draws a circle about the people whom it belongs, and it is possible to leave this circle only by simultaneously entering that of another people. Learning a foreign language ought hence to be the conquest of a new standpoint in the previously prevailing cosmic attitude of the individual. In fact, it is so to a certain extent, inasmuch as every language contains the entire fabric of concepts and the conceptual approach of a portion of humanity. But this achievement is not complete, because one always carries over into a foreign tongue to a greater or lesser degree one’s own cosmic viewpoint—indeed one’s personal l inguistic pattern.(von Humboldt [1836]1971:39-40)1.This passage mainly discusses the relationship between one’s personal linguistic pattern and a foreign language.2.According to the author of this passage, language is a powerful instrument that allows us to make sense of the world.3.This passage reveals the fact that one’s own cosmic viewpoint determines linguistic orientation.4.The author of this passage seems to believe that language and the world outlook are two sides of the coin.5.The author of this passage seems to advocate that one’s language presupposes one’s way of thinking.二、问答1.Give examples to illustrate several different approaches to meaning.2.Why do we need two principles of conversation, i.e. the cooperative principle and the politeness principle?3.What does it mean that a linguist is interested in what is said, not what he thinks ought to be said?4.What is the advantage of IC analysis? Take “Drive the car near the station” as an example.5.Describe briefly the social differences in the use of language among speakers of the Chinese language.三、评论State clearly the interrelationship between language and cognition, giving theoretical analysis as well as empirical illustration.2004年南师大英语语言学考试题目---复试一、单选题。