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2012年浙江师范大学851英语写作考研真题【圣才出品】

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2021-01-01 10:36
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2021年1月1日发(作者:尹同愈)







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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


1

/

6








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


2

/

6








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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6


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