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2009年浙江大学714英语语言与语言学考研真题及部分详解
2008年浙江大学714英语语言与语言学考研真题及部分详解
2007年浙江大学734英语语言与语言学考研真题及部分详解
2005年浙江大学334英语语言与语言学考研真题及部分详解
2004年浙江大学334英语语言与语言学考研真题及部分详解
2003年浙江大学423英语语言与语言学考研真题及部分详解
说明：2012～2014年的浙江大学外国语言学及应用语言学专业与英语语言文学专业考试科目一样，但是考试科目712英美文学与语言学试卷中会有两组试题，英语语言文学专业的考生和外国语言学及应用语言学的考生根据报考专业不同分别选做一组试题（通俗地说，考生复习、考试跟往年一样，没有变化）。
因此，往年外国语言学及应用语言学专业的考试科目“英语语言与语言学”仍然适用于该专业的考生，而且试题风格和难度没有较大的改变，考生一定要多加重视历年真题。
标明“考研真题及部分详解”的试题均提供的是语言学部分的答案详解。
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2009年浙江大学714英语语言与语言学考研真题及部分详解
Part 1
Section A
Directions: Read the following two texts. Answer thequestions below each text by choosing A, B, C or D. Mark your answers on ANSWERSHEET 1. (20 points)
Passage 1
Food companies have long wanted more freedom to makenutritional claims for their products. They looked on enviously as makers ofdietary supplements, which operated under looser regulations, promoted thelife-enhancing or even life-extending capabilities of their products.
After several court cases and pressure from the foodindustry, the Food and Drug Administration lightened up last year, deciding topermit health claims on food even when scientific evidence was less thanconclusive. But getting what you want, as John Stuart Mill once observed, doesnot always turn out to be so satisfying.
So far, the agency has approved claims for walnuts and fora group of seven types of nuts. All of the nuts are said to have the potentialto reduce the risk of heart disease.
Some companies seeking the new claims, however, aredisappointed by the language that the agency has allowed, and have been slow touse it. Few nut brands have relabeled their packaging, but Planters, a unit ofKraft Foods, has been using the language on some of its dry-roasted peanuts.
Marketers of walnuts received permission to make healthclaims last July, and the FDA told the companies that they could put thislanguage on their products: “Supportive but not conclusive research shows thateating 1.5 ounces per day of walnuts as part of a diet low in fat andcholesterol may reduce the risk of heart disease.”
Now, eight months after the approval, few if any walnutproducts carry a printed health claim. Consumer research by the walnutcommission, which represents more than 5,000 growers and handlers, suggestedthat the claim would do little to promote sales. “When you tell the consumer‘supportive but not conclusive’ and ‘may’—with all those qualifiers, the claimis not very meaningful,” Mr. Balint, chief executive of the California WalnutCommission said.
1. It can be inferred from the first paragraphthat food companies have always believed that ______.
A. theirproducts had life-enhancing functions
B. there shouldbe stricter regulations governing dietary supplements makers
C. theirproducts were superior to those dietary supplements
D. nutritionalclaim could promote sales of their products
2. In the past, FDAwouldn’t permit health claims on food unless ______.
A. companiesproducing the food could provide evidence on its health value
B. there wereconclusive evidence with regard to its health value
C. scientistsstudying the food all agreed that it was healthful
D. it was provedin court that the food was beneficial to health
3. Although FDA allowedfood companies to make health claims on their products, it ______.
A. setrestrictions on the kind of language that they could use
B. gave permission only to companies makingwalnuts
C. gave permission only to companies whose products couldreduce heart disease
D. only allowedPlanters, a unit of Kraft Foods to do so
4. According to theprinted health claims on walnut products, consumers might infer that ______.
A. eating 1.5ounces of walnuts per day can reduce the risk of heart disease
B. walnuts cando nothing to reduce the risk of heart disease
C. walnuts aremore important than a healthy diet in reducing the risk of heart disease
D. scientistsare still not quite sure about walnuts’ reducing heart disease
5. The passage ismainly about ______.
A. thecontinuous conflict between food companies and FDA
B. the tricksused by food companies in advertisements
C. FDA’srestriction on health claims made by food companies
D. the influencescientific research has on food companies
Passage 2
Every year, there are thousands of college professors who,two or three times a week, offer what is largely the same basic lecture coursein a subject like biology or Shakespeare’s comedies. A few of these professorsoffer the kind of brilliant lectures that fill classrooms and provide the kindof educational experience that students remember all their lives. Many of therest offer something from mediocre to awful.
So, asked Taylor and Allen, Williams College philosophyprofessor, why don’t we identify these extraordinary lecturers, put theirlectures on CDs, and sell them to universities that could supplement them withfaculty-led discussions? The advantages seemed pretty clear. Colleges thatemployed the celebrity lecturers could help defray the cost of superstarsalaries while enhancing their own! reputations. And schools that purchase thelectures could lower costs while improving the quality of their educationaloffering.
In business terms, this was nothing more complicated thanbringing the proven benefits of scale economies, and high-tech distribution tohigher education. But as you might have guessed, it was not exactly welcomed byan establishment that prides itself on remaining a quaint cottage industry.
Elite universities worried about “diluting” their brandsand “polluting” their mission by joining in a profit-making enterprise. Andfaculties immediately saw a threat not only to their jobs and salaries, but alifestyle and teaching model that had cosseted them for centuries. So afterseveral years of trying, the effort was scrapped.
There are lots of reasons why higher education has beenable to resist the kind of rationalization every other industry has gonethrough. Mostly these have to do with the imperfect price competition thatcomes with a “status” good, particularly one that gets lots of governmentsubsidy and has been rising quickly in economic value. But there is evidencethat all that may be about to change.
With government cutting subsidies, there is finally enoughfinancial pressure on public colleges that they have no choice but to considermaking fundamental changes in the way teaching is organized.
At the same time, colleges are beginning to face realcompetition from for-profit universities that can charge lower fees by makingskillful use of digitized lectures and online discussions.
Obviously, this competition poses more of a threat tothird-rank colleges than it does to Harvard and Georgetown. But give it time.
6. Which of thefollowing statements is true of the first paragraph?
A. Collegesoffer too many basic courses every year.
B. Subjects suchas biology or Shakespeare’s comedies are out of date.
C. Many collegeprofessors offer unsatisfactory lectures.
D. Studentscannot tell a good lecture from an awful one.
7.What did Taylor and Allen advise?
A. Collegesshould employ the celebrity professors.
B. Theextraordinary professors’ lectures should be put on CDs and sold touniversities.
C. Collegesshould provide students with educational experience that they will rememberforever.
D. Collegesshould improve the quality of their educational offerings.
8. Why are someuniversities against the advice?
A. Theybelieve colleges’ mission should not be related to making profit.
B. Teacherscrave for new lifestyle and teaching model.
C. Someuniversities are afraid to lose their government subsidy.
D. Someuniversities resist the idea of “cottage industry”.
9. What is the threatpublic colleges are facing according to the author?
A. Dilutedbrands of Elite universities.
B.Fundamental changes in the teaching methods.
C. Government’scutting subsidies.
D. The lowquality of professors.
10. What is theauthor’s attitude towards digitalized lectures?
A.Digitalized lectures are not as good as they seem to be.
B.Digitalized lectures will deprive college staff of their position.
C.Third-rank colleges should use more of them than Harvard.
D.Universities could lower costs by making skillful use of them.
Section B
Directions: Read the article below. Choose the best sentence from the list tofill each of the gaps. For each gap (11-20) mark one letter (A-L) on yourAnswer Sheet. Do not mark any letter twice. There are extra sentences you donot need to use. (20 points)
In 1977 IrenePepperberg, a recent graduate of Harvard University, did something very bold.At a time when animals still were considered automatons, she set out to findwhat was on another creature’s mind by talking to it. She brought aone-year-old African gray parrot she named Alex into her lab to teach him toreproduce the sounds of the English language. “I thought if he learned tocommunicate, I could ask him questions about how he sees the world.”
When Pepperbergbegan her dialogue with Alex, who died last September at the age of 31, many scientistsbelieved animals were incapable of any thought. (11) ______Any pet owner would disagree. We see the love in ourdogs’ eyes and know that, of course, Spot has thoughts and emotions. (12) ______Gut instinct is not science, and it is all too easy to project human thoughtsand feelings onto another creature. How, then, does a scientist prove that ananimal is capable of thinking—that it is able to acquire information about theworld and act on it?
(13) ______ They were seated—she at her desk, he on top ofhis cage—in her lab, a windowless room about the size of a boxcar, at Brandeis University. Newspapers lined the floor; baskets of bright toys were stacked on theshelves. They were clearly a team—and because of their work, the notion thatanimals can think is no longer so fanciful.
Certain skills are considered key signs of higher mentalabilities: good memory, a grasp of grammar and symbols, self-awareness,understanding others’ motives, imitating others, and being creative. (14) ______Scrub jays know that other jays are thieves and that stashed food can spoil;sheep can recognize faces; chimpanzees use a variety of tools to probe termitemounds and even use weapons to hunt small mammals; dolphins can imitate humanpostures; the archerfish, which stuns insects with a sudden blast of water, canlearn how to aim its squirt simply by watching an experienced fish perform thetask. (15) ______
Thirty years after the Alex studies began, Pepperberg and achanging collection of assistants were still giving him English lessons. Thehumans, along with two younger parrots, also served as Alex’s flock, providingthe social input all parrots crave. Like any flock, this one—as small as itwas—had its share of drama. Alex dominated his fellow parrots, acted huffy at timesaround Pepperberg, tolerated the other female humans, and fell to pieces over amale assistant who dropped by for a visit.
Pepperberg bought Alex in a Chicago pet store. (16) ______Given that Alex’s brain was the size of a shelled walnut, most researchersthought Pepperberg’s interspecies communication study would be futile.
(17) ______
Chimpanzees, bonobos, and gorillas have been taught to usesign language and symbols to communicate with us, often with impressiveresults. (18) ______ Nevertheless, this is not the same thing as having ananimal look up at you, open his mouth, and speak.
Pepperberg walked to the back of the room, where Alex saton top of his cage preening his pearl gray feathers. He stopped at her approachand opened his beak.
(19) ______
“He hasn’t had his breakfast yet,” Pepperberg explained,“so he’s a little put out.”
Alex returned to preening, while an assistant prepared abowl of grapes, green beans, apple and banana slices, and corn on the cob.
(20) ______
“Apples taste a little bit like bananas to him, and theylook a little bit like cherries, so Alex made up that word for them,”Pepperberg said.
A. The bonobo Kanzi, for instance, carries hissymbol-communication board with him so he can “talk” to his human researchers,and he has invented combinations of symbols to express his thoughts.
B. Bit by bit, in ingenious experiments,researchers have documented these talents in other species, gradually chippingaway at what we thought made human beings distinctive while offering a glimpseof where our own abilities came from.
C. Large animals are limited mainly to theriver, stream and lake areas during the winter, and are easily observed by skiand snowmobile visitors.
D. They were simply machines, robots programmedto react to stimuli but lacking the ability to think or feel.
E. “Some people actually called me crazy fortrying this,” she said. “Scientists thought that chimpanzees were bettersubjects, although, of course, chimps can’t speak.”
F. Under Pepperberg’s patient tutelage, Alexlearned how to use his vocal tract to imitate almost one hundred English words,including the sounds for all of these foods, although he calls an apple a “banerry.”
G. “Want grape,” Alex said.
H. She let the store’s assistant pick him outbecause she didn’t want other scientists saying later that she’d deliberatelychosen an especially smart bird for her work.
I. “That’swhy I started my studies with Alex,” Pepperberg said.
J. He didn’t seek credit and in fact tried notto be viewed as an advocate of any one idea.
K. But such claims remain highly controversial.
L. But just two decades later there’s a veryreal possibility of their extinction in the Northwest Atlantic.
M. And Alex the parrot turned out to be asurprisingly good talker.
Section C
Directions: Read the article below. Fill in each of theblanks with one word. (20points)
They spend more time in doctors’ offices than most parents.They endure stares from strangers but feel as if they and their children areinvisible. They often find (21) fighting fortheir kids, not just raising them. Earlier, and perhaps more dramatically, theywrestle with the complex emotions (22) come fromknowing that a child might never (23) the loftydreams that a parent often envisions (24) thechild’s birth.
(25) the parents of children who have Down syndrome saythat raising a child with a disability can also unlock profound and upliftingtruths about themselves, their children and the value of life in (26)that others could never see.
Suddenly, people are looking.
Since Alaska Gov. Sarah Palin (27) thevice presidential race as Sen. John McCain’s GOP running mate, she has beenmaking the case that she can (28) a governmentand a family with children, (29) a 5-month-oldson with Down syndrome. Her decision to give birth to her son Trig, (30)a prenatal diagnosis of his Down syndrome, also underscored tosome people her antiabortion stance.
The attention on Palin and her family has spilled over topeople such as Adrianne Pedlikin, a Vienna mother of three, including a10-year-old son who has Down syndrome.
“People keep asking me, “So what do you think?’ I (31)saying, ‘What is it exactly you want my opinion about?’”Pedlikin said. “People are (32) much moreattention to us…. Before, kids would stare, but (33) adults.Everybody’s curious: ‘What’s it (34) to have akid with Down syndrome?’”
For Pedlikin and her husband, Philip, raising a boy withDown syndrome can be trying. They love their son deeply, act as forceful advocatesfor him and say his birth has (35) theirworldview in a positive way, but they acknowledge that their (36)are much harder, more emotionally wrenching and often lonely.
Other (37) of children withDown syndrome, although thankful that medical approaches and
anti-discriminationlaws have (38) more possibilities for theirchildren than before, say their children’s disabilities often require more ofthem than other parents face. They (39) a lot oftime fighting with schools to include their children, despite the AmericansWith Disabilities Education Act. They constantly push back against the low (40)people have for their children.
【答案】Part 1 略查看答案
Part 2
Section A
Directions: Define and explain briefly the following terms.(20 points)
1. suprasegmentalfeatures
答案：
Suprasegmental features are those aspectsof speech that involve more than single sound segments. The principalsuprasegmental features are syllable, stress, tone and intonation.
2. phatic function oflanguage use
答案：
Phatic function of language use refers to the use of the language whichoften consists of small, seemingly meaningless expression for setting up acertain atmosphere or maintaining social contacts rather than for exchanginginformation or ideas. For example, greetings, farewells, and comments on theweather in English could serve this function.
3.the Sapir-Whorf hypothesis
答案：
Sapir-Whorf hypothesis consists of twoparts: linguistic determinism and linguistic relativity. Linguistic determinismrefers to the notion that a language determines certain nonlinguistic cognitiveprocesses. Different languages offer people different ways of expressingaround, they think and speak differently. Linguistic relativity refers to the claimthat the cognitive processes that are determined are different for differentlanguages. Thus, speakers of different languages are said to think in differentways. The hypothesis is now interpreted mainly in two different ways: a strongversion and a weak one. The strong version believes that the language patterns determinepeople’s thinking and behavior; the weak one holds that the former influencethe later. So far, many researches and experiments conducted provide support tothe weak version.
4.image schema
答案：
Image schema isa recurring, dynamic pattern of our perceptual interactions and motor programsthat gives coherence and structure to our experience.
Image schemaexists at a level of abstraction, operates at a level of mental organizationbetween proposition structures and concrete image, and it can be subdividedinto the following items: a center-periphery schema, a containment schema, acycle schema, a force schema, a link schema, a part-whole schema, anend-of-path schema, a scale schema and a verticality schema.
5.interlanguage
答案：
Interlanguage. It refers to the type oflanguage constructed by second or foreign language learners who are still inthe process of learning a language. It’s a language system between the targetlanguage and the learner’s native language, and imperfect compared with thetarget language, but not mere translation from the learner’s native language.For example, when a Chinese student is learning English, he may make errorslike “to touch the society”.
Section B
Directions: Answer any seven of the following questions.(70 points)
1. What are the basicdifferences between phonetics and phonology?
答案：
By definition, phonetics is the study ofspeech sounds, including the production of speech, while phonology is the studyof the rules governing the structure, distribution, and sequencing of speechsounds and the shape of syllables. Both phonetics and phonology are concernedwith speech. Phonetics is the study of the production, perception, and physicalproperties of speech sounds; phonology attempts to account for how they arecombined, organized, and convey meaning in particular languages. Phonetics isthe study of actual sounds, that is, the analysis and modeling o the speechsignal; phonology is concerned with a more abstract description of speechsounds and tries to describe the regularities of sound patterns in differentlanguages or within a language. In this sense, phonetics is concrete, whilephonology is abstract. What phonetics studies is the speech sound, namelyphone, while what phonology studies is phoneme.
2. Use examples to define “gradable antonymy”,“complementary antonymy”, and “converse antonymy”.
答案：
Gradableantonymy is the sense relation between two anyonyms which differ in terms ofdegree. There is an intermediate ground between the two. The denial of one isnot necessarily the assertion of the other. Something which is not “good” isnot necessarily “bad”. It may simply be “so-so” or “average”.
Complementaryantonymy is the sense relation between the two antonyms which are complementaryto each other. That is, they divided up the whole of semantic field completely.Not only the assertion of one means the denial of the other, the denial of onealso means the assertion of the other. Not only he is alive means he isnot dead, he is not alive also means he is dead.
Converseantonymy is a special type of antonymy in that the members of a pair do not constitutea positive-negative opposition. They show the reversal of a relationshipbetween two entities. X is the parent of Y means the same as Y is the child ofX. it is the same relationship seen from two different angles.
3. Write out thepresupposition(s) contained in each of a judge’s questions below:
a. How did you know that the defendant had bought a knife?
b. Did you see the murdered woman when she was talking withher lover?
c. Why did you run away from the scene of the crime withoutcalling the police?
答案：
The presupposition of a is that there mustbe a defendant.
The presupposition of b is that the womanwas murdered and she has a lover.
The presupposition of c is that there is acrime taking place.
4. Define the conceptof “concord” in syntax with examples from English.
答案：
It is also known as agreement. It is asyntactic relation between words and phrases which are compatible, in a given conduction,by virtue of inflections carried by at least one of them. There are two typesof concord: notional agreement and grammatical agreement. It requires the formsof two or more words that stand in specific syntactic relationship with oneanother shall also be characterized by the same paradigmatically markedcategory. For example, the syntactic relationship between that girl and she inthe following dialogue: A: Who is that girl? B: Oh, she is my sister.
5. Use examples to describe the violation ofeach of the four maxims of the cooperative principle and their possibleimplicatures.
答案：
The maxim of quantity:
① Makeyour contribution as informative as is required
② Donot make your contribution more informative than is required.
Violation of the maxim of quantity
A: Where did you buy your book?
B: In a bookshop. It is quite far from here.
The information contained in the secondpart of the answer is more than required.
The maxim of quality:
① Donot say what you believe to be false
② Donot say that for which you lack adequate evidence.
Violation of the maxim of quality
He is made of steel.
This is, at the level of what is said, afalse statement.
The maxim of relation
① theutterance should be relevant
Violation of the maxim of relation
A: The boy is an unwelcome guest.
B: Well, ah, it is a fine day today.
B has apparently refused to make what he said relevant to A’spreceding remark to avoid something unpleasant.
The maxim of manner:
① Avoid obscurity of expression
② Avoid ambiguity
③ Be brief and be orderly.
Violation of the maxim of manner
A: Let’s get something to eat for the kids.
B: OK, but I veto I-C-E C-R-E-A-M-S.
The B’s remark is obviously obscure and notbrief enough.
6. How does humanlanguage differ from the communication systems of animals?
答案：
Thedesign features of language which refers to the defining properties of humanlanguage that tells the difference between human language and any system ofanimal communication.
Arbitrariness: thisis a core feature of language, which means that there is no logical connectionbetween meanings and sounds. Duality, which means the property of having twolevels of structures, such that units of the primary level are composed ofelements of the secondary level and each of the two levels, has its ownprinciples of organization.
Creativity meanslanguage is resourceful because of its duality and its recursiveness. Becauseof duality the speaker is able to combine the basic linguistic unites to forman infinite set of sentences, most of which are never heard before.Displacement means that language can be used to refer to things which arepresent or not present, real or imagined matters, in the past, present, orfuture, or in far-away places.
7. What constitutescommunicative competence?
答案：
Noam Chomsky defines competence as a languageuser’s underlying knowledge about the system or rules. In Chomsky’s view, thenative speaker’s competence can be characterized as a set of rules forproducing an understanding of sentences in his language. Dell Hymes pointed outthat Chomsky’s competence is necessary but not sufficient for a learner tocommunicate with others successfully in a speech community. In addition togrammatical accuracy, a successful communication requires appropriacy in thesense that he knows when he speaks what to whom. Thus he extended the notion ofcompetence, restricted by Chomsky to knowledge of grammar, to incorporate thepragmatic ability for language use. This extended idea of competence is calledcommunicative competence.
Thus we can seethat the content of communicative competence is larger than competence.Communicative competence usually includes the several parts: grammaticalcompetence, that is knowledge of grammar, vocabulary, phonology, and semanticsof a language; sociolinguistic competence, that is the knowledge of the relationshipbetween language and its nonlinguistic context, knowing how to use and respondappropriately to different types of speech acts, and so forth; discoursecompetence, that is knowing how to begin and end conversations and strategiccompetence, that is knowledge of communication strategies that can compensatefor weakness in other areas.
8. How do the serialand parallel models account for sentence comprehension?
答案：
In a serial model, the comprehension systemselects a single interpretation on some basis, and only considers other alternativesif its first choice turns out to be wrong. When the system's first choice iscorrect, this model is optimally efficient, expending no resources on possibilitiesthat turn out to be irrelevant. However, if its first choice turns out to bewrong, reanalyzing the ambiguity may be time-consuming and disruptive. In aparallel model, the comprehension system attempts to maintain all possibilities(or at least the a priori most likely ones) to guarantee that the right onewill be available when required. Parallel models avoid the need for costlyreanalysis, but they can require substantially more resources during theprocessing of the ambiguity.
9. What can corporacontribute to language teaching and research?
答案：
The importance of corpora to language study isaligned to the importance of empirical claim. Empirical data enable thelinguist to make objective statements, rather than those subjective, or basedon the individual’s own internalized cognitive perception of language.
Thus, corpora canplay important roles in a number of different fields of study related tolanguage, such as, speech research, lexical studies, grammar, semantics,pragmatics, discourse analysis, sociolinguistics, stylistics, historical linguistics,dialectology, variation studies, psycholinguistics, social psychology, culturalstudies, etc.
Thefollowing are some of the examples.
Speech research. Aspoken corpus provides a broad sample of speech, extending over a wideselection of variables such as speaker’s gender, age, class, or genre, etc.This allows generalizations to be made about spoken language as the corpus isas wide and as representative as possible. It also provides a sample ofnaturalistic speech rather than speech elicited under artificial conditions.Because the (transcribed) corpus has usually been enhanced with prosodic andother annotations it is easier to carry out large scale quantitative analysesthan with fresh raw data. Where more than one type of annotation has been usedit is possible to study the interrelationships between say, phoneticannotations and syntactic structure.
Lexical studies. Alinguist who has access to a corpus can call up all the examples of a word orphrase from many millions of words of texts in a few seconds. Dictionaries canbe produced language. Also, definitions can be more complete and precise sincea large number of natural examples are examined. What is more, the ability tocall up word combinations rather than individual words, and the existence ofmutual information tools which establish relationships between co-occurringwords means that we can treat phrases and collocations more systematically thanwas previously possible. A phraseological unit may constitute a piece oftechnical terminology or an idiom, and collocations are important clues tospecific word senses.
10. What is the value of input in languagelearning? In your opinion, what kind of input should be provided for languagelearners?
答案：
Input hypothesisclaims that “ Human acquire language in only one way—by understanding messagesor by receiving ‘comprehensible input’”. According to Krashen, input that isuseful for L2 acquisition must be neither too difficult nor too easy to understandand ought to be tuned just right to learner’s current level, represented as i.In the course of acquiring the L2, learners progress from one level to another.The next level is called “i +1”. For i +1 to occur, the input has to be slightly beyond the level at which learners are well proficient. The gap betweeni and i +1 is bridged by comprehensible input, which is the information drawnfrom the context and previous experience. Comprehensible input is consideredboth necessary and sufficient for L2 acquisition to occur and output playslittle role. In other words,L2 learning takes place because the data to whichlearners are exposed contain comprehensible input.According to Krashen's acquisition-learning hypothesis,there are two ways to approach language learning: acquisition and learning. Acquisition helps us producenatural, rapid, and fluent speech. Learning, which is a conscious study ofform, helps us edit this speech. In other words, when we learn something itwon't help usproduce fluent communication, but it will help us monitorour communication and correct minor errors.
It can only occurif three conditions are fulfilled: The performer has to have enough time; theperformer has to be thinking about correctness and the performer has to knowthe rule. Learners will be most likely to use the Monitor in formal examsituations, where their attention has been drawn to linguistic form, and wherethey have enough time. If all these conditions are fulfilled, the Monitor maybe used, but may be used inaccurately.
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