2022年英语专业八级真题完整答案及详细解析版

1、TEST FOR ENGLISH MAJORS ()GRADE EIGHT TIME LIMIT: 195 MINPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them t

2、o complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Some of the gaps may require a maximum of THREE words. Make sure the word(s) you fill in is

3、 (are) both grammatically and semantically acceptable. You may refer to your notes while completing the task. Use the blank sheet for note-taking. Now, listen to the mini-lecture.Classifications of CulturesAccording to Edward Hall, different cultures result in different ideas about the world. Hall i

4、s an anthropologist. He is interested in relations between cultures.I. High-context culture A. feature - context: more important than the message - meaning: (1)_ i.e. more attention paid to (2) _ than to the message itself B. examples - personal space - preference for (3)_ - less respect for privacy

5、 / personal space - attention to (4)_ - concept of time - belief in (5)_ interpretation of time - no concern for punctuality - no control over timeII. Low-context culture A. feature - message: separate from context - meaning: (6)_ B. examples - personal space - desire / respect for individuality / p

6、rivacy - less attention to body language - more concern for (7)_ - attitude toward time - concept of time: (8)_ - dislike of (9)_ - time seen as commodityIII. Conclusion Awareness of different cultural assumptions - relevance in work and life e.g. business, negotiation, etc. - (10)_ in successful co

7、mmunication参照答案：(1) context of message(2) whats happening / the context(3) closeness to people(4) body language(5) poly-chronic(6) message itself(7) the message(8) mono-chronic(9) lateness(10) great influence / significanceTIPS：(1) 根据原文中一句“A high-context culture is a culture in which the context of

8、the message, or the action, or an event carries a large part of its meaning and significance.”可知答案。(2) 根据原文“What this means is that in a high-context culture, more attention is paid to whats happening in and around the message than to the message itself.”可知答案。(3) 根据原文“Generally speaking, in a high-c

9、ontext culture, because this greater dependency on group thinking, people lean towards heavier sense of involvement or closeness to people.”可得出答案。(4) 根据原文“And also people from a high-context culture pay attention to body language.”可得出答案。(5) 根据原文“People in high-context cultures, are considered to hav

10、e, what is called a poly-chronic attitude toward time.”可得出答案。(6) 根据原文“A low-context culture is one in which the message, the event or the action is a separate entity, having meaning onto itself, regardless of the surroundings or the context.”可得出答案。(7) 根据原文“And youll also see that people might pay le

11、ss attention to body language, because as I said, the message is, the message is everything.”可得出答案。(8) 原文提到在low-context culture中，人们对时间的态度可称为mono-chronic。(9) 根据原文“People in a low-context culture would be much more upset with lateness, because they feel that everyone should follow the same time.”可得出答案

12、。(10) 根据文章末尾部分“If youre in business, negotiations, interpersonal relations, if youre dealing with people from different cultures in any way, its going to affect every part of your life. In any multi-cultural situation, these assumptions need to be taken into account for successful interactions.”可知，在

13、商务活动、谈判、人际交往中，与来自不同文化的人打交道时，这些想法对成功的交际起着非常重要的作用。script: Classifications of Cultures Good morning, everyone! Today, well look at culture or rather classifications of cultures. Usually, when we deal with different people, we deal with them as if we were all members of the same culture. However, its po

14、ssible that people from different cultures have different assumptions about the world. We got in such important and basic ideas as time, personal space. And this is the view of Edward Hall. And Edward Hall is an anthropologist who spent a large part of his life studying American Indians, their cultu

15、re, their language. But he was different from a lot of other anthropologists who just study one culture. He was interested in the relations between cultures, how cultures interact. What Hall believes is that cultures can be classified by placing them on a continuum, ranging from what he called high-

16、context to low-context. OK, what is a high-context culture? A high-context culture is a culture in which the context of the message, or the action, or an event carries a large part of its meaning and significance. What this means is that in a high-context culture, more attention is paid to whats hap

17、pening in and around the message than to the message itself. Now, let me give you examples. First, in terms of personal space. Generally speaking, in a high-context culture, because this greater dependency on group thinking, people lean towards heavier sense of involvement or closeness to people. An

18、d they have less respect for privacy, for personal space. If you go into that culture, people might stand closer when theyre talking to you. They might touch more. And if theyre jostled in a crowd, they wont feel violated. And also people from a high-context culture pay attention to body language. B

19、ecause remember what I said, the definition of a high-context culture is that more attention is paid to the context of the message than to the message itself. And part of the context is body language. Second, in terms of time. People in high-context cultures, are considered to have, what is called a

20、 poly-chronic attitude toward time. Here, poly means multiple and chronic means time. What this means is that they believe people, things, events have their own time. And there cant be a standard system of time for everything. What this leads them to believe is that you cant emphasize punctuality. T

21、hings happen when they are supposed to happen. So, theres a different attitude toward time; theres no set standard of time; you cant control time; everything has its own sense of time. So its a culture that pays little attention to time, to clock time. Now, lets move on to low-context culture. A low

22、-context culture is just the opposite. A low-context culture is one in which the message, the event or the action is a separate entity, having meaning onto itself, regardless of the surroundings or the context. That the message, the event, the action has meaning in itself. So what this means in a lo

23、w-context culture, is that people pay more attention to the event itself rather than to the context which surrounds the event or the message. For example, in terms of personal space again, theres more emphasis on individuality. So the concept of privacy is very, very important. Whereas before, as I

24、said, in a high-context culture, they might not even be concerned with privacy or personal space. But in a low-context culture, theres a feeling that we each have our own personal space. If you get too close, if you dont knock on doors before entering, thats an invasion of privacy. People feel viola

25、ted. Theres a respect and a desire for privacy. And youll also see that people might pay less attention to body language, because as I said, the message is, the message is everything. They are not going to worry about all the details around it. What you say is the important thing, or what you do is

26、the important thing. Another example of a low-context culture is peoples attitude towards time. In terms of time, I said before, there was a poly-chronic sense of time in a high-context culture. What do you think there would be in a low-context culture? Mono-chronic? Right! A mono-chronic sense of t

27、ime and by that we mean that theres one time. And that concept means that people in a low-context culture believe that theres one standard of time. And that should be for everything. And so I am not willing to hear Oh, the traffic was heavy. Thats why Im late or Oh, I slept late. People in a low-con

28、text culture would be much more upset with lateness, because they feel that everyone should follow the same time. There shouldnt be all this flexibility with time and they expect punctuality. And they look at time as almost a commodity that they use expressions like use time, to waste time, to spend

29、 time or time is money. All of these expressions reinforce the concept that time is actually something you can hold on to. So, what this is all about is that, Hall stresses that people need to be aware of these different assumptions or concepts about reality. And he thinks that this has all kinds of

30、 relevance no matter what youre doing. If youre in business, negotiations, interpersonal relations, if youre dealing with people from different cultures in any way, its going to affect every part of your life. In any multi-cultural situation, these assumptions need to be taken into account for succe

31、ssful interactions. OK, today weve taken a brief look at Edward Halls view of culture, mainly his classification of high- or low-context culture with some examples. Next week, well look at some more examples of cultures on a continuum between high-context and low-context cultures.SECTION B INTERVIEW

32、/CONVERSATIONIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the best answer to each question on ANSWER SHEET TWO.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each o

33、f the following five questions.Now, listen to the interview.1. According to Dr. Harley, what makes language learning more difficult after a certain age?A. Differences between two languages. B. Declining capacity to learn syntax. C. Lack of time available. D. Absence of motivation.参照答案： BTIP：答案选B。Har

34、ley博士提到有研究表白，语言特别是句法方面的学习在12岁后来更难。2. What does the example of Czech speakers show?A. Its natural for language learners to make errors. B. Differences between languages cause difficulty.C. There exist differences between English and Czech. D. Difficulty stems from either difference or similarity.参照答案

35、： DTIP：答案选D。Harley博士提到有研究发现学习英语的捷克人会在相似的捷克语和英语句法上出错，因此证明了语言学习者的困难也也许来自相似性。3. Which of the following methods does NOT advocate speaking?A. The traditional method. B. The audiolingual method.C. The immersion method.D. The direct method.参照答案： ATIP：答案选A。由于其她三种措施都规定或强调口语，而老式措施强调语法教学。4. Which hypothesis d

36、eals with the role of language knowledge in the learning process?A. The acquisition and learning distinction hypothesis.B. The comprehensible input hypothesis.C. The monitor hypothesis.D. The active filter hypothesis.参照答案： CTIP：答案选C。当Harley博士在解释monitor hypothesis时，她提到monitor会使用语法规则，电台主持人向她确认与否这意味着学习

37、者运用语言知识保证所说和所写的对的无误，Harley博士的回答是肯定的。5. Which of the following topics is NOT discussed during the interview?A. Causes of language learning difficulties.B. Differences between mother tongue and a second language. C. Theoretical conceptualization of second language learning.D. Pedagogical implementatio

38、n of second language teaching.参照答案： BTIP：答案选B。其她三项在对话中均有提及，D项没有提及。script: Woman: Good morning, Dr. Harley! Thank you very much for coming on our radio talk. We know that youre an applied linguist specializing in second language acquisition.Dr. Harley: Right!Woman: So, today, um, well look at this is

39、sue. Now, first, Dr. Harley, could you please tell us what is second language acquisition? Dr. Harley: Well, second language acquisition is . happens when a child or adult has already become competent at a language. And then, um, they attempt to learn another.Woman: OK, most people think, including

40、me, it is difficult to learn another language. What are the reasons? Why is it so?Dr. Harley: Well, there are a number of reasons for this. Huh, first, there have been research studies. They have shown that some aspects of language learning especially syntax are more difficult beyond a certain age,

41、say, after around 12 years of age.Woman: So, age plays an important role in language learning?Dr. Harley: Yes. But thats not the only reason.Woman: Oh, is that so?Dr. Harley: Yes, for example, huh, time and interest. All children and adults often have less time and motivation to learn a second langu

42、age.Woman: Mm Dr. Harley: Another is related to the similarities and differences between ones mother tongue and a second language. We find the learners will experience difficulty when their mother tongue and the second language theyre learning differ. In general, the more idiosyncratic a feature is

43、in a particular language relative to other languages, the more difficult it will be to acquire.Woman: Perhaps this is the key issue. Differences between languages cause language learning problems. Dr. Harley: Well, this may be one of the issues here. But this cannot be the whole story, as not all di

44、fferences between languages cause difficulty. Let me give you an example.Woman: OK.Dr. Harley: Research has found that many errors by Czech speakers learning English were made on syntactic constructions in which the two languages do not differ.Woman: Oh, really? The picture is more complicated than

45、weve imagined. Dr. Harley: Definitely yes. Each language learning situation is different. So reasons vary a lot from case to case.Woman: Now, Dr. Harley, since learning a second language is a difficult process, you know, in one way or another, are there any methods so far, effective methods to teach

46、 a second language? Dr. Harley: There again, no method is absolutely effective in all situations. Some may prove effective, others may not. I mean all depending on specific conditions. But generally speaking, there are a number of methods that have been used to teach a second language.Woman: Could y

47、ou mention a few? Dr. Harley: For instance, theres the traditional method. This method is based on translation from one language to another. And it emphasizes grammar teaching. And then you have direct methods which focuses on conversational skills and all teaching must be carried out in the second

48、language.Woman: Oh, I see. Any other methods?Dr. Harley: Yes, for example, the audio-lingual method. This method emphasizes speaking and listening before reading and writing.Woman: How interesting!Dr. Harley: Then you have the immersion method. This method teaches learners exclusively through the me

49、dium of the second language.Woman: How?Dr. Harley: Well, it simply means that you cannot speak mother tongue. Everything must be done in the language youre learning. To me, the most natural method of learning a new language is what I call submersion. That is, to go to that country and be surrounded

50、exclusively by speakers of that language.Woman: Thank you very much Dr. Harley for introducing some of the language teaching methods. Now lets move on to something a bit theoretical. Since second language acquisition and teaching are a fascinating area for researchers, are there any theories to expl

51、ain second language acquisition? Dr. Harley: Yes, many theories and models have been put forward by researchers so far. Today, Id like to mention the five hypotheses proposed by Steven Krashen.Woman: OK. Dr. Harley: The five hypotheses form what he calls the Monitor Model of second language learning

52、.Woman: What does it mean?Dr. Harley: OK, the first hypothesis is the Acquisition and Learning Distinction Hypothesis. According to Krashen, children acquire their first language largely unconsciously and automatically. But adults could only learn a second language consciously and effortfully. And a

53、dults could indeed acquire the second language, at least in part.Woman: Right. Then whats his second hypothesis? Dr. Harley: His second hypothesis is the Natural Order in Acquisition Hypothesis. Basically, he means that the ordering which learners acquire syntactic rules is the same in both language

54、s.Woman: Oh, thats something really new to me. Dr. Harley: The third hypothesis is the Monitor Hypothesis, which is central to his theory. Here again, we come across the distinction between acquisition and learning. According to this hypothesis, the acquisition processes create sentences in the seco

55、nd language, right? But learning enables the development of a monitoring process to check and edit this output. The monitor uses knowledge of the rules. Thats why, as I said just now, learning is a conscious process.Woman: This means in learning you use knowledge of the language to make sure what yo

56、u say or write is correct. Is that so?Dr. Harley: Yes. His fourth hypothesis is the Comprehensible Input Hypothesis. In order to move form one stage to the next, the learner must understand the meaning and the form of the input. This emphasizes the role of comprehension. And finally, the Active Filt

57、er Hypothesis. This suggests attitude and emotional factors are also important in second language acquisition.Woman: I guess Krashens model has provided a useful framework for second language learning. Dr. Harley: Yes, it indeed has. And it has also proved to be one of the most influential theoretic

58、al approaches to teaching a second language.Woman: OK, Dr. Harley, thank you once again for talking to us about second language acquisition. Dr. Harley: Pleasure.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Ma

59、rk the best answer to each question on ANSWER SHEET TWO.Question 6 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.Now, listen to the news.6. Which of the following statements is INCORRECT?A. Greyhound is Britains largest bus and train

60、 operator.B. Currently Greyhound routes in Britain are limited. C. The coach starts from London every hour. D. Passengers are offered a variety of services.参照答案： ATIP：选A。新闻中提到First Groups是英国最大的汽车和火车运营商，而Greyhound是其下的美国品牌。script: The 95-year old iconic American brand Greyhound is taking to the Britis