苏州大学英语语言文学考研复试真题与自身经验
苏州大学英语文学、英语翻译考研大纲、参考书目及备考经验
苏州大学英语文学、英语翻译考研大纲、参考书目及备考经验考试大纲：①101 思想政治理论②202 俄语或 203 日语或 244 法语（自命题）或 245 德语（自命题）③615 基础英语④828 英语翻译与写作复试：1、英美文学与英美概况（笔试）2、综合（面试）参考书目：备考建议：忍了好久，终于还是决定写下这篇帖子。
首先说明，楼主没有考上苏大。
so,这是一个总结楼主失败经验的帖子。
楼主是一名普通二本学校的学生，由于从小就喜欢英美文学，这样说太高大上，其实楼主只是喜欢看小说，楼主天真的以为选了英美文学专业就可以光明正大的看好多小说，事实证明，楼主道行太浅了，，楼主是从大三开始前的寒假开始准备选学校。
楼主虽然是个粗犷的北方汉，却有着浓浓的南方姑娘情节(楼主是女的)，于是楼主选学校时，就毅然决然的抛弃了北方的所有学校，鉴于楼主本科只是一所普通二本，楼主觉得自己实力有限，南大，武大什么的太遥远，所以楼主千挑万选选中了苏大，其实啰嗦了一大堆，根本原因就是，苏大啊！楼主那么喜欢江南水乡，这个被誉为中国最美的园林大学，怎么能不让楼主蠢蠢欲动！而且楼主发现苏大的英语并不是热门，不是热门啊！意味着啥！好考啊！报的人少啊！楼主以为自己捡了个漏，事实证明，楼主又错了。
苏大英语虽然没有其他学科那么突出，但是也是相当有实力的，报的人虽然不多，但是要的人更少啊！楼主翻了翻历年的招收人数，结果发现，，，一年比一年少啊，尤其是楼主这个专业，楼主扒拉遍了贴吧，各种群，论坛，才找到几个学姐啊！所以报的孩子要三思和慎重啊，，，不然到时候，连一个专门的苏大英语语言文学QQ群都木有啊！！！！然而当年的楼主就是那么自信，其实也是想咬着牙试一试，说白了就是被苏大的美给迷晕了啊！找好学校以后，楼主就开始买真题，买书，没找到学姐楼主就从官网上买题，三百多一套啊！楼主也忍了，不得不吐槽一下，苏大参考书真多啊，还都成套的，基英四本，日语四本，就连张培基，都tm整四本啊！政治什么的楼主就不说了。
2018年苏州大学英语语言文学专业真题回忆
2018年苏州大学英语语言文学专业真题回忆基础英语单选 20道主要是词汇辨析和近义词替换阅读 4篇翻译 6道30分全是书上的无选项完型有人说是书上的不过书我怎么么看过不太清楚改错不是很难作文给的材料关于imitation和innovation 写自己的看法400字（也有可能是350 记不太清了）法语单选30道今年复习重点不对所以感觉还是有点难不过考的很基础只是自己没有看时态填空 15道好好背动词变位阅读理解两篇一篇阅读一篇判断翻译短文挺简单 10个句子全是课文上的不难翻译和写作汉译英关于压力的来源比较贴近现实生活的类型英译汉关于甘地的小作文问你会走没有路的路还是走有痕迹的路我感觉像未选择的路这首诗一样不知道对不对 350字大作文 should life be elsewhere？ 450字这是今年翻译英译汉原文In judging a man like Gandhi one seems instinctively to apply high standards, so that some of his virtues have passed almost unnoticed. For instance, it is clear even from the autobiography that his natural physical courage was quite outstanding: the manner of his death was a later illustration of this, for a public man who attached any value to his own skin would have been more adequately guarded. Again, he seems to have been quite free from that maniacal suspiciousness which, as E.M. Forster rightly says in A Passage to India, is the besetting Indian vice, as hypocrisy is the British vice. Although no doubt he was shrewd enough in detecting dishonesty, he seems wherever possible to have believed that other people were acting in good faith and had a better nature through which they could be approached. And though he came of a poor middle-class family, started life rather unfavorably, and was probably of unimpressive physical appearance, he was not afflicted by envy or by the feeling of inferiority. Color feeling when he first met it in its worst form in South Africa, seems rather to have astonished him. Even when he was fighting what was in effect a color war, he did not think of people in terms of race or status.The governor of a province, a cotton millionaire, ahalf-starved Dravidian coolie, a British private soldier were all equally human beings, to be approached in much the same way. It is noticeable that even in the worst possible circumstances, as in South Africa when he was making himself unpopular as the champion of the Indian community, he did not lack European friends。
2014年苏州大学MTI考研复试试题(回忆版)
）（回忆版回忆版）2014年苏州大学MTI考研复试试题考研复试试题（本试题由网友¿.๑提供②英翻中是爱因斯坦名著<我的世界观>的节选,难怪里面各种高级词汇…具体信息请参考百度百科：/link?url=GpkEVst3t3r9iPADhwsL2dMcD_ECK2gONmE6N ddgdCqSNg4bldD2i4N32WDBr38hS9HyEyh_DjzJgrsgrvoFLa③中翻英是关于墨子生平的一些介绍,现代汉语为主其中掺杂一些文言书名和文言句子.复试笔试真题及参考答案苏州大学外国语学院2014年翻译学及MTI复试笔试真题及参考答案1. 英译汉(75分)How strange is the lot of us mortals! Each of us is here for a brief sojourn; for what purpose he knows not, though he sometimes thinks he senses it. But without deeper reflection one knows from daily life that one exists for other people-first of all for those upon whose smiles and well-being our own happiness is wholly dependent, and then for the many, unknown to us, to whose destinies we are bound by the ties of sympathy.A hundred times every day I remind myself that my inner and outer life are based on the labors of other men, living and dead, and that I must exert myself in order to give in the same measure as I have received and am still receiving. I am strongly drawn to a frugal life and am often oppressively aware that I am engrossing an undue amount of the labor of my fellow-men. I regard class distinctions as unjustified and, in the last resort, based on force. I also believe that a simple and unassuming life is good for everybody, physically and mentally.我们这些凡人的命运是多么的不可思议啊！我们每个人来到这个世界后都只作一个短暂的停留，目的为何，却不了解，尽管他时而觉得自己能感知到它。
2021苏州大学外国语言学及应用语言学考研参考书真题经验
苏州大学——外国语言学及应用语言学考研心路：一、关于参考书：615 基础英语1) ENGLISH BOOK 5 黄源深、朱钟毅（主编）。
上海外语教育出版社。
2） ENGLISH BOOK 6 黄源深、朱钟毅（主编）。
上海外语教育出版社。
3） ENGLISH BOOK 7 黄源深、朱钟毅（主编）。
上海外语教育出版社。
4） ENGLISH BOOK 8 黄源深、朱钟毅（主编）。
上海外语教育出版社。
828翻译与写作1）冯庆华，《实用翻译教程》。
上海外语教学出版社。
2）张培基，《英译中国现代散文选》（1、2、3）。
上海外语教学出版社。
3）丁言仁，《大学英文写作》。
南京大学出版社。
4）孙骊，1997，《英语写作》。
上海外语教育出版社。
语言学基础知识1）文秋芳、衡仁权，2011，《新编语言学导论》。
北京：高等教育出版社。
2）戴炜栋、何兆熊，2010，《新编简明英语语言学教程》(第2版)。
上海：上海外语教育出版社。
还有一本苏州大学指定的考研参考书：《普通语言学概论》R. H. Robins 著。
这本书的所属领域是普通语言学。
主要内容是从纵、横两方面综述了现代西方语言学研究的学术源流，系统地阐述了语言学领域内各分支的基础理论。
本书特色：著名语言学家R. H. Robins语言教学经验丰富，能抓住核心问题，重点阐述，将复杂难懂的问题直观、深入浅出地分析给读者。
要想攻克考研专业课这一大难关，啃书才是硬道理。
各位要考研的小可爱们一定要好好规划这个关键的暑假，你的复习计划最好能具体到一周内啃完哪本书、每天学习多少内容等。
下面甩给你几个制订计划的小Tips：合理：制订能够完成的计划，既不要让自己闲着没事儿，也不要让自己过于紧绷。
复习计划制订得不合理且执行得不顺利，都会影响自己的状态。
循序渐进：要随着时间和学习的进度，逐渐增加每天学习任务的量和难度。
不同课程交替进行：一般说来，一门课程学习得太久了，容易产生疲劳感，最好能让不同课程的复习交替进行，以保持学习兴趣。
2020年苏州大学外国语言学及应用语言学考研经验分享
2020年苏州大学外国语言学及应用语言学考研经验分享一志愿录取院校：苏州大学录取专业: 外国语言学及应用语言学一、择校随着考研人数的增加，竞争越来越激烈。
考研院校的选择是重中之重，选择正确就等于成功了30%。
应该如何选择学校呢？可以看以下几点：1.看专业排名；2.看学校排名；3.特色鲜明的学校 4.自身实力以及本科院校。
选择学校的时候第一点就是要确定自己的综合实力最大能达到什么水准，是211、985还是双一流亦或是普通院校。
不能盲目扎根于名校而忽略自身实力，最终适得其反；当然在一定程度上也不能低估自己，人的潜能是无限的，只要坚持都会有所收获。
关于我选择院校，我主要是想选择一个211学校或者外国语院校，然后本身比较倾向于江浙沪地区，初期我选择了几所学校：广东外语外贸大学、南京师范大学、上海大学。
我找到了这几个学校近一两年的真题认真做了一下，看难易度，最后发现苏州大学的题型比较适合我，也就决定下来了考研院校。
同时，由于我没有选择一个备用学校以防万一，我觉得这也是很重要的，选择两个考研科目以及内容相近的学校也是在我们选择学校时的重要一点。
二、苏州大学外国语言学及应用语言学报录情况苏州大学坐落于历史文化名城苏州，是国家“211工程”、“2011计划”首批入选高校，是教育部和江苏省政府共建的“双一流”建设高校、国防科技工业局和江苏省人民政府共建高校，江苏省属重点综合性大学。
苏州大学外国语学院英语教学的历史可以追溯到上个世纪40年代，当时的东吴大学始建英语专业。
作为外国语学院历史最悠久的专业，英语专业在近20年中得到了长足的发展。
所属英语语言文学专业于1984年获得硕士学位授予权，1994年和2001年连续两次被确定为省重点学科，2002 年被评为省特色专业，2003年获得博士学位授予权，2009年被批准设立博士后流动站。
历年录取情况三、各科复习建议四月底确定学校，其实在1-3月已经在慢慢打基础，做专八阅读，因为当时报名了三级笔译，练的翻译较多，不过政经类较多，所幸过了三笔。
2021年苏州大学学科教学英语专业考研经验
一、个人经历因为本科专业和自己所从事职业不匹配，一直有读研的想法。
经历了边工作边学习的疲惫和有心无力，在爸妈和朋友的支持下，果断决定辞职考研。
在这里给大家说一下我的经验和心路历程，希望能帮助到大家。
本科毕业后由于个人原因没有在本专业继续读研深造，在春招进入了某机构担任英语老师，从此走上了英语教育这条“不归路”。
在培训机构工作了一年、在某私立高中工作了一年后，发现自己很喜欢也很适合这份职业，但是由于专业限制，能进入的公立或私立学校非常有限，所以萌生了读研的想法。
尝试过边工作边学习，也想过考一个在职（非全日制）研究生，但是机会非常少，并且发现自己的精力和意志力都不能支撑下去，就这样浪费了一年的时间。
于是在今年果断决定辞职考研，工作可以再找，可是如果不趁着年轻有精力、无牵无挂再读两年书的话，以后就更难了。
二、学习经验之所以说“学习经验”而不是“复习经验”，是因为专业不一致，所考内容对于我来说几乎是全新的。
不过，之前考教师资格证和雅思的经验确实帮助了我很多。
下面分科目来分享一下吧：1.333教育综合和889教学论【所用学习资料：各科目课本、历年真题、笔记、专业视频课、专业核心背诵册子】由于不懂得怎么复习，一开始甚至妄想买了某笔记后直接开始背诵。
不过后来通过看各种经验贴渐渐学会了对考研历程做科学的规划。
①3月—6月，基础阶段，在这个过程中，时间还不是特别紧张，有充分的时间来理解课本。
喜欢自己看书的同学完全可以自学，但是对于我这种看书容易走神的学生来说通过阅读来学习是不可能的。
好在我听课还比较专注，于是买了网课，在1个多月的时间内听完了6本书的基础课。
为什么只有1个多月？因为3月—5月走了很多弯路，直到5月初才开始稳定有计划地学习。
不过选择合适的课也非常重要，我买过两个机构的网课，花了我一个多月工资，其中一个我只听过2节，真的听不下去。
最后我是选择了新祥旭的一对一课程。
首先他们会安排你报考学校专业的直系高分学长学姐来给你做老师，所以师资方面是不用担心的，老师的专业水平过硬，能够帮你建立完整的知识体系，对于考点和重难点也抓的非常准，如果对老师不满意也是可以要求更换的。
(NEW)苏州大学外国语学院211翻译硕士英语[专业硕士]历年考研真题及详解
![(NEW)苏州大学外国语学院211翻译硕士英语[专业硕士]历年考研真题及详解](https://img.taocdn.com/s3/m/bb71ddd57fd5360cbb1adb70.png)
目 录2010年苏州大学211翻译硕士英语考研真题及详解2011年苏州大学211翻译硕士英语考研真题及详解2012年苏州大学211翻译硕士英语（A 卷）考研真题及详解2015年苏州大学211翻译硕士英语考研真题及详解2010年苏州大学211翻译硕士英语考研真题及详解I. Vocabulary and Structure (30%)Directions: Each of the following sentences has an underlined word or phrase. Below each sentence are four other words or phrases marked A), B), C) and D). You are to choose the ONE word or phrase which, if substituted for the underlined word or phrase, would keep the meaning of the original sentence.1．This is an abstract of a sermon.A. an agentB. an accommodationC. an abbreviationD. a summary【答案】D【解析】句意：这是布道的概要。
accommodation住处，膳宿。
abbreviation缩写；缩写词。
2．The Statue of Liberty was a gift to the United States from the people of France to memorialize the alliance between the two countries.A. negotiationB. anniversaryC. treatyD. association【答案】D【解析】句意：自由女神像是法国人民送给美国的礼物，以纪念两国之间的联盟。
2017年苏州大学翻译硕士考研真题、真题汇总
2017年苏州大学考研指导【苏州大学】英语：一、30个单选，全单词题，没到专八的难度。
二、阅读4篇，30个，第一篇是有关核心家庭的争议，各个研究者的看法，争论核心家庭到底占不占主导，第二篇忘了，第三篇是分子，物理方面的，第四篇，供求关系，经济方面，诗歌The Road not taken的主旨，貌似之前出过。
三、作文500词，某人在某部作品说的we are largely holpless prisoners by the language in general use around us,问同不同意，基本上作文都是观点题。
百科：一、词语AIIB；paternity leave；friendvertising；phubbers；宏观调控；优化什么资源合理配置二、翻译，汉译英又考的墨子，英译汉开头第一句to be or not to be,是一个说要活着就得不停充实自己的文章三、选择，达尔文的物种起源，水浒谁写的，不过今年考了些经济上的，贸易顺差逆差，还有好多第一，中国第一个载人航天谁，杨利伟，美国第一个绕太阳系航天器名字(差不多，记不太清了)，建议大家多看点，别仅限于方华文的那本书四、你作为优秀毕业生在毕业生上台发言写一个毕业发言稿五、作文，传统与现代完美结合的城市(经济发展的同时保存古建筑风貌)复试包过请联系育明教育孙老师考研学习规划第一阶段：预热（3月1日至7月1日）预热原因：育明教育老师认为考研复习比较理想的时间长度是6-9个月，因此从3月开始比较科学。
如果复习的时间太长，容易导致后劲不足。
正所谓“强弩之末势不能穿鲁缟”。
这是无数学子的血泪教训。
重点任务：1.收集考研信息，包括所报考专业的未来发展趋势、就业难易程度、所报考专业的难易程度、所报考学校的录取率、资料。
毕竟考研所需关注的点无非就两个：一是考研成功的可能性，二是研究生毕业后的就业问题。
2.根据所收集到的信息决定所报考的学校和专业。
2021苏州大学翻译硕士考研参考书真题经验
苏州大学考研——翻译硕士时间如白驹过隙，专业间距离考研结束已经这么长时间了，今天我终于可以坐下来好好跟大家分享一下我的考研经验了。
本人是安徽一所三本院校的学生，最后考上苏大，应该也算是逆袭了吧。
1、背景本人是过完年二月份开始备考苏大的，准备时间应该算是比较长了。
有些同学直到暑假结束才开始准备，结果也考得不错。
只能说每个人的基础不同，效率不一，所以说“什么时候开始准备最好”这种问题就不要再问了。
你如果觉得自己底子不错，目标学校也不算太难，完全可以暑假再开始。
但是如果基础不行，而且又想考一个好学校的话（像我这样），我建议你还是早准备为好。
我在大三下学期开始之前定下了考研的目标学校，然后我立刻就买了苏大MTI必看的书（别急，具体哪些书我后面都会说）。
为什么急着买书呢？因为依据我的经验，当你花了好几百元买书之后，就舍不得再轻易地换学校了，哈哈哈（土豪请忽略）。
2、为什么选择苏大我在选学校初期也和很多同学一样，像只无头的苍蝇，因为学校实在是太多了。
但是，频繁的更换学校肯定会影响到看书的效率，因为各个学校的要求并不完全一样（比如翻译方面，有的学校偏文学，有的学校偏时政）。
这里本人推荐一个好方法——结合地域选择学校。
因为相比成百上千的学校，地域上就简单的多了：依据东部、西部、北方、南方，离家远近，很容易就能够把目标范围缩小。
举我自己的例子来说吧。
首先我觉得翻译专业的学生毕业后在东部肯定更容易找到好工作，因为这边外企更多，有市场就有需求。
然后我又不想去离家太远的地方，因为回家一趟太难，以后生活也不方便。
接着我不想去北上广，因为竞争太激烈，毕业后买房定居也太难。
所以这样算来，可供我选择的只有江苏和浙江两个省了（我是安徽南部人）。
浙江可供选择的学校并不多，浙大对本人来说又太难，所以我就瞄准了江苏省，并选择了位于\"人间天堂\"——苏州市的苏州大学。
首先，苏大作为顶尖211高校，毫无疑问是苏州市的门面，可以说是汲取了这片土壤的精华。
2021苏州大学英语语言文学考研参考书真题经验
苏州大学——英语语言文学缘起去年年五月一日，曾经一位好友说，去了一趟杭州回来，想清楚了自己想要什么，于是决定不考研了。
那段时间，身边的同学考研的考研，留学的留学，考编的考编，而我，活得行尸走肉，不知道该往哪儿走。
于是，约上了好友一起去了杭州。
节假日的西湖，没有了那份静美。
期间，来到了上海，魔都，这下子，的确让我着了魔。
这座城市，清洁、干净、有序，人们素质也高，这里随处可见来自全世界各国的人。
偶然一次，在地铁上被一个中国人的口语震撼了。
中国人把英语说得这么地道，天哪!想想自己，这是无法企及的高度啊！自己真的弱爆了，大三了，就快毕业了，我拿什么资本和别人竞争，就我这水平，怎么去为人师表？心中羞愧难当，深深的自卑感涌上心头。
先说一下政治吧。
政治这门学科，每天拿出点时间来看是非常有必要的，我的套路是先总体看一遍，这种看指的是马哲重视理解，中特色就是背，近代史也是，需要说明一下的是中特色和近代史必须在脑海中有一个总体的框架，尽量自己总结一下，我的建议是先马哲，然后近代史，接着反过来看一下毛中特，因为毛中特里面牵涉到很多历史事件，如果你先看毛中特这一部分，就会觉得不知所云，所以嘛，先把近代史看完，接着再看毛中特就会轻松很多，至少不会不知所云了。
至于后面的思想道德还有时事政治，这一点我觉得还是有必要去参加一个辅导班，不一定要全程的，但是后面的几堂课是很有必要的，他们会有点题班，会把这一段时间内发生的所有有可能考的事情给你列举出来，如果自己弄得话肯定会乱七八糟吧。
李凡政治新时器的确是挺不错的。
呵呵，先说这些吧。
政治大家要根据自己的实际情况来决定是否参加辅导班还有决定自己的复习程度，先这些吧，有问的在下面在回答吧。
第二是英语。
至于英语嘛，我觉得不需要太多的说明，需要注意两点，第一点就是自己的词汇量，平常在英语复习的时候每天拿出一到两个小时的时间去专门背单词，切忌词汇是最基本的东西，这个必须背。
在此推荐的新东方的英语考研词汇，那本绿皮书，那本书背起来我感觉能轻松很多，书的名字记不清了，有需要的给我跟一下帖子，我会及时解答的。
2019年苏州大学学科英语考研初试经验分享
2020年苏州大学学科英语专业初试考研经验分享一、个人简介1. 初试成绩：政治67英语二86333教育综合 124889英语教学论 120总分3972. 专业报录比情况：（1）苏大2019年学科英语报考人数将近700，官网计划招24人，最终扩招一共录取了30人。
与前两年因为这个专业刚开，报考人数才80左右相比，今年竞争压力还是挺大的，所以前两年的分数不具有参考性了，而且往后报考人数只会蹭蹭的往上涨。
（2）进复试40人，最低分387。
（3）其实我的分数不算高，初试第18名，复试第11名……有很多人考了400+，但其实大家初试好像拉不开差距……复试有400+的也被刷了……（我现在想想还是挺后怕的)二、政治我的政治只能是血的教训!!后悔自己开始的太晚了！导致后期我真的心力交瘁……所以请你们一定要暑假就开始复习！1. 时间规划总：9-12月分：①9-11月：听视频课+做选择题②11-12月：做各种选择题+看分析题③12月：背诵Tips:①政治时效性很强，上面我所讲到的资料，大家可以挑适合自己的、一定要去买新的，某些笔记和表格，我相信这些微博大佬们会到时候给大家整理的，或者你们自己关注的一些公众号、机构也会有的，不用担心，资料多的是，根本背不完。
②而关键在于你学一点就要吃透一点，能够在自己理解了的基础上再去背诵，遇到不会的地方，可以跟舍友、研友讨论一下，不要觉得不好意思，我们当时备考，经常晚上洗漱完在宿舍讨论政治的某些抽象概念和选择题，这样也能加深你的理解。
尤其是马原，很多人都分不清什么是唯物论、辩证法、认识论、历史观。
这样第一道政治分析题你就很可能答错原理不得分了。
③能多背一点就多背一点，特别是那种你无法自己编的定义和概念，如果实在记不下来，最起码记个关键词。
然后你自己展开论述。
④每一年都会遇到自己背的答案变成题目的情况，这很正常啊！应对的方法就是，你平时背题的时候，这一个话题你要准备好是什么、为什么、怎么做这些角度，其实这些角度你都可以写上！反正写多了又不扣分，能多写就多写。
苏大学科教学英语复试经验
苏大学科教学英语复试经验Document serial number【UU89WT-UU98YT-UU8CB-UUUT-UUT108】2019苏大复试经验贴前言昨天刚刚结束苏大复试，早上7am就睡不着了，起来模拟面试一轮，去体检，再回顾所有准备的问题，候考到结束，下午 pm。
结束的那一刻心情超级复杂，终于结束了，但是又怕上不了岸，这么长时间的努力付诸东流，绝望。
本想着不写这篇帖子，男盆友鼓励我不管上不上都可以记录下来，造福后面的学妹，说不定我就上了。
不愿意看废话多童鞋可以自动跳跃，就我而言考研不光是学习的过程更加是成长的过程，一路走来会遇到很多很多问题，会有各种情绪，我看别人的帖子的时候希望看到不止是学习方法和真题经验，也想看看别人的情绪，说不定很多忐忑、迷惘、无助、气馁都是一样的，那么别人都能坚持，自己只要坚持坚持，熬过去就好了。
这是能记得的题目了，应该差不到就这些，前前后后17个，是我没有想到的，题目的内容也是没有想到的，真的有些心塞塞。
今年苏大报考690+ 录取应该不会超过27，竞争相当激烈，复试线387，第一名415，总分差不超过30，一共40人进复试，所以说最后一名可能上岸，第一名可能被刷，因为苏大变态的面试构成：总成绩（950）=初试（500分）+复试（笔试150+面试300）。
没有比例折算，按照总成绩录取，看看面试占了三分之一，所以面试相当重要啊啊啊。
自己很清楚这个，看到笔试396分，就知道进面试妥了，开始准备的复试，教材看了三本书，戴炜栋的语言学（橘色）+苏大语言学（蓝色）+王强教学法（紫色），PS：不要问版本，内容肯定差不多，关键是要啃下来！！2月15出的成绩，开始着手复试。
看到分数的时候蛮高兴的，按照18年的情况能排到第三.. 然后看到大家晒出分数，就不乐观了，那会儿400+分就有个了。
事实证明，大神都是默默的不说话的， 415分的高手是在初试成绩公布才看到的。
所以建议群里可以低调一些，但是也要多多关注消息特别是出成绩，出复试名单，复试时间这些关键时刻多多看看消息，就会知道得多一些。
苏州大学英语专业考研感想及真题回顾
苏州大学英语专业考研感想及真题回顾论坛上苏大英专的消息实在太少了，鄙人昨天刚刚考好，把自己的一些感受和题目的回忆写下来，大家参考参考，如有出入，还请指正。
苏大英专学硕各个方向初试的科目是一样的，分别是政治，二外，基础英语，英语写作与翻译这四门。
今年提供了参考书目，各位可以去苏大的官网关注一下，每年考试大纲和参考书目大概在9月中旬出来，不过不是每年都会给参考书目。
>>>考研暑期辅导最后10天<<<首先，说说政治吧。
今年政治选择题出的很中规中矩，不像往年那样灵活，基本考的都是红宝书上的，还是那句话，红宝书是王道，时政题看芦欣，任汝芬，阮晔等人的都行，切勿贪多，一个人的就行;大题目今年哲学体题考的是认识与实践，毛中特考的是基层民主制度，史纲考的是中华民族的伟大复兴，思修考的是法律作用，时政考的是美国战略东移，基本上各家考研机构都有所涉及，多看些答题的套路，多看看红宝书上的一些阐述，考试时就可以发散思维写一些。
总之，政治不必过于担心，每天保证2个钟头看书就可以了。
再说说二外吧，我的二外是德语。
苏大给的参考书是新标准德语强化教程，此书是歌德学院出的，个人感觉不是很适合中国学生，卷子比较考究基础，一句话，多背单词，把语法搞定没有大问题。
我拿到德语卷子的时候呆了，汉译德是无处下笔啊。
今年德语的题型是这样子的，首先是2篇阅读，共15个判断正误，15分，多积累点单词，拿高分不是没可能的，接下来是20个单选，考的都是基本的语法，譬如短语搭配，句子成分的顺序等，然后是2篇有选项的完形填空，共20个，不难，看懂就行，接下来是中翻德和德翻中，共30分，大头啊，没啥技巧，背单词是王道，最后也是作文，写一封E-MAIL，不少于90字，就是约定一起喝咖啡的时间和地点，以及把写信人的书还给他。
总体德语不难，就是背单词，单词匮乏的我表示亚历山大;第三，说说基础英语吧。
苏大给的参考书是黄某某的ENGLISH5-8册，以前坛子里人说只要看5-7册就行了，当我拿到卷子的时候就傻眼了，20个单词选择就3-5个是第7册的，其他是第8册的啊，没看呀，没看呀，硬着头皮在纠结中选完了20个单词，阅读4篇，20个，40分，难度适中，第一篇Virginia Woolf的那篇是2013年星火英语专八阅读里的原题，题目都一样的，可惜我没做……然后是中翻英，5个翻译，20分，翻译全都不是课后的翻译了，书上的那些表达到了考场全忘了，用的自己的语言翻的，然后是改错，10个，有正确的，但不告诉你哪个错的，接下来是2篇无选项完形填空，平时练练呗，我没练，死的很惨，最后作文题目是 a sensible attitude towards learning，引言是很多年轻人对学习的态度很消极，发表一下你的看法，以及怎么做到积极态度。
2020年苏州大学英语学科教育考研真题
the choice of textbook,反正就是如果教师发现教科书不
适合应该怎么做(how to learn English)新加的书本里面的
反正简答题也有点超纲,以前常考的几个学习理论和学习方
法理论，就是认知建构那几个没有考
以以是新题型，除了名词解释和简答题
写教案，给篇文章,写个教案。然后还要写出你所写教案作
用翻中，一篇中翻英,中翻英是关于听说法
的，大概20分
作文，大概就是关于杜威的从中教学和授之于钚如授之以
之间对比，写出你的观点，不少于500字,大概40分
2020
2020年苏州大学英语学科教育考研真题
真题333,
填空题20分，不难，很简单
名词解释6个，元认知，教育功能，中体西用，期待效应,
简答,四题
德育模式，至少四种
论述,陶行知生活教育
卢梭教育阶段
分析题，两题.
伤仲永的故事，用教育学和心理学分析
达尔文的故事，以前爱动，不好好学习，后来在- -位老师的
正确指引下获得成功
主要都在凯程上,就是背! !不过有一道超纲题，就是简答
题的德育模式，其他的都是书上的,分析题要注意结合题
目!
889! !注意了注意了，今年基本题型全改! ! !很坑,简
答填空大概60分
名词解释,时间太久,有点忘有六个左右
affective filter
interlanguage
简答题，也记不清了
苏州大学历年考研各学科复试真题与经验合集
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苏州大学、武汉大学以及湖南师范大学英语专业考博笔试及面试答题经验分享(含试题回忆及回答)
A Summary of My Entrance Examination of Doctoral ProgramThis summary commences with my tentative answers to all the questions in the two rounds of entrance examinations in the hope of providing you with hints when you are to prepare for your doctorial program or maybe just for the oral defense of your master thesis. It is comprised of two sub-sections, the former of which summarizes my written examination in Soochow University, while the latter recapitulates the major points of re-examination, namely, the interview and proposal writing. Afterwards, I would like to share some of my thoughts through preparing the examinations.We may begin with the key points of the written examination on linguistics of Soochow University. The exercises on this paper could be categorized into four different types: terminology, theoretical question, critical reading and theory application, the former two types of which, namely, terminology and theoretical question will be discussed in detail.The paper begins with terminology explanation, which requires candidates to select two out of six terms to interpret. Among the six terms, four of them come from applied linguistics or more accurately speaking, language teaching and second language acquisition, while the left two lies in the realm of cognitive linguistics, which were selected by me.1. What is “category” from the perspective of cognitive linguistics?Cognitive view of “Category” is quite divergent from classical category theory, which refers itself as a realm of specific taxonomy according to certain standard with a clear-cut boundary, at least in the four superseding points:1) Cognitive linguistics distinguishes prototypes and peripherals in a specific category and attributes different degrees of typicality to them. Typical members, namely, prototypes, are more likely to be firstly perceived and processed in conceptualization, compared with peripheral members. The same could be applied to the properties of a specific thing as well, which could be divided into prototypical and peripheral features. However, the positions of prototypes and peripherals, they argue, are not stubbornly stable, but reversible or changeable in different contexts. For example, penguin might be considered a peripheral member of the category of “bird”in Africa, but a prototype in Antarctic. The division between prototypes and peripherals, in one way or another, is linked with another important theory of cognitive linguistics, namely the prominence view or figure/ground segregation that figure has the perceptual prominence and more easily to be conceptualized than the ground. Similar to prototype and peripheral, it allows what we call figure/ground reversal. 2) In contrast with the classical view, arguing for a clear-cut border between adjacent categories, the prototypes/peripherals division directly contributes to the view of fuzzy boundary between categories, which, in another word, indicates a gradual shift rather than definite division between different categorizations. A typical case in point is the linkage between thigh and body and one cannot judge accurately which part is the division between the two parts. 3) The prototypical category theory reflects the prototype view of cognitive linguistics, which by nature could be considered as a significant way of conceptualization. To put it differently, the process of identifying certain category, namely, categorization, is one of the fundamental ways to know about the world. Prototype might be accounted as reference point, used to pin down the position of others by judging its relations to prototype. In that case, the prototypes that acquired earlier seem vitally important in understanding specific categories or even in knowing about the world, for instance, if a badly designed table is taken as prototype in one’s mind, then it would bedifficult for him or her to construct a well-accepted category of ‘table’in accordance with the norms of his own community. 4) Prototype is, more often than not, contextually dependant and sometimes culturally sensitive. For example, people from North Pole definitely have divergent perception and understanding of the prototypes of snow compared with those from desert. Categories only exist in connection with other categories and the same could also be said to prototypes and peripherals. “Love”, for example, a rather abstract notion, is constructed by numerous more concrete or more vivid sub-categories, such as parental love, friendship and patriotism etc, which add to more meanings and details to this concept. 5) The members of certain category are linked by a network of overlapping similarities, called family resemblance. Such similarities may encompass all categories members or they may establish relations only between some of them, which open up an alternative to classical view that attributes must be common to all category members or they must be category-wide. This might be closely related to the differentiation between prototypes and peripherals as well as different ratings of typicality of category members.2. What is cognitive semantics?Cognitive semantics, one of the most fundamental research aspects of cognitive linguistics, cannot be covered by a single theory; rather, it is an umbrella term for a series of theories of cognitive linguistics. One of its theoretical foundations is “bodily embodiment”, highlighting that the nature of meaning as reflections of mental representations based on world experience, which could be summarized as embodied view of linguistics.Contemporarily, theoretical hotspots in this field include conceptual metaphor, prototype category theory, frame or script, etc. Metaphor, traditionally considered as “a characteristics of language alone” has been widely-acknowledged as a matter of “thought and action”.Hence, it should not only manifest itself as a linguistic phenomenon, and nowadays it has been extended to multimodality: pictures, music, non-verbal sounds, verbal and written languages and gestures, etc and their different permutations are all possible sign systems in which the metaphorical abstractions occur. It has also been applied to the discursive level, exploring various aspects of discourses. Prototypical category, contrary to classic category, considers prototypes as cognitive reference point to conceptualize other members. It highlights the fuzziness of boundaries, family resemblance among members and cultural or context variance of prototypes. Traditionally it has been widely applied to the cognitive research of polysemy or the cognitive process of certain linguistic structures as well as generative mechanism of certain construction from the perspective of de-categorization. Some researchers, however, innovatively used it to explore the verbal communication which was traditionally studied from the perspective of grammar, discursive studies, pragmatics, etc. Frame, script or image schema, whatever you call it, refers to mental structure abstracted from world knowledge and experience. It has been widely applied to analyze the similarity or difference between the same group of words in different languages, or the cognitive causes of polysemy or certain linguistic structures. Contemporarily, it has been extended to explore discursive cohesion and coherence and also in translation and language teaching studies.It has to be noted that the theories and researches of cognitive semantics are inclined to merge with other disciplines, such as discourse analysis, pragmatics, translation, literary criticism, semiotics, as well as language teaching. Take conceptual metaphor for example, it has been utilized into issues of discursive level, for instance, coherence and cohesion, and into languageteaching or second language acquisition, for example, metaphorical competence of foreign language. Interdisciplinary studies not only contribute to innovative viewpoints but also testify the validity and credibility of certain theories in practice.The second part requires candidates to select and answer two of the four theoretical questions. Two of them belong to applied linguistics, and the left two stem from cognitive linguistics. The questions and my tentative answers are summarized as follows:1. Formalism and functionalism are two major linguistic schools. Where cognitive linguistics should be put, formalism or functionalism?To decide which school cognitive linguistics belongs to, it seems necessary to delineate major arguments or features of formalism, functionalism as well as cognitive linguistics.The two schools are found to be tremendously divergent in their viewpoints. Formalism concentrates on language per se in research, and more specifically, it highlights the significance of form and universal meaning in phonology, semantics, grammar or syntax, etc, irrespective of the variances of meanings in different contexts, or specific function in use or contextual and cultural factors. Functionalism, on the other hand, focuses on language in use and highlights functional aspect and takes socio-cultural aspect into account. The two, albeit quite divergent in terms of research focus and major arguments, are not entirely unrelated to each other. For one, formalism is foundational to functionalism to some extent in terms of linguistic research. The correct interpretation of literal meaning and structure serves as pre-condition for any further analysis. Second, functionalism furthers develops some unarticulated or neglected points of formalism. Take “competence”and “performance”for example, formalism merely focuses on the former while neglect the latter, which is theoretically developed by functionalist school.As to cognitive linguistics, as an interdisciplinary study of cognitive science and linguistics, strives to exploit the universalities and variances across all cultures in cognition, mind and embodiment. Just similar to functional school, it is also usage-based, taking the language in practice as research subjects. Additionally, it also includes the contextual and cultural factors, etc into account in terms of its researches. Nonetheless, its closeness to functionalism does not signify its disconnected relation with formalism. For one, what formalism highlights, namely, the formal relation among grammatical constituents is sort of foundational to any further research. Without correct understanding of literal meaning and grammatical relation, it might be quite unreasonable to further any research. For another, certain theories of formal linguistics might exert some effects on cognitive linguistics in one way or another. A good example is construction grammar, which defines “construction”as form-meaning correspondence, more specifically, the correspondence among syntax, morphology and meaning. Among the various versions of construction grammar, Fillmore’s view seems quite linked to formal school of linguistics, particularly head-driven phrase structure grammar, which gives very meticulously analysis of the inner structure of construction and concordant description of the forms and functions of grammar.Though formalism and functionalism are the two major school of linguistics, it does not mean that every sub-discipline of linguistics could be exactly classified to either of them, since there might be grey area or fuzziness between the two categories. For example, “cognitive syntax”strives to explore syntax, a classical topic of formal linguistics from the perspective of cognitive linguistics, a usage-based linguistic school. To put it in another way, it is a merged research field with both formal and functional factors in it.What has been discussed indicates the close relationship between cognitive linguistics andfunctional school. It is safe to say that it could be approximately classified into functional school, but we cannot overlook its introvert link with formalism.2. What is the function of blended space in conceptual blending theory?Conceptual blending theory, proposed by Fauconnier, stemmed from “mental space”, a type of conceptual packets constructed as we think and talk. It claims to be able to uncover the online language processing. The theoretical model consists of four spaces, two input spaces, hiring and injecting information which was brought together in the generic space in the form of a new emergent conceptual structure. Eventually, information from both input spaces is blended and processed in the blended space.The projection from input space to blended space could be summarized as three processes: composition, completion and elaboration. Composition refers to the fusing or blending of content from two different mental spaces. Completion refers to the supplement of indispensable elements required to understand or activate specific scenario or frame. Elaboration, however, points to the detailed explanation to the integrated event. All the cognitive processes or handling is called compression, which actually reflects a process of simplification and narrowing, giving rise to a new and complete conceptual structure.The second round of the entrance examination encompasses two sections, proposal writing and interview. The research proposal was expected to be completed in English within an hour. There’s no specific stipulation on the length, but all the candidates were allocated to three pieces of A4 papers in the first beginning, and one could have more if papers were used up. By the way, this procedure was not known by candidates until we sat down in the exam venue, and hence no one had been able to prepare it beforehand, which signified its high requirements on one’s theoretical foundation and English proficiency. Afterwards is the interview. Here in the following are the questions asked by the panel and my tentative answers.1. “What do you want to study?”Thank you for this question. My research interest lies in the interface between cognitive linguistics and multimodality or multimodal discourse analysis. If I was admitted fortunately, I would like to further my previous researches from another perspective. The research topic that appeals to me most at present is gestural metaphor, a special type of multimodal metaphor, in Kunqu Opera. It principally targets at the roles of gesture and other modalities in constructing multimodal metaphors, or maybe the ways of gestural metaphor or multimodal metaphor in meaning or themes construction. This topic was tentatively selected for the reasons as follows: First, gestures and facial expressions actually are very abundant in Chinese traditional opera and more importantly, they play vitally important roles in the performance, which were represented by their artistic and metaphoric use. Therefore, the theory’s feasibility to the corpus is guaranteed, not to mention its practical significance. Second, gestural metaphors, compared with classical multimodal metaphors, is still a quite potential area for linguistic research, particularly in the context of China, where most relevant researches concentrates on commercials, films, TV programs, posters and cartoons, etc, while quite few targets at Chinese traditional operas. Third, I have had some previous experience of relevant studies on multimodal metaphors. Up to now, 5 relevant academic essays were published in recent two years. Additionally, I’ve presided a provincial project on multimodal metaphors, “On Cognitive Construction Mechanism ofMultimodal Metaphors in Guangxi Tourism Publicities”. All these experience, I convince, might contribute to my future research.2. “As far as I know, multimodality is usually conducted from the perspective of functional grammar, but why do you do it from the perspective of cognitive linguistics?”Thank you very much. It is a fairly important question. Just like what you said, multimodality or multimodal discourse analysis is, more often than not, conducted from the perspective of functional linguistics, whose three meta-functions corresponds to the three meta-functions of visual grammar, namely, representational meaning, interactive meaning and compositional meaning. It highlights the systemicity and uncovers the social as well as functional aspect of modalities, while it fails to articulate their cognitive mechanism. It remains a mystery that how different modes are percept and processed and that how should they interact with each other in constructing meaning. In that case, cognitive linguistics is really a good complement, striving to shed lights on exploring the roles played by various modalities in certain conceptualizations or cognitive structures.3. “Gestures are not language, but the program you applied is actually of linguistics. Since you want to study gestures, why do you choose linguistics as your doctoral program? Why do you choose us, why Soochow University?Thank you. In contemporary society, when the dominance of language in communication has been tremendously undermined by latest multimedia and information technology, non-verbal modality, including pictures, sounds, videos, etc, are playing increasingly important roles in personal and social communication. Be it language or other modes, all of them could be considered as semiotics used to generate and disseminate meanings, and it might be too arrogant to exclude other modes in the context of modern linguistics. Gesture, as a typical mode, is no exception. By the way, when I entered this room, I noticed the doorplate reads “Research center of linguistics and semiotics”. Therefore, I have enough reason to believe that you might join me in considering any modes or modalities, including gestures should be taken into account when necessary in linguistic research.In view of the orientation of my tentative research proposal, Soochow University at least has two advantages: first, School of Foreign Languages of this university, prestigious for its advanced studies on linguistics and semiotics, might grant the best access I could have at present to the research of multimodal discourses, since my research interests parallels with the strength of this department. Second, as the birthplace of Kunqu Opera, nowhere could juxtaposes with the city of Soochow in terms of studying the opera, not to mention that Soochow University is one of the most important national research centers for it. Studying here, therefore, is convenient for me to acquire guidance or help not only from you but also from professors other relevant disciplines in terms of the opera. By the way, as one of the cities celebrated for its scenery and cultural atmosphere, who can resist the temptation to study in such a city?4. “Can you give us a new definition of gesture? And how can you relate it to linguistic study?”Thank you very much. It is really a challenging question. I would like to answer the second small question first if I may. As what I have argued above, gesture, as a typical member of non-verbal mode, juxtaposes with language in multimodal communication, and both of them plays certain roles in meaning generation and dissemination. In multimodal discourses involving various modes, linguistics research solely might not be able to depict the whole picture; hence explorationon other modes, like gestures, is essential for a complete and thorough exploitation on meaning construction or other aspects of multimodal discourses. Still, the multimodality of contemporary discourses presupposes a fact that various modes including written texts, pictures, sounds, videos, etc, do not play their roles in isolation, instead, they are involved in various forms of coordination in representing meaning or themes. Hence, it is fairly difficult to separate language from other modes in research. Therefore, in my research, I simply grant gestures or maybe other non-verbal modes the same status with language in explorations of the mechanism for meaning construction. It is to the above two aspects that gesture is related to linguistics in my research.In terms of the definition of gesture, it might be difficult for me to provide a definite concept on the spot. Basically it is considered as one of the modes or modalities applied to generate or construct discourses, in juxtaposition with other modes. From the perspective of cognitive linguistics, it cooperates with other counterparts in constructing metaphors, revealing process of conceptualization in the mind. Hence, it seems applicable to explore the relationship between gestures and conceptual structure through analyzing roles of gestures in representing multimodal metaphors and their synergy pattern with other modes.5. If given a chance to further your master thesis to a doctoral level, how will you develop it?My thesis explores the representation of multimodal metaphors in public service advertising, and it aims to address three questions: first, what types of representations of multimodal metaphors are there in the corpus? Second, how is each type is cross-modally represented cognitively? Third, what are the respective roles as well as their synergy pattern among various modes? Though innovative it was in some respects, it is bound to be with some limitations. If given the chance to further it as a doctoral thesis, there might be the following tentative orientations: 1) it is advisable to introduce different theoretical perspectives since the thesis is mainly conducted from the sole angle of cognitive linguistics. Powerful as it is, cognitive linguistics is good at exploring the cognitive process, yet relatively weak at the functional as well as social aspects, which are the advantages of visual grammar. Therefore, it might be a good idea to propose a blended theoretical framework of cognitive linguistics and visual grammar. 2) The thesis applied a mixed approach of quantitative and qualitative research, yet the corpus merely includes 34 advertisements on 6 different themes, hence its reliability and representativeness might be questioned if the corpus was not enlarged to a larger scale. In addition, my thesis takes no perspective to the differences among advertisements of different themes for it mainly highlights the modal representations overally. Yet, there might be potential preferential link between the mode applied and the intended target or themes of public service advertisements. Hence, it might be a good idea to test the relationship between preferences in modal usage and the themes of advertisements. 3) It might be potential to study the functions of multimodal metaphors in multimodal discourses, since my master thesis and others is mainly concerned with the representation of multimodal metaphors, about multimodal metaphor per se. Furthermore, we can also invite more attention to the role of metonymy in representing multimodal metaphors, which is not mentioned in this thesis.6. Since you want to study gestures, why do you want to study under my supervision?Thank you so much. I would like to study under your supervision for the reasons as follows. First, both of us are interested in cognitive linguistics. As far as I’m concerned, you have influential academic achievements in different subjects, particularly anaphora, metonymy and metaphor, etc, which are quite related to, though not necessarily the same with my orientation. SoI believe I can get very direct help from you in terms of my study.More importantly, I really admire your advanced research capability and potential proved by the number of authoritative papers published in the core journals on foreign language research. Whether or not my research interest or orientation coincide with yours, albeit important, should not be considered as the priority, for it is the method for learning and doing researching as well as capability and skills, instead of the research per se, that really matters. Therefore, I’m really looking forward to studying under your supervision.Above are the summary of the entrance examination of Soochow University. Due to limited time, it will not review the exam of Hunan Normal University in detail. Unlike Soochow University, the entrance examination included two tests on general linguistics and cognitive linguistics respectively. The test of general linguistics concentrates on theories, consisting of several theoretical questions. The first two or three are in English but has to be answered in Chinese, and the left are vice versa. I cannot recall all of the exercises accurately, yet most of them are relevant to foundational notions or concepts in linguistics, such as “langue”and “parole”, “functionalism”and “formalism”, etc. However, they are not as simple as term explanation, instead, candidates were expected to tell the internal link or introvert causes, etc.The test of cognitive linguistics, on the other hand, gives priority to candidate’s practical and analytical capability. Made up of practical questions, it requires candidates to address the question with certain theories. Three of the questions are in Chinese and the left two ones are English questions. For example, 试介绍prominence 和attention理论，并运用该理论解释以下两句话：①鸡不吃了。