问题 单项选择题

读了《对语言污染不能太宽容——从“ku”说起》 (本文认为“酷”给人的第一印象是“冷酷、冷峻”,与“顶呱呱”、“棒”、“帅气”不沾边.语言学界对不合规范的用语要坚决“亮黄牌”)有些不同意见,一吐为快.当前是“酷”字在口语中的流行,我以为不是偶然的,虽然它和外来语“cool”的音译(省去了“1")有关,但却是符合我国语文文字发展规律的,它与开士米(cashmere)、猫步(catwalk)、秀(show)等属同一类语言现象,它比这一类词语更具汉语特色. “酷”字原来就一字多义.《现代汉语词典》和《辞海》都指出,它除了“残酷”等含义外,还有“极、甚"的含义.这后一含义并非自今曰始.现今流行的口语“酷”不过是重新发掘了它的“非常”、“顶级”“绝顶”的含义,并不是无源之水. 根据安子介先生的研究,“汉字由‘象形字’开端,终于大部分演变成会意字,内涵外衍,意气磅礴,十分逻辑化”.对“酷”字追本溯源,也许能找到它一字多义的演变规律性.东汉许慎的《说文解字》说,“酷,酒,厚味也,从本酉,告声.…‘酷’的部首‘酉’,八月黍成可为酿酒,象古文本之表,凡酉(酒)之属,皆从酒".“酉"字篆书写作象形盛酒之容器,内含八字,其意略为八月收获粮食可酿成美酒.看来“酷’’最初大约是用来形容醇酒的香气和味道的,以后衍生出“极、甚”的含义也是顺理成章的.现今流行的口语“酷”虽受外来语的影响,也还是上述含义的延伸罢了. “酷"字的另一义大约是声旁“告”的衍生物.“牛触人,角著横木,所以告人也,从口,从牛".《说文解字》牛撞伤了人,发生了纠纷,去“告”牛的主人,由此进一步衍生出残酷、冷酷等含义,也是合乎逻辑的.这大约就是安子介先生所说的“内涵外衍”现象吧.当前“酷”字口语的流行并不会改变这种一字多义的状态,笔者以为不必作忧天之虑.对于此类语言现象,即通过外来语的影响,融合汉语字词的某些特点,使字词产生出某种新意,我们应采取什么态度呢还是周洪波先生说得好,“我们应象对待新事物一样,对新词语抱着积极欢迎的态度,多些理解和宽容,少些大惊小怪”.“新词语用多了并不可怕,如果语言僵化,词汇贫乏,那才是真正可怕和可悲的呢.”

本文反驳运用的主要“武器”是_______.

A.“酷”的流行是符合语言发展要求的

B.“酷”的流行体现了语言生动活泼的特点

C.“酷”的流行说明了中外语言交流的好处

D.“酷”的新义是从原有意义引申而来,有其规范性

答案

参考答案:D

解析:驳论的武器就是引《说义解字》对“酷”的解释来证明其析义是有根据的.

单项选择题
单项选择题

Erik Erikson


Born at the tun of the century, Erik Erikson spent his early years in Europe. As a son of well-to-do parents, he received an education that was both formal and informal. Like other upper class children, when he finished his regular schoolwork, he traveled the Continent. He described this period as his moratorium—a term he used in his later theory of human development to describe a temporary life space that adolescents go through between the completion of general academic education and the choice of a life career. He noted that at the time of his own young adulthood, it was fashionable to travel through Europe, gaining a perspective on civilization and one’s own possible place in it. He chose the avocation of portrait painting as an activity during this time. It permitted maximum flexibility for travel and yielded some productive output as well. Obviously talented, he soon gained a reputation as a promising young artist, especially for his portraits of young children.
The turning point in his life came when he was invited to a villa in Austria to do a child’s portrait. He entered the villa and was introduced to the child’s father, Sigmund Freud. These began a series of informal discussions as he completed his work. A few weeks later, he received a written invitation from Freud to join the psychoanalytic institute of Vienna and study for child analysis. Erikson has commented that that at this point he confronted a momentous decision: the choice between a continued moratorium with more traveling and painting, and commitment to a life career pattern. Fortunately for psychology and particularly for our eventual understanding of children and adolescents, Erikson ended the moratorium.
After completing his training, he migrated to this country and served from 1936 to 1939 as a research associate in psychiatry at Yale, and he worked with Henry Murray of TAT fame (Thematic Apperception Test) at Harvard. From 1939 to 1951 he served as professor at the University of California and then moved to the Austen Riggs Clinic in Pittsburgh. With each move, his reputation grew in significance. His theoretical framework was adopted by the White House Conference on Children in 1950. The conference report, a national charter for child and adolescent development in this country, was almost a literal repetition of his thoughts. In 1960 he was offered a university professorship a Harvard in recognition of his national and international stature in the field of human development. The career that started so informally that day at Freud’s villa culminated with almost unprecedented eminence as a professor in one of the country’s oldest and most prestigious institutions of higher education-all without the benefit of a single earned academic degree. Ironically, he was offered only associate status in the American Psychological Association as late as 1950. This oversight was partially removed in 1955 when he was elected as a Fellow of the Division of Developmental Psychology, without ever having been a member.
His work, as we have noted in the text, has made a major contribution to our understanding of healthy psychological growth during all aspects of the life cycle. In addition to the high quality of his insight, Erikson possessed a genuine flair in linguistic expression, both spoken and written. In fact, one could almost compare his command of the English language with the benchmark established in this century by Winston Churchill. In many ways Erikson’s scope was as broad and comprehensive as that of Churchill. Erikson’s genius has been his ability to see the threefold relationship among the person, the immediate environment, and historical forces. Thus, each human is partially shaped by environmental and historical events, but each human, in turn, shapes the environment and can change the course of history. Erikson is equally at home describing the balance of individual strengths and problems for a single "verage" child or teenager as with an analysis of major historical figures such as Martin Luther and Mahatma Gandihi. He shows through personal history how events and reactions during childhood and adolescence prepare humans to be adults. Ralph Waldo Emerson said there is no history, only biography. Erikson’s work attests to this wisdom.
If there were a criticism of his overall framework, it would concern his differentiation between the sexes. As might be expected, he was conditioned and shaped by the major historical and psychological forces of his own time, following in the tradition of a predominantly male oriented theory for psychology. This reminds us of the limits set by historical circumstances, which impinge on all humans. He was able to break with many of the limiting traditions of his time, particularly to move the concept of development from an exclusive pathological focus to a view that emphasized the positive and productive aspects of growth. He was, however, not successful in breaking with the cultural stereotypes regarding female growth.

According to the first paragraph, a "temporary life space" of a person ______.

A. serves as a gap between academic education and the choice of life
B. can be a significant bridge linking school education with career choosing and adult life
C. is more important for a person in choosing his/her life career
D. one "temporary life space" is decisive on the choosing of a life career