Name: Marie-Luise Friesen Matrikelnummer: 3967447
BM3 Digital Exam February 2021
(94 pts total)
Part I: Short Questions
PLEASE COMPLETE ALL OF THE FOLLOWING QUESTIONS.
(45 pts total)
Introduction to Linguistics I
1. Give the IPA symbol and distinctive features of the sound(s) that is/are missing in the following
transcriptions: (__ / 3pts)
a. <swimming> → /swɪmɪ_ __/
b. <wreathe> → /riː___/
c. <turtledove> →/t___rɾəldʌv/ (GenAm)
2. Please give the CVC structure of the following English words (including syllable boundaries as
full stops): (__ / 3pts)
a. <boomerang>
b. <tombstone>
c. <headliners>
3. Please name the morphological processes that can be identified in the following English words.
a. <bookshelves> (__ / 3pts)
b. <defrosted>
c. <dysfunctional>
4. Please give an example for a ditransitive verb phrase: (__ / 3pts)
5. Please identify the semantic roles in the following English sentence: (__ / 3pts)
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Name: Marie-Luise Friesen Matrikelnummer: 3967447
<The dragon was slain by Beowulf with his dagger.>
Introduction to Linguistics II
6. Please give the end dates for the following periods of the history of the English language:
(__ / 3pts)
a. Middle English
b. Modern English
c. Old English
7. Please give the Standard English equivalent to AAVE <She ain’t be shopping at Macy’s.>?
(__ / 3pts)
8. Please name the phonetic process children employ when they produce [əwɑʊnd] when saying
the word <around>? (__ / 3pts)
9. Please briefly say which problem sociolinguists need to overcome (aside from finding a research
question and subjects) when trying to research actual natural language usage? (__ / 3pts)
10. Briefly outline, which areas of the brain are especially important for language production.
(__ / 3pts)
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Name: Marie-Luise Friesen Matrikelnummer: 3967447
Second Language Acquisition
1. Please give one example of our own each for Krashen’s concepts acquisition, learning and
affective filter. (__ / 3pts)
2. Please give one example of your own for the Zone of Proximal Development. (__ / 3pts)
3. Please name the question type(s) most likely involved when a Hobbit teacher (an expert in
Middle Earth geography) asks their students “Which counties would you travel through if you’d
like to reach Gondor in two days?” (__ / 3pts)
4. Katrina’s (10) family moves from the Ukraine to the UK, into a neighborhood with a strong
Ukrainian background. Katrina needs to use English at school as she attends an English-medium
secondary school. At home, the family speaks Ukrainian.
Please point out which type of bilingualism will most likely apply to Katrina. (__ / 3pts)
5. In the table you see three snippets of a dialog with different types of feedback. Please name
each type. (__ / 3pts)
S: He often bake cakes.
T: He often bakes cakes – what else does he often do?
S: He often bake cakes.
T: He, she, it – don’t forget that S!
S: He often bake cakes.
T: Sorry, what does he often do?
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Name: Marie-Luise Friesen Matrikelnummer: 3967447
Part II: Open Questions
(49 pts total)
Analysis I
PLEASE SOLVE BOTH OF THE FOLLOWING TWO TASKS (EACH 7 PTS):
1. In the following IPA transcription, please identify three different features that indicate whether the
transcription represents spoken American or British English.
(For including IPA characters to your digital exam, you can use https://ipa.typeit.org/full/.)
2. Please create a list of phrase structure rules (both terminal/lexical rules and non-terminal/syntactical)
for the following English sentence:
<The wise wizard remembered that elves walk on the snow.>
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Name: Marie-Luise Friesen Matrikelnummer: 3967447
ALSO, PLEASE CHOOSE ONE OF THE FOLLOWING TASKS (EITHER TASK 3, 4, OR 5). (7 PTS):
3. Point out and correct the mistake(s) in the following phonological analysis of the English word
<jeopardy> (GenAm). Explain your decisions as thoroughly as possible.
4. Which morphological processes can be found within the English word <lawmakers> (as in The
British lawmakers will be very busy during the next decade.)? Explain your decisions and present
as many details as necessary for your morphological analysis. (Please note that you do not have to
draw a tree structure to complete this task, but you may.)
5. Describe the experiment shown in the following picture. Also, find and correct the mistake(s) in the
test design below.
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Name: Marie-Luise Friesen Matrikelnummer: 3967447
Analysis II
PLEASE CHOOSE ONE OF THE FOLLOWING FOUR TASKS AND ANSWER IN A COHERENT TEXT:
(14 PTS)
1. Please explain why communication is not successful in the hypothetical excerpt below using
concepts from the areas of semantics and pragmatics.
2. In Modern Japanese, gairaigo (外来語) describes words that have been borrowed from
European languages in modern times, predominantly English. Below you can find a list of
example gairaigos in their Japanese form and their original English form.
Phonologically speaking, what is happening during the transfer from English to Japanese and
what could be the reason for this?
Japanese gairaigo English source
taipu type
seto set
saizu size
moderu model
hoteru hotel
karaa colour
fakusu fax
supoocu sport(s)
sisutemu system
sutaato start
(adapted from Irwin 2011)
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Name: Marie-Luise Friesen Matrikelnummer: 3967447
3. A is a learner of English whose first language is French. The following transcript is taken from
a task in which A is supposed to tell a story based on pictures.
a) Please describe A’s interlanguage (e.g. phonological, morphosyntactic, lexical
features, types of codeswitching) and illustrate your description with examples
from the transcript.
b) Please use at least one theory of SLA to explain what is happening in the transcript.
1 A: so uh (.) we can see in this uh: (.) sequence↑ u:h (.) machine [məʃaɪnə] ↑ which u:m (.) sorry I
2 don't know uh (.) so we can see a: fri frigo↑
3 I: mhm a fridge
4 A: a fridge (0.5) which u:m (.) (be)cause I I don't know uh how how we say uh monter↑
5 A: (.) u:h so the fridge monters
6 I: is is going up
7 A: is going up
8 I: mm
9 A: a:nd u:h (.) we can see: u:h (.) three or four u:h (.) persons who u:h (.) try↑ (0.4) to u:m (.) receive
10 this e:r fridge↑ but u:h (.) unfortunately (0.5) this uh fridge u:h (.) doesn't u:h pass (1.3) through the:
11 (.)window↑
12 I: mhm
13 A: and u:h (.) the result is e:r (.) that uh the: fridge↑ I uh don't know uh also uh tombers
14 I: falls down
15 A: tombers
16 I: it falls down
17 A: falls down↑
18 I: mhm
19 A: u:h (.) u:m falls down u:h (.) sur↑
20 I: onto↑
21 A: on on the: (.) the car↑ (0.429) and u:m (.) just after we can see the: owner↑ (0.2) of the car↑ (0.4)
22 who is u:h (.) arrive↑ (0.2) who is aru arriving↑ and u:h he's u:h (.) crying↑ (0.4) and u:h (.) do (0.4) and
23 (h)e's doing with his hands u:h (.) big u:h (.) moves↑ (0.4) oh I don't know
24 I: okay he's he's waving his arms mhm
25 A: yes
Key to symbols used in the transcript:
(.) – marked pause
(3.0) - longer pause (length given in seconds)
↑ - markedly rising intonation
: - sound before the colon is markedly lengthed
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Name: Marie-Luise Friesen Matrikelnummer: 3967447
4. In the following transcript, mother (MOT) and child (CHI) first assemble a puzzle (passage 1) and
then talk about the picture (passage 2). Using adequate descriptive terminology, describe the child’s
language use, focusing in particular (but not exclusively) on different types of codeswitching in the
following speech sample. Explain your observations on the basis of adequate theory. (NB: “yyy”
and “xxx” mark unintelligible words)
Passage 1:
1 MOT: put your puzzle in the corner like that .
2 CHI: uh , where's the yyy ?
3 CHI: where's is the yyy ?
4 MOT: this is Mickey Mouse .
5 MOT: Mickey Mouse xxx right there .
6 CHI: right here ?
7 MOT: right there .
8 CHI: there .
9 CHI: where's the shoe yyy go there ?
10 MOT: that's his shoe ?
11 CHI: oui .
12 MOT: yeah ?
13 CHI: là , c'est un shoe .
14 MOT: that's a shoe .
15 CHI: hm: , this is a yyy .
16 CHI: he over there he over there .
17 MOT: this goes there ?
18 CHI: hm: , where's the piece brown ?
19 MOT: that piece there ?
20 MOT: where ?
21 MOT: this is it .
22 MOT: look there's xxx .
23 MOT: what are those ?
24 MOT: what's that ?
25 CHI: yyy .
26 MOT: what is it ?
27 CHI: qu'est c'est one there ?
28 MOT: these are clouds Gene .
29 CHI: a cloud .
30 MOT: yeah .
31 CHI: where's the Mickey over there ?
32 MOT: um it goes there ?
33 CHI: oui .
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Name: Marie-Luise Friesen Matrikelnummer: 3967447
Passage 2:
1 MOT: what's he doing ?
2 CHI: ski .
3 MOT: and she's playing on her sled .
4 CHI: oui .
5 MOT: and he has another.
6 CHI: il ferme
7 CHI: il ferme Maman ?
8 CHI: want play one ?
9 MOT: want me to take it apart ?
10 CHI: oui .
11 MOT: yeah ?
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Name: Marie-Luise Friesen Matrikelnummer: 3967447
Argumentation
PLEASE CHOOSE ONE OF THE FOLLOWING FOUR TASKS AND ANSWER IN A COHERENT TEXT:
(14 PTS)
1. Please argue why/why not language learners should learn to realise /ð, θ/ as interdental fricatives.
Make reference to Kachru’s Three Circles Model or the ELF model.
2. “SLA theory has not had any impact on language teaching whatsoever.” – please discuss this
statement critically.
3. Critically discuss the following statement by taking into account similarities and differences
between FLA and pidginization processes: “Pidgins are just baby talk.”
4. Old English was a fairly different language compared to Modern English, especially regarding
morphosyntactical features (i.e. both morphology and syntax). Use the Old English data below to
find arguments in favor of the following hypothesis: "Old English syntax is more flexible than
the syntax of Modern English, which is fairly rigid." Also, what could be linguistic reasons for
this?
Data:
a. Ic eom þæs cyninges hunta. (I am the king's hunter)
b. Wē willaþ wīse bēon. (We want to be wise)
c. Wē nyllaþ bēon swā-swā stunt nīetenu. (We don't want to be stupid animals)
d. Hē scrȳtt mē wel and fētt. (He clothes and feeds me well)
e. Hē mē hors selþ oþþe bēag. (He gives me a horse or ring)
(Old English data from "Hough, Carole & John Corbett. 2013. Beginning Old English. Basingstoke: Palgrave Macmillan")
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