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كويزالمحاضرة الحادية عشر مدخل إلى اللغويات د.أحمد الخطيب

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الكويز
كويزالمحاضرة الحادية عشر مدخل إلى اللغويات د.أحمد الخطيب [أسئلة مراجعة مجهود شخصي - مدخل إلى اللغويات - د.أحمد الخطيب] مدخل إلى اللغويات عدد الأسئلة: 40 - بعد إنهاء حل الكويز يمكنك تحميله بصيغة PDF. - سوف تحصل على نقطة إضافية في التقييم عن كل إجابة صحيحة.
1) Developing morphology: Between ..................................................., children appear to use –ing form in expressions such as cat sitting and mommy reading book.
	three and three-and-half years old
	two and two-and-half years old
	five and five-and-half years old
	four and four-and-half years old
2) The next ....................................... is the marking of regular plurals with the –s form as in boys and cats. The acquisition of the plural marker is often accompanied by a process of overgeneralization such as foots and mans
	morphological development
	schedule
	syntax
	semantics
3) Such words confirm that imitation of parents is not the primary force in first language acquisition.
	boys and cats
	No, she holded them
	foots and mans
	1+3
4) At the same age, different forms of the verb ‘to be’ such as are and was begin to use.
	two and two-and-half years old
	four and four-and-half years old
	three and three-and-half years old
	five and five-and-half years old
5) The evidence suggests that children are working out how to use the linguistic system while focused on ........................................ rather than correctness.
	communication
	interaction
	1+2
	none avove
6) In the formation of questions and in the use of negatives, there are three identifiable stages: Stage 1 (between 18 and 26 months), Stage 2 (between 22 and 30 months), Stage 3 (between 24 and 40 months)
	Developing morphology
	Developing syntax
	Developing semantics
7) children add Wh-form to the beginning of the expression or utter the expression with rise in intonation toward the end. (e.g. Where Kitty?)
	Developing syntax: in the formation of questions: In stage 3
	Developing syntax: in the formation of questions: In stage 2
	Developing syntax: in the formation of questions: In stage 1
8) children form more complex expressions with more use of intonation. (e.g., What book name?)
	Developing syntax: in the formation of questions: In stage 2
	Developing syntax: in the formation of questions: In stage 1
	Developing syntax: in the formation of questions: In stage 3
9) children begin using auxiliary verbs in English questions –close to adult speech- (e.g., Will you help me?)
	Developing syntax: in the formation of questions: In stage 1
	Developing syntax: in the formation of questions: In stage 3
	Developing syntax: in the formation of questions: In stage 2
10) children begin incorporating more auxiliary verbs (e.g., she won’t let go)
	Developing syntax: in the formation of questions: In stage 3
	Developing syntax: in the formation of questions: In stage 2
	Developing syntax: in the formation of questions: In stage 1
11) children put No or Not at the beginning. (e.g., No you doing it)
	Developing syntax: in the formation of questions: In stage 2
	Developing syntax: in the formation of questions: In stage 3
	Developing syntax: in the formation of questions: In stage 1
12) children begin using additional negative forms such as don’t and can’t. (e.g., I don’t want it)
	Developing syntax: in the formation of questions: In stage 1
	Developing syntax: in the formation of questions: In stage 2
	Developing syntax: in the formation of questions: In stage 3
13) Developing semantics:
	First of all, it is not always easy to determine precisely the meanings that children attach to the words they use or produce.
	Overextension which involves the child to overextend the meaning of a word on the basis of similarities of shape, sound, size, movement and texture (ball is extended to all round objects).
	The sematic development in a child’s use of words is usually a process of overextension, followed by a gradual process of narrowing down the application of each term as more words are learned.
	All above
14) The acquisition schedule:
	Cooing
	Babbling
	The one-word stage
	The two-word stage
	Telegraphic stage
	All above
15) Since ............................ old, children develop a range of crying styles, with different patterns for different needs, produces big smiles in response to a speaking face, and start to create distinct vocalizations.
	five month
	one month
	four month
	three month
16) The earliest use of speech-like sounds has been described as ....................
	cooing
	The one-word stage
	Babbling
	Telegraphic stage
17) It takes place in the 1st few months of life.
	Babbling
	Telegraphic stage
	cooing
	The one-word stage
18) During this stage, the child gradually becomes capable of producing sequences of vowel-like sounds like [i] and .
	The one-word stage
	cooing
	Telegraphic stage
	Babbling
19) By 5 months old, babies become able to hear the difference between the vowels [i] and [a] and discriminate between syllables like [ba] and [ga].
	Telegraphic stage
	The one-word stage
	Babbling
	cooing
20) Between 6 and 8 months old, children start producing a number of different vowels and consonants as well as combinations such as ba-ba-ba or ga-ga-ga …etc.
	Babbling
	Telegraphic stage
	cooing
	The one-word stage
21) Between 9 and 10 months, children become to recognize intonation patterns to the consonant and vowel combinations being produced with variation in the combinations such as ba-ba-da-da.
	The one-word stage
	cooing
	Babbling
	Telegraphic stage
22) It provides children with some experience of social role of speech because adults can react to babbling, even if it is not coherent.
	cooing
	Babbling
	Telegraphic stage
	The one-word stage
23) Between 12 – to – 18 months old, children produce a variety of recognizable single unit utterances. This stage is known as one-word stage.
	The one-word stage
	Babbling
	Telegraphic stage
	The two-word stage
24) It is characterized by speech in which single terms are uttered for everyday objects such as milk, cookie, cat, cup, … etc.
	Babbling
	The two-word stage
	The one-word stage
	Telegraphic stage
25) During this stage, children may not be able to put the forms together in a more complex phrase.
	The two-word stage
	The one-word stage
	Telegraphic stage
	Babbling
26) It is an occurrence of two distinct words used together, this what is known as
	The one-word stage
	Babbling
	Telegraphic stage
	The two-word stage
27) This stage begins between 18 – to – 24 months old where the child’s vocabulary moves beyond fifty words.
	The two-word stage
	The one-word stage
	Babbling
	Telegraphic stage
28) At this age, children begin producing a variety of combinations as baby chair, mommy eat, … etc.
	Babbling
	The one-word stage
	The two-word stage
	Telegraphic stage
29) Such phrases as baby chair might interpreted differently based on context (= put baby in chair or bay is in the chair).
	The two-word stage
	Telegraphic stage
	The one-word stage
	Babbling
30) Between two and two-and-half years old, children begins producing a large number of utterances that can be called ‘multiple-word’ or ‘telegraphic’ speech.
	The one-word stage
	Telegraphic stage
	The two-word stage
	Babbling
31) This stage is characterized by strings of words in phrases or sentences such as this shoe all wet or cat drink milk.
	The two-word stage
	Babbling
	The one-word stage
	Telegraphic stage
32) Children’s vocabulary is expanding rapidly and they are initiating more talk while increased physical activity includes running and jumping.
	Telegraphic stage
	The two-word stage
	The one-word stage
	Babbling
33) At three years old, the vocabulary grows hundreds of words and pronunciation has become clearer.
	The one-word stage
	Babbling
	Telegraphic stage
	The two-word stage
34) The acquisition process:
	The child’s linguistic production appears to be mostly a matter of trying out constructions and testing whether they work or not.
	Children can be heard to repeat versions of what adults say on occasions and they are clearly in the process of adopting a lot of vocabulary from speech they hear.
	1+2
35) The acquisition process:
	Learning through imitation
	Children may repeat single words or phrases, but not the sentence structures. e.g., the dogs are hungry -------------- dog hungry e.g., the owl who eats candy runs fast --------- owl eat a candy and he run fast
	1+2
36) The acquisition process: Learning through correction:
	Children will continue to use a personally continued form, despite the adult’s repetition of what the correct form should be. For example,
	Child: My teacher holded the baby rabbits and we patted them.
	Mother: Did you say your teacher held the baby rabbits?
	Child: Yes
	Mother: What did you say she did?
	Child: She holded the baby rabbits and we patted them.
	Mother: Did you say she held them tightly?
	Child: No, she holded them loosely.
	All above
37) Human infants are helped in their language acquisition by the physical behaviour of older children and adults, who provide language samples or what is known as ‘................................’.
	Caregiver speech
	input
	output
38) Caregiver speech:
	It is a type of conversational structure that seems to assign an interactive role to the young child before he/she becomes a speaking participant.
	It involves a simple sentence structure and many reporting and paraphrasing.
	1+2
39) The process of .................. has some basic requirements. Children requires interaction with other language users to bring the general language capacity into contact with a specific language.
	acquisition
	schedule
	syntax
	semantics
40) Children who do not hear language -via ...................- will not learn a language.
	schedule
	semantics
	acquisition
	syntax

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كويزالمحاضرة الحادية عشر مدخل إلى اللغويات د.أحمد الخطيب
[أسئلة مراجعة مجهود شخصي - مدخل إلى اللغويات - د.أحمد الخطيب]
تفاصيل أخرى:
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القسم: E4
مناقشة الكويز: كويزالمحاضرة الحادية عشر مدخل إلى اللغويات د.أحمد الخطيب

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