问答题Avant-garde (4 points)

问答题Make a comment on Ernest Hemingway"s novel A Farewell to Arms.

问答题Elegy Written in a Country Churchyard

问答题Read the following paragraphs and then answer four questions. (北外201 1年研)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?

问答题critical period hypothesis

问答题Which of Emerson"s works is called "America"s Intellectual Declaration of Independence"?

问答题transistor

问答题What is construal in cognitive linguistics? Please give examples to elaborate its different dimensions.

问答题The Hairy Ape

问答题Summarize the characteristics of basic level categories.

问答题Bildungsroman

问答题Translate the following passages into Chinese. Each translated passage will account for 15 points. Give the number of the passage on your Answer Sheet. Schools should consider using signal-blocking devices to prevent pupils using mobile phone text messaging to cheat in examinations, a leading expert on exam fraud said yesterday. Jean Underwood, a Professor of Psychology at Nottingham Trent university, said that although most of the debate on the use of new technology and cheating had focused on universities, the problem was likely to be more widespread in schools. "The problems of academic dishonesty may be less well researched in the school system than in the tertiary education sector, but all the evidence points to the problem being both real and on a growing scale," She said.

问答题Local Colorism (3 points)

问答题Do you think there are true synonyms in English? Why?（厦门大学2010研)

问答题the direct method of language teaching

问答题Comment on the "innateness hypothesis".

问答题What happens to the vowels in such words as pen, hand, fine, and pond? Explain briefly the processes of sound change they have gone through.(20 points)

问答题Minimal pairs（北航2008研；北二外2006研)

问答题In the later summer of that year we lived in a house in a village that looked across the river and the plain to the mountains. In the bed of the river there were pebbles and boulders, dry and white in the sun, and the water was clear and swiftly moving and blue in the channels. Troops went by the house and down the road and the dust they raised powdered the leaves of the trees. The trunks of the trees too were dusty and the leaves fell early that year and we saw the troops marching along the road and the dust rising and leaves, stirred by the breeze, falling and the soldiers marching and afterward the road bare and white except for the leaves.…Poor, poor dear Cat. And this was the price you paid for sleeping together. This was the end of the trap. This was what people got for loving each other. Thank God for gas, anyway. What must it have been like before there were anesthetics? Once it started, they were in the mill-race. Catherine had a good time in the time of pregnancy. It wasn" t bad. She was hardly ever sick. She was not awfully uncomfortable until toward the last. So now they got her in the end. You never got away with anything, Get away hell! It would have been the same if we had been married fifty times. And what if she should die? She won" t die. People don" t die in childbirth nowadays. That was what all husbands thought. Yes, but what if she should die? She won"t die. She" s just having a bad time. Afterward we" d say what a bad time and Catherine would say it wasn" t really so bad. But what if she should die.

问答题Transcribe the following words into IPA symbols, with stress marking where necessary.(10 points)Example: find—/faind/ beneath—/bi"ni:θ/empirical