山东师范大学外国语学院908外语教学《理论基础》专业硕士历年考研真题及详解

目录

2011年山东师范大学908外语教学理论

基础考研真题及详解

2012年山东师范大学908外语教学理论

基础考研真题及详解

2013年山东师范大学908外语教学理论

基础考研真题及详解

2014年山东师范大学908外语教学理论

基础考研真题及详解

2015年山东师范大学908外语教学理论

基础考研真题及详解

2016年山东师范大学908外语教学理论

基础考研真题及详解

2011年山东师范大学908外语教学理论基础考研真题及详解

I.Explainthefollowingterms.(共7道小题，每题5分，共计35分)

1．Deductiveteaching

【答案】Deductiveteachingisamoretraditionalformofteaching.In

deductiveteachingyoutypicallyprovideinformation(lecture),sharespecific

examplesoftheconceptorskillsbeingtaught,then,allowstudentsto

practicetheskillbeingtaught.Thisisamoreteacher-centeredmodelof

teachingthatisruledriven.Someofthepositivesofthismethodarethatitis

timesavingandgetstothepointofthelessoneasily.

2．Positivetransfer

【答案】Positivetransferiswherethetwohabitssharecommonaspects,

suchtheknowingonewillhelpwithlearningtheother.Itmayhelpor

facilitatelanguagelearninginanotherlatersituation,andmayoccurwhen

boththenativelanguageandthetargetlanguagehavethesameform.

3．Reflectiveteaching

【答案】Areflectiveapproachtoteachingisoneinwhichteachersand

studentteacherscollectdataaboutteaching,examinetheirattitudes,beliefs,

assumptionsandteachingpractices,andusetheinformationobtainedasa

basisforcriticalreflectionaboutteaching.

4．Communicativestrategies

【答案】Communicativestrategiesaredefinedasmutualattemptsoftwo

interlocutorstoagreeonameaninginsituationswhererequisitemeaning

strategiesdonotseemtobeshared.Fromtheperspectiveoferrorresources,

CSisdefinedastheprocessofinter-lingualtransferandthecontextof

learningasalearnertriestogetamessagethroughtoahearerorreader.

5．Student-centeredteaching

【答案】Student-centeredteachingaimstodeveloplearnerautonomyand

independencebyputtingresponsibilityforthelearningpathinthehandsof

students.Student-centeredinstructionfocusesonskillsandpracticesthat

enablelifelonglearningandindependentproblem-solving.Student-centered

teachingemphasizesthelearner’scriticalroleinconstructingmeaningfrom

newinformationandpriorexperience.

Student-centeredteachingputsstudents’interestsfirst,acknowledging

studentvoiceascentraltothelearningexperience.Inastudent-centered

teachingpace,studentschoosewhattheywilllearn,howtheywilllearn,and

howtheywillassesstheirownlearning.Thisisincontrasttotraditional

education,alsodubbed“teacher-centeredlearning”,whichsituatesthe

teacherastheprimarily“active”rolewhilestudentstakeamore“passive”,

receptiverole.Inateacher-centeredclassroom,teacherschoosewhatthe

studentswilllearn,howthestudentswilllearn,andhowthestudentswillbe

assessedontheirlearning.Incontrast,student-centeredteachingrequires

studentstobeactive,responsibleparticipantsintheirownlearningandwith

theirownpaceoflearning.

6．Culturalawareness

【答案】CulturalAwarenessisthefoundationofcommunicationandit

involvestheabilityofstandingbackfromourselvesandbecomingawareof

ourculturalvalues,beliefsandperceptions.

7．Context

【答案】Therelevantconstraintsofthecommunicativesituationthat

influencelanguageuse,languagevariation,anddiscoursesummary.

II.Writebriefanswerstothequestions.(共3道小题，每题15分，共计45

分)

1．Whydowesaythatbehaviorismoflearningwasapowerfulinfluenceon

thedevelopmentoftheaudio-lingualapproach?

【答案】Theaudio-lingualapproachisamethodofforeignorsecond

languageteachingwhichemphasizestheteachingofspeakingandlistening

beforereadingandwriting.Behaviorismoflearningisthebasisoftheaudio-

lingualapproach.Behaviorismproposesthatlearninglanguageisaprocessof

habitformation,whichincludesthreestages:imitation,reinforcementand

formation.Itprocessesthatcertaintraitsoflivingthings,andinthiscase

humanscouldbetrainedthroughasystemofreinfourcement—correctuseof

atraitwouldreceivepositivefeedbackwhileincorrectuseofthattraitwould

receivenegativefeedback.Audio-lingualapproachfollowssuchprocess.

Studentsareaskedtodolotsofdrillsofspeakingandlisteningandtoimitate.

Andthethehabitsaboutlanguageareformed.

2．Whatisyourunderstandingofthesignificanceofinter-language?

【答案】ProposedbySelinker,theconceptofinter-languagewas

establishedaslearner’sindependentsystemofthesecondlanguage,whichis

neitherthenativelanguagenorthesecondlanguage,butacontinuumor

approximationfromoneextremeofmother-tonguetotheotherofthesecond

language.Whatlearnersprodece,correctorwrong,areevidenceofthe

approximationfromtheirlanguagetothetargetlanguage,itisimperfect

comparewiththetargetlanguageeither.Therefore,inter-languagecanhelp

learnersrealizethegapbetweentheirownlanguageandthetargetlanguage.

Inter-languagecanhelplanguagelearnersandteachersunderstandthe

relationshipbetweennativelanguage,inter-languageandforeignlanguage.

Theformationofinter-languageisaffectedbybothnativelanguageand

targetlanguage,theirrelationshipismorecomplicated.Itseemsthatinter-

languagedetivesfromnativelanguageandtargetlanguage,butisinferiorto

thelatter.

Inter-languagealsoshedslightsonlatentpsychologicalstructure.Relevant

behavioraleventsinapsychologyofsecond-languagelearningshouldbe

madeidentifiedwiththeaidoftheoreticalconstructswhichassumethemajor

featuresofthepsychologicalstructureofanadultwheneverheattemptsto

understandSLsentencesortoproducethem,weassumethatthereissucha

psychologicalstructureandthatitislatentinthebrain,activitatedwhenone

attemptstolearnasecondlanguage.

Ontheotherhand,inter-languageiscomparativelyindependentfromnative

languageandwiththehelpofinter-langue,thenativelanguagecanbe

predictedandanalysed.

3．StatebrieflythereasonswhyErrorAnalysisreplacedContrastive

AnalysisandthegeneralproceduresinvolvedinErrorAnalysis.

【答案】TherearesomereasonswhichcauseContrastiveAnalysistobe

replaced.Firstly,thereweredoubtsconcerningtheabilityofCAtopredict

errorsinlanguagelearning.Itwasshowninresearchthatnotallerrorswere

causedbytheinterferencebythemothertongue.Itisobviousthatthe

psychologicalandlinguisticbasisofCAisclearlydefective,becauseitis

basedonbehaviorismandstructuralism.Secondly,therewereanumberof

theoreticalcriticismsregardingthefeasibilityofcomparinglanguagesandthe

methodologyofcontrastiveattackedbyChomskyandothers.Andtheterms

“stimulus”,“response”,“reinforcement”wererejectedasaninadequate

explanationoflanguagelearning.Inadditiontothis,therewereobjectionsto

thevalidityofequationgdifferencewithdifficultyontheonehandand

difficultywitherrorontheother.Thirdly,thereweredoubtsaboutwhether

CAhadanypracticalworthtolanguageteaching.CAstudiesconcentrated

largelyongrammaticalaspects—thephonologicallevel,themorphemiclevel

andthesyntacticallevel.Thereispracticallylittlecontrastiveanalysisabove

thesentencelevel,letalonethetextualordiscourselevel.Inaddition,ifa

majorityoflearnererrorsarenotcausedbyinterference,thenCAisof

limitedvalue.However,themaindoubtaboutCAfromapedagogicpointof

viewhasarisenfromthechaningattitudestotheroleoferrorsinlanguage

learning.CAwasbasedontheneedtoavoiderror,butiferrorisseenasa

positiveaspect—anecessarydevelopmentalprocessoflanguagelearning,

thenwhyshouldwedeviseateachingprogramtopreventit?

Theprocedureoferroranalysisconsistsofthefollowingsteps:

(1)Recognition.Dealingwithasentenceproducedbythelanguagelearner,

weshouldfirstaskwhetherthesentenceisgrammaticallycorrect.Ifthe

answerisnegative,thenerrorsexist.Iftheanswerispositive,thenwefurther

checkwhetherthesentenceisappropriateinthecommunicativecontext.A

negativeanswerindicatesamistake.

(2)Description.Iftheerroneoussentenceisintelligible,wecompareitwith

thecorrectsentenceproducedbyanativespeakerandlisttheerrorsand

mistakes.Ifthemeaningofthesentenceisnotclear,wemayrefertothe

learner’snativelanguagetofindoutwhathemeansandcarryouta

contrastiveanalysis.Takingintoconsiderationtheuseoflanguageinsocial

contexts,wecandescribemistakesaswellaserrors.

(3)Explanation.Whenanerrorisrecognizedanddescribed,weattemptto

answerthequestion“Whydidthelearnercommitthiserror?”Inotherwords,

wemakehypothesisaboutthepsychologicalprocesseswhichhavecaused

thelearnertocommittheerror.Thiswillleadustoprovideanswerstoa

fundamentalquestion“Howdopeoplelearnlanguage?”

TherearesomeproblemswithErrorAnalysis(GassandSelinker,2001).

Firstly,itisinadequatetorelyonerrorstostudyhowL2islearned.Weneed

toconsidererrorsaswellasnonerrorstogettheentirepictureofalearner’s

linguisticbehaviour.Secondly,itisdifficulttodeterminewhatanerrorisan

errorof.Forexample:TherearesomanyTaiwanpeoplelivearoundthelake.

Wedonotknowiftheerroroccursbecause“who”isomittedafter“people”

orbecause“live”isusedinsteadof“living”.Thirdly,erroranalysisover-

stressesproductiondataandfailstoaccountforerroravoidance(thelearner

avoidsaparticularwordorstructure.)

III.Writeadiscussiononeachofthefollowingtopics(共2道小题，每题20

分，共计40分)

1.Balancingform-focusedinstructionandmeaning-focusedinstruction.

【答案】Formandmeaningarebothimportantinourlanguageteaching,so

balancingform-focusedinstructionandmeaning-focusedinstructionareso

importantbutchallengingforourEnglishteachers.

Inthelanguageclassroom,teachersshouldstrivetobalanceform,meaning,

anduse.Studentsshouldunderstandnotonlythemechanicsofthelanguage,

butalsothehows,whys,andwheresaparticularstructure,word,orphrase

getsused.

Forexample,inalessononthepastperfecttense,studentsneedtolearnthe

sentencestructure.Theteacherfirstdrillspastparticiplesonavarietyof

verbs(eat/eaten,swim/swum,buy/bought).Hethenplugsthepast

participlesintothegrammarstructure,withstudentsthenfurtherpracticing

thematerialviaexamplesentencesandmoredrills.

However,theclassalsoneedstolearnthatthepastperfectplacesactionsor

eventsinorderforthelistenerorreader.Thegrammarservesasamarkerof

wheneventshappened.Thisisespeciallyneededwhenthespeakerforgets

someinformationandhastobacktrackinthestory.Thisisalsoimportant

wheninformationneedsfurtherclarification.

Withregardstovocabulary,studentsmustunderstandthepronunciationofa

word.Ifinawrittentext,thenstudentsmustknowhowtospellaword.

Prefixes,suffixes,androotsarealsoimportant,especiallyattheintermediate

andadvancedlevels.Studentsshouldbeabletobreakdownthecomponents

ofawordtoguessatthemeaning.Takethefollowingprefixes:

biannual—“bi”meanstwice,sothenewmeaningis“twiceayear”

distrust—“dis”meansnot,sothenewmeaningis“nottotrust”

submarine—“sub”meansunder,sothenewmeaningis“underwater”

Withanunderstandingofprefixesandsuffices,studentsdon’talwayshaveto

scurryforadictionaryeverytimetheyencounteranunknownword.

However,studentsshouldalsolearntoreadilyrecognizethatthewordmay

beanoun,verb,adjective,oradverb.Thisisbecomespossiblebydevotinga

portionofthelessontoform.

Meaning:Thisisthementalimage/comprehensionthatisgeneratedbythe

grammarorvocabulary.Studentsconnectthegrammarstructurewiththe

meaning.Forexample,thepasttensesignalseventsinthepast,thepast

perfectsignalsearlieractions/eventsinanarrative.Oncetheteacherhas

presentedthestructure,heshouldtalkaboutthemeaningtoo.

Whenvocabularyisthefocusofthelesson,studentsconnecttheformofthe

wordwithitsmeaning.Thisoccursbothatthemicro-andmacro-levels.At

themicro-level,thewordstandsalone.Studentsunderstandtheimage

triggeredbyaspecificword.However,atthemacro-level,awordmayhavea

differentmeaningbecauseofthesentenceinwhichitappears.Thereisoften

nuanceorsomeotherconceptgenerated.Inaddition,whensomeoneusesa

word,theremaybeotherassociatedwordchoicesselectedortriggered.

2．Theconceptoflearningstylesanditsimplicationsforforeignlanguage

teaching.

【答案】Learningstylesrefertoarangeofcompetingandcontestedtheories

thataimtoaccountfordifferencesinindividuals’learning.Thesetheories

proposethatallpeoplecanbeclassifiedaccordingtotheir‘style’oflearning,

althoughthevarioustheoriespresentdifferingviewsonhowthestylesshould

bedefinedandcategorised.Acommonconceptisthatindividualsdifferin

howtheylearn.

Implications:

(1)TheStudent:Themoreskilledthestudent,thelessinputthatshouldbe

requiredbytheteacher.Oncetheyhave‘learnedtolearn’,theynowhavethe

toolstosolveproblemsandfindinformationforthemselvesratherthanbe

spoonfed.Theimplicationforbeginners(cognitive/associativestages)would

beamoreautocraticapproachtohelpthembuildupamentalencyclopaedia

ofdata(schematheory—Schmidt,1975).For‘elitelearners’(autonomous

stage)amoredemocraticorlaissez-faireapproachmayworkbetterforthe

reasonsmentionedabove.Motivationisamassivefactorinlearningthat

noneofthestylesIamawareofmention.Ifyouaremotivatedtoachieve

somethingyouarefarmorelikelytobesuccessfulatitthanifyouareforced

todoit.Fromapersonalpointofviewthiswouldbeanythingrelatedto

maths!Enjoymentmustalsobelinkedtomotivationtoanextent.Ifyoufind

anexperienceinherentlyenjoyableyouaremorelikelytowanttorepeat

(practice)iti.e.positivereinforcement.Thiscouldbeoneofthemost

importantandoverlookedfactors.Theimplicationforcoaches/teachers

wouldbetomakeyourlessons/sessionsenjoyable(butagainthismaynotbe

toeveryone’staste—somelearnersmaywanttobeinamoreserious

environment—theremaybelinksheretodifferentpersonalitytypes/disorders

e.g.perfectionism,OCD,Asperger’s).Iwouldliketopointoutadistinction

betweenenjoymentandfunhere.Funhasimplicationsofrunningarounda

playgroundaimlessly,whereasenjoymentcanbeseriousbutstillpleasurable

—gettingthebalancerightisthetrickypart!

(2)TheTeacher:groupmanagementisundoubtedlyafactor.Ateacher’s

personalitymaylenditselftothembeingmoreauthoritarianormorelaid-

backandcharismatic.Theymayhavetheirownparticularstyleofdelivery

thatrarelyorneverchanges.AccordingtoChelladurai’s(1984,1990)Multi-

DimensionalTheoryofLeadership,adaptabilityiskey.Thecloserthat

required,preferredandactualleaderbehaviouristothegroup’spreference,

thenthemorelikelythatsuccessfuloutcomesandgroupsatisfactionwillbe

achieved.Theobviousimplicationhereisthatthebestcoaches/teacherscan

changetheirstyleofdeliveryandeffectivelymanageeachindividualinthe

groupratherthanbeinga‘onetrickpony’.Agoodexampleofthiswouldbe

SirAlexFerguson.Althoughhewasnotoriousforgivingplayersthe

‘hairdryer’treatmentinthedressingroomwherehegotrightintotheirfaces

todeliverwhatcouldpolitelybecalleda‘firmrebuke’,hegenerallyknew

whichplayersneededthisandwhichweremoreinneedofaquietwordand

anarmroundtheshoulder’.However,eventhemostexperiencedcangetit

wrongsometimesasthismayhavebackfiredduringtheincidentwithDavid

Beckhamdependingonwhichversionofthestoryyoubelieve,butitgoesto

showthatnobodyistoooldtolearnanewlesson!

(3)Passionandenthusiasmforthesubjectarealsoamustforsuccessful

coaches/teachers.Thereisnothingmoreuninspiringthansomeonewholooks

jadedoruninterestedinwhattheyaredelivering.Ontheotherhand,a

coach/teacherwithrealpassioncanactasarealspurtolearners.Iamsurewe

canthinkofcoaches/teachersthatfallintobothcategories.

(4)TheSubject:thismayagainlinktomotivationandenjoyment.Thebest

motivatorissuccessandifyouaresuccessfulatsomethingyouaremore

likelytoenjoyitandrepeatthatactions.Ifthiscontinuestobeanachievable

challengethenitseemslikelythatyouwouldadheretothisactivity.Ifit

becametooeasythenmotivationmaydecreaseduetoboredom.Ifitbecame

persistentlytoohard(increasingcomplexityoftheskillsinvolvedwithlittle

mastery),thensuccess(performancecurve)wouldbecometooinfrequent

meaningthatthelearnermaydropout.Goodgoal-settingskillsmaybevital

hereforteacher/coachandlearner.

(5)TheEnvironment:Resourcesorlackofmaybeafactordependingonthe

activitytakingplace.Financesmaycomeintothisequation.Academiesin

sportinthiscountryarenowpopulatedbymiddleclasschildrenwhose

parentshavethemoneyandresourcestobuyexpensiveequipmentandferry

theiroffspringaroundthecountrytofulfillfixturesandattendtraining

severaltiesaweek.Timemaybeanotherfactor.Anobviousexampleofthis

maybelinkedtoanotheraspectoftheenvironment—theweather.Footballers

inSpainhaveonaverageaccumulatedthousandsmorehoursofpracticedby

thetimetheygetto16thantheirBritishcounterparts,partlyduetolackof

facilitiesandinclementweatherintheUK,whichmaybereflectedintheir

technical/tacticalsuperiority.Groupsizemaybeafactor.Typeofsport

wouldbeanindicatorofthis.Someoneinvolvedinanindividualsport(e.g.

combatsports,golf,tennis)wouldbytheverynatureofthesport,havemore

timewiththeircoaches/instructorsthansomeoneinateamsport(e.g.

football,rugby,hockey).Thiswouldgivethemenhancedaccessto

informationthatmayimprovetheirperformance,whereasindividualsupport

inteamsportsmaybelesslikely(maybelinkedtoresourcesaselitesporting

organisationswouldhavebetteraccesstospecialisedcoachingstaffandsport

scientists).

IV.CaseAnalysis(共1道小题，共计30分)

Direction:Thefollowingmaterial,whichistakenfromSeniorEnglishfor

ChinaTeacher’sBook1B,isusedtotrainstudents’listeningabilities.Read

thetapescriptanddeveloponepre-listeningactivityandtwotypesofwhile-

listeningactivities.Foreachactivityyoudevelop,pleasespecifythetraining

purpose.

“Throwmesomething,Mister!Throwmesomething,Mister!”Thousandsof

peoplearewaitingfortheparadetopassthembyandforsomeonetothrow

themacup,somebeads,orsomecandy.WelcometoNewOrleans,USA.

WelcometoMardiGras.MardiGrasisaholidaycelebratedintheSouthof

theU.S.Thenameofthefestival,MardiGras,isFrenchandmeans“Fat

Tuesday”.MardiGrasiscelebratedonaTuesdaybetweenFebruary3and

March9,always47daysbeforeEasterSunday.DuringMardiGras,people

liketodressupincolourfulandunusualcostumes,andofcourse,watch

paradesinthestreets.TheofficialcoloursofMardiGrasarepurple,green

andgold.MardiGrasiscelebratedfortwoweeksbeforeFatTuesdayand

peoplefromallovertheworldcometowatchthefestival.

【答案】

Pre-listeningActivity:

(1)Askstudentstotalkaboutwhataretheirfavoritewesternholidays.

(2)IntroducesomethingaboutMardiGrasandaskstudentstopredictwhat

canbeintroducedinthematerial.

Pre-listeningActivityusestop-downmethod.Itaimstointroduce

backgroundinformationtohelpstudentsunderstandthematerial.

While-listeningActivity:

(1)Listentothetapeandwritedownsomeimportantinformation.

(2)Listenagainandgivestudentssomestatematestoaskthemtojustifyand

tofillsomeblanks.

Thefirststepaimstotrainstudents’exclusivelisteningabilitywhilethe

secondstepistodevelopstudents’inclusivelisteningskill.

【解析】在听前活动的设计中，可以从自上而下以及自下而上两种听力

方式入手选择。在听中的活动中，主要训练学生泛听以及精听的能力。

2012年山东师范大学908外语教学理论基础考研真题及详解

I.Explainthefollowingterms.(共7道小题，每题5分，共计35分)

1．Inter-language

【答案】Thetypesoflanguageconstructedbysecondorforeignlanguage

learnerswhoarestillintheprocessoflearningalanguageareoften

consideredasinter-language.Inter-languageisoftenunderstoodasa

languagesystembetweenthetargetlanguageandthelearners’native

language.

2．Cognitivestyle

【答案】Cognitivestyleor“thinkingstyle”isatermusedincognitive

psychologytodescribethewayindividualsthink,perceiveandremember

information.Cognitivestylediffersfromcognitiveability(orlevel),thelatter

beingmeasuredbyaptitudetestsorso-calledintelligencetests.Thereis

controversyovertheexactmeaningoftheterm“cognitivestyle”andwhether

itisasingleormultipledimensionofhumanpersonality.Howeveritremains

akeyconceptintheareasofeducationandmanagement.Ifapupilhasa

cognitivestylethatissimilartothatofhis/herteacher,thechancesare

improvedthatthepupilwillhaveamorepositivelearningexperience.

Likewise,teammemberswithsimilarcognitivestyleslikelyfeelmore

positiveabouttheirparticipationwiththeteam.Whilematchingcognitive

stylesmaymakeparticipantsfeelmorecomfortablewhenworkingwithone

another,thisalonecannotguaranteethesuccessoftheoutcome.

3．Affectivefilter

【答案】Theaffectivefilterisatheoreticalconstructinsecondlanguage

acquisitionthatattemptstoexplaintheemotionalvariablesassociatedwith

thesuccessorfailureofacquiringasecondlanguage.Theaffectivefilterisan

invisiblepsychologicalfilterthatcaneitherfacilitateorhinderlanguage

productioninasecondlanguage.Whentheaffectivefilterishigh,individuals

mayexperiencestress,anxiety,andlackofself-confidencethatmayinhibit

successinacquiringasecondlanguage.Ontheotherhand,alowaffective

filterfacilitatesrisk-takingbehaviorinregardstopracticingandlearninga

secondlanguage.

4．Communicativelanguageteaching

【答案】Communicativelanguageteaching(CLT),orthecommunicative

approach,isanapproachtolanguageteachingthatemphasizesinteractionas

boththemeansandtheultimategoalofstudy.Languagelearnersin

environmentsutilizingCLTtechniqueslearnandpracticethetargetlanguage

throughinteractionwithoneanotherandtheinstructor,studyof“authentic

texts”(thosewritteninthetargetlanguageforpurposesotherthanlanguage

learning),anduseofthelanguageinclasscombinedwithuseofthelanguage

outsideofclass.Learnersconverseaboutpersonalexperienceswithpartners,

andinstructorsteachtopicsoutsideoftherealmoftraditionalgrammarin

ordertopromotelanguageskillsinalltypesofsituations.Thismethodalso

claimstoencouragelearnerstoincorporatetheirpersonalexperiencesinto

theirlanguagelearningenvironmentandfocusonthelearningexperiencein

additiontothelearningofthetargetlanguage.AccordingtoCLT,thegoalof

languageeducationistheabilitytocommunicateinthetargetlanguage.This

isincontrasttopreviousviewsinwhichgrammaticalcompetencewas

commonlygiventoppriority.CLTalsofocusesontheteacherbeinga

facilitator,ratherthananinstructor.Furthermore,theapproachisanon-

methodicalsystemthatdoesnotuseatextbookseriestoteachEnglishbut

ratherworksondevelopingsoundoral/verbalskillspriortoreadingand

writing.

5．Top-downinformationprocessing

【答案】Top-downprocessingutilizesinternal,high-levelmodelsofthe

acousticenvironmentandpriorknowledgeofthepropertiesand

dependenciesoftheobjectsinit.Inthisapproachinformationalsoflowstop-

down:asensingsystemcollectsevidencethatwouldeitherjustifyorcausea

changeinaninternalworldmodelandinthestateoftheobjectsinit.This

approachisdouble-calledprediction-drivenprocessing,becauseitisstrongly

dependentonthepredictionsofanabstractedinternalmodel,andonprior

knowledgeofthesoundsources

6．Actionresearch

【答案】Itisaninnovationthatwasputforwardbyteachingresearchers

undertheself-reflectionteachingmodel.Italsoreferstoanexploratory

activityofacquiringknowledgeandimprovingteachingqualityfromthe

investigationandresearchofourownteachingphenomenon.Educational

actionresearchshouldbethecombinationof“action”and“research”,

teachersarenotonlyinstructorsbutalsoresearchersandactorsshould

combinewithresearch.Educationalactionresearchadvocatestodevelop

researchprogram,theessenceofeducationalactionresearchisself-

reflection,theobjectiveandconsequenceofactionresearchistoimprove

teachingquality.

7．Languageaptitude

【答案】Thetypeoflanguageconstructedbysecondorforeignlanguage

learnerswhoarestillintheprocessoflearningalanguageisoftenreferredto

asINTERLANGUAGE.Inter-languageisoftenunderstoodasalanguage

systembetweenthetargetlanguageandthelearner’snativelanguage.Itis

imperfectcomparedwiththetargetlanguage,butitisnotmeretranslation

fromthelearner’snativelanguageeither.

II.Writebriefanswerstothequestions.(共3道小题，每题15分，共计45

分)

1．Howdidthebehavioristsexplainthelanguagelearningprocess?

【答案】Behaviorismisasystematicapproachtotheunderstandingof

humanandanimalbehavior.Skinnerappliedthistheorytolanguage,and

describeditasamechanicalprocessofhabitformationthatfollowsthe

sequencestimulus-response-reinforcement.Agreatdealoflanguagelearning

andteachinginthe1950sand1960swasinfluencedbybehaviorism(e.g.

audiolingualism).Similaritiesbetweenthetwolanguagescause“positive

transfer”whiledifferencescause“negativetransfer”.Theaimofbehaviorism

wastoformnewlinguistichabitseliminatingerrorsintheprocess.

Traditionalbehavioristsviewlanguageasbehaviorandbelievethatlanguage

learningissimplyamatterofimitationandhabitformation.Thewhole

learningprocessisimitation,recognitionandreinforcement.

2．Whatisyourunderstandingoftransfer?Pleaseuseconcreteexamplesto

illustratelearner'sL1influenceonthelearningofaforeignlanguage.

【答案】LanguagetransferisoftencalledL1interference,orlinguistic

interference,whichmeanstheapplicationfromnativelanguagetothesecond

language.Althoughtransfercouldbescientificallyidentifiedaspositiveand

negativetosomeextent.Somemistakesanderrorsaremadebecauseofthe

foreignlearner’sexperienceandformerknowledgewiththeirmothertongue.

Sofirstlanguagehasalwaysbeenpl