2011年厦门大学考研真题阅读及英美文学、语言学基础

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机密 ★ 启用前和使用过程中

厦门大学2011年招收攻读硕士学位研究生

入学考试试题

科目代码：814

科目名称：阅读及英美文学、语言学基础招生专业：英语语言文学、外国语言学及应用语言

考生须知：答题必须使用黑（蓝）色墨水（圆珠）笔；不得直接在试卷（试题纸）或草稿

纸上作答；凡未按上述规定作答均不予评阅、判分，后果考生自负。

Part One Reading Comprehension 70 points

Directions: Each passage below is followed by questions based on its content. After reading a passage, choose the best answer to each question. Answer all the questions following the passage on the basis of what is stated or implied in that passage.

Passage 1

Bush today insists that he had a great time at Yale and doesn?t recall any unpleasantness. But somewhere along the way he developed a sizable chip on his shoulder. He would later carp about the “self-righteousness” and “intellectual superiority” of the East Coast liberal establishment that took over institutions like Yale in the 1960s. As early as 1964, he had a run-in with one of the avatars of the new order, the Rev. William Sloane Coffin, the Yale chaplain who had turned on his own Andover-and-Skull-and-Bones past to became a fiery radical, advising students to resist the draft. Bush bitterly recalled Coffin?s telling him, after his father had lost the 1964 Senate race in Texas to Ralph Yarborough, “I knew your father, and he lost to a better man.” To Bush, Coffin embodied the “heaviness” and “guilt” of the liberal East.

At a time when Yale students agonized endlessly over what to do about the draft, Bush does not appear to have talked much about his own choice. To volunteer for Vietnam would have required an act of boldness and outright defiance. Seeking battle was almost unheard of among undergraduates: it was said that more Yale students were dying in motorcycle accidents than in combat in 1969. At the same time, according to his Yale friend Roland Betts. Bush did not want to politically embarrass his father. Bush Jr. took a respectable hut easy way out, joining the Texas National Guard.

Determined to make it on his own, Bush did not tell his father that he was applying to Harvard Business School. The “West Point of Capitalism” was not inundated with applicants in the anti-business early 1970s. So Bush got in, despite mediocre grades that kept him out of his first choice of grad schools, the University of Texas Law School. Bush posed as a redneck rebel at Harvard, wearing his National Guard flight jacket and cowboy boots and chewing tobacco as he

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sat back of the class, spitting into a paper cup. But he showed early signs of the self-discipline that would become more characteristic as time went on. He kept up with the gruelling casework, particularly in a course called Human Organization and Behaviour. Here were formal lessons in organizing and managing people that Bush had only intuited as an Andover cheerleader. He developed his basic approach to leadership at Harvard?s training ground for future CEOs. The essence was to think Big Picture, don?t get caught in the details, delegate and decide. Bush whizzes through briefing books today, preferring to listen rather than read, but his friends say he was an ability to cut to the chase. If Bush seems less substantive than a Bill Clinton—or an Al Gore—he can blame a Harvard education.

1. Which of the following does the author probably agree?

(A) Bush was an activist in anti-Vietnam war when he studied at Yale. (B) Bush liked the self-righteousness atmosphere at Yale.

(C) Bush seemed to be politically-different from most college students at that time. (D) Bush was proud of his education at Yale.

2. Bush chose to join the Texas National Guard mainly (A) because of his father (B) for the sake of Coffin?s advice

3. He entered Harvard Business School instead of the University of Texas Law School because (A) Harvard was his first choice (B) his grades were not high enough (C) he intended to venture into business

(D) he liked the intellectual superiority of the liberal establishment at Harvard

4. He kept his application to Harvard Business School from his father mainly (A) because he did not trust his father (B) because his father would have thwarted it

(C) because an anti-business atmosphere was prevalent in America then (D) because he wanted to be independent and self-reliant

5. According to the author, Bush?s leading style was developed (A) as a heritage from the family (B) during his education at Yale

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Passage 2

The Enlightenment favoured a view of universe structured in binary oppositions, the principle of which is the dichotomy between subject and object. This was an essential division that world enable a systematic and disengaged view of reality and would foster the development of science even though it was also highly stimulated by the latter. Other dualisms, such as that of the individual/society, and the “We/They” dichotomy, based on race or ethnicity, for example, stemmed from the general idea of a necessary division and a controlling/controlled type of relationship between subject and object where “the distance between subject and object, a presupposition of abstraction, is grounded in the distance from the thing itself which the master achieved through the mastered” (Horkmeimer & Adorno, 1972:13). Distance, abstraction and control are key elements in the contact between subject and object.

This objectifying attitude of the subject towards the object, which was previously described as instrumental reason, justified human control over nature, which is now very much contested by radical ecologists who view animals, plants and even minerals as subjects (Ferry, 1992). Likewise, it has determined a descriptive type of knowledge about the object of research, either human or non-human. Consequently, a scientific analysis should imply a distant, disengaged, monological, objective and objectifying view of the object by subject.

Critical Theory, on the contrary, emphasizes the “rootedness of our cognitive accomplishments” (Habermas, 1994:87). Critical theorists reject both the atomistic concept of the individual and unilateral concentration of power implied in a subject-object interaction and concentrate on the creative and democratic potential of a subject-subject relationship.

Although the concept of object disappears from the equation, this is not the only alteration because there is also an essential change in the notion of subject. The concept of a solitary subject which ruled the enlightened way of thinking is definitely overcome by the notion of a social subject, and this is not an idea exclusive to the Frankfurt School but an assumption that underpins contemporary philosophical thought. Habermas identifies four “themes” common to the philosophical movements of this century “in spite of the boundaries between schools” which he designates as “postmetaphysical thinking, the linguistic turn, situating reason, and overcoming logocentrism” (Habermas, 1992:8). The change in the subject is inherent in all these themes which refer to a reconsideration of scientific rationality, to the move from the philosophy of consciousness to the philosophy of language, to the embeddedness of reason in culture and history and finally to the relocation of theory within practice. As Habermas points out, this is an evolution that has been developing throughout the twentieth century. However, Habermas expanded this idea in a particular way which is eventually, more restrictive precisely because it is normative and consensus driven.

Bearing in mind the four themes mentioned above, the notion of the “intersubjectively recognized subject”, in Habermas? terms challenge, with regard to scientific and social research, the premises of pure, instrumental reason and, consequently, the distance maintained between theory and practice and advocated dialogical and, occasionally, even overlapping positions in subject-subject research. Likewise, as far as language is concerned, the change from the paradigm of subjectivity into the paradigm of intersubjectivity, or from the “paradigm of consciousness” into

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