L2 Varieties of English
高等教育自学考试文学类模拟题2020年(51)_真题-无答案
高等教育自学考试文学类模拟题2020年(51)(总分100,考试时间150分钟)一、单项选择题1. 1.The distinction between langue and parole was made by ________ early 20th century.( )A. American linguist N.ChomskyB. Swiss linguist F.de SaussureC. American linguist Edward SapirD. British linguist J.R.Firth2. 2.The sounds that begin and end the words“church”and“judge”are voiceless and voiced ________,respectively.( )A. stopsB. fricativesC. affricatesD. plosives3. 3.In the word“unreliable”,the prefix“un-”is a(n) ________ morpheme.( )A. freeB. boundC. rootD. inflectional4. 4.Words in a sentence are organized into groups of lexical ________,commonly known as parts of speech.( )A. verbsB. nounsC. phrasesD. categories5. 5.The words“stationary”and“stationery”are identical in sound,but different in spelling and meaning.They are ________.( )A. complete homonymsB. homographsC. hyponymsD. homophones6. nguage disorder resulting from a damage to ________ in the brain reveals word-finding difficulties and problems with syntax.( )A. Benton’s areaB. Wernicke’s areaC. the angular gyrusD. Broca’s area7. 7.In contrast with learning,________ refers to the gradual and subconscious development of ability in the first language by using it naturally in **municative situations.( )A. interferenceB. instructionC. acquisitionD. correction8. 8.Those that affect the syntactic category and the meaning of the root as well are ________.( )A. stemsB. affixesC. suffixesD. prefixes9. 9.If the meaning of sentence X is included in that of sentence Y,we say sentence X________sentence Y.( )A. is synonymous withB. is inconsistent withC. entailsD. presupposes10. 10.Where the target language functions as a foreign language as learned in such a limited environment as in school,the learner is likely to benefit from an ________ motivation.( )A. instrumentalB. functionalC. socialD. integrative二、填空题11. 11.IPA stands for International Phonetic A________.12. 12.The phonemic features that occur above the level of the segments are called s________features.13. 13.Semantically,the meaning of a c________ is often idiomatic,not always being the sum total of the meanings of **ponents.14. 14.Phrase structure rules,with the insertion of the l________,generate sentences at the level of D-structure.15. 15.In semantic analysis,p________ is the abstraction of the meaning of a sentence.16. 16.In Austin’s early speech act theory,c________ were statements that either state or describe,and were thus verifiable.17. 17.In the historical development of language,sound change is inevitable,such as sound loss.sound a________ and sound movement.18. 18.Slang is often perceived as a low or vulgar form of language and is deemed to be undesirable in f________ styles of language.19. 19.D________ listening tests involve simultaneously presenting,through earphones,two different auditory signals,one to the right ear and the other to the left ear.20. 20.At children’s language development,one-word utterances can be used to express a concept or predication similar to a sentence in adult speech.For example,a child might use the word “dada”to mean“**e here”,“more”to mean“Give me more candy”.Those utterances can also be called h________ sentences.三、判断题21. 21.( )Both phonology and phonetics are studies of sound though they have different emphases.A. 正确B. 错误22. 22.( )Case condition,like adjacency condition,is one of the general principles of universal grammar.A. 正确B. 错误23. 23.( )According to Searle’s classification of illocutionary acts,speech acts fall into five general categories.They are representatives,**missives,expressives and declarations.A. 正确B. 错误24. 24.( )Generally speaking,the standard language is more effective in expressing ideas than any other dialect co-existing with it.A. 正确B. 错误25. 25.( )The error analysis approach shows that there are striking similarities in the ways in which different L2 learners acquire a new language.A. 正确B. 错误26. 26.( )Language change is different from the change in the grammar.A. 正确B. 错误27. 27.( )An acronym is a shortened form of a word or phrase which represents **plete form.A. 正确B. 错误28. 28.( )British English and American English are the two geographical varieties of the English language.A. 正确B. 错误29. 29.( )Research findings have shown that language processing centers are situated in a single area of the left hemisphere.A. 正确B. 错误30. 30.( )In Black English,when the verb is negated,the indefinite pronouns something,somebody,and some become the negative indefinites nothing,nobody,and none,such as He don’t know nothing.Such double negation constructions indicate that speakers of Black English are deficient because they use language“illogically”.A. 正确B. 错误四、名词解释31. 31.allophone32. 32.finite clause33. 33.coordinate sentence34. 34.diphthong35. 35.fricative36. 36.behaviourism as a semantic view37. 37.stylistic synonyms38. 38.expressives39. 39.phonemic contrast40. 40.Broca’s area五、论述题41. 41.What is the difference between a pidgin and creole?42. 42.Explain and give examples to show in what **ponential analysis is similar to the analysis of phonemes into distinctive features.。
Varieties of English夺冠版
Varieties of EnglishAmong varieties of English in the present day world, I deem the most representative and influential ones are British English and American English. The differences mainly lie in spelling, vocabulary and grammar. From my perspectives, spelling might be the most evident distinctive feature since there are exactly several common alternatives, such as color vs colour, favor vs favour and the like. If analysed carefully, it is not hard to discover that the American English's spelling owns a tighter relationship with its pronunciation. However, with the exception of their apparent diversities, these cases are just a few hundred in all.As for vocabulary, I have to say that it is of more importance. In the light of numerous synonyms in both languages, Americans and Englishmen sometimes cannot comprehend each other even sharing the same concepts in their minds. The football is a classic example, meaning "baseball "in the US, not "soccer ". What's more, the "first floor " in American, unexpectedly, is the "ground floor "in British. Last but not least, Americans have the word "flyover ", which would be substituted for the word "fly-past "in Britain. Last but not least, more loanwords are absorbed in the United States.The last thing I'm going to talk about is grammar, as often as not Americans seem to be willing to use ellipsis in sentences(Americans always leave out "should " in subjunction mood which British never does). As far as I'm concerned, this phenomenon does have some connections to their life styles: Englishmen always leave the impression of serious people who wholly submit themselves to procedures while Americans' can be far more casual and easy-going.Personally I have a preference for American, even though British influence is taken to be historically predominant for granted since it emerged. Ameican English has, without many unnecessary regulations and too much specifics in grammar, much probability of increasing the convenience of communication and proceeding to the next step-boosting to prosperity of society. By virtue of more freedom and fewer restrictions, its essentials are absolutely easier to grasp. Additionally, the feasibility in creativity to go beyond the stereotype may also stem from the same factor.。
TKT考试词汇
Bilingualised TKT Glossary for Module 1 剑桥英语教学能力证书模块1 英语教学术语表(英汉双解)! 21 Concepts and terminology for describing language 语言概念和术语!21GRAMMAR 语法! 211. Active voice! 212. Adverbial! 213. Adverb! 214. Punctuation! 215. Apostrophe! 226. ‘at’ symbol! 227. Comma! 228. Exclamation mark! 229. Full stop! 2210. Question mark! 2211. Speech marks! 2212. Article! 2213. Aspect! 2314. Verb! 2315. auxiliary verb! 2316. base form of a verb! 2317. infinitive form! 2318. irregular verb! 2319. modal verb! 2420. multiword verb! 2421. phrasal verb! 2422. regular verb! 2423. reporting verb! 2424. Clause! 2425. Main clause! 2526. Subordinate clause! 2527. Relative clause! 2528. Noun! 2529. collective noun! 2530. common noun! 2531. compound noun! 2532. countable noun! 2533. plural noun! 2634. proper noun! 2635. uncountable noun! 2636. Adjective! 2637. comparative adjective! 2638. demonstrative adjective! 2639. -ing/-ed adjective! 2640. possessive adjective! 2741. superlative adjective! 2742. Conditional (forms)! 2743. First (Type 1) conditional! 2744. Second (Type 2) conditional! 2745. Third (Type 3) conditional! 2746. Mixed conditional! 2747. Conjunction! 2848. Pronoun! 2849. demonstrative pronoun! 2850. object pronoun! 2851. Personal pronoun! 28Page 352. possessive pronoun! 2853. reflexive pronoun! 2854. relative pronoun! 2855. Preposition! 2956. Dependent preposition! 2957. Determiner! 2958. Direct speech, question! 2959. Tense! 2960. Future with going to! 2961. Future with present continuous! 2962. Future with present simple! 2963. Future with will or shall! 3064. Past continuous, progressive! 3065. Past perfect continuous, progressive! 3066. Past perfect simple! 3067. Past simple! 3068. Present continuous, progressive! 3069. Present perfect continuous, progressive! 3070. Present perfect simple! 3071. Present simple! 3072. Gerund, -ing form! 3073. Imperative! 3074. Reported speech, statement, question! 3175. Infinitive of purpose! 3176. Intensifier! 3177. Interrogative! 3178. Intransitive! 3179. Object! 3180.direct object! 3181. indirect object! 3182. Participle (past and present)! 3283. Particle! 3284. Passive role! 3285. Passive voice! 3286. Person! 3287. First person! 3288. Second person! 3289. Third person! 3290. Phrase! 3391. Possessive ‘s’ and whose! 3392. Quantifier! 3393. Question tag, tag question! 3394. Subject! 3395. Subject-verb agreement! 3396. Subordinating conjunction! 3397. Transitive! 3498. Used to! 3499. Verb pattern! 34100. Verb phrase! 34101. Verbs of perception! 34102. Wh- question! 34103. Wh- word! 34104. Abbreviation! 35105. Acronym! 35106. Initialism! 35107. Anaphoric reference! 35108. Cataphoric reference! 36109. Exophoric reference! 36110. Causative passive! 36111. Complement! 36112. Connotation! 36113. Declarative form, declarative question! 37 114. Ellipsis! 37115. Fronting! 37116. Hypothetical! 37117. Hypothesise! 37118. Parallelism! 37119. Reduced relative clause! 37120. Complex sentence! 38121. Rhetorical question! 38122. Syntax! 38123. Noun phrase! 38124. Hypothesise! 38125. Idiom noun, idiomatic adjective! 38 126. Indirect question! 38127. Particle! 39128. Time expression! 39LEXIS 词汇! 401. Affix verb, affixation noun! 402. Antonym! 403. Chunk! 404. Collocation noun, collocate verb! 405. Compound! 406. False friend! 417. Homonym! 418. Homophone! 419. Hyponym! 4110. Lexical chain! 4111. Lexical set! 4112. Lexis (Also vocabulary)! 4213. Part of speech! 4214. Prefix! 4215. Root word, base word! 4216. Suffix! 4217. Core! 4218. Synonym! 4219. Word family! 4320. Capital letter! 4321. Delexicalised! 4322. Dynamic verbs! 4323. State (stative) verbs! 4324. Finite verb! 4325. Function word! 4426. Content word! 4427. Co-ordinating conjunction! 4428. Gradable/ungradable! 4429. Superordinate! 4430. Meaning! 4531. Denotation! 4532. Figurative! 4533. Literal! 4535. Semantic! 4536. Modifier! 4537. Morpheme! 4538. Non-finite verb! 4639. Qualify verb! 4640. Semi-modal! 4641. Separable phrasal verb! 46PHONOLOGY 语音! 471. Connected speech! 472. Consonant! 473. Contrast! 474. Stress! 475. Contrastive stress! 476. Primary, main stress! 477. Secondary stress! 478. Sentence stress! 489. Word stress! 4810. Strong form! 4811. Contraction! 4812. Diphthong! 4813. Discriminate, distinguish! 4814. Emphasis noun, emphasise verb, emphatic adjective! 4915. Feature! 4916. Identify verb, identification noun! 4917. Intonation! 4918. Linking! 4919. Minimal pair! 4920. Phoneme! 50Page 821. Phonemic chart! 5022. Rhyme! 5023. Rhythm! 5024. Schwa! 5025. Syllable! 5026. Unvoiced sound! 5127. Voiced sound! 5128. Vowel! 5129. Weak form! 5130. Word boundary! 5131. Affricate! 5132. Alveolar (ridge)! 5233. Assimilation! 5235. Consonant cluster! 5236. Dental! 5237. Elision! 5238. Fricative! 5239. Glottal (stop)! 5340. Intrusion/intrusive! 5341. Labio-dental! 5342. Nasal! 5343. Palate – palatal! 5344. Plosive! 5345. Velar! 5346. Phonology noun, phonological adjective! 5347. Silent letter! 54FUNCTIONS 功能! 551. Appropriacy noun, appropriate adjective! 552. Colloquial! 553. Decline, refuse an invitation! 554. Enquire! 555. Express! 556. Express ability! 557. Express intention! 558. Express necessity! 559. Express obligation! 5610. Express permission! 5611. Express preference! 5612. Express probability! 5613. Express prohibition! 5614. Formal language! 5615. Function! 5616. Functional exponent! 5617. Greet! 5618. Inappropriate! 5719. Instruct verb! 5720. Negotiate! 5721. Neutral! 5722. Register! 5723. Request, make a (polite) request! 5724. Speculate! 5725. Exponent! 5826. Function! 5827. Informal language! 5828. Response noun, respond verb! 58Concepts and terminology for describing language skills 语言技能概念和术语! 591. Abstract adjective! 592. Accuracy! 593. Coherence noun, coherent adjective! 594. Cohesion noun, cohesive adjective! 595. Cohesive device! 596. Complex! 607. Comprehension! 608. Concrete! 609. Context! 6010. Discourse! 6011. Deduce meaning from context! 6012. Develop skills! 6013. Draft noun + verb! 6114. Edit verb! 6115. Extensive listening/reading! 6116. Extract! 6117. Fossilisation! 6118. Error! 6119. developmental error! 6219. fossilised error! 6220. slip! 6221. Infer attitude, feeling, mood! 6222. Integrated skills! 6223. Intensive listening/reading! 6224. Interaction noun, interact verb, interactive strategies! 6225. Key word, language! 6326. Layout! 6327. Detail, read for detail, listen for detail! 6328. Gist, global understanding, listening/reading for gist, listening/readingfor global understanding! 6329. Mood, listen for mood, read for mood! 6330. Note-taking noun, take notes verb! 6331. Fluency! 6332. Oral fluency! 6433. Written fluency! 6434. Paragraph noun + verb! 6435. Paraphrase noun + verb! 6436. Prediction noun, predict verb! 6437. Process noun + verb! 6438. Process writing! 6539. Product writing! 6540. Productive skills! 6541. Proofread verb! 6542. Re-draft! 6543. Receptive skills! 6544. Relevance noun, relevant adjective! 6645. Scan! 6646. Skills! 6647. Skim! 6648. Subskill! 6649. Summary noun, summarise verb! 6650. Text structure! 6651. Text type! 6752. Theme noun, thematic adjective! 6753. Topic! 6754. Topic sentence! 6755. Turn, turn-taking! 6756. Version! 6757. Collaborate verb, collaborative adjective! 6758. Discourse marker! 6859. Repair strategy! 6860. Sentence level! 6861. Word level! 6862. Text level! 6863. Word level! 68Background to language learning 语言学习背景知识! 691. Achievement noun, achieve verb, achievable adjective! 692. Acquisition noun, acquire verb! 693. Attention span! 694. Attention spread! 695. Clue! 696. Cognitive (processes)! 697. Confidence noun, confident adjective! 708. Effective adjective! 709. English-medium school! 7010. Expectation! 7011. Exposure noun, expose verb! 7012. Factor! 7013. Focus on form! 7014. Goal, target! 7015. Guidance noun, guide verb! 7116. Ignore (errors)! 7117. Independent study! 7118. Intensive course! 7119. Interference! 7120. Interlanguage! 7121. L1/L2! 7222. Language awareness! 7223. Learn by heart! 7224. Learner autonomy noun, autonomous adjective, learner independence ! 7225. Learner characteristics! 7226. Learner training! 7227. Learning resources! 7228. Learning strategies! 7329. Learning style! 7330. Auditory learner! 7331. Kinaesthetic learner! 7332. Visual learner! 7333. Linguistic! 7334. Literacy! 7335. Maturity noun, mature adjective! 7436. Memorise verb, memorable adjective! 7437. Mother tongue! 7438. Motivation noun, motivate verb! 7439. Demotivate verb; demotivated adjective! 7440. Unmotivated adjective! 7441. Natural order! 7442. Needs! 7543. Notice language! 7544. Participation noun, participate verb! 7545. Personalisation noun, personalise verb! 7546. Pick up (language)! 7547. Proficiency noun, proficient adjective! 7548. Silent period! 7549. Target language! 7650. Target language culture! 7651. Work out! 7652. Varieties of English! 7653. Back-channeling! 7654. Form! 7655. Grammatical structure! 7756. Lower-order thinking skills (LOTS)! 7757. Higher-order thinking skills (HOTS)! 7758. Native speaker! 77Background to language teaching 语言教学背景知识! 78 PRESENTATION TECHNIQUES, APPROACHES AND INTRODUCTORY ACTIVITIES 语言导入技巧、方法和介绍性活动! 781. Activity-based learning! 782. Communicative approaches! 783. Concept! 784. Concept questions, concept checking! 785. Content-based instruction, content-based learning! 796. Content and Language Integrated Learning (CLIL)! 797. Contextualise! 798. Definition noun, define verb! 799. Eclectic adjective! 7910. Elicit verb! 79Page 15。
语言学考试 答题答案
Linguistic competence accounts for a speaker's knowledge of his language. Communicative competence accounts for both the tacit knowledge of language and the ability to use it. According to Hymes, there are four parameters that underlie a speaker's communicative competence, namely the ability to judge:1)Wh ether (and to what degree) something is formally possible;2)Whether (and to what degree) something is feasible;3)Whether (and to what degree) something is appropriate;4)Whether (and to what degree) something is in fact done.1.The hypothesis has been interpreted in two ways. One is known as determinism. In this viewour language determines our thinking. This strong version has been rejected as it runs counter to the fact that peoples of different cultural backgrounds can understand each other. The other interpretation, known as relativism, holds that culture affects the way we think through language, especially in our classification of the experienced world.2.The term pidgin is the label for the code used by people who speak different languages. Apidgin is not the native language of any group. It is confined to very limited communicative purposes, such as trade. Pidgins are mixed languages that are simplified syntactically and lexically. A creole is a mixed language which has become the mother tongue of a speech community. Creloes are not confined to certain functions of language nor reduced in syntax and lexis.3.The term dialect denotes a wider notion than the term accent. A dialect is a variety of alanguage that is distinctive from varieties in vocabulary, grammar and pronunciation. The term accent is used for less drastic differences which are restricted to variation in pronunciation.. Relevance is a relative notion. It is determined by two factors: contextual effect and processing effort. The greater the contextual effect, the greater the relevance. Processing effort is a negative factor: the greater the processing effort, the lower the relevance.IV.1. Indirect illocutions tend to be more polite, (a) because they increase the degree of optimality,and (b) because the more indirect an illocution is, the more diminished and tentative its force tends to be.1.The practice of error analysis is divided into identifying, describing andexplaining. Identifying errors is the first step of error analysis. To identify errors we have to compare the sentences produced by the learner with the corresponding sentences native speakers are likely to produce to express the same meanings. Describing errors, the second step of error analysis, is categorizing errors grammatically. Once errors are identified, they can be classified into categories. Explaining errors, the final step, is the task of tracing the source of errors. This task is more psychological than linguistic in essence. In terms of sources, errors are divided into interlingual errors and intralingual errors, based on whether they are caused by L1.2.Krashen’s Monitor Model consists of five hypotheses: theAcquisition-Learning Distinction, Natural Order, Monitor, Input, and Affective Filter.3.The Acquisition-Learning Distinction is the cornerstone of Krashen’stheory. “Acquisition” occurs subconsciously as a result of participation in natural L2 communication. “Learning” is the result of conscious study of the formal system of the language. It is assumed that the two kinds of knowledge are stored in different areas of the LAD and thus play different roles in linguistic performance. “ Acquired” knowledge serves as the source for automatic production of speech, whereas “learnt” knowledge is available for use only in monitoring linguistic production.4.According to Krashen, the only way for people to acquire a language is byunderstanding messages or receiving comprehensible input. They move from i, their current level, to i+1, the next level along the natural order.That is to say, language is acquired by people’s comprehension of input that is slightly beyond their current level. People understand input containing i+1 because the situation, context, facial expressions, gestures, etC. will provide clues for comprehension.5.The acculturation theory originated in the late 1970s and was put forwardby J. Schumann and R. Anderson. By acculturation they meant that individuals of one culture have to go through the process of modification in attitudes, knowledge, and behaviour in order to function well in anotherculture. It involves not only the social adaptation but also psychologicaladaptation. Schumann thinks that second language acquisition is one of theaspects of acculturation and the relation between acculturation and thesecond language acquisition is that the degree of the former will controlthe degree of the latter. Normally successful acculturation will bring aboutsuccessful second language acquisition while poor second languageacculturation will produce poor second language acquisition.1.What are the features of metaphors?2.How do sociolinguists classify the varieties of English?3.What is reference and what is sense? How are they related?IX. 1. Metaphors have three main features: systematicity, creation of similarities, and imaginative rationality. Metaphors are systematic precisely because they are conceptual in nature. Metaphor can create similarities between the two domains involved. This runs counter to the traditional view which holds that similarities are inherent in the entities themselves. But cognitive linguists hold that the similarities relevant to metaphors are experiential rather than objective. Metaphors are characterized by imaginative rationality. They unite reasoning and imagination. Metaphors as a form of reasoning by analogy involve categorization, entailment and inference. By metaphors we understand one kind of thing in terms of another kind of thing.2. The term variety is the label given to the form of a language used by any group of speakers or used in a particular field. A variety is characterized by the basic lexicon, phonology, syntax shared by members of the group. Varieties of a language are of four types: the standard variety, regional (geographical) dialects, sociolects (social dialects) and registers (functional varieties). The standard variety is the form of a language used by the government and communication media, taught in schools and universities and is the main or only written form. A regional dialect is a variety of a language spoken by people living in an area. Sociolects are forms of a language that characterize the speech of different social classes.Register is a term widely used in sociolinguistics to refer to “varieties according to use.”3. Reference is the relation by which a word picks out or identifies an entity in the world. London refers to or denotes the capital of Great Britain. The word dog denotes a kind of domestic animal. The referential theory, the simplest theory of meaning, claims that meaning is reference. Words stand not only in relation to the world but also to human mind. So in addition to reference, there is another dimension of word meaning called sense. For example, when you hear the expression dog, you will naturally reflect on its features in addition to the kind of animal as the referent of the expression. Sense is mental representation, the association with something in the speaker/hearer's mind. Words like dragon, but, of and phrases like a round triangle have sense, but no referent. Words like dog, horse, car and gun have both referent and sense.a) The advantages of this approach to meaning analysis are obvious. Firstly, it is a breakthrough in the formal representation of meaning. Once formally represented, meaning components can be seen. Secondly, it reveals the impreciseness of the terminology in the traditional approach to meaning analysis. The limitations of componential analysis are also apparent. It cannot be applied to the analysis of all lexicons, but merely to words within the same semantic field. It iscontroversial whether semantic features are universal primes of word meanings in all languages.b) Metaphor is the mapping from the source domain to the target domain. The domain to be conceptualized is called target domain, while the conceptualizing domain is termed the source domain. The transference of properties of the source domain to the target domain is referred to by some cognitive linguists as mapping. For example, neck is a part of human body, while the neck in the compound bottleneck is metaphorically used. The properties of human neck (source domain) have been transferred to the neck of the bottle (target domain).c) Homonyms are words which have the same form, but different meanings. Words which have the same spelling but different meanings are called homographs, such as bow (v.) and bow (n., a weapon). Words which have the same pronunciation but different meanings are called homophones. Flour/flower, pale/pail, whole/hole are all homophones. Homonyms are listed as separate entries in a dictionary, because lexicographers see them as unrelated in sense. A polyseme is a word which has several related senses. Lexicographers make the distinction between homonyms and polysemes based on the intuition of native speakers as well as the etymology or history of words.Exemplify the differences between anaphoric and cataphoric reference.1.In discourse or text, deixis is used to keep track of who or what is being talked about morethan once. The speaker /writer will use deixis to maintain reference, as in the following sentence: In the picture, a boy and a girl are planting a tree. She is holding it, and he is shoveling earth around it.She, he, it refer to already introduced referents, a girl, a boy, a tree.The reference of a deixis to a preceding expression is technically termed anaphoric reference.The deixis that replaces the initial expression is called anaphor, and the initial expression called antecedent. The reversal of the antecedent-anaphor pattern is known as cataphora, Next sentence is an example of cataphoric reference.: I could hardly believe it. The student didn’t pass the exam.1.What is the distinction between semantics and pragmatics?2.What are the four parameters that underlie a speaker’s communicative competence accordingto Hymes (1972)?What are the three types of antonyms (lexical opposition) in English?1. Semantics and pragmatics both are concerned with the study of meaning, but they study meanings from different perspectives. Generally peaking, semantics is defined as the study of meaning, and pragmatics is defined as the study of meaning in context. The meaningscommunicated through language are of two types: conventional meanings and intentional meanings. The former is studied in semantics and the latter in pragmatics. So semantics concentrates on meanings that come from linguistic knowledge, while pragmatics concentrates on meanings that people mean by their utterances rather that what they words, phrases and sentences mean by themselves. In other words, semantics is concerned with linguistic meaning, while pragmatic analysis is concerned with speaker meaning.2. Communicative competence is the most general term to account for both the tacit knowledge of langage and the ability to use it. According to Hymes(1972), there are four parameters that underlie a speaker’s communicative competence:(1)Whether (and to what degree) something is formally possible;(2)Whether (and to what degree) something is feasible;(3)Whether (and to what degree) something is appropriate;(4)Whether (and to what degree) something is in fact done.1.The three types of antonyms in English are gradable antonyms, complementary antonyms andreversal antonyms. Gradable antonyms are pairs of words opposite to each other, but the positive of one word does not necessarily imply the negative of the other, or vice versa. For example, a person who is not rich is not necessary poor. Complementary antonyms are words opposite to each other and the positive of one implies the negative of the other. For examples, dead and alive, male and female. Reversal antonyms are words that denote the same relation or process from one or the other direction. For examples, push and pull, come and go.I.What is deixis? Please give examples to show the different types of deixis.a)Deixis means “pointing” via language.Person Deixis: we, I, him, it…Place Deixis: here, there…Time Deixis: now, then, today, yesterday, tomorrow, next week, last year, in three days…Discourse Deixis: in the previous section, in the next chapter, in the rest of this paper, in conclusion, this, that。
1.The world of English
Outline
A The place of English B Varieties of English
A The place of English
1 The number game (About 320-380 million people speak English as the first language and about 250350 million people speak English as a second language.)
B Varieties of English
1 Different varieties: (British English, American English, Canadian English, Australian English, etc.)
2 Factors influencing the varieties of English: (geography, social class, ethnic grouping, sex, etc.) 3 Three circles: (inner circle, out circle and expanding circle)
4. The future of English (English will not be the only language left in the world in the future. The balance between English-speaking users and non-English-speaking users of the Internet is set to change dramatically.)
Reflection
Dear Professor Matsuda,Thank you for delivering us such a wonderful speech. I’m WangDan. My English name is CiCi.At first, in your first lecture, you emphasize the notion of voice. Your interpretation is so sophisticated and professional. For us,.a first-year graduate students,we just have been studying Applied Linguistics and Foreign Linguistics for nearly one year. So I can’t promise I can understand this concept thoroughly. To tell the truth, it is the first time for us to interact with this concept. I just want to say some of my own idea toward “voice”. In my mind, “voice” is our own sound from inner heart, which is different from other peoples’. In academic field, we need our own voice to express original ideas, thought, and perception. Only if we have original or different ideas can we develop our own academic field. And nowadays journals all require voice of writers and researchers. And I think the notion of “voice” is similar to innovation to some extent. Say something new and do something differe nt but not weird. Secondly it maybe true for us Asian student that we are confined to standard answers to any questions from the period of our primary school. I gradually find I can’t think out something new. When I encounter with a question, I just want to find its standard answers from somewhere. So it is extremely necessary to emphasize the notion of “voice”, which implicates “Don’t be shay and speak out what you think loudly”. That's what I think.Looking forward to your reply.Dear Professor Matsuda,It is my great honor to have the second chance to communicate with you by means of this schoology. And I noticed that you behave differently in your second class compared to your first class.And in your second class you walk around the whole class.It is well good,Haha. In the afternoon,we are all sleepy and tired. You walk around class wake us up and we can see you clearly.I want to say something about Stapleton&Helms-Park’s (2008) Critique 2. You guess the author was a male because of the paper’s “aggressive positioning” and various agonistic rhetorical moves. This is because one in specific context and cultural circumstance. Chinese learner Hei Yuqin spoke at the First Forum between Chinese and American Scholars. Her study investigates cultural identities as manifested by different authorial roles in a continuum of authorial power in academic writing. Specifically, it examines implicit and explicit author references.She hold that The English writers present themselves more frequently and in more explicit ways, showing stronger authorial power from a more individual perspective, while the Chinese or Asian writers tend to project a more implied author identity, showing strong authoritativeness from a more communal or collective perspective. The differences can be accounted for by referring to socio-cultural factors, discourse communities, the language and genre, as well as education and writing conventions.(Hei Yuqin,2013) Thus, author argue that striking differences in author representation and the degree of authorial power manifested in the context show a big national culture.The course has a certain degree of difficulty, I didn't fully understand. But it gave me a lot of inspiration. Thank you for your careful preparation and patient interpretation.Your sincerely,WangDanDear Professor Matsuda,Thank you for giving us the third excellent lecture. It is my great honor to have the third chance to communicate with you. In todays lecture, I’m interested in two points.One is world English, and another is topic selection guidelines.Firstly,world English is very interesting, It maybe something about panorama of English used all over the world. It is a different style of English which is distinctive from American English and British English. It maybe Chinglish, Australian English, New Zealand English,Canadian English, South African English and Indian English as well as Caribbean English. There are many other varieties of English around the world. Different people from different countries say different kinds of English. So it is so hard for us to study World English, which requires that researchers master several kinds of English used around the world nowadays. They also need to master the pronunciation, spell, vocabularies,specific grammar(although it is still English but many variants) and idioms sophisticatedly. It is complicated because English as the official language is used and learned in so many countries. Comparative research method are also need using in the process of research. The best way to start this research is gathering a panel who is professional in the field of English study coming from many other countries .Secondly, I am able to produce some resonance to the topic selection guidelines. When we choose a research topic, we would like to combine some of our personal experience and hot topic.So we have enthusiasm and passion to carry on this research not only for our own interest but also for needs of academic research and society. But for me at present stage, I take more consideration on my interest for which push me to do further studies. What’s more, there’s no doubt that involve some original,genuine and inconsistent idea. When I write an article, I am inclined to choose an uncommon topic. That is I want to say something others don’t mention or don’t think in the same way as me. If I want to do this, it is very difficult. What I can see is just standing on the shoulder of giant. So I’m eager to ask Professor Matsuda how can we cultivate the spirit of innovation and do independent and original research at this stage.But I’m still confused with the first question “What makes a study relevant?” Before your interpretation, my answer is specific experimental method, correlative academic material or specific participants. I’m so sorry that you said a lot but I even can’t capture several important points. It’s my fault.your sincerely,WangDanChina has carried out the exam-oriented education system for many years which is a result of the ancient education system.As far as I’m concerned, there are more disadvantages which include;giving students’ too much pressure,letting students have no spare time and killing student’imagination.Chinese children are victims of a test-oriented education system.We have no reason to celebrate the result of another test. They lack the ability to solve real questions and are not independent enough because they spend too much time learning.Firstly, exam-oriented education is giving students too much pressure to even take a breath.Higher marks mean better schools. So what they do to get a better school is to study harder.A survey result shows that middle school’s textbook in China are more difficult than those in some developed countries.Secondly,the exam-oriented education system gives students too little time to join in some extracurricular activities, which results in a narrow outlook of students.Thirdly,the exam-oriented education pays more attention to textbooks and exams than students’creativity. This kills a student’imagination. Besides, the exam-oriented education system has created thousands of similar students who only know how to get high marks in exam.That is to say, students’ personalities are restricted by the education system.It is imperative for educators and authorities to find a way to free Chinese children from heavy burdens and encourage development of personality so that they can learn to innovate, to think independent and to apply their knowledge in practice.4Dear Professor Matsuda,Thank you for giving us such a wonderful lecture and it benefits me a lot.In this lecture, you firstly mentioned an article about replication in L2 writing research.,brainstorm and good way to find a valuable research topic. Replication or even plagiarism is common among Chinese students. It is difficult to be avoided because Chinese students are raised in such a educational environment and adapted to exam-oriented educational system. They are taught howto do this or what is right or wrong from their childhood. The first topic maps the last discussion. Brainstorm is a good way to cultivate divergent thinking, but we are at a loss to whether there is a discussing scope. Chinese students are always confused to this kind of thinking pattern. What’s more, we can find a valuable research topic by paying attention to research status, looking over a pile of correlative books or finding research topics in our daily life.Next, you introduced how new contributions would be and what CARS model is. Swales(1990) has studied the genre of the RA introductions and proposed a CARS(Creating a Research Space) model with three moves,just as: Move 1 Establishing a territory; Move 2 Establishing a niche; Move 3 Occupying the niche. He employ the term in eco-system--niche, which is, in ecology, a particular microenvironment where a particular organism can thrive. In our case, a niche is a context where a particular piece of research makes particularly good sense(Swales,1994:175). In this section, you gave us a clearly interpretation by means of using your own paper as examples. New contributions must “add something new” and “persuade the reader of the significance to the field”. That something new or something we need reflects what our society lack of and scholars are devoted to fill these gaps.Then,three international journals have been introduced. And I will try to find this books for carefully reading. For the first time, I realize article introductions section can also be studied. “The number of “English as an International Language authors is increasing” but there is no noticeable shift in how authors create a research space in the introduction” . May be this is a good research area for my graduation thesis. And I’ll pay more attention to materials in this aspect.And at last, you asked us for group talk which really benefit me a lot.In discussion about plagiarism, we analyzed research process and conditions. Our group member managed to find a best way to realize our aim of research. In this process, group discussion helps us clear the clue of our thought and form research structure. As a saying goes “Many hands make light work .” For example, we don’t know how to control our research condition. And we solve this problem by putting our hands together. Finally, we decided to use Wanfang Thesis Detection Software to test whether the author plagiarize. And participators are confined to graduate student in the first grade.Thank you for your professional lecture and expect for your next class.Your sincerely,WangDan5Dear Professor Matsuda,Thank you for giving us such a chance to discuss our topic and it really cultivates our independent spirit toward academic research.Our first research topic is about “Chinese students are more inclined to plagiarize than U.S. students”. But it is very difficult to do this research for so many conditions difficult to be confined. Our group members brainstormed to express our own ideas and tried to make up loopholes. In three hours, we talked about our immature research topic, revised it by restricting research condition, and narrowed scope of the participators, even tried to find a counterpart thesis detection in American such as Turnitin. We originally planned to test American students’and Chinese students’ thesis by means of Turnitin software and Wanfang Thesis Detection respectively. And you gave us so many advice and useful information. We gradually found our fatal defect. Our mistake is ignoring importance of participators under the same condition. And currently there is no such a huge thesis detection tool that includes all the thesis of American and Chinese Students. It is almost an impossible task for us to build up a thesis library now. Too much uncontrolled factors exist and our group has to change our topic. Therefore, in the end we changed our topic to the influence of listening practice on students’ listening ability. The new topic’s tittle is A Contrastive Analysis of the Influence of VOA and CNN on the listening ability of Non-English Major College Students. This topic is obviously controllable than the previous one. The research of listening ability and ratio of empirical research method is on the rise, so we can collect enough material to support our research. That so many researches in this field have been done shows this aspect of studied is very valuable and has large potential. As a result, we find research method and restricted conditions smoothly. After the discussion, we found that our research could play a certain role in improving college students' English listening ability. We are very happy.Cooperative learning is one of the most widespread and fruitful areas of theory, research, and practice in education. Cooperative learning exists when students work together to accomplish shared learning goals (Johnson & Johnson, 1999). Each student can then achieve his or her learning goal if and only if the other group members achieve theirs (Deutsch, 1962). At the end of the course, we all find we learn a lot. Group cooperative learning is a good way for students to express their own ideas and inspire us. It also causes collision of thought and thought. Maybe we started to be confused about some problems, when we put the problem to group members, not only they can help to solve your problem but also can they enlighten us. We will flash inspiration momently and solve it by ourselves. Today I can conclude that our research topic and the research results are absolutely attributed to group cooperative learning. Thank you for your new teaching pattern again!Every success in you job!Your sincerely,WangDanThe general goal of inquiry learning is to create students who are capable of learning and doing new things, not simply of repeating what they are told; to create students who creative, inventive, and discoverers. (Hao huizhen:2005:248)The goals of inquiry learning are develop students' ability to acquire information, choose information, analyze information and apply information.Inquiry is a multifaceted activity that involves making observations;;planning investigations; reviewing what is known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating results. Inquiry requires identifications of assumptions, use of critical and logical thinking, and consideration of alternative explanations. (NSES, page 23)Inquiry learning is a kind of improved discovery learning. Teachers used to facilitate discovery learning by presenting tasks to students, which can offer rich opportunities for discovery of knowledge and strategies.teacher presents a puzzling event, question, or problem. The students give possible reasons to explain the event or solve the problem; collect data to test the assumptions; draw conclusions, and reflect on the original problem and the thinking processes needed to solve it.Dear Professor Matsuda,Thank you for giving us such a chance to show our PPT and exchange our research design. In this process, we can not only find others’ advantages in their study design, but also can we find our own shortcomings.First, I’d like to say something about our research design. Our title is A Contrastive Analysis of the Influence of VOA and CNN on the listening ability of Non-English Major College Students. To be sure, I believe our research could make sense in assisting college teachers teaching and students improving their listening ability. In the field of English teaching, a lot of research on English listening have been done, but researches on English listening material are less. Our group limited the listening material to two mainstream media in U.S.: VOA and CNN. Our research purpose is to find out which one benefits more in helping non-English major students improve listening ability. I believe this is our new point. However, we have many experimental loopholes. We didn’t understand our research method completely such as mean,median and standard deviation. We even ignored size of chosen classes, details about class period and specific implementation time. After Professor Matsuda’s instruction, we find out our mistakes immediately. Then we designed three classes each consisting of 30 students. There are two experimental classes, one controlled class(used to compare with another two classes). And each class has twice English classes in a week. The two experimental classes are required to listen ten-minute VOA and BBC respectively. And the controlled class is taught according to syllabus and no intentionally listening practices.Secondly, other groups’ presentation are very excellent although they have several weak points. They exactly inspire me a lot. The first group’s presentation got your full affirmation. They have good research topic, research design and clear research clue. I just want to talk about some shortcoming of the following groups for we can make much more progress from their disadvantages. The third group need pay much attention to data. We need to think how these data are going to be used as we design a research and what kind of data we need. This group misused T-test, which is used to compare two different groups. Topic of the fourth group is about body language. It is very difficult to study, define and control. We need to think about what kind of body language we want to study. Their research method needs revising and they need to understand what object we are trying to measure. Your comment on fifth group is a key assumption is no right or wrong. We need look to people’s attitude. And you give us a further introduction about contractive analysis. I got that assumption of language is that languages exist as they are. The sixth group needs to show evidence of language acquisition in order to control reflection of positive effect. Researchers should clearly understand what we are trying to measure and what we actually measure. In seventh group, plagiarism is difficult to study but it is still existing. They need to qualify their claim and conception can’t be study directly. In eighth group, they misuse SPSS, which is not a instrument for data collecting. Excel is a good way to basic analysis.We need to keep in mind what kind of analysis we are going to use. In your comment on ninth group, I learn that what we need to do is not only we analyze data,but also understand what people we analyze. This is a new point for me. The tenth group is our own group,so I have give comment just now. The last group’s research topic is out-dated. They’d better pay much attention to contemporary hot issues.Lastly, I learned a lot in this class and professor Matsuda helped show us how to do strict and professional research and broaden our international mind in linguistic field. Each group also shows their struggles. In our future study and research, we will also try to use group cooperative learning model again. What’s more, the last two classes show me a new teaching model. That is Inquiry Learning, which is a new learning model established on the Cognitive Learning Theory from Jerome Seymour Bruner, and David Pawl Ausubel's and Jean Piaget's Schema Theory. Inquiry is a multifaceted activity that involves making observations;planning investigations; reviewing what is known in light of experimental evidence; using tools to gather, analyze, and interpreting data; proposing answers, explanations, and predictions; and communicating results. Inquiry requires identifications of assumptions, use of critical and logical thinking, and consideration of alternative explanations. (NSES, page 23). It also has some impact on my future teaching career.Maybe after a few days you will return to American. But what you teach us forever left in our campus and our heart. Thank you very much and best wishes for you!Your sincerely,WangDan。
英语二官方优秀作文
英语二官方优秀作文The English language has become a global phenomenon, serving as a universal means of communication across diverse cultures and regions. As the official language of numerous countries and a widely spoken tongue in many more, English has evolved into a powerful tool for personal and professional growth. The English language exam, commonly known as English II, is a crucial assessment that evaluates an individual's proficiency in this global language. The official outstanding essays produced by candidates who have excelled in this exam serve as shining examples of the remarkable achievements and linguistic prowess that can be attained through dedicated study and practice.One such outstanding essay is a testament to the transformative power of the English language. The author skillfully navigates the complexities of the language, weaving together a tapestry of eloquent expression and insightful analysis. The essay delves into the multifaceted nature of the English language, exploring its historical origins, its role in fostering international cooperation, and its impact on individual lives.The essay begins by tracing the evolution of the English language, highlighting its roots in the Germanic tribes that settled in the British Isles and the subsequent influence of Norman French and other linguistic traditions. The author eloquently describes how the English language has adapted and expanded over the centuries, absorbing words and phrases from diverse sources to become a rich and versatile means of communication.The writer then delves into the pivotal role of English as a global language, emphasizing its importance in facilitating cross-cultural exchange and understanding. The essay underscores how the widespread use of English has enabled individuals from different backgrounds to connect, collaborate, and share ideas on an unprecedented scale. The author cites examples of international organizations, multinational corporations, and academic institutions that have embraced English as a common language, fostering greater cooperation and mutual understanding among people from all corners of the world.The essay also explores the personal impact of the English language on the author's own life. The writer shares their journey of learning and mastering English, describing the challenges and triumphs encountered along the way. The essay poignantly captures the sense of empowerment and self-discovery that can come from theacquisition of a new language, as the author recounts how the ability to communicate effectively in English has opened up new opportunities for personal and professional growth.Throughout the essay, the author's command of the English language is on full display. The writing is characterized by a sophisticated vocabulary, a keen eye for grammatical accuracy, and a fluid, engaging style that captivates the reader. The essay seamlessly integrates relevant historical facts, insightful observations, and personal anecdotes to create a compelling and well-rounded exploration of the significance of the English language.In conclusion, this outstanding essay serves as a shining example of the remarkable achievements that can be attained through the mastery of the English language. The author's eloquent and insightful exploration of the multifaceted nature of English, its global significance, and its personal impact, stands as a testament to the transformative power of this universal language. This essay is a testament to the dedication, hard work, and linguistic prowess of the candidate, and it serves as an inspiration for all those who seek to harness the power of the English language to unlock new opportunities and forge meaningful connections across the world.。
高中英语选修2第2单元作文范文
高中英语选修2第2单元作文范文Here is an essay on the topic "A Sample Essay for Unit 2 of Elective English 2 in High School", with a word count exceeding 1000 words, written entirely in English without any additional punctuation marks.High school is a crucial phase in a student's life where they not only acquire academic knowledge but also develop essential life skills. The English language, in particular, plays a pivotal role in this journey, as it serves as a global means of communication and a gateway to a wealth of information. In the context of high school English education, the Elective English 2 curriculum offers students the opportunity to delve deeper into the intricacies of the language, with the second unit focusing on a range of engaging topics.One of the key aspects of this unit is the emphasis on writing proficiency. Students are encouraged to explore various genres of writing, from persuasive essays to creative narratives, honing their ability to express their thoughts and ideas effectively. The unit's focus on developing writing skills is not merely about mastering grammar and syntax but also about cultivating a deeper understanding of the nuances of language and the art of effective communication.As students navigate through the unit, they are exposed to a diverse array of writing styles and techniques. They learn to craft well-structured essays that not only convey their message clearly but also captivate the reader's attention. The unit's curriculum delves into the importance of organization, coherence, and the strategic use of language to achieve the desired impact.One of the standout features of this unit is the emphasis on critical thinking. Students are challenged to analyze complex topics, formulate their own perspectives, and support their arguments with compelling evidence. This process encourages them to move beyond mere rote learning and to develop the ability to think critically and independently.Moreover, the unit's focus on writing also encompasses the importance of research and information gathering. Students are required to delve into various sources, from academic journals to online resources, to gather the necessary information to support their arguments. This exercise not only strengthens their research skills but also helps them to become more discerning consumers of information in the digital age.Another key aspect of the Elective English 2 curriculum is the incorporation of real-world applications. The writing assignmentsand activities within the unit are designed to mirror the types of tasks students may encounter in their future academic or professional pursuits. This approach helps to bridge the gap between the classroom and the real world, equipping students with the skills and confidence they will need to succeed in their future endeavors.Furthermore, the unit's emphasis on collaborative learning and peer feedback encourages students to engage in meaningful discussions and to learn from one another. This collaborative approach fosters a sense of community within the classroom, where students can share their ideas, provide constructive feedback, and learn from each other's perspectives.One of the notable strengths of this unit is its ability to cater to the diverse learning styles and needs of students. The curriculum incorporates a range of teaching methods, from interactive lectures to hands-on writing workshops, ensuring that each student has the opportunity to engage with the material in a way that best suits their individual learning preferences.Moreover, the unit's assessment strategies are designed to provide students with meaningful and constructive feedback, enabling them to identify their strengths and areas for improvement. This approach not only helps students to grow as writers but also instills in them a sense of ownership and investment in their own learning process.In conclusion, the Elective English 2 curriculum, with its focus on the second unit, offers a comprehensive and enriching experience for high school students. By emphasizing the development of writing skills, critical thinking, and real-world applications, the unit equips students with the necessary tools to excel not only in their academic pursuits but also in their future personal and professional endeavors. The collaborative nature of the learning environment, combined with the diverse teaching methods and assessment strategies, creates a dynamic and engaging learning experience that fosters the growth and success of each student.。
英语2级万能模板作文
英语2级万能模板作文English Level 2 Universal Template Essay。
Introduction。
In the ever-evolving landscape of academia, the pursuit of linguistic proficiency has gained paramount importance. English, as a global lingua franca, has emerged as an essential tool for communication, education, and professional advancement. With the advent of standardized language proficiency assessments, students are increasingly required to demonstrate their English language skills. To address this need, educators have developed a universal template essay structure that can be effectively employed across a wide range of topics and assessment criteria. This versatile framework provides a systematic approach to essay writing, enabling learners to showcase their linguistic abilities and achieve desired outcomes.Body Paragraph Structure。
英语2级万能模板作文带翻译
英语2级万能模板作文带翻译英文回答:Introduction。
In the realm of English language proficiency, the Common European Framework of Reference for Languages (CEFR) serves as a widely recognized standard for measuring an individual's linguistic abilities. The CEFR defines six proficiency levels, from A1 (beginner) to C2 (mastery). Candidates aspiring to achieve a B2 intermediate level of English proficiency often seek guidance in crafting compelling essays and securing high scores. This comprehensive guide will provide a detailed analysis of the B2 level, including specific writing requirements, common topics, and effective strategies for success.B2 Intermediate English Level。
The B2 intermediate level signifies an individual'sability to communicate effectively in a variety of social, academic, and professional settings. Exam tasks at this level typically assess candidates' proficiency in the following areas:Comprehension: Understanding and interpreting written and spoken texts of moderate length and complexity。
社会英语二级作文
The Role of Social English in Modern Society In today's interconnected world, the importance of English has become increasingly apparent. English is not just a language; it's a tool that opens doors to international opportunities and cultural exchanges. Among the various levels of English proficiency, Social English, or English for social purposes, holds a unique place. It is the English used in daily social interactions, such as making friends, discussing current events, or engaging in casual conversations. This level of English proficiency is crucial in bridging cultural gaps and fostering global understanding.Firstly, Social English is essential for personal development. As people become more mobile and travel to different countries, the ability to communicate effectively in English becomes a critical skill. Whether it's ordering a meal in a foreign restaurant, navigating public transportation, or simply engaging in casual conversations with locals, Social English helps individuals feel more confident and comfortable in new environments.Moreover, Social English is vital for professional success. In the globalized economy, businesses often operate on an international scale, collaborating with partners from diverse cultural backgrounds. Employers often prefer candidates who possess strong Social English skills, as they are more likely to adapt to multicultural work environments and establish effective relationships with clients and colleagues.Additionally, Social English plays a pivotal role in cultural understanding and global harmony. As people from different cultures engage in conversation using Social English, they are able to share their perspectives, experiences, and values. This exchange not only breaks down stereotypes but also fosters mutual respect and understanding. It is a powerful tool for building bridges between diverse communities and promoting global unity.However, achieving proficiency in Social English is not always easy. It requires regular practice and exposure to native speakers. Resources such as language exchange partners, cultural immersion experiences, and online communities can be invaluable in this process. By activelyparticipating in these platforms, individuals can improve their Social English skills and become more confident in their ability to communicate effectively in social settings. In conclusion, Social English is an integral part of modern life. It is the language of connections, understanding, and global unity. By cultivating Social English skills, individuals can enhance their personal and professional opportunities while also contributing to the global community. As we continue to embrace a more interconnected world, the importance of Social English will only grow.**社会英语在现代社会的作用**在当今紧密相连的世界中,英语的重要性日益显现。
Varieties of Definites
1. Introduction1
This paper proposes a way of rethinking the notions of uniqueness and familiarity associated with de niteness which leads to a typology that allows a better understanding of the de niteness scale discussed in the functional literature, and more recently in Aissen (2000). The de niteness scale is introduced in Section 2, and the challenges it poses to traditional notions of de niteness are discussed in Section 3. Section 4 lays out the proposal and discusses the typology of de nites that it leads to; Section 5 is a brief discussion of partitives and inde nite noun phrases, and Section 6 concludes the paper byions for further research.
1 An earlier version of this paper was given at the Syntax and pragmasemantics of the noun phrase conference, Antwerp, 2000. I wish to thank Barbara Abbott for generous and useful comment. 2 The complex facts of DOM in Romanian have not yet been given a principled treatment. The facts were rst described in Farkas 1978, where it is shown that DOM in Romanian involves both pe-marking and clitic doubling.
剑桥国际英语教程第二级
剑桥国际英语教程第二级As a language learning assistant, I am here to provide guidance and supportfor those studying the Cambridge International English Course at the second level. This course is designed to help students improve their English language skills in various areas such as reading, writing, listening, and speaking. It is importantfor students to actively engage with the course materials and practice regularlyin order to see progress and improvement in their language abilities. One key aspect of the Cambridge International English Course is the focus on building vocabulary. Vocabulary plays a crucial role in language learning as it allows students to express themselves more effectively and understand a wider range of texts and conversations. Students should make an effort to learn new words and phrases regularly, and practice using them in different contexts to reinforcetheir understanding and retention. In addition to vocabulary building, the course also emphasizes the development of grammar skills. Grammar is the foundation of language and having a solid grasp of grammar rules and structures is essential for effective communication. Students should pay attention to grammar exercises and practice applying grammar rules in their writing and speaking tasks. By doing so, they can improve their accuracy and fluency in English. Another important aspect of the Cambridge International English Course is reading comprehension. Reading is a valuable skill that helps students expand their knowledge, improve their vocabulary, and enhance their understanding of different cultures and perspectives. Students should make an effort to read a variety of texts, including fiction, non-fiction, articles, and essays, in order to develop their reading comprehensionskills and critical thinking abilities. Listening and speaking are also key components of the course, as they are essential for effective communication. Students should practice listening to different accents and speech patterns to improve their listening skills, and engage in speaking activities to develop their fluency and confidence in English. By actively participating in conversations, discussions, and presentations, students can enhance their speaking abilities and become more proficient communicators. Overall, the Cambridge InternationalEnglish Course at the second level is designed to help students build a strong foundation in English language skills. By actively engaging with the coursematerials, practicing regularly, and seeking support when needed, students can make significant progress in their language learning journey. It is important for students to stay motivated and committed to their studies, as learning a new language requires time, effort, and dedication. By embracing the challenges and opportunities that come with language learning, students can achieve their goals and become more proficient in English.。
英语必修二作文
English is a compulsory subject for many students, and it plays a crucial role in their education. In this article, we will discuss the various aspects of English language learning, as outlined in the syllabus for English compulsory II.
In addition to language skills, the syllabus also includes the study of literary texts. Students are introduced to a range of literary works from different time periods and cultural backgrounds. They are encouraged to analyze and interpret these works, thereby developing their critical thinking and analytical skills. Furthermore, through the study of literature, students gain insights into human experiences, values, and emotions, which can foster empathy and a broader worldview.
First and foremost, the syllabus focuses on developing students' language skills in reading, writing, speaking, and listening. Through a variety of texts, including literary works, non-fictional articles, and multimedia resources, students are exposed to different genres and styles of writing. This not only enhances their language proficiency but also broadens their understanding of various cultural and social issues.
Lesson2VarietiesofEnglish(区一等奖)
Geoffrey ChaucerChaucer, Geoffrey . Chaucer's enduring fame reflects the range and quality of his poetry and prose, but also the accessibility of his midlands-based London English. His impact on the English language through the absorption of French words, ideas, and forms is considerable. Born into a family of prosperous vintners, Chaucer served as page then esquire to various aristocratic households, including that of Richard II. Chaucer's specific assignments included fighting in the Hundred Years War , undertaking trade and diplomatic missions to Italy and France, and acting as customs controller at the port of London and clerk of works at Westminster. Chaucer's situation on the periphery of aristocratic circles perhaps underlies his self-presentation as a bystander at life's games of power and love. A courtly audience seems implied, for instance, by The Book of the Duchess, probably a consolation for John of Gaunt at the death of his duchess Blanche , while the ballade ‘Lack of Steadfastness’ offers advice to the king.Apart from the brilliant five-part tragedy Troilus and Criseyde, the poems are mainly small to medium scale, while in the broken ending of The House of Fame we perhaps see Chaucer losing his direction in an ambitious experimental project. Solemnity rarely goes unpu nctured, yet Chaucer is also ‘the noble philosophical poet of love’ (Usk). Notable is Chaucer's ability not only to impersonate other voices (from the coy hen falcon in The Parliament of Fowls to the blustering Host in the Canterbury Tales), but also to articulate different world-views with apparent impartiality. The only direct mention of 14th-cent. events is the jocular reference in the Nun's Priest's Tale to Jakke Straw, a leader of the 1381 Peasants' Revolt, but the contemporary problems of religious charlatanry and the misuse of money and power are treated in the Canterbury Tales with pervasive irony.。
Lesson2VarietiesofEnglish公开课
Development of EnglishThe language we call English derives primarily from languages spoken in England for only around 1,500 years. The land now known as England was invaded by several tribes known as the Angles, Jutes, and Saxons. The name England is derived from Angles' land, and the English language comes principally from a combination of the dialects spoken by these three tribes.The Angles, Jutes, and Saxons were all Germanic tribes. The Angles lived in the southern part of present-day Denmark, the Jutes in the northern part of Denmark, and the Saxons in the northwestern part of present-day West Germany. Other tribes in northern Europe spoke similar languages. English is thus a Germanic language and shares many structural similarities with other Germanic languages.Prior to the conquest of England by the Angles, Jutes, and Saxons, the country was inhabited primarily by various tribes who spoke Celtic languages. The languages spoken in the British Isles before the arrival of Celtic tribes around 2000 B. C. are unknown. In the wake of the Germanic invasions, the Celts fled to the remote northern and western parts of Britain, including Cornwall and the highlands of Scotland and Wales.Other peoples have invaded England and brought their languages with them as well. Vikings from present-day Norway landed on the northeast coast of England in the tenth century. Although ultimately defeated in their bid to control England, many Vikings remained in the country and added new words to the language.The English language changed considerably as a result of the Norman Conquest in 1066. The Normans spoke French, which they established as England's official language for the next 150 years. Although the royal family, nobles, judges, and clergy spoke French, the masses continued to speak English. By the thirteenth century, English again became the country's dominant language. In 1204, during the reign of King John, England lost control of Normandy and entered a long period of conflict with France. As a result, fewer people in England wished to speak French, and, in 1362, Parliament enacted the Statute of Pleading to change the official language of court business from French to English. English therefore regained its position as the official language for the inhabitants of England, but with the addition of many French words.The people of England diffused their language around the world through the establishment of colonies. The first English colonies were founded in North America,beginning with Jamestown, Virginia, in 1607, and Plymouth, Massachusetts, in 1620. The English also established colonies in Africa, Asia, and many of the islands in the Atlantic, Indian, and Pacific oceans.As recently as the 1950s, one-fourth of the world's people lived in a country where English was the official language, that is, the language adopted for use by the government, even in colonies where only a small percentage of people actually spoke English. After independence, leaders of most former British colonies selected an indigenous language as the official one but continued to use English for international communication.。
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There is a wide variety of patterns to choose from.
He refused the job offer for a variety of reasons.
New words
---waste food, paper, etc. that you throw away. --- a place or container where waste food, paper, etc. can be placed.
• 1. Pam is American . T • 2. Robert comes from Australia . F • 3. Richard has an Australian English accent . T • 4. Pam and Robert say “classroom” the same way . F • 5. The more different accents you hear, the more confused you get . F
Translate the following phrases.
1.fill in the form
3. set off
5. get in touch with
Handout 2. go off Ex. 2
4. pick up 8. keep to
10. all the way 6. help out
Ex.8 (p9.) Listen to the Canadian travel dialogues. Use the Strategies to choose the correct alternatives for each dialogue.
1 .b
2.a
3. c
Ex.9 (p9.) Listen again and use these expressions to complete the Function File.
5.I don’t really know. You see I’m just __________ helping out here.
6. Later today we're ___________ stopping off in New York for the night. keep to the timetable 7. I’m sorry, but we have to _____________. Sir. 8. What I meant was can I stay an extra night catch up with the train later? in New York and __________ 9. Oh, I see. The problem is tomorrow morning we _______ set off very early– we are going __________ all the way to Las Vegas. 10. But you could stay with your relatives tonight ___________ as long as you get back to the train before seven in the morning.
1. Au 2. B 3. B 4. Au 5. B 6. Au
Ex.7 (p9.)Listen to the conversation and decide which speaker is American, which is British and which is Australian
Jan
Lesson 2
Varieties of English
English
New words
• cream • razor • catch on • for ages • mate • brochure • cab • relative
New words
variety
a variety of…
五花八门的,
post
Ex. 2(p8.) Match the British English words with the American English ones in the list below.
Am. E Br. E
1.Mail 2.Movie 3.Subway 4.Garbage 5.Vacation 6.apartment
2; 3; 4 ;5; 8 a)Polite and indirect? b)Too direct and possible rude?
1; 6; 7
Fill in the blanks according to the listening text.
Байду номын сангаас
Handout Ex. 1
in this form here, 1.Ah, yes. If you’d like to fill ____________ please. you up at ten o’clock. 2.The bus will pick __________
Pattie
British
American Australian
Shane
Listening Strategies: Identifying situations and people
• Before you listen, look at the alternatives in the questions. Think about what they are going to talk about. • What are the important words you hear? These can help you identify the situation. • Sound effects also often help you identify the situation. • Is the language formal or informal? This can help you decide what the relationships are between the people. • Listen to the intonation of the people to identify their moods.
7. stop off
9. catch up with
11. as long as
13. pay my bills
12. in a Britain accent
Fill in the blanks with the following phrases.
1. Every time, the young mother____ for work her baby will cry for a while. 2. When I was in France last year. I ____ a few French words. 3. 10 years passed. Graduates from the university are keen on____ each other to see that the classmates look like. 4. When I bought the house, my sister____ with a loan. 5. They have______ the application form, waiting for the reply anxiously at home. 6. Finally, the young man_____ the carriage 7. She didn’t say a word to me ____ back home. 8. We’ll go ______ the weather is good. 9. We___ at a hotel for the night on the trip to Tibet. 10.She’s nearly 90 and mostly ____ her room.
Ex.5 (p8)
Listen to the sentences and decide whether they are spoken in an American accent (A) or a British accent (B)
1 B 2. A
3. A 4. B
Ex.6 (p8) Now listen to these sentences and decide whether they are spoken in an Australian accent or a British accent.
Are the expressions in the Function File direct and not very polite, or indirect and polite?
Indirect and polite.
Ex.10 (p9.) Pronunciation. Listen and think about language and intonation. Which requests are:
• How many countries can you name where English is the native language?
• Do all these English speakers sound the same?
Words’ difference between American English and British English
Listening Strategies: Identifying different English accents