題型：閱讀理解-閱讀單選 難度：0.65 引用次數(shù)：210 題號(hào)：18706945

Research into language learning and motivation has changed direction over the past two decades, shifting from what are now considered overly-simplistic models of motivation, such as “integrativeness” (where students are motivated to learn an L2 because they wish to join a community that speaks this language) and “instrumentalism” (where motivation comes from a desire for financial or some other sort of return). Motivation to learn has now been linked to a second-language identity, which is not conceptualised as static, but dynamic, shifting and open to change. Some research studies have focused on investment in ESOL (English for Speakers of Other Languages) settings in English-speaking countries: how students invest in the target language in order to get certain returns, not only financial but also related to status, an idea which Bonny Norton Peirce notes as having been borrowed from the sociologist Pierre Bourdieu. There is also growing research in the area of “future selves” and language learning, such as that by Zoltán D?rnyei and Ema Ushioda and by Jill Hadfield.

Studies into second language identity have revealed the investment committed to building up an identity in English in the lives of economic migrants (移民) and those choosing to settle long-term in English-speaking countries. David Block conducted research into economic migrants living in London, revealing how they invest through study opportunities, seeking out locals to speak to, or using English in work. Each of his case studies reveals different features and patterns in these subjects’ lives.

Yet it is also true that second-language identity formation is alive in EFL (English as a Foreign Language) contexts, if I may draw a distinction from the ESOL further-education context (in the UK and the US). In an age of globalisation and internationalisation, the role of English has come into much sharper focus, and such a changed global reality poses new questions about motivation to learn. D?rnyei argues that we are now dealing with “global English”, and that its acquisition is related to building up “a global identity”. I put the case that international English language examinations, such as those offered by Cambridge English, are a powerful symbol of cultural capital, offering returns full of imagery and entry to imagined communities. Imagined communities, it has been argued, are imagined personal networks of the future, whether social, professional or even international. Investment and the motivation to learn can spring from the desire to belong to these imagined communities. How this imagery and investment relates to their own students should be something that teachers become familiar with.

1. The word “static” (in paragraph 1) is the closest in meaning to ______.

A．unchangingB．movableC．identifiedD．focused

2. Which of the following is the new motivation for learning English according to the passage?

A．To plan for a brighter future abroad.B．To contribute to increasing globalization.C．To establish a second-language identity.D．To expect substantial investment returns.

3. It can be concluded from the passage that ______.

A．teachers may have no idea about their students’ needsB．the motivation to learn English changes with the timesC．imagined communities are most likely to be exclusiveD．English competence testing is a gateway into new contexts

4. Which of the following is the best title of the passage?

A．An investment in language studiesB．A question of second-language identityC．An access to ESOL and EFLD．A debate about motivation to learn

更新時(shí)間：2023/04/17 22:10:32 |

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文章大意：本文是一篇說(shuō)明文。主要講述了關(guān)于非語(yǔ)言的手勢(shì)和身體語(yǔ)言在不同文化中的意義差異。

【推薦1】Remembering tenses (時(shí)態(tài)) and grammar is crucial to your studies, but a lot of communication doesn’t even rely on words or sounds. Nonverbal (非語(yǔ)言的) gestures and body language are not just a vital part of communication: they vary in meaning around the world. Let’s take a look at gestures from different cultures.

Shaking one’s head

Most people are used to understanding a nod of the up and down as meaning something is correct. However, in India, moving the head from side to side is the gesture for “yes” – the quicker the movement, the stronger the certainty. These gestures can also be used in conversations with other people to express that you are paying attention. There is a point of confusion that a similar shake of the head can also express “maybe” and a host of other things, with the context of the situation being needed to determine which meaning is trying to be expressed, according to the language website FluentU.

Showing irritation

How can you tell if an Italian person is irritated (惱怒的)? If you understand body language, it’s simple! There’s a common gesture you will see wherever you are in Italy: a closed hand with the palm (手掌) facing up and the fingers held tight together in an upward-pointing cone (圓錐) shape. This hand gesture is used to express disbelief or surprise at somebody’s behavior or remarks, with a shake of the hand used for emphasis, according to the Washington Post. Countries in South America with a large population who originally immigrated (移民) from Italy, such as Argentina and Uruguay, also use this gesture – a sign of how culture can be transported around the world.

Keeping count

Finger counting is also a type of hand gesture that differs between countries and cultures. For example, while in China all numbers up to 10 can be displayed with only one hand, in Western countries both hands are used to represent numbers between six and 10. Still, many other countries also differ in how they go about showing numbers. In Germany, for example, the number one is symbolized by raising the thumb (大拇指); while in the UK and North America, counting starts from the index finger (食指).

1. How can you know the exact meaning of head shaking in India?

A．By paying more attention.B．By considering the context.C．By noticing the speed of the movement.D．By understanding the speakers’ expressions.

2. Which of the following is used to show emphasis by Italian people?

A．A closed hand.B．Fingers held tight.C．A shake of the hand.D．A hand in a cone shape.

3. What do people in the UK raise if they want to show six?

A．One thumb and one little finger.B．One index finger and a thumb.C．One hand with five fingers up and another thumb.D．One hand with five fingers up and an additional index finger.

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【推薦2】American and British people both speak English of course. But sometimes it does not seem like the same language. In fact, there are some important differences between British English and American English.

First of all, they sound very different. Often, Americans don't say each words separately. They say several words together. Americans may say “I dunno” instead of “I don’t know”. Or they may say “Whaddya say?” instead of “What did you say?”. However, the British are more careful in their speech. They usually say all the words and keep them separate.

Sound is not only the difference between British English and American English.Words sometimes have different meanings too. Some American words are never used in England. The same thing is true of some British words in America. For example, the vocabulary for cars and driving is very different. Americans drive trucks,   but in England people drive lorries.

Many expressions are also different in the two countries. In England, if you are going to telephone your friends, you " phone them up". In America, you "give them a call". When you are saying goodbye in England you might say "Cheerio!" In America you might say " See you later. "

There 're also some differences in grammar. For example, Americans usually use the helping verb "do" when they ask a question. They say "Do you have a storybook?" But the British often leave out the helping verb. They say " Have you a storybook?"

All these differences can be confusing if you are learning English. But most languages are like this. Languages change over time. When people live in separate places, the languages change in different ways.This is what has happened to English. It can also happen to other languages, such as French. Many people in Canada speak French, but their French is very different from the French of France.

1. What does the author think of the differences between American and British English?

A．American and British English are the same language.B．American and British English are quite different.C．Although American English came from the British English, there are still some important differences.D．There are slight differences between American and British English.

2. What does the underlined word " separate" in Paragraph 2mean?

A．Together.B．One by one.C．In common.D．In different ways.

3. What does the underlined sentence "The same thing is true of some British words in America." mean?

A．The words of American and British English are the same.B．The spelling of American and British English is the same.C．Although they don't sound the same, the words are the same.D．Some British English words are not used in American English.

4. How many ways are talked about the differences between American and British English in the passage?

A．One.B．Two.C．Three.D．Four.

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文章大意：本文是一篇說(shuō)明文。科學(xué)家發(fā)現(xiàn)了一把約3700年前的梳子，上面寫(xiě)著由七個(gè)單詞組成的迦南語(yǔ)句子。這是迄今為止發(fā)現(xiàn)的最古老的關(guān)于使用迦南語(yǔ)字母的證明。

【推薦3】A seven-word sentence was discovered on a 3,700-year-old comb (梳子),which is likely the oldest known sentence written in letters,according to a new study. The sentence is in Canaanite (迦南語(yǔ)),which is the source (來(lái)源) of later letter systems in European languages.

The comb was first discovered in 2016 in Israeli. However,it wasn’t until 2021 that a researcher from the Hebrew University of Jerusalem first noticed the words when checking the photo of the comb. The researchers were not able to directly date the comb. They believed it dated from around 1700 BC based on comparison of the letters with those on pottery (陶器) with a known age.

Garfinkel,a professor at the Hebrew University of Jerusalem,said,“The Canaanites invented the letters. Nowadays every person in the world can read and write using the letter system. This is really one of the most important achievements of humankind. When you are writing in English,you’re really using Canaanite.”

Small groups of Canaanite letters discovered on broken pieces of pottery before did not leave much room for further research on the lives of the Canaanites. But this find of a sentence written in the first letter-based language opens up the debate about the history during the ancient time period.

Garfinkel said,“The sentence was found on an ivory comb in the ancient city’s palace and temple area,which could suggest that only wealthy men were able to read and write.” The earliest writing system started around 5,000 years ago,which relied on hundreds of pictographs (象形文字) to represent words,ideas and sounds. Canaanites were the first to use letters in their writing system. “It shows that even in the most ancient times there were full sentences,which further suggests that Canaanites stood out among the early civilizations in their use of the written word.”

1. What do we know about Canaanite?

A．It has a history of 3,700 years.B．It is the oldest known language.C．Its sentences are in many languages.D．Its letters are still in use at present.

2. How was the complete sentence in Canaanite found?

A．It was discovered on some pottery.B．It was identified on a comb in 2016.C．It was recognized when dating the comb.D．It was recognized on a photo of the comb.

3. What does paragraph 3 mainly focus on?

A．The influence of Canaanite letters.B．The rules of using Canaanite letters.C．The problem in identifying the Canaanite sentence.D．The explanation of the discovered Canaanite sentence.

4. What does Garfinkel think of the new discovery in the last paragraph?

A．Useless.B．Meaningful.C．Confusing.D．Unacceptable.

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