Ýstanbul Üniversitesi,Yabancý Diller Eðitimi Bölümü,Ýngiliz Dili Eðitimi Anabilim Dalý, 2001-2002 Bahar Dönemi Arasýnavý. MID-TERM
1- Briefly define and comment on the significance of the following.Give their Turkish equivalents.(30 pts.)
a) dichotomy of concepts and forms
b) lateralization
c) function words and content words
d) competence and performance
e) arbitrariness in language
f) synchronic and diachronic
2- Discuss the duality in theories on origins of language. (15 pts)
3- How would you define language? Is language knowledge, behaviour, a skill, a habit, an event, an object like a tool? Why? (20 pts.)
4- What is linguistics? What are its branches and study areas? Who is a linguist?(20 pts)
5- Suppose you were the instructor now, ask a question to yourself that requires a synthesis and then answer it. (15 pts)
Istanbul University, HAYEF, ELT, Introduction to Linguistics, 2001/2002 Final, Tuncer Can
1) Explain the following concepts and give examples for each. (36 pts.)
a) Bound Morphemes
b) Presupposition
c) Educational Linguistics
d) Affixation
e) Binary and Gradabale Antonyms
f) Pragmatics
2) Define Lexical Decomposition. What sense relation is illustrated by the following words? (14 pts.)
Table / chair / pencil , and
tea / coffee / orange juice
3) Divide the following words into morphemes. For each morpheme identify the type (lexical or grammatical, free or bound, prefix or affix, inflectional or derivational), and define the meaning. ( 25 pts.)
a) morphophonemics
b) non-flammable
c) sharpener
d) envision
e) synchronic
4) How do findings of linguistics contribute into foreign language teaching instruction ? Exemplify. ( 25 pts.)
MAKE UP
1- Briefly define and comment on the significance of the following.Give their Turkish equivalents.(30 pts.)
a) dichotomy of concepts and forms
b) lateralization
c) function words and content words
d) linguistic competence cultural competence
e) arbitrariness in language
f) synchronic and diachronic
2- Discuss the duality in theories of origins of language. (15 pts)
3- Is language knowledge, behaviour, a skill, a habit, an event, an object like a tool? Why? (20 pts.)
4- What is linguistics? What are its branches and study areas? Who is a linguist?(20 pts)
5- Suppose you were the instructor now, ask a qustion to yourself that requires a synthesis and then answer it. (15 pts)
Introduction to Linguistics II, Final Exam, 14/01/2003
Choose and answer only two (2) questions. The questions are 25 points each.
1) Analyze the following narrative in accordance with Variation Analysis (text1). (25 pts.)
(Text 1)
“It was a queer, sultry summer, the summer they electrocuted the Rosenburgs, and I didn’t know what I was doing in New York. I’m stupid about executions. The idea of being electrocuted makes me sick, and that’s all there was to read about in the papers- goggle- eyed headlines staring up at me on every street corner and at the fusty, peanut-smelling mouth of every subway. It had nothing to do with me, but I couldn’t help wondering what it would be like, being burned alive all along your nerves.
I thought it must be the worst thing in the world.
New York was bad enough. By the nine in the morning the fake, country-wet freshness that somehow seeped in overnight evaporated like the tail end of sweet dream. Mirage-grey at the bottom of their granite canyons, the hot streets wavered in the sun, the car tops sizzled and glittered, and the dry, cindery dust blew into my eyes and down my throat.
I kept hearing about the Rosenburgs over the radio and at the office till I couldn’t get them out of my mind. It was like the first time I saw a cadaver. For weeks afterwards, the cadaver’s head – or what there was left of it – floated up behind my eggs and bacon at breakfast and bahind the face of Buddy Willard, who was responsible form y seeing it in the first place, and pretty soon I felt as though I were crying that cadaver’s head around with me on a string, like some black, noseless balon stinking of vinegar.
I knew something was wrong with met that summer, because all I could think about was the Rosenburgs and how stupid I’d been to buy all those uncomfortable, expensive clothes, hanging limps as fish in my closet, and how all the little successes I’d totted up so happily at college fizzied to nothing outside the slick marble and plate-glass fronts along Madison Avenue.” ( The Bell of Jar, Sylvia Plath)
2) Explain Dell Hyme’s Speaking Grid by giving examples from the following conversation,then specify possible “contexts of situation” for the conversation (text2) (25 pts.)
(Text 2)
Carol : So, anyway.
Frances : Well, you know.
Carol : Right.
Frances : Okay then.
Carol : Okay.
Frances : Good.
3) Determine whether the following sentence is structurally or lexically ambiguous, and then draw the tree-diagram. What solutions would you propose to clarify the ambiguity ? What makes us understand this sentence as relevant ? (25 pts.)
“ The magician touched the girl with the wand.”
4) Examplify 1) the topic shifts, 2) turn takings and their reasons 3) Adjacency pairs 4) Openings 5) Closings in the following conversation (text3). (25 pts.)
(Text 3)
Jan: You know, like,
if you got the earliest train in the morning and then just got the last train
back at night …..
Sue: The only thing is, when I opened up at Brugge, first thing it said in it
was “Don’t stay in Brugge.”- no, it says, “Don’t stay in Brugge ‘cos it’s dear.”
Jan: Is it ?
Dave: Yeah.
Sue: Yeah, it does say that….
Dave: Well, maybe then we could do that; go to the Hook of Holland, go to Amserdam, ‘cos Delft isn’t far from Amsterdam is it?
Jan: I thought Delft was miles from Amsterdam.
Sue: Don’t think so.
Dave: Well, I mean. it’s only, Holland’s only small, it’s not a big place….
Sue: [reading from a guide book] “Its museums are named as one attraction….hold some of the country’s finest collections of Flemmish….”
Dave: You see, I’d never get her into a museum to look at art.