İngilizce Test[Arşiv]

**old_boy** · 08-03-2008, 08:21 PM

1.The study of the sound system of a language; how the particular sounds contrast in each language to form an integrated system for encoding information and how such systems differ from one language to another.
A. Phonology
B. Phonemes
C. Assimilation
D. Complementary distribution
E. Minimal pair
F. Allophones

2.The occurrence of sounds in a language such that are never found in the same phonetic environment.
A. Phonology
B. Phonemes
C. Assimilation
D. Complementary distribution
E. Minimal pair
F. Allophones

3.A class of speech sounds identified by a native speaker as the same sound; a mental entity related to various allophones by phonological rules; meaningfully distinct sounds.
A. Phonology
B. Phonemes
C. Assimilation
D. Complementary distribution
E. Minimal pair
F. Allophones

4. A process by which a sound becomes more like a nearby sound in terms of some feature.
A. Phonology
B. Phonemes
C. Assimilation
D. Complementary distribution
E. Minimal pair
F. Allophones

5.Two words that differ only by a single sound in the same position and have different meanings but are otherwise identical.
A. Phonology
B. Phonemes
C. Assimilation
D. Complementary distribution
E. Minimal pair
F. Allophones

6.Non distinctive realizations of the same phoneme.
A. Phonology
B. Phonemes
C. Assimilation
D. Complementary distribution
E. Minimal pair
F. Allophones

7.Linguists look at three organizational sound patterns in a language. Which one of these answers is not a concern for linguists who study phonology?
A. What sounds are meaningfully distinctive?
B. The environment in which phones occur in a language
C. The different forms or possible realizations of the phonemes in a language.
D. The environment in which allophones occur in a language.

8.In determining whether two sounds are separate phonemes or allophones of the same phoneme, look for a minimal pair containing those two sounds. If you don't find a minimal pair, the two sounds represent two separate phonemes.
A. True
B. False

9.In determining whether two sounds are separate phonemes or allophones of the same phoneme, if you don't find a minimal pair, the two sounds are in complementary distribution, which means they are allophones of the same phoneme.
A. True
B. False

10.Sindi- (India/Pakistan) unaspirated[p] and the aspirated [p]
unaspirated [pcnu] 'leaf'
aspirated [p cnu] 'snakehood'
Are the unaspirated [p] and the aspirated [p ] separate phonemes?
A. Yes
B. No

11.[s], [z] and are allormorphs of the English plural s morpheme. State in general terms the environment of each.
boys [boyz]
cars [karz]
phones [fonz]
A. plural s =[z] after voiceless consonants
B. plural s =[z] after consonant glides
C. plural s =[z] after voiced consonants
D. plural s =[z] after alveolar and fricative stop consonants

12.books [bUks]
feets [fits]
breaks [breks]
A. plural s =[s] after voiced consonants
B. plural s =[s] after velar consonants
C. plural s =[s] after voiceless consonants
D.plural s =[s] after voiced consonants

13. The letter "X" in the word "box" is represented phonetically as
A. [s]
B. [ks]
C. [x]
D. [k]

14. The letter "q" in the word "quiet" is represented phonetically as
A. [q]
B. [kay]
C. [kw]
D. [ke]

15. The letter "c" in the word "cinema" is represented phonetically as
A. [s]
B. [k]
C. "c" hacek
D. [z]

ANSWERS

1-A
2-D
3-B
4-C
5-E
6-F
7-B
8-B
9-A
10-A
11-C
12-C
13-B
14-C
15-A

************************

1. [baksi†]
A. boxing
B. boxed in
C. back sign
D. vaccine

2. gate
A. [gat]
B. [get]
C. [gete]
D. [geat]

3. car
A. [ca]
B. [kare]
C. [car]
D. [kar]

4. bright ice
A. [brit ic]
B. [brayt ayz]
C [brayt ays]
D. [bret ice]

5. thin
A. [›In]
B. [thin]
C. [thIn]
D. [›ayn]

6. [toy]
A. tie
B. tolley
C. toe
D. toy

7. crumbs
A. [kržmz] "wedge"
B. [krumz]
C. [crumz]
D. [krcmbs] "schwa"

8. resign
A. [resin]
B. [rizayn]
C. [risayn]
D. [rezan]

9. [dawt]
A. doubt
B. dot
C. dos
D. dripped

10. Foundation
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

11. asked
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

12. mirage
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

13. lesson
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

14. scoundrel
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

15. ability
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

16. house
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

17. finish
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

18. street
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

19. calendar
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

20. fighter
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

21. superman
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

22. answers
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

23. belong
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

24. marathon
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

25. analyze
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

26. going
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

27. studying
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

28. angel
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

29. took
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

30. mighty
A. [ i ] little "i"
B. [ I ] capital "i"
C. [ e ] little "e"
D. [ Є ] epsilon "e"
E. [ u ] little "u"
F. [ U ] capital "u"
G. [ o ] "o"
H. [Œ] ash
I. [ a ] typewriter "a"
J. [ Λ ] wedge or stressed schwa
k. [ ∂ ] schwa
L. [ ay ] diphthong
M. [ oy ] diphthong
N. [ aw ] diphthong

ANSWERS
1-A
2-B
3-D
4-C
5-A
6-D
7-A
8-B
9-A
10-C
11-H
12-B
13-D
14-N
15-K
16-N
17-B
18-A
19-D
20L
21-E
22-H
23-G-L
24-I
25-L
26-G
27-J
28-D
29-F
30-L

**old_boy** · 08-03-2008, 08:22 PM

DİL BİLİM ALISTIRMA SORULARI 3, vızeeeee
1. When describing the meaning of words in terms of +animate, -human etc. we describe ...

semantic features

semantic roles

lexical relations

prototypes

2. The ... meaning of the word December is 'the twelfth month of the year'

conceptual

associative

metaphorical

collocational

3. Words which are very closely related in meaning (such as answer and reply) are ...

homonyms

synonyms

antonyms

hyponyms

4. Penguin is a ... of bird.

homonym

synonym

hyponym

prototype

5. The words ... are non-gradable antonyms.

quick and slow

fair and unfair

rich and poor

true and false

6. The words so and sew are

reversives

homophones

polysemes

co-hyponyms

7. The tendency of one word to occur in the company of another word (such as fresh and air) is referred to as ...

metonymy

polysemy

collocation

prototypes

8. Pragmatics deals with ... .

lexical meaning

invisible meaning

conceptual meaning

the meaning of life

9. Words the meaning of which depends on the physical context (such as here or yesterday) are referred to as ...

indirect speech acts

co-text

deictic expressions

presuppositions

10. What a speaker thinks is known by the hearer without explicitly saying so can be described as ...

constancy under negation

indirect speech act

presupposition

anaphora

11. The verbal ties and connections which exist within a text are said to constitute that text's ...

coherence

cohesion

invisible meaning

place deixis

12. Besides quantity and quality, ... constitute the maxims of the co-operative principle.

schema and script

cohesion and coherence

relation and manner

deep structure and surface structure

ANSWER
A-A-B-C-D-B-C-B-C-C-B-C-

**old_boy** · 08-03-2008, 08:23 PM

1)which one is the most comman activities in developing cross-cultural understanding?

a)skipping and counting

b)observing and comparing

c)comparing and discussing

d)researching information and discussing

e)observing and discussing

-------------------------------------------------------------------------------------
2)which one is not a starting point for teaching culture?

a)artefacts

b)drawings

c)culture

d)projects and topics

e)songs and rhymes

--------------------------------------------------------------------------------------
3)which one is used to experience the real value of english in their daily lives by many young learners?

a)social conventions

b)language as culture

c)their parents' actions

d)satellite

e)stereotypes

--------------------------------------------------------------------------------------
4)which one is a guideline to encourge adults to make discoveries about culture for themselves?

a)always using authentic materials

b)encouraging the use of skills work which link up to the topic

c)think of the kinds of skills such as skipping and counting

d)present aspects of culture as a view of cultural learning

e)none of them

--------------------------------------------------------------------------------------
5)which one is false?

a)culture is not to teach facts about the usa

b)teachers should encourage the students to look at and use real evidence

c)many international coursebooks are bland and uncontroversial

d)literature foreign language study for older students often emphisased
culture

e)comparing and skipping rhymes are a good source for the songs and rhymes of the starting points for teaching culture

-------------------------------------------------------------------------------------
6)according to jones awarness of others helps to develop an understanding of a wide range of cultural issues except.......

a)social conventions

b)stereotypes

c)things which are unfamiliar whithin a target language community

d)language as culture

e)cross-cultural understanding

--------------------------------------------------------------------------------------
7)which one is the problems of the international coursebook publishers?

a)writers'difficulties in finding topics which are at the same time suitable for language teaching and culturally appropriate for a wide range of context

b)the lack of making contact with real people to interview to put into the coursebook

c)topics which are too abstract for young learners such as heroes,bizarre projects,love etc.

d)the role of publishers is limited to affect the teachers'negative opinions

e)the price of the coursebooks and crises

--------------------------------------------------------------------------------------
which one is correct about intercultural learning?

a)intercultural learning is the ability of to be unaware ofthet a different language is embodying the unfamiliar and strange beliefs and meanings.

b)intercultural learning is the ability to see oneself as part of a larger community,to contrast languages principles,to be aware that a different language is embodying the different cultural beliefs,behaviours and meanings.

c)intercultural learning is an awarness that we are affected in our actions by culture

d)intercultural learning of the community helps students understand different culture abilities in the usa and england

e)intercultural learning is the abilitiy to see oneself as part of a larger community,to contrast cultural beliefs,to be aware that a different language is embodying different culture beliefs,behaviours and meanings

cevaplar
1)b
2)c
3)d
4)e
5)e
6)e
7)a
8)e

keskiner · 29-10-2008, 03:48 AM

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