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圣才电子书
十万种考研考证电子书、
题库视频学习平台
2012
年浙江师 范大学
851
英语写作考研真题
科目代码
: 851
科目名称
:
英语写作
适用专业
: 050201
英语语言文学、
050211
外国语言学及应用语言学、
045108
学科教学
(英语)
I.
Summary writing
(
40 marks
)
.
Read the
following passage and sum up the main idea in
no more than 120
words.
Exceeding the word limit or copying the original
sentences will result in a
loss of
marks.
Bernstein regards language as
something which both influences culture and is
in
turn
influenced
by
culture.
A
child
growing
up
in
a
particular
linguistic
environment and culture learns the
language of that environment and that culture
and
then
proceeds
to
pass
on
that
learning
to
the
next
generation.
Bernstein
believes that there is a direct and
reciprocal relationship between a particular kind
of
social
structure,
in
both
its
establishment
and
its
maintenance,
and
the
way
people
in
that
social
structure
use
language.
Moreover,
this
relationship
is
a
continuing
one
in
that
it
is
handed
down
from
generation
to
generation.
For
Bernstein, a particular kind of social
structure leads to a particular kind of linguistic
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圣才电子书
十万种考研考证电子书、
题库视频学习平台
behavior
and
this
behavior
in
turn
reproduces
the
original
social
structure.
Consequently,
a
cycle
exists
in
which
certain
social
patterns
produce
certain
linguistic patterns, which in turn
reproduce the social patterns, and so on.
Individuals also learn their social
roles through the process of communication.
This process differs from social group
to social group, and, because it is different in
each social group, existing role
differences are perpetuated in society. What is of
particular concern to Bernstein,
therefore, are the quite different types of
language
that
different
social
groups
employ.
He
claims
that
there
are
two
quite
distinct
varieties
of
language
in
use
in
society.
He
calls
one
variety
elaborated
code
(
originally
formal
code
)
and the other variety
restricted code
(
originally
public
code
)
. According to Bernstein, these codes have very different characteristics. For
example,
elaborated
code
makes
use
of
accurate
–
in
the
sense
of
standard
–
grammatical order and syntax to
regulate what is said; uses complex sentences that
employ
a
range
of
devices
for
conjunction
and
subordination;
employs
prepositions
to show relationships
of
both a
temporal
and
logical
nature; shows
frequent
use
of
the
pronoun
I;
uses
with
care
a
wide
range
of
adjectives
and
adverbs;
allows for remarks to be qualified; and, according
to Bernstein
(
1961, p.
169
), ‘is a language use which points to the possibilities inherent in a complex
conceptual hierarchy for the organizing
of experience.’ In contrast, restricted code
employs short, grammatically simple,
and often unfinished sentences of poor
–
in
the
sense
of
nonstandard
–
syntactic
form;
uses
a
few
conjunctions
simply
and
repetitively; employs little
subordination; tends toward a dislocated
presentation of
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圣才电子书
十万种考研考证电子书、
题库视频学习平台
information;
is
rigid
and
limited
in
the
use
of
adjectives
and
adverbs;
makes
infrequent
use of impersonal pronoun subjects; confounds
reasons and conclusions;
makes frequent
appeals to ‘sympathetic circularity,’ e.g.,
You know
?; uses idioms
frequently; and is ‘a language of
implicit meaning.’
It
is
Bernstein’s
view
that
every
speaker
of
the
lan
guage
has
access
to
the
restricted
code
because
all
employ
this
code
on
certain
occasions;
e.g.,
it
is
the
language
of intimacy between familiars. However, not all
social classes have equal
access
to
the
elaborated
code,
particularly
lower
working-class
people
and
their
children,
who
are
likely
to
have
little
experience
with
it.
According
to
Bernstein
(
1972b, p. 173
)
, the consequences of this unequal distribution are considerable. In
particular, children from the lower
working class are likely to find themselves at a
disadvantage
when
they
attend
school,
in
which
extensive
use
is
made
of
the
elaborated code. He says:
the different focusing of experience
through a restricted code creates a major
problem of educability only where the
school produces discontinuity between its
symbolic orders and those of the child.
Our schools are not made for these children;
why should the children respond? To ask
the child to switch to an elaborated code
which presupposes different role
relationships and systems of meaning without a
sensitive
understanding
of
the
required
contexts
must
create
for
the
child
a
bewildering and potentially damaging
experience.
According
to
Bernstein,
therefore,
there
are
serious
consequences
for
the
children of the
lower working class when they come to school
because elaborated
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