TOEFL 托福 聽力原創模擬試題 4

NARRATOR: Listen to a conversation between a student and a professor. STUDENT: Hi, Professor. Do you have a few minutes? I wanted to ask you about the draft for our research proposal assignment. PROFESSOR: Sure, Tomas. Come on in. The proposal is due next week, right? How can I help you? STUDENT: Well, I started writing the literature review section, but I have a problem. The prompt says the entire proposal has a strict limit of five pages. Right now, my introduction—I mean, my literature review is already seven pages long, and I haven't even finished the methodology section yet. PROFESSOR: Ah, I see. That is a very common issue. Students often try to summarize every single source they found. For this assignment, you do not need to write a comprehensive history of the topic. Instead, you should only focus on the three most relevant studies that directly support your hypothesis. STUDENT: Oh, so I don't need to describe all ten papers from my bibliography? I spent so much time summarizing them. PROFESSOR: No, you don't. You can keep those ten papers in your bibliography list at the end of the paper, but in the main text, you only need to deeply analyze the three main ones. That will save you a lot of space. STUDENT: That makes sense. That will easily cut out two pages. Um, also, I was wondering about the deadline for the optional rough draft. On the syllabus, it says Friday, but it doesn't list a specific time. PROFESSOR: Right. The optional draft needs to be submitted to the online portal by Friday at 5:00 PM. I need time to read them over the weekend so I can give you feedback by Monday. STUDENT: Friday at 5:00 PM. Got it. I will shorten my literature review tonight and upload it by tomorrow afternoon. PROFESSOR: Excellent. I look forward to reading it, Tomas. [Q1] Why does the student go to see the professor?

中文翻譯

旁白：請聽一段學生與教授之間的對話。 學生：嗨，教授。您現在有幾分鐘的時間嗎？我想請教您關於我們研究計畫作業的草稿。 教授：當然可以，Tomas。進來吧。計畫書下週就要交了對吧？有什麼我可以幫忙的？ 學生：是這樣的，我開始寫文獻探討的部分，但我遇到了一個問題。寫作指引上說整份計畫書有五頁的嚴格限制。目前我的前言——我是說我的文獻探討就已經有七頁長了，而且我都還沒開始寫研究方法的部分。 教授：啊，我懂了。這是非常常見的問題。學生常常會試著摘要他們找到的每一篇資料來源。這項作業不需要你寫出該主題的完整歷史。相反地，你應該只專注在與你的研究假設最直接相關的三篇研究。 學生：喔，所以我不必把參考文獻裡的十篇論文全部寫出來？我花好多時間摘要那些論文。 教授：不用。你可以在報告最後的參考文獻清單中保留這十篇論文，但在正文裡，你只需要深入分析最重要的那三篇。這樣能幫你省下很多篇幅。 學生：有道理。這樣一來很容易就能刪掉兩頁。嗯，還有，我想問一下選繳初稿的截止日期。課程大綱上寫的是星期五，但沒有列出具體時間。 教授：沒錯。選繳的草稿必須在星期五下午五點前上傳到線上系統。我需要利用週末的時間閱讀，這樣星期一才能給你們回饋。 學生：星期五下午五點。知道了。我今天晚上會縮減我的文獻探討，並在明天下午前上傳。 教授：太棒了。Tomas，我很期待閱讀你的草稿。

(Shared with Q1.) [Q2] According to the professor, what should the student do to reduce the length of his paper?

中文翻譯

（與第 1 題共用）[Q2] 根據教授的說法，學生應該怎麼做才能縮減論文的篇幅？

(Shared with Q1.) [Q3] When must the optional rough draft be submitted?

中文翻譯

（與第 1 題共用。）[第 3 題] 非強制的初稿最晚必須在何時繳交？

(Shared with Q1.) [Q4] What can be inferred about the student's bibliography?

中文翻譯

（與第 1 題共用。）[第 4 題] 關於該學生的參考書目，可以推論出什麼？

(Shared with Q1.) [Replay: "Ah, I see. That is a very common issue."] [Q5] Why does the professor say this:

中文翻譯

（與第 1 題共用。）［重播：「啊，我明白了。那是一個非常常見的問題。」］

NARRATOR: Listen to part of a lecture in a biology class. PROFESSOR: Good morning, everyone. Today we're diving into marine ecology, specifically focusing on how kelp—which is a large brown alga, not actually a true plant—defends itself against hungry herbivores like sea urchins. Now, terrestrial plants often have physical structures like thorns or tough bark to protect themselves, but kelp doesn't have that option. Instead, it relies on chemical warfare. Let's introduce our first key concept: phlorotannins. Phlorotannins are a specific class of organic compounds produced by brown algae that function as chemical deterrents. Essentially, they make the kelp tissue taste incredibly bitter and, moreover, they bind to proteins in the herbivore's gut, making the kelp very difficult to digest. PROFESSOR: Now, ecologists divide these chemical defenses into two main types. The first is constitutive defenses. These are protective compounds that are always present in the organism at a constant, baseline level, regardless of whether any grazers are around. It’s like keeping your house security system turned on twenty-four hours a day. The second type is induced defenses. These are chemical defenses that are synthesized—or, um, activated—only after the organism experiences actual physical damage from a predator. STUDENT: Professor, wouldn't it be much safer for the kelp to just use constitutive defenses all the time? That way they are always protected. PROFESSOR: That's a reasonable hypothesis, Tomas. But remember, producing these complex chemical compounds requires a lot of metabolic energy. If there are no herbivores around, a kelp plant that constantly produces high levels of phlorotannins is wasting energy that it could otherwise use for growth or reproduction. So, there is an evolutionary trade-off. PROFESSOR: To understand how these defenses operate in nature, researchers conducted an experiment on giant kelp. They simulated grazing by clipping small pieces of the kelp blades—which are the leaf-like structures—to see if this physical damage would trigger an induced defense response. They made sure the water temperature and light conditions were kept completely identical for both groups to avoid any outside variables. And indeed, within three days, the damaged kelp showed a significant increase in phlorotannin production compared to the undamaged control group. PROFESSOR: But here is the fascinating twist. The researchers also noticed that kelp growing near the ocean surface, where sunlight is strongest, consistently maintained very high phlorotannin levels, even when they weren't clipped or grazed. Why would that be? Well, it turns out phlorotannins also absorb ultraviolet radiation, protecting the kelp's cells from DNA damage. So, in shallow water, these chemicals function as a natural sunscreen. In deeper, darker waters, however, the kelp only produces them when actually attacked by urchins. So, the defense strategy is highly flexible, adapting to both biological threats and environmental stress. [Q6] What is the lecture mainly about?

中文翻譯

旁白：聽一段生物課的部分課堂內容。 教授：大家早。今天我們要深入探討海洋生態學，特別關注昆布（這是一種大型褐藻，實際上並不是真正的植物）如何防禦像海膽這類飢餓的草食性動物。陸生植物通常有刺或堅硬的樹皮等物理結構來保護自己，但昆布沒有這種選擇。相反地，它依賴「化學戰」。我們來介紹第一個關鍵概念：褐藻單寧（phlorotannins）。褐藻單寧是褐藻產生的一類特定有機化合物，具有化學防禦作用。基本上，它們會讓昆布的組織嚐起來非常苦，而且還會與草食動物腸道中的蛋白質結合，使昆布變得極難消化。 教授：現在，生態學家將這些化學防禦分為兩大類。第一種是「構成性防禦（constitutive defenses）」。這些是保護性化合物，無論周圍是否有捕食者，它們在生物體內都一直保持在恆定的基礎水平。這就像是二十四小時都開著家裡的保全系統。第二種是「誘導性防禦（induced defenses）」。這些化學防禦只有在生物體受到捕食者實際的物理損傷後，才會被合成——或者，呃，被活化。 學生：教授，對昆布來說，一直使用構成性防禦不是安全得多嗎？這樣一來，它們就能隨時受到保護。 教授：這是一個合理的假設，湯瑪斯（Tomas）。但要記住，製造這些複雜的化學化合物需要消耗大量的代謝能量。如果周圍沒有草食性動物，一株昆布如果一直持續製造高濃度的褐藻單寧，就是在浪費本可用於生長或繁殖的能量。因此，這存在著演化上的權衡。 教授：為了了解這些防禦機制在自然界中是如何運作的，研究人員對巨藻進行了一項實驗。他們透過剪下昆布葉狀體（也就是像葉子一樣的結構）碎片來模擬草食動物的啃食，以觀察這種物理損傷是否會觸發誘導性防禦反應。他們確保兩組的水溫和光照條件完全相同，以避免任何外部變因。的確，在三天內，與未受損的對照組相比，受損昆布的褐藻單寧產量顯著增加。 教授：但這裡有一個迷人的轉折。研究人員還注意到，生長在陽光最強烈的海面附近的昆布，即使沒有被剪除或啃食，也一直維持著非常高的褐藻單寧水平。這是為什麼呢？原來，褐藻單寧也能吸收紫外線，保護昆布的細胞免受 DNA 損傷。因此，在淺水中，這些化學物質的作用就像天然防曬乳。然而，在較深、較暗的水域中，昆布只有在真正受到海膽攻擊時才會製造這些物質。所以，這種防禦策略具有高度彈性，能適應生物威脅與環境壓力。

(Shared with Q6.) [Q7] According to the professor, what is one way that phlorotannins affect herbivores?

中文翻譯

（與第 6 題共用。）[第 7 題] 根據教授的說法，褐藻單寧對草食動物的影響之一為何？

(Shared with Q6.) [Q8] According to the professor, how do constitutive defenses differ from induced defenses? Choose 2 answers.

中文翻譯

（與第 6 題共用。）[第 8 題] 根據教授的說法，構成性防禦與誘導性防禦有何不同？請選出 2 個答案。

(Shared with Q6.) [Q9] Why does the professor mention a home security system?

中文翻譯

（與第 6 題共用）[Q9] 教授為什麼提到家用保全系統？

(Shared with Q6.) [Q10] In the experiment described by the professor, why did kelp near the ocean surface maintain high levels of phlorotannins even without grazing?

中文翻譯

（與第 6 題共用。）［第 10 題］在教授描述的實驗中，為什麼靠近海面的昆布即使在沒有被啃食的情況下，依然維持高含量的褐藻單寧？

(Shared with Q6.) [Replay: "That's a reasonable hypothesis, Tomas."] [Q11] Why does the professor say this:

中文翻譯

（與第 6 題共用）[重播：「湯瑪斯，那是一個合理的假設。」]

NARRATOR: Listen to a conversation between a student and an academic advisor. STUDENT: Hi, Mrs. Gable. Thanks for seeing me. I'm a bit concerned about my graduation audit. I received an automated email saying I'm three credits short of the social sciences requirement for my degree, but... well, I thought my study abroad courses covered that. ADVISOR: Hello, Tomas. Let's look at your file. Yes, I see the program you did in Spain last spring. You took a course called "Mediterranean Cultural History." STUDENT: Right. My advisor back then said it would count toward my major electives or the general social sciences requirement. But on my online portal, it's just listed under "general electives," which doesn't help me graduate this semester. ADVISOR: Ah, I see what happened. General electives are the default category when the registrar's office processes external transcripts, unless a specific course equivalency is established. To move that course into the social sciences category, you need to file a Course Substitution Petition. STUDENT: A Course Substitution Petition? Is that difficult to get approved? ADVISOR: Usually, no, as long as the course content aligns with our department's curriculum. But there is a strict administrative deadline. The petition, along with the official course syllabus from the Spanish university, must be submitted to the department head by November 15th. Today is already November 1st, so you have exactly two weeks. STUDENT: Two weeks... okay. I think I can find the syllabus. I saved all my digital files from that semester. But what if the syllabus is in Spanish? Do I need to get it officially translated? ADVISOR: Good question. Fortunately, our department has faculty members fluent in Spanish who can review it directly, so a professional translation isn't necessary. However, you do need to write a brief, one-page personal statement explaining how the course material met the learning objectives of a standard social science class here. STUDENT: That sounds manageable. I can definitely write that tonight. But there's one more thing. I heard from a friend that there's a processing fee for petitions filed in the final semester? ADVISOR: Actually, there's no fee for the petition itself. Your friend might be thinking of the late graduation application fee, which applies if you submit your intent to graduate after the first week of October. Since you already filed your graduation intent on time back in September, you won't owe anything. STUDENT: Oh, what a relief. I was worried I'd have to pay another fifty dollars. ADVISOR: No, you're fine there. Just focus on getting that syllabus and writing your personal statement. Once you fill out the top half of the Course Substitution form—which you can download from our website—bring everything to me. I'll sign off as your advisor, and then we'll route it to the department head. STUDENT: Great. I'll get on that right away. Thanks for clarifying everything! [Q12] Why does the student go to see the advisor?

中文翻譯

旁白：請聽一段學生和學術顧問之間的對話。 學生：您好，蓋博老師。謝謝您抽空見我。我對我的畢業學分審查有點擔心。我收到一封系統自動發送的電子郵件，說我的學位還差三個社會科學領域的學分，但是……嗯，我以為我出國交換修的課程已經折抵了。 顧問：你好，托馬斯。我們來看看你的檔案。是的，我看到你去年春天在西班牙參加的計畫。你修了一門叫做「地中海文化史」的課程。 學生：對。我當時的顧問說這門課可以算作我的主修選修課，或是通識的社會科學要求。但在我的線上學生系統上，它只被列在「一般選修」下面，這對我這學期畢業沒有幫助。 顧問：啊，我知道是怎麼回事了。當教務處處理校外成績單時，除非已建立特定的課程等值關係，否則「一般選修」是預設的分類。要把那門課移到社會科學類別中，你需要提交一份「課程替代申請」。 學生：課程替代申請？那容易審查通過嗎？ 顧問：通常不會，只要課程內容符合我們系的課程大綱即可。不過有一個嚴格的行政截止日期。這份申請書以及西班牙大學的官方課程大綱，必須在11月15日之前提交給系主任。今天已經是11月1日了，所以你剛好還有兩週的時間。 學生：兩週……好。我想我能找到課程大綱。我存了那學期的所有電子檔案。但如果大綱是西班牙文怎麼辦？我需要辦理正式的翻譯嗎？ 顧問：好問題。幸好我們系上有精通西班牙語的教授可以直接審查，所以不需要專業翻譯。不過，你確實需要寫一篇簡短的一頁個人陳述，說明該課程內容如何符合我們學校標準社會科學課程的學習目標。 學生：這聽起來還算應付得來。我今晚一定能寫好。但還有一件事。我聽朋友說，在最後一個學期提交申請需要繳納手續費？ 顧問：事實上，申請本身是不收費的。你朋友想到的可能是「延遲畢業申請費」，那是如果你在10月第一週之後才提交畢業意願才會收取的費用。既然你早在9月份就已經按時提交了畢業意願，你不需要付任何費用。 學生：噢，真是鬆了一口氣。我還擔心又要付50美元。 顧問：不，你不用擔心這個。只要專注於拿到課程大綱並寫好你的個人陳述即可。一旦你填好「課程替代申請表」的上半部分（你可以從我們的網站下載），就帶上所有資料來找我。我會以顧問身分簽字，然後我們會將它轉交給系主任。 學生：太好了。我馬上著手處理。謝謝您為我解答這一切！

(Shared with Q12.) [Q13] According to the advisor, what must the student submit along with the Course Substitution Petition?

中文翻譯

（與第 12 題共用。）[第 13 題] 根據學術顧問的說明，學生在遞交課程抵免申請時，必須一併附上什麼？

(Shared with Q12.) [Q14] What can be inferred about the student's eligibility for graduation?

中文翻譯

（與第 12 題共用。）[第 14 題] 關於該學生的畢業資格，可以推論出什麼？

(Shared with Q12.) [Q15] Why does the advisor mention that department faculty members are fluent in Spanish?

中文翻譯

（與第 12 題共用。）[第 15 題] 顧問為何提到系上的教職員精通西班牙語？

(Shared with Q12.) [Replay: "Oh, what a relief. I was worried I'd have to pay another fifty dollars."] [Q16] Why does the student say this:

中文翻譯

（與第 12 題共用。）[重播：「喔，真是鬆了一口氣。我本來還擔心得再付五十美元。」] [第 16 題] 學生為什麼說這句話？

NARRATOR: Listen to part of a lecture in an environmental science class. PROFESSOR: Good morning, everyone. Today, we're diving into paleoclimatology—specifically, how scientists reconstruct past climates using archives preserved deep underground. Now, when people think of climate archives, they usually picture ice cores or tree rings. But caves host some of the most resilient archives we have: speleothems. For those of you who might have forgotten the term from last week's reading, speleothems are secondary mineral deposits formed in caves, primarily stalactites, which hang from the ceiling, and stalagmites, which grow from the ground. PROFESSOR: These structures are made of calcium carbonate, which precipitates out of dripping groundwater. As this water trickles through the soil above a cave, it absorbs carbon dioxide and dissolves limestone. Once it reaches the cave chamber, the sudden drop in carbon dioxide pressure causes the water to, well, release its gas, leading to the precipitation of calcite. Locked within this calcite are oxygen isotopes—specifically, oxygen-18 and oxygen-16. The ratio between these two isotopes acts as a proxy, or a stand-in chemical measurement, for past temperatures and rainfall. STUDENT: Professor, is that ratio always a direct reflection of local temperature? I read that it's pretty straightforward. PROFESSOR: Ah, Amara, that is indeed the ideal scenario. In a perfect world, we would observe what's called equilibrium fractionation. This is a predictable chemical process where oxygen isotopes distribute themselves between the water and the growing calcite based strictly on ambient cave temperature, without any rapid evaporation or degassing messing with the system. Because deep cave temperatures usually match the average annual temperature of the region outside, equilibrium fractionation gives us a beautiful, clean record of historical climate trends. PROFESSOR: But here's the catch—and this is a major focus of current geological research: caves are rarely perfect closed systems. More often than not, we run into kinetic fractionation. Now, kinetic fractionation is a faster, non-equilibrium isotope enrichment process that occurs when rapid carbon dioxide degassing or evaporation takes place on the surface of the growing speleothem. This kinetic effect skews the oxygen-18 ratio, making it look like the region was much colder or drier than it actually was. PROFESSOR: Let's look at a concrete example. Consider a study conducted in a cave system in a semi-arid region of Spain. Researchers were analyzing a stalagmite that grew over a seven-thousand-year period... actually, it was a nine-thousand-year period, but the anomaly occurred around three thousand years ago. They noticed a sudden spike in oxygen-18 levels around that time, which normally indicates a dramatic cooling event or severe drought. However, other regional records—like lake sediments and pollen counts—showed a perfectly stable, warm climate during that exact period. PROFESSOR: So, what happened? Well, the researchers investigated the cave's drip rate—that is, the speed at which water drips from the ceiling onto the stalagmite. It turns out that during a mild, dry spell—not a full-blown drought, mind you... wait, let me rephrase that, it was a period of slightly reduced rainfall, the drip rate slowed down significantly. When the water dripped very slowly, it sat on the tip of the stalactite and on the top of the stalagmite for a much longer time before the next drop fell. This extended exposure allowed for extreme degassing and slight evaporation inside the cave chamber itself. PROFESSOR: This slow drip rate triggered kinetic fractionation. The lighter isotope, oxygen-16, evaporated or escaped into the cave air more readily, leaving behind a calcite layer heavily enriched with the heavier oxygen-18. So, the dramatic spike in oxygen-18 wasn't a signal of a massive regional ice age or a devastating drought. It was simply a localized artifact of a slower drip rate causing kinetic fractionation. PROFESSOR: This discovery was a wake-up call. It demonstrated that we cannot just blindly apply equilibrium equations to every cave sample. To truly validate speleothem records, geologists now have to look at multiple stalagmites from the same cave—a method called the Hendy Test—to see if the isotopic shifts are uniform. If they aren't, kinetic fractionation is likely the culprit, and we have to adjust our climate models accordingly. [Q17] What is the lecture mainly about?

中文翻譯

旁白：聽一段環境科學課的講座片段。 教授：大家早。今天我們要深入探討「古氣候學」——具體來說，就是科學家如何利用保存在地下深處的「檔案」來重建過去的氣候。現在，當人們想到氣候檔案時，通常會聯想到冰芯或樹木年輪。但洞穴中保存著一些我們所擁有最頑強的檔案：洞穴堆積物。對於那些可能忘記上週閱讀材料中這個術語的人來說，洞穴堆積物是指在洞穴中形成的次生礦物沉積，主要是從天花板垂下來的鐘乳石，以及從地面長出來的石筍。 教授：這些結構是由碳酸鈣組成的，它是從滴落的地下水中沉澱出來的。當這些水滲透穿過洞穴上方的土壤時，會吸收二氧化碳並溶解石灰岩。一旦進入洞穴主室，二氧化碳壓力的突然下降會導致水分釋放出氣體，進而使方解石沉澱。鎖在這些方解石中的是氧同位素——具體來說，是氧-18和氧-16。這兩種同位素之間的比例可以作為過去溫度和降雨量的代用指標，也就是一種替代的化學測量方式。 學生：教授，那個比例總是能直接反映當地的溫度嗎？我讀到的是，這非常直接。 教授：啊，Amara，那確實是最理想的情況。在完美的世界中，我們會觀察到所謂的「平衡分餾」。這是一個可預測的化學過程，氧同位素會完全根據洞穴環境溫度，在水和生長的方解石之間進行分配，而不會受到任何快速蒸發或脫氣作用的干擾。因為深層洞穴的溫度通常與外部地區的年平均溫度一致，平衡分餾為我們提供了美麗、乾淨的歷史氣候趨勢紀錄。 教授：但問題來了——這也是目前地質學研究的一個重點：洞穴很少是完美的封閉系統。我們更常遇到的是「動力學分餾」。動力學分餾是一種更快速的非平衡同位素富集過程，當生長中的洞穴堆積物表面發生快速的二氧化碳脫氣或蒸發時，就會發生這種過程。這種動力學效應會扭曲氧-18的比例，使其看起來像是該地區比實際情況要寒冷或乾燥得多。 教授：讓我們來看一個具體的例子。考慮一項在西班牙半乾旱地區洞穴系統中進行的研究。研究人員當時正在分析一根生長超過七千年...不，實際上是九千年的石筍，但異常現象發生在大約三千年前。他們注意到那段時間氧-18含量突然激增，這通常意味著劇烈的降溫事件或嚴重的乾旱。然而，該地區的其他紀錄（例如湖泊沉積物和花粉含量）卻顯示在那個時期氣候非常穩定且溫暖。 教授：所以，發生了什麼事？研究人員調查了洞穴的「滴水速率」，也就是水從天花板滴落到石筍上的速度。結果發現，在一段溫和的乾旱期——注意，不是徹底的旱災...等一下，讓我換個說法，那是一段降雨量稍微減少的時期，滴水速率顯著變慢了。當水滴得非常慢時，它在下一滴水掉落之前，會在鐘乳石尖端和石筍頂部停留更長的時間。這種時間的延長，導致洞穴主室內部發生了極端的脫氣和輕微的蒸發。 教授：這種緩慢的滴水速率觸發了動力學分餾。較輕的同位素「氧-16」更容易蒸發或逃逸到洞穴空氣中，留下富含較重「氧-18」的方解石層。因此，氧-18的急劇激增並非區域性大冰河期或毀滅性乾旱的訊號，而僅僅是滴水變慢導致動力學分餾所產生的局部假象。 教授：這個發現敲響了警鐘。它表明我們不能盲目地將平衡方程式應用於每個洞穴樣本。為了真正驗證洞穴堆積物的紀錄，地質學家現在必須檢測來自同一洞穴的多根石筍——這種方法稱為「Hendy 測試」——看看同位素的變化是否一致。如果不一致，動力學分餾很可能就是罪魁禍首，而我們必須相應地調整我們的氣候模型。

(Shared with Q17.) [Q18] According to the professor, what is equilibrium fractionation?

中文翻譯

（與第 17 題共用。）［第 18 題］根據教授的說法，什麼是平衡分餾？

(Shared with Q17.) [Q19] Why does the professor mention lake sediments and pollen counts in Spain?

中文翻譯

（與第 17 題共用。）[第 19 題] 教授為何提到西班牙的湖泊沉積物和花粉數量？

(Shared with Q17.) [Q20] Based on the lecture, how does a slower drip rate in a cave affect the isotopic composition of a stalagmite?

中文翻譯

（與第 17 題共用。）[第 20 題] 根據課堂演講，洞穴中較慢的滴水速率會如何影響石筍的同位素組成？

(Shared with Q17.) [Q21] What can be inferred about the Hendy Test mentioned at the end of the lecture?

中文翻譯

（與第 17 題共用）[Q21] 關於講座最後提到的亨迪測試（Hendy Test），可以推論出什麼？

(Shared with Q17.) [Replay: "during a mild, dry spell—not a full-blown drought, mind you... wait, let me rephrase that, it was a period of slightly reduced rainfall"] [Q22] Why does the speaker say this:

中文翻譯

（與第 17 題共用。）［重播：「在一段溫和、乾燥的時期——請注意，並非嚴重的乾旱……等等，讓我換個方式說，那是一個降雨量稍微減少的時期」］

NARRATOR: Listen to part of a lecture in a linguistics class. PROFESSOR: Good morning, everyone. Today, we are going to explore how the human mind conceptualizes something, uh, incredibly abstract... time. Since we cannot see or touch time, we rely heavily on spatial metaphors to talk about it. In cognitive linguistics, this mapping of spatial concepts onto temporal ones is central to how we organize our daily lives. To understand this, we need to look at two distinct frameworks: the ego-moving perspective and the time-moving perspective. Let's start with the ego-moving perspective. In this framework, you, the observer, are active. You are moving forward along a timeline towards the future. For instance, when you say, 'We are approaching the end of the semester,' you are conceptualizing yourself as traveling through space towards a stationary event. PROFESSOR: Conversely, in a time-moving perspective, the observer is stationary, and time is viewed as a river flowing past them, or perhaps a conveyor belt. The events themselves are moving. So, if you say, 'The holidays are rushing toward us,' you are employing a time-moving perspective. The event is active, and you are passive. Now, these aren't just poetic ways of speaking; they reflect deep-seated cognitive structures. A classic experiment illustrates this beautifully. Participants were asked a deceptively simple question: 'Next Wednesday's meeting—sorry, next Wednesday's... yes, meeting—has been moved forward two days. What day is the meeting now?' Think about that for a second. If you operate from an ego-moving perspective, you see yourself moving forward along the timeline. Moving an event 'forward' means pushing it further along your path of motion. So, you would answer... Friday. But, if you use a time-moving perspective, time is coming toward you. Moving an event 'forward' means moving it closer to you—into the oncoming flow of time. In that case, the meeting is moved to Monday. PROFESSOR: What is fascinating is that we can actually influence which perspective people use through a process called temporal priming. This is when exposure to a spatial task biases how a person subsequently interprets temporal events. In a well-known study, researchers had participants perform simple physical actions before answering the meeting question. One group was asked to fly a flight simulator—which involves moving forward through space—while another group watched a landscape roll past them on a screen, where they felt stationary while the world moved. STUDENT: Wait, so... the people flying the simulator, did they answer 'Friday' more often because they felt like they were moving forward? PROFESSOR: Exactly. Those who simulated active forward movement were significantly more likely to adopt the ego-moving perspective and answer Friday. Conversely, those who watched the landscape roll past—experiencing passive observation of movement—opted for Monday. This suggests that our immediate physical or, uh, visual experiences prime specific cognitive tracks. PROFESSOR: Now, we must be careful here. It is tempting to assume that these priming effects are absolute, or that people are permanently locked into one perspective. They aren't. In everyday life, we seamlessly switch between these viewpoints depending on context, conversational cues, or even our emotional state. For example, some research suggests that when people feel in control of their schedules, they lean toward ego-moving language, whereas when they feel overwhelmed by deadlines, they default to time-moving language, feeling as though events are, well, crashing down upon them. So, these cognitive frameworks are highly dynamic, adapting to both our physical actions and our psychological states. [Q23] What is the lecture mainly about?

中文翻譯

旁白：聽一段語言學課程的講座片段。 教授：大家早。今天我們要探討人類大腦如何將某種非常抽象的事物概念化……那就是「時間」。因為我們無法看見或觸摸時間，所以我們非常依賴空間隱喻（spatial metaphors）來談論它。在認知語言學中，這種將空間概念對應到時間概念的過程，是我們組織日常生活的核心。為了理解這一點，我們需要探討兩種不同的框架：自我移動觀點（ego-moving perspective）和時間移動觀點（time-moving perspective）。 讓我們從自我移動觀點開始。在這個框架中，你（也就是觀察者）是主動的。你正沿著時間軸向未來前進。例如，當你說「我們快到學期末了」時，你正將自己概念化為在空間中穿梭，朝著一個靜止的事件前進。 教授：相反地，在時間移動觀點中，觀察者是靜止的，而時間被視為流經他們的河流，或者是傳送帶。事件本身是在移動的。因此，如果你說「假期正向我們奔來」，你就是在使用時間移動觀點。事件是主動的，而你是被動的。這些並不只是富有詩意的說話方式，它們反映了根深蒂固的認知結構。一個經典的實驗完美地說明了這一點。受試者被問到一個看似簡單的問題：「下週三的會議——抱歉，是下週三的……沒錯，會議——往前（moved forward）移了兩天。現在會議是星期幾？」 think about that for a second. 如果你從自我移動觀點出發，你會看到自己沿著時間軸向前移動。將事件「往前」移，意味著將它推向你運動路徑上更遠的地方。所以，你的答案會是……星期五。但是，如果你使用時間移動觀點，時間則是朝你而來。將事件「往前」移，意味著讓它離你更近——進入迎面而來的時間流中。在這種情況下，會議就被移到了星期一。 教授：最引人入勝的是，我們實際上可以透過一種稱為「時間啟動效應（temporal priming）」的過程，來影響人們使用哪種觀點。這是指接觸空間任務會引導一個人隨後如何解釋時間事件。在一項著名研究中，研究人員讓受試者在回答會議問題之前進行簡單的肢體動作。一組被要求操作飛行模擬器——這涉及在空間中向前移動——而另一組則看著螢幕上向後流逝的風景，此時他們感到自己是靜止的，而世界在移動。 學生：等等，所以……操作模擬器的人，因為覺得自己正在向前移動，所以更常回答「星期五」嗎？ 教授：沒錯。那些模擬主動向前移動的人，顯著更有可能採用自我移動觀點並回答星期五。相反地，那些看著風景流逝——經歷被動觀察移動——的人則選擇了星期一。這表明我們當下的身體或……視覺經驗，會啟動特定的認知路徑。 教授：不過，我們在此必須謹慎。我們很容易會假設這些啟動效應是絕對的，或者人們會永遠被鎖定在某一種觀點中。事實並非如此。在日常生活中，我們會根據情境、對話線索，甚至我們的情緒狀態，在這些觀點之間無縫切換。例如，有些研究指出，當人們覺得能掌控自己的日程時，他們傾向於使用自我移動的語言；而當他們因截止日期而感到焦頭爛額時，他們會預設使用時間移動的語言，感覺就像事件正……向他們迎面砸來。因此，這些認知框架是非常動態的，會適應我們的身體動作和心理狀態。

(Shared with Q23.) [Q24] According to the professor, how does a person using a time-moving perspective view themselves in relation to time?

中文翻譯

（與第 23 題共用音檔。）[第 24 題] 根據教授的說法，使用「時間移動觀點」的人如何看待自己與時間的關係？

(Shared with Q23.) [Q25] According to the lecture, which of the following tasks were performed by participants in the temporal priming experiment? Choose 2 answers.

中文翻譯

（與第23題共用。）[第25題] 根據演講內容，在時間促發（temporal priming）實驗中，參與者進行了下列哪些任務？請選出2個答案。

(Shared with Q23.) [Q26] Why does the professor mention the "Next Wednesday's meeting" question?

中文翻譯

（與第 23 題共用。）[第 26 題] 教授為什麼提到「下週三會議」的問題？

(Shared with Q23.) [Q27] What can be inferred from the professor's discussion of emotional states and scheduling?

中文翻譯

（與第 23 題共用）[第 27 題] 從教授對情緒狀態與時間排定的討論中，可以推論出什麼？

(Shared with Q23.) [Replay: "Now, we must be careful here. It is tempting to assume that these priming effects are absolute, or that people are permanently locked into one perspective. They aren't."] [Q28] Why does the speaker say this:

中文翻譯

（與第 23 題共用。）［重播：「不過，我們在這裡必須特別小心。我們很容易會以為這些促發效應是絕對的，或者人們會永遠受限於單一觀點。但事實並非如此。」］