试卷代号：1362
国家开放大学(中央广播电视大学)2015年春季学期“开放本科”期末考试
应用语言学试题
2015年7月
注意事项
一、 将你的学号、姓名及分校(工作站)名称填写在答题纸的规定栏 内。考试结束后，把试卷和答题纸放在桌上。试卷和答题纸均不得带 出考场。
二、 仔细阅读题目的说明，并按题目要求答题。答案一定要写在答 题纸指定的位置上，写在试卷上的答案无效。
三、 用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
•You have 90 minutes to finish this exam。
•The exam consists of 4 parts:
Part I . Multiple Choice Questions (10 items, 30 points, 3 points for each)
Part [J • True or False Questions (10 items, 30 points, 3 points for each item)
Part QI • Matching (5 items, 10 points, 2 points for each item)
Part IV- Short Questions (3 items, 30 points, 10 points for each item)
•This is a closed exam. You are not allowed to consult any reference books or with other examinees.
Part I. Choose the best answer to complete the following statements. Write your answers on the ANSWER SHEET. (10 items, 30 points, 3 points for each item)
1.Which of the followings is NOT a form in positive transfer? .
A.Simplification B. Avoidance
C. Overuse D. Interference
2.The should always be the central figure of language teaching.
A. language objective B. language learner
C. language experience D. language activity
3. is the synchronic comparison of two languages.
A. Contrastive linguistics B. Sociolinguistics
C. Second language acquisition D. Multilingual linguistics
4.Which of the following statements is NOT true? .
A.Teachers must adopt positive attitudes toward their subject matter, their students, their colleges, the program and themselves
B.Teacher orientation means how to put initial information in various forms into the hands of teachers
C.Teachers who feel isolated may spend a proportionate amount of time planning
and preparing for class ‘
D.Teachers should not be defensive about monitoring and evaluating of their teaching
5.If a syllabus is organized around communicative function, such as identifying, reporting, correcting and describing, we call it a syllabus.
A. situational B. functional
C. structural D. notional
6. is defined as the degree to which a program delivers what it claims to be offering, as well as the degree to which what it is producing reflects sound language teaching practice.
A. Consistent instruction B. Efficient instruction
C. Relevant instruction D. Effective instruction
7.Psycholinguistics, as a (an) of cognitive science, has seen an enormous growth.
A. major field B. sub-field
C. irrelevant field D. superior field
8.There are three parts in interlanguage EXCEPT .
A. the correct part B. 11L2 interference” part
C. “LI interference” part D. the fabricated part
9.All of the followings are the aspects of communicative competence EXCEPT .
A. organization competence B. phonological competence
C. discourse competence D. grammatical competence
10.If a person applies the imperfect tense marker – ed to all verb forms, we call it
A. narrow categorization B. interference-proneness
C. broad categorization D. language ego
Part II. Decide if the following statements are TRUE or FALSE according to what you have learned from the course book. Write your answers on the ANSWER SHEET. (10 items, 30 points, 3 points for each item)
11.Scholars holding contrastive linguistic point of view believe that foreign language is always acquired against the native language’s background.
12.The treatment of errors by any teacher may vary from one moment to the next.
13.In a criterion-referenced test, students know exactly what content to expect on test.
14.Our knowledge of personality factors is comprehensive and refined enough.
15.Chomsky introduced the idea that innate linguistic knowledge underlies language acquisition.
16.There are only four aspects of communicative competence which are all linguistics aspects.
17.Diagnostic test is concerned with obtaining detailed information about individual students’ areas of strength and weakness.
18.The Mcritical period” view is based on the assumption that children are in effect better language learners than adolescents or adults.
19.There are three indicators of excellence in all aspects of a language program, namely, consistency, efficiency and effectiveness.
20.Quantitative analysis is the only basic technique in the corpus-based approach.
Part HI. Match the terms in Column A with the right descriptions or explanations in Column B. Write your answers on the ANSWER SHEET. Note that there are more descriptions or explanations than necessary. (5 items, 10 points, 2 points for each item)
Column A Column B
21. interlanguage A. involves knowing and using the mostly- unwritten rules for interaction in various communication situations in a given speech community and culture.
22. sociolect B. is a variety of language associated with a social group such as a socioeconomic class, an ethnic group, an age group, etc.
23. interactional competence C. are those features of speech that relate what is said at one time and in any one place to knowledge acquired through past experience.
24. contextualization cues D. is a combination of sociological perspectives of language with
communication and also extends beyond speech communities.
25. teacher education E. is a third language with its own lexicon, grammar which is neither the LI nor the L2.
F・ refers to the policies and procedures designed to equip prospective teachers to perform their tasks effectively.
G・ refers to the ability to understand and construct written texts of different genres, such as narrative? descriptions and others.
H. is the processing mechanisms involved in using more than one language and the learning of additional languages.
Part IV. Answer the questions below. Write your answers on the ANSWER SHEET. (3 items, 30 points, 10 points for each item)
26.According to what you have learned from the course, name two roles that teachers may play in the classroom? What qualities do you think a good teacher should have?
27.What is a task-based syllabus or an activity-based syllabus? If you were asked to design a task-based syllabus for an English course, what kind of activities would be included in? Give one example and describe your activity.
28.Some people think children are in effect better language learners than adolescents or adults. Do you think children are better language learners? Why?
国家开放大学（中央广播电视大学）2015年春季学期“开放本科”期末考试
应用语言学试题答题纸
2015年7月
题号 Part I Part n Part QI Part IV 总分
分数
得分 评卷人 Part I. (10 items, 30 points, 3 point for each item)
1.
6. 2. 3. 4. 5.
7。 & 9。 10.
得分 评卷人 Part fl. (10 items, 30 points, 3 points for each item)
11.
16. 12. 13. 14. 15.
17. 18. 19. 20.
得分 评卷人 Part HI*(5 items, 10 points, 2 points for each item)
21. 22. 23. 24. 25.
得分 评卷人 Part IV， (3 item, 30 points, 10 points for each item)
26.
27.
28.
国家开放大学（中央广播电视大学）2015年春季学期“开放本科”期末考试
应用语言学试题答案及评分标准
（供参考）
2015年7月
Part I. (10 items, 30 points, 3 point for each item)
1. D 2. B 3. A 4. C 5- B
6. C 7. B 8. B 9. A 10. C
Part n – (10 items, 30 points, 3 points for each item)
Part IV- (3 item, 30 points, 10 points for each item)
NOTE： The detail is for your reference in marking the papers.
can be different
26.
•Needs analyst, provider of student input, motivator, organizer, controller of student behavior, demonstrator of accurate language production, materials developer, monitor of students’ learning, counselor» friend. (2 points for any one correct answer and 4 points for any two of the answers.)
•Sample： professional knowledge in his/her teaching subject； good communication skills that ensures the delivery of such knowledge； (3 points for any one correct answer and 6 points for any two of the answers.)
27.
• Definition： A task or an activity-based syllabus is organized around activities. (2 points)
1452
•Sample：a charade game (2 points)
•Description- One student can use his or her body languages to describe a word, and other students shall guess what the word is. The word is only given to the student who does the acting. In this way, students can all participate in the learning process and also they may enjoy learning since they are also playing a game. (6 points)
28.
•Yes/ No. (2 points)
•Sample； (if the answer is “No”) I don’t think children are better language learners. Language learning may occur at different maturity levels from the early years into adult life. (2 points)
In some respects, all age levels face second language learning in similar ways；there are age differences in the acquisition of different aspects； children, adolescents, and adults differ psychologically in their approach to second language learning, children respond more readily and intuitively to language in social and communicative situations, while older learners learn languages by means of cognitive approaches； a guiding principle is that a language can be taught from any age upwards. (6 points)
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