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目录 封面
内容简介
目录
第一部分 名校考研真题
2013年北京外国语大学813语言学考研真题及参考答案
2011年北京外国语大学819普通语言学及应用语言学考研真题及参考答案
2010年北京外国语大学811语言学及应用语言学考研真题及参考答案
2013年中山大学834语言学概论考研真题及参考答案
2011年中山大学833语言学概论考研真题及参考答案
2011年南开大学883语言学考研真题及参考答案
第二部分 课后习题
说明：该部分来自胡壮麟《语言学教程（第4版）练习册》中的英文练习及参考答案。
第1章 语言学导论
第2章 语 音
第3章 从词素到短语
第4章 句法：从语词到篇章
第5章 意 义
第6章 语言与认知
第7章 语言、文化、社会
第8章 语言的使用
第9章 语言与文学
第10章 语言和计算机
第11章 语言学与语言教学
第12章 现代语言学理论与流派
第三部分 章节题库
说明：我们严格按照胡壮麟主编的《语言学教程》（第3版）教材内容进行编写，共分12章。每一章都精心挑选经典常见考题，予以详细解答。
第1章 语言学导论
第2章 语 音
第3章 从词素到短语
第4章 句法：从语词到篇章
第5章 意 义
第6章 语言与认知
第7章 语言、文化、社会
第8章 语言的使用
第9章 语言与文学
第10章 语言和计算机
第11章 语言学与语言教学
第12章 现代语言学理论与流派
第四部分 模拟试题
胡壮麟《语言学教程》（第4版）考研模拟试题及详解（一）
胡壮麟《语言学教程》（第4版）考研模拟试题及详解（二）
内容简介
我国各大院校一般都把国内外通用的权威教科书作为本科生和研究生学习专业课程的参考教材，这些教材甚至被很多考试（特别是硕士和博士入学考试）和培训项目作为指定参考书。为了帮助读者更好地学习专业课，我们有针对性地编著了一套与国内外教材配套的复习资料，并提供配套的名师讲堂、e书和题库。
《语言学教程》（第3、4版）（胡壮麟主编，北京大学出版社）一直被用作高等院校英语专业语言学教材，被绝大多数院校指定为英语专业考研必读书和学术研究参考书。为了帮助读者更好地学习这套教材，我们精心编著了它的配套辅导用书（均提供免费下载，免费升级）：
1．胡壮麟《语言学教程》（第3、4版）笔记和考研真题详解
2．胡壮麟《语言学教程》（第3版）笔记和考研真题详解
3．胡壮麟《语言学教程》【教材精讲+考研真题解析】讲义与视频课程【40小时高清视频】
4．胡壮麟《语言学教程》配套题库（第3版）【名校考研真题＋课后习题+章节题库+模拟试题】
5．胡壮麟《语言学教程》配套题库（第4版）【名校考研真题＋课后习题+章节题库+模拟试题】
本书是胡壮麟《语言学教程》（第4版）的配套题库，主要包括以下内容：
第一部分是名校考研真题。本书精选了北京外国语大学、中山大学、南开大学等名校近年的语言学考研真题（并在持续更新中），并对考研真题提供了详细的参考答案。通过该部分，考生可以熟知考研真题的命题风格和难度。
第二部分是课后习题。该部分参考胡壮麟《语言学教程（第4版）练习册》中的英文练习及参考答案完成。
第三部分是章节题库，严格按照胡壮麟《语言学教程》（第4版）的章目编排，共分为12章，精选与各章内容配套的习题并进行详解；所选试题基本涵盖了每章的考点和难点。
第四部分是模拟试题及详解，根据名校历年考研真题的命题规律，精选教材中的重要考点，精心编写了两套模拟试题，并进行了详细的解答。
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第一部分 名校考研真题
2013年北京外国语大学813语言学考研真题及参考答案
考试科目：外国语言学及应用语言学
I. Briefly explain the following terms. （50 points, 5 points each）
1.affix
2.inflection
3.mood
4.modality
5.interlanguage
6.language transfer
7.speech act
8.verbal behavior
9.co-operative principles
10.vernacular
II. Read the following passage and then answer questions. （40 points）
Alice Kaplan grew up in Minnesota in the 1960s. In her 1993 book, she tells the story
of the development of her unconditional, life-long affiliation with French. Her memoirs
begin at the age of eight, when her father, a Jewish lawyer who prosecuted Nazi war
criminals at Nuremberg, died. Kaplan explains that she felt a deep connection between
feeling the loss of her father and feeling different from others in her pursuit of French:
‘Learning French was connected to my father, because French made me absent the way he
was absent, and it made me an expert the way he was an expert’ （p.203-4）. She began
studying French in grade 5, and at the age of 14 attended a French immersion summer
programme in Maine. The two formative experiences, however, were a year abroad in
a French-medium school in Switzerland at the age of 15, while still in high school, and
another academic year abroad in Bordeaux three years later, while she was a French
literature undergraduate. Her interest was always as intense for French culture as it was for
the French language: ‘Even in beginning French classes, you know there was a French
beyond the everyday, a France of hard talk and intellect’ （p.138）. By the end of the two
full-year study abroad experiences, a complete self-identification with the new community
and culture had taken place. She later became a French language teacher and eventually
completed a doctorate in French. To this day, Kaplan is committed to a life in which both
French and English play prominent roles.
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1.What does “French made me absent the way he was absent” （1.6-7） mean? （5 points）
2.What is “a French immersion summer programme” （1, 8）? （5 points）
3.What are formative experiences （1.9）? （5 points）
4.What is “a French-medium school” （1.9-10）? （5 points）
5. Whatdoes Kaplan mean when she says “there was a French beyond the everyday” （1.13-14）? （5 points）
6. Whatdoes “the new community and culture” （1.15-16） refer to? What is meant by “acomplete self-identification” （1.15） with it? （5 points）
7. What does Kaplan’s successstory illustrate? （10 points）
III. Read the following article and then do two tasks. （60 points）
Smoothing the Path from Foreign Lips to American Ears
It is a complaint familiar to millions of alumni of research universities: the
master’s or doctoral candidate from overseas, employed as a teaching assistant, whose
accent is too thick for undergraduate students to penetrate.
To help solve this problem, increasingly sophisticated software programs have
been developed to analyze and critique speech. One program, NativeAccent, which
became available three years ago, has been adopted by more than 100 universities.
Briju Thankachan, an Indian graduate student here in instructional technology, has
spent hundreds of hours using NativeAccent. The software can isolate hundreds of
pronunciation issues and even show animations of how to position parts of the mouth
for each sound.
“Every morning I would hear him repeating things over and over into the
computer, and you could hear him getting better,” said Mr. Thankachan’s wife, Betsy
J. Briju, a visiting assistant professor in plant biology.
The comprehension problem is far from solved. Even at an institution like Ohio
University, with an unusually robust remedial program, undergraduate students say
they have run into hard-to-understand teaching assistants.
“You get better at understanding after a while, and they’re willing to talk it over
again, but it can be hard,” said Karen Martinez, a sophomore from Chicago.
The university’s efforts to address the accent problem date to the 1980s. Every
foreign student’s command of spoken English is assessed on arrival, and each year
about 300 go through the improvement program, part of the linguistics department. In
classes, the students learn to break language into individual sounds, forcing them to be
aware of how each part of the mouth is positioned to make a particular bit, while
instructors contort their faces and touch their tongues to drive home the point. Students
take sentences apart to learn rhythm, emphasis, pauses and rising and falling pitch—
elements that can convey as much information as words.
“Many people come here without having learned intonation at all,” said Lara
Wallace, a lecturer in linguistics. “Everything comes out in a flat monotone, which
makes an accent even harder to understand.”
Students are assigned to practice in computer labs, using the speech analysis
software, and — possibly the most unpopular exercise — recording audio or video of
themselves speaking. They have to transcribe those recordings verbatim, with every
pause, false start, repetition or “um” noted.
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1.Answer the following questions. （30 points, 3 points each）
1） What does “critique speech” mean （1.5）?
2） What kind of technology is “instructional technology” （1.7）?
3） Which two words can be used toreplace the two underlined words in “isolate hundreds of pronunciationissues” （1.8-9）?
4） What does the word “position”mean in “position parts of the mouth” （l.9）? Which “parts” are involved?
5） What does the word “things” （1.11） refer to?
6） What kind of program is a “remedial program” （1.15） and what is meant by “robust.”（ibid.）?
7） What does the word “bit” （1.23） refer to?
8） What is “intonation” （1.27）?
9） Which phrase can be used to replace “verbatim” （1.32）?
10） What is a “false start” （1.33）?
2. Write a short essay in approximately 300 words about theissue of pronunciation and intonation for foreign learners of English. （30 points）
参考答案
I. Briefly explain the following terms. （50 points, 5 points each）
1. An affix refers to the collective term for the typeof morpheme that can be used only when added to another morpheme （the root or the stem）, which has three subtypes: prefix,such as un-, mini-, para-; suffix, -ish, -al, -tion; and infix,abso-bloomingly-lutely, un-fucking-believable. All the affixes are the boundmorphemes.
The affixes thatattach to verbs and do not change the category are usually inflectionalaffixes. For example, -s in reads, looks and listens; -ed in excited,interested and consisted; -ing in studying, making and sitting. They are justgrammatical markers and do not change the category of words.
2. Inflection is the manifestation of grammaticalrelationship through the addition of inflectional affixes, such as number,person, finiteness, aspect and case, which do not change the grammatical classof the stems to which they are attached. For example, the past form of the verbwork is realized by the addition ofthe inflectional suffix: “-ed”; the plural form of the noun child is realized by the inflectionalsuffix: “-ren”.
3. The mood is thevariation in the conjugation of a verb to express the manner or form. It includesthree types, namely, imperative mood, indicative mood and subjunctive mood.
4. In linguistics, modality is what allows speakers toattach expressions of belief, attitude and obligation to statements. Instandard formal approaches to modality, an utterance expressing modality canalways roughly be paraphrased to fit the template.
5. Interlanguage refers to the type of languageconstructed by second or foreign language learners who are still in the processof learning a language. It’s a language system between the target language andthe learner’s native language, and imperfect compared with the target language,but not mere translation from the learner’s native language. For example, when aChinese student is learning English, he may make errors like “to touch thesociety”.
6. Native languageplays an important role in the process of second language acquisition. When thenative language influences the acquisition of the target language, languagetransfer happens. For example, the students’ learned knowledge and skills inthe native language can be transferred to the second language. When the twolanguages are similar in structure, then the native language facilitates thetarget language learning, and we call it a positive transfer; when the twolanguages are different in structure, then the native language interferes withthe target language learning, and we call it a negative transfer.
7. Speech act is a central concept in Speech Act Theory,according to which, we are performing various kinds of acts when we arespeaking. Actions performed through utterances are generally called speechacts.
8. The verbal behavior is the behaviorunder the control of consequences mediated by other people （who can interchangeably function as speaker and listener）—was best understood in a functional analysis.
9. The four maxims of the co-operativeprinciple are as follows:
Quantity. （1） Make your contribution as informative as is required （for the current purposes of theexchange）. （2） Do not make your contribution more informative than is required.
Quality. Try tomake your contribution one that is true. （1）Do not saywhat you believe to be false. （2） Do not saythat for which you lack adequate evidence.
Relation. Be relevant.
Manner. Beperspicuous. （1） Avoid obscurity of expression. （2） Avoid ambiguity. （3） Be brief. （4） Be orderly.
In the utterancegiven, it is probable that the speaker is particularly careful about the maximof Quality, which rules that do not say that for which you lack adequateevidence.
10. A vernacularis the native language or native dialect of a specific population, as opposedto a language of wider communication that is a second language or foreignlanguage to the population, such as a national language, standard language, orlingua franca.
II. Read the following passage and then answer questions. （40 points）
1. Learning French isconnected with her father. Although her father has passed away, she couldalways feel him when studying French.
2. Kaplanfully devoted herself for a whole summer to learning French.
3. One is to study ayear abroad in a French-medium school in Switzerland at the age of 15 in high school; the other is an academicyear abroad in Bordeaux three years later, while she was a French literatureundergraduate.
4. InSwitzerland, French is a connected language for students when they are learning.
5. She was always asintense for French culture as it was for the French language. She felt Frenchwas everywhere and French could express her bottom of heart.
6. “The new communityand culture” refers to the sphere of French knowledge, French culture, Frenchthinking patterns, etc. She found French was her part of body, at that time shefinally felt that she was complete and she knew what she was.
7. ① Theinterests are very important during the process of study.
② Work hard, think actively andinnovatively.
（答案仅供参考，考生只要言之成理即可酌情给分。）
III. Read the following article and then do two tasks. （60 points）
1.
1） It means to use some soft wares to correctone’s pronunciation.
2） In education, instructionaltechnology is “the theory and practiceof design, development, utilization, management, and evaluation of processesand resources for learning.” Instructionaltechnology covers the processes and systems of learning and instruction.
3） “Separate” for “isolate”; “errors” for “issues”.
4） Here “position” means to recognize thespeech organs of mouth. There are many speech organs in mouth. Starting fromthe front, the upper part of mouth includes the upper lip, the upper teeth, thealveolar ridge, the hard palate, the soft palate and the uvula. The bottom partof mouth contains the lower tip,the lower teeth, the tongue, and the mandible.
5） The phonetics or words or sentences.
6） It is a program to correct students’pronunciation. It means this program is very popular and common. There are somany students would join it to correct their pronunciation.
7） It means a tiny sound of each separatedpronunciation of a word.
8） Intonation means the variation of pitch used when speaking.
9） Word by word.
10） In sports, a falsestart is a movement by a participant before （or in some cases after） being signaled orotherwise permitted by the rules to start. Here it means when students areassigned to practice in the computer labs, they would often make errors thatthey themselves would not realize. That would not be a suitable method tocorrect their pronunciation.
（答案仅供参考，考生只要言之成理即可酌情给分。）
2. Language is a means of communicationin everyday life. Common people have little regard the speaking ability assignificant as linguists do. They just take it for granted and think thatspeaking and understanding is as natural as breathing. So many English learnersprefer learning “DUMB ENGLISH” topaying attention on studying English pronunciation, the results being thatlearners are shocked whenever they encounter difficulties in oralcommunication. Among many other factors, the most prominent is phonetics,which, to a large extent, weakens the learner’s confidence both in speaking andlistening. In the case of some senior students at the university, a reasonableaccuracy in the pronunciation of individual sounds should certainly have beenachieved, however, many students still fail to attain perfection. The Chinesestudents are comparatively quiet and shy, which works to their disadvantage inspeaking. They are afraid of making mistakes. They feel uncomfortable in theirfirst attempt at speech in English and they are afraid of failure, laughter andridicule. Observations that limited pronunciation skills can underminelearner’s self-confidence, restrict social interaction, and negativelyinfluence estimations of a speaker’s credibility and abilities are not new. Theability of speaking English embodies the correctness of pronunciation andintonation and directly affects the appropriate communication in conversation.
Mostresearchers agree that the learner’s first language influences thepronunciation of the target language and is a significant factor in accountingfor foreign accents. Some Chinese students tend to have difficulty with Englishsounds because they are deeply influenced by similar Chinese sounds. Learnersmake mistakes in the stress of words and rhythm of sentences. Unlike many otherlanguages, English requires that one syllable in each word be stressed morethan others. The importance of putting the stress on the right syllable inEnglish words cannot be underestimated; putting the stress on the wrongsyllable is more likely to make a word unintelligible than mispronouncing oneof its sounds. The result can be certainly attributed to the mother tongueinterference. For many students whose pronunciations are especially hard tounderstand, misplaced syllable stress is one of the main problems. Intonation,the rises and falls in tone that make the ‘tune’ of an utterance, is animportant aspect of pronunciation of English, often making a difference tomeaning or implication. Intonation patterns in English sentences primarilyindicate the degree of certainty of an utterance, i.e. whether is a statement,questions, or suggestion. Most questions in rising intonation, however, Wh-questions （who, what, where, when, why, and how） end with falling intonation. It is important forstudents to learn these patterns not only in order to communicate meaning, butalso in order to avoid unwittingly sounding rude or indecisive. In order tolearn English well, the second language learners should pay attention of theimportance of the English pronunciation learning. Certainly, there’s a long wayfor learners of English pronunciation to go.
（参考答案以中国学生学习英语为例，仅供参考，考生可从中选取一些方面作答。考生若从其他角度回答，言之成理即可酌情给分。）
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