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عدد الأسئلة: 100

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1) it is better, in fact, to say that utterances communicate an integrated, though often multiple or “ heteroglossic,” …

a- who- what - doing

b- what -who-doing

c- doing -who -what

d- who-doing-what

2) linguistic have focused on language, it is also important to see that making visible and recognizable who we are and what we are doing …….. requires more than language.

a- Sometimes

b- Always

c- Rarely

d- Never

3) who we are and what we are doing always requires ……………

a- More than one word

b- More than a tale

c- More than setting

d- More than language

4) focused on language, it is important to see that making visible and recognizable……………………

a- who we are and what we are doing

b- what are and what he doing

c- whom are and who are doing

d- what is doing and who is he

5) In fact, to be a particular who and to pull off a particular what requires that we act, value, interact, and use language in sync with or in coordination with other people and with various objects (“props”) in ……………………………….

a- appropriate locations only

b- at appropriate times only

c- appropriate locations and at appropriate times.

d- None of all .

6) Wieder and Pratt point out that real Indians “refer to persons who are „really Indian‟ in just those words with…………….

a- regularity only

b- standardization only

c- regularity and standardization

d- no regularity and no standardization

7) Identities is ……………

a- the whats

b- the whatsup

c- the hows

d- the whos

8) Wieder and Pratt‟s work make clear how the ……………. we take on are flexibly negotiated in actual contexts of practice.

a- Identities

b- Social

c- languages

d- Discourses

9) The term “real Indian” is ……………………. term.

a- an inside

b- an insiders

c- Outside

d- Inn resides

10) “insiders‟ term” which is “real Indian” is used by…………….

a- Americans

b- non- Native Americans

c- non Americans

d- Native Americans

11) The problem of “recognition and being recognized” is very consequential and problematic for ………………….

a- Americans

b- Native Americans

c- non- Native Americans

d- non Americans.

12) People with …….....ties can fail to get recognized as a “real Indian,”

a- mixed kinship

b- biological

c- Accent

d- Tone

13) Being a ''real Indian'' is not something one can simply be Rather. It is something that one becomes in and through, that is…………………

a- carrying out the actual performance of being a real Indian .

b- kinship only

c- Something that one can simply be without doing it

d- carrying out the actual performance of being a real Indian and kinship

14) By ……………………….. which ''Indians'' call ''razzing'' each participant further establishes cultural competency in the eyes of the other.

a- Only correctly responding to the sparring

b- correctly engaging to the sparring

c- correctly responding to the sparring and correctly engaging to the sparring

d- avoiding engaging to the sparring

15) doing being-and-becoming-a-“real-Indian” is ………….that one can do all by oneself.

a- something

b- not something

c- not someone

d- sometimes

16) - Doing being-and-becoming-a-“real-Indian” is requires the participation of others also requires …………………..

a- appropriate accompanying objects (props)

b- times

c- Places

d- All the above

17) There are a multitude of ways one can do being-and-becoming-a-“real- Indian.” Some of these are “Real Indians” prefer to……

a- avoid conversation with strangers

b- avoid mixing with strangers

c- take to strangers

d- take pictures with strangers

18) "Real Indians" manage face-to-face relations with others in such a way that they appear to be in ……

a- agreement with them

b- disagreement with them

c- quarrel with them

d- conversation with them

19) to discover the other‟s ………… establish substantial obligations between the conversational partners just through the mutual acknowledgment .

"a- “Indian

"b- “Indianness

"c- “Indiaess

20) ................for who is a "real" feminist ,gang member ,patriot ,humanist ,culture scientist ,yuppie" or " regular" at the local bar

a- there are something no once and for all the local tests

b- there are rarely no once for all tests

c- there are no once for all tests

21) The key to Discourses is …………….

a- Ignorance

b- recognition

c- Obscurantism

d- Folly

22) Discourses, through our words and deeds, carry on conversations with each other through ……………….

a- preaching

b- Discourse

c- History

d- Lecture

23) of the long-running and ever-changing “conversation” in the U.S. and Canada between the Discourses of………………..

a- “being an Indian” and “being an Anglo

b- “being a Maori” and “being an Anglo”

c- “being a British Anglo” and “being an American Anglo”)

d- I do not have any comments

24) of the long-running and ever-changing “conversation” in New Zealand between the Discourses of………………..

a- “being an Indian” and “being an Anglo”

"b- “being a Maori” and “being an Anglo

"c- “being a British Anglo” and “being an American Anglo

d- I do not have any comments

25) Some studies argue the physics experimental physicists “know” is, in large part, not in their ……..

a- names

b- nationality

c- books, apparatus, and books

d- heads

26) People engage in such work when they try to make visible to others (and to themselves, as well) who they are and what they are doing.This is called......

a- Recognition work

b- Discourses

c- Ignorance

d- Indianness

27) There is another term of “who-doing-whats” which is ………

"a- “who-doingwhats

"b- “ whoisdoing- what

"c- “ whodoingwhat

"d- “ whodoing- what

28) Social languages are…………

a- what we learn and what we speak

b- what we hear and what we speak

c- why we here and what we speak

d- why we learn and why we speak

29) Each social language has its own distinctive……………..

a- Words

b- Vocabulary

c- Grammar

d- Phrases

30) Each social language has its own distinctive grammar. One of these is the………………

a- Modern set like accent

b- ture set like unused words

c- set of units like verses of poetry

d- the traditional set of units like nouns , verbs, inflections, phrases and clauses.

31) The type of grammar that is used in discourse is “grammar two.” Which is

a- is the “rules” by which grammatical units like nouns and verbs, phrases and clauses, are used to create patterns

b- the traditional set of units like nouns, verbs, inflections, phrases and clauses

c- set of units like verses of poetry

d- Modern set like accent

32) speakers and writers design their oral or written utterances to have patterns in them in virtue of which interpreters can attribute situated identities and specific activities to them and their utterances. We call this

"a- “grammar one

"b- “grammar two

"c- “grammar three

33) The other – less studied of grammar that is considered distinctive grammar for social languages is ……

a- the “rules” by which grammatical units like nouns and verbs, phrases and clauses, which signal characteristic whos-doing-whats-within- Discourses

b- the “rules” by which grammatical units like nouns and verbs, phrases and clauses, which do not signal characteristic whos-doing-whats-within- Discourses

c- the “rules” by which grammatical units like nouns and verbs, phrases and clauses, which signal characteristic only of whos-within- Discourses

d- the “rules” by which grammatical units like nouns and verbs, phrases and clauses, which signal characteristic whats -within- Discourses

34) in the example of the upper-middle-class ,Anglo-American young woman named " Jane", took in our course , Jane ……..

a- is making visible and recognizable two different versions of who, one is a daughter having dinner with her proud parents "and in the other case she is "a girlfriend being intimate with her boyfriend."

b- is making visible and recognizable three different versions of who she is and what she is doing , In one case she is "a dutiful and intelligent daughter having dinner with her proud parents "and in the other case she is "a girlfriend being intimate with her boyfriend." And in the third case she is a student

c- behaves similarly with her parents and with boyfriend uses the same social language

35) All of us control many different social languages ………..in different context .

a- And switch between only two of them

b- And switch among them

c- But do not switch among them

d- But they could not switch among them

36) An utterance ……. A sort of overlapping …………….. who

a- Can communicate/ but not compound

b- Can communicate/ but compound

c- Cannot communicate/ but not compound

d- Cannot communicate/ but compound

37) The word “conversation,” as Gee is using it involve ………….

a- Just words

b- Discourses

c- Grammar

d- Phrases

38) Discourses can be called ………… since they are better viewed as (historic) conversations between and among Discourses

"a- “conversations” with a “ small c

"b- “Conversations” with a “ big C

c- Discourse ONLY

d- “big C,” ONLY.

39) More than people, and more than language, are involved in…...

a- Conversations.

b- conversations.

c- CONVERSATIONSESS.

d- None of all

40) Which of the following we might call non-verbal participants in the Conversation.

a- Controversy

b- values and ways of thinking

c- “symbolic” value of objects and institutions

d- None of all

41) It is an image or pattern that we assemble “on the spot” as we communicate in a given context, based on our construal of that context and on our past experiences.

a- Reflexivity

b- Situations

c- semiotic aspect

d- situated meaning

42) “The coffee spilled, get a mop”; in this sentence ,triggered by the word " mop" in the context ,………

a- you create a situated meaning something like food we eat

b- you create a situated meaning something like water

c- you create a situated meaning something like "grains that we make our coffee from

d- you create a situated meaning something like dark liquid we drink for coffee.

43) “The coffee spilled, get a broom” in this sentence ,triggered by the word “broom” in the context ,………

a- you create a situated meaning something like dark liquid we drink for coffee.

b- you create a situated meaning something like “grains that we make our coffee from”

c- you create a situated meaning something like “beans from which we grind coffee.”

d- b & c

44) -“cultural models” are ……….. (like a mental movie). or information theories shared by people belonging to specific social or cultural groups.

a- Stereotypeline families with disconnected

b- “Storylines” families of connected images

c- “Stereotype” families with connected images

d- “Storylines” families with disconnected realities

45) A situated meaning is …………….“on the spot” as we communicate in a given context, based on our construal of that context and on our past experiences.

a- a concept that we ignore

b- a concept that we remember

c- an image that we assemble

d- an image that we forget

46) “The coffee spilled, get a broom”; in this sentence , triggered by the word " broom" in the context ,………

a- you create a situated meaning something like food we eat

b- you create a situated meaning something like water

c- you create a situated meaning something like "grains that we make our coffee from

d- you create a situated meaning something like dark liquid we drink for coffee

47) when we think about how meaning is situated in actual contexts of use, we quickly face an important property of language, a property which is called…………..

a- reflexity

b- reflex

c- logicality

d- reflexivity

48) The “magical” property of language is ……………………

a- Reflexivity

b- Situations

c- semiotic aspect

d- situated meaning

49) language simultaneously …………. Reality.

a- reflects

b- reflex

c- logicality

d- reflexivity

50) Language and context being like two Mirrors facing each other and constantly and endlessly reflecting their own images back and forth between each other.

a- reflects

b- flexibility

c- logicality

d- reflexivity

51) A good term for property of language “reflexivity” is …………..

a- replacement

b- reciprocity

c- logicality

d- commutation

52) Language then always simultaneously reflects and constructs th………………………. in which it is used.

a- Context and circumstance

b- Location and context

c- situation or context

d- position and text

53) When situations involve communicative social interaction, always involve the following ………..connected components or aspects.

a- Schizophrenic

b- Inextricably

c- duplication

d- Extricable

54) Situations , when they involve communicative social interactions, always involve ………

a- emiotic aspect

b- emetic aspect

c- emotional aspect

d- semiotic aspect

55) Situations , when they involve communicative social interactions, always involve ………

a- emiotic aspect

b- emetic aspect

c- emotional aspect

d- activity aspect

56) Situations , when they involve communicative social interactions, always involve ………

a- semiotic aspect

b- activity aspect

c- sociocultural aspect and political aspect

d- All these aspects

57) The …………. reflects what are ………….. going to be used .

a- Position / words

b- Words / situation

c- Situations / words

d- Words / logicality

58) The ……………reflects what kind of ………….. we are in .

a- Situations / words

b- Words / situation

c- Position / words

d- Words / logicality

59) The “sign systems,” such as language, gestures, images, or other symbolic systems and the forms of knowledge.

a- semiotic aspect

b- activity aspect

c- sociocultural aspect

d- political aspect

60) The specific social activity or activities in which the participants are engaging.

a- semiotic aspect

b- activity aspect

c- sociocultural aspect

d- political aspect

61) The place, time, bodies and objects present during interaction , this is the material aspect for ……………..

a- semiotic aspect

b- activity aspect

c- sociocultural aspect

d- political aspect

62) The distribution of “social goods” in the interaction.

a- semiotic aspect

b- activity aspect

c- sociocultural aspect

d- political aspect

63) Power ,status, and anything else deemed a “social good” by the participants in terms of their cultural models and Discourses. this is the material aspect for ……………..

a- semiotic aspect

b- activity aspect

c- sociocultural aspect

d- political aspect

64) Beauty, intelligence, “street smarts,” strength, possessions, race, gender, sexual orientation, . These examples of…

a- semiotic aspect

b- activity aspect

c- sociocultural aspect

d- political aspect

65) The personal, social, and cultural knowledge, feelings, values, identities, and relationships relevant in the interaction.

a- semiotic aspect

b- activity aspect

c- sociocultural aspect

d- political aspect

66) situations are repeated, with …………..variation, over time.

a- more

b- less

c- more or less

d- nerveless

67) situations are repeated, if repetition tends to “ritualize,” “habitualize,” or “freeze” situations to varying ..............degrees, that is, to cause them to be repeated with

a- less variation

b- more variation

c- ON variation at all

d- A great variation

68) Situations , when they involve communicative social interactions, always involve aspects and All these aspects together constitute a system which called

"a- the “situation web

"b- the “situation net

"c- the “situation network.

"d- the “situation work

69) Studying the way in which situations produce and reproduce institutions, and are, in turn, sustained by them, is an important part of

a- discourse analysis

b- Messages Analysis

c- Analysis of the term of strange language

d- Analysis and study of linguistics

70) discourse analysis usually focuses on the ………………., it can start from any of these aspects of a situation and will, in the end, get right back to all the others.

a- language only

b- (Purposes) aspect only

c- language (semiotic) aspect

d- Linguistic aspect

71) words are associated with …………….

a- Who

b- What

c- Whom

d- How

72) Cultural models are ………………families of connected images (like a mental movie), or (informal) “theories” shared by people belonging to specific social or cultural groups.

"a- “stories

"b- “store lines

"c- “shorelines

"d- “storylines

73) Cultural models “explain,” relative to the standards of ……..

a- the story

b- the group

c- the aspects

d- the google

74) Cultural models are usually ………………stored in any one person‟s head.

a- completely Full

b- completely

c- not completely

d- Entirely

75) Cultural models distributed across the different sorts of …… and viewpoints found in the group.

"a- “Discussion

"b- “Education

"c- “expertise”

"d- “Learning

76) Cultural models link to each other in …………ways to create bigger and bigger storylines.

a- Complex

b- Easy

c- Good

d- Simple

77) networks linked to cultural models to help organize the thinking and social practices of …………………..

a- Minority groups and cultural

b- Islamic groups and ethnic

c- Christian and Muslim groups

d- sociocultural groups

78) The set of Grammatical cues or clues are part and parcel of what we called

a- "grammar one"

b- "grammar two"

c- "grammar one" and "grammar two"

d- "grammar rules "

79) Language always contains cues or clues that guide us in the ………………sorts of building tasks

a- Five

b- Six

c- Seven

d- Eight

80) The building tasks involve us in using language to construe the situation network in certain ways and …………...

a- others

b- not others

c- back and forth

d- Reverse

81) The six building tasks are carried out ……….. and together.

a- One by one

b- all at once

c- Some

d- Not all of them

82) The six building tasks are carried out in …………………….with others in interaction with due regard for other related oral and written texts and situations we have encountered before.

a- Celebration and consolation

b- negotiation and celebration

c- negotiation and collaboration

d- Negotiation and conventions only

83) In silently reading The six building tasks are ……in negotiation and collaboration with the writer in various guises such as the "actual writer," "assumed writer," and the narrator.

a- Will not carried out

b- Will not appear

c- Disappear

d- carried out

84) conversation as it is used in discourse analysis can involve..

a- Values

b- Groups

c- Controversy

d- Controversy and Values

85) The six building tasks can be seen simultaneously as ..… …… ……………………….., and inter-textual achievements.

a- cognitive achievements

b- a fake achievements

c- interactional achievements

d- a & c

86) ……………………………… is using cues or clues to assemble situated meanings about what semiotic systems.

a- World building.

b- Semiotic building

c- Connection building

d- Political budding

87) ……………. using cues or clues to assemble situated meanings about what is here and now reality.

a- World building.

b- Semiotic building

c- Connection building

d- Political budding

88) It is using cues or clues to assemble situated meanings about what activity or activities are going on, composed of what specific actions.

a- Activity building

b- World building.

c- Semiotic building

d- Connection building

89) connection building , that is , using cues and clues to make assumptions about how the past and future of an interaction

a- Different

b- Similar

c- Equal

d- Linked

90) using cues or clues to assemble situated meanings about what identities and relationships are relevant to the interaction.

a- Socioculturally-situated identity and relationship building

b- World building.

c- Semiotic building

d- Connection building

91) It is using cues or clues to construct the nature and relevance of various "social goods," such as status and power, and anything else taken as a "social good" here and now.

a- World building.

b- Semiotic building

c- Connection building

d- Political budding

92) It is using cues or clues to make assumptions about how the past and future of an interaction.

a- World building.

b- Semiotic building

c- Connection building

d- Political budding

93) How we speak or write……………….. that very situation or context in which we are communicating.

a- Does not create

b- Creates

c- Avoids to describe

d- Does not avoid to describe

94) ''Situated identities, ''means………………….

a- Different identities or social positions we enact and recognize in different settings

b- Different styles of language that we use to enact and recognize different identities in different setting

c- Different ways in which we humans integrate language with non-language ''stuff''

d- Long- running and important themes or motifs that have been the focus of variety of different texts

95) discourses ''with a capital ''D'' means………………………….

a- Different identities or social positions we enact and recognize in different settings

b- Different styles of language that we use to enact and recognize different identities in different setting

c- Different ways in which we humans integrate language with non-language ''stuff''

d- Long- running and important themes or motifs that have been the focus of variety of different texts

96) When you write or speak you try to project yourself as engaged in a certain kind of ………………………….

a- Society

b- Activity

c- World

d- Class

97) You project a different identity at a formal dinner party than you do at the family dinner table. And, though these are both dinner,………………..

a- They are same kind of activities

b- They are not activities

c- They are different activities

d- They are insignificant activities

98) An oral or written ''utterance'' has meaning then, only if and when it communicates ……………………….

a- A who

b- A what

c- A who and a what

d- A why

99) world building , that is, using cues or clues to assemble situated meaning about ………

a- what activity is going on

b- what is here and now reality

c- what is the heading

d- the past and the future

100) …………..at play allow people to enact and recognize different discourse at world

a- psychological language and situated meanings

b- situated meanings and cultural models

c- Social meaning and cultural models

d- Social language , situated meanings and cultural models

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