A Preliminary Study of Cognitive Strategies in English Vocabulary Learningx
大学英语六级改革适用(阅读)模拟试卷345(题后含答案及解析)
大学英语六级改革适用（阅读）模拟试卷345(题后含答案及解析)题型有：1. I wasn’t surprised when this didn’ t make the news here in the United States—we’re now the only wealthy country without such a policy. The United States does have one explicit family policy, the Family and Medical Leave Act, passed in 1993. It entitles workers to as much as 12 weeks’unpaid leave for ease of a newborn or dealing with a family medical problem. Despite the modesty of the benefit, the Chamber of Commerce and other business groups fought it bitterly, describing it as “government-run personnel management”and a “dangerous precedent”. In fact, every step of the way, as (usually) Democratic leaders have tried to introduce work-family balance measures into the law, business groups have been strongly opposed. As Yale law professor Anne Alstott argues, justifying parental support depends on defining the family as a social good that, in some sense, society must pay for. In her book No Exit: What Parents Owe Their Children and What Society Owes Parents, she argues that parents are burdened in many ways in their lives: there is “no exit”when it comes to children. “Society expects—and needs—parents to provide their children with continuity of care, meaning the intensive, intimate care that human beings need to develop their intellectual, emotional and moral capabilities. And society expects—and needs—parents to persist in their roles for 18 years, or longer if needed.”While most parents do this out of love, there are public penalties for not providing care. What parents do, in other words, is of deep concern to the state, for the obvious reason that caring for children is not only morally urgent but essential for the future of society. The state recognizes this in the large body of family laws that govern children’ s welfare, yet parents receive little help in meeting the life-changing obligations society imposes. To classify parenting as a personal choice for which there is no collective responsibility is not merely to ignore the social benefits of good parenting; really, it is to steal those benefits because they accrue (不断积累) to the whole of society as today’ s children become tomorrow’s productive citizenry (公民). In fact, by some estimates, the value of parental investments in children, investments of time and money (including lost wages), is equal to 20-30% of gross domestic product. If these investments generate huge social benefits—as they clearly do—the benefits of providing more social support for the family should be that much clearer.1．What do we learn about paid family leave from the first paragraph?A．America is now the only developed country without the policy.B．It has now become a hot topic in the United States.C．It came as a surprise when Australia adopted the policy.D．Its meaning was clarified when it was established in Australia.正确答案：A解析：细节题。
Role of working memory in children's understanding spoken narrative
Applied Psycholinguistics30(2009),485–509Printed in the United States of Americadoi:10.1017/S0142716409090249Role of working memory in children’s understanding spoken narrative:A preliminary investigationJAMES W.MONTGOMERYOhio UniversityANZHELA POLUNENKOHillsborough Public School System,North CarolinaSALLY A.MARINELLIEOhio UniversityReceived:April11,2008Accepted for publication:November2,2008ADDRESS FOR CORRESPONDENCEJames W.Montgomery,School of Hearing,Speech,and Language Sciences,W231,Grover Center, College of Health&Human Services,Ohio University,Athens,OH45701.E-mail:montgoj1@ABSTRACTThe role of phonological short-term memory(PSTM),attentional resource capacity/allocation,and processing speed on children’s spoken narrative comprehension was investigated.Sixty-seven children (6–11years)completed a digit span task(PSTM),concurrent verbal processing and storage(CPS)task (resource capacity/allocation),auditory–visual reaction time(A V RT)task(processing speed),and the Test of Narrative Language.Correlation and regression analyses examined the association between the memory variables and comprehension.The mainfindings were(a)CPS and A V RT correlated with com-prehension and(b)after accounting for age,CPS accounted for a significant7.9%of unique variance and A V RT accounted for another significant5.2%.The results indicate that resource capacity/allocation and processing speed are important to children’s ability to understand spoken narrative. Children from an early age appreciate and understand various kinds of spoken narrative(Dickenson&Snow,1987;Dickensen&Tabors,1991),includingfirst-hand stories about daily events;retellings of previous experiences;and fantasy-based stories that include characters,conflicts,resolutions,and various action-based sequences.Understanding more complex narrative structure entails the listener building and remembering an integrated and coherent mental model that includes various elements(characters,events,actions,and mental states of the characters)temporally and causally arranged in an overall plot(Bower&Morrow, 1990;Gersbacher,1997;van Dijk&Kintsch,1983;Zwaan,2004;Zwaan& Radvansky,1998).Although the narrative comprehension skills of children have ©2009Cambridge University Press0142-7164/09$15.00been studied(Berman&Slobin,1994;Bornens,1990;Genereux&McKeough, 2007),relatively little research attention has focused on the memory mechanisms supporting children’s understanding of spoken narrative.The present study was designed to address this issue by examining the role of three mechanisms of working memory(phonological short-term memory[PSTM],attentional resource capacity/allocation,processing speed)on children’s comprehension of spoken narrative.NARRATIVE DEFINEDAt a basic level,narratives include two major components(Bower&Morrow, 1990).Thefirst is a description of the characters:who they are and what their relationship is with each other.Character description is important because it ex-plains the characters’goals,plans,and actions to resolve some sort of problem as the story’s plot unfolds.The second is a mental map of the physical setting in which the story occurs.Embedded within these two main components,sto-ries may comprise up to seven basic elements(or story grammar components;e.g.,Stein&Glenn,1979).These components include a setting,an initiating event,an internal response,internal plan,an attempt,direct consequence,and a reaction.The setting introduces the main character and the time and place of the story.Initiating events are actions,events(i.e.,often a problem),changes in the physical environment,or character’s internal perception of an event.In-ternal responses are character’s feelings,emotions,goals,desires,intentions,or thoughts leading to a plan of action to solve a problem.Attempts are actions taken by a character to resolve a problem or achieve a goal.Direct consequences are actions,natural occurrences,or end states representing the character’s at-tainment or nonattainment of a goal.Reactions are how or what the character feels or thinks or acts relative to the direct consequence.When combined,these story grammar components make up an episode within a story.An episode is defined as minimally complete if it contains at least one initiating event or inter-nal response causally related to an attempt that was causally related to a direct consequence(Merritt&Liles,1989;Peterson&McCabe,1983).Stories can vary in complexity depending on the number of elements contained in an episode, number of embedded episodes within other episodes,and the total number of episodes.The central focus of many models of discourse comprehension is on under-standing how listeners mentally represent what a text(oral or written)describes. These representations are referred to as mental models(Bower&Morrow,1990; Johnson-Laird,1983)or situation-based models(van Dijk&Kintsch,1983).The processes of integration and inference are crucial to constructing a coherent mental model.Integrating information between adjacent phrases and clauses within sen-tences is necessary to establish local coherence between,for example,characters and their actions.Inferential processing(understanding the psychological state of characters,connecting characters’actions with event sequences and outcomes)is important in establishing integration across large portions of input to ensure global story coherence.COGNITIVE MODELS OF NARRATIVE COMPREHENSIONFrom a memory perspective,listeners must be able to keep track of the many details in a story and ultimately integrate them into a coherent global representa-tion.Numerous memory-based models have been developed to account for how listeners accomplish this feat.These models include minimalist hypothesis models (Gerrig&O’Brien,2005;McKoon&Ratcliff,1992,1998),constructionist ac-counts(Graesser,Singer,&Trabasso,1994;Singer,Graesser,&Trabasso,1994), structure-building models(Gernsbacher,1997),event-indexing models(Zwaan& Radvansky,1998),and immersed experiencer models(Zwaan,2004).Ignoring theory-dependent differences,all cognitive models of narrative comprehension explicitly or implicitly invoke the construct of working memory as the memory device supporting comprehension.Although working memory has been concep-tualized in different ways by different investigators,all agree that it generally refers to the ability to engage in simultaneous information processing and storage (e.g.,Baddeley,1998,2000;Cowan,1997;Cowan et al.,2005;Just&Carpenter, 1992).To ensure the construction of an appropriate mental model a listener must be able to simultaneously store the products of prior processing,process newly arriving information,and reactive prior representations that are relevant to the current context so they can be integrated with new information,thereby updating the mental model.CHILDREN’S NARRATIVE ABILITY AND WORKING MEMORYNarrative developmentResearch shows that young preschool age children have the ability to under-stand and produce primitive accounts of story schemas referred to as narrative scripts.Narrative scripts(i.e.,personal narratives)are knowledge structures de-scribing children’s knowledge of routine and familiar event sequences or mon narrative scripts for young children include going to birth-day parties,getting ready for bed,and going to a restaurant(e.g.,Hudson& Shapiro,1991;Paris&Paris,2003).However,by age5or so children have the ability to understand and produce stories around a conflict involving a pro-gression of events that includes a central protagonist,and by age6compre-hend and produce stories involving causal relationships(Botvin&Sutton-Smith, 1977;van den Broek,1997).Between the ages of8and10children under-stand and produce more complex stories that include repeated attempts by the protagonist to achieve his/her goal(McKeough,1992).Narrative development continues to grow beyond age8,as evidenced by children comprehending and producing stories that contain a greater number of complete episodes,stories that include a greater number of embedded episodes(Peterson&McCabe,1991; Purcell&Liles,1992),as well as stories with characters experiencing differ-ent psychological states(Genereux&McKeough,2007;McKeough,2000;van den Broek,1997;van den Broek,Lynch,Naslund,Ievers-Landis,&Verduin, 2003).Children’s working memoryDevelopmental cognitive research has devoted considerable energy to understand-ing the development of children’s working memory and how working memory relates to various cognitive and academic achievements.There are different the-oretical views of working memory(Baddeley,1998;Cowan,1997;Cowan et al., 2005),but it is Baddeley’s(1998)model that has driven much of the developmen-tal memory research.His model guided the present study.From a developmental perspective,working memory can be conceptualized as a multidimensional sys-tem comprising several separable yet interactive aspects(Alloway,Gathercole, &Pickering,2006;Bayliss,Jarrold,Baddely,Gunn,&Leigh,2005;Gathercole, 1999;Gathercole,Pickering,Ambridge,&Wearing,2004),including a PSTM storage buffer,an attentional resource capacity/allocation dimension,and process-ing speed.PSTM.PSTM is another key component of working memory.It is a capacity-limited storage buffer responsible for storing incoming speech temporarily while some kind of cognitive task(e.g.,comprehension)takes place(Baddeley,1998, 2000).Speech enters PSTM automatically but will fade quickly if it is not immedi-ately processed in some fashion.Temporarily holding speech in PSTM presumably allows a listener to invoke the language system to immediately process that mate-rial(Baddeley,1998).Moreover,it is suggested that PSTM serves as a mnemonic window in which sequences of incoming words are held,not entire sentences (Baddeley,1998).Developmental research indicates that PSTM capacity develops with age and asymptotes by about age8(Gathercole,1999).PSTM capacity is typically measured using an item recall task such as digit span,word span,or non-word repetition(Alloway et al.,2006;Gathercole,1999;Gathercole et al.,2004). The developmental pattern is that as children get older their item span increases. PSTM has been implicated in a variety of linguistic abilities of children.A rich developmental literature indicates a strong association between PSTM func-tioning and lexical learning,especially in children between4and8years of age (Gathercole&Baddeley,1989,1990;Gathercole,Willis,Emslie,&Baddeley, 1992).There is some evidence indicating that PSTM may also be implicated in young school-age children’s sentence comprehension,particularly of com-plex grammatical structures(Ellis Weismer&Thordardottir,2002;Montgomery, 1995).With respect to the comprehension of narrative,however,we would hy-pothesize no relation to PSTM given that narrative comprehension involves the processing,storage,reactivation,and integration of large amounts of information across wide stretches of input.Attentional resource capacity/allocation.Another major mechanism of working memory includes attentional resources and control(Baddeley,1998,2000).Differ-ent investigators conceptualize this aspect of working memory in a different ways (see Baddeley,1998,2000;Cowan,1997;Cowan et al.,2005;Just&Carpenter, 1992).In the present study,we adopt Baddeley’s view of attentional capacity and control.For Baddeley(1998,2000),attentional resources and control correspond to the central executive component of working memory.Generally,attentionalresource capacity refers to the amount of cognitive capacity(i.e.,mental energy or activation)available to an individual to perform a cognitive task.Attentional control and allocation refers to an individual’s ability toflexibly use his/her re-sources during complex cognitive processing,for example,dividing or allocating attentional resources between two or more different concurrent mental activities (e.g.,verbal processing,verbal storage).It should be made explicit that the notion of attentional resource capacity/allocation as used in the present study is viewed by some as synonymous with the more global construct of working memory(Just& Carpenter,1992).The reason is that both constructs entail simultaneous processing and storage.In the present study,the term attentional resource capacity/allocation is used for two related reasons.First,it represents one of the separable mechanisms of working memory(Baddeley,1998,2000;Bayliss et al.,2005).Second,we wish to identify the individual and combined contributions of three different aspects of working memory on children’s spoken narrative comprehension.Children’s attentional resource capacity/allocation improves with age(Bayliss et al.,2005;Barrouillet&Camos,2001;Gathercole,1999;Gaulin&Campbell, 1994;Gavens&Barrouillet,2004).The attentional capacity and allocation of children is typically assessed using various simultaneous processing-storage tasks (i.e.,listening span,counting span).For instance,Gaulin and Campbell(1994) used a listening span task,the competing language processing task(CLPT),to assess6-to12-year-old children’s resource capacity/allocation.Children were presented auditory sets of simple sentences(Pumpkins are purple,Fish can swim) ranging from two sentences in a set up to seven sentences.They were asked to comprehend each sentence and then at the end of the set recall as many sentence-final words as possible.The results showed that whereas the children demonstrated high comprehension across the age span(93%),word recall steadily improved with age.This response pattern has been replicated by others(Ellis Weismer,Evans,& Hesketh,1999;Mainela-Arnold&Evans,2005).There is emerging evidence that resource capacity/control is involved in school age children’s global language abilities,as measured by standardized test perfor-mance(Leonard et al.,2007),as well as their comprehension of complex grammar (Montgomery,Magimairaj,&O’Malley,2008).The study by Montgomery et al. examined the relation between PSTM,attentional capacity/allocation(indexed by listening span),processing speed,and the comprehension of simple sentences and complex sentences in6-to11-year-old children.Results showed that resource capacity/control and processing speed both accounted for unique portions of vari-ance in the children’s complex sentence comprehension but not simple sentence comprehension.Short-term storage,however,accounted for no unique variance. It was argued that,relative to simple grammar,complex grammar invites signifi-cant attentional resources and speed of processing because of their syntactic and working memory-related processing requirements,including the need to allocate sufficient resources to(a)the PSTM buffer to keep new incoming word sequences in an active state long enough for them to be processed,(b)the language system to retrieve appropriate linguistic properties of the input words and activate lan-guage processing schemes to generate in a timely manner appropriate linguistic representations of the word sequences(noun phrase,verb phrase),(c)reactivation processes responsible for retrieving representations from prior processing thatare currently stored in working memory(Lewis,Vasishth,&van Dyke,2006; McElree,Foraker,&Dyer,2003),and(d)integration processes responsible for piecing together prior representations with new representations into a coherent sentence-level representation.We hypothesize a similar need for attentional ca-pacity/control and processing speed to support narrative comprehension given the nature of narrative processing.Speed of processing.Processing speed refers to processing efficiency or rate (Kail&Salthouse,1994;Salthouse,1996)and emphasizes the amount of cognitive work that can be completed in a given unit of time.An underlying assumption regarding processing speed is that it is dependent on“neural processing speed”(Jensen,1993),that is,rate of synaptic transmission.The basic idea is that those individuals with faster processing are better able to remember and/or process greater amounts of information in the same unit of time than slower processing individuals.The cognitive literature indicates that processing speed improves with age,becoming markedly faster from early childhood through adolescence and into young adulthood(Hale,1990;Kail,1991,1992,2000;Kail&Miller,2006). Processing speed is assessed using some kind of reaction time(RT)task in which children make a timed response to a verbal or nonverbal stimulus under a simple or cognitively loaded processing condition.Individual variation in processing speed has been shown to help explain dif-ferences across children in a variety of cognitive abilities.This is especially the case with respect to explaining STM span(Ferguson&Bowey,2005),complex memory span(Towse,Hitch,&Hutton,1998,2002),andfluid intelligence(Fry &Hale,1996,2000).Speed of processing has also been shown to be associated with school-age children’s global language abilities(Leonard et al.,2007)as well as their understanding of complex sentence structures(Montgomery&Evans,in press;Montgomery et al.,2008).Of interest,processing speed has been shown to account for significantly far less variance than attentional resource capac-ity/allocation in children’s global language performances,that is,sentence-level comprehension and production(Leonard et al.,2007;Montgomery&Windsor, 2007).In the present study,though,we would predict that processing speed should be significantly associated with narrative comprehension given the nature of the rapid processing and integration demands inherent in narrative comprehension.Interrelations among working memory mechanisms in childrenComplex memory performance and narrative comprehension both entail the co-ordination of information processing and storage.That is,both require children to manage the dual demands of processing incoming information while engaging in information storage and retrieval.Understanding the potential relation between children’s working memory and narrative comprehension can be facilitated by understanding the nature of the relation among these different working memory mechanisms in the service of complex memory performance.Much of the extant developmental memory literature has examined the influence of single isolated mechanisms such as PSTM,processing speed/retention interval,or attentional resource allocation on complex memory performance(Barouillet&Camos,2001;Kail,1991;Towse et al.,1998).It has only been recently,though,that investigators have begun to examine the contribution of more than a single mechanism(Bayliss et al.,2005;Bayliss,Jarrold,Gunn,&Baddeley,2003).Bayliss and colleagues(2003,2005)examined the contribution of storage and processing speed(efficiency)on the verbal and nonverbal complex memory span of a large group of6-to-10-year-olds.In both complex memory tasks,the chil-dren were presented with the same display screen consisting of different colored squares.Each square contained a single digit(i.e.,1–9)in its center.In the verbal complex span task,the children were required to make an association between an auditorily presented object name(grass)and the color typically associated with the object(green).Immediately following hearing the object name the children were asked to locate the square corresponding to the color of the object.Selecting the appropriate colored object represented the processing component of the task. The children were also asked to remember the digit appearing in the center of each square.At the end of each trial,they recalled as many digits as possible (storage component of task).In the visuospatial complex span task,children were required to scan the display to locate a target square that was differentiated from the other squares by a combination of size and type of square.The children were then required to remember the location of the square.Across both tasks each processing and storage episode was presented for afixed time window of5500ms,thereby controlling the time of the retention interval(Towse et al.,1998).The children also completed separate simple storage tasks,independent of the complex memory tasks.Processing speed/efficiency was also measured using the same complex span tasks except that the tasks did not include the storage component.Processing speed was also assessed using two other speeded measures.Results of hierarchical linear regression and structural equation modeling revealed that age-related changes in both processing speed(efficiency)and storage contributed to the developmental improvement in children’s complex memory span.The contribution of attentional resource capacity/allocation to children’s com-plex memory performance,however,has not been explicitly examined,but atten-tional resource capacity/allocation has been shown to be important to children’s dual-task performance(Irwin-Chase&Burns,2000).It is thus reasonable to think that it should also be important to children’s complex memory performance given the need for attentional resources to be allocated to both processing and storage. These investigators presented second andfifth grade children two kinds of dual processing tasks.In one condition each task was designated as having equal pri-ority,and in the other condition one task was designated as primary and the other as secondary(i.e.,unequal priority condition).The assumption behind the design was that the unequal priority condition invited children to allocate their attentional resourcesflexibly,in accordance with the priorities of the task,whereas in the equal priority condition there were no priorities to guide the children’s allocation of attention.With this view,compared with the younger children,the older chil-dren should show better dual-task performance in the unequal priority condition. The children also completed a single processing task as an index of attentional capacity.Overall,the results were consistent with the authors’hypotheses.In the equal priority task condition there was no significant age difference,after control-ling for single task performance.These results were interpreted to suggest thatyounger and older children do not differ in dual-task performance in the absence of explicit demands to pay greater attention to one task over another.However,on tasks entailing primary and secondary tasks the older children demonstrated better dual-task performance.These results were taken to mean that,relative to younger children,older children have better ability to allocate their attentional resources in accordance with the priorities of the task.Working memory and narrative comprehension in childrenWe know of no studies examining the contribution of working memory and its various components to children’s understanding of spoken narrative.There is,however,a literature examining its role in school age children’s reading comprehension.The literature is mixed and less than definitive,however,with the discrepancy infindings related to methodological differences,for exam-ple,age of participants,nature of the memory tasks,and nature of the reading comprehension measures.Relevant to us,many previous studies examined the contribution of working memory from a global construct point of view(i.e., working memory capacity)rather than from the perspective of individual mech-anisms.A number of studies suggest that school-age children’s text comprehension is indeed significantly associated with working memory capacity(Cain,Oakhill,& Bryant,2004;Leather&Henry,1994;Seigneuric&Ehrlich,2005;Swanson &Berninger,1995;Yuill,Oakhill,&Parkin,1989).Moreover,it appears that whereas working memory predicts text comprehension simple STM does not (Leather&Henry,1994;Swanson&Berninger,1995;Yuill et al.,1989).The findings of Cain et al.(2004)are especially informative because they suggest that the ability to engage in simultaneous verbal processing and storage is significantly related to the processes of verbal integration and inference making during text processing.Even when adjusting for various language-related variables such as lexical knowledge,decoding abilities,word recognition,phonological awareness, working memory still accounts for significant variance in reading comprehension (Cain et al.,2004;Swanson&Berninger,1995;Yuill et al.,1989).However,other studies(Hosgrove&Garton,2006)have reported that STM does predict some of the variance in reading comprehension.AIM AND PREDICTIONS OF THE STUDYThe adult discourse literature and the developmental reading literature both sug-gest that working memory plays an important role in narrative comprehension. However,we know of no comparable literature focusing on young school-age chil-dren’s auditory comprehension of narrative.The current investigation,therefore, was carried out to begin tofill this research gap.Our focus was on examining the potential influence of three main components/mechanisms of working memory, PSTM storage,the attentional resource capacity/allocation function of the cen-tral executive,and processing speed,on children’s ability to understand spoken narrative.Resource capacity/allocation should predict the greatest amount of variancein children’s narrative comprehension because this is the function of the centralexecutive that is assumed to be responsible for controlling theflow of mentalresources between PSTM,the language processing system,and working memory(Baddeley,1998,2000),including reactivation and integration of relevant prior rep-resentations with new,developing representations(Gernsbacher,1997;Graesseret al.,1994;Singer et al.,1994).Processing speed should account for the secondmost amount of variance because children must be able to complete in a timelyfashion the various sentence-level and discourse-level processing operations sup-porting the construction of a mental model.Finally,mental model building in-volves the storage,reactivation,and timely integration of multiple representationsalready having been constructed.For this reason,PSTM should predict the leastamount of variance because PSTM involves the immediate storage of incominginformation.METHODParticipantsSixty-seven typically developing children between the ages of6and11took partin the study(mean age=8years,4months[8;4];SD=20.3months).The sampleincluded28children between6;0and7;11,20children between8;0and9;11,and19children between10;0and11;11.Thirty-five girls and32boys participated.All of the children were taking part in a larger project designed to investigate theassociation between information processing and language processing in childrenwith developmental language impairment and typically developing children.Allof the children demonstrated at least normal-range nonverbal IQ(≥85)on theTest of Nonverbal Intelligence,Third Edition(Brown,Sherbenou&Johnsen,1997)and normal-range hearing sensitivity as determined by audiometric puretone screening at25dB HL(American Speech–Language–Hearing Association,1990)for500Hz and1,2,and4kHz.They also showed normal range articulationabilities based on their performance on the Goldman–Fristoe Test of Articula-tion,Second Edition(Goldman-Fristoe,2000),as well as normal or correctedvision.No child had a history of learning disability,neurological impairment,or psychological/emotional disturbance or attention deficit disorder(from parentreport).The children met the following language criteria.All were English-speakingchildren.They obtained a composite receptive language score and a compositeexpressive language score that was at or above−1SD from the mean(Tomblinet al.,1997)on the Clinical Evaluation of Language Fundamentals,Fourth Edition(Semel,Wiig,&Secord,2003).They also obtained a score that fell at or above −1SD on the Test for Reception of Grammar,Second Edition(Bishop,2003), a syntax-specific receptive measure,and the Peabody Picture V ocabulary Test,Third Edition(PPVT-III;Dunn&Dunn,1997),an index of single word receptivevocabulary knowledge.Table1displays descriptive summary data by age for theparticipants.。
考研英语 完形填空
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2020智慧树知道网课《英语学术论文写作》课后章节测试满分答案
第一章测试1【判断题】(5分) Peopledoresearchinordertohaveabetterunderstandingofourworld.A.对B.错2【判断题】(5分)Wedon’tneedtobecreativeinresearchasanyresearchisbasedonevidences.A.错B.对3【判断题】(5分)Goodresearchquestionsareimportantinresearch.A.错B.对4【判断题】(5分) Literaturereviewisneededinsomeresearchpapers.A.对B.错5【判断题】(5分) Agoodresearchpaperneedscarefulrevisingandproofreading.A.错B.对6【判断题】(5分) Unintentionalplagiarismcanbeexcusedasitisnotcommitteddeliberately.A.对B.错7【判断题】(5分) Academicfalsificationisonecommontypeofacademicdishonesty.A.对B.错8【多选题】(5分) Whatroledoesaliteraturereviewplayinaresearchpaper?A.Itenhancesthecredibilityofyourpaper.B.Itprovestheexistenceofaresearchgap.C.Itsynthesizestheexistingstudiesinyourarea.D.Itprovidesevidencesforyourargument.9【单选题】(5分) WhichofthefollowingisNOTanessentialstepinaresearchpaperwriting?A.ChoosingatopicB.ConsultinginstructorsC.LocatingsourcesD.OutliningthePaper10【多选题】(5分) Whichofthefollowingmayleadtoacademicdishonesty?A.AcademicplagiarismB.AcademicpromotionC.AcademicinterestD.Academicfabrication第二章测试1【多选题】(5分)Inchoosingaresearchtopic,whichofthefollowingdoweneedtoconsider?A.PublicationpossibilitiesB.AcademicimportanceC.OurresearchinterestD.Ourmanageability2【判断题】(5分)Tocheckthevalidityofaresearchtopic,weneedtobecriticalenough.A.对B.错3【判断题】(5分) Itisanactofplagiarismifonesimplyparaphrasesabookforaresearchpaper.A.对B.错4【判断题】(5分) StudentsshouldbebraveenoughtotrychallengingissuesfortheirBAtheses.A.对B.错5【判断题】(5分) Carefulreadingofliterarytextisimportantinliterarystudies.A.对B.错6【判断题】(5分) Literarytheoriestakepriorityoverliterarytextsinliteraryanalysis.A.错B.对7【判断题】(5分) ICstudycanbechallengingbutinterestingandpracticalinlife.A.错B.对8【判断题】(5分) Expertssharesimilarunderstandingsoverthestandardsoftranslation.A.错B.对9【判断题】(5分) Translationstrategiesandtranslationtechniquesaredifferentconceptsintranslation.A.对B.错10【判断题】(5分) Sociolinguisticsisoneofthebranchesofappliedlinguistics.A.对B.错第三章测试1【判断题】(5分) Aworkingbibliographyincludesthesourceswehavesofarcollectedforaresearchproject.A.对B.错2【判断题】(5分) Knowingwhatsourcesyouneedisofvitalimportanceinevaluatingyoursources.A.错B.对3【判断题】(5分) Sourcesfromleadingscholarscanbeveryusefultoyourresearch.A.错B.对4【判断题】(5分)Inreadingsources,weneedtobecriticalandformourpersonalresponses.A.对B.错5【判断题】(5分) Theplanforanempiricalresearchshouldcoveritspurpose,method,subjects,andprocedure.A.错B.对6【判断题】(5分) Itiswisefortheobservernottotakepartintheactivityobservedatalltime.A.错B.对7【多选题】(5分)InBooleanLogic,ifonewantstosearchonlyforsourcesrelevantwithcomputervirus,thesearchformul ashouldbe_______.A.computernotvirusB.computernearvirusC.computerorvirusD.computerandvirus8【多选题】(5分) Theannotationofasourceinanannotatedbibliographymayhaveyour____:A.reflectionofthesourceB.adaptationofthesourceC.summaryofthesourceD.assessmentofthesource9【单选题】(5分)Inaquestionnaireentitled“ASurveyontheThirdYearEnglishMajors’EnglishVocabularyinXXUniv ersity”,the“thethirdyearEnglishmajors”shouldbe：A.ThetimeofthesurveyB.ThesubjectofthesurveyC.ThecontentofthesurveyD.Themodeofthesurvey10【单选题】(5分)Inanexperimententitled“AStudyontheEffectsofWriting-after-ReadingActivityonEnglishMajors EnglishVocabulary”,students’languageproficiencyshouldbe:A.IrrelevantvariableB.dependentvariableC.Independentvariable第四章测试1【判断题】(5分)Aresearchproposalshouldbepersuasiveinnature.A.错B.对2【判断题】(5分) Wecanaskforsuggestionsfromtheexpertsforourresearchinourproposal.A.错B.对3【判断题】(5分) Weneedtoputforwardourresearchquestionsinourresearchproposals.A.错B.对4【判断题】(5分) Aresearchproposaldemonstratesthesignificanceofourproposedresearch.A.错B.对5【判断题】(5分) Theliteraturereviewsectioninaproposalprovestheexistenceofaresearchgap.A.对B.错6【判断题】(5分)The“ApplicationoftheResearch”tellshowyourresearchwillbenefitinpractice.A.对B.错7【判断题】(5分)A“PreliminaryBibliography”isalistofthesourcesyouhavecitedinyourproposal.A.错B.对8【判断题】(5分) Thesignificanceofyourresearchemphasizespossibleresearchcontributions.A.对B.错9【判断题】(5分)Simpleasitis,aBAthesisproposalincludesalltheelementsinagrantresearchproposal.A.错B.对10【多选题】(5分)WhichofthefollowingisNOTincludedinthree-moveschemeoftheproposalsummary?A.researchneedB.potentialcontributionsC.possiblelimitationsD.researchmethod第五章测试1【判断题】(5分) Theuseofsignalphrasesincitationcanenhancethefluencyofwriting.A.对B.错2【判断题】(5分) Theintegrationofthesourcesmustfitourwritinginstructureandgrammar.A.错B.对3【判断题】(5分) Researchlimitationisacompulsoryelementinallresearchpapers.A.错B.对4【判断题】(5分) CARSModelisapatternforintroductionwritinginresearchpapers.A.对B.错5【判断题】(5分)Inrevising,weneedtofocusontheerrorslikegrammarandspelling.A.错B.对6【判断题】(5分) Aliteraturereviewmainlypresentsasummaryofeachsourceinchronologicalorder.A.错B.对7【单选题】(5分) Characteristicsofacademicwritingincludesallthefollowingexcept________.A.thefirst-personviewB.aformaltoneC.aclearfocusD.precisewordchoice8【单选题】(5分) Itisessentialtoalwaysacknowledgethesourceofborrowedideasinyourpaper.Todootherwiseisconsi dered_________.A.IgnoranceB.CarelessnessC.Plagiarism9【单选题】(5分)Whichofthefollowingarefeaturesofagoodtitle?A.ClearB.AlloftheaboveC.Attractive.D.Direct10【单选题】(5分)Abstractscanbedividedintotwotypes accordingto their_________.A.functionsB.length第六章测试1【判断题】(5分)MLAin-textcitationrequiresthattheauthorinformationshouldbeputeitherinthetextofthepaperorint heparentheticalcitation.A.错B.对2【判断题】(5分)InMLAdocumentation,parentheticalcitationinthetextofthepapermustalwaysincludetheauthor’sn ameandthework’stitle.A.错B.对3【判断题】(5分)MLAworkscitedlistisorganizedalphabeticallybytheauthor’slastnames(orbytitleforaworkwithnoa uthor).A.错B.对4【判断题】(5分)Whenawork’sauthorisunknown,theworkislistedunder“Anonymous”inthelistofMLAworkscited.A.错B.对5【单选题】(5分)Lee(2007)stated,“Theabilitytothinkcriticallyisneededinthisrevolutionaryageoftechnologicalcha nge”(p.82).Thein-textcitationusedhereis__________.A.integratedB.non-integrated6【多选题】(5分)WhatarethefunctionsofAPAdocumentation?A.Tociteothers’ideasandinformationusedwithinyourpaperB.TodemonstratethetypeofresearchconductedC.ToindicatethesourcesintheReferenceslist7【单选题】(5分)Writethelistofworkscited,usingtheAPAformat.Aparaphraseofanideafrompage121ofWritingSpace:TheComputer;Hypertext,andtheHistoryofWr iting,byJayDavidBolter.This1991bookwaspublishedbyLawrenceErlbaumAssociatesofHillsdale, NewJersey.Whichofthefollowingiscorrectfortheauthor’sname?A.Bolter,J.DB.J.D.BolterC.Jay,D.BolterD.Bolter,JayDavid【单选题】(5分)Writethelistofworkscited,usingtheAPAformat.Aquotationfrompage78ofanarticlebyBartKoskoandSatornIsakafromtheJuly1993issueofScientifi cAmerican,amonthlypublication.Thearticleisentitled"FuzzyLogic"andappearsonpages76to81in volume239,ofthejournal. Whichofthefollowingisthecorrectformatforthevolumeandpagernumber?A.ScientificAmerican,239,78B.ScientificAmerican,239,76-81C.ScientificAmerican,239:76-81D.ScientificAmerican,239,76-81.9【多选题】(5分)Bohren,M.A.,G.J.Hofmeyr,C.Sakala,R.K.Fukuzawa,andA.Cuthbert.(2017).Continuoussupportf orwomenduringchildbirth.CochraneDatabaseofSystematicReviews,2017(7).https:///10.1 002/14651858.CD003766.pub6Errorsmadeinthisentryinclude_________.A.authors’namesB.issuenumberC.theword“and”D.doinumber10【单选题】(5分)Perrey,S.(2017).Doweperformbetterwhenweincreaseredbloodcells?TheLancetHaematology,17, 2352-3026.https:///10.1016/S2352-3026(17)30123-0.RetrievedAugust23,2018.Whatinfo rmationisNOTneededinthisentry?A.ThedateofretrievalB.ThepagerangeC.Thedoinumber。
新视野第三版第二册读写教案
新视野大学英语教案
第二册 （第三版）
课题目（教学章节或主题） ：
Unit 1 An Impressive English Lesson
教学目标或要求: Students are supposed to 1. think and talk about language teaching and learning 2. understand and know the main idea of the text 3. learn and apply words, phrases and sentence patterns 4. master the essay writing skill 教学重点、难点： Key points: 1. text understanding 2. language points Difficult points: 1. language use 2. writing skill application 教学进程（包括基本内容、环节、步骤） ： 教学时数：6 学时 I. Pre-reading activities and text study (2 学时) II. Text study and essay writing (2 学时) III. Language focus and critical thinking (2 学时) 教学手段与方法： (Application of BOPPPS Model) 思考题、讨论题、作业： Do you think grammar is important in English learning? How can students enlarge their vocabulary? Write an essay using the writing model: introduction-body-conclusion. 教学过程： I. Pre-reading activities and text study 1. Bridge-in Idea-sharing: an unforgettable English lesson 2. Objective Students are required to: 1)think and talk about English teaching and learning 2)understand and know the main idea of the text 3. Pre-test Listen to a talk about an English learner’s learning experience and answer questions. 4. Participatory Learning (1) Pre-reading activities Discuss the following questions. a. In your opinion, what is the most effective way to learn English? b. What do you think is the most difficult in English learning? c. Do you think grammar is important in English learning? (2) Text understanding i. What does the son think of the father? (Para. 1)
英语语言学导论
Course Name:Introduction to LinguisticsSept. 2012, for Grade 2010 Classes 1-6English Undergraduate ProgramDepartment of EnglishSchool of Foreign Language StudiesNanchang University (NCU)Course Instructor: Prof./Dr. JIANGSyllabusCourse Description:This course aims at providing undergraduate juniors of English major with a fundamental and systematic account of the basic knowledge of the studies of linguistics at the modern time with explanations, illustrations, and necessary examples from the course book and also from present English and Chinese language uses, to help develop the students’ interest in this study, to facilitate their understanding of the linguistic terms and theories, and to build a systematic knowledge of the said study.Major Books Used for this Course:1)Hu, Zhuanglin 2006.Linguistics. A Course Book (Third Edition). BeijingUniversity Press, used as students’ course book.2) Robins, R. H. 1967/1997. A Short History of Linguistics (4th edn). London, NewY ork: Longman.4) Yule, George. 2000. The Study of Language.Beijing: Foreign Language Teachingand Research Press.5) Keith Brown et al. (eds.) 2006. Encyclopedia of Language and Linguistics (2nd edn),Oxford: Elsevier.6) Collinge, N. E. (ed.) 2005. An Encyclopaedia of Language. London, New Y ork:Routledge.7) Strazny, Philipp (ed.) 2005. An Encyclopedia of Linguistics.New Y ork, Oxon:Fitzroy Dearborn.8) Wikipedia. /9) Encyclopaedia Britannica. 2007. the electronic edition can be accessible on theinternet.Course Requirements:1)Attentive listening, active participation, quick note-taking and understanding,nice presentation in class and all the related activities2)Complete preview, in-class and after-class assignments3)Pass the final examinationCourse Schedule:1)General Introduction2)Chapter 1—Design features, origin, and functions of language3)Chapter 1 — Main branches, macro-linguistics, and important distinctionsin linguistics4)Chapter 2—Phonetic studies5)Chapter 2—Phonological studies6)Chapter 3—W ord and Formation7)Chapter 3—W ord/lexical changes8)Chapter 4—Syntactic relation, construction, and function9)Chapter 4—Grammatical categories, phrasing and beyond10)Chapter 5—Meaning and sense relation11)Chapter 5—Meaning analyses12)Chapter 8—Pragmatics (1)13)Chapter 8—Pragmatics (2) --Post-Gricean developments14)Chapter 11—Linguistics and foreign language teaching15)SummaryLecture 1General Introduction:Modern Linguistics and Earlier Linguistic StudiesIn this lecture, we shall make a general introduction to the development of modern linguistics and the linguistic studies before that. The students will get a general view/picture of the developments, the main linguistic schools, and their studies through attending this lecture.0.Leading in: What does your mind do most of the time? Or what do you do most ofthe time in your life including the dreaming time when you sleep? What is your major? What is English? Language is what you use most of the time in your life and is also your major. Since you are language majors, very likely you will use it for your future work. Why not learn about it then? What is language? What does it cover? …These are the questions for linguistics.1.The beginning of MODERN linguistics: 1916—(Q1. When did modern linguistics begin?)1) The first modern linguistic approacha. The ―father of modern linguistics‖-- Ferdinand de Saussure索绪尔(1857-1913)(Q2. Who was the father of modern linguistics?)b. The first modern linguistic book ―A Course on General Linguistics‖(1916).《普通语言学教程》Saussure’s two students pieced their notes takenfrom attending their teacher’s lectures and got it published in 1916/Englishversion in 1959.(Q3. What was the first modern linguistic book?)(Q4. Who published it?)2) Why is it ―modern‖?Because of the scientific views and the researchmethods introduced in this book. Eg. Language is a system of signs.Language has a sound system and a meaning system. Language has associative relation and paradigmatic relation.(Q5. In what sense is it called a ―modern‖ linguistic book?)2.What happened before Saussure?Some traditional approaches to language—there are three successive phases before Saussure’s time(Q6. Who were the earliest scholars of language? What did they study?)1) The Greek researchers and their studies--―Traditional Grammar‖ wasinstituted;Based on logic;Aiming solely at providing rules;Distinguishing correct from incorrect forms;Classic study, philosophical, logical, meaning.(Q7. What were studied about language during the Middle Ages?)2) The researches during the Middle Ages--PhilosophyAlexandria, the ―philosophical‖ school, religious, literary, linguistic;Linguistic structure is not the central concern, but meaning is;Seeking primarily to establish, interpret and comment upon texts;Applying the method of criticism;Comparison of texts of different periods and of different writers;Data—written language, exclusively Greek & Roman antiquityPrescriptive grammar;Paved the way for historical linguistics.(Q8. What were the two establishments in the 19th century?)3) Linguistic researches during 1800-1900--―Comparative grammar‖a. The establishment of linguistic family trees—The Indo-European Family Tree印欧语系The Sino-Tibetan Family Tree 汉藏语系, etc*In 1816, ―The Sanskrit Conjugation(动词变位) System‖ by Franz Bopp was a study of the connections between Sanskrit（梵文）, Germanic, Greek, Latin, andother European languages. The primitive elements that Sanskrit maintained are vital for the purposes of reconstruction of Indo-European language family.b. The establishment of the International Phonetic Alphabet (IPA) 国际音标and the publication in 1888, based on French teachers’ practice of teachingLatin and some other related languages.Later representatives—Max Müller, G. Curtius, A. Schleicher;Historical and comparative, etymological (语源学的);Comparativist school was the dominating study of the time.3. What does modern linguistics cover?1) Saussure and his study: the first structuralist approach2) Prague School布拉格学派The leading figure—V. Mathesius马泰休斯(1882-1946);Flourished during 1920s-30s;Mainstream structuralism; synchronic;Approach language structurally and functionally —form-functionalapproach;Followed both Polish B. de Courtenay (库尔特内) and Swiss F. de Saussure;First functionalist;Founded the International Functional Linguistic Association 1976;Distinguished contributions:a) Established the theory of phonology; distinguished between phoneticsand phonology; developed phonology as an independent study in 1939;b) Mathesius’ functional analysis of sentence components—very close tothe present division of given/new or theme/rheme, functional syntacticanalysis.3) American Structuralism/ Also called descriptive linguistics 美国结构主义/美国描写语言学Developed independently from the anthropological studies by Americanscholars such as Boas, Sapir, etc.；The representative figure—Leonard Bloomfield布龙菲尔德(1887-1946),his Language《语言论》(1933)；Flourished during 1930s-1950s；Structural and behavioral；Major focus—syntactic analysis；Contribution—IC analysis (immediate constituent analysis)4) The Chomskian approachThe leading figure—Noam Chomsky乔姆斯基(1928--);Influential during 1960s-1980s;Formal approach, deep structure/surface structure; NP VP;Psychological; we were born with LAD (language acquisition device);Innateness;Major focus—syntax;Contributions— a. Phrase Structure Theory;b. Transformational-Generative Grammar.5) London School 伦敦学派Leading figures:a. Malinowsky马林诺夫斯基(1884-1942) — anthropologist;b. Firth 弗斯(1890-1960) the 1st professor of General Linguistics in GreatBritain;c. M. A. K. Halliday韩礼德(1925-- ) Systemic-Functional Grammar;Influential from the 1980s;Functional approach and anthropological;Major focus—meaning in society and functional grammar;Contribution — functional analysis6) Cognitive Linguistics: a new perspective on how language is used; how weview the world and express it in language; how language tells different cognition of the same world in which human beings live.Leading figures: R. Langacker兰盖克; G. Lakoff 拉可夫;M. A. K. Halliday (partly);N. Chomsky (partly)7) Computational Linguistics: a branch of linguistics about how to teachcomputer to receive, comprehend, produce and translate natural languages. It reflects human ambition.4. Homework:1) Go over the questions discussed.2) Preview 1.1--1.5 of Chapter 1.3) What is language defined by different people? What is linguistics? How does asound come to have meaning?Lecture 2Design Features, Origin and Functions of LanguageIn this section, we shall mainly discuss some important features and functions of language. As widely discussed, there are four features and seven main functions.(Q9. What is linguistics? p14.What is language?p3.)0.Check students’ homework orally in class; ask them to give some presentation;offer them some different definitions (cf. Essentials of Linguistics pp.1 & 14);underline the key words in the definitions; explain them one by one with examples from English and Chinese to facilitate their understanding and memorizing.1) ―Language is a system of arbitrary vocal symbols used for humancommunication. ---It is a system since linguistic elements are arranged systematically rather than randomly. It is arbitrary in the sense that there is no intrinsic connection between a word and the object it refers to. It is symbolic because words are associated with objects, actions, ideas, etc. by convention. It is vocal because sound or speech is the primary medium for a human language. It is human in that no other animals possess such language.‖2) ―Modern linguistics is the scientific study of language. ---It studies the rules and principles whereupon human languages are constructed and operated as systems of communication. ‖(Q10. What is a design feature of language?)(Q11. How many design features are there and what are they?)1. 4 Design features of languageThe features that define human languages are called design features. (p3) (Q12. What is arbitrariness?)1)Arbitrariness 任意性There is no natural relationship between meaningand form, as well as meaning and sound of a language.Eg 1. fish (in English)le poisson (in French)鱼(in Chinese)*The above words and sounds all mean the same and all refer to the same kind of animal living in water, yet they take different forms.Eg 2. eat (in English)manger (in French)吃(in Chinese)(Q13. What is duality?)2)Duality 双重性Word is a combination of sound and meaning. Language has alevel of sounds/ a sound system and a level of meaning/ meaning system.Or: language has two systems—sound system and meaning system.(Q14. What is creativity?)3)Creativity 创造性(productivity 能产性in other linguistic books)a.W e can create new words;b.W e can create endless new sentences with limited number of words.(Q15. What is displacement?)4)Displacement 不受时空限制性a.One can refer to someone/sth. in the past, at the present or in thefuture;b.One can refer to someone/sth in another place or in another world,real or imagined.(Q16. What is convention?)*Convention 约定俗成is a community’s or society’s acceptance, use, and carrying on of a certain sound or form for a meaning.2. Origin of Language(Q17. How did language possibly begin?)1) Language is the very thing that makes us human.2) William C. Stokoe’s interpretation of language origin: language may have begunwith gestural expressions.Instrumental manual actions may have been transformed into symbolic gestures, and vision would have been the key of language evolution.(Q18. What is the possible relationship between language and gesture?)3) The relationship between language and gesture—whether it is one of unity orduality. Should we consider gesture and language as different and independent phenomena?A unity for language and gesture is a more reasonable understanding (Adam Kendon, in McNeill 2000).*Our knowledge and understanding of the nature of language and other related types of communication is limited and calls for ceaseless exploratory endeavor.(Q19. How many functions are there of human language? What are they?)(Q20. What is informative function?)3. 7 Functions of language1) Informative function: 信息功能(also understood as ideational function)Language is used to note down, to carry, and to pass information.(Q21. What is interpersonal function?)2) Interpersonal function: 人际功能Language is used for human communication/for communication amongpeople. It is used to establish and maintain people’s status in society/ orestablish and maintain social rules.(Q22. What is performative function?)3) Performative function: 行事功能W e can use language/words to do things.a. W e can use it to make others do something;b. W e do something ourselves at the time when we are saying something.(Q23. What is emotive function?)4) Emotive function: 情感功能(expressive function in other books)Language can be used to express feelings or emotions.Egs. ―My God.‖―Alas!‖―Ouch!‖―Damn it!‖―Wow.‖(Q24. What is phatic function?)5)Phatic [\feitik] function: 酬应功能Language can be used to indicate or to maintain relationship.This function originated fro m Malinowski’s study of the functions oflanguage.Egs. ―Good morning.‖―God bless you.‖―I’m sorry to hear it.‖―Good day.‖ ―Hello!‖ ―Good-bye.‖(Q25. What is recreational function?)6)Recreational function: 娱乐功能Language can be used for joy, fun, amusement, or recreation.Egs. Jokes,Chinese cross talk,songs and lyrics,poetry in general(Q26. What is metalingual function?)7)Metalingual function: 元语言功能Language can be used to talk about itself.Eg. ―book‖ is a word that we use to refer to something that we read…*What teachers do in class is mainly the use of language of this function--touse language to explain language.4. Homework:1) Go over the questions discussed.2) Preview sections 1.7 -- 1.9 of Chapter 1. Write about differences andsimilarities between phonetics and phonology, morphology and syntax, semantics and pragmatics, and hand in this homework next time.Lecture 3Main Branches, Interdisciplinary Branches and Important Distinctions0.Collect homeworkAn oral check of the questions discussed last time.(Q27. How many main branches of linguistics are there? What are they?)(Q28. What is phonetics?)1. 6 Main branches of linguistics1)Phonetics: 语音学The study of speech sounds. It studies and describes any speech sound whether it distinguishes meaning or not.Eg. three ―p‖sound s are noted in ―speak‖(un-aspirated不送气, as [p=]), ―peak‖(aspirated送气, as indicated by the diacritic h in [p h]), and ―deep‖(the neutral one [p]).(Q29. What is phonology?)2)Phonology: 音位学/音系学The study of the sound system of language--of the minimal/smallest meaningful sounds.--of the minimal sounds that distinguish meaning.Eg. the three ―p‖s in 1) above don’t distinguish meaning. They are of one meaningful phoneme.*Y et, in ―tip‖ and ―sip‖, or ―tip‖ ―dip‖ the change of ―t‖ to ―s‖ or ―t‖ to ―d‖ brings about another word. T herefore, ―t‖ and ―s‖ are two independent phonemes.(Q30. What is morphology?)3)Morphology:形态学The study of the internal structure of words or of the formation of words.Prefix, suffix, root all help to form words.Eg. ab | norm | alfriend | lyglob | al | iz | ationdialogue, monologue, onomatopoeicinternationalism, localization(Q31. What is syntax?)4)Syntax:句法学The study of the structure/formation of sentence.Eg. I speak French.traditional analysis: Chomsky’s analysis:S Pr O SNP VPV NP(Q32. What is semantics?)5)Semantics: 语义学The study of meaning.a.meaning of words and their relations;b.meaning of sentences/ or: sentence meaning.Eg1. flower ( a super-ordinate word)rose lily tulip daffodil (hyperboles)Eg2. buy/purchase; begin/commenceEg3. in/out; give/take(Q33. What is pragmatics?)6)Pragmatics: 语用学The study of meaning in context, or meaning in use.How can people understand the following utterances correctly? Pragmatics tries to explain how and why people get the inference/implied meaning ofutterances other than the superficial/literal meaning expressed by the words.Eg1. A: How do you think of my new dress?B: The one you wore last week is really beautiful.2. A: Shall we go to the cinema?B: I have to complete the homework.3. Butterflies in one’s stomach.4. Apple in one’s eye.5. John is a lion. Queen Victoria was made of iron.(Q34. What is macrolinguistics or interdisciplinary linguistics?)2.Macrolinguistics宏观语言学It is the interdisciplinary(跨学科/跨专业) studies of linguistics, the study of language involving other fields.(Q35. What is psycholinguistics?)1)Psycholinguistics心理语言学: it is the study of the interrelation betweenlanguage and mind(语言与心智), about how language is produced, understood, and acquired/learned.(Q36. What is sociolinguistics?)2)Sociolinguistics社会语言学: it is the study of the characteristics oflanguage varieties, language functions and language speakers within a speech community/society.(Q37. What is anthropological linguistics?)3)Anthropological linguistics人类语言学:it is the study of the unwrittenlanguage, the emergence of language and the divergence of languages over thousands of years through human development.(Q38. What is computational linguistics?)4)Computational linguistics计算（机）语言学: it studies the use of computersto process or produce human language, including machine translation, computer-aided teaching, corpus(语料库), information retrieval(信息提取), and artificial intelligence, etc.3. 4 Important distinctions in linguistics(Q39. What is the distinction between descriptive and prescriptive?)1)Descriptive vs. prescriptive study: 描写性/规定性The former describes how things are; the latter prescribes how thingsought to be.*The 18th century grammar books are mainly prescriptive and the modern onesare mainly descriptive.(Q40. What is the distinction between synchronic and diachronic?)2)Synchronic vs. diachronic: 共时性/历时性The former describes phenomenon of language of a certain/single period;the latter describes language by analyzing its development throughdifferent period of time.Egs: 1) the study of the development of the Chinese ―ba-construction‖;2) the development of the sound“阿”from ―[e]‖ to ―[a]‖;3) meaning changes of words (“小姐”,“老板”, ―girl‖, ―bird‖ etc).(Q41. What is the distinction between langue and parole?)3)Langue & parole: 语言/言语The former refers to the abstract innate system of language; thelatter—the outcome (words and sentences) or what we actually utter/write.(Q42. What is the distinction between competence and performance?)4)Competence & performance: 语言能力/语言使用（或语言行为）The former refers to one’s knowledge or ability of a language; the latterthe use of it.[*The difference between pairs 3) and 4) above: Langue & parole are a pairof notions distinguishing rules and production by people following the ruleswhile competence & performance are a pair of notions focusing on languageuser’s power and the performing of it.]4.Homework: 1) Go over the questions discussed.2) Preview 2.1 & 2.23) What is ―fanqie‖反切? How to use it? What is 注音字母？Howdid it occur? How to use it? When and how did ―pinyin‖拼音begin?And the significance of its occurrence?Lecture 4PhoneticsIn this section, we shall start a new chapter—discussing speech sounds. The students will learn about 1）the main areas of the study；2）the speech organs；3）the manners and places of sound production; and 4）the description of consonants and vowels of English.0.Check students’ homework in class(Q43. What are the three branches of phonetics?)1.Three main areas of phonetics1) Articulatory Phonetics发声语音学--the study of sound production2) Acoustic Phonetics声学语音学--the study of physical properties of sounds3) Auditory Phonetics听觉语音学--the study of how sounds are perceived and understood(Q44. What organs do we use in producing speech sounds?)2. Vocal organs and sound notation1) Speech organs/ vocal (of voice) organs●Lung, trachea (wind pipe), throat, nose, mouth●Tongue, palate (腭roof of the mouth)●pharynx咽, larynx喉●vocal folds (vocal cords)声带, vocal tract 声道●oral cavity, nasal cavity 口腔，鼻腔(Q45. What is a coronal, a dorsal, a radical sound? p25. What is a voiceless sound, a voiced sound? p27.)*In phonetics, the tongue is divided into five parts: the tip, the blade, the front, the back and the root. In phonology, the sound made with the tip and blade is referred to as a coronal sound, with front and back as a dorsal sound, with root as a radical sound.*When the vocal folds are apart, the air can pass through easily and the sound produced is a voiceless sound. When the vocal folds are close together, the airstream causes them to vibrate against each other the resultant sound is voiced.(Q46. What is sound/phonetic notation/transcription? What’s the principle for establishing the IPA?)2) Phonetic transcription/sound notation语音标示/音标●The use of sets of symbols for transcribing speech sounds or torepresent language sounds.●The main principles were that there should be a separate letter foreach distinctive sound, and that the same symbol should be usedfor that sound in any language in which it appears.●International Phonetic Alphabet (IPA), developed first by a group ofFrench language teachers based on their teaching experience around1930s.●Danish grammarian Otto Jesperson 叶斯柏生(1860-1943) formallyproposed it in 1886.●The first publication was in 1888.●Revised and corrected several times afterwards, widely used indictionaries and textbooks.●The very recent version came out in 2008.(Q47. What is a pulmonic sound, a non-pulmonic sound? p29)*Pulmonic sounds are produced by pushing air out of the lung, as in mostcircumstances, while non-pulmonic sounds are produced by either suckingair into the mouth or closing the glottis and manipulating the air betweenthe glottis and a place of articulation.(Q48. What are the manners of articulation? )3. Manner and place of sound production1) Manner of articulation● 1. stop/ plosive塞音/爆破音● 2. nasal 鼻音● 3. fricative 摩擦音● 4. approximant 延续音/畅音● 5. lateral 边音● 6. trill颤音●7. tap and flap触音/闪音eg. better, letter, city, pretty, bottom, button●8. affricate 塞擦音*Find examples for them from English.(Q49. What are the places of articulation? Give examples for each.)2) Place of articulation:● 1. Bilabial 双唇[b] [p] [m][w]● 2. Labio-dental唇齿[f] [v]● 3. Dental 齿[θ][δ]● 4. Alveolar 齿龈[t][d][n][s] [z][l][r]● 5. Postal velar后齿龈[∫] [з][t∫] [dз]egs. chew, true, child, tried, choose, truth, joke, drove, jam, drum● 6. Retroflex卷舌[r]●7. Palatal 颚[j]●8. Velar 软颚[k] [g] [η] eg. English, ink●9. Uvular 小舌[r] in French●10. Pharyngeal咽头Glottal 声门[?] egs. fat[f æ?t], pack[p æ? k], beaten[bi:?n], lantern, button[h] egs. glottal fricative: home, hold, hand, hat4. English speech sounds(Q50. How to describe a consonant sound of English?)1) English consonants (24 symbols according to recent revision)2) The description of consonants usually involves the place and the manner and is made with a sequence of a) the place of articulation; b) the manner.Eg 1. bilabial stop—where bilabial is the place and stop is the manner. [p] [b]Eg 2. bilabial nasal [m]Eg 3. bilabial approximant [w]*Notice: whenever there are two members in the same box in the table above,a third distinction –voice-- is needed and is mentioned in the first place:Eg 4. [p] a voiceless bilabial stop[b] a voiced bilabial stopEg 5. a voiceless labial-dental fricative [f]a voiced labial-dental fricative [v]3) English vowels (20 symbols according to recent revision)front central backhigh i: u:I umid-highз: əo:mid-low e٨ Dlow æ α:(Q51. How to describe a vowel sound of English? p37.)4) The description of English vowels is made in terms of 4 aspects:(1) the height of the tongue (high, mid, low)—tongue height(2) the position of the higher part of the tongue (front, central, back)—tongueposition(3) the length or tenseness of the sound (tense vs. lax, or long vs. short)(4) lip-rounding (rounded vs. un-rounded)Egs. [i:] high front tense un-rounded vowel[I] high front lax un-rounded vowel[α:]low back tense un-rounded[æ]low front un-rounded[ə]mid central un-rounded4. Homework:1) Go over the questions discussed.2) Find how many mistakes you make in your pronunciation of the 44 basicsounds of English. What are they and why do they occur?3) Hand in next time: What is Mandarin Chinese? How many dialects has it? Whatis the difference between language branch(语族), language, and dialect? What is a dialectic island and the significance of its existence?Lecture 5Phonological analysis0. Collect homework and check the other two parts of the homework orally inclass by asking individual students.(Q52. What is co-articulation? What is anticipatory co-articulation and perseverative co-articulation? p38.)1. Co-articulation and different transcriptions1) Co-articulation协同发音Simultaneous/overlapping articulation because of the influence of the neighbor sound(s)Eg. ―map‖ where [æ] is influenced by [m], making it a bit nasalized.―lamb‖ where [æ] becomes more like the following sound [m].*If a sound becomes more like the following sound, it is anticipatoryco-articulation. If a sound shows the influence of the preceding sound, it isperseverative co-articulation.(Q53. What is nasalization? p38.)* When a non-nasal sound carries some feature of a neighboring nasal sound,this phenomenon is called nasalization.(Q54. What is narrow/broad transcription?)2) Narrow/broad transcription: 严式标音/宽式标音The former intends to symbolize all the possible speech sounds while the latter indicates only those capable of distinguishing one word from another.Egs. 1）[p=] [p h] [p] for variations of sounds in ―speak‖ ―peak‖―deep‖2）[p] for all of them(Q55. What is a phone, a phoneme, and an allophone?)2. Phonology—some basic concepts1) Phone, phoneme, and allophone●Phone 音素—a phonetic unit or segment. Any smallest speech soundwe hear and produce.Eg. [pit] [tip] [spit] we can identify three different /p/s;It is what ―n arrow transcription‖ describes;It may or may not distinguish meaning.●Phoneme音位—a phonological unit. It has distinctive value; anabstract unit in the sound system that has no particular sound;represented by a certain phone in a certain phonetic context.Eg. /p/ is realized differently in [pit] [tip] [spi:k]./æ/is realized by an un-nasalized [æ]and a nasalized [æ].。
2021考研英语终极预测模拟题及答案解析(第三套)
2021考研英语终极预测模拟题及答案解析(第三套)第 1 页：终极预测模拟题第 8 页：参考答案2021考研英语终极预测模拟题及答案解析(四套)Section I Use of EnglishDirections：Read the following text. Choose the best word(s) for each numbered blank and mark [A]， [B]， [C] or [D] on ANSWER SHEET 1. (10 points)When television first began to expand, very few of the people who had become famous as radio commentators were equally effective on television. Some of the 1 they experienced when they were trying to 2 themselves to the new medium were technical. When working 3 radio, for example, they had become 4 to seeing on 5 of the listener. This 6 of seeing for others means that the 7 has to be very good at talking. 8 all, he has to be able to 9 a continuous sequence of visual images which 10 meaning to the sounds which the listener hears. In the 11 of television, however, the commentator sees 12 with the viewer. His role, therefore, is 13 different. He is there to make 14 that the viewer does not 15 some points of interest, to help him 16 on particular things, and to 17 the images on thetelevision screen. 18 his radio colleague, he must know the 19 of silence and how to use it at those moments 20 the pictures speaks for themselves.1. A. difficultiesB. successesC. sufferingsD. incidents2. A. turnB. adaptC. alterD. modify3. A. onB. atC. with D. behind4. A. experiencedB. determinedC. establishedD. accustomed5. A. accountB. sideC. pointD. behalf6. A. efficiencyB. technologyC. artD. performance7. A. commentatorB. TV viewerC. speakerD. author8. A. OfB. ForC. AboveD. In9. A. inspire B. createC. causeD. perceive10. A. addB. applyC. affectD. reflect11. A. occasionB. eventC. factD. case12. A. somethingB. nothingC. everythingD. anything13. A. equallyB. completelyC. initiallyD. hardly14. A. definiteB. possibleC. sureD. clear15. A. loseB. depriveC. relieveD. miss16. A. focusB. attendC. followD. insist17. A. exhibitB. demonstrateC. exposeD. interpret18. A. LikeB. UnlikeC. AsD. For19. A. purposeB. goalC. valueD. intention20. A. ifB. when C. whichD. as12345678910 ... >>第 1 页：终极预测模拟题第 8 页：参考答案Section II Reading ComprehensionPart ADirections：Read the following four texts. Answer the questions below each text by choosing [A]， [B]， [C] or [D]. Mark your answers on ANSWER SHEET 1. (40 points)Text 1It’s plain common sense—the more happiness you feel, the less unhappiness you experience. It’s plain common sense, but it’s not true. Recent research reveals that happiness and unhappiness are not really two sides of the same emotion. They are two distinct feelings that, coexisting, rise and fall independently.People might think that the higher a person’s level of unhappiness, the lower their level of happiness and vice versa. But when researchers measure people’s average levels of happiness and unhappiness, they often find little relationship between the two.The recognition that feelings of happiness and unhappinesscan co-exist much like love and hate in a close relationship may offer valuable clues on how to lead a happier life. It suggests, for example, that changing or avoiding things that make you miserable may well make you less miserable, but probably won’t make you any happier. That advice is backed up by an extraordinary series of studies which indicate that a genetic predisposition for unhappiness may run in certain families. On the other hand, researchers have found happiness doesn’t appear to be anyone’s heritage. The capacity for joy is a talent you develop largely for yourself.Psychologists have settled on a working definition of the feeling—happiness is a sense of subjective well-being. They have also begun to find out who’s happy, who isn’t and why. To date, the research hasn’t found a simple formula for a happy life, but it has discovered some of the actions and attitudes that seem to bring people closer to that most desired of feelings.Why is unhappiness less influenced by environment? When we are happy, we are more responsive to people and keep up connections better than when we are feeling sad. This doesn’t mean, however, that some people are born to be sad and that’s that. Genes may predispose one to unhappiness, butdisposition can be influenced by personal choice. You can increase your happiness through your own actions.21. According to the text, it is true that[A] unhappiness is more inherited than affected by environment.[B] happiness and unhappiness are mutually conditional.[C] unhappiness is subject to external more than internal factors.[D] happiness is an uncontrollable subjective feeling.22. The author argues that one can achieve happiness by[A] maintaining it at an average level.[B] escaping miserable occurrences in life.[C] pursuing it with one’s painstaking effort.[D] realizing its coexistence with unhappiness.23. The phrase “To date” (Para. 4) can be best replaced by[A] As a result.[B] In addition.[C] At present.[D] Until now.24. What do you think the author believes about happiness and unhappiness?[A] One feels unhappy owing to his miserable origin.[B] They are independent but existing concurrently[C] One feels happy by participating in more activities.[D] They are actions and attitudes taken by human beings.25. The sentence “That’s that” (Para. 5) probably means: Some people are born to be sad[A] and the situation cannot be altered.[B] and happiness remains inaccessible.[C] but they don’t think much about it.[D] but they remain unconscious of it.第 1 页：终极预测模拟题第 8 页：参考答案Text 2Over the pastcentury, all kinds of unfairness and discrimination have been condemned or madeillegal. But one insidious form continues to thrive: alphabetism. This, forthose as yet unaware of such a disadvantage, refers to discrimination againstthose whose surnames begin with a letter in the lower half of the alphabet。
(NEW)丁言仁《英语语言学纲要》配套题库【考研真题精选+章节题库】
13. The sound [k] can be described with “________ velar stop/plosive”. [北 二外2014研] 【答案】voiceless 【解析】[k] 属于清辅音，爆破音，软腭音。
14. A _____ refers to each position in a tree diagram in TG where lines meet. In each of these positions is a symbol for a grammatical category. [中山大学 2018研] 【答案】constituent 【解析】成分，作为一个术语，指的是用于句子结构分析的一个语言单 位，它是一个比其更大的语言单位的一部分。几个成分共同构成一个结 构体。
10. The ______ is the minimal distinctive unit in grammar, a unit which cannot be divided without destroying or drastically altering the meaning, whether lexical or grammatical. [北二外2015研] 【答案】morpheme 【解析】本题考查词素的含义。词素是最小的音义结合体，其最大的特 点是不能再被分割为更小的音义结合体。意思或语法功能的最小单位。
2021年南京大学963英语语言学考研真题和答案
2021年南京大学963英语语言学考研真题和答案2021年南京大学外国语学院《963英语语言学》考研全套目录•南京大学外国语学院《963英语语言学》历年考研真题及详解•全国名校英语语言学考研真题详解说明：本部分收录了本科目近年考研真题，提供了答案及详解，并对常考知识点进行了归纳整理。
此外提供了相关院校考研真题，以供参考。
2．教材教辅•丁言仁《英语语言学纲要》笔记和课后习题详解•丁言仁《英语语言学纲要》配套题库【考研真题精选＋章节题库】•陈新仁《英语语言学实用教程》（第2版）笔记和课后习题详解•陈新仁《英语语言学实用教程》（第2版）配套题库【考研真题精选＋章节题库】说明：以上为本科目参考教材配套的辅导资料。
•试看部分内容2014年南京大学963英语语言学考研真题第一题，术语区分题。
四组术语，24分。
1.phoneme vs. allophone2.homonymy vs. homophony3.illocutionary act vs. perlocu tionary actnguage switch vs. L1 transfe r第二题，选择题，考察的都是基础知识，10小题，共30分。
第三题，分析题。
给出几个句子，要求先填写名词前的冠词或复数后缀-s；然后总结出使用冠词或复数后缀-s的一般模式（com mon pattern）。
第四题，分析题，考察的知识点是歧义（a m b i g u i t y）。
给出两句话，要求先回答这两句话有无歧义，并写出每句话的不同理解，再分析这两句话产生歧义的原因是否相同。
1.The children play near the bank.2. Th e p ro f e sso r sai d o n M o n day th at h e wo u l d gi vean exam.显然，第一句话中的bank涉及lexical ambiguity, 而第二句话中的on Monday既可修饰said，又可修饰would gi ve an ex am，属于gramm atical/structural ambiguity。
中医跨文化传播智慧树知到答案章节测试2023年浙江中医药大学
第一章测试1.According to episode 1.1.2, what are the three main reasons and benefits oftaking an IC course?（）A:Community investmentB:Financial incentivesC:A bright futureD:Personal commitment答案:ABD2.According to episode 1.1.3, up to the recording this course, TCM has beenspread to _____ countries and regions. （）A:187B:191C:196D:183答案:C3.According to episode 1.1.4, why is it important to develop cultural confidenceon TCM? （）A:TCM belongs to a unique Culture of ChinaB:TCM is always one of China’s highlights (亮点)C:TCM is the gem of Chinese civilizationD:TCM is of long standing (历史悠久)答案:ABCD4.According to episode 1.2.1, which of the following is not mentioned as themain principles of ethical IC? （）A:Nonjudgmentalism & respectB:ReciprocityC:EffectivenessD:Mutuality & Honesty答案:C5.According to episode 1.2.2, what comes out of the combination betweenethical studies and TCM?（）A:Ethics in ICB:IC & TCMC:Ethical considerations in medicineD:Ethics in TCM答案:D第二章测试1.According to episode2.1.3, “气” written in Oracle Bone Script looks verymuch like “三” in Chinese.（）A:对B:错答案:A2.According to episode 2.2.1, how many definitions of the word“communication” are collected in Dance & Larson’s monog raph? （）A:No more than 20B:126C:About 50D:110答案:B3.According to episode 2.2.3, what are the three aspects of tangible andintangible TCM culture that can be transmitted across cultures?（）A:Theories of Chinese medicineB:Chinese Materia Medica (中草药)C:TCM equipmentD:Stories and anecdotes (轶事) of great TCM physicians答案:ABD4.According to episode 2.3.3, the emphasis on preventive treatment of diseaseadvocated by Huangdi Neijing 《黄帝内经》 reflects its ______, based onHofstede’s cultural dimensions.（）A:long-term perspectiveB:harmonious perspectiveC:humanistic perspectiveD:holistic perspective答案:A5.According to episode 2.3.6, what are three aspects of face that are involved inconflict management as proposed by Ting-Toomey?（）A:Self-faceB:Other-faceC:Face of a middlemanD:Mutual-face答案:ABD第三章测试1.According to episode 3.1.1, which two of the following statements are correct?（）A:Intonation plays an indispensable role in Chinese language.B:Chinese is a tone language.C:Tone plays an indispensable role in English language.D:English is an intonation language.答案:BD2.According to episode3.1.3, Yinqu (隐曲) exemplifies which feature of TCMlanguage? （）A:literaryB:conventionalC:exaggeratingD:vague答案:D3.According to episode 3.1.4, Qu Xiang Bi Lei is a typical example of imagethinking. （）A:错B:对答案:B4.According to episode 3.2.2, which of the following best expresses 中药？（）A:Materia MedicaB:Herbs in ChinaC:Chinese Materia MedicaD:Chinese herbs答案:C5.According to episode 3.3.1, what are the three pioneering books in the studyof intercultural nonverbal communication? （）A:The Silent LanguageB:Introduction to KinesicsC:Beyond CultureD:Physics and Character答案:ABD第四章测试1.According to episode 4.1.1, the most obvious barrier to healthcommunication is _____. （）A:Difficulty of recalling medical historyB:Language barrierC:Unwillingness to share medical historyD:Heavy reliance on medical equipment答案:B2.According to episode 4.1.2, which of the following is correct? （）A:TCM as practiced in China, Korea and other parts of the world is typical ofnaturalistic healthcare system.B:Americans’ reliance on science and technology in health managementreflects a nonmechanistic worldview.C:In a biomedical healthcare system, treatment is meant to destroy orremove the causative agent (病因)D:Traditionally, people from Laos, Hmong culture, etc. believe inpersonalistic healthcare system.答案:D3.According to episode4.2.1, from a naturalistic health belief system asrepresented by TCM, being healthy means _______. （）A:No deviation (偏离) from clearly established normsB:balance of yin and yang in your bodyC:no symptomsD:balance between man and nature答案:B4.According to episode 4.2.2, consequences of ignoring the husband duringhealth communication in some cultures are severe; sometimes, the life of the patient will be threatened. （）A:对B:错答案:A5.According to episode 4.2.3, successful health communication in anintercultural setting involves _____. （）A:Recognizing diverse medical systemsB:Learning as many languages as possibleC:Recognizing ethnocentrismD:Sticking to personal expertise答案:ABC第五章测试1.According to episode 5.1.1, since 2013, the Belt and Road Initiative, withpolicy coordination, connectivity of infrastructure, unimpeded trade,financial integration and closer people-to-people ties as its main goals, hasadvanced in solid steps. （）A:错B:对答案:B2.According to episode 5.1.2, TCM is mainly exported to _____ market. （）A:AsianB:AfricanC:EuropeanD:US答案:A3.According to episode 5.2.1, after the introduction of TCM into Japan, itgradually become known as _____. （）A:KampoB:Traditional Japanese MedicineC:Traditional Chinese MedicineD:Conventional Medicine答案:A4.According to episode5.2.3, Felix Briedo passe d the first medical doctor’sthesis on Traditional Chinese Medicine at the University of Montpellier inFrance. （）A:错B:对答案:B5.According to episode 5.2.6, South Africa is one of the first countries thatofficially recognize TCM. （）A:对B:错答案:A第六章测试1.According to episode 6.1.1, which of the following two are possible causes ofcommon stereotypes of TCM in the U. S.? （）A:It is difficult to test TCM and US citizens are used to evidence-basedmedicine.B:US citizens know western medicine much earlier than TCM.C:TCM terminologies (术语) are difficult to understand.D:It takes time for TCM to take effective.答案:AC2.According to episode 6.1.2, ethnocentrism sometimes leads to patriotism. （）A:错B:对答案:B3.According to episode 6.1.3, W-shape Model of Intercultural Adaptationconsists of _____ stages. （）A:threeB:sevenC:fourD:five答案:B4.According to episode 6.2.1, the addition of ______ is a Chinese scholar’scontribution to the conceptualization of intercultural communicationcompetence. （）A:Cognitive dimensionB:Behavioral dimensionC:Affective dimensionD:Moral dimension答案:D5.According to episode6.2.3, we live in a world where profound changes andthe COVID-19 pandemic, both unseen in a century, are intertwined.（）A:对B:错答案:A。
2023考研英语一阅读理解Text1部分试题及答案解析
2023考研英语一阅读理解Text1部分试题及答案解析2023考研英语一阅读理解Text1部分试题及答案解析：Section II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions after each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET. (40 points)Text 1The weather in Texas may have cooled since the recent extreme heat, but the temperature will be high at the State Board of Education meeting in Austin this month as officials debate how climate change is taught in Texas schools.Pat Hardy, who sympathises with views of the energy sector, is resisting proposed changes to science standards for pre-teen pupils. These could emphasise the primacy of human activity in recent climate change and encourage discussion of mitigation measures.Most scientists and experts sharply dispute Hardy’s views. “They casually dismiss the career work of scholars and scientists as just another misguided opinion.” says Dan Quinn, senior communications strategist at the Texas Freedom Network, a non-profit group that monitors public education, “What millions of Texas kids learn in their public schools is determined too often by the political ideology of partisan board members, rather than facts and sound scholarship.”Such debates reflects fierce discussions across the US and around the world, as researchers, policymakers, teachers and students step up demands for a greater focus on teaching about the facts of climate change in schools.A study last year by the National Center for Science Education, a non-profit group of scientists and teachers, looking at how state public schools across the country address climate change in science classes, gave barely half of US states a grade B+ or higher. Among the 10 worst performers were some of the most populous states, including Texas, which was given the lowest grade (F) and has a disproportionate influence because its textbooks are widely sold elsewhere.Glenn Branch, the centre’s deputy director, cautions that setting state-level science standards is only one limited benchmark in a country that decentralises decisions to local school boards. Even if a state is considered a high performer in its science standards, “that does not mean it will be taught”, he says.Another issue is that, while climate change is well integrated into some subjects and at some ages–such as earth and space sciences in high schools–it is not as well represented in curricula for younger children and in subjects that are more widely taught, such as biology and chemistry. It is also less prominent in many social studies courses. Branch points out that, even if a growing number of official guidelines and textbooks reflect scientific consensus on climate change, unofficial educational materials that convey more slanted perspectives are being distributed to teachers. They include materials sponsored by libertarian think-tanks and energy industry associations.21. In Paragraph 1, the weather in Texas is mentioned to ______.[A] forecast a policy shift in Texas schools[B] stress the consequences of climate change[C] indicate the atmosphere at the board meeting[D] draw the public’s attention to energy shortages22. What does Quinn think of Hardy?[A] She exaggerates the existing panic.[B] She denies the value of scientific work.[C] She shows no concern for pre-teens.[D] She expresses self-contradictory views.23. The study mentioned in Paragraph 5 indicates that ______.[A] climate education is insufficient at state public schools[B] policy makers have little drive for science education[C] Texas is reluctant to rewrite its science textbooks[D] environmental teaching in some states lacks supervision24. According to Branch, state-level science standards in the US ______.[A] call for regular revision[B] require urgent application[C] have limited influence[D] cater to local needs25. It is implied in the last paragraph that climate change teaching in some schools ______.[A] agree to major public demands[B] reflects teachers' personal bias[C] may misrepresent the energy sector[D] can be swayed by external forces答案解析：21.【答案】[C] indicate the atmosphere at the board meeting【解析】本题为细节题。
语言学智慧树知到答案章节测试2023年山东农业工程学院
第一章测试1.Study the following dialogue. What function does it play according to thefunctions of language? —A nice day, isn’t it? — Right! I really enjoy thesunlight. ( )A:EmotiveB:PerformativeC:InterpersonalD:Phatic答案:D2.Which of the following property of language enables language users toovercome the barriers caused by time and place, due to this feature oflanguage, speakers of a language are free to talk about anything in anysituation?（）A:ArbitrarinessB:DualityC:DisplacementD:Transferability答案:C3.__________ refers to a language user’s underlying knowledge about the systemof rules. ( )A:PerformanceB:CompetenceC:ParoleD:Langue答案:B4.If a linguistic study prescribes how things should be, it is said to beprescriptive. ( )A:对B:错答案:A5.De Saussure, who made the distinction between langue and parole in theearly 20th century, was a French linguist. ( )A:对B:错答案:B第二章测试1.An aspirated [ph], an unaspirated [p] and an unreleased [p-] are __________ ofthe /p/ phoneme. ( )A:tagmemesB:analoguesC:morphemesD:allophones答案:D2.Which one is different from the others according to places of articulation? ( )A:[p]B:[n]C:[m]D:[ b ]答案:B3.When pure vowels or monophthongs are pronounced, no vowel glides takeplace. ( )A:错B:对答案:B4.[l] is a lateral alveolar. ( )A:错B:对答案:B5.Acoustic phonetics is concerned with the perception of speech sounds. ( )A:对B:错答案:B第三章测试1. A lexeme can be understood as a family of words that differ only in theirgrammatical endings, for example the endings for number, case, tense,participle form, etc.（）A:错B:对答案:B2.In most cases, prefixes change the meaning of the base whereas suffixeschange the word-class of the base. （）。
2024年考研英语一真题阅读理解详细解析与答案
2024年考研英语一真题阅读理解详细解析与答案阅读理解一：Passage 1：题目：Why is the current global workforce in poor health?解析：本文讨论全球劳动力健康状况不佳的原因。
答案：C答案解析：根据文章第一段最后一句"There are a few main factors here, including poor living habits, sedentary work and workplace stress"可确定答案。
Passage 2：题目：According to the passage, what are the potential benefits of microwork for workers in developing countries?解析：本文探讨了在发展中国家进行微工作的潜在利益。
答案：A答案解析：根据文章第五段"The potential benefits for microworkers in developing countries are clear"以及下文的具体解释可确定答案。
Passage 3：题目：What is the author's opinion about the future prospect of manned space exploration?解析：作者对载人航天探索的未来前景持何看法？答案：D答案解析：根据文章第二段"The future of manned space exploration looks promising"可确定答案。
Passage 4：题目：What is the main topic of the passage?解析：文章的主题是什么？答案：B答案解析：根据文章第一段首句"The Arctic, the frozen polar region characterized by frigid temperatures"可确定答案。
高三英语阅读理解主旨大意与作者态度题单选题40题
高三英语阅读理解主旨大意与作者态度题单选题40题1. Read the following passage from "Pride and Prejudice" and answer the question.In the society depicted in "Pride and Prejudice", the Bennet family, with five unmarried daughters, is eager to find suitable husbands for them. Mrs. Bennet is particularly zealous in this regard, constantly scheming and matchmaking. Through the interactions between Elizabeth Bennet, the second daughter, and Mr. Darcy, a wealthy and proud gentleman, the story unfolds with misunderstandings, pride, and prejudice playing significant roles.What is the main idea of this passage?A. The description of the Bennet family's poverty and the need for marriage.B. The story of Elizabeth Bennet's struggle for independence.C. The complex relationships in the Bennet family and the main plotline involving Elizabeth and Mr. Darcy.D. The social status of the wealthy in "Pride and Prejudice".答案：C。
24考研英语七选五
24考研英语七选五In the realm of language learning, particularly when preparing for a competitive examination like the Graduate Record Examination (GRE), it is essential to adopt a strategic approach. The GRE's verbal section can be a formidable challenge, requiring not only a strong vocabulary but also the ability to understand and analyze complex texts and the relationships between words and concepts.One effective method to enhance one's verbal skills is through extensive reading. This involves delving into a wide range of texts, from classic literature to contemporary articles. The key is to read actively, which means to engage with the text, question it, and reflect on its themes and arguments. This active engagement helps in developing critical thinking skills, which are invaluable in answering GRE questions that often test the ability to infer, deduce, and understand nuances.Another crucial aspect is vocabulary building. While memorizing word lists can be helpful, it is more beneficial to learn words in context. Encountering new words within the fabric of a sentence or paragraph allows for a deeper understanding of their usage and connotations. Tools such as flashcards can be used to reinforce memory, but they should be complemented with reading and practical usage.Practice is also a cornerstone of preparation. Working through practice questions and full-length tests not only familiarizes one with the format and timing of the GRE but also helps in identifying areas of strength and weakness. It is important to review each practice test thoroughly, understanding why certain answers are correct or incorrect. This reflection enables learners to refine their strategies and improve their performance.In addition to these methods, discussing texts with peers or mentors can provide new insights and perspectives. Language is inherently social, and through discussion, one can develop a more nuanced understanding of texts and the ideas they convey.Lastly, maintaining a consistent study schedule is vital. Regular study sessions, spaced out over time, lead to better retention and understanding than cramming. It is thesteady, disciplined approach that ultimately leads to success in mastering the verbal challenges of the GRE.In conclusion, preparing for the GRE's verbal section is a multifaceted endeavor. It requires a blend of reading, vocabulary enhancement, practice, discussion, and consistent effort. By adopting these strategies, learners can not only prepare effectively for the GRE but also enrich their language skills, which will serve them well beyond the examination. The journey to GRE success is not just about the destination but also about the linguistic and intellectual growth one experiences along the way. 。
高一英语心理学理论单选题30题
高一英语心理学理论单选题30题1.Which of the following is an example of cognitive psychology?A.Studying emotions.B.Studying memory.C.Studying behavior.D.Studying personality.答案：B。
本题主要考查心理学的不同分支。
认知心理学主要研究记忆、思维、语言等认知过程。
选项A 研究情绪属于情绪心理学；选项 C 研究行为属于行为主义心理学；选项 D 研究人格属于人格心理学。
2.What is the main focus of behaviorism?A.Internal mental processes.B.Environment and learned responses.C.Unconscious motives.D.Personality traits.答案：B。
行为主义主要关注环境和通过学习获得的反应。
选项A 内部心理过程不是行为主义的重点；选项C 无意识动机属于精神分析学派的关注点；选项D 人格特质是人格心理学的研究内容。
3.Psychology is the scientific study of _____.A.behavior and mental processes.B.emotions only.C.personality only.D.cognition only.答案：A。
心理学是对行为和心理过程的科学研究。
选项B、C、D 都只涉及了心理学的一部分内容，不全面。
4.Which psychological perspective emphasizes the role of heredity?A.Biological perspective.B.Social-cultural perspective.C.Psychodynamic perspective.D.Humanistic perspective.答案：A。
实验心理学第八章记忆
吴艳红:
一、记忆研究中的各种变量（1）
Dependent Variables：Remembering may be measured in numerous ways; these often
involve recall or recognition.
In recall tests, reproduction of material is required. Whereas in recognition tests, material is presented to people and they are required to judge whether or not they have seen it previously.
詹姆士穆勒论联想的一章，是经典的，因为它使 联想主义的力量和缺点，都达到了最高点。
10
联想主义心理学（2）
“思想不断地追随着思想；观念也不断地追随着观念。假 使我们的感官方在活动，便可连续地接受感觉，但也不仅 以感觉为限。感觉之后，便常有已往感觉的观念；而这些 观念之后，复有其他观念；终我们的一生，这两种意识状 态，即感觉和观念，不断地衔接起伏。例如我见一马：那 是一个感觉。我便想到马的主人：那便是一个观念。这个 马主人的观念，又使我想到马主人的职位；他是一个国务 部长：那便是另一观念。国务部长的观念又使我想到国事； 因此，乃引起一组政治观念；那时恰巧摇铃进餐。这又是 一个新感觉了。……”（《实验心理学史》E.G.波林）
6
一、记忆研究中的各种变量（6）
Control Variables: Memory experiments are typically
quite well controlled. Important variables that are usually held constant across conditions are the amount of material presented and the rate of presentation, though these can be interesting variables in their own right.
大学英语六级分类模拟题368
大学英语六级分类模拟题368(总分：100.00，做题时间：90分钟)一、Reading Comprehension(总题数：0，分数：0.00)二、(总题数：0，分数：0.00)三、(总题数：5，分数：100.00)You"ve been working out regularly for quite a while, but you"re nowhere near your fitness goals. So now it"s time to bring in your ultimate weapon—your mind.Rather than thinking of fitness as something mysterious that you do with your body, take an analytical, goal-oriented approach to making physical improvements that stick. Try these tips for creating a smart fitness plan:Define your goals. Whether it"s to lose fat and gain muscle or to run a triathlon, it"s vital to have a goal to work toward. Knowing where you"re going makes it easier to take the fight steps. Get realistic. Training gains are met through consistent effort over a period of time. Don"t expect dramatic, overnight results—regardless of what exercise equipment infomercials claim. Reward yourself for all the little positive steps you take and for consistently striving forward. Be yourself. Work toward a goal that you can achieve with your body. Don"t try to change your basic shape or to go against your own unique physical capabilities. Take an objective look at yourself, and then work toward enhancing what you"ve got rather than trying to attain someone else"s body.Do your research. If you are not making progress, ask a qualified personal trainer to analyze your routine and your goals. Read health and fitness magazines. There"s tons of great fitness information out there—tailor it to fit you.Identify your weaknesses, and then use your brain to outsmart them. Many people avoid their weak points or bad habits, hoping that they can ignore them into oblivion. Instead, take them up as clues to how you can improve. Keep a food and fitness journal for a month. Then analyze it for negative patterns. If you always overeat late at night, try going to a late-night movie to get your mind off food. If you tend to fade out on your workouts on weekends, plan some fun exercise with friends to spice up your lagging routine.Create a fitness network. Integrate the important people in your life into your fitness quest. Get your whole group involved in healthy activities and eating—that way they won"t be tempting you to fall off the fitness wagon. Instead, you"ll all be leading one another toward healthier bodies and minds.（分数：20.00）(1).What are you going to do if you are not making any progress after working out for a long time?（分数：4.00）e a weapon.B.Think of fitness as something mysterious.C.Make a smart fitness plan to improve your physical fitness. √D.Go to a gym to keep fit.解析：[解析] 细节题。
2021考研英语阅读理解冲刺练题及解析6
2021考研英语阅读理解冲刺练题及解析6 pecialization can be seen as a response to the problem of an increasing accumulation of scientific knowledge. By splitting up the subject matter into smaller units, one man could continue to handle the information and use it as the basis for further research. But specialization was only one of a series of related developments in science affecting the process of communication. Another was the growing professionalisation of scientific activity.No clear-cut distinction can be drawn between professionals and amateurs in science: exceptions can be found to any rule. Neverthelss, the word “amateur” does carry a connotation that the person concerned is not fully integrated into the scientific community and, in particular, may not fully share its values. The growth of specialization in the nineteenth century, with its consequent requirement of a longer, more complex training, implied greater problems for amateur participation in science. The trend was naturally most obvious in those areas of science based especially on a mathematical orlaboratory training, and can be illustrated in terms of the development of geology in the United Kingdom.A comparison of British geological publications over the last century and a half reveals not simply an increasing emphasis on the primacy of research, but also a changing definition of what constitutes an acceptable research paper. Thus, in the nineteenth century, local geological studies represented worthwhile research in their own right; but, in the twentieth century, local studies have increasingly become acceptable to professionals onlyif they incorporate, and reflect on, the wider geological picture. Amateurs, on the other hand, have continued to pursue local studies in the old way. The overall result has been to make entrance to professional geological journals harder for amateurs, a result that has been reinforced by the widespread introduction of refereeing, first bynational journals in the nineteenth century and then by several local geological journals in the twentieth century. As a logical consequence of this development, separate journals have now appeared aimed mainly towards either professional or amateur readership. A rather similar process of differentiation has led to professionalgeologists coming together nationally within one or two specific societies, where the amateurs have tended either to remain in local societies or to come together nationally in a different way.Although the process of professionalisation and specialization was already well under way in British geology during the nineteenth century, its full consequences were thus delayed until the twentieth century. In science generally, however, the nineteenth century must be reckoned as the crucial period for this change in the structure of science.21. The growth of specialization in the 19th century might be more clearly seen in sciences such as _________.[A]sociology and chemistry[B]physics and psychology[C]sociology and psychology[D]physics and chemistry22. We can infer from the passage that _________.[A]there is little distinction between specialization and professionalisation[B]amateurs can compete with professionals in some areas of science[C]professionals tend to welcome amateurs into the scientific community[D]amateurs have national academic societies but no local ones23. The author writes of the development of geology to demonstrate _________.[A]the process of specialization andprofessionalisation[B]the hardship of amateurs in scientific study[C]the change of policies in scientific publications[D]the discrimination of professionals against amateurs24. The direct reason for specialization is _________.[A]the development in communication[B]the growth of professionalisation[C]the expansion of scientific knowledge[D]the splitting up of academic societies。