國立彰化師範大學九十三學年度博士班招生考試試題
系所：英語學系 科目：英文（含作文與翻譯）
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A. Choose the word closest to the meaning of the italicized word in each of the following sentences.（10%）
1. The hurricane deranged our plan for a trip to Japan.
(A) delayed(B) influenced(C) stopped(D) disturbed
2. Her serious osteoporosis makes her not able to work hard.
(A) a problem of the skin (B) a problem of the liver
(C) a problem of the blood (D) a problem of the bone
3. He gave the donkey a mighty prod in the backside.
(A) hand(B) poke(C) shot(D) clap
4. Whatever the vicissitudes of her past life, Jill now seems to have come through.
(A) variation(B) condition(C) shortness(D) process
5. Some people say if the chasm between China and Taiwan is becoming wider andwider, it could result in a war.
(A) gap(B) distance(C) struggle(D) difference
B. Choose the most appropriate word or phrase to fill in the blank in each of the following sentences.（10%）
6. The issue of feminism has become _____.
(A) interest of a serious topic (B) a serious interest of topic.
(C) a topic of serious interest (D) serious interest of a topic.
7. The mayor’s achievements as a lawyer don’t rival his contributions _____ apolitician.
(A) as(B) such(C) for(D) than
8. The island doesn’t have a harsh winter. _____, it is quite mild.
(A) on the other hand (B) however (C) moreover (D) on the contrary
9. When Peter came to Antioch, Paul opposed him _____ his face because he wasclearly in the wrong.
(A) on(B) to(C) over(D) onto
10. I watched the man and the woman closely, _____ to decipher the story betweenthem.
(A) tried(B) in trying(C) trying(D) am trying
- Each of the following passages is followed by questions based on its
content. Afterreading a passage, choose the best answer to each question. (20%)
Most of the intelligent land animals have prehensile, grasping organs forexploring their environment---hands in man and his anthropoid relatives, thesensitive inquiring trunk in the elephant. One of the surprising things about theporpoise is that his superior brain is unaccompanied by any type of manipulativeorgan. He has, however, a remarkable range-finding ability involving some sort ofecho-sounding. Perhaps this acute sense—far more accurate than any man has beenable to devise artificially—brings him greater knowledge of his waterysurroundings than might at first seem possible. Human beings think of intelligenceas geared to things. The hand and the tool are to us the unconscious symbols of ourintellectual attainment. It is difficult for us to visualize another kind of lonely,almost disembodied intelligence floating in the wavering green fairyland and of thesea---an intelligence possible near or comparable to our own but without hands tobuild, to transmit knowledge by writing, or to alter by one hairsbreadth the planet’ssurface. Yet at the same time there are indications that this is a warm, friendly, andeager intelligence quite capable of coming to the assistance of injured companions and striving to rescue them from drowning. Porpoises left the land when mammalianbrains were still small and primitive. Without the stimulus provided by agileexploring fingers, these great mammals have yet taken a divergent road towardintelligence of a high order. Hidden in their sleek bodies is an impressivelyelaborated instrument, the reason for whose appearance is a complete enigma. It isas though both man and porpoise were each part of some great eye which yearnedto look both outward on eternity and inward to the sea’s heart that fertile entity likethe mind in its swarming and grotesque life. (from GRE)
- According to the author, in which way are porpoises better equipped than man?
(A)They can rescue people in the water.
(B)They can transmit knowledge.
(C)They have a range-finding ability.
(D)They can look into eternity.
- The author suggests that a man’s failure to understand the intelligence of the porpoise
is due to
(A)man’s inclination to judge other life by his own
(B)a lack of equipment
(C)man’s inferiority
(D)a lack of common language
- Which statement about porpoises does the author make?
(A)They have always lived in he water.
(B)They once had prehensile organs.
(C)They lived on land a long time ago.
(D)Their brains are no longer mammalian.
- Which of the following does the author use to make his ideas clear?
(A)definition
(B)argument
(C)anecdote
(D)comparison
- Which literary device appears in the last sentence?
(A)simile
(B)allusion
(C)paradox
(D)alliteration
Among the four major factors at work in the selection of a national language: nationalism, ethnic self-interest, linguistic demographics, and the prestige of languages involved,often there is a combination of the first two. That is, the second frequently masquerades as the first. However, this is not the case in Indonesia.
In Indonesia, nationalism was dominant and ethnic self-interest nonexistent, consider Indonesia. The pertinent facts are that there are hundreds of languages spoken in Indonesia, of which Javanese is the native language of somewhere over half, and less than two-thirds of Indonesians are native speakers of Javanese.
In 1928, during Dutch colonial rule, a Congress of National Youth in Indonesia committed itself to the slogan Indonesia—satu bangsa, satu bahasa, satu tana (Indonesia—one people, one language, one fatherland). The satubahasa chosen, Malay, was renamed Bahasa Indonesia. It was
primarily a trade language used widely in the archipelago but the native language of but a minute fraction of the population of Indonesia. Thus the Indonesian nationalist movement consciously chose a national language which was not that of the largest or most influential indigenous ethnic group but, rather, one which was neutral among the various ethnic groups of the country. During World War II, Bahasa Indonesia was used as a language of administration by the Japanese
occupation government. This necessitated an accelerated modernization of the language, as Japanese sponsored groups created needed vocabulary and began the process of standardization. At the end of the war, Bahasa Indonesia was in place as a national language of administration. Upon independence, after World War II, Bahasa Indonesia was, indeed, chosen as the national language. The effect of this decision was to remove language almost entirely from the political arena except, as planned by the conferees, as an instrument of national unity. In addition, knowledge of Bahasa Indonesia has spread widely and it is increasingly becoming a first language of a sizeable portion of the population of Indonesia. It has also been a positive factor in increasing literacy in the nation. (From F. Anshen’s Language Planning)
- When there is a combination of nationalism and ethnic self-interest, what language is
often chosen to be the national language?
(A)the language which has the most native speakers
(B)the language which is more standardized
(C)the language which is more modernized
(D)the language which has the longest history
- In Indonesia, Malay was renamed Bahasa Indonesia because
(A)it was a trade language.
(B)it is a native language of but a minute fraction of the population of Indonesia.
(C)it was neutral among the various ethnic groups of the country.
(D)it has high prestige.
- Bahasa Indonesia was chosen as the national language after World War II because (of)
(A)Indonesia’s political success.
(B)it was a national language of administration in Indonesia.
(C)it’s contribution to literacy in the nation.
(D)it was used as a language of administration by the Japanese occupation
government.
- According to the author, nationalism is a language situation where ______would be
chosen as the national language.
(A)the language with the most native speakers
(B)the language with the most adequate vocabulary
(C)the language with no native speakers
(D)the language which can unite the nation as one people
- What is the main idea in this essay?
(A)There are four major factors in language planning.
(B)Ethnic self-interest frequently masquerades as nationalism.
(C)The language policy in Indonesia.
(D)There are many languages spoken in Indonesia.
III. Translation: （30%）
- Translate into Chinese:
Is literature a collection of individual poems and plays and novels which share a common name? Such nominalistic answers have been given in our time, especially by Croce. But his answer, though intelligible as reaction against extremes of classical authoritarianism, has not commended itself as doing justice to the facts of literary life and history.
The literary kind is not a mere name, for the aesthetic convention in which a work participates shapes its character. Literary kinds “may be regarded as institutional imperatives which both coerce and are in turn coerced by the writer.” Milton, so libertarian in politics and religion, was a traditionalist in poetry, haunted, as W.P. Ker admirably says, by the “abstract idea of the epic”; he knew himself “what the laws are of a true epic poem, what of a dramatic, what of a lyric”. But he also knew how to adjust, stretch, alter the classical forms - knew how to Christianize and Miltonize the Aeneid, as in Samson he knew how to tell his personal story through a Hebrew folk tale treated as a Greek tragedy. (10%)
- Translate into English:
不論國家之強弱興衰如何，禮義廉恥之於教育，猶如忠孝仁愛信義和平之於修養，就時勢潮流而言，歐美人渴望和解的和平時代是可理解的。 (10%)
3. 教學觀、教學法與教學技能是語言教學活動連環步驟，其中折衷式教學與整合式教學的彈性應用常常是並駕齊驅的，其理論愈明晰，執行愈容易。 (10%)
IV. Composition: (30%)
Read the following paragraphs carefully first and then basing upon your understanding of the paragraphs, write a 500-word English composition to criticize them, and finally give a title for your composition.
“We do not teach writing effectively if we try to make all students and all writing the same. We must seek, nurture, develop and reward difference. The rich diversity of our students is to our advantage. There is no single kind of person to teach, no one reason to write, no one message to deliver, no one way to write, no single standard of good writing.
Neither is there one way of teaching. I am delighted by the differences in teaching style and methods of the effective writing teachers with whom I work. I would hate it if they all taught as I do or if I were forced to teach as any of them do. Our individuality as students and teacher should be central to all that we do.”
----Donald M. Murray, (1985), A Writer Teaches Writing, Second Ed. p.5
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