2011年英语专八真题解析.pdf

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1、2011年专八真题详解（新题型优化）PART I LISTENING COMPREHENSION SECTION A.Classifications of Cultures Good morning,everyone.Today well look at culture or rather classifications of cultures.Usually when we deal with different people,we deal with them as if we were all members of the same culture.However,its possibl

2、e that people from different cultures have different assumptions about the world,regarding such important and basic ideas as time,personal space.And this is the view of Edward Hall.And Edward Hall is an anthropologist who spent a large part of his life studying American Indians,their culture,their l

3、anguage,but he was different from a lot of other anthropologists who just study one culture.He was interested in the relations between cultures,how cultures interact.What Hall believes is that cultures can be classified by placing them on a continuum,ranging from what he called high-context to low-c

4、ontext.OK,r1 lwhat is a high-context culture?2A hi h-context culture is a culture in which the context of the messa e or the action or an event carries a lar e art of its meanin and si nificance.3What this means is that in.a hi h-context culture more attention is aid to what has been in and around t

5、he messa e than to the message itself.Now let me give you examples.First in terms of personal space,generally speaking,in a high-context culture,because theres greater dependency on group thinking,4people lean towards heavier senso involvement or closeness to eo le.5And the have less res ect for riv

6、ac for ersonal 叩If you go into that culture,people might stand closer when theyre talking to you.They might touch more and if theyre jostled in a crowd,they wont feel violated.6And also people from a high-context culture pay attention to body language.Because remember what I said,2the defi 皿tion of

7、a high-context culture is that more attention is aid to the context of the messa e than to the messa e itself,and part of the context is body language.Second,in terms of time,7 eo le in hi h-context cultures are considered to have what is called a ol chronic attitude toward time.Here ol means multi

8、le and chronic means time.What this means is that they believe people,things,events have their own time and there cant be a standard system of time for everything.What this leads them to believe is that 8you cant emphasize punctuality.Things happen when they are supposed to happen.So theres a differ

9、ent attitude toward time.There is no set standard of time.You cant control time.Everything has its own sense of time.So its a culture that pays little attention to time,to clock time.Now,lets move on to low-context culture.A low-context culture is just the opposite.9A low-context culture is one in w

10、hich the messa e the event or the action is a se arate enti havin meanin onto itself re ardless of the surroundin s or the context.That the messa e the event the action has meanin in itself.So what this means in a low-context culture is that people pay more attention to the event itself rather than

11、to the context which surrounds the event or the message.For example,in terms of personal space again.Theres more emphasis on individuality,so the concept of privacy is very very important,or as,.before as I said,in a high-context culture they might not even be concerned with privacy or personal spac

12、e.But in a low-context culture,theres a feeling that we each have our own personal space.If you get too close,if you dont knock on doors before entering,thats an invasion of privacy;people feel violated.Theres a respect and a desire for privacy,lOand ou also see that eo le mi ht a less attention to

13、body language because as I said the message is,the message is everything.llThey are not going to wor-about all the details around it.What ou sa is the im ortant thin or what ou do is the im ortant 也 Another example of a low-context culture is peoples attitude towards,time.In terms of time,I said bef

14、ore there was a polychronic sense of time in a high-context culture.What do you think there would be in a low-context culture?Monochronic!Right!12A monochronic sense of time and b that we mean that 专八201 1-1 1 there is one time.And that concept means that people in a low-context culture believe that

15、 theres one standard of time and that should be for everything.And so Im not willing to hear Oh,the traffic was heavy.Thats why I am late.or Oh,I slept late.13Peo le in a low-context culture wotild be much more u set with lateness because the feel that eve one should follow the same timethere should

16、nt be all this flexibili with time and the e ect unctuali.And 14 they look at time as almost a commodity that they use expressions like use time,to waste time,to spend time or time is money.All of these expressions reinforce the concept that time is actually something you can hold onto.So what this

17、is all about is that Hall stresses that people need to be aware of these different assumptions or concepts about reality.And he thinks that this has all kinds of relevance no matter what youre doing,if youre in business,negotiations,interpersonal relations,if youre dealing with people from different

18、 cultures in any way,its going to affect every part of your life.15In any multicultural situation,these assum tions need to be taken into account for successful interactions.OK Today,weve taken a brief look at Edward Halls view of culture,mainly his classification of high or low context culture with

19、 some examples.Next week,well look at some more examples of cultures on the continuum between high-context and low-context cultures.1.High-context celture【解析】在第一种文化下，人们 的时间观念没那么强，【解析】原文介绍 了 两种不 同 的文化，第一种是”强语不会强调.,-,.,时(寸、you cant,emphasize punctuali-境文化(High-context culture)。提纲中第二大点的ty)即他们对守时的关注不多，故

20、答案填 punctualityLow-context culture 给了本题很大的提示。注意首字即可。母要大写。9.in message itself II in event/regardless of sur-2.beyond the message II in context II depending on roundings II independent of context context 解析】在弱语境文化下，信息、事件、动作是独立实【解析】原文提到，在强语境文化中，信息所在的语境体，其意义不依赖语境或环境而独立存在。对原文稍包含更重要的意义和信息。也就是说，意义不在于信加概括可得

21、此答案。息本身，而取决于语境，故答案可填 beyond the 10.body language message,in content 或 depending on context。【解析】在弱语境文化下，人们较少关注身体语言3.the context-(people might pay less attention to body lan-【解 析】原文 pay attention to 的 宾语是 what has guage),答案填 body language。been in and around the message,是对 the context 的 解 释，后 文 又 明 确 说

22、 the context of the message,故答案为 the context。4.heavier sensory involvement/closeness to people【解析】原文从两个角度（私人空 间和时间观念）举例阐述强语境文化。从私人空间 的角度阐述时提到，人们倾向于身体的更密切接触，故答案为 heavier sensory involvement 或 closeness to people。5.privacy/personal space【解析】讲座明确提到，在第一种文化中，人们对隐私和私人空间没那么在乎(they have less respect for pri

23、vacy,for personal space),答案两者取其一即可。6.body language【解析】本题考查说明私人空间 的第三个例子，即强语境文化下人们注重身体语言。故答案为 body Ianguage。7.multiple/poly chronic【解析】原文用了 polychronic一词说明强语境文化的时间概念，而之后立刻解释了该词的含义，即 poly 意为 multiple。故答案为 multiple 或 polychronic。8.punctuality 11.message/message itself/words or actions【解析】弱语境文化下人们不太关注语言

24、(message)以外的细节，“话语”和”行为”才是最重要的。原文用的 是 what you say or what you do,可 概 括 为words or actions 或 message(itself)。12.monochronic/one time【解析】原文讲到，弱语境文化下人们对时间 的概念是 monochrome,之后对 monochronic 进行的解释是只有一个统一的标准时间(by that we mean there is one time),故答案为 monochronic 或 onetime。13.lateness/unpunctuality/flexibilit

25、y with time【解析】在弱语境文化环境下，人们期望守时，讨厌迟到。原文用 了 upset with lateness,expect punctuality,因 此答案可直接用 lateness,也可用 unpunctuality 或 flebility of time。modity【解析】本题与上题紧密相连，在讲完上题内容后，原文马上提到人们几乎把时间看作是一种商品(theylook at time as almost a commodity),故答案填commodity。专八201 1-12 15.importance/influence【解析】原文在结论处指出，在跨文化交际中，要进

26、行成功交际，人们应该把文化差异这一因素考虑进去，由 此可以推断了解不同 文化背境对成功交际(suecessful communication)具有重要意义及影响力，故此空应填 importance 或 influence。SCTON B Part One:W:Good morning,Dr.Harley.Thank you very much for coming on our radio talk We know that you are an applied linguist specializing in second language acquisition.M:Right.W:So,

27、today,urmmwell look at this issue.Now,first,Dr.Harley,could you please tell us what is second language acquisition?M:Well,lsecond Ian ua e ac uisition is ha ens when a child or adult has alread become com etent at a lan ua e and then urmm.the attem t to learn another.W:OK,most people think,including

28、 me,lOAit is difficult to learn another language.What are the reasons?Why is it so?M:Well,there are a number of reasons for this.Urmm 丘st,there have been research studies.2归have shown that some as ects of lan ua e learnin es eciall s tax are more difficult be ond a certain age,say after around 12 ye

29、ars of age.W:So,age plays an important role in language learning?M:Yes.But thats not the only reason.W:Oh,is that so?M:Yes.For example,umm,time and interest.Old children and adults often have less time and motivation to learn a second language.W:Mm M:Another is related to the similarities and differ

30、ences between ones mother tongue and the second language.We fmd that learners will experience difficulty when their mother tongue and the second language they are learning differ.In general,the more idiosyncratic a feature is in a particular language,relative to other languages,the more difficult it

31、 will be to acquire.W:Perhaps this is the key issue.lOADifferences between lan ua es cause lan ua e learnin roblems.M:Well,this may be one of the issues here,3but this cannot be the whole sto as not all differences between languages cause difficulty.Let me give you an example.W:OK.M:3Research has fo

32、und that man errors b Czech s eakers leamin En lish were made on s tactic constructions in which the two lan ua es do not differ.W:Oh,really?The picture is more complicated than weve imagined.M:Defirlitely yes.Each language learning situation is different.So reasons vary a lot from case to case.W:No

33、w,Dr.Harley.Since learning a second language is a difficult process,you know,in one way or another,are there any methods,so.far,effective methods to teach a second language?M:There again.No method is absolutely effective in all situations.Some may prove effective,others may not.I mean,all depending

34、on specific conditions.10DBut generally speaking,there are a number of methods that have been used to teach a second lan ua e.W:Could you mention a few?M:For instance,there is 4the traditional method.This method is based on translation from one lan ua e to another and it emphasizes grammar teaching.

35、W:Mm M:And 4then ou have direct methods which focuses on conversational skills and all teaching must be carried out in the second language.W:Oh,I see.Any other method?M:Yes.For example,4the audiolin ual method.This method em hasizes s eakin and listenin before reading and writing.专八201 1-13 W:How in

36、teresting!M:Then you have 4the inunersion method.This method teaches learners exclusive!.throu h the medium of the second language.W:How?M:5Well it sim 1 means that ou cannot s eak mother ton ue.Eve hin must be done in the Ian ua e you are learning.To me,the most natural method of learning a new lan

37、guage is what I call submersion.That is,to go to that country and be surrounded exclusively by speakers of that language.1.What is second language acquisition according to Dr.Harley?C【解析】本题问Dr.Harley对第二语言学习 所下的定义。Dr.Harley的 回答是”小孩或成人在已 经掌握一种语言之后，再 试 图 学 习 另一种 语 言，就 是 第 二 语 言 的 学 习。C项“学 习 除 母 语 之 外 的

38、另一门语言”即符合Dr.Harley所说的第二语言学习 的特征，故为本题答案。【点睛】A项“在 母 语 可 以 输 出 之 前 学 习 一 门 新 的 语 言”和D项”在 语 言 能 力 发展 时 期 学 习 一 门 外 语“均 与Dr.Harley 说 的”已 经 掌握 一 种 语 言 之后”这 一 点 不 符。B项“在母语开始输 出 之后 学 习 一 门 新 的 语 言“有 点 迷 惑 性，但”开 始 输 出“并 不 等 于“巳 经 掌 握 故B项 不 准确。2.What makes language learning more difficult after a certain age?

39、B 解析】在采访的开头，主持人问：”为什么很多人认为学习第二门语言较难?Dr.Harley回答，一定年龄（如12岁）以后，语言学习 的某些方面，特别 是句法(syntax),较难掌握。故B项“学习句法的能力下降”为答案。点睛】听 题 时 注 意 听 清 问 题 中 的after a certain age;A项“不 同 语 言 间 的 差 异”和C、D两 项 所 提 到 的 时 间 和 动 机 因素，均 与 学 习 者年 龄无 关，这 三 项 都 属 于答 非 所 问。3.What does the example of Czech speakers show?D【解析】Dr.Harley谈到

40、语言差异给外语学习 带来障碍时，举例说明语言间 的差异和相似处都会给语言学习 带来障碍：以捷克语为母语的英语学习者在学习英语的过程中对于与捷克语相同 的旬法构造也常犯错误。故D为答案。点睛A项 和C项 在 文 中 未提及，容 易 排 除；Dr.Harley用Czech speakers的 例 子说 明 不 只 有 差 异会 带 来 学 习 语 言 的障碍，B项 与 此 正好 相 反。4.What method does NOT advocate speaking?A【解析】Dr.Harley介 绍 了 几 种 常 见 的 语言教学方法。其 中，traditional method强调翻译和语法

41、教学。根据direct method中 的关键词conversational skills、audiolingual method中 的emphasizes speaking 和 inunersionmethod中 的through the medium of the second language可知，B、C、D三项都提倡speaking。故答案为A项。【点睛】在 听 录音 时，着 重 听这 四 个教 学 方 法 的 介 绍，边听边记下 它 们 各 自 的 相 关 细 节 信 息。5.What do we learn about the immersion method?C【解析 本题问的是

42、inunersion method的相关信息。Dr.Harley在对inunersion method补充说 明 时，提到 用 这种教学法时学习者不能讲 自 己 的母语，所用 的事情必须用正在学的这门语言来完成，C项”在沟通 中不允许使用母语”与此相符，为本题答案。【点睛】A项“强 调 翻 译 和 语 法 教 学”是traditional method的 特 征。B项“在 开 口 说 之 前 不 提 倡 阅 读 训 练”是audiolingual method的 特 征。D项”所 有 教 学 都 必 须 在 国 外进行“颇具迷 惑 性，因 为Dr.Harley还补充 了 一 点 个人看法，他

43、觉 得出 国 让 自 己 完全浸入到 这 门 外语 的 语 言 环 境 当 中 是 学 习 新语 言 的 最地道 的 方 法，但inunersion method是 指 完 全使 用第 二语言 的 媒介来教 学，两者 不 能 等 同，所 以D项 也 不对。Part Two:W:Thank you very much,Dr.Harley,for introducing some of the language teaching methods.Now lets move on to something a bit theoretical.Since second language acquisi

44、tion and teaching are a fascinating area for researchers,are there any theories to explain second language acquisition?M:Yes,lOCman theories and models have been ut forward b researchers so far.Toda Id like to mention the five h otheses ro osed b Ste hen Krashen.W:OK.M:The five hypotheses,or what he

45、 calls,the monitor model of second language learning.W:What does it mean?M:OK.The first hypothesis is the acquisition and learning distinction hypothesis.According to Krashen,children acquire their first language largely unconsciously and automaticallY,6but adults could only learn a 专八201 1-14 secon

46、d language consciously and effortfully.And adults could indeed acquire the second language,at least in part.W:Right.Then whats his second hypothesis?M:His second hypothesis is the natural order in acquisition hypothesis.Basically,he means that the ordering which learners acquire syntactic rules is t

47、he same in both languages.W:Oh,thats something really new to me.M:8The third h othesis is the monitor h othesis which is central to his theo.Here again,we come across the distinction between acquisition and learning.According to this hypothesis,the acquisition processes create sentences in the secon

48、d language,right?But learning enables the development of a monitoring process to check and edit this output.7The monitor uses lmowledge of the rules.Thats why,as I said just now,learning is a conscious process.W:7This means in learnin ou use lmowled e of the lan ua e to make sure what ou sa or write

49、 is correct.Is that so?M:Yes.His fourth hypothesis is the comprehensible input hypothesis.In order to move from one stage to the next,the learner must understand the meaning and the form of the input.This emphasizes the role of comprehension.9And finall the active filter h othesis.This su ests attit

50、ude and emotional factors are also important in second language acquisition.W:I guess Krashens model has provided a useful framework for second language learning.M:Yes,it indeed has and it has also proved to be one of the most influential theoretical approaches to teaching a second language.W:OK,Dr.