2. 考研
  3. For my proposed journey, the first priority was clearly to start learning Arabic. I have never been a linguist. Though I had tra

For my proposed journey, the first priority was clearly to start learning Arabic. I have never been a linguist. Though I had tra

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问题     For my proposed journey, the first priority was clearly to start learning Arabic. I have never been a linguist. Though I had traveled widely as a journalist, I had never managed to pick up more than a smattering of phrases in any tongue other than French, and even my French, was laborious for want of lengthy practice. The prospect of tackling one of the notoriously difficult languages at the age of forty, and trying to speak it well, both deterred and excited me. It was perhaps expecting a little too much of a curiously unreceptive part of myself, yet the possibility that I might gain access to a completely alien culture and tradition by this means was enormously pleasing.
    I enrolled as a pupil in a small school in the center of the city. It was run by Mr. Beheit, of dapper appearance and explosive temperament, who assured me that after three months of his special treatment I would speak Arabic fluently. Whereupon he drew from his desk a postcard which an old pupil had sent him from somewhere in the Middle East, expressing great gratitude and reporting the astonishment of local Arabs that he could converse with them like a native. It was written in English. Mr. Beheit himself spent most of his time coaching businessmen in French, and through the thin, partitioned walls of his school one could hear him bellowing in exasperation at some confused entrepreneur: "Non, M Jones. Jane suis pas francais. Pas, Pas, Pas! "(No Mr. Jones, I’m NOT French, I’m not, not, NOT!). I was gratified that my own tutor, whose name was Ahmed, was infinitely softer and less public in approach.
    For a couple of hours every morning we would face each other across a small table, while we discussed in meticulous detail the colour scheme of the tiny cubicle, the events in the street below and, once a week, the hair-raising progress of a window cleaner across the wall of the building opposite. In between, bearing in mind the particular interest I had in acquiring Arabic, I would inquire the way to some imaginary oasis, anxiously demand fodder and water for my camels, wonder politely whether the sheikh was prepared to grant me audience now. It was all hard going. I frequently despaired of ever becoming anything like a fluent speaker, though Ahmed assured me that my pronunciation was above average for a westerner. This, I suspected, was partly flattery, for there are a couple of Arabic sounds which I cannot grasp for ages. There were, moreover, vast distinctions of meaning conveyed by subtle sound shifts rarely employed in English. And for me the problem was increased by the need to assimilate a vocabulary, that would vary from place to place across five essentially Arabic-speaking countries that practiced vernaculars of their own: so that the word for "people", for instance, might be nais, sah’ab or sooken.
    Each day I was mentally exhausted by the strain of a morning in school, followed by an afternoon struggling at home with a tape recorder. Yet there was relief in the most elementary forms of understanding and progress. When merely got the drift of a torrent which Ahmed had just released, I was childishly elated. When I managed to roll a complete sentence off my tongue without apparently thinking what I was saying, and it came out right, I beamed like an idiot. And the enjoyment of reading and writing the flowing Arabic script was something that did not leave me once I had mastered it. By the end of June, no one could have described me as anything like a fluent speaker of Arabic. I was approximately in the position of a fifteen-year old who, equipped with a modicum of schoolroom French, nervously awaits his first trip to Paris. But this was something I could reprove upon in my own time. I bade farewell to Mr. Beheit, still struggling to drive the French negative into the still confused mind of Mr. Jones.
Which of the following best describes the organization of the whole passage?
选项 A、The author tells his story of learning Arabic chronologically.
B、By contrasting different means of teaching by Mr. Beheit and Mr. Ahmed, the author reveals his joys and sorrows on the way of learning a foreign tongue.
C、The author describes possible difficulties of learning a tough foreign language before he illustrates how he achieves success in doing so.
D、The author gives out his outlook of learning a foreign tongue through details of his own pains and gains in the learning process.
答案A
解析 概括题。读完全文后，不难理解文章是按照作者学习阿拉伯语的时间顺序叙述的，而没有对两位老师的教学方法作比较，也不是从学外语的困难角度等来叙述的，故A是正确答案。
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