考研真题及详解参考

　　今天小编给大家带来了关于考研的真题答案与解析分享，希望对大家的学习有所帮助，预祝大家考试高分通过，祝愿大家天天开心，生活愉快。
　　一、请用英语解释下列名词，并举例说明：（每题8分，共40分）
　　1. second language
　　【参考答案】A person’s second language or L2 is a language that is not the native language of the speaker, but that is used in the locale of that person. For example, English is used primarily as second language for Chinese students. More informally, a second language can be said to be any language learned in addition to one's native language, especially in the context of second-language acquisition (that is, learning a new foreign language).
　　2. negative transfer
　　【参考答案】
　　Language transfer (also known as L1 interference, linguistic interference, and cross-linguistic influence) refers to speakers or writers applying knowledge from one language to another language. It is the transfer of linguistic features between languages in the speech repertoire of a bilingual or multilingual individual, whether from first to second, second to first or many other relationships.
　　When the relevant unit or structure of both languages is the different, linguistic interference as a source of errors can result in negative transfer. For example, German learners who said ‘I have hungry’ for ‘I am hungry’ would be displaying negative transfer.
　　3. informal L2 learning
　　【参考答案】Informal L2 learning is any L2 learning that is not formal learning or non-formal learning, such as self-directed learning or learning from experience. Informal learning is organized differently than formal and non-formal learning because it has no set objective in terms of learning outcomes and is never intentional from the learner’s standpoint. For all learners this includes heuristic language building, socialization, enculturation, and play. Informal learning is a pervasive ongoing phenomenon of learning via participation or learning via knowledge creation, in contrast with the traditional view of teacher-centered learning via knowledge acquisition.
　　4. interpersonal competence
　　【参考答案】Interpersonal competence is the ability to choose a type of communication that is most effective in a given situation. Such competency empowers individuals to achieve the goals of any communication in a manner that is best suited for all parties involved. Theorists have broken down interpersonal competence into specific categories as follows: knowledge, skill and motivation. Knowledge points to the ability to know what kinds of actions are best suited to a social situation. Skill, in this sense, signals the ability to best choose and follow through with a behavior according to the situation. Motivation is the drive to communicate in a manner best suited for the context. For example, refusal skills include the ability to say “no” repeatedly to a dangerous offer, ask questions from a person who is pushing a hazardous activity on another, provide reasons against engaging in unsafe behavior, and rely on light-hearted remarks to diffuse a tense situation.
　　5. feedback
　　【参考答案】Feedback refers to any information or criticism that is given to someone to say what can be done to improve a performance, product, etc. The purpose of feedback is to provide information and observations about a performance, a paper or another project. Teachers and employers provide feedback to students and employees to help them improve in the future.
　　二、请用英语回答下列问题：（每题15分，共60分）
　　1. What is the relationship between input, interaction and output? Please base your discussion on an EFL(English as a foreign language) classroom setting.
　　【参考答案】
　　The relationship between input, interaction and output is closely interrelated.
　　Input is one of the most important elements in the process of second language acquisition(SLA). As Gass (1997) points out, second-language learning simply cannot take place without input of some sort. Since then, specific issues have been actively debated in SLA on the nature of input and input processing:
　　(1) The amount of input that is necessary for language acquisition,
　　(2) Various attributes of input and how they may facilitate or hinder acquisition, and
　　(3) Instructional methods that may enhance input.
　　There are two kinds of input. Apperceived input characterizes the awareness of new L2 information that is not yet part of the learner’s L2 repertoire. Comprehended input goes one step beyond recognition. It may be analyzed and has the potential of being assimilated through the process of intake. Psycholinguistic processing occurs at this stage where new information may be matched against existing stored knowledge. The next stage, interaction, involves storage of new information for later use, hypothesis formulation, and confirmation or reformulation of existing hypotheses. The final stage, output, is an “overt manifestation” of the acquisition process. The different stages may be influenced by a number of factors, such as saliency and frequency, prior knowledge, and attention, as well as by affective factors. The centrality of interaction is an essential link between input and output in L2 development. Output is the learner’s overt manifestation of L2 knowledge, and may be influenced by factors such as confidence and strength of knowledge representation. Input serves as a trigger for innate principles of UG and to set language UG and to set language-specific parameters. All internal knowledge comes from interaction. Output is how the learner mediates higher cognition. Interaction provides negative evidence.
　　2. What are the key assumptions of task-based language teaching?
　　【参考答案】
　　Task-based language teaching is a student-centered approach to second language instruction. It is an offshoot of the communicative approach, wherein activities focus on having students use authentic target language in order to complete meaningful tasks, i.e. situations they might encounter in the real world and other project-based assignments. This project could include visiting the doctor, making a phone call, conducting an interview in order to find answers to specific questions or gathering information to make a poster or advertisement.

　　In task-based teaching, the center of the learning process moves to the students themselves and allows them to come to the realization that language is a tool to tackle and (re)solve real-world problems. The process of task-based learning itself teaches important skills. Students learn how to ask questions, how to negotiate meaning and how to interact in and work within groups. Within this group work, they are able to observe different approaches to problem solving as well as to learn how others think and make decisions. These are all skills that our students will need in order to be successful in the real world, regardless of which language(s) they use there. In addition, task-based teaching provides students with the linguistic components they will need to accomplish these real-world tasks. These include: How to introduce themselves, how to talk about themselves, their families, their interests, their likes and dislikes, their needs, etc. in the right socio-cultural context. By moving the focus away from mechanical drills—although such drills do still have their place even today in language teaching, especially when teaching highly inflected languages—task-based teaching focuses on communication and interaction, using appropriate language at the correct time.
　　All in all, key assumptions of task-based language teaching are as follows:
　　(1) Focus on process.
　　(2) Emphasis on communication and meaning.
　　(3) Language learned by interacting communicatively and purposefully.
　　(4) Activities and tasks can be achieved in real life and have a pedagogical purpose.
　　(5) Activities and tasks of a task-based syllabus are sequenced according to difficulty.