英语专业考研名校语言学模拟试题

章节摘录

　　TOEFL is a part of the functional approach to a second language evaluation. The communicative competence test was designed to investigate the possibilities of constructing discourse-oriented measures of language behavior. The social appropriateness of an utterance， who is talking to whom, when, and under what circumstances, is just as important as its linguistic accuracy, or grammaticality. Most second language instruction is mainly concerned with the formal structure of the target language. Consequently, learning a second language in most language classrooms is a matter of mastering grammar and pronunciation. As a result, little attention is paid to teaching language as a tool for communication in the real world. But TOEFL people believe that it is not enough to teach and test learners how to manipulate the structures of the foreign language. Students must also develop strategies for relating these structures to their communicative functions in real situations and real time. Foreign language teachers must therefore provide learners with ample opportunities to use the language themselves for communicative purposes. They should be concerned with developing the learners ability to take part in the "process of communicating" through language, rather than with the perfect mastery of individual structures. Language use, what is said on a particular occasion, how is phrased, and how it is coordinated with nonverbal signs, has become a widely researched field TOEFL listening test. The social aspects of language use rather than the formal aspects of language structure have become the objects of attention. As a result, the learning of a language is now viewed as including not only the grammar of that language but also "the capacity to use the language in a way that is appropriate to the situational and verbal constraints operating at any given time". These constraints may come from the relationship between the speaker and the addressee, the nature of t topic, the medium that is being used, the specific occasion, other ritualistic conventions, and so forth. Therefore, helping second language learners achieve language appropriateness should be as important as helping them achieve grammaticality in the target language. Because the appropriate language choice depends on the characteristics of the addressee and relations with the speaker, more attention should be given to such relationships.

书籍目录

语言学模拟试题（一）语言学模拟试题（一）参考答案语言学模拟试题（二）语言学模拟试题（二）参考答案语言学模拟试题（三）语言学模拟试题（三）参考答案语言学模拟试题（四）语言学模拟试题（四）参考答案语言学模拟试题（五）语言学模拟试题（五）参考答案语言学模拟试题（六）语言学模拟试题（六）参考答案语言学模拟试题（七）语言学模拟试题（七）参考答案语言学模拟试题（八）语言学模拟试题（八）参考答案语言学模拟试题（九）语言学模拟试题（九）参考答案语言学模拟试题（十）语言学模拟试题（十）参考答案语言学模拟试题（十一）语言学模拟试题（十一）参考答案语言学模拟试题（十二）语言学模拟试题（十二）参考答案语言学模拟试题（十三）语言学模拟试题（十三）参考答案语言学模拟试题（十四）语言学模拟试题（十四）参考答案语言学模拟试题（十五）语言学模拟试题（十五）参考答案语言学模拟试题（十六）语言学模拟试题（十六）参考答案语言学模拟试题（十七）语言学模拟试题（十七）参考答案语言学模拟试题（十八）语言学模拟试题（十八）参考答案

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　　北京环球时代学校英语专业考研点睛图书　　实用·权威英研必备　　仿真模拟、浓缩考点、权威分析、注重实战、注重信度、强调效度　　特别提示：全国英语专业考研模拟题一本通，囊括国内名校英语专业考研题型，一线导师亲自命题点拨详解考点。

作者简介

《英语专业考研名校语言学模拟试题(全新精华版)》主要是为有志攻读英语专业硕士者而编写的。“英语语言学”是高校英语专业硕士入学考试的专业课之一，由于各高校英语语言学考试所指定的参考书种类繁多、难易程度不一，给考生的复习带来了诸多不便。同时，由于大学本科阶段语言学的教学层次不同，使得不少考生觉得语言学晦涩难懂，不知如何下手。另一个主要原因是前期没有开设“词汇学”和“高级英语语法”等课程，有的语法课用的教材或讲课内容是公共英语的，结果是感觉语言学课程艰难而晦涩。为了帮助考生们复习备考，我们以胡壮麟先生主编的《语言学教程》（第三版）和戴炜栋、何兆雄主编的《新编简明英语语言学教程》为主要参考书。在认真研究了各高校近年语言学研究生入学考试的主要考点，详细解析了全国主要高校近几年语言学考试真题的基础上，我们编写了这本《英语专业考研名校语言学模拟试题》。

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