专八听力原文.docx

专八听力原文.docx

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专八听力原文

听力原文2004

PARTⅠLISTENINGCOMPREHENSION

SECTIONATALK

Languageisusedfordoingthings.Peopleuseitineverydayconversationfortransactingbusiness,planningmealsandvacations,debatingpolitics,andgossiping.Teachersuseitforinstructingstudents,andcomediansuseitforamusingaudiences.Alltheseareinstancesoflanguageuse-thatisactivitiesinwhichpeopledothingswithlanguage.Aswecansee,languageuseisreallyaformofjointaction.

Whatisjointaction?

Ithinkitisanactionthatiscarriedoutbyagroupofpeopledoingthingsincoordinationwitheachother.Assimpleexamples,thinkoftwopeoplewaltzing,orplayingapianoduet.Whentwodancerswaltz,theyeachmovearoundtheballroominaspecialway.Butwaltzingisdifferentfromthesumoftheirindividualactions.Canyouimaginethesetwodancersdoingthesamesteps,butinseparaterooms,oratseparatetimes?

Sowaltzingis,infact,thejointactionthatemergesasthetwodancersdotheirindividualstepsincoordination,asacouple.

Similarly,doingthingswithlanguageisalsodifferentfromthesumofthespeakerspeakingandthelistenerlistening.Itisthejointactionthatemergeswhenspeakersandlisteners,orwritersandreaders,performtheirindividualactionsincoordination,asensembles.Therefore,wecansaythatlanguageuseincorporatesbothindividualandsocialprocesses.Speakersandlisteners,writersandreaders,mustcarryoutactionsasindividuals,iftheyaretosucceedintheiruseoflanguage.ButtheymustalsoworktogetherasparticipantsinthesocialunitsIhavecalledensembles.IntheexampleImentionedjustnow,thetwodancersperformbothindividualactions,movingtheirbodies,arms,andlegs,andjointactions,coordinatingthesemovements,astheycreatethewaltz.Inthepast,languageusehasbeenstudiedasifitwereentirelyanindividualprocess.Andithasalsobeenstudiedasifitwereentirelyasocialprocess.Forme,Isuggestthatitbelongstoboth.Wecannothopetounderstandlanguageusewithoutviewingitasjointactionsbuiltonindividualactions.Inordertoexplainhowalltheseactionswork,I'dliketoreviewbrieflysettingsoflanguageuse.Bysettings,Imeanthesceneinwhichlanguageusetakesplace,plusthemedium-whichreferstowhetherlanguageuseisspokenorwritten.Andinthistalk,I'llfocusonspokensettings.

Thespokensettingmentionedmostoftenisconversation-eitherfacetoface,oronthetelephone.Conversationsmaybedevotedtogossip,businesstransactionsorscientificmatters,butthey'reallcharacterizedbythefreeexchangeoftermsamongthetwoparticipants.I'llcallthesepersonalsettings.ThenwehavewhatIwouldcallnonpersonalsettings.Atypicalexampleisthemonologue.Inmonologues,onepersonspeakswithlittleornoopportunityforinterruption,orturnsbymembersoftheaudience.Monologuescomeinmanyvarietiestoo,asaprofessorlecturestoaclass,orastudentgivingapresentationtoaseminar.Thesepeoplespeakforthemselves,utteringwordstheyformulatedthemselvesfortheaudiencebeforethem,andtheaudienceisn'texpectedtointerrupt.Inanotherkindofsettingwhicharecalledinstitutionalsettings,theparticipantsengageinspeechexchangesthatlooklikeordinaryconversation,buttheyarelimitedbyinstitutionalrules.Asexamples,wecanthinkofagovernmentofficialholdinganewsconference,alawyercrossquestioningawitnessincourt,oraprofessordirectingaseminardiscussion.Inthesesettings,whatissaidismoreorlessspontaneous,eventhoughturnsatspeakingareallocatedbyaleader,orarerestrictedinotherways.

Thepersonspeakingisn'talwaystheonewhoseintentionsarebeingexpressed.Wehavetheclearestexamplesinfictionalsettings.VivianLeighplaysScarlettO'Harain"GonewiththeWind",FrankSinatrasingsalovesonginfrontofaliveaudience,thespeakersareeachvocalizingwordscomposedbysomeoneelse-forinstanceaplaywrightoracomposer-andareopenlypretendingtobeexpressingopinionsthataren'tnecessarilytheirown.Finallythereareprivatesettingswhenpeoplespeakforthemselveswithoutactuallyaddressinganyoneelse,forexample,Imightexplainsilentlytomyself,ortalktomyselfaboutsolvingaresearchproblem,orrehearsingwhatI'mabouttosayinaseminartomorrow.WhatIsayisn'tintendedtoberecognizedbyotherpeople,itisonlyofusetomyself.Thesearethefeaturesofprivatesettings.

SECTIONBTALK

W:

Goodevening,I'mNancyJohnson.TheguestonourradiotalkthiseveningisProfessorWangGongwu.Hello,ProfessorWang.

M:

Hello.

W:

ProfessorWang,you'renowprofessoremeritusofAustraliaNationalUniversity,andinyourlongacademiccareer,you'vewornmanyhatsastutor,lecturer,departmenthead,dean,professor,andvicechancellor.However,asIknow,you'restillveryfondofyouruniversitydaysasastudent.

M:

That'sright.Thatwasin1949.TheuniversitythatIwenttowasabrandnewuniversitythen,andtheonlyoneinthecountryatthattime.WhenIlookback,itwasanamazinglysmalluniversity,andwekneweverybody.

W:

Howdidthestudentslikeyou,forexample,studythen?

M:

Wedidn'tstudyveryhard,becausewedidn'thaveto.Wedidn'thaveallthisfantasticcompetitionthatyouhavetoday.Mmm.WewerealwaysmadetofeelthatgettingafirstdegreeintheArtsfacultywasnotpreparationforaprofession.Itwasageneraleducation.Wewerenotunderanypressuretodecideonourcareers,andwehadsuchagoodtime.Wewereleftverymuchonourown,andwewereencouragedtomakethingshappen.

W:

Whatdoyouseeasthemoststrikingdifferenceinuniversityeducationsincethen?

M:

Universityeducationhaschangeddramaticallysincethosedays.Thingsareveryspecializedtoday.

W:

Yes,definitelyso.And,inyoursubsequentcareerexperienceasaneducatorandlateradministratorinvariousinstitutionsofhighereducationinAsiaandelsewhere,ProfessorWang,youhaverepeatedlynotedthatonehastolookatthedevelopmentofeducationinoneparticularcountryinabroadcontext.Whatdoyoumeanbythat?

M:

Well,thewholeworldhasmovedawayfromeliteeducationinuniversitiestomeettheneedsofmasseducation,andenteringuniversitiesisnolongeraprivilegeforthefew.Anduniversitiestodayaremoreconcernedwithprovidingjobsfortheirgraduatesinawaythatuniversitiesinourtimeneverhadtobebotheredabout.Therefore,theemphasisofuniversityprogramstodayisnowonthepracticalandtheutilitarian,ratherthanonageneraleducationoronpersonaldevelopment.

W:

Doyouthinkthatisawelcomedevelopment?

M:

Well,Ipersonallyregretthisdevelopment.Butthebasicbachelor'seducationnowhastocatertopeoplewhoreallyneedapieceofpapertofindadecentjob.

W:

Soyou'reconcernedaboutthisdevelopment.

M:

Yes,I'mveryconcerned.Withtechnicalchanges,manyofthethingsthatyoulearnaretechnicalskills,whichdon'trequireyoutobecomeverywelleducated.Yet,ifyoucanmasterthoseskills,youcangetverygoodjobs.Sothetechnicalinstitutionsaregoingtobeincreasinglypopularattheexpenseoftraditionaluniversitites.

W:

ProfessorWang,let'slookatadifferentissue.Howdoyoucommentonthecurrentphenomenonbecauseofthefeestheypay?

M:

Well,onceyouacceptstudentsonfinancialgrounds,onewonderswhetheryouhavetopassthemaswell.Butthisisthedevelopmentineducationthatwehavetocontendwith.Yet,ifweareconcernedaboutmaintainingstandards,whatwecandoistoconcentrateonimprovingthequalityofeducation.

W:

Yes,you'reright.Auniversityisjudgedbythequalityofeducationitoffers.ProfessorWang,let'sturntothefuture.Whattypeofgraduates,inyourview,touniversitiesofthefutureneedtoproduce,iftheyaretoremainrelevant?

M:

Ithinktheirgraduatesmustbeabletoshiftfromoneprofessiontoanother,becausetheyaretrainedinaveryindependentway.Ifyoucandothat,youraisetheleveloftheflexibilityofthemind.Today'srapidchangesintechnologydemandthisadaptability.Andyouseethebestuniversitiesintheworldarealreadytryingtoguaranteethattheirstudentswillnotonlybetechnicallytrained,butwillbethekindofpeoplethatcanadapttoanychangingsituation.

W:

Iguessmanypeoplewouldagreewithyouonthatpoint.Universityeducationshouldfocusonbothpersonalandprofessionaldevelopmentofstudents.Butstillsomemightbelievethereisadefiniteplaceforeducationinabroadersense-thatis,inpersonalintellectualdevelopment.

M:

Nodoubtaboutthat.Weneedpeoplewhowillthinkaboutthefuture,aboutthepast,andalsopeoplewhowillthinkaboutsociety.Ifasocietydoesn'thavephilosophers,orpeoplewhothinkaboutthevalueoflife,it'saverysadsocietyindeed.

W:

ProfessorWang,mylastquestion:

doyouseeanycommongroundineducationbetweenyourgenerationandtheyounggenerationnow?

M:

Adaptingtonewchallengesisperhapsthetruecornerstoneofourgeneration'slegacytoeducation.Andthefutureofeducationinacountryrestsnotsomuchontheconstructionofbetterbuildings,labs,etc.,butinthedevelopmentofaneveradaptablemind.

W:

That'strue.Theessenceofeducationistheeducationofthemind.Okay,thankyouverymuch,ProfessorWang,fortalkingtousontheshowaboutthechangingtrendsineducation.

M:

You'rewelcome

SECTIONC

AnewdatashowsthattheglobalAIDSpandemicwillcauseasharpdropinlifeexpectancyindozensofcountries,insomecases,declinesofthreedecades.Severalnationsarelosingacentury'sprogressinextendingthelengthof