外语教学法自考题模拟18

外语教学法自考题模拟18Ⅰ.MultipeChoice1、In1957,NoamChomsky'sbookSyntacticStructureswaspublishedwhichstartedthe .A.Americanstructuralism B.transformationalgenerativelinguisticsC.functionallinguistics D.cognitivepsychology2、WhichoneofthefollowingactivitiesisincludedintheacquisitionactivitiesintheNaturalApproach?A.Affective-humanisticactivities. B.Communicativeactivities.C.Skill-gettingactivities. D.Socialactivities.3、AccordingtoM.A.KHallidaywhichofthefollowingshouldNOTbetakenintoconsiderationintermsoflinguisticevents?A.Form. B.Context.C.Substance. D.Culture.4、Accordingtotherecordsavailable,humanbeingshavebeenengagedinthestudyoflanguagefor centuries.A.10 B.15C.20 D.255、Krashenidentifiesthreekindsofaffectivevariablesrelatedtosecondlanguageacquisition: .motivation,self-confidenceandanxietycomprehension,acquisitionandanxietyinput,competenceandself-confidencesituation,motivationandself-confidence6、TheGrammar-TranslationMethodwasatonetimecalled sinceitwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.A.aural-oralmethod B.minimummethodC.AudiolingualMethod D.ClassicalMethod7、ItbecameakeyfeatureoftheOralApproachinthe1960sthat .newlanguagepointsareintroducedandpractisedinsituationsaccuracyismaintainedreadingandwritingareintroducedlatertranslationshouldbeavoided8、Thediscoursetheorywasestablishedby inthelate1970sanddevelopedfromM.A.K.Halliday'stheoryoffirstlanguageacquisition.A.E.Hatch B.M.A.K.HallidayC.StephenKrashen D.JosephH.Greenberg9、Thegenerative-transformationalschooloflinguisticsemergedthroughtheinfluenceof .A.NoamChomsky B.Ｊ.PiagetC.Ｄ.Ausubel D.Ｊ.Ｂ.Bruner10、WhichofthefollowingdoKrashenandTerrellNOTemphasize?A.Communication. B.Vocabulary.C.Meaning. D.Grammar.11、The1920ssawtheemergenceofanewpsychologicalschoolcalled foundedbyagroupofpsychologists.A.cognitivepsychology B.behaviouristpsychologyC.psychoanalysis D.Gestaltpsychology12、Chomskyholdsthepositionthatlinguistsshouldstudythe ofnativespeaker.A.linguisticperformance B.linguisticcompetenceC.communicativeperformance D.communicativecompetence13、AccordingtotheAudiolingualMethod, forlearningtohappen.A.astimulus B.reinforcementC.aresponse D.ahypothesis

isnotacrucialelement14、WhichofthefollowingisforbiddeninaDirectMethodclassroom?A.Usinggestures. B.Sketchdrawing.C.Thefirstlanguage. D.Writing.15、 ofsecondlanguageacquisitionwasdevelopedfromtheHalliday'stheoryoffirstlanguageacquisition.A.Habitformationtheory B.DiscoursetheoryC.Monitortheory D.CognitivetheoryⅡ.FillingBlanks16、TheNaturalApproachconsiders anylanguageteachingprogram.

asthemostimportantelementof17、The Approachemphasizesondictation,imitationandcontrolledoral-basedreadingandwritingtasks.18、The Methodaimstoenablethelearnerstoreadandtranslateitsliterature.19、Traditionallinguisticswas innature.20、Accordingtothe approach,languagelearninginreallifediffersfromlanguagelearningintheclassroom.21、ForCandlin,themeaning involvedinmakingchoicesanddecisionsliesattheheartofthelanguagelearningprocess.22、The Approachemphasizesonoralskills:useofonlythetargetlanguageintheclassroom.23、Inthe Approach,classtimeisdevotedprimarilytoprovidinginputforacquisition;theteacherspeaksonlythetargetlanguage,studentsmayuseeitherL1,orL2;errorsarecorrected.24、Inthe Approach,theteachercreatesspeecheswhichenablestudentstointeractusingthetargetlanguage.Studentsarenotforcedtorespondinthetargetlanguageimmediately.25、TheTotalPhysicalResponsemethodseessuccessfuladultsecondlanguagelearningasaprocessparalleledtochildren'sfirstlanguage .26、InpracticetheCognitiveApproachinvolvesmoreactiveuseofthestudents'mentalpower,whichisespeciallysuitablefor learners.27、TheCognitiveApproachlaysemphasisonthe acquisitionoflanguageasameaningfulsystem.28、TheGrammar-TranslationMethodbelievesthatgrammaristhe oflanguage,andlanguagematerialsarearrangedaccordingtothegrammarsystem.29、The MethodatonetimewascalledClassicalMethodsinceitwasfirstusedintheteachingoftheclassicallanguageofLatinandGreek.30、Palmerinsistedtherewasabasicdifferencebetweenthe capacitiesofhumanbeingsandthetrainedor"studial"capacitiesoftheclassroomlearner.Ⅲ.Matching languageacquisitiondevice(LAD.2) 3) 4) 5)

stimulusandresponsethediscoursetheoryacquisitionandlearningtheinputhypothesisTheformerreferstothesubconsciousprocessleadingtothedevelopmentof"competence";thelatterreferstoconsciousstudyandknowledgeofgrammaticalrules.Asortofmechanismordevicewhichcontainsthecapacitytoacquireone'sfirstlanguage.Itassumesthathumansacquirelanguageinonlyoneway--byunderstandingmessages,orbyreceiving"comprehensibleinput".Itbelievesthereislittledifferencebetweenthefirstlanguageacquisitionprocessandtheprocessofsecondlanguageacquisition--onlythroughcommunicationdiscourses.Theformerservestoelicitbehaviour;thelatteristriggeredbytheformer.Ⅳ.QuestionsforBriefAnswers36、WhatistheattitudeoftheCognitiveApproachtowardsmistakesinthelanguagelearningprocess?37、WhataretheprinciplesandconsequencesoftheReformMovement?38、Howdoesthecognitivepsychologyexplaintheacquisitionofknowledge?39、WhatarethemaindisadvantagesoftheCognitiveApproach?40、WhatisChomsky'sexplanationofthefirstlanguageprocess?41、WhataretheprinciplesandconsequencesoftheReformMovement?Ⅴ.QuestionsforLongAnswers42、ArethereanysimilaritiesanddifferencesbetweentheOralApproachandtheAudiolingualMethodintermsoflanguagetheoriesandlearningtheories?43、DiscussinyourownwordsanyfivecharacteristicsoftheAudiolinguaiMethod.答案:Ⅰ.MultipeChoice1、B[解析]1957年乔姆斯基出版了他的专著《句法结构》。这本书在语言学界掀起了一场革命，还产生了一个新的学派——转换生成语言学。2、A[解析]语言习得活动分为四类：情感人文活动(Affective-humanisticactivities)、解决问题活动(Problem-solvingactivities)、游戏活动(Games)和内容活动(Contentactivities)。3、D[解析]韩礼德认为linguisticevents应该从三个层面进行研究：substance,formandcontext，因此排除D。4、D[解析信人们开始研究语言至少2500多年了，即25个世纪。故选D。5、A[解析克拉申在其提出的情感过滤器假设(Affectivefilterhypothesis)中确定了三种可变的情感因素与第二语言的习得有关，包括动机(motivation)、自信(self-confidence)、忧虑(anxiety)。这三种情感因素影响了语言的学习速度。6、D[解析]语法翻译法是指以翻译和语法学习为主要教学活动的外语或第二语言教学法。由于这种教学法首先被用来进行拉丁语和希腊语等古典语言的教学，它曾一度被称为古典法(ClassicalMethod)。7、A[解析意义的上下文中去练习，而不是被当成孤立的、互不相关的成分来教。这条原则在20世纪60年代成了口语法的最重要的特征。8、A[解析话语交际说(Discoursetheory)是由韩礼德的第一语言习得理论发展而来的，由哈奇(Hatch)于20世纪70年代后期提出。韩礼德认为，第一语言习得的过程实际上就是学会用语言进行B章分析(DiscourseAnalysis)，并创建系统功能语法(Systemic-functionalgrammar)。选项C克拉申是自然法的奠基人，提出了自我监测模式(MonitorModel)。选项D格林伯格通过比较分析不同语言以确认语言中的共性，属于语言共性说中较有影响的一个。9、A[解析1957一个新的学派转换生成语言学lllinguistics)。因此说转换生成语言学的出现受到了乔姆斯基的影响。、D[解析[解析]格式塔心理学产生于20世纪20年代，由德国心理学家韦特墨、考夫卡和勒文等人所创立。1890年由弗洛伊德提出精神分析的心理学理论，1913年美国心理学家华生发表了题为《行为主义者眼中的心理学》被认为是将行为主义正式引入心理学领域，直到20世纪60年代，行为主义开始从其支配地位走下坡路，其地位逐渐被一种新的认知心理学所取代，代表人物皮亚杰和乔姆斯基。12、B、D[解析(response)和表明反应是否适当并在未来促使反应重复(或抑制)的强化(reinforcement)。学习是刺激、反应和强化的过程。14、C[解析]直接法课堂教学中只用外语来授课和进行交流，完全避免使用母语。15、B[解析]话语交际说是由韩礼德的第一语言习得理论发展而来的，由哈奇于20世纪70年代后期提出。Ⅱ.FillingBlanks16、input[解析]自然法认为语言输入是任何一种语言教学程序中最重要的部分。17、Oral[解析]口语法的教学技巧主要有：(1)用情景介绍新句型(newsentencepatternspresentedinsituations)；(2)操作练习(Drill-basedpractice)；(3)指导下的复述和替代练习(Guidedrepetitionandsubstitutionactivities)；(4)听说、模仿和教师规定的以口语为基础的朗读和写作(Dictation,imitationandcontrolledoral-basedreadingandwritingtasks)。18、Grammar-Translation[解析能够帮助学生发展智力；(4能够更好的理解第一语言。19、practical[解析approach)。20、Oral[解析AccordingtotheOralApproach，languagelearninginreallifediffersfromlanguagelearninginthe口语法奠基人帕默尔区分了自然环境中的语言知识去完成手中任务。21、negotiation[解析坎德林(Candlin)这样的意义协商必然涉及作出选择和决定，这个协商过程就是语言学习的核心。22、Oral[解析]口语法强调口语优先于书面语，课堂教学用目标语。23、Natural[解析自然法的课堂教学采取了一种独特的教学方法，有如下特征：(1)课堂时间应主要提供有助于习得的语言输入。(2)教师在课堂上只能讲目标语，学生则可以使用母语或目标语。(3)家庭作业(4)生发表意见、完成任务和解决问题。24、Natural[解析25、acquisition[解析全身反应法(TotalPhysical认为，成年人学习第二语言与小孩习得母语的循小孩学母语的途径。26、adult[解析外语的情况。27、conscious[解析(meaningfulsystem)，强调在理解的基础上有意识的学习语言(consciousacquisition)，其依据的理论基础是认知理论和转换生成语法理论。28、core[解析内容，学习语法的过程是训练智能的重要手段，教材内容是根据语法体系来安排的。29、Grammar-Translation[解析语法翻译法是指以翻译和语法(translationand学习为主要教学活动的外语称为古典法(ClassicalMethod)。30、spontaneous[解析]PalmerinsistedthereWasabasicdifferencebetweenthespontaneouscapacitiesofhumanbeingsandthetrainedor"studial"capacitiesoftheclassroomlearner.(acquiredlanguage)的自发能力(spontaneouscapacities)与学生通过训练或“学习”得到的能力(trainedor"studialcapacities)之间有着根本的不同，他认为：自发能力在习得口语的过程中被得到充分发挥，而学得的能力则是培养读写能力所需要的。Ⅲ.Matching31、乔姆斯基认为每一个儿童生来就具有语言习得机制(LAD：LanguageAcquisitionDevice)，不需要教他们语言，也不需要纠正其语言错误，只要让他们生活在语言环境之中，就能学会语言，并且在不知不觉中掌握其本族语的语言规则。32、行为主义心理学试图解释外部事物(刺激物)是如何引起个体行为的变化(反应)。33、话语交际说(Discoursetheory)是由韩礼德的第一语言习得理论发展而来的，由哈奇(Hatch)于20世纪70年代后期提出。韩礼德认为，第一语言习得的过程实际上就是学会用语言进行交际的过学生只有通过话语交际才能习得第二语言。34、自然法的提倡者克拉申的第二语言习得中自我监测模式(MonitorModel)区分了获得和使用第二语言和外语中的两个性质截然不同的过程，一个是“习得”(Acquisition)，另一个是“学习”(Learning)，习得是潜意识过程导致“语言能力”的发展和提高，而学习是有意识的学习语法规则。35、自然法奠基人克拉申提出语言输入假设认为人们习得语言的唯一途径——理解信息，即接受“可理解的输入”，它指的是习得者能够根据语言使用的环境和语言的形式理解所表达的话语。Ⅳ.QuestionsforBriefAnswers36、TheCognitiveApproachholdsthatmistakesareunavoidableinthecreativeuseoflanguage.Studentsshouldbeledtolearnandusethelanguagebymakinghypothesis,testingthehypothesisandthenmakingcorrections.Theteachershouldanalyzethemistakestofindthecauseanddosomeremedialworkaccordingly. 、TheprinciplesoftheReformMovementweretheprimacyofspeech,thecentralityoftheconnectedtextasthekerneloftheteaching-learningprocess,andtheabsolutepriorityofanoralmethodologyintheclassroom.Theconsequencesweregreat.ManypeopletookpartReformMovement.Alotofbookswerepublished.Anappliedlinguisticapproachtolanguageteachingbegantoshape. Thetermcognitivemeansknowledgeand"cognitive"psychologycanbedefinedasthestudyofpeople'sabilitytoacquire,organize,rememberanduseknowledgetoguidetheirbehaviour.Asfortheacquisitionofknowledge,cognitivepsychologybelievesthattherearetwoprincipaltypesofcognitivestructureswhicharecalledschemasandconcepts.Theschemasrefertosetsofrulesthatdefinecategoriesofbehaviourandconceptsarerulesthatdescribepropertiesofeventsandtheirrelationswithoneanother.Childrenacquireschemasandconceptsbyinteractingwiththeirenvironmentwiththehelpoftwoprocesses-assimilationandaccommodation. 、(1)Teachersfinditdifficulttoselectandpreparemeaningfulpresentations.Andstudentswhoareslowtocomprehenddonotworksuccessfullywiththemethodbecauselearningdependsalotonanalysisandunderstanding.(2)Therearenotyetcompleteandsystematicpracticalactivitiesandproceduresforclassroomuse. 、Chomskyassumesthatchildrenarebornwithalanguageacquisitiondevice(LAD).ThisLADismadeupofasetofgeneralprinciplescalleduniversalgrammar.Oncethechildisborn,theparticularlanguageenvironmentwilltriggertheLAD.Children'slanguageacquisitionprocesscompleteswhentheuniversalgrammarissuccessfullytransformedintothegrammarofaparticularlanguage. 、TheprinciplesoftheReformMovementweretheprimacyofspeech,thecentralityoftheconnectedtextasthekerneloftheteaching-learningprocess,andtheabsolutepriorityofanoralmethodologyintheclassroom.Theconsequencesweregreat.ManypeopletookpartintheReformMovement.Alotofbookswerepublished.Anappliedlinguisticapproachtolanguageteachingbegantotakeshape.Ⅴ.QuestionsforLongAnswers42、IntermsoflanguagetheoriesthereexistlittledifferencesbetweentheOralApproachandtheAudiolingualMethod.ThetwoapproacheshavethefollowingsimilaritiesbothholdastructuralviewoflanguageStructurallinguisticsviewslanguageasasystemofstructurallyrelatedelementsfortheexpressionofmeaning.Bothidentifylanguagewithspeech,andspeechabilityisapproachedthroughoralpracticeofstructureHowevertheOralApproachwasdevelopedbytheBritishappliedlinguists,whiletheAudiolingualMethodwasdevelopedbytheAmericanstructuralists.Intermsoflearningtheories,thetwomethodsalsohavesomethingincommon:bothbelieveinatheoryoflearningthatisbasedonatypeofbehavioristhabit-formationtheory.Foreignlanguagelearningisconsideredbasicallyaprocessofhabitformation.However,therearealsodifferencesbetweenthem:whilebothmethodsemphasizetheestablishmentofgoodspeechhabitsthro