TOEFL 托福 聽力原創模擬試題 9

NARRATOR: Listen to a conversation between a student and a professor. STUDENT: Hi, Professor Ingrid. Do you have a few minutes? I wanted to ask you about the draft for my history paper. PROFESSOR: Hello, Tomas. Yes, come on in. I have some time before my next class. Let me look at your draft. Ah, yes, your topic is agricultural history, right? STUDENT: Yes. I am writing about the medieval three-field crop rotation system. But, well, my draft is already seven pages long. The syllabus says the maximum limit is five pages. I am not sure what to cut. PROFESSOR: I see. Let me look at your outline here. It looks like you have a large section comparing Europe to ancient China. Is that correct? STUDENT: Yes, I wanted to compare the two systems to show how different cultures solved soil nutrients problems. PROFESSOR: That is an interesting idea, but for a five-page paper, it is simply too broad. You see, when you try to cover two large regions, you cannot write with enough detail. It is much better to focus deeply on just one topic. STUDENT: Oh, I see. So, if I focus only on the three-field system in medieval Europe, I can explain the details of how the fields were rotated every year. PROFESSOR: Exactly. Explain the three phases: the autumn planting, the spring planting, and the fallow period, where the land rests. If you explain those three parts clearly, you will easily fill four or five pages. STUDENT: That makes sense. It will also make the writing process much easier for me. I was really struggling to fit everything in. PROFESSOR: Yes, a narrow focus is always better for these short assignments. Remember, the final paper is due this Friday by five o'clock in the afternoon. You must submit it online through the student portal. STUDENT: Great, I will edit it today and turn it in before the deadline. Thank you for your help, Professor! PROFESSOR: You are welcome, Tomas. Good luck with the editing! [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：嗨，英格麗德教授。您有幾分鐘的時間嗎？我想請教您關於我歷史報告草稿的問題。 教授：你好，湯馬斯。好啊，請進。我在下堂課開始前還有點時間。讓我看看你的草稿。啊，對了，你的主題是農業史，對吧？ 學生：是的。我寫的是中世紀的三區輪作制。但是，我的草稿已經有七頁長了。課程大綱上寫的上限是五頁。我不知道該刪減哪些內容。 教授：我明白了。讓我看看你的大綱。看起來你有一大塊內容是在比較歐洲和古代中國。沒錯吧？ 學生：是的，我想比較這兩種制度，以呈現不同文化是如何解決土壤養分問題的。 教授：這個想法很有意思，但對於一篇五頁的報告來說，這範圍實在太廣了。你看，當你試圖涵蓋兩個大區域時，就無法寫得足夠深入。最好是專注深入探討一個主題就好。 學生：噢，我懂了。所以，如果我只專注於中世紀歐洲的三區輪作制，我就能詳細解釋農田每年是如何輪作的。 教授：沒錯。解釋這三個階段：秋播、春播，以及土地休息的休耕期。如果你能把這三個部分解釋清楚，很容易就能寫滿四到五頁。 學生：有道理。這也會讓我的寫作過程變得輕鬆許多。我之前真的很糾結要怎麼把所有內容塞進去。 教授：是的，對於這種篇幅較短的作業，縮小焦點總是比較好。記住，這篇報告的截止時間是本週五下午五點前。你必須透過學生入口網站線上繳交。 學生：太好了，我今天會進行修改，並在截止日期前繳交。謝謝您的幫忙，教授！ 教授：不客氣，湯馬斯。祝你修改順利！

(Shared with Q1.) [Q2] According to the professor, what is the main problem with the student's current draft?

中文翻譯

（與第 1 題共用。）[第 2 題] 根據教授的說法，學生目前草稿的主要問題是什麼？

(Shared with Q1.) [Q3] What is one requirement for the final paper mentioned by the professor?

中文翻譯

（與第 1 題共用。）［第 3 題］ 教授提到了關於期末報告的哪一項要求？

(Shared with Q1.) [Q4] What can be inferred about the student's original plan for the essay?

中文翻譯

（與第 1 題共用音檔。）[第 4 題] 關於學生原本對這篇報告的原訂計畫，可以推論出什麼？

(Shared with Q1.) [Replay: "That is an interesting idea, but for a five-page paper, it is simply too broad."] [Q5] Why does the professor say this: "That is an interesting idea, but for a five-page paper, it is simply too broad."

中文翻譯

（與第 1 題共用。）[重播：「這想法很有意思，但對一篇五頁的報告來說，範圍實在太廣了。」] [第 5 題] 教授為什麼說這句話：「這想法很有意思，但對一篇五頁的報告來說，範圍實在太廣了。」

NARRATOR: Listen to part of a lecture in a biology class. PROFESSOR: Good morning, everyone. Today, we're going to look at a fascinating example of mutualism—that's a biological interaction where two different species both benefit from each other. Specifically, we'll focus on myrmecophytes, or "ant-plants". Now, myrmecophytes are plants that have evolved highly specialized structures to live in a symbiotic relationship with certain ant species. These plants don't just happen to have ants crawling on them; they actually actively recruit and house them for defense. STUDENT: So, the plants actually build homes for the ants? How does that work? PROFESSOR: Exactly, Hina. They do this through structures called domatia. Domatia are hollow chambers inside the plant—often inside modified stems, thorns, or even leaves—that serve as ready-made nesting sites for the ants. The plant essentially provides free real estate. But shelter isn't the only benefit. Myrmecophytes also provide food, primarily through extrafloral nectaries. These are specialized glands located outside of the flowers, like on the leaves or stems, that secrete a sugar-rich liquid. This nectar isn't for pollination; its sole purpose is to feed the resident ants. Some plants even produce tiny, nutrient-rich food bodies on their leaves, packed with lipids and proteins. PROFESSOR: So, what does the plant get in return for this... uh, this generous room and board? Well, defense. The ants act as a highly aggressive private security force. If a caterpillar or a leaf-cutting beetle tries to eat the plant, the ants attack it immediately, biting and stinging the intruder until it leaves. In fact, some ant species will even clear away encroaching vines or competing seedlings that grow too close, preventing the host plant from being shaded out. This vegetation clearing, or weeding behavior, ensures the host plant gets plenty of sunlight. It’s an incredibly effective defense system. STUDENT: That sounds perfect for the plant. But is there a catch? I mean, producing all that nectar and building those chambers must cost the plant a lot of energy. PROFESSOR: That's an excellent point, Hina. Yes, there is a definite trade-off. Allocating energy to grow domatia and produce nectar means the plant has fewer resources for its own growth or seed production. Biologists have found that in environments where herbivores are rare, myrmecophytes actually grow slower than non-ant-plants because they are spending energy on a defense system they don't currently need. The plant has to balance this cost. In fact, some species have evolved the ability to... wait, not all of them, but certain species can actually downregulate, or turn off, their nectar production when the plant isn't being attacked, which helps conserve energy. But overall, in high-pest environments, the benefits of having an active ant army far outweigh the metabolic costs. [Q6] What is the lecture mainly about?

中文翻譯

旁白：請聽一段生物課上的講座片段。 教授：大家早。今天我們要來探討一個非常迷人的「互利共生（mutualism）」案例——這是一種兩個不同物種都能從彼此身上獲益的生物互動關係。具體來說，我們會把焦點放在「蟻生植物（myrmecophytes）」。蟻生植物在演化過程中，發展出了高度特化的構造，以便與特定種類的螞蟻建立共生關係。這些植物不只是碰巧有螞蟻在上面爬行而已，它們實際上是主動招募並庇護這些螞蟻，以作為防禦手段。 學生：所以，植物真的會幫螞蟻蓋房子？那是怎麼運作的？ 教授：沒錯，Hina。它們是透過一種叫做「蟲室（domatia）」的構造來辦到的。蟲室是植物內部的空腔——通常位於特化的莖、刺或甚至是葉子內部——可作為螞蟻現成的築巢地點。植物基本上提供了免費的房地產。但庇護所並不是唯一的益處，蟻生植物還會提供食物，主要是透過「花外蜜腺（extrafloral nectaries）」。這些是位於花朵外部（例如葉子或莖上）的特化腺體，會分泌富含糖分的液體。這種花蜜並不是用來吸引昆蟲授粉的，其唯一目的就是餵養居住在裡面的螞蟻。有些植物甚至會在葉子上產生富含脂質和蛋白質、營養豐富的微小「食物體（food bodies）」。 教授：那麼，植物提供這……呃，慷慨的食宿，能得到什麼回報呢？答案是「防禦」。這些螞蟻扮演了極具攻擊性的私人保全部隊。如果有毛毛蟲或切葉甲蟲企圖啃食植物，螞蟻會立刻發動攻擊，不斷咬嚙和叮咬入侵者，直到對方離開。事實上，某些種類的螞蟻甚至會清除向外蔓延的藤本植物或生長得太近的競爭幼苗，防止宿主植物被遮擋住陽光。這種清除植被或稱為「除草」的行為，能確保宿主植物獲得充足的陽光。這是一套令人難以置信、且非常有效的防禦系統。 學生：聽起來對植物來說太完美了。但這有什麼代價嗎？我是說，製造這麼多花蜜和建造那些蟲室，一定會消耗植物大量的能量吧。 教授：問得很好，Hina。是的，這確實需要權衡（trade-off）。分配能量來生長蟲室和產生花蜜，意味著植物能用於自身生長或種子繁衍的資源就會變少。生物學家發現，在植食性動物稀少的環境中，蟻生植物的生長速度實際上比非蟻生植物慢，因為它們把能量浪費在當下不需要的防禦系統上。植物必須平衡這項成本。事實上，某些物種已經演化出……等一下，並非所有物種，而是特定物種實際上能下調（也就是關閉）花蜜的分泌，在植物未受攻擊時藉此節省能量。但總體而言，在害蟲繁多的環境中，擁有一支活躍的螞蟻大軍所帶來的益處，遠大於其代謝成本。

(Shared with Q6.) [Q7] According to the professor, what is the primary function of extrafloral nectaries?

中文翻譯

（與第 6 題共用。）[第 7 題] 根據教授的說法，花外蜜腺的主要功能是什麼？

(Shared with Q6.) [Q8] According to the professor, how do resident ants benefit the host plant? Choose 2 answers.

中文翻譯

（與第6題共用音檔。）[第8題] 根據教授的說法，共生蟻如何使宿主植物受益？請選出2個答案。

(Shared with Q6.) [Q9] Why does the professor mention environments where herbivores are rare?

中文翻譯

（與第 6 題共用音檔。）[第 9 題] 教授為什麼要提到草食性動物罕見的環境？

(Shared with Q6.) [Q10] According to the professor, how do some myrmecophyte species conserve energy when they are not under attack?

中文翻譯

（與第 6 題共用。）［第 10 題］根據教授的說法，某些蟻生植物在沒有受到攻擊時，是如何節省能量的？

(Shared with Q6.) [Replay: "So, what does the plant get in return for this... uh, this generous room and board?"] [Q11] Why does the speaker say this:

中文翻譯

（與第 6 題共用。）[重播：『那麼，植物提供這……呃，這麼大方的食宿，作為回報，它能得到什麼？』]

NARRATOR: Listen to a conversation between a student and an academic advisor. ADVISOR: Hi Sofia, how can I help you today? STUDENT: Hi Mr. Davis. Well, I'm having a bit of a problem with my course registration for next semester. I'm trying to add a class—Introduction to Museum Studies—but the system is blocking me. It keeps saying I've reached my maximum credit limit. I really need this class because it's only offered once every two years, and I'm trying to complete an Art History minor along with my Chemistry major. ADVISOR: Ah, yes, the system does that. The university caps registration at 18 credits per semester. We do this to ensure students don't take on too much at once. How many credits are you currently signed up for? STUDENT: Well, I have 16 credits right now, and the Museum Studies class is 3 credits... wait, actually, I'm enrolled in 17 credits because of my chemistry lab, so adding this course would put me at 20 credits. ADVISOR: Yes, 20 credits is indeed over the limit. To exceed 18 credits, you have to submit an Overload Petition Form. It requires a signature from your department chair, and, uh, there's also a forty-five dollar processing fee. STUDENT: Oh, really? I actually heard that the fee is waived for some students. Is that true? ADVISOR: It is, but only for students with a cumulative GPA of 3.8 or higher. Let me pull up your record here... okay, I see you currently have a 3.78. You're incredibly close, but since it's just under the cutoff, you'll need to pay the fee at the bursar's office first. STUDENT: Ah, that's a bummer, but okay, I can pay it. My main worry is the department chair's signature, though. Dr. Vance, the head of Chemistry, is attending a conference in Geneva this week. He won't be back until next Monday, but isn't the petition deadline this Friday? ADVISOR: Yes, the deadline is strict—Friday at 5:00 PM. The registrar's office won't accept late submissions because they have to finalize course rosters. But don't worry, you have a couple of options. Dr. Vance is usually responsive to email, so you could send him the PDF to sign electronically. But even better, during his absence, the assistant chair, Dr. Mendez, has the authority to sign departmental petitions. STUDENT: Oh, that's a relief! I actually have organic chemistry with Dr. Mendez tomorrow morning. I can just print the form and ask her right after class. ADVISOR: Perfect. So here is what you need to do: download the Overload Petition Form from the registrar's website, get Dr. Mendez's signature, take it to the bursar's office to pay the fee—they will stamp the form to prove you paid—and then hand it in to the registrar before Friday's deadline. STUDENT: Great. Thank you so much, Mr. Davis! I'll get on that right away. [Q12] Why does the student go to see her academic advisor?

中文翻譯

旁白：請聽一段學生與學術顧問之間的對話。 顧問：嗨，Sofia，今天有什麼我可以幫忙的嗎？ 學生：嗨，Davis 先生。是這樣的，我下學期的選課遇到了一點問題。我正嘗試加選一門課——「博物館學導論」——但系統阻擋了我。系統一直顯示我已達到學分上限。我真的很需要這門課，因為它每兩年才開一次，而且我正試圖在修化學主修的同時，完成藝術史輔修。 顧問：啊，是的，系統確實會這樣。學校規定每學期的選課上限為 18 學分。我們這麼做是為了確保學生不會一次承擔太多課業。妳目前註冊了多少學分？ 學生：嗯，我目前有 16 學分，而博物館學是 3 學分……等等，其實因為我有化學實驗課，所以我已經選了 17 學分，所以加選這門課會讓我達到 20 學分。 顧問：是的，20 學分確實超出了上限。要超過 18 學分，妳必須提交「學分超修申請表」。這需要妳的系主任簽名，而且，呃，還需要支付 45 美元的手續費。 學生：喔，真的嗎？我其實聽說有些學生可以免收這筆費用。這是真的嗎？ 顧問：是的，但只有累積 GPA 達到 3.8 或以上的學生才符合資格。讓我調出妳的紀錄看看……好，我看到妳目前的 GPA 是 3.78。妳已經非常接近了，但因為剛好低於門檻，妳需要先去出納組繳交費用。 學生：啊，那真可惜，但好吧，我可以付。不過，我最擔心的是系主任的簽名。化學系主任 Vance 教授這週要去日內瓦參加會議。他要到下週一才會回來，但申請截止日期不是這週五嗎？ 顧問：是的，截止日期非常嚴格——週五下午 5:00。註冊組不接受逾期提交，因為他們必須確定課程名單。但別擔心，妳有幾個選擇。Vance 教授通常回信很快，所以妳可以把 PDF 檔寄給他進行電子簽章。但更好的方法是，在他不在的期間，副系主任 Mendez 教授有權簽署系上的申請表。 學生：喔，那我就放心了！我明天早上剛好有 Mendez 教授的有機化學課。我可以先把表格印出來，課後直接去請她簽名。 顧問：太好了。所以妳需要做的是：從註冊組網站下載「學分超修申請表」，取得 Mendez 教授的簽名，拿去出納組繳費——他們會在申請表上蓋章以證明妳已繳費——然後在週五截止日期前交給註冊組。 學生：太棒了。非常謝謝你，Davis 先生！我馬上著手處理。

(Shared with Q12.) [Q13] According to the advisor, why is the student ineligible for a fee waiver?

中文翻譯

（與第 12 題共用）[Q13] 根據指導老師的說法，為什麼該學生不符合學雜費減免的資格？

(Shared with Q12.) [Q14] What can be inferred about the chemistry department head, Dr. Vance?

中文翻譯

（與第 12 題共用）[第 14 題] 關於化學系主任凡斯博士（Dr. Vance），可以推論出什麼？

(Shared with Q12.) [Q15] Why does the advisor mention the registrar's office needing to finalize course rosters?

中文翻譯

（與第 12 題共用。）[第 15 題] 為什麼學業顧問會提到註冊組需要確定最終選課名單？

(Shared with Q12.) [Replay: "Well, I have 16 credits right now, and the Museum Studies class is 3 credits... wait, actually, I'm enrolled in 17 credits because of my chemistry lab, so adding this course would put me at 20 credits."] [Q16] Why does the student say this:

中文翻譯

嗯，我現在有16學分，而博物館學課程是3學分……等一下，其實因為我的化學實驗課，我實際上修了17學分，所以加上這門課的話，我就有20學分了。

NARRATOR: Listen to part of a lecture in an environmental science class. PROFESSOR: Okay, so today we're going to look at a rather unusual hydrological phenomenon that occurs in cold, fast-flowing rivers. Usually, when we think of a river freezing, we picture a sheet of ice gradually creeping out from the banks, eventually covering the surface. But in turbulent, rapid waters, the process is radically different, and it actually starts from the bottom up. This involves a sequence of ice formations known as frazil ice and anchor ice. PROFESSOR: First, let's talk about the thermodynamic trigger. For this to happen, the water has to undergo supercooling. This typically occurs on clear, windy nights when the river rapidly loses heat to the cold atmosphere through radiative cooling—uh, that's the loss of heat via thermal radiation into space. Now, supercooling refers to the process where a liquid's temperature drops slightly below its nominal freezing point—zero degrees Celsius for freshwater—without actually solidifying. In a calm lake, this might lead to a quick surface crust. But in a turbulent river, the constant churning prevents a solid sheet from forming. Instead, the supercooled water produces millions of microscopic, needle-like crystals. We call these tiny, suspended particles frazil ice. PROFESSOR: Because of their shape and physical properties, these frazil crystals are extremely sticky. They have a thin, active layer of liquid-like water on their surfaces, which makes them highly adhesive when they collide with sub-freezing solid objects. As they tumble through the turbulent current, they adhere to one another, forming slushy clusters. But more importantly, they adhere to the riverbed. When these sticky crystals attach to rocks, gravel, or vegetation at the bottom of the river, they accumulate into a dense, spongy mass called anchor ice. Yes, Tomas? STUDENT: Wait, so the ice actually grows on the riverbed? I thought ice was always less dense than liquid water, so shouldn't it just float to the top? PROFESSOR: That's a very logical question, Tomas. And you're absolutely right about density. Ice is inherently buoyant. However, the adhesive force—the mechanical grip of these sticky frazil crystals onto the cold, rocky substrate—is initially strong enough to overcome that upward buoyant force. It literally anchors the ice to the bottom. But here's where it gets interesting, and where the geomorphic impact comes in. PROFESSOR: As the anchor ice continues to grow, it accumulates more mass, and consequently, its buoyancy increases. Eventually, the upward buoyant force exceeds the adhesive bond holding it to the riverbed. Or, alternatively, the morning sun rises, warms the rocky bottom slightly, and releases the ice's grip. When that happens, the anchor ice detaches and floats to the surface. But it doesn't go up empty-handed. PROFESSOR: Because it was tightly bound to the riverbed, the rising ice sheet lifts whatever it was attached to—pebbles, heavy gravel, and even large rocks. This is a process geologists call ice rafting, which is the transport of riverbed materials by floating ice. In high-latitude rivers, like... well, portions of the Yukon River, this mechanism transports tons of coarse sediment miles downstream every single year, sediments that the normal water current would never be strong enough to move. PROFESSOR: So, what we see is a thermodynamic quirk—supercooling—driving a massive geological transport system. But there's also an ecological side to this. Anchor ice can completely blanket the riverbed, suffocating benthic organisms—that is, the small insects and larvae that live in the sediment. On the other hand, when the ice lifts off, it clears out accumulated fine silt, which actually helps keep the gravel clean for fish spawning in the spring. So, it's a double-edged sword, ecologically speaking. [Q17] What is the lecture mainly about?

中文翻譯

旁白：請聽一段環境科學課的演講片段。 教授：好的，今天我們要來探討一個發生在寒冷且流速快的河流中，相當不尋常的水文現象。通常，當我們想到河流結冰時，腦中會浮現一片冰層從河岸逐漸蔓延，最終覆蓋整個水面的畫面。但在水流湍急且混亂的水域中，這個過程完全不同，實際上是「由下而上」開始的。這涉及一系列的結冰過程，也就是所謂的「盤狀細冰（frazil ice）」和「錨冰（anchor ice）」。 教授：首先，我們來談談熱力學的誘因。要發生這種情況，水必須經歷「過冷（supercooling）」過程。這通常發生在晴朗且起風的夜晚，此時河流會透過輻射冷卻迅速向寒冷的大氣流失熱量——呃，也就是透過熱輻射將熱量流失到太空中。所謂的「過冷」，是指液體的溫度降到略低於其名義上的冰點（淡水為攝氏零度）卻沒有實際凝固的過程。在平靜的湖泊中，這可能會導致表面迅速形成薄冰層。但在湍急的河流中，不斷的翻攪阻礙了完整冰層的形成。相反地，過冷的水會產生數百萬個微小的針狀結晶。我們將這些懸浮的微小顆粒稱為「盤狀細冰」。 教授：由於其形狀和物理特性，這些盤狀細冰的結晶非常具有黏性。它們表面有一層薄薄的、類似液態水的活性層，這使得它們在與低於冰點的固體碰撞時具有高度的黏著性。當它們在湍急的水流中翻滾時，會互相黏附，形成泥濘狀的冰聚體。但更重要的是，它們會黏附在河床上。當這些有黏性的結晶附著在岩石、礫石或植被上時，它們會累積成一種緻密且呈海綿狀的塊狀物，稱為「錨冰」。有什麼問題嗎，湯馬斯？ 學生：等等，所以冰實際上是在河床上生長的嗎？我以為冰的密度總是比液態水小，那它不是應該直接浮到表面嗎？ 教授：這是一個非常有邏輯的問題，湯馬斯。而且你對密度的理解完全正確。冰天生就具有浮力。然而，這種黏著力——也就是這些有黏性的盤狀細冰結晶在寒冷岩石基底上的機械式抓力——起初強烈到足以克服向上的浮力。它確實將冰錨定在底部。但有趣的地方就在這裡，也是地形影響產生之處。 教授：隨著錨冰繼續生長，它累積了更多質量，因此它的浮力也隨之增加。最終，向上的浮力會超過將其固定在河床上的黏著力。或者，清晨的太陽升起，稍微加熱了岩石底部，解除了冰的抓力。當這種情況發生時，錨冰就會脫離並浮出水面。但它不會空手而歸。 教授：因為它與河床緊密結合，上升的冰層會帶起它所附著的任何東西——鵝卵石、沉重的礫石，甚至是巨大的岩石。這是一個地質學家稱之為「冰筏運移（ice rafting）」的過程，也就是利用漂浮的冰來運送河床物質。在高緯度地區的河流中，比如……嗯，育空河的部分河段，這種機制每年都會將數噸粗糙的沉積物向下游運送數英里，而這些沉積物是平常的水流強度根本無法搬動的。 教授：所以，我們看到的是一個熱力學的奇特現象——過冷——推動了一個龐大的地質搬運系統。但這也有生態方面的一面。錨冰會完全覆蓋河床，使底棲生物窒息——也就是生活在沉積物中的微小昆蟲和幼蟲。另一方面，當冰層浮起時，它會清除累積的細沙泥，這實際上能保持礫石清潔，有利於魚類在春季產卵。所以，從生態學的角度來看，這是一把雙面刃。

(Shared with Q17.) [Q18] According to the professor, what environmental condition is necessary for supercooling to occur in a river?

中文翻譯

（與第 17 題共用。）[第 18 題] 根據教授的說法，河流中要發生過冷現象需要具備什麼樣的環境條件？

(Shared with Q17.) [Q19] Why does the professor mention the density of ice?

中文翻譯

（與第 17 題共用。）［第 19 題］教授為什麼提到冰的密度？

(Shared with Q17.) [Q20] What is the relationship between anchor ice detachment and sediment transport?

中文翻譯

（與第 17 題共用。） [第 20 題] 錨冰脫離與沉積物輸送之間的關係為何？

(Shared with Q17.) [Q21] What can be inferred about the ecological impact of anchor ice on a river ecosystem?

中文翻譯

（與第 17 題共用）[第 21 題] 關於錨冰對河川生態系統的生態影響，可以推論出什麼？

(Shared with Q17.) [Replay: "But it doesn't go up empty-handed."] [Q22] Why does the speaker say this:

中文翻譯

（與第 17 題共用。）［重播：「但它並不是空手浮上來的。」］

NARRATOR: Listen to part of a lecture in a linguistics class. PROFESSOR: Good morning, everyone. Yesterday, we discussed Ferdinand de Saussure’s classic assertion that linguistic signs are arbitrary. That is, there’s no logical reason why the word "tree" represents a tall, leafy plant. The connection is purely conventional. But today, we’re diving into the counter-evidence: a field known as sound symbolism, or phonosemantics. This is the idea that vocal sounds themselves can carry intrinsic meaning, mapping directly onto physical properties in the real world. PROFESSOR: Now, you might think of onomatopoeia—words like "buzz" or "hiss" that mimic actual sounds. But sound symbolism goes much deeper. Consider what linguists call phonaesthemes. A phonaestheme is a specific sound sequence that is systematically coupled with a particular meaning, even though it doesn't function as a formal prefix or suffix. In English, a classic—sorry, a particularly vivid example is the "gl-" cluster. Think about words like "glow," "gleam," "glimmer," "glisten," and "glitter." They all share this "gl-" sound, and they all have to do with light or vision. It’s not a coincidence; it's a sub-morphemic pattern that our brains naturally group together. STUDENT: Excuse me, Professor. How is a phonaestheme different from regular onomatopoeia? Don't they both just connect sounds to things? PROFESSOR: That's a fair question, Tomas. Onomatopoeia is purely acoustic imitation. The word "buzz" sounds like the noise a bee makes. But a phonaestheme like "gl-" doesn't sound like light. Light doesn't make a sound! Instead, it’s a cross-modal mapping—our minds link an auditory sensation, the "gl-" sound, with a visual sensation, light. Another example is "sn-" in English: "snout," "snarl," "snort," "sniff," "sneeze." These aren't imitating noises; they are physically anchored to the nose or mouth. PROFESSOR: Now, let's take this a step further. In many languages, sound symbolism is highly grammaticalized through a class of words called ideophones. Ideophones are words that depict sensory imagery—not just sound, but also movement, texture, shape, or even psychological states. In English, we have very few, but in languages like Japanese or Basque, they are incredibly expressive. For instance, in Japanese, "goro-goro" depicts a heavy object rolling, while "pika-pika" represents something sparkling or shining. These aren't just informal slang; they are fully integrated into the vocabulary. PROFESSOR: For a long time, mainstream linguistics dismissed ideophones as exotic quirks. But recent cognitive experiments have challenged this. In one landmark study, researchers presented native English speakers, who had absolutely no knowledge of Japanese, with pairs of Japanese ideophones—say, "kasa-kasa" and "beta-beta"—and asked them to guess which one meant "dry" and which meant "sticky." If language were entirely arbitrary, the participants' accuracy should have been around fifty percent, right? Just random guessing. PROFESSOR: But... well, the results were astonishing. Participants consistently guessed the correct meanings at a rate significantly higher than chance. This suggests that certain phonetic features—like the contrast between soft, continuous consonant sounds and harsh, abrupt ones—have an intuitive, universal resonance. Our brains are naturally wired to associate certain acoustic patterns with specific tactile or visual qualities. So, while Saussure wasn't entirely wrong—after all, we still have to learn that "tree" means tree—the absolute arbitrariness of language is, uh, let's say, a bit of an oversimplification. We have this deep, evolutionary layer of sound-meaning mapping that we are only just beginning to fully investigate. [Q23] What is the lecture mainly about?

中文翻譯

旁白：請聽一段語言學課程的課堂講授。 教授：大家早。昨天，我們討論了費迪南·德·索緒爾（Ferdinand de Saussure）的經典主張：語言符號具有任意性。也就是說，為什麼 "tree" 這個單字會代表一種高大、多葉的植物，這其中並沒有邏輯上的原因。這種連結純粹是約定俗成的。但今天，我們要深入探討相反的證據：一個被稱為「語音象徵」（sound symbolism）或「語音語義學」（phonosemantics）的領域。這個觀點認為，語音本身就能傳達內在的意義，並直接對應到現實世界中的物理特性。 教授：現在，你們可能會想到擬聲詞（onomatopoeia）——像是 "buzz"（嗡嗡聲）或 "hiss"（嘶嘶聲）這種模仿實際聲音的單字。但語音象徵的內涵要深得多。想想語言學家所說的「聯覺音素」（phonaesthemes）。聯覺音素是指一種特定的語音序列，它會系統性地與特定意義結合，儘管它並不具備正式前綴或後綴的功能。在英語中，一個經典——抱歉，一個特別生動的例子是 "gl-" 這個子音群。想想像是 "glow"、"gleam"、"glimmer"、"glisten" 和 "glitter" 這些字。它們都含有 "gl-" 這個發音，而且都與光線或視覺有關。這並非巧合，而是一種我們大腦會自然組合在一起的次詞素模式（sub-morphemic pattern）。 學生：教授，不好意思。聯覺音素和一般的擬聲詞有什麼不同？它們不都是把聲音和事物連結起來嗎？ 教授：問得好，湯瑪斯（Tomas）。擬聲詞純粹是聽覺上的模仿。像是 "buzz" 這個字聽起來就像蜜蜂發出的聲音。但像 "gl-" 這樣的聯覺音素聽起來並不像光。光是不會發出聲音的！相反地，這是一種跨感官的對應（cross-modal mapping）——我們的大腦將聽覺感受（"gl-" 的發音）與視覺感受（光線）連結了起來。另一個例子是英語中的 "sn-"："snout"（獸鼻）、"snarl"（咆哮）、"snort"（噴鼻息）、"sniff"（吸鼻子）、"sneeze"（打噴嚏）。這些字並不是在模仿聲音，而是在生理結構上與鼻子或嘴巴緊密相連。 教授：現在，我們再往前邁進一步。在許多語言中，語音象徵透過一類被稱為「擬情詞」（ideophones）的詞彙而高度文法化。擬情詞是描繪感官意象的詞彙——不僅僅是聲音，還包括動作、質地、形狀，甚至心理狀態。在英語中，這類詞彙非常少，但在日語或巴斯克語等語言中，它們的表達力極其豐富。例如在日語中，"goro-goro" 描繪了重物滾動的樣子，而 "pika-pika" 則代表某物閃爍或發光的樣子。這些不僅僅是非正式的俚語，而是完全融入在其詞彙系統中。 教授：長期以來，主流語言學界一直將擬情詞視為奇特的外來特例。但最近的認知實驗對此提出了挑戰。在一項具有里程碑意義的研究中，研究人員向完全不懂日語的英語母語者展示了幾對日語擬情詞——例如 "kasa-kasa" 和 "beta-beta"——並要求他們猜測哪一個代表「乾燥」，哪一個代表「黏稠」。如果語言完全是任意的，受試者的正確率應該在百分之五十左右，對吧？純粹靠隨機猜測。 教授：但是……嗯，結果令人震驚。受試者答對正確意思的比例顯著高於隨機機率。這表明某些語音特徵——像是柔和、連續的子音與粗糙、短促的子音之間的對比——具有一種直覺性的、普世的共鳴。我們大腦天生就會將特定的聲音模式與特定的觸覺或視覺特徵聯想在一起。因此，雖然索緒爾並非完全錯誤——畢竟我們還是得學習 "tree" 代表樹木——但語言的絕對任意性，呃，我們只能說，是有點過於簡化了。我們擁有這種深層的、演化而來的語音與語義對應關係，而我們才剛開始要對其展開全面的研究。

(Shared with Q23.) [Q24] According to the professor, what distinguishes phonaesthemes from onomatopoeia?

中文翻譯

（與第 23 題共用音檔。）[第 24 題] 根據教授的說法，區分語音聯覺（phonaesthemes）與擬聲詞（onomatopoeia）的關鍵為何？

(Shared with Q23.) [Q25] In the study involving Japanese ideophones, what two outcomes or conditions were observed? Choose 2 answers.

中文翻譯

（與第23題共用。）[第25題] 在一項關於日語擬聲擬態詞的研究中，觀察到了哪兩種結果或條件？請選出2個答案。

(Shared with Q23.) [Q26] Why does the professor discuss the English consonant cluster 'gl-'?

中文翻譯

（與第 23 題共用。）[第 26 題] 教授為什麼要討論英文的子音群「gl-」？

(Shared with Q23.) [Q27] What does the professor imply about the traditional linguistic view of language arbitrariness?

中文翻譯

（與第 23 題共用音檔。）[第 27 題] 教授對傳統語言學中「語言任意性」的觀點暗指了什麼？

(Shared with Q23.) [Replay: "But... well, the results were astonishing."] [Q28] Why does the speaker say this:

中文翻譯

（與第 23 題共用。）[重播：「但是……嗯，結果非常令人驚訝。」] [第 28 題] 說話者為什麼說這句話：