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1、_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 showon ice by the mother of a friend. Looked round a the luxury of the 1. _rink, my friends mother remarked on the “plush” seats we had beengiven. I did not know what she meant, and being proud of my 2
2、. _vocabulary, I tried to infer its meaning from the context. “Plush”was clearly intended as a complimentary, a positive evaluation; that 3. _much I could tell it from the tone of voice and the context. So I 4. _started to use the word. Yes, I replied, they certainly are plush, andso are the ice rin
3、k and the costumes of the skaters, arent they? Myfriends mother was very polite to correct me, but I could tell from her 5. _expression that I had not got the word quite right.Often we can indeed infer from the context what a word roughlymeans, and that is in fact the way which we usually acquire bo
4、th 6. _new words and new meanings for familiar words, specially in our 7. _own first language. But sometimes we need to ask, as I should haveasked for Plush, and this is particularly true in the 8. _aspect of a foreign language. If you are continually surrounded by 9. _speakers of the language you a
5、re 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. 10. _2014改错 There is widespread consensus among scholars that second language acquisition (SLA) emerged as a distinct field of research fr
6、om 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 thesame sense one acquires a first language? (3) _l What is the explanation
7、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 i
8、n studying thelearning 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 haveone thing in common: The perspective adopted to view the acquiringof an additional language is that of an individual at
9、tempts to do (7) _so. Whether one labels it “learning” or “acquiring” an additionallanguage, it is an individual accomplishment or what is under (8) _focus is the cognitive, psychological, and institutional status of anindividual. That is, the spotlight is on what mental capabilities areinvolving, w
10、hat psychological factors play a role in the learning (9) _or acquisition, and whether the target language is learnt in theclassroom 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
11、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
12、 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 relat
13、ive or colleague has had a stroke which has influenced (6) _their language; if we observe a child acquire language; if (7) _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 example
14、s (8) _of what might be called “language in exceptional circumstances” reveal a great deal about the processes evolved in speaking, (9) _listening, writing and reading. But given that language processes were normally so automatic, we also need to carry out careful (10) _experiments to get at what is
15、 happening.2012年The central problem of translating has always been whether to translate literally or freely. The argument has been going since at least the first (1) _century B.C. Up to the beginning of the 19th century, many writersfavoured certain kind of “free” translation: the spirit, not the le
16、tter; the (2) _sense not the word; the message rather the form; the matter not (3) _the manner. This is the often revolutionary slogan of writers who (4) _wanted the truth to be read and understood. Then in the turn of 19th (5) _century, when the study of cultural anthropology suggested thatthe ling
17、uistic barriers were insuperable and that the language (6) _was entirely the product of culture, the view translation was impossible (7) _gained some currency, and with it that, if was attempted at all, it must be as (8) _literal as possible. This view culminated the statement of the (9) _extreme “l
18、iteralists” Walter Benjamin and Vladimir Nobokov.The argument was theoretical: the purpose of the translation, thenature of the readership, the type of the text, was not discussed. Toooften, writer, translator and reader were implicitly identified witheach other. Now, the context has changed, and th
19、e basic problem remains. (10) _2011年专八真题改错部分From a very early age, perhaps the age of five or six, I knewthat when I grew I should be a writer. Between the ages of about 1_seventeen and twenty-four I tried to abandon this idea, but I did sowith the conscience that I was outraging my true nature and
20、that 2_soon or later I should have to settle down and write books. 3_ I was the child of three, but there was a gap of five years 4_on either side, and I barely saw my father before I was eight. For this and other reasons I was somewhat lonely, and I soon developed disagreeing mannerisms which made
21、me unpopular throughout my 5_schooldays. I had the lonely childs habit of making up stories andholding conversations with imaginative persons, and I think from 6_the very start my literal ambitions were mixed up with the feeling of 7_being isolated and undervalued. I knew that I had a facility with
22、words and a power of facing in unpleasant facts, and I felt that this created 8_a sort of private world which I could get my own back for my failure 9_in everyday life. Therefore, the volume of serious i.e. seriously 10_intended writing which I produced all through my childhood and boyhood would not
23、 amount to half a dozen pages. I wrote my firstpoem at the age of four or five, my mother taking it down to dictation.2010年专八真题改错部分So far as we can tell, all human languages are equally complete and perfect as instruments of communication: that is, every language appears to be well equipped as any o
24、ther to say 1_the things their speakers want to say. 2_There may or may not be appropriate to talk about primitive3_peoples or cultures, but that is another matter. Certainly, not all groups of people are equally competent in nuclear physics or psychology or the cultivation of rice . Whereas this is
25、 not the 4_fault of their language. The Eskimos , it is said, can speak aboutsnow with further more precision and subtlety than we can in 5_English, but this is not because the Eskimo language (one of those sometimes miscalled primitive) is inherently more precise and subtle than English. This examp
26、le does not come to light a defect 6_in English, a show of unexpected primitiveness. The position issimply and obviously that the Eskimos and the English live in similar7_ environments. The English language will be just as rich in terms 8_for different kinds of snow, presumably, if the environments
27、in whichEnglishwas habitually used made such distinction as important. 9_ Similarly, we have no reason to doubt that the Eskimo language could be as precise and subtle on the subject of motor manufacture or cricket if these topics formed the part of the Eskimos life. 10_2009The previous section has
28、shown how quickly a rhyme passesfrom one school child to the next and illustrates the further difference (1)_between school lore and nursery lore. In nursery lore a verse, learnt in early childhood, is not usually passed on again when the (2)_little listener has grown up, and has children of their o
29、wn, or even (3)_grandchildren. The period between learning a nursery rhyme andtransmittingit may be something from twenty to seventy years. With (4)_the playgroundlore, therefore, a rhyme may be excitedly passed (5)_on within the very hourit is learnt; and in the general, it passes (6)_between child
30、ren of the same age, or nearly so, since it is uncommon for the difference in age between playmates to be more than five years. If ,therefore, a playground rhyme can be shown to have beencurrently for a hundred years, oreven just for fifty, it follows that it (7)_has been retransmitted over and over
31、; very possibly it has passed (8)_along a chain of two or threehundred young hearers and tellers, andthe wonder is that it remains liveafter so much handling, (9)_to let alone that it bears resemblance to the (10)_2008年专八真题 短文改错 The desire to use language as a sign of national identity is avery natu
32、ral one, and in result language has played a prominent _1_part in national moves. Men have often felt the need to cultivate _2_a given language to show that they are distinctive from another _3_ race whose hegemony they resent. At the time the United States _4_split off from Britain, for example, th
33、ere were proposals thatindependence should be linguistically accepted by the use of a _5_different language from those of Britain. There was even one _6_ proposal that Americans should adopt Hebrew. Others favouredthe adoption of Greek, though, as one man put it, things wouldcertainly be simpler for
34、 Americans if they stuck on to English _7_ and made the British learn Greek. At the end, as everyone _8_ knows, the two countries adopted the practical and satisfactorysolution of carrying with the same language as before. _9_Since nearly two hundred years now, they have shown the world _10_that pol
35、itical independence and national identity can be completewithout sacrificing the enormous mutual advantages of a commonlanguage.customer.20151.looked改成looking2.she后面加had3.去掉第二个a4.去掉it5.polite改成politely6.which改成that7.specially改成especially8.this改成it9.continually改成often10.mend改成narrow20141. 把of去掉。2. 把p
36、ossessed 改成 attracted，3. 把a改成 the4. 在 facts 和adults之间加个that，5. 把第二个the 去掉。6. 把第二个of 改成in7. 把attempts改成attempt8. 把or 改成 and9. what改成 how10. 把touche改成touches20131.production改成producing2.去掉the3.去掉accurately前面的so4.looking改为look5.we前面加that6.去掉colleague后面的has7.their改成his8.anyone改成pure老师someone9.evolved改成i
37、nvolved10.were改成are2012参考答案：1going since加入on题解：go on的意思是“继续”，符合句子表达的含义“争论一直在继续”。2certain改为a certain题解：此处要表达的意思是“很多作家喜欢一种自由的翻译方法”，第一次出现这种方法应该加上不定冠词。3 rather改为not题解：根据原句的句子结构，rather应改为not。4is 改为was题解：此句应该为过去时。5 in 改为 at题解：at the turn of 19th century“十九世纪之初”，是固定搭配。6 the 删去第二个the题解：这里并没有特指某种语言，所以不用定冠词。7
38、 viewtranslation加入that题解：在view和translation之间加上that，可将“translation was impossible”看成view的同位语。8 was删去was题解：条件状语从句常可以省略主语和系动词。9 culminatedthe加入in题解：culminate in是“以.告终”的意思，符合上下文含义。10 and 改为but 题解：原句意思“现在背景变化了，但是基本问题依然存在”，两句话之间应该是转折关系20111， 在grow后加up, 考固定短语2， 改consience为consciousness 考词语区别，consience翻译为“良
39、心，道德心”, consiousness翻译为“意识”3， 改soon为sooner，sooner or later是固定短语4， 在child前加middle, 考上下文理解。 作者是三个孩子句中的那位5， 改disagreeing 为disagreeable ，disagreeing只能作动名词， 不能作形容词。disagreeable mannernisms 令人讨厌的习惯6， 改imaginative为imaginary, 考词语区别 imaginative翻译为“有想象力的”，imaginary翻译为“想象的，虚构的”7， 改literal 为literary , 考词义区别， li
40、teral翻译为“字面的”，literary 翻译为“文学方面的”8， 去掉face后的in，face接宾语时是及物动词。考动词的基本用法9， 在world后加in或者改which为where, 考定语从句10， 改Therefore为However或者Nevertheness, 考语境。感悟：11专八改错相对前几年专八改错要简单一点。本人认为词义区别考得过多了。20102010年专八真题改错参考答案以及分词1 be后插入 as; asas引导的比较级2 their改为its; its代替every language3 There改为It; It此处作为形式主语，真正的主语是后面的不定式4 W
41、hereas改为But ； 语境需要表示转折的连词，whereas表示对比5 further 改为much further不能修饰比较级6 come改为bring; (sth)come to light , bring sth to light bring to light the defect of English =bring the defect of english to light 揭示英语的缺陷7 similar改为different; 根据语境应该用different8 will改为would; 虚拟语气9 as important去掉as; 10 the part去掉the或者
42、改the为a be/become/form (a) part of 是固定短语2009答案分析：(1) the further difference改为a further difference（此次应该用不定冠词表示泛指）(2) 改when 为until, 结构not.until翻译为“直到才”(3)their改为his（代词与前文a little listener在单复数上保持一致）(4)something 改为anything 此处指二十到七十的任何时段(5)therefore改为however （根据上下文逻辑关系）(6) in the general去掉the （习惯用法in general 表示总的来说，一般不用冠词）(7) currently 改为current （这里起的是表语的作用，需要形容词而不是副词）(8) it has passed改为 it has been passed （与分号前的被动保持一致）(9) live 改为 alive alive翻译为“鲜活的”，一般作补语；live翻译为“现场转播的；活的”，一般作定语(10) to