语言学导论阅读题简答题汇总Word格式文档下载.docx
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语言学导论阅读题简答题汇总Word格式文档下载.docx
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inlanguageacquisitionandtotheimportanceofknowingjustwhatthelearnercontributestothelearningprocesssothatitcanbetakenintoaccountintheteachingprocess.
IntelligenceisusuallyconceivedofastheabilitytolearnandthusitistobeexpectedthatI.Q.willberelatedtosecond-languagelearningaswell,andindeedtheevidencewehavecorroboratedthisexpectation.Thisrelationship,underconditionsofschoollearning,appearstobeintheorderof15to20percentofthecontributingvariance.Theimportanceofintelligenceinsecond-languagelearningcanbeinterpretedasstemmingfromthefactthattheteachingprocessisincapableofmakingitcompletelyclearjustwhatthelearneristoacquire.Thusthevariancecontributionofintelligencecanbeexpectedtoincreaseunderconditionswhereinstructionalproceduresareweakandamorphousanddecreaseunderconditionswheretheyareeffectiveandwellintegrated.Inthissense,thecorrelationbetweenintelligenceandachievementcanbeviewedasanindicationofthequalityofinstruction.The20percentvariancecontributionjustreferredtothusindicatesthatwithinthepresentconditionsoflanguageteachinginschools,giventhecriteriondefinitionsandgoals,anddistributionofaptitudeandperseverancefactorsthatnowprevail,thequalityofinstructionisquitehighandtheamountofpossibleimprovementfairlylimited.Thisconclusion,ifvalid,isquitesignificant,sinceitsuggeststhatinordertoincreasethesuccessoftheFLcurriculuminschoolsthemajorchangesandimprovementswillhavetocomeintheareaofcriteriondefinitionandimplementation,i.e.,achangeinwhatisbeingtaughtunderparticularconditions.Notethatqualityofinstructioncanbehigh-thatis,itisbeingmadequitecleartothestudentjustwhatheissupposedtolearn-whilethesuccessoftheover-allprogramcanremaininadequateowingtolackofperseveranceonthepartofthestudentortothechoiceofacriteriongoalforthecoursethatturnsouttobenotwhatwaswanted.Itshouldberealizedthatachangeincriteriongoalmayaffectthequalityofinstruction,since'
correspondingtoachangeinwhatisbeingtaughttheremayhavetobeachangeinhowitisbeingtaught.Withthesenewgoals,qualityofinstructionwillhavetobereevaluated,sincethereisnoguaranteethatourpresentknowledgewillbeequallyeffectiveinteachingthesenewerskills.
1."
is_____.
A.easytocontrolB.someautomaticconditioningprocess
C.superiorto"
inpracticeD.aprocessinwhichtheteacherplaysapassiverole
2.Intheactivelearning,thelearners_______.
A.aremuchinvolvedinthelearningprocessB.knowtheteachers’crucialroleintheteachingprocess
C.learnthroughsomeautomaticconditioningprocessD.playthesamepartinthelearningprocessastheteacher
3.Thebasicdifferencebetween"
and"
liesin_______.
A.theconditionsofthelearningprocessB.theconditionsoftheteachingprocess
C.theroleoftheteacherintheteachingprocessD.theroleof"
inthelearningprocess
4.WhichofthefollowingisNOTthelearnerfactor?
A.IntelligenceB.InstructionC.AptitudeD.Perseverance
5.WhichofthefollowingquestionsisNOTtouchedinthepassage?
A.Howdoesintelligenceaffectthequalityofinstruction?
B.Whyis"
superiorto"
?
C.Howdolearnerfactorscontributetotheteachingprocess?
D.Whatisthedifferencebetween"
6.Whichofthefollowingfactorsmightaffectthequalityofinstruction?
A.CriteriongoalB.AchievementC.PerseveranceD.Learningskills
PassageTwo(Questions7-12)
Thischapterhasrangedoverseveraltypesoflanguagevariety,including'
language'
'
dialects'
registers'
standardlanguages'
pidgins'
and'
Creoles'
.Wehavecometoessentiallynegativeconclusionsaboutvarieties.First,thereareconsiderableproblemsindelimitingonevarietyfromanotherofthesametype.Secondly,thereareseriousproblemsindelimitingonetypeofvarietyfromanother-languagesfromdialects,ordialectsfromregisters,or'
ordinarylanguages'
fromCreoles,orCreolesfrompidgins.Thirdly,wehavesuggestedthattheonlysatisfactorywaytosolvetheseproblemsistoavoidthenotion'
variety'
altogetherasananalyticalortheoreticalconcept,andtofocusinsteadontheindividuallinguisticitem.Foreachitemsomekindof'
socialdescription'
isneeded,sayingroughlywhousesitandwhen:
insomecasesanitem'
ssocialdescription,willbeunique,whereasinothersitmaybepossibletogeneralizeacrossamoreorlesslargenumberofitems.Thenearestthisapproachcomestotheconceptof'
isinthesesetsofitemswithsimilarsocialdescriptions,buttheircharacteristicsareratherdifferentfromthoseofvarietieslikelanguagesanddialects.Ontheotherhand,itisstillpossibletousetermslike'
inaninformalway,astheyhavebeenusedinthelastfewsections,withoutintendingthemtobetakenseriouslyastheoreticalconstructs.
7."
Wehavecometoessentiallynegativeconclusionaboutvarieties”impliesthatitis___todefine'
objectivelyandabsolutely.A.essentialB.uselessC.impossibleD.unnecessary
8.Thereareseriousproblemsindelimitinglanguagesfromdialectsbecause___.
A.languagesanddialectsareofthesametypeofvarietyB.theircharacteristicsareratherdifferentfromeachother
C.languagesanddialectssharethesamesocialdescriptionsD.thereisnoclear-cutborderbetweenlanguagesanddialects
9.Accordingtotheauthor,thenotion"
variety"
is___.A.vagueB.clearC.analyticalD.theoretical
10.Somekindof"
socialdescription"
isneededto___.
A.makecleartheconceptof"
B.identifyindividuallinguisticitems
C.distinguishvarioustypesofvarietiesD.describethesocialfeaturesofvarieties
11.'
foreachitemrefersto___.
A.generalizationacrossamoreorlesslargenumberofitems
B.thecharacteristicsinrelationtoitsusesinsomesocialcontexts
C.differencebetweenvarietiesintermsoftheirsocialcharacteristics
D.similaritiesbetweenvarietiesintermsoftheirsocialcharacteristics
12.WhichofthefollowingisNOTtrueaccordingtothepassage?
A.Thereisnoagreementonthedefinitionoftheterm'
.
B.Itisimpossibletousetheterm'
asatheoreticalconcept.
C.Varietiesaredistinguishableintermsofitems'
socialdescriptions.
D.Differentlinguisticitemscanhavequitedifferentsocialdescriptions.
PassageThree(Questions13-18)
Ourabilitytodeducecontextfromtextisonewayinwhichlanguageandcontextareinterrelated.Ourequallyhighlydevelopedabilitytopredictlanguagefromcontextprovidesfurtherevidenceofthelanguage/contextrelationship.Forexample,ifIweretoaskyoutopredictboththeoverallstructureandsomeofthespecificwordsandsentencesyouwouldfindinarecipeforscramblingeggs,youwouldhaveverylittledifficulty.IfIaskedyoutowritedowntherecipetextinaformpublishableinapopularmagazineorcookbook,youcouldalmostcertainlywritetheentiretextwithconfidencethatyouweredoingsoinanappropriateway.
Youwouldnot,forexample,giveyourrecipeatitlesuchasMowingLawns,norwouldIfindwordssuchastelephone,picture,jeans,swiminyourtext,sincesuchitemswouldbequiteblatantlyinappropriategiventhatthetopicofarecipeisfoodanditspreparation.YouwouldalsobeunlikelytofindyourselfwritingsentencessuchasIfitispossible,youarestronglyadvisedtotake6eggsorPerhapsyoushouldmaybemixtheeggsandmilkforabout2minutesorso.Suchsentencesexpressadegreeofuncertaintyandtentativityinappropriatetotheroleof"
recipewriter"
.NorwouldyoufindyourselfwritingHiguys!
Copythisforarecipe!
sincetherelationshipbetweenthewriterandreaderoftherecipeisgenerallymoreformalthanthosegreetingssuggest.Finally,youareunlikelytohavewrittenTakesixofthese.Breakthem,andputtheminthere.Thenaddthis.Sincethereareanumberofwordswhichyourreader,distantfromyouintimeandspace,wouldbeunabletointerpret.Inourabilitytopredictaccuratelywhatlanguagewillbeappropriateinaspecificcontext,weareseeinganextensionofourintuitiveunderstandingthatlanguageuseissensitivetocontext.
Finalevidencewhichemphasizesthecloselinkbetweencontextandlanguagesthatitisoftensimplynotpossibletotellhowpeopleareusinglanguageifyoudonottakeintoaccountthecontextofuse.Oneexampleofthiswasgivenabove,whenitwaspointedoutthatpresentedwithjustonesentencechosenatrandomfromatextyouwouldhavefounditdifficulttostateconfidentlyjustwhatthewriterofthattextwasdoing.Consideredinitstextualcontext(asapartofacompletelinguisticevent),thatsentenceclearlydidhaveafunction(toproposeapossiblesolution).Takenoutofcontext,itspurposeisobscured,withatleastpartofitsmeaninglostorunavailable.
Ourabilitytodeducecontextfromtext,topredictwhenandhowlanguageusewillvary,andtheambiguityoflanguage
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