考研英美文学基础知识
(2020.6.10更新)福建师大外院英语文学、外应考研指南 (1)
福建师范大学外国语学院英语语言学、外国语言学及应用语言学考研指南（草稿）一、写作与翻译2020年回忆1.英译汉：见《学术英语（人文）》，the Scope and Content of Literature, 第一段、第四段以及第五段。
2.汉译英：答案的一部分见胡壮麟《英语语言学教程》第五版，Why StudyLinguistics的第一段和最后一段。
3.作文：On the Striking Differences between Linguistics and Literal Studies，至少800词。
二、英语综合2020年样题（从练习册或隐藏参考书上摘抄的，不是真题。
）I.文学常识：30题，每题1分。
●The poetic view of _____ can be best understood from his remark about poetry,that is, “all good poetry is the spontaneous overflow of powerful feelings.”A.Samuel Taylor ColeridgeB.John KeatsC.William WordsworthD.Percy Bysshe Shelley●Which of the following writings is NOT completed by William Blake?A.Songs of ExperienceB.Song of InnocenceC.Marriage of Heaven and HellD.EmmaII.语言学：30题，每题1分。
●Many aphasics do not show total language loss. Rather, different aspects oflanguage are impaired. Aphasics in _____ are reveal word-finding difficulties and problems with syntax.A.Werniker’sB.visualC.motorD.Broca’sIII.百科知识20题，每题1分。
2011年厦门大学考研真题 阅读及英美文学、语言学基础
机密★厦门大学2011年招收攻读硕士学位研究生入学考试试题科目代码：814科目名称：阅读及英美文学、语言学基础招生专业：英语语言文学、外国语言学及应用语言考生须知：答题必须使用黑（蓝）色墨水（圆珠）笔；不得直接在试卷（试题纸）或草稿纸上作答；凡未按上述规定作答均不予评阅、判分，后果考生自负。
Part One Reading Comprehension 70 pointsDirections:Each passage below is followed by questions based on its content. After reading a passage, choose the best answer to each question. Answer all the questions following the passage on the basis of what is stated or implied in that passage.Passage 1Bush today insists that he had a great time at Yale and doesn‟t recall any unpleasantness. But somewhere along the way he developed a sizable chip on his shoulder. He would later carp about the “self-righteousness” and “intellectual superiority” of the East Coast liberal establishment that took over institutions like Yale in the 1960s. As early as 1964, he had a run-in with one of the avatars of the new order, the Rev. William Sloane Coffin, the Yale chaplain who had turned on his own Andover-and-Skull-and-Bones past to became a fiery radical, advising students to resist the draft. Bush bitterly recalled Coffin‟s telling him, after his father had lost the 1964 Senate race in Texas to Ralph Yarborough, “I knew your father, and he lost to a better man.” To Bush, Coffin embodied the “heaviness” and “guilt” of the liberal East.At a time when Yale students agonized endlessly over what to do about the draft, Bush does not appear to have talked much about his own choice. To volunteer for Vietnam would have required an act of boldness and outright defiance. Seeking battle was almost unheard of among undergraduates: it was said that more Yale students were dying in motorcycle accidents than in combat in 1969. At the same time, according to his Yale friend Roland Betts. Bush did not want to politically embarrass his father. Bush Jr. took a respectable hut easy way out, joining the Texas National Guard.Determined to make it on his own, Bush did not tell his father that he was applying to Harvard Business School. The “West Point of Capitalism” was not inundated with applicants in the anti-business early 1970s. So Bush got in, despite mediocre grades that kept him out of his first choice of grad schools, the University of Texas Law School. Bush posed as a redneck rebel at Harvard, wearing his National Guard flight jacket and cowboy boots and chewing tobacco as hesat back of the class, spitting into a paper cup. But he showed early signs of the self-discipline that would become more characteristic as time went on. He kept up with the gruelling casework, particularly in a course called Human Organization and Behaviour. Here were formal lessons in organizing and managing people that Bush had only intuited as an Andover cheerleader. He developed his basic approach to leadership at Harvard‟s training ground for future CEOs. The essence was to think Big Picture, don‟t get caught in the details, delegate and decide. Bush whizzes through briefing books today, preferring to listen rather than read, but his friends say he was an ability to cut to the chase. If Bush seems less substantive than a Bill Clinton—or an Al Gore—he can blame a Harvard education.1. Which of the following does the author probably agree?(A) Bush was an activist in anti-Vietnam war when he studied at Yale.(B) Bush liked the self-righteousness atmosphere at Yale.(C) Bush seemed to be politically-different from most college students at that time.(D) Bush was proud of his education at Yale.2. Bush chose to join the Texas National Guard mainly(A) because of his father(B) for the sake of Coffin‟s advice(C) because of his anti-Vietnam War attitude(D) because of the pressure from his Yale classmates3. He entered Harvard Business School instead of the University of Texas Law School because(A) Harvard was his first choice(B) his grades were not high enough(C) he intended to venture into business(D) he liked the intellectual superiority of the liberal establishment at Harvard4. He kept his application to Harvard Business School from his father mainly(A) because he did not trust his father(B) because his father would have thwarted it(C) because an anti-business atmosphere was prevalent in America then(D) because he wanted to be independent and self-reliant5. According to the author, Bush‟s leading style was developed(A) as a heritage from the family(B) during his education at Yale(C) as a result of the political atmosphere when he was young(D) during his learning at HarvardPassage 2The Enlightenment favoured a view of universe structured in binary oppositions, the principle of which is the dichotomy between subject and object. This was an essential division that world enable a systematic and disengaged view of reality and would foster the development of science even though it was also highly stimulated by the latter. Other dualisms, such as that of the individual/society, and the “We/They”dichotomy, based on race or ethnicity, for example, stemmed from the general idea of a necessary division and a controlling/controlled type of relationship between subject and object where “the distance between subject and object, a presupposition of abstraction, is grounded in the distance from the thing itself which the master achieved through the mastered”(Horkmeimer & Adorno, 1972:13). Distance, abstraction and control are key elements in the contact between subject and object.This objectifying attitude of the subject towards the object, which was previously described as instrumental reason, justified human control over nature, which is now very much contested by radical ecologists who view animals, plants and even minerals as subjects (Ferry, 1992). Likewise, it has determined a descriptive type of knowledge about the object of research, either human or non-human. Consequently, a scientific analysis should imply a distant, disengaged, monological, objective and objectifying view of the object by subject.Critical Theory, on the contrary, emphasizes the “rootedness of our cognitive accomplishments” (Habermas, 1994:87). Critical theorists reject both the atomistic concept of the individual and unilateral concentration of power implied in a subject-object interaction and concentrate on the creative and democratic potential of a subject-subject relationship.Although the concept of object disappears from the equation, this is not the only alteration because there is also an essential change in the notion of subject. The concept of a solitary subject which ruled the enlightened way of thinking is definitely overcome by the notion of a social subject, and this is not an idea exclusive to the Frankfurt School but an assumption that underpins contemporary philosophical thought. Habermas identifies four “themes”common to the philosophical movements of this century “in spite of the boundaries between schools” which he designates as “postmetaphysical thinking, the linguistic turn, situating reason, and overcoming logocentrism” (Habermas, 1992:8). The change in the subject is inherent in all these themes which refer to a reconsideration of scientific rationality, to the move from the philosophy of consciousness to the philosophy of language, to the embeddedness of reason in culture and history and finally to the relocation of theory within practice. As Habermas points out, this is an evolution that has been developing throughout the twentieth century. However, Habermas expanded this idea in a particular way which is eventually, more restrictive precisely because it is normative and consensus driven.Bearing in mind the four themes mentioned above, the notion of the “intersubjectively recognized subject”, in Habermas‟ terms challenge, with regard to scientific and social research, the premises of pure, instrumental reason and, consequently, the distance maintained between theory and practice and advocated dialogical and, occasionally, even overlapping positions in subject-subject research. Likewise, as far as language is concerned, the change from the paradigm of subjectivity into the paradigm of intersubjectivity, or from the “paradigm of consciousness” intothe “paradigm of language” as Habermas puts it, implies using language within the framework of “communicative action”. This requires the capacity to establish “interpersonal relations” instead of simply practicing an exercise of subject-centred”reasoning for representational or strategic purposes, that is, aiming at descriptive knowledge or at success-oriented expression or intervention (Habermas. 1984:86; 1987b:314).The intersubjectivistic orientation of the subject still differs from the subjectivistic one in that the subject draws her/his self-identification and self-representation from the ways that others identify and represent her/him while in interaction, that is through “intersubjectively recognized self-identification”and “on the basis of the Intersubjective recognition of reciprocal self-representations”(Habermas, 1979:107). The fact that the process of Intersubjective self-identification and self-representation takes place while in interaction is emphasized by Habermas and justifies the dynamic and impermanent nature of the intersubjective subject. Moreover, he notes, there is a “complementary relation between ego and group identity”due precisely to the above-mentioned process that also generates the interconnectedness between the formation of self and group identities since they develop through reciprocal exchange (Habermas, 1979:111)Communication is thus an essential element in the formation of self and group identities because it mediates processes that constitute what Habermas calls the …personal life‟which comprehends …all possible experiences and actions that can be attributed to the individual in his exchange with his social environment‟and that enable the acquisition of knowledge and the transmission of culture within the social system (Habermas, 1979:111). At the same time, language may set limits for a social system which itself represents the “symbolic boundary” and “the horizon of the actions that member reciprocally attribute to themselves internally” (Habermas, 1979:111). Therefore, the linguistically mediated experiences which are both the lifeworld of an individual and the social system with which s/he integrates. More specifically, the scope of possible communicative interactions that are …intersubjectively recognized‟lies within the normative framework of that social system.6. The word “epistemic” mostly approximately means:(A) plagued(B) subject-objective(C) popularized(D) cognitive7. The phrase “the embeddedness of reason in culture and history” can be interpreted as:(A) Culture and history give rise to reason.(B) Culture and history determine what kind of reasoning power you have.(C) The faculty of reasoning can be explained with reference to specific culture and history.8. Which of the following titles is likely to be the title of the book written by Habermas in 1979?(A) Communication and the evolution of society(B) Postmetaphysical thinking(C) The theory of communicative action(D) Toward a rational society9. Which of the following titles do you think best suits this excerpt?(A) Changes in subject-object relations(B) Intersubjective reason(C) The information of self and group identities(D) Habermas and the Frankfurt School10. How many articles and books did the author refer to when he wrote this passage?(A) nine(B) ten(C) eleven(D) sevenPassage 3As I indicated earlier, the analysis of JUDGEMENT is complicated by the need to distinguish between what can be termed …inscribed‟ (or explicit) JUDGEMENT and what we term …token‟ of Judgement (implicit). Under the inscribed/explicit category, the evaluation is explicitly presented by means of a lexical item carrying the JUDGEMENT value, such as, skilfully, corruptly, lazily etc. It is possible, as I have indicated, for JUDGEMENT values to be evoked rather than inscribed by what we call …token‟ of JUDGEMENT. Under these tokens, JUDGEMENT values are triggered by what can be viewed as simply …facts‟, apparently unevaluated descriptions of some event or state of affairs. The point is that these apparently …factual‟ or informational meanings nevertheless have the capacity in the culture to evoke JUDGEMENTAL responses (depending upon the reader‟s social/culture/ideological reading position). Thus a commentary may inscribe a JUDGEMENT value of negative capacity by accusing the government of …incompetence‟ or, alternatively, evoke the same value by means of a token such as …the government did not lay the foundations for long term growth‟. There is, of course, nothing explicitly evaluative about such an observation but it nonetheless has the potential to evoke evaluations of incompetence in readers who share a particular view of economics and the role of government. Similarly, a reporter might explicitly evaluate the behaviour of, for example, a Californian suicide cult as …bizarre‟ or …aberrant‟ or they might evoke such appraisals by means of tokens such as …They referred to themselves as “angles”or …They filled the mansion with computers and cheap plastic furniture‟. Such tokens, of course, assume shared social norms. They rely upon conventionalized connections between actions and evaluations. As such, they are highly subject to reader position—each reader will interpret a text‟stokens of judgement according to their own cultural and ideological positioning. They are also subject to influence by the co-text, and an important strategy in the establishment of interpersonal positioning in a text is to stage inscribed and evoked evaluation in such a way that the reader shares the writer‟s interpretations of the text‟s tokens.In some instances, the ethical evaluation invoked by some …factual‟ description (a token) will have become so naturalized or taken-for-granted in a given cultural situation that it is likely to be regarded as explicit (inscribed) rather than as implicit (evoked).JUDGEMENT. Consider, for example,They ordered a pizza and then shot the deliveryman in the head at a point-blank range.Now the moral evaluation associated with such as action is so firmly established in our culture as to be virtually automatic. Nevertheless, it is still useful to distinguish between token (implicit JUDGEMENT) and inscription (explicit JUDGEMENT) in these contexts. The writer always has the choice between the token, the description couched essentially in experiential or …factual‟ terms (…They shot the man in the head at point-blank range‟) and a description couched in the explicitly evaluative terms of explicit/inscribed Judgement (…They murdered him, heinously, callously and in cold-blood.‟) Since the choice is always available it remains meaningful and significant and should not be overlooked in the analysis, however …automatic‟ the connection between the factual description and the JUDGEMENT value it implies.11. In which of the following fields of study do you think this author is a researched?(A) Text analysis of legal cases(B) Interpersonal semantics(C) Evaluation of texts(D) Media discourse analysis12. What type of text does this passage belong to?(A) A legal interpretation(B) A textbook(C) A research article(D) A workshop presentation13. Which of the following titles do you think best suits this passage?(A) Implicit versus explicit attitudinal positioning(B) Functions of adjectives(C) Evaluation of judgemental expressions(D) Inscriptions and descriptions14. The phrase “JUDGEMENT value” would best be replaced by:(A) Praise(B) Feeling(C) Attitude(D) Ideological reading position15. Which of the following words or phrases best replace the word “token” in this passage?(A) symbolic expression(B) interpersonal position(C) implication(D) simple statementPassage 4In the two decades between 1910 and 1930, over ten percent of the Black population of the United States left the South, where the preponderance of the Black population had been located, and migrated to northern states, with the largest number moving, it is claimed, between 1916 and 1918. It has been frequently assumed, but not proved, that the majority of the migrants in what has come to be called the Great Migration came from rural areas and were motivated by two concurrent factors: the collapse of the cotton industry following the boll weevil infestation, which began in 1898, and increased demand in the North for labor following the cessation of European immigration caused by the outbreak of the First World War in 1914. This assumption has led to the conclusion that the migrants‟ subsequent lack of economic mobility in the N orth is tied to rural background, a background that implies unfamiliarity with urban living and a lack of industrial skills.But the question of who actually left the South has never been rigorously investigated. Although numerous investigations document an exodus from rural southern areas to southern cities prior to the Great Migration, no one has considered whether the same migrants then moved on to northern cities. In 1910 over 600,000 Black workers, or ten percent of the Black work force, reported thems elves to be engaged in “manufacturing and mechanical pursuits,” the federal census category roughly encompassing the entire industrial sector. The Great Migration could easily have been made up entirely of this group and their families. It is perhaps surprising to argue that an employed population could be enticed to move, but an explanation lies in the labor conditions then prevalent in the South. About thirty-five percent of the urban Black population in the South was engaged in skilled trades. Some were from the old artisan class of slavery—blacksmiths, masons, carpenters—which had had a monopoly of certain trades, but they were gradually being pushed out by competition, mechanization, and obsolescence.The remaining sixty-five percent, more recently urbanized, worked in newly developed industries—tobacco, lumber, coal and iron manufacture, and railroads. Wages in the South, however, were low, and Black workers were aware, through labor recruiters and the Black press, that they could earn more even as unskilled workers in the North than they could as artisans in the South. After the boll weevil infestation, urban Black workers faced competition from the continuing influx of both Black and White rural workers, who were driven to undercut the wages formerly paid for industrial jobs. Thus, a move north would be seen as advantageous to a group that was already urbanized and steadily employed, and the easy conclusion tying their subsequent economic problems in the North to their rural background comes into question.16. The author indicates explicitly that which of the following records has been a source ofinformation in her investigation?(A) United States Immigration Service reports from 1914 to 1930(B) Payrolls of southern manufacturing firms between 1910 and 1930(C) The federal census of 1910(D) Advertisements of labor recruiters appearing in southern newspapers after 191017. The author cites each of the following as possible influences in a Black worker‟s decision tomigrate north in the Great Migration EXCEPT(A) wage levels in northern cities(B) labor recruiters(C) competition from rural workers(D) voting rights in northern states18. It can be inferred from the passage that the “easy conclusion” mentioned in line 53 is based onwhich of the following assumptions?(A) People who migrate from rural areas to large cities usually do so for economic reasons.(B) Most people who leave rural areas to take jobs in cities return to rural areas as soon as itis financially possible for them to do so.(C) People with rural backgrounds are less likely to succeed economically in cities than arethose with urban backgrounds.(D) Most people who were once skilled workers are not willing to work as unskilled workers.19. The primary purpose of the passage is to(A) support an alternative to an accepted methodology(B) present evidence that resolves a contradiction(C) introduce a recently discovered source of information(D) challenge a widely accepted explanation20. According to information in the passage, which of the following is a correct sequence ofgroups of workers, from highest paid to lowest paid, in the period between 1910 and 1930?(A) Artisans in the North; artisans in the South; unskilled workers in the North; unskilledworkers in the South(B) Artisans in the North and South; unskilled workers in the North; unskilled workers in theSouth(C) Artisans in the North; unskilled workers in the North; artisans in the South(D) Artisans in the North and South; unskilled urban workers in the North; unskilled ruralworkers in the SouthPassage 5（本文节选于Critical Citizens for an Intercultural World: Foreign Language Education as Cultural Politics一书Chapter TwoPhilosophical Foundations for Critical Cultural Awareness。
北京航空航天大学外国语学院考研-英语语言文学考试大纲 -2020版
821 英语语言文学考试大纲（2020版）英语语言文学适用于报考“050201英语语言文学”专业和“050211外国语言学及应用语言学”专业的考生。
本试题包含两部分，分别是“必答题”部分和“选答题”部分，共五道大题，总分150分。
考试时间为3个小时。
以下是简要说明，所有题目都要求用英文回答。
第一部分必答题 (40分)第一大题：英译汉（20分）考察考生翻译实践能力。
第二大题：汉译英（20分）考察考生翻译实践能力。
第二部分选答题(110分)第三大题：简答题（40分，5x8）考生从下列考题中任选一组题作答050211外国语言学及应用语言学组：简要回答语言学中的基本问题，基本理论。
理解基本概念、基本理论之间的关系。
要求考生掌握英语语言学的基本概念；了解各概念之间的区别；了解概念在语言中的具体所指；了解英语语言学的重要组成部分。
050201英语语言文学组：简要回答对英美文学中的基本文学术语、文学概念的理解和认知，内容涵盖文学流派、文学创作方法、文学思潮、文学现象等。
第四大题：论述题（40分，4x10）考生从下列考题中任选一组题作答050211外国语言学及应用语言学组: 对语言学中的一些基本理论进行辨析，并利用理论解决实际问题。
就某专题做出比较全面的合乎逻辑的论述和解释。
要求考生了解英语语言学中的一些浅易理论；能够运用基本理论解决语言学中的一些基本问题。
050201英语语言文学组：对英美文学中一些基本理论问题、思潮或主题等进行论述，主要考察考生对英美文学的整体把握程度，以及英语语言表达能力、分析总结能力，内容涵盖主流英美文学作家、作品、文学难点问题和文学热点问题。
第五大题：评述题（30分）考生从下列考题中任选一组题作答050211外国语言学及应用语言学组:利用翻译理论对所给出的翻译作品的翻译质量做出评判。
主要考察考生对主要翻译理论的掌握程度，以及将理论与实践相结合的能力。
具体要求：论述逻辑性强，语言表达准确，流畅。
考研英语专业要考什么科目
考研英语专业要考什么科目想要报考研究生的小伙伴们，你们知道考研英语专业要考哪些科目吗?下面是由小编为大家整理的“考研英语专业要考什么科目”，仅供参考，欢迎大家阅读。
考研英语专业要考什么科目英语专业和其他专业一样，考研课程有4门：政治(100分)、第二外语(100分)、基础英语和综合英语专业课(每门150分)。
第二外语科目不同的学校设置也不同，一般至少会有日语、俄语、法语、德语、西班牙语可供选择。
除了政治是全国统考外，其余一般都是学校自主命题试卷，当然也有北大等学校选择统考小语种。
专业课程主要考核的内容包括：英语基本技能、英汉翻译、语言学基础知识、英美文学文化等。
当然，专业课程的设置因学校和专业设置不同而有不同，具体设置可参照相应学校的招生简章和专业目录。
英语专业考研分类英语专业考研是针对报考英语专业研究生而准备的。
考研科目主要分为：政治、基础英语、综合英语专业课程、第二外语共四门科目。
考研英语是针对报考非英语专业研究生而准备的英语水平测试。
主要考核学生英语的基础知识，包括阅读、完形填空、翻译、写作等五个部分，它们一起和政治以及另外两门专业课共同组成了考研英语的四门科目。
在这两大类的考试中，除了政治是由国家教育部门统一出题外，其余三门科目都是以招生单位自主出题的形式，其中在两门专业课中，一门通常为基础英语或是综合英语测试，里面包括完形填空、翻译、写作等，特别是写作，对于考生的要求会很高;而另外一门专业课，根据每个学生报考的学生以及专业的不同，考试的内容也有所差异。
作为研究生考试中的必考科目，英语的效果显而易见，尽管依据报考学生的英语基础和专业程度不同，考试的内容会存在差异，但意图都是为了查验学生的英语程度。
以保证学生可以具有适当的英语水平，有利于招生单位在专业上的择优录取。
拓展阅读：考研英语新题型方法弄清考查目的新题型其实是阅读的一种补充：传统的阅读理解(由于它的分值较高，我们姑且称之为大阅读)是泛读，翻译是精读，新题型则是快速阅读。
北京航空航天大学821 英语语言文学 2021年考研专业课初试大纲
《英语语言文学》（821）考试大纲（2021版）本大纲适用于北京航空航天大学外国语学院“050201英语语言文学”专业和“050211外国语言学及应用语言学”专业的硕士研究生招生考试。
考试分为两大部分，分别是“必答题”部分和“选答题”部分，共计五道大题。
试卷满分为150分，其中“必答题”40分，“选答题”110分。
考试时间为3小时。
所有题目都要求用英文（英译汉试题除外）回答。
以下就考试内容作简要说明。
第一部分必答题 (40分)第一大题：英译汉（20分）考查考生翻译实践能力。
第二大题：汉译英（20分）考查考生翻译实践能力。
第二部分选答题(110分)第一大题：术语解释（40分，5x8）050211外国语言学及应用语言学组：考查考生对外国语言学及应用语言学基本概念的理解。
05020英语语言文学组：考查考生对英美文学的基础知识、文学概念、文学现象、文学理论术语的理解。
第二大题：简答题（40分，4x10）考生根据报考方向从下列考题中选择相应的一组题作答050211外国语言学及应用语言学组：简要回答英语语言学中的基本知识和理论。
要求考生掌握英语语言学的重要组成部分；明晰英语语言学中的一些相关概念，了解概念在语言中的具体所指以及各概念之间的区别；了解英语语言学的基本理论，利用相关理论对语言结构和语言现象进行分析，运用理论解决语言学中的一些基本问题；050201英语语言文学组：简要回答英美文学中的主要知识、重要理论等。
要求考生掌握英美文学史的基本历史背景、文学时期的划分和主要文学思潮与文艺流派的基本主张；要求了解代表性作家的创作思想及代表性作品的主题与特色；要求理解重要的文学理论，并能用文学理论来分析代表性文学文本。
第三大题：论述题（30分，1x30）考生根据报考方向从下列考题中选择相应的一组题作答050211外国语言学及应用语言学组: 利用翻译理论对所给出的翻译作品的翻译质量做出评判。
主要考察考生对主要翻译理论的掌握程度，以及将理论与实践相结合的能力。
大连外国语学科英语考研
大连外国语学科英语考研
大连外国语学院是一所以外语教育为主的学院，拥有较强的英语语言学和英美文学研究的学科实力。
关于大连外国语学科英语考研，以下是一些相关信息：
1. 考试科目：大连外国语学院英语学科考研的科目通常包括英语阅读、英语写作、英语翻译和英语文学等。
2. 参考书目：备考英语学科考研的考生可以参考《英语阅读与翻译》、《英语写作与修辞》、《英语文学导读》等相关教材和参考书。
3. 内部人数：大连外国语学院英语学科考研的竞争相对较大，考生数量较多，因此备考时要有一定的准备。
4. 基础要求：对于考研英语专业的学生来说，不仅需具备一定的英语语言基础和文学知识，还需要具备良好的学术英语写作和阅读能力。
5. 辅导班等资源：大连外国语学院可能会提供一些英语学科考研的辅导班或备考资源，考生可以向学院相关部门了解具体信息。
总之，要想在大连外国语学院的英语学科考研中取得好成绩，考生需要制定科学的备考计划，掌握考试内容和要求，并加强自己的英语语言与文学功底。
2016北京第二外国语学院英语语言文学考研参考书、考试大纲
050201英语语言文学专业概况英语学院（原英语系）创建于1964年，拥有本科生教育和研究生教育两个办学层次。
英语语言文学二级学科是北京市重点建设学科，英语专业是国家级特色专业和北京市特色专业、品牌专业。
本学科师资力量雄厚，拥有专任教师60余人，其中教授12人，副教授26人，博士38人（含在读），硕士生导师33人，建有1个语言与认知实验室、1个全球影视与文化软实力实验室、1个联合国教科文组织研究中心及4个非实体研究中心，承担了大量高级别科研项目，包括国家社科基金项目11项，省部级项目15项以及若干地厅级项目。
优势和特色本学科结构合理，培养方向主要包括理论语言学与应用语言学、英美社会文化、英美文学、翻译理论与实践、跨文化交际；全面实施素质教育，努力改善学生的知识结构体系，注重培养学生批判性思维能力、理论联系实际能力和创新能力，不断提高学生的人文素养，使其具有宽广的国际视野和较强的跨文化交际能力，掌握规范的科学研究方法，具备较扎实的研究能力；能胜任科研活动、英语教学及涉外工作。
培养模式为研究型人才与应用型人才并重。
研究方向、主要课程及导师1.理论语言学与应用语言学方向通过理论语言学及应用语言学基础知识及科学的研究方法的学习，使学生具有严谨的治学态度、扎实的语言学理论功底和科学研究能力。
主要课程：语言学名篇导读、音系学、形态学基础、句法学、语义学。
导师：李美霞汪红齐振海伏力闫嵘周长银吴建设杨欣然刘永厚薛锦郎建国张晓东高峰。
2.英美社会文化方向在学科交叉的指导思想下有机融汇美国学、艺术、宗教、社会学等领域的知识，使学生具备系统的英美社会文化方向学科理论知识、必备的研究方法和深厚的文化素养。
主要课程：美国社会文化史、英国社会文化史、美国学导论、西方文化批评、西方思想史。
导师：胡自信梁虹张娟张胜利武桂杰3.英美文学方向以国外传统和前沿文学理论为支撑，通过文学作品的微观分析，达到对文学流派特点的宏观把握；使学生具备扎实的西方文学理论和英美文学作品评论基础。
7.102014年中国人民大学外国语学院英美文学考研招生人数,专业介绍,导师信息分析
Байду номын сангаас
专业
方向
科目 一
科目二
科目三
科目四
复试笔试科目
050201 - 英语 语言文 学
01- 英 美 文学
101思想 政治 理论
243 二 外 俄 语 或 244 二 外 日 语 或 245 二 外 德 语 或246二外法语
627- 基 础 英 语
815-英美文学
专业课综合素质笔 试,外语
050201 - 英语 语言文 学
育明：2015年中国人民大学外国语学院考研 指导
育明教育，创始于2006年，由北京大学、中国人民大学、中央财 经大学、北京外国语大学的教授投资创办，并有北京大学、武汉大学、 中国人民大学、北京师范大学、复旦大学、中央财经大学、等知名高 校的博士和硕士加盟，是一个最具权威的全国范围内的考研考博辅导 机构。更多详情可联系育明教育孙老师。
英语语言文学
英语语言文学二级学科下设4个研究方向：英美文学及文论研究、英语国家文化研究、普 通语言学及应用语言学、翻译学研究。
1. 英美文学及文论研究
英美文学及文论研究方向追求进入人文社会科学研究领域最前沿，以创新精神探讨本领域最 新理论、最新思想和最新英美文学创作。本方向现有教授4名、副教授2名、讲师1名，都是博 士学位获得者，知识结构、年龄结构以及专业技术职务结构合理，多数教师具有国际教育背景， 能持续不断地进行高水平的教学和研究。
英语专业考研都考什么（2）
英语专业考研都考什么(2)– 1.初试–1、考试科目：政治、二外、基础英语(包括写作与翻译) (分值150分) 、英美文学、语言学 (有的学校不分专业方向, 只考基础英语和专业知识) (分值150分)– 2、初试总分要求：大约350分(各校情况不一样); 允许有一科成绩不及格，但不能低于某个分数(比如55分)。
–参考书目(好些学校不列参考书)2、复试–参加复试与录取的比例：1.2:1–考试科目：听力和口试–成绩计算：初试分数加上复试分数如何备考–英语专业考研试题的特点：–一是题量大，二是对基础能力、基础知识要求很高，三是知识涵盖面广，四是各个学校对知识点考核的差异很大。
–这就要求考生在复习时应该提早准备，扎扎实实的打好基础。
考研参考书目–英语语言学的复习用书：胡壮麟的《语言学教程》刘润清、文旭的《新编语言学教程》桂诗春的《应用语言学》戴伟栋的《简明英语语言学教程》等–英美文学的复习用书：罗经国的《新编英国文学选读》常耀信的《美国文学简史》、《美国文学选读》张伯香的《英美文学选读》、《英国文学教程》陈嘉的《英国文学史》杨岂深的《英国文学选读》吴伟仁的《英国文学史及选读》和《美国文学史及选读》刘炳善的《英国文学简史》–英语国家文化的复习用书：王佐良《欧洲文化入门》、朱永涛、余志远《英美文学基础教程》、《英语国家概况》等–翻译方面的复习用书：冯庆华《实用翻译教程》郭著章《翻译教程》––基础英语一般不指定教材，但是张汉熙的《高级英语》很重要。
注重共核性知识的复习和掌握–所谓共核，就是任何学校都要考的，比如英语的基础知识：如词汇、语法、修辞、阅读、写作、翻译等;专业英语知识：如语言学、文学、文化等。
–要了解所报考学校的试题特点，突出重点，有针对性地进行复习。
–抓紧时间通读指定参考书，要注意找到自己的薄弱环节，集中复习，重点掌握，特别是基础英语，哪项薄弱补哪项，提高专项应试技能，保证总分到位。
要特别注意复习真题–首先，要有较标准的真题参考答案。
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考研英美文学基础知识
引言：
英美文学是世界文学史上的重要组成部分，其源远流长，涵盖了丰富多样的文学作品和文化背景。
本文将从英美文学的起源和发展、代表作品以及对现代文学的影响等方面，介绍考研英美文学基础知识。
一、英美文学的起源和发展
英美文学的起源可以追溯到古代英国和美洲原住民的口头传统。
英国的文学起步于古代民歌和英雄史诗，如《贝奥武夫》和《坎特伯雷故事集》。
而美洲原住民则通过口头传统将自己的文化和历史记录下来。
中世纪时期，英国文学开始出现骑士传奇和中世纪浪漫诗歌。
著名的作品有《亚瑟王传奇》和《诺曼征服者之歌》。
文艺复兴时期，英国文学迎来了巨大的发展，莎士比亚的作品成为了世界文学的瑰宝，如《哈姆雷特》和《罗密欧与朱丽叶》。
18世纪，英国文学迎来了启蒙运动，代表作家有弥尔顿和斯威夫特等。
19世纪则是英美文学的黄金时期，浪漫主义、现实主义和自然主义等文学流派相继兴起。
英国的浪漫主义代表作家有拜伦、雪莱和济慈，而美国的文学巨匠爱默生、霍桑和梭罗等也在这一时期崭露头角。
20世纪以后，英美文学进入了现代主义和后现代主义的阶段。
代表作家如乔伊斯、弗吉尼亚·伍尔夫和托马斯·品钦等，他们的作品对文学史产生了深远的影响。
二、英美文学的代表作品
英美文学涵盖了众多经典的代表作品，这些作品不仅具有文学价值，更代表了不同历史时期和文化背景下的思想和情感。
英国文学的代表作品包括莎士比亚的《哈姆雷特》和《罗密欧与朱丽叶》，查尔斯·狄更斯的《雾都孤儿》，简·奥斯汀的《傲慢与偏见》，以及乔治·奥威尔的《1984》等。
美国文学的代表作品则有马克·吐温的《哈克贝利·费恩历险记》，弗朗西斯·斯科特·菲茨杰拉德的《了不起的盖茨比》，赫尔曼·梅尔维尔的《白鲸》，以及杰克·凯鲁亚克的《在路上》等。
这些作品通过不同的文学形式和风格，反映了当时社会的价值观和人类的内心世界，对后世的文学创作产生了深远的影响。
三、英美文学对现代文学的影响
英美文学对现代文学的影响不可忽视。
无论是文学形式、题材还是思想内容，都受到了英美文学的启发和影响。
在文学形式方面，英美文学的小说、诗歌和戏剧等不同体裁为现代
文学提供了丰富的创作模式。
例如，现代小说中的多视角叙事和意识流手法，源于英国小说家弗吉尼亚·伍尔夫和詹姆斯·乔伊斯等的实验性写作。
在题材方面，英美文学的作品涵盖了社会、人性、爱情等广泛的主题，为现代文学创作提供了丰富的素材和思想启示。
例如，美国作家托尼·莫里森的作品《宠儿》，通过探讨种族和性别问题，引发了对社会正义的思考。
在思想内容方面，英美文学作品中的人类存在、道德伦理和社会批判等思想观念，对后世的文学作品和思想理论产生了深远的影响。
例如，英国作家乔治·奥威尔的《1984》揭示了政治权力对个体自由的压迫，对后世的政治文学产生了重要影响。
结语：
考研英美文学基础知识包括了英美文学的起源和发展、代表作品以及对现代文学的影响。
通过学习英美文学，我们可以更好地理解和欣赏世界文学的多样性和丰富性。
同时，英美文学也为我们提供了深刻的思想和美的享受。
希望本文对考研英美文学基础知识的了解和学习有所帮助。