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目錄
I 考查目標........................................................................................ 2
II 考試形式和試卷結構 ................................ 錯誤！未定義書簽。
III 考查內容..................................................................................... 2
IV. 題型示例及參考答案............................... 錯誤！未定義書簽。
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全國碩士研究生入學統一考試
英語語言學及英漢互譯考試大綱
I 考查目標
目的是科學、公平、有效地測試考生是否具備攻讀外國語言學及應用語言學相關專業碩士學
位所必須的基本素質、一般能力和培養潛能，以利于選拔具有發展潛力的優秀人才入學，為
國家培養英語教學、研究或其他方面英語應用的高層次人才?？荚嚋y試考生掌握英語語言學
的基本概念、基本理論、英漢翻譯的基本技巧的扎實程度及英漢語言的基本功。具體而言，
考生應掌握普通語言學的基本概念、基礎理論，并能運用理論進行簡單的語言結構分析。有
較扎實的語言功底，較強的英漢書面表達能力，掌握并靈活運用常用英漢翻譯技巧。
II 考試形式和試卷結構
一、試卷滿分及考試時間
試卷滿分為 150 分，其中英語語言學占 90 分、英漢互譯占 60 分，考試時間共 180 分鐘。
二、答題方式
閉卷、筆試。
三、試卷內容與題型結構
第一部分： 英語語言學
1、術語解釋 （10 個，每個 2 分，共 20 分）
2、填 空 （20 題，每題 1 分，共 20 分）
3、簡 答 （6 題，每題 5 分，共 30 分）
4、詳 答 （1 題，共 20 分）
第二部分：英漢互譯
1、英譯漢 （30 分：一個約 250 單詞的段落）
2、漢譯英（30 分：一個約 250 字的段落）
假如每題分數有變化，變化范圍亦不大。
III 考查內容
1、普通語言學的定義及主要分支；
2、語言的性質：語言、語言的特征、語言的功能；
3、語音學（phonetics）中的基本概念；
4、語素、詞綴及主要構詞法；
5、句法結構分析；
6、語義關系及語義成分分析；
7、言語行為理論和會話涵義理論；
8.語料庫基本概念；
9、現代語言學的主要理論和流派；
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10、英漢語言功底及英譯翻譯技巧。
IV. 題型示例及參考答案
Section A
Part I. Define the following terms briefly (20 points, 2 points each).
1. Displacement: the ability of language to refer to contexts removed from the speaker?s
immediate situation.
2.Metalanguage: a language used for talking about language
Part II. Fill the blanks with proper words (20 points , 1 point each blank).
1. By duality is meant the property of having two levels of structures, such that units of the
primary level are composed of elements of the secondary level and each of the two levels has its
own principles of organization.
2. Phonology studies the rules governing the structure , distribution, and sequencing of speech
sounds and the shape of syllables.
Part III. Answer the following questions briefly(30 points, 6 points each).
1. Do you think that onomatopoeia indicates a non-arbitrary relationship between form and
meaning？
Answer (main points): You cannot deny that onomatopoeia needs arbitrariness. Before we feel a
word is onomatopoeic we should first know which sound the word imitates.
2. To what extent is phonology related to phonetics and how do they differ?
Answer(main points): Both phonetics and phonology study human speech sounds but they differ
in the levels of analysis.
Part IV. Give a detailed description of the special features of American structuralism(20 points）.
Answer (main points): American Structuralism is a branch of synchronic linguistics that
developed in a very different style from that of Europe. While linguistics in Europe started
more than two thousand years ago, linguistics in America started at the end of the nineteenth
century. While traditional grammar plays a dominant role in Europe , it has little influence in
America. While many European languages have their own historical traditions and cultures,
English is the dominant language in America, where there is no such a tradition as in Europe.
In addition, the pioneer scholars in America were faced with the urgent task of recording the
rapidly perishing native American Indian languages because there was no written record of
them. However, these languages were characterized by features of vast diversity and
differences which are rarely found in other parts of the world. To record and describe these
exotic languages, it is probably better not to have any presuppositions about the nature of
language in general. This explains why there was not much development in linguistic theory
during this period but a lot of discussion on descriptive procedures. (10%)
Structuralism is based on the assumption that grammatical categories should be defined
not in terms of meaning but in terms of distribution, and that the structure of each language
should be described without reference to the alleged universality of such category as tense,
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mood and parts of speech. Firstly, structural grammar describes everything that is found in a
language instead of laying down rules. However, its aim is confined to the description of
languages, without explaining why language operates the way it does. Secondly, structural
grammar is empirical , aiming at objectivity in the sense that all definitions and statements
should be verifiable or refutable. However, it has produced almost no complete grammars
comparable to any comprehensive traditional grammars. Thirdly, structural grammar
examines all languages, recognizing and doing justice to the uniqueness of each language.
But it does not give an adequate treatment of meaning. Lastly, structural grammar describes
even the smallest contrasts that underlie any construction or use of a language, not only those
discoverable in some particular use. (10%)
Section B
Part I. E-C Translation (30 points)
What social morality and social conscience leaves out is the narrower but very significant concept
of honor------as opposed to what is sometimes called merely “socially desirable conduct.” The
man of honor is not content to ask merely whether this or that will hurt society, or whether it is
what most people would permit themselves to do. He asks, and he asks first of all, would it hurt
him and his selfrespect? Would it dishonor him personally? It was a favorite and no doubt sound
argument among early twentieth-century reformers that “playing the game” as the gentleman was
supposed to play it was not enough to make a decent society. They were right: it is not enough.
But the time has come to add that it is nevertheless indispensable. I hold that it is indeed inevitable
that the so-called social conscience unsupported by the concept of personal honor will create a
corrupt society. But suppose that it doesn?t. Suppose that no one except the individual suffers from
the fact that he sees nothing wrong in doing what everybody else does. Even so, I still insist that
for the individual himself nothing is more important than this personal, interior sense of right and
wrong and his determination to follow that rather than to be guided by that everybody does or
merely the criterion of “social usefulness.” It is impossible for me to imagine a good society
composed of men without honor.
Answer:社會道德與社會良心遺漏的是較狹義卻非常重要的榮譽概念------是與有時被稱為
僅是“社會方面可取的行為”相對的。有榮譽心的人不是只問這個或那個會不會傷害到社會、
或這是不是大多數人會允許自己做的，就可以心滿意足。他要問，而且首先要問，這會不會
傷害他與他的自尊心？這會不會令他個人蒙羞？在 20 世紀早期改革者之間，說按照紳士應
該玩的規則來“玩游戲”并不就足夠造成規規矩矩的社會，乃是一個受偏愛且無疑是確實的
論點。他們是對的：但這樣不夠。可是現在到了再加上“這么做畢竟是絕對必要的”的時候
了。我堅信沒有個人榮譽概念支持的社會良心將會造成腐化的社會乃是的的確確難免的。但
假設并不會如此。假設除了個人之外沒有人會受到“做一件人人都做的事沒什么錯”這項事
實之苦？即便如此，我仍然堅持，對個人自身而言，沒什么事的重要性可以超過個人內心的
是非感，可以超過自己決心追隨這個是非感，而不去跟隨蕓蕓眾生之行徑或僅僅是所謂“社
會功能”這類準則。沒有榮譽感的人能構成好的社會是我無從想象的。
Part II. C-E Translation (30 points)
他在父親的教導下“發憤用功”，其實他讀書還是出于喜好，只似饞嘴佬貪吃美
食：食腸很大，不擇精粗，甜咸雜進。極俗的書他也能看得哈哈大笑。戲曲里的
插科打諢，他不僅且看且笑，還一再搬演，笑得打跌。精微深奧的哲學、美學、
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文藝理論等大部著作，他像小兒吃零食那樣吃了又吃。厚厚的書一本本漸次吃完。
詩歌更是他喜好的讀物。重得拿不動的大詞典、辭典、百科全書等，他不僅挨著
字母逐條細讀，見了新版本，還不嫌其煩地把新條目增補在舊書上。他看書常做
些筆記。
Answer: It seemed that he began exerting himself in his studies because of his father?s
remonstrations, but actually he studied for the love of it. He liked to study like a glutton greedy for
food, his gullet being so large that he would accept whatever food he set his eyes on, refined or
coarse, sweet or salty. Even books of the poorest taste could set him guffawing. He would laugh
when taking in impromptu comic gestures and remarks during a drama, and he beside himself with
joy when repeatedly reliving what he had seen. Huge tomes about profound and abstruse theories
on philosopher, aesthetics, and literature and art would be devoured by him like a young child
nibbling between meals, and he would ?nibble? at these books one after another no matter how
thick they were. Poetry is an even greater favorite of his. He loves to peruse large dictionaries and
encyclopedias, some of which are so heavy you can hardly hold them in your hands—he not only
reads them entry by entry, but upon coming across new editions, he would go to great lengths to
copy the new entries into the old editions. He often takes notes while reading.
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