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Part III Cloze
Directions: There are twenty blanks in the following passage. For each blank there are four choices. Choose the one that best fits into the passage and then marks your answer on the Answer Sheet.
What makes a child speak a language has long been a puzzle to linguists. 61 speaking, there are two schools of linguists, both of whom try to explain 62 a child picks up a language so easily. The fact that a child picks a language 63 is 64 : At one year old, a child is able to say “bye-bye”; at two, he is able to
use fifty; by there he begins to 65 tenses. The famous American linguist Noam Chomsky 66 that human being have a sort of built-in system for language use, and that the 67 is 68 . Children are not taught language 69 they are taught arithmetic. Other linguists, 70 , hold the view that a child learns 71 of his
language from the hints in the environment. 72 , theorists of both schools 73 that there is a biological basis for language use. The 74 is which is more important, the inner ability or the environment. This is certainly a field 75 to be explored. Researchers from both schools are busy finding evidence to 76 their own theory, but 77 side is persuading the other.
It seems that in order to 78 why a child learns a language so easily, we have to 79 the joint efforts of both schools. Some linguist, like De Villiers, has recognized the value of cooperation, and 80 linguists of both sides to work together.
61. A. Surprisingly B. Personally C. Properly D. Roughly
62. A. that B. when C. why D. how
63. A. independently B. naturally C. without help D. with ease
64. A. confusing B. surprising C. questioned D. suspected
65. A. master B. study C. have D. get
66. A. doubts B. believes C. realizes D. criticizes
67. A. help B. teacher C. environment D. hint
68. A. quite essential B. very important C. not necessary D. only
secondary
69. A. as B. for C. when D. though
70. A. in particular B. as a result C. however D. therefore
71. A. a little B. some C. nothing D. most
72. A. Before B. From now on C. Just now D. By now
73. A. suspect B. disagree C. agree D. realize
74. A. case B. argument C. problem D. question
75. A. waiting B. planning C. never D. unlikely
76. A. provide B. create C. supply D. support
77. A. not a B. one C. neither D. either
78. A. find out B. rule out C. search for D. look for
79. A. get rid of B. trust in C. rely on D. persist in
80. A. ordered B. criticized C. challenged D. urged
Most of us are taught to pay attention to what is said—the words. Words do provide us with some information, but meanings are derived from so many other sources that it would hinder our effectiveness as a partner to a relationship to rely too heavily on words alone. Words are used to describe only a small part of the many ideas we associate with any given message. Sometimes we can gain insight into some of those associations if we listen for more than words. We don’t always say what we mean or mean what we say. Sometimes our words don’t mean anything except “ I’m letting off some steam. I don’t really want you to pay close attention to what I’m saying. Just pay attention to what I’m feeling.”
Mostly we mean several things at once. A person wanting to purchase a house says to the current owner, “This step has to be fixed before I’ll buy.” The owner says, “ It’s been like that for years.” Actually, the step hasn’t been like that for years, but the unspoken message is: “ I don’t want to fix it. We put up with it. Why can’t you?” The search for a more expansive view of meaning can be developed of examining a message in terms of who said it, when it occurred, the
related conditions or situation, and how it was said.
When a message occurs can also reveal associated meaning. Let us assume two couples do exactly the same amount of kissing and arguing. But one couple always kisses after an argument and the other couple always argues after a kiss. The ordering of the behaviors may mean a great deal more than the frequency of the behavior. A friend’s unusually docile behavior may only be understood by noting that it was preceded by situations that required an abnormal amount of assertiveness. Some responses may be directly linked to a developing pattern of responses and defy logic. For example, a person who says “No!” to a serials of charges like “You’re dumb,” “You’re lazy,” and “You’re dishonest,” may also say
“No!” and try to justify his or her response if the next statement is “And
you’re good looking.”
We would do well to listen for how messages are presented. The words, “If sure has been nice to have you over,” can be said with emphasis and excitement or ritualistically. The phrase can be said once or repeated several times. And the meanings we associate with the phrase will change accordingly. Sometimes if we say something infrequently it assumes more importance; sometimes the more we say something the less importance it assumes.
1.Effective communication is rendered possible between two conversing
partners, if ___.
A.they use proper words to carry their ideas.
B.they both speak truly of their own feelings.
C.they try to understand each other’s ideas beyond words.
D.they are capable of associating meaning with their words.
2.“I’m letting off some steam” in paragraph 1 means___.
A.I’m just calling your attention.
B.I’m just kidding.
C.I’m just saying the opposite.
D.I’m just giving off some sound.
3.The house-owner’s example shows that he actually means___.
A.the step has been like that for years.
B.he doesn’t think it necessary to fix the step.
C.the condition of the step is only a minor fault.
D.the cost involved in the fixing should be shared.
4.Some responses and behaviors may appear very illogical, but are justifiable
if___.
A.linked to an abnormal amount of assertiveness.
B.seen as one’s habitual pattern of behavior.
C.taken as part of an ordering sequence.
D.expressed to a series of charges.
5.The word “ritualistically” in the last paragraph equals something
done___.
A.without true intention.
B.light-heartedly.
C.in a way of ceremony.
D.with less emphasis.
Passage 2
Questions 6 to 10 are based on the following passage:
There are two kinds of memory: shot-term and long-term. Information in
long-term memory can be remembered at a later time when it is needed. The
information may be kept for days or weeks. However, information over and over.
The following experiment shows how short-term memory has been studied.
Henning studied how students who are learning English as a second language
remember vocabulary. The subjects in his experiment were 75 college students.
They represented all levels of ability in English: beginning, intermediate, and
native-speaking students.
To begin, the subjects listened to a recording of a native speaker reading a
paragraph in English. Following the recording, the subjects took a 15-question
test to see which words they remembered, each question had four choices. The
subjects had to circle the word they had heard in the recording. Some of the
questions had four choices that sound alike. For example, weather, whether,
wither, and wetter are four words that sound alike. Some of the questions had
four choices that have the same meaning. Method, way, manner, and system would
be four words with the same meaning. Finally the subjects took a language
proficiency test.
Henning found that students with a lower proficiency in English made more of
their mistakes on words that sound alike; students with a higher proficiency
made more of their mistakes on words that have the same meaning. Henning’s
results suggest that beginning students hold the sound of words in their
short-term memory, and advanced students hold the meaning of words in their
short-term memory.
6. Henning made the experiment in order to study .
A. how students remember English vocabulary by short-term memory
B. how students learn English vocabulary
C. how to develop students’ ability in English
D. how long information in short-term memory is kept
7. Which of the following statements is TRUE according to the passage?
A. Information in short-term memory is different from that in long-term
memory.
B. Long-term memory can be achieved only by training.
C. It is easier to test short-term memory than long-term memory.
D. Henning gave a separate test on vocabulary to his students.
8. From Henning’s result we can see that .
A. beginners have difficulty distinguishing the pronunciation of words
B. advanced students remember words by their meaning
C. it is difficult to remember words that sound alike
D. it is difficult to remember words that have the same meaning
9. The word “subjects” in the passage means .
A. memory B. the theme of listening material
C. a branch of knowledge studied D. the students experimented on
