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important: this test lasts for three hours. all your answers must be written on a separate sheet called "answer sheet". do not write anything in this test booklet.
in this part you are asked to complete each of the 20 sentences with one out of the four words marked a, b, c, and d that follow each sentence. the word you choose must fit into the sentence both in form and meaning. for every correct choice, you will get one point 1. i object to you speaking of ’learning french as a second language’ in canada; french is as__ a first language as english. a. far b. well c. much d. good 2. for this situation, learning and using english for wider communication __ a country, particularly for educational, commercial, and political purposes, english can be referred to as an international language. a. outside b. within c. with d. of 3. it reveals itself in the assumptions underlying __ , in the planning of a course of study, in the routines of the classroom, in value judgments about language teaching, and in the decisions that the language teacher has to make day by day. a. learning b. teaching c. theory d. practice 4. the debate on language teaching methods continued into the period between the two world wars, a period which from the point of view of language pedagogy is characterized by the search for realistic solutions to the method __. a. controversy b. problems c. issues d- crises 5. this conviction led to various experiments, all designed to __ the traditional teacher-centred language class. a. change b. convert c. modify d. verify 6. the communicative approach, understood in this comprehensive way, has had a _ _ on second language curriculum, on teaching methodology and materials, and also on evaluation. a. effect b. mark c. bearing d. weight 7. by virtue of their iconicity and their obvious formal aspects, poems are ideally suited to have learners experience early on the two main features of _ experience: distance and relation. a. literary b. social c. aesthetic d. dialectic 8. furthermore, being able to recite it from memory enables the teacher to keep eye contact with the students, to anticipate their miSUNderstandings and respond to their facial a. responses b. expressions c. performance d. inquiries 9. as translators move from word to word and from sentence to sentence through the text they produce bit by bit of the original in a different language. a. replicas b. versions c. relics d. sediments 10. besides exploring different levels of the same text and different languages ways of expressing the same event, intermediate and advanced learners can profit from the same event into different literary forms. a. reproducing b. imitating c. expressing d. recasting 11. it has often been suggested that we lack an adequate analysis of the concept of analyticity and consequently that we lack adequate criteria for deciding whether a statement is . . a. adequate b. realistic c. efficient d. analytic 12. the tacit ideology which seems to lie behind these objections is that non-extensional explications are not explications at all and that any concept which is net extensionally is defective. a. ideological b. explicable c. explicit d. objectional 13. the reason for concentrating on the study of speech acts is simply this: all linguistic communication involves linguistic . a. devices b. meanings c. forms d. acts 14. this is BECause in certain institutional situations we not only ascertain the facts but we need an authority to lay down a decision as to what the after the fact-finding procedure has been gone through. a. situations b. assertions c. facts d. reasons 15. the simplest cases of meaning are those in which the speaker utters a sentence and means exactly and what he says. a. verbally b. definitely c simply d. literally 16. and since meaning consists in part in the intention to produce understanding in the hearer a large part of that problem is that of how it is possible for the hearer to understand the indirect speech act when the sentence he hears and understands means something . a. true b. else c false d. indirect 17. we ail believe that it is the faculty of language which has enabled the human race to develop diverse cultures, each with its social customs, religious observances, laws, oral traditions, patterns of trading, and so on. a. diverse b. distinctive c. multiple d. varied 18. in general, too, rhythmic and features of speech are ignored in transcriptions; the rhythmic structure which appears to bind some groups of words more closely than others, and die speeding up and slowing down of the overall pace of speech relative to the speaker’s normal pace in a given situation, are such complex variables that we have very little idea how they are exploited and to what effect. a. metrical b. mobile c. acoustic d. temporal 19. it seems reasonable to suggest that, whereas in daily life in a literate culture, we use largely for the establishment and maintenance of human relationships, we use written language largely for the working out of and transference of information, a. words b. speech c. sounds d. sentences 20. the higher level of achievement is a contribution to the of the text: the linguistic analysis may enable one to say why the text is, or is not, an effective text for its own purposes in what respects it succeeds and in what respects it fails, or is less successful. a. analysis b. reading c evaluation d. interpretation part ii each of the following 20 sentences contains an error. and the error involves oniy one word you are required to identify the error and correct it instructions on haw to write your answers are given on the answer sheet for each correction you make, you will get one point 21. a spanish history of the "indies," read with eager curiosity (and later paraphrased) by the english entrepreneur sir waiter raleigh, told to the court splendors of a supposed ancestor of the * emperor of guiana." 22. elizabethan merchants and ministers were second for none in their lively concern for treasure, but the real success of great britain as a colonizing power was eventually to rest 23. the faith was sustained for the newcomers not only by the promises before but by the horrors left behind, across the atlantic. 24. in a sense, the seventeenth century saw the emergence of those institutions that are characteristic in the modem world: centralized and wholly sovereign nation-states; capitalism; individualism, secularism, and heroic grandeur in the arts. 25. what was more, warfare, both civil and international, erupted epidemically in massive dislocations of power. 26. no history of the american people ?nbsp;a title after which, after all, the indians have the most legitimate claim ?nbsp;can omit the red men and women’s role. 27. even before europe hung suspended between the rise of roman imperial order and the emergence of feudalism, in the so-called dark ages, some north american indiana had developed what anthropologists call the hopewellian culture. 28. at first they called the chiefs they met after names both familiar and curious ?nbsp;princes, ?nbsp;emperors, caciques, and werowances. 29. he pointed out that one of the first signs of adaptation to the new environment as a european’s part was to strip off the garments of civilization, with their class and social connotations, and wear the undifferentiated skin garments of the indian. 30. the story began, then, with interaction among the continent’s new and old inhabitants ?nbsp;the indian "garrison" and the colonized immigrants. 31. they learned to sing hymns, to pray, even to participate in the mass, and to hold their new beliefs by a grip that survived the vicissitudes of many years of battle between white warriors and red. 32. after an unsuccessful attempt to get the dutch to plant a new settlement on the delaware, he traveled to swede. 33. despite the political weaknesses of the dutch, they set an impress on the life of americans as unborn. 34. tradesmen went home, entered through brick-faced doorways and ascended to cozy rooms where, below tiled roofs, windows with tiny panes illuminated polished delftware. 35. the church of england, for example, though firmly established, did not command the loyalties of great catholic families on the one hand, or on the other, of the puritans who hoped to purge it into "romish idolatry." 36. with chronic misgivings about the future, no wonder that some men were tempted by the prospects of secure estates and freedom of harassment across what seemed an infinity of ocean. 37. huddled into the city, the poor were helpless before the plagues that swept devastatingly into their slums and then undiscriminatingly went on to lay down the proud and wealthy as well. 38. imperiled by pestilence and starvation, many of the able-bodied men among the poor might have looked at impressment as an opportunity at least to eat and to be clothed. 39. and nothing short for a spectacular peice of luck or royal preferment seemed likely to improve the situation. 40. farther from the social scale, the yeoman might also try to enhance the value of his lands or the prospects of his children by taking fliers in new world ventures such as fishing and trading companies.  |
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