第一篇：兩套西服現(xiàn)代散文

我長這么大只穿過兩套純毛料西服，都是單位做的。

我在崗的時(shí)候，局里年年都要舉行“十一”國慶大合唱比賽。

那年領(lǐng)導(dǎo)為了統(tǒng)一服裝，給全體職工做了一套灰色西服。這是第一次為職工做的西服，布料十分結(jié)實(shí)，穿了好多年都不壞。當(dāng)時(shí)裁衣師傅量的尺寸很精確，我們穿著長短肥瘦正合適，往臺(tái)上一站十分精神，街上一走十分風(fēng)光。可是好景不長，洗了一水兒之后就縮水了，普遍小了一號(hào)。據(jù)說這是純毛料子不能用水洗，得送市里干洗店。而且由于上衣里子上繡著衣服的名字，所以我們都對(duì)付著穿了好多年。

幾年后第二次做的西服是藍(lán)色的，我讓師傅把尺寸放松一點(diǎn)點(diǎn)兒留出縮水的尺寸。誰知矯往過正，因全體職工一哄聲的讓師傅把尺寸放松一點(diǎn)點(diǎn)，于是每位師傅們都把尺寸放松了一點(diǎn)點(diǎn)，結(jié)果衣不擔(dān)寸，拿回來一看，全體職工又一哄聲的說肥說大，特別是我的，同事們都說像打鑼的。

大合唱彩排時(shí)領(lǐng)導(dǎo)讓穿新西服，大家都穿著打鑼的西服上了臺(tái)。彩排回來，聽臺(tái)下人說，看不出來，我們這才放心。正在大家慶幸的時(shí)候，領(lǐng)導(dǎo)又讓全體職工打掃衛(wèi)生。誰都沒有準(zhǔn)備，大家只好穿著新西服干了起來，里里外外清一色的新西服，還真是一道靚麗的風(fēng)景線。

大概那時(shí)候我的血壓就有問題，我站在窗臺(tái)上擦完玻璃一回身，頭一暈，一頭向下栽去，我真奇怪我怎么那么靈巧，當(dāng)時(shí)我是背朝窗外，就在頭向下栽的一瞬間，我雙腳一點(diǎn)窗臺(tái)，來了個(gè)急轉(zhuǎn)身，使雙膝和雙手著陸而不是頭，大家一陣驚呼。我自我解嘲地說：“我向南天門磕了個(gè)不響的頭。”

褲子！我的新西服褲子！右膝處被土地爺咬了個(gè)洞。

第二天演出沒來得及縫就上臺(tái)了，雖然我是站在后排，但心里還是別扭。回家我費(fèi)了九牛二虎之力，用織補(bǔ)法把那洞補(bǔ)好了，留著以后集體活動(dòng)時(shí)再穿，后來因?yàn)榉蚀螅揖椭皇窃诖蠛铣獣r(shí)穿一下，或是冬天穿大厚棉褲時(shí)套幾天西服褲子。

來長春時(shí)，我特意把這條肥大的褲子帶來，準(zhǔn)備穿厚棉褲時(shí)套外頭。來長春那年冬天最冷，幸虧我未雨綢繆，準(zhǔn)備了特厚棉褲，翻箱倒柜找到了這條肥大褲子。套上一看，套著大厚棉褲穿還顯肥大，你看它該有多肥多大。

今年五月份，老伴兒回家賣房子時(shí)，把那些穿著不合適的衣服都給了人，但看到這件瘦小的西服繡著我的名字，就帶回了長春。

我見衣生情，心潮澎湃了好幾天，也糾結(jié)了好幾天：穿吧，樣式陳舊，而且又瘦又小。扔吧，它千里迢迢跟我們來到長春又于心不忍，糾結(jié)呀！老伴兒拎起那件西服左看右看，說不小，讓我穿上試試。

為了證明它又瘦又小，我賭氣嚢腮地把它穿在身上。咦！不但不是又瘦又小，怎么反倒又肥又大？一陣奇怪之后，得出結(jié)論：我，變苗條了，看！我來長春瘦了多少！老伴后悔沒把褲子帶來。我告訴他我把那條又肥又大藍(lán)褲子的拿來了，“你沒看見每年穿厚棉褲時(shí)我都用它套嗎？”。

單位發(fā)的兩套西服，一件上衣，一條褲子，正好合為一套。這回可好，原本又瘦又小的上衣變得又肥又大，原本又肥又大的褲子更肥更大。而且，樣式陳舊哪里穿得出。

收藏吧，我的西服！

第二篇：現(xiàn)代散文

(一）文道統(tǒng)一，以情育人

“文”即文章的語言文字形式，“道”除了思想內(nèi)容外還包括情感態(tài)度價(jià)值觀。語文教學(xué)不只是一般的學(xué)習(xí)語言，而是以學(xué)校教學(xué)科目形式出現(xiàn)的關(guān)于祖國語言的教育。在有關(guān)母語、民族通用語的教學(xué)中，語文形式和思想內(nèi)容不僅是互相依存，辯證統(tǒng)一的，而且是在教學(xué)中同樣都應(yīng)該受到高度重視。散文教學(xué)教會(huì)學(xué)生正確理解和運(yùn)用祖國的語言文字，不僅是學(xué)習(xí)語言文字本身，更重要的是讓學(xué)生能夠運(yùn)用語言工具去認(rèn)識(shí)和反映現(xiàn)實(shí)，正確把握文章的思想感情和情感態(tài)度價(jià)值觀。

在中學(xué)語文教學(xué)中有四個(gè)原則即文道統(tǒng)一原則、聽說讀寫互相促進(jìn)的原則、語文訓(xùn)練和思維訓(xùn)練相結(jié)合的原則，課內(nèi)外語文學(xué)習(xí)相結(jié)合的原則。初中現(xiàn)代散文教學(xué)首先要貫徹文道統(tǒng)一的原則，把握語文教學(xué)中進(jìn)行思想教育和審美教育的特點(diǎn)：一是潛移默化循序漸進(jìn)，在聽說讀寫過程中熏陶感染，逐步深入學(xué)生的心靈；二是具體形象，要抓住課文中的人物形象和自然形象，多采用形象化的語言；三是以情育人，運(yùn)用課文佳作所包含的真摯感情去叩擊學(xué)生的心弦，激發(fā)他們愛憎分明的感情，既收到以情動(dòng)人的效果又培育了學(xué)生健全的人格；四是激思勵(lì)志，要抓住文章或所教內(nèi)容的精要之處，從學(xué)生的實(shí)際出發(fā)，引導(dǎo)他們進(jìn)行思維，激發(fā)他們生疑、質(zhì)疑，探索生活和人生的真諦。

教師應(yīng)該充分利用教材的一切積極因素，深入教材把握文章的情感態(tài)度價(jià)值觀。激勵(lì)學(xué)生樹立遠(yuǎn)大志向，啟迪他們培養(yǎng)堅(jiān)韌不拔的意志和奮斗不息的精神，培育學(xué)生健全的人格。

《語文課程標(biāo)準(zhǔn)》指出：語文課程豐富的人文內(nèi)涵對(duì)人們精神領(lǐng)域的影響是深廣的，學(xué)生對(duì)語文材料的反應(yīng)又往往是多元的，因此，應(yīng)該重視語文的熏陶感染作用，注意教學(xué)內(nèi)容的價(jià)值取向，同時(shí)也應(yīng)尊重學(xué)生在學(xué)校過程中的獨(dú)特體驗(yàn)。[1]特別是在散文教學(xué)中，語文訓(xùn)練和思想內(nèi)容是密切相關(guān)的。語言文字是文章表情、達(dá)意、載道的工具。所以我們學(xué)習(xí)了基本的語言知識(shí)后應(yīng)該深入教材，發(fā)掘教材中語文訓(xùn)練和思想教育、審美教育的內(nèi)容。讓學(xué)生更好地把握課文中的情感態(tài)度價(jià)值觀，發(fā)展其健全人格。

（二）優(yōu)化導(dǎo)入，體驗(yàn)情感

薛曉嫘在《現(xiàn)行組織者與語文新課導(dǎo)入設(shè)計(jì)》這一篇文章中提到：先行組織者即“新課導(dǎo)入語”它的作用只有一個(gè),即在課堂教學(xué)中發(fā)揮教師的主導(dǎo)作用,激發(fā)學(xué)生的求知欲,調(diào)動(dòng)學(xué)生的學(xué)習(xí)主動(dòng)性、積極性。它的目的也只有一個(gè),即促使學(xué)生最大限度地去動(dòng)用自己的各種感官獲得知識(shí),發(fā)展智力,提高技能。”先行組織者的運(yùn)用,就在于當(dāng)學(xué)生的認(rèn)知結(jié)構(gòu)中尚未具備能夠同化新課學(xué)習(xí)的認(rèn)知框架時(shí),從外部影響學(xué)生,幫助其重新建立與新課學(xué)習(xí)內(nèi)容相關(guān)的認(rèn)知框架,從而有效實(shí)現(xiàn)語文課堂教學(xué)目標(biāo)。[2]

散文教學(xué)的起始階段尤為重要，情境的創(chuàng)設(shè)主要在于導(dǎo)入的設(shè)計(jì)，教師應(yīng)該創(chuàng)設(shè)一個(gè)與教學(xué)內(nèi)容感情基調(diào)一致的情境。營造良好的課堂氣氛，把學(xué)生置身于相應(yīng)的情景之中，喚起學(xué)生的審美情感需求，讓學(xué)生漸入佳境，與作者的情感融合在一起，激發(fā)學(xué)生的興趣和求知欲望。幫助學(xué)生在原有的認(rèn)知結(jié)構(gòu)與新知識(shí)之間建立起一座學(xué)習(xí)的橋梁,順利完成學(xué)習(xí)任務(wù)。教師在設(shè)計(jì)導(dǎo)入時(shí)可以采用以下幾種方法：

1.營造意境

散文，尤其是借景抒情的散文，往往都會(huì)營造一種意境，散文內(nèi)涵的賞析，要借助于意境的體會(huì)。營造意境導(dǎo)入就是用富有詩情畫意的語言把作者筆下之景呈現(xiàn)在學(xué)生面前。散文以意境取勝，生動(dòng)傳神、濃郁深邃的意境，是一篇優(yōu)秀散文的生命要素，所以教師的導(dǎo)入要引導(dǎo)學(xué)生從文章的“境”，感知情與景的水乳交融，神與形的和諧統(tǒng)一，在欣賞過程中漸漸走進(jìn)審美藝術(shù)的殿堂，不斷提高學(xué)生的審美能力。

2.感情鋪墊

散文教學(xué)滲透著審美情感和體驗(yàn)，“登山則情滿于山，觀海則意溢于海”散文傾注了作者的感情，學(xué)習(xí)散文不走近作者的情感深處，就不能真正的理解作者，也不會(huì)理解作者的情感。在導(dǎo)入的時(shí)候教師應(yīng)該作一定的感情鋪墊，用與作品一致的感情色彩的語言去感染學(xué)生，使學(xué)生處于一種良好的情感準(zhǔn)備狀態(tài)，用心去感受作者的感情，把閱讀學(xué)習(xí)的過程當(dāng)作是自己生命體驗(yàn)的過程，真正融入作者的情感世界，與作者進(jìn)行心靈的溝通，進(jìn)行情感的碰撞，進(jìn)行生命的對(duì)話。初中現(xiàn)代散文情感強(qiáng)烈，字字句句都飽含深情厚意，只要用心去領(lǐng)會(huì)，是不難體會(huì)作者的深沉情思的。

3.介紹寫作背景

在導(dǎo)入的時(shí)候介紹寫作背景也是教師常用的一種方法。散文是帶有作者強(qiáng)烈的主觀色彩，作者的情感受到時(shí)代環(huán)境等多方面因素的影響。對(duì)于同一事，同一物，同一景由于每個(gè)人的處境不同、個(gè)性不同等，往往會(huì)產(chǎn)生不同的情懷和感觸。散文中的情體現(xiàn)著作者獨(dú)特的個(gè)性，同時(shí)也帶有時(shí)代社會(huì)的印記。所以在教一些時(shí)間跨度大、寫作背景較復(fù)雜的散文時(shí)，可以讓學(xué)生盡可能多的了解作者和文章的創(chuàng)作背景，從而更好地把握文章所蘊(yùn)含的情感。在學(xué)習(xí)《艱難的國運(yùn)與雄健的國民》這篇散文時(shí)，不了解相關(guān)的背景材料是不行的。課文雖然很短但是涉及了歷史事實(shí)和社會(huì)知識(shí)，除參照注解外，讀懂這篇文章還需要參考一些相關(guān)的資料。教師在導(dǎo)入時(shí)就可以介紹本文的寫作背景及相關(guān)資料。

（三）創(chuàng)設(shè)情境，欣賞課文

語文課程改革要有現(xiàn)代意識(shí)，也要引進(jìn)現(xiàn)代教育技術(shù)。在信息技術(shù)化的今天，多媒體的運(yùn)用越來越普及，不少學(xué)校都采用多媒體教學(xué)。在散文教學(xué)的時(shí)候，可以運(yùn)用多媒體演示與教學(xué)內(nèi)容相關(guān)的圖片、音頻、視頻等，這樣可以使內(nèi)容更直觀、更生動(dòng)，給學(xué)生的學(xué)習(xí)創(chuàng)設(shè)相應(yīng)的意境。比如在教學(xué)《安塞腰鼓》這篇散文的的時(shí)候，很多地方的同學(xué)可能沒見過，教師在教學(xué)這篇文章的時(shí)候就可以借助多媒體放一段安塞腰鼓的視頻，讓學(xué)生從感觀上對(duì)安塞的腰鼓形成一個(gè)初步認(rèn)識(shí)。

當(dāng)學(xué)生對(duì)課文內(nèi)容有了一定的了解之后，教師就要引導(dǎo)學(xué)生理清作者的思路，弄清散文的線索。散文最顯著的特點(diǎn)就是“形散而神不散”，在教學(xué)的時(shí)候不可能面面俱到，應(yīng)該有所側(cè)重，所以需要學(xué)生先理清文章思路，抓住文中的“題眼”，再以“題眼”為支撐點(diǎn)架起整體結(jié)構(gòu)的輪廓。在學(xué)生了解文章的布局后，教師可以選取最能表達(dá)文章思想感情的地方講解，讓學(xué)生在學(xué)習(xí)中體驗(yàn)作者的情感態(tài)度價(jià)值觀，把握文章所要表達(dá)的思想感情。

（四）品味語言，積累語感

散文對(duì)語言的要求很高，優(yōu)秀的散文有詩一般的語言。在學(xué)習(xí)鑒賞散文的過程中只有細(xì)細(xì)品味文中那些經(jīng)過作者精心錘煉的語言，才能體會(huì)文字背后所蘊(yùn)藏的感情，感受其中的魅力。一般來說，不同類型的散文有不同特色，偏重議論的散文，語言比較嚴(yán)謹(jǐn)、平實(shí)、準(zhǔn)確；偏重記敘的散文，語言形象、優(yōu)美、生動(dòng)；偏重抒情的散文，語言細(xì)膩、富有感染力；偏重寫景狀物的散文，語言傳神、具有繪畫美和音樂美。除此之外，同一個(gè)作家用的語言在不同作品中也不用。比如朱自清的散文，《背影》的語言樸實(shí)無華，情真意切又洗練自然《綠》的語言則是精雕細(xì)刻，濃墨重彩、栩栩傳神，把景色之美寫得淋漓盡致。學(xué)生通過對(duì)散文語言運(yùn)用的學(xué)習(xí)，可以豐富積累，增強(qiáng)語感，提高審美鑒賞能力。

學(xué)生在閱讀這些散文的時(shí)候，可以根據(jù)不同的內(nèi)容采取不同的閱讀方法，在《語文課程標(biāo)準(zhǔn)閱讀概念辨析》一文中介紹了幾種閱讀方法：瀏覽；略讀；精讀；閱讀欣賞。對(duì)于不作要求的課文，學(xué)生可以采取瀏覽和略讀兩種方式，簡單了解即可；對(duì)于教材的重點(diǎn)文章，就要去精讀和閱讀欣賞，盡可能達(dá)到背誦的目的，只有這樣才能在全面提高語言的過程中加強(qiáng)積累。

為了豐富學(xué)生的語感積累，教學(xué)中也要注意運(yùn)用聽說讀寫相互促進(jìn)這一原則，“聽、說、讀、寫是四種不同的語文能力，聽是口頭語言的理解，說是口頭語言的表達(dá)，讀是書面語言的理解，寫是書面語言的表達(dá)。”[3]語文教學(xué)要培養(yǎng)學(xué)生正確理解和運(yùn)用祖國語言文字的能力中的語言文字就是聽讀能力，運(yùn)用語言文字的能力就是說寫的能力。這四種能力是語文能力最簡明、最科學(xué)的概括。堅(jiān)持聽說讀寫相互促進(jìn)原則是因?yàn)檫@四種能力存在本質(zhì)的聯(lián)系。雖然一個(gè)人的成長往往是先學(xué)會(huì)聽說，然后才會(huì)讀寫，但在中學(xué)語文教學(xué)中，二者的關(guān)系是相互促進(jìn)的，而且一種能力常常可以遷移為另一種能力。在聽說訓(xùn)練的時(shí)候要有意識(shí)的為說寫訓(xùn)練提供營養(yǎng)，在說寫訓(xùn)練的時(shí)候要盡量利用、借鑒聽讀訓(xùn)練所提供的范例。在訓(xùn)練過程中做到從聽中學(xué)說，從讀中學(xué)寫，通過聽讀訓(xùn)練提供的范例，進(jìn)行各種說寫練習(xí)，給學(xué)生的語感積累創(chuàng)造條件，全面提高學(xué)生的語文能力。

教師平時(shí)還可以讓學(xué)生多摘錄名言名句，或者好的文章;也可以誦讀一些經(jīng)典的作品如朱自清的散文《春》《匆匆》等，隔段時(shí)間就辦一個(gè)經(jīng)典美文朗誦會(huì)，讓同學(xué)們把自己的成果展示給大家，也可以促進(jìn)同學(xué)間的交流。可以鼓勵(lì)學(xué)生多參加朗誦、演講、辯論比賽，通過這些比賽達(dá)到鍛煉能力達(dá)到積累語感目的。

第三篇：現(xiàn)代語言學(xué)測(cè)試題兩套(含答案)

試卷A

Ⅰ.Multiple Choice

Directions:Read each of the following statements carefully.Decide which one of the four choices best completes the statement and put the letter A,B,C or D in the brackets.(2%×10=20%)

1.The famous quotation from Shakespeare’s play “Romeo and Juliet”: “A rose by any other name would smell as sweet” well illustrates _______.（）

A.the conventional nature of languageB.the creative nature of language

C.the universality of languageD.the big difference between human language and animal communication

2.Of the following sound combinations，only _______ is permissible according to the sequential rules in English.（）

A.kiblB.bkilC.ilkbD.ilbk

3.The sentence that has a NP and a VP can be shown in a _______ formula “S→NP VP”。（）

A.hierarchical B.linear C.tree diagram D.vertical

4.It is the _______ on Case assignment that states that a Case assignor and a Case recipient should stay adjacent to each other.（）

A.Case Condition B.parameter C.Adjacent Condition D.Adjacent Parameter

5.Predication analysis is a way to analyze _______ meaning.A.phoneme B.word C.phrase D.sentence

6.According to Searle，those illocutionary acts whose point is to commit the speaker to some future course of action are called _______.（）

A.commisives B.directives C.expressives D.declaratives

7.The term _______ linguistics may be defined as a way of referring to the approach which studies language change over various periods of time and at various historical stages.A.synchronic B.diachronic C.comparative D.historical comparative

8.The way in which people address each other depends on their age, sex, social group and personal relationship.The English system of address forms frequently used includes first name, last name, title+last name, _______, and kin term.A.title+first nameB.title+title C.title aloneD.first name+last name+title

9.Language and thought may be viewed as two independent circles overlapping in some parts.When language and thought are identical or closely parallel to each other，we may regard thought as “subvocal speech，” and speech as “_______”。（）

A.vocal thoughtB.subvocal thoughtC.covert thoughtD.overt thought

10.Whcih of the following best states the behaviorist view of child language acquisition _______.（）

A.Language acquisition is a process of habit formation

B.Language acquisition is the species-specific property of human beings

C.Children are born with an innate ability to acquire language

D.Humans are equipped with the neural prerequisites for language and language use

Ⅱ.Blank Filling

Directions:Fill in the blank in each of the following statements with one word,the first letter of which is already given as a clue.Note that you are to fill in ONE word only,and you are not allowed to change the letter given.(1%×10=10%)

11.In the course of time，the study of language has come to establish close links with other branches of s________ studies，such as sociology and psychology.12.Clear ［1］ and dark［?］are allophones of the same one phoneme /1/.They never take the same position in sound combinations，thus they are said to be in c________ distribution.13.A r________ is often seen as part of a word，but it can never stand by itself although it bears clear，definite meaning.14.A c________ sentence contains two or more clauses，one of which is incorporated in the other.15.That the denial of one member of two words implies the assertion of the other is the characteristic of c________ antonyms.16.While the meaning of a sentence is abstract and decontextualized，that of an u________ is concrete and context-dependent.17.Phonological rules may move phonemes from one place in the string to another.For example，Modern English verb ask was Old English askian，with the /k/preceding the/s/.Sound change as a result of sound movement is known as m________.18.In many societies of the world，we find a large number of people who speak more than one language.As a characteristic of societies，b________ inevitably results from the coming into contact of people with different cultures and different languages.19.The brain’s neurological specialization for language is called linguistic I ________，which is specific to human beings.20.In order to acquire a second language，learners will subconsciously use their first language knowledge in learning a second language.This is know as language t________.Ⅲ.True of False question

Directions: Judge whether each of the following statements is true or false.Put a T for true or F for false in the brackets in front of each statement.I(2%×10=20%)

21.In the history of any language the writing system always came into being before the spoken form.（）22.In English，long vowels are also tense vowels because when we pronounce a long vowel such as/i：/，the larynx is in a state of tension.（）23.A compound is the combination of only two words.（）24.“The student” in the sentence “The student liked the linguistic lecture.”，and “The linguistic lecture” in the sentence “The linguistic lecture liked the student.”belong to the same syntactic category.（）25.Linguistic forms having the same sense may have different references in different situations while linguistic forms with the same reference always have the same sense.（）26.An important difference between presupposition and entailment is that presupposition，unlike entailment，is not vulnerable to negation.That is to say, if a sentence is negated, the original presupposition is still true.（）27.The division of English into Old English，Middle English，and Modern English is nonconventional and not arbitrary.（）28.Language reflects sexism in society.Language itself is not sexist，just as it is not obscene； but it can connote sexist attitudes as well as attitudes about social taboos or racism.（）29.If a child is deprived of linguistic environment，he or she is unlikely to learn a language successfully later on.（）30.When children learn to distinguish between the sounds of their language and the sounds that are not part of the language，they can acquire any sounds in their native language once their parents teach them.Ⅳ.Definition

Directions: Explain the following terms, using one or two examples if necessary.(3%×10=30%)

31.cultural transmission（as a design feature of human language）32.phonic medium of language33.voicing 34.inflectional morphemesn35.reference36.locutionary act 37.protolanguage 38.ethnic dialect 39.registers 40.acculturation

Ⅴ.Answer the following questions.(10%×2=20%)

41.Why do we say tree diagrams are more advantageous and informative than linear structure in analyzing the constituent relationship among linguistic elementsSupport your statement with examples.42.Describe the process of language perception，comprehension and production.試卷A參考答案

一、單項(xiàng)選擇題（本大題共10小題，每小題2分，共20分）

1.A 2.A 3.B 4.C 5.D6.A 7.B 8.C 9.D 10.A

二、填空題（本大題共10小題，每小題1分，共10分）

11.social12.complementary13.root14.complex15.complementary16.utterance17.metathesis18.bilingualism

19.lateralization 20.transfer

三、判斷題（本大題共10小題，每小題2分，共20分）

21.F 22.T 23.F 24.T 25.F 26.T 27.F 28.T 29.T 30 F

四、名詞解釋題（本大題共10小題，每小題3分，共30分）

31.One of the major defining features of human language.Humans are born with the ability to acquire a language，but

different from animals，the actual use of human language is not genetically transmitted，rather it is culturally transmitted，i.e.it has to be taught and learnt.32.The limited range of sounds that are used in human language communication，i.e.the speech sounds.Voicing is a phonetic feature of some sounds.It is caused by the vibration of the vocal cords.34.Inflectional morphemes are morphemes that are used to indicate the grammatrcal relations and categories，such as-ed，-（e）s，-est in English.35.Reference is what a linguistic form refers to in the real world； it is a matter of the relationship between the form and the reality.For example，if we say，“The dog is barking，” we must be talking about a certain dog known to both the speaker and the hearer in the situation.The actual dog the word “dog” refers to in this particular situation is the reference of the word “dog”。360(36.Locutionary act refers to the act of uttering words，phrases，and clauses.It is the act of conveying literal meaning by means of syntax，lexicon and phonology.For example，by saying “You have left the door wide open”，the locutionary act performed by the speaker is that he has uttered all the words and expressed what the words literally mean.37.A protolanguage is the original form of a language family that has ceased to exist.The proto form can be reconstructed by identifying and comparing similar linguistic forms with similar meanings across related languages.m38.An ethnic dialect is a social dialect of a language，often cutting across regional differences.It is spoken mainly by a less privileged population that has experienced some form of social isolation，such as racial discrimination or segregation.39.Registers are language varieties appropriate for use in particular speech situations，in contrast to language varieties that are associated with the social or regional grouping of their customary users.For this reason，registers are also known as situational dialects.40.Acculturation refers to a process of adapting to the culture and value system of the second language community.五、論述題（本大題共2小題，每小題10分，共20分）

41.In addition to revealing a linear order，a constituent structure tree has a hierarchical structure that groups words into structural constituents and shows the syntactic category of each structural constituent，and consequently is believed to most truthfully illustrate the constituent relationship among linguistic elements.For example，the phrase “ the old men and women” may have two interpretations，i.e.the adjective “old”may modify the noun “men”，or the following two nouns “men and women”。Linear order analysis cannot tell this difference，so it is ambiguous.Whereas，the constituent or tree diagrams analysis can make this difference clear.So，we say tree diagrams are more advantageous and informative than linear structure analysis.(NP NP NP NP NP NP The old men and the women the old men and the old women

42.From the perspective of psycholinguistic analysis，language use in terms of perception，comprehension and production follows a certain pattern which involves the coordination of various language centers.When we speak，words are drawn from Wernicke’s area and transferred to Broca’s area，which determines the details of their form and pronunciation.The appropriate instructions are then sent to the motor area which controls the vocal tract to physically articulate the words.When we hear something and try to comprehend it，t he stimulus from the auditory cortex is transmitted to Wernicke‘s area，where it is then interpreted.When we perceive a visual image，a message is sent to the angular gyrus，where it is converted into a visual pattern.試卷B

Ⅰ.Multiple Choice

Directions:Read each of the following statements carefully.Decide which one of the four choices best completes the statement and put the letter A,B,C or D in the brackets.(2%×10=20%)

1.The pair of words “l(fā)end”and “borrow”are ___.()

A.gradable oppositesB.relational oppositesC.co-hyponymsD.synonyms

2.The discovery of Indo-European language family began with the work of the British scholar.()

A.Jacob GrimmB.Rasmus RaskC.Franz BoppD.Sir William Jones

3.A linguist regards the changes in language and language use as __.()

A.unusualB.something to be fearedC.abnormalD.natural

4.__produce fast and fluent speech with good intonation and pronunciation but the content of their speech ranges from mildly inappropriate to complete nonsense,often as unintelligible.()

A.Broca's aphasicB.The linguistic deprivationC.The damage on the angular gyrusD.Wernicke's aphasic

5.Some Southern learners of English in China tend to say “night” as “l(fā)ight”.This shows:.()

A.They cannot pronounce/n/

B.Interlangue interference because there is notthe sound /n/in their mother tongue

C.The teachers do not have a good teaching method

D.They do not like to pronounce nasal sounds

6.A word with several meanings is called __word.()

A.a polysemousB.a synonymousC.an abnormalD.a multiple

7.The function of the sentence “A nice day, isn't it?”is __.()

A.informativeB.phaticC.directiveD.performative

8.The most recognizable differences between American English and British English are in __ and vocabulary.()

A.usageB.grammarC.pronunciationD.structure

9.__deals with the way in which a language varies through geographical space.()

A.Linguistic geographyB.LexicologyC.LexicographyD.Sociolinguistics

10.The semantic components of the word “gentleman” can be expressed as __.()

A.+animate,+male,+human,-adult

B.+animate,+male,+human,+adult

C.+animate,-male,+human,-adult

D.+animate,-male,+human,+adult

Ⅱ.Blank Filling

Directions:Fill in the blank in each of the following statements with one word,the first letter of which is already given as a clue.Note that you are to fill in ONE word only,and you are not allowed to change the letter given.(1%×10=10%)

11.A sentence is a structurally independent unit that usually comprises a number of w________ to form a complete statement,q________or command.12.In sociolinguistic studies,speakers are treated as members of s__g________.13.Utterance is based on ________________;it isthe realization of the abstract meaning of a sentence in a real situation of communication,or simply in a context.14.To many people,a linguist is the same as a ________,one who can speak several languages fluently.15.Consonant sounds can be eitherv ________or v__,while all vowel sounds are v________.Ⅲ.True of False question

Directions: Judge whether each of the following statements is true or false.Put a T for true or F for false in the brackets in front of each statement.I(2%×10=20%)

16.All words may be said to contain a root morpheme.()

17.Tense and reference are two terms often encountered in the study of meaning.()

18.Linguistics is the course of language.()

19.The part of a sentence which compriese comprises an infinite verb or a verb phrase is grammatically called predicate.()

20.Historical linguistics equals to the study of synchronic study.()

21.The term dialect,as a technical term in linguistics,carries value judgement and not simply refers to a distinct form of language.()

22.Morphology is translated as 形態(tài)學(xué)。()

23.The word “photographically” is made up of 4 morphemes.()

24.The smallest meaningful unit of language is allomorph.()

25.Semantics is the main part of linguistics.()

Ⅳ.Definition

Directions: Explain the following terms, using one or two examples if necessary.(3%×10=30%)

26.general linguistics27.suprasegmental features28.root and stem29.hierarchical structure30.naming theory and conceptualist view31.maxims of quality and manner32.blending33.sociolect34.subvocal speech

35.contrastive analysis

Ⅴ.Answer the following questions.(10%×2=20%)

36.Paraphrase each of the following sentences in two different ways to show the syntactic rules account for the ambiguity of sentences.(1)The shooting of the hunters might be terrible.(2)He saw young men and women present.(3)They were surprised at the president's appointment.37.Decide the meaning of the following affixes and give each affix two examples.re-un-anti-super--wise-itis-ize-age

試卷B參考答案

一、單項(xiàng)選擇題(每小題2分，共20分)

1.B2.D3.D4.D5.B6.A7.B8.C9.A10.B

二、填空題(每空1分，共10分)

11.words question12.social groups13.sentence meaning14.polyglot15.voicelessvoicedvoiced

三、判斷題(每小題2分，共20分)

16.T17.F(Sense and reference…)18.F(scientific study of language)19.F(finite verb…)20.F(diachronic)21.F(no value judgement)22.T23.T24.F(morpheme)25.F(one of the parts)

四、名詞解釋(每小題3分，共30分)

26.The study of language as a whole is often called general linguistics.27.The phonemic features that occur above the level of the segments.28.The base form of a word;the existing form to which a derivational affix can be added.29.The sentence structure that groups words into structural constituents and shows the syntactic categories of each structural constituent,such as NP and VP.30.The words of a language are labels of the objects they stand for;a linguistic form is linked through concepts to what it refers to.31.Do not say what you believe to be false or without adequate evident;Avoid obscurity of expression and ambiguity,be brief and orderly.32.A process of forming a new word by combining parts of other words.33.A variety of languages used by a social class.34.Thought when it is close to language.35.A comparative procedure to establish linguistic differences between languages for teaching purposes.五、論述題(每小題10分，共20分)

36.(1)the hunters are shooting;the hunters are shot;

(2)young men and young women;young men and(not young)women

(3)the president appoints others;the president is appointed.37.re-:again,e.g.retype,reorganize

un-:not,reverse,e.g.unhappy,unlock

anti-:against,anti-drug,anti-imperialism

super-greater than usual,e.g.superpower,superman

-wise:in the manner of,e.g.clockwise,moneywise-itis:infection.e.g.bronchitis,arthritis

-ize:make into,e.g.realize,modernize-age:process.e.g.mileage,linkage

第四篇：現(xiàn)代散文現(xiàn)狀

現(xiàn)代散文文體類型復(fù)雜,純與雜的矛盾一直存在于現(xiàn)代散文的研究中,因?yàn)槿狈ο到y(tǒng)的理論和批評(píng)話語,也造成了批評(píng)標(biāo)準(zhǔn)的淆亂,散文史的編撰在史料整理、框架結(jié)構(gòu)方面也舉步唯艱,缺少突破與創(chuàng)新,這既是散文研究的現(xiàn)狀,也給今后的研究帶來困難。

我們步人了全新的21世紀(jì)—一個(gè)機(jī)遇與挑戰(zhàn)并存、希望與創(chuàng)新共生的時(shí)代。站在新世紀(jì)的起跑線上,深情回望2O世紀(jì)中國散文的發(fā)展道路,自“五四”以來,現(xiàn)代散文對(duì)古代散文進(jìn)行了激烈的反叛,并自覺借鑒了西方的文學(xué)觀念,把散文提升到同詩歌、小說、戲劇并列的、獨(dú)立的地位,一直到今天已經(jīng)8O多年的歷史了。這期間歷經(jīng)了轉(zhuǎn)型的喜悅、堅(jiān)守的執(zhí)著、痛苦的災(zāi)難,終至八九十年代的巨大進(jìn)步:對(duì)歷史的整合與超越。面對(duì)散文發(fā)展的潮起潮落、興衰沉浮,我把目光鎖定在9o年代這一臨近世紀(jì)末的時(shí)間段,著重談?wù)剛€(gè)人對(duì)散文發(fā)展現(xiàn)狀的淺見及由此引發(fā)的思考。90年代社會(huì)進(jìn)人了重要的“轉(zhuǎn)型期”。市場經(jīng)濟(jì)替代了傳統(tǒng)的計(jì)劃經(jīng)濟(jì)并主導(dǎo)了社會(huì)生活。隨著蘇聯(lián)、東歐的解體,世界格局朝著多極化的方向發(fā)展,由此導(dǎo)致了經(jīng)濟(jì)全球化,以及強(qiáng)勢(shì)文化對(duì)弱勢(shì)文化的浸淫與滲透。文學(xué)從過去的意識(shí)形態(tài)的中心,迅速地走向“邊緣化”。在這種客觀情勢(shì)下,各種思想、觀念、思潮的活躍是十分自然的。繼8o年代末期散文創(chuàng)作“門庭冷落”之后,9o年代中國大地上又掀起了“散文熱”。一時(shí)間雜文、隨筆、言論以及“學(xué)者散文”、“文化散文”、“智慧散文”、“通俗散文等大量出現(xiàn)。

中國的散文研究曾經(jīng)飽受責(zé)難，甚至被一些人看作混亂、保守、無所作為、缺乏現(xiàn)代意識(shí)的同義詞。但自上世紀(jì)90年代以后，中國的散文研究已有了很大的改觀，其標(biāo)志是繼“大散文”的討論后，散文的一些重要范疇如散文的定義、類型以及“真情實(shí)感”、“真實(shí)與虛構(gòu)”等概念得到了清理和較為明確的界說； 散文的文體問題也開始引起了注意，并在古典文體研究的基礎(chǔ)上有了實(shí)質(zhì)性的推進(jìn)； 特別值得注意的是：過去散文理論一直比較懶惰，既安于現(xiàn)狀又疏于建構(gòu)自己的理論體系，而現(xiàn)在已經(jīng)有一些散文研究者嘗試著為散文建構(gòu)理論體系，而且提出了一套新的散文理論話語。上述種種跡象表明：散文理論已經(jīng)改變了過去的“邊緣化”狀態(tài)，正在一步步向“中心”位移。盡管這種位移是如此地緩慢艱難，但我們卻從中看到了中國散文理論的希望和明天。正是懷著這樣的文學(xué)夢(mèng)想和想象，本文擬在過去散文文體研究、散文理論話語建構(gòu)的基礎(chǔ)上，進(jìn)一步確立“詩性散文”這一散文核心范疇，并探討與之相關(guān)的理論問題。在我看來，對(duì)這一命題的討論不但有益于當(dāng)前散文創(chuàng)作，而且是散文理論體系建構(gòu)的深化與拓展。

第五篇：現(xiàn)代散文教學(xué)研究

現(xiàn)代散文教學(xué)研究

一、散文在現(xiàn)行高中語文教材中的篇目和比重

二、散文的基本知識(shí)

（一）什么是散文？

現(xiàn)代散文定義，是指與小說、詩歌、戲劇并列的一種文學(xué)體裁，對(duì)它又有廣義和狹義兩種理解。廣義的散文，是指詩歌、小說、戲劇以外的所有具有文學(xué)性的散行文章。除以議論抒情為主的散文外，還包括通訊、報(bào)告文學(xué)、隨筆雜文、回憶錄、傳記等文體。隨著寫作學(xué)科的發(fā)展，許多文體自立門戶，散文的范圍日益縮小。

狹義的散文是指文藝性散文，它是一種以記敘或抒情為主，取材廣泛、筆法靈活、篇幅短小、情文并茂的文學(xué)樣式。

（二）散文的分類

根據(jù)散文的內(nèi)容和性質(zhì)可分為以下幾類：

(1)敘事散文：以寫人記事為主的散文例如：魯迅的《藤野先生》、朱德的《母親的回憶》。根據(jù)該類散文內(nèi)容的側(cè)重點(diǎn)不同，又可將它區(qū)分為記事散文和寫人散文。(2)抒情散文：注重表現(xiàn)作者的思想感受，抒發(fā)作者的思想感情的散文。例如：魏巍的《依依惜別的真情》、朱自清的《荷塘月色》。

(3)寫景散文：以描繪景物為主的散文。例如：劉白羽的《長江三峽》。(4)哲理散文：這類散文以種種形象來參與生命的真理，從而揭露萬物之間的永恒相似，給我們一種透過現(xiàn)象深入本質(zhì)、揭示事物的底蘊(yùn)、觀念具有震撼性的審美效果。學(xué)習(xí)這類美文，自然能在潛移默化中受到啟迪和熏陶，洗禮和升華。

（三）散文的主要特點(diǎn)

1.形散而神聚。“形散”指作者運(yùn)筆自由，內(nèi)容上面寬意廣，結(jié)構(gòu)上不拘一格，筆法上自由靈活，“神聚”指材料圍繞主題而展開，“散”得有度。2.意境深邃，注重表現(xiàn)作者的生活感受，抒情性強(qiáng)，情感真摯。3.語言優(yōu)美凝練，富于文采。

三、散文的教學(xué)重點(diǎn)

四、我總結(jié)的散文的鑒賞技法

我認(rèn)為散文鑒賞應(yīng)注意以下幾點(diǎn)：

1·整體入手，理清文章脈絡(luò)。材料豐富，思路靈活是散文的主要特點(diǎn)之一，閱讀時(shí)一定要著眼于文章的整體，注意理清內(nèi)部的相互關(guān)系，從宏觀上駕馭文章，體察作者寄寓其中的意，傾注其中的情。如《長城》一文，從深秋晚景寫起，引入對(duì)歷史的回顧與反思，再從歷史回到現(xiàn)實(shí)，在歷史與現(xiàn)實(shí)的對(duì)比中深化主旨，卒章顯志，含蓄而又深沉。在這種整體閱讀的基礎(chǔ)上，再來回答題目，就會(huì)洞若觀火，游刃有余。

2、了解背景，透視創(chuàng)作歷程。作品是社會(huì)的折射，內(nèi)容是背景的產(chǎn)物。有不少散文的創(chuàng)作，往往受環(huán)境的影響。因此，了解文章的相關(guān)背景，是閱讀鑒賞散文的一把鑰匙。閱讀《獸·人·鬼》，就必須認(rèn)真閱讀注釋，分析背景材料。抗戰(zhàn)勝利后，國統(tǒng)區(qū)人民掀起了反內(nèi)戰(zhàn)運(yùn)動(dòng)，國民黨當(dāng)局卻大行不義，倒行逆施，制造了臭名昭著的“一二·一”慘案。聞一多先生十分悲憤，堅(jiān)決主張聲援學(xué)生的愛國運(yùn)動(dòng)，對(duì) 個(gè)別教授畏首畏尾，保全小我的做法極為不滿，于是寫了這篇文章。透視創(chuàng)作歷程，了解作者的創(chuàng)作意圖和思想感情，再對(duì)照原文，試卷中的問題就不難找到答案。

3、散文鑒賞，重點(diǎn)是把握其“形”與“神”的關(guān)系。散文常常托物寄意，為了使讀者具體感受到所寄寓的豐富內(nèi)涵，作者常常對(duì)所寫的事物作細(xì)致的描繪和精心的刻畫，就是所謂的“形得而神自來焉”。我們讀文章就要抓住“形”的特點(diǎn)，由“形”見“神”，深入體會(huì)文章內(nèi)容。

4、讀散文要識(shí)得“文眼”。

凡是構(gòu)思精巧、富有意境或?qū)懙煤畹脑娢模加小把邸钡陌仓谩ｈb賞散文時(shí)，要全力找出能揭示全篇旨趣和有畫龍點(diǎn)睛妙用的“文眼”，以便領(lǐng)會(huì)作者為文的緣由與目的。“文眼”的設(shè)置因文而異，可以是一個(gè)字、一句話、一個(gè)細(xì)節(jié)、一縷情絲，乃至一景一物。并非每篇散文都有必要的“文眼”。

5、讀散文要抓住線索，理清作者思路，準(zhǔn)確把握文章的立意。

結(jié)構(gòu)是文章的骨架，線索是文章的脈絡(luò)，二者是緊密聯(lián)系的。抓住散文中的線索，便可對(duì)作品的思路了然于胸，不僅有助于理解作者的寫作意圖，而且也是對(duì)作者謀篇布局本領(lǐng)的鑒賞，從而透過散文的“形散”的表象抓住其傳神的精髓，遵循作者的思路，分析文章的立意。線索通常有以下幾種：⑴以事物的形象為線索，如巴金的《燈》；⑵以感情的發(fā)展為線索，如楊朔的《荔枝蜜》；⑶以時(shí)間順序?yàn)榫€索，如劉白羽的《長江三日》；⑷以空間順序?yàn)榫€索，如朱自清的《綠》；⑸以人物活動(dòng)為線索，如魯迅的《從百草園到三味書屋》；（6）以事理為線索，如唐韜的《瑣憶》。

6、注意講解文章的寫作技巧和表現(xiàn)手法，深入體會(huì)文章的內(nèi)容。散文經(jīng)常運(yùn)用一些常見的修辭手法和表達(dá)技巧，如渲染、鋪墊、象征、伏筆、照應(yīng)、懸念、襯托、過渡等，因此教師在講授散文的時(shí)候一定要注意點(diǎn)出文章的寫作技巧，以便于學(xué)生鑒賞學(xué)習(xí)。

7、借助想象，領(lǐng)會(huì)文章的神韻，體察作者情感。散文屬于文學(xué)范疇，閱讀散文必須發(fā)揮聯(lián)想和想象，結(jié)合個(gè)人生活體驗(yàn)，和作者情感發(fā)生強(qiáng)烈共鳴。讀《長城》，如果能聯(lián)想到余秋雨在《都江堰》一文中對(duì)“長城”的議論，能想象到長城上狼煙四起，民族斗爭的慘烈，想象到中華民族的屈辱歷程，就不難觸摸到作者那顆希望中華民族走出封閉與落后，走向繁榮與強(qiáng)大的赤注意豐富的聯(lián)想，由此及彼，由淺入深，由實(shí)到虛，這樣才能體會(huì)到文章的神韻，領(lǐng)會(huì)到更深刻的道理。

8、品味散文的語言。

散文的一大特色是語言美。好散文語言凝練、優(yōu)美，又自由靈活，接近口語。優(yōu)美的散文，更是集哲理、詩情、畫意于一身。杰出的散文家的語言又各具不同的語言風(fēng)格：魯迅的散文語言精練深邃，茅盾的散文語言細(xì)膩深刻，郭沫若的散文語言氣勢(shì)磅礴，巴金的散文語言樸素優(yōu)美，朱自清的散文語言清新雋永，冰心的散文語言委婉明麗，孫犁的散文語言質(zhì)樸，劉白羽的散文語言奔放，楊朔的散文語言精巧。何為的散文語言雅致。一些散文大家的語言，又常常因內(nèi)容而異。體味散文的語言風(fēng)格，就可以對(duì)散文的內(nèi)容體味地更加深刻。

9、講解散文還需注意文體特點(diǎn)。敘事散文講求以小見大，形與神的關(guān)系是重點(diǎn)；寫景散文注意情景交融，情與景的契合是關(guān)鍵；詠物散文托物言志，盡可能體味象征手法。