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1、精选优质文档-倾情为你奉上2000 年-2018 年英语专八改错真题及答案解析2018Mass media is media that is intended for a large audience. It maytake the form of broadcast media, as in case of television and radio, or(1) print media, as newspapers and magazines.(2) Usually, mass media aims to reach a very large market, such as theentir
2、e population of a country. By contrast, local media covers a muchsmall population and area, focusing on regional news of interest,(3) specialty media is provided for particular demographic groups. Some(4) local media outlets that cover state or provincial news may raise to(5) prominence thanks to th
3、eir investigative journalism, and to the clout thattheir particular regions have in the national politics.People often think of mass media as the news, it also includes(6) entertainment like television shows, books, and films. It may also beeducational in the nature, as in the instance of public bro
4、adcasting(7) stations that provide educational programs to a national audience.Political communications including propaganda are also frequentlydistributed through the media, as were public service announcements(8) and emergency alerts.When elitists may be tempted to sneer at mass media, referring t
5、o it(9) as the “opiate of the masses,” it is a critical part of human societies.Understanding mass media is usually the key to understand a population(10) and culture, which is why the field of media studies is so huge.专心-专注-专业2017The ability to communicate is the primary factor that distinguisheshu
6、man beings from animals. And it is the ability to communicate wellwhich distinguishes one individual from another.(1) The fact is that apart from the basic necessities, one needs to beequipped with habits for good communication skills, thus this is whatwill make one a happy and successful social bei
7、ng.(2) In order to develop these habits, one needs to first acknowledge thefact that they need to improve communication skills from time to time.They need to take stock of the way how they interact and the direction(3) in which their work and personal relations are going. The only constantin life is
8、 change, the more one accepts ones strengths and works(4) towards dealing with their shortcomings, specially in the area of(5) communication skills, the better will be the interactions and the moretheir social popularity.The dominated question that comes here is: How to improve(6) communication skil
9、ls? The answer is simple. One can find plenty ofliterature on this. There are also experts, who conduct workshops andseminar s based on communication skills of men and women. In fact, alarge number of companies are bringing in trainers to regularly make(7) sessions on the subject, in order to help t
10、heir work force maintain betterinterpersonal work relations.Today effective communication skills have become a predominantfactor even while recruiting employees. While interviewing candidates,most interviewers judge them on the basis of the skills theycommunicate with. They believe that some skills
11、can be improvised onthe job; but ability to communicate well is important, as every employee(8) becomes the representing face of the company.There are trainers, who specialized in delivering custom-made(9) programs on the subject. Through the sessions they not only facilitatebetter communication ski
12、lls in the workplace, but also look into theproblems in the manner of being able to convey messages effectively.(10) 2016All social units develop a culture. Even in two-person relationship,a culture develops in time. In friendship and romantic relationships, forexample, partners develop their own hi
13、story, shared experiences,(1) language patterns, habits and customs give the relationship a special(2) character a character that differs it in various ways from otherrelationships. Examples might include special dates, places, songs or(3) events that come to have a unique and important symbolic mea
14、ning forthe two individuals. Thus, any social unit whether a relationship,group, organization, or society develops a culture with the passage of(4) time. While the defining characteristics of each culture are unique, allcultures share certain same functions. The relationship between(5) communication
15、 and culture is a very complex intimate one.(6) Culture are created through communication; that is, communication is the means of human interaction, through it cultural characteristics are created and shared.It is not so much that individuals set out to create a culture when they interact in relatio
16、nships, groups, organizations, or societies, but rather than that cultures are a natural by-product of social interaction. In a sense, culture are the “residue” of social communication. Without communication and communication media, it would be impossible to base and pass along cultural characterist
17、ics from one place and time to another. One can say, furthermore, that culture is created, shaped, transmitted, and learned through communication.(7) (8) (9) (10) 2015When I was in my early teens, I was taken to a spectacular show on ice by the mother of a friend. Looked around at the luxury of the
18、rink, my friends 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
19、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, arent they? My friends 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 c
20、an 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 t
21、he 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.(1) (2) (3) (4) (5) (6) (7) (8) (9) (1
22、0) 2014There 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 have possessed the most attention of researchers in this area: Is it p
23、ossible to acquire an additional language in the same sense one acquire a first language? What is the explanation for the fact adults have more difficulty in acquiring additional languages than children have? What motivates people to acquire additional languages? What is the role of the language tea
24、ching in the acquisition of an additional language ? 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 the approaches adopted to study the phenomena of SLA so far have one thing in comm
25、on: The perspective adopted to view the acquiring of an additional language is that of an individual attempts to do so. Whether one labels it “learning” or “acquiring” an additional language, it is an individual accomplishment or what is under focus is cognitive, psychological, and institutional sta
26、tus of an individual. That is, the spotlight is on what mental capabilities are involving, what psychological factors play a role in the learning or acquisition, and whether the target language is learnt in the classroom or acquired through social touch with native speakers.(1) (2) (3) (4) (5) (6) (
27、7) (8) (9) (10) Psycho-linguistics is the name given to the study of thepsychological processes involved in language. Psycholinguistics studyunderstanding, production and remembering language, and hence are(1) concerned with listening, reading, speaking, writing, and memory forlanguage.One reason wh
28、y we take the language for granted is that it usually(2) happens so effortlessly, and most of time, so accurately. Indeed, when(3) you listen to someone to speaking, or looking at this page, you normally(4) cannot help but understand it. It is only in exceptional circumstances we(5) might become awa
29、re of the complexity involved: if we are searching fora word but cannot remember it; if a relative or colleague has had astroke which has influenced their language; if we observe a child(6) acquire language; if we try to learn a second language ourselves as an(7) adult; or if we visually impaired or
30、 hearing-impaired or if we meetanyone else who is. As we shall see, all these examples of what might(8) be called “language in exceptional circumstances” reveal a great dealabout the processes evolved in speaking, listening, writing and reading.(9) But given that language processes were normally so
31、automatic, we also(10) need to carry out careful experiments to get what is happening.2012The central problem of translating has always been whether to translate literally or freely. The argument has been going since at least the first century B.C. Up to the beginning of the 19th century, many write
32、rs favored certain kind of “free” translation: the spirit, not the letter; the 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 19th century, when the stud
33、y of cultural anthropology suggested that the linguistic barriers were insuperable and that the language was entirely the product of culture, the view translation was impossible gained some currency, and with it that, if was attempted at all, it must be as literal as possible. This view culminated t
34、he statement of the extreme “literalists” Walter Benjamin and Vladimir Nabokov.The argument was theoretical: the purpose of the translation, thenature of the readership, the type of the text, was not discussed. Too often, writer, translator and reader were implicitly identified with each other. Now,
35、 the context has changed, and the basic problem remains.(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) 2011From a very early age, perhaps the age of five or six, I knew thatwhen I grew I should be a writer. Between the ages of about seventeen(1) and twenty-four I tried to abandon this idea, but I did so w
36、iththe conscience that I was outraging my true nature and 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 on either(4) side, and I barely saw my father before I was eight. For this and otherreasons I was somewhat lone
37、ly, and I soon developed disagreeing(5) mannerisms which made me unpopular throughout my schooldays. Ihad the lonely childs habit of making up stories and holdingconversations with imaginative persons, and I think from the very start(6) my literal ambitions were mixed up with the feeling of being is
38、olated(7) and undervalued. I knew that I had a facility with words and a power offacing in unpleasant facts, and I felt that this created a sort of private(8) world which I could get my own back for my failure in everyday life.(9) Therefore, the volume of serious i.e. seriously intended writing(10)
39、which I produced all through my childhood and boyhood would notamount to half a dozen pages. I wrote my first poem at the age of four orfive, my mother taking it down to dictation.2010So far as we can tell, all human languages are equally complete and perfect as instruments of communication: that is
40、, every language appears to be well equipped as any other to say the things their speakers want to say.There may or may not be appropriate to talk about primitive peoples or cultures, but that is another matter. Certainly, not all groups of people are equally competent in nuclear physics or psycholo
41、gy or the cultivation of rice. Whereas this is not the fault of their language. The Eskimos, it is said, can speak about snow with further more precision and subtlety than we can in English, but this is not because the Eskimo language (one of those sometimes miscalled “primitive”) is inherently more
42、 precise and subtle than English.This example does not come to light a defect in English, a show of unexpected “primitiveness”. The position is simply and obviously that the Eskimos and the English live in similar environments. The English language will be just as rich in terms for different kinds o
43、f snow if the environments in which English was habitually used made such distinction as important.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.(1) (2)
44、(3) (4) (5) (6) (7) (8) (9) (10) 2009The previous section has shown how quickly a rhyme passes from one school child to the next and illustrates the further difference between school lore and nursery lore. In nursery lore a verse, learnt in early childhood, is not usually passed on again when the li
45、ttle listener has grown up, and has children of their own, or even grandchildren. The period between learning a nursery rhyme and transmitting it may be something from twenty to seventy years. With the playground lore, therefore, a rhyme may be excitedly passed on within the very hour it is learnt;
46、and in the general, it passes between children 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 been currently for a hundred years, or even just for fifty, it follows that it has been retransmitted over and over; very possibly it has passed along a chain of two o