1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 2000 年 -2015 年专八短文改错试题2015 年 3 月 21 日专业八级考试改错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 the rink, my friend s mother remarked on the “ plush ”seats we 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 as a complimentary, a positive evaluation; that much I could tell it from the tone of voice and the context. So I started to use the word. Yes, I replied, they certainly are plush, and so are the ice rink and the costumes of the skaters, aren tthey? Myfriend s mother was very polite to correct me, but I could tell from her 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 acquire both new words and new meanings for familiar words, specially in our own first language. 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 speakers of the language you are 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.2014 改错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 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 for 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 in 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 attempts to do (7) so. Whether one labels it “learning ”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 areinvolving, 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 专八短文改错试题Psycho-linguistics is the name given to the study of the psychological processes involved 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, 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 relative or colleague has had a stroke which has influenced(6) their language; if we observe a child acquire language; if(7) (8) (9) (10) 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 of what might be called “ language in exceptional circumstances reveal a great deal about the processes evolved in speaking, listening, writing and reading. But given that language processes were normally so automatic, we also need to carry out careful experiments to get at what is happening.2012 年The central problem of translating has always been whether to translate literally or freely. The argumenthas been going since at least the first (1) thcentury B.C. Up to the beginning of the 19th century, many writers(3) (4) (5) (6) (7) (8) (9) favoured certain kind of “free ” translation: the spirit, not the letter; the(2) 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 of 19 century, when the study of cultural anthropology suggested that the linguistic barriers were insuper