历年专八改错真命题及规范标准答案.docx

1、历年专八改错真命题及规范标准答案历年专八短文改错试题2014 年英语专八改错真题答案There is widespread consensus among scholars that second language acquisition （SLA） emerged as a distinct field of research from the late 1950s to early 1960s.（ a 前面加 also）（possessed 改为There is a high level of agreement that the following questionshave posse

2、ssed the most attention of researchers in this area:captured）Is it possible to acquire an additional language in thesame sense one acquires a first language?（one 前面加 as ）What is the explanation for the fact adults have（fact 后面加 that）more difficulty in acquiring additional languages than children hav

3、e?What motivates people to acquire additional languages?What is the role of the language teaching in the（language 前面去掉 the）acquisition of an additional language?What socio-cultural factors, if any, are relevant in studying the learning of additional languages?From a check of the literature of the fi

4、eld it is clear that all （ 去掉 the）the approaches adopted to study the phenomena of SLA so far haveone thing in common: The perspective adopted to view the acquiringof an additional language is that of an individual attempts to do （attempts 改为attempting） ” cc learning ” or “ acquiring(or 改为 and)langu

5、age, it is an individual accomplishment or what is under改为改为focus is the cognitive, psychological, and institutional status of an individual. That is, the spotlight is on what mental capabilities are involving, what psychological factors play a role in the learning (involvinginvolved) or acquisition

6、, and whether the target language is learnt in the classroom or acquired through social touch with native speakers. (touch contact)2013 英语专八改错真题答案Psycho-linguistics is the name given to the study of the psychological processesinvolved in language. Psycholinguistics study understanding,production and

7、 remembering language, and hence are concerned with (1) listening, reading, speaking, writing, and memory for language.One reason why we take the language for granted is that it usually (2) happens so effortlessly, and most of time, so accurately. (3) Indeed, when you listen to someone to speaking,

8、or looking at this page, (4) you normally cannot help but understand it. It is only in exceptional circumstances we might become aware of the complexity (5) involved: if we are searching for a word but cannot remember it;if a relative or colleague has had a stroke which has influenced (6) their lang

9、uage; if we observe a child acquire language; if (7) we try to learn a second language ourselves as an adult; or if we are visually impaired or hearing-impaired or if we meetanyone else who is. As we shall see, all these examples(8) of what might be calledIan guage in excepti onal circumsta ncesreve

10、al a great deal about the processes evolved in speak ing, listening, writing and reading. But given that Ianguage processes were no rmally so automatic, we also n eed to carry out careful(9) (10) experime nts to get at what is happe ning.1.product ion 改成 produc ing2.去掉the3.去掉accurately 前面的so4.lookin

11、g 改为 look5.we前面加that6.去掉colleague 后面的has7.their 改成 his8.anyone 改成 pure 老师 some one9.evolved 改成 involved10.were 改成 are2012年专八真题改错部分The central problem of translating has always been whether to translate literally or freely.Theargume nt has bee n going since at least the first(1) cen tury B.C. Up to t

12、he begi nning of the 19th cen tury, many writers (5) (8) (9) (10) favoured certain kind of “free ” translation: the spirit, not the letter; thesense not the word; the message rather the form; the matter not the manner. This is the often revolutionary slogan of writers who wan ted the truth to be rea

13、d and un derstood. Then in the tur n of 19th cen tury, whe n the study of cultural an thropology suggested that the linguistic barriers were insuperable and that the Ianguage was entirely the product of culture, the view translation was impossible gained some curre ncy, and with it that, if was atte

14、mpted at all, it must be as literal as possible. This view culminated the statement of the extreme “ literalists ” Walter Benjamin and Vladimir Nobokov.The argume nt was theoretical: the purpose of the tran slati on, then ature of the readership, the type of the text, was not discussed. T oooften, w

15、riter, translator and reader were implicitly identified witheach other. Now, the con text has cha nged, and the basic problem rema ins.参考答案：1.going 后力口 on2.certain 改为 a certain3.rather 改为 not4.is 改为 was5.in 改为at6.去掉第二个the7.view 后面加 that8.去掉 was1 2 3 4 5 6 7 8 9 9.culminated 后面加 in10.and 改为 but2011年专

16、八真题改错部分From a very early age, perhaps the age of five or six, I knewthat when I grew I should be a writer. Betwee n the ages of about seve ntee n and twen ty-four I tried to aba ndon this idea, but I did so with the con scie nee that I was outragi ng my true n ature and that soon or later I should h

17、ave to settle dow n and write books.I was the child of three, but there was a gap of five years on either side, and I barely saw my father before I was eight. For this and other reas ons I was somewhat Ion ely, and I soon developed disagree ing mann erisms which made me un popular throughout my scho

18、oldays. I had the Ion ely childs habit of making up stories and holdi ng con versatio ns with imagi native pers ons, and I think from the very start my literal ambitions were mixed up with the feeling of being isolated and un dervalued. I knew that I had a facility with words and a power of facing i

19、n un pleasa nt facts, and I felt that this created a sort of private world which I could get my own back for my failure in everyday life. Therefore, the volume of serious i.e. seriouslyinten ded writ ing which I produced all through my childhood and boyhood would not amount to half a doze n pages. I

20、 wrote my first poem at the age of four or five, my mother taking it down to dictation.1.在 grow 后加 up, 考固定短语2.改 consience 为 consciousness 考词语区别， consience 翻译为“良心，道德心” , consiousness 翻译为“意识”3.改 soon 为 sooner ， sooner or later 是固定短语4.在 child 前加 middle, 考上下文理解。 作者是三个孩子句中的那位5 。改 disagreeing 为 disagreeab

21、le ，disagreeing 只能作动名词， 不能作形容词。 disagreeable mannernisms 令人讨厌的习惯6.改 imaginative 为 imaginary, 考词语区别 imaginative 翻译为“有想象力的” ，imaginary 翻 译为“想象的，虚构的”7.改 literal 为 literary , 考词义区别， literal 翻译为“字面的” ， literary 翻译为“文学方面的”8.去掉 face 后的 in ，face 接宾语时是及物动词。考动词的基本用法9.在 world 后加 in 或者改 which 为 where, 考定语从句10.改

22、 Therefore 为 However 或者 Nevertheness, 考语境。感悟： 11 专八改错相对前几年专八改错要简单一点。本人认为词义区别考得过多了。2010 年专八真题改错部分So far as we can tell, all human languages are equally1 3 complete and perfect as instruments of communication: that is, every language appears to be well equipped as any other to say the things their spe

23、akers want to say.There may or may not be appropriate to talk about primitive peoples or cultures, but that is another matter. Certainly, not allgroups of people are equally competent in nuclear physics orpsychology or the cultivation of rice . Whereas this is not thefault of their language. The Esk

24、imos , it is said, can speak aboutsnow with further more precision and subtlety than we can inEnglish, but this is not because the Eskimo language (one of thosesometimes miscalled primitive) is inherently more precise andsubtle than English. This example does not come to light a defectin English, a

25、show of unexpected primitiveness. The position issimply and obviously that the Eskimos and the English live in similar 7 environments. The English language will be just as rich in terms for different kinds of snow, presumably, if the environments in which Englishwas habitually used made such distinc

26、tion as important.Similarly, we have no reason to doubt that the Eskimo languagecould be as precise and subtle on the subject of motor manufactureor cricket if these topics formed the part of the Eskimos life.1.be 后插入 as; asas引导的比较级2.their 改为 its; its 代替 every language3.There 改为 It; It 此处作为形式主语，真正的主

27、语是后面的不定式4.Whereas 改为 But ； 语境需要表示转折的连词， whereas 表示对比5. further 改为 much further 不能修饰比较级6 .come 改为 bring; (sth)come to light , bring sth to light5 6 8 9 10 bring to light the defect of English =bring the defect of english to light揭示英语的缺陷7. similar 改为 different;根据语境应该用 different是固定短语(1) (2) (3) (4) (5)

28、 (6) (7) (8) (9) 8. will 改为 would; 虚拟语气9 .as important 去掉 as;10 t.he part 去掉 the 或者改 the 为 a be/become/form (a) part of09 专八改错原题The previous section has shown how quickly a rhyme passes from one school child to the next and illustrates the further difference between school lore and nursery lore. In

29、nursery lore a verse, learnt in early childhood, is not usually passed on again when the little listener has grown up, and has children of their own, or evengrandchildren. The period between learning a nursery rhyme andtransmitting it may be something from twenty to seventy years. With the playgroun

30、d lore, therefore, a rhyme may be excitedly passed on within the very hour it is learnt; and in the general, it passes between children of the same age, or nearly so, since it is uncommon for the difference in age between playmates to be more than five years. If ,therefore, a playground rhyme can be

31、 shown to have been currently for a hundred years, or even just for fifty, it follows that it has been retransmitted over and over; very possibly it has passed along a chain of two or three hundred young hearers and tellers, and the wonder is that it remains live after so much handling, to let alone that it bears resemblance to the答案分析：(1) the further difference改为 a further difference此次应该用不定冠词表示泛指）(2) 改 when为until, 结构not.until 翻译为直到 才” 1 2 3 4 5 作定语为习惯搭配，意思是“更不用说(10) to let alone 改为 let alone (let alone2008 年专八真题 短文改错The desire to use language