1、20161. in over 2. give that /which 3. differs differentiates 或 itit 4. thethe 5. samecommon 6. intimateand 7. it which 8. thanthan 9. basepreserve 10. furthermoretherefore2005 年 3 月 21 日专业八级考试改错 When I was in my early teens, I was taken to a spectacular show on ice by the mother of a friend. Looked
2、round a the luxury of the 1. _ rink, my friends mother remarked on the “plush” seats we had been given. I did not know what she meant, and being proud of my 2_ vocabulary, I tried to infer its meaning from the context. “Plush” was clearly intended as a complimentary, a positive evaluation; that 3. _
3、 much I could tell it from the tone of voice and the context. So I 4. _ started to use the word. Yes, I replied, they certainly are plush, and so are the ice rink and the costumes of the skaters, arent they? My friends mother was very polite to correct me, but I could tell from her 5. _ expression t
4、hat I had not got the word quite right. Often we can indeed infer from the context what a word roughly means, and that is in fact the way which we usually acquire both 6. _ new words and new meanings for familiar words, specially in our 7. _ own first language. But sometimes we need to ask, as I sho
5、uld have asked for Plush, and this is particularly true in the 8. _ aspect of a foreign language. If you are continually surrounded by 9_ .speakers of the language you are learning, you can ask them directly, but often this opportunity does not exist for the learner of English. So dictionaries have
6、been developed to mend the gap. 10. _ 1.looked 改成 looking 2.she 后面加 had 3.去掉第二个 a 4.去掉 it 5.polite 改成 politely 6.which 改成 that 7.specially 改成 especially 8.this 改成 it 9.continually 改成 often 10.mend 改成 narrow2014 改错 There is widespread consensus among scholars that second language acquisition (SLA) em
7、erged as a distinct field of research from the late 1950s to early 1960s. There is a high level of agreement that the following questions (1) _ have possessed the most attention of researchers in this area: (2) _ l Is it possible to acquire an additional language in the same sense one acquires a fir
8、st language? (3) _ l What is the explanation for the fact adults have (4) _ more difficulty in acquiring additional languages than children have? l What motivates people to acquire additional language?l What is the role of the language teaching in the (5) _ acquisition of additional languages? l Wha
9、t social-cultural factors, if any, are relevant in studying the learning of additional languages? From a check of the literature of the field it is clear that all (6) _ the approaches adopted to study the phenomena of SLA so far have one thing in common: The perspective adopted to view the acquiring
10、 of an additional language is that of an individual attempts to do (7) _ so. Whether one labels it “learning” or “acquiring” an additional language, it is an individual accomplishment or what is under (8) _ focus is the cognitive, psychological, and institutional status of an individual. That is, th
11、e spotlight is on what mental capabilities are involving, what psychological factors play a role in the learning (9) _ or acquisition, and whether the target language is learnt in the classroom or acquired through social touch with native speakers. (10) _1. 把 of 去掉。 2. 把 possessed 改成 attracted， 3. 把
12、 a 改成 the 4. 在 facts 和 adults 之间加个 that， 5. 把第二个 the 去掉。 6. 把第二个 of 改成 in 7. 把 attempts 改成 attempt 8. 把 or 改成 and 9. what 改成 how 10. 把 touche 改成 touches2013 专八短文改错试题 Psycho-linguistics is the name given to the study of the psychological processes involved in language. Psycholinguistics study underst
13、anding, production and remembering language, and hence are concerned with (1) _listening, reading, speaking, writing, and memory for language. One reason why we take the language for granted is that it usually (2) _happens so effortlessly, and most of time, so accurately. (3) _ Indeed, when you list
14、en to someone to speaking, or looking at this page, (4) _you normally cannot help but understand it. It is only in exceptional circumstances we might become aware of the complexity (5) _involved: if we are searching for a word but cannot remember it; if a relative or colleague has had a stroke which
15、 has influenced (6) _their language; if we observe a child acquire language; if (7) _ we try to learn a second language ourselves as an adult; or if we are visually impaired or hearing-impaired or if we meet anyone else who is. As we shall see, all these examples (8) _of what might be called “langua
16、ge in exceptional circumstances” reveal a great deal about the processes evolved in speaking, (9) _ listening, writing and reading. But given that language processes were normally so automatic, we also need to carry out careful (10) _experiments to get at what is happening. 1. production 改成 producin
17、g 2. 去掉 the 3. 去掉 accurately 前面的 so 4. looking 改为 look 5. we 前面加 that 6. 去掉 colleague 后面的 has 7. their 改成 his 8. anyone 改成 pure 老师 someone 9. evolved 改成 involved 10. were 改成 are 2012Proofread the given passage on ANSWER SHEET TWO as instructed. The central problem of translating has always been whet
18、her to translate literally or freely. The argument has been going since at least the first (1) _ century B.C. Up to the beginning of the 19th century, many writers favored certain kind of “free” translation: the spirit, not the letter; the (2) _sense not the word; the message rather the form; the ma
19、tter not (3) _ the manner. This is the often revolutionary slogan of writers who (4) _ wanted the truth to be read and understood. Then in the turn of 19th (5) _ century, when the study of cultural anthropology suggested that the linguistic barriers were insuperable and that the language (6) _ was e
20、ntirely the product of culture, the view translation was impossible (7) _ gained some currency, and with it that, if was attempted at all, it must be as (8) _ literal as possible. This view culminated the statement of the (9) _ extreme “literalists” Walter Benjamin and Vladimir Nobokov.The argument
21、was theoretical: the purpose of the translation, the nature of the readership, the type of the text, was not discussed. Too often, writer, translator and reader were implicitly identified with each other. Now, the context has changed, and the basic problem remains. (10) _ 参考答案： 1 going since加入 on 题解
22、：go on 的意思是“继续” ，符合句子表达的含义“争论一直在继续” 。 2 certain改为 a certain 题解：此处要表达的意思是 “很多作家喜欢一种自由的翻译方法”，第一次出现这种方法应该加上不定冠词。 3 rather改为 not 题解：根据原句的句子结构，rather 应改为 not。 4 is 改为 was 题解：此句应该为过去时。 5 in 改为 at 题解：at the turn of 19th century“十九世纪之初” ，是固定搭配。 6 the 删去第二个 the 题解：这里并没有特指某种语言，所以不用定冠词。 7 viewtranslation 加入 th
23、at 题解：在 view 和 translation 之间加上 that，可将“translation was impossible”看成 view 的同位语。8 was删去 was 题解：条件状语从句常可以省略主语和系动词。 9 culminatedthe 加入 in 题解：culminate in 是“以.告终”的意思，符合上下文含义。 10 and 改为 but 题解：根据原句意思“现在背景变化了，但是基本问题依然存在” ，两句话之间应该是转折关系。 2011 年专八真题改错部分 From a very early age, perhaps the age of five or six,
24、 I knew that when I grew I should be a writer. Between the ages of about 1_ seventeen and twenty-four I tried to abandon this idea, but I did so with the conscience that I was outraging my true nature and that 2_ soon or later I should have to settle down and write books. 3_ I was the child of three
25、, but there was a gap of five years 4_on either side, and I barely saw my father before I was eight. For this and other reasons I was somewhat lonely, and I soon developed disagreeing mannerisms which made me unpopular throughout my 5_ schooldays. I had the lonely childs habit of making up stories a
26、nd holding conversations with imaginative persons, and I think from 6_ the very start my literal ambitions were mixed up with the feeling of 7_ being isolated and undervalued. I knew that I had a facility with words and a power of facing in unpleasant facts, and I felt that this created 8_ a sort of
27、 private world which I could get my own back for my failure 9_ in everyday life. Therefore, the volume of serious i.e. seriously 10_intended writing which I produced all through my childhood and boyhood would not amount to half a dozen pages. I wrote my first poem at the age of four or five, my moth
28、er taking it down to dictation. 1， 在 grow 后加 up, 考固定短语 2， 改 consience 为 consciousness 考词语区别，consience 翻译为“良心，道德心”, consiousness 翻译为“意识” 3， 改 soon 为 sooner，sooner or later 是固定短语 4， 在 child 前加 middle, 考上下文理解。 作者是三个孩子句中的那位 5， 改 disagreeing 为 disagreeable ，disagreeing 只能作动名词， 不能作形容词。disagreeable mannern
29、isms 令人讨厌的习惯6， 改 imaginative 为 imaginary, 考词语区别 imaginative 翻译为“有想象力的” ，imaginary翻译为“想象的，虚构的” 7， 改 literal 为 literary , 考词义区别， literal 翻译为“字面的” ，literary 翻译为“文学方面的” 8， 去掉 face 后的 in，face 接宾语时是及物动词。考动词的基本用法9， 在 world 后加 in 或者改 which 为 where, 考定语从句10， 改 Therefore 为 However 或者 Nevertheness, 考语境。 2010 年
30、专八真题改错部分 So far as we can tell, all human languages are equally complete and perfect as instruments of communication: that is, every language appears to be well equipped as any other to say 1_ the things their speakers want to say. 2_ There may or may not be appropriate to talk about primitive 3_ pe
31、oples or cultures, but that is another matter. Certainly, not all groups of people are equally competent in nuclear physics or psychology or the cultivation of rice . Whereas this is not the 4_ fault of their language. The Eskimos , it is said, can speak about snow with further more precision and su
32、btlety than we can in 5_ English, but this is not because the Eskimo language (one of those sometimes miscalled primitive) is inherently more precise and subtle than English. This example does not come to light a defect 6_ in English, a show of unexpected primitiveness. The position is simply and ob
33、viously that the Eskimos and the English live in similar 7_ environments. The English language will be just as rich in terms 8_ for different kinds of snow, presumably, if the environments in which Englishwas habitually used made such distinction as important. 9_ Similarly, we have no reason to doub
34、t that the Eskimo language could be as precise and subtle on the subject of motor manufacture or cricket if these topics formed the part of the Eskimos life. 10_ 2010 年专八真题改错参考答案以及分词1 be 后插入 as; asas 引导的比较级2 their 改为 its; its 代替 every language 3 There 改为 It; It 此处作为形式主语，真正的主语是后面的不定式4 Whereas 改为 But
35、； 语境需要表示转折的连词， whereas 表示对比 5 further 改为 much further 不能修饰比较级 6 come 改为 bring; (sth)come to light , bring sth to light bring to light the defect of English =bring the defect of english to light 揭示英语的缺陷 7 similar 改为 different; 根据语境应该用 different 8 will 改为 would; 虚拟语气 9 as important 去掉 as; 10 the part
36、去掉 the 或者改 the 为 a be/become/form (a) part of 是固定短语09 专八改错原题 The previous section has shown how quickly a rhyme passes from one school child to the next and illustrates the further difference (1)_between school lore and nursery lore. In nursery lore a verse, learnt in early childhood, is not usually
37、 passed on again when the (2)_ little listener has grown up, and has children of their own, or even (3)_grandchildren. The period between learning a nursery rhyme and transmitting it may be something from twenty to seventy years. With (4)_the playground lore, therefore, a rhyme may be excitedly pass
38、ed (5)_ on within the very hour it is learnt; and in the general, it passes (6)_ between children of the same age, or nearly so, since it is uncommon for the difference in age between playmates to be more than five years. If ,therefore, a playground rhyme can be shown to have been currently for a hu
39、ndred years, or even just for fifty, it follows that it (7)_has been retransmitted over and over; very possibly it has passed (8)_ along a chain of two or three hundred young hearers and tellers, and the wonder is that it remains live after so much handling, (9)_to let alone that it bears resemblanc
40、e to the (10)_ 答案分析：(1) the further difference 改为 a further difference（此次应该用不定冠词表示泛指）(2) 改 when 为 until, 结构 not.until 翻译为“直到才” (3)their 改为 his（代词与前文 a little listener 在单复数上保持一致） (4)something 改为 anything 此处指二十到七十的任何时段(5)therefore 改为 however （根据上下文逻辑关系） (6) in the general 去掉 the （习惯用法 in general 表示总的来
41、说，一般不用冠词）(7) currently 改为 current （这里起的是表语的作用，需要形容词而不是副词）(8) it has passed 改为 it has been passed （与分号前的被动保持一致） (9) live 改为 alive alive 翻译为“鲜活的” ，一般作补语；live 翻译为“现场转播的；活的” ，一般作定语(10) to let alone 改为 let alone (let alone 为习惯搭配，意思是“更不用说2008 年专八真题 短文改错 The desire to use language as a sign of national ide
42、ntity is a very natural one, and in result language has played a prominent _1_ part in national moves. Men have often felt the need to cultivate _2_ a given language to show that they are distinctive from another _3_ race whose hegemony they resent. At the time the United States _4_ split off from B
43、ritain, for example, there were proposals that independence should be linguistically accepted by the use of a _5_ different language from those of Britain. There was even one _6_ proposal that Americans should adopt Hebrew. Others favoured the adoption of Greek, though, as one man put it, things wou
44、ld certainly be simpler for Americans if they stuck on to English _7_ and made the British learn Greek. At the end, as everyone _8_ knows, the two countries adopted the practical and satisfactory solution of carrying with the same language as before. _9_ Since nearly two hundred years now, they have shown the world _10_ that political independence and national identity can be complete without sacrificing the enormous mutual advantages of a common language. 2008 1. in result 改成 in
