聖才‧2013考研專業課：英語專業語言學考研真題詳解(第5版)（簡體書）

圣才考研網，提供全國所有高校各個專業的考研考博輔導班(保過班、網授班、題庫等)、國內外經典教材名師講堂(詳細介紹參見本書書前彩頁)。

《圣才?2013考研專業課《英語專業語言學考研真題詳解》(第5版)》編輯推薦：購書享受大禮包增值服務“100元網授班＋20元真題模考＋20元圣才學習卡”。《圣才?2013考研專業課《英語專業語言學考研真題詳解》(第5版)》特別適用于參加英語專業碩士研究生入學考試的考生，對于英語專業本科生、自考生以及英語語言學的教學與測試，也具有較好的參考價值。

目前我國英語專業碩士研究生入學考試沒有采取全國統考的方式，沒有統一的考試大綱，而是采取各招生院校自行命題、自行組織考試的辦法，但是各校的考試要求、命題特點大同小異，一些學校的試題類型、內容難易程度都非常相似，因此，研究一些學校的考研試題非常有價值。我們參照一些名校英語專業碩士研究生入學考試大綱和要求，認真研究了50多所高校300多份英語專業考研科目“英語語言學”真題，精心挑選部分試題和相關資料，并進行了詳細的解答，以減輕考生尋找試題及整理答案的痛苦，讓讀者用最少的時間獲得最多的重點題、難點題（包括參考答案），這是本書的目的所在。
本書根據眾多院校“英語語言學”試題的結構和難易程度，從全國18所院校近年60多份試題中挑選出語言學方向的試題，并提供了詳細的參考答案。可以說，通過本書，讀者可以了解英語專業碩士研究生入學考試的最高水平和各個院校英語專業考研科目“英語語言學”的出題思路。對于報考語言學方向的考生來說，本書是一本不可多得的輔導資料。
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第1章全國院校英語專業語言學考研真題分析(1)
1.1語言學考研真題分析(1)
1.2重點院校語言學考研真題比較(3)
第2章名校英語專業語言學考研真題詳解(5)
1.北京外國語大學語言學考研真題及參考答案（2007-2011）(5)
2.中國人民大學語言學考研真題及參考答案（2002-2007）(31)
3.北京師范大學語言學考研真題及參考答案（2003-2004）(46)
4.對外經濟貿易大學語言學考研真題及參考答案（2005-2006）(57)
5.北京第二外國語學院語言學考研真題及參考答案（2005-2010）(68)
6.北京交通大學語言學考研真題及參考答案（2005-2007）(86)
7.北京航空航天大學語言學考研真題及參考答案（2008-2010）(100)
8.上海交通大學語言學考研真題及參考答案（2005-2007）(114)
9.武漢大學語言學考研真題及參考答案（2007-2011）(124)
10.南京大學語言學考研真題及參考答案（2006-2009）(141)
11.中山大學語言學考研真題及參考答案（2005-2009，2011）(172)
12.廈門大學語言學考研真題及參考答案（2006-2010）(205)
13.浙江大學語言學考研真題及參考答案（2007，2009）(214)
14.四川大學英語語言學考研真題及參考答案（2006-2010）(224)
15.南開大學語言學考研真題及參考答案（2009-2011）(246)
16.西安外國語學院語言學考研真題及參考答案（2006）(266)
17.西安交通大學語言學考研真題及參考答案（2008）(272)
18.大連外國語學院語言學考研真題及參考答案（2008）(281)

2. Culture is a semiotic meaning system in which symbols function to communicate meaning from one mind to another. It is related to language in such a way that language is a part of culture and a part of human behavior, and also the primary medium for transmitting much of culture. Therefore, without language, culture would not be possible. Consequently, when studying a culture, we often rely on the language. Therefore, we may use our own language to describe the target culture,which may be the one interpretation of the statement "In studying other cultures, we do so from the perspective of our own culture. "
What's more, when studying other cultures, we will definitely come across the differences between the target culture and our own culture. We will subconsciously compare the two different cultures. Seeing from the perspective of our own culture, we find how the target culture is different from our own culture, and this makes the target culture more distinctive from our own.
3. （1） The English present perfect tense is to express the idea that although an action or state happened （or started to happen） in the past, it has some connection with the present. It may be that the （present） result of the action is more important than the action itself. Alternatively, we may be infemng that the action is important, but the time when it occurred is not.
（ 2） I may probably choose the top-down approach to lead the students to the recognition of this tense.
First, I will list out a group of sentences that are all in the present perfect tense, and make the students generalize the general feature in the form of those sentences, and figure out the basic construction of the present perfect tense, that is "have/has + done".
Second, to make the students clear about the conditions in which the present perfect tense canuse, I would tum to pictures to explain the sentences listed out in the lst step; therefore, thestudents can find out the use of this tense in a more visual way.
Third, considering the possibility that the students may mix up the present perfect tense with the past tense, I would help students figure out their differences. In this step, pairs of sentences with present perfect tense and past simple tense respectively would be listed out, and accompanying them would be the time axis, which could distinguish the different referring of the two different tenses. The students would found out the differences themselves with the help of the time axis.
Fourth, I would create a situation for the students to practice: two friends who haven' t seeneach other for a long time and just met each other. I would encourage the students to make up a dialogue based on such a situation, trying to use the present perfect tense in the places where they think it is appropriate to use it. After students show their dialogue to the class, the class would be asked to decide whether the use of that tense is appropriate according to what they expressed.
4. The misuse shows a separation of the abstract grammatical rules from the everyday use of language. The core of the teaching method above could be said as the habit formation through repetition. This method seems to concem only the formation and performance of habits but not problemsolving. As a result, the students may only know the form, but not know when and where this form is used, which is essential to the actual use of language. This type of teaching reveals the defect of the traditional grammar teaching, that is, it concentrates only on the grammatical forms and the meaning of individual words, whereas the meaning of the whole sentence is thought to be self-evident. Therefore, in conscious training, students may be able to use a grammatical structure correctly, while in the spontaneous and subconscious speech, they may still fail to take the structure into consideration. In other words, they may not know how to use that specific form or expression in adaily communication.
The fact that this teaching method is not perfect does not mean that there is no need to teach the grammar. Therefore, it would be inappropriate to label such a lesson as a waste of time. It is true that the students should be taught how to produce appropriate utterances given a communicative situation, yet, they have to know the correct form first, which is greatly related to grammar. It is generally agreed grammar has its due value in language leaming.
What's more, there can be some improvements to this lesson. It would be appreciated to add the communicative-oriented tasks in it, which will make the students understand more clearly the situations where the pattem is supposed to be used, and also help the students apply them to the spontaneous communication.