１ 次の英文を読み、設問に答えなさい。
When two or more people communicate with each other in speech, we can call the system of communication that they employ a code. In most cases that code will be something we may also want to call a language. We should note that two speakers who are bilingual, that is, who have access to two codes, and who for one reason or another shift back and forth between the two languages as they converse, by code-switching, are actually using the third code, one which draws on those two languages. The system, or the grammar, is something that each speaker knows, but two very important questions for linguists are just what that knowledge is knowledge of and how it may best be characterized.
In practice, linguists do not find it at all easy to write grammars because the knowledge that people have of the languages that they speak is extremely hard to describe. It is certainly something different from, and is much more considerable than, the kinds of know- ledge that we see described in most of the grammars we find on library shelves, no matter how good those grammars may be. Anyone who knows a language knows much more about that language than is contained in any grammar book that attempts to describe the language. What is also interesting is that the knowledge is both something that every individual who speaks the language possesses and also some kind of shared knowledge, that is, knowledge possessed by all those who speak the language.
Today, most linguists agree that the knowledge that speakers have of the language or languages they speak is knowledge of something quite abstract. It is knowledge of rules and principles and of the ways of saying and doing things with sounds, words, and sentences, rather than just knowledge of specific sounds, words, and sentences. It is knowing what is in the language and what is not; it is knowing the possibilities the language offers and what is impossible. This knowledge explains how it is we can understand sentences we have not heard before and reject others as being ungrammatical, in the sense of not being possible in the language. Communication among people who speak the same language is possible because they share such knowledge, although how it is shared or even how it is acquired is not well understood. Certainly, psychological and social factors are important and possibly genetic ones too. Language is however a communal possession, although admitted- ly an abstract one. Individuals have access to it and constantly show that they do so by using it properly.
1. 上の英文の内容及び趣旨に合わないものを、a〜l のうちから４つ選びなさい。
a. People who speak the same language can communicate because they share the same abstract knowledge of the language.
b. There is now a consensus among linguists that people's knowledge of the language they speak is quite abstract.
c. People can understand sentences they have not heard before because of their abstract knowledge they possess.
d. The word code is often used to mean language.
e. The knowledge that people have of the languages that they speak is similar to the kind of
knowledge that we see described in most grammars found in libraries.
f. The third code that a bilingual person uses is derived from two codes.
g. A code is something that is used to hinder our communication.
h. Everybody who speaks a language has knowledge about that language which is greater than what is described in grammar books.
i. People have knowledge of what can be said and what cannot be said in the language they speak.
j. It is considerably difficult for linguists to write grammars.
k. The knowledge that grammar books contain is always much more than what people know about a language, so that people need to consult grammar books when they speak.
l. Recently linguists have discovered how the knowledge of a language is shared and acquired.
2. 下線部の内容を、具体例を挙げながら説明しなさい。
3. 上記の英文を、120字程度に日本語で要約しなさい。(最初の一文字を開けたり改行する必要はないが、句読点は一文字に数える)
現在、全面改訂中です
２ 次の1〜8それぞれの空所を補うのに最も適当な語または語句を、各イ〜ニから1つずつ選べ。
l. ( )
working very hard, we couldn't finish the project on time.
イ. Despite ロ. Even though
ハ. Furthermore
ニ. Nevertheless
2. It's 9:80 now, so the concert should end ( ).
イ. after
twenty minutes ロ. by twenty minutes
ハ. in twenty
minutes
ニ. twenty
minutes later
3. ( ) the
fact that 1 was tired, I managed to play the piano pretty well.
イ. Considered
ロ. Given ハ. Providing ニ. Thinking
4. I'll call you when I ( ) my homework.
イ. finish ロ.
finished ハ. will finish
ニ. would finish
5. There was nothing unusual about him ( ) from his hair style.
イ. apart ロ. but ハ. except ニ. other
6. I wonder (
) my primary school friends look like now. I haven't seen them for a
long time.
イ. how ロ. if ハ. that ニ. what
7. I couldn't tell my father the real reason ( )
failing my test.
イ. for ロ. of ハ. to ニ. why
8. I can remember the time ( ) phones were still rare.
イ. as ロ. since ハ. until ニ. when
３ 文中の( )内の単語を、正しく
並べ換えよ
The ability to communicate in English is an
important goal for English language learners. While there are many influential
factors, (イ. for ロ. important ハ. is ニ. learning ホ. most ヘ. someone ト. what) a
language is interaction with other speakers. One learns to do by doing―people learn to walk by walking and they learn to
drive by driving. So (イ. communicate ロ. follows ハ. it ニ. learn ホ. people ヘ. that ト. to) by communicating. Those learners who use their
second language regularly will most likely demonstrate a greater ability to use
their second language. It makes sense, then, that learners should (イ. as ロ. be ハ. given ニ. many ホ.
opportunities ヘ. speak ト. to) as
possible, both in and out of the classroom.
付随質問
コミュニケーションが円滑に行われるのを妨げる要因には、どんなことが考えられますか。あなた自身が考えている事を、次の英文の書き出しで、英語で説明しなさい。
One of the main factors which
現在、全面改訂中です
４ 次の日本文はある観光客が外国の港町でホテルに宿泊し、フロント係に町のことをたずねている会話である。この日本文と同じ意味になるように、下記の英文の空所 イ・ロ を補い、文を完成せよ。但し、空所 イ には、下記の1〜4から一つ選べ。
観光客： ここは昔大勢の冒険かが船出した由緒ある港だそうですね。セントラル埠頭(ふとう)にあるレストランまで歩いていってみたいのですが、それはどこですか。
フロント係：小さな町ですが埠頭の辺りは安全ではないので、歩かないでタクシーに乗った方がいいでしょう。
Tourist: I
hear this is イ .
I'd like to walk to a restaurant on
Hotel clerk:
Although this is a small town, the area around the wharf is not safe.
I'd ロ .
1. a port of history for many brave sailors
in the past
2. a traditional port to remind them of
historical adventurers
3. a port of tradition where adventurers
sailed in the long history
4. a historical port from which many
adventurers sailed in the past
現在、全面改訂中です
５ 次の日本文を英訳せよ。
(1) 子供時代について私が一番覚えているのは、祖父母の家の前の高い木によく登った
だ。
(2) 人は言われなくても、ものを食べる。食品会社が広告に、多額の金をかけるのはなぜだろうか。
６次の日本文を英訳せよ。
(1) イギリス人はどんなに小さい庭であれ、庭付きの家に住んで、週末には演芸を楽しむ事を望みます。
(2) 日本では自動販売機のない生活は考えられないが、電力をこんなに浪費してもよいのだろうか。
７ 下記の文章は、朝日新聞2004年7月18日に掲載されたものである。この文章を読んで、あなた自身の感想と、この問題に対するあなた自身の提言を60語から100語程度で、英語で書きなさい。
|
と言い出した。事情を聴くと、社会科の授業をしているのが理科の先生だとい う。学校側は「生徒数が減って社会科の先生が1人しかいないので、理科の先 生に社会科をお願いした」と説明した。こんなことが起こるなんて、納得出来 ない。もう、公立中学ではまともな教育は受けられないということなのだろうか。 |
８ 英語の放送を聞いて、次の問いに答えなさい。
〔A〕放送内容に合う( )内に入るものを一つ選び、記号で答えよ。
(1) The
so-called “Angel Plan” was made public by (
).
(ア) Prime Minister
(イ) the Finance Ministry
(ウ) the Health and Welfare Ministry
(エ) the Education ministry
(2) Did the so-called “Angel Plan” work
comparatively well? ( ).
(ア) Yes, it
did (イ) No, it didn’t
(3) The so-called “Angel Plan” was ( ).
(ア) aimed at enhancing facilities for
providing young couples with childcare services.
(イ) designed to increase the number of
government-financed facilities for the elderly.
(ウ) compiled by the advisory panel to the
prime minister with a view to designing a completely new-type of facilities
available around-the-clock.
(エ) once worked out but it didn’t bear ay fruit at all.
〔B〕次の文の中で、放送の内容に合うものはどれですか。2つ記号で答えなさい。
(ア) The “Plus
One Plan” also came to nothing as did the so-called “Angel Plan.”
(イ) Young generation think it an absolutely
personal matter whether or not to marry and have babies.
(ウ) The government is even trying to arrange dates for
unmarried young people.
(エ) Government-run Health Insurance doesn’t
cover fertility treatment for the time being, and the government has no
intention to better the status-qo.
(オ) Japanese government is now considering providing state support for fertility treatment.
