TOEFL 托福 听力原创模拟题 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?

中文翻译

旁白：听一段学生和教授之间的对话。 学生：您好，英格里德教授。您现在有时间吗？我想向您请教一下关于我的历史论文草稿的问题。 教授：你好，托马斯。好的，快请进。在下节课开始前我还有点时间。让我看看你的草稿。啊，对了，你的选题是农业史，对吧？ 学生：是的。我写的是中世纪的三轮作制。但是，呃，我的草稿已经写了七页了。教学大纲上写着字数限制最多是五页。我不知道该删减哪些内容。 教授：我明白了。让我看看你的大纲。看起来你用了很大篇幅来对比欧洲和古代中国。是这样吗？ 学生：是的，我想通过对比这两种制度，来展示不同的文化是如何解决土壤养分问题的。 教授：这个想法很有意思，但对于一篇只有五页的论文来说，这个范围实在太广了。你看，当你试图涵盖两个如此庞大的地区时，你就无法写出足够详细的内容。深入专注于某一个主题会好得多。 学生：噢，我明白了。所以，如果我只专注于中世纪欧洲的三轮作制，就能详细解释农田每年是如何轮作的了。 教授：没错。解释清楚三个阶段：秋播、春播以及让土地休耕的休耕期。如果你能把这三个部分阐释清楚，很容易就能写满四到五页。 学生：有道理。这也会让我的写作过程变得轻松很多。之前我真的很难把所有内容都塞进去。 教授：是的，对于这种短篇作业，缩小焦点总是更好的选择。记住，期末论文的截止时间是本周五下午五点。你必须通过学生门户网站在线提交。 学生：好的，我今天就进行修改，并在截止日期前提交。谢谢您的帮助，教授！ 教授：不客气，托马斯。祝你修改顺利！

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

中文翻译

（与第1题共用音频。）[Q2] 根据教授的说法，学生目前的初稿存在的主要问题是什么？

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

中文翻译

（与第1题共用音频。）[第3题] 教授提到的期末论文要求之一是什么？

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

中文翻译

（与第1题共用音频。）[Q4] 关于学生最初的论文写作计划，可以推断出什么？

(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."

中文翻译

（与第1题共享。）[重听：“这是一个很有意思的想法，但对于一篇五页的论文来说，这实在太宽泛了。”] [第5题] 教授为什么要说这句话：“That is an interesting idea, but for a five-page paper, it is simply too broad.”？

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?

中文翻译

旁白：听一段生物课讲座的片段。 教授：大家早上好。今天，我们将探讨一个非常有趣的互利共生例子——这是一种两个不同物种相互受益的生物相互作用。具体来说，我们将重点关注“蚁栖植物”（myrmecophytes），也就是“蚂蚁植物”。蚁栖植物是指那些进化出了高度特化的结构，从而与特定蚂蚁物种建立共生关系的植物。这些植物上并不只是刚好有蚂蚁爬来爬去，实际上它们是主动招募并容纳蚂蚁来提供防御的。 学生：所以，植物实际上是给蚂蚁盖了房子？这是怎么做到的呢？ 教授：没错，希娜（Hina）。它们是通过一种叫做“虫室”（domatia）的结构来实现的。虫室是植物内部的空腔——通常位于变态茎、刺甚至叶子内部——为蚂蚁提供了现成的筑巢场所。植物基本上提供了免费的房地产。但避难所并不是唯一的益处。蚁栖植物还主要通过“花外蜜腺”（extrafloral nectaries）来提供食物。这些是位于花朵之外的特化腺体，比如在叶片或茎上，能分泌富含糖分的液体。这种花蜜并不是为了授粉，它的唯一目的就是喂养居住在里面的蚂蚁。有些植物甚至会在叶子上产生微小的、营养丰富的食物体，里面充满了脂质和蛋白质。 教授：那么，植物提供这……呃，慷慨的食宿，能得到什么回报呢？答案是防御。蚂蚁就像是一支极具攻击性的私人安全部队。如果毛毛虫或切叶甲虫试图吃掉植物，蚂蚁会立即发起攻击，撕咬并蜇刺入侵者，直到其离开。事实上，某些蚂蚁物种甚至会清除生长得太近的侵入性藤本植物或竞争性的幼苗，以防止寄主植物被遮挡阳光。这种清理植被或除草的行为，确保了寄主植物能够获得充足的阳光。这是一个令人难以置信的有效防御系统。 学生：听起来对植物来说太完美了。但这其中有什么代价吗？我是说，产生那么多花蜜并建造那些虫室，肯定会消耗植物大量的能量。 教授：这是一个非常好的观点，希娜。是的，这其中确实存在权衡。分配能量来生长虫室和产生花蜜，意味着植物用于自身生长或产生种子的资源变少了。生物学家发现，在食草动物罕见的环境中，蚁栖植物实际上比非蚁栖植物生长得更慢，因为它们把能量花在了一个当前并不需要的防御系统上。植物必须平衡这种成本。事实上，有些物种已经进化出了……等等，并不是所有的物种，但某些物种在没有受到攻击时，实际上可以下调或关闭花蜜的产生，从而有助于节省能量。但总的来说，在虫害严重的环境中，拥有一支活跃的蚂蚁大军所带来的好处，远远超过了代谢成本。

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

中文翻译

（与第6题共享。）[第7题] 根据教授的说法，花外蜜腺的主要功能是什么？

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

中文翻译

（与第6题共用音频。）[第8题] 根据教授的说法，寄居蚁对宿主植物有什么益处？请选择2个答案。

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

中文翻译

教授为什么提到食草动物稀少的环境？

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

中文翻译

根据教授的说法，一些蚁栖植物在没有受到攻击时是如何节省能量的？

(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:

中文翻译

那么，植物从这种……呃，这种慷慨的‘包食宿’中得到了什么回报呢？

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?

中文翻译

旁白：听一段学生和学业导师之间的对话。 导师：嗨，索菲亚，今天有什么我可以帮你的吗？ 学生：嗨，戴维斯老师。是这样的，我在下学期的选课系统上遇到了一点问题。我想加一门课——《博物馆研究导论》，但系统限制了我。系统一直提示说我已达到最大学分上限。我真的很需要这门课，因为这门课每两年才开一次，而且我正试着在化学专业之外再修一个艺术史辅修学位。 导师：啊，是的，系统确实会这样。学校规定每学期选课上限为18学分。我们这样做是为了确保学生不会一次承担太多压力。你目前选了多少学分？ 学生：嗯，我现在选了16个学分，而《博物馆研究》是3个学分……等等，其实因为化学实验课，我目前已经选了17个学分，所以加上这门课的话，我就会达到20个学分。 导师：是的，20个学分确实超标了。要超过18个学分，你必须提交一份《超额选课申请表》。这需要你们系主任的签字，而且，呃，还需要交45美元的手续费。 学生：哦，真的吗？其实我听说有些学生是可以免除这笔费用的。这是真的吗？ 导师：是真的，但仅限GPA累计达到3.8或以上的学生。让我调出你的记录看一下……好的，我看到你目前的GPA是3.78。你已经非常接近了，但由于刚好低于标准线，你得先去财务处把费用交了。 学生：啊，真遗憾，不过好吧，我能付这个钱。不过我最担心的是系主任的签字。化学系主任万斯教授本周要去日内瓦参加一个会议。他下周一才能回来，但申请截止日期不是这周五吗？ 导师：是的，截止日期很严格——周五下午5:00。教务处不接受逾期提交，因为他们必须确定最终的课程名单。但别担心，你还有两个选择。万斯教授通常回复邮件很及时，所以你可以把PDF发给他，让他电子签名。不过更好的办法是，在他不在期间，副系主任门德斯教授有权签署系里的申请。 学生：哦，那我就放心了！明天早上我刚好有门德斯教授的有机化学课。我可以把表格打印出来，下课后直接去请她签字。 导师：太棒了。所以你现在需要做的是：从教务处网站下载《超额选课申请表》，找门德斯教授签字，然后带去财务处缴费——他们会在表格上盖章以证明你已付款——最后在周五截止日期前交给教务处。 学生：太好了。非常感谢您，戴维斯老师！我这就去办。

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

中文翻译

（与第12题共用。）[第13题] 根据指导老师的说法，为什么该学生不符合费用减免的条件？

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

中文翻译

（与第12题共用音频。）[第14题] 关于化学系主任万斯博士，可以推断出什么？

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

中文翻译

（与第12题共享。）[第15题] 为什么指导老师提到了教务处需要确定最终的选课名单？

(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:

中文翻译

嗯，我目前修了16个学分，而博物馆研究课是3个学分……等等，其实因为有化学实验课，我实际上选了17个学分，所以加上这门课的话，我的总学分就会达到20个学分。

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?

中文翻译

旁白：听一段环境科学课上的讲座片段。 教授：好的，今天我们要探讨一种发生在寒冷、湍急河流中的相当奇特的水文现象。通常，当想到河流结冰时，我们脑海中会浮现出一层冰面慢慢从河岸蔓延开来，最终覆盖整个水面的画面。但在汹涌湍急的水流中，这个过程完全不同，它实际上是由下而上开始的。这涉及一系列的冰晶形成过程，即所谓的“水内冰”（frazil ice）和“锚冰”（anchor ice）。 教授：首先，我们来谈谈热力学诱因。要发生这种情况，水必须经历“过冷”（supercooling）过程。这通常发生在晴朗、刮风的夜晚，此时河流通过辐射冷却——呃，也就是通过向太空发射热辐射来流失热量——向寒冷的大气迅速散热。这里所说的“过冷”，是指液体的温度降到其名义冰点（淡水为零摄氏度）以下却并未实际凝固的过程。在平静的湖泊中，这可能会迅速导致表面结冰。但在湍急的河流中，不断的剧烈搅拌阻碍了连续冰面的形成。相反，过冷水会产生数以百万计的微小针状结晶。我们称这些悬浮的微小颗粒为“水内冰”。 教授：由于其形状和物理特性，这些水内冰晶体极其具有粘性。它们的表面有一层薄薄的、类似液态水的水活性层，这使得它们在与低于冰点的固体碰撞时具有极强的粘附性。当它们在汹涌的水流中翻滚时，会互相粘连，形成松散的冰团。但更重要的是，它们会粘附在河床上。当这些有粘性的晶体附着在河底的岩石、砾石或植被上时，它们会堆积成一种致密的、海绵状的块状物，称为“锚冰”。是的，托马斯，有什么问题吗？ 学生：等等，所以冰实际上是在河床上生长的？我以为冰的密度总是比液态水小，那它难道不应该直接浮到水面上吗？ 教授：这是一个非常有逻辑的问题，托马斯。关于密度你完全说对了。冰天生具有浮力。然而，这种粘附力——即这些有粘性的水内冰晶体在冰冷、多石的基质上的机械抓地力——起初足够强大，能够克服向上的浮力。它简直就是把冰“锚定”在了河底。但有趣的地方就在这里，也是其地貌影响产生的地方。 教授：随着锚冰继续生长，它积累了更多的质量，因此，它的浮力也随之增加。最终，向上的浮力超过了将其固定在河床上的粘附力。或者，清晨的太阳升起，稍微加热了多石的河底，从而释放了冰的抓力。当这种情况发生时，锚冰就会脱离并浮到水面上。但它并不是“空手”上去的。 教授：因为之前与河床紧密结合，上升的冰层会带起它附着的所有东西——卵石、重砾石，甚至大块岩石。地质学家将这个过程称为“冰筏作用”（ice rafting），即通过漂浮的冰运送河床物质。在高纬度河流中，比如……嗯，育空河的部分河段，这种机制每年都会将数吨粗砂沉积物输送到数英里外的下游，而这些沉积物是正常水流力量根本无法搬运的。 教授：所以，我们看到的是一个热力学上的奇特现象——过冷——驱动了一个巨大的地质搬运系统。但除此之外，这也具有生态影响。锚冰会完全覆盖河床，导致底栖生物窒息——也就是生活在沉积物中的小昆虫和幼虫。另一方面，当冰层升起时，它会清理掉积聚的细泥沙，这实际上有助于保持砾石清洁，利于鱼类在春季产卵。所以，从生态学角度来看，这是一把双刃剑。

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

中文翻译

（与第17题共享。）[第18题] 根据教授的说法，河流中发生过冷现象需要具备什么样的环境条件？

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

中文翻译

（与第17题共用听力文本。）[第19题] 教授为什么要提到冰的密度？

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

中文翻译

（与第17题共享。）[第20题] 底冰脱离与沉积物输送之间是什么关系？

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

中文翻译

（与第17题共用材料。）[第21题] 关于锚冰对河流生态系统产生的生态影响，可以推断出什么？

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

中文翻译

（与第17题共用。）[重放：“但它并不是‘空手’浮上去的。”] [第22题] 说话者为什么要说这句话：

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?

中文翻译

旁白：听一段语言学课上的讲座片段。 教授：大家早上好。昨天，我们讨论了费尔迪南·德·索绪尔的经典论断，即语言符号具有任意性。也就是说，单词 "tree"（树）代表一种高大、多叶的植物，这并没有逻辑上的原因。这种联系纯粹是约定俗成的。但是今天，我们将深入探讨相反的证据：一个被称为语音象征（或音义学）的领域。这一观点认为，声音本身就可以承载内在的含义，并直接映射到现实世界的物理属性上。 教授：现在，你们可能会想到拟声词——比如像 "buzz"（嗡嗡声）或 "hiss"（嘶嘶声）这样模拟实际声音的词。但语音象征要深奥得多。想一想语言学家所说的“联觉音素”（phonaesthemes）。联觉音素是指一种特定的声音序列，它系统性地与某种特定含义相绑定，尽管它并不充当正式的前缀或后缀。在英语中，一个经典的——抱歉，一个特别生动的例子是 "gl-" 字母组合。想想 "glow"（发光）、"gleam"（闪烁）、"glimmer"（微光）、"glisten"（闪光）和 "glitter"（闪耀）这些词。它们都含有 "gl-" 这个发音，并且都与光线或视觉有关。这并非巧合；这是一种亚词素模式，我们的大脑会自然地将它们归为一类。 学生：打扰一下，教授。联觉音素和普通的拟声词有什么区别？它们不都是把声音和事物联系起来吗？ 教授：问得好，托马斯。拟声词纯粹是听觉上的模仿。比如 "buzz" 这个词听起来就像蜜蜂发出的声音。但像 "gl-" 这样的联觉音素听起来并不像光。光又不会发出声音！相反，这是一种跨感官通道的映射——我们的大脑将听觉感受（"gl-" 的发音）与视觉感受（光线）联系在了一起。另一个例子是英语中的 "sn-"："snout"（口鼻部）、"snarl"（咆哮）、"snort"（喷鼻息）、"sniff"（吸鼻子）、"sneeze"（打喷嚏）。这些词并不是在模仿噪音，它们在生理上与鼻子或嘴巴相关联。 教授：现在，让我们再进一步。在许多语言中，语音象征通过一类被称为“拟态词”（ideophones）的词汇高度语法化。拟态词是描绘感官意象的词——不仅是声音，还包括动作、质感、形状，甚至是心理状态。在英语中，我们的拟态词非常少，但在日语或巴斯克语等语言中，它们的表现力极强。例如，在日语中，"goro-goro" 描绘的是重物滚动的样子，而 "pika-pika" 则表示某种闪闪发光或闪耀的东西。这些不仅仅是非正式的俚语，它们已完全融入了词汇体系中。 教授：长期以来，主流语言学一直将拟态词视为异国情调的怪癖。但最近的认知实验对这一观点提出了挑战。在一项具有里程碑意义的研究中，研究人员向完全不懂日语的英语母语者展示了几组日语拟态词——比如 "kasa-kasa" 和 "beta-beta"——并让他们猜测哪一个意思是“干燥的”，哪一个是“黏糊糊的”。如果语言完全是任意的，那么参与者的准确率应该在百分之五十左右，对吧？也就是随机乱猜。 教授：但是……嗯，结果令人震惊。参与者猜对正确含义的概率显著高于随机概率。这表明，某些语音特征——比如柔和、连续的辅音与刺耳、短促的辅音之间的对比——具有一种直觉性的、普遍的共鸣。我们的大脑天生就会将特定的声音模式与特定的触觉或视觉特性联系起来。所以，虽然索绪尔并不完全是错的——毕竟，我们仍然需要通过学习才能知道 "tree" 代表树——但语言的绝对任意性，额，我们只能说，有点过于简化了。我们拥有这种深层的、进化而来的音义映射，而我们现在才刚刚开始对其进行全面的研究。

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

中文翻译

（与第23题共用音频。）[第24题] 根据教授的说法，联觉音素与拟声词的区别在哪里？

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

中文翻译

（与第23题共用听力原文。）[第25题] 在涉及日语拟声拟态词的研究中，观察到了哪两个结果或条件？请选择2个选项。

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

中文翻译

（与第23题共用）[第26题] 教授为什么要讨论英语中的辅音丛 'gl-'？

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

中文翻译

（与第23题共用音频。）[第27题] 关于传统语言学中“语言任意性”的观点，教授暗示了什么？

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

中文翻译

（与第23题共用。）[重放：“但是……好吧，结果非常令人吃惊。”] [第28题] 说话者为什么说这句话：