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全國碩士研究生入學統一考試
英語教學論考試大綱
目錄
I 考查目標........................................................................................ 2
II 考試形式和試卷結構 ..................................................................2
III 考查內容..................................................................................... 2
IV. 題型示例及參考答案.................................................................2
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I 考查目標
全國碩士研究生入學統一考試自命題科目《英語教學論》考試是為我校招收教育專業碩
士學科教學（英語）方向研究生而設置的具有選拔性質的考試科目。其目的是科學、公平、
有效地測試考生是否具備攻讀該專業方向所必須的基本素質、一般能力和培養潛能，以利用
選拔具有發展潛力的優秀人才入學，為國家的經濟建設培養具有良好職業道德、法制觀念和
國際視野、具有較強分析與解決實際問題能力的高層次、應用型、復合型的外語教育人才。
考試測試考生外語教育教學的基本概念、基本原理的扎實程度，考察考生運用這些概念及原
理指導外語教學實踐的能力。
具體要求考生：
應該理解并掌握語言的基本屬性、語言學習和外語學習的基本屬性及規律，了解當前主
流外語教學方法及流派，熟知我國目前實施的中小學英語課程標準，熟悉外語課堂的基本管
理模式，了解各種外語技能的教學模式、基本掌握外語知識和技能的測試原理以及科學評估
包括教材在內的外語教學資源，并能合理整合，已達到外語教學目標。
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，考試時間 180 分鐘。
二、答題方式
閉卷、筆試，用英文解答各類試題，不容許使用各類詞典。
三、試卷內容與題型結構
正誤判斷（10 個 ，每題 2 分，共 20 分）
選擇題(10 個，每題 2 分，共 20 分)
名詞解釋（4 小題，每題 5 分，共 20 分）
簡答題(4 小題，每題 10 分， 共 40 分)
論述題 (1 題，20 分)
設計題 (2 題，每題 15 分，共 30 分)
假如每題分數有變化，變化范圍亦不大。
III 考查內容
1. 當前主流的語言觀、語言學習觀、外語學習觀。
2. 當前主流外語教學法流派。
3. 我國當前正在實施的國家英語課程標準。
4. 語言知識、技能教學技巧，如語法教學、詞匯教學、語音教學、聽、說、讀、寫教學。
5. 外語課堂管理。
6. 中小學教案編寫。
7. 外語測試基本原理及試卷編制。
8. 教材及補充學習資源的評估與改編。
9. 外語學習者的個體差異及學習風格和外語學習策略。
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IV. 題型示例及參考答案
I. Tell the following statements True (T) or False (F) (20’).
( ) 1. The major feature of the natural method is to teach the target language in the
target language.
( ) 2. Task-based teaching method is conducted under the guide of task-based
syllabus.
( ) 3. Formal schemata refer to the related background knowledge.
( ) 4. Discourse markers are used to signal the relationship between sentences and
paragraphs as well as the direction where the passage is likely to go.
( ) 5. Authentic activities are activities in which there exists information gap.
( ) 6. Reading in English is not only an objective of learning it but also a way of
learning it.
( ) 7. In reading comprehension, interpretive comprehension means making
inferences.
( ) 8. Bottom-up model refers to reading or listening from the whole to parts.
( ) 9. When the speaker doesn’t remember certain word or structure, he or she may
use his or her mother tongue directly, this strategy is called approximation strategy.
( ) 10. Before reading, some related background knowledge is introduced to activate
readers’ schemata, which can help reading comprehension.
II. Choose the appropriate answer from the given ones (20’)
( ) 1. Mike (M) is playing shooting at something in the water on the bank of a river
when a foreigner (F) asks him:
F:------ What are you doing ?
M:----- I’m playing .
F:----- Oh, you are shooting .
What communicative strategy did Mike use ?
A. approximation strategy B. circumlocution strategy C. mime strategy
D. language switch strategy E. appeal for assistance strategy
( ) 2. Look at the following dialogue:
---- Can I open the window?
----Yes, of course.
---- Can I close the door?
---- No, you can’t.
---- Can I do the exercise after class?
---- Yes, you can.
This activity is designed to practice .
A. vocabulary B. grammar C. pronunciation
D. communicative function.
( ) 3. The following is one part of a certain type of syllabus.
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1). This, that , is This is John and that is Mary.
2). My, your This is my/your …
3). His , her This is his/her …
4). ’s This is Mary’s …
What type of syllabus does such arrangement suggest?
A. situational syllabus B. formal syllabus
C. notional-functional syllabus D. lexical syllabus
( ) 4. Read the following sentences:
1). The red pencil is longer than the yellow one.
2). The red pencil is longer than the blue one.
3). The red pencil is the longest.
What sense does the last sentence convey?
A. referential B. functional C. notional D. situational
( ) 5. Some students are very familiar with grammatical rules and have known a
great amount of words, but they still fail to communicate with native-speakers.
According to Halliday, what aspect do these students are not aware of about the use of
a language while learning a foreign language?
A. textual B. ideational C. interpersonal D. contextual
( ) 6. While listening, some students always focus on individual words. What model
do they adopt?
A. top-down model B. bottom-up model
C. interactive model D. listening process model
( ) 7. When we do some reading, we often come across the following words such as
but, and, however, in a word, to start with, etc. What do we call them?
A. structure B. style C. schemata D. discourse markers
( ) 8. A teacher gives the following instructions and asks students to do as he
instructs.
1). Turn left
2). Turn right
3). Open your books and turn to page1.
What method does the teacher adopt?
A. brainstorming B. substitution C. repetition D. TPR.
( ) 9. In which aspect do the pseudo communicative activities differ from the
authentic ones ?
A. information gap B. generation gap C. gap in creativity D. way of chatting
( ) 10. After reading some passage, you are asked to find out some facts. Which
level of reading are you in ?
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A. interpretive B. inferential C. literal D. critical/creative
III. Interpret the following terms (20’).
1. critical period hypothesis
2. task-based approach
3. textbook
4. bottom-up reading model
IV. Answer questions. (40’)
1. Among the language acquisition theories, such as behaviorism, innatism, interactionism, and
cognitive theory, which one do you think is more reasonable and convincing ? Explain why?
2. What kind of a language learner you are? Have you ever thought of how you learn English?
3. Do you use Chinese in English learning and how? Try to observe yourself and pay attention to
this, what conclusions can you reach about the role of Chinese in your English learning?
4. List the learning strategies you use frequently.
V. Read the following two stories and tell what implication can be made respectively and
what these two stories can be used to account for? (20’)
Victor had been deprived of language contact for 12 years when he was found naked in the
woods of Aveyron in France. Upon capture, he was found completely wild. A young doctor,
Jean-Marc-Gaspard Itard, devoted five years to civilizing Victor and teaching him French. In spite
of some success in developing Victor’s sociability, memory, judgment, and all the functions of his
senses, Victor remained unreceptive to all sounds other than those which had meaning for him in
the forest such as the cracking of nuts, animal sounds, or the sound of rain. He only succeeded in
saying two words: “lait” and “O Dieu”. Finally, Itard gave up.
Genie was a thirteen-and –a-half-year old girl when first discovered in 1970. She had been
tied to a chair or a crib in a small and darkened room since the age of 20 months. Due to this
isolation, deprivation of language and abuse, she was unsocialized, primitive and underdeveloped
physically, emotionally and intellectually and could not speak. With all the desired care and
treatments and after five years of exposure to language during which a normal child could have
developed an elaborated language system, Genie’s language contained many of the features of
abnormal language development.
VI. Design as required（30’）.
1. Design a communicative activity by reference to the picture and account for the strength
and weakness of the activity (15’).
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2. Design a lesson plan by reference to the following material (15).
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KEY
I. 1-5 F F F T T 6-10 T F F F T
II. 1-5 A B B A D 6-10 B D D A C
III.
1. critical period hypothesis
It is said that age is another factor that is worth mentioning in language acquisition. It
is observed that children will never learned language if they are deprived of linguistic
contact too long. Eric Lenneberg argued that the LAD(language acquisition device ),
like other biological functions, works successfully only when it is stimulated at the
right time-----a specific and limited time period for language acquisition------which is
referred to as the Critical Period Hypothesis(CPH). There are two versions of the CPH.
While the strong one suggests that children must acquire their first language by
puberty or they will never be able to learn from subsequent exposure, the weak
version holds that language learning will be more difficult and incomplete after
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puberty.
2. task-based approach
This approach was first developed in the seventies of the last century in India by
Prabhu who believed that foreign language is taught through communication, not for
communication. Therefore, learning activities or communicative activities become the
focus of the approach. The teaching under the guidance of the belief usually consists
of three stages: pre-task, during-task and post-task. In the first stage, the teacher often
introduce to students the purpose and process of the task and the time limit. In the
second stage, students implement the task and report their performance. In the last
stage, the teacher purposefully direct students to learning certain language points and
require them to consolidate what they did through some drills.
3. textbook
Textbook refers to book giving instructions in a branch of learning. English
textbooks are usually compiled in different levels or volumes according to the
teaching syllabus and all the main studying points are included in one volume,
consisting of language knowledge like phonology, grammar, vocabulary,
communicative functions and language skills in listening, speaking, reading and
writing.
4. bottom-up reading model
While reading, we may process the text in different way. One way is to begin with
words, then sentences, and finally the whole text. This way of processing is a linear
model from part to whole. Such a model is known as bottom-up reading model by P.
B. Gough. This model is helpful in learning new words and constructions.
IV.
1. You are expected to tell at least one foreign language acquisition theory that you
know and provide the main argument about the theory and then comment the theory
either on the base of your teaching experience or learning experience.
2. You are supposed to tell your knowledge about learning style, especially about
foreign language learning style. Then try to categorize your learning style into the
established one and reflect the weakness and strength of your learning style.
3. You are require to identify the role of one’s mother tongue in learning a foreign
language. You can use your personal learning experience as an example consider this
role.
4. This question asks you to tell your knowledge about the foreign language learning
strategies. Then try to identify your own learning strategy.
V.
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You are required to use language acquisition theory to explain the two stories.
VII.
1. You should design a task by using the information presented in the picture. The task
must be communicative in nature, not the drill of grammar or vocabulary. And then
make a self-evaluation.
2. You should design a lesson plan by using the information presented in the box. Do
remember to design your lesson plan under the guidance of certain foreign language
theory, which is either overtly told or implicitly contained, but possibly identifiable in
the plan.
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