2019英语专八听力mini lecture训练mp3音频附文本（九）

2019英语专八听力mini lecture训练mp3音频附文本（九）

　　2019英语专八听力mini lecture题型旨在考查考生归纳总结、信息提炼、边听边记的能力。对考生的基本功要求非常高。考生既要听懂录音，还要从中提炼出有用的信息，更需要对所提炼的信息在语法和语义上进行再加工，以匹配已经给出的语境，同时对单词拼写也有较高的要求。单词拼写、时态、语态等完全正确才会得分，另外每个空格所填的词数不能超过三个，超过了也要扣分。下面新东方在线英语专八频道为大家准备了2019英语专八听力mini lecture训练mp3音频并附有文本，希望大家每日多听多练。

2019英语专八听力mini lecture训练mp3音频附文本十二篇

　　[00:24.25]MINI-LECTURE 9

　　[00:26.23]In this section

　　[00:27.15]you will hear a mini-lecture.

　　[00:29.18]You will hear

　　[00:30.14]the mini-lecture ONCE ONLY.

　　[00:32.27]While listening to the mini-lecture,

　　[00:34.15]please complete the gap-filling task

　　[00:36.60]on ANSWER SHEET ONE and write

　　[00:38.97]NO MORE THAN THREE WORDS

　　[00:40.80]for each gap.

　　[00:41.97]Make sure the word(s) you fill in

　　[00:45.29]is (are) both grammatically

　　[00:47.75]and semantically acceptable.

　　[00:50.67]You may use the blank sheet

　　[00:52.26]for note-taking.

　　[00:53.63]You have THIRTY seconds

　　[00:55.43]to preview the gap-filling task.

　　[01:27.79]Now listen to the mini-lecture.

　　[01:29.82]When it is over,

　　[01:30.83]you will be given THREE minutes

　　[01:32.69]to check your work.

　　[01:34.17]Subfields of Linguistics

　　[01:36.20]Good morning,

　　[01:37.85]we'll continue our talk

　　[01:39.55]on linguistics.

　　[01:40.90]Last time we have got

　　[01:42.41]a general concept

　　[01:43.76]about linguistics.

　　[01:44.90]The scientific study of language

　　[01:47.52]is concerned with

　　[01:48.42]two main branches of linguistics:

　　[01:50.45]descriptive linguistics

　　[01:52.57]and comparative linguistics.

　　[01:54.59]And today we will focus

　　[01:56.36]on the subfields of linguistics.

　　[01:58.76]As we know,

　　[02:00.23]the field of linguistics

　　[02:01.69]both borrows from

　　[02:03.09]and lends its own theories

　　[02:04.97]and methods to other disciplines.

　　[02:07.78]Many subfields of linguistics

　　[02:09.80]have expanded

　　[02:10.43]our understanding

　　[02:11.21]of languages.

　　[02:12.35]Linguistic theories and methods

　　[02:14.83]are also used

　　[02:15.71]in other fields of study.

　　[02:17.47]These overlapping interests

　　[02:19.61]have led to the creation

　　[02:20.98]of several cross-disciplinary fields,

　　[02:23.43]namely sociolinguistics,

　　[02:25.43]psycholinguistics,

　　[02:26.91]computational linguistics,

　　[02:28.94]applied linguistics,

　　[02:30.38]anthropological linguistics,

　　[02:32.69]philosophical linguistics

　　[02:34.37]and neurolinguistics.

　　[02:37.56]Let's start with sociolinguistics.

　　[02:40.31]Sociolinguistics

　　[02:42.57]is the study of patterns

　　[02:43.90]and variations in language

　　[02:45.38]within a society or community.

　　[02:47.53]It focuses on the way

　　[02:49.21]people use language

　　[02:50.49]to express social class,

　　[02:52.98]group status,

　　[02:53.87]gender, or ethnicity,

　　[02:56.29]and it looks at

　　[02:57.01]how they make choices

　　[02:58.17]about the form

　　[02:59.12]of language they use.

　　[03:00.76]It also examines the way

　　[03:02.29]people use language

　　[03:03.65]to negotiate their roles in society

　　[03:06.70]and to achieve positions of power.

　　[03:09.47]For example, sociolinguistic studies

　　[03:12.10]have found

　　[03:12.66]that the way a New Yorker

　　[03:13.71]pronounces the phoneme /r/

　　[03:16.10]in an expression

　　[03:17.21]such as "fourth floor"

　　[03:19.05]can indicate the person's

　　[03:20.78]social class.

　　[03:22.40]According to one study,

　　[03:24.32]people aspiring to move

　　[03:26.10]from the lower middle class

　　[03:27.48]to the upper middle class

　　[03:29.01]attach prestige

　　[03:30.41]to pronouncing the /r/.

　　[03:32.74]Sometimes they even

　　[03:34.58]overcorrect their speech,

　　[03:36.31]pronouncing a /r/ where those

　　[03:38.85]whom they wish to copy may not.

　　[03:41.25]Some sociolinguists believe

　　[03:43.59]that analyzing such variables

　　[03:45.93]as the use of

　　[03:46.73]a particular phoneme

　　[03:47.95]can predict the direction

　　[03:50.11]of language change.

　　[03:52.23]Change, they say,

　　[03:53.19]moves toward the variable

　　[03:55.07]associated with power, prestige,

　　[03:57.27]or other quality

　　[03:59.08]having high social value.

　　[04:00.94]Other sociolinguists focus on

　　[04:03.68]what happens

　　[04:04.15]when speakers

　　[04:04.93]of different languages interact.

　　[04:07.88]This approach to

　　[04:08.68]language change emphasizes

　　[04:10.66]the way languages mix

　　[04:12.41]rather than

　　[04:12.98]the direction of change

　　[04:14.48]within a community.

　　[04:16.07]The goal of sociolinguistics is

　　[04:18.90]to understand communicative

　　[04:20.56]competence—

　　[04:21.87]what people need to know

　　[04:23.12]to use the appropriate language

　　[04:24.97]for a given social setting.

　　[04:27.24]Next comes psycholinguistics,

　　[04:30.08]which merges the fields

　　[04:31.51]of psychology

　　[04:32.57]and linguistics to study

　　[04:34.26]how people process language

　　[04:35.63]and how language use is related

　　[04:38.96]to underlying mental processes.

　　[04:40.64]Studies of children's

　　[04:42.58]language acquisition and

　　[04:44.18]of second-language acquisition

　　[04:46.02]are psycholinguistic in nature.

　　[04:48.93]Psycholinguists work

　　[04:50.25]to develop models

　　[04:51.33]for how language

　　[04:52.29]is processed and understood,

　　[04:54.22]using evidence from studies

　　[04:56.39]of what happens

　　[04:57.16]when these processes go awry.

　　[05:00.39]Thirdly, computational linguistics.

　　[05:03.24]Computational linguistics involves

　　[05:05.38]the use of computers

　　[05:06.91]to compile linguistic data,

　　[05:08.92]analyze languages,

　　[05:10.77]translate from one language

　　[05:12.81]to another,

　　[05:13.51]and develop and test models

　　[05:15.16]of language processing.

　　[05:17.48]Linguists use computers

　　[05:19.53]and large samples

　　[05:20.65]of actual language

　　[05:21.62]to analyze the relatedness

　　[05:24.18]and the structure of languages

　　[05:25.95]and to look for patterns

　　[05:28.06]and similarities.

　　[05:29.14]Computers also aid

　　[05:31.14]in stylistic studies,

　　[05:32.83]information retrieval,

　　[05:34.28]various forms of textual analysis,

　　[05:37.34]and the construction

　　[05:38.06]of dictionaries

　　[05:39.18]and concordances.

　　[05:40.96]Applying computers

　　[05:42.53]to language studies has resulted

　　[05:44.60]in machine translation systems

　　[05:46.70]and machines

　　[05:47.79]that recognize and produce speech

　　[05:50.28]and text.

　　[05:51.09]Such machines

　　[05:52.59]facilitate communication

　　[05:54.19]with humans, including those

　　[05:56.42]who are perceptually

　　[05:57.98]or linguistically impaired.

　　[06:00.14]The fourth subfield is called

　　[06:02.81]applied linguistics.

　　[06:05.38]Applied linguistics employs

　　[06:07.09]linguistic theories

　　[06:08.27]and methods to improve overall

　　[06:10.58]efficacy in teaching

　　[06:12.40]and learning a second language.

　　[06:14.77]Linguists look

　　[06:15.64]at the errors people

　　[06:17.03]make as they learn

　　[06:17.96]another language

　　[06:18.64]and at their strategies

　　[06:19.99]for communicating

　　[06:21.30]in the new language

　　[06:22.40]at different degrees of competence.

　　[06:25.24]In seeking to understand

　　[06:27.11]what happens in the mind

　　[06:28.28]of the learner,

　　[06:29.18]applied linguists recognize

　　[06:31.43]that motivation, attitude,

　　[06:33.39]learning style,

　　[06:34.42]and personality affect how well

　　[06:37.40]a person learns another language.

　　[06:39.89]The fifth is

　　[06:41.01]anthropological linguistics.

　　[06:43.32]It is also known

　　[06:44.58]as linguistic anthropology,

　　[06:47.17]which uses linguistic approaches

　　[06:49.54]to analyze culture.

　　[06:51.37]Anthropological linguists

　　[06:53.54]examine the relationship

　　[06:55.12]between a culture and its language,

　　[06:57.29]the way cultures

　　[06:58.26]and languages have changed

　　[06:59.90]over time,

　　[07:00.98]and how different cultures

　　[07:02.90]and languages are related to

　　[07:04.43]one another.

　　[07:05.17]For example,

　　[07:06.26]the present English use of family

　　[07:09.02]and given names arose

　　[07:10.83]in the late 13th

　　[07:12.65]and early 14th centuries

　　[07:15.20]when the laws

　　[07:15.68]concerning registration, tenure,

　　[07:17.80]and inheritance of property were

　　[07:20.05]changed.

　　[07:21.45]Coming up next is

　　[07:22.77]philosophical linguistics.

　　[07:25.30]Philosophical linguistics examines

　　[07:27.82]the philosophy of language.

　　[07:31.42]Philosophers of language search

　　[07:32.40]for the grammatical principles

　　[07:33.89]and tendencies

　　[07:34.88]that all human languages share.

　　[07:37.19]Among the concerns

　　[07:39.34]of linguistic philosophers

　　[07:40.46]is the range of possible word order

　　[07:42.76]combinations throughout the world.

　　[07:45.90]One finding is that 95 percent

　　[07:48.54]of the world's languages

　　[07:50.08]use a subject-verb-object (SVO)

　　[07:53.78]order

　　[07:54.46]as English does

　　[07:55.75]("She pushed the table.").

　　[07:58.04]Only 5 percent use

　　[07:59.81]a subject-object-verb

　　[08:01.74](SOV) order

　　[08:03.27]or verb-subject-object

　　[08:05.63](VSO) order.

　　[08:07.15]Finally, let's refer to

　　[08:08.78]the neurolinguistics.

　　[08:10.80]Neurolinguistics is the study

　　[08:12.76]of how language is processed

　　[08:14.52]and represented in the brain.

　　[08:17.05]Neurolinguists seek

　　[08:18.62]to identify the parts of the brain

　　[08:20.73]involved with the production

　　[08:22.29]and understanding of language

　　[08:23.98]and to determine

　　[08:25.73]where the components

　　[08:26.86]of language

　　[08:28.01](phonemes, morphemes,

　　[08:29.67]and structure or syntax) are stored.

　　[08:32.97]In doing so, they make use

　　[08:35.35]of techniques

　　[08:36.11]for analyzing the structure

　　[08:37.76]of the brain

　　[08:39.02]and the effects of brain damage

　　[08:40.73]on language.

　　[08:42.13]OK, now we come to the end

　　[08:44.21]of today's lecture.

　　[08:46.53]Hopefully you have all got

　　[08:47.92]a clear idea of these subfields

　　[08:50.22]of linguistics,

　　[08:51.27]including their different focuses

　　[08:53.68]and functions.

　　[08:55.91]Next time we'll specifically target

　　[08:57.87]applied linguistics

　　[08:59.29]and find out how this branch

　　[09:01.19]benefits SLA learners.

　　[09:03.16]Thank you for your attention.

　　[09:05.95]Now, you have THREE minutes

　　[09:07.75]to check your work.

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