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1、 北京外國語大學(xué)2004年碩士研究生入學(xué)考試語言學(xué)與應(yīng)用語言學(xué)專業(yè)試卷IMPORTANT!All the questions are to be answered in English on the answer sheets provided1Shakespeare has Juliet say：Whats in a name? That which we call a roseBy any other name would smell as sweetWhat do the above lines say to you about the relationship between the

2、form (sounds) and meaning (concept) of a word in spoken language?Explain with positive evidence as well as exceptions from the English language(15 points)2How much does our language influence the way we think? How deeply do language and culture interpenetrate and influence one another? These questio

3、ns about language have fascinated thinkers throughout the agesFor example，Johann Gottfried Herder and Wilhelm yon Humboldt in the German Romantic tradition regarded language as a prisma or grid spread over things in the world so that each language reflects a different worldviewWrite a short essay to

4、 explain your position on this view(35 points)3Is English a language that uses a phonetic alphabet system? Explain briefly why or why not with examples(15 points)4Suppose you were given four cards，each of which had a different phoneme of English printed on it：kblINow arrange these cards to form all

5、the possible words that these four phonemes could formDiscuss what rules you have followed t0 come up with these words(20 points)5Paraphrase each of the following sentences in two different ways to show that you understand the ambiguity involved：(10 points)aDick finally decided on the boatbThe profe

6、ssors appointment was shockingcThe governor is a dirty street fighterdTerry loves his wife and so do IeNo smoking section available6It is argued that grammaticality judgments do not depend on whether the sentence is meaningful or not, as shown by the sentence Colorless green ideas sleep furiously”，w

7、hich does not make much sense but is syntactically well formedHow would you respond to this argument?(25points)7TOEFL often requires the examinees to specify the situational context after listening to a conversationSee for example a tape-script below for an exam itemVoice A (male)：How much is this t

8、ie?Voice B (female)：FortyVoice C (male)：Where does this conversation most probably take place?What do you think is the TOEFL peoples belief about what constitutes linguistic competence and how linguistic competence can be tested? (30 points)參考答案： 北京外國語大學(xué)2004年碩士研究生入學(xué)考試語言學(xué)與應(yīng)用語言學(xué)專業(yè)試卷IMPORTANT!All the q

9、uestions are to be answered in English on the answer sheets provided1Shakespeare has Juliet say：Whats in a name? That which we call a roseBy any other name would smell as sweetWhat do the above lines say to you about the relationship between the form (sounds) and meaning (concept) of a word in spoke

10、n language?Explain with positive evidence as well as exceptions from the English language(15 points)The lines said above show that the relationship between the form (sounds) and meaning (concept) of a word in spoken language is arbitrary in nature. That means there is no logical connection between f

11、orms (sounds) and meaning (concept). Different sounds are used to refer to the same object in different languages. Sounds are just symbols; they are associated with objects, actions, ideas, etc. by convention. In this example, the rose can be called by many names in different languages but its smell

12、 never changes. Another example, different languages have different forms for referring to dog in English, such as Chinese 狗（gou） , French chien (n.m.). While language is arbitrary by nature, there are some exceptions as well. The best examples in English are the onomatopoetic words and compound wor

13、ds. For example, some onomatopoetic words rumble, crash, crackle bang are uttered like the sounds they describe, thus seem to have a natural basis. Besides, some compound words are also not entirely arbitrary. For example while photo and copy are both arbitrary, the compound word photocopy is not en

14、tirely arbitrary, thus seem to be motivated. Anyhow, non-arbitrary words make up only a small percentage of the vocabulary of a language.2How much does our language influence the way we think? How deeply do language and culture interpenetrate and influence one another? These questions about language

15、 have fascinated thinkers throughout the agesFor example，Johann Gottfried Herder and Wilhelm yon Humboldt in the German Romantic tradition regarded language as a prisma or grid spread over things in the world so that each language reflects a different worldviewWrite a short essay to explain your pos

16、ition on this view(35 points)Humans have a unique linguistic system for communication that serves as the primary vehicle for expressing thoughts. Language and thought may be viewed as two independent circles that develop along two different routes but overlap in some parts, where language and though

17、t are consistent with each other. But language is not the only means of expressing thought. As for the relationship between language and the thought, we think that language does not determine the way we think but influence the way we perceive the world and recall things, and affects the ease with wh

18、ich we perform mental tasks. That is, language may be used to provide new ideas, bring about a change in beliefs and values, solve problems, and keep track of things in memory. For example, a well-developed vocabulary may well assist us in learning the concepts the lexis covers. We recall things mor

19、e easily when they correspond to readily available words or phrases. It is certainly easier for us to make a conceptual distinction if it neatly corresponds to a particular lexical item available in our language. When we label our experience with linguistic symbols, our language will influence how w

20、e remember and think about those experiences, otherwise the relationship between language and perception, memory or thinking will be greatly reduced.In terms of relationship between language and culture, we can infer that a language not only expresses facts, ideas, or events that represent similar w

21、orld knowledge by its people, but also reflects the peoples attitudes, beliefs, world outlooks, and etc. Language expresses cultural reality. On the other hand, as peoples language uses express their culture represented by its social conventions, norms and social appropriateness, the culture both em

22、ancipates and constrains people socially, historically and metaphorically. Sharing a same community culture, people have acquired common ways of viewing the world through their speech interactions with other members of the same group. Although language and culture are inextricably intertwined, cultu

23、re is a wider system that completely includes language as a subsystem. The knowledge and beliefs that constitute a peoples culture are habitually encoded and transmitted in the language of the people. Language as an integral part of human being, permeates his thinking and way of viewing the world, l

24、anguage both expresses and embodies cultural reality.As for the relationship between language and world views, the language system does not necessarily provide specifics of ones world view. All humans share a general conceptualizing capacity, Speakers of different languages are capable of distinguis

25、hing and recognizing experiences according to their respectively different linguistic coding systems for the same objective world. On the one hand, people speaking the same language may have different world views, including political, social, religious, scientific and philosophical views. On the oth

26、er hand, people speaking different languages may share similar world views on above aspects. Moreover, one language can describe many different worldviews, as is evident in the case of successful translation.According to the theories shown above, we can infer that Johann Gottfried Herder and Wilhelm

27、 yon Humboldts view has both merits and limitations. First, they see clearly that there exists a relationship between language and thoughts. Second, they assume that language influences so much the way people think that people who think in different ways will have different world views. Based on the

28、 theoretical views above we think this view is not rational in this aspect.3Is English a language that uses a phonetic alphabet system? Explain briefly why or why not with examples(15 points)The Phonetic Alphabet is a system of letters and symbols that are used to represent the individual sounds of

29、a language. English is a language that uses a phonetic alphabet system because it is a phonographic language by nature. There are mainly three types of language concerning its writing system: ideographic language which use symbols (ideograms) to represent whole words or concepts (ideas), with Chines

30、e as an example; syllabic language which word or concepts are represented by syllable, with Japanese syllabic system as an example; phonographic language which uses special alphabetic or other typographical characters to express the sounds of an actual spoken utterance in writing, with many European

31、 languages as examples. English uses alphabetic script to represent certain single type sound. For example, the sound which is written sh in English can be expressed by symbols of ship; and the sound that is written in c can be expressed by the symbol of k cup.4Suppose you were given four cards，each

32、 of which had a different phoneme of English printed on it：kblINow arrange these cards to form all the possible words that these four phonemes could formDiscuss what rules you have followed to come up with these words(20 points)The “possible” words that the four phonemes could form are blik, klib, b

33、ilk and kilb. The phonological rules of English determine the possible combination of sound. First, an English syllable consists of Onset and Rhyme that can further be divided into Nucleus and Coda. The Nucleus is necessary in a syllable and is represented by vowel. Both the Onset and the Rhyme are

34、not necessary and can be represented by a constant or a cluster of constants. If three consonants cluster together at the beginning of a word, the first phoneme must be /s/. In this example, because there are two Stops, the /k/, /b/, /l/ could not form possible constant cluster. Secondly, the vowel

35、/i/ should not function as nucleus because there is no combination of other three consonants as Coda. Thirdly, the degree of sonority of different classes of sounds affects their possible positions in the syllable. In English the sonority scale from the most sonorous to the least sonorous is Vowels

36、Approximants Nasals Fricatives Stops. In a possible English syllable, the sonority of each sound gradually rises to a peak at the Nucleus and then falls at the Coda. So if the first phoneme is /l/, then the next sound must be a vowel /i/, leaving /b/ and /k/ to form a cluster. However, the phoneme /

37、b/ and /k/ are both Stops and could not form a constant cluster. This excludes the words beginning with /l/. Fourthly, considering the rules described above, the only possible arrangements are words beginning with /k/, /b/, /kl/, or /bl/. When the first phoneme is /k/ functioning as Onset, the Nucle

38、us is the vowel /i/ and with /lb/ as possible constant cluster The Onset can be a constant cluster of /kl/ with /i/ as nucleus and a single constant /b/ as coda. Both the two arrangements conform to the sonority scale of an accepted syllable. Similarly, bilk and blik are possible words formed by the

39、 four phonemes.5Paraphrase each of the following sentences in two different ways to show that you understand the ambiguity involved：(10 points)aDick finally decided on the boatbThe professors appointment was shockingcThe governor is a dirty street fighterdTerry loves his wife and so do IeNo smoking

40、section availablea. First interpretation: Dick finally made a decision which is related to boat. Second interpretation: Dick finally made a decision at the place of a boat.b. First interpretation: The professor was appointed by someone else, and this event was shocking. Second interpretation: The pr

41、ofessor had appointed someone else and his act of appointing was shocking.c. First interpretation: The governor always undergoes the act of fighting in the street and he/she has a dirty reputation.Second interpretation: The governor is a sanitation worker who is responsible for cleaning the dirty st

42、reets.d. First interpretation: Terry loves his wife and I love my wife. Second interpretation: Terry loves his wife and I love his wife too.e. First interpretation: The section for non-smokers is available. Second interpretation: The available section for smokers does not exist.6It is argued that gr

43、ammaticality judgments do not depend on whether the sentence is meaningful or not, as shown by the sentence Colorless green ideas sleep furiously”，which does not make much sense but is syntactically well formedHow would you respond to this argument? (25points)This sentence whose grammar is correct b

44、ut meaning is nonsensical is composed by Noam Chomsky. At the syntactic level it is acceptable with a subject noun modified by an adjective and a verb modified by an adverb. However, the sentence does not make sense because things logically cannot be colorless and green simultaneously, ideas cannot

45、sleep and nothing can sleep furiously. Such a sentence, which is grammatically correct but semantically anomalous, illustrates that there are two aspects of meaning: grammatical meaning and semantic meaning. The grammatical meaning of a sentence refers to its grammaticality, i.e., its grammatical we

46、ll-formedness which is governed by the grammatical rules. Whether a sentence is semantically meaningful is governed by rules called selectional restrictions, i.e., constraints on what lexical items can go with others. So, it would seem that the structure of sentences and their meaning are two distin

47、ct things, representing two different levels of language processing. The rules for forming the structure of sentences are wholly independent and different from those rules which compose the meanings of sentences.Chomsky demonstrates that words are symbols with associated properties that will not fun

48、ction if they are not used in the proper semantic context. “Meaning” is not dependent on the grammar of a certain language. That means that though words may follow a valid grammatical structure, they cannot form a meaningful sentence, or be a part of a meaningful phrase, if they violate their define

49、d linguistic contexts. These contexts play an important role in the initial forming of logical sentences. As each word is simply a symbolic container for both greater and smaller contexts, the underlying structure by which these containers are organized, has important bearing on how they are compose

50、d to form sentences. Chomsky explained that sentences with the proper symbolic containers (words) may often be recomposed with more useful grammatical structurebut meaningless sentences, regardless if they have proper grammar, are hopelessly lost for meaning. Many functionalist linguists and cogniti

51、ve linguists have argued against the notion of meaninglessness in language. They point to the fact that the purpose of language is the exchange of meanings; while sentences like colorless green ideas sleep furiously may be possible, they hardly ever appear in naturally occurring language.7TOEFL ofte

52、n requires the examinees to specify the situational context after listening to a conversationSee for example a tape-script below for an exam itemVoice A (male)：How much is this tie?Voice B (female)：FortyVoice C (male)：Where does this conversation most probably take place?What do you think is the TOE

53、FL peoples belief about what constitutes linguistic competence and how linguistic competence can be tested? (30 points)（本題比較靈活，以下答案可供參考）TOEFL (Test of English as a Foreign Language) has for decades been used throughout the world as a standardized test for assessing English proficiency. Originally, T

54、OEFL scores are intended to provide a reliable measure of the linguistic competence of candidates for English speaking universities, but now it focuses on communicative competence and tests the holistic language proficiency of test-takers including reading, listening, speaking and writing, as well a

55、s improving pronunciation and building vocabulary. Particular emphasis is placed on listening and speaking. The primary goal of the course is to teach communicative competence, that is, the ability to communicate in English according to the situation, purpose, and roles of the participants.TOEFL is

56、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 wha

57、t 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 pronun

58、ciation. 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 th

59、ese 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 i

60、n the process of communicating through language, rather than with their perfect mastery of individual structures. Language use, what is said on a particular occasion, how it is phrased, and how it is coordinated with nonverbal signs, has become a widely researched field in TOEFL listening test. The

61、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 t

62、o 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 the topic, the medium that is being used, the specific occasion, other ritualistic conventions, and so forth. Therefore, helpin

63、g 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.TOEFL uses more real-life tasks to assess reading, writing, listening and speaking skills. For example, one of the item types in the Listening Comprehension section of the TOEFL test is the short Dialogue, where the relationship of real speakers, the