2010年华北电力大学871语言学及文学考研真题

华北电力大学871语言学及文学2010年硕士研究生入学考试试题及答案A、语言学部分DefinitionexplanationSociolinguisticsSociolinguisticsisanumbrellatermwhichcoversavarietyofdifferentinterestsinlanguageandsociety,includingthesocialfunctionsoflanguageandthesocialcharacteristicsofitsusers.ArbitrarinessThisisacorefeatureoflanguage,whichmeansthatthereisnologicalconnectionbetweenmeaningandsounds.ThiswasfirstdiscussedbySaussure.Therearedifferentlevelsofarbitrariness:arbitraryrelationshipbetweenthesoundofamorphemeanditsmeaning;arbitraryatthesyntacticlevel;arbitrarinessandconvention.SemanticsSemanticsexamineshowmeaningisencodedinalanguage.Itisnotonlyconcernedwithmeaningofwordsaslexicalitems,butalsowithlevelsoflanguagebelowthewordandaboveit.SituationalsyllabusSituationalsyllabusisasyllabuswhichselects,organizesandpresentslanguageitemsbasedonsituations,e.g.atthebank,atthesupermarkets,athome,etc.Theaimofsituationalsyllabusisspecifyingthesituationsinwhichthetargetlanguageisused.Itsetsouttomeetthelearner'sdirectcommunicativeneeds.DiachronicThedescriptionofalanguageasitchangesthroughtimeisadiachronicstudy,alsocalleddiachroniclinguistics.ContrastiveanalysisContrastiveanalysisisawayofcomparingtheformsandmeaningsacrossthenativelanguageandthetargetlanguagetospotthemismatchesordifferencessothatpeoplecouldpredictlearners'difficulty,thenwhatneedstobelearnedandwhatdoesnotneedtobelearnedinasecondlanguagelearningsituationisdecided.InnatenessHypothesisInnatenessHypothesisisproposedbyChomsky,bywhichlanguageisaproductofhumanbrainandhumanbrainisbornwithlanguagefacultyorLanguageAcquisitionDevicewhichisgenetically-based.Whenachildwasborn,hisLanguageFacultyisininitialstate,withconstantexposuretonativelanguage,theLFisdevelopedfrominitialstatetosteadystate.PragmaticsPragmaticsisthestudyofmeaningincontext.Itdealswithparticularutterancesinparticularsituationsandisespeciallyconcernedwiththevariouswaysinwhichthemanysocialcontextsoflanguagecaninfluenceinterpretation.CooperativePrincipleTheCooperativePrincipleisproposedbyHerbertPaulGricetoexplainthecourseofnaturalconversation,inwhichimplicatedmessagesarefrequentlyinvolved.Hisideaisthatinmakingaconversation,theparticipantsmustfirstofallbewillingtocooperate,otherwise,itwouldnotbepossibleforthemtocarryonthetalk.ThisgeneralprincipleiscalledtheCooperativePrinciple.Itgoesasfollow:Makeyourconversationalcontributionsuchasisrequired,atthestageatwhichitoccurs,bytheacceptedpurposeordirectionofthetalkexchangeinwhichyouareengaged.Morespecifically,therearefourmaximsunderthisgeneralprinciple:themaximofquantity,themaximofquality,themaximofrelationandthemaximofmanner.IllocutionaryactIllocutionaryactistheactofexpressingthespeaker'sintension;itistheactperformedinsayingsomething.nanswerquestionsAccordingtoKrashen'sInputHypothesis,learnersacquirelanguageasaresultofcomprehendinginputaddressedtothem.Krashenbroughtforwardtheconceptof“i+1”principle,i.e.thelanguagethatlearnersareexposedtoshouldbejustfarenoughbeyondtheircurrentcompetencethattheycanunderstandmostofitbutstillbechallengedtomakeprogress.Inputshouldneitherbesofarbeyongdtheirreachthattheyareoverwhelmed,norsoclosetotheircurrentstagethattheyarenotchallengedatall.Thegapbetweeniandi+1isbridgedbycomprehensibleinput,whichistheinformationdrawfromthecontextandpreviousexperience.ComprehensibleinputisconsiderednecessaryforL2acquisitionto.Therefore,intheprocessoflanguagelearning,weneedtochooseappropriatematerials,neithertoohardnortooeasy.ThisHypothesissuggeststhatourlanguagewillmoundourviewoftheworld.Thehypothesishastwoimportantpoints,(i)linguisticdeterminism—languagemaydetermineourthinkingpatternsand(ii)linguisticrelativity—similaritybetweenlanguageisrelative,thegreatertheirstructuraldifferentiationis,themorediversetheirconceptualizationoftheworldwillbe.Thus,twoversionsoftheSapir-Whorfhypothesishavebeendeveloped,astrongversionandaweakversion.Thestrongversionemphasizesthedecisiveroleoflanguageastheshaperofourthinkingpattern.Theweakversionsuggeststhatthereisacorrelationbetweenlanguage,culturemandthought,butthecross-culturaldifferencesthusproducedinourwaysofthinkingarerelative,ratherthancategorical.Machinetranslationiseffectiveforlargescaleorrapidtranslationoftechnicaldocuments,softwarelocalizationmanuals,andmanyothersituations.Whilethehumantranslatorinandwillremainunrivalledfornon-repetitivelinguisticallysophisticatedtexts,andevenforone-offtextsinspecifichighly-specializedtechnicalsubjects.Forthetranslationoftextswherethequalityofoutputismuchlessimportant,machinetranslationisoftenanidealsolution;fortheone-to-oneinterchangeofinformation,therewillprobablyalwaysbearoleforhumantranslator;butforthetranslationofpersonalletters,MTsystemsarelikelytobeincreasinglyused;and,forelectronicmailandfortheextractionofinformationfromwebpagesandcomputer-basedinformationservices,MTistheonlyfeasiblesolution.

B.文学部分NameouttheauthorsofthesefollowingworksThomasPaineHenryWadsworthsLongfellowJackLondonRobertFrostFScottFitzgeraldFScottFitzgeraldSinclairLewisHermanMevilleHenryFieldingDannielDefoeJonathanSwiftPercyByssheShelleyVirginiaWoolfWilliamButlerYeatsGeorgeGordonByronnExplainthesefollowingTermsBlankVerseBlankverseisunrhymedpoetry.Typicallyiniambicpentameter,andassuch,thedominantverseformsofEnglishdramaticandnarrativepoetrysincethemid-16thcentury.IronysesItreferstosomecontrastordiscrepancybetweenappearanceandreality.Itisadiscrepancybetweenwhatisexpectedandwhatisrevealed.Itmaybefoundeitherinlanguageusageorintheworkingoutoftheactionofastory.Surpriseendingsalwaysdependonsomesortofirony,oftencrude.Ironymayappearinthedifferencebetweenacharacter 'sunderstandingofhisorhersituationandthereadersesofit.SymbolismSymbolismworksunderthesurfacetotiethestory'exsternalactiontothetheme.Itwasoftenproducedthroughallegory,givingtheliteraleventanditsallegoricalcounterpartaone-to-onecorrespondence.EnlightenmentEnlightenmentmovementwasaprogressivephilosophicalandartisticmovementwhichflourishedinFranceandsweptthroughWesternEuropeinthe18thcentury.ThemovementwasafurtheranceoftheRenaissancefrom14thcenturytothemid-17thcentury.Itspurposewastoenlightenthewholeworldwiththelightofmodernphilosophicalandartisticideas.Itcelebratedreasonorrationality,equalityandscience.Itadvocateduniversaleducation.FamousamongthegreatenlightenersinEnglandwerethosegreatwriterslikeAlexanderpope.JonathanSwift.etc.ExpressionismmoodsandthougExpressionismreferstoamovementinGermanyearlyinthe20thcentury.Inwhichanumberofpainterssoughttoavoidtherepresentationofexternalrealityand,instead,toprojectahighlypersonalorsubjectivevisionoftheworld.Expressionismisareactionagainstrealismornaturalism,aimingatpresentingapost-warworldviolentlydistorted.Inafurthersense,thetermissometimesappliedtothebeliefthatliteraryworksareessentiallyexpressionsoftheirauthors'thishasbeenthedominantassumptionaboutliteraturesincetheriseofromanticism.moodsandthoug川AnsweringthefollowingquestionsWhatcommonfeaturesdothecharactersshareinMarlow 'sworks?ThecreationofTheRenaissanceheroisoneofMarlow'csontributions.1)Suchaheroisalwaysindividualisticandfullofambition,facingbravelythechallengefromgodandmen.Theyhadhumandignityandcapacity,tryingtogetheaven/highestideasontheearthbytheirownefforts.2)Forexample:TamburlaineisacharacterwrittenbyMarlowe.Bydepictingagreatherowithhighambitionandsheerbrutalforc4einconquering,Marlowevoicedthesupremedesireofmanforinfinite/limitlesspowerandauthority.InDr.Faustus,Marlowecelebratedthehumanpassionforknowledge,powerandhappiness.3)TamburlaineandDr.FaustusaretypicalinowningsuchRenaissancespirit,Tamburlaine,beingacruelconquer,foundhappinessinconqueringotherkingdom.Onlydeathcoulddefeathim.WhileDr.Faustus,amoreintrospectiveandphilosophicalfigure,hadhighspiritforknowledgebuthehadsinforhavingdespairinGodandtrustinDevil.AnalyzethecharactersofJohnKeats'spoetry.Answer:(1)Thepoemsaresensuous,colorful,andrichinimagery,(whichexpressestheacutenessofhissenses)(2)Wordsarebeautifulandmusical.(3)TheancientGreekandEnglishpoetryprovidesthemostimportantimaginativeresource.(4)Theconstructionofpoemsisknit,andthedescriptiongoesbeyondthephysicalbeautyoftheworld.3AnalyzethecharactercreatedbyGeorgeEliotwithanexampleandhisstyle.GeorgeEliotsetanewtypeofrealism-bothnaturalisticandpsychologicalnovel;Shesoughttopresenttheinnerstruggleofasoulandtorevealthemotives,impulseandhereditaryinfluences,theslowgrowthordeclineofthecharacter;Hermasterpiece“Middlemarch”isastudyofprovinciallife,showingapanoramicviewoflifeinasmallEnglishtown;Sheconcernedforthedestinyofwomen,theheroinin“Middlemarch"Dorothea,wasatypicalcharacterofEliot.Shewasaladywithgreatintelligence,potentialandsocialaspiration.Shehadtheidealstodevotetothesociety,later,shemarriedaneldermantorealizeheridealsbyhelpinghimintheholyChristianityCareer.Attheendofthestory,shebecamecontentwithgivinghersecondhusband“wifelyhelp”.Fromherexperience,wecanseeEliot 'sview:womwerebornwiththepathetictragedy.Herspiritdeclinedowingtothesocialenvironmentandherownweakness.4AnalyzethethemesandcharacteristicofHawthorne.Answer:Hawthornewasamanwithinquiringimagination,meditativemindanddarkvisiontolife.Histhemesinwritingare:1)Manwasbornwithevilandsin,onesourceofthemisover-reachingintellect,whoseimagewasalwaysvillain;(Chllingworthe.g.)2)HawthornewasinfluencedgreatlybyPuritanism,whilehecriticizeditbitterly;3)HebelievedCalvinisticideas,thinkingmanwasdepravedandcorrupted;theyshouldobeyGodforsavingthespirits;4)Heconcernedthemorallifeofmanandhumanhistory;5)Hewaskeenonthedescriptionofman'sdevelopmentofpsychology.5.GiveacommentontheexperienceofCarrie.1)Pennilessand"fulloftheillusionsofignoranceandyouth",SisterCarrieleavesherruralhometoseekworkinChicago,shegrowsfromaninnocent,purecountrygirltobeagirlmatureinintellectandemotion,andshebecomesastarofmusicalcomedies.Butinspiteofhersuccessinmaterial,sheisnothappybutlonelyanddissatisfied.2)SisterCarriebestembodiesDreiser'snaturalisticbeliefthatwhilemenarecontrolledandconditionedbyheredity,instinctandchance,afewextraor