作者：圣才电子书
出版社：圣才电子书
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浙江大学外国语言文化与国际交流学院712英美文学与语言学（外国语言学及应用语言学专业）历年考研真题及详解试读：
2009年浙江大学714英语语言与语言学考研真题及部分详解
Part 1
Section A
Directions: Read the following two texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (20 points)Passage 1
Food companies have long wanted more freedom to make nutritional claims for their products. They looked on enviously as makers of dietary supplements, which operated under looser regulations, promoted the life-enhancing or even life-extending capabilities of their products.
After several court cases and pressure from the food industry, the Food and Drug Administration lightened up last year, deciding to permit health claims on food even when scientific evidence was less than conclusive. But getting what you want, as John Stuart Mill once observed, does not always turn out to be so satisfying.
So far, the agency has approved claims for walnuts and for a group of seven types of nuts. All of the nuts are said to have the potential to reduce the risk of heart disease.
Some companies seeking the new claims, however, are disappointed by the language that the agency has allowed, and have been slow to use it. Few nut brands have relabeled their packaging, but Planters, a unit of Kraft Foods, has been using the language on some of its dry-roasted peanuts.
Marketers of walnuts received permission to make health claims last July, and the FDA told the companies that they could put this language on their products: “Supportive but not conclusive research shows that eating 1.5 ounces per day of walnuts as part of a diet low in fat and cholesterol may reduce the risk of heart disease.”
Now, eight months after the approval, few if any walnut products carry a printed health claim. Consumer research by the walnut commission, which represents more than 5,000 growers and handlers, suggested that the claim would do little to promote sales. “When you tell the consumer ‘supportive but not conclusive’ and ‘may’—with all those qualifiers, the claim is not very meaningful,” Mr. Balint, chief executive of the California Walnut Commission said.
1. It can be inferred from the first paragraph that food companies have always believed that ______.
A. their products had life-enhancing functions
B. there should be stricter regulations governing dietary supplements makers
C. their products were superior to those dietary supplements
D. nutritional claim could promote sales of their products
2. In the past, FDA wouldn’t permit health claims on food unless ______.
A. companies producing the food could provide evidence on its health value
B. there were conclusive evidence with regard to its health value
C. scientists studying the food all agreed that it was healthful
D. it was proved in court that the food was beneficial to health
3. Although FDA allowed food companies to make health claims on their products, it ______.
A. set restrictions on the kind of language that they could use
B. gave permission only to companies making walnuts
C. gave permission only to companies whose products could reduce heart disease
D. only allowed Planters, a unit of Kraft Foods to do so
4. According to the printed health claims on walnut products, consumers might infer that ______.
A. eating 1.5 ounces of walnuts per day can reduce the risk of heart disease
B. walnuts can do nothing to reduce the risk of heart disease
C. walnuts are more important than a healthy diet in reducing the risk of heart disease
D. scientists are still not quite sure about walnuts’ reducing heart disease
5. The passage is mainly about ______.
A. the continuous conflict between food companies and FDA
B. the tricks used by food companies in advertisements
C. FDA’s restriction on health claims made by food companies
D. the influence scientific research has on food companiesPassage 2
Every year, there are thousands of college professors who, two or three times a week, offer what is largely the same basic lecture course in a subject like biology or Shakespeare’s comedies. A few of these professors offer the kind of brilliant lectures that fill classrooms and provide the kind of educational experience that students remember all their lives. Many of the rest offer something from mediocre to awful.
So, asked Taylor and Allen, Williams College philosophy professor, why don’t we identify these extraordinary lecturers, put their lectures on CDs, and sell them to universities that could supplement them with faculty-led discussions? The advantages seemed pretty clear. Colleges that employed the celebrity lecturers could help defray the cost of superstar salaries while enhancing their own! reputations. And schools that purchase the lectures could lower costs while improving the quality of their educational offering.
In business terms, this was nothing more complicated than bringing the proven benefits of scale economies, and high-tech distribution to higher education. But as you might have guessed, it was not exactly welcomed by an establishment that prides itself on remaining a quaint cottage industry.
Elite universities worried about “diluting” their brands and “polluting” their mission by joining in a profit-making enterprise. And faculties immediately saw a threat not only to their jobs and salaries, but a lifestyle and teaching model that had cosseted them for centuries. So after several years of trying, the effort was scrapped.
There are lots of reasons why higher education has been able to resist the kind of rationalization every other industry has gone through. Mostly these have to do with the imperfect price competition that comes with a “status” good, particularly one that gets lots of government subsidy and has been rising quickly in economic value. But there is evidence that all that may be about to change.
With government cutting subsidies, there is finally enough financial pressure on public colleges that they have no choice but to consider making fundamental changes in the way teaching is organized.
At the same time, colleges are beginning to face real competition from for-profit universities that can charge lower fees by making skillful use of digitized lectures and online discussions.
Obviously, this competition poses more of a threat to third-rank colleges than it does to Harvard and Georgetown. But give it time.
6. Which of the following statements is true of the first paragraph?
A. Colleges offer too many basic courses every year.
B. Subjects such as biology or Shakespeare’s comedies are out of date.
C. Many college professors offer unsatisfactory lectures.
D. Students cannot tell a good lecture from an awful one.
7.What did Taylor and Allen advise?
A. Colleges should employ the celebrity professors.
B. The extraordinary professors’ lectures should be put on CDs and sold to universities.
C. Colleges should provide students with educational experience that they will remember forever.
D. Colleges should improve the quality of their educational offerings.
8. Why are some universities against the advice?
A. They believe colleges’ mission should not be related to making profit.
B. Teachers crave for new lifestyle and teaching model.
C. Some universities are afraid to lose their government subsidy.
D. Some universities resist the idea of “cottage industry”.
9. What is the threat public colleges are facing according to the author?
A. Diluted brands of Elite universities.
B. Fundamental changes in the teaching methods.
C. Government’s cutting subsidies.
D. The low quality of professors.
10. What is the author’s attitude towards digitalized lectures?
A. Digitalized lectures are not as good as they seem to be.
B. Digitalized lectures will deprive college staff of their position.
C. Third-rank colleges should use more of them than Harvard.
D. Universities could lower costs by making skillful use of them.
Section B
Directions: Read the article below. Choose the best sentence from the list to fill each of the gaps. For each gap (11-20) mark one letter (A-L) on your Answer Sheet. Do not mark any letter twice. There are extra sentences you do not need to use. (20 points)
In 1977 Irene Pepperberg, a recent graduate of Harvard University, did something very bold. At a time when animals still were considered automatons, she set out to find what was on another creature’s mind by talking to it. She brought a one-year-old African gray parrot she named Alex into her lab to teach him to reproduce the sounds of the English language. “I thought if he learned to communicate, I could ask him questions about how he sees the world.”
When Pepperberg began her dialogue with Alex, who died last September at the age of 31, many scientists believed animals were incapable of any thought. (11) ______ Any pet owner would disagree. We see the love in our dogs’ eyes and know that, of course, Spot has thoughts and emotions. (12) ______ Gut instinct is not science, and it is all too easy to project human thoughts and feelings onto another creature. How, then, does a scientist prove that an animal is capable of thinking—that it is able to acquire information about the world and act on it?
(13) ______ They were seated—she at her desk, he on top of his cage—in her lab, a windowless room about the size of a boxcar, at Brandeis University. Newspapers lined the floor; baskets of bright toys were stacked on the shelves. They were clearly a team—and because of their work, the notion that animals can think is no longer so fanciful.
Certain skills are considered key signs of higher mental abilities: good memory, a grasp of grammar and symbols, self-awareness, understanding others’ motives, imitating others, and being creative. (14) ______ Scrub jays know that other jays are thieves and that stashed food can spoil; sheep can recognize faces; chimpanzees use a variety of tools to probe termite mounds and even use weapons to hunt small mammals; dolphins can imitate human postures; the archerfish, which stuns insects with a sudden blast of water, can learn how to aim its squirt simply by watching an experienced fish perform the task. (15) ______
Thirty years after the Alex studies began, Pepperberg and a changing collection of assistants were still giving him English lessons. The humans, along with two younger parrots, also served as Alex’s flock, providing the social input all parrots crave. Like any flock, this one—as small as it was—had its share of drama. Alex dominated his fellow parrots, acted huffy at times around Pepperberg, tolerated the other female humans, and fell to pieces over a male assistant who dropped by for a visit.
Pepperberg bought Alex in a Chicago pet store. (16) ______ Given that Alex’s brain was the size of a shelled walnut, most researchers thought Pepperberg’s interspecies communication study would be futile.
(17) ______
Chimpanzees, bonobos, and gorillas have been taught to use sign language and symbols to communicate with us, often with impressive results. (18) ______ Nevertheless, this is not the same thing as having an animal look up at you, open his mouth, and speak.
Pepperberg walked to the back of the room, where Alex sat on top of his cage preening his pearl gray feathers. He stopped at her approach and opened his beak.
(19) ______“He hasn’t had his breakfast yet,” Pepperberg explained, “so he’s a little put out.”
Alex returned to preening, while an assistant prepared a bowl of grapes, green beans, apple and banana slices, and corn on the cob.
(20) ______“Apples taste a little bit like bananas to him, and they look a little bit like cherries, so Alex made up that word for them,” Pepperberg said.
A. The bonobo Kanzi, for instance, carries his symbol-communication board with him so he can “talk” to his human researchers, and he has invented combinations of symbols to express his thoughts.
B. Bit by bit, in ingenious experiments, researchers have documented these talents in other species, gradually chipping away at what we thought made human beings distinctive while offering a glimpse of where our own abilities came from.
C. Large animals are limited mainly to the river, stream and lake areas during the winter, and are easily observed by ski and snowmobile visitors.
D. They were simply machines, robots programmed to react to stimuli but lacking the ability to think or feel.
E. “Some people actually called me crazy for trying this,” she said. “Scientists thought that chimpanzees were better subjects, although, of course, chimps can’t speak.”
F. Under Pepperberg’s patient tutelage, Alex learned how to use his vocal tract to imitate almost one hundred English words, including the sounds for all of these foods, although he calls an apple a “banerry.”
G. “Want grape,” Alex said.
H. She let the store’s assistant pick him out because she didn’t want other scientists saying later that she’d deliberately chosen an especially smart bird for her work.
I. “That’s why I started my studies with Alex,” Pepperberg said.
J. He didn’t seek credit and in fact tried not to be viewed as an advocate of any one idea.
K. But such claims remain highly controversial.
L. But just two decades later there’s a very real possibility of their extinction in the Northwest Atlantic.
M. And Alex the parrot turned out to be a surprisingly good talker.
Section C
Directions: Read the article below. Fill in each of the blanks with one word. (20points)
They spend more time in doctors’ offices than most parents. They endure stares from strangers but feel as if they and their children are invisible. They often find (21) fighting for their kids, not just raising them. Earlier, and perhaps more dramatically, they wrestle with the complex emotions (22) come from knowing that a child might never (23) the lofty dreams that a parent often envisions (24) the child’s birth.
(25) the parents of children who have Down syndrome say that raising a child with a disability can also unlock profound and uplifting truths about themselves, their children and the value of life in (26) that others could never see.
Suddenly, people are looking.
Since Alaska Gov. Sarah Palin (27) the vice presidential race as Sen. John McCain’s GOP running mate, she has been making the case that she can (28) a government and a family with children, (29) a 5-month-old son with Down syndrome. Her decision to give birth to her son Trig, (30) a prenatal diagnosis of his Down syndrome, also underscored to some people her antiabortion stance.
The attention on Palin and her family has spilled over to people such as Adrianne Pedlikin, a Vienna mother of three, including a 10-year-old son who has Down syndrome.“People keep asking me, “So what do you think?’ I (31) saying, ‘What is it exactly you want my opinion about?’” Pedlikin said. “People are (32) much more attention to us…. Before, kids would stare, but (33) adults. Everybody’s curious: ‘What’s it (34) to have a kid with Down syndrome?’”
For Pedlikin and her husband, Philip, raising a boy with Down syndrome can be trying. They love their son deeply, act as forceful advocates for him and say his birth has (35) their worldview in a positive way, but they acknowledge that their (36) are much harder, more emotionally wrenching and often lonely.
Other (37) of children with Down syndrome, although thankful that medical approaches and
anti-discrimination laws have (38) more possibilities for their children than before, say their children’s disabilities often require more of them than other parents face. They (39) a lot of time fighting with schools to include their children, despite the Americans With Disabilities Education Act. They constantly push back against the low (40) people have for their children.【答案】Part 1 略
Part 2
Section A
Directions: Define and explain briefly the following terms. (20 points)
1. suprasegmental features
答案：
Suprasegmental features are those aspects of speech that involve more than single sound segments. The principal suprasegmental features are syllable, stress, tone and intonation.
2. phatic function of language use
答案：
Phatic function of language use refers to the use of the language which often consists of small, seemingly meaningless expression for setting up a certain atmosphere or maintaining social contacts rather than for exchanging information or ideas. For example, greetings, farewells, and comments on the weather in English could serve this function.
3.the Sapir-Whorf hypothesis
答案：
Sapir-Whorf hypothesis consists of two parts: linguistic determinism and linguistic relativity. Linguistic determinism refers to the notion that a language determines certain nonlinguistic cognitive processes. Different languages offer people different ways of expressing around, they think and speak differently. Linguistic relativity refers to the claim that the cognitive processes that are determined are different for different languages. Thus, speakers of different languages are said to think in different ways. The hypothesis is now interpreted mainly in two different ways: a strong version and a weak one. The strong version believes that the language patterns determine people’s thinking and behavior; the weak one holds that the former influence the later. So far, many researches and experiments conducted provide support to the weak version.
4.image schema
答案：
Image schema is a recurring, dynamic pattern of our perceptual interactions and motor programs that gives coherence and structure to our experience.
Image schema exists at a level of abstraction, operates at a level of mental organization between proposition structures and concrete image, and it can be subdivided into the following items: a center-periphery schema, a containment schema, a cycle schema, a force schema, a link schema, a part-whole schema, an end-of-path schema, a scale schema and a verticality schema.
5.interlanguage
答案：
Interlanguage. It refers to the type of language constructed by second or foreign language learners who are still in the process of learning a language. It’s a language system between the target language and the learner’s native language, and imperfect compared with the target language, but not mere translation from the learner’s native language. For example, when a Chinese student is learning English, he may make errors like “to touch the society”.
Section B
Directions: Answer any seven of the following questions. (70 points)
1. What are the basic differences between phonetics and phonology?
答案：
By definition, phonetics is the study of speech sounds, including the production of speech, while phonology is the study of the rules governing the structure, distribution, and sequencing of speech sounds and the shape of syllables. Both phonetics and phonology are concerned with speech. Phonetics is the study of the production, perception, and physical properties of speech sounds; phonology attempts to account for how they are combined, organized, and convey meaning in particular languages. Phonetics is the study of actual sounds, that is, the analysis and modeling o the speech signal; phonology is concerned with a more abstract description of speech sounds and tries to describe the regularities of sound patterns in different languages or within a language. In this sense, phonetics is concrete, while phonology is abstract. What phonetics studies is the speech sound, namely phone, while what phonology studies is phoneme.
2. Use examples to define “gradable antonymy”, “complementary antonymy”, and “converse antonymy”.
答案：
Gradable antonymy is the sense relation between two anyonyms which differ in terms of degree. There is an intermediate ground between the two. The denial of one is not necessarily the assertion of the other. Something which is not “good” is not necessarily “bad”. It may simply be “so-so” or “average”.
Complementary antonymy is the sense relation between the two antonyms which are complementary to each other. That is, they
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