语言学基础知识2005答案
资料：语言学和应用语言学2005[试卷+答案]
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北京外国语大学2005年硕士研究生入学考试语言学和应用语言学专业试卷Time limit: Three hoursTotal points:150All the questions are to be answered in English on the answer sheets provided.1.Examine the following two statements about language，and discuss the similarities and differences between them. Do you agree with the two statements? Explain your answer.(25 points) 1) Sapir (1921:Language): “Language is a purely human and non-instinctive method of communicating ideas，emotions and desires by means of voluntarily produced symbols”(p.8). 2) Bloch and Trager (1942:Outline of Linguistic Analysis): “A language is a system of arbitrary vocal symbols by means of which a social group co-operates”(p.5).2.What are phonemes，phones and allophones? Explain their relationship with examples from English or Chinese.(15 points)3.Is it possible to separate semantics and pragmatics? Why or why not? What are the implications of your answer for second language teaching? (30 points)4.It has been noticed that Chinese learners of English tend to make mistakes in the marking of pas tense，even at the advanced level of proficiency. What do you think are the possible causes of this problem? How call language teachers help solve this problem and why?(30 points)5.Look at the following real newspaper headlines and explain why they are considered ambiguous. Then revise the headlines so that they Call express the intended meanings unambiguously.(20 points)(1) Complaints about NBA Referees Growing Ugly(2) Milk Drinkers Are Turning to Powder(3) Two Sisters Reunited After 18 Years at Checkout Counter(4)Enraged Cow Injures Farmer with Ax(5)Safety Experts Say School Bus Passengers Should Be Belted6.In interpreting utterances such as(1)and(2)，the hearer generally treats the events described in the two sentences in each group as causally related even though such relationship is not encoded in the meanings of the sentences. That is，the hearer tends to Think that Helen fell on the ground because of Tom's pushing and that the vase broke because it was dropped. Explain why.(30 points)(1)Tom pushed Helen. Helen fell on the ground.(2)Peter dropped the vase. It broke.参考答案北京外国语大学2005年硕士研究生入学考试语言学与应用语言学专业试卷1..Examine the following two statements about language，and discuss the similarities and differences between them. Do you agree with the two statements? Explain your answer.(25 points)1) Sapir (1921:Language): “Language is a purely human and non-instinctive method of communicating ideas，emotions and desires by means of voluntarily produced symbols”(p.8). 2) Bloch and Trager (1942:Outline of Linguistic Analysis): “A language is a system of arbitrary vocal symbols by means of which a social group co-operates”(p.5).Similarities:1) Both definitions stick to the fact that language is primarily a matter of speech because the primary medium of language is sound. Sapir illustrates this idea by implying that the produced symbols are auditory and Bloch and Trager by explicitly using the word ‘vocal’.2) Both definitions allude to the fact that the association between the words and the things that they denoted is rarely inherent, Sapir by using the word ‘symbols’ and Bloch and Trager by placing emphasis on ‘arbitrary’ and ‘symbols’.Differences:1) Sapir’s definition emphasize that language relates to communication between human beings. It is very different from the communication systems of other creatures, such as bird songs and bee dances. Bloch and Trager do not clearly indicate this property, only saying that it is possessed by a social group.2) Sapir also considers that language is ‘non-instinctive’ and ‘ voluntarily produced’. Thus for him language does not include such instinctive forms of communication as smiling and cries of pain, etc. However, Bloch and Trager’s definition do not include this feature.3) The element ‘system’in Bloch and Trager’s definition reflects the fact that language provides us with the framework for generating appropriate utterances rather than providing us with an infinite store of ready-made utterances. Still elements of lacunae are combined according to rules.4) The function of language is indicated differently in two definitions. Sapir sees language as for communicating ideas, emotions and desires, while Bloch and Trager considers it for a social group’s co-operation. Sapir’s definition proposes ‘communication’ as the principal function of language and specifies what is communicated; Bloch and Trager only vaguely points out that language can be used for co-operation.Each of the two definitions has its own special emphasis, and it not totally free from limitations. We think the two definitions grasp some defining properties of language that distinguish it from any animal system of communication, for example, ‘vocal’, ‘arbitrary’, ’symbol’, ‘purely human’, ‘a system’. But either has some limitation. As for Sapir’s definition, whether one considers language to be instinctive or not is an issue. Language is instinctive in so far as we are all born with a predisposition to speak, we all acquire a language without tuition and when we speak we do not consciously convert our thoughts into speech. Language is, however, non-instinctive in that we can choose what to say or whether to say anything at all. Both the definitio n’s description of language’s function is not precise. Sapir’s definition confines language only to communicating ideas, emotions and desires, and Bloch and Trager’s definition does not point it out at all.2..What are phonemes，phones and allophones? Explain their relationship with examples from English or Chinese. (15 points)A phoneme is a minimally distinctive set of sounds in a language that can signal a difference in meaning. It is an abstract phonological unit represented or realized by a certain phone in a certain phonetic context. A phone is an individual phonetic unit or segment that occurs in speech. The speech sounds we hear and produce during linguistic communication are all phones. Each of the set of which correspond to a single of a language is called an allophone. Phonemes are placed between slant lines (/ /) and phones are placed between square brackets ([ ]). Allophones of the same phoneme generally occur in different contexts and never distinguish one word from another. For example, when we pronounce the two words peak and speak, we are aware that the sound [p] is pronounced differently, in the word peak, the sound [p] is pronounced with a strong puff of air stream; but the same stop sound is pronounced slightly differently in the word speak, the puff of air is withheld a little. The [p] sound in peak is called an aspirated [p h] and the [p] sound in speak is an unaspirated [p=]. There is a slight difference in the way they are pronounced, but such a difference dose not give rise to difference in meaning. So /p/is a phoneme in the English sound system, and it can be realized differently as aspirated or unaspirated in different contexts. The phoneme /p/ in English can be realized as aspirated [p h] and unaspirated [p=], which are allophones of the phoneme/p/.3. Is it possible to separate semantics and pragmatics? Why or why not? What are the implications of your answer for second language teaching? (30 points)Though both semantics and pragmatics have to do with the meaning of language, and link language to the world，we think it is possible to separate semantics and pragmatics in linguistic study. Semantics is the study of literal meaning of linguistic expressions, particularly meaning of words, phrases and sentences In using the term sense rather than reference, the focus of semantics is on the way people relate words to each other within the framework of their language. Pragmatics starts from the observation that people use language to accomplish many kinds of acts, broadly known as speech acts thus it is the study of how to do things with words or of the meaning of language in context. This kind of meaning in pragmatics usually refers to as speaker’s meaning, utterance meaning, or contextual meaning. Its interpretation depends more on who the speaker of the sentence is, who the hearer is, when and where it is used. Thus the distinction between semantics and pragmatics is clear: the former is more closely related to the words used, the more constant, inherent side of meanings; the latter is more closely related to the context, the more indeterminate side, or something extra.（以下问题较灵活，给出参考答案）The first implication for second language study involves the appropriate use of target language. The teaching of a foreign language in a classroom involves two types of instruction: one is informational and analytical and can be diagrammed on the axis of general semantic information about the language. But language learning also has a crucially important skill component, which involves the development of the ability to use the language, actively through speaking and writing and passively through listening and reading. This is the pragmatic turn in second language teaching. The language use should be analyzed in relation to the context of communication, and that language teaching and learning should focus on the appropriate use of the target language, oral and written, according to situational and wider social context.The second implication is concerned with vocabulary learning and translation. The learning of second language’s vocabularies involves the understanding and memory of their meanings. Since the differences between the first and second language’s culture, there may be no corresponding meaning underlying the same sayings. Teachers should explain the different usage or implication of the target language’s items. This is of much importance for cross-cultural translation practices.4. It has been noticed that Chinese learners of English tend to make mistakes in the marking of pas tense，even at the advanced level of proficiency. What do you think are the possible causes of this problem? How call language teachers help solve this problem and why? (30 points)Tenses are one of the most difficult aspects for Chinese to master because of the non-inflected nature of the Chinese language In English, the different forms of the verb can tell us whether something is happening in the present or in the past. This information is technically termed as tense. The tense is shown by adding related morphemes at the end of the verb. So the learners can judge the tense easily by looking at the different verb forms. However, the Chinese verb form does not have a well defined past, present or future tense. In writing or in speaking, the Chinese verb in the sentence does not necessarily inform the reader or listener as to whether they are referring to the past, present or future. Therefore, Chinese often places prepositional, phrases, as well as conjunctive adverbs (e.g. Mandarin Chinese le, guo) that indicate time at the front of the sentence so as to inform the speaker or the reader of the appropriate tense. The different ways of expressing the tense cause Chinese learners of English tend to make mistakes in the marking of tense. When translating into English, Chinese writers sometimes forget that English has a well-defined past/present/future verb tense. Therefore, the unconscious tendency of placing several prepositional or other phrases that indicate time at the front of the sentence is often redundant or neglect using different tense form of verb. Another factor which contributes to the difficulties is the difference in the concept of time of Chinese as compared to native speakers of English. Different concepts of time of non-native speakers with those of native speakers contribute to their difficulties in learning the English tenses.As the learning of tenses, Chinese learners are faced with a totally new set of classification of time situations that have no counterpart in their own native language. So in teaching English tenses teachers have to explain English time attributes thoroughly rather than assuming L2 learners will understand them as long as they have acquired the rules. For example, past tense is used for situations which are less probable, or more remote. A lot of Chinese do not have this concept and teachers should spend time in clarifying this to them. Teachers can also allow learners to understand the meanings of the two broad types of English and Chinese tenses and their differences in teaching Chinese learners. Through the comparison of different ways of expressing tense, the teacher can provide the students a clear framework and then students will take special notice in using verb associated with tense.5. Look at the following real newspaper headlines and explain why they are considered ambiguous. Then revise the headlines so that they Call express the intended meanings unambiguously. (20 points)(1) Complaints about NBA Referees Growing Ugly(2) Milk Drinkers Are Turning to Powder(3) Two Sisters Reunited After 18 Years at Checkout Counter(4) Enraged Cow Injures Farmer with Ax(5) Safety Experts Say School Bus Passengers Should Be Belted(1) There are two kinds of comprehension of this headline: the first is “Complaints about NBA Referees are Growing Ugly.”thus with nominal group as the subject and present tense verb is modifying ‘complaints’; the second is “Complaints about NBA Referees Who Are Growing U gly”, thus the whole headline is a nominal group and the present tense verb modify ‘NBA Referees’. We think the first interpretation is the intended meaning, thus the original headline is revised to “Complaints about NBA Referees Are Growing Ugly”(2) The word ‘powder’ is ambiguous in meaning here, because it can imply the drug or medicine in the form of powder. Thus in order to be clear in meaning, the original headline can be revised into “Milk Drinkers Are Turing to Milk Powder”(3) There are two kinds of interpretation of this headline: the first is “ two pair of sisters reunited at checkout counter after 18 years of separation.” The second interpretation is that “two girls who are a pair of sister reunited at checkout counter after 18 years of separation.”The intended meaning should be the second, and the original headline can be revised into “A Pair of Sister Reunited After 18 Years At Checkout Counter”(4) There are two kinds of interpretations of this headline: the first is “Enraged Cow Injures Farmer Who Is With Ax” thus the prepositional group is modifying the compliment ‘farmer’; the second is “Enraged Cow Which Is With Ax Injures Farmer”thus the prepositional group is modifying the subject ‘enraged cow’. However, according to the common sense, the second interpretation doesn’t occur naturally, and we think the first interpretation is the intended meaning. The original headline can be revised to “Enraged Cow Injures Farmer who is with Ax”.(5) The word ‘belt’ is ambiguous in meaning because it can mean the act of hitting or blowing hard. Thus the original headline can be revised into “Safety Experts Say School Bus Passengers’Safety Belt Should Be Tightened”6. In interpreting utterances such as (1) and (2) ，the hearer generally treats the events described in the two sentences in each group as causally related even though such relationship is not encoded in the meanings of the sentences. That is，the hearer tends to Think that Helen fell on the ground because of Tom's pushing and that the vase broke because it was dropped. Explain why. (30 points)(1) Tom pushed Helen. Helen fell on the ground.(2) Peter dropped the vase. It broke.The phenomenon described can be illustrated by the theory of cohesion and coherence in text linguistics and discourse analysis. Text processing requires inferences for establishing coherencebetween successive sentences. Coherence is a semantic property of discourse formed through the interpretation of each individual sentence relative to the interpretation of other sentences, with “interpretation” implying interaction between the text and the reader. The property of coherence of among sentences and text are achieved partially by cohesion which is defined as "the use of explicit linguistic devices to signal relations between sentences and parts of texts." These cohesive devices are phases or words that help the reader associate previous statements with subsequent ones. M.A. Halliday and Ruqaiya Hasan identify five general categories of cohesive devices that signal coherence in texts: reference, ellipsis, substitution, lexical cohesion and conjunctionIn the example (1), the two sentences are coherent by use of repetition of the same semantic word ‘Helen’. In comprehending the two sentences, first of all, the hearer comes across the first sentence and establishes a mental model of the event’s description in his mind; then when seeing the second sentence, he sees ‘Helen‘again and try to relate it to what has been described in the former sentences and combine the description in the second sentence with the former one. Thus he establishes a continual mental model of events described in the two sentences. The specific relationship of these two sentences is cause-effect. Similarly, in the example (2), the two sentences are coherent by use of reference, particularly through pronouncial reference ‘It’. The hearer first comprehends and builds a mental model of events as described in the sentence, then when seeing the following pronoun, he will relate ‘It’ with the former ‘the vase’, and subsequent description is corresponding to ‘the vase’. The two sentences are also cause-effect relationship.。
第一章 语言的社会功能
第一章语言的社会功能一、选择辅助性交际工具有( ) (2012年北京语言大学考题)A．文字B．文字、手势语、身势语C．手势语、身势语D语言、手势语、身势语二、填空1．语言与言语的区别是：（）（）（）（）（）。
（2005年华中师范大学考题）2．语言最主要的社会功能是（）和（），最主要的心理功能是（）。
（2005年华中师范大学考题）3．语言是一种复杂的符号系统，是人类进行（）和（）的工具。
(2006华中师范大学考题)4．语言是一种特殊的文化现象，其特殊性就在于语言具有（）功能和（）功能。
（2007年华中师范大学考题）【参考答案】1．抽象性，社会性，现成性，有限性，稳定性2．交际，认知，思维3．思维，交际4．交际，认知三、名词解释1．言语行为（2012年北京语言大学考题）使用语言符号进行交际以传达意义或意图并获得一定效果的行为，称为言语行为。
言语行为理论是英国哲学家奥欺听汀在20世纪50年代提出来的。
他认为，语句有两层意义：命题意义和施为意义。
前者是语句字面上的意义，是对客观事物的表述；后者指语句在受话者方面产生的效果，即发话人通过言语手段，做出了诸如陈述、警告、命令等等的行为。
2．言语（2005年山东大学考题）言语是指说话和所说的话。
它是个体在活动中运用语言和表达意识活动的过程。
3．语言能力（201 1年北京语言大学考题）抽象思维的能力和灵活发音的能力相结合，表现为人类的语言能力。
语言能力分为潜在的语言能力和现实的语言能力。
掌握语言需要有发达的大脑和灵活的发音器官，恰恰人类具备抽象思维的能力和灵活的发音能力，并能使两者相互结合。
这样，人类就具备了潜在的语言能力，这是先天具备的，至于运用这种能力学会一种语言，是后天的。
人学会语言取决于人所生活的语言环境，语言环境对潜在的语言能力变成现实的语言能力或者维持语言能力，都起着决定性的作用。
现实的语言能力表现在听、说、读、写、译以及运用能力，良好的现实语言能力表现在能造出合乎语法规范的正确句子，而且能依据时机、场合和对象来使用这些句子。
语言学教程试题及答案
语言学教程试题及答案一、选择题（每题2分，共20分）1. 语言学研究的中心是（）。
A. 语言B. 文字C. 语音D. 语法答案：A2. 以下哪个选项不属于语言学的分支学科？A. 语音学B. 词汇学C. 心理学D. 社会语言学答案：C3. 语言的最小意义单位是（）。
A. 音素B. 词C. 语素D. 句子答案：C4. 语言的交际功能不包括以下哪一项？A. 信息传递B. 情感表达C. 社会身份标识D. 艺术创作5. 以下哪个术语不是索绪尔语言学理论中的概念？A. 语言符号B. 语言系统C. 语言行为D. 语言结构答案：C6. 语言的演变过程不包括以下哪一项？A. 语音变化B. 词汇变化C. 语法变化D. 文化变化答案：D7. 以下哪个选项不是语言的交际方式？A. 口头交流B. 书面交流C. 非言语交流D. 内心独白答案：D8. 语言的规范性主要体现在（）。
A. 语法规则B. 词汇使用C. 语音系统D. 所有以上选项答案：D9. 以下哪个选项不是语言的变异现象？B. 社会方言C. 语言混合D. 语言的统一答案：D10. 语言的生成性是指（）。
A. 语言的创造性B. 语言的稳定性C. 语言的规范性D. 语言的交际功能答案：A二、填空题（每题2分，共20分）1. 语言学是一门研究人类语言的科学，其研究对象包括语言的结构、功能、起源和发展等。
2. 语言的音位学研究的是语言的_________系统。
答案：语音3. 语言的词汇学研究的是语言的_________单位。
答案：词4. 语言的句法学研究的是语言的_________结构。
答案：句子5. 语言的语用学研究的是语言在_________中的使用。
答案：交际6. 语言的语料库语言学研究的是语言的_________数据。
答案：实际7. 语言的语义学研究的是语言的_________关系。
答案：意义8. 语言的语篇分析研究的是语言的_________结构。
答案：连贯9. 语言的对比语言学研究的是不同语言之间的_________关系。
语言学试题及答案
语言学试题及答案一、选择题（每题2分，共20分）1. 语言的最小意义单位是：A. 音素B. 词C. 语素D. 句子答案：C2. 以下哪个选项属于语言的词汇变化？A. 词义的扩展B. 词义的缩小C. 词义的转移D. 以上都是答案：D3. 语言学中，研究语言的生理基础的分支学科是：A. 语音学B. 社会语言学C. 神经语言学D. 心理语言学答案：C4. 语言的语法结构中，句子的基本单位是：A. 词B. 短语C. 从句D. 句子答案：A5. 以下哪个选项不属于语言的交际功能？A. 表达情感B. 传递信息C. 娱乐消遣D. 记录历史答案：D6. 语言学中，研究语言在社会中如何使用和变化的分支学科是：A. 社会语言学B. 历史语言学C. 心理语言学D. 神经语言学答案：A7. 语言的语用学研究的是：A. 语言的物理属性B. 语言的社会属性C. 语言的意义和使用D. 语言的历史发展答案：C8. 以下哪个选项是语言的语音变化？A. 音位的变化B. 音节的变化C. 音素的变化D. 以上都是答案：D9. 语言学中，研究语言与思维关系的分支学科是：A. 心理语言学B. 社会语言学C. 神经语言学D. 认知语言学答案：D10. 以下哪个选项是语言的词汇创新？A. 新词的产生B. 旧词的消失C. 词义的演变D. 以上都是答案：D二、填空题（每题2分，共20分）1. 语言的音位变化通常包括音位的______、______和______。
答案：增加、减少、替换2. 语言的词汇变化可以通过______、______和______等方式实现。
答案：创造新词、借用外来词、词义演变3. 语言的语法结构中，______是构成句子的基本单位。
答案：词4. 语言的交际功能包括______、______和______等。
答案：表达思想、传递信息、表达情感5. 语言学中，______是研究语言的物理属性的分支学科。
答案：语音学6. 语言的语用学关注的是语言的______和______。
华中师范大学2005年语言学真题
华中师范大学2005年语言学真题考试科目及代码：329理论语言学一填空（30分）1 语言与言语的区别是_____、______、_____、_____、_____。
2 语言的下层包括____和_____两种语音单位，语言的上层包括____和____三级语言单位。
3 语言最主要的社会功能是_____和___，最主要的心理功能是____和____。
4 格语法的代表人物是____（国名）的____（人名），系统功能语言学的代表人物是____（国名）的____（人名）。
5 常用的文字输入方法有_____、______、_____、_____四类。
6 亲属语言中同一语系内部根据亲属关系得远近可以进一步分为_____、______和_____几个层次。
7 人类语言发展的原因主要有_____、______、_____。
8 语言混合可以分为_____和______两种类型。
二简释（注意适当举例。
30分，每小题6分）1 音素和音位2 上下义词和类义词3 异根式和零根式4 文字和字符5 已知信息和新信息三分析（30分，每小题6分）1 分析下列音节的构成成分a〔i:st〕 b〔uai〕 c〔tuan〕2 试分析下列各个动词的义素结构。
〔叩〕=〔敲〕=〔撞〕=3 分析下列句子的述谓结构：昨天小王在教室里向同学们宣读了校团委的文件。
4 什么是焦点？试分析下列句子的焦点：（1）你刚才说谁来了电报？（2）我给他的书是两本。
（3）一篇文章也没写。
5 分析下列句子中的预设和预设触发语：A他的汽车没油了。
B老王什么时候来？C她妈妈比她更矮。
四简答（注意举例，30分，每小题6分）1 简述文化的性质和类型。
2 举例说明语法意义的各种类型。
3举例说明语素的功能类型。
4 简述地域方言形成的原因。
5 简述心理语言学中后天论的基本观点。
五论述（30分，语言学及应用语言学专业做1、2题，汉语言文字学专业做3、4题。
）1 综合性语言学大批产生的主要原因有哪些？（10分）2 《武汉晚报》2001年9月18日星期二第11版，图片新闻《巨星叹服巨人》：昨日，前来参加上海•••喜力公开赛的阿加西和中国著名篮球明星姚明出席了向希望工程捐款仪式。
专八考试知识语言学部分
语素可以分为自由语素free morpheme 和粘着语素bound morpheme. 自由语素可以单独出现或单独构成词语，比如 pleasant, cell. 粘着语素必须与其他语素一起出现，不能独立成词，比如 dis- ex- con-
上下义：例如animal-the pole bear, kangaroo, crocodile。其中animal是上义词super ordinate, 剩下的词叫下义词 hyponyms.
句子之间的语义关系semantic relations between sentences 有以下几种：1、蕴含entailment 例如：A.他去了中国。B.他去了亚洲。A蕴含于B。A entails B. 判断方法：A真B真，B假A假，A假B不一定，B真A不一定。 2.、预设 presupposition 例如：A.我的自行车需要修理。B.我有自行车。A预设于B。A presupposes B. 判断方法：其中的一个句子以另一个为前提条件。A真B真，A假B还真。
is called ______. (2008) A. hyponymy. B. synonymy. C. polysemy. D. homonymy. 考点：考察词汇之间的涵义关系sense relations.
记忆：涵义关系有5个：同义关系synonymy, 反义关系antonymy, 一词多义
①① 语用学 1. The speech act theory was first put forward by ______. (2005) 2. What essentially distinguishes semantics and pragmatics is the notion of
2005年10月自考试卷答案语言学概论（小编整理）
2005年10月自考试卷答案语言学概论（小编整理）第一篇：2005年10月自考试卷答案语言学概论 自考及各类其他考试历年试题免费免注册下载超过2万套word文档试题和答案更多试卷答案下载免费试听网校课程2005年10月自考试卷答案语言学概论2005年10月自考试卷答案语言学概论 自考及各类其他考试历年试题免费免注册下载超过2万套word文档试题和答案2005年10月自考试卷答案语言学概论 自考及各类其他考试历年试题免费免注册下载超过2万套word文档试题和答案2005年10月自考试卷答案语言学概论 自考及各类其他考试历年试题免费免注册下载超过2万套word文档试题和答案2005年10月自考试卷答案语言学概论第二篇：00541语言学概论试卷及答案第一部分选择题一、单项选择题：本大题共20小题，每小题l分，共20分。
在每小题列出的备选项中只有一项是最符合题目要求的，请将其选出。
1．下面各项属于汉语北方方言的是A A．武汉话B．温州话C．上海话D．福州话2．下面各项申属于符号的是C A．炊烟B．月晕而风C．红绿灯D．打狗棍3．下面各词中的“子”属于成词语素的是C A．桌子B．柱子C．瓜子 D．镊子 4．明确提出思维决定语言这一观点的是B A．索绪尔 B．维戈茨基 C．保朴 D．皮亚杰 5．汉字“跑”是一个D A．指事字 B．象形字 C．会意字 D．形声字6．靠先天遗传而得到的语言能力被称为A A．语言获得B．语言参与 C．语言学习D．语言自觉7．“你们杀死了一个李公朴，会有千百万个李公朴站起来”采用的修辞手法是D A．比拟 B．夸张 C．比喻 D.借代8．周代称“翁婿”为“舅甥”反映出远古就存在B A．群婚制度B．族外婚制度 C．族内婚制度 D．血亲婚制度 9．人脑中掌管语言的是A A．大脑左半球 B．大脑右半球 C．小脑 D．脑干L0.儿童语言发展的非自控阶段一般出现在婴儿出生后的A A．前6个月 B.6个月到1岁 C．1岁到2岁 D．2岁以后 1．下面各项属于“威尔尼克失语症”患者的症状是C A．不能发音B．不能说出词语C．听不懂别人说话D．昕不到别人说话12．甲骨文“逐”的字形表现了商代的C A．种植活动 B.采集活动 C．狩猎活动 D．渔猎活动13．“横眉冷对千夫指，俯首甘为儒子牛”属于对偶句中的B A．串对 B.反对 C．正对 D．流水对14.一般认为大脑语言功能临界期的最后期限是D A.5-6岁B．7-8岁 C．9—10岁 D．12—13岁15．关于儿童掌握母语的“强化说”来源于巴甫洛夫的B A．生物进化理论 B．条件反射理论 C．激励理论 D．钙化理论 16．文字起源于D A．结绳 B．手势C.实物记事 D．图画和契刻 17.格律诗的韵脚用字应当用A A.平声字 B．上声字 C．去声字 D．入声字18．让计算机能接受语言信号并做出回应动作或答复，这种技术属于B A．语音合成 B．语音识别 C.自动翻译 D．人工智能19．着眼于语言的思维功能研究的语言外围研究学科是D A．社会语言学 B．普通语言学 C．外围语言学 D．心理语言学20．秦始皇名“政”，秦代正月不叫正月而叫“端月”，这是为了C A．讨吉祥 B．讨口彩 C．避讳 D．避难堪二、多项选择题：本大题共5小题，每小题2分，共10分。
自考语言学概论历年真题及答案(2005年-2011年)
2005年10月一、单项选择题（本大题共26小题，每小题1分，共26分）1．关于“说话”这种口头交际行为，下列说法正确的一项是（）A．只涉及心理问题，不涉及物理和生理问题B．只涉及物理问题，不涉及生理和心理问题C．只涉及生理问题，不涉及物理和心理问题D．既涉及心理问题，又涉及生理和物理问题2．判断两种话是不同语言还是同一种语言的不同方言应该主要参考（）A．相互理解程度B．语言结构的差异程度C．共同的历史文化传统和民族认同感D．是否属于同一个国家3．关于语音四要素，下列说法不正确．．．的一项是（）A．在任何语言中，音高变化都是语调的主要构成要素B．能起区别语言意义作用的是绝对的音高、音强和音长C．音长是由发音体振动的持续时间决定的D．音强是由发音体振动的振幅大小决定的4．下列关于区别特征的表述中，不正确．．．的一项是（）A．音位是通过区别特征相互区别的B．区别特征完全取决于语音的自然属性C．音位的辨义功能由区别特征负担D．区别特征通常都表现为二项对立5．关于“复辅音”，下列说法不正确．．．的一项是（）A．复辅音是一个音节内两个或几个辅音的组合B．复辅音内的几个辅音彼此之间有过渡音联结C．复辅音内的几个辅音的音质变化是突变式的D．复辅音并不是所有语言中都存在的语音现象6．下列各项中，都是低元音的一组是（）A．[y,æ] B．[a,Λ] C．[u,ε] D．[Aα,] 7．下列各组辅音中，发音部位相同的一组是（）A．[k,η] B．[m, n] C．[n, η] D．[k,p]8．北京话“面”单念时读作[miæn],但“面包”却读作[miæmpαu],这种语流音变象A．弱化B．增音C．同化D．异化9．关于现代汉语“洗”和“浴”两个语素，下列说法不正确．．．的一项是（）A．“洗”是成词语素，“浴”是不成词语素B．“洗”是自由语素，“浴”是黏着语素C．“洗”是不定位语素，“浴”是定位语素D．“洗”和“浴”都是实义语素10．下列各组中，三个复合词构词类型不一致．．．的一组是（）A．席卷耳鸣地震B．打倒切断推翻C．发光散热出气D．天地欢乐爱好11．下列各组词，吸收外来成分的手段存在不一致．．．情况的一组是（）A．丹麦挪威法兰西B．沙拉咖啡麦当劳C．卡车啤酒立邦漆D．香波克隆好莱坞12．语法规则的“抽象性”是指（）A．对语言的结构和成分进行类的概括B．相同规则可在一个结构里重复使用C．语法规则之间可以相互推导和解释D．语法规则的发展变化过程十分缓慢13．语法现象可以分成“核心语法现象”和“外围语法现象”，其中“核心语法现象”主要是指（）A．词语搭配问题B．意义表达问题C．语音实现问题D．句法结构问题14．主要功能是用来“造句”的同一级语法单位是指（）A．语素和语素组B．语素组和词C．词和词组D．词组和句子15．汉语中的词类（词的语法分类）可以首先分出的两个大类是（）A．基本词和非基本词B．实词和虚词C．典型词和兼类词D．体词和谓词16．下列关于“直接组成成分分析法”（层次分析法）的表述，不正确．．．的一项是（）A．从最大的词组开始逐层切分，一直切分到词为止B．从最小的词开始逐层组合，一直组合到词组为止C．分析时要依据两条原则：“成结构”和“有意义”D．分析时采用的方法是“先分主干”和“后添枝叶”17．“汽车”和“卡车”是（）A．上下位词B．同义词C．等义词D．近义词18．下列各项中，语义结构属于复合述谓结构的一项是（）A．这样做不值得B．他跑过去开门C．我们单位需要增加编制D．他们正在研究如何筹集资金19．下列各项中，甲和乙是预设关系的一项是（）A．（甲）他买了一支钢笔//（乙）他买了一支笔B．（甲）老王在小李的左边//（乙）小李在老王的右边C．（甲）他早就不在学校工作了//（乙）他以前在学校工作过D．（甲）什么水果他都吃过//（乙）他吃过苹果20．文字最基本的单位是（）A．笔画B．字符C．偏旁D．部首21．根据字符跟什么样的语言单位相联系的标准来分类，已知自源文字都属于（）A．词语文字B．语素文字C．音节文字D．音位文字22．在语言谱系分类的层级体系中，最大的类别是（）A．语族B．语支C．语系D．语群23．在儿童学会说话的过程中，“双词阶段”标志着儿童产生的语言能力是（）A．语音能力B．语汇能力C．语法能力D．语义能力24．“萨丕尔（E.Sapir）-沃尔夫（B. L. Whorf）假说”之所以被称作“语言相关论”，主要是因为他们认为（）A．思维决定语言B．语言决定思维C．语言和思维互不相干D．语言和思维相互作用25．关于“中介语”现象，下列说法正确的一项是（）A．“中介语”越到外语学习后期发展越快B．较高级的“中介语”也不能用于交际C．人们的中介语发展遵循大致相同的规律D．儿童学习母语过程中存在中介语现象26．从语言信息处理技术本身来看，下列各项中，属于未来一段时间研究的主攻方向的是（）A．文字编码B．语音识别C．文本检索D．机器翻译二、多项选择题（本大题共5小题，每小题2分，共10分）27．从声音产生方面分析，音质的不同取决于（）A．发音体不同B．发音体振动频率不同C．发音体振动幅度不同D．发音的方法不同E．共鸣器形状不同28．关于“常用语汇”，下列说法正确的有（）A．常用语汇和基本语汇不是一回事B．常用语汇是和非常用语汇相对而言的C．常用语汇都是使用频率较高的词D．常用语汇是和一般语汇相对而言的E．常用语汇和基本语汇有相当一部分是重合的29．汉语“妈妈买的”这个词组属于（）A．体词词组B．谓词词组C．向心词组D．离心词组E．特殊词组30．义素分析的作用和优点有（）A．可以简洁地说明词义结构B．有客观的分析标准C．有助于语义描写的形式化D．几十个义素便可以描写整个词义系统E．有助于描写和说明词语的组合条件31．下列关于社会方言的表述中，正确的有（）A．社会方言是随着社会的社群分化而产生的B．社会方言是在一种语言或方言内部形成的C．社会方言是在不同语言相互接触中产生的D．社会方言有自己特殊的结构系统E．社会方言具有明显的排他性三、名词解释题，每一名词解释都须举例。
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1北 京 林 业 大 学
2005年硕士研究生入学考试
语言学基础知识 参考答案I. 多选题：共30分，15题，每题2分。
评分须知：
如果答案为一个选项，则答对给2分，答错不给分；
如果答案为两个选项，则答对一个给1分，答对两个给2分；
如果答案为3个选项，则答对两个给1分，答对三个给2分，只答对一个或没有答对不给分。
答案：
1. C
2. BCD
3. D
4. B
5. B
6. A
7. ABC
8. ABD
9. CD 10. C
11. ABC 12. A 13. C 14. BCD 15. ABD II. 正误题：共20分，10题，每题2分。
评分须知：判断正确给2分，判断错误不给分。
答案：
1. F
2. F
3. F
4. T
5. T
6. F
7. F
8. T
9. T 10. T
III. 解词：共25分，5题，每题5分。
评分须知：根据考生回答完整情况给分。
答案：
1. Displacement means that language can be used to symbolize objects, events and concepts in the past, present, or future or in far-away places. The property of language enables speakers to have an opportunity to talk about a wide range of things, free form the barriers caused by remoteness in time and place.
2. Morpheme is the smallest unit of language in terms of relationship between expression and content, a unit that cannot be divided into further smaller units without destroying or drastically altering the meaning, whether it is lexical or grammatical.
3. Binding Theory (Chomsky 1981: 188) Binding is a notion borrowed from logic. Chomsky (1981: 188) expresses binding theory as:
i. An anaphor is bound in its governing category.。