北京外国语大学2011年硕士研究生入学考试英语语言文学专业能力测试试卷和英语基础测试技能样题

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北京语言大学英语语言文学综合考研真题

凯程考研集训营，为学生引路，为学员服务！第 1 页共 1 页北京语言大学英语语言文学综合考研 2011年北京语言大学英语语言文学综合考研真题是根据网友提供的资料整理而来，难免不全之处，仅供参考。

二外日语1.汉字写假名发音，学生，先生，花见之类超简单基础20*0.52.假名写汉字一个句子里写两三个假名，京都，红叶，子供，仕事，休憩时间之类也好简单基础。

20*0.53.外来语翻译超市，滑雪，日历……太基础了10*14.在句子中填助词都很基础常见10*15.选择20*1 基础语法6.翻译句子，汉译日，都是简单句：10*2星期六下午去看音乐会吗?森先生明天搬家吗?7.一段日语译成汉语。

很简单。

每句1分，10分8.两篇阅读，这才是难点，不过也能做出来。

第一篇关于如何有效利用时间，7个7分。

第二篇几篇日记，3个3分。

基础英语1.单项选择，大多是选单词，短语搭配，基础。

10*12.六篇阅读理解 25*2.阅读文章很基础，好读懂，但选题并不容易，选项需要仔细分析辨明。

3.汉译英 30关于利玛窦的。

只记得一点点。

他是意大利著名传教士。

译著《论交友》。

用文言文收集，编译了一百句格言。

犹豫了下的词语就是传教士还是传道士，格言，还有文言文。

4.英译汉 30开头是 knowledge is power. power for evil ， for good.主要讲人们应该讲科技知识应用于全人类的福祉。

难点的词有，enmity ， annihilate5.作文300—350词 30shall the rich share their wealth with the poor?大概是这个主题。

小提示：目前本科生就业市场竞争激烈，就业主体是研究生，在如今考研竞争日渐激烈的情况下，我们想要不在考研大军中变成分母，我们需要：早开始+好计划+正确的复习思路+好的辅导班（如果经济条件允许的情况下）。

2017考研开始准备复习啦，早起的鸟儿有虫吃，一分耕耘一分收获。

北京外国语大学811英语能力测试(写作)2011到2015五套考研真题

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北京外国语大学硕士研究生入学考试试题(样卷)

北京外国语大学硕士研究生入学考试试题（样卷）招生专业：翻译学科目名称：英汉互译（笔译）（考试时间3小时，满分150分，全部写在答题纸上，答在试题页上无效）I.Translate the following passage into Chinese and write yourtranslation on the answer sheet. (50 points)Between Demond’s excursions he like s to accompany me to the Chinese Theatre, of which I had become a fervent votary. Peking is as much the home of the Chinese Theatre as Hollywood is of the films. I had invited many friends to performances that I thought wonderful, but after a very short time they pleaded earache, headache or frank boredom and beat a hasty retreat. Desmond was one of the rare exceptions: he understood instinctively the Chinese drama was the most vital of the traditional arts.A Pekingese enthusiast is mainly concerned with the vocal side of the drama: he goes to the theater to enjoy sustained and difficult flights of falsetto (假声) singing in a sociable atmosphere. The plot, which always drives home a sound moral, is a subsidiary attraction, and the same plays are performed year in year out to packed houses of listeners as critical as the audience of an opera in Italy. As for me, I was first struck by parallels with the Elizabethan stage.The Chinese Theatre provided that ideal synthesis of the arts which I had always been seeking, a synthesis which only the Russian Ballet had approached in Europe. It was a harmonious combination of dialogue, singing, dancing and acrobatics. The beauty of costume, make-up and movement, the subtlety of the pantomime（哑剧）, were thrilling even when one was ignorant of the plot and indifferent to the music. The technique of Chinese actors made scenery superfluous. Everything on this stage was simplified and intensified.The stage itself projected squarely into the audience without a drop curtain, though an embroidered curtain might hang at the back between the two doors for actors’ entrances and exits, and the few stage properties were symbolic. On this bare jutting platform only the comedians were allowed to be clumsy; all the others, who specialized in a certain type of role from which they never deviated, had to move with dignity, elegance and grace. In the popular drama, which had been perfected in Peking since the eighteen century, I preferred the ‘military’ or chronicle plays reviving remote periods of Chinese history in a shrill, vivid, stylized succession of tableaux（舞台造型）, teeming with characters in sumptuous costumes who performed dazzling feats in mimic battle, prodigies of swift, supple and precise sword-play, to the staid and sentimental ‘civil’ plays, with their demu re heroines, so correctly Confucian and tantalizingly deliberate, and their righteous elders warbling into the most improbableof beards.The rhythmic beauty of the battle-scenes was intoxicating; they heightened one’s blood pressure. And the technical resources of the actors seemed infinite. Being peaceable by nature, the Chinese reserved their few bellicose（好战的）strains for the theatre, where they became sublimated and polished by art. Sipping tea and nibbling melon seeds, they blandly watched the evolution of generals more ferocious than anything outside the jungle. To the clash of gongs, each carrying his favourite weapon, as decorative as it could be dangerous, the generals in gorgeous coats of mail（盔甲）strutted up like giant fighting cocks with vast plumes in their helmets, showing the thick white soles of buskin-like boots as they advanced in perfect tempo; then they juggled with their weapons to exhibit their skills. No two were alike in costume or make-up. The generals formed ranks while the supreme commander swaggered into their midst. In voices of thunder they proclaimed that they were wolves, tigers and leopards eager for the fray. The supreme commander boasted that his army of heroes would sweep his enemies off the face of the earth. (598)II.Translate the following passage into English and write yourtranslation on the answer sheet. (50 points).大宛之迹*，见*自张骞。

育明考研：2011年北京外国语大学翻译硕士真题及答案解析

汉语写作与百科知识一、百科知识：解释出现在下列短文中划线的名词，共25个名词，50分。

1. 原始人对自然界不只是简单地解释和探索，为了更好地生活，他们还要与自然做不屈的斗争，于是就创造了歌颂与自然作斗争的英雄的故事，如精卫填海、夸父逐日、鲧禹治水等。

2.从天宝十五载六月潼关失守，杜甫到奉先携家属北上避难，到乾元二年秋赴秦州之前，产生了两个系列的作品，一是自叙经历，兼抒优家国心情的作品，如《月夜》、《春望》、《喜达行在所》、《述怀》、《羌村三首》、《北征》、《彭衙行》等。

二是集中写时事见闻的新乐府诗，如《哀王孙》、《悲陈陶》、《悲青坂》、《哀江头》、《塞芦子》、《洗兵马》及“三吏”、“三别”等。

3.佛教对中国文化的影响广泛而深刻，远不止与上述几方面。

佛教是中国民众的一种普遍信仰，因此形成了很多佛教圣地，如佛教四大名山，它们分别是文殊菩萨、普贤菩萨、观音菩萨、地藏菩萨的道场。

4.在明清之际三大思想家中，王夫之的哲学思想丰富而深刻，代表了中国古代哲学发展的高峰。

他对前代哲人提出的问题几乎都进行了重新审视，或引申发挥，或批判匡正。

5.五代时，在南方和河东地区，先后存在过十个割据政权（不包括一些小的割据势力），史称“十国”。

6.唐代书法作品流传至今者比前代为多，留下了大量宝贵的艺术珍品。

“初唐四大家”、“颜柳”并称，成为书法史上的高峰。

7.《本草纲目》共分16部60类，以部为纲，以类为目。

每一种药又以正名、余名为目。

这个纲目分类法已经具有与现代科学双名法相同的性质，有的科学史家将之与林标的分类法相提并论。

8.古代四大发明是我国之所以成为文明古国的标志之一。

古代，我国的科学技术在许多方面居于世界的前列。

5世纪后的千余年里，欧洲处在封建社会中。

在这个漫长的时期里，我国的科学技术一直在向前发展，而欧洲的科学技术却停滞不前。

四大发明在欧洲近代文明产生之前陆续传入西方，成为“资产阶级发展的必要前提”。

9.作为四大文明古国之一的埃及，古王国时期包括3—6王朝，时间约为公元前2686—2181年，建都于孟斐斯。

北京外国语大学2011年硕士研究生入学考试试题(复语)——汉译英部分参考译文

北京外国语大学2011年硕士研究生入学考试试题招生专业：复语同声传译科目名称：英汉互译（考试时间3小时，满分150分，全部写在答题纸上，答在试题页上无效）一、将下列段落译为汉语（25分）Print books may be under siege from the rise of e-books, but they have a tenacious hold on a particular group: children and toddlers. Their parents are insisting this next generation of readers spend their early years with old-fashioned books. This is the case even with parents who themselves are die-hard downloaders of books onto Kindles, iPads, laptops and phones. They freely acknowledge their digital double standard, saying they want their children to be surrounded by print books, to experience turning physical pages as they learn about shapes, colors and animals. Parents also say they like cuddling up with their child and a book, and fear that a shiny gadget might get all the attention. Also, if little Joey is going to spit up, a book may be easier to clean than a tablet computer.As the adult book world turns digital at a faster rate than publishers expected, sales of e-books for titles aimed at children under 8 have barely budged. They represent less than 5 percent of total annual sales of children’s bo oks,several publishers estimated, compared with more than 25 percent in some categories of adult books. Many print books are also bought as gifts, since the delights of an Amazon gift card are lost on most 6-year-olds. (210)二、将下列短文译为汉语（50分）Like most creatures on earth, humans come equipped with a circadian clock, a roughly 24-hour internal timer that keeps our sleep patterns in sync with our planet. At least until genetics, age and our personal habits get in the way. Even though theaverage adult needs eight hours of sleep per night, there are “short-sleepers,” who need far less, and morning people, who, research shows, often come from families of other morning people. Then there’s the rest of us, who rely on alarm clocks.For those who fantasize about greeting the dawn, there is hope. Sleep experts say that with a little discipline (well, actually, a lot of discipline), most people can reset their circadian clocks. But it’s not as simple as forcing yourself to go to bed earlier (you can’t make a wide-awake brain sleep). It requires inducing a sort of jet lag without leaving your time zone. And sticking it out until your body clock resets itself. And then not resetting it again.To start, move up your wake-up time by 20 minutes a day. If you regularly rise at 8 a.m., but really want to get moving at 6 a.m., set the alarm for 7:40 on Monday. The next day, set it for 7:20 and so on. Then, after you wake up, don’t linger in bed. Hit yourself with light. In theory, you’ll gradually get sleepy about 20 minutes earlier each night, and you can facilitate the transition by avoiding extra light exposure from computers or televisions as you near bedtime.But recalibrating your inner clock requires more commitment than many people care to give. For some, it’s almost i mpossible. Very early risers and longtime night owls have a hard time ever changing. Night-shift workers also struggle because they don’t get the environmental and social cues that help adjust the circadian clock. (305)三、将下列段落译为英语（25分）虽然导致不平等的原因很多，但我们可以大体上把它们分为三类。

2011 北京外国语大学英语语言文学专业基础英语(样题)

北京外国语大学2011年英语语言文学专业基础英语试卷（样题）Part I GRAMMARA 、Correct ErrorsThe passage contains ten errors. Each indicated line contains a maximum of one error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.For a missing word, mark the position of the missing word with a ^ and write the word which you believe is missing in the blank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash /and put the word in the blank provided at the end of the line.The elderly who finds great rewards and satisfactions (1)___________In their later lives are a small minority in this country. But theyDo exist. They are the "aged elite". It is most striking about these (2)___________People is their capacity for growth. When Arthur Robinson wasEighty, someone told him that he was plying piano better than (3)___________Ever. "I think so," he agreed. "Now I take chances I never tookBefore. I was used to be so much more careful. No wrong notes. (4)___________Not too bold ideas. Now I let go and enjoy myself and to be with (5)___________Everything besides the music." Another reason for the success ofThe aged elite are the traits they formed earlier in their lives. A (6)___________Sixty-eight-year old woman, three times married and widowed,Says," It's not just what you do when you're past sixty-five. It's whatYou did all your life which matters. If you have lived a full life, (7) __________Developed your mind, you will be able to use it past sixty-five.Along frankness comes humor. A sense of humor is an (8)___________aid people use to cope with tension. "Humor," says Dr. Barren,"also leads you to join with other people. There are two ways toDeal with stress. We either reach out or withdraw. The reachers (9)___________seek out other people to share their problems instead of pullingaway." Growing, active, humorous, sharing - these are all qualitieswhich describe the aged elite. (10)__________Part II READING COMPREHENSIONB. Multiple ChoicePlease read the following passages and choose A, B, C or D to best complete the statements about them.The Perils of EfficiencyThis spring, disaster loomed in the global food market. Precipitous increases in the prices of staples like rice (up more than a hundred and fifty per cent in a few months) and maize provoked food riots, toppled governments, and threatened the lives of tens of millions. But the bursting of the commodity bubble eased those pressures, and food prices, while still high, have come well off the astronomical levels they hit in April. For Americans, the drop in commodity prices has put a few more bucks in people's pockets; in much of the developing world, it may have saved many from actually starving. So did the global financial crisis solve the global food crisis?Temporarily, perhaps. But the recent price drop doesn't provide any long-term respite from the threat of food shortages or future price spikes. Nor has it reassured anyone about the health of the global agricultural system, which the crisis revealed as dangerously unstable. Four decades after the Green Revolution, and after waves of market reforms intended to transform agricultural production, we're still having a hard time insuring that people simply get enough to eat, and we seem to be more vulnerable to supply shocks than ever.It wasn't supposed to be this way. Over the past two decades, countries around the world have moved away from their focus on "food security" and handed market forces a greater role in shaping agricultural policy. Before the nineteen-eighties, developing countries had so-called "agricultural marketing boards," which would buy commodities from farmers at fixed prices (prices high enough to keep farmers farming), and then store them in strategic reserves that could be used in the event of bad harvests or soaring import prices. But in the eighties and nineties, often as part of structural-adjustment programs imposed by the I.M.F. or the World Bank, many marketing boards were eliminated or cut back, and grain reserves, deemed inefficient and unnecessary, were sold off. In the same way, structural-adjustment programs often did away with government investment in and subsidies to agriculture—most notably, subsidies for things like fertilizers and high-yield seeds.The logic behind these reforms was simple: the market would allocate resources more efficiently than government, leading to greater productivity. Farmers, instead of growing subsidized maize and wheat at high cost, could concentrate on cash crops, like cashews and chocolate, and use the money they made to buy staple foods. If a country couldn'tcompete in the global economy, production would migrate to countries that could. It was also assumed that, once governments stepped out of the way, private investment would flood into agriculture, boosting performance. And international aid seemed a more efficient way of relieving food crises than relying on countries to maintain surpluses and food-security programs, which are wasteful and costly.This "marketization" of agriculture has not, to be sure, been fully carried through. Subsidies are still endemic in rich countries and poor, while developing countries often place tariffs on imported food, which benefit their farmers but drive up prices for consumers. And in extreme circumstances countries restrict exports, hoarding food for their own citizens. Nonetheless, we clearly have a leaner, more market-friendly agricultural system than before. It looks, in fact, a bit like global manufacturing, with low inventories (wheat stocks are at their lowest since 1977), concentrated production (three countries provide ninety per cent of corn exports, and five countries provide eighty per cent of rice exports), and fewer redundancies. Governments have a much smaller role, and public spending on agriculture has been cut sharply.The problem is that, while this system is undeniably more efficient, it's also much more fragile. Bad weather in just a few countries can wreak havoc across the entire system. When prices spike as they did this spring (for reasons that now seem not entirely obvious), the result is food shortages and malnutrition in poorer countries, since they are far more dependent on imports and have few food reserves to draw on. And, while higher prices and market reforms were supposed to bring a boom in agricultural productivity, global crop yields actually rose less between 1990 and 2007 than they did in the previous twenty years, in part because in many developing countries private-sector agricultural investment never materialized, while the cutbacks in government spending left them with feeble infrastructures.These changes did not cause the rising prices of the past couple of years, but they have made them more damaging. The old emphasis on food security was undoubtedly costly, and often wasteful. But the redundancies it created also had tremendous value when things went wrong. And one sure thing about a system as complex as agriculture is that things will go wrong, often with devastating consequences. If the just-in-time system for producing cars runs into a hitch and the supply of cars shrinks for a while, people can easily adapt. When the same happens with food, people go hungry or even starve. That doesn't mean that we need to embrace price controls or collective farms, and there are sensible market reforms, like doing away with import tariffs, that would make developing-country consumers better off. But a few weeks ago Bill Clinton, no enemy of market reform, got it right when he said that we should help countries achieve "maximum agricultural self-sufficiency." Instead of a more efficient system, we should be trying to build a more reliable one.(1) What can be learned from the first paragraph?[A] Global financial crisis destablized governments.[B] Food riots resulted from skyrockeing food bills.[C] Financial crisis worsens food crisis.[D] Food prices surged by 150% in April.(2) The food crisis revealed the global agricultural system as __________.[A] fragile[B] unresponsive[C] costly[D] unbearable(3) According to the third paragraph, structural-adjustment programs __________.[A] intended to cope with poor harvests[B] were introduced as part of "market forces" policies[C] removed price controls and state subsidies[D] encouraged countries to focus on food security(4) The marketization of agriculture probably means __________[A] private investment floods into agriculture[B] market forces provide efficiency in agriculture[C] agricultural policy works with the free market system[D] agricultural production is free from government intervention(5) Which of the following is NOT a feature of the existing agricultural system?[A] Reduced government spending.[B] Concentrated production.[C] Self-sufficiency.[D] Low wheat stocks.(6) In the last paragraph, the underlined part "the redundancies" probably refer to __________.[A] High-yield seeds[B] Grain reserves[C] Cash crops[D] Corn importsMinding the Inequality GapDuring the first 70 years of the 20th century, inequality declined and Americans prospered together. Over the last 30 years, by contrast, the United States developed the most unequal distribution of income and wages of any high-incomecountry.Some analysts see the gulf between the rich and the rest as an incentive for strivers, or as just the way things are. Others see it as having a corrosive effect on pwople's faith in the markets and democracy. Still others contend that economic polarization is a root cause of America's political polarization. Could, and should, something be done?Claudia Goldin and Lawrence F. Katz, two Harvard economists, think yes. Their book, The Race Between Education and Technology (Harvard, $39.95), contains many tables, a few equations and a powerfully told story about how and why the United States became the world's richest nation — namely, thanks to its schools.The authors skillfully demonstrate that for more than a centun. art a at a steady rate, technological breakthroughs —the mass production system, electricity, computers— have been increasing the demand for ever more educated workers. And, they show, America's school system met this demand, not with a national policy, but in grassroots fashion, as communities taxed themselves and built schools and colleges.Beginning in the 1970s, however, the education system failed to keer pace, resulting, Ms. Goldin and Mr. Katz contend, in a sharply unequal nation.The authors allow that a decline in union membership and in the inflation-adjusted minimum wage also contributed to the shift in who partook of a growing pie. But they rule out the usual suspects —globalization (trade) and high immigration — as significant causes of rising inequality. Amid the current calls to restrict executive compensation, their policy prescription is to have more Americans graduate from college.If only it were that easy.The authors’ argument is really two books in one. One offers an incisive history of American education, especially the spread of the public high school and the state university system. It proves to be an uplifting tale of public commitment and open access. The authors remind us that the United States long remained "the best poor man's country."A place where talent could rise.The other story rigorously measures the impact of education on income. The authors' compilation of hard data on educational attainment according to when people were born is an awesome achievement, though not always a gripping read.They show that by the 1850s, America's school enrollment rate already "exceeded that of any other nation." And this lead held for a long time. By 1960, some 70 percent of Americans graduated from high school — far above the rate in any other country. College graduation rates also rose appreciably.In the marketplace, such educational attainment was extremely valuable, but it didn't produce wide economic disparity so long as more people were coming to the job market with education. The wage premium — or differentialpaid to people with a high school or a college education — fell between 1915 and 1950.But more recently, high school graduation rates flatlined at around 70 percent. American college attendance rose, though college graduation rates languished. The upshot is that while the average college graduate in 1970 earned 45 percent more than high school graduates, the differential three decades later exceeds 80 percent."In the first half of the century," the authors summarize, "education raced ahead of technology, but later in the century technology raced ahead of educational gains."Proving that the demand for and supply of educated workers began not in the time of Bill Gates but in the era of Thomas Edison is virtuoso social science. But wasn't a slowdown in rising educational attainment unavoidable? After all, it's one thing to increase the average years of schooling by leaps and bounds when most people start near zero, but quite another when the national average is already high.The authors reject the idea that the United States has reached some natural limit in educational advances. Other countries are now at higher levels.What, then, is holding American youth back?The authors give a two-part answer. For one thing, the financial aid system is a maze. More important, many people with high school diplomas are not ready for college.The second problem, the authors write, is concentrated mostly in inner-city schools. Because the poor cannot easily move to better school districts, the authors allow that charter schools as well as vouchers, including those for private schools, could be helpful, but more evaluation is necessary.Data on the effects of preschool are plentiful, and point to large returns on investment, so the authors join the chorus in extolling Head Start, the federal government's largest preschool program.Providing more children with a crucial start, along with easier ways to find financial aid, are laudable national objectives. One suspects, though, that the obstacles to getting more young people into and through college have to do with knotty social and cultural issues.But assume that the authors' policies would raise the national college graduation rate. Would that deeply reduce inequality?Averages can be deceptive. Most of the gains of the recent finsh decades have not gone tothe college-educated as a whole. The top 10 or 20 percent by income have education levels roughly equivalent to those in the top 1 percent, but the latter account for much of the boom in inequality. This appears to be related to the way taxes have been cut, and to the ballooning of the financial industry's share of corporate pro""It remains to be seen how a reconfigured financial industry and possible new tax policies might affect the 30-yeartrend toward greater inequality.In the meantime, it is nice to be reminded, in a data-rich book, that greater investments in human capital once put Americans collectively on top of the world.(7) What do we learn from The Race Between Education and Technology?[A] The United States has reached its natural limit in educational attainment.[B] The 20th century was the American Century due to its educational advances.[C] Technology raced ahead of education in the first half of the 20th century.[D] American high school graduation rates levelled off at 80 percent in 1970.(8) Which of the following is considered a significant cause of rising inequalit y according to Claudia Goldin and Lawrence F. Katz?[A] High immigration.[B] Executive compensation.[C] Reduced union membership.[D] Stagnate college graduation rates.(9) What does the underlined word "laudable" mean?[A] Reasonable.[B] Achievable.[C] Deserving praise.[D] Worth trying.(10) Which of the following led to the slowdown in American educational advances in the last three decades of the 20th century?[A] No easy access to financial aid.[B] Overemphasis on preschool programs.[C] A dramatic fall in college enrollment rates.[D] A rise in the number of poor school districts.(11) What does the author think of the book?[A] It is a research on human capital.[B] It is intended for economists.[C] It is a happy fireside read.[D] It is rich in data.(12) Which of the following is true according to the passage?[A] The demand for educated workers began in the era of IT.[B] The pace of technological change has not been steady.[C] America is not educating its citizens the way it used to.[D] High school graduation rates peaked in the U.S. in 1950.B. True or FalseRead the following passage carefully and then decide whether the statements which follow are true (T) or false (F).Generation What?Welcome to the socio-literary parlor game of "Name That Generation."It all began in a quotation Ernest Hemingway attributed to his Paris patron, the poet and salonkeeper Gertrude Stein. On the title page of his novel "The Sun Also Rises," published in 1926, he quoted her saying to her circle of creatively disaffected writers, artists and intellectuals in the aftermath of World War I, "You are all a lost generation."In the cultural nomenclature after that, the noun generation was applied to those "coming of age" in an era. Anne Soukhanov, U.S. editor of the excellent Encarta dictionary, observes, "Young people's attitudes, behavior and contributions, while being shaped by the ethos of, and major events during, their time, came in turn to represent the tenor of the time."Taking that complex sense of generation as insightful, we can focus on its modifier as the decisive word in the phrases built upon it. The group after the lost generation did not find its adjective until long after its youthful members turned gray. Belatedly given a title in a 1998 book by Tom Brokaw, the Greatest Generation (which had previously been called the G.I. Generation) defined "those American men and women who came of age in the Great Depression, served at home and abroad during World War II and then built the nation we have today."That period, remembered as one characterized by gallantry and sacrifice, was followed by another time that was described in a sharply critical sobriquet: in 1951, people in their 20s were put down as the Silent Generation. That adjective was chosen, according to Neil Howe, author of the 1991 book "Generations," because of "how quiescent they were during the McCarthy era . . . they were famously risk-averse." The historian William Manchester castigated the tenor of youth in that era as "withdrawn, cautious, unimaginative, indifferent, unadventurous and silent." Overlapping that pejorative label in time was the Beat Generation, so named by the writer Jack Kerouac in the '50s. Though the author later claimed his word was rooted in religious Beatitudes, it was described by a Times writer as "more than mere weariness, it implies the feeling of having been used, of being raw ... a sort of nakedness of mind."Now we're up to the '70s, dubbed by Tom Wolfe in New York magazine in 1976 as the "me decade." That coinageled to the general castigation of young adults by their elders in that indulgent era as the Me Generation, preoccupied with material gain and "obsessed with self." It was not so silent, far from beat, but still, in its own grasping way, a generation lost.Then came the title denoting mystery of the demographically huge generation born from roughly 1946 to 1964 —begun as the Baby-Boom Generation, but in its later years its younger members took on a separate identity: Generation X. That is the title of a 1991 book by Douglas Coupland; "It is an identity-hiding label," the generationist Howe tells my researcher Caitlin Wall, "of what is the generation with probably the weakest middle class of any of the other generations born in the 20th century." While most boomers proudly asserted their generational identity, "Xers" at first did not; now, however, most feel more comfortable with the label. It has been followed by Y and Z, but those are too obviously derivative, and the Millennial Generation — if narrowly defined as those beginning to come of age since 2000 — has members still in knee pants.THE JOSHUA GENERA TIONU.S. presidents like to identify themselves with the Zeitgeist inspiriting their electorate. "This generation of Americans," F.D.R. told the 1936 Democratic convention, "has a rendezvous with destiny," the final three words later evoked by both Lyndon Johnson and Ronald Reagan. John F. Kennedy, in his 1961 inaugural address, said, "The torch has been passed to a new generation of Americans — tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage."Speaking in March 2007 at a chapel in Selma, Ala., in commemoration of a bloody march for voting rights, Senator Barack Obama put forward a name for a new generation of African-Americans. After acknowledging "a certain presumptuousness" in running for president after such a short time in Washington, Obama credited the Rev. Otis Moss Jr. for writing him "to look at the story of Joshua because you're part of the Joshua generation.''He noted that the "Moses generation" had led his people out of bondage but was not permitted by God to cross the river from the wilderness to the Promised Land. In the Hebrew Bible, it was Joshua, chosen by Moses to be his successor, who led the people across, won the battle of Jericho and established the nation. "It was left to the Joshuas to finish the journey Moses had begun," Obama said to the youthful successors to the aging leaders of the civil rights movement, "and today we're called to be the Joshuas of our time, to be the generation that finds our way across the river."Though the spirit of an age is best defined in retrospect, and religious allusion is not currently considered cool, the Joshua Generation — unlike all its era-naming predecessors — does have alliteration going for it. (874)(13) The Greatest Generation is also referred to as "The Veterans".(14) William Manchester didn't think highly of the Silent Generation.(15) The Beat Generation is characterized by being obsessed with material gain.(16) The Generation X follows the the Baby-Boom Generation while the Generation Y precedes the Millennial Generation.(17) The Moses Generation refers to American leaders, who fought for but never saw the "Promised land" of racial equality.C. Gap FillingPlease choose the best sentence from the list after the passage to fill in each of the gaps in the text. There are more sentences than gaps.TV Can Be Good for YouTelevision wastes time, pollutes minds, destroys brain ceils, and turns some viewer into murderers.(18)______________, But television has at least one strong virtue, too, which helps to explain its endurance as a cultural force. In an era when people often have little time to speak with one another, television provides replacement voices that ease loneliness, spark healthful laughter, and even educate young children.Most people who have lived alone understand the curse of silence, when the only sound is the buzz of unhappiness or anxiety inside one's own head. Although people of all ages who In e alone can experience intense loneliness, the elderly are especially vulnerable to solitude. For example, they may suffer increased confusion or depression when left alone for long periods but then rebound when they have steady companionship.A study of elderly men and women in New Zealand found that television can actually serve as a companion by assuming "the role of social contact with the wider world," reducing "feelings of isolation and loneliness because it directs viewers' attention away from themselves". (19)______________.The absence of real voices can be most damaging when it means a lack of laughter. (20)______________. Laughter is one of the most powerful calming forces available to human beings, proven in many studies to reduce heart rate, lower blood pressure, and ease other stress-related ailments. Television offers plenty of laughter for all kinds of viewers: the recent listings for a single Friday night included more than twenty comedy programs running on the networks and on basic cable between 6pm and 9 pm.A study reported in a health magazine found that laughter inspired by television and video is as healthful as the laughter generated by live comedy. V olunteers laughing at a video comedy routine "showed significant improvements in several immune functions, such as natural killer-cell activity". (21)______________. Even for people with plenty of companionship, television's replacement voices can have healthful effects by causing laughter.Television also provides information about the world. This service can be helpful to everyone but especially tochildren, whose natural curiosity can exhaust the knowledge and patience of their parents and caretakers.(22)______________. For example, educational programs such as those on the Discovery Channel, the Disney Channel, and PBS offer a steady stream of information at various cognitive levels. Even many cartoons, which are generally dismissed as mindless or worse, familiarize children with the material of literature, including strong characters enacting classic narratives.Two researchers studying children and television found that TV is a source of creative and psychological instruction, inspiring children "to play imaginatively and develop confidence and skills". Instead of passively watching, children "interact with the programs and videos" and "sometimes include the fictional characters they've met into reality's play time". (23)______________,The value of these replacement voices should not be oversold. For one thing, almost everyone agrees that too much TV does no one any good and may cause much harm. Many studies show that excessive TV watching increases violent behavior, especially in children, and can cause, rather than ease, other antisocial behaviors and depression.(24)______________. Steven Pinker, an expert in children's language acquisition, warns that children cannot develop language properly by watching television. They need to interact with actual speakers who respond directly to their specific needs. Replacement voices are not real voices and in the end can do only limited good.But even limited good is something, especially for those who are lonely, angry, or neglected. Television is not an entirely positive force, but neither is it an entirely negative one. Its voices stand by to provide company, laughter, and information whenever they're needed.[A] In addition, human beings require the give and take of actual interaction.[B] While the TV may be baby-sitting children, it can also enrich them.[C] Thus runs the prevailing talk about the medium, supported by serious research as well as simple belief.[D] Here, too, research shows that television can have a positive effect on health.[E] Thus television's replacement voices both inform young viewers and encourage exchange.[F] Television can be a positive practical training ground for moral growth in a changing world.[G] Thus television's replacement voices can provide comfort because they distract from a focus on being alone.[H] Further, the effects of the comedy were so profound that "merely anticipating watching a funny video improved mood, depression, and anger as much as two days beforehand"Part III TRANSLATIONA. Please read the following passage and translate it into Chinese.Australia's convict origins have been variously written in and out of the national consciousness. While it was once a。

北京外国语大学英语语言学真题2011年.doc

北京外国语大学英语语言学真题2011年(总分：150.01，做题时间：90分钟)ⅠBriefly explain the following terms. （分数：20.00）(1).perlocutionary act（分数：4.00）__________________________________________________________________________________________ (2).minimal pair（分数：4.00）__________________________________________________________________________________________ (3).distinctive feature（分数：4.00）__________________________________________________________________________________________ (4).linguistic variable（分数：4.00）__________________________________________________________________________________________ (5).lingua franca（分数：4.00）__________________________________________________________________________________________ ⅡAnswer the following questions.（分数：30.00）(1).Why do we say linguistics is a science?（分数：10.00）__________________________________________________________________________________________ (2).Briefly explain how language is (a) systematic (b) symbolic, and (c) social.（分数：10.00）__________________________________________________________________________________________ (3).Linguists have taken an internal and/or external focus to the study of language acquisition. What is the difference between the two?（分数：10.00）__________________________________________________________________________________________ ⅢRead the following paragraphs and then answer four questions.The idea behind the experiential vision of learning is that the use of the target language for communicative purposes is not only the goal of learning, but also a means of learning in its own right. This may clearly involve students using language which they may not have fully mastered, and contrasts with other more "traditional" approaches which emphasize part practice (i. e., isolating parts of the whole for explicit study and learning) leading up in a more or less controlled manner to integrated language use for communicative purposes. An experiential approach to learning may therefore involve a degree of what Johnson (1982) refers to as an "in at the deep end strategy". Simply throwing learners into wholly uncontrolled and undirected language use is, of course, as dubious a strategy with respect to language learning as doing the same with someone who is learning to swim. For this reason, considerable effort has been devoted by methodologists, material writers, and teachers in recent decades to the way in which two sets of factors can be combined. One is the basic insight that language use can serve a significant role in promoting learning, and the other is the acknowledgement that use of the language needs to be structured in a coherent and pedagogically manageable way. The experiential vision of learning has evolved in a variety of ways since the 1960s and is now encountered in a number of differing forms. Nevertheless, most experiential approaches to learning rest on five main principles which were developed in the earlier days of the communicative movement, even if certain receive more attention in one variant than in another. These principles are the following: message focus, holistic practice, the use of authentic materials, the use of communication strategies, and the use of collaborative modes of learning. (Tudor 2001:79)An analytical view of learning posits that according explicit attention to the regularities oflanguage and language use can play a positive role in learning. Each language manifests a number of structural regularities in areas such as grammar, lexis and phonology, and also with respect to the ways in which these elements are combined to communicate messages. The question, therefore, is not whether languages have structural regularities or not, but whether and in which way explicit attention to such regularities can facilitate the learning of the language. An analytical approach to learning rests on a more or less marked degree of part practice, i. e., isolating parts of the whole for explicit study and learning, even if its ultimate goal remains the development of learners" ability to put these parts together for integrated, holistic use. At least, two main considerations lend support to an analytical approach to learning. First, in terms of learning in general, the isolation and practice of sub-parts of a target skill is a fairly common phenomenon... Second, explicit identification of regularities in a language has advantages which Johnson (1996:83) refers to as "generativity" and "economy". Mastering a regularity in a language gives learners access to the generative potential of this regularity in new circumstances Explicit presentation or discovery of the structural regularities of a language can therefore represent a short-cut to mastery of this language and support learners" ability to manipulate these regularities for communicative purposes. (Tudor 2001:86-7)（分数：50.00）(1).What are the differences between experiential and analytical modes of language learning?（分数：12.50）__________________________________________________________________________________________ (2).What serves as the theoretical foundation for the experiential mode of language learning and what are its advantages and disadvantages?（分数：12.50）__________________________________________________________________________________________ (3).What serves as the theoretical foundation for the analytical mode of language learning and what are its advantages and disadvantages?（分数：12.50）__________________________________________________________________________________________ (4).How would you balance the two modes of learning in your teaching or learning of a foreign language?（分数：12.50）__________________________________________________________________________________________ⅣRead the following passage and answer three questions.Teachers employ different types of conceptual organization and meaning. One level of meaning relates to subject matter knowledge and how curricular and content aspects of teaching are conceptualized (Shulman 1987). Woods (1996) describes teachers" conceptions of lessons as made up of conceptual units at different levels of abstraction. He distinguishes between the following: overall conceptual goals—the overall purposes teachers identify for a course; global conceptual units—the individual subcomponents of the curriculum (e. g., the grammar, reading, writing, and listening components of an integrated skills course); intermediate conceptual units-activities or clusters of activities framed in terms of accomplishing one of the higher-level conceptual goals; and local conceptual units—the specific things teachers do to achieve particular instructional effects. Other constructs that have been proposed to account for how teachers realize the curricular agendas they set for lessons and the kinds of cognitive processes they employ include lesson formats (Wong-Fillmore 1985), tasks (Doyle 1983), scripts , and routines(Shavelson and Stem 1981). Constructs such as these seek to describe how teachers approach the subject matter of teaching and how they transform content into learning. Much of this research draws on a framework of cognitive psychology and has provided evidence of the kinds of pedagogical content knowledge, reasoning, and problem solving teachers make use of as they teach (Cliff 1991). In addition to the curricular goals and content, teachers have other more personal views of teaching (Johnston 1990). Zeichner, Tabachnick, and Densmore (1987) try to capture this with the notion of perspective, which they define as the ways in which teachers understand, interpret,and define their environment and use such interpretation to guide their actions. They followed teachers through their year-long professional training and their first year in the classroom, and found that their personal perspectives served as powerful influences on how they taught. In describing the basis for teachers" conceptualizations of good practice, Clandinin (1985, 1986) introduced the concept of image , which she describes as "a central construct for understanding teachers" knowledge" (1985:362). An image is a metaphor, such as "the classroom as home," "setting up a relationship with children," or "meeting the needs of students," that teachers may have in mind when they teach. Johnston (1992) suggests that images such as these are not always conscious, that they reflect how teachers view themselves in their teaching contexts, and that they form the subconscious assumptions on which their teaching practices are based. In a study of what second language teachers perceive to be good classes, Senior (1995) found that experienced ESL teachers in an Australian educational setting attempting to implement a communicative methodology appeared to have arrived at the tacit assumption that, to promote successful language learning, it is necessary to develop a bonded class—that is, one in which there is a positive, mutually supportive group atmosphere. The teachers appeared to employ a range of both conscious and unconscious strategies in order to develop a spirit of cohesion within their class groups.Halkes and Deijkers (1984) refer to teachers" teaching criteria, which are defined as "personal subjective values a person tries to pursue or keep constant while teaching." Teachers hold personal views of themselves, their learners, their goals, and their role in the classroom and they presumably try to reflect these in their practice. Marland (1987) examined the principles used to guide and interpret teaching, and identified five such working principles that were derived from stimulated recall interviews with teachers. For example, the "principle of progressive checking" involved checking students" progress periodically, identifying problems, and providing individual encouragement for low-ability students. Conners (1978) studied elementary teachers and found that all of those in her study used three overarching principles of practice to guide and explain their interactive teaching behavior: "suppressing emotions," "teacher authenticity," and "self-monitoring." The "principle of teacher authenticity" involved the teacher presenting herself in such a way that good personal relationships with students and a socially supportive classroom atmosphere would be achieved. This principle required the teacher to attempt to be open, sincere, and honest, as well as fallible.（分数：50.01）(1).What could be the title of this passage?（分数：16.67）__________________________________________________________________________________________ (2).What are the functions of those conceptual units as described by Woods (1996) in language teaching?（分数：16.67）__________________________________________________________________________________________ (3).Discuss the relationship between "perspective" and "image" and between "image" and "teaching criteria" as mentioned in this passage?（分数：16.67）__________________________________________________________________________________________。

北京外国语大学(已有10试题)

北京外国语大学英语学院英语语言文学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英美文学1995——2010（2002——2008有答案）英美文学（外国文学所）2009英美文学文论与文化研究（外国文学所）2010英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）美国社会文化研究1990，1995——2010（1990有答案）英国社会文化研究1995——2010澳大利亚研究1995——2010英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英汉互译（同声传译）（高翻学院）2009——2010复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002英语新闻业务与新闻学基础知识2006——2009国际新闻2010国际法学专业（无此试卷）外交学专业综合考试（含国际政治、汉语）2000——2002中国外语教育研究中心外国语语言学及应用语言学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英美文学1995——2010（2002——2008有答案）英美文学（外国文学所）2009英美文学文论与文化研究（外国文学所）2010英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）美国社会文化研究1990，1995——2010（1990有答案）英国社会文化研究1995——2010澳大利亚研究1995——2010英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英汉互译（同声传译）（高翻学院）2009——2010复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）文化语言学2007语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002外国文学所英语语言文学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英美文学1995——2010（2002——2008有答案）英美文学（外国文学所）2009英美文学文论与文化研究（外国文学所）2010英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）美国社会文化研究1990，1995——2010（1990有答案）英国社会文化研究1995——2010澳大利亚研究1995——2010英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英汉互译（同声传译）（高翻学院）2009——2010复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002德语语言文学专业二外英语1997——2003（2000——2003有答案）德国外交经济2000——2005德国文学2001——2005德语翻译理论与实践2000——2005基础德语2000——2005德语教学法2004——2005德语跨文化经济交际2000——2005德语语言学2000——2005国际问题研究所外交学专业综合考试（含国际政治、汉语）2000——2002社会科学部外交学专业综合考试（含国际政治、汉语）2000——2002国际商学院外交学专业综合考试（含国际政治、汉语）2000——2002俄语学院俄语语言文学专业二外英语1997——2003（2000——2003有答案）俄罗斯社会与文化2002——2003，2005俄罗斯文学2002——2005俄语翻译2004俄语翻译技巧2002翻译理论（俄语专业）2003俄语翻译理论与实践2005俄语基础2004——2005俄语语言学基础理论2002——2004现代俄语语言学2005俄语综合2002法语系法语语言文学专业二外英语1997——2003（2000——2003有答案）欧洲语言学专业二外英语1997——2003（2000——2003有答案）德语系德语语言文学专业二外英语1997——2003（2000——2003有答案）德国外交经济2000——2005德国文学2001——2005德语翻译理论与实践2000——2005基础德语2000——2005德语教学法2004——2005德语跨文化经济交际2000——2005德语语言学2000——2005日语系日语语言文学专业二外英语1997——2003（2000——2003有答案）日本社会文化2004（日语系）日本语言文学2004（日语系）以下试卷为日研中心试卷，仅供参考：专业日语2009（2009有答案）基础日语1997——2006，2008——2009（2000——2006，2008——2009有答案）日本概况2003——2005（2003——2005有答案）日本社会1997——2004（2000——2004有答案）日本社会经济2008（2008有答案）日本社会日本经济2005——2006（2005——2006有答案）日本文化1997——2004，2008（2000——2004，2008有答案）日本文学1997——2004，2008（2000——2004，2008有答案）日本文学日本文化2005——2006（2005——2006有答案）日本语言1997——2004（2000——2004有答案）日本语教育2008（2008答案）日本语言日本教育2005——2006（2005——2006有答案）日本语学2008（2008有答案）综合考试（日语专业）1997——2002（2000——2002有答案）日研中心日语语言文学专业二外英语1997——2003（2000——2003有答案）专业日语2009（2009有答案）基础日语1997——2006，2008——2009（2000——2006，2008——2009有答案）日本概况2003——2005（2003——2005有答案）日本社会1997——2004（2000——2004有答案）日本社会经济2008（2008有答案）日本社会日本经济2005——2006（2005——2006有答案）日本文化1997——2004，2008（2000——2004，2008有答案）日本文学1997——2004，2008（2000——2004，2008有答案）日本文学日本文化2005——2006（2005——2006有答案）日本语言1997——2004（2000——2004有答案）日本语教育2008（2008答案）日本语言日本教育2005——2006（2005——2006有答案）日本语学2008（2008有答案）综合考试（日语专业）1997——2002（2000——2002有答案）西葡系西班牙语语言文学专业二外英语1997——2003（2000——2003有答案）西班牙语基础2003——2004（其中2004年的试卷共12页，缺P11-12）西班牙语专业2003——2004欧洲语言学专业二外英语1997——2003（2000——2003有答案）阿语系阿拉伯语语言文学专业二外英语1997——2003（2000——2003有答案）欧洲语系欧洲语言文学专业二外英语1997——2003（2000——2003有答案）亚非语系亚非语言文学专业（无此试卷）国际交流学院语言学及应用语言学专业比较文学概论2004海外汉学2003——2004现代汉语1999古代汉语1999综合考试（含国际政治、汉语）2000——2002综合考试（含古代汉语、古代文学、现当代文学）2001中国历史文化2001历史文化综合1999——2000语言学与应用语言学专业综合2000语言学及现代汉语2000——2001比较文学与世界文学专业比较文学概论2004海外汉学2003——2004中国古代文学专业综合考试（含古代汉语、古代文学、现当代文学）2001高翻学院外国语语言学及应用语言学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英汉互译（同声传译）（高翻学院）2009——2010英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）。

2011年北京第二外国语学院英语专业(语言学)真题试卷.doc

2011年北京第二外国语学院英语专业（语言学）真题试卷(总分：50.00，做题时间：90分钟)一、填空题(总题数：5，分数：10.00)nguage enables its speakers to refer to all kinds of things, which are either present or absent; either existing at present, in the past or in the future; either real or unreal. This quality is called 1.（分数：2.00）填空项1:__________________2. 1refers to a sound produced with the obstruction of the air stream caused by two lips, such as in the production of[p].（分数：2.00）填空项1:__________________3.In Chomsky"s view, language is a kind of innate endowment with which children are born. This endowment is called 1.（分数：2.00）填空项1:__________________4.In the word "suitable" , -able is a 1morpheme rather than an inflectional one.（分数：2.00）填空项1:__________________5. 1refers to the sense relation between a more general, more inclusive word and a more specific word.（分数：2.00）填空项1:__________________二、判断题(总题数：5，分数：10.00)6.Ferdinand de Saussure was a Swiss linguist, and he is called the father of linguistics.（分数：2.00）A.TrueB.False7.The smallest units that affect meaning are morphemes.（分数：2.00）A.TrueB.False8.According to the notions of construction and constituent, the largest construction in a language is sentence.（分数：2.00）A.TrueB.False9.When varieties of language are classified in respect of their users, they are called registers.（分数：2.00）A.TrueB.Falsenguage variation is diachronic while language change is synchronic.（分数：2.00）A.TrueB.False三、单项选择题(总题数：5，分数：10.00)11.The morpheme "vision" in the word "television" is a(n)______.（分数：2.00）A.bound morphemeB.bound formC.inflectional morphemeD.free morpheme12.There are generally three kinds of sense relations recognized, namely, sameness relation, oppositeness relation and ______ relation.（分数：2.00）A.exclusivenessB.conclusivenessC.inclusivenessD.deduction13.The word "laze" is an example of______in word formation.（分数：2.00）A.acronymB.blendingC.functional shiftD.back formation14.A grammar which consists of a set of statements or rules which specify which sequences of language are possible, and which impossible, is a ______ grammar.（分数：2.00）A.systemicB.descriptiveC.generativeD.functional15.Speech act theory was first proposed by ______.（分数：2.00）A.Jane AustinB.John SearleC.John AustinD.John Firth四、简答题(总题数：10，分数：20.00)16.What are the four basic requirements for the description of vowels?（分数：2.00）__________________________________________________________________________________________ 17.In what aspects are the concepts root and stem different? Use examples to elaborate your points.（分数：2.00）__________________________________________________________________________________________ 18.Tell whether each of the underlined part is endocentric or exocentric. (1)The problem under consideration. (2)I saw a bridge damaged beyond repair. (3)He kicked the ball. (4)Andy looked excited.（分数：2.00）__________________________________________________________________________________________ 19.Correctly classify the following pairs of antonyms into different types of antonymy.(1)parent —offspring;(2)teach—learn;(3)rude—polite;(4)false—true（分数：2.00）__________________________________________________________________________________________ 20.What are the two versions of Sapir-Whorf hypothesis? What do they mean?（分数：2.00）__________________________________________________________________________________________ 21.Please list some differences between Langue and Parole.（分数：2.00）__________________________________________________________________________________________ 22.What are the three criteria linguists use to group allophones into phonemes?（分数：2.00）__________________________________________________________________________________________ 23.What are the differences between syntagmatic relations and paradigmatic relations? Please use examples to illustrate them.（分数：2.00）__________________________________________________________________________________________ 24.Based on the Cooperative Principle, analyze the implicature of the utterance "Well, boys are boys" and discuss the reasoning process of the implicature.（分数：2.00）__________________________________________________________________________________________ 25.Please use notions of "deep structure" and "surface structure" to analyze the ambiguity of the sentence Flying planes can be dangerous.（分数：2.00）__________________________________________________________________________________________。

育明考研：北京外国语大学2011年硕士研究生入学考试复语同声传译专业考研真题

北京外国语大学2011年硕士研究生入学考试复语同声传译专业试题北京外国语大学2011年硕士研究生入学考试试题招生专业：复语同声传译科目名称：英汉互译（考试时间3小时，满分150分，全部写在答题纸上，答在试题页上无效）一、将下列段落译为汉语（25分）The genesis of a Chinese factory town is always the same: In the beginning nearly everybody is a construction worker. The booming economy means that work moves fast, and new industrial districts rise in distinct stages. Those early laborers are men who have migrated from rural villages, and immediately they're joined by small entrepreneurs. These pioneers sell meat, fruit, and vegetables on informal stands, and later, when the first real stores appear, they stock construction materials. After that cell phone companies set up shop: China Mobile, China Unicom. During these initial stages there's rarely any sign of police. Government officials are prominently absent. It's not until plants start production that you see many women. Assembly-line bosses prefer young female workers, who are believed to be more diligent and manageable. After the women appear, so do the clothes shops. In the early days garbage accumulates in the gutters; the government is never in a rush to institute basic services. Public buses don't appear for months. Manholes remain open till the last instant, forfear that early settlers will steal the metal covers and sell them for scrap.(186 words)二、将下列短文译为汉语（50分）Glaciers in Antarctica are melting faster and across a much wider area than previously thought, a development that threatens to raise sea levels worldwide and force millions of people to flee low-lying areas. Researchers once believed that the melting was limited to the Antarctic Peninsula, a narrow tongue of land pointing toward South America. But satellite data and automated weather stations now indicate it is more widespread. The melting also extends all the way down to what is called west Antarctica. By the end of the century, the accelerated melting could cause sea levels to climb by 3 to 5 feet — levels substantially higher than predicted by a major scientific group just two years ago. Making matters worse, the ice shelves that hold the glaciers back from the sea are also weakening.For years, the continent at the bottom of the world seemed to be the only place on the planet not experiencing climate change. Previous research indicated that temperatures across much of Antarctica were staying the same or slightly cooling. The big surprise was exactly how much glaciers are melting in western Antarctica, a vast land mass on the Pacific Ocean side of the continent that is next to the South Pole and includes the Antarctic Peninsula. The glaciers are slipping into the sea faster becausethe floating ice shelf that would normally stop them — usually 650 to 980 feet thick — is melting. And the glaciers' discharge is making a significant contribution to increasing sea levels.Together, all the glaciers in west Antarctica are losing a total of around 114 billion tons per year because the melting is much greater than the new snowfall. That's equivalent to the current mass loss from the whole of the Greenland ice sheet, New research found that melting glaciers will add at least 7 inches to the world's sea level — and that's if carbon dioxide pollution is quickly capped and then reduced. (319)三、将下列段落译为英语（25分）朋友们，21世纪第一个十年就要过去了，离世纪之初所制定的千年发展目标的实现日期也更近了。

[考研类试卷]2011年北京第二外国语学院英语专业(英美文学)真题试卷.doc

[考研类试卷]2011年北京第二外国语学院英语专业（英美文学）真题试卷一、单项选择题1 Anglo-Saxon literature is almost exclusively a verse literature in______. It was passed down by words of mouth from generation to generation.（A）realistic form（B）lyrical form（C）oral form（D）no form2 The______is an important form of British literature in the 15th century.（A）epic（B）popular ballad（C）sonnet（D）quatrain3 Chaucer's literary career is highlighted by the publication of his work______.（A）The Song of Beowulf（B）The Canterbury Tales（C）The Ecclesiastical History of the English People（D）Confessio Amantis4 Merchant of Venice shows the achievements made in______.（A）comedy（B）tragicomedy（C）tragedy（D）absurd theatre5 The most distinguished literary figure of the Restoration Period was John Dryden, poet,______and playwright.（A）novelist（B）essayist（C）critic（D）editor6 Friday is a character in the novel written by______.（A）Charles Dickens（B）Thomas Woolf（C）Daniel Defoe（D）Henry Fielding7 ______is NOT one of the first generation of English Romantic poets.（A）Coleridge（B）Keats（C）Wordsworth（D）Southey8 Jane Eyre stands for those______working women, who are struggling for the recognition of their basic rights as a human being.（A）lower class（B）first class（C）middle class（D）grass root9 D.H. Lawrence's works represent an extended reflection upon the dehumanizing effects of modernity and industrialization. Among his works,______explores the possibilities for life and is concerned with the nature of relationships that can be had within industrial settings.（A）Lady Chatterley's Lover（B）A Lost Lady（C）Gravity's Rainbow（D）The Escaped Peacock10 ______is the symbol of America in the Age of Enlightenment.（A）Benjamin Franklin（B）Washington Irving（C）Thomas Jefferson（D）George Washington11 ______has been addressed by Faulkner " the Father of American literature" for his artistic innovation and concern of the south in his works.（A）Benjamin Franklin（B）Washington Irving（C）Thomas Jefferson（D）Mark Twain12 Basically, Melville's most well-known novel Moby Dick shows his______view of human power and the world.（A）optimistic（B）negative（C）pragmatic（D）objective13 1925 witnesses great events in American literary field: Hemingway published his novel In Our Time, and so did Fitzgerald with his______.（A）The Gilded Age（B）The Last Tycoon（C）The Great Gatsby（D）Tender Is the Night14 John Dos Passos' trilogy of U.S.A. in the 1930s includes ______(① The 42nd Parallel ②1919 ③District of Columbia ④The Big Money)（A）①③④（B）①②③（C）①②④（D）②③④15 The following authors are all black EXCEPT______.（A）Arthur Miller（B）Richard Wright（C）James Baldwin（D）Alice Walker二、名词解释16 Absurd theatre(3 points)17 Roaring twenties(3 points)18 Local color(3 points)三、分析题18 Essay questions.(11 points)This text below is Robert Frost's Poem "The Road Not Taken". Please answer the following questions according to it: The Road Not Taken Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; 5Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing thereHad worn them really about the same, 10And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back. 15I shall be telling this with a sighSomewhere ages and ages hence;Two roads diverged in a wood, and I—I took the one less traveled by,And that has made all the difference. 2019 What is the form of this poem: is it a lyrical poem or a narrative poem? Use your own words to give an illustration to prove your idea.(3 points)20 "Sigh" on the 16th verse can indicate relief or happiness, or it can indicate regret or sorrow. Please give your own interpretation of its meaning.(4 points)21 Themes of this poem could be explained in more than one aspect. Give out two themes that you can find in this poem.(4 points)。

北京外国语大学翻译硕士英语学位MTI考试真题2011年

北京外国语大学翻译硕士英语学位MTI考试真题2011年(总分：150.00，做题时间：180分钟)Ⅰ1.APEC（分数：1.00）__________________________________________________________________________________________ 正确答案：(亚太经济合作组织(Asia-Pacific Economic Cooperation) )解析：2.PPI（分数：1.00）__________________________________________________________________________________________ 正确答案：(生产者物价指数(Producer Price Index) )解析：3.POS machines（分数：1.00）__________________________________________________________________________________________ 正确答案：(销售点终端机(POS: Point of Sale) )解析：4.chartered plane（分数：1.00）__________________________________________________________________________________________ 正确答案：(包机)解析：5.down-payment requirement（分数：1.00）__________________________________________________________________________________________ 正确答案：(首付要求)解析：6.makeshift hospital（分数：1.00）__________________________________________________________________________________________ 正确答案：(临时医院)解析：7.bailout money（分数：1.00）__________________________________________________________________________________________ 正确答案：(救济金 )解析：8.domestic abuse（分数：1.00）__________________________________________________________________________________________ 正确答案：(家庭暴力 )解析：9.home appliances（分数：1.00）__________________________________________________________________________________________ 正确答案：(家用电器 )解析：10.quantitative easing（分数：1.00）__________________________________________________________________________________________ 正确答案：(量化宽松 )解析：11.Big Bang（分数：1.00）__________________________________________________________________________________________ 正确答案：(宇宙大爆炸)解析：12.House of Commons（分数：1.00）__________________________________________________________________________________________ 正确答案：(下议院)解析：13.deposit reserve requirement ratio（分数：1.00）__________________________________________________________________________________________ 正确答案：(存款准备金率 )解析：14.Cantonese Opera（分数：1.00）__________________________________________________________________________________________ 正确答案：(粤剧)解析：15.product placement ads（分数：1.00）__________________________________________________________________________________________ 正确答案：(产品植入广告 )解析：Ⅱ16.经济刺激方案（分数：1.00）__________________________________________________________________________________________ 正确答案：(economic stimulus package)解析：17.包容性增长（分数：1.00）__________________________________________________________________________________________ 正确答案：(inclusive growth)解析：18.落地签证（分数：1.00）__________________________________________________________________________________________ 正确答案：(visa upon arrival )解析：19.黑帮（分数：1.00）__________________________________________________________________________________________ 正确答案：(sinister gang )解析：20.二房东（分数：1.00）__________________________________________________________________________________________ 正确答案：(sublessor )解析：21.紧凑型轿车（分数：1.00）__________________________________________________________________________________________ 正确答案：(compact car )解析：22.潜规则（分数：1.00）__________________________________________________________________________________________ 正确答案：(hidden rules )解析：23.留守儿童（分数：1.00）__________________________________________________________________________________________ 正确答案：(unattended children )解析：24.良性循环（分数：1.00）__________________________________________________________________________________________ 正确答案：(virtuous circle )解析：25.无党派人士（分数：1.00）__________________________________________________________________________________________ 正确答案：(nonparty personage)解析：26.下半旗志哀（分数：1.00）__________________________________________________________________________________________ 正确答案：(fly a flag at half-mast)解析：27.玩忽职守（分数：1.00）__________________________________________________________________________________________ 正确答案：(neglect of duty )解析：28.拆迁费（分数：1.00）__________________________________________________________________________________________ 正确答案：(relocation compensation)解析：29.贫富两极分化（分数：1.00）__________________________________________________________________________________________ 正确答案：(the polarization between the rich and the poor )解析：30.厨房重地，闲人免进（分数：1.00）__________________________________________________________________________________________ 正确答案：(kitchen staff only )解析：Ⅲ31. The Dead Sea, shared by Israel and Jordan, is the lowest spot on Earth. Its shoreline is about 400 meters below sea level. As the world's saltiest large body of water, averaging a salt content 6 times higher than that of any ocean, the Dead Sea supports no life. With no outlet, the water that flows into the Dead Sea evaporates in the hot, arid air, leaving the minerals. The Jordan River is the chief source of the incoming water, but since the 1960s much of its water has been diverted for irrigation. Its length has already shrunk by more than a third, and, while the sea will never entirely disappear due to evaporation slowing down as surface area decreases and saltiness increases, the Dead Sea as we know it could become a thing of the past.（分数：30.00）__________________________________________________________________________________________ 正确答案：( 死海位于以色列与约旦交界，是世界上海拔最低的地方。

北京外国语大学2016年硕士研究生入学考试试题

北京外国语大学2021年硕士研究生入学测验试题招生专业：英语语言文学科目名称：英语能力测试〔写作〕〔测验时间3小时，总分值150分，全部写在答题纸上，答在试题页上无效〕I. Summarize the main points in the following article (in about 200 words) and write a commentary (in about 500 words) on the issue under discussion, relating it to Chinese reality. (70 points)Gregory Currie, a professor of philosophy at the University of Nottingham, recently argued that we ought not to claim that literature improves us as people, because there is no “compelling evidence that suggests that people are mor ally or socially better for reading Tolstoy〞or other great books.Actually, there is such evidence. Raymond Mar, a psychologist at York University in Canada, and Keith Oatley, a professor emeritus of cognitive psychology at the University of Toronto, reported in studies published in 2006 and 2021 that individuals who often read fiction appear to be better able to understand other people, empathize with them and view the world from their perspective. This link persisted even after the researchers factored in the possibility that more empathetic individuals might choose to read more novels. A 2021 study by Mar found a similar result in young children: the more stories they had read to them, the keener their “theory of mind,〞or mental model of other people’s intentions.“Deep reading〞—as opposed to the often superficial reading we do on the Web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.Recent research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees t he reader from making decisions—Should I click on this link or not —allowing him to remain fully immersed in the narrative.That immersion is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are alsovigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.None of this is likely to happen when we’re reading online. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the Web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives〞for whom it is so familiar. F or example, Britain’s National Literacy Trust earlier released the results of a study of 34,910 young people aged 8 to 16. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.To understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something abo ut the way the ability to read evolved. “Human beings were never born to read,〞notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of Proust and the Squid: The Story and Science of the Reading Brain. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual.The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.This is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading〞and “spiritual reading.〞 If we allow our offspring to believe carnal reading is all there is—if we don’t open the door to spiritual reading, through an early insistence on discipline and practice—we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to “meet kids where they are,〞molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they’ve never be en, a place only deep reading can take them.II. Write an essay (in about 600 words) on the topic below. Your essay should be clear in structure, logical in reasoning and accurate and appropriate in language.(80 points)TopicLiterature is anation’s unique cultural heritage and a passage to understanding the soul of the nation. In your opinion, in what ways are Chinese writers important in cross cultural dialogue between China and the Westand what role can they play in this endeavour。

北京外国语大学2011年硕士研究生入学考试复试——翻译理论与实践口试试题

招生专业：德语语言文学科目名称：翻译理论与实践 Rede Dr. Guido Westerwelle, MdB Bundesminister des Auswärtigen anläßlich der Eröffnung des Begleitprogramms zur Ausstellung …Kunst der Aufklärung“ in Peking, am 2. April 2011报考专业姓名考生编号Sehr geehrter Herr Minister Cai,Exzellenzen,meine Damen und Herren,gestern haben wir die großartige Ausstellung zur Kunst derAufklärung hier im Chinesischen Nationalmuseum eröffnet. Ichfreue mich, dass wir heute die Möglichkeit haben, das Gesprächfortzusetzen über die Zeit der Aufklärung, ihre Werte und Ideenund was diese heut für uns bedeuten. Mein besonderer Dank giltIhnen, Minister Cai und dem chinesischen Kulturministeriumsowie dem Chinesischen Nationalmuseum und der StiftungMercator. Ohne Ihr gemeinsames Engagement wäre diesesDialogprogramm nicht zustande gekommen.Wir wollen den offenen, regen Austausch mit der chinesischenGesellschaft. Ausdrücklich richten wir uns nicht nur an Experten,sondern an die breite interessierte chinesische Öffentlichkeit.Durch dieses Dialogprogramm wollen wir einen Diskussionsprozess anstoßen, der über die Ausstellung hinausseine Wirkung entfaltet.Anrede,vor dreißig Jahren begann mit Chinas Reform- und Öffnungspolitik der große Aufbruch in Ihrem Land. Die Befreiungvon den starren Vorgaben der Planwirtschaft setzte in China eine wirtschaftliche und gesellschaftliche Dynamik in Gang, die Ihr Land zur zweitgrößten Wirtschaftsmacht der Welt gemacht hat.China befreite in wenigen Jahrzehnten hunderte Millionen seiner Menschen aus Hunger und Armut. Der Lebensstandard und das Bildungsniveau haben sich für viele massiv verbessert.Hunderte Millionen Chinesinnen und Chinesen gehören inzwischen zu einer gebildeten, dynamischen Mittelschicht. Diese Mittelschicht wird bald die Einwohnerzahl Europas erreichen. Eine wachsende Mittelschicht ist nicht nur eine ökonomische Größe. Dort, wo Mittelschichten wachsen, wächst auch die Gerechtigkeit, weil der Graben zwischen Arm und Reich überwindbarer wird. Eine starke Mittelschicht ist die Klammer einer Gesellschaft.Kaum jemand im Westen kann sich der Faszination des Aufbruchs Chinas entziehen. Vom Optimismus und der hohen Leistungsbereitschaft Ihres Landes können wir viel lernen. Das chinesische Volk hat allen Grund, stolz zu sein.Premier Wen Jiabao hat in seinem jüngsten Jahresbericht darauf hingewiesen, welche Herausforderungen noch vor China auf dem Weg in seine eigene Moderne liegen. Der Schutz der natürlichen Ressourcen, der Ausgleich zwischen Stadt und Land, der Ausgleich zwischen Arm und Reich sind nur einige Bereiche, die er nannte. Premier Wen bestätigte den Willen Chinas, den Weg der wirtschaftlichen und politischen Reformen unbeirrt weiterzugehen.Zentral für den Erfolg dieses Kurses ist, dass nicht eine Ideologie,sondern der Mensch selbst in den Mittelpunkt der Politik gerücktwird. Die Freiheit des Einzelnen ist die Grundlage für bessereErgebnisse für alle. Den Bürgerinnen und Bürgern Chinas wirdes zunehmend möglich, selbstbestimmt eigene Ziele zu verfolgen. Die neuen Möglichkeiten der Menschen, zu reisen,sich zu bilden, Handel zu treiben, entfesselten die Leistungsbereitschaft, Kreativität und Innovationskraft jedes Einzelnen zu Gunsten aller. Wie kein anderes Land hat Chinaden Entwicklungsschub dieses Aufbruchs erlebt.Anrede,manches an Chinas großem Aufbruch erinnert uns an unsereeigene Geschichte. Der Kurs, den China in den letzten Jahrzehnten eingeschlagen hat, musste sich in Europa überJahrhunderte Bahn brechen.Rückblickend sprechen wir von der …Epoche der Aufklärung“.Tatsächlich beschreibt die Aufklärung keine historisch klar abgrenzbare Periode, sondern einen langen Erkenntnisprozess,der immer wieder auch von Rückschlägen begleitet wurde. Dereuropäische Weg aus der Vormoderne hin zu geordneten, rechtsstaatlichen und wohlhabenden Staatswesen war keineswegs vorgezeichnet.Die Aufklärung markiert einen Einschnitt in die Geschichte desDenkens. Die Vorstellung war, das Selbstdenken der Menschenzu fördern und die Kritikfähigkeit an vorgegebenen Denkgewohnheiten zu stärken. Im Mittelpunkt stand die Berufungauf die Vernunft als universelle Urteilsinstanz.Vernunft begründete die Freiheit des Einzelnen zur Selbstbestimmung. Das führte schließlich zu der Garantie der Menschen- und Bürgerrechte und zu der Verpflichtung moderner Staaten auf das Gemeinwohl.Die Wertschätzung der Vernunft bewirkte eine Hinwendung zu Bildung und Wissenschaft. Mehr Menschen kamen in den Genuß von Bildung und neue Wissenschaftszweige entwickelten sich. Namen wie Kant, Leibniz und Humboldt stehen für diese Entwicklung.Das Vertrauen auf die Kraft der Vernunft strahlte weit aus auf die Politik, die Gesellschaft und die Wissenschaft im Europa des späten 18. und 19. Jahrhunderts. Damals wurde das Fundament gelegt, auf dem unser Gemeinwesen heute steht.Anrede,Die Werte der Aufklärung waren nie ein Patent der Europäer. Die Denker der Aufklärung waren beeinflusst von Ideen aus anderen Kontinenten. China spielte dabei eine große Rolle. Der Philosoph Christian Wolff beispielsweise war ein begeisterter Kenner der Schriften Konfuzius´. Durch die konfuzianischen Ideen von Vernunft und verantwortungsvoller Herrschaft sahen sich europäische Aufklärer wie er darin bestätigt, dass ihren eigenen Vorstellungen Allgemeingültigkeit zukam.Wir sind von der Universalität dieser Werte überzeugt. Freiheit,Demokratie und Rechtsstaatlichkeit sind die wichtigste Orientierung für die Gestaltung unserer Politik.Aber wir wissen auch: Universalität der Werte bedeutet nicht Uniformität. Auch im Westen musste jedes Land seinen eigenen Weg in die Moderne finden. Heute sehen wir, dass viele Länder auf unserem Erdball ihren Weg in die Moderne suchen. Der Kompass sollte für alle Länder in Richtung Freiheit, Demokratie und Rechtstaatlichkeit zeigen, auch wenn die Wege dorthin sehr unterschiedlich sind. Für die einen ist dieser Weg leichter, für die anderen beschwerlicher. Jedes Land ist anders. Jedes Land hat seine Geschichte.Jedes Land schuldet jedem Land Respekt.Anrede,Deutschland steht eindeutig auf der Seite von Freiheit, Demokratie und Rechtstaatlichkeit. Nicht nur, weil wir rückblickend aus der Zeit der Aufklärung wissen, welch´ epochale Errungenschaften diese Werte für die Menschen gebracht haben.Als knapp Dreißigjähriger wurde ich Zeitzeuge des großen Aufbruchs in Mittel- und Osteuropa. Wir Deutschen erlebten das Glück eines friedlichen Aufbruchs im eigenen Land, der uns die Einheit Deutschlands und schließlich die Vereinigung Europas gebracht hat.Viele sprechen rückblickend vom …Fall der Mauer“. Aber dieMauer ist nicht gefallen. Die Mauer wurde eingerissen durch den Freiheitswillen der Menschen. Die Menschen sehnten sich nach einer freien und demokratischen Gesellschaft, die ihre Würde respektiert.Stabilität steht dazu nicht im Gegensatz. Ganz im Gegenteil: Freie, vielfältige Gesellschaften bieten auf lange Sicht mehr Stabilität als unfreie Gesellschaften, die in erzwungener Einheit verharren. Instabilität und Chaos sind keine Folgen von Freiheit, sondern das Ergebnis von Unterdrückung und Stagnation.Anrede,viele außereuropäische Völker, auch China, haben unter kolonialer Herrschaft furchtbar gelitten. Kolonialismus gehört zu den Schattenseiten der europäischen Geschichte. Zuhause kämpften europäische Völker um Teilhabe und Unabhängigkeit, außerhalb Europas unterwarfen sie ganze Kontinente und beuteten sie aus.Mit Blick auf die Kolonialzeit sehen manche das westliche Engagement für Menschenrechte mit Misstrauen. Manche haben Befürchtungen, dass die Menschenrechte für den Westen nur ein Instrument der Bevormundung sind. Von Menschenrechten aber reden wir nicht mit erhobenem Zeigefinger. Von guter Regierungsführung sprechen wir nicht, um anderen unser Lebensmodell aufzudrängen, sondern weil sie den Bürgerinnen und Bürgern dient. Die Universalität der Menschenrechte steht außer Frage.Artikel 1 des Deutschen Grundgesetzes lautet: …Die Würde des Menschen ist unantastbar.“ Die Menschenwürde als obersten Wert unseres Grundgesetzes festzuschreiben, ist auch eine Konsequenz aus dem dunkelsten Kapitel deutscher Geschichte. Diese Norm bindet alle deutsche Politik. Sie begründet die Werteorientierung der deutschen Außenpolitik und unseren Einsatz für die Menschenrechte weltweit.Menschenrechtsschutz richtet sich nicht gegen Staaten, sondern unterstützt ihre Stabilität und Entwicklung.Anrede,die Verankerung der Menschenrechte in der chinesischen Verfassung war einer der wichtigsten Fortschritte Chinas seit der Befreiung und Öffnung vor 30 Jahren. Die universelle Bedeutung der Menschenrechte hat auch Staatspräsident Hu Jintao bei seinem Besuch in Washington im Januar erneut hervorgehoben.China hat in den letzten Jahrzehnten beim Schutz der sozialen Menschenrechte seiner Bürger wichtige Fortschritte gemacht. Deutschland begrüßt diese Entwicklung ausdrücklich. Seit Jahren führen wir mit China regelmäßig einen Dialog auch zu den politischen Freiheitsrechten. Wir mögen nicht immer einer Meinung sein. Dafür sind unsere Systeme und Perspektiven zu verschieden. Die Menschen in Deutschland sehen manches in China kritisch, zum Beispiel den Vollzug der Todesstrafe oder den Umgang mit Andersdenkenden. Gerade deshalb legen wir großen Wert darauf, den Dialog auch in Zukunft weiter intensiv zu pflegen.Die chinesische Regierung hat uns immer wieder zu erkennen gegeben, welch hohe Bedeutung sie dem Aufbau eines funktionierenden Rechtsstaats bei der Entwicklung des Landes zumisst. Beim Kampf gegen Korruption, beim Aufbau einer rechenschaftspflichtigen und transparenten Administration, bei der Dienstleistungsorientierung von Verwaltung und Regierung wurden bereits beachtliche Fortschritte erzielt. Wir sehen Chinasgroße Anstrengungen, hier weiter voranzukommen. Zufriedenheit und Stabilität ohne Gerechtigkeit gibt es nicht.Wir sind stolz darauf, im Rechtsstaatsdialog einen Beitrag zu dengroßen chinesischen Modernisierungsvorhaben im Rechtsbereich leisten zu können und werden China hierin auch weiterhin unterstützen.Die Arbeit des Internationalen Strafgerichtshofes ist aus unserer Sicht von großer Bedeutung. Wir glauben, dass Staaten, die dem Statut über den Internationalen Strafgerichtshof noch fernbleiben,ein falsches Signal setzen. Chinas Beitritt zum Statut wäre ein wichtiges Zeichen für Frieden, Stabilität und Gerechtigkeit weltweit.Anrede,unsere komplexe Welt wirft immer wieder Fragen auf, auf die jede Gesellschaft neue Antworten finden muss. Menschenrechts-und Bürgerrechtsschutz ist eine Aufgabe, die nie vollendet ist, sie dauert stets an. In Deutschland beispielsweise wird derzeit vieldarüber diskutiert, wie die Privatsphäre der Menschen im Internetbesser geschützt werden kann. Das Internet darf kein rechtsfreier Raum sein. Aber die Offenheit des Netzes ist ein hoher Wert.Das Internet und die Sicherheit des Internets stellen die Politik in Zeiten der Globalisierung vor neue Herausforderungen. Bei der immer dichteren Vernetzung der Welt und bei den immensen Datenströmen rund um unseren Globus kann kein Land allein diesen Herausforderungen begegnen.Für uns stehen nicht die Risiken, sondern die Chancen des Internets klar im Vordergrund.Ohne das Internet wäre die wirtschaftliche Dynamik der vergangenen beiden Jahrzehnte nicht denkbar. Das Internet ermöglicht Bildung, wo Schulen und Universitäten fehlen. Das Internet beschleunigt den Wissensaustausch und damit wirtschaftliche und gesellschaftliche Entwicklungen. Das Internet hat eine neue globale Öffentlichkeit geschaffen. Die neuen Möglichkeiten, sich zu organisieren, stärken Zivilgesellschaften. Und gut entwickelte Zivilgesellschaften sind die Basis für erfolgreiche und stabile Staatswesen.Kaum ein Land hat das Internet so rasch angenommen und seine Chancen so intensiv zu nutzen gewusst, wie China. Kein Land der Welt hat mehr Internet-Nutzer. Weltweit erreicht das Internet inzwischen zwei Milliarden Menschen – und die Zahl steigt.Das Internet ist die Schlüsseltechnologie der Globalisierung. DieOffenheit des Netzes ist ein hoher Wert.Anrede,heute ist das Internet der entscheidende Beschleuniger der modernen Aufklärung. In Zeiten der europäischen Aufklärung war es die Entwicklung des Presse- und Verlagswesens, die das alltägliche Leben der Menschen von Grund auf veränderte.Damals entstand eine neue, oft auch kritische Öffentlichkeit.Eine lebhafte, kritische Öffentlichkeit ist für Regierende nicht immer erbaulich. Das war zu Zeiten der Aufklärung so und das ist heute so. Das ist in China so und das ist auch in Deutschland so.Was aber vielleicht für Regierende manchmal schwer erträglich ist, ist für die gesellschaftliche und wirtschaftliche Entwicklung eines Landes zentral. Bisher Akzeptiertes anzuzweifeln, feste Gewissheiten in Frage zu stellen, das ist die Haltung, die Fortschritt bringt. Zweifel ist nichts Destruktives. Die Kultur des Zweifelns und der konstruktiven Kritik ist Motor, aus Gutem Besseres zu machen. Wer Zweifel unterbindet, gewinnt nicht Stabilität, sondern riskiert Stagnation.Anrede,die Schriften Konfuzius´ waren für die europäischen Aufklärer tief beeindruckend, gerade auch in der Bildung. Aufstieg und gesellschaftlicher Erfolg sollten von Verdienst und Fähigkeit, nicht von Klassenzugehörigkeit abhängen. Jeder Mensch sollte die Möglichkeit haben, sein Potenzial durch Bildung zu entfalten.Bildung ist nicht nur der Schlüssel für ein selbstbestimmtes Leben. Bildung stärkt Toleranz und Offenheit und macht stark gegen Diskriminierung und Vorurteile. Von der Bildung jedes Einzelnen profitiert die ganze Gesellschaft. In einer sich globalisierenden Welt entscheiden nicht Bodenschätze über den langfristigen und stabilen Erfolg eines Landes, sondern ein erstklassiges, gerechtes und durchlässiges Bildungssystem.In diesem Jahr studieren etwa 2.7 Millionen Studenten außerhalb ihres Heimatlandes. 2025 sollen es über 7 Millionen sein, viele davon werden aus China kommen.Deutsche Hochschulen bieten Exzellenz in Lehre und Forschung. An deutschen Universitäten lernen derzeit über 25.000 chinesische Studentinnen und Studenten. Das ist die größte Gruppe ausländischer Studierender in Deutschland. Über 400 Hochschulkooperationen gibt es zwischen deutschen und chinesischen Hochschulen. Weltweiter Austausch und Kooperation in Bildung und Wissenschaft sind für Deutschland von herausragender Bedeutung.China hat es in wenigen Jahrzehnten geschafft, erfolgreich den Analphabetismus im eigenen Land zu bekämpfen.Der Bildungshunger der Chinesen, ihre Bereitschaft, für Bildung Anstrengungen auf sich zu nehmen und ihre Lust am Wettbewerb sind für uns ein bewundertes Vorbild. In dieser Hinsicht können wir heute erneut von China lernen.Bildung ist auch eine Frage der Haltung. In Zeiten der Aufklärungentbrannte ein regelrechter Zukunfts- und Fortschrittsoptimismus. Diese Haltung ist auch heute der Schlüssel für eine erfolgreiche Gestaltung der Globalisierung.Wer beispielsweise den Klimawandel bekämpfen will, muss auf Innovation, neue Technologien und Austausch setzen. Nur so nutzen wir die Herausforderung des Klimaschutzes als Chance zu fairer Entwicklung und vertiefter Zusammenarbeit.Die Fragen nach Klimaschutz und Energiesicherheit stellen sich neu unter dem Eindruck der schrecklichen Katastrophe in Japan. Klar ist, dass wir nach den Ereignissen in Japan nicht einfach zur Tagesordnung zurückkehren können.Die Katastrophe in Japan hat uns auch die Bedeutung beispielsweise der Internationalen Atomenergiebehörde dramatisch vor Augen geführt. Radioaktivität macht an keiner Landesgrenze halt. In einer globalisierten Welt brauchen wir starke und demokratisch legitimierte internationale Institutionen. Im Kern einer solchen Ordnung stehen die Vereinten Nationen. Sie schaffen verbindliches Völkerrecht. Sie haben universelle Legitimität und universelle Reichweite.Anrede,nach dem Ende des Kalten Krieges glaubten manche an ein Ende der Geschichte. Sie glaubten, das Ende der bipolaren Welt sei der endgültige Sieg der Aufklärung. Und manche zogen daraus falsche Schlüsse. Aber Aufklärung lässt sich nicht mit Gewalt durchsetzen, genauso wenig wie sie sich durch Gewaltverhindern lässt.Wir erleben heute, wie immer mehr Gesellschaften in der Welt die Werte der Aufklärung für sich entdecken und einfordern. Sie werden die europäischen Modelle nicht unverändert übernehmen. Die Zeit der Aufklärung wird in diesen Ländern anders verlaufen, als es die Ausstellung …Kunst der Aufklärung“ für Europa und für Deutschland zeigt. Jedes Land wird seinen eigenen, neuen Weg in eine aufgeklärte Moderne finden.Wir stehen nicht am Ende der Geschichte, wir stehen am Beginn der Zukunft. Zukunft gewinnt, wer neugierig ist. Die große Neugier aufeinander, die sich auch in diesem einzigartigen Ausstellungprojekt ausdrückt, ist die beste Zukunftsversicherung für die deutsch-chinesischen Beziehungen.Ich danke für Ihre Aufmerksamkeit.。

北京外国语大学2011年硕士研究生入学考试英语语言文学专业能力测试试卷和英语基础测试(技能)(样题)

北京外国语大学2011年硕士研究生入学考试英语语言文学专业能力测试试卷（样题）I. Summarize the two views (that of the author and that he criticizes) in the following passage and then write a commentary. Your answer should not exceed 1000 words(50%)Asian Americans have increasingly come to be viewed as a “model minority”. But are they as successful as claimed? And for whom are they supposed be model?The model minority thesis first surfaced in the mid-1960s when journalists began publicizing the high educational attainment levels, high median incomes, low crime rates, and absence of juvenile delinquency and mental health problems among Asian Americans. This publicity served an important political purpose at the height of the civil rights movement: proponents of the thesis were in fact telling Black and Chicano activists that they should following examples set by Asian Americans who work hard to pull themselves up by the bootstraps instead of using ,militant protests to obtain their rights.Until today, similar political rhetoric can still be heard. Many politicians and pundits ask: “If Asian Americans can make it with their stress on hard work and education, why can’t African Americans?”Such comparisons pit minorities against each other and generate African American resentment toward Asian Americans. The victims are blamed for their plight, rather than racism or an economy that has made many young African- American workers superfluous.Without question, the socioeconomic status of Asian Americans as a whole has improved since the early 1940s. The median family income of Asian Americans in 1990 ($42,240) stood above the national average ($35,225). Asian American households are more affluent than any other racial or ethnic group including Whites. Asian Americans also have an enviable record of educational achievement, with almost twice the national average of college graduates.The figures, however, can be misleading. The celebration of Asian American success has obscured reality.First, most Asian-Americans live in California, Hawaii and New York – states with higher incomes and higher costs of living than the national average. Thus, while Asian Americans living there may earn more, they also have to spend more. The so-called high earnings of Asian-Americans relative to Caucasians are really deceptive. Comparing family incomes is even more tricky. Some Asian-American groups do have higher family incomes than Caucasians. But they have more workers per family. For example, in 60% of Chinese American families (compared to only 51% among the US population as a whole), more than one person worked, which helps to account for their higher family income. If per capita income, rather thanfamily income, had been used as the measure, then Chinese Americans are making considerably less than the national average.Second, a detailed study of the San Francisco-Oakland Standard Metropolitan Statistical Area showed that Asian Americans were unevenly distributed in the economy. Professionals clustered in accounting, dentistry, nursing, health technology, and engineering and were underrepresented in law, teaching, administration, social services, and higher levels of the medical professions. Managers were more likely to be self-employed than employees of large firms. Sales persons were retail clerks but seldom brokers or insurance agents. Clerical workers were mostly file clerk, typists, or office machine operators, and not secretaries or receptionists. Few Asian American held jobs in the heavy machine, electrical, paper, chemical, or construction industries. Most female operatives were garment workers. In short, Asian Americans were concentrated in occupations that did not pay as well as other jobs in the same industry.Third, the low unemployment rate of Asian Americans – another measure often used to depict their economic success – merely camouflages high underemployment. Wary of being on welfare, many Asian American workers apparently would rather hold low-paid, part-time, or seasonal jobs than receive public assistance.Fourth, the high labor force participation rate of Asian American women –supposedly a sign of their ready acceptance by employers – is in reality a reflection of the fact that more Asian American women are compelled to work because the male members of their families earn such low wages. It is true that working Asian American women earn a higher median income than do white working women, a larger percentage of them work full time, which helps to drive their median income upward. But despite their high educational level, they receive lower returns to their education than do white women, while the disparity between their returns and those of white men is even greater. In other words, they are not receiving earnings that are commensurate with their years of schooling.Fifth, with regard to the educational attainment of Asian Americans, the sizable influx of highly educated professionals after1965 has inflated the average years of schooling completed。

北外研究生

文秋芳教授
陈国华教授
王克非教授
周燕教授
戴曼纯教授
韩宝成教授
梁茂成教授
杨鲁新副教授
熊文新副教授
许家金副教授
20
① 101政治
② 242俄语或243日语或244法语或245德语或246西班牙语选一
③ 612英语基础（普通语言学方向、应用语言学方向）
④ 819普通语言学及应用语
2.Cook,V.1996/2000.second Language Learning and Language Teaching. CUP/外语教学与研究出版社.
3.Richards, J.C.& D.Nunan.2000.Second Language Teacher Education.CUP/外语教学与研究出版社.
二外日语
1.《标准日本语》人民教育出版社出版初、中级日本光村图书出版株式会社合作编写
2《基础日语教程》(1-2册)朱春跃彭广陆主编外语教学与研究出版社
英汉翻译技能指引，新编汉英对比与翻译 2006-4 刘庆中国对外翻译出版公司
外文出版社英语笔译实务3级黄源深
4.Yule,G 1996/2000.The Study of Language. CUP/外语教学与研究出版社
5.Beaugrande, Robert de, 1991/2001. Linguistic Theory:
6.The Discourse of Fundamental Works《语言学理论：对基要原著的语篇研究》.北京：外语教学与研究出版社。
3、丁声树等，(1961)《现代汉语语法讲话》商务印书馆出版
(03)美国社会文化研究
1、Thomas A. Bailey, David M Kennedy & Lizabeth Cohen. The American Pageant- A History of the Republic, 11th edition, Houghton Mifflin Company 1998,北外研招办