北京外国语大学语言学与应用语言学2004试卷答案考研真题考研试卷笔记讲义

1、 北京外国语大学2004年硕士研究生入学考试语言学与应用语言学专业试卷important!all the questions are to be answered in english on the answer sheets provided1shakespeare has juliet say：whats in a name? that which we call a roseby any other name would smell as sweetwhat do the above lines say to you about the relationship between the

2、form (sounds) and meaning (concept) of a word in spoken language?explain with positive evidence as well as exceptions from the english language(15 points)2how much does our language influence the way we think? how deeply do language and culture interpenetrate and influence one another? these questio

3、ns about language have fascinated thinkers throughout the agesfor example，johann gottfried herder and wilhelm yon humboldt in the german romantic tradition regarded language as a prisma or grid spread over things in the world so that each language reflects a different worldviewwrite a short essay to

4、 explain your position on this view(35 points)3is english a language that uses a phonetic alphabet system? explain briefly why or why not with examples(15 points)4suppose you were given four cards，each of which had a different phoneme of english printed on it：kblinow arrange these cards to form all

5、the "possible" words that these four phonemes could formdiscuss what rules you have followed t0 come up with these words(20 points)5paraphrase each of the following sentences in two different ways to show that you understand the ambiguity involved：(10 points)adick finally decided on the bo

6、atbthe professor's appointment was shockingcthe governor is a dirty street fighterdterry loves his wife and so do ieno smoking section available6it is argued that grammaticality judgments do not depend on whether the sentence is meaningful or not, as shown by the sentence "colorless green i

7、deas sleep furiously”，which does not make much sense but is syntactically well formedhow would you respond to this argument?(25points)7toefl often requires the examinees to specify the situational context after listening to a conversationsee for example a tape-script below for an exam itemvoice a (m

8、ale)：how much is this tie?voice b (female)：fortyvoice c (male)：where does this conversation most probably take place?what do you think is the toefl peoples belief about what constitutes linguistic competence and how linguistic competence can be tested? (30 points)参考答案： 北京外国语大学2004年硕士研究生入学考试语言学与应用语言学

9、专业试卷important!all the questions are to be answered in english on the answer sheets provided1shakespeare has juliet say：whats in a name? that which we call a roseby any other name would smell as sweetwhat do the above lines say to you about the relationship between the form (sounds) and meaning (conc

10、ept) of a word in spoken language?explain with positive evidence as well as exceptions from the english language(15 points)the lines said above show that the relationship between the form (sounds) and meaning (concept) of a word in spoken language is arbitrary in nature. that means there is no logic

11、al connection between forms (sounds) and meaning (concept). different sounds are used to refer to the same object in different languages. sounds are just symbols; they are associated with objects, actions, ideas, etc. by convention. in this example, the rose can be called by many names in different

12、languages but its smell never changes. another example, different languages have different forms for referring to dog in english, such as chinese 狗（gou） , french chien (n.m.). while language is arbitrary by nature, there are some exceptions as well. the best examples in english are the onomatopoetic

13、 words and compound words. for example, some onomatopoetic words rumble, crash, crackle bang are uttered like the sounds they describe, thus seem to have a natural basis. besides, some compound words are also not entirely arbitrary. for example while photo and copy are both arbitrary, the compound w

14、ord photocopy is not entirely arbitrary, thus seem to be motivated. anyhow, non-arbitrary words make up only a small percentage of the vocabulary of a language.2how much does our language influence the way we think? how deeply do language and culture interpenetrate and influence one another? these q

15、uestions about language have fascinated thinkers throughout the agesfor example，johann gottfried herder and wilhelm yon humboldt in the german romantic tradition regarded language as a prisma or grid spread over things in the world so that each language reflects a different worldviewwrite a short es

16、say to explain your position on this view(35 points)humans have a unique linguistic system for communication that serves as the primary vehicle for expressing thoughts. language and thought may be viewed as two independent circles that develop along two different routes but overlap in some parts, wh

17、ere language and thought are consistent with each other. but language is not the only means of expressing thought. as for the relationship between language and the thought, we think that language does not determine the way we think but influence the way we perceive the world and recall things, and a

18、ffects the ease with which we perform mental tasks. that is, language may be used to provide new ideas, bring about a change in beliefs and values, solve problems, and keep track of things in memory. for example, a well-developed vocabulary may well assist us in learning the concepts the lexis cover

19、s. we recall things more easily when they correspond to readily available words or phrases. it is certainly easier for us to make a conceptual distinction if it neatly corresponds to a particular lexical item available in our language. when we label our experience with linguistic symbols, our langua

20、ge will influence how we remember and think about those experiences, otherwise the relationship between language and perception, memory or thinking will be greatly reduced.in terms of relationship between language and culture, we can infer that a language not only expresses facts, ideas, or events t

21、hat represent similar world knowledge by its people, but also reflects the peoples attitudes, beliefs, world outlooks, and etc. language expresses cultural reality. on the other hand, as peoples language uses express their culture represented by its social conventions, norms and social appropriatene

22、ss, the culture both emancipates and constrains people socially, historically and metaphorically. sharing a same community culture, people have acquired common ways of viewing the world through their speech interactions with other members of the same group. although language and culture are inextric

23、ably intertwined, culture is a wider system that completely includes language as a subsystem. the knowledge and beliefs that constitute a peoples culture are habitually encoded and transmitted in the language of the people. language as an integral part of human being, permeates his thinking and way

24、of viewing the world, language both expresses and embodies cultural reality.as for the relationship between language and world views, the language system does not necessarily provide specifics of ones world view. all humans share a general conceptualizing capacity, speakers of different languages ar

25、e capable of distinguishing and recognizing experiences according to their respectively different linguistic coding systems for the same objective world. on the one hand, people speaking the same language may have different world views, including political, social, religious, scientific and philosop

26、hical views. on the other hand, people speaking different languages may share similar world views on above aspects. moreover, one language can describe many different worldviews, as is evident in the case of successful translation.according to the theories shown above, we can infer that johann gottf

27、ried herder and wilhelm yon humboldts view has both merits and limitations. first, they see clearly that there exists a relationship between language and thoughts. second, they assume that language influences so much the way people think that people who think in different ways will have different wo

28、rld views. based on the theoretical views above we think this view is not rational in this aspect.3is english a language that uses a phonetic alphabet system? explain briefly why or why not with examples(15 points)the phonetic alphabet is a system of letters and symbols that are used to represent th

29、e individual sounds of a language. english is a language that uses a phonetic alphabet system because it is a phonographic language by nature. there are mainly three types of language concerning its writing system: ideographic language which use symbols (ideograms) to represent whole words or concep

30、ts (ideas), with chinese as an example; syllabic language which word or concepts are represented by syllable, with japanese syllabic system as an example; phonographic language which uses special alphabetic or other typographical characters to express the sounds of an actual spoken utterance in writ

31、ing, with many european languages as examples. english uses alphabetic script to represent certain single type sound. for example, the sound which is written sh in english can be expressed by symbols of ship; and the sound that is written in c can be expressed by the symbol of k cup.4suppose you wer

32、e given four cards，each of which had a different phoneme of english printed on it：kblinow arrange these cards to form all the "possible" words that these four phonemes could formdiscuss what rules you have followed to come up with these words(20 points)the “possible” words that the four ph

33、onemes could form are blik, klib, bilk and kilb. the phonological rules of english determine the possible combination of sound. first, an english syllable consists of onset and rhyme that can further be divided into nucleus and coda. the nucleus is necessary in a syllable and is represented by vowel

34、. both the onset and the rhyme are not necessary and can be represented by a constant or a cluster of constants. if three consonants cluster together at the beginning of a word, the first phoneme must be /s/. in this example, because there are two stops, the /k/, /b/, /l/ could not form possible con

35、stant cluster. secondly, the vowel /i/ should not function as nucleus because there is no combination of other three consonants as coda. thirdly, the degree of sonority of different classes of sounds affects their possible positions in the syllable. in english the sonority scale from the most sonoro

36、us to the least sonorous is vowels approximants nasals fricatives stops. in a possible english syllable, the sonority of each sound gradually rises to a peak at the nucleus and then falls at the coda. so if the first phoneme is /l/, then the next sound must be a vowel /i/, leaving /b/ and /k/ to for

37、m a cluster. however, the phoneme /b/ and /k/ are both stops and could not form a constant cluster. this excludes the words beginning with /l/. fourthly, considering the rules described above, the only possible arrangements are words beginning with /k/, /b/, /kl/, or /bl/. when the first phoneme is

38、/k/ functioning as onset, the nucleus is the vowel /i/ and with /lb/ as possible constant cluster the onset can be a constant cluster of /kl/ with /i/ as nucleus and a single constant /b/ as coda. both the two arrangements conform to the sonority scale of an accepted syllable. similarly, bilk and bl

39、ik are possible words formed by the four phonemes.5paraphrase each of the following sentences in two different ways to show that you understand the ambiguity involved：(10 points)adick finally decided on the boatbthe professor's appointment was shockingcthe governor is a dirty street fighterdterr

40、y loves his wife and so do ieno smoking section availablea. first interpretation: dick finally made a decision which is related to boat. second interpretation: dick finally made a decision at the place of a boat.b. first interpretation: the professor was appointed by someone else, and this event was

41、 shocking. second interpretation: the professor had appointed someone else and his act of appointing was shocking.c. first interpretation: the governor always undergoes the act of fighting in the street and he/she has a dirty reputation.second interpretation: the governor is a sanitation worker who

42、is responsible for cleaning the dirty streets.d. first interpretation: terry loves his wife and i love my wife. second interpretation: terry loves his wife and i love his wife too.e. first interpretation: the section for non-smokers is available. second interpretation: the available section for smok

43、ers does not exist.6it is argued that grammaticality judgments do not depend on whether the sentence is meaningful or not, as shown by the sentence "colorless green ideas sleep furiously”，which does not make much sense but is syntactically well formedhow would you respond to this argument? (25p

44、oints)this sentence whose grammar is correct but meaning is nonsensical is composed by noam chomsky. at the syntactic level it is acceptable with a subject noun modified by an adjective and a verb modified by an adverb. however, the sentence does not make sense because things logically cannot be col

45、orless and green simultaneously, ideas cannot sleep and nothing can sleep furiously. such a sentence, which is grammatically correct but semantically anomalous, illustrates that there are two aspects of meaning: grammatical meaning and semantic meaning. the grammatical meaning of a sentence refers t

46、o its grammaticality, i.e., its grammatical well-formedness which is governed by the grammatical rules. whether a sentence is semantically meaningful is governed by rules called selectional restrictions, i.e., constraints on what lexical items can go with others. so, it would seem that the structure

47、 of sentences and their meaning are two distinct things, representing two different levels of language processing. the rules for forming the structure of sentences are wholly independent and different from those rules which compose the meanings of sentences.chomsky demonstrates that words are symbol

48、s with associated properties that will not function if they are not used in the proper semantic context. “meaning” is not dependent on the grammar of a certain language. that means that though words may follow a valid grammatical structure, they cannot form a meaningful sentence, or be a part of a m

49、eaningful phrase, if they violate their defined linguistic contexts. these contexts play an important role in the initial forming of logical sentences. as each word is simply a symbolic container for both greater and smaller contexts, the underlying structure by which these containers are organized,

50、 has important bearing on how they are composed to form sentences. chomsky explained that sentences with the proper symbolic containers (words) may often be recomposed with more useful grammatical structurebut meaningless sentences, regardless if they have proper grammar, are hopelessly lost for mea

51、ning. many functionalist linguists and cognitive linguists have argued against the notion of meaninglessness in language. they point to the fact that the purpose of language is the exchange of meanings; while sentences like 'colorless green ideas sleep furiously' may be possible, they hardly

52、 ever appear in naturally occurring language.7toefl often requires the examinees to specify the situational context after listening to a conversationsee for example a tape-script below for an exam itemvoice a (male)：how much is this tie?voice b (female)：fortyvoice c (male)：where does this conversati

53、on most probably take place?what do you think is the toefl peoples belief about what constitutes linguistic competence and how linguistic competence can be tested? (30 points)（本题比较灵活，以下答案可供参考）toefl (test of english as a foreign language) has for decades been used throughout the world as a standardiz

54、ed test for assessing english proficiency. originally, toefl scores are intended to provide a reliable measure of the linguistic competence of candidates for english speaking universities, but now it focuses on communicative competence and tests the holistic language proficiency of test-takers inclu

55、ding reading, listening, speaking and writing, as well as improving pronunciation and building vocabulary. particular emphasis is placed on listening and speaking. the primary goal of the course is to teach communicative competence, that is, the ability to communicate in english according to the sit

56、uation, purpose, and roles of the participants.toefl is a part of the functional approach to a second language evaluation. the communicative competence test was designed to investigate the possibilities of constructing discourse-oriented measures of language behavior. the social appropriateness of a

57、n utterance, who is talking to whom, when, and under what circumstances, is just as important as its linguistic accuracy, or grammaticality. most second language instruction is mainly concerned with the formal structure of the target language. consequently, learning a second language in most language classrooms is a matter of mastering grammar and pronunciation. as a result, little attention is paid to teaching language as a tool for communication in the real world. but toefl people believe that it is not enough