1、1995-2015年英语专业八级短文改错真题解析及参考答案 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 the 1. _rink, my friends mother remarked on the “plush” seats we had beengiven. I did not know what she meant, and being proud
2、 of my 2. _vocabulary, I tried to infer its meaning from the context. “Plush”was clearly intended as a complimentary, a positive evaluation; that 3. _much I could tell it from the tone of voice and the context. So I 4. _started to use the word. Yes, I replied, they certainly are plush, andso are the
3、 ice rink and the costumes of the skaters, arent they? Myfriends mother was very polite to correct me, but I could tell from her 5. _expression 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 ac
4、quire both 6. _new words and new meanings for familiar words, specially in our 7. _own first language. But sometimes we need to ask, as I should haveasked for Plush, and this is particularly true in the 8. _aspect of a foreign language. If you are continually surrounded by 9. _speakers of the langua
5、ge you are learning, you can ask them directly, but often this opportunity does not exist for the learner of English.So dictionaries have been developed to mend the gap. 10. _1.looked改成looking 2.she后面加had 3.去掉第二个a 4.去掉it 5.polite改成politely 6.which改成that 7.specially改成especially8.this改成it 9.continuall
6、y改成often 10.mend改成narrow2014年英语专八改错真题答案 There is widespread consensus among scholars that second languageacquisition (SLA) emerged as a distinct field of research from the late 1950s toearly 1960s.There is a high level of agreement that the following questions ( a 前面加also)have possessed the most att
7、ention of researchers in this area: (possessed 改为captured)Is it possible to acquire an additional language in thesame sense one acquires a first language? (one前面加as )What is the explanation for the fact adults have (fact后面加that)more difficulty in acquiring additional languages than children have?Wha
8、t motivates people to acquire additional languages?What is the role of the language teaching in the (language前面去掉the)acquisition of an additional language?What socio-cultural factors, if any, are relevant in studying thelearning of additional languages?From a check of the literature of the field it
9、is clear that all (去掉the)the approaches adopted to study the phenomena of SLA so far haveone thing in common: The perspective adopted to view the acquiringof an additional language is that of an individual attempts to do (attempts改为attempting)so. Whether one labels it “learning” or “acquiring” an ad
10、ditionallanguage, it is an individual accomplishment or what is under (or 改为and)focus is the cognitive, psychological, and institutional status of an individual. That is, the spotlight is on what mental capabilities areinvolving, what psychological factors play a role in the learning (involving改为inv
11、olved)or acquisition, and whether the target language is learnt in theclassroom or acquired through social touch with native speakers. (touch改为contact)2013英语专八改错真题答案Psycho-linguistics is the name given to the study of the psychological processes involved in language. Psycholinguistics study understa
12、nding, 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 accurately. (3) _Indeed, when you listen
13、to someone to speaking, or looking at this page, (4) _you normally cannot help but understand it. It is only in exceptional circumstances we might become aware of the complexity (5) _involved: if we are searching for a word but cannot remember it; if a relative or colleague has had a stroke which ha
14、s influenced (6) _their language; if we observe a child acquire language; if (7) _we try to learn a second language ourselves as an adult; or if we are visually impaired or hearing-impaired or if we meet anyone else who is. As we shall see, all these examples (8) _of what might be called “language i
15、n exceptional circumstances” reveal a great deal about the processes evolved in speaking, (9) _listening, writing and reading. But given that language processes were normally so automatic, we also need to carry out careful (10) _experiments to get at what is happening.1. production改成producing2. 去掉th
16、e3. 去掉accurately前面的so4. looking改为look5. we前面加that6. 去掉colleague后面的has7. their改成his8. anyone改成 pure老师someone9. evolved改成involved10. were改成are2012年专八真题改错部分The central problem of translating has always been whether to translate literally or freely. Theargument has been going since at least the first (1
17、) _century B.C. Up to the beginning of the 19th century, many writersfavoured certain kind of “free” translation: the spirit, not the letter; the (2) _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 th
18、e truth to be read and understood. Then in the turn of 19th (5) _century, when the study of cultural anthropology suggested thatthe linguistic barriers were insuperable and that the language (6) _was entirely the product of culture, the view translation was impossible (7) _gained some currency, and
19、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 Benjamin and Vladimir Nobokov.The argument was theoretical: the purpose of the translation, thenature of the readership, the type of the text, wa
20、s not discussed. Toooften, writer, translator and reader were implicitly identified witheach other. Now, the context has changed, and the basic problem remains. (10) _参考答案：going后加on2. certain改为a certain3. rather改为not4. is 改为was5. in 改为 at6. 去掉第二个the7. view后面加that8. 去掉 was9. culminated后面加in10. and 改为
21、but2011年专八真题改错部分From a very early age, perhaps the age of five or six, I knew that 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 so with the conscience that I was outraging my true nature and that 2_soon or later I sho
22、uld 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. For this and other reasons I was somewhat lonely, and I soon developed disagreeing mannerisms which made me unpopular throughout my
23、 5_schooldays. I had the lonely childs habit of making up stories and holding 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 words and a power of fac
24、ing 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 and boyhood would not amount to half a dozen
25、 pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation.1.在grow后加up, 考固定短语2. 改consience为consciousness 考词语区别，consience翻译为“良心，道德心”, consiousness翻译为“意识”3.改soon为sooner，sooner or later是固定短语4. 在child前加middle, 考上下文理解。 作者是三个孩子句中的那位5 。改disagreeing 为disagreeable ，disagr
26、eeing只能作动名词， 不能作形容词。disagreeable mannernisms 令人讨厌的习惯6.改imaginative为imaginary, 考词语区别 imaginative翻译为“有想象力的”，imaginary翻译为“想象的，虚构的”7. 改literal 为literary , 考词义区别， literal翻译为“字面的”，literary 翻译为“文学方面的”8.去掉face后的in，face接宾语时是及物动词。考动词的基本用法9.在world后加in或者改which为where, 考定语从句10.改Therefore为However或者Nevertheness, 考语
27、境。感悟：11专八改错相对前几年专八改错要简单一点。本人认为词义区别考得过多了。2010年专八真题改错部分So far as we can tell, all human languages are equally complete and perfect as instruments of communication: that is, every language appears to be well equipped as any other to say 1_the things their speakers want to say. 2_There may or may not be
28、 appropriate to talk about primitive 3_ peoples or cultures, but that is another matter. Certainly, not all groups of people are equally competent in nuclear physics or psychology or the cultivation of rice . Whereas this is not the 4_ fault of their language. The Eskimos , it is said, can speak about snow with further more precision and subtlety than we can in 5_ English, but this is not because the Eskimo language (one of those sometimes miscalled primitive) is inherently more precise and subtle than English. This example doe
