第二语言教与学考研重点笔记真题答案

第二部分　章节题库（含名校考研真题）

第1章　第二语言教学和学习的概念基础

I. Fill in the blanks.

1．______ is to facilitate the process whereby learners make their own meaning.

【答案】Education查看答案

【解析】教育是学习者获得自己知识理解的过程。

2．______ is responsive both to learner needs and practical pedagogical considerations.

【答案】Experiential learning查看答案

【解析】实验性学习既要满足学习者需要，又要考虑教育的实际问题。

3．A task has a ______ outcome, while an exercise has a ______ outcome.

【答案】nonlinguistic, linguistic查看答案

【解析】教学任务是非语言性的结果而练习是语言学上的产出。

4．Three important principles of task design are ______, ______and ______.

【答案】the authenticity principle; the form/function principle; the task dependency principle查看答案

【解析】任务设计的重要原则有真实性原则，功能原则，任务依存性原则。

5．In ______ learning, the learner’s immediate personal experiences are taken as the point of departure for deciding how to organize the learning process.

【答案】experiential查看答案

【解析】在实验性学习中，学习者的直接个人经验用来设计学习过程。

6．The four essential dimensions of task are language, ______, ______, and learning process.

【答案】procedure, learner查看答案

【解析】任务的四个要素：语言，程序，学习者，学习过程。

7．______ is a process of adding to our knowledge by working from principles to examples

【答案】Deductive learning查看答案

【解析】演绎学习是指运用我们的知识从理论中应用到具体实例中。

II. True or False

1．In experiential model, learners are relatively passive recipient of information.

【答案】F查看答案

【解析】经验学习模式强调学习者的主观能动性。

2．Constructivism views learning as transformation of language.

【答案】T查看答案

【解析】建构主义认为学习者积极建构知识。

3．Behaviorism views learning as transmission of knowledge.

【答案】T查看答案

【解析】行为主义以刺激-反应理论为基础。

4．Traditional model emphasis on teacher’s authority.

【答案】T查看答案

【解析】传统教学模式强调教师的作用。

III. Explain the following terms

1．Reconceptualizing language

【答案】Language was seen as a system for the expression of meaning rather than as a system of abstract syntactic rules.查看答案

2．learner-centeredness

【答案】It is a matter of educating learners so that they can gradually assume greater responsibility for their own learning.查看答案

3．Inductive learning

【答案】In induction, one works from examples to principles, rules, and generalizations.查看答案

4．Deductive learning

【答案】Deductive learning is a process of adding to our knowledge by working from principles to examples.查看答案

5．Task

【答案】A task is a piece of work undertaken for oneself or for others, freely or for some reward.查看答案

6．Pedagogical Task

【答案】It’s a piece of classroom work that involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form.查看答案

IV. Short answer questions

1．How well, in your opinion, does the word “communication” represent the function of human language? （北二外2008研）

【答案】We use language for an almost infinite number of purposes, from writing letters to gossiping with our friends, making speeches and talking to ourselves in the mirror. But the primary function of language is to transmit information and to convey commands, feelings and emotions. That is, language is a tool of communication. The term “communication” can be used to cover much of the function of language. This function can be further divided into more specific functions, such as phatic function/communion, directive function, informative function, interrogative function, expressive function, evocative function, performative function etc.查看答案

2．Comment on the following statement: “It is believed that SCHEMATA, meaning packets of stored knowledge, play an important role in language processing.”（武汉大学2009研）

【答案】

Schemata have three distinct features.

1) Schemata can vary considerably in the information they contain, from the very simple to the very complex.

2) Schemata are frequently organized hierarchically; for example, in addition to a rather general restaurant schema or script, we probably also have more specific restaurant schemata for different kinds of restaurant (e.g. fast-food place, up-makert French restaurant, and so on).

3) Schemata operate in a top-down or conceptually driven way to facilitate interpretation of environmental stimuli.

There are various characteristics of language processing which indicate the key role played by schematic and other stored knowledge. For example, language comprehension frequently requires us to go far beyond the literal meaning of the sentences we read or hear. Essential information is often only implied, so that it is necessary to draw the inference in order to understand fully what is intended. Schemata lead people to draw schema-relevant inferences which facilitate comprehension but which may impair memory. Many inferences are drawn during the comprehension process. There is also evidence that retrieval processes can be systematically affected by the prior knowledge in the form of schemata. Therefore, the schemata play a very important role during the language processing.

（本题考查第二语言习得过程中语言的处理和加工过程）

3．Discuss the influence of motivation on language acquisition.

【答案】

Motivation involves the affective states that influence the degree of effort that learners make to learn a language. Various kinds of motivation have been identified: instrumental, integrative, resultative, and intrinsic.

Under instrumental motivation learners make efforts to learn a language for some functional reason, namely, to pass an examination, etc. Under integrative motivation learners identify with another ethnolinguistic group. Under resultative motivation learners’ success in learning may result in their enthusiasm in learning further. Intrinsic motivation due to their curiosity, interest, etc. may force learners holding no distinct attitudes towards the target-language group to do the learning tasks they are asked to.

Motivation is a highly complex phenomenon. These four types of motivation should be seen as complementary rather than as distinct and oppositional. Furthermore, motivation is dynamic in nature; it is not something that a learner has or does not have but rather something that varies from one moment to the next depending on the learning context or task.

4．What are the different views of input hypothesis and interaction hypothesis on discourse’s contribution to language acquisition?

【答案】Input hypothesis proposed by Krashen, holds that language acquisition takes place when a learner understands input that contains grammatical forms that are at “i + 1” (i. e. are a little more advanced than the current state of the learner’s interlanguage). In other words, language acquisition depends on comprehensible input. Interaction hypothesis by Michael Long, also emphasizes the importance of comprehensible input but claims that it is most effective when it is modified through the negotiation of meaning.查看答案

5．What are real-world tasks and pedagogical tasks? Can you give some examples?

【答案】A real-world task is very close to something we do in daily life or work. For example, students may be asked to work in groups, discuss how the sports facilities in their school can be improved (e. g., buy some new facilities) and make some suggestions to the headmaster. This is a real-world task because there are things like this in the real world. Pedagogical tasks are those activities that students do in the classroom but that may not take place in real life. For example, the students work in pairs. Each is given a picture. Most of the things in the pictures are the same, but there are some differences. The students are asked to describe their picture to each other and identify the differences. In this task, the students use language to do something, that is, to identify differences between two pictures. In doing this task, they focus on meaning rather than form, because they are not asked to practise particular linguistic items. We say this is a pedagogical task rather than a real-world task because in daily life we do not normally do things like this. It is pedagogical in the sense that it is designed to help the students to learn or review certain language knowledge or skills. This does not mean, however, that real-world tasks do not have any pedagogical purposes.查看答案

6．What are the most important tasks for a syllabus designer?

【答案】The process of syllabus design in foreign language teaching mainly includes selecting and grading what is to be taught. A process of selection must be undertaken since learning the whole system of a foreign language is neither possible nor necessary. Selection involves two sub processes: First, the restriction of the language to a particular dialect and register; and second, the selection from within the register of the items that are to be taught according to criteria such as frequency of occurrence, learnability and classroom needs. The whole process of selection must be applied at all levels of language, such as phonology, grammar, lexis, contexts (semantic and cultural,). After a list of language items have been selected, the next process is to put them into the most appropriate order for practical teaching purposes. This process is often referred to as grading or sequencing.查看答案

7．What are the important features of a task as defined in a task-based syllabus?

【答案】

(1) A task should have a clear purpose.

(2) A task should have some degree of resemblance to real-world events.

(3) A task should involve information seeking, processing and conveying.

(4) A task should involve the students in some modes of doing things.

(5) A task should involve the meaning-focused use of language.

(6) A task should end with a tangible product.

V. Essay questions

1．Which of the principles of adult learning articulated by Brundage and MacKeracher do you agree with? Which do you disagree with? How do the principles relate to a humanistic, experiential view of education?

【答案】

(1) Agree:

①Adults who value their own experience as a resource for further learning or whose experience is valued by others are better learners;

②Adults learn best when they are involved in developing learning objectives for themselves that are congruent with their current and idealized self-concept.

③Adults have already developed organized ways of focusing on, taking in, and processing information. These are referred to as cognitive style.

④The learner reacts to all experience as he/she perceives it, not as the teacher presents it.

⑤Adults enter into learning activities with an organized set of descriptions and feelings about themselves that influences the learning process.

(2) Disagree:

①Adults are more concerned with whether they are changing in the direction of their own idealized self-concept than whether they are meeting standards and objectives set for them by others.

②Adults do not learn when overstimulated or when experiencing extreme stress or anxiety.

③Those adults who can process information through multiple channels and have learnt how to learn are the most productive learners.

④Adults learn best when the content is personally relevant to past experience or present concerns and the learning process is relevant to life experiences.

⑤Adults learn best when novel information is presented through a variety of sensory modes and experiences with sufficient repetitions and variations on themes to allow distinctions in patterns to emerge.

(3) This list strongly reflects the humanistic and experiential traditions that emphasize the constructive role of the learner within the learning process.

2．Is it possible to separate semantics and pragmatics? Why or why not? What are the implications of your answer for second language teaching? （北外2005研）

【答案】

Though both semantics and pragmatics have to do with the meaning of language, and link language to the world, we think it is possible to separate semantics and pragmatics in linguistic study. Semantics is the study of literal meaning of linguistic expressions, particularly meaning of words, phrases and sentences. In using the term sense rather than reference, the focus of semantics is on the way people relate words to each other within the framework of their language. Pragmatics starts from the observation that people use language to accomplish many kinds of acts, broadly known as speech acts thus it is the study of how to do things with words or of the meaning of language in context. This kind of meaning in pragmatics usually refers to as speaker’s meaning, utterance meaning, or contextual meaning. Its interpretation depends more on who the speaker of the sentence is, who the hearer is, when and where it is used. Thus the distinction between semantics and pragmatics is clear: the former is more closely related to the words used, the more constant, inherent side of meanings; the latter is more closely related to the context, the more indeterminate side, or something extra.

The first implication for second language study involves the appropriate use of the target language. The teaching of a foreign language in a classroom involves two types of instruction: one is informational and analytical and can be diagrammed on the axis of general semantic information about the language. But language learning also has a crucially important skill component, which involves the development of the ability to use the language, actively through speaking and writing and passively through listening and reading. This is the pragmatic turn in second language teaching. The language use should be analyzed in relation to the context of communication, and that language teaching and learning should focus on the appropriate use of the target language, oral and written, according to situational and wider social context.

The second implication is concerned with vocabulary learning and translation. The learning of second language’s vocabularies involves the understanding and memory of their meanings. Since the differences between the first and second language’s culture, there may be no corresponding meaning underlying the same sayings. Teachers should explain the different usage or implication of the target language’s items. This is of much importance for cross-cultural translation practices.

3．The relation of linguistics to language teaching and learning.（武汉大学2006研）

【答案】

There is a branch of linguistics called applied linguistics, which studies the application of linguistics in the reality, such as in language teaching and learning. Applied Linguistics serves as a mediating area which interprets the results of linguistic theories and makes them user-friendly to the language teacher and learner. It is conducive to foreign language teaching in two major aspects:

Firstly, applied linguistics extends theoretical linguistics in the direction of language learning and teaching, so that the teacher is enabled to make better decisions on the goal and content of the teaching. Applied linguistics provides the teacher with a formal knowledge of the nature of language and language system, and thus increases his understanding of the nature of language teaching. As a result, the teacher can make more informed decisions on what approach to take, hence what to teach.

Secondly, applied linguistics states the insights and implications that linguistic theories have on the language teaching methodology. Once the goal and content of the teaching are settled, the teacher has to consider questions of how to teach. Should the teaching learning process be teacher-centered, textbook-centered, or learner-centered? How should the learner’s errors be treated? What techniques should be adopted in the classroom? Since applied linguistics defines the nature of language learning in connection with various linguistic theories, it helps the teacher to choose teaching methods and techniques.

4．What can linguistics do for language learning and teaching? (北京师范大学2004研)

【答案】Since linguistics is defined as the scientific study of language, it seems obvious that such a study would help a lot in language teaching and learning. Applied linguistics serves as a mediating area that interprets the results of linguistic theories and makes them user-friendly to the language teacher and leaner. Applied linguistics is conductive to foreign language teaching in two major aspects. Firstly, applied linguistics extends theoretical linguistics in the direction of language learning and teaching, so that the teacher is enabled to make better decisions on the goal and content of the teaching. The teacher can make more informed decisions on what approach to take, hence what to teach. Secondly, applied linguistics states that the insights and implications that linguistics theories have on the language teaching methodology. Once the goal and content of the teaching are settled, the teacher has to consider questions of how to teach. Since applied linguistics defines the nature of language learning in connection with various linguistic theories, it helps the teacher to choose teaching methods and techniques.查看答案

5．Read the following paragraphs and then answer four questions. (北外2011研)

The idea behind the experiential vision of learning is that the use of the target language for communicative purposes is not only the goal of learning, but also a means of learning in its own right. This may clearly involve students using language which they may not have fully mastered, and contrasts with other more ‘traditional’ approaches which emphasize part practice (i.e., isolating parts of the whole for explicit study and learning) leading up in a more or less controlled manner to integrated language use for communicative purposes. An experiential approach to learning may therefore involve a degree of what Johnson (1982) refers to as an ‘in at the deep end strategy’. Simply throwing learners into wholly uncontrolled and undirected language use is, of course, as dubious a strategy with respect to language learning as doing the same with someone who is learning to swim. For this reason, considerable effort has been devoted by methodologists, material writers, and teachers in recent decades to the way in which two sets of factors can be combined. One is the basic insight that language use can serve a significant role in promoting learning, and the other is the acknowledgement that use of the language needs to be structured in a coherent and pedagogically manageable way. The experiential vision of learning has evolved in a variety of ways since the 1960s and is now encountered in a number of differing forms. Nevertheless, most experiential approaches to learning rest on five main principles which were developed in the earlier days of the communicative movement, even if certain receive more attention in one variant than in another. These principles are the following: message focus, holistic practice, the use of authentic materials, the use of communication strategies, and the use of collaborative modes of learning. (Tudor 2001: 79)

An analytical view of learning posits that according explicit attention to the regularities of language and language use can play a positive role in learning. Each language manifests a number of structural regularities in areas such as grammar, lexis and phonology, and also with respect to the ways in which these elements are combined to communicate messages. The question, therefore, is not whether languages have structural regularities or not, but whether and in which way explicit attention to such regularities can facilitate the learning of the language. An analytical approach to learning rests on a more or less marked degree of part practice, i.e., isolating parts of the whole for explicit study and learning, even if its ultimate goal remains the development of learners’ ability to put these parts together for integrated, holistic use. At least, two main considerations lend support to an analytical approach to learning. First, in terms of learning in general, the isolation and practice of sub-parts of a target skill is a fairly common phenomenon.… Second, explicit identification of regularities in a language has advantages which Johnson (1996: 83) refers to as ‘generativity’ and ‘economy’. Mastering a regularity in a language gives learners access to the generative potential of this regularity in new circumstances.… Explicit presentation or discovery of the structural regularities of a language can therefore represent a short-cut to mastery of this language and support learners’ ability to manipulate these regularities for communicative purposes. (Tudor 2001: 86-7)

(1) What are the differences between experiential and analytical modes of language learning?

(2) What serves as the theoretical foundation for the experiential mode of language learning and what are its advantages and disadvantages?

(3) What serves as the theoretical foundation for the analytical mode of language learning and what are its advantages and disadvantages?

(4) How would you balance the two modes of learning in your teaching or learning of a foreign language?

【答案】

(1) The experiential mode is totally different from the analytical mode of learning. An experiential approach to learning may involve a degree of what Johnson (1982) refers to as an ‘in at the deep end strategy’. Simply throwing learners into wholly uncontrolled and undirected language use is, of course, as dubious a strategy with respect to language learning as doing the same with someone who is learning to swim. For this reason, considerable effort has been devoted by methodologists, material writers, and teachers.

An analytical approach to learning rests on a more or less marked degree of part practice, i.e., isolating parts of the whole for explicit study and learning, even if its ultimate goal remains the development of learners’ ability to put these parts together for integrated, holistic use.

(2) The experiential mode provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes experiential mode of language learning from other learning theories. The term “experiential” is used therefore to differentiate experiential mode of language learning both from cognitive learning theories, which tend to emphasize cognition over affect, and behavioral learning theories that deny any role for subjective experience in the learning process.

However, simply throwing learners into wholly uncontrolled and undirected language use is, of course, as dubious a strategy with respect to language learning as doing the same with someone who is learning to swim. Therefore, this mode of language learning requires the methodologists, material writers, and teachers to combine two sets of factors. One is the basic insight that language use can serve a significant role in promoting learning, and the other is the acknowledgement that use of the language needs to be structured in a coherent and pedagogically manageable way.

(3) An analytical approach to learning emphasizes the explicit study of the language learning a linguistic and communicative system. It is characteristic of the grammar-translation method, found in the cognitive code approach, in various CALL exercises, and in form-focus learning activities. It is also present in certain types of learner training or awareness raising activities involving the explicit analysis by learners of aspects of the languages teaching and learning or of their own language production.

Each language manifests a number of structural regularities in areas such as grammar, lexis and phonology, and also with respect to the ways in which these elements are combined to communicate messages. The question, therefore, is not whether languages have structural regularities or not, but whether and in which way explicit attention to such regularities can facilitate the learning of the language.

The main criticism of analytical learning is that declarative knowledge does not necessarily feed through to the ability to use a language for communicative purposes. In other words, someone may have a good knowledge of structural regularities of a language without being able to make use of the language with the spontaneity and fluency which are required in normal communicative situations.

(4) I would combine the two approaches together to learn a foreign language. First, following the analytical mode of language learning, the basic grammatical knowledge could be captured. Second, with the basic knowledge of structural regularities of a language, the experiential mode of language learning should be followed.

For example, when I learn how to greet in English, the first thing I should know about is how to pronounce “Hello!” or “How are you?” and the meaning of the expression. Then the next, I should learn in the relevant situations. Native speakers may respond to the phatic greeting in a variety of ways depending on the context and on how well they know about the interlocutor; e.g. “Fine. And you?”, “Can’t complain.”, “You know me!” are just a few instances from the wide repertoire of native speakers of English.

Through that process, the knowledge of the language which is gained by the analytical approach could improve the ability to use the language in reality, which can be developed by the experiential approach.

(此题为开放性题目，从如何运用两种语言学习方法来学外语的角度谈即可。)

第2章　第二语言教学和学习的经验基础

I. Fill in the blanks

1．The type of language constructed by second or foreign language learners who are still in the process of learning a language is often referred to as ______. (中山大学2008研)

【答案】interlanguage查看答案

【解析】中介语是在外语或第二语言学习中形成的。

2．Error is the grammatically incorrect form; ______ appears when the language is correct grammatically but improper in a communicational context. (中山大学2008研)

【答案】mistake查看答案

【解析】mistake是指在语法上正确但在交流语境中不恰当。

3．Such errors as “teached” and “womans” are caused by ______.

【答案】second language learners查看答案

【解析】这些错误一般是第二语言习得者犯的。

4．______ is formed when the leaner attempts to learn a new language, and it has features of both the first language and the second language but is neither. (中山大学2006研)

【答案】Interlanguage查看答案

【解析】当学习者学习一种新语言时，就产生了中介语。中介语具有第一语言和第二语言的特征，但中介语是一个动态的语言系统，我们不能把中介语看成是母语和二语的过渡 阶段或者是二者的简单混合。

5．Hymes’ theory leads to nation/function-based syllables, and a step further, ______ syllabuses. (中山大学2005研)

【答案】communicative查看答案

【解析】海姆斯提出的交际教学大纲以功能—意念大纲为基础，它教授表达和理解不同语言功能时所需要的语言，并且强调交际的过程。

6．The type of language constructed by second or foreign language learners who are still in the process of learning a language is often referred to as ______. (中山大学2008研)

【答案】interlanguage查看答案

【解析】中介语是在外语或第二语言学习中形成的。

7．______ is formed when the leaner attempts to learn a new language, and it has features of both the first language and the second language but is neither. (中山大学2006研)

【答案】interlanguage查看答案

【解析】中介语是在外语或第二语言学习中形成的。

8．Error is the grammatically incorrect form; ______ appears when the language is correct grammatically but improper in a communicational context. (中山大学2008研)

【答案】mistake查看答案

【解析】mistake是指在语法上正确但在交流语境中不恰当。

9．In learning a second language, a learner will subconsciously use his L1 knowledge. This process is called language ______.

【答案】transfer查看答案

【解析】学习第二语言时不自觉地使用第一语言的过程叫语言移转。

10．Such errors as “teached” and “womans” are caused by ______.

【答案】second language learners查看答案

【解析】这些错误一般是第二语言习得者犯的。

11．Psycholinguistics is a branch of linguistics which is the study of psychological aspects of language. As an interdisciplinary academic field, it investigates the following major subjects: ______, ______ and ______.

【答案】acquisition, comprehension, production查看答案

【解析】心理语言学作为语言学的一个分支，是从心理学的角度来研究语言，主要包括语言习得，语言理解和语言产生。

12．In linguistics, ______ refers to the study of the rules governing the way words are combined to form sentences in a language, or simply, the study of the formation as sentence. (中山大学2008研)

【答案】Syntax查看答案

【解析】句法学研究形成正确句子的规则。

13．The branch of grammar which studies the internal structure of sentence is called ______.(北二外2008研)

【答案】Syntax查看答案

【解析】句法学研究语言中组合成句子的支配规则，或简单地说，研究句子的构造。

14．______ is the study of the language-processing mechanisms. It is concerned with the storage, comprehension, production and acquisition of language; ______, on the other hand, attempts to show the relationship between language and society. They both belong to branches of macrolinguistics. (人大2006研)

【答案】psycholinguistics; sociolinguistics查看答案

【解析】心理语言学研究语言处理机制，如语言的记忆，理解及习得等；社会语言学研究语言与社会之间的关系。

II. Multiple Choice

1．______ is defined as a conscious process of accumulating knowledge of a second language usually obtained in school settings.

A. Competence

B. Performance

C. Learning

D. Acquisition

【答案】C查看答案

【解析】在学校里我们会学到第二语言，对第二语言知识的这种有意识的积累，叫做“学习”。

2．During language acquisition, children go through several stages, during which stage they begin to have sensitivity to the phonetic distinctions used in their parents’ language.

A. Holophrastic stage

B. Two word stage

C. Three word stage

D. Fluent grammatical conversation stage

【答案】A查看答案

【解析】孩子们的语言习得要经历三个阶段，单词句阶段，双词句阶段，以及三词句阶段。在单词句阶段，孩子们会对其父母话语中的语音特征特别敏感。

3．______ is the study of psychological aspect of language.

A. 1anguage acquisition

B. applied linguistics

C. psycholinguistics