2. 外语
  3. In Question 4, you will be asked to listen to a speaker and read a short passage on the same topic. The topic usually involves a

In Question 4, you will be asked to listen to a speaker and read a short passage on the same topic. The topic usually involves a

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问题 In Question 4, you will be asked to listen to a speaker and read a short passage on the same topic. The topic usually involves a general concept and a specific example of it. Sometimes the speaker provides a contradictory point of view. After you hear the question, you will be asked to explain the example and relate it to the concept or contrast the opposing views.
You will have 45 seconds to read the passage. After you have listened to the talk, you will have 30 seconds to prepare and 60 seconds to speak.
Task
-    Explain how an example supports a concept OR Contrast one view with another view
-    Connect listening and reading passages
Reading
45 seconds
The telegraphic nature of early sentences in child language is a result of the omission of grammatical words such as the article the and auxiliary verbs is and are as well as word endings such as -ing, -ed, or -s. By the end of the third year, these grammatical forms begin to appear in the speech of most children. It is evident that a great deal of grammatical knowledge is required before these structures can be used correctly, and errors are commonly observed. The correction of grammatical errors is a feature of the speech of preschoolers four and five years old. The study of the errors in child language is interesting because it demonstrates when and how grammar is acquired.
Now listen to a lecture on the same topic.
English uses a system of about a dozen word endings to express grammatical meaning—the -ing for present time, -s for possession and plurality, and, uh, the-ed for the past, to mention only a few. But... how and when do children learn them? Well, in a classic study by Berko in the 1950s, investigators ... they elicited a series of forms that required the target endings. For example, a picture was shown of a bird, and .. . and the investigator identified it by saying, ’This is a Wug." Then the children were shown two similar birds, to, uh, ... to elicit the sentence, "There are two___." And if the children completed the sentence by saying "Wugs," well,
then it was inferred that they had learned the -s ending. Okay. Essential to that study was the use of nonsense words like "Wug," since the manipulation of the endings could have been supported by words that the children had ... had already heard. In any case, charts were developed to demonstrate the, uh, the gradual natural of grammatical acquisition. And the performance by children from eighteen months to four years confirmed the basic theory of child language that the, uh, ... the gradual reduction of grammatical errors .. .that these are evidence of language acquisition.
Example Notes—Concept and Example
Word endings—grammatical relationships
-    -edpast
-    -s plural
Wug experiment—Berko
-    Nonsense words—not influenced by familiar
-    Manipulated endings
-    Data about development
Describe the Wug experiment and explain why the results supported the basic theory of child language acquisition.
Now listen to a lecture on the same topic.
English uses a system of about a dozen word endings to express grammatical meaning—the -ing for present time, -s for possession and plurality, and, uh, the-ed for the past, to mention only a few. But... how and when do children learn them? Well, in a classic study by Berko in the 1950s, investigators ... they elicited a series of forms that required the target endings. For example, a picture was shown of a bird, and .. . and the investigator identified it by saying, ’This is a Wug." Then the children were shown two similar birds, to, uh, ... to elicit the sentence, "There are two___." And if the children completed the sentence by saying "Wugs," well,
then it was inferred that they had learned the -s ending. Okay. Essential to that study was the use of nonsense words like "Wug," since the manipulation of the endings could have been supported by words that the children had ... had already heard. In any case, charts were developed to demonstrate the, uh, the gradual natural of grammatical acquisition. And the performance by children from eighteen months to four years confirmed the basic theory of child language that the, uh, ... the gradual reduction of grammatical errors .. .that these are evidence of language acquisition.
选项
答案In English, there are several important word endings that express grammatical relationships, for example, the -ed ending signals that the speaker’s talking about the past and the -s ending means "more than one," uh, when it’s used at the end of a noun. So, when children learn English, they, urn, they make errors in these endings, but they gradually refine their use until they master them. In the Wug experiment, Berko created nonsense words to get children to use endings... so... so the researchers could, uh, follow their development. It was important not to use real words because the children might have been influenced by a word they’d heard before. So this experiment provided data about the time it takes and the age when endings are learned. It supported the basic theory of child language that, urn, sorting out grammatical errors is a feature of the speech of... of four-year-olds ... and a stage in language acquisition.
解析
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