-英語專業(yè)八級改錯真題及答案持續(xù)更新文字答案校對版

1、1995-2017 年英語專業(yè)八級改錯真題及答案（文字 /答案校對版）2017 年改錯真題 The ability to communicate is the primary factor that distinguishes human beings from animals. And it is the ability to communicate well which distinguishes one individual from another.The fact is that apart from the basic necessities, one needs to be eq

2、uipped with habits for good communication skills, thus this is what will make one a happy and successful social being.In order to develop these habits, one needs to first acknowledge the fact that they need to improve communication skills from time to time.They need to take stock of the way how they

3、 interact and the direction in which their work and personal relations are going. The only constantin life is change, the more one accepts ones stren gths and works towards dealing with their shortcomings, specially in the area of communication skills, the better will be their interactions and the m

4、ore their social popularity.The dominated question that comes here is: How to improve communication skills? The answer is simple. One can find plenty of literature on this. There are also experts, who conduct workshops and seminars based on communication skills of men and women. In fact, a large num

5、ber of companies are bringing in trainers to regularly make sessions on the subject, in order to help their work force maintain better interpersonal work relations. Today effective communication skills have become a predominant factor even while recruiting employees. While interviewing candidates,mo

6、st interviewers judge them on the basis of the skills they communicate with.They believe that some skills can be improvised on the job; but ability to communicate well is important, as every employee becomes the representing face of the company.There are trainers, who specialized in delivering custo

7、m-made programs on the subject. Through the sessions they not only facilitate better communication skills in the workplace, but also look into the problems in the manner of being able to convey messages effectively. 2016 年改錯真題All social units develop a culture. Even in two-person relationships, a cu

8、lture develops in time. In friendship and romantic relationships, for example, partners develop their own history, shared experiences, language patterns, habits, and customs give that relationship a special character a character that differs it in various ways from other relationships. Examples migh

9、t include special dates, places, songs, or events that come to have a unique and important symbolic meaning for the two individuals. Thus, any whether a relationship, group, organization, or social unit society develops a culture with the passage of time. While the defining characteristics of each c

10、ulture are unique, all cultures share certain same functions. The relationship between communication and culture is a very complex intimate one. Cultures are created through communication; that is, communication isthe means of human interaction, through it cultural characteristics are created and sh

11、ared. It is not so much that individuals set out to create a culture when they interact in relationships, groups, organizations, or societies, but rather than that cultures are a natural by-product of social a sense, cultures are the “ residue ” of social communication. Without communication and com

12、munication media, it would be impossible to have and pass along cultural characteristics from one place and time to another. One can say, furthermore, that culture is created, shaped, transmitted, and learned through communication.2015 年改錯真題When I was in my early teens, I was taken to a spectacular

13、show Looked round at the luxon ice by the mother of a friend. ury of the 1. _on the “ plush ”seats werink, my friend smother remarked had been given. I did not know what she meant, and being proud of my vocabulary, I tried to infer its meaning from the context. “ Plush ”was clearly intended it as a

14、complimentary, a positive evaluation; that tell 3. _ much I could from the tone of voice and the context. So I 4. _ started to use the word. Yes, I replied, they certainly areplush, and so are the ice rink and the costumes of the skaters, arent they? My friend s mother was very polite to correct me,

15、 but I couldtell from her 5. _ expression that I had not got the word quite right. Often we can indeed infer from the context what a wordroughly means, and that is in fact the way which we usually acquire both 6. _ new words and new meanings for familiar words, specially inour 7. _ own first languag

16、e. But sometimes we need to ask, as I should have asked for plush , and this is particularly true in the aspect of a foreign language. If you are continually surrounded by of the language you 9_you can ask themspeakers are learning, directly, but often this opportunity does not exist for the learner

17、 of English. have been developed to mend the gap. So dictionaries 10. _2014 年改錯真題 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.There is a high level of agreement that the following quest

18、ions have possessed the most attention of researchers in this area: Is it possible to acquire an additional language in thesame sense one acquires a first language? What is the explanation for the fact adults have more difficulty in acquiring additional languages than children have? What motivates p

19、eople to acquire additional languages?What is the role of the language teaching in 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 field it is clear that all the approa

20、ches adopted to study the phenomena of SLA so far have one thing in common: The perspective adopted to view the acquiringof an additional language is that of an individual attempts to do so. Whether one labels it “ learning ” or “ acquiring ” an additionallanguage, it is an individual accomplishment

21、 or what is under focus is the cognitive, psychological, and institutional status of an individual. That is, the spotlight is on what mental capabilities areinvolving, what psychological factors play a role in the learning or acquisition, and whether the target language is learnt in theclassroom or

22、acquired through social touch with native speakers. 2013 年改錯真題Psycho-linguistics is the name given to the study of thepsychological processes involved in language. Psycholinguistics study understanding, production and remembering language, and hence are concerned with listening, reading, speaking, w

23、riting, and memory for language. One reason why we take the language for granted is that itusually happens so effortlessly, and most of time, so accurately. Indeed, when you listen to someone to speaking, or looking at this page, you normally cannot help but understand it. we might becoIt is only in

24、 exceptional circumstances me aware of the complexity involved: if we are searching for a word butcannot remember it; if a relative if or colleague has had a strokelwhich has their language; we observe a child acquire influenced anguage; if we try to learn a second language ourselves as an adult; or

25、 if we or hearing-impaired or if we meet anyoare visually impaired ne else who is. As we shall see, all these examples a great deaof what might be called “ languagein exceptional circumstances ”reveal l about theautomatic, wprocesses evolved in speaking, listening, writing and reading. But given tha

26、t language processes were normally so e also need to carry out careful experiments to get at what is happening. 2012 年改錯真題r The central problem of translating has always been whetheto translate literally or freely. The argument has been going since at least the first century . Up to the beginning of

27、 the 19th century, many writers favored certain kind of “ free ”translation: the spirit, not the letter; the sense not the word; the message rather the form; the matter not the manner. This is the often revolutionary slogan of writers who wanted the truth to be read and understood. Then in the turn

28、of 19th century, when the study of cultural anthropology suggested that the linguistic barriers were insuperable and that the language was entirely the product of culture, the view translation was impossible gained some currency, and with it that, if was attempted atall, it must be as literal as pos

29、sible. This view culminated the statement of the extreme “ literalists”Walter Benjamin 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. identified with each Too often, writer, translator and reade

30、r were implicitly other. Now, the context has changed, and the basic problem remains. 10. _2011 年改錯真題 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 wi

31、th the conscience that I was outraging my true nature and that soon or later 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

32、I soon developed disagreeing mannerisms which made me unpopular throughout 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 u

33、ndervalued. I knew that I had a facility with words and 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 . seriously intended writing which I produced all throug

34、h my childhood and boyhood would not 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 年改錯真題So far as we can tell, all human languages are equallyiscomplete and perfect as instruments of communication: that , every language ap

35、pears to be well equipped as any other tosay 1_say. the things their speakers want to 2_There may or may not be appropriate to talk about primitive 3_peoples or cultures, but that is another matter. Certainly, not all groups of people are equally competent in nuclear physics orpsychology or the cult

36、ivation of rice . Whereas this is notthe 4_fault of their language. The Eskimos , it is said, can speak about snow with further more precision and subtlety than we can in 5_English, but this is not because the Eskimo language (one of those sometimes miscalled primitive) is inherently more precise an

37、d subtle than English. This example does not come to light adefect 6_in English, a show of unexpected primitiveness. The position is simply and obviously that the Eskimos and the English live in similar 7_environments. The English language will be just as rich in terms 8_for different kinds of snow,

38、 presumably, if the environmentsin which Englishwas habitually used made such distinction as important. 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 Eskimoslife. 1

39、0_For obvious historical reasons, Englishmen in the nineteenth century could not talk about motorcars with the minute discrimination which is possible today: cars were not a part of their culture. But they had a host of terms for horse-drawn vehicles which send us, puzzled, to a historical dictionar

40、y when we are reading Scott or Dickens. How many of us could distinguish between a chaise, a landau, a victoria, a brougham, a coupe, a gig, a diligence, a whisky, a calash, a tilbury, a carriole, a phaeton, and a clarence?2009 年改錯真題The previous section has shown how quickly a rhyme passes from to t

41、he next and illustrates the further dione school child fference between school lore and nursery lore. In nursery lore a verse,learnt in is not usually passed on again when the liearly childhood, ttle listener has grown up, and has children of their own, or even grandchild The period between learning

42、 a nursery rhyme and transmittingit may be something from twenty to seventy 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, or nearly so, since it is uncommon for the difference inag

43、e between playmates to be more than five years. If, years, otherefore, a playground rhyme can be shown to have been currently for a hundred r even just over afor fifty, it follows that it has been retransmitted nd over; very a chain of two or three hundrpossibly it has passed along ed young hearers

44、and tellers, and the wonder is that it remains liveafter so much it bears resemblance to the handling, to let alone that 2008 年改錯真題The desire to use language as a sign of national identity is a one, and in result language has played a promivery natural nent part in national moves. Men have often fel

45、t the need to cultivate a given language to show that they are distinctive from another race whose hegemony they resent. At the time the United States split off from Britain, for example, there were proposals that independence should be linguistically accepted by the use ofa different language from

46、those of Britain. There was even oneproposal that Americans should adopt Hebrew. Others favoured the adoption of Greek, though, as one man put it, things would certainly be simpler for Americans if they stuck on to English and made the British learn Greek. At the end, as everyoneknows, the two count

47、ries adopted the practical and satisfactory solution of carrying with the same language as before. worSince nearly two hundred years now, they have shown the ld that political independence and national identity can be complete without sacrificing the enormous mutual advantages of a common language.

48、2007 年改錯真題From what has been said, it must be clear that no onecan make very positive statements about how language originated. There is no material in any language today and in the earliest records of ancient It languages show us language in a new andemerging state. is often said, of course, that t

49、he language originated in cries of anger, fear, pain and pleasure, and the necessary evidence is entirely lacking: there are no remote tribes, no ancient records, providing evidence of a language with a large proportion of such cries than we find in English. It is true that the absence of such evide

50、nce does not disprove the theory, but in othergrounds too the theory is not very attractive. People of all races and languages make rather similar noises in return to pain or pleasure. The fact that such noises are similar on the lips of Frenchmen and Malaysians whose languages are utterly different

51、, serves to emphasize on the fundamental difference between these noises and language proper. We maysay that the cries of pain or chortles of amusement are largely reflex actions, instinctive to large extent, whereas language proper does not consist of signs but of these that have to be learnt and t

52、hat are wholly conventional. 2006 年改錯真題We use language primarily as a means of communication with other human beings. Each of us shares with the community cin which we as agreeing live a store of words and meanings as well onventions as to convey a to the way in which words should be arranged partic

53、ular message: the English speaker has in his disposal vocabulary and a set of grammatical rules which enables him to communicate his thoughts and feelings, in a variety of styles, to the otherEnglish speakers. His vocabulary, in particular, both that which heuses actively he recognises, increases in

54、 size as he growsand that which old as a result of education and experience. But, whether the language store is relatively small or large, the system reality for the individremains no more than a psychological ual, unless terms able to be seenhe has a means of expressing it in by another member of h

55、is linguistic community; he has to give the system a concrete transmission form. We take it for granted the two most common forms of transmission-by means of sounds produced by our vocal organs (speech) or by visual signs (writing). And these are among most striking of human achievements. _ 2005 年改錯

56、真題The University as BusinesA number of colleges and universities have announced steep tuition increases for next yearmuch steeper than the current, very low rate of inflation. They say the increases are needed because of a loss in value of university endowments heavily investing in common stock. I a

57、mskeptical. A business firm chooses the price that maximizes its net revenues, irrespective fluctuations in income; and increasingly the outlook of in the United States is indistinguishable from tuniversities hose of business firms. The rise in tuitions may reflect the fact economic uncertainty incr

58、eases the demand for education. The biggest cost of being in the school is foregoing income from a job (this is primarily a factor in graduate and professional-school tuition); the poor ones job prospects, the more sense it makes to reallocate time from the job market to education, in order to make

59、oneself more marketable. The ways which universities make themselves attractive to include soft majors, student evaluations of teachers, giving students a governance role, and eliminate required courses. Sky-high tuitions have caused universities to regard their students as customers. Just as collud

60、e to shorten the rigors of cobusiness firms sometimes mpetition, universities collude to minimize the cost to them of the athletes whom they recruit in order to stimulate alumni donations, sothe best bypass higher education in order to obtaiathletes now often n salaries earlier from professional tea