20082015專八改錯(cuò)真題及答案

1、2000 年 -2015 年專八短文改錯(cuò)試題 2015 年 3 月 21 日專業(yè)八級(jí)考試改錯(cuò) When I was in my early teens, I was taken to a spectacular show on ice by the mother of a friend. Looked round a the luxury of the1. rink, my friend s mother remarked on the “plush ” seats we had been given. I did not know what she meant, and being prou

2、d of my2. vocabulary, I tried to infer its meaning from the context. “Plush” was clearly intended as a complimentary, a positive evaluation; that3. much I could tell it from the tone of voice and the context. So I4. started to use the word. Yes, I replied, they certainly are plush, and so are the ic

3、e rink and the costumes of the skaters, arent they? My friend s mother was very polite to correct me, but I could tell from her5. expression that I had not got the word quite right. Often we can indeed infer from the context what a word roughly means, and that is in fact the way which we usually acq

4、uire both6. new words and new meanings for familiar words, specially in our7. own first language. But sometimes we need to ask, as I should have asked for Plush, and this is particularly true in the8. aspect of a foreign language. If you are continually surrounded by9. speakers of the language you a

5、re 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 改錯(cuò) There is widespread consensus among scholars that second language acquisition (SLA) emerged as a distinct field of research fr

6、om 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 the explanation f

7、or 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, are relevant i

8、n 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 an individual

9、 attempts to do (7) so. Whether one labels it“l(fā)earning ” or “ acquiring ” an additional language, 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 capabilities are involv

10、ing, 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 專八短文改錯(cuò)試題 Psycho-linguistics is the name given to the study of the psychological processes involv

11、ed 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 most of time,

12、 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 it; if a relativ

13、e 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 these examples(8) o

14、f what might be called “l(fā)anguage 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 get at what is happening.

15、 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 spirit, not the letter; th

16、e(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 that the linguistic barrier

17、s 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) extreme “l(fā)iteralists ” Walter Be

18、njamin and Vladimir Nobokov. The argument was theoretical: the purpose of the translation, the nature of the readership, the type of the text, was not discussed. Too often, writer, translator and reader were implicitly identified with each other. Now, the context has changed, and the basic problem r

19、emains. (10) 2011 年專八真題改錯(cuò)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 nature and that soon or lat

20、er I should have to settle down 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 reasons I was somewhat lonely, and I soon developed disagreeing mannerisms which made me unpopular throughout

21、 my 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 of being isolated and undervalued. I knew that I had a facility with words and a power of facing

22、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 and boyhood would not amount to half a dozen pages. I wr

23、ote my first poem at the age of four or five, my mother taking it down to dictation. 1 2 3 4 5 6 7 8 9 10 2010 年專八真題改錯(cuò)部分 So far as we can tell, all human languages are equally complete and perfect as instruments of communication: that is, every language appears to be well equipped as any other to sa

24、y the things their speakers want to say. 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 not the fault

25、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 those sometimes miscalled primitive) is inherently more precise and subtle than English. This example does not come t

26、o light a defect in English, a show of unexpected primitiveness. The position is simply and obviously that the Eskimos and the English live in similar environments. The English language will be just as rich in terms for different kinds of snow, presumably, if the environments in which Englishwas hab

27、itually used made such distinction as important. 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. 2009 1 2 3 4 5 6 7 8 9 10 (1) The previous section has sh

28、own how quickly a rhyme passes from one school child to the next and illustrates the further difference (2) (3) (4) (5) (6) (7) (8) (9) (10) between school lore and nursery lore. In nursery lore a verse, learnt in early childhood, is not usually passed on again when the little listener has grown up,

29、 and has children of their own, or even 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 pass

30、es 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 shown to have been currently for a hundred years, or even just for fifty, it follows that it has been retransmitted

31、 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 2008 年專八真題 短文改錯(cuò) The desire to use language as a sign of national identity is a ver

32、y natural 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, t

33、here were proposals that independence should be linguistically accepted by the use of a 5 different language from those of Britain. There was even one 6 proposal that Americans should adopt Hebrew. Others favoured the adoption of Greek, though, as one man put it, things would certainly be simpler fo

34、r Americans if they stuck on to English 7 and made the British learn Greek. At the end, as everyone 8 knows, the two countries adopted the practical and satisfactory solution of carrying with the same language as before. 9 Since nearly two hundred years now, they have shown the world 10 that politic

35、al independence and national identity can be complete without sacrificing the enormous mutual advantages of a common language. customer. 2015 1.looked 改成 looking 2. she 后面加 had 3.去掉第二個(gè) a 4.去掉 it 5. polite 改成 politely 6. which 改成 that 7. specially 改成 especially 8. this 改成 it 9. continually 改成 often 1

36、0. mend 改成 narrow 2014 1. 把 of 去掉。 2. 把 possessed 改成 attracted， 3. 把 a 改成 the 4. 在 facts 和 adults 之間加個(gè) that， 5. 把第二個(gè) the 去掉。 6. 把第二個(gè) of 改成 in 7. 把 attempts 改成 attempt 8. 把 or 改成 and 9. what 改成 how 10. 把 touche 改成 touches 2013 1. production 改成 producing 2. 去掉 the 3. 去掉 accurately 前面的 so 4. looking 改為

37、 look 5. we 前面加 that 6. 去掉 colleague 后面的 has 7. their 改成 his 8. anyone 改成 pure 老師 someone 9. evolved 改成 involved 10. were 改成 are 2012 參考答案： 1 going since加入 on 題解： go on的意思是“繼續(xù)” ，符合句子表達(dá)的含義“爭(zhēng)論一直在繼續(xù)” 。 2 certain改為 a certain 題解：此處要表達(dá)的意思是“很多作家喜歡一種自由的翻譯方法” ，第一次出現(xiàn)這種方法應(yīng)該加上不定 冠詞。 3 rather改為 not 題解：根據(jù)原句的句子結(jié)構(gòu)，

38、 rather 應(yīng)改為 not。 4 is 改為 was 題解：此句應(yīng)該為過去時(shí)。 5 in 改為 at 題解： at the turn of 19th century“十九世紀(jì)之初” ，是固定搭配。 6 the 刪去第二個(gè) the 題解：這里并沒有特指某種語(yǔ)言，所以不用定冠詞。 7 view translation 加入 that 題解：在 view 和 translation 之間加上 that，可將“ translation was impossible ”看成 view 的同位語(yǔ)。 8 was刪去 was 題解：條件狀語(yǔ)從句?？梢允÷灾髡Z(yǔ)和系動(dòng)詞。 9 culminated the加入

39、 in 題解： culminate in 是“以 告終”的意思，符合上下文含義。 10 and 改為 but 題解：原句意思“現(xiàn)在背景變化了，但是基本問題依然存在” ，兩句話之間應(yīng)該是轉(zhuǎn)折關(guān)系 2011 1， 在 grow 后加 up, 考固定短語(yǔ) 2， 改 consience 為 consciousness 考詞語(yǔ)區(qū)別， consience 翻譯為 “良心，道德心 ” , consiousnes翻s 譯為 “意 識(shí)” 3， 改 soon 為 sooner， sooner or later 是固定短語(yǔ) 4， 在 child 前加 middle, 考上下文理解。 作者是三個(gè)孩子句中的那位 5，

40、改 disagreeing 為 disagreeable ，disagreeing 只能作動(dòng)名詞， 不能作形容詞。 disagreeable mannernisms 令人討厭的習(xí)慣 6， 改 imaginative 為 imaginary, 考詞語(yǔ)區(qū)別 imaginative 翻譯為 “有想象力的 ”，imaginary 翻譯為 “想象 的，虛構(gòu)的 ” 7， 改 literal 為 literary , 考詞義區(qū)別， literal 翻譯為 “字面的 ”， literary 翻譯為 “文學(xué)方面的 ” 8， 去掉 face 后的 in ， face 接賓語(yǔ)時(shí)是及物動(dòng)詞。考動(dòng)詞的基本用法 9， 在

41、 world 后加 in 或者改 which 為 where, 考定語(yǔ)從句 10， 改 Therefore 為 However 或者 Nevertheness, 考語(yǔ)境。 感悟： 11 專八改錯(cuò)相對(duì)前幾年專八改錯(cuò)要簡(jiǎn)單一點(diǎn)。本人認(rèn)為詞義區(qū)別考得過多了。 2010 2010 年專八真題改錯(cuò)參考答案以及分詞 1 be 后插入 as; as as引導(dǎo)的比較級(jí) 2 their 改為 its; its 代替 every language 3 There 改為 It; It 此處作為形式主語(yǔ)，真正的主語(yǔ)是后面的不定式 4 Whereas 改為 But ； 語(yǔ)境需要表示轉(zhuǎn)折的連詞， whereas 表示對(duì)比

42、 5 further 改為 much further 不能修飾比較級(jí) 6 come 改為 bring;(sth)come to light , bring sth to light bring to light the defect of English =bring the defect of english to light 揭示英語(yǔ)的缺陷 7 similar 改為 different; 根據(jù)語(yǔ)境應(yīng)該用 different 8 will 改為 would; 虛擬語(yǔ)氣 9 as important 去掉 as; 10 the part 去掉 the 或者改 the 為 abe/become/

43、form (a) part of 是固定短語(yǔ) 2009 答案分析： (1) the further difference 改為 a further difference (此次應(yīng)該用不定冠詞表示泛指) (2) 改 when 為 until, 結(jié)構(gòu) not.until 翻譯為 “直到 才 ” (3) their 改為 his(代詞與前文 a little listener 在單復(fù)數(shù)上保持一致) (4) something 改為 anything 此處指二十到七十的任何時(shí)段 (5) therefore 改為 however (根據(jù)上下文邏輯關(guān)系) (6) in the general 去掉 the

44、 (習(xí)慣用法 in general 表示總的來說，一般不用冠詞) (7) currently 改為 current (這里起的是表語(yǔ)的作用，需要形容詞而不是副詞) (8) it has passed改為 it has been passed (與分號(hào)前的被動(dòng)保持一致) (9) live 改為 alive alive 翻譯為“鮮活的”，一般作補(bǔ)語(yǔ)； live 翻譯為“現(xiàn)場(chǎng)轉(zhuǎn)播的；活的 ”，一般作定語(yǔ) (10) to let alone 改為 let alone (let alone 為習(xí)慣搭配，意思是 “更不用說 2008 1. in result 改成 in consequence， 2 mo

45、ves 改成 movements. 3 distinctive 改成 distinct 或 different 4 在 time 后加 when 5 accepted 改成 realized 6 those改成 that 7 刪除 on, 8 At 改成 In 9 carrying with 改成 carrying on with 10 now 改成 ago 2007 1, 改 and為 or, any languagages today or recordsof ancient languages 是并列成分，在否定句中用 or 2, 改 show 為 showing, 現(xiàn)在分詞作定語(yǔ) 3，

46、刪除 the, 表示泛指 4，改 and為 but, 根據(jù)語(yǔ)境此處是轉(zhuǎn)折 5，改 large為 larger, 后面有 than, 應(yīng)該用比較級(jí) 6，改 in 為 on, on other grounds 基于其“它 理由”，為固定搭配 7，改 return 為 response , in response to 對(duì)“作出反應(yīng)” 8，刪除 on, emphasize sth emphasize是及物動(dòng)詞 9，在 large 前加 a, extent 是可數(shù)名詞，前面要加冠詞。to a large extent翻譯為“在很大程度上” 10，改 these為 those those that/wh

47、o 為固定形式 2006 1, 改 agreeing為 agreed agreed conventions翻譯為“習(xí)俗” 2， words 前加 the, 此處為特指 3，改 in 為 at at one s dispo為sa固l 定短語(yǔ)，翻譯為 “由某人做主” 4，改 enables為 enable，定語(yǔ)從句與先行詞 vocabulary and a set of grammatical rules 保持一致 5，刪除 the, 此處需要泛指 6，改 old 為 older, 此處需要比較級(jí) 7，改 seen為 understood， system應(yīng)該是被理解 8，刪除 it take st

48、h for granted take it for granted that 9, 改 or 為 and ,語(yǔ)境需要并列關(guān)系而不需選擇關(guān)系 10， most 前加 the, 形容詞最高級(jí)中 that一般不能省略 2005 1. investing 應(yīng)改為 invested，過去分詞作定語(yǔ) 2. 在 irrespective 和 fluctuations 之間加上介詞 of。irrespectiveOf 是一固定用法，意指“不論，不管，不顧，” 等，此處指公司不顧收入的波動(dòng)變化。 3. 把 those改為 that， that 此處代替 outlook 4在 fact 和 economic 之間

49、力口上關(guān)系代詞 that。這是一個(gè)同位語(yǔ)從語(yǔ)， that 在同位語(yǔ)從句中是不能省 略的 . 5把定冠詞 the 去掉 , in school 表示上學(xué)這個(gè)抽象意義 6把形容詞 poor 改為其比較級(jí) poorer。這句中的 poor 與后面的 more形成一對(duì)比較關(guān)系，表示 “越 越” 7在 ways 和 which 之間加上一個(gè)介詞 in。 8這里應(yīng)該用動(dòng)詞的 lng形式，即 eliminating ，以便使句型結(jié)構(gòu)與前面的 giving(students a governance role) 保持一致，否則句子結(jié)構(gòu)和意思都顯得不正確。 9將 shorten(縮短；使變短 )改為 reduc

50、e/lesson/weaken。此處屬于用詞不當(dāng)。 10將 to give discounts on 改為 to give discounts to their best customer 。意為實(shí)業(yè)公司給最好的客戶提供 優(yōu)惠。 Give discounts to sb 為固定短語(yǔ) 2004 1.,在 set 后加 up,set up“建立、成立”是固定短語(yǔ) 2. 答案： consisted consisting/composed 3. 答案： in on 【詳細(xì)解答】固定搭配 on .occasions 4. 答案 rely 后加 on 【詳細(xì)解答】固定搭配 rely on sb. to d

51、o something 5. 答案： make out make 【詳細(xì)解答】 make out 意思是“辨認(rèn)出”，而此處意思是“對(duì).做詳細(xì)的研究”，故用“make detailed studies of. 即”可 。 6. 答案： its their 【詳細(xì)解答】此處指代的是 “investigations 故”用, 復(fù)數(shù)。 7.答案： public the public 【詳細(xì)解答】 the +adj. 可表示某一類人，此處意思是 “面向公眾”，故應(yīng)用“the public ?！?8.答案： nevertheless therefore/ thus 【詳細(xì)解答】此處不是表示意思的轉(zhuǎn)折，而是

52、與前文構(gòu)成因果關(guān)系，故可改為therefore 或 thus。 9.答案： interests interest 【詳細(xì)解答】 此處看成不可數(shù)名詞為佳 10.答案： these those 【詳細(xì)解答】 those 指代 witnesses , 即指代名詞復(fù)數(shù)做定語(yǔ)從句的先行詞，而these不行 2003 1. 答案： height hig，h high 作為名詞翻譯為“最高水平” ，又如 reach an all-time high 2答案：刪除 a 【詳細(xì)解答】 此處 steady decline 指穩(wěn)定下降的行為、過程而不是其結(jié)果，為不可數(shù)名詞，故應(yīng)去 掉定冠詞 a。 3答案： went

53、 后加 on 【詳細(xì)解答】 go on 為固定搭配，意為 “持續(xù)”。 4 答案： high higher 【詳細(xì)解答】 后面有 than，此處應(yīng)為比較級(jí)。 5 答案： Europe European 【詳細(xì)解答】 根據(jù)上下文，此處應(yīng)用形容詞作定語(yǔ)修飾名詞counterparts。 6 答案： more 【詳細(xì)解答】 由上下文可知， more 與 equally 矛盾，故應(yīng)去掉。 7 答案： neverth eless also 【詳細(xì)解答】 由上下文可知，此處講的內(nèi)容與前部分內(nèi)容之間為遞進(jìn)關(guān)系，而非轉(zhuǎn)折關(guān)系。 8 答案： that those 【詳細(xì)解答】 由上下文可知，此處所指代的應(yīng)為前面復(fù)

54、數(shù)形式的marriages，故指示代詞也應(yīng)該用 復(fù)數(shù)形式。 9 答案： Since Although （或 While ） 【詳細(xì)解答】 從邏輯上講，此處應(yīng)表達(dá)讓步關(guān)系，而非因果關(guān)系。 10 答案： in to 【詳細(xì)解答】 toextent 為固定搭配，意為 “到程度 ” 2002 答案與詳解 1.答案： 【詳細(xì)解答】前半句意為 “發(fā)音是在無意識(shí)之中學(xué)成的 ”，后半句意為 “拼寫是有意識(shí)地學(xué)成的 ”，它們之 間是對(duì)比關(guān)系，故應(yīng)該用連詞 while 來連接。 2. 答案： 【詳細(xì)解答】 be unconscious of 是固定搭配，意為 “無意識(shí)地，未意識(shí)到 ”。即 “我們之中很多人一輩子都

55、 不知道自己的話聽起來是什么樣的 ”。 3. 答案： speak 后加 it 【詳細(xì)解答】 speak out意為“大膽地說出 ”，在這里句意不通。 在 speak out中加上 it ，指代前面的 speech， 意為 “當(dāng)我們說出話后，自己聽起來像什么 ”。 4. 答案： 【詳細(xì)解答】 firstly 表示順序中的 “第一 ”， first 則表示時(shí)間上的 “第一次，首次 ”。這里是說 “當(dāng)我們第一 次聽到自己的錄音時(shí)，通常會(huì)震驚 ”。故應(yīng)將 firstly 改為 first 才合乎句意。 5. 答案： 【詳細(xì)解答】在定語(yǔ)從句中，如果先行詞是代詞something， everything ， nothing ， little ，few 等時(shí)，關(guān) 系詞應(yīng)用 that 而不是 which ，故此處應(yīng)將 which 改為 that。 6. 答案： 【詳細(xì)解答】本文通篇用的都是一般現(xiàn)在時(shí)，所以此處也應(yīng)用一般