PAPER-III LINGUISTICS Signature and Name of Invigilator
1.
(Signature) OMR Sheet No. ............................................... (To be filled by the Candidate)

(Name)
Roll No.


2.
(Signature) (In figures as per admission card)




(Name) Roll (In words)
J 3 1 1 2

Time 2 1/2 hours] [Maximum Marks 150
Number of Pages in this Booklet 24 Instructions for the Candidates
1.
Write your roll number in the space provided on the top of this page.

2.
This paper consists of seventy five multiple-choice type of questions.

3.
At the commencement of examination, the question booklet will be given to you. In the first 5 minutes, you are requested to open the booklet and compulsorily examine it as below

To have access to the Question Booklet, tear off the paper seal on the edge of this cover page. Do not accept a booklet without sticker-seal and do not accept an open booklet.
Tally the number of pages and number of questions in the booklet with the information printed on the cover page. Faulty booklets due to pages/questions missing or duplicate or not in serial order or any other discrepancy should be got replaced immediately by a correct booklet from the invigilator within the period of 5 minutes. Afterwards, neither the Question Booklet will be replaced nor any extra time will be given.
After this verification is over, the OMR Sheet Number should be entered on this Test Booklet.

4.
Each item has four alternative responses marked


and You have to darken the circle as indicated below on the correct response against each item.

Example
where is the correct response.
5.
Your responses to the items are to be indicated in the OMR Sheet given inside the Booklet only. If you mark at any place other than in the circle in the OMR Sheet, it will not be evaluated.

6.
Read instructions given inside carefully.

7.
Rough Work is to be done in the end of this booklet.

8.
If you write your Name, Roll Number, Phone Number or put any mark on any part of the OMR Sheet, except for the space allotted for the relevant entries, which may disclose your identity, or use abusive language or employ any other unfair means, you will render yourself liable to disqualification.

9.
You have to return the test question booklet and Original OMR Sheet to the invigilators at the end of the examination compulsorily and must not carry it with you outside the Examination Hall. You are, however, allowed to carry duplicate copy of OMR Sheet on conclusion of examination.

10.
Use only Blue/Black Ball point pen.

11.
Use of any calculator or log table etc., is prohibited.

12.
There is no negative marks for incorrect answers.


Number of Questions in this Booklet 75
¯Ö¸üßõÖÖÙ£ÖµÖÖë Ûêú ×»Ö‹ ×®Ö¤ìü¿Ö

1.
¯ÖÆü»Öê ¯Öéšü Ûêú ‰ú¯Ö¸ü ×®ÖµÖŸÖ Ã£ÖÖ®Ö ¯Ö¸ü †¯Ö®ÖÖ ¸üÖê»Ö ®Ö´²Ö¸ü ×»Ö×ÜÖ‹ …

2.
‡ÃÖ ¯ÖÏ¿®Ö-¯Ö¡Ö ´Öë ¯Ö"ÖÆü¢Ö¸ü ²ÖÆãü×¾ÖÛú»¯ÖßµÖ ¯ÖÏ¿®Ö Æïü …

3.
¯Ö¸üßõÖÖ ¯ÖÏÖ¸ü´³Ö ÆüÖê®Öê ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ †Ö¯ÖÛúÖê ¤êü ¤üß •ÖÖµÖêÝÖß … ¯ÖÆü»Öê ¯ÖÖÑ"Ö ×´Ö®Ö™ü †Ö¯ÖÛúÖê ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ÜÖÖê»Ö®Öê ŸÖ£ÖÖ ˆÃÖÛúß ×®Ö´®Ö×»Ö×ÜÖŸÖ

•ÖÖÑ"Ö Ûêú ×»Ö‹ פüµÖê •ÖÖµÖëÝÖê, וÖÃÖÛúß •ÖÖÑ"Ö †Ö¯ÖÛúÖê †¾Ö¿µÖ Ûú¸ü®Öß Æîü
¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ÜÖÖê»Ö®Öê Ûêú ×»Ö‹ ˆÃÖÛêú Ûú¾Ö¸ü ¯Öê•Ö ¯Ö¸ü »ÖÝÖß ÛúÖÝÖ•Ö Ûúß ÃÖᯙ ÛúÖê ±úÖ›Ìü »Öë … ÜÖã»Öß Æãü‡Ô µÖÖ ×²Ö®ÖÖ Ã™üßÛú¸ü-ÃÖᯙ Ûúß ¯Öã×ßÖÛúÖ Ã¾ÖßÛúÖ¸ü Ûú¸ëü …
Ûú¾Ö¸ü ¯Öéšü ¯Ö¸ü "û¯Öê ×®Ö¤ìü¿ÖÖ®ÖãÃÖÖ¸ü ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ Ûêú ¯Öéšü ŸÖ£ÖÖ¯ÖÏ¿®ÖÖë Ûúß ÃÖÓܵÖÖ ÛúÖê †""ûß ŸÖ¸üÆü "ÖîÛú Ûú¸ü »Öë ×Ûú µÖê ¯Öæ¸êüÆïü … ¤üÖêÂÖ¯ÖæÞÖÔ ¯Öã×ßÖÛúÖ ×•Ö®Ö´Öë ¯Öéšü/¯ÖÏ¿®Ö Ûú´Ö ÆüÖë µÖÖ ¤ãü²ÖÖ¸üÖ †ÖÝÖµÖê ÆüÖë µÖÖ ÃÖß׸üµÖ»Ö ´Öë ÆüÖë †£ÖÖÔŸÖË ×ÛúÃÖß ³Öß ¯ÖÏÛúÖ¸ü Ûúß¡Öã×™ü¯ÖæÞÖÔ ¯Öã×ßÖÛúÖ Ã¾ÖßÛúÖ¸ü Ûú¸ëü ŸÖ£ÖÖ ˆÃÖß ÃÖ´ÖµÖ ˆÃÖê»ÖÖî™üÖÛú¸ü ˆÃÖÛêú ãÖÖ®Ö ¯Ö¸ü ¤æüÃÖ¸üß ÃÖÆüß ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ »Öê »Öë …
‡ÃÖÛêú ×»Ö‹ †Ö¯ÖÛúÖê ¯ÖÖÑ"Ö ×´Ö®Ö™ü פüµÖê •ÖÖµÖëÝÖê … ˆÃÖÛêú ²ÖÖ¤ü ®ÖŸÖÖê †Ö¯ÖÛúß ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ¾ÖÖ¯ÖÃÖ »Öß •ÖÖµÖêÝÖß †Öî¸ü Æüß †Ö¯ÖÛúÖê
†×ŸÖ׸üŒŸÖ ÃÖ´ÖµÖ ×¤üµÖÖ •ÖÖµÖêÝÖÖ …

‡ÃÖ •ÖÖÑ"Ö Ûêú ²ÖÖ¤ü OMR ¯Ö¡ÖÛú Ûúß ÛÎú´Ö ÃÖÓܵÖÖ ‡ÃÖ ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ¯Ö¸ü †Ó×ÛúŸÖ Ûú¸ü ¤ëü …

4.
¯ÖÏŸµÖêÛú ¯ÖÏ¿®Ö Ûêú ×»Ö‹ "ÖÖ¸ü ˆ¢Ö¸ü ×¾ÖÛú»¯Ö ŸÖ£ÖÖ ×¤üµÖê ÝÖµÖê Æïü … †Ö¯ÖÛúÖê ÃÖÆüß ˆ¢Ö¸ü Ûêú ¾Öé¢Ö ÛúÖê ¯Öê®Ö ÃÖê ³Ö¸üÛú¸ü ÛúÖ»ÖÖ Ûú¸ü®ÖÖ Æîü


•ÖîÃÖÖ ×Ûú ®Öß"Öê פüÜÖÖµÖÖ ÝÖµÖÖ Æîü …
ˆ¤üÖÆü¸üÞÖ
•Ö²Ö×Ûúú(C) ÃÖÆüß ˆ¢Ö¸ü Æîü …

5.
¯ÖÏ¿®ÖÖë Ûêú ˆ¢Ö¸ü Ûêú¾Ö»Ö ¯ÖÏ¿®Ö ¯Öã×ßÖÛúÖ Ûêú †®¤ü¸ü פüµÖê ÝÖµÖê OMR ¯Ö¡ÖÛú ¯Ö¸ü Æüß †Ó×ÛúŸÖ Ûú¸ü®Öê Æïü … µÖפü †Ö¯Ö OMR ¯Ö¡ÖÛú ¯Ö¸ü פüµÖê ÝÖµÖê ¾Öé¢Ö Ûêú †»ÖÖ¾ÖÖ ×ÛúÃÖß †®µÖ ãÖÖ®Ö ¯Ö¸ü ˆ¢Ö¸ü ×"ÖÅ®ÖÖÓ×ÛúŸÖ Ûú¸üŸÖê ŸÖÖê ˆÃÖÛúÖ ´Ö滵ÖÖÓÛú®Ö ®ÖÆüà ÆüÖêÝÖÖ …

6.
†®¤ü¸ü פüµÖê ÝÖµÖê ×®Ö¤ìü¿ÖÖë ÛúÖê ¬µÖÖ®Ö¯Öæ¾ÖÔÛú ¯ÖœÌëü …

7.
Ûú""ÖÖ ÛúÖ´Ö (Rough Work) ‡ÃÖ ¯Öã×ßÖÛúÖ Ûêú †×®ŸÖ´Ö ¯Öéšü ¯Ö¸ü Ûú¸ëü …

8.
µÖפü †Ö¯Ö OMR ¯Ö¡ÖÛú ¯Ö¸ü ×®ÖµÖŸÖ Ã£ÖÖ®Ö Ûêú †»ÖÖ¾ÖÖ †¯Ö®ÖÖ ¸üÖê»Ö ±úÖê®Ö ®Ö´²Ö¸ü µÖÖ ÛúÖê‡Ô ³Öß ‹êÃÖÖ ×"ÖÅ®Ö ×•ÖÃÖÃÖê †Ö¯ÖÛúß ¯ÖÆü"ÖÖ®Ö ÆüÖê ÃÖÛêú, †Ó×ÛúŸÖ Ûú¸üŸÖê Æïü †£Ö¾ÖÖ †³Ö¦ü ³ÖÖÂÖÖ ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸üŸÖê µÖÖ ÛúÖê‡Ô

†®µÖ †®Öã×"ÖŸÖ ÃÖÖ¬Ö®Ö ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸üŸÖê ŸÖÖê ¯Ö¸üßõÖÖ Ûêú ×»ÖµÖê †µÖÖêÝµÖ 'ÖÖê×ÂÖŸÖ ×ÛúµÖê •ÖÖ ÃÖÛúŸÖê Æïü …

9.
†Ö¯ÖÛúÖê ¯Ö¸üßõÖÖ ÃÖ´ÖÖ¯ŸÖ ÆüÖê®Öê ¯Ö¸ü ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ‹¾ÖÓ ´Öæ»Ö OMR ¯Ö¡ÖÛú ×®Ö¸üßõÖÛú ´ÖÆüÖê¤üµÖ ÛúÖê »ÖÖî™üÖ®ÖÖ †Ö¾Ö¿µÖÛú Æîü †Öî¸ü ¯Ö¸üßõÖÖ ÃÖ´ÖÖׯŸÖ Ûêú ²ÖÖ¤ü ˆÃÖê †¯Ö®Öê ÃÖÖ£Ö ¯Ö¸üßõÖÖ ³Ö¾Ö®Ö ÃÖê ²ÖÖÆü¸ü »ÖêÛú¸ü •ÖÖµÖë … ÆüÖ»ÖÖÓ×Ûú †Ö¯Ö ¯Ö¸üßõÖÖ ÃÖ´ÖÖׯŸÖ ¯Ö¸ü OMR ¯Ö¡ÖÛú Ûúß ›ãü¯»ÖßÛêú™ü ¯ÖÏ×ŸÖ †¯Ö®Öê ÃÖÖ£Ö »Öê •ÖÖ ÃÖÛúŸÖê Æïü …

10.
Ûêú¾Ö»Ö ®Öß»Öê/ÛúÖ»Öê ²ÖÖ»Ö ¯¾ÖÖ‡Õ™ü ¯Öê®Ö ÛúÖ Æüß ‡ÃŸÖê´ÖÖ»Ö Ûú¸ëü …


11.
×ÛúÃÖß ³Öß ¯ÖÏÛúÖ¸ü ÛúÖ ÃÖÓÝÖÞÖÛú (Ûîú»ÖÛãú»Öê™ü¸ü) µÖÖ »ÖÖÝÖ ™êü²Ö»Ö †Öפü ÛúÖ¯ÖϵÖÖêÝÖ ¾ÖÙ•ÖŸÖ Æîü …

12.
ÝÖ»ÖŸÖ ˆ¢Ö¸üÖë Ûêú ×»Ö‹ ÛúÖê‡Ô †ÓÛú ÛúÖ™êü ®ÖÆüà •ÖÖ‹ÑÝÖê …


LINGUISTICS
Paper III

Note This paper contains seventy five objective type questions of two marks each.
All questions are compulsory.

1. Which one of the following pairs is correctly matched

An area of the brain that plays an important role in reading … Angular Gyrus


The area in the lower rear portion of the left temporal lobe of the brain….. Broca's area


The most severe form of fluent aphasia in which the patient is completely mute…. Global aphasia.


A semantic change in which the meaning of a word becomes more positive or favourable…. Pejoration.



2. Diagnostic tests are designed to

prepare language teaching materials for the mentally challenged.


determine the areas in which learners may need help.


determine the achievement levels of learners


evaluate the proficiency of learners at the end of course.



3. Stuttering is

always a genetic disorder


an acquired disorder


a developmental disorder


neither a genetic nor an acquired disorder.



4. Match the following List-I List-II

Difficulty in Alexia writing


Difficulty in Anomia reading


Difficulty in Echolalia recall names


Difficulty in Agraphia repetition of heard words



Code















5. Form of speech used especially by mothers in talking to very young children is called

baby talk


caregiver speech


caretaker speech


motherese



6. Assertion I Internal reconstruction takes into consideration the data of a single language.
Assertion II Internal reconstruction attempts to posit an earlier stage of the language.

I is true, II is false


I is false, II is true.


Both I and II are false.


Both I and II are true.



³ÖÖÂÖÖ ×¾Ö-ÖÖ®Ö ¯ÖÏ¿®Ö¯Ö¡Ö III ×®Ö¤ìü¿Ö ‡ÃÖ ¯ÖÏ¿®Ö¯Ö¡Ö ´Öë ¯Ö"ÖÆü¢Ö¸ü ²ÖÆãü­×¾ÖÛú»¯Öß.Ö ¯ÖÏ¿®Ö ïü … ¯ÖÏŸ.êÛú ¯Ö¿®Ö Ûêú †ÓÛú Æïü … ÃÖ³Öß ¯ÖÏÖ¾ÖÖ.Ô
ÆÖÏê ¿®Ö †×®ÖÆïü …

4. ×®Ö´®Ö×»Ö×ÜÖŸÖ ÛúÖ ×´Ö»ÖÖ®Ö Ûú¸ëü
1. ×®Ö´®Ö×»Ö×ÜÖŸÖ .ÖãÝ´ÖÖë ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ ÃÖÆüß ÃÖã´Öê×»ÖŸÖ Æîü
ÃÖæ"Öß-I ÃÖæ"Öß-II

×»ÖÜÖ®Öê ´Öë ¾ÖŸÖÔ®Öß ×¾ÖÛéú×ŸÖ Ûúךü®ÖÖ‡Ô
´Ö×ßÖÂÛú ÛúÖ ¾ÖÖê ³ÖÖÝÖ •ÖÖê ¯Öšü®Ö Ûúß ×ÛÎú.ÖÖ
´Öë ´ÖÆü¢¾Ö¯ÖæÞÖÔ ³Öæ×´ÖÛúÖ ×®Ö³ÖÖŸÖÖ Æîü .......

‹ÓÝÖã»Ö¸ü ÝÖÖ.Ö¸üÃÖ


¯ÖœÌü®Öê ´Öë Ûúךü®ÖÖ‡Ô †®ÖÖò´Öß


®ÖÖ´Ö Ã´Ö¸üÞÖ Ûú¸ü®Öê ¿Ö²¤üÝÖÑæ•Ö


´Ö×ßÖÂÛú Ûêú ²ÖÖ‹ †ÖÑê¸ü ÛúÖ Ûú®Ö¯Ö™üß ÜÖÞ›ü ´Öë Ûúךü®ÖÖ‡ÔÛêú ×®Ö"Ö»Öê ¾Ö ×¯Ö"û»Öê ³ÖÖÝÖ ÛúÖ ×ÆüÃÃÖÖ.....

ÃÖã®Öê ¿Ö²¤üÖë ÛúÖê »ÖêÜÖ®Ö ×¾ÖÛéúןֲÖÎÖêÛúÖ õÖê¡Ö ¤üÖêÆü¸üÖ®Öê ´Öë
¯ÖϾÖÖÆüß ¾ÖÖÝÖÖ'ÖÖŸÖ ÛúÖ ÃÖ¾ÖÖÔ׬ÖÛú ÝÖ´³Ö߸ü Ûúךü®ÖÖ‡Ôºþ¯Ö וÖÃÖ´Öë ¸üÖêÝÖß ¯ÖæÞÖÔŸÖ.ÖÖ ´ÖæÛú ÆüÖê •ÖÖŸÖÖ
Ûæú™ü
Æîü ....... ¾Öî׿¾ÖÛú ¾ÖÖÝÖÖ'ÖÖŸÖ

×®Ö¯ÖãÞÖŸÖÖ ÛúÖ ´Ö».ÖÖÓÛú®Ö

×ÃÖ´Ö×™ïüÛú ¯Ö׸ü¾ÖŸÖÔ®Ö ×•ÖÃÖ´Öë ¿Ö²¤ü ÛúÖ †£ÖÔ •.ÖÖ¤üÖ ÃÖãïÖ™ü .ÖÖ †®ÖãÛæú»Ö •ÖÖŸÖÖ Æîü ...... ¯Öß•Öò¸êü¿Ö®Ö/†£ÖÖÔ¯ÖÛúÂÖÔ
2. ®Öî¤üÖ×®ÖÛú ¯Ö¸üßõÖÞÖÖë ÛúÖê ×®Ö´®Ö×»Ö×ÜÖŸÖ Ûêú ×»Ö.Öê
×›ü•ÖÌÖ‡®Ö ×Ûú.ÖÖ •ÖÖŸÖÖ Æîü 5. ²ÖÆãüŸÖ "ûÖê™êü ²Ö""ÖÖë Ûêú ÃÖÖ£Ö ²ÖÖŸÖ"ÖßŸÖ Ûú¸ü®Öê ´Öë
´ÖÖ®Ö×ÃÖÛú ºþ¯Ö ÃÖê †õÖ´Ö ¾.Ö׌ŸÖ.ÖÖë Ûêú ×¾Ö¿ÖêÂÖ ºþ¯Ö ÃÖê ´ÖÖÑ «üÖ¸üÖ ˆ¯Ö.ÖÖêêÝÖ Ûúß ¾ÖÖ»Öß
×»Ö.Öê ³ÖÖÂÖÖ †¬.ÖÖ¯Ö®Ö ÃÖÖ´ÖÝÖßÏ ŸÖî.ÖÖ¸ü ¾ÖÖÛú ÛúÖ ºþ¯Ö Æîü
Ûú¸ü®ÖÖ … ²Öê²Öß Ã¯Öß"Ö
õÖê¡ÖÖë ÛúÖê ×®Ö¬ÖÖÔ׸üŸÖ Ûú¸ü®ÖÖ ×•Ö®Ö´Öë Ûêú.Ö¸ü×ÝÖ¾Ö¸ü ïÖß"Ö
×ÃÖÜÖã†Öë ÛúÖê ÃÖÆüÖ.ÖŸÖÖ Ûúß †Ö¾Ö¿.ÖÛúŸÖÖ Ûêú.Ö¸ü™êüÛú¸ü ïÖß"Ö
¯Ö›Ìü ÃÖÛúŸÖß Æîü … ´Ö¤ü¸üÃÖê
×ÃÖÜÖã†Öë/»Ö®ÖÔ¸ËüÃÖ ÛúÖ ×®Ö¬ÖÖÔ׸üŸÖ Ûú¸ü®ÖÖ … ¯ÖÖšËü.ÖÛÎú´Ö Ûúß ÃÖ´ÖÖׯŸÖ ˆ¯Ö»Öײ¬Ö ßָü ¯Ö¸ü ×ÃÖÜÖã†Öë Ûúß 6. †×³ÖÛú£Ö®Ö I †ÖÓŸÖ׸üÛú ¯Öã®Ö¸Ôü"Ö®ÖÖ †ÓŸÖÝÖÔŸÖ ‹Ûú»Ö ³ÖÖÂÖÖ Ûúß •ÖÖ®ÖÛúÖ¸üß ×¾Ö"ÖÖ¸ü ×Ûú.ÖÖ •ÖÖŸÖÖ Æîü … Ûêú ¯Ö¸ü

æ
†×³ÖÛú£Ö®Ö II †ÖÓŸÖ׸üÛú ¯Öã®Ö¸Ôü"Ö®ÖÖ ³ÖÖÂÖÖ Ûúß ¯ÖÏÖ¸ü×´³ÖÛú †¾ÖãÖÖ ÛúÖê †¾Ö×Ã£ÖŸÖ Ûú¸ü®Öê

3. ÆüÛú»ÖÖ®ÖÖ Æîü ÛúÖ ¯ÖÏ.ÖÖÃÖ Ûú¸üŸÖß Æîü …
Æü´Öê¿ÖÖ •Öîéú×ŸÖ ×¾ÖÛú ×¾ÖÛ
I ÃÖŸ.Ö Æîü, II †ÃÖŸ.Ö Æîü …
†Ù•ÖŸÖ ×¾ÖÛéúןÖ
I †ÃÖŸ.Ö Æîü, II ÃÖŸ.Ö Æîü …
×¾ÖÛúÖÃÖÖŸ´ÖÛú ×¾ÖÛéúןÖ
I †Öî¸ü II ¤üÖê®ÖÖë †ÃÖŸ.Ö Æïü …
®Ö •Öî×¾ÖÛú Æüß †Ù•ÖŸÖ ×¾ÖÛéúןÖ
I †Öî¸ü II ¤üÖê®ÖÖë ÃÖŸ.Ö Æïü …

7. Borrowing of a linguistic item of Hindi into Punjabi is a case of

Dialect Borrowing


Intimate Borrowing


Cultural Borrowing


Calquing



8. A line on a map dividing areas whose dialects differ in some respects is called

an isogloss


an isophone


an isomorph


an isosyntagm



9. Study of Martha's Vineyard shows that the sound change is taking place because of

the pressure from above


the pressure from below


the residents have decided to change it


the speakers did not like the variety of Martha's Vineyard.



10. The word Skyline, originally referred to the lexicon in general. Now it is used only in cases where the line of the horizon is decorated with a complex of tall buildings. It is a case of

Extension of meaning


Narrowing of meaning


Transference of meaning


Pejoration



11. When sentences are formed in such a way that the two verbal activities share the same subject and one of the activities is a temporal antecedent of the other, this construction is known as

Past Participle


Present Participle


Conjunctive Participle


Future Participle



12. "Kurux" and come under

North Dravidian Group


South Dravidian Group


Central Dravidian Group


None of the above



13. In 1960s Joseph Harold Greenberg became more interested in universals of language change, which he called

Synchronic typology


Diachronic typology


Genetic typology


Areal typology



14. Assertion I In Greenberg's universals there is repeated reference to the ordering of subject object and verb
in the precondition of the
universal. Assertion II This striking fact led
W.P. Lehmann to propose that the relative ordering of verbs and objects was in some sense basic to language structure.

I is correct, but II is wrong.


Both I and II are wrong.


Both Assertion I and II are correct.


I is wrong, but II is correct.



15. Languages where there is no clear boundary within the word are known as

Isolating Fusional


Polysynthetic Isolated



16. "Dhire Dhire" is an example of a morphological process by which a form is repeated. This is a case of

Partial Reduplication


Complete Reduplication


Reduplicated compound


Echo-formation



7. ¯ÖÓ•ÖÖ²Öß ´Öë ×Æü®¤üß Ûúß ³ÖÖÂÖÖ‡Ô ´Ö¤ü ÛúÖ †¤üÖ®Ö Œ.ÖÖ ÛúÆü»ÖÖŸÖÖ Æîü

²ÖÖ»êÖß ÛúÖ †¤üÖ®Ö


†ÓŸÖ¸ÓüÝÖ †¤üÖ®Ö


ÃÖÖÓÃÛéúןÖÛú †¤üÖ®Ö


†Ö¤üŸÖ †®Öã¾ÖÖ¤ü (ÛúØ»ÛúÝÖ/Calquing)



8. ´ÖÖ®Ö×"Ö¡Ö ¯Ö¸ü õÖê¡ÖÖë, וÖÃÖÛúß ²ÖÖê×»Ö.ÖÖÑ Ûãú"û ´ÖÖ.Ö®Öê ´Öë ÛúÖê ×¾Ö³ÖÖ×•ÖŸÖ Ûú¸ü®Öê ¾ÖÖ»Öß ¸êüÜÖÖ Œ.ÖÖ ÛúÆü»ÖÖŸÖß Æîü

ÃÖ´Ö³ÖÖÂÖÖÓ¿Ö ÃÖß´ÖÖ¸êüÜÖÖ


ÃÖ´ÖÃ¾Ö®Ö ÃÖß´ÖÖ¸êüÜÖÖ


ÃÖ´Öºþ¯Ö ÃÖß´ÖÖ¸êüÜÖÖ


ÃÖ´Ö¾ÖÖŒ.Ö ÃÖß´ÖÖ¸êüÜÖÖ



9. ´ÖÖ£ÖÖÔ Ûêú ¾ÖÖ‡®Ö.ÖÖ›Ôü ÛúÖ †¬.Ö.Ö®Ö ¤ü¿ÖÖÔŸÖÖ Æîü ×Ûú Ã¾Ö®Ö ¯Ö׸ü¾ÖŸÖÔ®Ö †Ö ¸üÆüÖ Æîü Œ.ÖÖë×Ûú

‰ú¯Ö¸ü ÃÖê ¤ü²ÖÖ¾Ö


®Öß"Öê ÃÖê ¤ü²ÖÖ¾Ö


†Ö¾ÖÖÃÖß ®Öê ²Ö¤ü»Ö®Öê ÛúÖ ×®ÖÞÖÔ.Ö ×Ûú.ÖÖ


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10. ¿Ö²¤ü 'ÃÛúÖ‡»ÖÖ‡®Ö' ´Öæ»ÖŸÖ: ÃÖÖ´ÖÖ®.Ö ŸÖÖî¸ü ¯Ö¸ü "×õÖן֕Ö" ÛúÖ ÃÖÓÛêúŸÖ Ûú¸üŸÖÖ Æîü … †²Ö ‡ÃÖÛúÖ ˆ¯Ö.ÖÖêÝÖ ×ãÖןÖ.ÖÖë ´Öë ×Ûú.ÖÖ •ÖÖŸÖÖ Æüî•ÖÆüÖÑ ×õÖ×ŸÖ•Ö ¸êüÜÖÖ »Ö´²Öß ‡´ÖÖ¸üŸÖÖë Ûêú ÃÖÖ£Ö †»ÖÓÛéúŸÖ Æîü … .ÖÆü ×®Ö´®Ö×»Ö×ÜÖŸÖ ÛúÖ ´ÖÖ´Ö»ÖÖ Æîü

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11. •Ö²Ö ¾ÖÖŒ.ÖÖë ÛúÖê ‡ÃÖ ¯ÖÏÛúÖ¸ü ÃÖê ²Ö®ÖÖ.ÖÖ •ÖÖŸÖÖ Æîü ×Ûú ¤üÖê ¾ÖÖ×"ÖÛú ÝÖןÖ×¾Ö׬Ö.ÖÖë ÛúÖ ‹Ûú Æüß ˆ§êü¿.Ö Æîü
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³ÖæŸÖ ×ÛÎú.ÖÖ£ÖÔÛú


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12. "Ûãú¹ýÜÖÌ" †Öî¸ü ×ÛúÃÖÛêú †ÓŸÖÝÖŸÔÖ
†ÖŸÖê Æïü

ˆ¢Ö¸üß ¦ü×¾ÖÞÖ ÃÖ´ÖæÆü


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I †Öî¸ü II ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …


I †Öî¸ü II ¤üÖê®ÖÖë ÃÖÆüß Æïü …


I ÝÖ»ÖŸÖ Æîü, ¯Ö¸ü®ŸÖã II ÃÖÆüß Æîü …



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17. Complete the sentence by choosing an item which are given below. earlier works in the 1970s and 1980s, moved constituents were said to leave behind a in the positions out of which they move."

pronoun


trace


shade


noun



18. In the sentence will be giving her some help on Monday and Bill on Tuesday' the gapped element(s) will be

verb


objects


object


verb and the objects



19. The complement in the sentence 'John smokes a specific brand of Cuban cigars imported by a friend of his from Havana' is

Cuban cigars


a specific brand


a specific brand of Cuban cigars


a specific brand of Cuban cigars imported by a friend of his from Havana



20. Assertion I When the subject of an infinitive clause is null, it is called a PRO.
Assertion II A PRO is the subject of a non-finite sentence without any phonetic realization.

Both I and II are true.


Only I is true.


Only II is true.


Both I and II are false.



21. The goal of cognitive science is to understand the structure and functioning of the human mind, and to this it uses a variety of approaches, from philosophical view point the study is called

Cognitive approach


Language acquisition


Modularity


Mentalism



22. The identification of structural differences between languages, seen as points of potential learning difficulty is called

Cognitive analysis


Contrastive analysis


Comparative analysis


Descriptive analysis



23. Assertion I Missing Surface Inflectional hypothesis states that second language learners who produce errors actually have correct underlying representations for the structure in which they have made errors but have difficulty mapping these underlying representations to their surface forms.
Assertion II Missing surface inflection hypothesis states that second language learners who produce errors are due to blind spots found in second language.

Both I and II are right.


Both I and II are wrong.


I is right and II is wrong.


I is wrong and II is right.



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I †Öî¸ü II ¤üÖê®ÖÖë ÃÖŸ.Ö Æïü …


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I †Öî¸ü II ¤üÖê®ÖÖë †ÃÖŸ.Ö Æïü …



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