北外语言学考博试题四

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北京外国语大学考博英语阅读真题解析

北京外国语大学考博英语阅读真题解析Text4It’s no surprise that Jennifer Senior’s insightful,provocative magazine cover story,“I love My Children,I Hate MyLife,”is arousing much chatter–nothing gets people talking likethe suggestion that child rearing is anything less than a completelyfulfilling,life-enriching experience.Rather than concluding thatchildren make parents either happy or miserable,Senior suggests weneed to redefine happiness:instead of thinking of it as somethingthat can be measured by moment-to-moment joy,we should consider beinghappy as a past-tense condition.Even though the day-to-dayexperience of raising kids can be soul-crushingly hard,Senior writesthat“the very things that in the moment dampen our moods can laterbe sources of intense gratification and delight.”（PS:The way to contact yumingkaobo TEL:si ling ling-liu liu ba-liu jiu qi ba QQ:772678537)毫无疑问，Jennifer Senior在有煸动意味的的杂志封面故事中表达了她的独到见解，“我爱我的孩子们，我讨厌我的生活”——这唤起了人们的谈兴。

北京外国语大学考博英语模拟真题及其解析(精)教学提纲

北京外国语大学考博英语模拟真题及其解析Directions:In the following article, some sentences have been removed. For Questions 1-5, choose the most suitable one from the list A―G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps.A new volcano was being born.Geng duo yuan xiao wan zheng kao bo ying yu zhen ti ji qi jie xi qing lian xi quan guo mian fei zi xun dian hua:si ling ling liu liu ba liu jiu qi ba ,huo jia zi xun qq: qi qi er liu qi ba wu san qi.The volcano in the cornfield grew until it was bigger than the cornfield! 1 People called the volcano the Little Monster because it grew so fast. Scientists came from all over the world to study it and watch it grow. It is not often that people get a chance to watch a volcano from the very beginning.Most of the volcanoes have been here for a very long time. Some have been here so long that now they are cold. They are called dead volcanoes. They have stopped throwing out fire and melted rock and smoke. It is safe to walk on them. Farms are plowed on the quiet slopes, and people have built houses there.Some volcanoes have stopped throwing out hot rock, but they still smoke a little now and then. They are "sleeping" volcanoes. Sometime they may "wake up".2Today volcanoes are not so dangerous for people as they were along time ago. Now we know more about why volcanoes do what they do, and we can usually tell when they are going to do it. 3People used to think dragons under the earth caused volcanoes. They said the smoke that puffed above the ground was the dragon's breath. They said the earthquakes were caused by the dragon's moving around down in the earth. Now we know that this is not true. Another thing we know about volcanoes is that they don't happen just anywhere. 4 Scientists know where these places are, and maps have been made to let everybody know.There are different kinds of volcanoes. Some explode so violently that the rock goes high into the air and falls miles away. A volcano may shoot out ashes so high that they float all the way around the world. They have made the sunsets green and the snow purple. 5One very tall volcano stays fiery red at the top all the time. It is lucky that the volcano is near the ocean. Sailors can use it for a lighthouse.[A]Othervolcanoes are more gentle. The hot lava rises in their cones and overflows, rolling slowly down the mountainside, where it becomes cool and hard.[B]Black smoke puffed out. Hot ashes fell like black snowflakes. Hot rock and fire and lava shot out.[C]Smokepuffed up, and rock started popping up out of a crack that opened in the ground.[D]Avolcano named Vesuvius slept for a thousand years. But it woke up and threw out so much hot melted rock that it buried the buildings of two cities.[E]Beforea sleeping volcano wakes up, it usually makes a noise like faraway thunder, and the ground shakes in small earthquakes. People are warned and have time to get away safely.[F]Avolcano starts from a hole in the ground from which hot rock and smoke and steam come out. Far, far under the ground it is so hot that rock melts. This hot meltedrock, or lava, is sometimes pushed out of the earth through a hole or a crack in the ground. The steam inside the earth pushes the rock out.[G]Thereare certain places under the earth where the rock is broken in a way that lets the steam and hot rock escape to the outside more easily.答案及详解1.B。

英语语言博士试题及答案

英语语言博士试题及答案一、选择题（每题2分，共20分）1. The word "phenomenon" is most closely related to which of the following English words?A. PhenomenalB. PhenomenologyC. PhenomenonD. Phenomenon答案：B2. Which of the following sentences is grammatically correct?A. She is more intelligent than what I thought.B. She is more intelligent than I thought.C. She is more intelligent than I had thought.D. She is more intelligent than I thought she was.答案：D3. The phrase "break a leg" is commonly used to mean:A. To cause an injuryB. To wish someone good luckC. To perform poorlyD. To take a break答案：B4. In English, the term "modal verb" refers to:A. A verb that is used to express necessity or possibilityB. A verb that is used to express actionC. A verb that is used to express emotionD. A verb that is used to express a fact答案：A5. Which of the following is an example of a phrasal verb?A. To look upB. To look afterC. To look intoD. All of the above答案：D6. The word "facetious" is an example of:A. A nounB. An adjectiveC. A verbD. An adverb答案：B7. The sentence "The cat is on the mat" is an example of:A. A declarative sentenceB. An interrogative sentenceC. An imperative sentenceD. An exclamatory sentence答案：A8. Which of the following is not a preposition in English?A. AtB. InC. OnD. And答案：D9. The term "passive voice" is used to describe:A. A sentence structure where the subject performs the actionB. A sentence structure where the subject receives the actionC. A sentence structure where the object performs the actionD. A sentence structure where the object receives the action 答案：B10. The phrase "kick the bucket" is an idiomatic expression that means:A. To dieB. To start a new jobC. To move to a new placeD. To give up答案：A二、填空题（每题2分，共20分）1. The word "____" can be used to describe someone who is very talkative and humorous in a way that is not serious.答案：facetious2. The phrase "____" is used to express that something ishappening right now.答案：right now3. In English grammar, the term "____" refers to the subject of a sentence that performs the action.答案：active voice4. The word "____" is used to describe a person who is very careful and precise in their work.答案：meticulous5. The phrase "____" is used to express that something is happening in the future.答案：in the future6. The word "____" is used to describe a situation where something is not possible or cannot happen.答案：impossible7. The term "____" refers to a verb that is used to describea state of being rather than an action.答案：linking verb8. The phrase "____" is used to express that something is happening in the past.答案：in the past9. The word "____" is used to describe a person who is very enthusiastic and energetic.答案：zealous10. The phrase "____" is used to express that something is happening at the present moment.答案：right now三、简答题（每题10分，共30分）1. Explain the difference between a countable noun and an uncountable noun in English.答案：A countable noun is a noun that can be counted and has both singular and plural forms, such as "apple" and "apples". An uncountable noun, on the other hand, is a noun that cannot be counted and does not have a plural form, such as "water"or "information".2. What is the function of an adverb in a sentence?答案：An adverb is a word that modifies or provides more information about verbs, adjectives, or other adverbs. It can describe how, when, where, or to what extent an action is performed.3. Describe the use of the subjunctive mood in English.答案：The subjunctive mood is used to express various statesof unreality such as doubt, possibility, necessity, or action that has not yet occurred. It is often used in conditional sentences, to express wishes, or in certain fixed expressions.四、论述。

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）。

北京大学考博英语模拟试卷4(题后含答案及解析)

北京大学考博英语模拟试卷4(题后含答案及解析)题型有：1. Structure and V ocabulary 2. Reading Comprehension 3. Cloze 4. Proofreading 5. WritingStructure and V ocabulary1．The bus moved slowly in the thick fog. We arrived at our______almost two hours later.A．designationB．destinyC．destinationD．dignity正确答案：C解析：designation意为“指示，指定”；destiny意为“命运”；destination意为“目的地”；dignity意为“尊严”。

本句话意思是：“公共汽车在浓雾中缓慢地移动，我们几乎两个小时后才到达目的地”。

2．The negotiations which______the signing of the treaty took place over a number of years.A．precededB．prescribedC．proceededD．processed正确答案：C解析：preceded意为“领先”；prescribed意为“规定，开处方”；proceeded 意为“进行”；processed意为“加工，处理”。

本句话空格处意思是：进行协议的签署。

C项符合题意，如：The work is proceeding briskly．(工作很有生气地进展着)。

3．Americans are highly______, and therefore may find it difficult to become deeply involved with others.A．movingB．mobileC．movableD．motional正确答案：B解析：moving意为“移动”；mobile意为“易动的”；movable意为“活动的”；motional意为“运动的”。

北京大学外国语学院法语语言文学专业考博参考书-考博分数线-专业课真题

北京大学外国语学院法语语言文学专业考博参考书-考博分数线-专业课真题一、专业的设置北京大学外国语学院共招生32人，其中拟招收本校硕博连读生0—1人。

共11个专业，分别是比较文学与世界文学、英语语言文学、俄语语言文学、法语语言文学、德语语言文学、日语语言文学、印度语言文学、西班牙语语言文学、阿拉伯语语言文学、亚非语言文学、外国语言学及应用语言学。

应试生复试权重30％。

二、招生专业及人数系所名称外国语学院招生总数32其中拟招收本校硕博连读生0—1人。

应试生复试权重30%。

参考书目及复试信息请见本院网系所说明页（http:）。

招生专业：法语语言文学（050203）研究方向指导教师考试科目备注01.法国现代文学①英语②法国文学③法汉互译与文本分析02.翻译理论与翻译批评同上03.符号学与文学批评同上04.十九世纪法国文学同上05.法兰西文化同上06.法国自传文学同上三、参考书目（推荐）专业课信息应当包括一下几方面的内容：第一，关于参考书和资料的使用。

这一点考生可以咨询往届的博士学长，也可以和育明考博联系。

参考书是理论知识建立所需的载体，如何从参考书抓取核心书目，从核心书目中遴选出重点章节常考的考点，如何高效的研读参考书、建立参考书框架，如何灵活运用参考书中的知识内容来答题，是考生复习的第一阶段最需完成的任务。

另外，考博资料获取、复习经验可咨询叩叩：捌九叁，二肆壹，二二六，专业知识的来源也不能局限于对参考书的研读，整个的备考当中考生还需要阅读大量的paper，读哪一些、怎么去读、读完之后应该怎么做，这些也会直接影响到考生的分数。

第二，专题信息汇总整理。

每一位考生在复习专业课的最后阶段都应当进行专题总结，专题的来源一方面是度历年真题考点的针对性遴选，另一方面是导师研究课题。

最后一方面是专业前沿问题。

每一个专题都应当建立详尽的知识体系，做到专题知识点全覆盖。

第三，专业真题及解析。

专业课的试题都是论述题，答案的开放性比较强。

北京外国语大学英语语言文学考博真题导师分数线内部资料

北京外国语大学英语语言文学考博真题导师分数线内部资料一、专业的设置、导师及招生计划学科、专业名称研究方向研究领域指导教师招生人数050201英语语言文学英语国家文学研究(001英语学院）19-20世纪美国小说/女性主义金莉1-2英美小说/西方文论张在新1-2英国现代小说/西方文论马海良1-219-20世纪英美诗歌研究张剑1-2英语文学与跨文化研究陶家俊1-2现当代西方批评理论美国小说与叙事理论王丽亚1-2美国小说研究潘志明1-2奥斯汀小说研究；耿力平1-2芒罗小说研究；英语国家文学研究（018外国文学所）现代西方文论赵国新1-2英语国家语言研究（001英语学院）认知语言学蓝纯1-2应用语言学（001英语学院）外语教育周燕1-2英语国家研究(001英语学院)美国研究孙有中1-2跨文化传播研究欧洲研究王展鹏1-2美国政治研究谢韬1-2美国研究李莉文1-2国际经济彭龙1-2美国政治与外交李永辉1-2国际关系李英桃1-2二、初试考试内容学科、专业名称研究方向研究领域初试考试科目外国语专业科目一专业科目二050201英语语言文学英语国家文学研究(001英语学院）19-20世纪美国小说/女性主义二外(俄语、法语、德语、日语、西班牙语任选一种）英美文学基础美国文学史与作品分析英美小说/西方文论文论与作品解读英国现代小说/西方文论小说与文论19-20世纪英美诗歌研究文学理论与诗歌作品分析英语文学与跨文化研究英语小说与跨文化研究（复试时加试“西方批评理论”）现当代西方批评理论西方批评理论（复试时加试“英语小说与跨文化研究”）美国小说与叙事理论叙事理论美国小说研究美国文学史与作品分析奥斯汀小说研究；奥斯汀小说及英国18世纪社会解读（复试时加试叙事理论）；芒罗小说研究；芒罗小说及加拿大社会解读（复试时加试叙事理论）英语国家文学研究（018外国文学所）现代西方文论二外(俄语、法语、德语、日语、西班牙语任选一种）英美文学基础西方古典文论与现代文论英语国家语言研究（001英语学院）认知语言学二外(俄语、法语、德语、日语、西班牙语任选一种）普通语言学认知语言学/认知诗学应用语言学（001英语学院）外语教育二外(俄语、法语、德语、日语、西班牙语任选一种）应用语言学（英语学院）外语教育英语国家研究(001英语学院)美国研究二外(俄语、法语、德语、日语、西班牙语任选一种）美国通史美国思想史跨文化传播研究中西思想文化史跨文化传播研究理论欧洲研究政治学理论（含英国政治）欧洲一体化的理论与实践美国政治研究美国总统研究美国国会研究美国研究美国通史美国政治经济国际经济英语货币金融学国际经济美国政治与外交国际关系史美国政治与外交国际关系近现代国际关系史当代国际关系理论与实践三、部分科目参考书目研究方向参考书目20世纪加拿大女性小说研究（英语学院耿力平教授）1、W.J.Keith,《加拿大英语文学史》，北京大学出版社，2009年2、Northrop Frye,The Bush Garden:Essays on the Canadian Imagination .(任一版本)3、Margaret Atwood,Survival:A Thematic Guide to Canadian Literature .(任一版本)4、Gérard Genette ，Narrative Discourse:An Essay in Method (Cornell UP,1980).5、E.M.Forster,Aspects of the Novel (London:Arnold,1927).6、Virginia Woolf ，The Common Reader ,First Series and the Second Series (Hogarth Press 的任一版本).现代西方文论（外国文学所赵国新教授）1、Terry Eagleton ，Literary Theory ：An Introduction ，Oxford ：Basil Blackwell ，1983.2、Lois Tyson ，Critical Theory Today ：A User-Friendly Guide ，2nd Edition ，New York and London ：Routledge ，2006.3、张中载、王逢振、赵国新编：《二十世纪西方文论选读》，北京：外语教学与研究出版社，2002年。

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北京外国语大学中国外语教育研究中心2008年博士生招生考试试卷（A卷）（刘润清）Directions: Answer any FOUR of the following questions, each bearing 25 points out of 100. Your answers will be evaluated in terms of both theircontent and Ian guage. Please write very clearly.I Define TEN of the followi ng terms and the n tran slate them into Chin ese.I.register 2. dialect 3. li nguistic pote ntial 4. critical period hypothesis5. displaceme nt6. duality of structure7. extrapositi on8. gradual adjective9. deducti on 10. idiolect 11. lateralizatio n 12. retrospect ion13. pho neme 14. right branching direct ion 15. rule-gover ned behavior16. speech syn thesis 17. behaviourism 18. null operator moveme nt19. story grammar 20. traditi onal grammarII.Read carefully the followi ng passage take n from Saussure ' Course in GeneralLinguistics and then discuss its importanee in exploring the nature of Ian guage.Lan guage is a system of sig ns that express ideas, and is therefore comparable to a system of writing, the alphabet of deaf-mutes, symbolic rites, polite formulas, military signals, etc. But it is the most importa nt of all these systems.A scie nce that studies the life of sig ns within society is con ceivable; it would be a part of social psychology and con seque ntly of gen eral psychology; I shall call it semiology. Semiologywould show what con stitutes sig ns, what laws gover n them. Since the scie nce does not yet exist, no one can say what it would be; but it has a right to existence, a place staked out in advance. Linguistics is only a part of the general science of semiology; the laws discovered by semiology will be applicable to linguistics, and the latter will circumscribe a well-defined area within the mass of an thropological facts.To determine the exact place of semiology is the task of the psychologist. The task of the lin guist is to find out what makes Ian guage a special system with in the mass of semiological data. This issue will be taken up again later; here I wish merely to call attention to one thing: if I have succeeded in assigning linguistics a place among the science, it is because I have related it to semiology.III.The following passage is taken from Halliday ' An Introduction to FunctionalGrammar. Read it carefully, expla in what every sentence mea ns and the n comme nt on his theory of Ian guage.The basic oppositi on, in grammars of the sec ond half of the twen tieth cen tury, is not that betwee n 'structuralist' and 'generative' as set out the public debates of the 1960s.There are manyvariables in the way grammars are written, and any clustering of these is bound to distort the picture; but the more fundamental opposition is between those that are primarily syntagmatic in orientation (by and large the formal grammars, with their roots in logic and philosophy) and those that are primarily paradigmatic (by and large the functional ones, with their roots in rhetoric and ethnography) The former interpret a language as a list of structures, among which, as a distinct second step, regular relationships may be established (hence the introduction of transformations); they tend to emphasize universal features of language, to take grammar (which they call syntax) as the foundation of language (hence the grammar is arbitrary), and so to be organized around the sentence. The later interpret a language as a network of relations, with structurescoming in as the realization of these relationships; they tend to emphasize variables among differentlanguages, to take semantics as the foundation (hence the grammar is natural) and so to be organized around the text, or discourse, There are many cross-currents, with insights borrowed from one to the other; but they are ideologically fairly different and it is often difficult to maintain a dialogue.IV.The following passage is take from Peter Barb's Word Play: What Happens When People Talk (1973). Read it carefully and then comment on linguistic relativity.Such a connection between language and thought is rooted in common-sense beliefs, but no one gave much attention to the matter before Wilhelm von Humboldt, the 19th century German philologist and diplomat. He statedthat the structure of a language expresses the inner life of its speakers: "Man lives with the world abut him, principally, indeed exclusively, as language presents it." In this century, the case for a close relationship between language and reality was stated by Edward Sapir: "Human beings d not live in the objective world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular Ianguage which has become the medium for their society. The fact of the matter is that the 'real world' is to a large extent built up on the language habits of the group. No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same world with different labels attached."About 1932 one of Sapir's students at Yale, Benjamin Lee Whorf, drew on Sapir's ideas and began an intensive study of the language of the Hopi Indians of Arizona. Whorf's brilliant analysis of Hopi places common-sense beliefs about language and thought on a scientific basis -- and it also seemed to support the view that man is a prisoner of his language. Whorf concluded that language "is not merely a reproducing instrument for voicing ideas but rather is itself the shaper of ideas. … we dissect nature along lines laid down by ourartive Ianguages."V.Please give the main content of Grice's Cooperative Principle with its four maxims explained and then discuss conversational implicatures of Group A (in which no maxim is violated), Group B (in which a maxim is violated), and Group C (in which a maxim is flouted by means ofa figure of speech).VI.The following is a passage by Chomsky. Read it carefully and then discuss th e difference between Chomsky's theory of linguistics and other approaches in linguistics.Generative grammar arose in the context of what is often called “the cognitive revolutionthe 1950s, and was an important factor in its development. Whether or not the term“ revol uappropriate, there was an important change of perspective: from the study of behavior and its products (such as texts), to the inner mechanisms that enter into thought and action. The cognitive perspective regards behavior and its products not as the object of inquiry, but as data that may provide evidence about the inner mechanisms of mind and the ways these mechanisms operate in executing actions and interpreting experience. The properties and patterns that were the focus of attention in structural linguistics find their place, but as phenomena to be explained along with innumerable others, in terms of the inner mechanisms that generate expressions. The approach is“ mentalistic, ” but in what should be an uncontroversial sense. It is concerned with “m of the world, ”which stand alongside its mechanical, chemical, optical, and other aspects. It undertakes to study a real object in the natural world —the brain, its states, and its functions —and thus to move the study of the mind toward eventual integration with the biological science.(Chomsky, N. 2000. New Horizons in the Study of Language and Mind)VII.The following is taken from Bloomfield's Language about the famous story of Jack and Jill which is often quoted to illustrate Bloomfield's behaviorism inlinguistics. Read it carefully and discuss how Bloomfield explains the process of stimulus and response and point out where he is wrong.Suppose that Jack and Jill are walking down a lane. Jill is hungry. She sees an apple in a tree. She makes a noise with her larynx, tongue and lips. Jack vaults the fence, climbs the tree, take the apple, brings it to Jill, and places it in her hand. Jill eats the apple.This succession of events could be studies in many ways, but we, who are studying language, will naturally distinguish between the act of speech and the other occurrences, which we shall call practical events . Viewed in this way, the incident consists of three parts in order of time:A.Practical events preceding the act of speech.B.Speech.C.Practical events following the act of speech.We shall examine first the practical events: A and C. The events in A concern mainly the speaker, Jill. She was hungry; that is, some of her muscles were contracting, and some fluids were being secreted, especially in her stomach. Perhaps she was also thirsty; her tongue and throat were dry. The light-waves reflected from the red apple struck her eyes. She saw Jack by her side. Her past dealings with Jack should now enter into the picture; ket us suppose that they consisted in some ordinary relation, like that of brother and sister or that of husband and wife. All these events, which precede Jill's speech and concern her, we call the speaker's stimulus.We now turn to C, the practical events which came after Jill's speech. These concern mainly the hearer, Jack, and consist of his fetching the apple and giving it to Jill. The practical events which follow the speech and concern the hearer, we call the hearer's response. The events which follow the speech concern also Jill, and this in very important way: she gets the apple into hergrasp and eats it.。