外交学院外国语言学与应用语言学法语学科硕士
外交学院英语语言文学外国语言学与应用语言学
外交学院英语语言文学、外国语言学与应用语言学硕士学位论文开题报告Prospectus论文题目：English和中文Probing into the Defining Element of A Genre──Using American President’s Radio Addresses to the Nation as the Corpus of Data中文题目缺研究生：So and So导师：Professor So and So选题缘由：1.I acquired a strong interest in genre theory during the course of English Stylistics lectured by Prof. Yang Xueyan.2.I have been a big fan of former US President Bill Clinton for his eloquent speeches.研究现状：A number of functional linguists have explored this domain and made discourse analysis of a variety of genres. However, there still exists no universally accepted theory on the defining element of a genre. For example, based on her study on service encounter, Ruqaiya Hasan concludes that the three values in the contextual configuration of the “context of situation”, i.e. “field”, “tenor” and “mode”, especially the value of “field”, as the decisive element in defining a ‘genre’. Drawing on Michael Gregory’s further classification of the concept of “tenor” into “personal tenor” and “functional tenor”, James R. Martin advocates that “functional tenor” underlies “field”, “personal tenor”and “mode”and is realized through them. Thus “functional tenor”is considered as a defining variable that constrains “field”, “personal tenor” and “mode” and is renamed “genre”.选题意义：1.Genre theory is becoming a prevailing approach in Systemic Functional Linguistic (SFL) studies. This thesis aims to make some contribution to the development and application of genre theory.2.Radio address constitutes a unique genre among the sub-varieties of public speeches due to its special features like channel and medium of communication.3.American President’s radio addresses to the nation are ideal objects for SFL studies for its salient social functions as a powerful means of mass communication between the US administration and the general public. They also provide important data for the study of US domestic and foreign policies. However, few people have touched upon this sub-variety in previous studies.研究基础：With the guidance of Prof. Yang Xueyan during the course of English Stylistics, I studied the two prevailing genre models proposed by James Martin and Ruqaiya Hasan, upon which I have constructed the theoretical framework of my M.A. thesis. In order to get a better understanding of the genre theories of the two functional linguists, I have also read relevant works by the two scholars and personally attended a lecture on genre theory given by Prof. James Martin during the 6th Systemics Week at Beijing Normal University, during which I managed to keep track of the development of his genre theory and improve the theoretical basis of my thesis.Along my undergraduate study as an English major, I always regarded Bill Clinton’s speeches as a valuable databank of eloquent speeches and a powerful means of communication. During my study of the course of English Stylistics, I came to realize the linguistic value of Clinton’s speeches, particularly the radio addresses he delivered to the nation as US President, and selected a number of his speeches as the corpus of data for my genre research. In order to gather more linguistic material and have a thorough understanding of this genre, I have also constantly visited the website of Clinton Foundation for more texts of Clinton’s speeches and subscribed to the email service provided by the White House so that I can keep track of the weekly radio addresses delivered by the incumbent US President George W. Bush and compare them with those delivered by Bill Clinton.研究方法：In order to fulfill my research objective, i.e. to probe into the defining element of a genre, the author designs the analytical procedures as follows:Step 1: analyze the textual structure of every radio address in the corpus of data;Step 2: use Hasan’s model to analyze the specific values of “field”, “tenor” and “mode,” especially the “field”of every radio address;Step 3: analyze the relationship between the textual structure of every radio address and its Contextual Configuration to verify Hasan’s model;Step 4: use Martin’s model to analyze the “functional tenor” of every radio address in the corpus of data;Step 5: analyze the relationship between the textual structure of every radio address and its “functional tenor”to verify Martin’s model;Step 6: compare the findings of the genre models proposed by Hasan and Martin to find out which element determines the genre of radio addresses.论文要点：My M.A. thesis aims to find out the most prominent element in defining a genre by comparing the validity and applicability of the genre models proposed by Ruqaiya Hasan and James Martin, two of the most prominent functional linguists, in analyzing the generic structure of an existing genre--American President’s radio addresses to the nation. After that, this thesis goes on to explore how the genre models of Ruqaiya Hasan and James Martin could be applied in different ways to genre study.论文框架：My M.A. thesis consists of five chapters. Chapter 1 is the introductory part. A literature review of the current genre theories, particularly the genre models proposed by Hasan and Martin, are introduced in Chapter 2 to lay a theoretical foundation and provide analytical models for my genre research. In Chapter 3, the research methodology, or analytical procedures to be more specific, is described in a step-by-step manner. First, the textual structure of every radio addresses in the corpus of data is analyzed. Then the genre models of Hasan and Martin are applied respectively to analyzing the relationship between the textual structures of the radio addresses and their “contextual configurations” or “functional tenors”. On the basis of the findings of the genre models of Hasan and Martin, the thesis goes on to compare the theoretical structures of the two models and finds out which element determines the radio addresses’ generic structure and defines its genre. Finally, the paper compares the validity and applicability of the two models in Chapter 4 and provides a summary and conclusion of the research in Chapter 5.参考书目：Brown, Gillian and George Yule. 1983. Discourse Analysis. Cambridge: Cambridge University Press.Halliday, M.A.K. 2000. An Introduction to Functional Grammar. Beijing: Foreign Language Teaching and Research Press.Halliday, M.A.K. 2001. Language as Social Semiotic: The Social Interpretation of Language and Meaning.Beijing: Foreign Language Teaching and Research Press.Halliday, M.A.K. and Ruqaiya Hasan. 1985. Language, Context and Text: Aspects of Language in a Socio-Semiotic Perspective. Victoria: Deakin University Press.Halliday, M.A.K. and Ruqaiya Hasan. 2001. Cohesion in English. Beijing: Foreign Language Teaching and Research Press.Hu, Zhuanglin. 1997. “Reflections on A Multi-Level Model of Textual Cohesion and C oherence”, in Hu Zhuanglin and Fang Yan (eds.) 1997: 61-88.Martin, J.R. 1985. “Process and Text: Two Aspects of Human Semiosis”, in Benson and Greaves (eds.) 1985: 248-274.Martin, J.R. and David Rose. 2003. Working with Discourse: Meaning beyond the Clause. London: Continuum.Swales, Johan M. 2001. Genre Analysis: English in Academic and Research Settings. Shanghai: Shanghai Foreign Language Education Press.方琰，1997，Hasan的语类结构潜势理论在英语应用文写作教学中的应用，《功能语言学在中国的进展》：324-325。
外交学院外国语言学及应用
外交学院外国语言学及应用外交学院外国语言学及应用专业旨在培养具备扎实外语基础和熟练应用能力，并具备良好的国际视野、政治敏感性和跨文化交际能力的高级外语人才。
这个专业涵盖了外国语言学、翻译学和相关的实践应用技能，培养学生在外语能力、跨文化交际能力、翻译技能等方面的综合素质。
首先，外交学院外国语言学及应用专业注重培养学生的外语能力。
学生需要掌握一门外语的听、说、读、写、译等综合技能，并能运用于实际交流中。
这主要通过大量的实践课程来完成，如听力、口语、阅读、写作、翻译等。
同时，外语的学习也涵盖了外语语法、词汇、语用等理论知识的学习，为学生提供了坚实的语言基础。
其次，外交学院外国语言学及应用专业注重培养学生的跨文化交际能力。
学生需要了解不同国家和地区的文化背景、风俗习惯、历史背景等，以便更好地跨越语言和文化的障碍进行交流。
在课程设置上，学生将学习国际关系、国际交往、国际商务等相关课程，培养学生的跨文化视野和政治敏感性。
此外，外交学院外国语言学及应用专业也注重培养学生的翻译技能。
翻译是外交交流和国际交往的必备技能之一，对于学生未来从事国际事务工作或者翻译工作具有重要意义。
学生将学习翻译的基本原理、方法和技巧，并通过大量的实践训练来提高翻译能力。
翻译的实践训练包括口译、笔译等形式，学生将有机会参与到一些重要的国际会议、外事活动中，锻炼实践能力。
此外，外交学院外国语言学及应用专业还注重培养学生的研究能力和创新能力。
在专业课程中，学生将学习相关的学术研究方法和技巧，培养学生的批判性思维和分析能力。
学生还将参与一些研究项目，进行独立思考和研究，发表学术论文，提高学术研究水平。
总之，外交学院外国语言学及应用专业通过系统的课程设置和实践训练，培养学生扎实的外语基础，跨文化交际能力和翻译技能。
学生毕业后可以从事外交事务、国际组织、跨国企业、翻译等相关领域的工作，也可以继续深造攻读硕士、博士学位。
外国语言学及应用语言学 文学硕士 方向
外国语言学及应用语言学文学硕士方向
外国语言学及应用语言学的文学硕士方向，主要包括以下研究领域：
1. 语言学理论与研究：该方向重点研究现代语言学的理论和发展动态，包括结构、功能、认知、文化等角度的语言研究。
此外，还会对国外语言学理论进行全面的了解和研究，并对英语语言学相关领域进行创新性研究。
2. 文学研究：这个方向主要研究英美各种文学流派、作家作品和文学理论。
它注重研究英美文学发展过程中社会文化背景对文学创作的影响，并深入挖掘文学作品中的文化内涵。
同时，也包括对文学批评与文学翻译等领域的研究。
3. 跨文化交际研究：该方向主要探讨如何通过语言和文学来促进跨文化交际，并深入理解不同文化背景下的语言使用和文学解读。
4. 翻译理论与实践：这个方向主要研究翻译理论，翻译史以及翻译技巧与实践。
它注重培养学生在英汉、汉英笔译和口译方面的能力，并分析译作。
5. 商务英语研究：该方向主要研究商务英语语体和商务英语话语分析，以及如何将这些知识应用于实际的商务环境中。
6. 比较文学研究：该方向运用现代文学理论开展中外文学比较批评等领域的研究，特别重视华裔文学的族裔性和文学性融合趋势、西方后殖民批评和后现代理论、中外文学理论的互动性等方面的深入研究。
以上是外国语言学及应用语言学的文学硕士方向的一些主要内容，具体的研究内容可能会根据具体的学校和导师有所不同。
外交学院考研招生简章（港澳台地区）
外交学院考研招生简章（港澳台地区）外交学院考研招生简章（港澳台地区）一、学校概况外交学院是外交部所属的培养德才兼备的外交外事、涉外经济、法律人才的高等学校。
经国务院学位委员会批准，有权授予博士、硕士和学士学位。
外交学院创建于1955年9月，由周恩来总理亲自倡议，经党中央、毛主席批准设立。
陈毅副总理兼外交部长曾长期兼任外交学院院长。
现任院长是前中国驻法兰西共和国大使赵进军。
我院拥有政治学一级学科博士、硕士学位授予权，国际法学、国际关系、政治学理论、国际政治、外交学、世界经济、英语语言文学、法语语言文学、日语语言文学、外国语言学及应用语言学(含英、法、日三个语种)、英语口译、科学社会主义与国际共产主义运动12个二级学科硕士学位授予权，以及国际关系、外交学、国际政治博士学位授予权。
另外，我院有着一支高素质的研究生导师队伍，保证了研究生培养的质量，吸引了全国各地大批学子慕名报考。
近年来，外交部和学院领导一再强调要大力加强研究生培养，从各方面对我院的研究生工作给予支持，保证了我院研究生工作的顺利开展，招生规模逐年扩大。
目前，我院正处在改革与发展的关键时期，研究生工作也面临着新的机遇。
研究生部将根据外交部和学院领导对我院研究生工作的总体要求，继续贯彻面向现代化、面向世界、面向未来的方针，本着优化学科结构、突出学科特色、提高办学效益、培养高素质人才的原则，为使我院研究生教育取得新成果而努力工作。
二、招生说明(一)外交学院2014年拟面向港澳台招收自费全日制硕士研究生16名。
(二)学制为三年，每年学费标准为9千元人民币。
(三)报考条件为应届或往届本科毕业生。
(四)考生在报考及录取期间，有关招考问题可通过电子邮件直接与研究生招生办公室联系。
(五)考试参考用书无指定版本，简章中所列仅供参考。
凡报考我院研究生的港澳台考生，如有任何问题，如查询简章、研究生招生进度、入学成绩复试、录取情况等均可在我院校园网上查询。
成绩单及复试通知书也只在网上公布，不再函寄。
外交学院专业介绍：外国语言学及应用语言学
外交学院专业介绍：外国语言学及应用语言学英语系共有外国语言学及应用语言学（翻译理论与实践方向）、英语语言文学（美国研究方向）、英语口译（专业学位）三个专业。
外国语言学及应用语言学、英语语言文学两个专业的考试科目和考试内容完全相同，都只测试考生的英语水平，与语言学专业或美国研究专业的专业内容无关，因此不提供任何专业参考书目。
外国语言学及应用语言学、英语语言文学两个专业的考试科目包括《基础英语》和《翻译》，满分均为150分。
《基础英语》主要测试考生对英语基础知识的掌握程度，如语法、词汇、阅读理解等；《翻译》含英译汉和汉译英两部分，。
英语口译（MTI）翻译硕士专业学位研究生的入学资格考试，除全国统考分值100分的《思想政治理论》之外，专业考试分为三门，分别是《翻译硕士英语》、《英语翻译基础》以及《汉语写作与百科知识》。
《翻译硕士英语》重点考察考生的英语水平，总分100分，《英语翻译基础》重点考察考生的英汉互译专业技能和潜质，总分150分，《汉语写作和百科知识》重点考察考生的现代汉语写作水平和百科知识，总分150分。
这三门专业考试的具体要求参见《全日制翻译硕士专业学位研究生入学考试大纲》。
获得复试资格的考生需要准备面试和笔试：外国语言学及应用语言学、英语语言文学两个专业的面试形式为：考生听两遍一段5-6分钟的听力材料，然后准备回答主考的问题和自由会话。
要求考生有很好的记忆能力，听两遍之后能够记住大概内容并回答问题，这是作高级翻译的必要条件。
如果考生得到面试通知，那么就应积极准备，为此，应该有400个 Tape hours的听力准备，并且能做到准确复述。
复试中口语表现很重要，理想的语音应该是纯正的，语调应该是标准、自然的。
翻译硕士专业的面试形式为交替传译，分英译汉和汉译英两个部分。
考生在翻译过程中可以做笔记。
考研复习方案和规划前几遍专业参考书的复习，一定要耐心仔细梳理参考书的知识点并全面进行把握1、基础复习阶段要求吃透参考书内容，做到准确定位，事无巨细地对涉及到的各类知识点进行地毯式的复习，夯实基础，训练思维，掌握一些基本概念，为下一个阶段做好准备。
外交学院政治学理论考研 招生人数 参考书 报录比 复试分数线 考研真题 考研经验 招生简章
爱考机构考研－保研－考博高端辅导第一品牌请您牢记爱考机构网址：“爱考”两个字全拼外交学系政治学理论招生目录系所代码及名称专业代码及名称招生人数研究方向代码及名称考试科目代码及名称003外交学系030201政治学理论6 09政治学理论与方法①101政治②201英语一③711政治学综合④810政治学理论10政治发展研究030206国际政治15 11当代国际政治①101政治②201英语一或203日语③711政治学综合④808国际政治概论12比较政治制度①101政治②201英语一③711政治学综合④808国际政治概论030208外交学25 13当代中国外交①101政治②201英语一或203日语或244法语③711政治学综合④806外交学14外交学①101政治②201英语一或202俄语或203日语或244法语③711政治学综合④806外交学15中国对外关系①101政治②201英语一或202俄语或203日语或244法语③711政治学综合④806外交学外交学系政治学理论专业介绍外交学院外交学系是中国自改革开放以来最早设立的外交学系（1980年），拥有全国“四个第一”：第一个外交学本科第二学士学位班（1990年），第一个外交学单设四年制本科专业（1996年），第一批获得外交学硕士学位授予权（1999年），第一个获得外交学二级博士学位授予权（2003年）。
外交学系设有外交学与中国外交教研室、政治学与公共管理教研室、国际文化与发展教研室。
外交学系师资队伍精干，梯队合理。
外交学系教师承担外交学系和全院各层次学生的外交业务课的教学工作。
现有教职员工29名，教师24人（其中一名副教授在国外任高级外交官），教辅人员5人。
24名教师中，教授5名、副教授8名、讲师11名，拥有高级职称的教师占教师总数的54.2％以上。
24名教师中的学历情况是拥有博士学位的19名、硕士学位4名、学士学位1名，拥有博士学位的教师占教师总数的79.2％，拥有硕士以上学位的教师占95.8％。
北京外交学院2020年法律硕士(法学)招生简章
北京外交学院2020年法律硕士（法学）招生简章 目前对于研究生招生简章想必大家都非常关注，为方便大家及时了解全国各省市院校2020年硕士研究生招生简章，下面由出国留学网小编为你精心准备了“北京外交学院2020年法律硕士（法学）招生简章”，持续关注本站将可以持续获取更多的考试资讯!北京外交学院2020年法律硕士（法学）招生简章 外交学院是外交部唯一直属高校。
根据教育部有关规定，我校2020年继续面向全国招收法律硕士(法学)专业学位研究生。
外交学院著名教授和外交部条法司、商务部条法司、中国国际经济贸易仲裁委员会、北京市仲裁委员会、涉外律师事务所、大型国企法务部等实务部门的资深涉外法律专家联合授课。
一、培养目标 培养具有坚实的法律基础、严谨的法学思维、全面的法律执业能力、良好的法律职业素养，兼具国际视野、通晓国际规则、外交特色鲜明、外语优势突出，能胜任外交、外事和涉外法律实务工作需要的，高层次、应用型、复合型、涉外法律人才。
具体要求： 1.良好的政治素质和公民素质。
热爱祖国，热爱人民，拥护中国共产党，遵守宪法和法律，恪守法律职业道德。
2.深厚的法学功底，广博的国内、国际法律知识，良好的法律思维能力。
3.卓越的涉外法律实践能力。
能够达到外交部、商务部以及其他国家部委机关，涉外机构、国际组织的任职要求。
4.突出的语言能力。
至少能熟练地使用一门外语，查阅专业资料，撰写各类法律文书，进行涉外谈判、诉讼、仲裁，在国际会议和国际组织中发言。
二、招生专业、招生对象、招生人数 1.招生专业 专业名称：法律硕士(法学) 2.招生对象 本科所学专业为法学专业(仅普通高等学校本科专业目录法学门类中的法学类专业[代码为0301]毕业生可以报考)。
3. 招生人数 25人 三、学习年限 全日制学习方式，学制2年。
四、学费 每人每年人民币15000元，两年共计人民币30000元。
五、培养环节、课程设置及学分要求 培养环节：主要包括课程学习、实务训练及学位论文写作。
专业解析-外国语言学及应用语言学
外国语言学及应用语言学一、专业解析（一）学科简介外国语言学及应用语言学是外国语言文学下设的一个二级学科。
本学科以形式语言学的基本假设为理论指导，以音系学、句法学、形式语义学和语言习得为主要教学和研究内容，同时从事应用语言学具体领域的教学与研究。
本专业是国内唯一能够覆盖形式语言学四大基础理论领域（音系学、句法学、形式语义学和语言习得）的外国语言学及应用语言学专业。
（二）培养目标本专业硕士研究生的培养目标是：1. 进一步学习和掌握马克思主义基本原理,坚持党的基本路线, 热爱祖国, 遵纪守法, 具有良好的职业道德与团结合作精神, 积极为社会主义现代化建设服务。
2. 培养从事外国语言学及应用语言学研究、高校教学或口、笔译的硕士研究生。
他们必须牢固掌握本学科的基础理论与系统专门知识，较深入地了解国外语言学、应用语言学、外语教育学及翻译的理论、源流与最新发展趋势。
3. 熟练地掌握第二外国语。
4. 身心健康。
（三）研究方向01语言学及应用语言学02翻译学03双语词典学04计算机辅助英语教学05朝(韩)语语言学及翻译研究（各个招生单位研究方向略有不同，以上以南京大学为例）（四）考试科目A组（01-04方向）：①101政治②262俄语或263日语或264德语或265法语③653基础英语④963英语语言学B组（05方向）：①101政治②261英语或262俄语或263日语或264德语或265法语③650基础朝(韩)语④970朝(韩)语专业知识综合（各个招生单位考试科目略有不同，以上以南京大学为例）（五）相近学科与此专业相关的学科有：英语语言文学、俄语语言文学、法语语言文学、德语语言文学、日语语言文学、印度语言文学、西班牙语语言文学、阿拉伯语语言文学、欧洲语言文学等。
二、推荐院校以下院校是该专业研究生院实力较强者，建议选报：北京外国语大学、广东外语外贸大学、南京大学、上海外国语大学、中山大学、北京师范大学、上海交通大学、对外经济贸易大学、东南大学、复旦大学、中南大学、南京师范大学等。
“外国语言学及应用语言学”专业硕士学位研究生
“外国语言学及应用语言学”专业硕士学位研究生培养方案（专业代码 050211）一、培养目标培养具有坚定正确的政治方向，良好的道德修养，宽厚扎实的业务基础，严谨的治学态度，良好的学风，较强的科研创新能力，能够在教育、科研、外事、经贸、新闻等部门从事教学、研究、翻译、管理等工作的高层次英语专门人才。
具体要求如下：1.努力学习马列主义、毛泽东思想和邓小平理论，坚持四项基本原则。
热爱党，热爱社会主义祖国，遵纪守法，品行端正，作风正派。
2.有较强的团队意识和良好的协作精神，顾大体，视大局，自愿服从组织分配。
锐意开拓，积极进取，有为社会主义现代化建设服务的高度的事业心和责任感。
3.具有严谨的治学态度、刻苦钻研的良好学风、较强的创新意识和实事求是的科学精神。
4.具有扎实的英语语言基本功和较强的英语口语实践能力。
5.在外国语言学及应用语言学方面有坚实的理论基础和系统的专门知识，对当代语言学和语言教学的前沿理论有较好的认识和了解。
6.掌握一门第二外语，并能较熟练地运用第二外语阅读本专业的文献资料以获取相关学术信息。
7.掌握计算机基本原理和技能，能熟练地运用计算机进行本学科及相关学科的教学、科研和其他工作。
8.积极参加体育锻炼，具有健康的身心。
二、研究方向1.现代语言学2.应用语言学与外语教学三、学习年限全日制硕士研究生在校学习基本年限为三年，最长不得超过四年，成绩优秀的研究生最多可提前一年毕业。
在职研究生不得超过四年。
三年中课程学习和学位论文撰写时间（包括论文答辩）原则上各占一半。
四、培养方式1、采取导师负责与导师组集体培养相结合，系统理论学习、科学研究与实践活动相结合，整体培养和个人指导相结合的培养方式。
2、采取讲授、自学、讨论等形式进行课程的系统学习，充分体现因材施教的原则，注重发挥研究生的个人才能和特长，注重研究生综合素质和创新能力的培养。
3、严格按照培养方案的规定进行学业考试或考查。
专业学位课程由导师组组织考试，非学位课程可根据课程特点采取考试、考查或课程论文等方式考核。
外国语言学及应用语言学专业(050211)培养方案
外国语言学及应用语言学专业（050211）培养方案（学术型硕士研究生）Foreign Linguistics and Applied Linguistics一、培养目标和要求1. 培养热爱祖国、遵纪守法、拥护中国共产党的领导、掌握马克思主义、毛泽东思想和邓小平理论，具有较强的事业心和献身精神，积极为社会主义现代化建设服务的高级专门人才。
2. 坚持德、智、体全面发展，专业基础扎实、能力强、素质高，具有良好的道德品质、科研作风、合作精神和创新精神。
3. 掌握坚实的外国语言学及应用语言学的基础理论和系统的专业知识，了解本学科的前沿状况和发展趋势；能够运用相应的技能、方法和工具从事专业领域研究。
具有严谨、求实的学风和独立从事科学研究工作的能力。
掌握除专业外语以外的一门外语，胜任各级专业英语教学及相关领域内的实际工作。
4．专业学习的主要内容是:语言学：语音学、句法学、语义学和语用学等分支学科的基础理论和研究。
英美文学：美国文学史、英国文学史、文学批评和比较文学等分支学科的基础理论和研究。
第二语言习得及翻译基础理论与研究。
二、培养方式与学习年限1. 培养方式采用课堂教授、讨论、专题发言与课后自学、写读书笔记；社会调研与教学实习；参与科研与学术活动相结合的培养模式。
在学习年限内，学习者必须保证规定的在校学习时间。
2. 学习年限学制3年，培养年限总长不超过5年。
在完成培养要求的前提下，对少数学业优秀的研究生，可申请提前毕业。
三、研究方向与导师（一）研究方向1. 语言学：语言学基础理论及其研究方法，包括语音学、语法学、语汇学、语义学、语用学、话语分析等。
卜友红教授。
2.第二语言习得：其中包括认知语言学、心理语言学、第二语习得、语言测试、课程与教材设计等。
武成副教授。
3. 翻译基础理论及其研究方法：包括翻译理论与实践、国学典籍英译研究、文学翻译等。
李照国教授。
（二）导师简介卜友红，《英语语音学》、《应用语言学》任课教师。
语言学及应用语言学专业硕士研究生培养方案(050102)
六、中期考核
3
第三学期
吴勇毅
汉语教学技术
Teaching ChineseWith Technology
3
第二学期
张建民
汉语语音习得
Teaching Pronunciation
3
第二学期
叶军
语法教学与研究
GrammarTeaching andResearch
3
第三学期
金红莲
对外汉语词汇教学研究
Study of Vocabulary Teaching for Chinese as a Foreign Language
学位基础课至少应修满8学分；学位专业课（必修）至少应修满7学分。学位专业课（选修）至少修满6学分；跨学科（二）课程设置
课程类别
课程中英文名称
学分
开课时间
任课教师
学位公共课（必修）
中国特色社会主义理论与实践研究
Theory and Practice of SocialismWith Chinese Characteristics
其中学位公共课的政治理论课包括《中国特色社会主义理论与实践研究》（2学分），《马克思主义与社会科学方法论》（人文社科专业研究生指定选修，1学分），《自然辩证法概论》（理工科、医科研究生指定选修，1学分）；公共外国语为4学分；《研究伦理与学术规范》自主学习,网上考核，不计算学分。
外交学院外国语言学及应用语言学(日语)考研 招生人数 参考书 报录比 复试分数线 考研真题 招生简章
爱考机构考研－保研－考博高端辅导第一品牌请您牢记爱考机构网址：“爱考”两个字全拼外语系 外国语言学及应用语言学(日语)招生目录系所代码及名称 专业代码 及名称 招生人数 研究方向 代码及名称考试科目代码及名称 006外语系050211外国语言学及应用语言学(法语)15 21翻译①101政治 ②248二外英语 ③714法语语言基础④805法汉互译 22外交与国际政治 23中西文化交流 24法语国家研究 050211外国语言学及应用语言学(日语) 12 25日本政治和外交①101政治 ②248二外英语③715基础日语 ④803日本概况 26日本语言文学27日本文化外语系 外国语言学及应用语言学(日语)专业介绍外语系包括法语和日语两个专业。
法语专业设法语教研室，共有教师16人，教研室秘书1人，承担外语系本科法语教学，全院二外法语教学以及法语专业硕士研究生教学。
日语专业设日语教研室，共有教师9人，承担外语系本科日语专业教学，全院二外日语教学以及专业硕士研究生教学任务。
外语系还承担着全院二外德语和二外西班牙语教学任务，负责教学的德语教师和西班牙语教师分别隶属于法语教研室和日语教研室。
系务工作包括党总支、行政、教学管理以及学生管理四方面，共有行政管理人员6人，其中系主任和教学副主任由教师兼任。
法语专业和日语专业分别有本科四个班，即每一年级一个班，每班学生数20人左右，目前全系在校本科学生共150人（法语专业76人，日语专业74人），另外，法语专业在校硕士研究生三个年级，共28人，全日制成人教育法语专业学生34人。
1955年外交学院成立之初，即设法语教研室，负责培养青年学生的本科教学和外交干部法语培训，当时为外交学院三部，同时包括西班牙语教研室。
自1955年建院至1969年学院停办，法语教研室先后培养5届本科学生，1972年，外交部在原外交学院英语教研室和法语教研室的基础上成立外交部干部外语培训学校，1980年外交学院复校，英语和法语两个教研室即转入学院，组成外语系。
外交学院硕士研究生招生报考说明.doc
2022外交学院硕士研究生招生报考说明0 01国际法系外交学院国际法学硕士专业目前设有国际公法、国际私法和国际经济法三个方向.三个方向的初试科目和内容相同,包括政治、外语、法学综合、国际法专业4个科目.其中,外语和政治考试为全国统一命题。
法学综合和国际法专业科目由我院命题。
《法学综合》卷的内容包含宪法、民法、刑法和民事诉讼法四门法学基础课，共150分 (其中宪法30分,民法6 0分，刑法3 0分，民事诉讼法30分)。
考试时间为3小时。
《国际法专业》卷的内容包括国际公法、国际私法和国际经济法三门课程,共计150分 (其中国际公法60分,国际私法45分,国际经济法45分)。
考试时间为3小时.法学综合和国际法专业两科试卷的题型普通有名词解释题、简答题、论述题以及案例分析题等四种题型。
名词解释主要考查考生对相关学科重要法律名词的识记和理解；简答题主要考查考生对国际法和基础法学相关基本理论知识的掌握程度;论述题主要测试考生对相关学科知识掌握的系统性、融会贯通程度以及理论联系实际的能力；案例分析题主要考查考生运用所学法律知识分析问题和解决问题的能力。
名词解释和简答题的内容普通不超出教材，在有关书目上可以直接找到;论述题和案例分析题有时会涉及相关学科当前热点法律问题的法理分析、论证。
我院国际法学专业入学考试重点均为相关学科的基本知识。
请考生在复习时，结合参考书目和法律法规,把重点放在相关的基本概念、基本原理和基础知识的理解和掌握上。
本专业所推荐的参考书的内容，覆盖了考试的基本范围。
此外，考生还应关注和了解相关领域的最新法律法规、司法解释和重要的国际法律文件.0 02国际关系研究所国际关系专业目前共设置6个研究方向，它们分别是当代国际关系、当代美国外交、俄罗斯外交、中东国际关系、亚太国际关系、国际经济关系.所有6个方向的专业考试科目和内容彻底相同.除法语外的其他外语语种和政治考试为全国统一命题，法语和两门专业考试科目均为我院命题。
外交学院资讯攻略
外交学院一.入学必备清单重要工具：1.录取通知书（必须带！）、高考准考证（看学校要求吧，没有规定必须要带也可不带）、考分条（录取通知书丢失时有用，还是带着吧）2.户口本、户口本本人页复印件4份（部分院系报到需要）3.身份证及身份证正反两面复印件4份（在学校也会有地方复印，但是开学肯定人很多还要排队）4.若干百元大钞（可带可不带吧，现在钱基本上都是在手机里，带手机就可以了）&银行卡至少1张（最好是录取通知书里面学校发的那张）5.一寸照片至少12张（一版），两寸照片2-4张（开学不是马上都用，之后两天陆续要用，有一些学长会到你们寝室帮着照一下照，但是个人拿相机照得十分简陋，建议不要在他们那里照，自己带好，肯定用得着，比如学生证、团关系转接证、学生档案转借手续证、军训表现录入表、验牙单、社团会员证、超市会员卡、学生会入会申请表、体检单等等都会用到）6.团员档案、学生档案切记！两样都十分重要！必须带！少一样一定是不能入校的，切记！不是开玩笑！7.照相机及相应的相机卡、照相机的数据线（数据线没了得带好读卡器，开学军训和进入寝室的时候多照几张照片，今后你就知道了，这些照片是你最难得的回忆，很有珍藏价值！如果没有相机，就暂时拿手机照吧，别总管别人借相机，一般同学不愿意把那么贵的东西往出借）8.手机及附件（充电器、电板、耳机、足量的数据线）9.U盘，及家里电脑中有用的文件要装里10.创可贴若干、纱布、绷带（开学军训时经常搬东西，拿书什么的，经常有同学把手划破又装没事，这时候你要说我有创可贴给你贴上，那他得老感动了，这对于加快新朋友交往进程有很大帮助）11.晕车的朋友要带晕车药若干12.生病服药期间的同学带足量的药13.近视眼的同学带好眼睛、镜布及镜盒14.电子词典要带，总用手机查单词慢15.大卡、小卡读卡器16.充电电池若干配充电器17.QQ密码、备份、及其他密码备份以及重要口令、指令、密保可能记不住的都要有安全备份。
外交学院2011年分数线
2011年硕士生复试基本分数线和复试时间
2011-03-31
1.在教育部基本分数线的基础上，按照二级学科参加复试人数为拟录取人数130%左右的比例，确定我院复试基本分数线如下。
2.原报考英语语言文学、外国语言学及应用语言学（英）专业单科符合国家基本线（55,83），总分355—359者，调剂到英语口译（翻译硕士）专业参加复试；原报考国际关系专业单科符合国家基本线（45,68），总分351—355者，调剂到科学社会主义与国际共产主义运动专业参加复试。
3.具体复试名单、复试办法和其他事宜另行公布，请考生注意网上通知，之前可先参考2010年相关复试细则。
4.我院已经接收的推荐免试生不用参加此次复试。
5.复试时间为4月15—17日。
外交学院英语语言文学、外国语言文学及应用语言学专业考研《基础英语》(713)样题
外交学院硕士研究生入学考试专业课样题《基基础英语》（代（代（代码码713713））This examination paper consists of 3 sections:Section A tests your mastery of English vocabulary, usage andgrammar;Section B tests your ability to understand English in context;and Section C tests your reading comprehension.Scoring SchemeTotal Score is 150 pointsSection A: Vocabulary, Usage, & Grammar(Subtotal Score is 60 points)Subsection 1 10×1=10 pointsSubsection 2 10×1=10 pointsSubsection 3 10×2=20 pointsSubsection 4 20×1=20 pointsSection B: Cloze Test(Subtotal Score is 40 points)20×2=40 pointsSection C: Reading Comprehension(Subtotal Score is 50 points)25×2=50 pointsTIME allowed: 180 minutes.Do not spend too much time on any one particular item.Section A: Vocabulary, Usage, & GrammarSubsection 1Directions: Choose one of the 4 answers given in each group which best matches the underlined part and write the corresponding letter of the choice you have made in the Answer Sheet:1. Nowadays all kinds of new regimens seem to be emerging as people like to pay more for their health.A. replacementB. dietC. refinementD. reference2. There’s nothing quite like a real train conductor to add color to a quotidian commute.3. In driving simulators, marijuana does impair visual skills and mental dexterity.4. Otherwise, your response to each may be inappropriate, and you may exacerbate the problem.5. Fustian political speeches dominated the election.6. Wary of publicity, the judge sequestered the jury outside the courtroom.7. The twaddle about Russia being an energy superpower was dubious even before the priceof oil fell by nearly $100 in 2008.8. The government, he decided, was putrid. Everywhere he looked he saw evidence of dishonesty, deception and dictatorship.9. When the going was particularly rough, they would sit across a table in the dining hall and commiserate with each other.10. David found it easier to learn Chinese in his new milieu.Subsection 2Directions: Complete each of the following blanks by choosing one of the 4 given sets of prepositions/adverbs and write the corresponding letter of the choice you have made in the Answer Sheet:A. reliableB. elementaryC. everydayD. removableA. deftnessB. complexityC. healthD. sobrietyA. exaggerateB. exaltC. aggravateD. exasperateA. overblownB. fuzzyC. attractiveD. ill-advisedA. followed upB. insultedC. isolatedD. organizedA. nonsenseB. anxietyC. fearD. predictionA. reluctantB. relevantC. rottenD. reciprocalA. consoleB. commentC. ridiculeD. mockA. seminarB. maliceC. souvenirD. setting11. Seen ___ this light, the rise of China need not lead to a volcanic struggle with the United States ___ global rules and leadership. The Western order has the potential to turn the coming power shift into a peaceful change ___ terms favorable to the United States.12. A decade ago, China was wary ___ multilateral arrangements and was ___ cross purposes withmany of its neighbors. Subsequently, it has joined the World Trade Organization, contributedmore than 3000 troops to serve in UN peacekeeping operations, and has become more helpful___ non-proliferation diplomacy.13. The rhetoric on both sides is heating ___, security agreements are ___ jeopardy, andWashington and Moscow increasingly look at each other ___ the old Cold War prism.14. Should that happen, the United States must approach this rivalry ___ greater realism anddetermination than it has displayed ___ its halfhearted attempt ___ partnership.15. China could fall ___ the same trap that snared Japan: The government tries to reignitespending, but the banks, riddled ___ bad loans, stop lending. Deflation becomesunstoppable, and the consumer economy grinds ___ a halt.16. The gaudiest numbers, of course, belong to Internet companies such as eBay Inc. andYahoo! Inc., whose stock gains during the past year inspire either visions of easy wealth or, ___ the sidelines, plain old envy—or revulsion ___ the excesses ___ greed.17. There were fears last fall that a new bear market was ___ the offing, but stock pricesrebounded—and spending grew 4.4% in the final quarter of 1998. Similarly, stock prices recovered ___ six months after the October, 1987 crash, and there was only a smallimpact ___ spending.18. Life-cycle and permanent income theories ___ consumption posit that people base theirspending and saving decisions ___ what they believe their financial resources and needswill be ___ the long haul.A. by, about, inB. in, on, byC. in, over, onD. by, about, atA. of, on, withB. of, at, onC. about, over, onD. about, in, with A. up, in, through B. by, under, throughC. by, in, inD. up, under, inA. in, during, overB. in, in, againstC. with, during, againstD. with, in, atA. in, by, withB. in, by, atC. into, with, toD. into, with, atA. from, at, ofB. at, against, ofC. from, against, aboutD. at, at, aboutA. from, from, overB. in, within, onC. in, from, overD. from, within, onA. about, on, aboveB. about, about, aboveC. of, about, overD. of, on, over19. As the United States’ involvement in Iraq begins to wind ___, U. S. policymakers and U.S. commentators alike have started to wonder about the array of problems thatWashington will have to deal with next. Will it wrestle ___ new and deferred difficulties ___ a backdrop of largely cooperative ties with other major powers, or are such relations turning more conflictual.20. This “let’s make a deal” approach ___ diplomacy has a tempting simplicity ___ it. And it will surely force U. S. decision-makers to think harder about the ends they seek, ___what means they should pursue them, and at what cost.Subsection 3Directions: Decide which of the following 2 sentences in each group is correct, orwhether they are both correct, or neither is correct and write the corresponding letter of the choice you have made in the Answer Sheet.21. (1) The long-term feud between the two families destroyed both of them.(2) The doctor cannot tell what long-standing effects the drug will have on the boy.[A] (1) [B] (2) [C] Both [D] Neither22. (1) Shaking hands after a fight is a conciliatory gesture.(2) Is it possible to achieve any reconciliation between the theory and practice of life?[A] (1) [B] (2) [C] Both [D] Neither23. (1) They solved the problem by substitution of labor with machinery.(2) He promised to secure a substitute.[A] (1) [B] (2) [C] Both [D] Neither24. (1) To have a real collision, China needs a military that is capable ofgoing toe-to-toe with the United States.(2) Brzezinski and Mearsheimer went head-to-head on whether these two great powerswere destined to fight it out.[A] (1) [B] (2) [C] Both [D] Neither25. (1) The New York Times is now in the line of fire.(2) The prime minister was under the fire in Parliament for his handling of the budget.[A] (1) [B] (2) [C] Both [D] NeitherA. forward, against, atB. down, with, againstC. up, against, inD. through, with, atA. to, to, byB. on, to, withC. to, on, byD. on, on, with26. (1) Teachers sometimes notice language errors and fail to see the good ideas ina composition; they cannot see the wood for the trees.(2) The employers were prepared to discuss wages, they pressed home the advantagethis gave them by raising the matter of productivity.[A] (1) [B] (2) [C] Both [D] Neither27. (1) It was an object with the king to ease off the taxation.(2) The government is freeing out $6.5 billion specifically for banks to loan to thosesmall companies feeling the squeeze right now.[A] (1) [B] (2) [C] Both [D] Neither28. (1) They decided to apply economic sanctions, rather than to threatenwith military ones.(2) All necessary sanctions from various interested authorities have been obtained forthese plans.[A] (1) [B] (2) [C] Both [D] Neither29. (1) If you are going to go swimming, we in law enforcement suggest a periodof careful recollection on the beach before you jump in.(2)This has been the worst situation within my recollection.[A] (1) [B] (2) [C] Both [D] Neither30. (1) John studied hard and made a substantive improvement in mathematics.(2) The airwaves are noisy with nonsense at a time when we need serious, substantialinformation.[A] (1) [B] (2) [C] Both [D] NeitherSubsection 4Directions: Choose an article (or zero article) that best fits into each blank in the following passage and write the letter of the choice you have made in the Answer Sheet.As bombs rock the country, fears are also building of 31 social unrest that may be triggered by 32 economic meltdown. The country’s largest city and commercial hub, Karachi, is already on 33 knife-edge. Plagued by Pakistan’s highest levels of sectarian killings, this heaving metropolis of 18 million fitfully erupts into 34 spasms of violence as 35 rival ethnic and political groups engage in open gun battles. The city comes to 36juddering halt for days. “It affects me badly,” says Zubair Gilani, who runs a factory that designs and produces fashionable clothes for export to Italy.Having hit the supply of cotton, the floods will now only add to 37 woes of garment businesses like Gilani’s and thereby undermine one of Pakistan’s chief exports. Even more seriously, in the rural areas of Sindh province beyond Karachi, 38 loss of rice andpossibly wheat crops over the coming months will hurt the agricultural sector and hassparked fears of food shortages. Floodwaters have destroyed 8.9 million acres (3.6 million hectares) of agricultural land and killed 7.2 million farm animals, according to the government’s figures. “There will be no income at least until March,” says Hamir Soomro,a landowner from the town of Shikarpur, where his family’s 1,200 acres (490 hectares) of rice have been submerged and his wheat seed for 39 winter washed away.Those who depended on 40 land have had to flee. In the historic town of Thatta, the road from Karachi is lined with 41 families sitting helplessly in the open air. Others are crowded in 42 Makli necropolis, 43 14th century graveyard consecrated to 44region’s Sufi saints, with some leaning on 45 tombstones for support. Many Sindhis—perhaps as many as 200,000—have made for 46 dubious shelter of Karachi’s slums and tent cities, adding to 47 volatile ethnic mix of 48 Urdu speakers and Pashtuns. “The city can’t cope with this many people,” says a Sindh provincial government official who did not wish to be named. “There will be tensions. 49 crime rate will rise. And how long will the government be able to feed these people?”The situation is not much better in the countryside, where 50 already rampant banditry looks set to increase along with land disputes. “Farmers are arming themselves in advance,” says Soomro.31. [A] a [B] an [C] the [D] nil32. [A] a [B] an [C] the [D] nil33. [A] a [B] an [C] the [D] nil34. [A] a [B] an [C] the [D] nil35. [A] a [B] an [C] the [D] nil36. [A] a [B] an [C] the [D] nil37. [A] a [B] an [C] the [D] nil38. [A] a [B] an [C] the [D] nil39. [A] a [B] an [C] the [D] nil40. [A] a [B] an [C] the [D] nil41. [A] a [B] an [C] the [D] nil42. [A] a [B] an [C] the [D] nil43. [A] a [B] an [C] the [D] nil44. [A] a [B] an [C] the [D] nil45. [A] a [B] an [C] the [D] nil46. [A] a [B] an [C] the [D] nil47. [A] a [B] an [C] the [D] nil48. [A] a [B] an [C] the [D] nil49. [A] A [B] An [C] The [D] Nil50. [A] a [B] an [C] the [D] nilSection B: Understanding in Context: Cloze TestDirections: Choose one of the four answers given in each group which best fits into each blank in the following passage and write the corresponding letter of the choiceyou have made in the Answer Sheet.Clinton, Bush, Obama: of course, they are different from one another. But they share a great similarity too. They meet at a certain 51 about the character of America itself.Leaders come in all 52 , and I have stumbled across the full range in my time. I recall sitting across the table from some leaders unable to think of anything other than: my God,the poor people of that country. You get the dumb; the cynical; the tedious; the mildly unsuitable; the weird; the 53 of systems so mad and dysfunctional, you find yourself marveling that the leader is sentient, let alone capable. And frankly some weren’t 54 . I remember asking rather unkindly when told of one leader’s death, “How could they tell?”Then there are the clever, wise and good ones, the ones you have to admire and like. And here’s the thing: there are more of them than you would think. But the real test of leadership—amongst all the tests of policy, judgment, politics and ability—is whether, in the final 55 , you put the country first; that ultimately you are prepared to put what you perceive to be the common good of the nation before your own 56 self. It is the 57 test. Very few leaders pass it. Each of these Presidents does and for a reason not connected simply to them.Americans can be 58 the rest of the world sometimes accuses them of: brash, loud, insular, obsessive and heavy-handed. But America is great for a reason. There is 59 in the American character that has been developed over the centuries, derived in part from the frontier spirit, from the waves of migration that form the 60 , from the 61 of independence, from the Civil War, from 62 historical facts and coincidences. But it is there. That nobility isn’t about being nicer, better or more successful than anyone else. It is a feeling about the country. It is a devotion to the American ideal that at a certain point transcends class, race, religion or 63 . That ideal is about values: freedom, the rule of law, democracy. It is also about the way you achieve: on merit, by your own efforts and hard work. But it is most of all that in striving for and protecting that ideal, you as an individual take 64 to the interests of the nation as a whole. It is what makes the country determined to overcome its challenges. It is what makes its soldiers give their lives in sacrifice. It is what brings every variety of American, from the lowest to the highest, to their 65 whenThe Star-Spangled Banner” is 66 . Of course the ideal is not always met—that is obvious. But it is always striven for.The next years will test the American character. America won’t be loved in this presidency 67 than in previous ones. But America should have confidence. That ideal, which produces the optimism that generates the achievement, is worth all the 68 . It is the most 69 a nation can have. The world is changing. New powers are emerging. But this does not diminish the need for that American ideal. It reaffirms it, renews it, and gives it added relevance. There is always one, more prosaic, test of a nation’s position: Are people trying to get into it, or to get out of it? I think we know the answer to that in America’s case, and that ideal is the 70 .[C] conjecture [D] conception52. [A] shapes and sizes [B] paths and directions[C] groups and organizations [D] parties and institutions53. [A] indicators [B] signposts[C] products [D] outcomes54. [A] dumb [B] incompetent[C] sentient [D] dysfunctional55. [A] decision [B] choice[C] selection [D] analysis56. [A] inner [B] political[C] true [D] conflicting57. [A] supreme [B] professional[C] specific [D] occupational58. [A] all that [B] anything but what[C] all but that [D] nothing except59. [A] an adventurism [B] a pioneering spirit[C] a national pride [D] a nobility60. [A] basis [B] trend[C] structure [D] stock61. [A] environment [B] atmosphere[C] climax [D] circumstances62. [A] a series of [B] a myriad of[C] a chain of [D] the sequence of63. [A] conviction [B] upbringing[C] community [D] hierarchy64. [A] second tier [B] second place[C] second placement [D] subordinate tier65. [A] feet [B] knees[C] back [D] backbone66. [A] raised [B] hoisted[C] risen [D] played67. [A] any more [B] any less[C] much more [D] much less68. [A] fighting [B] striving[C] competition [D] maneuver69. [A] precious gift [B] daunting challenge[C] valuable property [D] formidable endeavor70. [A] justification [B] rationalization[C] reason [D] point of departureSection C: Reading ComprehensionDirections: Read the following passages carefully and decide on the best one from the four choices to answer the questions and write the corresponding letter of the choice you have made in the Answer Sheet.Passage 1National character is not formally considered by social scientists in discussing economic and social development today. They believe that people differ and that these differences should be taken into account somehow, but they have as yet discovered no way to include such variables in their formal models of economic and social development. The difficulty lies in the nature of the data that supposedly define different national characters. Anthropologists and others are on much firmer ground when they attempt to describe the cultural norms for a small homogeneous tribe or village than when they undertake the formidable task of discovering the norms that exist in a complex modern nation-state composed of many disparate groups. The situation is further complicated by the nature of judgments about character; since such judgment are overly dependent on impressions and since, furthermore, impressions are usually stated in qualitative terms, it is impossible to make a reliable comparison between the national characters of two countries.71. The author’s main point in the passage is that national character[A] is too elusive to merit attention by anthropologists and other social scientists.[B] is of greater interest to social scientists today than it has been in the past.[C] is still too difficult to describe with the precision required by many social scientists.[D] can be described more accurately by anthropologists than by other social scientists.72. Given the information in the passage, which of the following is NOT true of modernnation-states?[A] They are complex.[B] They are heterogeneous.[C] They differ from one another in terms of national character.[D] They lack cultural norms.73. It can be inferred from the passage that the social scientists mentioned in lines 1-5 wouldagree with which of the following statements?I. It is extremely difficult to create models that account for both economic and socialdevelopment.II. Models of economic and social development would be improved by the inclusion of adequate description of national character.III. It is important to supplement formal models of economic and social development with qualitative impressions of national character.[A] I only[B] II only[C] I and III only[D] II and III only74. Which of the following best describes the organization of the passage?[A] A problem is presented and reasons for its existence are supplied.[B] A controversial view is presented and evidence for its validity is supplied.[C] A hypothesis is presented and possible means of verifying it are suggested.[D] A recent development is described and then analyzed.Passage 2The 1960s witnessed two profound social movements: the civil rights movement and the movement protesting the war in Vietnam. Although they overlapped in time, they were largely distinct. For a brief moment in 1967, however, it appeared that the two movements might unite under the leadership of Martin Luther King, Jr. King’s role in the antiwar movement appears to require little explanation, since he was the foremost advocate of nonviolence of his time. But King’s stance on the Vietnam War cannot be explained interms of pacifism alone. After all, he was something of a latecomer to the antiwarmovement, even though by 1965 he was convinced that the role of the United States in the war was indefensible. Why then the two years that passed before he translated his privatemisgivings into public dissent? Perhaps he believed that he could not criticize American foreign policy without endangering the support for civil rights that he had won from thefederal government.75. The author supports the claim that “King’s stance on the Vietnam War cannot be explained in terms of pacifism alone” by implying which of the following?[A] There is little evidence that King was ever a student of pacifist doctrine.[B] King, despite pacifist sympathies, was not convinced that the policy of the federalgovernment in Vietnam was wrong.[C] King’s belief in nonviolence was formulated in terms of domestic policy rather than interms of international issues.[D] Had King’s actions been based on pacifism alone, he would have joined the antiwarmovement earlier than he actually did.76. Which of the following can be inferred from the passage about the movement opposingthe war in Vietnam?[A] It preceded the civil rights movement.[B] It drew support from most civil rights leaders.[C] It was supported by many who otherwise opposed public dissent.[D] It was well underway by 1967.77. Which of the following best describes the passage?[A] It outlines a sequence of historical events.[B] It shows why a commonly held view is inaccurate.[C] It discusses an apparent inconsistency and suggests a reason for it.[D] It evaluates an explanation and finally accepts that explanation.Passage 3Jean Wagner’s most enduring contribution to the study of Afro-American poetry is hisinsistence that it be analyzed in a religious, as well as secular, frame of reference. The appropriateness of such an approach may seem self-evident for a tradition commencing with spirituals and owing its early forms, rhythms, vocabulary, and evangelical fervor to Wesleyan hymnals. But before Wagner a secular outlook that analyzed Black poetry solely within the context of political and social protest was dominant in the field.It is Wagner who first demonstrated the essential fusion of racial and religious feeling in Afro-American poetry. The two, he argued, form a symbiotic union in which religiousfeelings are often applied to racial issues and racial problems are often projected onto a metaphysical plane. Wagner found this most eloquently illustrated in the Black spirituals, where the desire for freedom in this world and the hope for salvation in the next are inextricably intertwined.78. The primary purpose of the passage is to[A] contrast the theories of Jean Wagner with those of other contemporary critics.[B] document the influence of Jean Wagner on the development of Afro-American poetry.[C] indicate the importance of Jean Wagner’s analysis of Afro-American poetry.[D] explain the relevance of Jean Wagner’s work to the study of Afro-American religion.79. All of the following aspects of Afro-American poetry are referred to in the passage as having been influenced by Wesleyan hymnals EXCEPT[A] subject matter[B] word choice[C] rhythm[D] structure80. It can be inferred from the passage that, before Wagner, most students of Afro-American poetry did which of the following?[A] Contributed appreciably to the transfer of political protest fromAfro-American poetry to direct political action.[B] Ignored at least some of the historical roots of Afro-American poetry.[C] Analyzed fully the aspects of social protests to be found in such traditional forms ofAfro-American poetry as the Black spiritual.[D] Regarded as unimportant the development of fervent emotionalism in a portion of Afro-American poetry.Passage 4A plan to create a new Pentagon cybercommand is raising significant privacy and diplomatic concerns, as the Obama Administration moves ahead on efforts to protect the nation from cyberattack and to prepare for possible offensive operations against adversaries’ computer networks.President Obama has said that the new cyberdefense strategy he unveiled last month will provide protections for personal privacy and civil liberties. But senior Pentagon and military officials say that Mr. Obama’s assurances may be challenging to guarantee in practice, particularly in trying to monitor the thousands of daily attacks on security systems in the United States that have set off a race to develop better cyberweapons.Much of the new military command’s work is expected to be carried out by the National Security Agency, whose role in intercepting the domestic end of international calls and e-mail messages after the Sept. 11, 2001 attacks, under secret order issued by the Bush Administration, has already generated intense controversy.There is simply no way, the officials say, to effectively conduct computer operations without entering networks inside the United States, where the military is prohibited from operating, or traveling electronic paths through countries that are not themselves American targets.The cybersecurity effort, Mr. Obama said at the White House last month, “will not—I repeat, will not—include monitoring private sector networks or Internet traffic.”But foreign adversaries often mount their attacks through computer network hubs inside the United States, and military officials and outside experts say that threat confronts the Pentagon and the administration with difficult questions.The government is in a quandary,” said Maren Leed, a defense expert at the bipartisan Center for Strategic and International Studies who was a Pentagon special assistant on cyberoperations from 2005 to 2008.Ms. Leed said a broad debate was needed “about what constitutes an intrusion that violates privacy and, at the other extreme, what is an intrusion that may be acceptable in the face of an act of war.”Unlike the missile attack, which would show up on the Pentagon’s screens long before reaching American territory, a cyberattack may be visible only after it has been launched in the United States.How do you understand sovereignty in the cyberdomain?” General Cartwright asked. It doesn’t tend to pay a lot of attention to geographic boundaries.”For example, the daily attacks on the Pentagon’s own computer systems, or probes sent from Russia and Eastern Europe seeking chinks in the computer systems of corporations and financial institutions, are rarely seen before their effect is felt inside the United States.Some administration officials have begun to discuss whether laws or regulations must be changed to allow law enforcement, the military or intelligence agencies greater access to networks or Internet providers when significant evidence of a national security threat was found.Ms. Leed said that while the Defense Department and related intelligence agencies were the only organizations that had the ability to protect against such cyberattacks, “they are not the best suited, from a civil liberties perspective, to take on that responsibility.”The complications are not limited to privacy concerns. The Pentagon is increasingly worried about the diplomatic ramifications of being forced to use the computer networks of many other nations while carrying out digital missions—the computer equivalent of the Vietnam War’s spilling over the Cambodian border in the 1960s. To battle Russian hackers, for example, it might be necessary to act through the virtual cyberterritory of Britain or Germany or any country where the attack was routed.Frida Berrigan, a longtime peace activist who is a senior program associate at the New America Foundation’s arms and security initiative, expressed concerns about whether the Obama Administration would be able to balance its promise to respect privacy in cyberspace。
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外交学院外国语言学与应用语言学（法语）学科硕士研究生学位论文撰写规范1.引言1.1.为了统一我院外国语言学与应用语言学（法语）学科硕士研究生学位论文的撰写和编辑格式，以提高论文质量，便利论文的存储、检索、利用和交流，特在《外交学院研究生学位论文撰写规范》的基础上制订本《规范》。
2.定义2.1.学位论文是表明作者从事科学研究取得创造性的结果，有了新的见解，并以此为内容撰写而成、作为提出申请授予相应的学位时评审用的学术论文。
2.2.硕士论文应能表明作者确已在本门学科上掌握了坚实的基础理论、系统的专门知识和规范的研究方法，并对所研究课题有新的见解，有从事科学研究工作或独立担负专门技术工作的能力。
2.3.学位论文内容应在所选择的课题上有所创新、有所前进，而不是重复、模仿、抄袭前人的工作。
3.撰写要求3.1.外国语言学与应用语言学（法语）学科硕士研究生学位论文（以下简称“论文”）须用法语撰写，并使用计算机完成全部内容（文字、表格、图形、图片等）的录入工作。
论文应当便于阅读、复制和拍摄缩微制品。
3.2.论文印制应使用A4（210×297mm）标准大小的白纸。
论文正文建议使用Times NewRoman 12号字体、Arial 10号字体、Century Schoolbook 10号字体、Bookman Old Style 10号字体或Courier New 10号字体。
正文行距均应设为1.5倍。
3.3.论文在录入或印刷时，要求纸张四周留足空白边缘，以便装订、复制和读者批注。
每一面的上方和下方应留边25mm左右，左侧应留边30mm以上以便装订，右侧应留边25mm以上。
4.撰写格式4.1.论文的章、节、目采用文字数字、罗马数字（I, II, III…）和阿拉伯数字（1, 2, 3…）进行编号，也可以使用阿拉伯数字进行分级编号（1, 1.1, 1.1.1 …）。
4.2.如果文中涉及一系列列举，可以使用拉丁字母编号（A, B, C… a, b, c…）或项目编号（●■√→…）。
4.3.论文的构成包括：前置部分（含封面、摘要、关键词、前言或致谢、目次页等）；主题部分（含引言或绪论、正文、结论、注释和参考文献等）；附录部分（如有必要）。
5.前置部分5.1.封面（la page de titre）5.1.1.封面样式参见附件一5.1.2.封面上应包含以下内容：●封面左上角用中文标注“外交学院二×××级硕士研究生毕业论文”字样，用法文标注“Mémoire de Master, Institut de Diplomatie (CFAU)”字样。
●论文题名（中、法文）；●专业名称：指学位论文作者主修的专业及方向名称（中、法文）；●作者姓名（中、法文）；●导师的姓名及职称（中、法文）。
5.2.题名（le titre du mémoire）5.2.1.题名是以最恰当、最简明的词语反映报告、论文中最重要的特定内容的逻辑组合。
题名所用每一词语必须考虑到有助于为选定关键词和编制题录、索引等二次文献提供检索的特定实用信息。
题名应该避免使用不常见的缩略词、首字母缩写字、字符、代号等。
法文题名一般不宜超过12个实词。
5.2.2.下列情况可以有副题名：题名语意未尽，用副标题名补充说明报告论文中的特定内容。
副标题要使用破折号“—”。
5.3.摘要（le résumé）5.3.1.摘要是对论文内容不加注释和评论的简短陈述。
5.3.2.论文应有法、中文摘要，法文摘要不宜超过300个实词，中文摘要一般不宜超过500字。
如遇特殊需要字数可以略多。
5.3.3.摘要应具有独立性和自含性，即不阅读报告、论文的全文，就能获得必要的信息。
摘要中有数据、有结论，是一篇完整的短文，可以独立使用，可以引用。
摘要的内容应包含与论文同等量的主要信息，供读者确定有无必要阅读全文，也供文摘等二次文献采用。
摘要一般应说明研究工作目的、方法、最终结论等，而重点是结论。
5.3.4.论文的摘要可以用另页置于题名页之后、正文之前。
5.4.关键词（les mots clés）5.4.1.关键词是为了文献标引工作从论文中选取出来用以表示全文主题及主要内容的单词或术语。
一般情况下，关键词不能使用形容词、副词，或普通名词。
5.4.2.每篇论文选取3～5个词作为关键词，以显著的字符另起一行，排在摘要的左下方。
应标注与法文对应的中文关键词。
5.5.前言或致谢（l’avant-propos ou les remerciements）5.5.1.前言并非必要。
前言一般是作者对论文基本特征的简介，如说明研究工作的缘起、背景、主旨、目的、意义及过程等。
这些问题也可以在正文引言或绪论中加以说明。
5.5.2.可以在正文之前对以下各方表示谢意：●资助研究工作的奖学金、单位、组织或个人；●协助完成研究工作和提供便利条件的组织或个人；●在研究工作中提出建议和提供帮助的人；●给予转载和引用权的资料、图片、文献、研究思想和设想的所有者；●其他应感谢的组织和个人。
5.5.3.法文论文可以将“前言”或“致谢”合二为一。
5.6.目次页（la table des matières）5.6.1.目次页由论文的章、节、目、附录等的序号、名称和页码组成。
6.主体部分6.1.格式（le plan）6.1.1.主体部分的编写格式可由作者自定，但一般由引言（或绪论）开始，以结论结束。
每一章（或每一部分）必须另页起。
全部论文的每一章、节、目的格式和版面安排，要求划一，层次清楚。
可以采用Word提供的默认格式。
6.2.序号与页码（l’indexation et la pagination）6.2.1.论文中的图、表等，一律用阿拉伯数字排序。
按照法文习惯并考虑到硕士论文的篇幅，建议全篇论文统一按出现先后顺序编码：Figure1、Figure 2、Figure 3 ……Tableau1、Tableau2、Tableau 3……等。
6.2.2.注释编号由计算机自动生成。
参考文献不编号，按作者姓名的拉丁字母顺序排序。
6.2.3.论文一律用阿拉伯数字连续编页码。
页码由打印的首页开始，作为第1页。
如双面打印，则以右页作为单页页码。
封面、封二、封三和封底不编页码。
可以将题名页、前言、目次页等前置部分单独编排页码。
页码必须标注在每页的相同位置，建议置于页脚居中。
6.2.4.论文的附录依序用大写正体A 、B、C等编序号，如Annexe A、Annexe B……附录中的图、表等另行编序号。
6.3.引言或绪论（l’introduction générale）6.3.1.引言（或绪论）简要说明研究工作的目的、范围、相关领域的前人工作和知识空白、理论基础和分析、研究设想、研究方法和框架结构、预期结果和意义等。
应言简意赅，不要与摘要雷同，不要成为摘要的注释。
硕士学位论文需要反映出作者确已掌握了较为坚实的基础理论和比较系统的专门知识，对研究方案作了比较充分的论证。
6.4.正文（le corps du mémoire）6.4.1.论文的正文为核心部分，占主要篇幅。
6.4.2.正文内容须实事求是，客观真切，准确完备，合乎逻辑，层次分明，简练可读。
6.4.3.论文中出现的符号和缩略词可采纳本学科或本专业的权威性机构或学术团体所公布的规定，否则须在第一次出现时加以说明，给以明确的定义。
6.4.4.按照法语论文的习惯，论文的每一章（或主要部分）开头须有铺垫，结尾须有小结，发挥承上启下的作用（introduction et conclusion de chapitre）。
6.5.结论（la conclusion générale）6.5.1.论文的结论是最终的、总体的结论，不是正文中各段小结的简单重复。
结论应该准确、完整、明确、精炼。
6.5.2.如果不可能导出应有的结论，也可以没有结论而进行必要的讨论。
6.5.3.可以在结论或讨论中提出建议、进一步研究的设想和尚待解决的问题等。
6.6.参考文献（la bibliographie）6.6.1.参见附件二。
7.附录（les annexes）7.1.附录是对论文主体的补充，并不是必需的。
下列内容可以作为附录编于论文后：7.1.1.对保持论文完整性有益，但编入正文又有损于编排的条理和逻辑性的材料（包括比正文更为详尽的信息、研究方法和技术更深入的叙述、建议可以阅读的参考文献题录，对了解正文内容有用的补充信息等；7.1.2.由于篇幅过大或取材于复制品而不便于编入正文的材料；7.1.3.不便于编入正文的罕见珍贵资料；7.1.4.对一般读者并非必要阅读，但对本专业同行有参考价值的资料；7.1.5.某些重要的原始数据、统计表等。
7.2.附录与正文连续编页码。
附录序号的编排参见6.2.4。
7.3.每个附录均另起一页。
8.注释（les notes）8.1.注释的目的：8.1.1.标明作者在文章中所直接或间接引用的任何其他人的语句的出处。
8.1.2.标明文章中不常见的史实或事实的出处。
众所周知的事实则不必作注。
8.1.3.标明文章中借用他人的理论、论断、思想、观点或意见的出处。
8.1.4.对文章中的某些观点进行资料性的补充说明，这种补充如写入正文，可能打断正文中行文的流畅，使文章脉络不清。
8.1.5.对文章中的某些观点、不常见的专用名词、术语做必要的解释，这种解释如写入正文，可能打断正文中行文的流畅，造成读者理解上的困难。
8.2.注释如系转引自第二手材料，应加以说明，而不能直接标注为第一手材料，除非作者亲自查阅并核对了原材料。
8.3.法语硕士论文注释统一使用脚注（页末注）。
8.4.注释中引用文献的格式详见附件二。
附录一：论文封面样式Mémoire de Master, Institut de Diplomatie (CFAU)外交学院二×××级硕士研究生毕业论文Titre du mémoire en français中文标题Mémoire présentéàl’Instit ut de Diplomatie (CFAU)pour l’obtentiondu grade de Master ès LettresSpécialité :专业 :Option :方向 :Rédigé par :作者 :Sous la direction de :导师 :Mai 200×附录二：论文注释及参考文献体例在参考法语国家及地区（法国、比利时、加拿大魁北克等）高等院校、科研及出版机构有关文献引用格式的各种规定并考虑各种国际通行做法的基础上，按照“科学、清晰、简明、统一”的原则，并根据所引文献的类别，对我院法语硕士论文参考文献格式规范如下：1. 著作1.1 独著格式：NOM de l’auteur, Prénom, Titre de l'ouvrage : Sous-titre, Mention l'édition, Lieu d'édition, Editeur, Année d'édition, (Collection). （注：划线部分不可缺少，下同）举例：COLARD, Daniel, Les relations internationales de 1945 ànos jours, 4eédition, Paris, Masson, 1991.注意：1.关于注释：法文硕士论文应统一使用脚注（les notes de bas de page）的形式。