Quiz
Ling Ch 9
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Questions in this quiz (38)
1Syntax is the study of how...
- Awords combine to make phrases
- Bphrases combine to make clauses
- Cclauses combine to make sentences
- Dmorphemes combine to make words
- Ephonemes combine to make syllables
- Fsentences combine to make paragraphs
2[blank_start]All[blank_end] languages have content and function words. The content words always include [blank_start]nouns and verbs[blank_end]. The function words show [blank_start]relationships among[blank_end] the content ones.
- AAll
- BMost
- CFew
- Dnouns and verbs
- Eadverbs and adjectives
- Frelationships among
- Gdifferences between
3Which of these apply to how Chomsky thinks of and tries to work with grammar?
- AWe're born with Universal Grammar in our brains.
- BComprehensible input allows us to do parameter setting.
- CGrammar is defined as phonology, morphology, syntax, semantics, pragmatics, etc.
- DTrying to make explicit the rules going on subconsciously in our heads.
- ETrying to make the smallest set of rules to describe the largest number of sentences.
- FDividing language into surface structures we can see and the deep structures they come from.
- GThat grammar is just the means to the end of getting your language to accomplish what you're trying to do.
- HThat traditional grammar teaching is very effective for helping students improve their academic writing.
- IThat grammar is just morphology and syntax.
4Which of these apply when you're thinking of grammar as something that makes you a more effective writer?
- AThat grammar is just the means to the end of getting your language to accomplish what you're trying to do.
- BPays attention to speech acts like persuading, accusing, explaining, etc.
- CShows students how to make their grammar choices achieve the purposes they gave to it.
- DThat traditional grammar teaching is very effective for helping students improve their academic writing.
- ETrying to make explicit the rules going on subconsciously in our heads.
5Virtually all research that has looked at the relationship between the traditional teaching of grammar and the ability to speak and write according to standard English conventions and found that there is no correlation.
- ATrue
- BFalse
6In syntax a [blank_start]constituent[blank_end] is a phrase and these constituents can play varying roles in a sentence like subject or [blank_start]object[blank_end].
- Aconstituent
- Bpart
- Cobject
- Dpreposition
7To a linguist, a sentence is a [blank_start]clause[blank_end], so what we call a sentence might be [blank_start]multiple[blank_end] sentences to a linguist.
- Aclause
- Bphrase
- Cword
- Dmultiple
- Ehalves of
8[blank_start]Generative grammar[blank_end] is the rules for creating deep structure sentences.
- AGenerative grammar
- BStructural linguistics
- CLingostructure rules
9How do deep and surface structures differ?
- AThe deep structure is the underlying meaning and the surface structure is how it manifested.
- BWe see surface structures but the deep structure must be inferred.
- CKids learn deep structures before surface ones.
- DDeep structures are always simple statements but surface structures can be a variety of things like passive and imperative.
- EKids learn surface structures first.
- FDeep structures are always passive sentences but surface structures are simple statements
10When is it not clear which deep structure a surface structure came from?
- AWhen the surface structure can be manifested as more than one type of sentence
- BWhen the sentence can come from more than one deep structure but the context did not specify which
- CWhen the deep structure was originally in past tense
11When a deep structure is manifested into a surface structure, we call that [blank_start]transformation[blank_end].
- Atransformation
- Bblending
- Cspliting
- Dsending
12Why does generative grammar give every sentence an auxiliary at the DS level?
- ABecause every sentence has an auxiliary when in question or negative form.
- BBecause generative grammar writes rules for superficial structure.
- CBecause when we speak sentences we faintly pronounce the auxiliary even if it isn't there.
13When defining phrase structure rules, a [blank_start]counterexample[blank_end] is when you find a sentence that cannot be created with your rules (e.g. the thing with, "often, have teachers taught engaging linguistics lessons?" We needed to modify the rule to say [blank_start]adverb[blank_end] phrases must be in the predicate.)
- Acounterexample
- Batypical example
- Cundesirable example
- Dadverb
- Everb
- Fnoun
14Complete the GG rule for making questions out of deep structures:
To change a [blank_start]statement[blank_end] into a question, move the [blank_start]first[blank_end] auxiliary in the predicate of the main clause immediately to the [blank_start]left[blank_end] of the subject. If the sentence has no auxiliary supply one in the form of [blank_start]do[blank_end].- Astatement
- Bpassive
- Cfirst
- Dsecond
- Eleft
- Fright
- Gdo
- Hhave
15Finish the phrase structure rules for a clause in English:
S → [blank_start]NP[blank_end] -- [blank_start]AUX[blank_end] -- [blank_start]VP[blank_end]- ANP
- BAUX
- CVP
- DC
16Finish the phrase structure rules for a NOUN PHRASE in English:
NP → [blank_start](DET)[blank_end] - [blank_start](Q)[blank_end] - [blank_start](ADJP)[blank_end] - N - [blank_start](PP)[blank_end]- A(DET)
- B(Q)
- C(ADJP)
- D(PP)
17Where do pronouns fit in in the phrase structure rules?
- AThey aren't in the rules because they are part of the superficial, rather than the deep structure.
- BThey replace just the N.
- CThey can replace the whole noun phrase.
18Finish the phrase structure rules for adjective phrases.
ADJP → [blank_start](INT)[blank_end] - [blank_start]ADJ[blank_end]- A(INT)
- BADJ
19In adjective phrases multiple adjectives are ordered depending on what type they are. Put this list of types in the correct order.
[blank_start]opinion (difficult)[blank_end], size (big), [blank_start]age (old)[blank_end], shape (round), [blank_start]color (red)[blank_end], origin (Greek), [blank_start]material (iron)[blank_end], purpose (sleeping)- Aopinion (difficult)
- Bage (old)
- Ccolor (red)
- Dmaterial (iron)
20Finish the phrase structure rules for prepositional phrases:
PP → [blank_start]P[blank_end] - [blank_start]NP[blank_end]- AP
- BNP
21How can a prepositional phrase be recursive?
- AWhen you keep attaching prepositional phrases on the end of the noun phrases.
- BWhen you use multiple PPs in a clause.
- CWhen you use multiple PPs in a multi-clause sentence.
22Sometimes it looks like a preposition is at the end of a sentence but it's actually something else. What can these be?
- AAdverbs
- BParticles of phrasal verbs
- CAdjectives
- DNouns
23When a sentence has two auxiliary verbs they will be there in a certain order. Order these correctly:
[blank_start]modal auxiliary[blank_end] - [blank_start]tense auxiliary[blank_end]- Amodal auxiliary
- Btense auxiliary
24Finish the phrase structure rules for VERB PHRASES.
VP → [blank_start]V[blank_end] - [blank_start](NP)[blank_end] - (PP) - (ADVP)- A(NP)
- BV
25PPs that are in VPs are functioning like [blank_start]adverbs[blank_end]. These PPs and ADVPs are able to go almost anywhere in the VP and the sentence [blank_start]is not[blank_end] considered to be transformed. The PPs in NPs [blank_start]cannot[blank_end] be moved this way.
- Aadverbs
- Badjectives
- Cnouns
- Dis not
- Eis
- Fcannot
- Gcan
26[blank_start]Phrase markers[blank_end] is another name for tree diagrams. Each clause will be an S and always have an NP, [blank_start]AUX[blank_end], and VP directly below it. If the sentence being diagrammed has no auxiliary then there will be a [blank_start]0[blank_end] for that.
The term [blank_start]lexical items[blank_end] refers to the words in a sentence and in a tree diagram the lexical items are at the bottom. Then we draw the tree from the [blank_start]top down[blank_end].
Some transformations can't be diagramed cleanly and we end up with crossing lines, like when an [blank_start]adverb[blank_end] phrase is in the front of the sentence. In these situations we need to rearrange the sentence to be closer to [blank_start]deep[blank_end] structure.- APhrase markers
- BIntonation markers
- CPalindromes
- DAUX
- EADJP
- FADVP
- G0
- H-A
- Ilexical items
- Jgroup words
- Ktop down
- Lbottom up
- Madverb
- Nadjective
- Odeep
- Psurface
27In tree diagrams, [blank_start]compound sentences[blank_end] are composed of three [blank_start]equal[blank_end] branches with an S on either side and CONJ in the [blank_start]middle[blank_end].
With [blank_start]complex sentences[blank_end], the CONJ is [blank_start]part[blank_end] of the subordinate S.- Acompound sentences
- Bcomplex sentences
- Cequal
- Dmiddle
- Epart
- Fall
28When sentences have subordinate clauses, their purpose is to tell you about the circumstances under which the main clause happened.
- ATrue
- BFalse
29In [blank_start]subordinate[blank_end] clauses the subordinating conjunction you choose is [blank_start]important[blank_end] because it signals the [blank_start]relationship[blank_end] between that clause and the main one (e.g. "If you marry me..." vs "When you marry me...")
- Asubordinate
- Bmain
- Crelationship
- Dmodality
- Eimportant
- Fnot important
30Adverb, noun, and adjective clauses are all types of [blank_start]subordinate[blank_end] clauses.
- Asubordinate
- Bconjunctive
31Complete the rules for adverb CLAUSES:
S → [blank_start]CONJ[blank_end] - [blank_start]NP[blank_end] - AUX - [blank_start]VP[blank_end]- ACONJ
- BADVP
- CNP
- DVP
32Finish this rule for where adjective clauses go in a NP:
S → (DET) (Q) (ADJP) - [blank_start]N[blank_end] - [blank_start](S)[blank_end] - [blank_start](PP)[blank_end]- A(S)
- BN
- C(PP)
33The structure of an adjective clause is just that of a [blank_start]sentence[blank_end] but the subject is a [blank_start]pronoun[blank_end] that can be either who, whom, [blank_start]which[blank_end], [blank_start]whose[blank_end], or [blank_start]that[blank_end].
- Asentence
- Bclause
- Cpronoun
- Dnoun
- Ewhich
- Fwhichever
- Gwhose
- Hhow
- Ithat
- Jif
34An adjective clause is [blank_start]nonrestrictive[blank_end] when the information that follows is NOT necessary for identifying the noun (the bird, which I saw yesterday.) These will [blank_start]have[blank_end] a comma. They rely on [blank_start]something else[blank_end] to do the pointing (e.g. like here where the determiner did it.)
The adjective clause is a [blank_start]restrictive[blank_end] clause when the information that follows is necessary for identifying the noun (e.g. the bird that I saw yesterday.) These will [blank_start]not have[blank_end] a comma.- Anonrestrictive
- Brestrictive
- Chave
- Dnot have
- Esomething else
- Fsomething similar
35Relative pronouns vary in which type of adjective clause they can be in.
Which is [blank_start]usually[blank_end] used in nonrestrictive ones
That is [blank_start]only[blank_end] used in restrictive ones
Who, whose, and whom could easily be in [blank_start]either type[blank_end]- Ausually
- Bonly
- Ceither type
36Which is the only relative pronoun that can be dropped.
- ATrue
- BFalse
37The subject of a noun clause is a [blank_start]noun clause marker[blank_end] and there are a lot more of them than there are relative pronouns. Some other words they can be are [blank_start]if[blank_end], [blank_start]when[blank_end], [blank_start]how[blank_end], and [blank_start]whatever[blank_end].
Like adjective clauses, [blank_start]that[blank_end] is the only one which can be dropped.- Athat
- Bwhich
- Cwhy
- Dnoun clause marker
- Enoun subject
- Fsubjunctive
- Gif
- Hto
- Iwhen
- Jaround
- Khow
- Lnear
- Mwhatever
- Nclose by
38In making this indirect question, what kind of clause did we use?
"He asked." + "Who took the money?" = "He asked who took the money."- Anoun clause
- Badjective clause
- Cadverb clause
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- Linguistics Quiz on Ling Ch 9, created by Starry . on 30/12/2018.
- Author
- Starry .
- Language
- English
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