北京大学英语语言文学考研问答
2023年北京大学外国语学院比较文学和世界文学考研真题
北京大学2023年外国语学院比较文学和世界文学真题文学理论部分
一、名词解释（5'x8）
暗喻、法农、《诗庄严经》、美国文学理论中的欧洲因素
流散文学、成长小说、魔幻现实主义
二、简答题（10'x7）
1、女性主义与世界文学的关系
2、对生态批评的批评
3、非洲文论中的殖民问题
4、现代主义与后现代主义的关系
5、“浮士德精神”的全部内涵
6、拉丁美洲文学爆炸的原因
7、世界文学与翻译的关系
三、论述题（三选二，20'x2）
1、谈谈对以下两句话的理解：
The perception of beauty is a moral test.
It is amazing how complete is the delusion of beauty is goodness.
2、比较诗学（忘记完整题干，大意是选择比较诗学的一个核心概念谈一谈）
3、阿多诺说：“奥斯维辛之后，写诗也是野蛮的。
”谈你的理解。
北大外国语考研真题及答案
北大外国语考研真题及答案北大外国语考研真题及答案北大外国语考研是许多外语专业学生的梦想之一。
每年，数以千计的学子参加北大外国语考研，希望能够通过这一考试进入这所享有盛誉的大学深造。
然而，北大外国语考研的难度一直以来都备受关注。
在备考过程中，了解往年的真题及答案是非常重要的。
本文将为大家提供一些关于北大外国语考研真题及答案的信息。
首先，我们来看一下北大外国语考研的考试科目。
一般来说，北大外国语考研的科目包括英语语言文学、外国语言学及应用语言学、英语笔译和口译、翻译硕士专业学位、英语教育专业学位等。
每个科目的考试形式和内容都有所不同，考生需要根据自己的专业选择相应的科目进行备考。
接下来，我们来看一下北大外国语考研的真题及答案。
由于版权的限制，我们无法直接提供真题及答案的链接。
但是，考生可以通过以下途径获取相关的真题及答案：1. 书籍：市面上有很多出版社出版的考研辅导书籍，其中会包含往年的真题及答案。
考生可以购买这些书籍进行备考。
2. 网络资源：虽然文章中不可以出现网址链接，但是考生可以通过搜索引擎输入关键词，如“北大外国语考研真题及答案”，就能够找到相关的资源。
一些教育机构或考试培训机构也会提供一些免费或付费的真题及答案。
3. 考研论坛：考生可以加入一些考研论坛，与其他考生交流经验，分享真题及答案。
这些论坛上也有一些热心的学长学姐会分享他们的备考经验和真题答案。
在备考过程中，了解往年的真题及答案对于考生来说非常重要。
通过做真题，考生可以熟悉考试的形式和内容，了解自己的薄弱环节，有针对性地进行备考。
同时，通过分析往年的答案，考生可以了解到高分答案的写作思路和技巧，提高自己的答题水平。
然而，仅仅依靠看真题和答案是远远不够的。
考生还需要进行大量的阅读和练习，提高自己的语言能力和应试能力。
阅读各种英语文献，包括报纸、杂志、学术论文等，可以提高自己的阅读理解能力和词汇量。
同时，进行大量的写作练习，可以提高自己的写作水平和思维能力。
外国语言文学专业考研常见问题解答
外国语言文学专业考研常见问题解答考研是许多大学生追求深造的一个重要途径，而外国语言文学专业是考研热门的专业之一。
在准备考研外语专业的过程中，很多同学都会遇到一些困惑和问题。
本文将对外国语言文学专业考研的常见问题进行解答，希望能够帮助考生们更好地备考。
问题1：如何准备英语词汇？答：英语词汇是外语学习的基础，也是考研外语专业的重要内容。
建议考生可以通过以下方法来巩固词汇：1. 持续学习：每天坚持背诵一定数量的单词，并进行复习。
可以利用背单词APP或者制作自己的纸质词汇卡片来辅助记忆。
2. 多读多听：通过大量阅读英语原版书籍、听英语音频，不仅可以积累词汇，还能提高语感和理解能力。
3. 扩大知识面：了解单词的词根、词缀和派生词，通过了解单词的构成规律，可以更好地记忆和辨析词义。
问题2：如何提高听力水平？答：在考研外语专业中，听力是一项重要的考核内容。
提高听力水平需要付出一定的努力：1. 多听英语：听英语新闻、英语电影、英语歌曲，增强听力的习惯。
2. 听力材料选择：从初级到高级的听力材料逐渐提升难度。
可以选择一些专门的听力训练教材或者在线听力课程。
3. 注意练习听力技巧：例如捕捉关键词、理解上下文等。
可以通过大量的听力练习来培养自己的听力技巧。
问题3：如何备考翻译题？答：考研外语专业中的翻译也是一个重要的考核内容。
备考翻译题需要掌握以下技巧：1. 增强词汇量：扩大词汇量是翻译的基础。
建议备考时注重积累各类词汇，并注意词义的细微差别。
2. 关注语言表达能力：备考中可以多读一些翻译经典著作，学习其中的表达技巧和惯用法。
3. 模拟考试：多做一些翻译练习题，熟悉考试的题型和要求，提高自己的翻译速度和准确性。
问题4：如何提高阅读理解能力？答：阅读理解是考研外语专业中的一个重要考核内容。
提高阅读理解能力需要坚持练习和积累：1. 多读英语原版书籍：可以通过阅读英语小说、英语学术资料等，培养阅读英文文章的习惯。
2. 阅读技巧：掌握一些阅读技巧，例如快速浏览全文，捕捉关键信息，猜测词义等。
英语语言学考研问答题及参考答案
What are the major differences between phonology and phonetics?They differ in their approach and focus. Phonetics is of a general nature; it is interested in all the speech sounds used in all human languages: how they are produced, how they differ from each other, what phonetic features they possess, how they can be classified. Phonology, on the other hand, is interested in the system of sounds of a particular language; it aims to discover how speech sounds in a language form patterns and how these sounds are used to convey meaning in linguistic communication.What are the main features of the English compounds?Orthographically a compound can be written as one word, two separate words with or without a hyphen in between. Syntactically, the part of speech of a compound is determined by the last element. Semantically, the meaning of a compound is idiomatic, not calculable from the meanings of all its components. Phonetically, the word stress of a compound usually falls on the first element.Discuss the types of morphemes with examples.Free morphemes: They are the independent units of meaning and can be used freely all by themselves, for example, “book-” in the word “bookish”.Bound morphemes: They are those that cannot be used independently but have to be combined with other morphemes, either free or bound, to form a word such as “-ish” in “bookish”. Bound morphemes can be subdivided into roots and affixes. A root is seen as part of a word; it can never stand by itself although it has a clear and d efinite meaning, such as “gene-” in the word “generate”. Affixes are of two types: inflectional and derivational. Inflectional morphemes manifest various grammatical relations or grammatical categories such as “-s” in the word “books” to indicate plurality of nouns. Derivational affixes are added to an existing form to create a word such as “mis-” in the word “misinform”. Derivational affixes can also be divided into prefixes and suffixes. Prefixes occur at the beginning of a word such as “dis- ” in the wor d “dislike”, while suffixes occur at the end of a word such as “-less” in the word “friendless”.What are the major types of sentences? Illustrate them with examples.Traditionally, there are three major types of sentences. They are simple sentence, coordinate( compound) sentence, and complex sentence. A simple sentence consists of a single clause which contains a subject and a predicate and stands alone as its own sentence, for example: John reads extensively.A coordinate sentence contains two clauses joined by a linking word that is called coordinating conjunction, such as "and", "but", "or". For example:John is reading a linguistic book, and Mary is preparing for her history exam.A complex sentence contains two, or more, clauses, one of which isincorporated into the other. The two clauses in a complex sentence do not have equal status, one is subordinate to the other. For example: Before John gave her a lecture, Mary showed no interest in linguistics.Are the elements in a sentence linearly structured? Why?No. Language is both linearly and hierarchically structured. When a sentence is uttered or written down, the words of the sentence are produced one after another in a sequence. A closer examination of a sentence shows that a sentence is not composed of sequence of words arranged in a simple linear order with one adding onto another following a simple arithmetic logic. In fact, sentences are also hierarchically structured. They are organized by grouping together words of the same syntactic category, such as noun phrase (NP) or verb phrase (VP).How do you distinguish between entailment and presupposition in terms oftruth values?Entailment is a relation of inclusion. Suppose there are two sentences X and Y: X: He has been to France.Y: He has been to Europe.In terms of truth values, if X is true, Y is necessarily true, e.g. If he has been to France, he must have been to Europe.If X is false, Y may be true or false, e. g. If he has not been to France, he may still have been to Europe or he has not been to Europe. If Y is true, X may be true or false, e.g. If he has been to Europe, he may or may not have been to France.If Y is false, X is false, e.g. If he has not been to Europe, he cannot have been to France.Therefore we conclude that X entails Y or Y is an entailment of X.The truth conditions that we use to judge presupposition is as follows:Suppose there are two sentences X and YX: John' s bike needs repairing.Y: John has a bike.If X is true, Y must be true, e.g. If John' s bike needs repairing, John must have a bike.If X is false, Y is still true, e. g. If John' s bike does not need repairing, John still has a bike. If Y is true, X is either true or false, e.g. If John has a bike, it may or may not need repairing. If Y is false, no truth value can be said about X, e.g. If John does not have a bike, nothing can be said about whether his bike needs repairing or not. Therefore, X presupposes Y, or Y is a presupposition of X.How are semantics and pragmatics different from each other?Traditional semantics studied meaning, but the meaning of language was considered as something intrinsic, and inherent, i.e. a property attached to language itself. Therefore, meanings of words, meanings of sentences were all studied in an isolated manner, detached from the context in which they were used. Pragmatics studies meaning not in isolation, but in context. The essential distinction between semantics and pragmatics is whether the context of use is considered in the study of meaning . If it is not considered, the study is restricted to the area of traditional semantics; if it is considered, the study is being carried out in the area of pragmatics.How does a sentence differ from an utterance?A sentence is a grammatical concept. It usually consists of a subject and predicate. An utterance is the unit of communication. It is the smallest linguistic unit that has a communicative value. If we regard a sentence as what people actually utter in the course of communication, it becomes an utterance. Whether “Mary is beautiful.” is a sentence or an utterance de pends on how we look at it. If we regard it as a grammatical unit or a self-contained unit in isolation, then it is a sentence. If we look at it as something uttered in a certain situation with a certain purpose, then it is an utterance. Most utterances take the form of complete sentences, but some utterances are not, and some cannot even be restored to complete sentences.How does a sentence meaning differ from an utterance meaning?A sentence meaning is often considered as the intrinsic property of the sentence itself in terms of a predication. It is abstract and independent of context. The meaning of an utterance is concrete, and context-dependent. The utterance meaning is based on sentence meaning; it is realization of the abstract meaning of a sentence in a real situation of communication, or simply in a context. For example, “There is a dog at the door”. The speaker could utt er it as a matter- of- fact statement, telling the hearer that the dog is at the door. The speaker could use it as a warning, asking the hearer not to approach the door. There are other possibilities, too. So, the understanding of the utterance meaning of “There is a dog at the door” de pends on the context in which it is uttered and the purpose for which the speaker utters it.As language changes over time, the meaning of a word may deviate from its original denotation. Discuss the major types of semantic changes.Major types of semantic changes are semantic broadening, semantic narrowing and semantic shift.Semantic broadening refers to the process in which the meaning of a word becomes more general or inclusive than its historically earlier denotation. Take the word "holiday" for example, The older meaning was a " holy day." Today everyone enjoys a holiday, whether he or she is religious or not.Semantic narrowing is a process in which the meaning of a word becomes less general or inclusive than its historically earlier meaning. For example, " wife," used to mean "any woman," but now it means “married females” only.Semantic shift is a process of semantic change in which a word loses its former meaning and acquires a new, sometimes related, meaning.For example, the word silly meant “happy” in Old English, and naive in Middle English, but "foolish" in Modern English.What are the causes of language change? Discuss them in detail.Language changes are due to the following causes:1) Sound assimilation: Sound assimilation refers to the physiological effect of one sound on another. In an assimilative process, successive sounds are made identical, or more similar, to one another in terms of place or manner of articulation, or of haplology, the loss of one of two phonetically similar syllables in sequence. For example, the Old English word "Engla-land" ("the land of the Angles") came to be pronounced “England” through the assimilation of "la-la sounds.2) Rule simplification and regularization:Some changes are the result of simplification and regularization. The plural forms of borrowed words are usually irregular, thus complex. For example, the plural forms of "agendum", "datum", "curriculum" and "memorandum" are "agenda" , "data" , "curricula" and "mem-oranda" . The irregular plurals of these nouns have been replaced by regular plurals of "agendas", "curriculums", and "memorandums" among many speakers, thus making them simplified and regularized.3) Internal borrowing: In order to reduce the number of exceptional or irregular morphemes, speakers of a particular language may borrow a rule from one part of the grammar and apply it generally. For example, by analogy to the plural formation of "foe-s" and "dog-s", speakers started saying "cows" as the plural of "cow" instead of the earlier plural kine.4) Elaboration: Rule elaboration occurs when there is a need to reduce ambiguity and increase communicative clarity or expressiveness. If a particular grammatical feature is lost as a result of a change in the phonological system, some other feature may be added in another component of the grammar.5) Social triggers: Socio-political changes such as wars, invasions, occupation, colonization, and language planning and standardization policies lead to language changes. For example, in the history of English, the Norman Conquest marked the beginning of the Middle English period. And British colonial settlement, and the country' s political, cultural and economic advances in distant lands such as North America, Oceania, South Africa, and India lead to the change of English into British, American, Australian, South African and Indian varieties.6) Cultural transmission:Although a new generation has to find a way of using the language of the previous generation, it has to find expressions that can best communicate the views and concepts of the time and the changed and ever-changing social life, and re-create the language of the community. For example, while old people tend to call a refrigerator "icebox," the younger generation is more often heard speaking of a "fridge." This tenuous transmission process adds up to the inevitable and ongoing language change and variation.7) Children's approximation toward the adult grammar:The way children acquire the language is another basic cause for language change. Children usually construct their personal grammars by themselves and generalize rules from the linguistic information they hear. Children' s grammar never models exactly after that of the adult speech community, because children are exposed to diverse linguistic information.All the above factors contribute to language changes.What are the biological foundations of language?Of all organisms, human beings are the only spontaneous creators and users of highly sophisticated languages that permit the communication of a wide range of knowledge and ideas. Evidently, our linguistic ability does not depend primarily on the structure of our vocal cords, for other mammals also have vocal cords. Human linguistic ability largely depends, instead, on the structure and dynamics of the human brain. As far as is currently known, human beings are the only organisms in which one particular part of the left half of the brain is larger than the corresponding part of the right half. This has led to the belief that human language is biologically, or more exactly, neurologically, based.How are language and thought related to each other?Language and thought may be viewed as two independent circles overlapping in some parts, where language and thought are consistent with each other and one never occurs without the other. When language and thought are identical or closely parallel to each other, we may regard thought as "subvocal speech”, and speech as "overt thought. In such a case, speaking and thinking take place simultaneously.What's the difference between acquisition and learning, according toKrashen?According to Krashen, acquisition refers to the gradual and subconscious development of ability in the first language by using it naturally in daily communicative situations. Learning, however, is defined as a conscious process of accumulating knowledge of a second language usu-ally obtained in school settings. A second language, Krashen argues, is more commonly learned but to some degree may also be acquired, depending on the environmental setting and the input received by the L2 learner. A rule can be learned before it is internalized (i.e., acquired), but having learned a rule does not necessarily prevent having to acquire it later. For example, an English language learner may have learned a rule like the third person singular "-s", but is unable to articulate the correct form in casual and spontaneous conversation because the rule has not yet been acquired. This shows that conscious knowledge of rules does not ensure an immediate guidance for actual performance.How do the learner factors potentially influence the way in which a secondlanguage is acquired?1) The optimum age for second language acquisition: First language acquisition is most successful when it occurs during the early years of one' s life before puberty, but the optimum age for SLA does not always accord with the maxim of "the younger the better". The optimum age for SLA is early teenage. This claim is justifiable because this is the age when the learner' s flexibility of the language acquisitionfaculty has not been completely lost while one's cognitive skills have developed considerably.2) Motivation: Motivation in language learning can be defined in terms of the learner’s overall goal or orientation. Instrumental motivation occurs when the learner's goal is functional, and integrative motivation occurs when the learner's goal is social. If the target language functions as a foreign language (used in a limited environment such as in school), the learner is likely to benefit from an integrative motivation; but if the target language functions as a second language (used as a primary means of communication in the community of the learner), an instrumental motivation is more effective.3) Acculturation: The acculturation hypothesis focuses on the social and psychological conditions under which L2 processing is most likely to take place successfully. It states simply that the more a person aspires to acculturate to the community of the target language, the further he or she will progress along the developmental continuum.4) Personality: Intuitively, an outgoing personality may contribute to language acquisition. Research results, however, only partially support this hypothesis. No significant relationship has been found between talkativeness on the one hand and overall proficiency in a second language on the other. But it is recognized that as a result of being frequently exposed to and interacting with the target language, learners with an extroverted personality are likely to achieve better oral fluency than otherwise.In sum, A good second language learner is, among other things, an adolescent who has a strong and well-defined motivation to learn. He is able to respond and adaptable to different learning situations. He seeks out all opportunities and makes maximum use of them to interact with the input. He employs appropriate learning strategies. And he is willing to identify himself or herself with the culture of the target language community.What is the role of input for SLA?It is evident that SLA takes place only when the learner has access to L2 input and the opportunity to interact with the input. It appears that what learners need is not mere exposure to L2 data, but the kind of input data that are specially suited to their current stage of development. There is, however, no agreement as to precisely what constitutes optimum input. Some scholars advise that access to comprehensible input is a necessary condition for acquisition to take place. It is suggested that input can be made comprehensible by the use of learned structures and vocabulary, the linguistic and extralinguistic contexts of the input data, and the learner's general knowledge to interpret new language items. It is also suggested that interaction (i.e. , taking part in communicative activities) and intake (i.e. , the input that is assimilated and fed into the interlanguage system) are more important for SLA than input.Discuss the contrastive analysis in detail.Contrastive Analysis was developed in order to identify and predict the areasof learning difficulty. Given this approach, it was hypothesized that L2 errors were predominantly the result of negative transfer, or mother tongue interference and second language learning was believed to be a matter of overcoming the differences between LI and L2 systems.According to this view, the major task of second language teaching should predominantly be: first, contrast the native and the target language systems and make predictions about the language items that would cause difficulty and the errors that learners were likely to make; then use these predictions in deciding on the type of language items that needed special treatment in teaching and in material development and the type of intensive techniques that would be employed to overcome learning difficulties created by the interference.In practice, the Contrastive Analysis is not effective because a large proportion of grammatical errors could not be explained by mother tongue interference. Errors predicted by contrastive analysis have often not occurred, whereas many actual errors, such as "goed" and "foots", come from overgeneralization instead of negative transfer.Errors, according to the contrastive analysis approach, are negative and had to be overcome or given up. In fact, errors produced in a learner's second language utterance may very well be developmental errors and therefore, should not be looked upon simply as a failure to learn the correct form, but as an indication of the actual acquisition process in action. Developmental errors often result from the effort on the part of the learner to construct and test general rules of communication in the target language.Why do we say language acquisition is primarily the acquisition of thegrammatical system of language?In principle, no human brain can store all the words and expressions of a language. What happens is that when processing the language they hear, children construct the grammar and make sense of the expressions according to the grammar. When producing utterances, they follow the internalized grammatical rules. Without the knowledge of the productive rules, it would be impossible for language users to produce and understand an unlimited number of sentences which they have never heard before.Discuss the biological basis of language acquisition.Language acquisition is a genetically determined capacity that all humans possess. Although the development of a communicative system is not unique to human beings, the natural acquisition of language as a system of highly abstract rules and regulations for creative communication distinguishes humans from all other animal species. In this sense, humans can be said to be predisposed, that is, biologically programmed, to acquire at least one language. Language development can thus be regarded as analogous to other biological developments in human growth and maturation, such as the growth and maturation of one’s limbs and organs. Humans are equipped with the neural prerequisites for language and language use, just as birds are biologically “prewired” to learn the songs of their species.What is the role of imitation in first language acquisition?At one time, it was widely believed that children learned language by simply imitating the speech of those around them. We now know that this cannot be true, since many utterance types produced by children do not closely resemble structures found in adult speech. . If children learn their native tongue by imitating their parents, how can we account for the utterances that are typical of children' s language, such as the plural form "my foots," the past tense forms of " I eated," and the negative construction of “No the sun shining”? It is impossible that children imitate these structures from adults because they are never heard in adult conversations. In addition, Children with speech impairment for neurological or physiological reasons learn the language spoken to them and understand what is said.A more reasonable explanation is that children are attempting to construct and generalize their own grammatical rules.Some young language learners do seem to make selective use of imitation, but they do not blindly mimic adult speech in a parrot fashion, but rather exploit it in very restricted ways to improve their linguistic skills. The point is that imitation plays at best a very minor role in the child' s mastery of language.What is the role of correction in first language acquisition?。
2010年北京大学英语语言文学922专业知识考研真题(回忆版)-考研真题资料
2010年北京大学英语语言文学922专业知识考研试题（回忆版）1.英国文学试题，二选一∶a.discuss the diffrence between Richardson and Fielding, and how each in their own way contributes to the development of english novel.b.ilustrate by specific textual examples how Miton in Paadise Lost applied the Bbke.2.英国文学试题，二选一∶a.Victorian age is one of complexities and paradoxes.discuss in detaltwo vicotrian novels how, by their chaacterization,plo,etc, reflect the victorian society.b.引述了Elizabeth Browning的一段诗，然后问这句诗体现了什么"problemn"，细节记不清楚了。
3.美国文学部分∶三选二a.elaborate and discusshow, both in prose and poetry,imagry was appliedin Puritan writings.b.关于southern dialect 的题目，细节不记得了。
c.考了一首十四行诗，要求对其进行close exualanalysis，描述to whichaspect of the poemdo youmoststronglyrespond to，以及从多方面对诗歌进行分析。
后经考证，是EdnaSt. Vincent Milly所写。
Hcaring your words, and not a word among themby Edna St. Vincent MillayHearing your words, and not a word among themTuned to my liking, on a saly dayWhen inland woods were pushed by winds that flung them Hising to leeward like a ton of spray,I thought how offMaticus the tideCame pounding in, came runing through the Giut,While from the Rock the waming whistle cried,And children whimpered, and the doors blew shut;There in the autumn when the men go forth,With slapping skirts the island women standIn gardens srpped and scattred,pring north,Withdahia tubers dripping from the hand,The wind of their endurance, driving south,Flatened your words against your speaking mouth.。
北语考研语言学复试题及答案
北语考研语言学复试题及答案一、名词解释1. 语言变异：指的是语言在不同社会群体、地域、语境中所表现出的差异。
变异可以是语音、词汇、语法等方面的。
2. 社会语言学：研究语言与社会之间的关系，包括语言变异、语言态度、语言政策等。
3. 语言习得：指个体从出生开始，通过与周围环境的互动，逐渐掌握一种或多种语言的过程。
4. 语言接触：不同语言或方言的使用者在交流过程中，语言元素相互影响的现象。
二、简答题1. 描述语言的任意性特征，并举例说明。
语言的任意性是指语言符号与其所指对象之间没有必然的、自然的联系，这种关系是社会约定俗成的。
例如，“猫”这个词在中文中指代一种动物，而在英语中则用“cat”表示，两者之间没有直接的逻辑联系。
2. 简述语音学中的音位和音素的区别。
音位是语音学中用来区分词义的最小语音单位。
音素则是构成音位的实际发音单元。
音位是抽象的，而音素是具体的。
例如，在英语中，“p”和“b”是不同的音位，因为它们可以区分词义，如“pat”和“bat”，但它们可能由相同的音素/p/和/b/发出。
三、论述题1. 论述语言的社会功能。
语言不仅是沟通的工具，它还具有多种社会功能。
首先，语言是社会交流的媒介，使人们能够分享信息和情感。
其次，语言是文化传承的载体，它记录和传播了人类的历史、知识和价值观。
此外，语言也是社会身份的标志，通过语言的使用可以表达个人的社会地位、地域归属和群体认同。
四、案例分析分析以下对话中的语言变异现象，并讨论其社会语言学意义。
- 甲：你今天去图书馆了吗？- 乙：去了，但是没找到那本书。
在这段对话中，甲乙两人使用了不同的语言风格。
甲使用了较为正式的语言，而乙则使用了较为口语化的语言。
这种变异反映了语言在不同社会语境中的使用差异。
社会语言学认为，语言变异是社会结构和个体身份的一种体现，它揭示了语言与社会群体之间的关系。
五、综合题1. 请结合实际例子，讨论语言习得过程中的关键期假说。
关键期假说认为，儿童在某个特定时期内学习语言的能力最强，这个时期通常被认为是从出生到青春期。
2016北京大学英语语言文学考研参考书,考研经验,考研真题解析
2013年北京大学外国语学院英语语言文学专业知识925（回忆版）一.1.请分析Lady Mary Wroth的诗In this strange labyrinth how shall I turn?Ways are on all sides while the way I miss;If to the right hand,there in love I burn;Let me go forward,therein danger is;If to the left,suspicion hinders bliss,Let me turn back,shame cries I ought returnNor faint,though crosses with my fortunes kiss;Stand still is harder,although sure to mourn.Thus let me take the right,or left handway;Go forward,or stand still,or back retire;I must these doubts endure without allayOr help,but travail find for my best hire;Yet that which most my troubled sense dothmoveIs to leave all,and take the thread of love.2.《鲁滨逊漂流记》可以被看作the first novel of adventure，在小说的后面，Crusoe saves a man and calls him Friday.Please analyzethe relationship between Crusoe and Friday.Please use the critical works thatyou are familiar with.二.1.阿诺德的Memorial Verses中的一段。
英语专业考研问答
E.国际商务英语
开设学校：对外经贸大学、西安外国语大学等。
研究内容：培养具有较强商务英语交际能力，系统掌握国际 商务知识，毕业后能够从事高层次商务英语翻译工作和具体 业务的高级复合型人才。
就业方向：学生就业面很广，既有在外经贸、国际商务中从 事翻译工作的，也有从事各种外经贸和国际商务的实际业务 工作的。
研究内容：以人类学、社会语言学、社会学等学科的理论 为依托，比较中外文化不同的价值观与行为模式，研究中外 经济合作中出现的跨文化交际问题，培养具有较强跨文化交 际意识和能力，系统掌握跨文化交际知识的高级复合型人才。
就业方向：主要就职于政府涉外部门、大型外企和高校等。
课程设置：英语口语、高级英语、英语口译、英语笔译、 英美社会与文化、跨文化交际、跨文化交际专题、跨文化商 务交际、跨文化语言交际研究等。
（3）把语言同科技联系在一起的理工科英 语专业，如北交、上交、北航、北理、武 理、大理、大海、东大。他们重视词汇量 和语言基本功，以及英语在科学技术中的 应用，这些院校题目出得整齐，准备起来 也比较容易，但不一定好考，因为近年来 报考的人数年年递增。
（4）把英语和政治、经济、文化、外交联系 紧密的院校，如对外经济贸易大学、外交 学院、广东外语外贸等等。这类院校适合 那些有志从事外交、外贸工作的考生。
3.报考院校共分为几类？
（1）研究类院校，比如北大、清华、复旦、 武大、中山、南开等。这一类学校的考试 有一定的难度，比较适合于那些准备读博 或有志于从事理论研究的人报考。
（2）外语院校类，比如北外、上外、天外、 大外、川外、西外等，他们重视基本功， 重视语言研究。这类院校报名情况火爆， 竞争也相对激烈，考生的水平都很强，适 合那些既有理论头脑又有实践能力的人报 考。
(NEW)北京大学外国语学院《660文学理论》历年考研真题汇编(含部分答案)
目 录2006年北京大学外国语学院370文学理论考研真题（回忆版）2007年北京大学外国语学院文学理论考研真题（回忆版）2008年北京大学外国语学院文学理论考研真题（回忆版）2009年北京大学外国语学院文学理论考研真题（回忆版）2010年北京大学外国语学院文学理论考研真题（回忆版）2011年北京大学外国语学院文学理论考研真题（回忆版）2012年北京大学外国语学院文学理论考研真题（回忆版）2012年北京大学外国语学院文学理论考研真题（回忆版）及部分答案2013年北京大学外国语学院670文学理论考研真题（回忆版）2013年北京大学外国语学院670文学理论考研真题（回忆版）及部分答案2014年北京大学外国语学院文学理论考研真题（回忆版）2014年北京大学外国语学院文学理论考研真题（回忆版）及部分答案2015年北京大学外国语学院文学理论考研真题（回忆版）2016年北京大学外国语学院文学理论考研真题（回忆版）2017年北京大学外国语学院662文学理论考研真题（回忆版）2006年北京大学外国语学院370文学理论考研真题（回忆版）一、解释题（40分）1．《伊安篇》2．“为艺术而艺术”3．布拉格学派4．物哀文学5．《典论·论文》6．世界文学7．客观对应物8．文学反应论二、简答题（50分）1．区分中国古代文学批评中意象与英美意象派诗人的意象有什么不同。
2．艺术与日神酒神精神有什么关系？谈谈你的理解。
3．什么是“东方主义”？用此文学理论分析一部作品。
4．谈谈你对“文以载道”的理解。
5．简述黑格尔的美学思想。
三、综合题（60分）1．“影响的焦虑”这一概念是由谁提出来的？联系世界文学史范围内（包括中国）任意两个时代、两个流派或任意两个作家个体之间的关系，谈谈你对“影响的焦虑”的理解。
2．亦真亦幻——论神话（传说）在二十世纪西方长篇小说中的影响。
3．分析亚非文学、东方文学和东方国别文学三个概念之间的联系。
4．对严肃的文学批评来说，作家研究有何利弊？各国文学理论家或作家对此有什么论述？重点谈谈你的理解。
北交大03-15年英语语言学考研解答题汇总
语言学包括语言的特征、语言功能、语言学重要分支（宏观语言学和微观语言学分支）、语音学、音系学、形态学、句法学、语义学、语用学、话语（语篇）分析、语言比较和对比、语言，文化与社会、文体学、二语习得理论、语言学与外语教学和现代语言学主要流派等语言学基础知识和语言学理论知识。
Schemata and inference drawingTree diagram, syntactic structure2003RegisterAn agglutinative languageImmediate constituent analysisCohesionGrim’s lawGrice’s co-operative principleCreoleFree morphemeDeep structureCompetenceC7 Language and culture, relationship; Sapir-Whorf hypothesis (strong & weak) (2014 c-500)C7 Language and society, Lakoff/women register (2004 same question)C1 Saussure’s langue & parole, Chomsky’s competence & performance: comparison (2005 d-; 2007 same topic; 2008 langue and parole, distinctions; 2009 parole and language, distinction; 2011 distinction of competence and performance, relationship between them)C5 seven types of meaning (G.Leech) (2008 C-200)2004An isolating languageA minimal pairGreat V owel ShiftEmbeddingA diachronic view of language (2016 why is diachronic and synchronic an important distinction in linguistics? 10’)C1 Functions of language (2008)C5 semantic triangle, symbol/concept/thought/referentC7 language and society, the influence of power & solidarity;C7 language and society, taboo/euphemistic words/political correctness2005DualityLangue and paroleC2 p45 Distinctive features (2008 C-100)Paradigmatic relations (also called associative relation by Saussure)Speech act theorySelection restrictionsC8 p181 characteristics of implicature (2007 d-/2009 the theory of it/2014 c-300/2016术语) C12 the three important points of the Prague School (P16 Spark)C8 the theory of the illocutionary act (2009 C-100/2011C-100)C5 the referential theory of meaning (2008 same)C5 Componential analysis, advantages and disadvanges (2007 advantages/2009 c-100/2013 weaknesses)C1 communicative competenceC7 Language and society, Lakoff/you are what you say2006DisplacementCompetence and performanceMetalingual function of languageEtic and emicEnocentric and exocentric constructionsC4 IC analysis, advantages and disadvangesC12 systemic-functional grammar (2007/2008/2011)C5 logical semanticsC11 input hypothesis and language learning2007Foregrounding (2010 c-200)Conversational implicatureAllophoneMetalinguistic function (Metalingual function?)Creativity as a property of languageC2 distinctive feature, definitionC5 Componential analysis, advantages (2005)C4 endocentric and exocentric constructions, definition (2013 endocentric c-200)C12 systemic-functional grammar (2006)C8 relevance theory and Grice’s cooperative principleC1 Saussure’s langue & parole, Chomsky’s competence & performance: comparison—similarities and differences (2003)2008ArbitrarinessAnthropological linguistics (2016)Bound morphemeParadigmatic relation (2005)Halliday’s material process in systemic functional grammarC1 Functions of language (2004)C1 langue and parole, distinctionsC5 the referential theory of meaning (2008)C2 p45 Distinctive features (2005-d)C5 seven types of meaning (G.Leech) (2003)C7 Language and society, relationshipC12 American structuralism (2010 c-100): is a branch of synchronic linguistics that emerged in the United States at the beginning of the twentieth century. (2016 what is the structural approach to the analysis of language? Please explain with examples)2009Arbitrariness at the syntactic level (2008单考anbitrariness/2011/2012the design features/2016)MacrolinguisticsForegrounding and grammatical form (2007)Gradable antonymyMinimal pairsC8 the theory of the illocutionary act (2005)Felicity conditionsC5 Componential analysis (2005 advantages and disadvanges/2007 advantages)C12 the London School in linguistics (2012 c-100)C8 p181 the theory of implicature (2007 d-/2005 characteristics): Laurence HornLinguistic relativityC1 Language and parole, distinction (2003 Saussure’s langue & parole, Chomsky’s competence & performance: comparison/2005 d-/2007 same to 2003/2008 langue and parole, distinctions)2010C2 P24 Acoustic phoneticsC2 P37 Co-articulationC2 P41 Free variation (in phonology)C5 Affective meaning (as is defined by G.Leech)C3 P54 Derivational affixPhoneme theory (2016 what is the phoneme theory? 10’)C5 the integrated theory of meaning (2011 adcantages and disadvantages)Context of situation (2016 general context effect and specific context effect)C12 American structuralism (2008 c-200)C7 sociolinguistics and foreign language teaching, implicationC9 foregrounding and literature study (2007)2011C1 Arbitrariness at the syntactic level (2009/2008)C1 Emotive function of languageC1 Computational linguisticsC2 Minimal pairs (in phonology)C11 Interlanguage P254 (2014 its functions): the type of language constructed by second or foreign language learners who are still in the process of learning a language.C1 distinction of competence and performance, relationship between them (2003 Saussure’s langue & parole, Chomsky’s competence & performance: comparison (2005 d-; 2007 same topic; 2008 langue and parole, distinctions; 2009 parole and language, distinction)C11 requirements of a good test (2016 aptitude test 术语)C8 a theory of the illocutionary act (2009 C-100/2005C-100)C12 Halliday functions and structure/c-150 system relationship/the specialty of systemic-functional linguistics (2006/2007/2008)C5 the integrated theory of meaning, advantages and disadvantages (2010)2012C1 The design features of language: arbitrariness, duality, creativity (productivity), displacementC1 Textual function of language P10C12 Functional sentence perspective: FSP, Prague School, theme, rhymeC8 Illocutionary force: extra meaning of the utterances or written text言外之意p175C8 The relevance theory: Sperber and Wilson (2013/2015 c-350)C1 Micro-linguistics and macro-linguisticsC1 the reason why competence and performance an important distinction (2003 Saussure’s langue & parole, Chomsky’s competence & performance: comparison (2005 d-; 2007 same topic; 2008 langue and parole, distinctions; 2009 parole and language, distinction; 2011 distinction of competence and performance, relationship between them)C12 the London School (2009 same)C12 functionalism in linguistics2013 (《语法讲义》朱德熙)C1 The pooh-pooh theory of origin of language (2016)C3 Bound morphemesC1 Informative function of languageC6 Cognitive linguisticsC8 Sperber and Wilson’s relevance theory (2012)C2 Suprasegmental features and their functionsC1 Jakobson’s view of the functions of language (2015 C-300)C4 endocentric constrution c-200 (2007 endocentric and exocentric constructions, definition) C5 Componential analysis, weaknesses (2005 advantages and disadvanges/2007 advantages/2009 c-100)C12 c1500 functional sentence perspectiveFirth’s theory of language2014C1 Duality (2005)C1/C2 Phonology [minimal pairs, free variation]C1 Computational linguistics (2011)C2 A minimal pair (2004/2005/2009/2011)C4 Horizontal relations (or syntactic relations) [Arbitrariness at the syntactic levelC-300C8 p181 characteristics of implicature (2005/2007 d-/2009 the theory of it)C11 functions of inter-language (2001 d-)C4 tree diagram, examplesc-500C9 Sapir-Whorf hypothesis (strong & weak) (2003)C8 post-Gricean developments in pragatics2015C5 PresuppositionC3 Free and bound morphemes (2013/2008/2003)C12 The innateness hypothesisC1 Competence and performance (2006/2003)C9 Text styleC1 Jakobson’s view of the functions of language (2013 C-300)C9 definition, features and effects of free direct thoughtC-350C8 The relevance theory: Sperber and Wilson (2012/2013) Schemata and inference drawing。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
一、北大英语语言文学考研难吗？跨专业的学生多吗？
最近几年英语语言文学考研很火，特别是北大这样的名校。
北京大学2015年英语语言文学考研研究生计划招收17人，招生人数还是比较多的，考研难度不大，北大英语语言文学考研专业课复习较为容易。
在考研复试的时候，老师更看重跨专业学生的能力，而不是本科背景。
其次，考试科目里，英语语言文学综合本身知识点难度并不大，跨专业的学生完全能够学得懂。
即使本科学汉语的同学，专业课也不见得比你强多少（大学学的内容本身就非常浅）。
所以记住重要的不是你之前学得如何，而是从决定考研起就要抓紧时间完成自己的计划，下定决心，就全身心投入，要相信付出总会有回报。
二、北大英语语言文学考研就业怎么样？
作为名牌院校的北京大学，本身的学术氛围好，有良好的师资力量，人脉资源也不错，出国机会也不少，硕士毕业生社会认可度高，自然就业就没有问题。
2014年北京大学硕士毕业生就业率高达97.86%.就业率居于全国同类专业院校的首位。
北大英语语言文学专业学生毕业后可到新闻文艺出版部门、高校、科研机构和机关企事业单位从事文学评论、汉语言文学教学与研究工作，以及文化、宣传方面的实际工作。
三、北大英语语言文学考研学费介绍
北大英语语言文学考研学费总额2.4万元，学制3年，按学年缴纳学费。
英语语言文学专业培养具备文艺理论素养和系统的汉语言文学知识，能在新闻文艺出版部门、高校、科研机构和机关企事业单位从事文学评论、汉语言文学教学与研究工作，以及文化、宣传方面的实际工作的汉语言文学高级专门人才。
北大英语语言文学考研专业方向如下：
01.英语文学
02.翻译理论与实践
其考试科目如下：
101思想政治理论
202俄、203日、253法、254德任选一门
668专业能力
910专业知识
四、北大英语语言文学考研参考书是什么？
北京大学没有指定英语语言文学考研考研参考书目，推荐北京大学英语语言文学考研研究生参考教材如下：
（1）、作品部分：
The Norton Anthology of English Literature
The Norton Anthology of American Literature
The Norton Anthology of Western Literature
关于长篇小说：考生可以根据自己的兴趣方向阅读和熟悉英国十八世纪以来以及美国十九世纪以来有关主要作家的主要作品，能够根据小说原文的具体内容进行文本解读与理论阐释，请不要依赖各类文学史里面的简单介绍。
某些作家作品的背景可以参考上海外语教育出版社影印出版的剑桥文学指南丛书。
（2）、文学理论部分：
Adams， Hazard and Leroy Searle. Eds. Critical Theory Since Plato. 3rd ed. Fort Worth： Harcourt Brace Jovanovich， 1992. [或北京大学出版社2006年影印版]
Eagleton，Terry. Literary Theory：An Introduction. 2nd ed. Cambridge，Mass.： Blackwell， 1996. [或外语教学与研究出版社2004年影印版]
李赋宁主编：《欧洲文学史》共三卷4册，商务印书馆
罗经国：《新编英国文学选读》2卷本，北京大学出版社
陈嘉：《英国文学作品选读》2卷本，商务印书馆
李宜燮、常耀信主编：《美国文学选读》2卷本，南开大学出版社
五、北大英语语言文学考研各专业复试分数线是多少？
2015年北京大学英语语言文学考研复试分数线是335分，政治、英语不低于50分，专业课不低于90分。
复试基本内容主要是对学生综合素质的考核，包括综合分析能力、专业素质及语言应用能力等，同时包括外语听力考查。
考生总成绩（103分）：包括三部分，即初试成绩*70%+复试成绩*30%+外语听力成绩（3分）。