09年北语语用考研试卷+答案word版
2009年北京科技大学外国语学院214俄语(二外)考研真题及详解【圣才出品】
2009年北京科技大学外国语学院214俄语（二外）考研真题及详解试题名称：俄语（二外)适用专业：外国语言文学ЧАСТЬ1ЧТЕНИЕ(40баллов)Прочитайтеследующиемикротекстыиподчеркнитеответ,соответствующийсодержаниюпрочитанного.Микротекст1Показываядевушкамфотографию,ИванСтепановичпродолжает:«Вотсынмой—инженер-строитель,работаетнабольшихстройках,аженаегоучительницавшколе.Вотздесьвсяегосемья.Вцентресидитмойсын.Арядомегожена.Стоятихсыновья.Андрюшастарший,онгеолог.АШурик,вотон—вочках.Шурик—студент,учитсявфинансово-экономическоминституте».1.ГдеработаетотецШурика?А.Вшколе.Б.Винституте.В.Настройках.2.КтосынИванаСтепановича?А.Геолог.Б.Инженер-строитель.В.Студент.【答案与解析】1.【答案】В【解析】问题是：舒里克的父亲在哪里工作？由原文可知，舒里克的父亲是说话人的儿子，在建筑工地工作。
故正确答案选В。
2.【答案】Б【解析】问题是：伊万的儿子是做什么的？由原文第一句可知，伊万的儿子是一名建筑工程师。
故正确答案选Б。
Микротекст2В1980годузаводвыпустилдесятьтысячстанков.В1981годупроизводствостанковнаэтомзаводеувеличилосьвдвараза,арасходсырьявозроснапятьдесятпроцентовисоставилпятнадцатьмиллионоврублей.3.Сколькостанковвыпустилзаводв1981году?А.30тысяч.Б.20тысяч.В.12тысяч.4.Сколькорублейсоставлялрасходсырьяв1980году?А.20миллионоврублей.Б.7,5миллионоврублей.В.10миллионоврублей.【答案与解析】3.【答案】А【解析】问题是：1981年工厂生产了多少机床？由原文第一、二句可知，1981年生产的机床数量是1980年的三倍，而1980年是1万台，因此1981年为3万台。
2009年北京语言大学817语言学概论考研专业课真题及答案（写写帮整理）
2009年北京语言大学817语言学概论考研专业课真题及答案（写写帮整理）第一篇：2009年北京语言大学817语言学概论考研专业课真题及答案（写写帮整理）点这里，看更多考研真题考研学习中，专业课占的分值较大。
对于考研专业课复习一定要引起高度的重视，中公考研为大家整理了2009年北京语言大学817语言学概论考研专业课真题及答案，并且可以提供北京语言大学考研专业课辅导，希望更多考生能够在专业课上赢得高分，升入理想的院校。
北京语言大学817语言学概论2009年硕士研究生入学考试试题及答案2009年真题及解析一、名词解释，要求举例4*6=241、语法手段把表达语法意义的语法形式概括成的类别，主要语法手段有：选词、次序、虚词、词性变化。
例如：汉语中词语的组合，次序不同，虚词不同，语法意义就不一样。
如“爸爸和妈妈”不同于“爸爸的妈妈”就是虚词不同。
构成语法形式的手段主要有选词、次序、虚词、词性变化等。
2、语言的层级装置语言是一种分层装置，语言结构要素的各个单位，在语言结构中，并非处在同一个平面上，而是分为不同的层和级。
语言的底层是一套音位，即音与义相结合而划分出来的音的结构成分。
音位经组合而与某种意义相结合就能构成语言的符号和符号的序列，这是语言的上层。
这一层又可以分若干级：第一级是语素，这是语言中音义结合的最小结构单位，是构词材料；第二级是由语素的组合构成的词，是造句材料‘第三极是由词构成的句子：词和句子都是符号的序列。
语言系统的层次结构可以图示为：音位>语素→词→句子。
3、音位的区别特征有区别音位的作用的发音特征。
具体因袭中能将一个音位同别的音位区别开来的语音特中公考研，让考研变得简单！更多资料，请关注中公考研网点这里，看更多考研真题征。
一个音位实际上是若干个区别特征的总和。
音位的区别特征不仅可以使不同的音位相互区别，形成对立，而且还可以使不同的音位通过相同的区别特征联系在一起，聚合成群。
4、会话含意是语用学的重要概念，分为一般会话含义和特殊会话含义。
2009年北京科技大学216法语二外考研真题及详解【圣才出品】
2009年北京科技大学216法语二外考研真题及详解Ⅰ. Choisissez la bonne réponse: ( 30’ )1. _____ quel mois sommes-nous?A. AuB. EnC. DansD. A【答案】B【解析】句意：现在几月了。
Nous sommes en juin，用en提问。
注意除提问quel jour sommes-nous?不用介词，但提问年份，月份，季节都要用介词en。
因此，本题的正确答案为B。
2. Vos enfants ont réussi à leurs examens? Félicitons- _____.A. leB. luiC. lesD. leur【答案】C【解析】句意：您的孩子们考试成功了吗？祝贺他们吧。
这里是命令式，nous félicitons nos enfants，nos enfants做的是féliciter的直接宾语，所以用直接宾语人称代词代替。
因此，本题的正确答案为C。
3. A Paris, même les vieilles lignes du métro ont _____ nouvelles voitures, et toutes _____ nouvelles voitures ont _____ portes automatiques.A. des ; les ; desB. de ; les ; desC. les ; des ; lesD. de ; les ; les【答案】B【解析】句意：在巴黎，即使是老的地铁线也有一些新车，而且所有的新车都有自动门。
第一空复数形容词前的des要改为de，第二空用定冠词表示特指，第三空用不定冠词指代含义不明确的事物，即所有的新车都有自动门，但自动门数量含义不明确。
因此，本题的正确答案为B。
北京外国语大学考研基础英语真题2009年.doc
北京外国语大学考研基础英语真题2009年(总分：150.00，做题时间：90分钟)ⅠAThe Perils of EfficiencyThis spring, disaster loomed in the global food market. Precipitous increases in the prices of staples like rice (up more than a hundred and fifty percent in a few months) and maize provoked food riots, toppled governments, and threatened the lives of tens of millions. But the bursting of the commodity bubble eased those pressures, and food prices, while still high, have come well off the astronomical levels they hit in April. For American, the drop in commodity prices has put a few more bucks in people"s pockets; in much of the developing world, it may have saved many from actually starving. So did the global financial crisis solve the global food crisis? Temporarily, perhaps. But the recent price drop doesn"t provide any long-term respite from the threat food shortages or future price spikes. Nor has it reassured anyone about the health of the global agricultural system, which the crisis revealed as dangerously unstable. Four decades after the Green Revolution, and after waves of market reforms intended to transform agricultural production, we"re still having a hard time insuring that people simply get enough to eat, and we seen to be vulnerable to supply shocks than ever.It wasn"t supposed to be this way. Over the past two decades, countries around the world have moved away from their focus on "food security" and handed market forces a greater role in shaping agricultural policy. Before the nineteen-eighties, developing countries had so-called "agricultural marketing boards", which would buy commodities from farmers at fixed prices (prices high enough to keep farmers farming), and then store them in strategic reserves that could be used in the event of bad harvests or soaring import prices. But in the eighties and nineties, often as part of structural-adjustment programs imposed by the I.M.F. or the World Bank, many marketing boards were eliminated or cut back, and grain reserves, deemed inefficient and unnecessary, were sold off. In the same way, structural-adjustment programs often did away with government investment in and subsidies to agriculture—most notably, subsidies for things like fertilizers and high-yield seeds.The logic behind these reforms was simple: the market would allocate resources more efficiently than government, leading to greater productivity. Farmers, instead of growing subsidized maize and wheat at high cost, could concentrate on cash crops, like cashews and chocolate, and use the money they made to buy staple foods. If a country couldn"t compete in the global economy, production would migrate to countries that could. It was also assumed that, once governments stepped out of the way, private investment would flood into agriculture, boosting performance. And international aid seemed a more efficient way of relieving food crises than relying on countries to maintain surpluses and food- security programs, which are wasteful and costly.This "marketization" of agriculture has not, to be sure, been fully carried through. Subsidies are still endemic in rich countries and poor, while developing countries often place tariffs on imported food, which benefit their farmers but drive up prices for consumers. And in extreme circumstance countries restrict exports, hoarding food for their own citizens. Nonetheless, we clearly have a leaner, more market-friendly agriculture system than before. It looks, in fact, a bit like global manufacturing, with low inventories (wheat stocks are at their lowest since 1977), concentrated production (three countries provide ninety percent of corn exports, and five countries provide eighty percent of rice exports,) and fewer redundancies. Governments have amuch smaller role, and public spending on agriculture has been cut sharply.The problem is that, while this system is undeniably more efficient, it"s also much more fragile. Bad weather in just a few countries can wreak havoc across the entire system. When prices spike as they did this spring, the result is food shortages and malnutrition in poorer countries, since they are far more dependent on imports and have few food reserves to draw on. And, while higher prices and market reforms were supposed to bring a boom in agricultural productivity, global crop yields actually rose less between 1990 and 2007 than they did in the previous twenty years, in part because in many developing countries private-sector agricultural investment never materialized, while the cutbacks in government spending left them with feeble infrastructures. These changes did not cause the rising prices of the past couple of years, but they have made them more damaging. The old emphasis on food security was undoubtedly costly, and often wasteful. But the redundancies it created also had tremendous value when things went wrong. And one sure thing about a system as complex as agriculture is that things will go wrong, often with devastating consequences. If the just-in-time system for producing cars runs into a hitch and the supply of cars shrinks for a while, people can easily adapt. When the same happens with food, people go hungry or even starve. That doesn"t mean that we need to embrace price controls or collective farms, and there are sensible market reforms, like doing away with import tariffs, that would make developing-country consumers better off. But a few weeks ago Bill Clinton, no enemy of market reform, got it right when he said that we should help countries achieve "maximum agricultural self-sufficiency". Instead of a more efficient system. We should be trying to build a more reliable one.（分数：18.00）(1).What can be learned from the first paragraph?（分数：3.00）A.Global financial crisis destabilized governments.B.Food riots resulted from skyrocketing food bills.C.Financial crisis worsened food crisis.D.Food prices surged by 150% in April.(2).The food crisis revealed the global agricultural system as ______.（分数：3.00）A.fragileB.unresponsiveC.costlyD.unbearable(3).According to the third paragraph, structural-adjustment programs ______.（分数：3.00）A.were designed to cope with poor harvestsB.were introduced as part of "market forces" policiesC.removed price controls and state subsidiesD.encouraged countries to focus on food security(4).The marketization of agriculture probably means ______.（分数：3.00）A.private investment floods into agricultureB.market forces provide efficiency to agricultureC.agricultural policy works with the free market systemD.agricultural production is free from government intervention(5).Which of the following is NOT a feature of the existing agricultural system?（分数：3.00）A.Reduced government spending.B.Concentrated production.C.Self-sufficiency.D.Low wheat stocks.(6).In the last paragraph, the underlined words "the redundancies" probably refer to ______.（分数：3.00）A.high-yield seedsB.grain reservesC.cash cropsD.corn importsMinding the Inequality GapDuring the first 70 years of the 20th century, inequality declined and Americans prospered together. Over the last 30 years, by contrast, the United States developed the most unequal distribution of income and wages of any high-income country.Some analysts see the gulf between the rich and the rest as an incentive for strivers, or as just the way things are. Others see it as having a corrosive effect on people"s faith in the markets and democracy. Still others contend that economic polarization is a root cause of America"s political polarization. Could, and should, something be done?Claudia Goldin and Lawrence F. Katz, two Harvard economists, think yes. Their book, The Race Between Education and Technology (Harvard, $39.95), contain many tables, a few equations and a powerfully told story about how and why the United States became the world"s richest nation — namely, thanks to its schools.The authors skillfully demonstrate that for more than a century, and at a steady rate, technological breakthroughs—the mass production system, electricity, computers—have been increasing the demand for ever more educated workers. And, they show, America"s school system met this demand, not with a national policy, but in grassroots fashion, as communities taxed themselves and built schools and colleges.Beginning in the 1970s, however, the education system failed to keep pace, resulting, Ms. Goldin and Mr. Katz contend, in a sharply unequal nation.The authors allow that a decline in union membership and in the inflation-adjusted minimum wage also contributed to the shift in who partook of a growing pie. But they rule the usual suspects — globalization (trade) and high immigration—as significant causes of rising inequality. Amid the current calls to restrict executive compensation, their policy prescription is to have more Americans graduate from college.If only it were that easy.The authors" argument is really two books in one. One offers an incisive history of American education, especially the spread of the public high School and the state university system. It proves to be an uplifting tale of public commitment and open access. The authors remind us that the United States long remained "the best poor man"s country". A place where talent could rise. The other story rigorously measures the impact of education on income. The authors" compilation of hard data on educational attainment according to when people were born is an awesome achievement, though not always a gripping read.They show that by the 1850s, America"s school enrollment rate already "exceeded that of any other nation". And this lead held for a long time. By 1960, some 70 percent of Americans graduated from high school—far above the rate in any other country. College graduation rates also rose appreciably.In the marketplace, such educational attainment was extremely valuable, but it didn"t produce wide economic disparity so long as more people were coming to the job market with education. The wage premium—or differential paid to people with a high school or a college education—fell between 1915 and 1950.But more recently, high school graduation rates flatlined at around 70 percent. American college attendance roses, though college graduation rates languished. The upshot is that while the average college graduates in 1970 earned 45 percent more than high school graduates, the differential three decades later exceeds 80 percent."In the first half of the century," the authors summarize, "education raced ahead of technology,but later in the century technology raced ahead of educational gains."Proving that the demand for and supply of educated workers began not in the time of Bill Gates but in the era of Thomas Edison is virtuoso social science. But wasn"t a slowdown in rising educational attainment unavoidable? After all, it"s one thing to increase the average years of schooling by leaps and bounds when most people start near zero, but quite another when national average is already high.The authors reject the idea that the United States has reached some natural limit in educational advances. Other countries are now at higher levels.What, then, is holding American youth back?The authors give a two-part answer. For one thing, the financial aid system is a maze. More important, many people with high school diplomas are not ready for college.The second problem, the authors write, is concentrated mostly in inner-city schools. Because the poor cannot easily move to better school districts, the authors allow that charter schools as well as vouchers, including those for private school, could be helpful, but more evaluation is necessary.Data on the effects of preschool are plentiful, and point to large returns on investment, so the authors join the chorus in extolling Head Start, the federal government"s largest preschool program.Providing more children with a crucial start, along with easier ways to find financial aid, are laudable national objectives. One suspects, though, that the obstacles to getting more young people into and through college have to do with knotty social and cultural issues.But assume that the author"s policies would raise the national college graduation rate. Would that deeply reduce inequality?Averages can be deceptive. Most of the gains of the recent flush decades have not gone to the college-educated as a whole. The top 10 or 20 percent by income have education levels roughly equivalent to those in the top 1 percent, but the latter account for much of the boom in inequality. This appears to be related to the way taxed have been cut, and to the ballooning of the financial industry"s share of corporate profits.It remains to be seen how a reconfigured financial industry and possible new tax policies might affect the 30-year trend toward greater inequality.In the meantime, it is nice to be reminded, in a data-rich book, that greater investments in human capital once put Americans collectively on top of the world.（分数：18.00）(1).when can be learned from the book entitled The Race Between Education and Technology ?（分数：3.00）A.The wage movements in the U.S. are dominated by swings in the demand for education-related skills.B.The American educational system is what made American the richest nation in the world.C.Technology raced ahead of education in the first half of the 20th century.D.American high school graduation rates leveled off at 80 percent in 1970.(2).Which of the following is considered a significant cause of rising inequality according to Claudia Goldin and Lawrence F. Katz?（分数：3.00）A.High immigration rates.B.Increased executive compensation.C.Reduced union rates.D.Stagnate college graduation rates.(3).What does the underlined word " laudable " mean?（分数：3.00）A.Reasonable.B.Achievable.C.Deserving praise.D.Worth trying.(4).Which of the following led to the slowdown in American educational advances in the last three decades of the 20th century?（分数：3.00）A.No easy access to financial aid.B.Overemphasis on preschool programs.C.A dramatic fall college enrollment rates.D.A rise in the number of poor school districts.(5).What does the author think of the book entitled The Race Between Education and Technology ?（分数：3.00）A.It is a research on human capital.B.It is intended for economists.C.It is a happy fireside read.D.It is rich in data.(6).Which of the following is true according to the passage?（分数：3.00）A.The demand for educated workers began in the era of IT.B.The pace of technological change has not been steady.C.America is not educating its citizens the way it used to.D.High school graduation rates peaked in the U.S. in 1950.BGeneration What?Welcome to the socio-literary parlor game of "Name That Generation."It all began in a quotation Ernest Hemingway attributed to his Paris patron, the poet and saloonkeeper Gertrude Stein. On the title page of his novel The Sun Also Rises, published in 1926, he quoted her saying to her circle of creatively disaffected writers, artists and intellectuals in the aftermath of World War I, "You are all a lost generation."In the cultural nomenclature after that, the noun generation was applied to those "coming of age" in an era. Anne Soukhanov, U.S. editor of the excellent Encarta dictionary, observes, "Young people"s attitudes, behavior and contributions, while being shaped by the ethos of, and major events during, their time, came in turn to represent the tenor of the time."Taking that complex sense of generation as insightful, we can focus on its modifier as the decisive word in the phrases built upon it. The group after the lost generation did not find its adjective until long after its youthful members turned gray. Belatedly given a title in a 1998 book by Tom Brokaw, the Greatest Generation (which had previously been called the G.I. Generation) defined "those American men and women who came of age in the Great Depression, served at home and abroad during World War Ⅱ and then built the nation we have today."That period, remembered as one characterized by gallantry and sacrifice, was followed by another time that was described in a sharply critical sobriquet: in 1951, people in their 20s were put down as the Silent Generation. That adjective was chosen, according to Neil Howe, author of the 1991 book Generations, because of "how quiescent they were during the McCarthy era.., they were famously risk-averse." The historian William Manchester castigated the tenor of youth in that era as "withdrawn, cautious, unimaginative, indifferent, unadventurous and silent." Overlapping that pejorative label time was the Beat Generation, so named by the writer Jack Kerouac in the "50s. Though the author later claimed his word was rooted in religious Beatitudes, it was described by a Times writer as "more than mere weariness, it implies the feeling of having been used, of being raw.., a sort of nakedness of mind."Now we"re up to the "70s, dubbed by Tom Wolfe in New York magazine in 1976 as the "me decade". That coinage led to the general castigation of young adults by their elders in that indulgent era as the Me Generation, preoccupied with material gain and "obsessed with self". It was notso silent, far from beat, but still, in its own grasping way, a generation lost.Then came the title denoting mystery of the demographically huge generation born from roughly 1946 to 1964—begun as the Baby-Boom Generation, but in its later years its younger members took on a separate identity: Generation X. That is the title of a 1991 book by Douglas Coupland; "It is an identity-hiding label," the generationist Howe tells my researcher Caitlin Wall, "of what is the generation with probably the weakest middle class of any of the other generation born in the 20th century." While most boomers proudly asserted their generational identity, "Xers" at first did not; now, however, most feel more comfortable with the label. It has been followed by Y and Z, but those are too obviously derivative, and the Millennial Generation—if narrowly defined as those beginning to come of age since 2000—has members still knee pants.THE JOSHUA GENERATIONU.S. presidents like to identify themselves with the zeitgeist inspiriting their electorate. "This generation of Americans." F.D.R. told the 1936 Democratic convention, "has a rendezvous with destiny," the final three words later evoked by both Lyndon Johnson and Ronald Reagan. John F. Kennedy, in his 1961 inaugural address, said, "The torch has been passed to a new generation of Americans—tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage." Speaking in March 2007 mat a chapel in Selma, Ala., in commemoration of a bloody march for voting rights, Senator Barack Obama put forward a name for a new generation of African-Americans. After acknowledging "a certain presumptuousness" in running for president after such a short time in Washington, Obama credited the Rev. Otis Moss Jr. for writing him "to look at the Story of Joshua because you"re part of the Joshua generation".He noted that the "Moses generation" had led his people out of bondage but was not permitted by God to cross the river from the wilderness to the Promised Land. In the Hebrew Bible, it was Joshua, chosen by Moses to be his successor, who led the people across, won the battle of Jericho and established the nation. "It was left to the Joshuas to finish the journey Moses had begun," Obama said to the youthful successors to the aging leaders of the civil rights movements, "and today we"re called to be the Joshua of our time, to be the generation that finds our way across the river."Though the spirit of an age is best defined in retrospect, and religious allusion is not currently considered cool, the Joshua Generation—unlike all its era-naming predecessors—does have alliteration going for it.（分数：10.00）(1).The Greatest Generation is also referred to as "The Veterans".（分数：2.00）A.正确B.错误(2).William Manchester didn"t think highly of the Silent Generation.（分数：2.00）A.正确B.错误(3).The Beat Generation is characterized as being obsessed with material gain.（分数：2.00）A.正确B.错误(4).The Generation X follows the Baby-Boom Generation while the Generation Y precedes the Millennial Generation.（分数：2.00）A.正确B.错误(5).The Moses Generation refers to American leaders who fought for never saw the "Promised land" of racial equality.（分数：2.00）A.正确B.错误CTV Can Be Good for YouTelevision wastes time, pollutes minds, destroys brain cells, and turns some viewers into murderers. 1 . But television has at least one strong virtue, too, which helps to explain its endurance as a cultural force. In an era when people often have little time to speak with one another, television provides replacement voices that ease loneliness, spark healthful laughter, and even educate young children.Most people who have lived alone understand the curse of silence, when the only sound is the buzzof unhappiness or anxiety inside one"s own head. Although people of all ages who live alone can experience intense loneliness, the elderly are especially vulnerable to solitude. For example, they may suffer increased confusion or depression when left alone for long periods but then rebound when they have steady companionship.A study of elderly men and women in New Zealand found that television can actually serve as a companion by assuming "the role of social contact with the wider world", reducing "feeling of isolation and loneliness because it directs viewers" attention away from themselves". 2 .The absence of real voices can be most damaging when it means a lack of laughter.3 . Laughter is one of the most powerful calming forces available to human beings, proven in many Studies to reduce heart rate, lower blood pressure, and ease other stress-related ailments. Television offers plenty of laughter for all kinds of viewers: the recent listing for a single Friday night included more than twenty comedy programs running on the networks and on basic cable between 6 pm and 9 pm.A study reported in a health magazine found that laughter inspired by television and video is as healthful as the laughter generated by live comedy. Volunteers laughing at a video comedy routine "showed significant improvements in several immune functions, such as natural killer-cell activity". 4 . Even for people with plenty of companionship, television"s replacement voices can have healthful effects by causing laughter.Television also provides information about the world. This service can be helpful to everyone but especially to children, whose natural curiosity can exhaust the knowledge and patience of their parents and caretakers. 5 . For example, educational programs such as those on the Discovery Channel, the Disney Channel, and PBS offer a steady stream of information at various cognitive levels. Even many cartoons, which are generally dismissed as mindless or worse, familiarize children with the material of literature, including strong characters enacting classic narratives. Two researchers studying children and television found that TV is a source of creative and psychological instruction, inspiring children "to play imaginatively and develop confidence and skills". Instead of passively watching, children "interact with the programs and videos" and "sometimes include the fictional characters they"ve met into reality"s play time". 6 .The value of these replacement voices should not be oversold. For one thing, almost everyone agrees that too much TV does no one any good and may cause much harm. Many studies show that excessive TV watching increases violent behavior, especially in children, and can cause, rather than ease, other antisocial behaviors and depression. 7 . Steven Pinker, an expert in children"s language acquisition, warns that children cannot develop language properly by watching television. They need to interact with actual speakers who respond directly to their specific needs. Replacement voices are not real voices and in the end do only limited good.But even limited good is something, especially for those who are lonely, angry, or neglected. Television is not an entirely positive force, but neither is it an entirely negative one. Its voices stand by to provide company, laughter, and information whenever they"re needed.A. In addition, human being require the give-and-take of actual interaction.B. While the TV may be baby-sitting children, it can also enrich them.C. Thus runs the prevailing talk about the medium, supported by serious research as well as simplebelief.D. Here, too, research shows that television can have a positive effect on health.E. Thus television"s replacement voices both inform young viewers and encourage exchange.F. Television can be a positive practical training ground for moral growth in a changing world.G. Thus television"s replacement voices can provide comfort because they distract from a focus on being alone.H. Further, the effects of the comedy were so profound that "merely anticipating watching a funny video improved mood, depression, and anger as much as two days beforehand."（分数：14.00）ⅡTechnology and Intellectual Property: Problems and SolutionsAccess to low-carbon technologies in the developing world does not mean doing away with Intellectual Property Rights (IPRs). This has been the most emotive and appears the thorniest of issues. It should not be. 1 . The concerns of the developing world are principally about whether they will have access to technologies at fair or affordable prices, which are being pressed on them by the developed countries. The perceived issue may be hypothetical in many situations. Having no IPRs, or compulsory licensing—with the consequent risk of free-riding—is not the solution.2 . For most technologies, patents are not filed in the Least Developed Countries (LDCs), because the small potential markets do not justify the cost of obtaining patents there . In such cases domestic companies are free to use the invention in that country, but not for expect to a country where there is patent protection. Therefore, LPRs are unlikely to be inhibiting within these LDCs. If LDC manufacturers are permitted—through compulsory licensing—to manufacture for sale in a country where there is patent protection (for commercial reasons), then it will damage the incentive structure that IPRs create and should not easily be permitted.3 . Companies generally sell at differentially low prices in the LDCs provided that there is no leakage of these products back into their main markets, where they will sell at higher prices . The World Trade Organisation"s 2001 Doha Declaration provided for this in the case of pharmaceuticals. Some countries, such as Japan, would need to change their laws and regulations to prevent such trade.If there are relevant IPRs which do inhibit otherwise legitimate take-up in the developing countries, there are several solutions:·If the IPRs are publicly held, local LDC companies could receive a geographically limited license, at preferential or zero cost. 4 . This would not significantly damage the broader objective of promoting investment by the private sector in low-carbon technologies and products for use in countries where they will have a bigger carbon-reduction impact on reducing global carbon emissions.·If the IPRs are privately held, there are several solutions: their use can be paid for or subsidised by governments; they can be paid for subsidised by charities.Compulsory licensing is also possible. Compulsory licensing is permitted in most countries (except the US) as an exceptional measure in cases of abuse of monopoly or a national emergency, to limit the ability of an IPR owner to stop others from using the IPRs. Its use is constrained by WTO agreement and is intended to be used as a policy of last resort. A reasonable royalty must be paid to the IPR owner. So compulsory licensing is not a low- or zero-cost option. Compulsory licensing is permitted in Europe but there are no recorded examples of its use. 5 . It is generally regarded as a "nuclear option" by both governments and business, which will come an agreement without its use being invoked.（分数：40.00）______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________。
2009年考研英语真题答案及解析
【补充】 consider 在这里等同于 take…(as an example)。
2.[A] tended (to) 倾向于…… [B] feared 害怕 [C] happened(to)碰巧…… [D] threatened (to) 威胁要去做……
【答案】A
【考点】动词搭配
【解析】从空格后面的 to 可首先排除 B，因为 fear 不与 to 连用。再结合文章题材看，文章是科技类，而科技类文章
【答案】 C
【考点】逻辑搭配
【解析】空所在的语境为： experiment on humans.显然表达的是在人身上进行试验，表示“在……进行试验”
只有用 perform experiment on，故答案为 C。
14.[A] by chance 偶然 [B] in contrast 相反 [C] as usual 照常 [D] for instance 例如
18.[A] Above all 首先 [B] After all 毕竟 [C] However 然而 [D] Otherwise 否则
【答案】 A
【考点】逻辑搭配
【解析】空所在的前后语境为：他们会测试……；它们会尽力去……； ，它们会希望研究……。显然这是三个
并列句，而最后一句的语义显然强于前面两句，表示强调的只有选项 A，故本题答案为 A。
一个技能就是知道何时需要停顿下来。
有限的智力是否也有着适应价值呢？这就是这次新研究后面的问题。这个问题并非是从智商的角度去回头
看那些已经灭绝的物种，而是隐含地询问我们智力的实际成本可能是什么。这一问题一直环绕在我见过的每一
个人。
对动物智力的研究也让我思考：如果动物有机会的话，它们会在人类身上进行什么样的实验。比如，每一
2009年北京外国语大学242二外俄语考研真题及详解【圣才出品】
2009年北京外国语大学242二外俄语考研真题及详解一、填空并写出单词的完整形式（5分)。
1) от_ыхать【答案】отдыхать2) суб_ота【答案】суббота3) покупат_【答案】покупать4) бол_шой【答案】большой5) октябр_【答案】октябрь6) воле_бол【答案】волейбол7) ин_странный【答案】иностранный8) преп_давать【答案】преподавать9) докл_д【答案】доклад10) выста_ка【答案】выставка二、翻译下列词组（10分）。
1) 读书【答案】читатькнигу2) 写文章【答案】писатьстатью3) 著名的大学【答案】известныйуниверситет4) 3个同学【答案】тритоварища5) 喜欢音乐【答案】любитьмузыку6) 在节日【答案】впраздник7) 英语老师【答案】учительанглийскогоязыка8) 去旅游【答案】пойтинаэкскурцию9) 看电视【答案】смотретьтелефизор10) 打篮球【答案】игратьвбаскетбол三、将下列动词变位（6个人称形式）（5分）。
1) читать（现在时）【答案】читаю, читаешь, читает, читаем, читаете, читают2) говорить（现在时）【答案】говорю, говоришь, говорит, говорим, говорите, говорят3) помнить（现在时）【答案】помню, помнишь, помнит, помним, помните, помнят4) слышать（现在时）【答案】слышу, слышишь, слышит, слышим, слышите, слышат5) пойти（将来时）【答案】пойду, пойдёшь, пойдёт, пойдём, пойдёте, пойдут四、请将题号和正确答案写在答题纸上（30分）。
北语语言学真题
六、"梯、资、知"的韵母，有人主张归并为一个音位、有人主张归并为两个音位、还有人主张归并为三个音位，请论述他们各自的理由，并说说你的看法。（14分）
1语言符号和语言符号进入组合之后最大的特点是？
A可论证性b任意性和可论证性c随意性和可论证性d随意性
2汉语声调由声音的什么特征决定？
A音长B音强C音重D音高
3被当作母语使用的语言是什么（或者是没有被当作母语的，不记得了）？
A克里奥尔语B世界语C共同语D皮琴语
4美国描写语言学派的代表人是谁？
7词义的核心是理性义和色彩义。
8主动句-把字句（有具体例子）的变换通过添加、移位实现。
9-n -m -ng韵尾的演变
四
简答(6'*6=26)sorry不是原话
1 给了"锄禾日当午"和"少小离家老大回"这两首诗，问为什么第一首压韵，第二首不压韵，并举汉语的另一个例子来证明自己的观点。
二. 写出8个基本元音的音位图及发音情况。
三. 举例说明单纯词与合成词的区别，
1. 语言中的基本范畴
2. 组合的递归
3. 词义演变的途径
4. 词的组合的基本类型
5 语音的对应关系
四.
1. 归纳音位的原则
北京语言大学考研真题现代汉语和古代汉语2009
★启用前绝密2009年北京语言大学硕士研究生入学考试试题专业：语言学及应用语言学科目：现代汉语和古代汉语现代汉语部分（75‟）一、列出所有普通话辅音音位，说出p 的音位变体及出现条件。
10分普通话共有二十二个辅音音位，其中包括声母所使用的二十一个辅音和只在韵尾位置上出现的/ŋ/音位。
每个辅音音位的音位变体及其所出现的条件(见教材)。
p 的音位变体：1、不送气清塞音，不送气清塞擦音出现在轻声音节中，变成相应的浊辅音。
如：尾巴2、在同后头的圆唇元音相拼时，产生各种圆唇音的音位变体。
二、用严式国际音标标出下列两句话中的儿化词。
10 分……有事儿…………香味儿……( 1 )、儿化韵er 和uer 的来自哪些韵母，全部列出( 2 )、为什么儿化使不同的音变得相同了儿化是否使韵母产生了音变，取决于韵母的最末一个音素发音动作是否与卷舌动作发生冲突(即前一个动作是否妨碍了后一个动作的发生)，若两者发生冲突，妨碍了卷舌动作，儿化时韵母发音就必须有所改变。
普通话中除er 韵、ê韵外，其它韵母均可儿化。
有些不同的韵母经过儿化之后，发音变得相同了，故归纳起来普通话39 个韵母中只有26个儿化韵。
三、观察下列四组词10分1 、丑—难看2 、英勇—勇敢3 、兴奋—激动4 、一样—一致写出用法上的不同点，归纳辨析同义形容词的角度和方法一、辨明色彩有些词语的意义是一样的，但是所附加的感情色彩不同。
从褒贬色彩看，有褒义词、中性词和贬义词。
除褒贬色彩外，还有其他感情色彩的区别。
有的带有庄重尊敬的感情;有的带有诙谐或讥讽的感情，等等。
有的是口语和书面语的不同。
如“小气”与“吝音”，有的是一般用语和特殊用语的不同。
“一般用语”指口头和书面都常用的普通用语。
后者多用于公文。
熟悉词语的不同色彩，便于我们准确使用词语。
二、辨别轻重词义所表现的程度有轻重之分，也是同义的形容词表现出来的一种意义上的差别。
三、确定范围有很多同义形容词词义的范围是不同的。
北京第二外国语学院2009年二外日语考研真题
北京第二外国语学院2009年二外日语考研真题一、次の漢字言葉の読み方をそれぞれのA ~Cの中から一つ選び、記号で答えなさい。
（1 "0=10点）1.海老 (A.えび B.かいろう Cえび）2.役割 (A.やくわれ B.やくわりC.やきわり）3.派手 (A.はて B.ばで cはで）4.雑談 (A.ざったん B.ざったんC.ざつだん）5.大幅 (A.だいふくB.おおはば C.おおふく）6.冗談 ( A.じょうだん B.じょうたん C.じょだん）7.税金裞锦. (A.ぜいきん B.ずいきん C.ぜいがね）8.梅雨 (A.まいゆB.ぱいゆ C.つゆ）9.翌日 (A.よくにち B.よくじつC.しょにち）10.瀬戸内海 (A.せとうみ B.らいこかい C.せとないかい)二、次の中国語を日本語の外来語に訳しなさレ(1xl0=10点）1.幽黙2.青椒3.菠萝4.郁金香5.加油站6.音乐会 1.平衡 8.空姐 9.播音员 10.冰激凌三、次のA ~Dの中から適当なものを選び、記号で答えなさ(1x10-10点）1.10.1. 間違いを (A.直す B.出す C.ある D.なる）2. 電気が (A.する B-消すcだす D.点滅する）3. 高齡化が (A.変える B.進める C.進む D. 変わる）4. 負担か' (A,する B.なる C.やる D.重くなる）5. 精度が( A.高まる B.増やす C.する D.見る）6. 才能を (A.与える B.ある C.する D.発揮する）7. 動きを (A.出る B.出す C.止める D.する）8. 費用を (A.いう B-賄う C.あるD.増える）9. 三倍に(A.いく B.する C.ふえる D. くる）10.苦情が(A.通う B.殺到するc言う D.訴える）四の所に何を入れるか番ぃいものを一つ選びなさい。
記号でA-L の中から答えること。
（1 xlO-10点）A.までにB.どんどんC.しとしととD.めったにE.わざとF.わざわざG.わずか RなんとかLいまに J.しょっちゅう K.とりわけ L大いに1.日本では北海道を除いて、6月から7月にかけて、每日のように雨か' 降っています。
09-14年北语考研真题讲解
一）现汉1.语音国际音标（严式）是必考的重点，我的复习策略是把声母表、韵母表都直接用严式音标标出记忆，只要标调时直接拼合就好了；本部分必考的几张表：1. 声母表2.韵母表3.声韵配合表4.普通话音变一览表5.普通话音位表6.普通话儿化音变分析一览表；几个常考的点：（1）几组对比：元音VS辅音辅音VS声母元音VS韵母调值VS调类（2）有关音位分合的问题：音位的分合问题（3）说明音位理论在拼音方案设计中的意义，以i\e为（4）另外的几个考点：四呼(分类、分类意义、在声韵配合中的作用)；汉语拼音方案；普通话声母特点；普通话音节结构特点；轻声音变（what、特点、影响、音变范围、作用）儿化音变（what、作用）；语音只要掌握了这些基本就可以应付了。
2. 词汇词汇部分的真题重复考点很多，题型也都相似，只要有针对性的把相关的知识点掌握了，就能以不变应万变，应付自如。
（1）同义词辨析：这是每年必考的考点，是考试的重中之重，相应对的策略是程娟老师分析同义词的思路，其中包括程老师的课堂笔记、相关论文结论等；分析角度掌握了，在分析具体的词语是就能得心应手，把角度一列，再把具体的词语一套基本就可以拿到绝大部分的分数（2）辨析词的结构类型这个考点涉及到造词法和构词法，程娟老师的思路是葛本仪先生的思路（程娟老师曾师从葛本仪先生）；其中重叠构形也是热点考点，【07年、10年初试、11年复试】都曾考过；另外周荐的逆序结构说早些年【02年、06年复试】也曾考过，近些年都不考了；（3）词义的构成这也是词汇部分的重要考点，【00年初试、07年的初试、11年初试】都考过，基本分析思路是程娟老师分析词义的角度（也见于符淮青先生的《现代汉语词汇》）（4）归并义项【01年初试、03年文字、04年语用、04年课教、06年初试、09年初试】都曾考过，分析结合理性义构成（对象一致、特征一致），自己在稍微练习一下；（5）义素分析义素分析、语义场等内容也是语言学“词义”一章的重点，程娟老师的笔记也专门讲过；另外可以参照贾彦德先生的《汉语语义学》第三至第七章，这本书研究汉语语义的经典著作；（6）词义和语素义的关系这个考点只曾在【05年初试】中出现过一次，可是【2011年复试】出了一道8分的题，程娟老师的笔记和符淮青先生的书最后一章都有涉及，应提起注意；（7）反义义场和反义词【03年初试、05年初试】曾以问一对词可能在那些义项上构成反义词的方式考察，【10年初试】考了反义词的不平衡现象；（8）词汇部分的“对比”语素VS词VS汉字；词VS短语；熟语VS自由短语；一般词汇&基本词汇（关系、区别的意义）（9）另外的几个考点A.语素辨析：此处有一个和语音部分结合的考点，即儿化词中的“儿”的作用，这里我取得是葛本仪先生的说法，见于二轮笔记；B.离合词：语法特征、离合词和词组的关系；C.语素组3.语法部分：（1）辨别词性这是词类部分相对较简单的部分，只要把各类词的语法特征记住就可以解决了，曾于【01年、04年课教、08年复试】考过（2）辨别词的语法差异（含虚词）这种题型也相对容易，只要把相关词类的用法都理解了，实词：再从语法意义、句法功能（充当句法成分的能力、组合能力）、形态(能否重叠)几个方面依次比较就可以了。
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09年北语语用考研试卷+答案word版语言学概论卷一、名词解释（4‟*6）1.语法手段把表达语法意义的语法形式概括成的类别，主要语法手段有：选词、次序、虚词、词性变化。
例如：汉语中词语的组合，次序不同，虚词不同，语法意义就不一样。
如“爸爸和妈妈”不同于“爸爸的妈妈”就是虚词不同。
构成语法形式的手段主要有选词、次序、虚词、词性变化等。
2、语言的层级装置语言是一种分层装置，语言结构要素的各个单位，在语言结构中，并非处在同一个平面上，而是分为不同的层和级。
语言的底层是一套音位，即音与义相结合而划分出来的音的结构成分。
音位经组合而与某种意义相结合就能构成语言的符号和符号的序列，这是语言的上层。
这一层又可以分若干级：第一级是语素，这是语言中音义结合的最小结构单位，是构词材料；第二级是由语素的组合构成的词，是造句材料…第三极是由词构成的句子：词和句子都是符号的序列。
语言系统的层次结构可以图示为：音位>语素→词→句子。
3.音位的区别特征有区别音位的作用的发音特征。
具体因袭中能将一个音位同别的音位区别开来的语音特征。
一个音位实际上是若干个区别特征的总和。
音位的区别特征不仅可以使不同的音位相互区别，形成对立，而且还可以使不同的音位通过相同的区别特征联系在一起，聚合成群。
4.会话含义是语用学的重要概念，分为一般会话含义和特殊会话含义。
前者是指其含义约定俗成的依附于句子的词汇意义，而特殊会话含义之含义有赖于特定的语境和上下文并要运用合作原则的某一准则才能推倒出来。
5.语言的融合语言融合又叫语言替代、语言换用、语言专用，是随着不同民族的接触融合而产生的一种最常见的语言变化。
是指一种语言排挤和替代其他语言（即某一种语言成为胜利者，保留自己的语法构造和基本词汇，并且按照自己发展的内在规律继续发展），成为趋向融合的各民族人民的共同交际工具，而其他语言则由于无人使用而消亡。
语言融合是不同语言统一为一种语言的基本形式。
6.波浪理论中文术语波浪理论、波形理论，英文术语wave theory.定义：wave theory是物理学上很著名的理论之一，这一理论认为光的传播像波浪一样，语言学用此来解释某一语言现象的扩散方式。
例如：某一强势方言通常都会向外扩散，扩散方式往往是波浪式的。
领域：普通语言学德国语言学家J.施密特则提出了印欧语言传播的“波浪理论”（又称“波浪说”），以取代施莱哈尔的“谱系树”之说。
施密特认为，原始印欧语由许多方言组成，其中心的语言成分从中心区向四周做波浪式传播。
印欧诸语言由一系列共同语言特征联结在一起，这些语言之间并无明确的界限，是逐渐地，不明显地从一种语言过渡到另一种语言。
他的理论对印欧语研究产生过较大影响。
现在世界上许多地区的“语言联盟”现象是“波浪理论”的一个很好的印证。
二、判断1‟*201.自由语素和黏着语素既能互相组合成词，又能独立成词2.因为是从音质角度划分的最小语音单位3.索绪尔开创的描写语言学标志语言走向独立的道路4.语音演变的规律性的三个特点…5.常用语、非常用语、基本词、非基本词都是根据用法特点而分的类6.德国的葆朴最早提出亲属语言7.汉语是意音文字，日语是音节文字，他们都是能完整记录各自的语言符号体系8.“克隆”等是借词，“电话”等是意译词。
三、简答8‟*61.举例说明固定用语的特点是词跟词的固定组合，一般不能任意增减、改换其中的词语。
包括专名（1）专门词语，如中华人民共和国、北京大学（2）术语，如法律术语：地方性法规；医学术语：病理（3）行业语和熟语。
熟语，也叫固定结构，固定词组，包括成语、谚语、歇后语、惯用语等，是汉语词汇的组成部分，构造比词复杂，一般是段誉火炬子结构，但格式和构成成分比较固定，意义往往有整体性，一般也做语言建筑材料使用。
与之相对的是自由短语，词与词按表达需要的临时组合。
固定短语是相对于自由短语而言的，自由短语在使用时常常是临时组合，成分可以变更，固定短语在结构上相当于一个短语，运用上却是总是整体使用，不能随随便便动其中的成分，作用相当于一个词，由于总是定型使用，所以固定短语也属于语汇成员。
2.比较语言的组合关系和聚合关系，说明他们的作用组合关系：两个或两个以上同一性质的结构单位（例如音位与音位，词与词），按照线性顺序组合起来的关系。
并非任意两个词就可以构成组合关系。
聚合关系：在语言的组合结构的某一个位置能够互相替换的几个具有相同作用（组合能力）的单位符号之间的关系就是聚合关系。
聚合关系其实就是具有相同功能特点的一群符号之间的关系，由于他们的功能相同，所以在同一结构中可以互相替换，替换后虽然具体内容有所改变，但功能与结构关系没有变化。
组合规则和聚合规则是相互有内在联系的两条规则。
组合规则着眼于结构单位的横向联系，聚合规则着眼于结构单位的纵向替换。
组合关系和聚合关系是语言系统中的两种根本的关系，对我们运用语言具有十分重要的意义。
运用词语组合成句子，首先必须符合组合关系，这样才能正确。
比如说“吃”，一般可以同“饭、面”等组合，不能同“沙、泥”等组合。
组合关系使符号之间的关系呈现出有序性，反映了语言系统组织结构的基本法则，是以较小的单位组合成较大的单位必须遵守的。
聚合关系是组合关系的具体运用，充分反映了语言规则的概括性，如前面所举的例子那样，他为句子的生成提供了无数的可能，我们掌握了一种规则，通过替换，就可以造出很多句子来。
语言的组合关系说明了语言结构的规则，语言的聚合关系说明了替换规则。
如果语言中只有组合，没有聚合，没有可替换的同类，每个词语的出现都必须有一条独立的组合规则，那么语言中的组合关系将多的数不胜数，使用这根本就不可能掌握语言这个交际工具。
所以，聚合关系大大地简化了语言系统，这也是语言作为人类最重要的交际工具所要求的。
组合规则使得语言符号的结构呈现出有序性，聚合规则为句子的生成提供了无数的可能，大大地简化了语言系统。
如果语言中只有组合而没有聚合，没有可替换的同类，每一个句子都必须是新的3.比较洋泾浜和混合语两者都是混合的产物，主要看它是否成为母语。
洋泾浜：是17世纪以后的殖民地半殖民地的通商口岸常见的一种语言现象。
这种语言是当地人和外来殖民者在打交道的过程中彼此在语言上妥协而产生的一种能使双方勉强沟通的临时性交际工具。
克里奥尔语（混合语）：在一定条件下，样金榜也可以成为某一种语言社团唯一的交际工具，并作为母语传给下一代，在这种情况下，“洋泾浜”就升格为“混合语”，也叫克里奥尔语。
4.举例说明语义场的作用在研究语义场的过程中，语言学家一方面不断丰富和完善这一理论，另一方面有积极地将这一理论作为进一步分析语言现象的工具时。
人们将这一理论主要应用与语言学与计算机科学两个领域。
语言学领域：该理论已被应用于词典编辑和翻译研究。
还可以应用于分析语篇的构成，语义场的聚合关系、组合关系能够促使语篇连贯，催生修辞效应。
5.文字与语言的关系文字从本质上看也是一种符号，是记录语言的书写符号，是语言的辅助性交际工具。
文字和语言既有着密切的联系，但他们之间又有着质的区别。
（1）语言是第一性的，文字是第二性的。
文字是在语言的基础上产生的，没有语言就没有文字。
语言是伴随着人类社会同时产生的，而文字则是人类社会发展到一定阶段才产生的，文字是记录符号的符号。
（2）语言和文字虽然都是交际工具，但他们在社会中的作用是不一样的。
语言是社会必须的交际工具，没有语言，社会就不会存在。
而文字对一个社会来讲，则不是必须的，一个社会可以没有文字而照样存在。
文字只是辅助语言的交际工具，他只是扩大了语言作为交际工具的功能。
（3）文字和语言发展变化的速度不同。
文字和语言都是处于不断变化与发展中的，但文字的发展变化要比语言慢得多，语言的变化不能马上在文字中表现出来，因此常常发生文字与语言脱节，文字落后于语言发展的现象。
这样就形成了文字的书写形式与语言的实际发音的矛盾。
文字作为辅助交际工具的长处是他能克服时间和空间的限制。
文字记载的资料经过多少年人们还能够看得懂，就是由于文字具有更大的稳固性。
（4）文字可以改革、借用，而语言一般则不能。
当文字脱离语言达到一定的程度时，即影响到交际功能时，文字就得改革，在一定的历史条件下，人们还可以创造新的文字。
文字还可以借用。
一个民族在一定的历史时期可以借用其他民族的文字，而语言一般是不能借用的，语言往往是一个民族的标志，从整个民族来讲不能没有自己的民族语言。
（5）文字对语言具有促进作用。
文字吧语言记录下来从而形成书面语，人们可以对语言进行加工锤炼。
是语言越来越精密细致，甚至有些词汇就是在文字的基础上创造出来的。
6、语音有什么属性，举例说明语音具有生理属性、物理属性、社会属性。
其中生理属性和物理属性是自然属性。
生理属性：指语音的动力、发音体和发音方法。
物理属性：是指物体受外力作用而发生振动，从而使周围的空气也发生振动，形成音波，音波传入人耳，使鼓膜发生振动，刺激听觉神经，于是人们产生了声音的感觉。
语音的物理属性包括音高、音长、音重、音质。
语音的社会属性：指同一个因素在不同的语言或方言中具有不同的作用，执行不同的交际功能，是语音的本质属性。
表现在（1）语音符号的音义结合是全体社会成员约定俗成的。
语音都有意义，音义结合不是个人决定的，是全体社会成员约定俗成的。
一个意义可以用不同的语音形式表示；同一个音可以表示不同意义。
（2）语音系统是由社会决定的。
任何语言和方言都有独特的语音系统；即是物理生理属性相同的现象在不同系统中的作用也不同，这是由社会约定俗成的。
但这些差异不是发音器官不同和地理环境的不同造成的，而是不同民族、地区、团体各自选择了自己的系统。
所以，经过训练，可以相互学习不同的语言。
四、分析题10‟*41.现在越来越多的年轻人喜欢说“你有去图书馆吗？”“”你有吃饭吗？“你有买吗？”有些人认为这种说法不规范，应当纠正，你怎么看？语言的规范化根据语言的发展规律为语言的运用确定语音、词汇、语法各方面的标准，把那些符合语言发展规律的新成分、新用法固定下来，加以推广；对于那些不符合语言发展规律的成分和用法，应给根据规范化的要求，妥善加以处理；语言中的有些用法虽然不符合语言的发展顾虑，但是在人们的交际中已被广泛使用，那就应该根据“约定俗成”的原则加以肯定；至于那些不符合语言发展规律，在群众中又不是广泛使用的新成分、新用法，在他们刚出现的时候就应该根据规范化的要求加以剔除，，以保证语言运用的纯洁的和健康。
2.句式转换的特征，举例说明句式转换的平行性原则变换关系是存在于相同词类构成的相关句式之间的对应法则，其根本特点是变换前后句子的基本语义关系维持不变。
变换分析时应注意，变换前后句子的基本语义结构应维持不变。
所以在变换分析中有两条理论原则必须遵循：一是同一性原则，二是平行性原则。