Ph.D. LP Model Paper

7/28/2019 Ph.D. LP Model Paper

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The English and Foreign Languages

University Hyderabad

500605, INDIA

Model Paper

PhD: Linguistics and

Phonetics

Max. Marks: 50 Time allotted: 3 hours

This question paper has TWENTY FOUR (24) printed pages

Notes and instructions:

a. The question paper has seven sections: A, B, C, D, E, F and G.b. There are 14 questions in all. Answer any 5. Every question carries 10 marks.c. Answer each question in th e s p ac e p r o v ide d. Make sure to enter your admit pass

no. on eac hsheet.

SECTION A

I. What is the best query processing order for searching:(Dumbledore OR Snape) AND (Ron OR Hermoine) AND (Harry AND

Gringotts)

Term Frequency

Harry 1177

Ron 378

Hermoine 250

Gringotts 26

Snape 157

Dumbledore144


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II. Tick the correct answer:

i. How many zeros and ones can be used to represent amplitude if we use 8 bitquantization?a) 1600

b) 256c) 8d) None of the above

ii. Normally, the amplitude of a harmonic spectrum decreases at the rate ofa) 12 dB/octave

b) 24 dB/octavec) 10 dB/octaved) 20 dB/octave

iii. Which date will the following regular expression validate:(0[1-9]|[12][0-9]|3[01])[- /.](0[1-9]|1[012])[- /.](19|20)\d\d

a) 12.12.12 b)12.1.2012 c)12.12.2112 d)12.12-2012

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SECTION B

III.A) Examine the data from Trevor, a child learning American English and answer the

questions in the space provided. The child s pronunciations, the adult versions, andTrevor s age has been given.a.

Set A[g g] dog 1;5.1

Set Bh. [b :p] bed 1;6.17

b. [kok] coat 1;5.18 i. [b b ] butter 1;7.20c.d.

[kg][gi:gu]

cattickle

1;3.41;7.26

j. [p p] top 1;6.8

e. [g g] bug 1;5.18

f. [k k] cup 1;5.13g. [gigu] pickle 1;9.2

i. How would you characterize the way Trevor s pronunciations differ from the adultversions? [2]ii. What is the difference between changes in Set A and Set B? [1]

iii. On the position of change (first or second element), regroup the utterances into twosets. [2]

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B) Look at the utterances of a child who is at the two-word stage.

Set A

mommy come mommy is coming

daddy sit daddy sit down

car go car is going away

toy fall the toy has fallen down

Set B

eat grape he is eating grapes

drive car he drove the car

draw fish please draw a fish

see plane see the plane flying

Set C

toy box the toy is in the box

doll floor the doll is on the floor

cup table the cup is on the table

milk cup the milk is in the cup

i. The utterances show evidence of some semantic relations that the child knows. Specifywhat are the semantic relations expressed ina) Set A:

b) Set B: .

c) Set C: [3]

ii. How is the child s speech different from the adult s? [1]iii. What does the data tell you about the child s knowledge of English? [1]

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IV. Read the experiment given below and answer the questions that follow.Snedekker and Trueswell (2004) examined whether children s parsing preferences aredriven solely by their verb-specific knowledge, with little influence from the pertinent

features of the reference world. In their study, children were given spoken instructions tomove objects about on a table while their eye movements were recorded.

Thirty-six children between 4;6 and 5;10 participated in the study. In the experiment,children heard instructions like PP-attachment ambiguity (e.g., Feel the frog with thefeather ): where with the feather could indicate an instrument, or could modify the frog(the frog which has a feather). Verbs with different structural preferences werecompared: verbs like tickle which frequently appear with an instrument phrase (1a), verbslike choose which occur with a modifier phrase (1b), and verbs like feel that can occurwith both a instrument and a modifier reading (1c).

(1) a. Tickle the pig with the fan. (Instrument Bias).b. Choose the cow with the stick. (Modifier Bias)c. Feel the frog with the feather (Equi Bias)

Children heard such instructions in two possible configuration of objects: the 2-referentcontexts, where the two identical stuffed animals (e.g., two frogs) were present, one ofwhich was carrying the target instrument (a feather). The 1-Referent contexts wereidentical, except that one of the animals (frog) was replaced with a different animal (aserpent). With each of these contexts a target instrument (e.g., for 2c a large feather ) was

provided.

The results were systematic and striking. Five year-old s eye movements (how long theylooked at the objects fixations ) showed that the proportion of looks to the potentialinstrument upon hearing with the x systematically decreased across Instrument biased,equi-biased, and modifier biased verbs (Figure 1A). A similar trend was found when theyhad to do as instructed (Figure 1B). The findings show a sole reliance on the verb

preferences with no sensitivity to the referential context.

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i. For the following verbs, make a phrase as [verb] NP with a [NP], then say which ofthese verbs have a n instrument bias, which have a modifier bias, and which have an

a. equi-bias. The verbs are: [3]

b. hug, pinch, clean, poke, throw, find

ii. When the children heard a construction with an x with a modifier biased verb theylooked for a ..time at the instrument object than when they heard ainstrument biased verb. [1]

iii. What can Snedecker and Trueswell prove through this study? [2]

iv. Using Figure (1A and 1B), say how do children s action compare with children sfixations on the instrument object? [2]

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SECTION CV. Answer the following questions pertaining to distinctive

features:

a. What feature sets apart the two sets of sounds

below: Set A SetB

[t ] and [d ] [t]

and [d] Ans:b. Examine the English words (hypothetical and real) below (ungrammaticalsequences

are starred).

*[maup] *[nauf] *[saum] *[laub] *[sauk] *[raug]

*[daung] [mouth], [house], [lout], [loud], [grouch], [gown],[howl], [gauge]

Ans: Only consonants specified for the feature are allowed in the coda afterthe diphthong _ in English monosyllabic monomorphemic words.

c. What feature specification allows you to group the following sounds ofEnglish

exemplified by the letters in bold?

face, rose, cash, measure, catch, badge

Ans: The letters in bold above are specified for the feature .

d. Examine the data from the language Moore, spoken in Burkina Faso below and

answer the questions in the space

provided. The language has the followingvowels:

Set A Set B

i u I U

e o

a

e. What feature distinguishes the vowels [i/I] and [u/U]?

Ans: The feature that distinguishes the vowels in the sets A and B is .

The nominal suffix has two alternants, namely [-go] and [-gu]. Examine the databelow


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and answer the question in the space

provided. Set ASet B

kor-go sack zu-gu headlan-go hole pil-gu granary

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bId-go sorrelrUg- go pot

f. Explain where the suffixal alternant [-gu]

occurs. Ans.

g. Can you predict which alternant of the suffix will occur in thehypothetical words

/lis/ mud and /kUb/ plant?

Ans: [lisg ] [kUbg_ ]

VI. Examine the English words below:

Set A Set B

grammatical grammaticality

local localityartificial artificialityspecial speciality

a. Classify the suffix in sets A and B specifying the grammatical category of thebase

and suffix.

b. Give two arguments for classifying the affix in set A as a level/stratum I or

level/stratum II affix.

c. Give one argument for classifying the suffix in set B as a level/stratum 1 or

level/stratum 2 affix.

d. What is the underlying representation of the suffix in set A? Justify your

answer

with reference to the words in set B.


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SECTION D

VII. Transcribe the following dialogue phonemically and mark the stress and the

tonewherever necessary. Indicate the Pre-Head, Head, Nucleus and Tail.

Val : What I like about Sundays is I ve got time to read the paper. Where isit?

Tom : I haven t seen it.Val : Yes, you have. You were reading it an hour ago.

Tom : I wasn t. I was reading the TV guide.Val : OK. No need to get angry.

Tom : One thing that upsets me about you is you always contradict me!

Val : No, I don t.Tom : You do. You re doing it now!Val : No, I m not. And the thing that annoys me about you is you always haveto

be right.

Tom : That s because I am!

VIII.

A) What is phonation? Discuss the different types of phonation with suitable examplesand explain how implosives are phonated.OR

B)1. What are the cues used to identify plosives in a spectrographic analysis? Draw

formant figures (thefirst three formants) to differentiate between/p, t, k/

2. Write short notes on source filter theory.


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SECTION EIX. Say whether following statements are true or false and correct the false statements.

a. In the minimalist framework, structural case is assigned under government.

b. Inherent case need not be checked in syntax.

c. Strong -interpretable features alone drive movement .

d. In the minimalist programme, the agent or experiencer NP is generated at Spec, TP.

e. The operation move applies on structures created via merge .

f. Phi-features on both arguments and verbs are interpretable.

g. -Interpretable features are rendered inert once they are checked.

h. Goal is the target of movement in the operation Agree.

i. Inherent case is associated with specific theta-roles.

j. Case features on both assigner and assignee are uninterpretable.

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X. Say what principle/constraint of grammar is violated in each of the followingungrammatical sentences:

a. *Who does Lalita think that likes her?

b. *Sureshi thinks that himselfi is intelligent.

c. *Shaila i believes her i to be honest.

d. *Sham bought a saree his wife.

e. *It seems Sheela to be sad.

f. *Who did Mary meet when?

g. *Who did Mona love Sham?

h. *Which i did you like ti girl?

i. *Celina speaks very fluently French.

j. *Who do you believe the claim that married Mary?

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SECTION F

XI. Language is homogeneous and monolithic entity which is not subject tochanges caused by human interventions. Do you support this view?

Can this issue be substantiated in the framework of linguistic trendssuch as structuralism and functionalism? Illustrate with suitable examples from

relevant texts. (Answer in about

600 words)

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XII. Womans language seems to be more often used when individuals areunemployed

and have lower jobs than well educated people and professional (O Barr andAtkins

1980). What do you mean by womans language in this context? Is it

possible to correlate the hierarchical gender norms with the symbolic linguisticbehaviour and Marxian hypothesis of social structure governed by superstructure? Explain. (Answer in about 600 words)


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SECTION G

XIII. A) What is the difference between semantics andpragmatics ? Discuss.B) What do you understand by compositionality of meaning? Discuss.

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XIV. A) Identify the participant roles in the following sentences:a. The students sent the teacher a greeting card.

b. The manager spoiled the show.

c. Rohit made his wife a nice cup of tea.

d. Bina sold her car to Vijaya.e. The magician opened the lock with his wand.

f. The car hit the scooter.

B) What is entailment? What is the relation between paraphrase and entailment?

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