外语学习能力测验ForeignLanguageAptitudeTest-精品文档
ef英语测试
ef英语测试摘要：一、ef 英语测试简介1.ef 英语测试的背景2.ef 英语测试的目的3.ef 英语测试的适用人群二、ef 英语测试的内容与形式1.ef 英语测试的考试科目2.ef 英语测试的题型及难度3.ef 英语测试的评分标准三、ef 英语测试的优势与特点1.国际认可度高2.考试方式灵活3.全面提升英语能力四、如何准备ef 英语测试1.了解考试要求和结构2.制定合理的学习计划3.参加培训课程和模拟测试五、总结1.ef 英语测试的重要性2.对考生未来的帮助3.鼓励更多人参加ef 英语测试正文：ef 英语测试是由著名的英语教育机构ef 推出的英语能力测试，旨在帮助考生全面评估自己的英语水平，为提升英语能力、申请国际学校或求职等提供有力证明。
本文将对ef 英语测试进行详细介绍，包括测试简介、内容与形式、优势与特点以及如何准备等。
一、ef 英语测试简介ef 英语测试在全球范围内具有广泛影响力，受到许多国家和地区的高度认可。
该测试针对不同年龄段和英语水平的考生，分为少儿英语、青少年英语、成人英语等多个级别，满足不同人群的需求。
二、ef 英语测试的内容与形式ef 英语测试包括听力、阅读、写作、口语四个方面，全面考察考生的英语能力。
试题难度适中，既有基础题型，也有提高题型，让考生在轻松应对考试的同时，也能提升自己的英语水平。
此外，考试形式多样，可以选择线上或线下进行，为考生提供极大的便利。
三、ef 英语测试的优势与特点ef 英语测试具有以下优势与特点：首先，其国际认可度高，成绩可作为申请国际学校、求职等的英语能力证明；其次，考试方式灵活，可根据考生的需求选择考试时间、地点和形式；最后，该测试不仅能帮助考生提升英语成绩，还能全面提升考生的英语实际应用能力。
四、如何准备ef 英语测试要想顺利通过ef 英语测试，考生需要做好充分准备。
首先，要了解考试要求和结构，做到心中有数；其次，要制定合理的学习计划，持之以恒地学习；最后，可以参加ef 提供的培训课程和模拟测试，提前适应考试环境，增强信心。
2008-Aptitude test and curriculum__ requirements
6. Your boss tells you that you have been chosen to go on a six-month course to learn a completely new language. Do you 0 A) look for another job? 3 B) say they’ve chosen the wrong person? 7 C) worry a bit but think you could cope? 10 D) long to get started? Being scared stiff is obviously a bad sign.
Good language learners are able to make imaginative guesses about the meaning of words.
3. Someone asks you the way in very bad English. When he/she doesn’t understand your reply, do you A) say it again but louder? 0 B) get angry and give up? 0 C) draw him/her a map? 10 D) find out if he/she speaks another language you know? 8
A) a bilingual dictionary (English into your language)? B) a monolingual dictionary (English-English)? C) both a bilingual and a monolingual dictionary? D) not dictionary at all?
flrb)全国外语英语能力等级
文章标题：深度解析全国外语英语能力等级考试1. 介绍全国外语英语能力等级考试，简称FLRB（Foreign Language Proficiency Test in English），是我国教育部主管的一项国家级英语考试，旨在评定学生的英语水平。
该考试分为四个等级，分别是FLRB1、FLRB2、FLRB3和FLRB4，涵盖了英语听力、口语、阅读和写作等方面，是我国学生申请留学、就业以及升学的重要语言能力证明。
2. FLRB1FLRB1是全国外语英语能力等级考试中的最低等级，适合英语基础薄弱的学生。
FLRB1主要测试学生的基本交际能力，包括日常生活对话、简单短文阅读和书面表达等方面。
学生通过FLRB1的考试可以证明自己具备基本的英语交流能力，并适合于一些简单的英语环境下进行交流和应用。
3. FLRB2FLRB2考试旨在考察学生在英语听力、口语、阅读和写作方面的整体能力。
学生在FLRB2考试中需要具备一定的英语语言基础，能够进行一些简单的交流和阅读理解。
通过FLRB2考试，学生可以证明自己具备较为熟练的英语能力，适合于一些需要英语交流的日常工作和生活环境。
4. FLRB3FLRB3考试要求学生在英语听力、口语、阅读和写作方面达到一定的熟练程度。
学生在FLRB3考试中需要具备较好的英语表达能力，能够进行复杂的交流和阅读理解。
通过FLRB3考试，学生可以证明自己具备较强的英语能力，适合于一些需要较高英语水平的工作和学习环境。
5. FLRB4FLRB4考试是全国外语英语能力等级考试中的最高等级，要求学生在英语听力、口语、阅读和写作方面达到较高的专业水平。
学生在FLRB4考试中需要具备良好的英语表达能力，能够进行高级的交流和阅读理解。
通过FLRB4考试，学生可以证明自己具备优秀的英语能力，适合于一些需要高级英语水平的专业工作和学习环境。
6. 个人观点与总结FLRB考试作为国家级的英语能力评定工具，对于提高学生的英语能力、促进教育事业的发展具有重要意义。
MLAT性格测试
Modern Language Aptitude Test (MLAT)The Modern Language Aptitude Test or MLAT was the outcome of a five-year research study at Harvard University and is published by the Psychological Corporation. This test provides an indication of a student's probable degree of success in learning a foreign language. It predicts their potential for learning to speak and understand a foreign language and for learning to read, write, and translate a foreign language.Many colleges and universities require this test to diagnose a learning disability specific to foreign languages. The College of Charleston uses it as a screening device to determine if a student should be referred to a licensed psychologist or neurologist for further testing to identify a possible learning disability.Who should take it?Any student who is consistently having difficulty successfully completing a foreign language should take the MLAT.When a student's transcript shows A's, B's, and C's in most subjects and D's or F's in foreign language, this student should be referred to CDS for MLAT screening. Another pattern frequently seen is B's or C's in foreign language in high school, a C in 101, a D or F in 102, and an F in 201.Often students will repeat 102 or 201 several times earning an F each time. Some students will try different languages, but rarely with success. Often the student has an auditory processing deficit. These students have difficulty distinguishing different sounds, blending sounds, and associating sounds and symbols. All are necessary skills for learning to speak and comprehend a foreign language.If you suspect a student may have a language related learning disability, please refer that student to CDS for MLAT testing. The test takes about forty minutes to administer with an additional 15 minutes needed to score the results. If the student chooses to wait, results are tabulated at the time of testing. Otherwise, results will be mailed the following day.The Modern Language Aptitude Test (MLAT) measures an individual’s aptitud e for learning a foreign language. First published in 1959, the test can be used to predict success in learning all basic communication skills, but particularly speaking and listening. The Modern Language Aptitude Test is now the property of the non-profit entity Second Language Testing Foundation, Inc., who has acquired the rights to the test in order to ensure its continued availability to the second language testing community.Mechanical ReasoningThis tests your ability to understand the underlying principles behind machines. High scores in this test indicate proficiency in engineering and mechanical work. The test is concerned with whether you can reason through mechanical problems in a logical way and is, therefore, a useful way of measuring a person's mechanical aptitude. If you get a high score in this test, in space relations and abstract reasoning, you could give serious consideration to scientific, mathematical or technological subjects and careers. Abstract ReasoningThis aptitude has to do with your ability to reason with visual configurations. The questions in this assessment contain patterns and series, which have to be completed. They are a non-verbal measure of reasoning ability and as such are regarded by many occupational psychologists as a good measure of raw intelligence. The kinds of skills that this aptitude identifies are useful in architecture, design, draughting and computerisation such as CAD (Computer Aided Design)Language UsageLanguage usage is the ability to communicate in good, accurate grammatical English. It is a measure of how well one can distinguish between correct and incorrect grammar, punctuation and wording of sentences. It is an excellent predictor of performance in College Courses. While such careers as writing and teaching require especially developed language skills, nearly all kinds of work requiring College Education demand a considerable competence in this aptitude.The Modern Language Aptitude Test was designed to predict a student’s likelihood of success and ease in learning a foreign language.The Modern Language Aptitude Test (MLAT) was developed to measure foreign language learning aptitude. Language learning aptitude does not refer to whether or not an individual can or cannot learn a foreign language (it is assumed that virtually everyone can learn a foreign language given adequate opportunity). According to John Carroll and Stanley Sapon, the authors of the MLAT, language learning aptitude does refer to the ―prediction of how well, relative to other individuals, an individual can learn a foreign language in a given amount of time and under given conditions.‖ The MLAT has primarily been used for adults in government language programs and missionaries, but it is also appropriate for students in grades 9 to 12 as well as college/university students so it is also used by private schools and school and clinical psychologists. Similar tests have been created for younger age groups. For example, the Pimsleur Language Aptitude Battery was designed for junior high and high school students while the MLAT-E is for children in grades 3 through 6.DevelopmentJohn B. Carroll and Stanley Sapon are mainly responsible for the development of the MLAT. They designed the test as part of a five-year research study at Harvard University between 1953 and 1958. The initial purpose of developing the Modern Language Aptitude Test was to help the US Army find and train people who would learn foreign languages with ease.After field testing many different kinds of verbal tasks, Carroll chose five tests that he felt worked well as a combination in predicting foreign language learning success in a variety of contexts. These tests were minimally correlated with one another, but used together they had demonstrated high predictive validity with respect to such criteria as language proficiency ratings and grades in foreign language classes.The design of the MLAT also reflects a major conclusion of Carroll's research, which was that language learning aptitude was not a "general" unitary ability, but rather a composite of at least four relatively independent "specialized" abilities. The four aspects, or "components," of language learning aptitude that Carroll identified were phonetic coding ability, grammatical sensitivity, rote learning ability and inductive language learning ability. In the article ―The prediction of success in intensive foreign language training,‖ Carroll defined these components as follows:1.Phonetic coding ability - an ability to identify distinct sounds, to formassociations between those sounds and symbols representing them, and toretain these associations;2.Grammatical sensitivity— the ability to recognize the grammatical functionsof words (or other linguistic entities) in sentence structures;3.Rote learning ability for foreign language materials— the ability to learnassociations between sounds and meanings rapidly and efficiently, and toretain these associations; and4.Inductive language learning ability— the ability to infer or induce the rulesgoverning a set of language materials, given samples of language materialsthat permit such inferences.The data used to calculate the statistical norms for the MLAT were collected in the fall of 1958. The MLAT was administered to approximately nineteen hundred students in grades nine to twelve and thirteen hundred students from ten colleges and universities. For adult norms, the MLAT was administered to about one thousand military and governmental enlisted persons and personnel. The test was given to the subjects before starting a language course or intensive training program. Their performance in the language program was later compared to their score on the MLAT to calculate the predictive validity of the test.Sections of the Modern Language Aptitude TestThe MLAT consists of five sections, each one testing separate abilities.Number LearningThis section is designed in part to measure the subject’s memory as well as an―auditory alertness‖ factor which would affect the subject’s audi tory comprehension of a foreign language.Phonetic ScriptThis section is designed to measure the subject’s sound-symbol association ability, which is the ability to learn correlations between a speech sound and written symbols. Spelling Clues/Hidden WordsThis highly speeded section is designed to test the subject’s vocabulary knowledge of English as well as his/her sound-symbol association ability.Words in SentencesThis section is designed to measure the subject’s sensitivity to grammatical structure without using any grammatical terminology.Paired AssociatesThis section is designed to measure the subject’s rote memorization ability, which is a typical component of foreign language learning.Uses of the Modern Language Aptitude TestThe uses for the Modern Language Aptitude Test include selection, placement and diagnosis of learning abilities.SelectionThe MLAT can be used to select individuals who show promise in learningforeign languages in order to justify the time and expense of placing them in a language training program.PlacementIn situations where there is more than one class or group of students in alanguage training program or course, the students can be placed according totheir language learning aptitude so that each class can work at the mostbeneficial pace.Diagnosis of Learning AbilitiesThe MLAT can also be used in conjunction with other forms of evidence todiagnose a foreign language learning disability.Looking at an individual’s score on the different parts of the test can be help to match students’ learning styles with instructional approaches.Modern Language Aptitude Test – ElementaryIn 1967, Carroll and Sapon authored the Modern Language Aptitude Test –Elementary (EMLAT; more recently, MLAT-E). This was an adaptation of the adult version of the MLAT intended for younger students (grades 3 through 6). TheMLAT-E is broken down into four parts, three of which are modified versions of the MLAT’s Part 3 - Hidden Words, Part 4 - Words in Sentences and Part 1 - Number Learning. It also includes a new section called Finding Rhymes, which tests the subject’s ability to hear speech sounds.Carroll and Sapon suggest using the MLAT-E in ways similar to the MLAT. It can be used to select students who have the capability to excel in foreign language learning (and may be ready to start instruction earlier), provide a profile of strengths and weaknesses, place students with similar learning rates in the appropriate class, and start to build a history of language learning difficulty, which could be used in conjunction with other evidence to diagnose a foreign language learning disability.Issues of DebateOne issue taken with the MLAT is that it does not include any measure of motivation. Motivation can be a powerful factor; low motivation may cause poor performance in a language course or training program despite a high score on an aptitude test like the MLAT. Alternatively, a relatively low score on an aptitude test combined with high motivation to learn a language may result in average or even above average performance because of a student putting more time and effort into the language program. Accordingly, proper use of the MLAT would be to use it as one part of a more comprehensive assessment of the learner, or use the test in a setting where motivation is known to be uniformly high. In response to this issue, Paul Pimsleur developed the Pimsleur Language Aptitude Battery (PLAB), which includes a section that assesses motivation in examinees.Another issue taken with using language aptitude tests like the MLAT is that they are not directly helpful to individuals who are required to learn a language regardless of their language learning abilities. According to John Carroll, language learning aptitude is relatively stable over an individual’s lifetime, so if an individual scores poorly on the MLAT, there is no proven method to increase their language learning aptitude if they must learn a language. One way the MLAT could be helpful in this situation is to indicate that more time learning the language will be needed relative to someone who received a high score on the MLAT. It can also assist them by showing which learning strategies that they use best.The age of the test along with its norms is another area of concern. The test was developed in 1953-58 and the norms were calculated with data collected in 1958. The audio-lingual teaching methods used with the norming subjects have been replaced by a more communicative teaching method. In 1998, research conducted by Madeline Ehrman, the Director of Research, Evaluation and Development at the U.S. Foreign Service Institute, produced validity coefficients at approximately the same levels as the original validity coefficients from 1958. Research from Leila Ranta (Associate Professor of Educational Psychology at University of Alberta) as well as Harley and Hart (with the Ontario Institute for Studies in Education of the University of Toronto) has shown an association with good language analytic ability and good language learners in a communicative learning environment (2002).Ambiguity tolerance is the ability to perceive ambiguity in information and behavior in a neutral and open way.Ambiguity tolerance is an important issue in personality development and education. In psychology and in management, levels of tolerance of ambiguity are correlated with creativity,[1]risk aversion, psychological resilience, lifestyle,[2] orientation towards diversity (cross-cultural communication, intercultural competence), and leadership style.[3]Wilkinson's Modes of Leadership is largely based on ambiguity tolerance. Mode one leaders have the least tolerance to ambiguity with mode four leaders enjoying and preferring to work in ambiguous situations. In part this is due to what Wilkinson calls 'emotional resilience'.The converse, ambiguity intolerance,[4][5] which was introduced in The Authoritarian Personality in 1950,[6]was defined in 1975 as a ―tendency to perceive or interpret information marked by vague, incomplete, fragmented, multiple, probable, unstructured, uncertain, inconsistent, contrary, contradictory, or unclear meanings as actual or potential sources of psy chological discomfort or threat.‖不确定性或模糊事物的承受力Tolerance of Ambiguity英语教学与学生忍受不确定及猜测策略之相关性联考正式走入历史，使得长久以来以联考为导向的英语教学方式逐渐松绑，也为英语教学的改革露出一线曙光。
aptitude
Definition I
• In terms of the tests that have been used to measure it.
• This view of aptitude reflects the skills which the audio-lingual approach to language teaching, popular in the post-war decades.
•
Research findings: 1) Early research revealed a substantial relationship between performance on language aptitude tests and performance in foreign language learning that was based on grammar translation or audio-lingual methods. 2) However, performance on language aptitude tests seems irrelevant to L2 learning with the adoption of a more communicative approach to teaching. 3) Successful language learners may not be strong in all of the components of aptitude. Learners’ strengths and weaknesses in the different components may account for their ability to succeed in different types of instructional programs.
外语学习能力测验Foreign Language Aptitude Test
連結之記憶。
MLAT-E or EMALT
(Modern Language Aptitude Test-Elementary) -- by John Carro & Stanley Sapon, 1967.
• 適用於小學（三至六年級）學生。 • MLAT兒童版。 • 有助於小學之外語學習能力分班及瞭解學 生語言學習之個別需求。
近期研究 (cont.)
• Critical Period Hypothesis and Aptitude • Dekeyser (2000)
– Proposition (Johnson & Newport’s 1989 study)
• Strong negative correlation between age on arrival and level of attained proficiency up till age 17 • There is no correlation between age on arrival and attained proficiency beyond the point.
FLAT遭受的批評
• 有些FLAT不能反映認知心理學新理論及發現。 • 未將可能影響外語習得的因素，如年齡、學習動 機、學習環境、學習策略等一併納入評估。 • 語言學習能力評估未與學習成效相互印證。 • 雖則可藉測試結果給予獲高分者更多學習時數以 及瞭解其最佳學習策略，若未能有效提升個別學 習者語言學習能力，對受試者並無直接助益，。
THUSSAT中学生标准学术能力2023-2024学年高三上学期9月诊断性测试英语试卷(含解析)
中学生标准学术能力诊断性测试2023 年9 月测试英语试卷本试卷共150 分，考试时间100 分钟。
第一部分阅读理解（共两节，满分60 分）第一节（共15 小题；每小题 3 分，满分45 分）阅读下列短文，从每题所给的A、B、C 和D 四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
AHello, everyone. Welcome to our school. Now let’s take a look at some interesting school publications.ColumbusIt is our literary magazine; the name shows the place where we live. Editorial training includes developing skills for critical evaluation of student creative writing. Published twice yearly, many student contributors are also recognized as Scholastic Writing Awards winners.DiversionIt is our language publication. Published annually, it features student work presented in Mandarin, French, and Spanish. Working with advisors who teach these languages, student editors help in presentin g their classmates’ work including poems, essays, short stories, comic strips（连环画）and art. Diversion is often used by our language teachers in the classroom as well.The BrunerIt is Trinity’s yearbook. Serving the entire school, it is a yearly testament（证明）to the many aspects of Trinity life. Editorial positions are named in May, allowing editors to attend a two-day summer conference at NYU. This conference allows students to develop their capability to acquire knowledge before the start of the school year. Work on the yearbook begins immediately thereafter, as students work to create an impressive K-12 publication.The Trinity TimesIt is the upper school newspaper, written, edited, photographed and produced entirely by students as an extracurricular activity. Current sections of the paper include Arts and Innovation, Trinity Life, NY Culture, Science, Opinion and Editorial, and Sports. The editorial policy is generally determined by the editorial staff and their faculty advisor.How often does Diversion come outA．Once a month. B．Once a year. C．Twice a month. D．Twice a year. What is the purpose of the summer conference at NYU？A．To make editorial policy.To present students’ poems and essays.To cultivate students’ ability gain knowledge.To develop student s’ skills for critical evaluation.Which publication are students responsible for A．Columbus. B．Diversion. C．The Bruner. D．The Trinity Times. BWhen my daughter was seven years old, she came home from soccer practice clearly downhearted. When pressed, she told me what a teammate said: Her teeth were too yellow. My heart broke for her. As parents, we strive to keep our children safe, but we can’t always be there to protect our kids from unkind words. I tried to comfort my daughter. I told her that she has a beautiful smile with nice, strong, healthy teeth. I explained why she shouldn’t let someone else’s criticisms define her. On the inside, though, I worried. From my youth, I’ve struggled with the concept that my self-worth was directly related to my physical appearance. The idea began when I was eight years old, with small, hurtful words, and grew into a beast that I still battle even today.When I became a mom, I was terrified that this concept would take root in my daughter. I wanted to protect her little ears from harsh words that might influence her idea of self-worth. I wanted to shield her little eyes from unrealistic beauty standards promoted by magazines, television, and movies. I wanted to guard her little heart from being broken by the notion that s he didn’t measure up insome way.On social media, the battle became exceptionally greater. Every day we are bombarded with people living their “best life”, all told through filters which only highlight the “best” parts: Best angles, best locations, best outfits, and best hair. Rarely do we get a glimpse of reality. On social media, outer beauty controls everything.How, then, can we teach our kids that they are much more than their appearance We can start by modeling kindness, empathy, and self-acceptance in our own lives. Kids are incredible mimics（模仿者）, so be mindful of what you say, even when you think your kids aren’t listening. If we are constantly putting ourselves down, our kids will follow suit. Instead, adopt a positive attitude when it comes to your own self- worth. Additionally, strive to teach your children to see the inner beauty in themselves and in others. There’s beauty in strength, goodness, gentleness, perseverance, and kindness. Praise kids for their acts of kindness, like sharing with a friend or helping a family member without being asked, and talk to them about how it makes them feel.How did the author react to her daughter’s trouble(AThrilled.B．Apologetic. C．Sorrowful. D．Curious.) (A．Cure.B．Fix.C．Broaden. DProtect.)What does the underlined word probably mean in paragraph 2 6．What can be inferred from paragraph 3A．People like to share their privacy in social media. B．Everything in social media is not true.Social media reflects an unrealistic world.People attach more importance to their physical appearance. What should parents do to their kidsTell them to behave themselves.Praise their kids for their appearance.Set a positive example for their kids.Encourage their kids to ignore the outer beauty.CPeople hate mosquitoes due to their blood-sucking tendencies. Scientists, too, are troubled by mosquitoes and have been researching ways to keep them away. A team of researchers from Virginia Tech in the US looked into different kinds of soap. They invited volunteers to test how four different soap flavors attract mosquitoes.After analyzing the mosquitoes’ behavior, the researchers discovered several chemicals in the soap that can influence themosquitoes’ “choice of food”. Two chemicals, one with the smell of coconut and the other with the scent of flowers, can keep the insects away.The team also found that what matters to mosquitoes is not just the chemicals, but rather the combination of chemicals with each person’s smell. For example, people who attract mosqui toes can be more attractive to them after using one type of soap. They can also repel（驱除）mosquitoes by using another kind of soap. The findings were “remarkable”, said senior author Clement Vinauger in a news release, adding that he would choose a coconut-scented soap to keep mosquitoes away.How these insects manage to find humans has also made scientists curious. According to a new study published in Current Biology, researchers built a “canteen” for hundreds of mosquitoes. In the 20-by-20- meter facility, there were six pads that had the smell of different humans. The pads were heated to mimic sleeping humans. They found that the insects can track scents up to 60 meters. Also, mosquitoes are most attracted to a kind of chemical called carboxylic acid（羧酸）, which is usually produced by bacteria on human skin. The smell of one participant wasn’t attractive to the insects, and researchers believed it was due to the person’s diet, which is a mainly plant-based food.By analyzing the chemicals that either attract or repel mosquitoes, scientists are able to improve mosquito repellent（驱蚊剂）. With more studies, scientists believe changing a person’s diet could one day make them “mosquito-proof”. This is especially beneficial for regions where mosquitoes carry diseases, such as malaria, CNN reported.What did the researchers from Virginia Tech try to find outHow many soap flavors attract mosquitoes.What soap scents can help avoid mosquitoes.Why mosquitoes prefer certain soap flavors.What kind of people attracts mosquitoes most.What kind of smell may help chase the mosquitoes away A．Human skin. B．Grass. C．Carboxylic acid. D．Coconut.What did scientists discover in their studiesA．People’s diet can account for mosquitoes’ bites. B．Mosquitoes are attracted by each per son’s smell.The scent of flowers is most appealing to mosquitoes.Using soap when washing is an effective way to keep mosquitoes away.What is the best title of the passageHow to Kill MosquitoesWhat Kind of Soap Is Most UsefulSoap Science Beats away Bug BitesUsing Soap Is of Great SignificanceDRoughly translated as “cuteness”, kawaii is one of the most frequently used Japanese words. In a broader sense, it describes the culture of celebrating all things adorable and treating fictional characters as the representation of positivity. The concept has spread through many aspects of modern life, including art, fashion, technology, and even food.Japan’s kawaii culture is believed to have begun in the 1970s when teenagers developed their own childlike handwriting. Given a variety of names, including marui ji (round writing), koneko ji (kitten writing), and burikko ji (fake-child writing), it features curvy, noodle-like lines next to hearts, stars, and cartoon faces. People believe that this new cute style allowed the youth of the time to express their individual characteristics. In 1974, Japanese stationery brand Sanrio launched its iconic character, Hello Kitty. The super-cute white cat— with no mouth and a pink bow — was first printed onto a coin purse. Almost 55 years later, Hello Kitty is recognized all over the world, has been placed on countless products, and even has her own themed bullet train. In 2008, Japan named Hello Kitty as theirofficial tourism ambassador, inviting the rest of the world to cel ebrate the country’s proud kawaii identity. Since Hello Kitty, many producers have developed cute characters who, although are fictional, have also become pop signs.Kawaii doesn’t just apply to fictional characters, it also materializes in real life as a fashionable subculture. In Japan, there are several styles that are based on the idea of kawaii. Lolita fashion, for example, finds inspiration from the Victorian and Rococo period and consists of rich details, including fine bows. Related to this style is Sweet Lolita, which includes outfits that are even more “feminine”. The trend also involves turning basic packed lunches —comprising rice, fish or meat, and vegetables —into adorable works of art. Kawaii’s influence has resulted in two distinct bento （便当）box styles: Kyaraben (character bento) or oekakiben (picture bento).”What can we learn about kawaii according to the first paragraphIt is the most frequently used Japanese word.It is applied to almost all walks of life.It stands for various Japanese cultures.Both positive and negative things are related to it.What do people think of the early childlike handwriting A．Funny. B．Lifelike. C．Conventional. D．Personalized.What happened in Japan after Hello Kitty came onto the marketIt promoted local tourism.Japan’s economy was boosted greatly.It enjoyed popularity both at home and abroad.Other cute characters are no equal to Hello Kitty.Why does the author mention Lolita fashionTo illustrate Kawaii has an effect on the fashion trend.To describe Japanese passion for fashion.To introduce a new style of fictional character.To prove it has become a popular sign.第二节（共 5 小题；每小题 3 分，满分15 分）根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。
语言学术语(英-汉对照)表
语言学术语〔英-汉对照〕表Glossary and IndexAabbreviation 缩写词，略语Abercrombieablative 夺格，离格abstractness 抽象性accent 重音〔符〕accuracy 正确性accusative 宾格achievement test 成绩测试acoustic phonetics 声学语音学acquisition 习得acronym 缩略语action process 动作过程actor 动作者addition 添加address form 称呼形式addressee 受话人1.4；addresser 发话人1.4；adjective 形容词adjunct 修饰成分；附加语adverb 副词affix 词缀affix hopping 词缀跳跃affixation词缀附加法affricate 塞擦音agreement 一致关系airstream 气流2alliteration 头韵allomorph 词/语素变体allophonic variation 音位变体allophony音位变表达象alveolar 齿龈音ambiguity 歧义ambiguous歧义的American English 美式英语American structuralism 美国结构主义analogical creation 类推造字anapest 抑抑扬格anaphor 前指替代anaphoric reference 前指照应Andersonanimate 有生命的annotation 注解antecedent 先行词；前在词anthropological 人类学的anthropological linguistics 人类语言学anticipatory coarticulation 逆化协同发音antonomasia 换称；代类名antonymantonymy 反义(关系)appellative 称谓性applied linguistics 应用语言学11 applied sociolinguistics 应用社会语言学appropriacy 适宜性appropriateness 适宜性；得体性approximant 无摩擦延续音Apte 7；aptitude test 素质测试Arabic 阿拉伯语arbitrariness 任意性；12argument 中项；中词；主目article 冠词articulationarticulator 发音器官articulatory phonetics 发音语音学artificial speech 人工言语10aspect 体aspirated 吐气；送气assimilation 同化associative 联想associative meaningassonance 准压韵；半谐音Atkiattributive 属性；修饰语；定语；12.2.3 auditory phonetics 听觉语音学；Austin, John Langshaw 8.1；authentic input 真实投入authorial style 权威风格authoring program 编程autonomyauxiliary 助词auxiliary verb 助动词Bbabbling stage 婴儿语阶段back-formation 逆构词法Bally, CharlesBar-HillelBarnhart & Barnhartbase component 根底局部；12.4。
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• Ability to infer structure of an artificial (English-like) language
• Focuses on Western Indo-European languages
FLAT的應用
• 預估個人習得外語所需時間 • 能力分班 (program placement) • 課程評估與計畫 (program assessment and
planning) • 學習能力之診斷 (diagnosis of learning
ability)
現今幾種外語學習能力測驗 (FLAT)
• 測試四種學習能力： 1. 語音辨識能力(phonetic coding ability): 測試語音辨識、語
音與符號連結的能力，關係受試者聽音辨義能力。 2. 語法感知力(grammatical sensitivity):區別句中字、詞之語
法功能的能力，關係受試者語法分析能力。 3. 記憶能力(rote learning ability):特指外語學習之記憶，有
外語學習能力測驗
Foreign Language Aptitude Test
報告人：張玲瑛 日期：10月17日
何謂外語學習能力測驗(FLAT)
• 學習外語需要特別的天分。 • 個人習得外語所需時間長短不同，因此外語學
習能力不同。 • 外語學習能力與一般學習能力不同。 • 外語學習能力測驗也與語言能力測驗不同。
CANAL-FT (Cognitive Ability for Novelty in
Acquisition of Language) — by Grigorenko, Sternberg, & Ehrman, 2000.
• Similar to MLAT, PLAB, and DLAB, but adds delayed recall measures
PLAB包含六個部分
• 一般學業成績(grade point average) • 學習外語的興趣(interest) • 字彙知識(vocabulary) • 外語分析能力(language analysis) • 語音辨聽能力(sound discrimination) • 語音與符號之連結能力(sound-symbol
別於一般記憶力。 4. 歸納能力(inductive language learning ability): 特指外語
學習之規則統整，有別於一般歸納能力。
MLAT測驗內容
1. number learning: 聽數字選數。 2. phonetic script: 聽字音選拼音符號。 3. spelling cues: 視字母線索選意義相關字。 4. words in sentences: 依句中某字功能選另句中相
生語言學習之個別需求。
PLAB (Pimsleur Language Aptitude Battery)
-- by Paul Pimsleur, 1965,2019.
• 適用於國、高中（七至十二年級）學生。 • 預測影響外語學習之四因素：
– 語言智能 （verbal intelligence） – 學習動機（motivation） – 聽習能力（auditory ability） – 一般學業成績（grade point average）
– Bio data – Spoken stress – Deductive rule application – Inductive pattern application
ALAT
(Army Language Aptitude Test) – by Horne, 1971
• Relatively short (57 Nhomakorabeaitems)
得接受不同外語之培訓，亦可用於能力分班或評估給予不 等時數訓練之用。
85分以上：可學習荷、法、義、葡、西語 90分以上：可學習德語 95分以上：可學習希臘、希伯來、波斯、波蘭、俄、
泰、土耳其、越南語等 100分以上：可學習阿拉伯、華、日、韓語
DLAB的內容
• 選擇題, 90 分鐘 • 分數範圍 0-164, 均值 100, 標準偏差 15 • 分四部分
association)
DLAB
(Defense Language Aptitude Battery)
– by Peterson & Al-Haik, 1976.
• 美國國防部挑選軍中外語人員用，達到外語學習潛力測驗 特定分數者，方可至DLI接受特殊外語人才培訓。
• 除軍方外，聯邦調查局(FBI)也用。 • 依受試成績可分為四種等級：達到85、90、95、100分者
VORD
(Vord is a Turkic-like artificial language)
– by Parry & Child, 1990.
• 以人造語言分析能力測試語言學習能力 • 語言分析項目有三部分：
– 名詞構詞（Nominal morphology） – 動詞構詞（Verbal morphology） – 詞組及句法（Phrase and sentence syntax）
似功能之字。
5. paired associates: 授以某語之音義連結後測試此
連結之記憶。
MLAT-E or EMALT
(Modern Language Aptitude Test-Elementary) -- by John Carro & Stanley Sapon, 1967.
• 適用於小學（三至六年級）學生。 • MLAT兒童版。 • 有助於小學之外語學習能力分班及瞭解學
• MLAT • MLAT-E or EMALT • PLAB • DLAB • ALAT • VORD • CANAL-FT
MLAT (Modern Language Aptitude Test) -- by John Carroll & Stanley Sapon, 1959.
• 適用於高中（九至十二年級）學生及成人。 • 美國及加拿大各政府機關常用，美國政府情報單位也用。