温州大学人文学院909英语教学法[专业硕士]历年考研真题及详解

温州大学人文学院909英语教学法[专业硕士]历年考研真题及详解
目录
封面
内容简介
目录
2015年温州大学904英语教学法考研真题及详解
2016年温州大学904英语教学法考研真题及详解
2017年温州大学904英语教学法考研真题及详解
2018年温州大学904英语教学法考研真题及详解
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内容简介
本书收集了温州大学人文学院“英语教学法[专业硕士]”2015～2018年的考研真题（注意：部分年份的科目代码会有变动，各年真题的科目代码也可能不一样），且所有真题均提供详细的参考答案及解析。

说明：①往年科目代码是904或者909，科目名称是“英语教学法[专业硕士]”，本书采用近年科目代码和名称，即“909英语教学法[专业硕士]”。

②本书精心搜集了市面上的历年真题，并整理了答案详解，备考价值尤为珍贵！若需要纸质内容，可以申请定制，详情咨询在线客服！
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2015年温州大学904英语教学法考研真题及详解
Part Ⅰ　Notion Explaining (20 points, 2 points for each)
Directions: Explain the following ten notions.
1. communicative competence
【答案】Communicative competence includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. Speakers not only have to know functional meaning of the language but also the social context where the message is given. There are five components of communicative competence, namely, linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.查看答案
2. curriculum
【答案】Curriculum refers to a specific document of a language program developed for a particular country or region, which provides:
①general statements about the rationale about language, language learning and language teaching, ②detailed specification of aims, objectives and targets learning purpose, and ③implementations of a program. In some sense, a syllabus is part of a curriculum.
3. hidden resources
【答案】There are a lot of resources that exist around us in the classroom which are very valuable for teaching and learning but are not being recognized or fully explored and these resources are called hidden resources. They include things like our own gestures, facial expressions,
imagination, creativity, our own emotions, our environment, and our knowledge and skills.查看答案
4. in-the-use evaluation of textbooks
【答案】For in-the-use evaluation, evaluation is done based on the users’ opinions i.e. teachers’ as well as learners’, about how useful and effective it is for promoting learning. Usually, such evaluation will take the form of interviews and questionnaires.查看答案
5. the direct method
【答案】The direct method of teaching, which is sometimes called the natural method, and is often (but not exclusively) used in teaching foreign languages, refrains from using the learners’ native language and uses only the target language. It contrasts with the grammar-translation method and other traditional approaches, as well as with bilingual method.查看答案
6. knowing a word
【答案】Knowing a word means knowing its pronunciation and stress; knowing its spelling and grammatical properties; knowing its meaning; knowing how and when to use it to express the intended meaning.查看答案
7. the bottom-up model for teaching listening
【答案】The bottom-up model for teaching listening holds that listening comprehension is believed to start with sound and meaning recognitions. In other words, we use information in the speech itself to try to comprehend the meaning. Listeners construct meaning of what they hear based on the sound they hear.查看答案
8. a process approach to writing
【答案】Different from product-oriented writing which pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal, a process approach to writing refers to the writing approach that requires that the teacher provides to guide students through the process that they undergo when they are writing and this kind of guidance should be gradually withdrawn so that the students can finally become independent writers.查看答案
9. interactional view (on language)
【答案】The interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals. The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.查看答案
10. brainstorming
【答案】Brainstorming is one of the major steps in process writing, which means students work together to brainstorm ideas for writing, students can list all the ideas related to the topic on a piece of paper or on the blackboard.查看答案
Part Ⅱ　Statement Judging (20 points, 1point for each)
Directions: Read the following 20 statements, and decide which one of them is true or false. If the statement is true, put T in the bracket to the right of the sentence; if false, put F in the bracket.
1. Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture, to communicate or to interact. (Finocchiaro, 1964:8)
【答案】T查看答案
【解析】本题考查语言的含义。

菲诺基亚罗将语言定义为一个任意的声音符号系统，允许一个特定文化中的所有人，或该文化之外的人通过学习该系统实现交流或互动。

因此该表述正确。

2. The functional view not only sees language as a linguistic system but also a means for remembering things.
【答案】F查看答案
【解析】本题考查功能主义语言观。

功能主义语言理论也叫语言交际理论，它认为语言是表达功能意义的工具。

功能主义理论不仅把语言看作语言系统，同时把语言看成是做事的方式。

因此该表述有误。

3. Communicative competence includes knowledge of what to say, when, how, where, and to whom.
【答案】T查看答案
【解析】本题考查交际能力的含义。

交际能力既包括语言知识能力，也包括如何在交际环境中恰当地使用语言的能力。

说话者不仅要知道语言的功能意义，还要知道语言使用的社会情境。

因此该表述正确。

4. Communicative Language Teaching is, in fact, a further development of task-based Language Teaching.
【答案】F查看答案
【解析】本题考查任务型教学和交际法教学的关系。

任务型教学法是交际法的一种新的形态，是交际法的发展，它和交际法都以实际生活中的语言使用为中心，但强调将语言形式教学和交际教学结合起来。

因此该表述有误。

5. A PPP cycle leads from accuracy to fluency; a TBL cycle leads from fluency to accuracy (combined with fluency).
【答案】T查看答案
【解析】本题考查3P教学模式和任务型教学法的差异。

3P模式注重语言的形式，有利于实现语言使用的准确性，但其最终目的是由准确到流畅；而任务型教学法的主要目标是提高学生的交际能力，因此更关注语言使用的流畅性，因此其最终目的是由流畅到准确。

因此该表述正确。

6. Teaching objectives should focus on the teachers’ performance rather than the learners’.
【答案】F查看答案
【解析】本题考查教学目标的核心。

教学目标指的是教师应明确在课堂结束后学生应具备的能力，教学目标应侧重学习者的表现。

因此该表述有误。

7. To develop students’ communicative competence means to develop their linguistic competence, pragmatic competence, discourse competence, strategic competence, and accuracy.
【答案】F查看答案
【解析】本题考查交际能力的组成部分。

交际能力包括语言能力、语用能力、语篇能力、策略能力以及流利程度。

题干中的准确度不是其组成部分。

因此该表述有误。

8. The Five-step Teaching Method includes such steps as Revision, Presentation, Practice, Production and Consolidation.
【答案】F查看答案
【解析】本题考查五步教学模式的内容。

五步教学模式包括热身；介绍；训练；巩固；总结和作业。

因此该表述有误。

9. The impact of moral education can be enhanced by adapting a whole school approach to morality.
【答案】F查看答案
【解析】本题考查语言教学中德育的发展。

德育的成效可以通过采用一整套学校教育方法来强化。

学校社区的所有成员（教师、学生、管理员、家长等）都应致力于学校的道德建设，并对道德观念有着相同的理解。

题干中“通过改编”的表述不准确。

因此该表述
有误。

10. One of the possible assessment purposes is to discover learners’ weaknesses.
【答案】T查看答案
【解析】本题考查教学评价的目的。

英语教学中的评价旨在探索学生在学习的某个阶段所学的知识和能力。

管理者、教师、家长和学生出于各自的理由都需要评价。

因此该表述正确。

11. It is assumed that speech varies in different social circumstances and that there are speech varieties within a speech community.
【答案】T查看答案
【解析】本题考查语言变体的含义。

语言变体指由具备相同社会特征的人在相同的社会环境中所普遍使用的某种语言表现形式。

语言变体广泛存在，即使在同一个言语社区也存在语言变体。

因此该表述正确。

12. Language and society are in many ways closely linked, either in education or in social science.
【答案】T查看答案
【解析】本题考查语言和社会的关系。

语言和社会紧密相连，语言产生于社会，并随着社会的发展而发展，是对社会的反映。

因此该表述正确。

13. Stern (1999) thinks that language teaching has interacted for a long time with linguistics and with psychology, and that social science and language teaching have only recently come into contact with each other.
【答案】F查看答案
【解析】本题考查斯特恩的语言教学观。

斯特恩曾指出结构主义语言学、乔姆斯基语言学和新弗斯学派为对教学法影响最大的学派。

新弗斯学派主要指韩礼德的系统功能语言学，其中包含对语言和社会的探讨，故对语言教学和社会科学的关系的讨论并非最近兴起。

因此该表述有误。

14. Language teaching can be defined as the activities which are intended to bring about language learning.
【答案】T查看答案
【解析】本题考查语言教学的含义。

语言教学可以被定义为能够激发语言学习的活动。

因此该表述正确。

15. Controlled activities mainly focus on form and accuracy. Teachers don’t have to consider meaning when designing them.
【答案】F查看答案
【解析】本题考查口语教学中的可控制活动。

可控制活动重视语言的形式和准确性。

使学生关注语言的某些结构或功能，以便他们能够准确地说出语言。

但是可控制活动要求教师在设计过程中采用有意义的方式。

因此该表述有误。

16. The success of role-plays are affected by the following factors: the teacher’s enthusiasm; careful instructions; clear situations and roles.
【答案】F查看答案
【解析】本题考查影响角色扮演活动成功的因素。

角色扮演的成功受到以下因素的影响:老师的热情; 细心的指导;明确的情况和角色；以及确保学生掌握了角色扮演中所需用的语言知识。

因此该表述不全面。

17. Reading aloud without comprehension can be very difficult and it can easily destroy students’ self-confidence.
【答案】T查看答案
【解析】本题考查朗读的意义。

朗读有其自身的优势，但若朗读过程中不加理解，学生的阅读过程将会十分困难，并容易打击学生
阅读的自信心。

因此该表述正确。

18. For silent reading, we need effective strategies such as skimming, scanning, predicting. etc. to help us extract information efficiently.
【答案】T查看答案
【解析】本题考查有效默读的策略。

要想实现有效的默读，学会要采取一些阅读策略，例如略读，扫读和预测来高效提取信息。

因此该表述正确。

19. Assessment is part of testing, but it is only one means of gathering information about a student.
【答案】F查看答案
【解析】本题考查评价和测试的差异。

测试通常是“笔纸”形式，通常发生在一个学习阶段末尾，如单元测试、期中测试和期末测试等。

评价包括收集一段时间内学生学习进步的信息或证据，从而改进教学。

评价比测试更重要。

因此该表述有误。

20. Summative assessment is mainly based on testing.
【答案】T查看答案
【解析】本题考查终结性评价的参考依据。

终结性评价主要以测试为基础，大部分在每学年的学期末进行。

因此该表述正确。

Part Ⅲ　Question answering (30 points, 5 points for each)
Directions: Answer each of the following 6 questions. Your answers are suggested to show the basic principles or connotations contained in the questions.
1. How is task-based Language Teaching different from Communicative Language Teaching?
【答案】Task-based Language Teaching is a recently developed approach in line with Communicative Language Teaching. It stresses holistic and realistic input and output and the focus is on the students’ learning, rather than on a set of discrete language knowledge, and the tasks can contribute to whole-person development—not just linguistic development. In TBLT, it is important to have a balance between the focus on holistic communication and the focus on form (i.e. individual language points). Besides, in TBLT, the task plays an important role in promoting the learning process. A task is a piece of work undertaken for oneself or for others, freely or for some reward, a task can hold different meanings for different people. There are four components of a task, that is, purpose, context, process and product, thus in task-based language teaching, students are given the opportunities to use language in real tasks which is useful for them to know how to use the target language appropriately and properly in real life.查看答案
【答题思路】首先明确表明两种教学法的关系：任务型教学是对交际法教学的进一步发展，二者在本质上都是一样的，但二者教学过程中的侧重点存在差异，从这个角度分析即可。

2. What are the differences between a weak version of Communicative Language Teaching and strong version of Communicative Language Teaching? And how should we apply them in English teaching?
【答案】Howatt proposes a weak and a strong version of CLT. With the weak version, learners first acquire language as a structural system and then learn how to use it in communication. The strong version of CLT claims that “language is acquired through communication’. This means that learners discover the structural system in the process of learning how to communicate. In other words, the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication whereas the strong version regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication. Thus, in English teaching, we should make a balance between strong and weak version of communicative language teaching, that is, in the initial stage, we should make the best use of weak communicative language teaching to make sure the learners get command of the basic linguistic language and in the development stage, it is useful to adopt the strong version so that the learners can be more competent in language learning.查看答案
【答题思路】首先分别分析交际法教学中的强弱两种版本的含义，然后结合二者的差异合理平衡使用已达到最佳的教学效果。

3. What components does a language lesson plan usually have? How to use them in language teaching?
【答案】
(1) A language lesson plan is a framework of a lesson in which teachers make advancer decisions about what they hope to achieve and how they would like to achieve it. Proper lesson planning is essential for both novice/beginner and experienced teachers. There are eight components of a lesson plan, namely, background information, teaching aims, language contents and skills, stages and procedures, teaching aids, end of lesson summary, optional activities and assignments and after lesson reflection.
(2) In order to make good use of these components, the teachers are required to have a clear understanding of the meanings of these components first. For example, the teaching aims mean that the teacher must know what his or her students are able to achieve by the end of the lesson so teaching objectives should focus on the learners performance. On the other hand, the teacher should use these components flexibly, which means that he or she doesn’t have to include all these components in one lesson and should use them according to the concrete teaching contexts.
【答题思路】首先解释课程计划的含义以及具体的组成部分，然后提出合理利用这些组成部分的要求和建议。

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