TOEFL 托福 聽力原創模擬試題 8

NARRATOR: Listen to a conversation between a student and a professor. STUDENT: Hi, Professor. Thanks for meeting with me today during your office hours. I really appreciate your time. PROFESSOR: Of course, Aisha. How can I help you with your Environmental Studies course? STUDENT: Well, I am working on the research proposal draft. It is due soon, but, uh, I am having a really hard time with the topic. I wanted to write about solar energy in cities, but when I started reading, I realized there is just too much information out there. PROFESSOR: Ah, yes. Solar energy in urban areas is a huge subject. Remember, this proposal has a strict limit. It can only be three pages long. If your topic is too broad, you simply cannot cover it well in three pages. STUDENT: Right, three pages is not very long. I was afraid I would write too much and go over the limit. So, how can I make it smaller... I mean, narrower? PROFESSOR: Well, you should focus on a specific, local project. For example, did you know our campus library recently installed solar panels on its roof? It is part of the new university green roof initiative. STUDENT: Oh, really? I did not know that! I study in that library almost every day, but I never noticed. PROFESSOR: Yes, it was finished just last month. You could write your proposal about measuring the energy savings of the library's solar panels over the next academic year. STUDENT: That is a great idea! It is very specific, and I can easily write a three-page proposal about that. It makes the project feel much more real. PROFESSOR: I agree. It is much easier to write a proposal when you have a concrete example. Now, remember the deadline. The online submission portal closes this Friday at five p.m. Exactly five p.m. Late submissions lose points automatically. STUDENT: I understand. Friday at five p.m. is the hard deadline. I will focus my draft on the library solar project and submit it online on time. Thank you so much for your help! PROFESSOR: You are very welcome, Aisha. I look forward to reading your proposal. [Q1] Why does the student go to see the professor?

中文翻譯

旁白：聽一段學生和教授之間的對話。 學生：教授好。謝謝您今天在諮詢時間抽空和我見面，非常感謝您。 教授：不客氣，艾莎（Aisha）。妳的環境研究課程有什麼我可以幫忙的嗎？ 學生：是這樣的，我正在寫研究計畫草案。快到截止日期了，但是，呃，我選題目時遇到了很大的困難。我原本想寫城市裡的太陽能，但當我開始閱讀文獻時，才發現這方面的資訊實在太多了。 教授：啊，沒錯。都市地區的太陽能是一個很大的主題。記住，這份計畫書有嚴格的頁數限制，只能寫三頁。如果妳的題目太寬泛，短短三頁是絕對無法寫得深入的。 學生：對，三頁真的不多。我很擔心會寫太多而超出限制。所以，我該怎麼把它縮小……我是說，縮小範圍？ 教授：嗯，妳應該專注於一個具體的在地專案。例如，妳知道我們學校圖書館最近在屋頂上安裝了太陽能板嗎？這是學校新的綠屋頂計畫的一部分。 學生：喔，真的嗎？我都不知道！我幾乎每天都在那間圖書館念書，但從來沒注意到。 教授：是的，上個月才剛完工。妳可以把計畫書的主題定為評估該圖書館的太陽能板在下一個學年度能節省多少能源。 學生：這真是個好主意！這個題目非常具體，我很容易就能寫出一份三頁的計畫書。這也讓整個專案感覺真實多了。 教授：我同意。有具體實例時，計畫書寫起來會容易得多。對了，要記住截止時間。線上繳交系統將在星期五下午五點整關閉，逾期繳交會自動扣分。 學生：我明白了。星期五下午五點是嚴格的截止時間。我會把草案的重點放在圖書館的太陽能專案上，並準時在線上繳交。非常謝謝您的幫忙！ 教授：別客氣，艾莎。我很期待閱讀妳的計畫書。

(Shared with Q1.) [Q2] According to the professor, what is a strict requirement for the research proposal?

中文翻譯

（與第 1 題共用。）[第 2 題] 根據教授的說法，研究計畫書的嚴格要求是什麼？

(Shared with Q1.) [Q3] What local project does the professor suggest the student write about?

中文翻譯

（與第 1 題共用）[Q3] 教授建議學生撰寫關於哪一個當地計畫的報告？

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

中文翻譯

（與第 1 題共用。）[第 4 題] 關於學生在會面前的準備工作，可以推論出什麼？

(Shared with Q1.) [Replay: "Oh, really? I did not know that! I study in that library almost every day, but I never noticed."] [Q5] Why does the student say this:

中文翻譯

「喔，真的嗎？我不知道耶！我幾乎每天都在那間圖書館看書，但我從來沒注意到。」

NARRATOR: Listen to part of a lecture in a biology class. PROFESSOR: Okay, everyone, let's get started. In our last session on plant ecology, we discussed how plants utilize abiotic factors like wind and water to disperse their seeds. Today, we're going to focus on a fascinating biotic partnership, specifically, seed dispersal by ants. This symbiotic relationship is known as myrmecochory—which simply means seed dispersal facilitated by ants. PROFESSOR: Now, why would a plant rely on ants? Well, plants have evolved a clever incentive to recruit these tiny helpers: a specialized structure called an elaiosome. An elaiosome is a fleshy, nutrient-rich appendage attached to the outside of the seed. Actually, let me rephrase that—it's not just fatty; it's a precise mixture of lipids, proteins, and essential vitamins that represents a significant energy investment for the plant. PROFESSOR: When an ant encounters one of these seeds, it doesn't eat the seed itself. Instead, it grips the elaiosome with its mandibles and carries the entire package back to its underground colony. Once inside, the ants feed the nutritious elaiosome to their developing larvae. The seed itself, which is tough and undamaged, is then discarded. But here is the brilliant part: the ants don't just throw it outside. They discard it in their nest's refuse chamber—basically, the colony's underground garbage dump. STUDENT: Excuse me, Professor? Why is being thrown into an ant garbage dump a good thing for a plant? It sounds... well, a bit counterproductive if the seed wants to grow. PROFESSOR: Ah, great question, Lukas. It might sound unappealing to us, but think about what a colony's refuse chamber contains. It's packed with decomposed organic waste, dead insects, and soil rich in nitrogen and phosphorus. In other words, it is an extremely high-quality fertilizer! By being 'thrown away' there, the seed is essentially planted in nutrient-dense, moist soil, protected from seed-eating birds and rodents, and even shielded from surface wildfires. It's the ultimate subterranean nursery. PROFESSOR: But how do plants ensure that only ants—and not, say, larger seed-eating insects or birds—find these seeds first? This is where chemical mimicry comes in. Chemical mimicry is when an organism produces chemical compounds that copy the scent of another organism to influence its behavior. The elaiosomes release specific fatty acids, like oleic acid. To an ant, oleic acid is the exact chemical signature of a dead insect, which is their primary food source. This chemical trick triggers the ant's hardwired retrieval behavior. A beetle might just ignore the seed, but to an ant, it's an irresistible call to bring the item home. So, the plant exploits the ant's natural foraging instincts to secure safe transport for its offspring. [Q6] What is the lecture mainly about?

中文翻譯

旁白：請聽一段生物課的課堂演講。 教授：好的，各位，我們開始吧。在上一次的植物生態學課上，我們討論了植物如何利用風和水等非生物因素來傳播種子。今天，我們將把焦點放在一個引人入勝的生物合作關係，具體來說，就是由螞蟻傳播種子。這種共生關係被稱為「蟻媒傳播」（myrmecochory），簡單來說就是由螞蟻協助的種子傳播。 教授：那麼，為什麼植物要依賴螞蟻呢？其實，植物演化出了一種聰明的誘因來招募這些小小幫手：一種名為「油質體」（elaiosome）的特化結構。油質體是附著在種子外側、肉質且富含營養的附屬物。事實上，讓我重新描述一下——它不單單只是含有脂肪，而是由脂質、蛋白質和必需維生素組成的精確混合物，這代表了植物的大量能量投資。 教授：當螞蟻遇到這種種子時，牠並不會吃掉種子本身。相反地，牠會用大顎咬住油質體，並把整顆種子帶回地下的蟻巢。一進到巢穴，螞蟻就會把營養豐富的油質體餵給正在發育的幼蟲。而堅硬且毫無受損的種子本身則會被丟棄。但最巧妙的地方就在這裡：螞蟻不會只是把它丟到巢外。牠們會把它丟在蟻巢的廢棄物室——基本上就是蟻群的地下垃圾場。 學生：不好意思，教授？為什麼被丟進螞蟻的垃圾場對植物來說是一件好事？聽起來……嗯，如果種子想要發芽生長，這似乎有點適得其反。 教授：啊，問得好，盧卡斯。對我們來說這聽起來可能沒什麼吸引力，但想想蟻群的廢棄物室裡有什麼。裡面堆滿了分解的有機廢物、昆蟲屍體，以及富含氮和磷的土壤。換句話說，那是極為優質的肥料！被「丟棄」在那裡，種子基本上就像是被種植在營養豐富、潮濕的土壤中，不僅能免受以種子為食的鳥類和齧齒動物的侵害，甚至還能避開地表的森林野火。這簡直是終極的地下育嬰室。 教授：但是植物要如何確保只有螞蟻——而不是其他體型較大、以種子為食的昆蟲或鳥類——先找到這些種子呢？這就是「化學擬態」（chemical mimicry）發揮作用的地方。化學擬態是指一種生物產生模擬另一種生物氣味的化學化合物，以此來影響其行為。油質體會釋放出特定的脂肪酸，例如油酸（oleic acid）。對螞蟻來說，油酸正是死昆蟲的化學特徵氣味，而這正是牠們的主要食物來源。這種化學把戲觸發了螞蟻本能的搬運行為。甲蟲可能會直接忽略這顆種子，但對螞蟻來說，這是把東西帶回家的無法抗拒的召喚。因此，植物利用了螞蟻與生俱來的覓食本能，來確保其後代獲得安全的運送。

(Shared with Q6.) [Q7] According to the professor, what is an elaiosome?

中文翻譯

（與第 6 題共用題幹。）[第 7 題] 根據教授的說法，什麼是油質體？

(Shared with Q6.) [Q8] According to the professor, what are two benefits that seeds gain from being discarded in an ant colony's refuse chamber? Choose 2 answers.

中文翻譯

（與第6題共用）[第8題] 根據教授的說法，種子被丟棄在蟻巢的垃圾室中可以獲得哪兩個好處？請選出2個答案。

(Shared with Q6.) [Q9] Why does the professor mention oleic acid?

中文翻譯

（與第六題共用音檔。）[第九題] 教授為什麼提到油酸？

(Shared with Q6.) [Q10] According to the lecture, how do ants respond to the chemical compounds released by elaiosomes?

中文翻譯

（與第 6 題共用）[第 10 題] 根據演講內容，螞蟻對油質體（elaiosomes）釋放的化學物質有何反應？

(Shared with Q6.) [Replay: "Actually, let me rephrase that—it's not just fatty; it's a precise mixture of lipids, proteins, and essential vitamins that represents a significant energy investment for the plant."] [Q11] Why does the speaker say this:

中文翻譯

（與第 6 題共用。）[重播：「事實上，讓我換個說法——它不單單只是富含脂肪，而是脂質、蛋白質和必需維生素的精密混合物，這代表了植物巨大的能量投入。」]

NARRATOR: Listen to a conversation between a student and a registrar's office administrator. STUDENT: Hi there. I'm hoping you can help me with a credit transfer issue. I did a summer study abroad program in Spain, at the University of Salamanca, and I need to get those credits applied to my degree here before, you know, my graduation audit next semester. I want to make sure I'm fully on track to graduate in the spring. STAFF: Sure, I can help with that. Did you already fill out the external transfer credit petition? STUDENT: Yes, I have the form right here. But my problem is with the official transcript from Salamanca. The program coordinator there told me they sent it out last week, but it hasn't arrived in your system yet. And I know the absolute deadline to submit everything to avoid the late processing fee is October fifteenth. STAFF: Ah, yes. The fifteen-day grace period after the start of the semester ends on October fifteenth. If the official transcript isn't on file by then, there is a fifty-dollar late fee to process external credits. Let me check our database to see if it's pending in our digital mailroom... No, nothing has shown up under your student ID yet. STUDENT: Oh, that's what I feared. Mail from overseas can take forever. I mean, I did my part and requested it weeks ago. It feels a bit unfair to be charged fifty dollars just because of international shipping delays. STAFF: I completely understand. It's a common issue with summer programs. Fortunately, there is a workaround. We have a form called the 'Pending Transcript Waiver.' Have you heard of it? STUDENT: No, I haven't. What does that do? STAFF: Essentially, it's a placeholder. You submit the Waiver form along with your transfer petition before the October fifteenth deadline. It officially logs your intent to transfer the credits on time. Once we receive that waiver, we waive—well, we put a hold on the fifty-dollar late fee, giving the host institution in Spain until November first to get the official transcript to us. STUDENT: That sounds perfect! Do I need any proof that the transcript was actually sent? STAFF: Yes, you do. You'll need to attach some sort of confirmation, like an email receipt from the university in Spain showing that you requested and paid for the transcript delivery. As long as that receipt is dated before October fifteenth, you're good. STUDENT: Oh, I definitely have that. I have the confirmation email right here on my phone. I can print it out at the library and bring it back. STAFF: Actually, you don't even need to print it. You can upload the PDF of the receipt directly through the student portal when you submit the waiver form online. It's much faster. STUDENT: Wow, that's incredibly convenient. I'll go ahead and do that right now. Thank you so much for your help! STAFF: My pleasure. Just make sure you get it submitted before five p.m. on the fifteenth, or the system locks the standard waiver option. [Q12] Why does the student go to the registrar's office?

中文翻譯

旁白：請聽一段學生與教務處註冊組行政人員之間的對話。 學生：你好。我希望能請你幫忙處理學分抵免的問題。我暑假去西班牙的薩拉曼卡大學參加了海外留學計畫，我需要在下學期的畢業資格審查之前，把那些學分抵免到我這裡的學位。我想確保自己能順利在春季畢業。 職員：沒問題，我可以幫忙。你已經填寫過「校外學分抵免申請表」了嗎？ 學生：有的，我手上有這張表格。但我遇到的問題是薩拉曼卡大學的正式成績單。那邊的計畫協調員告訴我他們上週就寄出了，但你們的系統裡還沒收到。而我知道避免遲交處理費的最後截止日期是十月十五日。 職員：啊，沒錯。開學後十五天的寬限期將在十月十五日截止。如果到時候正式成績單還沒有存檔，處理校外學分抵免就會收取五十美元的滯納金。讓我查一下資料庫，看看數位收件室裡有沒有未處理的郵件... 沒有，你的學號下還沒出現任何東西。 學生：噢，這正是我所擔心的。海外郵件可能要花很久時間。我是說，我已經盡了我的本分，在幾週前就申請了。只因為國際郵寄延誤就要被收取五十美元，感覺有點不公平。 職員：我完全理解。這是暑期計畫很常見的問題。幸好有解決辦法。我們有一張表格叫做「Pending Transcript Waiver」（成績單待補免責聲明書）。你聽過嗎？ 學生：沒有，我沒聽過。那有什麼作用？ 職員：基本上，它是一個佔位符。你在十月十五日的截止日期前，將這份免責聲明書與你的學分抵免申請書一起繳交。它會正式記錄你按時辦理學分抵免的意願。一旦我們收到該免責聲明書，我們就會免除——應該說，我們會先暫緩收取五十美元的滯納金，給西班牙的合作學校到十一月一日為止的時間，將正式成績單寄給我們。 學生：那太完美了！我需要任何證明來證實成績單確實已經寄出了嗎？ 職員：需要的。你需要附上某種確認證明，例如西班牙大學的電子郵件收據，證明你已申請並支付了成績單寄送費用。只要收據上的日期在十月十五日之前就沒問題。 學生：噢，這我絕對有。我手機裡就有這封確認電子郵件。我可以去圖書館印出來再拿過來。 職員：其實你甚至不需要印出來。你在線上繳交免責聲明書時，可以直接透過學生入口網站上傳收據的 PDF 檔。這樣快多了。 學生：哇，那真是太方便了。我現在就去辦。非常感謝你的幫忙！ 職員：不客氣。只要確保你在十五日下午五點之前繳交即可，否則系統會鎖定標準的免責申請選項。

(Shared with Q12.) [Q13] According to the administrator, what is the purpose of the "Pending Transcript Waiver" form?

中文翻譯

（與第 12 題共用。）[Q13] 根據行政人員的說法，「Pending Transcript Waiver」表格的目的為何？

(Shared with Q12.) [Q14] What can be inferred about the student's situation regarding the confirmation receipt?

中文翻譯

（與第 12 題共用。）[第 14 題] 關於該名學生確認收據的狀況，可以推論出什麼？

(Shared with Q12.) [Q15] Why does the administrator mention the "five p.m." deadline on October fifteenth?

中文翻譯

（與第12題共用）[第15題] 行政人員為何提到10月15日「下午五點」的截止期限？

(Shared with Q12.) [Replay: "I mean, I did my part and requested it weeks ago. It feels a bit unfair to be charged fifty dollars just because of international shipping delays."] [Q16] Why does the student say this:

中文翻譯

（與第 12 題共用。）［重播：「我的意思是，我已經盡了我的本分，在幾週前就提出申請了。只因為國際郵寄延誤就要被收取五十美元，感覺有點不公平。」］［第 16 題］

NARRATOR: Listen to part of a lecture in a geology class. PROFESSOR: Good morning, everyone. Today, we're exploring a geological phenomenon that's often mistaken for a minor earthquake, though its origin is atmospheric rather than tectonic. I'm talking about cryoseisms—sometimes colloquially called "frost quakes." A cryoseism is a non-tectonic seismic event, meaning it doesn't involve the movement of tectonic plates. Instead, it's caused by a sudden, rapid freezing of water-saturated soil or rock. Now, how does this happen? PROFESSOR: First, we need specific environmental conditions. It begins with saturated ground—soil that's completely soaked with water. If we have a sudden, extreme drop in temperature, what we call a flash freeze, the water in the soil rapidly freezes. As we know from basic chemistry, when water freezes, it expands. But because the surface soil freezes first, it forms an impermeable, rigid icy crust. This crust traps the liquid water beneath it. As that sub-surface water continues to freeze, it has nowhere to expand, creating immense hydrostatic pressure—that's the force exerted by a fluid at rest due to the force of gravity, or in this case, confined expansion. PROFESSOR: When this hydrostatic pressure exceeds the strength of the surrounding frozen soil and rock, the ground literally ruptures. This sudden cracking releases a burst of seismic energy, producing a loud booming sound and localized ground shaking. To those nearby, it feels like an earthquake or even a localized explosion. STUDENT: Professor, does this happen every time there's a cold snap? I mean, shouldn't we hear these booms all winter in cold climates? PROFESSOR: That's a fair question, Tomas. And the answer is no, cryoseisms are actually quite rare because they require a very precise sequence of events. One critical factor is the absence of snow cover. You see, snow acts as an insulating blanket. A thick layer of snow prevents the ambient air temperature from rapidly penetrating deep into the soil. If there is snow on the ground, the soil temperature drops gradually, allowing the pressure to dissipate slowly without a sudden rupture. So, we need bare, saturated ground followed by a drastic temperature plunge—typically a drop of at least fifteen to twenty degrees Celsius within a single day. PROFESSOR: Let’s look at a documented event from a few years ago in a northern temperate region to illustrate this. In early December, the area experienced heavy, persistent rainfall, which thoroughly saturated the clay-rich soil. Now, clay is important because it retains moisture exceptionally well. The next day, a powerful cold front swept through. The temperature plummeted from five degrees above freezing to minus twenty-two degrees Celsius in less than eighteen hours. And because it was early winter, there was absolutely no snow cover to insulate the ground. PROFESSOR: In the middle of the night, residents reported hearing explosive cracks that sounded like trees snapping or heavy objects falling on their roofs. Some even felt their houses shake. Seismographs in the region recorded high-frequency waves, but the source was extremely shallow—less than a few meters deep. This shallow depth is another key difference; tectonic earthquakes originate miles beneath the surface, whereas cryoseisms are strictly surficial, occurring right at the boundary between the frozen crust and the saturated layer. PROFESSOR: Wait, let me clarify one thing about the energy release. Unlike tectonic quakes, which can devastate vast regions, the seismic waves from a cryoseism decay—or lose energy—very quickly. This means the structural vibrations are highly localized. If a cryoseism occurs in your backyard, you will definitely feel it and hear it, but your neighbor down the street might not experience a thing. This high rate of attenuation, which refers to the rapid reduction in the intensity of a wave as it travels through a medium, is why cryoseisms rarely cause significant structural damage beyond minor cracks in driveways or foundations. [Q17] What is the lecture mainly about?

中文翻譯

旁白：聽一段地質學課堂上的演講。 教授：大家早。今天我們要探討一種常被誤認為輕微地震的地質現象，不過它的成因源自大氣，而非板塊構造活動。我指的是「冰震」（cryoseisms）——有時俗稱為「霜震」（frost quakes）。冰震是一種非構造性的地震事件，也就是說它不涉及板塊的運動。相反地，它是因為飽含水分的土壤或岩石突然且快速結冰所引起的。那麼，這是如何發生的呢？ 教授：首先，我們需要特定的環境條件。這始於飽和的地面——也就是完全被水浸透的土壤。如果氣溫突然急遽下降，也就是我們所說的「急凍」，土壤中的水分就會迅速結冰。正如我們從基礎化學中所知道的，水結冰時會膨脹。但由於地表土壤先結冰，它會形成一層不透水且堅硬的冰殼。這層冰殼將液態水困在下方。隨著地下水繼續結冰，它沒有空間膨脹，進而產生巨大的流體靜力壓——這是靜止流體因重力（在此情況下則是受限的膨脹）而產生的力。 教授：當這種流體靜力壓超過周圍凍土和岩石的強度時，地面就會真真切切地破裂。這種突然的龜裂會釋放出爆發性的地震能量，產生巨大的轟鳴聲和局部地面震動。對附近的人來說，感覺就像地震，甚至像局部的爆炸。 學生：教授，每次寒流來襲都會發生這種情況嗎？我的意思是，在寒冷的氣候中，我們整個冬天不就應該一直聽到這些轟鳴聲嗎？ 教授：問得好，湯瑪斯。答案是否定的，冰震實際上非常罕見，因為它們需要非常精確的一連串事件順序。一個關鍵因素是「沒有積雪覆蓋」。要知道，雪就像一條保溫毯。厚厚的雪能防止環境氣溫迅速滲透到土壤深處。如果地面有積雪，土壤溫度就會逐漸下降，使壓力緩慢釋放，而不會發生突然的破裂。因此，我們需要裸露且飽含水分的地面，隨後伴隨著劇烈的氣溫驟降——通常是在一天之內下降至少攝氏十五到二十度。 教授：讓我們來看看幾年前在北部溫帶地區紀錄到的一個事件，以此來說明。在十二月初，該地區經歷了持續的豪雨，使富含黏土的土壤完全飽和。這裡黏土很重要，因為它的保水性特別好。隔天，一道強烈的冷鋒橫掃而過。溫度在不到十八個小時內，從零上五度驟降到零下二十二度。而且因為是初冬，完全沒有積雪來為地面保溫。 教授：半夜裡，居民報告聽到像樹木折斷或重物掉落在屋頂上的爆炸性碎裂聲。有些人甚至感覺到房子在搖晃。該地區的地震儀記錄到了高頻波，但震源極淺——深度不到幾公尺。這種極淺的深度是另一個關鍵的區別；構造性地震起源於地表下方數英里處，而冰震則完全是地表性的，就發生在凍結的冰殼與飽和層之間的交界處。 教授：等等，讓我澄清一件關於能量釋放的事。與會摧毀廣大地區的構造性地震不同，冰震產生的地震波衰減——或流失能量——的速度非常快。這意味著結構震動是高度局部的。如果冰震發生在你的後院，你一定會感覺到並聽到它，但住在街尾的鄰居可能什麼感覺也沒有。這種高衰減率（指波動在介質中傳播時強度的迅速降低）就是為什麼冰震除了在車道或地基上造成輕微裂縫之外，極少造成重大的結構性破壞。

(Shared with Q17.) [Q18] According to the professor, what role does clay play in the occurrence of a cryoseism?

中文翻譯

（與第 17 題共用。）[第 18 題] 根據教授的說法，黏土在冰震的發生中扮演了什麼角色？

(Shared with Q17.) [Q19] Why does the professor discuss snow cover?

中文翻譯

（與第 17 題共用。）[第 19 題] 教授為什麼要討論積雪？

(Shared with Q17.) [Q20] In the case study discussed by the professor, what sequence of events led to the cryoseism?

中文翻譯

(與第 17 題共用。) [第 20 題] 在教授討論的個案研究中，哪一連串的事件導致了冰震？

(Shared with Q17.) [Q21] What can be inferred about the seismic waves produced by a cryoseism compared to those produced by a tectonic earthquake?

中文翻譯

（與第 17 題共用。）[第 21 題] 與構造性地震產生的地震波相比，關於冰震所產生的地震波，可以推斷出下列何者？

(Shared with Q17.) [Replay: "Wait, let me clarify one thing about the energy release."] [Q22] Why does the speaker say this:

中文翻譯

（與第 17 題共用。）[重播：「等等，讓我澄清關於能量釋放的一件事。」]

NARRATOR: Listen to part of a lecture in a linguistics class. PROFESSOR: Good morning, everyone. Today we're exploring psycholinguistics, specifically how the language we speak influences our internal representation of time... a concept known as spatial-temporal mapping. Now, we all know—well, we assume that time is abstract, right? We can't physically see it or touch it. So, to think about it, our brains borrow spatial concepts. PROFESSOR: In most, uh, familiar languages, we use what's called 'ego-centered temporal mapping.' This means we organize time relative to our own physical bodies. The future is typically 'in front' of us—think of phrases like 'looking forward to next week'—while the past is 'behind' us, as in 'leaving the past behind.' PROFESSOR: But is this bodily coordinate, um, system universal? Actually, no. Some linguistic communities rely on what researchers call 'absolute temporal mapping.' Instead of using their own bodies as the reference point, these speakers organize time using fixed, external environmental coordinates, such as cardinal directions—north, south, east, and west. PROFESSOR: Let's look at a fascinating experiment that highlights this difference. Researchers gave participants a set of photographs showing a person at different stages of life—from childhood to old age. The task was simple: arrange the photos in chronological order. PROFESSOR: Now, when speakers of an ego-centered language, like English or Swedish, did this task, they almost always arranged the photos from left to right. Why? Because in their writing systems, reading progresses from left to right, which reinforces a horizontal, body-relative timeline. PROFESSOR: But when speakers of an absolute-frame language did the same task, their behavior was completely different. They didn't care about left or right. Instead, their arrangement depended entirely on which direction they were facing! If they were facing south, they laid the photos out from left to right—which happens to be east to west. If they were facing north, they laid them out from right to left—which is still east to west. And if they faced east, they laid the photos toward their body. In other words, for them, time always flows from east—where the sun rises—to west, where it sets. Their cognitive map of time is anchored to the Earth, not to their own shoulders. STUDENT: Wait, Professor, does that mean they have to constantly keep track of where north or east is, just to talk about yesterday or tomorrow? PROFESSOR: Precisely, Yuki. To speak these languages, you must possess an incredibly sharp, almost automatic sense of orientation. If you don't know which way is east, you can't grammatically construct sentences about time, or even space for that matter. PROFESSOR: This brings us to 'co-speech gestures'—the spontaneous hand movements we make while talking. When English speakers talk about the future, they might gesture forward. But when absolute-frame speakers talk about yesterday or tomorrow, their hand movements track the actual physical path of the sun, regardless of which way they are currently facing. If they say 'yesterday' while facing north, they might point to their right—toward the east. If they turn around to face south, and say 'yesterday' again, their hand will swing to their left, still pointing east. PROFESSOR: So, what does this tell us? It suggests that language isn't just a tool for translating fully formed thoughts into sound. Instead, the specific grammatical structures and vocabulary of our language actually shape how we construct our basic cognitive reality—including our fundamental perception of time itself. [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。今天我們要探討心理語言學，特別是我們所說的語言如何影響我們對時間的內在表徵……這個概念被稱為「時空映射」。現在，我們都知道——好吧，我們假設時間是抽象的，對吧？我們無法實際看到或觸摸到它。因此，為了思考時間，我們的大腦借用了空間的概念。 教授：在大多數我們熟知的語言中，我們使用的是所謂的「自我中心時間映射」。這意味著我們是以自己的身體為相對基準來規劃時間。未來通常在我們「前方」——想想「展望下週」（looking forward to next week）這類的片語——而過去則在我們「後方」，就像「把過去拋在腦後」（leaving the past behind）。 教授：但這種以身體為基準的座標系統是普世皆然的嗎？事實上並非如此。某些語言群體依賴研究人員所說的「絕對時間映射」。這些說話者並非使用自己的身體作為參考點，而是使用固定、外部的環境座標來規劃時間，例如基本方位——東、南、西、北。 教授：讓我們來看一個凸顯這種差異的有趣實驗。研究人員給了參與者一組照片，展示了一個人在不同生命階段的樣子——從兒童時期到老年。任務很簡單：將這些照片按時間順序排列。 教授：當使用自我中心語言（如英語或瑞典語）的說話者進行這項任務時，他們幾乎總是由左到右排列照片。為什麼？因為在他們的書寫系統中，閱讀是從左到右進行的，這強化了水平、以身體為相對基準的時間線。 教授：但是當使用絕對座標語言的說話者進行相同的任務時，他們的行為完全不同。他們不在乎左或右。相反地，他們的排列方式完全取決於他們面向哪個方向！如果他們面向南方，他們會由左到右排列照片——這剛好是從東到西。如果他們面向北方，他們會由右到左排列——這依然是從東到西。而如果他們面向東方，他們會朝著自己的身體方向排列照片。換句話說，對他們來說，時間總是從東方（太陽升起的地方）流向西方（太陽落下的地方）。他們對時間的認知地圖是錨定在地球上，而不是他們自己的肩膀上。 學生：等等，教授，這是不是意味著他們必須隨時掌握北方或東方在哪裡，才能談論昨天或明天？ 教授：沒錯，由紀（Yuki）。要說這些語言，你必須擁有極其敏銳、幾乎是自動反應的方向感。如果你不知道哪裡是東方，你就無法在語法上建構關於時間的句子，甚至連關於空間的句子也無法建構。 教授：這帶領我們談到「伴隨言語的手勢」——也就是我們在說話時做出的自發性手勢。當英語使用者談論未來時，他們可能會向前比劃。但當絕對座標語言的使用者談論昨天或明天時，無論他們目前面向哪裡，他們的手部動作都會追蹤太陽的實際物理路徑。如果他們面向北方的同時說「昨天」，他們可能會指向右邊——也就是東方。如果他們轉身面向南方，再次說「昨天」，他們的手會揮向左邊，但依然指向東方。 教授：所以，這告訴了我們什麼？它表明語言不僅僅是將完整思想轉化為聲音的工具。相反地，我們語言中特定的語法結構和詞彙，實際上形塑了我們如何建構基本的認知現實——包括我們對時間本身的基本感知。

(Shared with Q23.) [Q24] According to the professor, what determines the direction in which speakers of an absolute-frame language arrange chronological photos?

中文翻譯

（與第 23 題共用聽力文本。）[第 24 題] 根據教授的說法，是什麼決定了「絕對空間框架」語言的使用者排列時間順序照片的方向？

(Shared with Q23.) [Q25] According to the lecture, which of the following are characteristic of speakers of absolute-frame languages? Choose 2 answers.

中文翻譯

（與第 23 題共用）[第 25 題] 根據課堂演講，下列哪些是使用絕對座標系語言之說話者的特徵？請選出 2 個答案。

(Shared with Q23.) [Q26] Why does the professor mention the direction of writing systems, such as reading from left to right?

中文翻譯

（與第23題共用。） [第26題] 教授為何提到書寫系統的方向，例如由左至右閱讀？

(Shared with Q23.) [Q27] What does the professor imply about the relationship between language and cognitive reality?

中文翻譯

（與第 23 題共用。）[第 27 題] 關於語言與認知現實之間的關係，教授暗示了什麼？

(Shared with Q23.) [Replay: "If you don't know which way is east, you can't grammatically construct sentences about time, or even space for that matter."] [Q28] Why does the speaker say this:

中文翻譯

「如果你不知道哪一個方向是東方，你就無法在文法上建構關於時間的句子，甚至連關於空間的句子也一樣。」