1、专八改错真题与答案2000 年 -2015 年专八短文改错试卷2015 年 3 月 21 日专业八级考试改错When I was in my early teens, I was taken to a spectacular showon ice by the mother of a friend. Looked round a the luxury of therink, my friend s mother remarked on the “plush ”seats we had beengiven. I did not know what she meant, and being pro
2、ud of myvocabulary, I tried to infer its meaning from the context. “Plush”was clearly intended as a complimentary, a positive evaluation 。 thatmuch I could tell it from the tone of voice and the context. So Istarted to use the word. Yes, I replied, they certainly are plush, andso are the ice rink an
3、d the costumes of the skaters, arentthey? Myfriend s mother was very polite to correct me, but I could tell from herexpression that I had not got the word quite right.Often we can indeed infer from the context what a word roughlymeans, and that is in fact the way which we usually acquire bothnew wor
4、ds and new meanings for familiar words, specially in ourown first language. But sometimes we need to ask, as I should haveasked for Plush, and this is particularly true in theaspect of a foreign language. If you are continually surrounded byspeakers of the language you are learning, you can ask them
5、 directly,but often this opportunity does not exist for the learner of English.So dictionaries have been developed to mend the gap.1._2. _3._4._5._6._7._8._9._10._2014 改错There is widespread consensus among scholars that second language acquisition (SLA) emerged as a distinct field of research from t
6、he late 1950s to early 1960s.There is a high level of agreement that the following questions (1) _have possessed the most attention of researchers in this area: (2) _l Is it possible to acquire an additional language in the same sense one acquires a first language? (3) _l What is the explanation for
7、 the fact adults have (4) _more difficulty in acquiring additional languages than children have?l What motivates people to acquire additional language?l What is the role of the language teaching in the (5) _acquisition of additional languages?l What social-cultural factors, if any, are relevant in s
8、tudying the learning of additional languages?From a check of the literature of the field it is clear that all (6) _the approaches adopted to study the phenomena of SLA so far have one thing in common: The perspective adopted to view the acquiringof an additional language is that of an individual att
9、empts to do (7) _so. Whether one labels it “learning ” or “acquiritionalg ” an addi language, it is an individual accomplishment or what is under (8) _focus is the cognitive, psychological, and institutional status of an individual. That is, the spotlight is on what mental capabilities areinvolving,
10、 what psychological factors play a role in the learning (9) _or acquisition, and whether the target language is learnt in theclassroom or acquired through social touch with native speakers. (10) _2013 专八短文改错试卷 Psycho-linguistics is the name given to the study of the psychological processesinvolved i
11、n language. Psycholinguistics study understanding,production and remembering language, and hence are concerned with(1) _listening, reading, speaking, writing, and memory for language.One reason why we take the language for granted is that it usually(2) _happens so effortlessly, and most of time, so
12、accurately.(3) _Indeed, when you listen to someone to speaking, or looking at this page,(4) _you normally cannot help but understand it. It is only in exceptionalcircumstances we might become aware of the complexity(5) _involved: if we are searching for a word but cannot remember it 。if a relative o
13、r colleague has had a stroke which has influenced(6) _their language 。 if we observe a child acquire language 。 if(7) _we try to learn a second language ourselves as an adult。 orif we are visually impaired or hearing-impaired or if we meetanyone else who is. As we shall see, all these examples(8) _o
14、f what might be called “language in exceptional circumstances ”reveal a great deal about the processes evolved in speaking,(9) _listening, writing and reading. But given that language processeswere normally so automatic, we also need to carry out careful(10) _experiments to get at what is happening.
15、2012 年The central problem of translating has always been whether to translate literally or freely. The argumenthas been going since at least the first(1) _century B.C. Up to the beginning of the 19 th century, many writersfavoured certain kind of “free”translation: the spirit, not the letter 。 the(2
16、) _sense not the word。 the message rather the form。 the matter not(3) _the manner. This is the often revolutionary slogan of writers who(4) _wanted the truth to be read and understood. Then in the turn of 19 th(5) _century, when the study of cultural anthropology suggested thatthe linguistic barrier
17、s were insuperable and that the language(6) _was entirely the product of culture, the view translation was impossible(7) _gained some currency, and with it that, if was attempted at all, it must be as(8) _literal as possible. This view culminated the statement of the(9) _extreme “literalists ”Walter
18、 Benjamin and Vladimir Nobokov.The argument was theoretical: the purpose of the translation, thenature of the readership, the type of the text, was not discussed. Toooften, writer, translator and reader were implicitly identified witheach other. Now, the context has changed, and the basic problem re
19、mains.(10) _2011 年专八真题改错部分2/10From a very early age, perhaps the age of five or six, I knewthat when I grew I should be a writer. Between the ages of about 1_seventeen and twenty-four I tried to abandon this idea, but I did sowith the conscience that I was outraging my true nature and that 2_soon or
20、 later I should have to settle down and write books. 3_I was the child of three, but there was a gap of five years 4_on either side, and I barely saw my father before I was eight. Forthis and other reasons I was somewhat lonely, and I soon developeddisagreeing mannerisms which made me unpopular thro
21、ughout my 5_schooldays. I had the lonely childs habit of making up stories andholding conversations with imaginative persons, and I think from 6_the very start my literal ambitions were mixed up with the feeling of 7_being isolated and undervalued. I knew that I had a facility with wordsand a power
22、of facing in unpleasant facts, and I felt that this created 8_a sort of private world which I could get my own back for my failure 9_in everyday life. Therefore, the volume of serious i.e. seriously 10_intended writing which I produced all through my childhood andboyhood would not amount to half a d
23、ozen pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation.2010 年专八真题改错部分So far as we can tell, all human languages are equallycomplete and perfect as instruments of communication: that is,every language appears to be well equipped as any other to say1_the th
24、ings their speakers want to say.2_There may or may not be appropriate to talk about primitive3_peoples or cultures, but that is another matter. Certainly, not allgroups of people are equally competent in nuclear physics orpsychology or the cultivation of rice . Whereas this is not the4_fault of thei
25、r language. The Eskimos , it is said, can speak aboutsnow with further more precision and subtlety than we can in5_English, but this is not because the Eskimo language (one of thosesometimes miscalled primitive) is inherently more precise andsubtle than English. This example does not come to light a
26、 defect6_in English, a show of unexpected primitiveness. The position issimply and obviously that the Eskimos and the English live in similar7_environments. The English language will be just as rich in terms8_for different kinds of snow, presumably, if the environments in whichEnglishwas habitually
27、used made such distinction as important.9_Similarly, we have no reason to doubt that the Eskimo languagecould be as precise and subtle on the subject of motor manufactureor cricket if these topics formed the part of the Eskimos life.10_2009The previous section has shown how quickly a rhyme passesfro
28、m one school child to the next and illustrates the further difference(1)_3/10between school lore and nursery lore. In nursery lore a verse,learnt in early childhood, is not usually passed on again when the(2)_little listener has grown up, and has children of their own, or even(3)_grandchildren. The
29、period between learning a nursery rhyme andtransmitting it may be something from twenty to seventy years. With(4)_the playground lore, therefore, a rhyme may be excitedly passed(5)_on within the very hour it is learnt 。 and in the general, it passes(6)_between children of the same age, or nearly so, since it is uncommonfor the difference in age between playmates to be more than fiveyears. If ,therefore, a playground rhyme can be shown to have beencurrently for a hundred years, or even just for fifty, it follows that it(7)_has been retransmitted over and over。 very possibly it has p
