Ⅰ.Multiple Choice Directions: In this section, you are given 20 questions, beneath each of which are four choices marked A, B, C and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point is given to each correct choice.
1. The primary purpose of learning Latin was to study the ______ in the Renaissance.
A.classical culture
B.Roman history
C.Catholic doctrines
D.religions
A B C D
A
[解析] 文艺复兴时期古典文化受到顶礼膜拜,当时学习拉丁语主要是为了学习古典文化。
2. The 1920s saw the emergence of a new psychological school called ______ founded by a group of psychologists.
A.cognitive psychology
B.behaviourist psychology
C.psychoanalysis
D.Gestalt psychology
A B C D
D
[解析] 格式塔心理学产生于20世纪20年代,由德国心理学家韦特墨、考夫卡和勒文等人所创立。
3. Stimulus-response theory of learning belongs to American behaviourist psychology, of which ______ is one of the representatives.
7. Palmer, the British applied linguist, produced a guide to the English vocabulary needed for teaching English as a foreign language. The words are chosen for the following criteria EXCEPT ______.
A.they are the words most frequently used by people whose native language is English
8. The combination of structural linguistic theory, aural-oral procedures, and behaviourist psychology led to ______, which was widely adopted for teaching of foreign languages in America.
9. According to Krashen, ______ is responsible for the fluency of the utterances produced by speakers while learning is responsible for the accuracy of the speeches or passages.
10. The core of ______ is language acquisition which is considered a subconscious process, dependent on the amount of input the students get and allow in.
13. Discourse theory of second language acquisition was developed from ______.
A.habit formation theory
B.Halliday's theory of first language acquisition
C.monitor theory
D.Cognitive theory
A B C D
B
[解析] 话语交际说(Discourse theory)是由韩礼德的第一语言习得理论发展而来的。
14. In essence, the Global Method is a text-based, top-down approach in which ______ is a means as well as an end in itself.
A.listening
B.speaking
C.reading
D.writing
A B C D
C
[解析] 整体教学法(the Global Method)是以课文为基础自上而下的教学法。它强调先要整体理解课文的意思,然后再去处理局部问题或细节。阅读既是手段也是目的。
15. ______ is the most practical one among the following foreign language teaching methods in China.
A.Three Dimensional Approach
B.The ASSRF Approach
C.Dual Activity Method
D.Zhang Sizhong Method
A B C D
D
[解析] 张思中外语教学法是中国学习者学习英语的一种有效的方法,它是在中国英语教学环境中起源和发展起来的,其核心是“心理优势论”(Theory of psychological advantage)。选项A外语立体化教学法认为外语是学会的,习得的东西只起次要的作用,强调学生要对自己的学习负责。选项B十字教学法是章兼中教授倡导的,其中十字是指情感(alfective)、情景(situation)、结构(structure)、规则(rule)和功能(function)这10个字。选项C双重活动教学法将外语教学置于宏观的交际框架之中。
16. The Advanced Learner's Dictionary of Current English, one of the greatest contributions by Hornby to EFL teaching, was published in ______.
A.1983
B.1973
C.1963
D.1953
A B C D
D
[解析] 1953年出版的《当代英语学生辞典》(The Advanced Learner's Dictionary of Current English),是为学英语的外国学生编写的第一本英语辞典。
17. Palmer and his fellow linguists believed that a mastery of some ______ words would greatly assist foreign language learning.
18. With the Oral Approach, rather than focus on explaining grammatical rules in classroom teaching, the teacher must encourage direct and ______ use of the target language in the classroom.
A.quick
B.careful
C.spontaneous
D.specific
A B C D
C
[解析] 老师在课堂上应该鼓励学生直接地、自发地使用目标语,而不应把重点放在讲解语法规则上。
19. According to the Direct Method, every language has ______ structure.
A.similar
B.its own
C.correlated
D.the same
A B C D
B
[解析] 直接法认为每一种语言都有自己独特的结构,不能被死搬硬套进拉丁语语法中。
20. The Direct Method ______ the similarities between the first language acquisition and second language learning.
A.is against
B.overemphasizes
C.draws on
D.pays no attention to
A B C D
B
[解析] 直接法过分强调外语学习与母语习得之间的类似性。
Ⅱ.Filling Blanks Directions: In this section there are 20 statements with 20 blanks. You are to fill each blank with ONE appropriate word. One point is given to each blank.
1. Diller's first principle that a living language is characterized by rule-governed ______ implies the teaching of a language as a consciously learnt system.
3. The ______ Method emphasizes that writing should be graded in the following sequence: reproduction of familiar reading texts, reproduction of narratives orally presented by the teacher and free composition.
4. The Oral Approach believes that language learning in real life is for the acquisition of spoken language while language learning in the classroom is for the development of ______.
11. Krashen's ______ order hypothesis states that we acquire the rules of language in a predictable order, some rules tending to come early and other late.
16. J.R. Firth's main approach to the notion of function in context was by means of the concept of system. People refer to his theory as ______ theory.
18. Krashen uses the ______ hypothesis to explain the relationship between language input and language acquisition and to answer the question of how people acquire languages.
19. The British structuralism considered that language was identified with speech and speech ability was approached through oral practice of ______.
structures
[解析] 口语教学法/情景教学法的语言理论基础可以说是一种英国的结构主义,他们认为,语言就是说话,而说话能力可以通过口头训练语言结构(oral practice of structures)而获得。
20. In the Oral Approach, Palmer insisted that there was a basic difference between the spontaneous capacities of human beings to ______ language naturally and unconsciously and the trained or "studial" capacities of the classroom learner which allowed him to learn language consciously.
Ⅲ.Matching Directions: This section consists of two groups of pairs listed in two columns, A and B. You are to match the one marked ①, ②, ③, ④ or ⑤ in Column A with the one marked a, b, c, d or e in Column B. One point is given to each pair you match correctly.
1. Column A ①Jean Piaget ②M. A. K. Halliday ③J. Schumann ④Joseph H. Greenberg ⑤B. F. Skinner Column B a. field, tenor and mode concept b. neo-behaviourism c. cognitive psychology d. the hypothesis of linguistic universals e. the acculturation theory
2. Column A: different methods used in China ①Three Dimensional Approach ②Global Method ③Leveled Method ④The ASSRF Method ⑤Dual Activity Method Column B: one of the main features a. To teach a language and to educate people is one of the six dualities. b. One of the five aspects of language teaching is the affective factors. c. It takes a text-based, top-down approach. d. Students study at different levels. e. A foreign language is learned, and what is acquired plays only a subsidiary role.
Ⅳ.Questions for Brief Answers Directions: This section has six questions. You are to answer them briefly. Five points are given to each question.
1. How does the Cognitive Approach make up for all the disadvantages of the Audiolingual Method?
As the Audiolingual Method was on the decline in the 1960s and many shortcomings were found in it, such as: (1)Weak basis of its theory. (2)Not developing language competence, lack of effectiveness, and boredom caused by endless pattern drills. (3)Learners having little control over their learning. (4)Teacher's domination of the class. (5)Teacher-oriented materials. In response to the criticisms leveled against audiolingualism, the Cognitive Approach developed as an alternative. In the meantime the structural linguistics gave way to the generative linguistics that turned the attention from mechanistic conditioning to meaningful learning. There appeared many advantages about the Cognitive Approach: (1)Stress on creativity and meaning. (2)More active use of mental power. (3)Suitable for adult language learners. (4)Enjoyable and meaningful learning. (5)More effective learuing by drawing on students' experience. (6)Integrating all four skills. (7)Giving students'opportunity to develop functional and performance skills. (8)Drawing on the latest development of linguistics and psychology and FLT theories. (9)More scientific.
2. Do you think that it is necessary to draw a distinction between acquisition and learning? Why or why not?
Yes. The basic principle of the Natural Approach is the distinction between language acquisition and language learning. "Language acquisition" refers to the subconscious process leading to the development of "competence" and is not dependent on the teaching of grammatical rules. "Language learning" refers to the conscious study and knowledge of grammatical rules. Acquisition takes place during real communication in the language and is considered to be the source of the students' ability to use the language. Learning may contribute to the self-monitoring, or self-editing, of language output that sometimes occurs when speakers have time to reflect and focus on the form of their utterances. Krashen believes that acquiring a language is more Successful and longer lasting than learning. This distinction between acquisition and learning provides a basic principle of second language acquisition with important implication for language teaching.
3. Appropriacy of language use has to be considered alongside accuracy. What implications does this have for attitudes to errors?
This has some implications for attitudes to errors. Since both appropriacy and accuracy are important in language use, we should pay the same attention to these two aspects. If one's language production is appropriate, but dotted with a lot of grammar errors, communication would be affected. On the other hand, if one's language production is correct in grammar, but not appropriate in use, communication would not be as effective as expected. Therefore, we should be tolerant to the students' errors which do not affect communication, and be strict to those which interfere with communication and cause ill effects or ill feeling to the other communicators.
4. How do you interpret the idea of "communicating in English" in your case, as a learner of English?
For a learner of English who is studying in a non-English-speaking setting, "communicating in English" means to experience real communicative situations in which I learn to express my own ideas, views and attitudes, and in which I am taken seriously as people. Meaningful communicative activities on my English level will improve my language performance and generate my interest.
5. Review the tenets of Krashen's Input Hypothesis.
Krashen's Input Hypothesis assumes that humans acquire language in only one way—by understanding messages, or by receiving "comprehensible input", which refers to utterance that the learner understands based on the context in which they are used as well as the language in which they are phrased. In language acquisition, we move from i, our current level, to i+1, the next level along the natural order, by understanding input containing i+1. The input hypothesis relates to acquisition, not to learning. Comprehension is helped by the situation and the context, extralinguistic information and knowledge of the world. After the acquirer has built up linguistic competence by understanding input, the ability to speak fluently will emerge independently in time. It cannot be taught directly. Enough comprehensible input provides i+1 automatically.
6. What are the main features of traditional linguistics?
Traditional Linguistics was practical in nature. People made a study of language in order to read classic works. Traditional linguists believed that the written form of language was superior to the spoken form. They tried to set up principles and standards for people to use language correctly.
Ⅴ.Questions for Long Answers Directions: The two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge you've learned. Ten points are given to each question.
1. From your own experience of learning English, how should a foreign language be taught in your opinion?
In my opinion, a foreign language should be taught considering the following aspects: (1) It is necessary for language teachers to guide learners, including encouraging their motivation by building up selfconfidence, developing self-determination, improving the learning environment, and helping them acquire learning strategies, etc. (2) Language learners should be active and creative in learning process. They must be successful language learners who try to learn the new language independently, actively, and purposefully. It is necessary for them to learn the language in order to communicate with foreigners and to learn from them. (3)Language is for communication. Learners should be taught to use the foreign language, not just to know something about it. A foreign language should be taught, learned and used as communication, and it is best taught when it is being used to transmit information. (4)A foreign language is a tool, which should be taught for use. In learning the foreign language, practice is the key. Reasons, definitions, and rules are necessary, but they can only be learned through a large number of drills. Reading skills should be stressed in the five basic skills (listening, speaking, reading, writing, translating), and more class time should be spent on reading and on developing reading skills.
2. Are the techniques of Grammar-Translation acceptable to you? Why or why not?
I don't think the techniques of Grammar-Translation are acceptable to us. We can find some disadvantages in the Grammar-Translation Method. First, overemphasis on translation can never emancipate the learners from dependence on the first language. Second. it puts too much emphasis on reading and writing and neglects listening and speaking. Third, knowing a large number of grammatical rules can not ensure that students can use them appropriately in real communicative situation. Fourth the texts are mostly taken from literary works. The language learned often doesn't meet the practical needs of the learners. Last, memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.