UNIVERSITY OF TORONTO SCARBOROUGH CENTRE FOR FRENCH AND LINGUISTICS: WINTER 2020 FINAL EXAMLINA02H3S: APPLICATIONS OF LINGUISTICS. (Questions and Answers). Graded A

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UNIVERSITY OF TORONTO SCARBOROUGH CENTRE FOR FRENCH AND LINGUISTICS INSTRUCTOR: SAFIEH MOGHADDAM FIRST NAME(S): ____________________________________________________________________ TUTORIAL SECTIO... N: _______________________________________________________________ SECTION A B C D E F G TOTAL STUDENT GRADE OUT OF 15 16 20 14 8 15 11 99 LAST NAME(S): ________________________________________________________________________ STUDENT NUMBER (S): _________________________________________________________________ LINA02H3S: APPLICATIONS OF LINGUISTICS DUE DATE AND TIME: APRIL 18 (4 PM) WINTER 2020 FINAL EXAMA. Fill-in-the-Blanks (15 pts) 1) Most speakers of a language speak in different ways depending on the context and the person they are talking to. This is an example of ___________________. 2) _______________ is a mental grammar that is shaped by a speaker’s L1 and L2. 3) A variety of language spoken by a group of people who share the same ethnicity is called a(n) ____________________. 4) The most severe type of non-fluent aphasia is ____________________ aphasia. 5) Hemispherectomies and split-brain studies suggest that most language processing happens in the ____________________ hemisphere. 6) Suppose that you have a hemispherectomy patient who is a right-handed adult. If the patient was blindfolded, they would be able to name an object if it was placed in their ______ hand. 7) A speaker’s _________________ is their actual use of language. 8) Accents are the result of phonetic/phonological ____________________ from a speaker’s L1. 9) According to the ____________________ Hypothesis, it is easier for an L2 learner to learn a feature that is very different from their L1. 10) A child uses the word “kitty” to refer to the family pet but not to other cats. This is an example of ____________________. 11) The innateness hypothesis for language acquisition claims that humans are biologically endowed with an ability to learn language and the principles and properties that pertain to all languages. This innate ability is called ____________________. 12) The most commonly occurring consonant is / _____ /. 13) ____________________ vowels are usually rounded. 14) The three most commonly occurring vowels are / _____ , _____ , _____ /. 15) The two most common word orders are _______________ and _______________. Page 2 of 11B. TRUE/FALSE (16 points) _____ Isolating languages avoid suffixes, using free morphemes to express notions such as tense and number. _____ Words in polysynthetic languages often need to be translated as entire sentences in English. _____ Derivational affixes attach closer to the root in comparison to inflectional affixes. _____ The most frequent consonants at the babbling stage are [f, v, l, r] _____ Consonants are acquired before vowels. _____ Overextension is a type of lexical error. _____ Dari and Tajiki are considered to be different languages since they are not mutually intelligible. _____ Most of the differences we notice in the language of men and women are biologically determined. _____ According to Lakoff, the language about men reflects their subordinate status in society. _____ The word ‘steady’ is an aspect marker in AAVE; it indicates an action that is occurring consistently and intensely. _____ In AAVE, the auxiliary ‘aint’ is only used in double negation constructions. _____ In AAVE, the word ‘police’ is pronounced with the stress on the second syllable. _____ China Town in Toronto is an example of an ethnolect. _____ The one-word stage in child language acquisition is also referred to as the telegraphic stage. _____ Babbling is a stage at which children practice controlling their vocal apparatus. _____ Interdental consonants are acquired before velar consonants. Page 3 of 11C. SOCIOLINGUISTICS [20 points] 1) Which of the following is a possible pronunciation of the word “brother” in AAVE? Circle all that apply. [1 point] a) [brʌvə] b) [bəvə] c) [brʌdə] d) [brʌðər] 2) Which of the following is a possible pronunciation of the word “cold” in AAVE? Circle all that apply. [1 point] a) [kol] b) [ko] c) [kolt] d) [kowd] 3) In Canadian English, we use the term “elevator” to refer to a platform for raising and lowering people or things; however, in British English, they use the term “lift”. This is an example of: [1 point] a) conversational practices c) accent b) slang d) lexical variation 4) Which of the following varieties are considered dialects of the same language although they are not mutually intelligible? [1 point] a) Urdu and Hindi c) Cantonese and Mandarin b) Farsi and Dari d) Both (a) and (b) 5) Match the each of the AAVE sentences on the left to its Standard English counterpart on the right. Note that one of the English sentences does not have an AAVE counterpart. [4 points] _____ I be washing the dishes. _____ I BIN washing the dishes. _____ I BIN washed the dishes. _____ I done washed the dishes. A. I washed the dishes a long time ago. B. I have already washed the dishes. C. I’ve been washing the dishes for a long time. D. I am always washing the dishes. E. I am washing the dishes now. Page 4 of 116) What are the different ways by which dialects differ from each other? List them and provide an example for each. [4 points] 7) In her article, Lakoff lists ‘color terms’ and ‘euphemism’ as two of the features of women’s language. Discuss these two features and make sure to provide a specific example for each feature. [3 points] _ 8) What makes Norwegian and Danish different languages? [2 points] ______________________________________________________________________________ 9) Consider the following example from Obama’s speech: [3 points] ‘They invited Michelle and I.’ This is an example of __________________________ Justify your answer and explain what may lead to this type of error. ______________________________________________________________________________ ______________________________________________________________________________ Page 5 of 11D. Language and Brain (14 points) 1) Below is an unlabelled diagram of the left hemisphere with lines pointing to each of the four lobes. Fill in the diagram by putting the name of each lobe in the appropriate blank. [4 points; 1 point each] 2) Now, using the following diagram, indicate areas that result in Broca’s aphasia and Wernicke’s area. [2 points; 1 point each] 3) For each of the following statements, determine whether this is a feature of (D) deep dyslexia, (P) phonological dyslexia, or (S) surface dyslexia. [3 points] _____ swaps out semantically-related words (for example says “mother” instead of “father”) _____ cannot identify a word as a whole and must use spelling-to-sound rules (for example mispronounces yacht as [jatʃt]) _____ can only read words that they know (for example nonsense word “blug” would be read as either “blue” or “bug” or nothing) Page 6 of 114) For each of the following characteristics and symptoms, say whether it is typical of the patients with (B) Broca’s aphasia or (W) Wernicke’s aphasia. [5 points] _____ These patients are able to create grammatically well-formed sentences. _____ The constructions they create are mainly meaningless. _____ These patients have slow and inaccurate pronunciation. _____ These patients would say Go store for Go to the store. _____ These patients are unaware of their deficit. E. Second Language Acquisition [8 points] 1) French has a contrast between oral and nasal vowels, whereas English only has phonemic oral vowels. According to the Markedness Differential Hypothesis, which speaker would have a harder time: the English speaker trying to learn French or the French speaker trying to learn English? [2 points] ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2) Explain how the Critical Period Hypothesis can be extended to second language learning. [2 points] ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3) Aside from age, describe two factors affecting the success of second language learning. [2 points] ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Page 7 of 114) Describe the major difference in the role of feedback in L1 and L2 acquisition. [2 points] ______________________________________________________________________________ ______________________________________________________________________________ F. First Language Acquisition [15 points] 1) One piece of evidence that children have acquired the past tense rule is their production of forms such as doed, leaved, and goed. Based on this model, what type of evidence should we look for in order to show that children have acquired the rule that creates comparative forms such as bigger, taller, and richer? [2 points] ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2) The following transcriptions represent the pronunciation of a two-year-old child. Indicate which phonetic processes have applied in each case. [4 points] a) red [wɛd] ________________________________ b) pig [bɪk] ________________________________ c) brush [bʌt] ________________________________ d) spin [bɪn] ________________________________ 3) Based on the phonetic processes posited in question 1 above, predict one or more plausible immature pronunciations for each of the following words. [2 points] a) ring _________________ b) spoon _________________ Page 8 of 114) Consider the following utterances from a child named Jack. Intended meaning Jack’s utterance Maggie is home now. Maggie home now. Give me the book. Give me book. He ran outside. He ran outside. She goes to school. She go school. Joe’s shoes Joe shoe My dad’s name is John. Dad name John. He fell down. He fell down. a) List three morphemes that are missing in Jack’s speech but present in the adult interpretations. [3 points] ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________________ b) Do you think Jack has acquired the past tense morpheme? Why or why not? [2 points] ___________________________________________________________________________ ___________________________________________________________________________ 5) When it comes to phonology, many language universals are reflected in child language production. Think of and describe one way in which child language production mirrors language universals. You should make reference to a specific phonological process exhibited by children and compare it to a specific corresponding implicational universal or universal tendency. [2 points] ______________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Page 9 of 11G. The classification of Languages [11 points] 1) Consider the following consonant system. and two ways in which it follows them. p k ph kh b d f h v r n a) Describe two ways in which this system violates (goes against) universal tendencies and implicational universals [2 points] ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ b) Describe two ways in which this system follows universal tendencies and implicational universals [2 points] ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2) Consider the following data from Yoruba (a West African language) and answer the questions below. [3 points] Mo ko Ojo I teach Ojo ‘I taught Ojo’ Mo mo ile e re I know house POSSESSIVE his/her ‘I know his/her residence’ a) Identify the morphological classification of Yoruba: __________________ b) Identify Yoruba word order: __________________ c) Would you expect Yoruba to have Prepositions or Postpositions? __________________ Page 10 of 113) Identify the type of morphological system evident in the following languages. Note that the words are divided into their morphemes, indicated with a hyphen. [2 points] a) Polish: ____________________ zeszyt zeszyt-y zeszyt-ów notebook notebook-PL find-PL.GEN ‘notebook’ ‘notebooks’ ‘of the notebooks’ b) Turkish: ____________________ köy köy-ler köy-ler-in village village-PL village-PL-GEN ‘village’ ‘villages’ ‘of the villages’ 4) Determine the word order in the following languages. [2 points] a) Malagasy: ____________________ Nahita ny mpianatra ny vehivavy. saw the student the woman ‘The woman saw the student.’ b) Turkish: ____________________ Hasan öküz-ü al-di . Hasan ox- ACC buy-PST ‘Hasan bought the ox.’ END OF THE EXAM GOOD LUCK ☺ Page 11 of 11 [Show More]

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