华南理工大学04语言学和英美文学基础知识

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2016年华南理工大学870语言学和英美文学基础知识考研真题_真题(含答案与解析)-交互

2016年华南理工大学870语言学和英美文学基础知识考研真题(总分240, 做题时间180分钟)Part One术语解释Fundamentals of Linguistics and Literature（外国语言学及应用语言学和英语语言文学考生共答部分）Define the following terms in your own words(每题必答，共20分）1.ArbitrarinessSSS_TEXT_QUSTI该问题分值: 2答案:Arbitrariness is one of the design features of language. It refers to the fact that there is no logical or intrinsic connection between a particular sound and the meaning it is associated with. There is no reason, for example, why English should use the sounds /dɒg/ to refer to the animal dog, or why Chinese should use “gou” to refer to the same animal. The relationship between the sounds and their meaning is quite accidental.2.Phatic function of languageSSS_TEXT_QUSTI该问题分值: 2答案:Language is used to establish an atmosphere or maintain social contact between the speaker and the hearer. Greetings, farewells,**ments on the weather serve this function. For example, the expressions such as “How do you do?”and “Ah, here you are” do not convey any meaning, but are used to establish a common sentiment between the speaker and the hearer.3.Field of discourseSSS_TEXT_QUSTI该问题分值: 2答案:Field of discourse is one of the social variables that determine the register. Field of discourse refers to what is going on: to the area of operation of the language activity. It is concerned with the purpose and subject matter of communication. It answers the questions of “why” and “about what” communication takes place. Field of discourse may be non-technical or technical: shopping, game playing, and a personal letter are instances of nontechnical fields. Technical fields refer to the specialized fields such as a linguist giving a lecture in class and meteorologists talking about the weather. The field of a register determines to a great extent the vocabulary to be used in communication and it also determines the phonological and grammatical features of the language.4.Immediate constituentSSS_TEXT_QUSTI该问题分值: 2答案:Linguistic units can be parts of larger constructions and may themselves also be **posed of smaller parts. Using the distribution of components and constructions, we can analyze a sentence considered to be the maximum construction in syntax-into a series ofconstituents-units that make up their larger units next to them. The technique of this approach is to show how small constituents or components in sentences go together to form larger constituents. The constituents could be the subject and the predicate or noun phrases and verb phrases, for example, depending on the theory we use. These constituents can in turn be further analyzed into smaller constituents, such as noun phrases analyzed into an article and anoun. This process continues until no further divisions are possible. The first divisions or cuts are known as the immediate constituents.5.Code-switchingSSS_TEXT_QUSTI该问题分值: 2答案:Bilinguals often switch between their two languages or language varieties in the middle of a conversation. This phenomenon is called code-switching. It can take place between or even within sentences, involving phrases or words, or even part of words. A speaker does not necessarily have to follow a particular variety or dialect all the time in the course of communication. He may change from a standard dialect to a nonstandard dialect; he may shift to a subject which requires the occurrence of some special items; he may move from one degree of formality to another. All these linguistic behaviors belong to code switching. There are two kinds of code-switching: situational code-switching and metaphorical code-switching. Situational code-switching occurs when the language used changes according to the situation in which the participants find themselves; they speak one language in one situation and another in a different one. No topic change is involved. When a change in topic requires a change in the language used we have metaphorical code-switching. It has been found speakers bilingual in Swahili and English would use Swahili when talking about education and English when talking about prejudice. The interesting point here is that some topics may be discussed in either code, but the choice of code adds a distinct flavor to what is said about the topic. The choice itself encodes certain social values.6.Carpe DiemSSS_TEXT_QUSTI该问题分值: 2答案:Latin for “Seize the day”: take full advantage of present opportunities. A sentiment can be found, for example, in Andrew Marvell's “To His Coy Mistress”, “Had we but world enough, and time, This coyness, lady, were no crime.”7.ProtagonistSSS_TEXT_QUSTI该问题分值: 2答案:Protagonist, (Greek “first actor”) refers to the hero or heroine of a drama or narrative.8.HyperboleSSS_TEXT_QUSTI该问题分值: 2答案:Hyperbole is overstatement or exaggeration; a typical hyperbole can be seen in Marvell’s “To his Coy Mistress,” line 11-12: “My vegetable love would grow/ Vaster than empires, and more slow” and in Auden, “As I walked Out One Evening,” lines 9-12: “I’ll love you, dear, I’ll love you/ Till China and Africa meet/ And the river jumps ov er the mountain/ And the salmon sing in the street”9.CanonSSS_TEXT_QUSTI该问题分值: 2答案:(Greek “a measuring rod, standard”) The books, music and art that have been the most influential in shaping a culture, belong to canon. The western canon is the body of western literature that represents the high culture of Europe and North America, an intellectual tradition ranges from Homer to James Joyce in literature.10.AlliterationSSS_TEXT_QUSTI该问题分值: 2答案:Alliteration (from Latin “litera,” alphabetic letter), means the repetition of an initial consonant sound or consonant cluster in consecutive or closely positioned words. This pattern is often an inseparable part of the meter in Germanic languages, where the tonic, or accented syllable, is usually the first syllable. Thus allOld English poetry and some varieties of Middle English poetry use alliteration as part of their basic metrical practice. Sir Gawain and the Green Knight, “Sithen the sege and the assaut was sesed at Troye”.问题简答Answer the following questions(每题必答，共40分)11.Do you think animals have language?SSS_TEXT_QUSTI该问题分值: 10答案:Animals do not have language. Language is a system of arbitrary vocal symbols used for **munication. Language is human-specific. All human languages have certain characteristics in common and linguists have identified these characteristics as defining features of human language. These features, now called design features, are found utterly lacking in **munication and thus set human language apart from animal cry systems. The following five design features of human language have been identified by the eminent American linguist Hockett: arbitrariness, duality, productivity, displacement and cultural transmission. Human language is arbitrary. This refers to the fact that there is no logical or intrinsic connection between a particular sound and the meaning it is associated with. There is no reason, for example, why English should use the sounds /dɒg/ to refer to the animal dog, or why Chinese should use “gou” to refer to the same animal. The relationship between the sounds and their meaning is quite accidental. By duality is meant the property of having two levels of structures, such that units of the primary level **posed of elements of the secondary level and each of the two levels has itso wn principles of organization. Productivity refers to man’s linguistic ability which enables him to produce and understand an infinitely large number of sentences in our native language,including the sentences which were never heard before. This feature equips human beings with the ability to **pletely new utterances and ideas. There is no productivity to speak of in animals’ cries. Displacement is a property of language enabling people to talk about things remote either in space or in time. Most animals can **municate about things in the immediate situation, but human beings **municate about things that are absent as easily as about things that are present. Besides, language is culturally transmitted. It cannot be transmitted through heredity. A human being brought up in isolation simply doesn’t acquire language, as is demonstrated by the studies of children brought up by animals without human contact. Animals transmit their cries through heredity, that is, simply from parent to child. The above features are adequate to show that human language is sharply distinguished from **munication systems.12.What is the difference between sentence meaning and utterance meaning?SSS_TEXT_QUSTI该问题分值: 10答案:A sentence is a grammatical concept, and the meaning of a sentence is often studied as the abstract, intrinsic property of the sentence itself in terms of predication. But if we think of a sentence as what people actually utter in the course of communication, it becomes an utterance, and it should be considered in the situation in which itis actually uttered (or used). So it is impossible to tell if “The dog is barking” is a sentence or an utterance. It can be either. It all depends on how we look at it and how we are going to analyze it. If we take it as a grammatical unit and consider it as a self-constrained unit in isolation from context, then we are treating it as a sentence. If we take it as something a speaker utters in a certain situation with a certain purpose, then we are treating it as an utterance. Therefore, while the meaning of a sentence is abstract, and decontextualized, that of an utterance is concrete and context-dependent. The meaning of an utterance is based on sentence meaning; it is the realization of the abstract meaning of a sentence in a real situation of communication, or simply in the context.13.What does “Art for Art's Sake” usually refer to?SSS_TEXT_QUSTI该问题分值: 10答案:The philosophy of “art for art's sake,” insists on art being judged by the beauty of artifice rather than that of morality or reason. Beauty is irrational and amoral, and the aestheticist who worships beauty indulges in excess and exaggeration to flout his age's standards of respectability. The artists and writers of Aesthetic style tended to profess that the Arts should provide refined sensuous pleasure, rather than convey moral or sentimental messages. Predecessors of the Aesthetics included John Keats and Percy Bysshe Shelly, and some of the PreRaphaelites who themselves were a legacy of the Romantic spirit. There are a few significant continuities between the Pre-Raphaelite philosophy and that of Aesthetes:Dedication to the idea of “Art for Art's sake”; admiration of, and constant striving for, beauty; escapism through visual and literary arts; craftsmanship that is both careful and self-conscious; mutual interest merging the arts of various media. In Britain the best representatives were Oscar Wilde and Alger one Charles Swineburne.14.What does the Metaphysical School refer to in English literary history?SSS_TEXT_QUSTI该问题分值: 10答案:Leading by John Donne, a poet in seventeenth century, whose style is demanding, characterized by learned terms, audaciously far-fetched analogies, and an intellectually sophisticated play of ironies, critics have regarded Donne as the founder of the Metaphysical school, grouped with other poets like Herbert, Crashaw, Marvell, and Cowley. The expression was first employed by critics like Samuel Johnson and William Hazlitt, who found the intricate conceits and self-conscious learning of these poets incompatible with poetic beauty and sincerity. Early in the twentieth century, T. S. Eliot sought to restore their reputation, attributing to them a unity of thought and feeling that had since their time been lost. There was, however, no formal “school” of Metaphys ical poetry, and the characteristics ascribed to it by later critics pertain chiefly to Donne. Like Ben Jonson, John Donne had a large influence on the succeeding generation, but remains a singularity.Part Two专题简评Test for Students of Linguistics and Applied Linguistics（外国语言学及应用语言学考生必答部分）Discuss **ment on the following topics(每题必答，共40分)1.Language is the dress of thought.SSS_TEXT_QUSTI该问题分值: 10答案:This is the remark from Dr. Samuel Johnson in his book Lives of the Poets. The relationship between language and thought has long been a subject of discussion. There are a wide range of opinions about the general nature of the relationship. It is probably true to say that every possible relation between the two has been proposed by some theorists. To classical theorists like Plato and Aristotle, language is the only outward form or expression of thought. An opposing viewis that language determines thought. According to this view, the categories of thought are determined by linguistic categories. Theorists within this group can be roughly divided into two groups: those who believe that language determines thought and those whothink that thought determines language. Given this, the remark “language is the dress of thought” is not accurate because language to some extent influences thought. There are dramatic vocabulary differences from language to language. In some languages, there may be only a single word for a certain object, creature or concept, whereas in another language, there may be several words, even quite a large number. And the child’s cognitive system is determined by the structure of the language he acquires. Learning a language changes the way a person thinks.2.Ferdinand de Saussure and his contribution to linguisticsSSS_TEXT_QUSTI该问题分值: 10答案:Ferdi nand de Saussure is the “father of modern linguistics” and “a master of a discipline which he made modern”. Saussure's ideas were developed along three lines: linguistics, sociology and psychology. In linguistics, he was greatly influenced by the American linguist W.D. Whitney, who was working within essentially the Neogrammarian tradition but raised the question of the sign. By insisting on the arbitrariness of the sign to emphasize that language is an institution, Whitney brought linguistics onto the right track.Following the French sociologist E. Durkheim, Saussure held that language is one of the “social facts”, which are ideas in the “collective mind” of a society and radically distinct from individual psychological acts. In psychology, Saussure was influenced by the Austrian psychiatrist S. Freud, who hypothesized thecontinuity of a collective psyche, called the unconscious.Saussure saw human language as an **plex and heterogeneous phenomenon. Confronted with various aspects of language and different perspectives from which one might approach them, the linguist must ask himself what he is trying to describe. Saussure believed that language is a system of signs. Sounds count as language only when they serve to express or communicate ideas; otherwise they are nothing but noise. To communicate ideas, they must be part of a system of conventions, part of a system of signs. This sign is the union of a form and an idea, which Saussure called the signifier and the signified. Though we may speak of the signifier and signified as they are separate entities, they exist only as components of the sign. The sign is the central fact of language.Saussure exerted two kinds of influence on modern linguistics. First, he provided a general orientation, a sense of the task of linguistics which had seldom been questioned. Second, he influenced modern linguistics in the specific concepts. Many of the developments of modern linguistics can be described as his concepts, i.e. his idea of the arbitrary nature of the sign, langue vs. parole, synchrony vs. diachrony, syntagmatic and paradigmatic relations, etc. Saussure’s fundamental perception is of revolutionary significance, and it is he that pushed linguistics into a brand new stage and all linguistic in the twentieth century are Saussurean linguistics.3.The differences between traditional grammar and modern linguistics.SSS_TEXT_QUSTI该问题分值: 10答案:Traditional grammar is usually based on earlier grammars of Latin or Greek and applied to some other languages, often inappropriately. For example, some grammarians stated that English had six cases becauseLatin had six cases. Traditional grammar emphasizes such matters as correctness, linguistic purism, literally excellence, the use of Latin models and the priority of the written language. Although there has been a trend towards using grammars which incorporate more modern approaches to language descriptions and language teaching, some schools still use traditional grammars.Modern linguistics differs from traditional grammar at least in three basic ways. First, linguistics describes language and does not lay down rules of correctness. Linguists are interested in what is said, not what they think ought to be said. So they are often said to be descriptive, not prescriptive. A second important way in which linguistics differs from traditional grammar is that linguists regard the spoken language as primacy, not the written. It is believed that speech came into being first for any human language and the writing system came along much later. Thirdly, traditional grammar is based on Latin and it tries to impose the Latin categories and structures on other languages, while modern linguistics describes each language on its own merits.4.Context and meaning in pragmaticsSSS_TEXT_QUSTI该问题分值: 10答案:The notion of context is essential to the pragmatic study of language. It is generally considered as constituted by the knowledge shared by the speaker and the hearer. **ponents of shared knowledge have been identified, e.g. knowledge of the language they use, knowledge of what has been said before, knowledge about the world in general, knowledge about the specific situation in which **munication is taking place, and knowledge about each other. Context determines the speaker’s use of language and also the hearer’s interpretation of what is said to him. Without such knowledge, **munication would not be possible, and without considering such knowledge, **munication cannot be satisfactorily accounted for in a pragmatic sense. The meaning in pragmatics is concrete and context-dependent. It is the realization of the abstract meaning of a sentence in a creation situation of communication, or simply in a context.分析评论Analyze the language data according to the requirements(每题必答，共50分)Explain the rules and principles underlying the ungrammaticality or inappropriateness involved in the following sentences.SSS_TEXT_QUSTIIt was not until they got accepted into the Project that we found the growing corruption emerged in the past few years.该问题分值: 20答案:There is something grammatically wrong in this sentence. The object clause “the growing corruption emerged in the past few years” should be in past perfect tense. The whole sentence is an emphasizing structure of “not…until” sentence pattern. The meaning o f this sentence is that we didn’t find the growing corruption had emerged in the past few years until they got accepted into the Project. The growing corruption has already occurred at the time when we find, therefore, the clause should be in perfect tense. And because the time when we find was a past point and the time adverbial “in the past few years” is also a clue, the correct form should be past perfect tense. So the sentence should be corrected as “It was not until they got accepted into the Project that we found the growing corruption had emerged in the past few years”.SSS_TEXT_QUSTIRailway officials, like their political bosses in Moscow, were apt to muse at the brilliant future in order to escape from pressing current problems.该问题分值: 0答案:There is something wrong with the sequence of adjectives in this sentence. When there are more than one adjective to modify a noun, the adjectives are not arranged randomly. In this sentence, pressing and current are both used to modify the noun “problems”. The w ord “pressing” means needing to be dealt with immediately. It describes the nature of problems. The word “current” means happening at the present time. It serves as a time adverbial to add supplementary information to the noun “problems”. Hence, we can see, “pressing” has closer relationship than “current” with the noun “problems”, so it should be put directly in front of “problems”. And thecorrect sentence should be “Railway officials, like their political bosses in Moscow, were apt to muse at the brilliant future in orderto escape from current pressing problems”.7.Analyze the following extract of a dialogue in terms of the related semantic and pragmatic theories.“Hush, hush! He's a human being,” I said. “Be more charitable; there are worse men than he is yet!”“He's not a human being,” she retorted, “and he has no claim on my charity. I gave him my heart, and he took and pinched it to death, and flung it back to me.”(Emily Bronte, Wuthering Heights)SSS_TEXT_QUSTI该问题分值: 15答案:This dialogue violates the quality maxim of cooperative principle proposed by Grice. The main content of cooperative principle is the following: make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged. And it contains four maxims.Quantity(1) Make your contribution as informative as is required (for the current purposes of the exchange).(2) Do not make your contribution more informative than is required. QualityTry to make your contribution one that is true.(1) Do not say what you believe to be false.(2) Do not say that for which you lack adequate evidence.RelationBe relevantMannerBe perspicuous.(1) Avoid obscurity of expression.(2) Avoid ambiguity.(3) Be brief.(4) Be orderly.Apparently, this dialogue violates the quality maxim when the girl retorted that he is not a human being which is obviously false statement. Here the word “human being” is not used in its semantic meaning-a kind of creature that is biped, featherless, rational, etc. Instead, its meaning should be interpreted in context. And conversational implicature arise as the maxim is flouted. Conversational implicature is a kind of implied meaning, which is deduced on the basis of the conventional meaning of words together with the context, under the guidance of the CP and its maxims. Reading the whole dialogue, we can find the girl does not really mean he is an animal or other thing else. The remark here is to show he does not take her feeling seriously.8.Analyze the following passage in terms of the related stylistic theory.My souls, how the wind did scream along! And every second or two there's come a glare that lit up the whitecaps for a half a mile around, and you’d see the islands lookin g dusty through the rain, and the trees thrashing around in the wind; **es a h-whack—bum! Bum!Bumble-um-ble-umbum-bum-bum-bum—and the thunder would go rumbling and grumbling away, and quit—and then **es another flash and anothersockdolager. (Mark Twain, The Adventures of Huckleberry Finn)SSS_TEXT_QUSTI该问题分值: 15答案:Stylistics is a branch of linguistics which studies the features of situationally distinctive uses (varieties) of language, and tries to establish principles capable of accounting for the particular choices made by individual and social groups in their use of language. This passage shows the stylistic features at the phonological level-onomatopoeia. Onomatopoeia refers to the use of the sounds which are imitative of their senses. For example, the cow mooed; the chicken cheeped; the bull bellowed; the dog barked; the duck quacked. In this passage, there are a lot of onomatopoeic words such as “h-whack--bum! Bum! Bumble-um-ble-umbum-bum-bum-bum—” and “rumbling and grumbling”. Mark Twain uses different o nomatopoeic words to describe the sounds of thunder, showing the readers a vivid picture of thunder storm. This is the charm of stylistic.Part Three论述题Test for Students of English Language and Literature（英语语言文学考生必答部分）Discuss **ment on the following topics(每题必答，共40分)1.Comment on the Bloomsbury Group in English literary history.SSS_TEXT_QUSTI该问题分值: 10答案:“Bloomsbury” was never a formal grouping. Its origins lay in male friendships in late nineteenth century Cambridge; in the early 1900s it found a focus in the Gordon Square house of the children of Leslie Stephan in unfashionable Bloomsbury; it was only with the formation of the ‘Memoir Club’ in 1920 that it loosely defined the limits of its friendships, relationships, and sympathies. The ‘Memoir Club’ or iginally centered on Leslie Stephen’s two daughters Virginia and Venessa, their husbands Leonard Woolf and Clive Bell, and their friends and neighbors Desmond and Molly McCarthy, Duncan Grant, E.M. Foster, Roger Fry, and John Maynard Keynes. The group was linked bywhat Clive Bell later called ‘a taste for discussion in pursuit of truth and a contempt for conventional ways of thinking and feeling, contempt for conventional morals if you will’. Their **binedtolerant agnosticism with cultural dogmatism, progressive rationality with social snobbery, practical jokes with refined self-advertisement. When in 1928 Bell attempted to define ‘Civilization’ in a book named the same, he identified an aggrandized Bloomsbury ideal in the douceur de vivre and witty iconoclasm of the France of the Enlightenment (though, as Virginia **mented, ‘in the end it turns out that civilization is a lunch party at No. 50 Gordon Square’). To its friends ‘Bloomsbury’ offered a prevision of a relaxed, permissive, and elitist future; to its enemies, like the once patronized and later estranged D. H. Lawrence, it was a tight little world people by upper-middle-class ‘black beetle’.2.Comment on the Renaissance.SSS_TEXT_QUSTI该问题分值: 10答案:In the Europe-centered Renaissance period, England had been greatly influenced by it, from 16th century to early 17th . The renaissance did not only brought nationhood to Britain, but also its literature. The English Renaissance, which had begun as an opening up to new European learning and to new European styles, ended as a restrictive puritanical assertion of national independence from European norms of government and aesthetics. The English Reformation, which had begun as an assertion of English nationhood under a monarch who saw himself as head, protector, and arbiter of a national Church, ended as a challenge to the idea of monarchy itself. In England the principles on which the Renaissance and the Reformation were based, and by means of which both developed, were, as its literature serves to demonstrate, inextricably intertwined.3.Comment on the Classicism.SSS_TEXT_QUSTI该问题分值: 10答案:In English literature discourse, “Classicism” denotes the practice of art forms inspired by classical antiquity, in particular the observance of rhetorical norms of decorum and balance, as opposed to following the dictates of untutored inspiration, as in Romanticism. It is often related with “classical” and “classic”. “Classical” primarily describes the works of either Greek or Roman antiquity. “Classic” denotes an especially fam ous work within a given canon. Classicism is **pared with Romanticism as its contrary. Classicism arose from the Enlightenment thinkers’ condemnation of the Middle Ages as “Dark Ages”, a period of ignorance and irrationality, appealing to Greek and Roman philosophies. However, as latercriticized by Romanticists, logic is insufficient to answer all questions.4.Comment on the Theatre of the Absurd.SSS_TEXT_QUSTI该问题分值: 10答案:Its leading figure Samuel Beckett, after the war experience and at home again, had experienced a great artistic revelation. The nature of this revelation, articulated by Beckett, concerned the bankruptcy of **mon organizing principles of life and of work and, consequently, awareness not of personal or national identities or the informing truths of theologies or philosophies of life, would henceforth be open to skeptical examination. Corresponding to this revelation, in his literary work every artistic or theatrical principle, such as characterization, resolution or specificity of scene, would be broken. Much later, and in large part because of Beckett’s work, Martin Esslin would invent the term “Theatre of the Absurd” to describe this kind of drama. Famous playwrights of this theatre, such as Samuel Beckett, deploys characters far from familiarization to emphasize humanity’s helplessness and alienation within a meaningless universe. A Godless universe in which there are no transcendent values and human beings have little control over their。

2015年华南理工大学870语言学和英美文学基础知识考研真题

2015年华南理工大学870语言学和英美文学基础知识考研真题(总分：240.00，做题时间：180分钟)一、Part One(总题数：0，分数：0.00)二、术语解释(总题数：10，分数：20.00)1.fossilization（分数：2.00）__________________________________________________________________________________________ 2.parole（分数：2.00）__________________________________________________________________________________________ 3.universal grammar（分数：2.00）__________________________________________________________________________________________ 4.paradigmatic relation（分数：2.00）__________________________________________________________________________________________ 5.ditransitive verb（分数：2.00）__________________________________________________________________________________________ 6.allegory（分数：2.00）__________________________________________________________________________________________ 7.ode（分数：2.00）__________________________________________________________________________________________ 8.stanza（分数：2.00）__________________________________________________________________________________________ 9.farce（分数：2.00）__________________________________________________________________________________________ 10.folklore（分数：2.00）__________________________________________________________________________________________ 三、问题简答(总题数：4，分数：40.00)11.What are linguistic determinism and linguistic relativity?（分数：10.00）__________________________________________________________________________________________12.What are cross-section method and longitudinal method? Can you give an example to each method?（分数：10.00）__________________________________________________________________________________________ 13.What is Gothic Fiction?（分数：10.00）__________________________________________________________________________________________ 14.What accounts for the Greatness of Lyrical Ballads?（分数：10.00）__________________________________________________________________________________________ 四、Part Two(总题数：0，分数：0.00)五、专题简评(总题数：4，分数：40.00)nguage is human-specific.（分数：10.00）__________________________________________________________________________________________ ngue, competence and linguistic potential（分数：10.00）__________________________________________________________________________________________ 17.The differences between grammatical analysis and pragmatics（分数：10.00）__________________________________________________________________________________________ 18.The relationship between linguistics and foreign language teaching（分数：10.00）__________________________________________________________________________________________ 六、分析评论(总题数：3，分数：50.00)Explain the rules and principles underlying the ungrammaticality or inappropriateness involved in the following sentences.（分数：20）(1).It was not until they got accepted into the Project that we found the growing corruption emerged in the past few years.（分数：10）__________________________________________________________________________________________(2).Railway officials, like their political bosses in Moscow, were apt to muse at the brilliant future in order to escape from pressing current problems.（分数：10）__________________________________________________________________________________________19.Analyze the following extract of a dialogue in terms of the related semantic and pragmatic theories.“How goes it?” asked Captain Cuttle.“All well,” said Mr. Gills, pushing the bottle towards him. He took it up, and having surveyed and smelt it, said with extraordinary expression:“The?”“The,” returned the instrument maker.(Charles Dickens, Dombey and Son)（分数：15.00）__________________________________________________________________________________________20.Analyze the following passage in terms of the related stylistic theory.Life’s but a walking shadow, a poor playerThat struts and frets his hour upon the stage,And then it heard no more; it is a taleTold by an idiot, full of sound and fury,Signifying nothing.(William Shakespeare, Macbeth, V.v)（分数：15.00）__________________________________________________________________________________________七、Part Three(总题数：0，分数：0.00)八、论述题(总题数：4，分数：40.00)21.Give your own definition of Poetry and comment on it.（分数：10.00）__________________________________________________________________________________________ment on Transcendentalism.（分数：10.00）__________________________________________________________________________________________ment on Charlotte Bronte’s book Jane Eyre.（分数：10.00）__________________________________________________________________________________________ment on the novel The Great Gatsby.（分数：10.00）__________________________________________________________________________________________九、作品分析(总题数：2，分数：50.00)25.The following are the opening lines from a novel, Tess of the D’Urbervlles, written by Thomas Hardy (1840 —1928). Write an analytic essay on it in about 250 words.On an evening in the latter part of May a middle-aged man was walking homeward from Shaston to the village of Marlott, in the adjoining Vale of Blakemore or Blackmoor. The pair of legs that carried him were rickety, and there was a bias in his gait which inclined him somewhat to the left of a straight line. He occasionally gave a smart nod, as if in confirmation of some opinion, though he was not thinking of anything in particular. An empty egg-basket was slung upon his arm, the nap of his hat was ruffled, a patch being quite worn away at its brim where his thumb came in taking it off. Presently He was met by an elderly parson astride on a gray mare, who, as he rode, hummed a wandering tune. “Good night tee,” said the man with the basket.“Good night, Sir John,” said the parson.The pedestrian, after another pace or two, halted, and turned round.“Now, sir, begging your pardon; we met last market-day on this road about this time, and I said ‘Good-night ’ , and you made reply ‘Good night, Sir John’, as now”“I did,” said the parson.“And once before that…near a month ago.”“I may have.”“Then what might your meaning be in calling me ‘Sir John’ these different times, when I be plain Jack Durbeyfield, the haggler?”（分数：25.00）__________________________________________________________________________________________26.Read the following lines from T. S. Eliot ’s The Waste Land. Analyze it in a 200-word essay.April is the crullest month, breedingLilacs out of the dead land, mixingMemory and desire, stiringDull roots with spring rains.Winter kept us warm, coveringEarth in forgetful snow, feedingA little life with dried tubers.（分数：25.00）__________________________________________________________________________________________。

华南理工大学英语语言文学初试复试经验总结

华南理工大学英语语言文学初试复试经验总结2014华南理工大学英语语言文学初试复试经验总结各位学姐学长，以及将来或者现在正准备报考华工外院的学弟学妹们，你们好!我记得以前的这个时候，我也差不多在开始着手于逛硕考论坛，发帖子，各种希望寻求知情的学姐学长的帮助和指导了。

考研这一路走来，我受惠于人太多太多，我的心也无时无刻不充满感恩，觉得幸运，也觉得温暖。

在此，感恩所有人在这一路上给予我的无私馈赠，今后也希望自己能为将来的学弟学妹们尽点绵薄之力，把我们这份温暖和幸运一直传承下去。

首先，我必须坦诚的是我是2战考研。

但特别的是，我2次报考的都为同一个学校--华南理工大学。

第一次，也就是2013年，我报考的是外国语学院的语言学方向，当时由于几分之差，我与第一次机会失之交臂。

毕业后，经过一段时间的慎重考虑，我于2013年10月中旬着手第二次考研，而这次报考的是外国语学院的英语语言文学方向下的翻译理论与实践专业。

今年，我终于幸运地通过了华工的初试和面试。

一路走来，不敢说自己多幸运，多执着，刻苦。

只是希望把自己最真实的心路历程如实写下来，汇报给大家，希望给你们提一个有利的参考和借鉴。

今年初试的成绩大概是在2月21号前后出的，我其实一直不太敢去看。

确实，心里还是有些害怕面对再次的失败吧。

我初试的分数是总分383分：政治78，日语75，综合英语118，英语语言文学基础112。

含推免生排名第7，实际专业排名第二。

经过复试，最后在文学组以综合388分，排名第二，拿到二等奖奖学金。

值得一提的是，今年文学组一共招9个人，其中已经包含了5个推免生，所以实际只剩下四个名额。

最后根据华工外院的分数线，进入复试的名额为7个，淘汰其中3个，录取4个，录取比列接近1:2，竞争还是很激烈的。

接下来，和大家仔细聊聊如何准备初试和复试：首先，关于初试：1：政治政治其实是很不容小觑的一门。

我两年政治考试都只有78分，回想起来都是自己基础不够牢固，主要还是选择题做得不够好。

华南理工大学成人高等教育

华南理工大学成人高等教育《大学语文》考试大纲（专科）专科公共基础课《大学语文》的考试，旨在遵循成人教育应用型人才的培养目标，针对其教育的特点，重在检验学生掌握基础知识的水平及应用能力，全面提高专科学历教育的教学质量。

本课程的考试是一种基础水平检测性考试，考试合格者应达到成人高等教育专科的汉语水平。

一．考试对象：本考试大纲适用于专科各专业的学生。

二．考试目标：通过“大学语文”的学习，要求学生能够掌握较为规范的汉语言文字，具有一般的文字表达能力；具有一定的文言文阅读能力；对古今中外的重要作家作品、文学流派和文学现象有初步的了解；能对文学作品进行分析和鉴赏；能掌握各种常用文体的写作技巧，从而使学生能自觉地学习并继承中国优秀的文化传统，形成良好的人文素养，并具有较强的实用写作能力。

三．考试内容：(一)中外文学的基础知识：所选教材涉及的汉语基础知识和文学常识。

(二)文言文阅读理解：所选教材的文言短句翻译、重点词语理解。

(三)现代文阅读理解：所选教材的文段的层次结构、对文意和重点词语的分析理解。

(四)作品的分析与鉴赏：1．对教材中的名句进行赏析。

2．能分析所选教材的主题、篇章结构、语言特点和表现手法。

（五）写作知识与作文：1．要求：掌握规范的汉语言文字，具有一般的文字表达能力；少写错字、别字和其他不规范的文字；文句通顺，语意清晰，有较强的逻辑性。

熟悉所学的文体的写作方法。

2．写作知识：行政公文、调查报告、求职信、经济合同、论文大学语文试卷样题（专科）一．试题主要类型1．填空题。

2．选择题。

3．文言文阅读理解。

4．现代文阅读理解或简答题。

5．作文。

二．试卷难易比例容易题约占50%，中等难度题约占40%，难题约占10%。

三．试卷内容比例基础知识约占30%，文言文阅读理解约15%，现代文阅读理解或简答题 (作品分析、鉴赏等)占15%，写作占40%。

四．考试方式与时间1．考试方式：闭卷，笔试。

2．试卷分数：满分为100分。

2015年华南理工大学汉语国际教育考研真题报录比参考书目分数线复试线

践
李少抒
03 行政管理理论与实践（仅面向单考招生）
李文彬刘江莫岳云彭澎王福涛王欧
①111 政治（单考和强军）②240英语(单考 )③642 政治学和经济学概论 ④818 行政学原理
韦曙林
吴克昌
吴业国
肖大威
叶贵仁
02 资源管理与可持续发展
招生专业及人数（学院包含两个专业）
考试科目 1 2
汉语国际教育硕士
30人
汉语言文字学
9人
本专业拟接收推免生15人。
101思想政治理论
201英语一、202俄、203日、254德任选一门
ቤተ መጻሕፍቲ ባይዱ
（2014年北大实际进复试35人，录取25人，推免人数10人）
考研参考书
354 汉语基础 1-北京大学中文系现代汉语教研室《现代汉语》 2-黄伯荣、廖序东《现代汉语 3-郭锡良《古代汉语》 4-叶蜚声、徐通锵《语言学纲要》
育明教育
广州分校
育明教育
2015 年华南理工大学行政管理考研攻略
考试重点、真题解析、复习规划、考试趋势、热点预测
华南理工大学及全国 100 所高校行管考研招生情况及参考书对比分析
8 年专注华南理工大学辅导·精准押题·一对一保分·复试保录
。
120401行政管理
37
含单考10人
曹静晖 ① 101思想政治理
01公共政策分析
范旭方俊韩莹莹侯力胡亦武
论 ②201 英语一复试笔试科目： ③636 综合考试 ( 含 967 管理学 ( 命政治学、经济题作文) 学 )④885 行政管理学

【华南理工大学2012年考研专业课真题】语言学和英美文学基础知识2012

870华南理工大学2012年攻读硕士学位研究生入学考试试卷（请在答题纸上做答，试卷上做答无效，试后本卷必须与答题纸一同交回）科目名称：语言学和英美文学基础知识适用专业：英语语言文学；外国语言学及应用语言学本卷满分：150分共7页Part OneFundamentals of Linguistics and Literature（英语语言文学和外国语言学及应用语言学考生共答部分）I. Define the following terms in your own words (20 points)1. morpheme2. hyponymy3. language variety4. relation maxim5. metaphor6. Romanticism7. Sentimentalism8. Metaphysical poetry9. Free verse10. Lost GenerationII. Answer the following questions (30 points)1. How to classify errors in terms of their sources?2. What is the significance of Saussure’s distinguishing between langue and parole?3. Why [p, p h] are taken as allophones of the same phoneme /p/?4. What is the stream-of-consciousness novel?5. What is the significance of The Canterbury Tales by Geoffrey Chaucer?6. Why is Romanticism considered the greatest poetic movement in British literature?Part TwoTest for Students of Linguistics and Applied Linguistics（仅供外国语言学及应用语言学考生用，英语语言文学考生不作答）I. Discuss and comment on the following topics (40 points)1. transcription of speech sounds2. inflectional morphology and differences between languages3. universal grammar and specific grammars4. the meaning of meaningII. Analyze the Language data according to the requirements (60 points)1. Explain the following sentence by way of IC-analysis (15 points):Go and ask Mr. Smith who is sitting by the window.2. Analyze the following speech event in terms of the related pragmatic theory (10points):Mary: Do you like rugby?Tony: I am a New Zealander.3. Explain the rules and principles underlying the ungrammaticality or inappropriatenessinvolved in the following sentences (20 points):a. * I’m grateful to Professor Smith for providing me food and accommodationduring my visit to Harvard University.b. * Hearing the shouting, David saw the birds flying away immediately.4. Analyze the following passage in terms of the related stylistic theory (15 points):If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge?(William Shakespeare, The Merchant of Venice, II. ix)Part ThreeTest for Students of English Language and Literature（仅供英语语言文学考生用，外国语言学及应用语言学考生不作答）I. Discuss and comment on the following topics (40 points)1. What led to the rise of American Realism?2. What are the major themes of modernist literature?3. Comment on the historical development of sonnet as a poetic form.4. Discuss the characteristics of Edgar Allan Poe’s poems.II. Analysis and appreciation (60 points)1. Please read the following excerpt from Tess of D’Urbervilles by Thomas Hardy, and analyze it in a 200-word essay. (30 points)Chapter 35Clare performed the irrelevant act of stirring the fire: the intelligence had not even yet got to the bottom of him. After stirring the embers he rose to his feet: all the force of her disclosure had imparted itself now. His face had withered. In the strenuousness of his concentration he treaded fitfully on the floor. He could not, by any contrivance, think closely enough; that was the meaning of his vague movement. When he spoke it was in the most inadequate, commonplace voice of the many varied tones she had heard from him.“Tess!”“Yes, dearest.”“Am I to believe this? From your manner I am to take it as true. O you cannot be out of your mind! You ought to be! Yet you are not. … My wife, my Tess ─ nothing in you warrants such a supposition as that?”“I am not out of mind,” she said.“And yet —” He looked vacantly at her, to resume with dazed senses: “Why didn’t you tell me before? Ah, yes ─you would have told me —in a way; but I hindered you.I remember!”These, and other of his words, were nothing but the perfunctory babble of the surface while the depths remained paralyzed. He turned away, and bent over a chair. Tess followed him to the middle of the room where he was, and stood there staring at him with eyes that did not weep. Presently she slid down upon her knees beside his foot, and from this position she crouched in a heap.“In the name of our love, forgive me!” she whispered with a dry mouth. “I have forgiven you for the same!”And, as he did not answer she said again;“Forgive me as you are forgiven! I forgive you, Angel.”“You, — yes, you do.”“But you do not forgive me?”“O Tess, forgiveness does not apply to the case. You were one person: now you are another. My God — how can forgiveness meet such a grotesque — prestidigitation as that!”He paused, contemplating this definition; then suddenly broke into horrible laughter — as unnatural and ghastly as a laugh in hell.“Don’t — don’t! It kills me quite, that!” she shrieked. “O have mercy upon me — have mercy!”He did not answer; and, sickly white, she jumped up. “Angel, Angel? What do you mean by that laugh?” she cried out. “Do you know — what this is to me?”He shook his head.“I have been hoping, longing, praying, to make you happy! I have thought what joy it will be to do it, what an unworthy wife I shall be if I do not! That’s what I have felt, Angel?”“I know that.”“I thought, Angel, that you loved me — me, my very self! If it is I you do love, O how can it be that you look and speak so? It frightens me! Having begun to love you, I love you for ever — in all changes, in all disgraces, because you are yourself. I ask no more. Then how can you, O my own husband, stop loving me?”“I repeat, the woman I have been loving is not you.”“But who?”“Another woman in your shape.”…“Angel,” she said suddenly in her natural tones, the insane dry voice of terror having left her now. “Angel, am I too wicked for you and me to live together?”“I have not been able to think what we can do.”“I shan’t ask you to let me live with you, Angel; because I have no right to. I shall not write to mother and sisters to say we be married, as I said I would do. And I shan’t finish the good-hussif’ I cut out and meant to make while we were in lodgings.”“Shan’t you?”“No, I shan’t do anything, unless you order me to. And if you go away from me I shall not follow’ee; and if you never speak to me any more I shall not ask why, unless you tell me I may.”“And if I do order you to do anything?”“I will obey you, like your wretched slave, even if it is to lie down and die.”…But she went on pleading in her distraction; and perhaps said things that would have been better left to silence. “Angel, Angel: I was a child — a child when it happened! I knew nothing of men.”“You were more sinned against than sinning, that I admit.”“Then will you not forgive me?”“I do forgive you. But forgiveness is not all.”“And love me?”To this question he did not answer.“O Angel — my mother says that it sometimes happens so — she knows several cases when they were worse than I, and the husband has not minded it much — has got over it, at least. And yet the woman has not loved him as I do you.”“Don’t, Tess; don’t argue. Different societies different manners. You almost make me say you are an unapprehending peasant woman, who have never been initiated into the proportions of social things. You don’t know what you say.”“I am only a peasant by position, not by nature!”…“During the interval of the cottager’s going and coming she had said to her husband, “I don’t see how I can help being the cause of much misery to you all your life. The river is down there: I can put an end to myself in it. I am not afraid.”“I don’t wish to add murder to my other follies,” he said.“I will leave something to show that I did it myself — on account of my shame. They will not blame you then.”“Don’t speak so absurdly — I wish not to hear it. It is nonsense to have such thoughts in this kind of case, which is rather one for satirical laughter than for tragedy. You don’t in the least understand the quality of the mishap. It would be viewed in the light of a joke by nine-tenths of the world, if it were known. Please oblige me by returning to the house and going to bed.”“I will,” said she dutifully.…Having nothing more to fear, having scarce anything to hope, for that he would relent there seemed no promise whatever, she lay down dully. When sorrow ceases to be speculative sleep sees her opportunity. Among so many happier moods which forbid repose this was a mood which welcomed it, and in a few minutes the lonely Tess forgot existence, surrounded by the aromatic stillness of the chamber that had once, possibly, been the bride-chamber of her own ancestry.Later on that night Clare also retraced his steps to the house. Entering softly to thesitting-room he obtained a light, and with the manner of one who had considered his course he spread his rugs upon the old horse-hair sofa which stood there, and roughly shaped it to a sleeping-couch. Before lying down he crept shoeless upstairs, and listened at the door of her apartment. Her measured breathing told that she was sleeping profoundly.“Thank God!” murmured Clare; and yet he was conscious of a pang of bitterness at the thought — approximately true, thought not wholly so — that having shifted the burden of her life to his shoulders she was now reposing without care.…The check was sufficient. He resumed his retreat and descended.His air remained calm and cold, his small compressed mouth indexing his powers of self-control; his face wearing still that terribly sterile expression which had spread thereon since her disclosure. It was the face of a man who was no longer passion’s slave, yet who found no advantage in his enfranchisement. He was simply regarding the harrowing contingencies of human experience, the unexpectedness of things. Nothing so pure, so sweet, so virginal as Tess had seemed possible all the long while that he had adored her, up to an hour ago; butThe little less, and what worlds away!He argued erroneously when he said to himself that her heart was not indexed in the honest freshness of her face; but Tess had no advocate to set him right. Could it be possible he continued that eyes which as they gazed never expressed any divergence from what the tongue was telling, were yet ever seeing another world behind her ostensible one, discordant and contrasting.He reclined on his couch in the sitting-room, and extinguished the light. The night came in, and took up its place there, unconcerned and indifferent; the night which had already swallowed up his happiness, and was now digesting it listlessly; and was ready to swallow up the happiness of a thousand other people with as little disturbance or change of mien.2. The following is a poem written by Alfred Tennyson. Write an analytic essay on it in about 250 words. (30 points)Break, break, break,On thy cold gray stones, O sea!And I would that my tongue could utterThe thoughts that arise in me.O, well for the fisherman’s boy,That he shouts with his sister at play!O, well for the sailor lad,That he sings in his boat on the bay!And the stately ships go onTo their haven under the hill;But for touch of a vanish’d handAnd the sound of a voice that is still!Break, break, break,At the foot of thy crags, O Sea!But the tender grace of the day that is dead Will never come back to me.。

2004年华南理工大学语言学和英美文学基础知识考研试题

Part I. Linguistics (75 points)1.Define the following terms (15 points)1). bound morpheme2). allophone3). phonology4). sense relations5). parole6). constituent7). pragmatics8). reference9). proposition10). interlanguage2.Answer the following questions (10 points):1). What are the design features of human language?2). What is the difference between narrow transcription and broad transcription?3.Analyze the linguistic data according to the requirements (30 points)1). Diagram the following sentence by way of IC-analysis:The pretty girl put on her red and blue coat, kissed her mother, and left.2). The following infinitives and past participle verb forms are found in Dutch.Root Infinitive Past ParticipleWandel Wandelen gewandeld “walk”Duw duwen geduwd “push”Zag zagen gezegd “saw”With reference to the morphological processes of prefixing, suffixing, infixing and circumfixing:a.State the morphological rule for forming an infinitive in Dutch.b.State the morphological rule for forming the Dutch past participle form.3). Analyze and explain the referential relationship between the nominal phrases in each of the following sentences:a.John likes himself.b.John likes him.c.John likes John.4). Explain the rules and principles underlying the ungrammaticality involved in the following sentences:a. *Is the man who tall is cleaver?b. *The boy likes probably the girl.c. *The doors were broke and the windows.4.Write on the following topics (20 points)1). Competent and performance2). Language Acquisition DevicePart II. Literature (75 points) a masterpiece of each of the following authors (10 points)1). William Faulkner2). Thomas Hardy3). J. D. Salinger4). Arthur Miller5). D. H. Lawrence6). Doris Lessing7). Toni Morrison8). Eugene O’Neill9). T. S. Eliot10). Washington Irving11). William Golding12). E. M. Forster13). Kingsley Amis14). F. Scott Fitzgerals15). Emily Brontë16). George Eliot17). Bram Stoker18). John Buchan19). Herman Melville20). Edith Wharton第 2 页2.Define the following terms in your own words (10 points)1). Expressionism2). Harlem Renaissance3). The New Criticism4). Expatriates5). Jazz Age3.Summarize the plots of two of the following works. (10 points)1). Oliver Twist2). Vanity Fair3). The Moonstone4). Sons and Lovers5). Absalom, Absalom!6). A Passage to India7). The Last of the Mohicans8). Farewell to Arms4.Answer the following questions (20 points)1). Who is the unnamed narrator of “A Rose for Emily” by William Faulkner? Why do you think the narrator uses we rather than I? How does the narrator represent the opinions of the townsfolk?2). Comments on Thomas Hardy’s The Return of the Native.5.Literary interpretation (25 points)Read the following excerpt from Charles Dickens’s Hard Times and comment on the characterization of the school principal.“Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!”The scene was a plain, bare, monotonous vault of a schoolroom, and the speaker’s square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster’s sleeve. The emphasis was helped by the speaker’s square wall of a forehead, which had his eyebrows for its base, while his eyes found commodious cellarage第 3 页in two dark caves, overshadowed by the wall. The emphasis was helped by the speaker’s mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker’s voice, which was inflexible, dry, and dictatorial. The emphasis was helped by the speaker’s hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse-room for the hard facts stored inside. The speaker’s obstinate carriage, square coat, square legs, square shoulders—nay, his very neckcloth, trained to take him by the throat with an unaccommodating grasp, like a stubborn fact, as it was—all helped the emphasis.“In this life, we want nothing but Facts, sir; nothing but Facts!”The speaker, and the schoolmaster, and the third grown person present, all backed a little, and swept with their eyes the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.第 4 页。

2017年华南理工大学 870语言学和英美文学基础知识硕士研究生考试大纲及参考书目

870语言学和英美文学基础知识考试大纲一、考试目的：《语言学和英美文学基础知识》，作为全日制外国语言文学学术学位硕士研究生入学考试的主要科目，其目的在于考察考生是否具备为专业所需的基本知识和技能训练。

二、考试性质与范围：本门考试是一种测试考生基本知识及其应用能力的成就性考试。

考试范围包括考生应具备的普通语言学各个分支及其边缘学科；英美文学史、作家作品和文学评论方面的基本知识，和应用这些知识分析语言事实和材料、进行文学评论的能力。

三、考试基本要求1. 具有普通语言学和英美文学及文学理论的基础知识，分析语言事实和文学作品的基本技能。

2. 具有较好的英文写作能力。

四、考试形式本门考试主要采用主观试题。

五、考试内容：本门考试包括以下部分：术语概念解释、简答问题、专题评论、语料和作家作品分析。

总分为150分。

六、考试题型：I．术语解释1. 要求：用形式正确并符合表达习惯的英文，正确解释或者定义语言学和文学的一些常用术语和概念，最好用自己简单易懂的英文作答。

2. 题型：主观释义3. 注意：语言学专业和文学专业考生均需作答。

II. 问题简答1. 要求：用简明扼要并符合相关专业表达习惯的英文，正确回答涉及语言学和英美文学一些重要理论和概念的问题。

2. 题型：主观简要回答问题3. 注意：语言学专业和文学专业考生均需作答。

III．专题简评1. 要求：就给定的主题，用明白流畅的英文简要陈述自己的理解和发表评论。

2. 题型：主观评论3. 注意：语言学专业和文学专业考生分别完成各自报考专业试题。

IV. 分析评论1. 要求：运用有关的知识、技能和理论，分析或评论所给定的语言事实或文学概念或作品。

2. 题型：分析评论3. 注意：语言学专业和文学专业考生分别完成各自报考专业试题。

七、参考书目：《语言学教程》，胡壮麟等主编，北京大学出版社；《英国文学史概述及作品选读》、《美国文学史概述及作品选读》，刘洊波主编，高等教育出版社，2010年3月。

专业名称英语语言文学专业代码05020华南理工大学

专业名称：英语语言文学专业代码：050201一、培养目标本专业主要培养高校英语教师、研究人员和高级翻译工作者，要求学生系统掌握英语语言文学的基础理论、基础知识，掌握相关领域的前沿动态，具有严谨求实的学风和独立从事科学研究的能力；能胜任我国高校英语教学工作,并能较熟练地运用计算机和互联网进行科研工作。

二、学习年限2年（在职学习为3年）。

因特殊原因不能按期完成学业者，可适当延长学习期限，但在校年限（含休学）不得超过4年。

三、主要研究方向1、英美文学2、翻译理论与实践四、培养方式实行导师负责制，采取课程学分制和论文写作相结合的方式，通过授课、研习、导读、论文写作等途径培养学生独立分析问题和解决问题的能力。

研究生需在导师指导下于入学后两周内制定出可行的培养计划。

第三学期按照《华南理工大学硕士学位研究生中期筛选分流办法》参加阶段考核。

第三学期结束前应完成教学或社会实践环节。

课程学习（含学位课程和非学位课程）时间为一年。

论文写作时间为一年。

本专业属“外国语言文学”一级学科硕士点，研究生可根据个人研究兴趣和研究课题选修“外国语言学及应用语言学”专业的课程。

五、学分要求最低总学分要求：40学分。

最低修课学分要求：27学分（其中公共必修学位课程：6学分；专业必修学位课程：9学分；专业选修课程最低要求：12学分）。

文献查阅和开题报告：1学分。

学术活动：2学分。

学位论文：10学分。

研究生以华南理工大学为第一署名单位、本人为第一作者或导师为第一作者本人为第二作者在统计源期刊及以上级别刊物上发表论文，可获得1学分，论文被CSSCI收录，可获得2学分。

学分不重复累计。

六、学位论文工作研究生应在第三学期第4周前进行开题报告，开题报告通过之后方能进入论文撰写阶段。

完成学位（毕业）论文后，按《华南理工大学学位条例暂行实施细则》和《华南理工大学关于研究生申请学位论文答辩的有关规定》组织答辩。

学生必须在第四学期第四周之前向导师提交学位论文初稿。

语言学和英美文学基础知识[五篇模版]

语言学和英美文学基础知识[五篇模版]第一篇：语言学和英美文学基础知识语言学和英美文学基础知识（150分）第一部分：语言学和文学考生必答题（50分）1、术语解释（20分）本题考察学生对语言学和文学常见术语的了解和掌握。

语言学和文学各5个术语，每个术语2分。

2、回答问题（30分）本题考察学生对语言学、文学基本理论的认识和理解。

考生在答题时要在陈述有关理论的基础上，通过例证分析说明问题。

语言学和文学各3个第二部分：语言学考生试题（100分）1、论述（40分）本题考察学生对语言学研究的主要概念和理论的认识。

要求考生认真审视题目，用自己的语言分析论述，鼓励在正确理解的基础上的发挥。

本部分4个小题。

2、分析（60分）本题考察学生运用语言学理论和概念分析语言事实和语料的能力。

要求考生根据所掌握的理论和概念对相关语料进行分析。

本部分2个小题。

第三部分：文学考生试题（100分）1、论述（40分）本题考察学生对英美文学基本概念、基本概况、主要文学流派、代表作家及其经典作品的掌握情况，特别要求学生通过经典作品掌握各个时期的时代精神、作家的创作风格、创作手法和语言特色。

本部分4个小题。

2、作品分析（60分）本题考察学生运用文学基础知识、基本理论以及文学批评的基本方法分析文学作品的能力。

要求考生阅读1至2篇文学作品选段，然后对作品进行分析。

本部分1-2个小题。

第二篇：英美文学Analysis of Robinson Crusoe2009级师范三班刘静Robinson Crusoe is written by Defoe(1660 ~ 1731), known as the father of English novel and the periodical literature.He is the father of the English novel and periodical literature, who was born in a family which was against the Anglican Protestant.His father is a businessman, doing business.His article influenced the later development of journal articles and newspaper.Because the speech, he was repeatedly arrested.At the age of 59 Defoe began writing fiction as a novelist, show remarkable ability.Robinson Crusoe Robinson is Defoe's first novel, is also one of the most famous novels.It is based on a British seaman on a deserted island alone for 4 years in exile records and creation.Robinson is the heroine of Defoe works in accordance with their ideals and created the character, he killed out of doing business, living on a desert island for 28 years, overcome all sorts of unimaginable difficulties.He start empty-handed, develop the island, not only to their own survival, and create a new world.He was a pioneer in the image, a real asset class hero.In this figure embodies the western ocean civilization tradition, with the outward development of curiosity, desire to conquer and spirit of adventure, praised the strength quality and working spirit.The novel opens English realistic novel road.In this novel, there are so many about the Wonderful part, but two points impress: one is the author of the narrative language easy to understand.In front of the book, the author use a lot of space to introduce Robinson in the sea to sea before, whether does notlisten to parents' guide, but follow the guidance of the soul, the careful psychological description, the author description most incisive.Two is a fascinating story, the protagonist of nearly thirty years of life vividly in front of us, let our eyes as if emerging from a young life.Robinson Crusoe is to let a person look after all that the most primitive, most of my books, not only because it is the wonderful, and it gives us the modern enlightenment.The most qualities I learn from Robinson Crusoe is not his hard-working and brave, but his amazing mental capacity.One can imagine, a single large living alone on a desert island life ten years, no one to accompany him, even the most basic, and a person simply talk for a while to do.The deserted island there is no house, no rice, can only rely on his own hard to create a piece of heaven and earth.The first nonwhite character to be given a realistic, individualized, and humane portrayal in the English novel, Friday has a huge literary and cultural importance.Recent rewritings of the Crusoe story, like J.M.Coetzee’s Foe and Michel Tournier’s Friday, emphasize the sad consequences of Crusoe’s failure to understand Friday and suggest how the tale might be told very differently from the nativ e’s perspective.Besides his importance to our culture, Friday is a key figure within the context of the novel.Friday’s sincere questions to Crusoe about the devil, which Crusoe answers onlyindirectly and hesitantly, leave us wondering whether Crusoe’s kno wledge of Christianity is superficial and sketchy in contrast to Friday’s fullunderstanding of his own god Benamuckee.In short, Friday’s exuberance and emotional directness often point out the wooden conventionality of Crusoe’s personality.Despite Friday’s subjugation, however, Crusoe appreciates Friday muchmore than he would a mere servant.Crusoe does not seem to value intimacy with humans much, but he does say that he loves Friday, which is aremarkable disclosure.Crusoe may bring Friday Christianity and clothing, but Friday brings Crusoe emotional warmth and a vitality of spirit that Crusoe’s own European heart lacks.This novel shows that we need to believe ourselves, where there is a will, there is e our hands, then see a new world.What is more, we are not only live ourselves in the world, we need to care about others.Be brave, andnever lose hope.第三篇：英美文学《英美文学》复习方法一、找到《英美文学》的辅导书，例如《自考一本通》《自考直通车》等类型的汉语版辅导书。

f45英语语言文学基础知识

f45英语语言文学基础知识摘要：1.英语语言基础知识2.英语文学基础知识3.实用英语学习技巧4.提高英语语言文学能力的建议正文：一、英语语言基础知识1.语法：掌握英语的基本语法规则，如名词、动词、形容词、副词等词性的用法，以及句子的结构和解构。

2.词汇：积累常用的英语词汇，了解词义、词性以及词组的搭配，逐步扩大词汇量。

3.发音：学习并掌握英语发音规则，提高口语表达能力。

4.拼写：熟悉英语单词的拼写规律，纠正常见的拼写错误。

二、英语文学基础知识1.文学流派：了解不同历史时期的文学流派，如现实主义、浪漫主义、现代主义等。

2.文学作品：阅读经典英语文学作品，了解作品背景、作者生平以及作品的主题和风格。

3.文学术语：学习文学批评和分析的基本术语，如象征、比喻、拟人等。

4.文学奖项：了解世界著名的文学奖项，如诺贝尔文学奖、普利策奖等。

三、实用英语学习技巧1.制定学习计划：根据自己的实际情况，制定合理的学习计划，确保学习效果。

2.多媒体辅助学习：利用网络资源和手机应用，进行听、说、读、写的综合训练。

3.练习题库：做大量的练习题，巩固所学知识，提高应试能力。

4.学习小组：加入英语学习小组，与他人分享学习心得，共同进步。

四、提高英语语言文学能力的建议1.坚持每天学习：养成良好的学习习惯，保持学习的连续性和稳定性。

2.大量阅读：阅读英语文章、书籍，提高阅读速度和理解能力。

3.口语实践：积极参加英语角、语言交换等活动，提高口语实际应用能力。

4.学习与实践相结合：将所学知识运用到实际生活和工作场景中，实现学以致用。

通过以上四个方面的学习和实践，相信大家的英语语言文学能力会得到显著提高。

华南理工大学2017年《870语言学和英美文学基础知识》考研专业课真题试卷

1
2. The basic requirements of a good language test 3. Speech is prior to writing in modern linguistics. 4. Speech act theory II. Analyze the language data according to the requirements ( inappropriateness involved in the following sentences (20 points): a. * Only when I had saved enough money to visit Florida and contact with them did discover just how critical the situation had become. b. * Television plays an educational role in our daily life by providing us a wide range of programs: from learning a foreign language to doing some repair work; from doing some research to dealing with housework. 2. Analyze the following extract in terms of the related theories of pragmatics and conversation analysis (15 points): Have you had a letter from Lucy? Fred Henry asked his sister. Last week, came the neutral reply. And what does she say? There was no answer. Does she ask you to go and stop there? persisted Fred Henry. She says I can if I like. This was received in silence. That But she made no answer. (D. H. Lawrence, The Horsepoints): Son: Father, a Union regiment has arrived at Grafton. I am going to join it. Father: Well, go sir, and whatever may occur, do what you conceive to be your duty. Virginia, to which you are a traitor, must go without you. Should we both live to the end of the war, we will speak further for the matter. Your mother, as the physician has informed you, is in a most critical condition; at the best she cannot be with us longer than a few weeks, but that time is precious. It would be better not to disturb her. (Ambrose Bierce, A Horseman in the Sky) ) 3. Analyze the following passage in terms of the related stylistic theory (15 said Fred Henry, in some exasperation. 50 )

2015年华南理工大学英语语言文学专业备考经验

2015年华南理工大学英语语言文学专业备考经验世界上只有一种真正的英雄主义，那就是在认清生活真相之后依然热爱生活。

——罗曼·罗兰复试终于结束，一切算是尘埃落定。

经验贴一直想写，终于有时间将思路整理下来，发帖的时候却一直被提示“含有不良信息”，试着以附件形式上传，也不知道能否通过审核。

关于初试2015年初试的成绩于2月12日公布，查成绩的前几天非常紧张，害怕自己再度面临失败。

今年的初试成绩，总分376分，政治68分，日语73分，英语综合水平测试109分，语言学和英美文学基础126分。

这样的成绩相比去年已经有了进步，而对于我自己而言，虽然我想获得更好的分数，但是对于我这样边工作边复习的人来说，可能已经是自己的极限了吧。

复试之前自己还是很忐忑的，也担心自己复试会被淘汰，所以也不敢放松。

政治我本身文科出身，所以政治还行，至少能保证基本过线，但是要拿高分不容易。

我觉得报培训机构是没有什么必要的，浪费金钱和精力，多数只是寻求个心理安慰，当然自己今年也是有点担心所以买了新东方的在线网络课程。

资料的话，都是许多人在用的，首先是大纲解析，然后肖秀荣系列，据说风中劲草也不错。

书不要太多，大纲加上选择题练习册，看看大题的答题思路，研究下真题。

现在研究生政治考试都不是考死的知识，基本概念了解，然后主要还是看自己分析理解能力。

日语日语是本科时的二外，但是当初没有好好学，依稀只记得五十音图。

今年日语题型变了，整张试卷就是一篇日语文章，是家喻户哓的白雪公主的故事，根据文章考单词、语法和翻译。

学习一门语言，单词永远是基础，所以日语也没什么好说的，就是背单词、背课文、背语法和句型，初级要熟透，中级看个人，如果学有余力，中级上可以看看，下册我以为可以忽略，然后要仔细研究真题，华工自主命题的试卷都会挂在研究生招生网站上，自己可以去找找下载，其实考研也算是一场信息战，自己要利用各种渠道获取信息，如果以后涉及调剂更是如此。

英语综合水平测试英语考的是阅读和写作，这些都是无法在短期内迅速提升的语言能力，所以还是要多练就是了，可以做专八的阅读，背背作文，要有意识地训练自己的critical thinking。

华南理工大学英语

华南理工大学英语华南理工大学英语：乘着世界经济全球化的大潮，英语在全球范围内发挥着越来越重要的作用。

作为国家重点大学，华南理工大学致力于培养未来的社会新领军人才，其中英语的重要性不言而喻。

华南理工大学英语有其独特的特点“以学术为主，以实践为辅”，即以教学理念为“综合培养学生的学术修养、实践能力和职业技能”。

本文旨在详细介绍华南理工大学英语教育的课程设置、教学内容和教学方法，以及学生如何参与其中，以期为学生们带来更便利的英语学习环境。

首先，华南理工大学英语教育的课程设置不仅涵盖普通英语、商务英语、英文写作等基础课程，还包括了特色课程如英语口语、英美文学、英语翻译等。

课程面向临床、商务、文化、教育、科学技术等各个领域，为学生提供全方位的英语学习机会。

此外，还有大量与学生专业相关的市场英语、行政英语、旅游英语、新能源英语等。

其次，教师的教学内容精彩纷呈，可以从4个方面加以梳理。

第一，通过听力培养学生英语基础知识；第二，搭建英语学习平台，为学生们提供英语学习资源；第三，整合语言素养，让学生们更好地掌握英语语法、词汇、口语运用等；第四，实施英语考试模拟训练，帮助学生熟悉考试格式和流程，通过实际操练提升考试分数。

再者，华南理工大学英语教学方法丰富多彩。

从课堂教学来看，教师采取探究式、建构主义等多种方式来展开课堂教学，通过互动、讨论、案例分析等方式引导学生自主学习，而不是简单地讲授知识。

此外，教师还为学生提供了大量丰富、多样的英语资源进行自主学习，如在线英语学习网站、机器翻译等。

最后，华南理工大学的学生如何参与其中，可以通过多种方式来行动。

首先，学生应该认真学习英语，注重提高英语基础知识，如听力、口语、词汇及语法等。

其次，学生应该对英语精细实践有兴趣，学习写作技巧，积极投身课堂演讲、英语征文等活动，提升写作水平。

此外，学生应该经常自己安排英语学习，收听或读懂英语广播、英语报纸等，查阅专业英语资料，利用有关英语学习网站，积极参与英语角和英语俱乐部等，并参加各类英语考试，以实现英语的更好学习与提高。

《英美文学》课程教学大纲(本科)

《英美文学》课程教学大纲(本科)-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN《英美文学》课程教学大纲课程编号：04095、04096课程英文名称：British Literature & American Literature学时数：144 学分数：8适用层次和专业：英语专业本科三年级一、课程的性质和目的《英美文学》是我院英语专业高年级学生的专业选修课，本课程的目的在于：培养学生阅读、欣赏、理解英美文学原著的能力，掌握文学批评的基本知识和方法。

通过阅读和分析英美文学作品，促进学生语言基本功和人文素质提高，增强学生读对西方文学知识及文化的了解。

二、课程教学内容及各章节学时分配第一部分英国文学第一章盎格鲁撒克逊时期英国文学（1学时）第一节盎格鲁撒克逊时期文学渊源知识点：该时期的文学流派、代表作家、代表作品第二节《贝奥武甫》的艺术特征及其对英国文学的贡献知识点：该作品中的头韵、含蓄陈述、隐喻等艺术特征、第一部民族史诗对英国文学的影响第二章中世纪英国文学（3学时）第一节中世纪文学概述知识点：文学时期划分、文学特点、代表作家第二节杰佛利·乔叟知识点：生平、创作生涯、《坎特伯雷故事集》的情节、内容、主题《坎特伯雷故事集》节选：语言特点、艺术成就第三节英国和苏格兰民谣知识点：内容、形式、语言特点、代表作品《罗宾汉和埃林阿代尔》：寓意、语言特点第三章文艺复兴时期英国文学（12学时）第一节文艺复兴运动知识点：意大利文艺复兴运动的兴起、人文主义思潮、文艺复兴时期的文学渊源、英国的文艺复兴、宗教改革运动及影响第二节英国文艺复兴时期的文学知识点：伊丽莎白时代的历史文化背景、意大利文学对英国文学的影响、伊丽莎白时代的戏剧、伊丽莎白时代的诗歌第三节文艺复兴时期的主要作家知识点：（1）埃德蒙·斯宾塞生平、创作生涯、代表作品的构思、情节、内容、主题（2）克里斯托夫·马洛生平、创作生涯、著名悲剧、思想艺术成就（3）威廉·莎士比亚生平、戏剧创作生涯、代表作品及其故事梗概、情节结构、人物塑造、语言风格、思想意义、诗歌、艺术成就《威尼斯商人》选段、悲剧《哈姆雷特》选段、十四行诗（18）（4）弗兰西斯·培根生平、主要作品、语言特点、杰出贡献《论学习》的结构、内容、语言特点（5）约翰·邓恩生平、玄学诗派、文学创作、诗歌、散文第四章十七世纪英国文学（4学时）第一节十七世纪的文学概述知识点：十七世纪历史文化背景、十七世纪文学三个时期的划分、十七世纪文学特点第二节十七世纪的主要作家知识点：（1）约翰·弥尔顿生平、文学创作、史诗《失乐园》、主要作品、艺术特点（2）约翰·班扬生平、文学创作、主要作品、艺术特点《天路历程》第一章的主要内容、人物性格、语言特点第五章十八世纪英国文学（12学时）第一节启蒙运动知识点：启蒙运动产生的时代背景、启蒙运动的人文观、启蒙运动的理性准则第二节新古典主义知识点: 新古典主义的创作旨意、新古典主义的文学渊源、新古典主义关于散文、诗歌、戏剧创作的标准第三节新古典主义时期的文学知识点：早期新古典主义诗歌、英国现实主义小说的诞生、哥特式小说与伤感主义文学的兴起第四节十八世纪的主要作家知识点：（1）亚历山大·蒲伯生平、创作生涯、文学观、主要作品、语言风格选读《论批评》节选：作品体裁、结构、语言风格（2）丹尼尔·笛福生平、社会观、主要作品、创作特点《鲁滨逊漂流记》第九章、第十章的主要内容、人物性格、语言特点、作者的创作意义（3）乔纳森·斯威夫特生平、创作生涯、人文观、讽刺散文的语言风格《格列佛游记》第一部分第四章的人物性格、语言特点、作品的主题（4）亨利·菲尔丁生平、戏剧和小说创作活动、对英国小说的贡献、语言特色《汤姆·琼斯》第四部、第八章的人物的刻画、史诗特征（5）塞缪尔·约翰逊生平、创作生涯、主要作品、新古典主义的文学观及语言风格、对英国语言的贡献（6）理查德·比·谢立丹生平、戏剧创作生涯、戏剧的主题、主要作品、写作技巧《造谣学校》第三幕第四场的作品的主题、人物性格、语言特点（7）威廉·布莱克生平、政治宗教观点、诗歌创作主张、主要作品、诗歌的主要特点及思想意义、对20世纪英国文学的影响《伦敦》、《老虎》的主题思想、语言风格、艺术特色等（8）罗伯特·彭斯生平、诗歌创作主张、主要作品、诗歌主要特点及思想意义《一朵红红的玫瑰》的主题思想、语言风格、艺术特色第六章浪漫主义时期英国文学（14 学时）第一节浪漫主义思潮知识点：浪漫主义时期英国社会的历史背景、法国大革命对英国的影响、浪漫主义文学的渊源、浪漫主义文学创作的基本主张、英国浪漫主义文学的特点、浪漫主义文学对同时代及后世英国文学的影响第二节浪漫主义时期的主要作家知识点：（1）威廉·华兹华斯生平及创作生涯、诗歌创作主张、主要作品、诗歌的主要特点及思想意义、诗歌的艺术成就、对同时代及后世英国文学的影响《孤寂的割麦女》、《水仙》、《虹》的主题思想、语言风格、艺术特色等（2）塞•特•科勒律治生平及创作生涯、文学创作主张、哲学思想和文学批评观、主要作品、诗歌的主要特点及思想意义、文学创作及文艺批评思想对同时代及后世英国文学的影响（3）乔治·戈登•拜伦生平及创作生涯、主要诗作、主要特点及社会意义《她行走在美的光影中》的主题思想、语言风格、艺术特色等（4）珀•比•雪莱生平、诗歌创作主张、主要作品、诗歌的主要特点及思想意义、对同时代及后世英国文学的影响《西风颂》、《云雀颂》的主题思想、语言风格、艺术特色（5）约翰•济慈生平及创作生涯、美学思想、主要诗作、诗歌的主要特点及思想意义、诗歌对同时代及后世英国文学的影响《夜莺颂》、《秋颂》的主题思想、语言风格、艺术特色（6）简•奥斯汀生平及创作生涯、小说创作思想、主要作品、小说的主要特点及社会意义、小说对后世英国文学的影响《傲慢与偏见》的故事梗概、主题结构、人物塑造、语言风格及作品的意义第七章维多利亚时代英国文学（12学时）第一节维多利亚时代英国文学及社会思潮概述知识点：早期的经济发展与社会动乱、中期的繁荣昌盛和社会稳定、晚期的势力衰退和社会道德观念的改变、科学发现对传统的社会和宗教观念的影响、功利主义思潮的泛滥第一节维多利亚时期的文学知识点：小说的形式、该时代小说家的共性、散文和诗歌形式、技术方面的实验和创新第三节维多利亚时期的主要作家知识点：（1）查尔斯•狄更斯生平及创作生涯、作品中的批判现实主义思想与社会改良主义倾向、前期作品的思想与艺术特征、后期作品的思想与艺术特征、创作特色与艺术成就《雾都孤儿》第三章、《大卫•科波菲尔》第四章、第五十五章的主题结构、人物塑造、语言风格及作品的意义（2）夏洛特•布朗蒂生平、创作思想和主题、作品的社会意义《简•爱》第二十三章的女主人公形象、在逆境中求自我道德完善的主题（3）埃米莉•布朗蒂生平、、创作主题、对同时代及后世英国文学的影响《呼啸山庄》第十五章的小说的主题、故事的叙述手法、强烈情感的描述（4）阿尔弗雷德•丁尼生生平、诗歌创作生涯、主要作品、艺术特色《渡沙洲》、《尤利西斯》的主题思想、艺术特征（5）罗伯特•布朗宁生平与诗歌创作生涯、主要作品、戏剧独白、艺术特点《我逝去的公爵夫人》、《夜会》、《晨别》的主题思想、艺术特征（6）乔治•艾略特生平及创作生涯、新型小说、女性文学观《织工马南》第二十八章的作品的主题、语言风格（7）托马斯·哈代生平与创作生涯、创作倾向、作品中的“宿命观”、批判现实主义思想、艺术特色《德伯家的苔丝》的作品的主题、人物刻画、语言特色《呼唤》的主题思想、艺术特征第八章二十世纪英国文学（14学时）第一节二十世纪英国文学概述知识点：20世纪英国社会的历史文化背景、两次世界大战对英国的影响、英国20世纪批判现实主义文学、现代主义文学的兴起与衰落、现代主义文学创作的基本主张、英国现代主义文学、英国现代主义文学的特点、现代主义文学对当代英国文学的影响第二节二十世纪的主要作家知识点：（1）乔治·布纳德·萧伯纳生平与创作生涯、政治改革思想和文学创作主张、戏剧创作主张、主要作品、戏剧的特点与社会意义、萧伯纳的戏剧对20世纪英国文学的影响《鳏夫的房产》的主要内容、人物塑造、语言特点、艺术手法（2）约翰•高尔斯华绥生平与创作生涯、创作思想、小说的主要特点及社会意义《福尔塞世家》的主要内容、人物性格、语言特点、叙事手法（3）威廉•勃特勒•叶芝生平及创作生涯、诗歌创作思想、代表作品、诗歌的特点及思想意义、艺术成就、叶芝的诗歌对当代英国文学的影响、戏剧创作《1916年复活节》、《库尔庄园的野天鹅》的语言风格、艺术特色等（4）T•S•艾略特生平及创作生涯、文学理论与文艺批评观点、主要诗歌作品、艺术特色及社会意义、文学创作及文艺批评思想对现当代英国文学的影响《普鲁弗洛克的情歌》的主题结构、思想内容、语言特色、艺术手法（5）戴维•赫伯特•劳伦斯生平及创作生涯、创作思想、主要作品、艺术特色及社会意义、劳伦斯的小说对现当代英国文学的影响《儿子与情人》的主要内容、人物性格、语言特点、艺术手法（6）詹姆斯•乔伊斯生平与创作生涯、文学创作主张与美学思想、主要作品、小说的主要艺术特色及思想意义、艺术成就、作品对现当代世界文学的影响《青年艺术家的肖像》所选作品的主题思想、人物塑造、语言特色、艺术手法（7）弗吉尼亚•伍尔芙生平与创作生涯、意识流小说、其作品和小说理论对英国现代主义小说理论与创作的贡献《达罗卫夫人》的主要内容、表现手法、艺术特征、叙事方式（8）迪伦•托马斯生平与创作生涯、超现实主义的表现手法、其独特的诗歌艺术特征对当代英国诗坛的影响《羊齿山》、《不要温雅地步入那美妙的夜晚》的艺术特征、主题思想（9）菲利普•拉金生平与创作生涯、运动派诗歌、其独特的诗风和诗歌主张对当代英国诗坛的影响《去教堂》的艺术特征和主题思想（10）特德•休斯生平与创作生涯、其动物暴力诗的艺术特征和主题思想《栖息之鹰》的艺术特征和主题思想（11）西默斯•希尼生平与创作生涯、其作品纯美的语言风格和鲜明的爱尔兰民族色彩《沼泽地》的艺术特征和主题思想第二部分美国文学Part One （4 periods）The Colonial Period and The17th Century Literature of Puritanism1. Historical Backgroundi. Religious Cause: Puritanism / Puritan thoughtsii. Economic ones:2. Development of Literaturei. Characteristicsii. Authors: William Bradford, Anne Bradstreet, Edward TaylorPart Two （4 periods）The Period of Enlightenment1. Historical Backgroundi. American revolutionii. The age of reason2. Development of Literaturei. Benjamin Franklin: Autobiographyii. Philip FreneauPart Three （20 periods）New England Transcendentalism and Romantic AgeA. Period of Pre-Romanticism1. Historical BackgroundTranscendentalism2. Development of Literaturei. Romanticism3．Major WritersWashington Irving: Rip Van winkleB. Period of Post-Romanticism1. Historical Backgroundi. Civil Warii. Anti-slavery movement2. Development of Literature3. Major Writersi. Edgar Allen Poe: To Helenii. Ralph Waldo Emerson: Natureiii. Walt Whitman: Songs of Myselfiv. Nathaniel Hawthorne: The Scarlet Letterv. Henry Wadsworth Longfellow: A Psalm of Lifevi. Emily DickinsonPart Four （16 periods）The Age of Realism1. Historical BackgroundThe Gilded AgeNew England Renaissance2. Development of Literaturei. Realism: definitions & Characteristicsii. Realism vs romanticismiii. Practitioners: William Dean Howells, Henry James, Mark Twain 3. Major WritersMark Twain: The Adventures of Huckleberry FinnPart Five （12 periods）American Naturalism1. Historical Backgroundi. The First World Warii. The Jazz ageiii. Commercialized society2. Development of Literaturei. Naturalism: definitions & Characteristicsii. Practitioners: Stephen Crane, Frank Norris, Jack London, etc.3. Major WritersTheodore Dreiser: Sister CarrieRobert Frost: Stopping by Woods on a Snowy EveningPart Six （8 periods）American Modernism1. Historical Backgroundi. Great depressionii. The Second World War2. Development of Literaturei. Modernism: definitions & Characteristicsii. Lost Generation: Ernest Hemingway, Ezra Pound, e. e. cummings etc.3. Major WritersErnest Hemingway: A Farewell to ArmsJohn Steinbeck: The Grapes of WrathWilliam FaulknerPart Seven （8 periods）American Literature Since 19451. Historical Backgroundi. Political Situation: Cold War, Korean War, Cuban missile crisis, Vietnam War etc.ii. Ideological Development2. Development of Literaturei. The Beat Generation: Allen Ginsberg etc.ii. Jewish writers: Saul Bellow etc.iii. Black American Literature3. Major WritersSaul BellowAllen GinsbergAlice Walker三、课程教学基本要求在教学中应该使学生对英美文学形成与发展的全貌有一个大概的了解；通过指导学生阅读具有代表性的英美文学作品，理解作品的内容，从而掌握分析作品的艺术特色和评价文学作品的方法。

英美文学复习资料

英美文学复习资料一．课程介绍：本课程由英国文学和美国文学两个部分组成。

主要内容包括英美文学发展史及代表作家的简要介绍和作品选读。

文学史部分从英美两国历史、语言、文化发展的角度，简要介绍英美两国文学各个历史时代的主要历史背景、文学文化思潮、文学流派、社会政治、经济、文化等对文学发展的影响，主要作家的文学生涯，创作思想，艺术特色及其代表作品的主题结构、人物刻画、语言风格、思想意义等。

选读部分主要接选了英美文学史上各个时期重要作家的代表作品，包括诗歌、戏剧、小说、散文等。

二．《英美文学选读》的考核目标，按照识记，领会，应用规定应当达到的能力层次要求。

三个层次呈递进关系，其含义是：识记：有关的概念、定义、知识点等能够记住领会：在识记的基础上，能够把握基本概念、基本方法和彼此之间的关系和区别应用了在领会的基础上，能运用本课程的基本理论，基本知识和方法来分析英美文学作品，并能用英语正确表达。

Part1EnglihLiteratureAnIntroductiontoOldandMedievalEnglihLiterature一．重点：有关这部分的文学史内容1．古代英国文学和中世纪英国文学的起始阶段2．英国文学史上的第一部民族史诗----Beowulf3．中世纪文学的主要文学形式-----Romance4．GeoffreyChaucer的文学贡献二．练习：1.Chooethebetanwerforeachblank.1).Theperiodof______Englihliteraturebeginfromabout450to1066, theyearof______.A.Old----RenaianceB.Middle----theNormanConquetofEnglandC.Middle----RenaianceD.Old----theNormanConquetofEngland2)..TheMedievalperiodinEnglihliteraturee某tendfrom1066uptothe______century.A.mid-13thB.mid-14thC.mid-15thD.mid-16th3).Beowulf,atypicale某ampleofOldEnglihpoetry,iregardedtodayathenational______oftheAngl o-Sa某on.A.onnetB.eayC.epicD.novel6).Aftertheconquetof1066,threelanguageco-e某itedinEngland.Theyare______,______and______.A.OldEnglih,Greek,LatinB.OldEnglih,French,LatinC.OldEnglih,G reek,FrenchD.Englih,Greek,FrenchA.coupletB.blankvereC.heroiccoupletD.epic8).Thematicallythepoem“Beowulf”preentavividpictureofhowthe primitivepeoplewageheroictruggleagaintthehotileforceofthe______w orldunderawieandmighty______.A.manB.theoryC.doctrineD.era10).GeoffreyChaucerintroducedfromFrancetherhymedtanzaofvario utypetoEnglihpoetrytoreplacetheOldEnglih______vere.A.rhymedB.alliterativeC.ocialD.viionary2.E某plainthefollowingliteralterm.1).Romance2).HeroicCouplet3).Epic3.Anwerthefollowingquetion.1).HowmanygroupdotheOldEnglihpoetrydividedintoWhataretheyWhi chgroupdoeBeowulfbelongtoWhy2).WhatithecontributionofGeoffreyChaucertoEnglihliteratureChapter1.TheRenaiancePeriod一．重点前言部分1．文艺复兴的起源，起始时间，内容及特征2．人文主义的有关主张及对文学的影响3．文艺复兴时期的主要文学形式及其特征练习：RenaiancePeriod1.Chooethebetanwerforeachblank.1).TheRenaiance,ineence,iahitoricalperiodinwhichtheEuropean_ _____thinkerandcholarmadeattempttogetridofthoeoldfeudalitideainmedievalEuro pe,tointroducenewideathate某preedtheinteretoftheriingbourgeoiie,andtorecoverthepurityoftheea rlychurchformthecorruptionoftheRomanCatholicChurch.A.GreekandRomanB.humanitC.religiouD.loyal2).Generally,the______refertotheperiodbetweenthe14thandmid-17thcenturie.ItfirttartedinItaly,withthefloweringofpainting,culp tureandliterature.FromItalythemovementwenttoembracetheretofEurop e.A.MedievalPeriodB.RenaianceC.OldEnglihPeriodD.RomanticPeriod3).______itheeenceoftheRenaiance.ThomaMore,ChritopherMarloweand_ ______arethebetrepreentativeoftheEnglihhumanit.A.Humanity----WilliamShakepeareB.Humanim-----FranciBaconC.Humanity----GeoffreyChaucerD.Humanim----WilliamShakepeare4).TheElizabethan______itherealmaintreamoftheEnglihRenaiance .ThemotfamoudramatitintheRenaianceEnglandareChritopherMarlowe,Wi lliamShakepeare,and______.A.novel---GeoffreyChaucerB.poetry----FranciBaconC.drama----BenJononD.drama----GeoffreyChaucer5).Humanimprangfromtheendeavortoretoreamedievalreverencefort heantiqueauthorandifrequentlytakenathebeginningoftheRenaianceoni tconciou,intellectualide,fortheGreekand______civilizationwabaedo nuchaconceptionthat______ithemeaureofallthing.A.Roman----moralB.French----reaonC.Roman----manD.French----God6).OneofthemajorreultoftheReformationinEnglandwathefactthatt heBibleinEnglihwaplacedineverychurchandervicewereheldinEnglihint eadof______othatpeoplecouldundertand.tinB.FrenchC.GreekD.Anglo-Sa某on7).Wyatt,intheRenaianceperiod,introducedthePetrarchan______i ntoEngland,whileSurreybroughtin______vere.A.drama----freeB.onnet----blankC.terzarima----blankD.couplet----free8).IntheearlytageoftheEnglihRenaiance,poetryand______werethe motouttandingformandtheywerecarriedonepeciallybyWilliamShakepeareandBenJo non.A.fictionB.dramaticfictionC.poeticdramaD.novel9).Byemphaizin gthedignityofhumanbeingandtheimportanceofthepreentlife,______voi cedtheirbeliefthatmandidnotonlyhavetherighttoenjoythebeautyofthi life,buthadtheabilitytoperfecthimelfandtoperformwonder.A.humanitB.ProtetantC.CatholicD.playwright10).______wathefirtimportantEngliheayit.Hewaalothefounderofm oderncienceinEngland.A.EdmundSpenerB.ChritopherMarloweC.FranciBaconD.BenJonon2.E某plainthefollowingliteralterm.1).theRenaiancePeriod2).blankvere3) .Humanim3.Anwerthefollowingquetion.3).WhatarethetypicalcharacteriticofliteraryworkproducedinRen aianceEngland文艺复兴时期的主要作家。

华南理工大学考研试题2016年-2018年870英语语言文学综合

870
华南理工大学
2016年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：语言学和英美文学基础知识
适用专业：英语语言文学、外国语言学及应用语言学
870
华南理工大学
2017年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：语言学和英美文学基础知识
适用专业：英语语言文学；外国语言学及应用语言学
870
华南理工大学
2018年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：英语语言文学综合
适用专业：外国语言文学。