华南理工大学04语言学和英美文学基础知识
2016年华南理工大学870语言学和英美文学基础知识考研真题_真题(含答案与解析)-交互
2016年华南理工大学870语言学和英美文学基础知识考研真题(总分240, 做题时间180分钟)Part One术语解释Fundamentals of Linguistics and Literature（外国语言学及应用语言学和英语语言文学考生共答部分）Define the following terms in your own words(每题必答，共20分）1.ArbitrarinessSSS_TEXT_QUSTI该问题分值: 2答案:Arbitrariness is one of the design features of language. It refers to the fact that there is no logical or intrinsic connection between a particular sound and the meaning it is associated with. There is no reason, for example, why English should use the sounds /dɒg/ to refer to the animal dog, or why Chinese should use “gou” to refer to the same animal. The relationship between the sounds and their meaning is quite accidental.2.Phatic function of languageSSS_TEXT_QUSTI该问题分值: 2答案:Language is used to establish an atmosphere or maintain social contact between the speaker and the hearer. Greetings, farewells,**ments on the weather serve this function. For example, the expressions such as “How do you do?”and “Ah, here you are” do not convey any meaning, but are used to establish a common sentiment between the speaker and the hearer.3.Field of discourseSSS_TEXT_QUSTI该问题分值: 2答案:Field of discourse is one of the social variables that determine the register. Field of discourse refers to what is going on: to the area of operation of the language activity. It is concerned with the purpose and subject matter of communication. It answers the questions of “why” and “about what” communication takes place. Field of discourse may be non-technical or technical: shopping, game playing, and a personal letter are instances of nontechnical fields. Technical fields refer to the specialized fields such as a linguist giving a lecture in class and meteorologists talking about the weather. The field of a register determines to a great extent the vocabulary to be used in communication and it also determines the phonological and grammatical features of the language.4.Immediate constituentSSS_TEXT_QUSTI该问题分值: 2答案:Linguistic units can be parts of larger constructions and may themselves also be **posed of smaller parts. Using the distribution of components and constructions, we can analyze a sentence considered to be the maximum construction in syntax-into a series ofconstituents-units that make up their larger units next to them. The technique of this approach is to show how small constituents or components in sentences go together to form larger constituents. The constituents could be the subject and the predicate or noun phrases and verb phrases, for example, depending on the theory we use. These constituents can in turn be further analyzed into smaller constituents, such as noun phrases analyzed into an article and anoun. This process continues until no further divisions are possible. The first divisions or cuts are known as the immediate constituents.5.Code-switchingSSS_TEXT_QUSTI该问题分值: 2答案:Bilinguals often switch between their two languages or language varieties in the middle of a conversation. This phenomenon is called code-switching. It can take place between or even within sentences, involving phrases or words, or even part of words. A speaker does not necessarily have to follow a particular variety or dialect all the time in the course of communication. He may change from a standard dialect to a nonstandard dialect; he may shift to a subject which requires the occurrence of some special items; he may move from one degree of formality to another. All these linguistic behaviors belong to code switching. There are two kinds of code-switching: situational code-switching and metaphorical code-switching. Situational code-switching occurs when the language used changes according to the situation in which the participants find themselves; they speak one language in one situation and another in a different one. No topic change is involved. When a change in topic requires a change in the language used we have metaphorical code-switching. It has been found speakers bilingual in Swahili and English would use Swahili when talking about education and English when talking about prejudice. The interesting point here is that some topics may be discussed in either code, but the choice of code adds a distinct flavor to what is said about the topic. The choice itself encodes certain social values.6.Carpe DiemSSS_TEXT_QUSTI该问题分值: 2答案:Latin for “Seize the day”: take full advantage of present opportunities. A sentiment can be found, for example, in Andrew Marvell's “To His Coy Mistress”, “Had we but world enough, and time, This coyness, lady, were no crime.”7.ProtagonistSSS_TEXT_QUSTI该问题分值: 2答案:Protagonist, (Greek “first actor”) refers to the hero or heroine of a drama or narrative.8.HyperboleSSS_TEXT_QUSTI该问题分值: 2答案:Hyperbole is overstatement or exaggeration; a typical hyperbole can be seen in Marvell’s “To his Coy Mistress,” line 11-12: “My vegetable love would grow/ Vaster than empires, and more slow” and in Auden, “As I walked Out One Evening,” lines 9-12: “I’ll love you, dear, I’ll love you/ Till China and Africa meet/ And the river jumps ov er the mountain/ And the salmon sing in the street”9.CanonSSS_TEXT_QUSTI该问题分值: 2答案:(Greek “a measuring rod, standard”) The books, music and art that have been the most influential in shaping a culture, belong to canon. The western canon is the body of western literature that represents the high culture of Europe and North America, an intellectual tradition ranges from Homer to James Joyce in literature.10.AlliterationSSS_TEXT_QUSTI该问题分值: 2答案:Alliteration (from Latin “litera,” alphabetic letter), means the repetition of an initial consonant sound or consonant cluster in consecutive or closely positioned words. This pattern is often an inseparable part of the meter in Germanic languages, where the tonic, or accented syllable, is usually the first syllable. Thus allOld English poetry and some varieties of Middle English poetry use alliteration as part of their basic metrical practice. Sir Gawain and the Green Knight, “Sithen the sege and the assaut was sesed at Troye”.问题简答Answer the following questions(每题必答，共40分)11.Do you think animals have language?SSS_TEXT_QUSTI该问题分值: 10答案:Animals do not have language. Language is a system of arbitrary vocal symbols used for **munication. Language is human-specific. All human languages have certain characteristics in common and linguists have identified these characteristics as defining features of human language. These features, now called design features, are found utterly lacking in **munication and thus set human language apart from animal cry systems. The following five design features of human language have been identified by the eminent American linguist Hockett: arbitrariness, duality, productivity, displacement and cultural transmission. Human language is arbitrary. This refers to the fact that there is no logical or intrinsic connection between a particular sound and the meaning it is associated with. There is no reason, for example, why English should use the sounds /dɒg/ to refer to the animal dog, or why Chinese should use “gou” to refer to the same animal. The relationship between the sounds and their meaning is quite accidental. By duality is meant the property of having two levels of structures, such that units of the primary level **posed of elements of the secondary level and each of the two levels has itso wn principles of organization. Productivity refers to man’s linguistic ability which enables him to produce and understand an infinitely large number of sentences in our native language,including the sentences which were never heard before. This feature equips human beings with the ability to **pletely new utterances and ideas. There is no productivity to speak of in animals’ cries. Displacement is a property of language enabling people to talk about things remote either in space or in time. Most animals can **municate about things in the immediate situation, but human beings **municate about things that are absent as easily as about things that are present. Besides, language is culturally transmitted. It cannot be transmitted through heredity. A human being brought up in isolation simply doesn’t acquire language, as is demonstrated by the studies of children brought up by animals without human contact. Animals transmit their cries through heredity, that is, simply from parent to child. The above features are adequate to show that human language is sharply distinguished from **munication systems.12.What is the difference between sentence meaning and utterance meaning?SSS_TEXT_QUSTI该问题分值: 10答案:A sentence is a grammatical concept, and the meaning of a sentence is often studied as the abstract, intrinsic property of the sentence itself in terms of predication. But if we think of a sentence as what people actually utter in the course of communication, it becomes an utterance, and it should be considered in the situation in which itis actually uttered (or used). So it is impossible to tell if “The dog is barking” is a sentence or an utterance. It can be either. It all depends on how we look at it and how we are going to analyze it. If we take it as a grammatical unit and consider it as a self-constrained unit in isolation from context, then we are treating it as a sentence. If we take it as something a speaker utters in a certain situation with a certain purpose, then we are treating it as an utterance. Therefore, while the meaning of a sentence is abstract, and decontextualized, that of an utterance is concrete and context-dependent. The meaning of an utterance is based on sentence meaning; it is the realization of the abstract meaning of a sentence in a real situation of communication, or simply in the context.13.What does “Art for Art's Sake” usually refer to?SSS_TEXT_QUSTI该问题分值: 10答案:The philosophy of “art for art's sake,” insists on art being judged by the beauty of artifice rather than that of morality or reason. Beauty is irrational and amoral, and the aestheticist who worships beauty indulges in excess and exaggeration to flout his age's standards of respectability. The artists and writers of Aesthetic style tended to profess that the Arts should provide refined sensuous pleasure, rather than convey moral or sentimental messages. Predecessors of the Aesthetics included John Keats and Percy Bysshe Shelly, and some of the PreRaphaelites who themselves were a legacy of the Romantic spirit. There are a few significant continuities between the Pre-Raphaelite philosophy and that of Aesthetes:Dedication to the idea of “Art for Art's sake”; admiration of, and constant striving for, beauty; escapism through visual and literary arts; craftsmanship that is both careful and self-conscious; mutual interest merging the arts of various media. In Britain the best representatives were Oscar Wilde and Alger one Charles Swineburne.14.What does the Metaphysical School refer to in English literary history?SSS_TEXT_QUSTI该问题分值: 10答案:Leading by John Donne, a poet in seventeenth century, whose style is demanding, characterized by learned terms, audaciously far-fetched analogies, and an intellectually sophisticated play of ironies, critics have regarded Donne as the founder of the Metaphysical school, grouped with other poets like Herbert, Crashaw, Marvell, and Cowley. The expression was first employed by critics like Samuel Johnson and William Hazlitt, who found the intricate conceits and self-conscious learning of these poets incompatible with poetic beauty and sincerity. Early in the twentieth century, T. S. Eliot sought to restore their reputation, attributing to them a unity of thought and feeling that had since their time been lost. There was, however, no formal “school” of Metaphys ical poetry, and the characteristics ascribed to it by later critics pertain chiefly to Donne. Like Ben Jonson, John Donne had a large influence on the succeeding generation, but remains a singularity.Part Two专题简评Test for Students of Linguistics and Applied Linguistics（外国语言学及应用语言学考生必答部分）Discuss **ment on the following topics(每题必答，共40分)1.Language is the dress of thought.SSS_TEXT_QUSTI该问题分值: 10答案:This is the remark from Dr. Samuel Johnson in his book Lives of the Poets. The relationship between language and thought has long been a subject of discussion. There are a wide range of opinions about the general nature of the relationship. It is probably true to say that every possible relation between the two has been proposed by some theorists. To classical theorists like Plato and Aristotle, language is the only outward form or expression of thought. An opposing viewis that language determines thought. According to this view, the categories of thought are determined by linguistic categories. Theorists within this group can be roughly divided into two groups: those who believe that language determines thought and those whothink that thought determines language. Given this, the remark “language is the dress of thought” is not accurate because language to some extent influences thought. There are dramatic vocabulary differences from language to language. In some languages, there may be only a single word for a certain object, creature or concept, whereas in another language, there may be several words, even quite a large number. And the child’s cognitive system is determined by the structure of the language he acquires. Learning a language changes the way a person thinks.2.Ferdinand de Saussure and his contribution to linguisticsSSS_TEXT_QUSTI该问题分值: 10答案:Ferdi nand de Saussure is the “father of modern linguistics” and “a master of a discipline which he made modern”. Saussure's ideas were developed along three lines: linguistics, sociology and psychology. In linguistics, he was greatly influenced by the American linguist W.D. Whitney, who was working within essentially the Neogrammarian tradition but raised the question of the sign. By insisting on the arbitrariness of the sign to emphasize that language is an institution, Whitney brought linguistics onto the right track.Following the French sociologist E. Durkheim, Saussure held that language is one of the “social facts”, which are ideas in the “collective mind” of a society and radically distinct from individual psychological acts. In psychology, Saussure was influenced by the Austrian psychiatrist S. Freud, who hypothesized thecontinuity of a collective psyche, called the unconscious.Saussure saw human language as an **plex and heterogeneous phenomenon. Confronted with various aspects of language and different perspectives from which one might approach them, the linguist must ask himself what he is trying to describe. Saussure believed that language is a system of signs. Sounds count as language only when they serve to express or communicate ideas; otherwise they are nothing but noise. To communicate ideas, they must be part of a system of conventions, part of a system of signs. This sign is the union of a form and an idea, which Saussure called the signifier and the signified. Though we may speak of the signifier and signified as they are separate entities, they exist only as components of the sign. The sign is the central fact of language.Saussure exerted two kinds of influence on modern linguistics. First, he provided a general orientation, a sense of the task of linguistics which had seldom been questioned. Second, he influenced modern linguistics in the specific concepts. Many of the developments of modern linguistics can be described as his concepts, i.e. his idea of the arbitrary nature of the sign, langue vs. parole, synchrony vs. diachrony, syntagmatic and paradigmatic relations, etc. Saussure’s fundamental perception is of revolutionary significance, and it is he that pushed linguistics into a brand new stage and all linguistic in the twentieth century are Saussurean linguistics.3.The differences between traditional grammar and modern linguistics.SSS_TEXT_QUSTI该问题分值: 10答案:Traditional grammar is usually based on earlier grammars of Latin or Greek and applied to some other languages, often inappropriately. For example, some grammarians stated that English had six cases becauseLatin had six cases. Traditional grammar emphasizes such matters as correctness, linguistic purism, literally excellence, the use of Latin models and the priority of the written language. Although there has been a trend towards using grammars which incorporate more modern approaches to language descriptions and language teaching, some schools still use traditional grammars.Modern linguistics differs from traditional grammar at least in three basic ways. First, linguistics describes language and does not lay down rules of correctness. Linguists are interested in what is said, not what they think ought to be said. So they are often said to be descriptive, not prescriptive. A second important way in which linguistics differs from traditional grammar is that linguists regard the spoken language as primacy, not the written. It is believed that speech came into being first for any human language and the writing system came along much later. Thirdly, traditional grammar is based on Latin and it tries to impose the Latin categories and structures on other languages, while modern linguistics describes each language on its own merits.4.Context and meaning in pragmaticsSSS_TEXT_QUSTI该问题分值: 10答案:The notion of context is essential to the pragmatic study of language. It is generally considered as constituted by the knowledge shared by the speaker and the hearer. **ponents of shared knowledge have been identified, e.g. knowledge of the language they use, knowledge of what has been said before, knowledge about the world in general, knowledge about the specific situation in which **munication is taking place, and knowledge about each other. Context determines the speaker’s use of language and also the hearer’s interpretation of what is said to him. Without such knowledge, **munication would not be possible, and without considering such knowledge, **munication cannot be satisfactorily accounted for in a pragmatic sense. The meaning in pragmatics is concrete and context-dependent. It is the realization of the abstract meaning of a sentence in a creation situation of communication, or simply in a context.分析评论Analyze the language data according to the requirements(每题必答，共50分)Explain the rules and principles underlying the ungrammaticality or inappropriateness involved in the following sentences.SSS_TEXT_QUSTIIt was not until they got accepted into the Project that we found the growing corruption emerged in the past few years.该问题分值: 20答案:There is something grammatically wrong in this sentence. The object clause “the growing corruption emerged in the past few years” should be in past perfect tense. The whole sentence is an emphasizing structure of “not…until” sentence pattern. The meaning o f this sentence is that we didn’t find the growing corruption had emerged in the past few years until they got accepted into the Project. The growing corruption has already occurred at the time when we find, therefore, the clause should be in perfect tense. And because the time when we find was a past point and the time adverbial “in the past few years” is also a clue, the correct form should be past perfect tense. So the sentence should be corrected as “It was not until they got accepted into the Project that we found the growing corruption had emerged in the past few years”.SSS_TEXT_QUSTIRailway officials, like their political bosses in Moscow, were apt to muse at the brilliant future in order to escape from pressing current problems.该问题分值: 0答案:There is something wrong with the sequence of adjectives in this sentence. When there are more than one adjective to modify a noun, the adjectives are not arranged randomly. In this sentence, pressing and current are both used to modify the noun “problems”. The w ord “pressing” means needing to be dealt with immediately. It describes the nature of problems. The word “current” means happening at the present time. It serves as a time adverbial to add supplementary information to the noun “problems”. Hence, we can see, “pressing” has closer relationship than “current” with the noun “problems”, so it should be put directly in front of “problems”. And thecorrect sentence should be “Railway officials, like their political bosses in Moscow, were apt to muse at the brilliant future in orderto escape from current pressing problems”.7.Analyze the following extract of a dialogue in terms of the related semantic and pragmatic theories.“Hush, hush! He's a human being,” I said. “Be more charitable; there are worse men than he is yet!”“He's not a human being,” she retorted, “and he has no claim on my charity. I gave him my heart, and he took and pinched it to death, and flung it back to me.”(Emily Bronte, Wuthering Heights)SSS_TEXT_QUSTI该问题分值: 15答案:This dialogue violates the quality maxim of cooperative principle proposed by Grice. The main content of cooperative principle is the following: make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged. And it contains four maxims.Quantity(1) Make your contribution as informative as is required (for the current purposes of the exchange).(2) Do not make your contribution more informative than is required. QualityTry to make your contribution one that is true.(1) Do not say what you believe to be false.(2) Do not say that for which you lack adequate evidence.RelationBe relevantMannerBe perspicuous.(1) Avoid obscurity of expression.(2) Avoid ambiguity.(3) Be brief.(4) Be orderly.Apparently, this dialogue violates the quality maxim when the girl retorted that he is not a human being which is obviously false statement. Here the word “human being” is not used in its semantic meaning-a kind of creature that is biped, featherless, rational, etc. Instead, its meaning should be interpreted in context. And conversational implicature arise as the maxim is flouted. Conversational implicature is a kind of implied meaning, which is deduced on the basis of the conventional meaning of words together with the context, under the guidance of the CP and its maxims. Reading the whole dialogue, we can find the girl does not really mean he is an animal or other thing else. The remark here is to show he does not take her feeling seriously.8.Analyze the following passage in terms of the related stylistic theory.My souls, how the wind did scream along! And every second or two there's come a glare that lit up the whitecaps for a half a mile around, and you’d see the islands lookin g dusty through the rain, and the trees thrashing around in the wind; **es a h-whack—bum! Bum!Bumble-um-ble-umbum-bum-bum-bum—and the thunder would go rumbling and grumbling away, and quit—and then **es another flash and anothersockdolager. (Mark Twain, The Adventures of Huckleberry Finn)SSS_TEXT_QUSTI该问题分值: 15答案:Stylistics is a branch of linguistics which studies the features of situationally distinctive uses (varieties) of language, and tries to establish principles capable of accounting for the particular choices made by individual and social groups in their use of language. This passage shows the stylistic features at the phonological level-onomatopoeia. Onomatopoeia refers to the use of the sounds which are imitative of their senses. For example, the cow mooed; the chicken cheeped; the bull bellowed; the dog barked; the duck quacked. In this passage, there are a lot of onomatopoeic words such as “h-whack--bum! Bum! Bumble-um-ble-umbum-bum-bum-bum—” and “rumbling and grumbling”. Mark Twain uses different o nomatopoeic words to describe the sounds of thunder, showing the readers a vivid picture of thunder storm. This is the charm of stylistic.Part Three论述题Test for Students of English Language and Literature（英语语言文学考生必答部分）Discuss **ment on the following topics(每题必答，共40分)1.Comment on the Bloomsbury Group in English literary history.SSS_TEXT_QUSTI该问题分值: 10答案:“Bloomsbury” was never a formal grouping. Its origins lay in male friendships in late nineteenth century Cambridge; in the early 1900s it found a focus in the Gordon Square house of the children of Leslie Stephan in unfashionable Bloomsbury; it was only with the formation of the ‘Memoir Club’ in 1920 that it loosely defined the limits of its friendships, relationships, and sympathies. The ‘Memoir Club’ or iginally centered on Leslie Stephen’s two daughters Virginia and Venessa, their husbands Leonard Woolf and Clive Bell, and their friends and neighbors Desmond and Molly McCarthy, Duncan Grant, E.M. Foster, Roger Fry, and John Maynard Keynes. The group was linked bywhat Clive Bell later called ‘a taste for discussion in pursuit of truth and a contempt for conventional ways of thinking and feeling, contempt for conventional morals if you will’. Their **binedtolerant agnosticism with cultural dogmatism, progressive rationality with social snobbery, practical jokes with refined self-advertisement. When in 1928 Bell attempted to define ‘Civilization’ in a book named the same, he identified an aggrandized Bloomsbury ideal in the douceur de vivre and witty iconoclasm of the France of the Enlightenment (though, as Virginia **mented, ‘in the end it turns out that civilization is a lunch party at No. 50 Gordon Square’). To its friends ‘Bloomsbury’ offered a prevision of a relaxed, permissive, and elitist future; to its enemies, like the once patronized and later estranged D. H. Lawrence, it was a tight little world people by upper-middle-class ‘black beetle’.2.Comment on the Renaissance.SSS_TEXT_QUSTI该问题分值: 10答案:In the Europe-centered Renaissance period, England had been greatly influenced by it, from 16th century to early 17th . The renaissance did not only brought nationhood to Britain, but also its literature. The English Renaissance, which had begun as an opening up to new European learning and to new European styles, ended as a restrictive puritanical assertion of national independence from European norms of government and aesthetics. The English Reformation, which had begun as an assertion of English nationhood under a monarch who saw himself as head, protector, and arbiter of a national Church, ended as a challenge to the idea of monarchy itself. In England the principles on which the Renaissance and the Reformation were based, and by means of which both developed, were, as its literature serves to demonstrate, inextricably intertwined.3.Comment on the Classicism.SSS_TEXT_QUSTI该问题分值: 10答案:In English literature discourse, “Classicism” denotes the practice of art forms inspired by classical antiquity, in particular the observance of rhetorical norms of decorum and balance, as opposed to following the dictates of untutored inspiration, as in Romanticism. It is often related with “classical” and “classic”. “Classical” primarily describes the works of either Greek or Roman antiquity. “Classic” denotes an especially fam ous work within a given canon. Classicism is **pared with Romanticism as its contrary. Classicism arose from the Enlightenment thinkers’ condemnation of the Middle Ages as “Dark Ages”, a period of ignorance and irrationality, appealing to Greek and Roman philosophies. However, as latercriticized by Romanticists, logic is insufficient to answer all questions.4.Comment on the Theatre of the Absurd.SSS_TEXT_QUSTI该问题分值: 10答案:Its leading figure Samuel Beckett, after the war experience and at home again, had experienced a great artistic revelation. The nature of this revelation, articulated by Beckett, concerned the bankruptcy of **mon organizing principles of life and of work and, consequently, awareness not of personal or national identities or the informing truths of theologies or philosophies of life, would henceforth be open to skeptical examination. Corresponding to this revelation, in his literary work every artistic or theatrical principle, such as characterization, resolution or specificity of scene, would be broken. Much later, and in large part because of Beckett’s work, Martin Esslin would invent the term “Theatre of the Absurd” to describe this kind of drama. Famous playwrights of this theatre, such as Samuel Beckett, deploys characters far from familiarization to emphasize humanity’s helplessness and alienation within a meaningless universe. A Godless universe in which there are no transcendent values and human beings have little control over their。
2015年华南理工大学870语言学和英美文学基础知识考研真题
2015年华南理工大学870语言学和英美文学基础知识考研真题(总分：240.00，做题时间：180分钟)一、Part One(总题数：0，分数：0.00)二、术语解释(总题数：10，分数：20.00)1.fossilization（分数：2.00）__________________________________________________________________________________________ 2.parole（分数：2.00）__________________________________________________________________________________________ 3.universal grammar（分数：2.00）__________________________________________________________________________________________ 4.paradigmatic relation（分数：2.00）__________________________________________________________________________________________ 5.ditransitive verb（分数：2.00）__________________________________________________________________________________________ 6.allegory（分数：2.00）__________________________________________________________________________________________ 7.ode（分数：2.00）__________________________________________________________________________________________ 8.stanza（分数：2.00）__________________________________________________________________________________________ 9.farce（分数：2.00）__________________________________________________________________________________________ 10.folklore（分数：2.00）__________________________________________________________________________________________ 三、问题简答(总题数：4，分数：40.00)11.What are linguistic determinism and linguistic relativity?（分数：10.00）__________________________________________________________________________________________12.What are cross-section method and longitudinal method? Can you give an example to each method?（分数：10.00）__________________________________________________________________________________________ 13.What is Gothic Fiction?（分数：10.00）__________________________________________________________________________________________ 14.What accounts for the Greatness of Lyrical Ballads?（分数：10.00）__________________________________________________________________________________________ 四、Part Two(总题数：0，分数：0.00)五、专题简评(总题数：4，分数：40.00)nguage is human-specific.（分数：10.00）__________________________________________________________________________________________ ngue, competence and linguistic potential（分数：10.00）__________________________________________________________________________________________ 17.The differences between grammatical analysis and pragmatics（分数：10.00）__________________________________________________________________________________________ 18.The relationship between linguistics and foreign language teaching（分数：10.00）__________________________________________________________________________________________ 六、分析评论(总题数：3，分数：50.00)Explain the rules and principles underlying the ungrammaticality or inappropriateness involved in the following sentences.（分数：20）(1).It was not until they got accepted into the Project that we found the growing corruption emerged in the past few years.（分数：10）__________________________________________________________________________________________(2).Railway officials, like their political bosses in Moscow, were apt to muse at the brilliant future in order to escape from pressing current problems.（分数：10）__________________________________________________________________________________________19.Analyze the following extract of a dialogue in terms of the related semantic and pragmatic theories.“How goes it?” asked Captain Cuttle.“All well,” said Mr. Gills, pushing the bottle towards him. He took it up, and having surveyed and smelt it, said with extraordinary expression:“The?”“The,” returned the instrument maker.(Charles Dickens, Dombey and Son)（分数：15.00）__________________________________________________________________________________________20.Analyze the following passage in terms of the related stylistic theory.Life’s but a walking shadow, a poor playerThat struts and frets his hour upon the stage,And then it heard no more; it is a taleTold by an idiot, full of sound and fury,Signifying nothing.(William Shakespeare, Macbeth, V.v)（分数：15.00）__________________________________________________________________________________________七、Part Three(总题数：0，分数：0.00)八、论述题(总题数：4，分数：40.00)21.Give your own definition of Poetry and comment on it.（分数：10.00）__________________________________________________________________________________________ment on Transcendentalism.（分数：10.00）__________________________________________________________________________________________ment on Charlotte Bronte’s book Jane Eyre.（分数：10.00）__________________________________________________________________________________________ment on the novel The Great Gatsby.（分数：10.00）__________________________________________________________________________________________九、作品分析(总题数：2，分数：50.00)25.The following are the opening lines from a novel, Tess of the D’Urbervlles, written by Thomas Hardy (1840 —1928). Write an analytic essay on it in about 250 words.On an evening in the latter part of May a middle-aged man was walking homeward from Shaston to the village of Marlott, in the adjoining Vale of Blakemore or Blackmoor. The pair of legs that carried him were rickety, and there was a bias in his gait which inclined him somewhat to the left of a straight line. He occasionally gave a smart nod, as if in confirmation of some opinion, though he was not thinking of anything in particular. An empty egg-basket was slung upon his arm, the nap of his hat was ruffled, a patch being quite worn away at its brim where his thumb came in taking it off. Presently He was met by an elderly parson astride on a gray mare, who, as he rode, hummed a wandering tune. “Good night tee,” said the man with the basket.“Good night, Sir John,” said the parson.The pedestrian, after another pace or two, halted, and turned round.“Now, sir, begging your pardon; we met last market-day on this road about this time, and I said ‘Good-night ’ , and you made reply ‘Good night, Sir John’, as now”“I did,” said the parson.“And once before that…near a month ago.”“I may have.”“Then what might your meaning be in calling me ‘Sir John’ these different times, when I be plain Jack Durbeyfield, the haggler?”（分数：25.00）__________________________________________________________________________________________26.Read the following lines from T. S. Eliot ’s The Waste Land. Analyze it in a 200-word essay.April is the crullest month, breedingLilacs out of the dead land, mixingMemory and desire, stiringDull roots with spring rains.Winter kept us warm, coveringEarth in forgetful snow, feedingA little life with dried tubers.（分数：25.00）__________________________________________________________________________________________。
华南理工大学英语语言文学初试复试经验总结
华南理工大学英语语言文学初试复试经验总结2014华南理工大学英语语言文学初试复试经验总结各位学姐学长，以及将来或者现在正准备报考华工外院的学弟学妹们，你们好!我记得以前的这个时候，我也差不多在开始着手于逛硕考论坛，发帖子，各种希望寻求知情的学姐学长的帮助和指导了。
考研这一路走来，我受惠于人太多太多，我的心也无时无刻不充满感恩，觉得幸运，也觉得温暖。
在此，感恩所有人在这一路上给予我的无私馈赠，今后也希望自己能为将来的学弟学妹们尽点绵薄之力，把我们这份温暖和幸运一直传承下去。
首先，我必须坦诚的是我是2战考研。
但特别的是，我2次报考的都为同一个学校--华南理工大学。
第一次，也就是2013年，我报考的是外国语学院的语言学方向，当时由于几分之差，我与第一次机会失之交臂。
毕业后，经过一段时间的慎重考虑，我于2013年10月中旬着手第二次考研，而这次报考的是外国语学院的英语语言文学方向下的翻译理论与实践专业。
今年，我终于幸运地通过了华工的初试和面试。
一路走来，不敢说自己多幸运，多执着，刻苦。
只是希望把自己最真实的心路历程如实写下来，汇报给大家，希望给你们提一个有利的参考和借鉴。
今年初试的成绩大概是在2月21号前后出的，我其实一直不太敢去看。
确实，心里还是有些害怕面对再次的失败吧。
我初试的分数是总分383分：政治78，日语75，综合英语118，英语语言文学基础112。
含推免生排名第7，实际专业排名第二。
经过复试，最后在文学组以综合388分，排名第二，拿到二等奖奖学金。
值得一提的是，今年文学组一共招9个人，其中已经包含了5个推免生，所以实际只剩下四个名额。
最后根据华工外院的分数线，进入复试的名额为7个，淘汰其中3个，录取4个，录取比列接近1:2，竞争还是很激烈的。
接下来，和大家仔细聊聊如何准备初试和复试：首先，关于初试：1：政治政治其实是很不容小觑的一门。
我两年政治考试都只有78分，回想起来都是自己基础不够牢固，主要还是选择题做得不够好。
华南理工大学成人高等教育
华南理工大学成人高等教育《大学语文》考试大纲（专科）专科公共基础课《大学语文》的考试，旨在遵循成人教育应用型人才的培养目标，针对其教育的特点，重在检验学生掌握基础知识的水平及应用能力，全面提高专科学历教育的教学质量。
本课程的考试是一种基础水平检测性考试，考试合格者应达到成人高等教育专科的汉语水平。
一．考试对象：本考试大纲适用于专科各专业的学生。
二．考试目标：通过“大学语文”的学习，要求学生能够掌握较为规范的汉语言文字，具有一般的文字表达能力；具有一定的文言文阅读能力；对古今中外的重要作家作品、文学流派和文学现象有初步的了解；能对文学作品进行分析和鉴赏；能掌握各种常用文体的写作技巧，从而使学生能自觉地学习并继承中国优秀的文化传统，形成良好的人文素养，并具有较强的实用写作能力。
三．考试内容：(一)中外文学的基础知识：所选教材涉及的汉语基础知识和文学常识。
(二)文言文阅读理解：所选教材的文言短句翻译、重点词语理解。
(三)现代文阅读理解：所选教材的文段的层次结构、对文意和重点词语的分析理解。
(四)作品的分析与鉴赏：1．对教材中的名句进行赏析。
2．能分析所选教材的主题、篇章结构、语言特点和表现手法。
（五）写作知识与作文：1．要求：掌握规范的汉语言文字，具有一般的文字表达能力；少写错字、别字和其他不规范的文字；文句通顺，语意清晰，有较强的逻辑性。
熟悉所学的文体的写作方法。
2．写作知识：行政公文、调查报告、求职信、经济合同、论文大学语文试卷样题（专科）一．试题主要类型1．填空题。
2．选择题。
3．文言文阅读理解。
4．现代文阅读理解或简答题。
5．作文。
二．试卷难易比例容易题约占50%，中等难度题约占40%，难题约占10%。
三．试卷内容比例基础知识约占30%，文言文阅读理解约15%，现代文阅读理解或简答题 (作品分析、鉴赏等)占15%，写作占40%。
四．考试方式与时间1．考试方式：闭卷，笔试。
2．试卷分数：满分为100分。
2015年华南理工大学汉语国际教育考研真题报录比参考书目分数线复试线
践
李少抒
03 行 政 管 理 理 论 与 实 践（仅面向单考招生）
李文彬 刘江 莫岳云 彭澎 王福涛 王欧
①111 政 治 （ 单 考 和 强军）②240英语(单 考 )③642 政 治 学 和 经 济 学 概 论 ④818 行 政学原理
韦曙林
吴克昌
吴业国
肖大威
叶贵仁
02 资 源 管 理 与 可 持 续 发展
招 生 专 业 及 人 数（学院包含两个专业）
考试科目 1 2
汉语国际教育硕士
30人
汉语言文字学
9人
本专业拟接收推免生15人。
101思想政治理论
201英语一、202俄、203日、254德任选一门
ቤተ መጻሕፍቲ ባይዱ
（2014年北大实际进复试35人，录取25人，推免人数10人）
考研参考书
354 汉语基础 1-北京大学中文系现代汉语教研室《现代汉语》 2-黄伯荣、廖序东《现代汉语 3-郭锡良《古代汉语》 4-叶蜚声、徐通锵《语言学纲要》
育明教育
广州分校
育明教育
2015 年华南理工大学行政管理考研攻略
考试重点、真题解析、复习规划、考试趋势、热点预测
华南理工大学及全国 100 所高校行管考研招生情况及参考书对 比分析
8 年专注华南理工大学辅导·精准押题·一对一保分·复试保录
。
120401行政管理
37
含单考10人
曹静晖 ① 101思想政治理
01公共政策分析
范旭 方俊 韩莹莹 侯力 胡亦武
论 ②201 英 语 一 复试笔试科目： ③636 综 合 考 试 ( 含 967 管 理 学 ( 命 政 治 学 、 经 济 题作文) 学 )④885 行 政 管 理 学
【华南理工大学2012年考研专业课真题】语言学和英美文学基础知识2012
870华南理工大学2012年攻读硕士学位研究生入学考试试卷（请在答题纸上做答，试卷上做答无效，试后本卷必须与答题纸一同交回）科目名称：语言学和英美文学基础知识适用专业：英语语言文学；外国语言学及应用语言学本卷满分：150分共7页Part OneFundamentals of Linguistics and Literature（英语语言文学和外国语言学及应用语言学考生共答部分）I. Define the following terms in your own words (20 points)1. morpheme2. hyponymy3. language variety4. relation maxim5. metaphor6. Romanticism7. Sentimentalism8. Metaphysical poetry9. Free verse10. Lost GenerationII. Answer the following questions (30 points)1. How to classify errors in terms of their sources?2. What is the significance of Saussure’s distinguishing between langue and parole?3. Why [p, p h] are taken as allophones of the same phoneme /p/?4. What is the stream-of-consciousness novel?5. What is the significance of The Canterbury Tales by Geoffrey Chaucer?6. Why is Romanticism considered the greatest poetic movement in British literature?Part TwoTest for Students of Linguistics and Applied Linguistics（仅供外国语言学及应用语言学考生用，英语语言文学考生不作答）I. Discuss and comment on the following topics (40 points)1. transcription of speech sounds2. inflectional morphology and differences between languages3. universal grammar and specific grammars4. the meaning of meaningII. Analyze the Language data according to the requirements (60 points)1. Explain the following sentence by way of IC-analysis (15 points):Go and ask Mr. Smith who is sitting by the window.2. Analyze the following speech event in terms of the related pragmatic theory (10points):Mary: Do you like rugby?Tony: I am a New Zealander.3. Explain the rules and principles underlying the ungrammaticality or inappropriatenessinvolved in the following sentences (20 points):a. * I’m grateful to Professor Smith for providing me food and accommodationduring my visit to Harvard University.b. * Hearing the shouting, David saw the birds flying away immediately.4. Analyze the following passage in terms of the related stylistic theory (15 points):If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge?(William Shakespeare, The Merchant of Venice, II. ix)Part ThreeTest for Students of English Language and Literature（仅供英语语言文学考生用，外国语言学及应用语言学考生不作答）I. Discuss and comment on the following topics (40 points)1. What led to the rise of American Realism?2. What are the major themes of modernist literature?3. Comment on the historical development of sonnet as a poetic form.4. Discuss the characteristics of Edgar Allan Poe’s poems.II. Analysis and appreciation (60 points)1. Please read the following excerpt from Tess of D’Urbervilles by Thomas Hardy, and analyze it in a 200-word essay. (30 points)Chapter 35Clare performed the irrelevant act of stirring the fire: the intelligence had not even yet got to the bottom of him. After stirring the embers he rose to his feet: all the force of her disclosure had imparted itself now. His face had withered. In the strenuousness of his concentration he treaded fitfully on the floor. He could not, by any contrivance, think closely enough; that was the meaning of his vague movement. When he spoke it was in the most inadequate, commonplace voice of the many varied tones she had heard from him.“Tess!”“Yes, dearest.”“Am I to believe this? From your manner I am to take it as true. O you cannot be out of your mind! You ought to be! Yet you are not. … My wife, my Tess ─ nothing in you warrants such a supposition as that?”“I am not out of mind,” she said.“And yet —” He looked vacantly at her, to resume with dazed senses: “Why didn’t you tell me before? Ah, yes ─you would have told me —in a way; but I hindered you.I remember!”These, and other of his words, were nothing but the perfunctory babble of the surface while the depths remained paralyzed. He turned away, and bent over a chair. Tess followed him to the middle of the room where he was, and stood there staring at him with eyes that did not weep. Presently she slid down upon her knees beside his foot, and from this position she crouched in a heap.“In the name of our love, forgive me!” she whispered with a dry mouth. “I have forgiven you for the same!”And, as he did not answer she said again;“Forgive me as you are forgiven! I forgive you, Angel.”“You, — yes, you do.”“But you do not forgive me?”“O Tess, forgiveness does not apply to the case. You were one person: now you are another. My God — how can forgiveness meet such a grotesque — prestidigitation as that!”He paused, contemplating this definition; then suddenly broke into horrible laughter — as unnatural and ghastly as a laugh in hell.“Don’t — don’t! It kills me quite, that!” she shrieked. “O have mercy upon me — have mercy!”He did not answer; and, sickly white, she jumped up. “Angel, Angel? What do you mean by that laugh?” she cried out. “Do you know — what this is to me?”He shook his head.“I have been hoping, longing, praying, to make you happy! I have thought what joy it will be to do it, what an unworthy wife I shall be if I do not! That’s what I have felt, Angel?”“I know that.”“I thought, Angel, that you loved me — me, my very self! If it is I you do love, O how can it be that you look and speak so? It frightens me! Having begun to love you, I love you for ever — in all changes, in all disgraces, because you are yourself. I ask no more. Then how can you, O my own husband, stop loving me?”“I repeat, the woman I have been loving is not you.”“But who?”“Another woman in your shape.”…“Angel,” she said suddenly in her natural tones, the insane dry voice of terror having left her now. “Angel, am I too wicked for you and me to live together?”“I have not been able to think what we can do.”“I shan’t ask you to let me live with you, Angel; because I have no right to. I shall not write to mother and sisters to say we be married, as I said I would do. And I shan’t finish the good-hussif’ I cut out and meant to make while we were in lodgings.”“Shan’t you?”“No, I shan’t do anything, unless you order me to. And if you go away from me I shall not follow’ee; and if you never speak to me any more I shall not ask why, unless you tell me I may.”“And if I do order you to do anything?”“I will obey you, like your wretched slave, even if it is to lie down and die.”…But she went on pleading in her distraction; and perhaps said things that would have been better left to silence. “Angel, Angel: I was a child — a child when it happened! I knew nothing of men.”“You were more sinned against than sinning, that I admit.”“Then will you not forgive me?”“I do forgive you. But forgiveness is not all.”“And love me?”To this question he did not answer.“O Angel — my mother says that it sometimes happens so — she knows several cases when they were worse than I, and the husband has not minded it much — has got over it, at least. And yet the woman has not loved him as I do you.”“Don’t, Tess; don’t argue. Different societies different manners. You almost make me say you are an unapprehending peasant woman, who have never been initiated into the proportions of social things. You don’t know what you say.”“I am only a peasant by position, not by nature!”…“During the interval of the cottager’s going and coming she had said to her husband, “I don’t see how I can help being the cause of much misery to you all your life. The river is down there: I can put an end to myself in it. I am not afraid.”“I don’t wish to add murder to my other follies,” he said.“I will leave something to show that I did it myself — on account of my shame. They will not blame you then.”“Don’t speak so absurdly — I wish not to hear it. It is nonsense to have such thoughts in this kind of case, which is rather one for satirical laughter than for tragedy. You don’t in the least understand the quality of the mishap. It would be viewed in the light of a joke by nine-tenths of the world, if it were known. Please oblige me by returning to the house and going to bed.”“I will,” said she dutifully.…Having nothing more to fear, having scarce anything to hope, for that he would relent there seemed no promise whatever, she lay down dully. When sorrow ceases to be speculative sleep sees her opportunity. Among so many happier moods which forbid repose this was a mood which welcomed it, and in a few minutes the lonely Tess forgot existence, surrounded by the aromatic stillness of the chamber that had once, possibly, been the bride-chamber of her own ancestry.Later on that night Clare also retraced his steps to the house. Entering softly to thesitting-room he obtained a light, and with the manner of one who had considered his course he spread his rugs upon the old horse-hair sofa which stood there, and roughly shaped it to a sleeping-couch. Before lying down he crept shoeless upstairs, and listened at the door of her apartment. Her measured breathing told that she was sleeping profoundly.“Thank God!” murmured Clare; and yet he was conscious of a pang of bitterness at the thought — approximately true, thought not wholly so — that having shifted the burden of her life to his shoulders she was now reposing without care.…The check was sufficient. He resumed his retreat and descended.His air remained calm and cold, his small compressed mouth indexing his powers of self-control; his face wearing still that terribly sterile expression which had spread thereon since her disclosure. It was the face of a man who was no longer passion’s slave, yet who found no advantage in his enfranchisement. He was simply regarding the harrowing contingencies of human experience, the unexpectedness of things. Nothing so pure, so sweet, so virginal as Tess had seemed possible all the long while that he had adored her, up to an hour ago; butThe little less, and what worlds away!He argued erroneously when he said to himself that her heart was not indexed in the honest freshness of her face; but Tess had no advocate to set him right. Could it be possible he continued that eyes which as they gazed never expressed any divergence from what the tongue was telling, were yet ever seeing another world behind her ostensible one, discordant and contrasting.He reclined on his couch in the sitting-room, and extinguished the light. The night came in, and took up its place there, unconcerned and indifferent; the night which had already swallowed up his happiness, and was now digesting it listlessly; and was ready to swallow up the happiness of a thousand other people with as little disturbance or change of mien.2. The following is a poem written by Alfred Tennyson. Write an analytic essay on it in about 250 words. (30 points)Break, break, break,On thy cold gray stones, O sea!And I would that my tongue could utterThe thoughts that arise in me.O, well for the fisherman’s boy,That he shouts with his sister at play!O, well for the sailor lad,That he sings in his boat on the bay!And the stately ships go onTo their haven under the hill;But for touch of a vanish’d handAnd the sound of a voice that is still!Break, break, break,At the foot of thy crags, O Sea!But the tender grace of the day that is dead Will never come back to me.。
2004年华南理工大学语言学和英美文学基础知识考研试题
Part I. Linguistics (75 points)1.Define the following terms (15 points)1). bound morpheme2). allophone3). phonology4). sense relations5). parole6). constituent7). pragmatics8). reference9). proposition10). interlanguage2.Answer the following questions (10 points):1). What are the design features of human language?2). What is the difference between narrow transcription and broad transcription?3.Analyze the linguistic data according to the requirements (30 points)1). Diagram the following sentence by way of IC-analysis:The pretty girl put on her red and blue coat, kissed her mother, and left.2). The following infinitives and past participle verb forms are found in Dutch.Root Infinitive Past ParticipleWandel Wandelen gewandeld “walk”Duw duwen geduwd “push”Zag zagen gezegd “saw”With reference to the morphological processes of prefixing, suffixing, infixing and circumfixing:a.State the morphological rule for forming an infinitive in Dutch.b.State the morphological rule for forming the Dutch past participle form.3). Analyze and explain the referential relationship between the nominal phrases in each of the following sentences:a.John likes himself.b.John likes him.c.John likes John.4). Explain the rules and principles underlying the ungrammaticality involved in the following sentences:a. *Is the man who tall is cleaver?b. *The boy likes probably the girl.c. *The doors were broke and the windows.4.Write on the following topics (20 points)1). Competent and performance2). Language Acquisition DevicePart II. Literature (75 points) a masterpiece of each of the following authors (10 points)1). William Faulkner2). Thomas Hardy3). J. D. Salinger4). Arthur Miller5). D. H. Lawrence6). Doris Lessing7). Toni Morrison8). Eugene O’Neill9). T. S. Eliot10). Washington Irving11). William Golding12). E. M. Forster13). Kingsley Amis14). F. Scott Fitzgerals15). Emily Brontë16). George Eliot17). Bram Stoker18). John Buchan19). Herman Melville20). Edith Wharton第 2 页2.Define the following terms in your own words (10 points)1). Expressionism2). Harlem Renaissance3). The New Criticism4). Expatriates5). Jazz Age3.Summarize the plots of two of the following works. (10 points)1). Oliver Twist2). Vanity Fair3). The Moonstone4). Sons and Lovers5). Absalom, Absalom!6). A Passage to India7). The Last of the Mohicans8). Farewell to Arms4.Answer the following questions (20 points)1). Who is the unnamed narrator of “A Rose for Emily” by William Faulkner? Why do you think the narrator uses we rather than I? How does the narrator represent the opinions of the townsfolk?2). Comments on Thomas Hardy’s The Return of the Native.5.Literary interpretation (25 points)Read the following excerpt from Charles Dickens’s Hard Times and comment on the characterization of the school principal.“Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!”The scene was a plain, bare, monotonous vault of a schoolroom, and the speaker’s square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster’s sleeve. The emphasis was helped by the speaker’s square wall of a forehead, which had his eyebrows for its base, while his eyes found commodious cellarage第 3 页in two dark caves, overshadowed by the wall. The emphasis was helped by the speaker’s mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker’s voice, which was inflexible, dry, and dictatorial. The emphasis was helped by the speaker’s hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse-room for the hard facts stored inside. The speaker’s obstinate carriage, square coat, square legs, square shoulders—nay, his very neckcloth, trained to take him by the throat with an unaccommodating grasp, like a stubborn fact, as it was—all helped the emphasis.“In this life, we want nothing but Facts, sir; nothing but Facts!”The speaker, and the schoolmaster, and the third grown person present, all backed a little, and swept with their eyes the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.第 4 页。
2017年华南理工大学 870语言学和英美文学基础知识 硕士研究生考试大纲及参考书目
870语言学和英美文学基础知识考试大纲一、考试目的：《语言学和英美文学基础知识》，作为全日制外国语言文学学术学位硕士研究生入学考试的主要科目，其目的在于考察考生是否具备为专业所需的基本知识和技能训练。
二、考试性质与范围：本门考试是一种测试考生基本知识及其应用能力的成就性考试。
考试范围包括考生应具备的普通语言学各个分支及其边缘学科；英美文学史、作家作品和文学评论方面的基本知识，和应用这些知识分析语言事实和材料、进行文学评论的能力。
三、考试基本要求1. 具有普通语言学和英美文学及文学理论的基础知识，分析语言事实和文学作品的基本技能。
2. 具有较好的英文写作能力。
四、考试形式本门考试主要采用主观试题。
五、考试内容：本门考试包括以下部分：术语概念解释、简答问题、专题评论、语料和作家作品分析。
总分为150分。
六、考试题型：I．术语解释1. 要求：用形式正确并符合表达习惯的英文，正确解释或者定义语言学和文学的一些常用术语和概念，最好用自己简单易懂的英文作答。
2. 题型：主观释义3. 注意：语言学专业和文学专业考生均需作答。
II. 问题简答1. 要求：用简明扼要并符合相关专业表达习惯的英文，正确回答涉及语言学和英美文学一些重要理论和概念的问题。
2. 题型：主观简要回答问题3. 注意：语言学专业和文学专业考生均需作答。
III．专题简评1. 要求：就给定的主题，用明白流畅的英文简要陈述自己的理解和发表评论。
2. 题型：主观评论3. 注意：语言学专业和文学专业考生分别完成各自报考专业试题。
IV. 分析评论1. 要求：运用有关的知识、技能和理论，分析或评论所给定的语言事实或文学概念或作品。
2. 题型：分析评论3. 注意：语言学专业和文学专业考生分别完成各自报考专业试题。
七、参考书目：《语言学教程》，胡壮麟等主编，北京大学出版社；《英国文学史概述及作品选读》、《美国文学史概述及作品选读》，刘洊波主编，高等教育出版社，2010年3月。
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The speaker, and the schoolmaster, and the third grown person present, all backed a little, and swept with their eyes the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.
18). John Buchan
19). Herman Melville
20). Edith Wharton
2. Define the following terms in your own words (10 points)
1). Expressionism
2). Harlem Renaissance
2). What is the difference between narrow transcription and broad transcription?
3.Analyze the linguistic data according to the requirements (30 points)
Part I. Linguistics (75 points)
1.Define the following terms (15 points)
1). bound morpheme
2). allophone
3). phonology
4). sense relations
5). parole
6). constituent
2).Comments onThomas Hardy’sThe Return of the Native.
5. Literary interpretation (25 points)
Read the following excerpt from Charles Dickens’sHard Timesand comment on the characterization of the school principal.
1). Diagram the following sentence by way of IC-analysis:
The pretty girl put on her red and blue coat, kissed her mother, and left.
2). The following infinitives and past participle verb forms are found in Dutch.
5).Absalom, Absalom!
6).A Passage to India
7).The Last of the Mohicans
8).Farewell to Arms
4. Answer the following questions (20 points)
1).Who is the unnamed narrator of “A Rose for Emily” by William Faulkner? Why do you think the narrator useswerather thanI? How does the narrator represent the opinions of the townsfolk?
7). pragmatics
8). reference
9). proposition
10). interlanguage
2.Answer the following questions (10 points):
1). What are the design features of human language?
“Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!”
1). William Faulkner
2). Thomas Hardy
3). J. D. Salinger
4). Arthur Miller
5). D. H. Lawrence
6). Doris LessinNeill
9). T. S. Eliot
The scene was a plain, bare, monotonous vault of a schoolroom, and the speaker’s square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster’s sleeve. The emphasis was helped by the speaker’s square wall of a forehead, which had his eyebrows for its base, while his eyes found commodious cellarage in two dark caves, overshadowed by the wall. The emphasis was helped by the speaker’s mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker’s voice, which was inflexible, dry, and dictatorial. The emphasis was helped by the speaker’s hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if thehead had scarcely warehouse-room for the hard facts stored inside. The speaker’s obstinate carriage, square coat, square legs, square shoulders—nay, his very neckcloth, trained to take him by the throat with an unaccommodating grasp, like a stubborn fact, as it was—all helped the emphasis.
1). Competent and performance
2). Language Acquisition Device
Part II. Literature (75 points)
1. Name a masterpiece of each of the following authors (10 points)
3). The New Criticism
4). Expatriates
5). Jazz Age
3. Summarize the plots of two of the following works. (10 points)
1).
2).Vanity Fair
3).
4).Sons and Lovers
10). Washington Irving
11). William Golding
12). E. M. Forster
13). Kingsley Amis
14). F. Scott Fitzgerals
15). Emily Brontë
16). George Eliot
17). Bram Stoker
a. *Is the man who tall is cleaver?
b. *The boy likes probably the girl.
c. *The doors were broke and the windows.
4. Write on the following topics (20 points)
a. John likes himself.
b. John likes him.
c. John likes John.
4). Explain the rules and principles underlying the ungrammaticality involved in the following sentences: