一、术语解释（共 30 分）
1.[6 分]Interlanguage
2.[6分]Hyponymy vs.Meronymy
3.[6分]Motivation
4.[6 分]Washback
5.[6 分]Communicative language teaching
6.[20分]Observe the following sentences
二、辨析题（共 40 分）
（1）小李岩诉小陈，他下个月要升职了。
（2）小李告诉小陈，他自己下个月要升职了。
（3）小李告诉小陈，下个月要升职了。
Which sentence is clear in its meaning？Which is unclear？Try to explain why？
7.[20 分]What is the difference between utterances in Group 1 and 2，according to Speech Act Theory？Use one of the utterances to further explain locutionary，illocutionary and perlocutionary.
Groupl：
（1）Don't be late
（2）I promise.
（3）Would you mind speaking louder？
Group 2：
（1）The meeting starts at 3 PM.
（2）This device has three buttons.
（3）The library is to the east of the building.
III.Short Answer Questions（2 x 20，40）
三、简答题（2题×20分 =40分）
1.Briefly explain the connotation of lesson design following the English Learning Activity View，and analyze its differences from Task-based Language Teaching.
1.请简要阐释“英语学习活动观"指导下的教学设计的内涵，并分析其与任务型语言教学的区别。
2.Focusing on the research topic"The Impact of Automated Writing Evaluation（AWE）onImproving Senior High School Students'Writing Quality"，design corresponding research questions and research methods.
2.围绕研究主题"自动写作评价对提高高中生写作质量的影响"，设计相应的研究问题与研究方法。
四、情景分析题（40分）Read the following teaching scenario in dialogue form and answer the questions：请阅读以下对话形式的教学情景，并回答问题：
Teacher：What did your mother go to do？| 你妈妈去干什么了？
Student：Your mother buyed something for me.| 你妈妈给我买了东西。
Teacher：Your mother bought（something）《这个东西我不记得了，反正老师用recast）
Teacher：（continues to ask relevant questions）|（继续提问相关问题）
Student：（still uses the wrong form"buyed"in the answer）|（仍在回答中使用错误形式"buyed"）
Please answer the following three questions：请回答以下三个问题：
1.What type of linguistic error did the student make in the scenario？
该学生犯了何种类型的语言错误？
2.What error correction method did the teacher adopt？How was the effect of this method？
该教师采用了何种纠错方法？效果如何？
3.What other error correction methods can be used for the student's error？Please give examples.
针对该学生的错误，还可以采用哪些其他纠错方法？请举例说明。
