《外國語》創刊于1978年，是由中華人民共和國教育部主管，上海外國語大學主辦，《外國語》編輯部編輯，上海外語教育出版社出版的外國語言文字期刊。截至2019年1月1日，《外國語》編委會有編委14人；編輯部有編輯3人。根據2020年10月15日中， 以下是為大家整理的關于四川外國語大學排名4篇 , 供大家參考選擇。
四川外國語大學排名4篇
四川外國語大學排名篇1
四川外國語大學英語學院
英語專業輔修雙學位（西政教學點）招生簡章
一、招生對象
主修專業成績良好、學有余力的西南政法大學非英語專業一下、二、三年級學生。
二、培養目標
本專業培養具有扎實的英語基礎、廣泛的人文知識、精通法律，能在政法、新聞、經貿等領域從事涉外律師、新聞報道、經貿管理等工作的涉外高級復合型人才。
三、收費標準
根據學校統一規定，校外班輔修雙學位學費5340元/年； 教材、資料費410元/年，多退少補。
四、報名方式
1、報名時間：英語學院常年接受報名，分春季、秋季開班，報滿30人即開班。春季班報名時間截止每年1月10日；秋季班報名截止時間為每年9月10日。
2、報名地點：西南政法大學教務處輔修辦公室（毓才樓2樓）或四川外國語大學英語學院辦公室（新區辦公樓B-318,B-308）。
3、咨詢電話：65385406、65440807；手機：130********趙老師、139********官老師。
五、上課時間、地點與師資
時間地點：春季班3月初，秋季班9月中旬，西南政法大學校內。
師資：川外英語學院優秀教師+外籍教師
具體上課時間、地點由英語學院另行通知。
6、課程設置與教學進程表
7、四川外國語大學英語學院英語專業特色介紹
四川外國語大學英語專業源于1959年建立的英語系，歷史悠久、享譽全國。2009年，英語系與英語語言文化系合并組建為英語學院。學院所屬英語本科專業為國家一類特色專業建設點，下設“英語翻譯”、“英語教育”和“英語語言文學”三個專業方向；所屬“英語語言文學學科”為重慶市重點學科。半個多世紀以來，經過幾代川外英語人篳路藍縷的艱辛創業和百折不撓的奮斗開拓，英語學院目前在人才隊伍建設、教研科研實力以及本科教學水平等方面，位居西南地區龍頭，在中西部地區具有強大的輻射力，在全國英語學界也具有重要影響。
英語學院擁有一支學術造詣精湛、教學效果優異、科研成果豐碩、梯隊結構合理、學歷層次高的優秀師資隊伍。學院目前共有專職教師100余名，其中教授10名（二級教授1名）、副教授40名；享受國務院津貼專家1名、重慶市英語語言文學學科帶頭人1名、重慶市人文社科學術委員1名；擁有博士學位教師20名、98%的教師擁有碩士學位，大部分教師有海外留學、訪學或進修的經歷；常年聘有外國專家4名。
英語學院致力于培養專業技能扎實、國際視野廣闊、人文素養全面、人格心理健全、高層次、國際化英語專業人才。目前，學院開設有各種專業基礎課和專業方向課程50多門，擁有重慶市精品課程5門、重慶市優秀教學團隊3個。英語學院教學成績卓越，學生的英語專業四、八級考試連年超過全國外語院校平均及格率。
作為川外英語專業辦學歷史最長、規模最大、師資最雄厚、辦學特色鮮明、辦學水平高、社會聲譽好的英語院系，英語學院在半個多世紀的建設中，為西南乃至全國培養了大批高素質、復合型外語人才，已經成為西南一流、國內知名的英語專業。
英語學院英語專業輔修/雙學位始于上個世紀90年代中期。經過十多年的發展，目前已經建成相對完備的雙學位人才培養體系和目標：以專業的師資，完善的課程設置，將素質培養、專業知識和實際應用相結合，為國家培養具有合理的知識結構、扎實的語言功底和較強的人文素養的復合型大學生，讓學生學有所得、學以致用。
四川外國語大學排名篇2
311
Sichuan International Studies University
2004 Postgraduate Admission Examination Paper for
Advanced English
基礎英語
答題要求：所有答案均寫在答題紙上，否則不給分。全卷工150分，3小時完成。
I. Fill in the blank in each of the following sentences with the correct form of the word given in parentheses following the sentences: (20ps)
1. The museum has been heavily criticized over its of the four-million-dollar sculpture. (acquire)
2. These diseases are more among young children. (prevalence)
3. Taxpayers should claim as many as expenses as possible against their taxed income. (allow)
4. She is employed by the president in an capacity. (advice)
5. It’s a pity that Christmas has become so . (commerce)
6. They had started quarrelling out of sheer . (bore)
7. I’ve been feeling tired and all morning. (ache)
8. The new will be working closely with both departments. (appoint)
9. There are too many risks on such a large investment of money. (attend)
10.I hope he was suitably for breaking your glasses.(apology)
11.The government has put a tax on foreign goods. (prohibit)
12.When she spoke her tone was . (accuse)
13.I’m sure my boss thinks I’ve been of my duties recently. (neglect)
14.Surely a diplomatic solution is to war. (prefer)
15.Reduction in government spending will further cuts in public services. (necessity)
16.She expressed at being excluded from the team. (puzzle)
17.Sulfur dioxide is one of several that are released into the atmosphere by coal-fired power stations. (pollute)
18.A loving family environment gives children that sense of stability and which they need. (permanent)
19.He has rather a manner, as though he’s slightly unsure of himself. (hesitate)
20.All these magazines are of each other. (imitate)
II. Read the following two passages and work on the questions as required: (50ps)
READING PASSAGE 1
Asian Economies Not as Vulnerable as Before
A Central bank governors from the Asia-Pacific region, at a recent meeting warned that the global trade environment is much tougher for their countries now than during the Asian crisis of four years ago. Singapore is in recession, and South Korea, Malaysia, Thailand, Indonesia, Taiwan and the Philippines have sharply slowing growth. The only bright spot is China, which has maintained brisk output growth because stronger investment and household spending have more than offset the regional export slowdown.
B However, a new financial crisis does not seem to be looming for the region, as some remarkable changes have taken place over the past four years. These changes mean that the region’s economies are likely to experience slower but still positive growth this year, and stronger growth next year. The first change is that the economies of Korea, Thailand and Indonesia can no longer be broken by a stampede of foreign bank lenders. The hot money has already gone. According to the most recent International Monetary Fund statistics, net international bank claims in East Asia have fallen by US $ 354 billion over the last years. Loans have been repaid by stronger flows of foreign direct investment, by lending from international institutions and by the re-emergence of a bond market in the first half of last year, as well as through large trade surpluses resulting from imports growing more slowly than exports. In the four years from 1997 to 2000, these economies accumulated current account surpluses of US $ 239 billion, compared to a cumulative deficit of US $ 88 billion during the five years from 1992.
C Large current account surpluses have seen not only foreign debt reduced, but also big reserves accumulated. These reserves are seen as a cushion against future financial shocks. The reserves in Southeast Asia have increased by US $ 214 billion during the past year as the country has defended an exchange rate appreciating in recent years. The central banks of China, Hong Kong and Taiwan hold most of this sum. Moreover, the central banks of the region have agreed on swap arrangements, which could allow the reserves for one currency to be used in the defense of another in case of the threat of another Asian financial crisis. As noted by a report prepared by the regional central banks, intervention is most effective when coordinated.
D These changes defend against a stampede and contagion, but do not, in themselves, encourage growth. That depends on the regional shift toward more flexible exchange rates. Although far from floating freely, most regional exchange rates are no longer hostage to unhedged US dollar bank debt or to entrenched convictions that exchange rate stability is essential. Managed floats have been adopted in most regional economies. Responding to the stronger US dollar, falling exports and slowing imports, these exchange rates have been depreciating. For example, the Singapore dollar recently reached a ten-year low, while the Taiwan dollar reached a 15-year low.
E Foreign direct investment is slowing, and exports are tumbling, but with room to expand domestic demand there are good reasons to think that the region will get through the most serious global downturn in a decade. Foreign investment flows and domestic reconstruction will maintain China’s growth. Even South Korea, Singapore and Taiwan—all highly dependent on technology exports to the US—are now buttressed by trade surpluses, huge reserves and flexible exchange rates. All these factors are favorable for expanding domestic demand.
F The perennial problems of the Philippines apart, the economies at the greatest risk are those of Thailand and Malaysia, because they are attempting to sustain pegged exchange rates, and this weakens their ability to respond to sudden strains on their currencies. Although Thailand has sharply reduced its foreign debt, it has pegged its US dollar exchange rate at about 45 baht. Without strong capital controls, the informal peg limits Thailand’s freedom to ease interest rates. As for Malaysia, its peg depends on its reserves, which have fallen by US $ 6 billion against those of its neighbors.
Questions 1- 5
Reading Passage 1 has six paragraphs A-F. Choose the most suitable headings for paragraphs B-F from the list of headings below. Write the appropriate numbers (i-ix) on your answer sheet.
NB There are more headings than paragraphs, so you will not use them all.
List of headings
i. Disappearance of hot money
ii. Changes in the region’s economies
iii. The role of the US dollar
iv. The region’s weak spots
v. The importance of currency reserves
vi. Swap arrangements
vii. The need for flexible exchange rates
viii. Expanding domestic demand
ix. The Philippines’ economic problems
1. Paragraph B
2. Paragraph C
3. Paragraph D
4. Paragraph E
5. Paragraph F
Questions 6- 9
Using NO MORE THAN THREE WORDS from the passage, answer the following questions. Write your answers for 6-9 on your answer sheet.
6. Who is cooperating to stave off another Asian financial crisis?
7. According to the author, what do the changes in the region’s economies NOT do?
8. Which country is an exception to the region’s slow economic growth?
9. When was the last most serious worldwide economic slowdown?
Questions 10- 14
Do the following statements agree with the information in Reading Passage 1? Write your answers for 10-14 on your answer sheet.
YES if the statement agrees with the information
NO if the statement contradicts the information
NOT GIVEN if there is no information on this in the passage
10. The changes in the region’s economies will accelerate their growth.
11. Pegged exchange rates are a danger to Thailand and Malaysia.
12. Most of the regional economies allow their exchange rates to float freely.
13. To survive the global economic slump, the region must export more than imports.
14. Central bank governors are optimistic about the region’s economic future.
READING PASSAGE 2
POPULATION VIABILITY ANALYSIS
Part A
To make political decisions about the extent and type of forestry in a region it is important to understand the consequences of those decisions. One tool for assessing the impact of forestry on the ecosystem is population viability analysis (PVA). This is a tool for predicting the probability that a species will become extinct in a particular region over a specific period. It has been successfully used in the United States to provide input into resource exploitation decisions and assist wildlife managers and there is now enormous potential for using population viability to assist wildlife management in Australia’s forests.
A species becomes extinct when the last individual dies. This observation is a useful starting point for any discussion of extinction as it highlights the role of luck and chance in the extinction process. To make a prediction about extinction we need to understand the processes that can contribute to it and these fall into four broad categories which are discussed below.
Part B
A. Early attempts to predict population viability were based on demographic uncertainty. Whether an individual survives from one year to the next will largely be a matter of chance. Some pairs may produce several young in a single year while others may produce none in that same year. Small populations will fluctuate enormously because of the random nature of birth and death and these chance fluctuations can cause species extinction even if, on average, the population size should increase. Taking only this uncertainty of ability to reproduce into account. Extinction is unlikely if the number of individuals in a population is above about 50 and the population is growing.
B. Small populations cannot avoid a certain amount of inbreeding. This is particularly true if there is a very small number of one sex. For example, if there are only 20 individuals of a species and only one is a male, all future individuals in the species must be descended from that one male. For most animal species such individuals are less likely to survive and reproduce. Inbreeding increases the chance of extinction.
C. Variation within a species is the raw material upon which natural selection acts. Without genetic variability a species lacks the capacity to evolve and cannot adapt to changes in its environment or to new predators and new diseases. The loss of genetic diversity associated with reductions in population size will contribute to the likelihood of extinction.
D. Recent research has shown that other factors need to be considered. Australia’s environment fluctuates enormously from year to year. These fluctuations add yet another degree of uncertainty to the survival of many species. Catastrophes such as fire, flood, drought or epidemic may reduce population sizes to a small fraction of their average level. When allowance is made for these two additional elements of uncertainty the population size necessary to be confident of persistence for a few hundred years may increase to several thousand.
Part C
Beside these processes we need to bear in mind the distribution of a population. A species that occurs in five isolated places each containing 20 individuals will not have the same probability of extinction as species with a single population of 100 individuals in a single locality. Where logging occurs (that is, the cutting down of forests for timber) forest-dependent creatures in that area will be forced to leave. Ground-dwelling herbivores may return within a decade. However, arboreal marsupials (that is animals which live in trees) may not recover to pre-logging densities for over a century. As more forests are logged, animal population sizes will be reduced further. Regardless of the theory or model that we choose, a reduction in population size decreases the genetic diversity of a population and increases the probability of extinction because of any or all of the processes listed above. It is therefore a scientific fact that increasing the area that is logged in any region will increase the probability that forest-dependent animals will become extinct.
Questions 15- 18
Do the following statements agree with the views of the writer in Part A of Reading Passage 2? Write your answers for 15-18 on your answer sheet.
YES if the statement agrees with the writer
NO if the statement contradicts the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
Example:
A link exists between the consequences of decisions and the decision making process itself.
Answer: YES
15. Scientists are interested in the effect of forestry on native animals
16. PVA has been used in Australia for many years.
17. A species is said to be extinct when only one individual exists.
18. Extinction is a naturally occurring phenomenon.
Questions 19- 22
These questions are based on Part B of Reading Passages 2.
In paragraphs A to D the author describes four processes which may contribute to the extinction of a species. Match the list of processes (i-vi) to the paragraphs. Write the appropriate number (i-vi) on your answer sheet.
NB There are more processes than paragraphs so you will not use all of them.
19. Paragraph A i. Loss of ability to adapt
20. Paragraph B ii. Natural disasters
21. Paragraph C iii. An imbalance of the sexes
22. Paragraph D iv. Human disasters
v. Evolution
vi. The haphazard nature of reproduction
Questions 23- 25
Based on your reading of Part C, complete the sentences below with words taken from the passage. Use NO MORE THAN THREE WORDS for each answer. Write your answers for 23-25 on answer sheet.
23. While the population of a species may be on the increase, there is always a chance that small isolated groups … (23)…
24. Survival of a species depends on a balance between the size of a population and its… (24)…
25. The likelihood that animals which live in forests will become extinct is increased when… (25)…
III. Read the following 2 passages and then answer the questions below them: (40ps)
PASSAGE 1
Universities and Their Function
Alfred North Whitehead
The universities are schools of education, and schools of research. But the primary reason for their existence is not to be found either in the mere knowledge conveyed to the students or in the mere opportunities for research afforded to the members of the faculty.
The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning. The university imparts information, but it imparts it imaginatively. At least, this is the function which it should perform for society. A university which fails in this respect has no reason for existence. This atmosphere of excitement, arising from imaginative consideration, transforms knowledge. A fact is no longer a bare fact: it is invested with all its possibilities. It is no longer a burden on the memory: it is energizing as the poet of our dreams, and as the architect of our purposes.
Imagination is not to be divorced from the facts: it is a way of illuminating the facts. It works by eliciting the general principles which apply to the facts, as they exist, and then by an intellectual survey of alternative possibilities which are consistent with those principles. It enables men to construct an intellectual vision of a new world, and it preserves the zest of life by the suggestion of satisfying purpose.
Youth is imaginative, and if the imagination be strengthened by discipline this energy of imagination can in great measure be preserved through life. The tragedy of the world is that those who are imaginative have but slight experience, and those who are experienced have feeble imaginations. Fools act on imagination without knowledge; pedants act on knowledge without imagination. The task of a university is to weld together imagination and experience.
These reflections upon the general functions of a university can be at once translated in terms of the particular functions of a business school. We need not flinch from the assertion that the main function of such a school is to produce men with a greater zest for business.
In a simpler world, business relations were simpler, being based on the immediate contact of man with man and on immediate confrontation with all relevant material circumstances. To-day business organization requires an imaginative grasp of the psychologies of populations engaged in differing modes of occupation; of populations scattered through cities, through mountains, through plains; of populations on the ocean, and of populations in mines, and of populations in forests. It requires an imaginative grasp of conditions in the tropics, and of conditions in temperate zones. It requires an imaginative grasp of the interlocking interests of great organizations, and of the reactions of the whole complex to any change in one of its elements. It requires an imaginative understanding of laws of political economy, not merely in the abstract, but also with the power to construe them in terms of the particular circumstances of a concrete business. It requires some knowledge of the habits of government, and of the variations of those habits under diverse conditions. It requires an imaginative vision of the binding forces of any human organization, a sympathetic vision of the limits of human nature and of the conditions which evoke loyalty of service. It requires some knowledge of the laws of health, and of the laws of fatigue, and of the conditions for sustained reliability. It requires an imaginative understanding of the social effects of the conditions of factories. It requires a sufficient conception of the role of applied science in modern society. It requires that discipline of character which can say “yes” and “no” to other men, not by reason of blind obstinacy, but with firmness derived from a conscious evaluation of relevant alternatives.
The universities have trained the intellectual pioneers of our civilization – the priests, the lawyers, the statesmen, the doctors, the men of science, and the men of letters. The conduct of business now requires intellectual imagination of the same type as that which in former times has mainly passed into those other occupations.
There is one great difficulty which hampers all the higher types of human endeavor. In modern times this difficulty has even increased in its possibilities for evil. In any large organization the younger men, who are novices, must be set to jobs which consist in carrying out fixed duties in obedience to orders. No president of a large corporation meets his youngest employee at his office door with the offer of the most responsible job which the work of that corporation includes. The young men are set to work at a fixed routine, and only occasionally even see the president as he passes in and out of the building. Such work is a great discipline. It imparts knowledge, and it produces reliability of character; also it is the only work for which the young men, in that novice stage, are fit, and it is the work for which they are hired. There can be no criticism of the custom, but there may be an unfortunate effect – prolonged routine work dulls the imagination.
The way in which a university should function in the preparation for an intellectual career, such as modern business or one of the older professions, is by promoting the imaginative consideration of the various general principles underlying that career. Its students thus pass into their period of technical apprenticeship with their imaginations already practiced in connecting details with general principles. The routine then receives its meaning, and also illuminates the principles which give it that meaning. Hence, instead of a drudgery issuing in a blind rule of thumb, the properly trained man has some hope of obtaining an imagination disciplined by detailed facts and by necessary habits.
Thus the proper function of a university is the imaginative acquisition of knowledge. Apart from this importance of the imagination, there is no reason why business men, and other professional men, should not pick up their facts bit by bit as they want them for particular occasions. A university is imaginative or it is nothing – at least nothing useful.
Questions (Give brief answers)
1. What does Whitehead see as the chief function of a university?
2. Why is a university an ideal place to develop this talent?
3. Why do you think Whitehead chose business administration as his primary example rather than some more “speculative” study such as philosophy?
4. In paragraph 8, does Whitehead mean that novices in business should be given the imaginative jobs and the older employees assigned to “drudgery”? Explain your answer.
5. Do you agree that “Fools act on imagination without knowledge; pedants act on knowledge without imagination”? Why?
PASSAGE 2
Why Religion, and Why Inter-religious Dialogue?
For better or worse, religion is the only human endeavor that successfully provides us with an all-encompassing model of the pattern which connects our individual lives to the complex regularities of this world, and by extension the cosmos. Our religious traditions allow ordinary people the ability to live and think at levels of integrated complexity that would be otherwise impossible. If we are going to successfully formulate a viable global ethos, i.e., if we are going to succeed in transforming the misguided and destructive values that are leading us to the brink of disaster, we must tap the vast resources of knowledge and potential wisdom manifest in the world’s diverse religious traditions, as well as the enormous potential for positive change represented by business.
As we approach the 21st century and incrementally experience the inbreaking of the Age of Global Consciousness, inter-religious dialogue will be an increasingly indispensable tool for charting our course. Consider some of the basic presuppositions that have emerged from decades of successful inter-religious dialogue. From the outset it affirms the positive value of diversity, and acknowledges the wisdom of the world’s religious systems as a valuable resource for discovering and working together toward common goals (and it tends to enhance the personal faith of each participant-in-dialogue). Through decades of constructive dialogical experience, we have discovered that these presuppositions – coupled with the inclusive methodology of open listening, so that we may learn – initiate a process that opens the possibility of engaging one another in a manner that is as profound and integrative as that which is evident in the integration of a living ecosystem.
When we examine that the sublime and enduring wisdom of long established ecosystem, such as the Barrier Reef off the west coast of Australia, or an old growth forests, we find that these living ecosystems are excellent examples of maintaining unity in-and-through diversity. Thus, living ecosystems provide an apt analogy of what may be accomplished within the ecology of mind that emerges when humankind’s religious and cultural traditions meet in dialogue. As with any ecosystem in the natural world, pluralism and diversity increase the system’s flexibility, and therefore its viability. In the natural world, a sustained pattern of balance or steady-state is characteristic of all healthy and enduring ecosystems. This “balance of nature” (an incessantly evolving steady-state) is bonded via a dialogical exchange of “information”, a process that is indicative of the ecosphere’s(1) holistic knowledge and its innate wisdom.
Nature’s “steady-state” balance is maintained within an elegant dance of multiple variables, and sustained through a sublimely eloquent dialogue among each ecosystem’s diverse, yet profoundly interconnected participants. This procession of an enduring, dialogically calibrated(2) steady-state is evident even in the most elemental ecosystems. Moreover, ecosystems of whatever size—from the most elemental, up through and including the global ecosystem—exhibit a capacity to evolve new patterns of interrelationship. This ability to re-evaluate and alter habituated patterns of interaction optimizes an ecosystem’s flexibility, its viability, and also, the flexibility/viability of each form of life within the overall system.
In short, a dialogical co-evolution among (and within) an ecosystem’s “participants” serves to maintain the system’s balance, while enhancing the ability of differentiated individuals within the system—along with the unified system as a whole---to learn, adapt and evolve. Learning and adaptation are both qualities of mental process, or mind. Therefore, it should not be too much of a “stretch of the imagination” to envision the global ecosystem as the embodiment of a holistically (3) emergent global ecomind. Consequently, if we are going to successfully meet “the greatest challenge that has confronted the human race in its entire history,” and “solve the common problems that threaten our future on the earth,” our modes of envisioning a global ethic---which will serve as the template (4) for humankind’s newly emergent global ethos—will have to reflect and cooperate creatively with the knowledge and wisdom evident in the patterns that sustain the global ecomind.
We must develop an ethos that is informed by the fact that all living creatures are part of a profoundly interconnected holistic system, the global ecomind of this living planet. From this perspective, humankind must begin to evoke a sense of humility—envisioning and responding to a mental system that is superior to its own. If our newly emerging global consciousness and our revitalized global ethos are going to reflect the knowledge and wisdom of the global ecomind, we will have to develop a consciousness and an ethos that are as dialogical, inclusive, and nurturing as the global ecomind. For this, to expand dialogue is the means. What is desired is a dialogical dialogue rather than a dialectical dialogue, in which one attempts to refute the claims of one’s opponent.
Of course, the intended purpose of expanding this dialogue cannot be to foist(5) religion upon business, or any other social institution. Such an attitude runs counter to the fundamentals of inter-religious dialogue. In fact, it is important to recognize that the traditional “osmotic”(6) wall of separation between “the religions” and the enterprises of business, science, and technology preserves a civic value that is as crucial as the separation of church and state. However, we should also recognize that the religions-in-dialogue are a potential source of knowledge and wisdom—a valuable resource that can aid in defining and implementing a global ethic.
Here again, the parallel efforts of business leaders and the religions-in-dialogue to develop a global ethic, as well as the dialogical confluence (7) of their efforts, represents an important opportunity. Expanding the dialogue among the world’s diverse religious traditions, so the conversation concerning a global ethic includes businesses that are entering a new stage in the development of social responsibility, should help prepare the way for the emergence of something like a recalibrated social matrix(8), which will necessarily reflect a global consciousness and a newly complexified global ethos.
Notes:
(1) ecosphere—生物圈，生態圈
(2)calibrate—調整，調節
(3)holistically— 全面的，全盤的
(4) template—模板，樣板
(5)foist—（暗中）把……強加
(6)osmotic—滲透（作用）的
(7)confluence—匯合，聚集
(8)matrix—母體，策源地
Questions (Give brief answers):
1. What are the two functions of inter-religious dialogue the author discusses in paragraph 2?
2. The author makes an analogy between the living ecosystem and healthy social structure in paragraph 3. What is the major similarity between them?
3. What could be a good subtitle for paragraph 4?
4. What are the three functions of a dialogical co-evolution in an ecosystem in paragraph 5?
5. In paragraph 6, the author says that a dialectical dialogue is different from a dialogical dialogue. What is the major difference between them?
IV. Reading the following story, then answer the questions: (40ps)
Growing up fast
This girl, this Susan Reed, was an orphan. She lived with a family named Burchett that had some more children, two or three more. Some said that Susan was a niece or a cousin or something; others cast the usual aspersions on the character of Burchett and even of Mrs. Burchett: you know. Women mostly, these were.
She was about five when Hawkshaw first came to town. It was his first summer behind that chair in Maxey’s barber shop that Mrs. Burchett brought Susan in for the first time. Maxey told me about how him and the other barbers watched Mrs. Burchett trying for three days to get Susan (she was a thin little girl then, with big scared eyes and this straight, soft hair not blonde and not brunette) into the shop. And Maxey told how at last it was Hawkshaw that went out into the street and worked with the girl for about fifteen minutes until he got her into the shop and into his chair – him that hadn’t never said more than Yes or No to any man or woman in the town that anybody ever saw. ‘Be durn if it didn’t look like Hawkshaw had been waiting for her to come along,’ Maxey told me.
That was her first haircut. Hawkshaw gave it to her, and her sitting there under the cloth like a little scared rabbit. But six months after that she was coming to the shop by herself and letting Hawkshaw cut her hair, still looking like a little old rabbit, with her scared face and those big eyes and that hair without any special name showing above the cloth. If Hawkshaw was busy, Maxey said she would come in and sit on the waiting bench close to his chair with her legs sticking straight out in front of her until Hawkshaw got done. Maxey says they considered her Hawkshaw’s client the same as if she had been a Saturday night shaving customer. He says that one time the other barber, Matt Fox, offered to wait on her, Hawkshaw being busy, and that Hawkshaw looked up like a flash. ‘I’ll be done in a minute,’ he says. ‘I’ll tend to her.’ Maxey told me that Hawkshaw had been working for him for almost a year then, but that was the first time he ever heard him speak positive about anything.
That fall the girl started to school. She would pass the barber shop each morning and afternoon. She was still shy, walking fast like little girls do, with that yellow-brown head of hers passing the window level and fast like she was on skates. She was always by herself at first, but pretty soon her head would be one of a clump of other heads, all talking, not looking towards the window at all, and Hawkshaw standing there in the window, looking out. Maxey said him and Matt would not have to look at the clock at all to tell when five minutes to eight and to three o’clock came, because they could tell by Hawkshaw. It was like he would kind of drift up to the window without watching himself do it, and be looking out about the time for the school children to begin to pass. When she would come to the shop for a haircut, Hawkshaw would give her two or three of those peppermints where he would give the other children just one, Maxey told me.
No; it was Matt Fox, the other barber, told me that. He was the one who told me about the doll Hawkshaw gave her on Christmas. I don’t know how he found it out. Hawkshaw never told him. But he knew some way; he knew more about Hawkshaw than Maxey did. He was a married man himself, Matt was. A kind of fat, flabby fellow, with a pasty face and eyes that looked tired or sad – something. A funny fellow, and almost as good a barber as Hawkshaw. He never talked much either, and I don’t know how he could have known so much about Hawkshaw when a talking man couldn’t get much out of him. I guess maybe a talking man hasn’t got the time to ever learn much about anything except words.
Anyway, Matt told me about how Hawkshaw gave her a present every Christmas, even after she got to be a big girl. She still came to him, to his chair, and him watching her every morning and afternoon when she passed to and from school. A big girl, and she wasn’t shy any more.
You wouldn’t have thought she was the same girl. She got grown fast. Too fast. That was the trouble. Some said it was being an orphan and all. But it wasn’t that. Girls are different from boys. Girls are born weaned and boys don’t ever get weaned. You see one sixty years old, and be damned if he won’t go back to the perambulator at the bat of an eye.
It’s not that she was bad. There’s not any such thing as a woman born bad, because they are all born bad, born with the badness in them. The thing is, to get them married before the badness comes to a natural head. But we try to make them conform to a system that says a woman can’t be married until she reaches a certain age. And nature don’t pay any attention to systems, let alone women paying any attention to them, or to anything. She just grew up too fast. She reached the point where the badness came to a head before the system said it was time for her to. I think they can’t help it. I have a daughter of my own, and I say that.
So there she was. Matt told me they figured up and she couldn’t have been more than thirteen when Mrs. Burchett whipped her one day for using rouge and paint, and during that year, he said, they would see her with two or three other girls giggling and laughing on the street at all hours when they should have been in school; still thin, with that hair still not blonde and not brunette, with her face caked with paint until you would have thought it would crack like dried mud when she laughed, with the regular simple gingham and such dresses that a thirteen-year-old child ought to wear pulled and dragged to show off what she never had yet to show off, like the older girls did with their silk and crepe and such.
Matt said he watched her pass one day, when all of a sudden he realized she never had any stockings on. He said he thought about it and he said he could not remember that she ever did wear stockings in the summer, until he realized that what he had noticed was not the lack of stockings, but that her legs were like a woman’s legs: female. And her only thirteen.
I say she couldn’t help herself. It wasn’t her fault. And it wasn’t Burchett’s fault, either. Why, nobody can be as gentle with them, the bad ones, the ones that are unlucky enough to come to a head too soon, as men. Look at the way they – all the men in town – treated Hawkshaw. Even after folks knew, after all the talk began, there wasn’t a man of them talked before Hawkshaw. I reckon they thought he knew too, had heard some of the talk, but whenever they talked about her in the shop, it was while Hawkshaw was not there. And I reckon the other men were the same, because there was not a one of them that hadn’t seen Hawkshaw at the window, looking at her when she passed, or looking at her on the street; happening to kind of be passing the picture-show when it let out and she would come out with some fellow, having begun to go with them before she was fourteen. Folks said how she would have to slip out and meet them and slip back into the house again with Mrs. Burchett thinking she was at the home of a girl friend.
They never talked about her before Hawkshaw. They would wait until he was gone, to dinner, or on one of those two-weeks’ vacations of his in April that never anybody could find out about; where he went or anything. But he would be gone, and they would watch the girl slipping around, skirting trouble, bound to get into it sooner or later, even if Burchett didn’t hear something first. She had quit school a year ago. For a year Burchett and Mrs. Burchett thought that she was going to school every day, when she hadn’t been inside the building even. Somebody – one of the high-school boys maybe, but she never drew any lines: schoolboys, married men, anybody – would get her a report card every month and she would fill it out herself and take it home for Mrs. Burchett to sign. It beats the devil how the folks that love a woman will let her fool them.
So she quit school and went to work in the ten-cent store. She would come to the shop for a haircut, all painted up, in some kind of little flimsy off-colour clothes that showed her off, with her face watchful and bold and discreet all at once, and her hair gummed and twisted about her face. But even the stuff she put on it couldn’t change that brown-yellow colour. Her hair hadn’t changed at all. She wouldn’t always go to Hawkshaw’s chair. Even when his chair was empty, she would sometimes take one of the others, talking to the barbers, filling the whole shop with noise and perfume and her legs sticking out from under the cloth. Hawkshaw wouldn’t look at her then. Even when he wasn’t busy, he had a way of looking the same: intent and down-looking like he was making out to be busy, hiding behind the making-out.
After reading the story, please do the following:
A. Answer the following questions:
a. How many characters are involved in the story? Please name them.
b. Who is the narrator of the story? Who told him all this about Susan?
c. Describe the change of Susan step by step and your comment on her change.
d. Do you think of what happens to Hawkshaw and Susan?
B. Paraphrase the following sentences:
a. That was her first haircut. Hawkshaw gave it to her, and her sitting there under the cloth like a little scared rabbit.
b. It was like he would kind of drift up to the window without watching himself do it, and be looking out about the time for the school children to begin to pass.
c. But we try to make them conform to a system that says a woman can’t be married until she reaches a certain age. And nature don’t pay any attention to systems, let alone women paying any attention to them, or to anything. She just grew up too fast.
d. Even when he wasn’t busy, he had a way of looking the same: intent and down-looking like he was making out to be busy, hiding behind the making-out.
四川外國語大學排名篇3
你問的是外國語大學。那我就不說綜合院校了，北大清華人大復旦肯定好，自不必多說。
下面僅代表個人意見，如果我分數夠我會選擇的順序～
1.首先是幾個語言極強的學校，排名分先后。
北外，外交學院=上外，廣外，二外
2.其他外語高校。
北語，天外=西外，川外，大外
這類學校需要看專業。
比如你想學對外漢語，北語又稱小聯合國，對外漢語專業直逼北外。
比如你想學日語，大連日企遍地，大外日語得天獨厚，教學經驗豐富。
3.解放軍類語言學校。
這個順序的意思就是假如你想學德語，分數夠第一梯隊的學校，那你就不用管什么王牌不王牌，直接去北外，上外這么報！
如果在第二梯隊，那你就要查查，專業強不強，城市你喜不喜歡，綜合考慮。比如西外德語挺好，川外德語也不錯，但是我更喜歡重慶，那你就去川外。
畢竟每個學校都有自己的優勢專業，咱們不能單單由優勢專業來評判學校的高低（當然我指的是選學校不是選專業）。
按照大學星級排名：
1，北外和上外都是六星級，無論是學科還是地域無疑是最好的，頭牌。
2，北語五星級，出了名的小聯合國，其實早期是為了教外國人建立的，但現在發展的還是很不錯的。
3，廣外，天外，西外是四星級，各有各的特點吧。除了北外上外，廣外也是業內很認可的學校，天外西外差不多，看個人喜好了。
4，北二外，川外，大外是三星級，北二外地理位置優越，這些年分數也居高不下，相比教學水平也是很優秀的（沒說其它大學的不好），剩下兩所個人認為是川外>大外的，這幾年內陸發展的很不錯，在四川口碑也不錯。大外也有許多優勢學科，單根全面幾個比就稍微遜色了。
四川外國語大學排名篇4
四川外國語大學重慶南方翻譯學院
2018年公開招聘人員簡章
為深入推進人才強校戰略，優化充實教師隊伍，提升學校辦學實力和水平，根據《事業單位公開招聘人員暫行規定》（人事部令[2005]6號）、《重慶市委組織部、市人力社保局關于進一步規范事業單位公開招聘工作的通知》（渝人社發【2011】326號）等有關文件精神，結合學校師資隊伍建設實際，經研究決定，面向社會公開招聘工作人員。
一、學校簡介
四川外國語大學重慶南方翻譯學院是教育部批準設立的全日制普通本科高等學校，創建于2001年。學校占地總面積1682畝校舍建筑總面積42.6萬平方米，設有英語學院、東方語學院、西方語學院、國際商學院、文學與新聞傳播學院、管理學院、藝術學院、音樂學院、思想政治理論教研部、體育部等10個二級學院（部），開設英語、翻譯、商務英語、日語、德語、法語、朝鮮語、阿拉伯語、俄語、西班牙語、新聞學、傳播學、漢語言文學、國際經濟與貿易、漢語國際教育、工程管理、酒店管理、美術學、廣告學、繪畫、環境設計、視覺傳達設計、產品設計、服裝與服飾設計、音樂學、音樂表演等26個專業面向全國31個省、市、自治區招生。經過16年不斷發展，學校已成為以文為主，以語言學科專業為優勢，以國際化辦學為特色，文學、經濟學、管理學、藝術學等多學科協調發展的多科性大學。學院現有全日制在校本科學生約13000人,在職教職工約1000人，其中專任教師700余人，有享有政府特殊津貼、省級學術帶頭人等專家和全國五一勞動獎章獲得者、全國優秀教師、重慶市師德師風先進個人、優秀外籍教師和優秀輔導員等20余人。
學校堅持社會主義辦學方向，主動服務國家“一帶一路”戰略、文化強國戰略，堅持“質量立校、特色興校、人才強校”的發展戰略，堅持走內涵發展、特色發展、創新發展、開放發展之路，牢記“人才培養、科學研究、社會服務、文化傳承創新、國際交流合作”的辦學使命，秉承“厚德、博學、求是、致遠”的校訓，努力為社會主義現代化建設事業培養“通外語、精專業、重實踐”的復合型、開放型、應用型人才。
二、2018年招聘計劃
招聘單位
崗位
招聘人數
專業要求
學歷要求
備注
英語學院（4人）
教師
4
英語口譯1人，英語筆譯3人
博士或優秀碩士研究生
本科和研究生階段均為英語、翻譯等相關專業優先
東方語學院(5人)
教師
1
日語
博士或優秀碩士研究生
教師
2
阿拉伯語
碩士研究生及以上學歷
有教育經驗或阿拉伯語語國家工作經驗者優先。
教師
2
泰語
碩士研究生及以上學歷
西方語學院（4人）
教師
1
法語
碩士研究生及以上學歷
教師
1
西班牙語
碩士研究生及以上學歷
教師
1
意大利語
碩士研究生及以上學歷
教師
1
葡萄牙語
碩士研究生或優秀本科生
國際商學院（3人）
教師
1
國際貿易學
博士或優秀碩士研究生
教師
1
金融類
博士或優秀碩士研究生
教師
1
商務英語
博士或優秀碩士研究生
文學與新聞傳播學院（5人）
教師
1
古代漢語
博士或優秀碩士研究生
本科和研究生階段均為中文類專業，古代文學、漢語言文字學等相關專業優先
教師
1
外國文學
博士或優秀碩士研究生
本科和研究生階段均為中文類專業，外國文學相關專業優先
教師
1
現代漢語與寫作
博士或優秀碩士研究生
本科和研究生階段均為中文類專業，中國現當代文學、語言學及應用語言學等相關專業優先
教師
1
文學理論
博士或優秀碩士研究生
本科階段必須為中文類專業，研究生階段為文藝學、文藝美學等相關專業優先
教師
1
文案策劃
碩士研究生及以上學歷
中文、新聞傳播、廣告等相關專業均可，有廣告文案策劃、項目策劃運營等業界資歷者優先
管理學院（1人）
教師
1
計算機類
博士或優秀碩士研究生
藝術學院（2人）
教師
1
產品專業
碩士研究生及以上學歷
本科為工業設計專業
教師
1
藝術理論
碩士研究生及以上學歷
本科為藝術專業
音樂學院（1人）
教師
1
通俗
碩士研究生及以上學歷
思政部(3人）
教師
3
具有哲學、馬克思主義原理、思政教育、法學等相關專業背景
博士或優秀碩士研究生
中共黨員
體育部（1人）
教師
1
健美操專業
碩士研究生及以上學歷
具備扎實的專項技能和其他體育基本技能（籃、排、足及其教學），能勝任高校體育教學、運動隊訓練、群體競賽的組織和裁判以及體育俱樂部等體育素質項目的拓展等工作
相關二級學院
輔導員
2
不限
碩士研究生及以上學歷
中共黨員（含預備黨員），具有良好的溝通協調能力、管理學生能力，能住校，具有學生干部經驗者優先
三、招聘原則
公開、公平、公正；民主、競爭、擇優。
四、招聘條件
（一）政治表現好，遵紀守法、品行端正、熱愛教育事業。
（二）具有扎實的理論基礎，較強的科研能力和實踐應用能力，在校學習期間成績優良。
（三）具有正常履行崗位職責的身體和心理條件。
（四）應在2018年7月31日前獲得招聘崗位所需的學歷和學位（博
士研究生可延長至2018年12月31日），在國外境外高校獲得的學歷學位，須得到國家教育部留學中心認證。
（五）博士研究生年齡原則上不超過35周歲，碩士研究生年齡原則上不超過30周歲，特別優秀的應聘人員年齡可適當放寬。
五、招聘程序
（一）報名
1. 報名時間：即日起至2018年5月31日止，博士研究生在整個招聘期均可報名。
2. 報名方式：
(1)電子郵箱: sisunfrsc@126.com；（簡歷投遞主題處需標明姓名、性別、學歷、畢業院校及專業、應聘職位）
(2)郵寄：重慶市渝北區龍石路18號四川外國語大學重慶南方翻譯學院人事處（收）郵編：401120 聯系電話：88790737
（二）資格審查
學校人事處對應聘人員的基本資格條件和相關材料（本人身份證，本科和研究生畢業證、學位證，黨員證明材料，各項等級考試證書、獲獎證書、發表論文，在校生提供就業推薦表和學生證等材料原件和復印件以及報名表）初審，各用人單位對其受教育背景、專業能力、科研能力和發展潛力等條件進行復審，確定進入考試考核環節人員。
（三）考試考核
學校對資格審查合格的應聘人員采取面試及試講、筆試、心理測試及綜合評價等方式考試考核，具體時間地點另行通知。
1. 碩士研究生
（1）綜合知識考試
采取筆試方式進行，主要考察應聘人員的專業基礎知識及對教師崗位的認知水平等分值100分。
（2）試教試講或能力測試
試教試講采取模擬教學的方式進行，主要考察教師崗位應聘人員對專業知識的課堂運用能力及教學方法、技能等。能力測試采取討論交流的方式，主要考察輔導員崗位應聘人員的語言交際能力、人際溝通能力和應變能力等。分值均為100分。
（3）參加學校組織的心理素質測試。
（4）綜合評價由校領導牽頭、相關部門與院領導、專家組成的考評小組對應聘人員進行綜合評價并對是否引進提出意見。
考試考核總成績=筆試成績×30%+試講試教或能力測試×50%+綜合評價20%。
2. 博士研究生
（1）采取展示學術成果，做學術報告、交流面議等方式進行。
（2）參加學校組織的心理素質測試。
（3）綜合評價由校領導牽頭、相關部門與院領導、專家組成的考評小組對應聘人員進行綜合評價并對是否引進提出意見。
考試考核總成績=面試情況×60%+綜合評價40%。
六、體檢
（一）體檢人選按招聘崗位擬招聘人數，根據崗位應聘者考試考核情況確定。
（二）體檢標準按國家有關要求，并結合學校和崗位實際要求執行。
（三）體檢在學校指定的縣級以上綜合性醫療衛生機構進行。體檢時間、地點另行通知。
七、公示、錄用
學校依據考試考核及體檢結果確定擬錄用人員，在人事處網站進行公示，對公示無異議的，學校予以正式錄用并辦理相關手續。
八、待遇
1. 被錄用人員享受學校按規定發放崗位工資、績效工資及其他福利待遇，按規定繳納五險一金。
2. 被錄用的博士人員可按學校《博士引進實施辦法》的規定享受安家費和科研啟動費等，優秀博士相關待遇可面議。
九、其他
本章程由學校人事處負責解釋。
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