完整word专八改错真题及答案推荐文档.docx

1、完整word专八改错真题及答案推荐文档2000 年 -2015 年专八短文改错试卷2015 年 3 月 21 日专业八级考试改错When I was in my early teens, I was taken to a spectacular showon ice by the mother of a friend. Looked round a the luxury of the 1. rink, my friend s mother remarked on the “plush ”seats we had beengiven. I did not know what she meant,

2、 and being proud of my 2. vocabulary, I tried to infer its meaning from the context. “Plush” was clearly intended as a complimentary, a positive evaluation 。 that 3. much I could tell it from the tone of voice and the context. So I 4. started to use the word. Yes, I replied, they certainly are plush

3、, and so are the ice rink and the costumes of the skaters, arent they? Myfriend s mother was very polite to correct me, but I could tell from her 5. expression that I had not got the word quite right.Often we can indeed infer from the context what a word roughlymeans, and that is in fact the way whi

4、ch we usually acquire both 6. new words and new meanings for familiar words, specially in our 7. own first language. But sometimes we need to ask, as I should haveasked for Plush, and this is particularly true in the 8. aspect of a foreign language. If you are continually surrounded by 9. speakers o

5、f the language you are learning, you can ask them directly, but often this opportunity does not exist for the learner of English.So dictionaries have been developed to mend the gap. 10. 2014 改错There is widespread consensus among scholars that second language acquisition (SLA) emerged as a distinct f

6、ield of research from the late 1950s to early 1960s.There is a high level of agreement that the following questions (1) have possessed the most attention of researchers in this area: (2) l Is it possible to acquire an additional language in the same sense one acquires a first language? (3) l What is

7、 the explanation for the fact adults have (4) more difficulty in acquiring additional languages than children have?l What motivates people to acquire additional language?l What is the role of the language teaching in the (5) acquisition of additional languages?l What social-cultural factors, if any,

8、 are relevant in studying the learning of additional languages?From a check of the literature of the field it is clear that all (6) the approaches adopted to study the phenomena of SLA so far have one thing in common: The perspective adopted to view the acquiring of an additional language is that of

9、 an individual attempts to do (7) so. Whether one labels it “learning ” or “ acqutiiorinagl ” an addilanguage, it is an individual accomplishment or what is under (8) focus is the cognitive, psychological, and institutional status of an individual. That is, the spotlight is on what mental capabiliti

10、es areinvolving, what psychological factors play a role in the learning (9) or acquisition, and whether the target language is learnt in the classroom or acquired through social touch with native speakers. (10) 2013 专八短文改错试卷 Psycho-linguistics is the name given to the study of the psychological proc

11、esses involved in language. Psycholinguistics study understanding, production and 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

12、most of time, so accurately. (3) Indeed, when you listen to someone to speaking, 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 i

13、t 。 if a relative or colleague has had a stroke which has influenced (6) their language 。 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 meet anyone else who is. As we shall see, all

14、 these examples (8) of what might be called “language in exceptional circumstances ” reveal a great deal about the processes evolved in speaking, (9) listening, writing and reading. But given that language processes were normally so automatic, we also need to carry out careful (10) experiments to ge

15、t at what is happening.2012 年The central problem of translating has always been whether to translate literally or freely. The argument has been going since at least the first (1) century B.C. Up to the beginning of the 19 th century, many writers favoured certain kind of “free”translation: the spiri

16、t, not the letter 。 the (2) sense not the word。 the message rather the form。 the matter not (3) the manner. This is the often revolutionary slogan of writers who (4) wanted the truth to be read and understood. Then in the turn of 19 th (5) century, when the study of cultural anthropology suggested t

17、hat the linguistic barriers were insuperable and that the language (6) was entirely the product of culture, the view translation was impossible (7) gained some currency, and with it that, if was attempted at all, it must be as (8) literal as possible. This view culminated the statement of the (9) ex

18、treme “literalists ”Walter Benjamin and Vladimir Nobokov.The argument was theoretical: the purpose of the translation, thenature of the readership, the type of the text, was not discussed. Toooften, writer, translator and reader were implicitly identified witheach other. Now, the context has changed

19、, and the basic problem remains. (10) 2011 年专八真题改错部分From a very early age, perhaps the age of five or six, I knew that when I grew I should be a writer. Between the ages of about seventeen and twenty-four I tried to abandon this idea, but I did so with the conscience that I was outraging my true nat

20、ure and that soon or later I should have to settle down and write books.1 2 3 I was the child of three, but there was a gap of five years4 on either side, and I barely saw my father before I was eight. Forthis and other reasons I was somewhat lonely, and I soon developeddisagreeing mannerisms which

21、made me unpopular throughout my5 schooldays. I had the lonely childs habit of making up stories and holding conversations with imaginative persons, and I think from the very start my literal ambitions were mixed up with the feeling of6 7 being isolated and undervalued. I knew that I had a facility w

22、ith wordsand a power of facing in unpleasant 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. seriously intended writing which I produced all through my childhood and8 9 10 boyhood would n

23、ot amount to half a dozen pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation.2010 年专八真题改错部分So far as we can tell, all human languages are equallycomplete and perfect as instruments of communication: that is,every language appears to be well equipped as any

24、 other to say1 the things their speakers want to say.2 There may or may not be appropriate to talk about primitive peoples or cultures, but that is another matter. Certainly, not all groups of people are equally competent in nuclear physics or psychology or the cultivation of rice . Whereas this is

25、not the3 4 fault of their language. The Eskimos , it is said, can speak about snow with further more precision and subtlety than we can in English, but this is not because the Eskimo language (one of those5 sometimes miscalled primitive) is inherently more precise and subtle than English. This examp

26、le does not come to light a defect6 in English, a show of unexpected primitiveness. The position issimply and obviously that the Eskimos and the English live in similar7 environments. The English language will be just as rich in terms for different kinds of snow, presumably, if the environments in w

27、hich Englishwas habitually used made such distinction as important.8 9 Similarly, we have no reason to doubt that the Eskimo language could be as precise and subtle on the subject of motor manufacture or cricket if these topics formed the part of the Eskimos life.2009The previous section has shown h

28、ow quickly a rhyme passesfrom one school child to the next and illustrates the further difference(1) between school lore and nursery lore. In nursery lore a verse,learnt in early childhood, is not usually passed on again when the(2) little listener has grown up, and has children of their own, or eve

29、n grandchildren. The period between learning a nursery rhyme and transmitting it may be something from twenty to seventy years. With the playground 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,

30、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 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

31、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(3) (4) (5) (6) (7) (8) (9) (10) 2008 年专八真题 短文改错The desire to use language as a sign of national identity is avery natur

32、al one, and in result language has played a prominent 1 part in national moves. Men have often felt the need to cultivate 2 a given language to show that they are distinctive from another 3 race whose hegemony they resent. At the time the United States 4 split off from Britain, for example, there were proposals that independence should be linguistically accepted by the use of a 5 diffe