2021北京外国语大学考研外研中心外国言语学及使用言语学仿照真题(2021北京外国语大学招生官网)

招生专业：外国言语学及使用言语学 类别称号：外国言语学及使用言语学
（考试时刻3小时，满分150分，悉数写在答题纸上，答在试题页上无效）
i. explain the following terms. (50 points, 5 points each)
1. displacement
2. phoneme
3. devriation
4. theme and rheme
5. semantic features
6. metaphor
7. pragmatic competence
8. perlocutionary act
9. contrastive analysis
10. systemic functional grammar
ii. read the following passage and then answer questions. (100 points)
a cognitive perspective on writing focuses on the factors within the individual that are important in developing writing expertise. numerous theorists have outlined areas of knowledge that are essential for writing expertise (see especially hayes, 1996 for l1 writing; grabe and kaplan, 1996 for l2 writing; weigle, 2002 for summaries of several models of writing expertise). while the details of these descriptions vary, the following summarises the essential areas of knowledge that are involved in writing.
models of writing based on first language writers (e.g., hayes, 1996) tend to give short shrift to language knowledge, but clearly language knowledge is a central consideration for second language writers; in fact, some research suggests that second language proficiency is the most important predictor of l2 writing performance (pennington and so, 1993; sasaki and hirose, 1996). writers need to have fluent access to linguistic resources, and orthography. language knowledge is not limited to these basic building blocks, however; writers need knowledge of how language functions in discourse and in society. an influential model of language knowledge for language use in general is found in bachman (1990); see also grabe and kaplan (1996) for an extensive taxonomy of language knowledge specifically for writing. the area of language knowledge provides, of course, the most salient distinction between first and second language writers, but even among first language writers there is variation in language knowledge, and for many second language writers, l2 knowledge is only the most salient of numerous gaps in abilities.
another important area of knowledge that is essential for writing is knowledge of the topic about which one is writing. common sense predicts, and research confirms, that writing proceeds much more easily on a topic that is familiar than one that is unfamiliar (e.g. bereiter and scardamalia, 1987; mccutchen, 1986, cited in mccutchen, 2000). topic knowledge has also been shown to affect the quality of revisions in both children and adults (degroof, 1987; butterfield, hacker and plumb, 1994; mccutchen et al., 1997, cited in mccutchen, 2000). in second language writing, tedick (1990) found that university-level esl writers performed better on a discipline-specific writing prompt than on a more general prompt, although hamp-lyons (1986, cited in hamp-lyons, 1990) did not find such differences.
in order to write for a specific purpose, writers must know something about the genres in which they are writing. hyland (2003) defines genres as ‘abstract, socially recognized ways of using language for particular purposes’ (p. 18); different written genres (letters, reports, songs, emails) make use of different conventions in terms of vocabulary, grammatical patterns, formatting, and so on, and writers need to know the socially agreed-upon conventions of a particular genre in order to write successfully in that genre. for example, a science writer would write differently for a journal article, a textbook, and a popular science magazine.
writers need to

know something about the person who will be reading their writing, or at least be able to imagine what that person is like. audience knowledge is important because the writer needs to take into account what the reader is likely to know about the topic, what vocabulary will be most important, what the reader will find persuasive, and what the reader’s attitude towards the topic is likely to be. writers use knowledge of their audience to select content, vocabulary, cohesive devices, and so on in an effort to make their writing meet the expectations and background of their readers. an excellent illustration of the use of audience knowledge in writing is presented by mccutchen (2000) in a protocol of a wine columnist writing for an audience of non-wine experts: ‘now i should say “esters and aldehydes,” but if i did that, then i’d have to explain about esters and aldehydes … why not just talk about smells and flavors?’ (p. 19)
1. provide a title reflecting the main ideas of this passage. (5 points)
2. add a subtitle for each paragraph. (5 points)
3. please explain “language knowledge is not limited to these basic building blocks, however; writers need knowledge of how language functions in discourse and in society” by drawing on your learning or teaching experience. (10 points)
4. what is your understanding of “for many second language writers, l2 knowledge is only the most salient of numerous gaps in abilities”? (10 points)
5. please illustrate how the knowledge of topic affects the writing quality with your previous learning or teaching experience. (10 points)
6. in what way does “a science writer” “write differently for a journal article, a textbook, and a popular science magazine”? (5 points)
7. suppose you are writing an english textbook for your students, what audience knowledge would you take into consideration? will you make it easily accessible to them? (10 points)
8. write a summary about this passage within 150 words. please indicate the number of words at the end of your summary. (15 points)
9. what are some other “essential areas of knowledge” required for l2 writing from your perspective? please write an essay based on your learning or teaching experience. (30 points)