Part Two

Column A

1. duality of structure C 2. free morphemes I

3. endocentric construction G

4. International Phonetic Alphabet D 5. Psycholinguistics A

6. the syntagmatic relation J 7. derivational morphemes B 8. regional dialect E 9. sequential rules F 10. Presupposition H

Column B

A. the study of the relationship between language and mind.

B. the bound morphemes which are conjoined to other morphemes (or words) to derive or form a new word

C. the organization of language into two levels: a lower level of sounds which combine to form a higher level of meaningful units

D. a standardized and internationally accepted system of phonetic transcription. E. linguistic varieties used by people living in different regions.

F. the rules which govern the combination of sounds in a particular language.

G. one whose distribution is functionally equivalent, or approaching equivalence, to one of its constituents

H. the kind of meaning which the speaker doesn't assert but assumes the hearer can identify from the sentence

I. the morphemes which can constitute words by themselves

J. the one between one item and others in a linear sequence, or between elements which are all present

Part Three

Column A

1.antonymy I 2. Blending G 3. Compounds C 4. Arbitrariness J

5. cultural transmission H

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6. diachronic linguistics A 7. distinctive features B 8. standard dialect E 9. ultimate constituent D 10. Creole F

Column B

A. the study of the language development or change over time

B. the features that a phoneme has and that distinguish it from other phonemes C. the words that are produced by stringing together words

D. the smallest grammatical unit obtained through binary segmentation

E. a particular variety of a language, not related to any particular group of language users F. a language formed when a pidgin has become the primary language of a speech community G. word formed by combining parts of other words

H. the fact that the details of the linguistic system must be learned anew by each speaker I. the oppositeness of meaning between lexemes

J. a design feature of language which refers to the fact that there is no logical connection between the signifier and the signified of a sign.

Part Four

Column A

1. a proposition G

2. a speech community F 3. an utterance D 4. Bilingualism I 5. Constatives H 6. Performatives J 7. registers C 8. Sociolect E

9. the Whorf-Sapir hypothesis A 10. utterance meaning B

Column B

A. the suggestion that different languages carve the world up in different ways, and that as a result their speakers think about it differently

B. something conveyed by a sentence in a context other than its literal meaning

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C. varieties of language that are related to use

D. a piece of language actually used in a particular context

E. the linguistic variety used by people belonging to a particular social class

F. a community the members of which have or believe they have at least one common variety of language

G. what is expressed by a declarative sentence when that sentence is uttered to make a statement H. sentences which describe or state something; they are either true or false

I. the situation where at least two languages are used side by side by an individual or by a group of speakers, with each having a different role to play

J. sentences that do not describe things and cannot be said to be true or false

Part Five

Column A

1. an analytic proposition D 2. binary cutting I 3. Connotation E 4. Derivation G 5. Lexicology J

6. logical semantics C 7. Reference H

8. semantic feature B 9. the chain relation A 10. the choice relation F

Column B

A. the relation holding between one item and others in a linear sequence, or between elements which are all present

B. the basic unit of meaning in a word

C. the study of the meaning of a sentence in terms of its truth conditions

D. one whose grammatical form and lexical meaning make it necessarily true, without reference to external criteria

E. the additional meanings that a word or phrase has beyond its central meaning

F. a relation holding between elements replaceable with each other at a particular place in a structure

G. the morphological process in which affixes are added to the stem

H. the concrete entities that have the properties denoted by words or phrases

I. the practice to cut a grammatical construction into two parts and then cut each of the two parts into two and continue with this segmentation until we reach the smallest grammatical unit, the

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morpheme

J. the study of the vocabulary items of a language, including their meanings and relations, their classification and collocation, and changes in their form and meaning through time

Ⅲ. READING COMPREHENSION. Read the following passages,

choose the correct answer for each question and write the corresponding letter on the ANSWER SHEET.

Passage One (Questions 1-6)

Psychologists and educators have known for a long time that \learning\is by far superior to \teaching language through some automatic conditioning process. Both of these considerations point to the crucial role of \factors\in language acquisition and to the importance of knowing just what the learner contributes to the learning process so that it can be taken into account in the teaching process.

Intelligence is usually conceived of as the ability to learn and thus it is to be expected that I.Q. will be related to second-language learning as well, and indeed the evidence we have corroborated this expectation. This relationship, under conditions of school learning, appears to be in the order of 15 to 20 percent of the contributing variance. The importance of intelligence in second-language learning can be interpreted as stemming from the fact that the teaching process is incapable of making it completely clear just what the learner is to acquire. Thus the variance contribution of intelligence can be expected to increase under conditions where instructional procedures are weak and amorphous and decrease under conditions where they are effective and well integrated. In this sense, the correlation between intelligence and achievement can be viewed as an indication of the quality of instruction. The 20 percent variance contribution just referred to thus indicates that within the present conditions of language teaching in schools, given the criterion definitions and goals, and distribution of aptitude and perseverance factors that now prevail, the quality of instruction is quite high and the amount of possible improvement fairly limited. This conclusion, if valid, is quite significant, since it suggests that in order to increase the success of the FL curriculum in schools the major changes and improvements will have to come in the area of criterion definition and implementation, i.e., a change in what is being taught under particular conditions. Note that quality of instruction can be high - that is, it is being made quite clear to the student just what he is supposed to learn - while the success of the over-all program can remain inadequate owing to lack of perseverance on the part of the student or to the choice of a criterion goal for the course that turns out to be not what was wanted. It should be realized that a change in criterion goal may affect the quality of instruction, since 'corresponding to a change in what is being taught there may have to be a change in how it is being taught. With these new goals, quality of instruction will have to be reevaluated, since there is no guarantee that our present knowledge will be equally effective in teaching these newer skills.

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