UGC NET 2016: July, Paper III, Linguistics
Text of page 1
PAPER-III
LINGUISTICS
Signature and Name of Invigilator
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J 3 1 1 6 (In words)
Time : 2 1/2 hours] [Maximum Marks : 150
Number of Pages in this Booklet : 32 Number of Questions in this Booklet : 75
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questions. ¯ÖÖÑ“Ö ×´Ö®Ö™ü †Ö¯ÖÛúÖê ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ ÜÖÖê»Ö®Öê ŸÖ£ÖÖ ˆÃÖÛúß ×®Ö´®Ö×»Ö×ÜÖŸÖ
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and (4). You have to darken the circle as indicated below on ×Ûú ®Öß“Öê פüÜÖÖμÖÖ ÝÖμÖÖ Æîü :
the correct response against each item. ˆ¤üÖÆü¸üÞÖ :
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where (3) is the correct response. 5. ¯ÖÏ¿®ÖÖë Ûêú ˆ¢Ö¸ü Ûêú¾Ö»Ö ¯ÖÏ¿®Ö ¯Öã×ßÖÛúÖ Ûêú †®¤ü¸ü פüμÖê ÝÖμÖê OMR ¯Ö¡ÖÛú ¯Ö¸ü
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response at any place other than in the circle in the OMR ®ÖÆüà ÆüÖêÝÖÖ …
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identity, or use abusive language or employ any other unfair ˆ¢Ö¸ü ÛúÖê ×´Ö™üÖ®ÖÖ μÖÖ ÃÖ±êú¤ü ÃμÖÖÆüß ÃÖê ²Ö¤ü»Ö®ÖÖ ŸÖÖê ¯Ö¸üßõÖÖ Ûêú ×»ÖμÖê
means, such as change of response by scratching or using †μÖÖêÝμÖ ‘ÖÖê×ÂÖŸÖ ×ÛúμÖê •ÖÖ ÃÖÛúŸÖê Æïü …
white fluid, you will render yourself liable to disqualification. 9. †Ö¯ÖÛúÖê ¯Ö¸üßõÖÖ ÃÖ´ÖÖ¯ŸÖ ÆüÖê®Öê ¯Ö¸ü ´Öæ»Ö OMR ¯Ö¡ÖÛú ×®Ö¸üßõÖÛú ´ÖÆüÖê¤üμÖ ÛúÖê
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at the end of the examination compulsorily and must not ÃÖê ²ÖÖÆü¸ü ®Ö »ÖêÛú¸ü •ÖÖμÖë … ÆüÖ»ÖÖÓ×Ûú †Ö¯Ö ¯Ö¸üßõÖÖ ÃÖ´ÖÖׯŸÖ ¯Ö¸ü ´Öæ»Ö ¯ÖÏ¿®Ö-¯Öã×ßÖÛúÖ
carry it with you outside the Examination Hall. You are,
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duplicate copy of OMR Sheet on conclusion of examination. 10. Ûêú¾Ö»Ö C.B.S.E. «üÖ¸üÖ ¯ÖϤüÖ®Ö ×ÛúμÖê ÝÖμÖê ÛúÖ»Öê ²ÖÖ»Ö ¯¾ÖÖ‡Õ™ü ¯Öê®Ö ÛúÖ
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13. In case of any discrepancy in the English and Hindi versions, 12. ÝÖ»ÖŸÖ ˆ¢Ö¸üÖë Ûêú ×»Ö‹ ÛúÖê‡Ô ®ÖÛúÖ¸üÖŸ´ÖÛú †ÓÛú ®ÖÆüà Æïü …
English version will be taken as final. 13. μÖפü †ÓÝÖÏê•Öß μÖÖ ØÆü¤üß ×¾Ö¾Ö¸üÞÖ ´Öë ÛúÖê‡Ô ×¾ÖÃÖÓÝÖ×ŸÖ ÆüÖê, ŸÖÖê †ÓÝÖÏê•Öß ×¾Ö¾Ö¸üÞÖ
†Ó×ŸÖ´Ö ´ÖÖ®ÖÖ •ÖÖ‹ÝÖÖ …
J-31-16 1 P.T.O.
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LINGUISTICS
Paper – III
Note : This paper contains seventy five (75) objective type questions of two (2) marks each. All
questions are compulsory.
1. Match he following :
List – I List – II
(a) F1 (i) high-low vowels
(b) F2 (ii) tone
(c) F0 (iii) rounding of vowels
(d) F3 (iv) front-back vowels
Codes :
(a) (b) (c) (d)
(1) (i) (iv) (ii) (iii)
(2) (i) (ii) (iii) (iv)
(3) (ii) (iv) (i) (iii)
(4) (iii) (ii) (iv) (i)
2. Match the following :
List – I List – II
(a) articulatory phonetics (i) compact-diffuse
(b) acoustic phonetics (ii) fricative-affricate
(c) auditory phonetics (iii) pitch, loudness
(d) distinctive feature (iv) fundamental tone
Codes :
(a) (b) (c) (d)
(1) (ii) (iv) (iii) (i)
(2) (i) (ii) (iv) (iii)
(3) (ii) (iv) (i) (iii)
(4) (iii) (ii) (iv) (i)
Paper-III 2 J-31-16
Text of page 3
³ÖÖÂÖÖ ×¾Ö–ÖÖ®Ö
¯ÖÏ¿®Ö-¯Ö¡Ö – III
×®Ö¤ìü¿Ö : ‡ÃÖ ¯ÖÏ¿®Ö¯Ö¡Ö ´Öë ¯Ö“ÖÆü¢Ö¸ü (75) ²ÖÆãü-×¾ÖÛú»¯ÖßµÖ ¯ÖÏ¿®Ö Æïü … ¯ÖÏŸµÖêÛú ¯ÖÏ¿®Ö Ûêú ¤üÖê (2) †ÓÛú Æîü … ÃÖ³Öß ¯ÖÏ¿®Ö †×®Ö¾ÖÖµÖÔ Æîü …
1. ×®Ö´®Ö×»Ö×ÜÖŸÖ ÛúÖ ×´Ö»ÖÖ®Ö Ûú¸ëü :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(a) F1 (i) ˆ““Ö-×®Ö´®Ö þָü
(b) F2 (ii) ŸÖÖ®Ö
(c) F0 (iii) þָüÖë ÛúÖ ¾ÖŸÖãÔ»Ö®Ö
(d) F3 (iv) †ÝÖÏ-¯Ö¿“Ö Ã¾Ö¸ü
Ûæú™ü :
(a) (b) (c) (d)
(1) (i) (iv) (ii) (iii)
(2) (i) (ii) (iii) (iv)
(3) (ii) (iv) (i) (iii)
(4) (iii) (ii) (iv) (i)
2. ×®Ö´®Ö×»Ö×ÜÖŸÖ ÛúÖ ×´Ö»ÖÖ®Ö Ûú¸ëü :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(a) ˆ““ÖÖ¸üÞÖÖŸ´ÖÛú þ֮Ö×¾Ö–ÖÖ®Ö (i) ÃÖÓÆüŸÖ ×¾ÖÃÖ¸üÞÖ
(b) ³ÖÖîןÖÛú þ֮Ö×¾Ö–ÖÖ®Ö (ii) ÃÖÓ‘ÖÂÖá †®Öã‘ÖÂÖá
(c) ÁÖ¾ÖÞÖÖŸ´ÖÛú þ֮Ö×¾Ö–ÖÖ®Ö (iii) þָüÖ‘ÖÖŸÖ ¯Öϲֻ֟ÖÖ
(d) ¾µÖÖ¾ÖŸÖÔÛú †×³Ö»ÖõÖÞÖ (iv) ´Öæ»Ö³ÖæŸÖ ŸÖÖ®Ö
Ûæú™ü :
(a) (b) (c) (d)
(1) (ii) (iv) (iii) (i)
(2) (i) (ii) (iv) (iii)
(3) (ii) (iv) (i) (iii)
(4) (iii) (ii) (iv) (i)
J-31-16 3 Paper-III
Text of page 4
3. The mutual exclusiveness of a pair of sounds in a certain phonetic environment is termed
as
(1) Free variation (2) Elision
(3) Complementary distribution (4) Syncopation
4. Functional relationship between two rules where application of one rule prevents a
feeding relationship is termed
(1) Feeding ordering (2) Bleeding ordering
(3) Counter-feeding ordering (4) Counter-bleeding ordering
5. Assertion (I) : Sound segments are sonorant if they exhibit spontaneous voicing
Assertion (II) : Sound segments are sonorant if the suppression of air is below that of the
level of glides
Codes :
(1) Both (I) and (II) are correct (2) (I) is correct and (II) is false
(3) (I) is false and (II) is correct (4) Both (I) and (II) are false.
6. When all the affixes are taken out of the English word ‘ungrammaticality’, the remainder
is called a
(1) Base (2) Stem
(3) Root (4) Morpheme
7. A branch of morphology, that usually takes what is called an item-and-process approach
and instead of analyzing a word form as a set of morphemes arranged in a sequence, a
word form is regarded as the result of applying rules that alter a word form or stem in
order to produce a new one, is
(1) lexeme-based morphology (2) word-based morphology
(3) morpheme-based morphology (4) phonotactic morphology
8. A hypothesis, which entails that syntactic transformations operate on syntactic
constituents only, and can only insert or delete designated elements, is
(1) Base-Rule Prykothesis (2) Lexicalist hypothesis
(3) Separation hypothesis (4) Distributed morphology
Paper-III 4 J-31-16
Text of page 5
3. ×ÛúÃÖß ×®Ö׿“ÖŸÖ Ã¾Ö×®ÖÛú ¯Ö׸ü¾Öê¿Ö ´Öë þ֮ÖÖë Ûêú µÖãÝ´Ö Ûúß ¯Ö¸üïÖ׸üÛú †®Ö®µÖŸÖÖ ÛúÖê ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖÛêú ºþ¯Ö ´Öë •ÖÖ®ÖÖ
•ÖÖŸÖÖ Æîü ?
(1) ´ÖãŒŸÖ “Ö¸ü (2) »ÖÖê¯Ö
(3) ¯Öæ¸üÛú ×¾ÖŸÖ¸üÞÖ (4) ´Ö¬µÖ»ÖÖê¯Ö®Ö
4. ‹êÃÖê ¤üÖê ×®ÖµÖ´ÖÖë Ûêú ²Öß“Ö ÛúÖµÖÖÔŸ´ÖÛú ÃÖÓ²ÖÓ¬Ö •ÖÆüÖÑ ‹Ûú ×®ÖµÖ´Ö ÛúÖ †®Öã¯ÖϵÖÖêÝÖ ÃÖÖ¬ÖÛú ÃÖÓ²ÖÓ¬Ö ÛúÖê ¸üÖêÛúŸÖÖ Æîü, ¾ÖÆü ŒµÖÖ ÛúÆü»ÖÖŸÖÖ Æîü ?
(1) ÃÖÖ¬ÖÛú ÛÎú´Ö (2) ²ÖÖ¬ÖÛú ÛÎú´Ö
(3) ¯ÖÏ×ŸÖ ÃÖÖ¬ÖÛú ÛÎú´Ö (4) ¯ÖÏ×ŸÖ ²ÖÖ¬ÖÛú ÛÎú´Ö
5. †×³ÖÛú£Ö®Ö (I) : µÖפü Ã¾Ö®Ö ÜÖÓ›ü þ֟Ö: ‘ÖÖêÂÖŸ¾Ö ¤ü¿ÖÖÔŸÖê Æïü ŸÖÖê ¾Öê ÃÖ‘ÖÖêÂÖ Æïü …
†×³ÖÛú£Ö®Ö (II) : µÖפü ¾ÖÖµÖã ÛúÖ ¤ü²ÖÖ¾Ö ÁÖãןֵÖÖë Ûêú ßָü ÃÖê Ûú´Ö Æîü ŸÖÖê Ã¾Ö®Ö ÜÖÓ›ü ÃÖ‘ÖÖêÂÖ ÆüÖêŸÖê Æïü …
Ûæú™ü :
(1) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÃÖÆüß Æïü … (2) (I) ÃÖÆüß Æîü, ¯Ö¸ÓüŸÖã (II) ÝÖ»ÖŸÖ Æîü …
(3) (I) ÝÖ»ÖŸÖ Æîü †Öî¸ü (II) ÃÖÆüß Æîü … (4) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
6. †ÓÝÖÏê•Öß ¿Ö²¤ü ‘ungrammaticality’ ´Öë ÃÖê ¯ÖÏŸµÖµÖ ÛúÖê ²ÖÖÆü¸ü ×®ÖÛúÖ»Ö ×»ÖµÖÖ •ÖÖ‹ ŸÖÖê ¿ÖêÂÖ ²Ö“ÖÖ ¿Ö²¤ü ŒµÖÖ ÛúÆü»ÖÖ‹ÝÖÖ ?
(1) †Ö¬ÖÖ¸ü ºþ¯Ö (2) †ÓÝÖ
(3) ¬ÖÖŸÖã (4) ºþ¯Ö
7. ºþ¯Ö ×¾Ö–ÖÖ®Ö Ûúß ‹Ûú ¿ÖÖÜÖÖ •ÖÖê ÃÖÖ´ÖÖ®µÖŸÖµÖÖ ´Ö¤ü †Öî¸ü ¯ÖÏ×ÛÎúµÖÖ (†Ö‡Ô™ü´Ö ‹Þ›ü ¯ÖÏÖêÃÖêÃÖ †¯ÖÏÖê“Ö) ÛúÆü»ÖÖŸÖß Æîü †Öî¸ü ×ÛúÃÖß ¿Ö²¤ü
ºþ¯Ö ÛúÖê ‹Ûú ÛÎú´Ö ´Öë ¾µÖ¾Ö×Ã£ÖŸÖ ºþ×¯Ö´Ö Ûêú ÃÖ´Öã““ÖµÖ Ûúß ÀÖÓéÜÖ»ÖÖ ÛúÖ ×¾Ö¿»ÖêÂÖÞÖ Ûú¸ü®Öê Ûúß ²Ö•ÖÖµÖ ×ÛúÃÖß ¿Ö²¤ü ºþ¯Ö ÛúÖê ‹êÃÖê
×®ÖµÖ´ÖÖë ÛúÖê »ÖÖÝÖæ Ûú¸ü®Öê ÛúÖ ¯Ö׸üÞÖÖ´Ö ´ÖÖ®ÖÖ •ÖÖŸÖÖ Æîü •ÖÖê ®Ö‹ ¿Ö²¤ü Ûêú ˆŸ¯Ö×¢Ö Ûúß ÛÎú´Ö ´Öë ×ÛúÃÖß ¿Ö²¤ü ºþ¯Ö †£Ö¾ÖÖ †ÓÝÖ ÛúÖê
²Ö¤ü»Ö ¤êüŸÖÖ Æîü, µÖÆü ÛúÆü»ÖÖŸÖÖ Æîü
(1) ¿Öײ¤ü´Ö †Ö¬ÖÖ׸üŸÖ ºþ¯Ö ×¾Ö–ÖÖ®Ö (2) ¿Ö²¤ü †Ö¬ÖÖ׸üŸÖ ºþ¯Ö ×¾Ö–ÖÖ®Ö
(3) ºþ×¯Ö´Ö †Ö¬ÖÖ׸üŸÖ ºþ¯Ö ×¾Ö–ÖÖ®Ö (4) þÖ×®Ö´Ö ×¾Ö®µÖÖÃÖ ºþ¯Ö×¾Ö–ÖÖ®Ö
8. ‹Ûú ¯ÖÏÖŒÛú»¯Ö®ÖÖ •ÖÖê µÖÆü ²ÖŸÖÖŸÖß Æîü ×Ûú ¾ÖÖŒµÖ ×¾Ö®µÖÖÃÖß ¯Ö׸ü¾ÖŸÖÔ®Ö ¾ÖÖŒµÖ ×¾Ö®µÖÖÃÖß †¾ÖµÖ¾Ö Ûêú ÃÖÓ²ÖÓ¬Ö ´Öë ×ÛÎúµÖÖ¿Öᯙ ÆüÖêŸÖÖ Æîü
ŸÖ£ÖÖ Ûêú¾Ö»Ö ×¾Ö×®ÖÙ¤ü™ü ‘Ö™üÛúÖë ÛúÖê •ÖÖê›ÌüŸÖÖ Æîü µÖÖ Æü™üÖŸÖÖ Æîü, ¾ÖÆü ÛúÆü»ÖÖŸÖß Æîü
(1) †Ö¬ÖÖ¸ü³ÖæŸÖ ×®ÖµÖ´Ö ¯ÖÏÖŒÛú»¯Ö®ÖÖ (2) ¿Ö²¤ü ¸ü“Ö®ÖÖŸ´ÖÛú ¯ÖÏÖŒÛú»¯Ö®ÖÖ
(3) ¯Öé£ÖŒÛú¸üÞÖ ¯ÖÏÖŒÛú»¯Ö®ÖÖ (4) ×¾ÖŸÖ׸üŸÖ ¯ÖÏÖŒÛú»¯Ö®ÖÖ
J-31-16 5 Paper-III
Text of page 6
9. Assertion (I) : In grammar, clitic refers to a form which resembles a world.
Assertion (II) : In grammar, clitic refers to a form that is dependent on a neighbouring
word in a construction.
Codes :
(1) Both (I) and (II) are true (2) (I) is true and (II) is false.
(3) (I) is false and (II) is true. (4) Both (I) and (II) are false.
10. Assertion (I) : An Endocentric construction refer to a group of syntactically related words
where one of the words is functionally equivalent of the group as a whole.
Assertion (II) : An Exocentric construction refers to a group of syntactically related
words where some words are functionally equivalent to the group as a whole.
Codes :
(1) Both assertion (I) and (II) are false. (2) assertion (I) is true and (II) is false.
(3) assertion (I) false and (II) is true. (4) Both assertion (I) and (II) are true.
11. Assertion (I) : Deixis subsumes those features of language which refer directly to the
personal, temporal or locational characteristics of the situation within which an
utterance takes place.
Assertion (II) : The notion of deixis has proved fruitful in language acquisition studies
where researchers view its acquisition/learning by children as a significant feature of
early language development.
Codes :
(1) Both (I) and (II) are correct. (2) (I) is correct, (II) is incorrect
(3) (I) is incorrect, (II) is correct. (4) Both (I) and (II) are incorrect.
12. Assertion (I) : Strong crossover occurs when the pronoun is in an argument position, i.e.
it is an argument of the relevant verb and is not contained inside a noun phrase.
Assertion (II) : Weak crossover occurs when coreferential reading is marginal i.e. when
the coreferential reading is not clearly unacceptable, but is rather unlikely to occur.
Here, the expression that has been crossed over may be a possessor inside a noun
phrase.
Codes :
(1) Both (I) and (II) are correct. (2) (I) is correct, (II) is incorrect.
(3) (I) is incorrect, (II) is correct. (4) Both (I) and (II) are incorrect.
Paper-III 6 J-31-16
Text of page 7
9. †×³ÖÛú£Ö®Ö (I) : ¾µÖÖÛú¸üÞÖ ´Öë µÖãŒŸÖ ÛúÖ †Ö¿ÖµÖ ‹Ûú ‹êÃÖê ºþ¯Ö ÃÖê Æîü ŸÖÖê ‹Ûú ¿Ö²¤ü Ûêú ÃÖ´ÖÖ®Ö ¯ÖÏŸÖßŸÖ ÆüÖêŸÖÖ Æîü …
†×³ÖÛú£Ö®Ö (II) : ¾µÖÖÛú¸üÞÖ ´Öë, µÖãŒŸÖ ÛúÖ †Ö¿ÖµÖ ‹Ûú ‹êÃÖê ºþ¯Ö ÃÖê Æîü •ÖÖê ×ÛúÃÖß ¸ü“Ö®ÖÖ ´Öë ×®ÖÛú™ü¾ÖŸÖá ¿Ö²¤ü ¯Ö¸ü ×®Ö³ÖÔ¸ü
ÆüÖêŸÖÖ Æîü …
Ûæú™ü :
(1) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÃÖÆüß Æïü … (2) (I) ÃÖÆüß Æîü †Öî¸ü (II) ÝÖ»ÖŸÖ Æîü …
(3) (I) ÝÖ»ÖŸÖ Æîü †Öî¸ü (II) ÃÖÆüß Æîü … (4) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
10. †×³ÖÛú£Ö®Ö (I) : ‹Ûú †ÓŸÖ:Ûêú×®¦üÛú ¸ü“Ö®ÖÖ ÛúÖ †Ö¿ÖµÖ ÃÖÓ²ÖÓ×¬ÖŸÖ ¿Ö²¤üÖë Ûêú ¾ÖÖŒµÖ ×¾Ö®µÖÖÃÖÖŸ´ÖÛú ÃÖ´ÖæÆüÖë ÃÖê Æîü וÖÃÖ´Öë
¿Ö²¤üÖë ´Öë ÃÖê ‹Ûú ÛúÖµÖÖÔŸ´ÖÛú ºþ¯Ö ÃÖê ¯Öæ¸êü ÃÖ´ÖæÆü Ûêú ÃÖ´ÖÛúõÖ Æïü …
†×³ÖÛú£Ö®Ö (II) : ‹Ûú ²ÖÖÊ Ûêú×®¦üÛú ¸ü“Ö®ÖÖ ÛúÖ †Ö¿ÖµÖ ÃÖÓ²ÖÓ×¬ÖŸÖ ¿Ö²¤üÖë Ûêú ¾ÖÖŒµÖ ×¾Ö®µÖÖÃÖÖŸ´ÖÛú ÃÖ´ÖæÆüÖë ÃÖê Æîü וִ֮Öë
Ûãú”û ¿Ö²¤ü ÛúÖµÖÖÔŸ´ÖÛú ºþ¯Ö ÃÖê ÃÖ´¯ÖæÞÖÔ ÃÖ´ÖæÆü Ûêú ÃÖ´ÖÛúõÖ Æïü …
Ûæú™ü :
(1) (I) †Öî¸ü (II) ¤üÖê®ÖÖë †×³ÖÛú£Ö®Ö ÝÖ»ÖŸÖ Æïü … (2) (I) ÃÖÆüß Æîü †Öî¸ü (II) ÝÖ»ÖŸÖ Æîü …
(3) (I) ÝÖ»ÖŸÖ Æîü †Öî¸ü (II) ÃÖÆüß Æîü … (4) (I) †Öî¸ü (II) ¤üÖê®ÖÖë †×³ÖÛú£Ö®Ö ÃÖÆüß Æïü …
11. †×³ÖÛú£Ö®Ö (I) : ›êü׌ÃÖÃÖ ³ÖÖÂÖÖ Ûúß ˆ®Ö ×¾Ö¿ÖêÂÖŸÖÖ†Öë ÛúÖê ÃÖ´ÖÖ×¾Ö™ü Ûú¸üŸÖê Æïü ו֮ÖÛúÖ †Ö¿ÖµÖ ¯ÖÏŸµÖõÖŸÖ: ˆÃÖ ×ãÖ×ŸÖ Ûúß
¾µÖ׌ŸÖÝÖŸÖ, ÛúÖ»ÖÃÖæ“ÖÛú †£Ö¾ÖÖ Ã£ÖÖ®Ö•Ö®µÖ ×¾Ö׿Ö™üŸÖÖ†Öë ÃÖê Æïü וÖÃÖ´Öë ˆ““ÖÖ¸ü ÆüÖêŸÖÖ Æîü …
†×³ÖÛú£Ö®Ö (II) : ›êü׌ÃÖÃÖ Ûúß ¬ÖÖ¸üÞÖÖ ³ÖÖÂÖÖ †•ÖÔ®Ö †¬µÖµÖ®Ö ´Öë »ÖÖ³Ö¤üÖµÖÛú ×ÃÖ¨ü Æãü‡Ô Æîü וÖÃÖ´Öë ¿ÖÖê¬ÖÛú¢ÖÖÔ ²Ö““ÖÖë «üÖ¸üÖ
‡ÃÖÛêú †•ÖÔ®Ö/†×¬ÖÝÖ´Ö ÛúÖê ¯ÖÏÖ¸Óü׳ÖÛú ³ÖÖÂÖÖ ×¾ÖÛúÖÃÖ Ûúß ‹Ûú ´ÖÆü¢¾Ö¯ÖæÞÖÔ ×¾Ö¿ÖêÂÖŸÖÖ Ûêú ºþ¯Ö ´Öë ¤êüÜÖŸÖÖ Æîü …
Ûæú™ü :
(1) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÃÖÆüß Æïü … (2) (I) ÃÖÆüß Æîü, (II) ÝÖ»ÖŸÖ Æîü …
(3) (I) ÝÖ»ÖŸÖ Æîü, (II) ÃÖÆüß Æîü … (4) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
12. †×³ÖÛú£Ö®Ö (I) : ¯ÖÏ²Ö»Ö †×ŸÖÛÎú´ÖÞÖ ŸÖ²Ö ÆüÖêŸÖÖ Æîü •Ö²Ö ÃÖ¾ÖÔ®ÖÖ´Ö ÃÖ´Öãקü™ü ÃÖÓ–ÖÖ ¯Ö¤ü ×ãÖ×ŸÖ ´Öë ÆüÖêŸÖÖ Æîü †£ÖÖÔŸÖË µÖÆü ÃÖÓÝÖŸÖ
×ÛÎúµÖÖ†Öë ÛúÖ ÃÖ´Öãקü™ü ÃÖÓ–ÖÖ ¯Ö¤ü Æîü †Öî¸ü µÖÆü ÃÖÓ–ÖÖ¯Ö¤ü ´Öë ¿ÖÖ×´Ö»Ö ®ÖÆüà Æîü …
†×³ÖÛú£Ö®Ö (II) : ׿Ö×£Ö»Ö †×ŸÖÛÎú´ÖÞÖ ŸÖ²Ö ÆüÖêŸÖÖ Æîü •Ö²Ö ¯ÖÏ×ŸÖ ÃÖ´Öã§êü¿µÖ ¯Öšü®Ö ÃÖß´ÖÖÓŸÖ ÆüÖêŸÖÖ Æîü †£ÖÖÔŸÖË ¯ÖÏןÖ-ÃÖ´Öã§êü¿µÖ
¯Öšü®Ö ïÖ™ü ºþ¯Ö ÃÖê †Ã¾ÖßÛúÖµÖÔ ®ÖÆüà ÆüÖêŸÖÖ ¯Ö¸ÓüŸÖã ‹êÃÖÖ ÆüÖê®Öê Ûúß ÃÖÓ³ÖÖ¾Ö®ÖÖ Ûú´Ö ÆüÖêŸÖß Æîü … µÖÆüÖÑ µÖÆü †×³Ö¾µÖ׌ŸÖ
וÖÃÖ®Öê †×ŸÖÛÎú´ÖÞÖ ×ÛúµÖÖ Æîü ¾ÖÆü ×ÛúÃÖß ÃÖÓ–ÖÖ ¯Ö¤ü ´Öë ‹Ûú ÃÖÓ²ÖÓ¬Ö¾ÖÖ“Öß ÆüÖê ÃÖÛúŸÖß Æîü …
Ûæú™ü :
(1) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÃÖÆüß Æïü … (2) (I) ÃÖÆüß Æîü, (II) ÝÖ»ÖŸÖ Æîü …
(3) (I) ÝÖ»ÖŸÖ Æîü, (II) ÃÖÆüß Æîü … (4) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
J-31-16 7 Paper-III
Text of page 8
13. An optional rule proposed to handle the way constituents permute in free word order
languages, and which may be stylistic in character is
(1) Wh-movement (2) Deletion
(3) Topicalisation (4) Scrambling
14. ‘What you are is a fool’, is an example of
(1) Question formation (2) Wh-movement
(3) Pseudo-cleft sentence (4) Cleft sentence
15. Which of the following are not correctly matched ?
(1) DP analysis – Abney
(2) Case Grammar – Filmore
(3) Conditions on Transformations – Jackendoff
(4) Minimalist Program – Chomsky
16. From the lexical relationship point of view, the word ‘flower’ is said have the following
relation with the word ‘tulip’ :
(1) Synonym (2) Hypernym
(3) Hyponym (4) Homonym
17. _______ is a term used by many linguists to refer to language used for establishing an
atmosphere or maintaining social contact rather than for exchanging information or ideas.
(1) Polysynthesis (2) Phatic communion
(3) Semiology (4) Hetrography
18. Developed as a branch at mathematical logic an approach for a formal account of the
meanings of legitimate expressions in a language, is
(1) Lexical semantics (2) Model-theonetic semantics
(3) Montague Grammar (4) Prototype theory
19. The following sets :
Narrow : Wide
Tall : Short
Weak : Strong
Small : Large
are grouped as
(1) Complementary Antonyms (2) Gradable Antonyms
(3) Converses (4) Ungradable Antonyms
Paper-III 8 J-31-16
Text of page 9
13. þ֟ÖÓ¡Ö ¿Ö²¤ü ÛÎú´Ö ³ÖÖÂÖÖ†Öë ´Öë ‘Ö™üÛú ÛÎú´Ö“ÖµÖ ÛúÖê ¯ÖϵÖÖêÝÖ Ûú¸ü®Öê Ûêú ×»Ö‹ ¯ÖÏßÖÖ×¾ÖŸÖ ¾ÖîÛú×»¯ÖÛú ×®ÖµÖ´Ö •ÖÖê ¾ÖÞÖÔ ´Öë ¿Öî»ÖßÝÖŸÖ ÆüÖê
ÃÖÛúŸÖê Æïü
(1) •Ö-¾ÖÖŒµÖÖÓ¿Ö ÃÖÓ“Ö»Ö®Ö (2) ×¾Ö»ÖÖê¯Ö®Ö
(3) ™üÖòׯÖÛúßÛú¸üÞÖ (4) ÃÛÎîú´²ÖØ»ÖÝÖ (¾µÖÖ×´ÖÁÖÞÖ)
14. †ÓÝÖÏê•ÖÌß ¾ÖÖŒµÖ ‘what you are is a fool’ ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖÛúÖ ˆ¤üÖÆü¸üÞÖ Æîü ?
(1) ¯ÖÏ¿®Ö ¸ü“Ö®ÖÖ (2) •Ö-¾ÖÖŒµÖÖÓ¿Ö ÃÖÓ“Ö»Ö®Ö
(3) †Ö³ÖÖÂÖß ÜÖÓ›ü ¾ÖÖŒµÖ (4) ÜÖÓ›ü ¾ÖÖŒµÖ
15. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ ÃÖã´Öê×»ÖŸÖ ®ÖÆüà Æîü ?
(1) ›üß.¯Öß. ×¾Ö¿»ÖêÂÖÞÖ – ‹ê²®Öê
(2) ÛúÖ¸üÛú ¾µÖÖÛú¸üÞÖ (ÛêúÃÖ ÝÖÏÖ´Ö¸ü) – ×±ú»Ö´ÖÖê¸ü
(3) ¯Ö׸ü¾ÖŸÖÔ®Ö ¯Ö¸ü ¯ÖÏןֲÖÓ¬Ö (ÛÓú›üß¿Ö®ÃÖ †Öò±ú ™ÒüÖÓÃÖ±úÖò´Öì¿Ö®ÃÖ) – •ÖîÛêú®Ö›üÖê±ú
(4) †»¯ÖŸÖ´Ö¾ÖÖ¤üß ÛúÖµÖÔÛÎú´Ö – “ÖÖê´ÖÃÛúß
16. ¿ÖÖײ¤üÛú ÃÖÓ²ÖÓ¬Ö Ûúß ¥ü×™ü ÃÖê †ÓÝÖÏê•Öß ¿Ö²¤ü ‘flower’ ÛúÖ ‘tulip’ ¿Ö²¤ü Ûêú ÃÖÖ£Ö ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ ÃÖÓ²ÖÓ¬Ö Æîü ?
(1) ÃÖ´ÖÖ®ÖÖ£Öá (2) †×ŸÖ†£Öá
(3) †¾Ö®ÖÖ×´ÖŸÖÖ (4) ÃÖ´Ö®ÖÖ´Ö
17. _________ ¿Ö²¤ü ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú‡Ô ³ÖÖÂÖÖ×¾Ö–ÖÖ×®ÖµÖÖë «üÖ¸üÖ ˆÃÖ ³ÖÖÂÖÖ Ûêú ×»Ö‹ ×ÛúµÖÖ ÝÖµÖÖ Æîü וÖÃÖê ÃÖæ“Ö®ÖÖ †£Ö¾ÖÖ ×¾Ö“ÖÖ¸üÖë Ûêú
†Ö¤üÖ®Ö-¯ÖϤüÖ®Ö Ûúß ²Ö•ÖÖµÖ ¯Ö׸ü¾Öê¿Ö ¸ü“Ö®ÖÖ †£Ö¾ÖÖ ÃÖÖ´ÖÖוÖÛú ÃÖÓ²ÖÓ¬Ö ²Ö®ÖÖ‹ ¸üÜÖ®Öê Ûêú ×»Ö‹ ¯ÖϵÖÖêÝÖ ×ÛúµÖÖ •ÖÖŸÖÖ Æîü …
(1) ²ÖÆãüÃÖÓ׿»Ö™ü (2) ÃÖÖ´ÖÖוÖÛú ÃÖÓ²ÖÖê¬Ö
(3) ÃÖÓÛêúŸÖ×¾Ö–ÖÖ®Ö (4) †ÃÖ´Ö»ÖêÜÖ ¾ÖŸÖÔ®Öß
18. ×ÛúÃÖß ³ÖÖÂÖÖ ´Öë µÖã׌ŸÖ ÃÖÓÝÖŸÖ †×³Ö¾µÖ׌ŸÖµÖÖë Ûêú †£ÖÖí Ûêú †Öî¯Ö“ÖÖ׸üÛú ïÖ™üßÛú¸üÞÖ Ûêú ˆ¯ÖÖÝÖ´Ö Ûêú ÝÖ×ÞÖŸÖßµÖ ŸÖÛÔú Ûúß ¿ÖÖÜÖÖ Ûêú
ºþ¯Ö ´Öë ×ÛúÃÖê ×¾ÖÛú×ÃÖŸÖ ×ÛúµÖÖ ÝÖµÖÖ Æîü ?
(1) ÛúÖê¿ÖßµÖ †£ÖÔ×¾Ö–ÖÖ®Ö (2) ×®Ö¤ü¿ÖÔ¯Ö¸üÛú ÃÖî¨üÖ×®ŸÖÛú †£ÖÔ×¾Ö–ÖÖ®Ö
(3) ´ÖÖî®™êüݵÖæ ¾µÖÖÛú¸üÞÖ (4) †Öª¯ÖÏÖºþ¯Ö ×ÃÖ¨üÖ®ŸÖ
19. ×®Ö´®Ö×»Ö×ÜÖŸÖ ÃÖ´Öã““ÖµÖÖë ÛúÖê ×ÛúÃÖ ºþ¯Ö ´Öë ÃÖ´ÖæÆü²Ö¨ü ×ÛúµÖÖ ÝÖµÖÖ Æîü ?
ÃÖÓÛú¸üÖ : “ÖÖî›üÖ
»ÖÓ²ÖÖ : ”ûÖê™üÖ
Ûú´Ö•ÖÖê¸ü : ¿Ö׌ŸÖ¿ÖÖ»Öß
»Ö‘Öã : ×¾Ö¿ÖÖ»Ö
(1) ¯Öæ¸üÛú ×¾Ö»ÖÖê´Ö (2) ÛÎú´ÖßµÖ ×¾Ö»ÖÖê´Ö
(3) ¯Ö׸ü¾ÖŸÖÔ®Ö (4) †ÛÎú´ÖßµÖ ×¾Ö»ÖÖê´Ö
J-31-16 9 Paper-III
Text of page 10
20. Lakshana denotes
(1) Indication (2) Literal meaning
(3) Suggested meaning (4) Ambiguity
21. The idea of the family tree model of genetic linguistic relationships in historical linguistics
has come from
(1) Geology (2) Anthropology
(3) Biology (4) Genetics
22. The phenomena of ‘change’ and ‘diffusion’ in historical linguistics
(1) are really similar
(2) share no relationship at all
(3) really contrast
(4) diffusion occurs only in IE whereas change may occur in all languages.
23. Old English only knew two tenses, a present and a past-tense, but the Modern English also
has the opposition between the ‘simple’ and the ‘progressive’ forms. Such a change is
(1) Morphological (2) Semantic
(3) Pragmatic (4) Syntactic
24. As case endings disappeared in the Middle English period, the various functions of the
inflected old English cases (such as that of indirect object, or of adverb, etc.) were
increasingly taken over by prepositional phrases with uninflected nouns.
Modern English has lost most of its original inflections. Such changes are
(1) Lexical (2) Semantic
(3) Morphological (4) Pragmatic
25. Assertion (I) : In situations of long and rather stable language contact, bilingual speakers
tend to make their languages structurally more similar to ease communication and
the acquisition of the other language(s).
Assertion (II) : Unlike the piecemeal borrowing, this mutual convergence of different
linguistic systems typically involves languages of similar social status, and brings
about changes in all the languages involved.
Codes :
(1) Both (I) and (II) are true. (2) (I) is true but (II) is false.
(3) (I) is false, but (II) is true. (4) Both (I) and (II) are false.
Paper-III 10 J-31-16
Text of page 11
20. »ÖõÖÞÖÖ ×ÛúÃÖÛúß ‘ÖÖêŸÖÛú Æîü ?
(1) ÃÖÓÛêúŸÖ (2) ¿ÖÖײ¤üÛú †£ÖÔ
(3) ÃÖÖÓÛêú×ŸÖŸÖ †£ÖÔ (4) †®ÖêÛúÖ£ÖÔÛúŸÖÖ
21. ‹êןÖÆüÖ×ÃÖÛú ³ÖÖÂÖÖ ×¾Ö–ÖÖ®Ö ´Öë †Ö®Öã¾ÖÓ׿ÖÛú ³ÖÖÂÖÖµÖß ÃÖÓ²ÖÓ¬ÖÖë Ûêú ´ÖÖò›ü»Ö Ûêú ¯Ö׸ü¾ÖÖ¸ü ¾ÖéõÖ ÛúÖ ×¾Ö“ÖÖ¸ü ×ÛúÃÖÃÖê †ÖµÖÖ ?
(1) ³Öæ×¾Ö–ÖÖ®Ö (2) ´ÖÖ®Ö¾Ö×¾Ö–ÖÖ®Ö
(3) •Öß¾Ö×¾Ö–ÖÖ®Ö (4) †Ö®Öã¾ÖÓ׿ÖÛúŸÖÖ
22. ‹êןÖÆüÖ×ÃÖÛú ³ÖÖÂÖÖ ×¾Ö–ÖÖ®Ö ´Öë ‘¯Ö׸ü¾ÖŸÖÔ®Ö’ ŸÖ£ÖÖ ‘×¾ÖÃÖ¸üÞÖ’ ÛúÖ ¾µÖÖ¯ÖÖ¸ü
(1) ¾ÖßÖãŸÖ: ‹Ûú ÃÖ´ÖÖ®Ö Æïü …
(2) †Ö¯ÖÃÖ ´Öê ×ÛúÃÖß ÃÖÓ²ÖÓ¬Ö Ûúß ³ÖÖÝÖߤüÖ¸üß ®ÖÆüà Ûú¸üŸÖê …
(3) ¾ÖßÖãŸÖ: ¾µÖןָêüÛúß Æïü …
(4) ×¾ÖÃÖ¸üÞÖ †Ö¸üÖê¯ÖßµÖ ³ÖÖÂÖÖ ¯Ö׸ü¾ÖÖ¸ü ´Öë ÆüÖêŸÖÖ Æîü •Ö²Ö×Ûú ¯Ö׸ü¾ÖŸÖÔ®Ö ÃÖ³Öß ³ÖÖÂÖÖ†Öë ´Öë ÆüÖêŸÖÖ Æîü …
23. ¯Öã¸üÖŸÖ®Ö †ÓÝÖÏê•Öß ´Öë Ûêú¾Ö»Ö ¤üÖê ÛúÖ»Ö ÆüÖêŸÖê £Öê – ¾ÖŸÖÔ´ÖÖ®Ö ÛúÖ»Ö †Öî¸ü ³ÖæŸÖÛúÖ»Ö ¯Ö¸ÓüŸÖã †Ö¬Öã×®ÖÛú †ÓÝÖÏê•Öß ´Öë ³Öß “ÃÖÖ´ÖÖ®µÖ” ŸÖ£ÖÖ
‘¯ÖÏÝÖןֿÖ߻֒ ºþ¯ÖÖë Ûêú ²Öß“Ö ¾ÖîÂÖ´µÖ Æîü … ‡ÃÖ ¯ÖÏÛúÖ¸ü Ûêú ¯Ö׸ü¾ÖŸÖÔ®Ö ÛúÆü»ÖÖŸÖê Æïü
(1) ºþ¯Ö¿Ö²¤üßµÖ (2) †£ÖÔ×¾Ö–ÖÖ®ÖßµÖ
(3) ÃÖÓÛêúŸÖ¯ÖϵÖÖêÝÖßµÖ (4) ¾ÖÖŒµÖ×¾Ö®µÖÖÃÖßµÖ
24. “Öæ×Ûú ´Ö¬µÖ †ÓÝÖÏê•Öß ÛúÖ»ÖÖ¾Ö×¬Ö ´Öë ×¾Ö³Ö׌ŸÖ ¯ÖÏŸµÖµÖ: ×¾Ö³ÖŒŸÖ »Öã¯ŸÖ ÆüÖê ÝÖ‡Ô, ׿»Ö™ü ¯Öã¸üÖŸÖ®Ö †ÓÝÖÏê•Öß ÛúÖ»ÖÖ¾Ö׬ֵÖÖë Ûêú ¯ÖÏÛúÖµÖÔ
(µÖ£ÖÖ †¯ÖÏŸµÖõÖ Ûú´ÖÔ †£Ö¾ÖÖ ×ÛÎúµÖÖ×¾Ö¿ÖêÂÖÞÖ) †×¿»Ö™ü ÃÖÓ–ÖÖ®ÖÖë Ûêú ÃÖÖ£Ö ¯Öæ¾ÖÔÃÖÝÖáµÖ ¯Ö¤üÖë «üÖ¸üÖ ÛúÖ±úß ²Ö›Ìêü ¯Öî´ÖÖ®Öê ¯Ö¸ü
†×¬ÖÛÎú×´ÖŸÖ ×Ûú‹ ÝÖ‹ … †Ö¬Öã×®ÖÛú †ÓÝÖÏê•Öß †×¬ÖÛúÖÓ¿Ö ´Öæ»Ö ׿»Ö™üÖë ÛúÖê ÜÖÖê “ÖãÛúß Æîü … µÖê ¯Ö׸ü¾ÖŸÖÔ®Ö ÛúÆü»ÖÖŸÖê Æïü
(1) ÛúÖê¿ÖßµÖ (2) †£ÖÔ×¾Ö–ÖÖ®ÖßµÖ
(3) ºþ¯Ö¿Ö²¤üßµÖ (4) ÃÖÓÛêúŸÖ ¯ÖϵÖÖêÝÖßµÖ
25. †×³ÖÛú£Ö®Ö (I) : ¤üß‘ÖÔ †Öî¸ü ×ãָü ³ÖÖÂÖÖ ÃÖÓ¯ÖÛÔú Ûúß ×ãÖ×ŸÖ ´Öë ׫ü³ÖÖÂÖß ¾ÖŒŸÖÖ †¯Ö®Öß ³ÖÖÂÖÖ ÛúÖê ÃÖ¸ü»Ö ÃÖÓ¯ÖÏêÂÖÞÖ ŸÖ£ÖÖ
†®µÖ ³ÖÖÂÖÖ(†Öë) Ûêú †•ÖÔ®Ö Ûêú ×»Ö‹ †×¬ÖÛú ÃÖÓ¸ü×“ÖŸÖ ²Ö®ÖÖŸÖÖ Æîü …
†×³ÖÛú£Ö®Ö (II) : ÜÖÓ›üÖë ´Öë †ÖÝÖŸÖ ³ÖÖÂÖÖ Ûêú ×¾Ö¯Ö¸üßŸÖ ×¾Ö׳֮®Ö ³ÖÖÂÖÖµÖß ¾µÖ¾ÖãÖÖ†Öë Ûêú ‡ÃÖ †Ö¯ÖÃÖß †×³ÖÃÖ¸üÞÖ ´Öë ÃÖ´ÖÖ®Ö
ÃÖÖ´ÖÖוÖÛú ×ãÖןֵÖÖë Ûúß ³ÖÖÂÖÖ‹Ñ ¿ÖÖ×´Ö»Ö ÆüÖêŸÖß Æîü †Öî¸ü ¿ÖÖ×´Ö»Ö ÆüÖê®Öê ¾ÖÖ»Öß ÃÖ³Öß ³ÖÖÂÖÖ†Öë ´Öë ¯Ö׸ü¾ÖŸÖÔ®Ö Ûú¸üŸÖß Æîü …
Ûæú™ü :
(1) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÃÖÆüß Æïü … (2) (I) ÃÖÆüß Æîü, ¯Ö¸ÓüŸÖã (II) ÝÖ»ÖŸÖ Æîü …
(3) (I) ÝÖ»ÖŸÖ Æîü, ¯Ö¸ÓüŸÖã (II) ÃÖÆüß Æîü … (4) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
J-31-16 11 Paper-III
Text of page 12
26. The terms ‘restricted’ and ‘elaborated’ codes were introduced by
(1) John Gumperz (2) William Labov
(3) Basil Bernstein (4) John Lyons
27. Assertion (I) : Language in a strong marker of identity.
Assertion (II) : The forms of language variation serve to identify people belonging to an
area, a social group, gender or an age group.
Codes :
(1) Both (I) and (II) are true. (2) Both (I) and (II) are false.
(3) (I) is true, but (II) is false. (4) (I) is false, but (II) is true.
28. A language which is widely used in some region for communications among people
speaking a variety of languages is called
(1) Pidgin (2) Creole
(3) Langue (4) Lingua Franea
29. Assumption (I) : Bilingualism can be the property of an individual but equally it can be
property of an entire speech community in which two or more languages are used.
Assumption (II) : There is no evidence that children raised bilingually tend to be more
expressive, more original and better communicators than children raised with only
one language.
Codes :
(1) (I) is true, but (II) is false. (2) (I) is false, but (II) is true.
(3) Both (I) and (II) are true. (4) Both (I) and (II) are false.
30. Match the items in List – I with those in List – II and choose the correct code.
List – I List – II
(a) Concern to preserve the use of (i) Language
language. Death
(b) Move from the use of one language (ii) Language
to another. Maintenance
(c) When a language ceases to be used (iii) Language
by a person or community. Spread
(d) An increased use of language in a (iv) Language
given area over a period of time. Shift
Codes :
(a) (b) (c) (d)
(1) (i) (iii) (iv) (ii)
(2) (ii) (iv) (i) (iii)
(3) (iii) (i) (ii) (iv)
(4) (iv) (iii) (ii) (i)
Paper-III 12 J-31-16
Text of page 13
26. ¯ÖÖ׸ü³ÖÖ×ÂÖÛú ¿Ö²¤ü ‘¯ÖÏןֲÖÓ×¬ÖŸÖ Ûæú™ü’ ‹¾ÖÓ ‘×¾ÖßÖÖ׸üŸÖ Ûæú™ü’ ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖÛêú «üÖ¸üÖ ¯ÖÏן֯ÖÖפüŸÖ ×ÛúµÖê ÝÖ‹ ?
(1) •ÖÖò®Ö ÝÖ´¯Ö•ÖÌÔ (2) ×¾Ö×»ÖµÖ´Ö »Öê²ÖÖò¾Ö
(3) ²Öê×ÃÖ»Ö ²Ö®ÖÔÙüÖ‡Ô®Ö (4) •ÖÖò®Ö »ÖÖµÖ®ÃÖ
27. †×³ÖÛú£Ö®Ö (I) : ³ÖÖÂÖÖ ¯ÖÆü“ÖÖ®Ö Ûúß ´Ö•Ö²ÖæŸÖ ×®Ö¿ÖÖ®Öß Æîü …
†×³ÖÛú£Ö®Ö (II) : ³ÖÖÂÖÖ ×³Ö®®ÖŸÖÖ Ûêú ºþ¯Ö ×ÛúÃÖß õÖê¡Ö, ÃÖÖ´ÖÖוÖÛú ÃÖ´ÖæÆü, Ø»ÖÝÖ †£Ö¾ÖÖ †ÖµÖã ÃÖ´ÖæÆü Ûúß ¯ÖÆü“ÖÖ®Ö Ûú¸üÖŸÖê Æïü …
Ûæú™ü :
(1) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÃÖÆüß Æïü … (2) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
(3) (I) ÃÖÆüß Æîü ŸÖ£ÖÖ (II) ÝÖ»ÖŸÖ Æîü … (4) (I) ÝÖ»ÖŸÖ Æîü ŸÖ£ÖÖü (II) ÃÖÆüß Æîü …
28. ³ÖÖÂÖÖ†Öë Ûêú Ûú‡Ô ¯ÖÏÛúÖ¸ü ²ÖÖê»Ö®Öê ¾ÖÖ»Öê ¾µÖ׌ŸÖµÖÖë Ûêú ²Öß“Ö ÃÖÓ¯ÖÏêÂÖÞÖ ÆêüŸÖã Ûãú”û õÖê¡ÖÖë ´Öë ²Ö›Ìêü ¯Öî´ÖÖ®Öê ¯Ö¸ü ¯ÖϵÖÖêÝÖ ÆüÖê®Öê ¾ÖÖ»Öß ³ÖÖÂÖÖ Æîü
(1) ׯÖ×•Ö®Ö (2) ×ÛÎú†Öê»Ö
(3) »ÖÖÑÝÖ (4) »ÖÖêÛú ³ÖÖÂÖÖ
29. †×³ÖÛú£Ö®Ö (I) : ׫ü³ÖÖÂÖÖ¾ÖÖ¤ü ×ÛúÃÖß ¾µÖ׌ŸÖ Ûúß ¯ÖÏÛéú×ŸÖ ÆüÖê ÃÖÛúŸÖß Æîü ¯Ö¸ÓüŸÖã µÖÆü ÃÖ´ÖÖ®Ö ºþ¯Ö ÃÖê ˆÃÖ ¯Öæ¸êü ¾ÖÖÛËú ÃÖ´Öã¤üÖµÖ
Ûúß ¯ÖÏÛéú×ŸÖ ÆüÖê ÃÖÛúŸÖß Æîü וÖÃÖ´Öë ¤üÖê µÖÖ ¤üÖê ÃÖê †×¬ÖÛú ³ÖÖÂÖÖ†Öë ÛúÖ ˆ¯ÖµÖÖêÝÖ ÆüÖêŸÖÖ Æîü …
†×³ÖÛú£Ö®Ö (II) : ‡ÃÖ ²ÖÖŸÖ ÛúÖ ÛúÖê‡Ô ÃÖÖõµÖ ®ÖÆüà Æîü ×Ûú Ûêú¾Ö»Ö ‹Ûú ³ÖÖÂÖÖ ´Öë ¯Ö»Öê ²Ö““ÖÖë Ûúß ŸÖã»Ö®ÖÖ ´Öë ׫ü³ÖÖ×ÂÖÛú ºþ¯Ö
ÃÖê ¯Ö»Öê ²Ö““Öê †×¬ÖÛú ´ÖãÜÖ¸ü †×¬ÖÛú ´ÖÖî×»ÖÛú †Öî¸ü ²ÖêÆüŸÖ¸ü ÃÖÓ¯ÖÏêÂÖÛú ÆüÖêŸÖê Æïü …
Ûæú™ü :
(1) (I) ÃÖÆüß Æîü, ¯Ö¸ÓüŸÖã (II) ÝÖ»ÖŸÖ Æîü … (2) (I) ÝÖ»ÖŸÖ Æîü, ¯Ö¸ÓüŸÖã (II) ÃÖÆüß Æîü …
(3) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÃÖÆüß Æïü … (4) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
30. ÃÖæ“Öß – I Ûúß ´Ö¤üÖë ÛúÖ ×´Ö»ÖÖ®Ö ÃÖæ“Öß – II Ûúß ´Ö¤üÖë ÃÖê Ûú¸ëü †Öî¸ü ÃÖÆüß Ûæú™ü “Öã®Öê :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(a) ³ÖÖÂÖÖ Ûêú ˆ¯ÖµÖÖêÝÖ ÛúÖê ÃÖÓ¸ü×õÖŸÖ Ûú¸ü®Öê Ûúß Ø“ÖŸÖÖ (i) ³ÖÖÂÖÖ »ÖÖê¯Ö
(b) ‹Ûú ³ÖÖÂÖÖ ÃÖê ¤æüÃÖ¸êü ³ÖÖÂÖÖ Ûúß †Öê¸ü •ÖÖ®ÖÖ (ii) ³ÖÖÂÖÖ ÃÖÓ¸üõÖÞÖ
(c) •Ö²Ö ÛúÖê‡Ô ³ÖÖÂÖÖ ×ÛúÃÖß ¾µÖ׌ŸÖ †£Ö¾ÖÖ ÃÖ´Öã¤üÖµÖ «üÖ¸üÖ (iii) ³ÖÖÂÖÖ ¯ÖÏÃÖÖ¸ü
ˆ¯ÖµÖÖêÝÖ ÆüÖê®Öß ²ÖÓ¤ü ÆüÖê •ÖÖŸÖß Æîü …
(d) ×ÛúÃÖß ÃÖ´ÖµÖÖ¾Ö×¬Ö ´Öë פü‹ ÝÖ‹ õÖê¡Ö ´Öë ³ÖÖÂÖÖ ÛúÖ (iv) ³ÖÖÂÖÖ ¯Ö׸ü¾Öé×¢Ö
²ÖœÌüŸÖÖ ˆ¯ÖµÖÖêÝÖ
Ûæú™ü :
(a) (b) (c) (d)
(1) (i) (iii) (iv) (ii)
(2) (ii) (iv) (i) (iii)
(3) (iii) (i) (ii) (iv)
(4) (iv) (iii) (ii) (i)
J-31-16 13 Paper-III
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31. An ability of humans, which supports the suggestion that they are innately programmed to
acquire language, is
(1) acquisition of discourse in late childhood.
(2) infant vocalizations.
(3) the apparent ease with which they acquire language.
(4) the ability to fully acquire language by the age of puberty.
32. The concept of ‘stages’ in language acquisition was introduced during
(1) the period of Large sample studies.
(2) the period of Longitudinal studies.
(3) the period of Diary studies.
(4) the period of Panini
33. A heuristic step in language processing which is essentially a kind of principled guess
about how the words we are hearing fit into a syntactic structure is called
(1) Phrasal step (2) Epicenter of decoding
(3) Perceptual strategy (4) Communicative strategy
34. Non-fluent speech, difficulty in production of morpho-syntactic structures naming
difficulties comprehension largely intact in cases of neural injury, is known as
(1) Anomic aphasia (2) Broco’s aphasia
(3) Wernicke’s aphasia (4) Global aphasia
35. Difficulty in speech production due to neuro-motor pathology is known as
(1) Stammering (2) Dysphonia
(3) Wernicke’s aphasia (4) Dysarthria
36. Which of the following is not correct in the context of L1 acquisition and L2 learning
contexts ?
(1) Age and cognitive maturity levels are different.
(2) Metalinguistic awareness is present in one or not in the offer.
(3) Linguistic input provided by the environment is different in quality as well as
quantity.
(4) Phenomenon of language transfer and/or interference can be seen in one and not the
other.
Paper-III 14 J-31-16
Text of page 15
31. ´ÖÖ®Ö¾Ö Ûúß ¾ÖÆü µÖÖêݵ֟ÖÖ •ÖÖê ‡ÃÖ ÃÖã—ÖÖ¾Ö ÛúÖ ÃÖ´Ö£ÖÔ®Ö Ûú¸üŸÖß Æîü ×Ûú ¾Öê ³ÖÖÂÖÖ †•ÖÔ®Ö Ûêú ×»Ö‹ ÃÖÆü•Ö ºþ¯Ö ÃÖê ŸÖîµÖÖ¸ü ÆüÖêŸÖê Æïü
(1) ˆ¢Ö¸ü-²ÖÖ»µÖ †¾ÖãÖÖ ´Öë Ûú£Ö®Ö ÛúÖ †•ÖÔ®Ö
(2) ׿ֿÖã þָüßÛú¸üÞÖ
(3) ïÖ™ü †ÖÃÖÖ®Öß ×•ÖÃÖÛêú ÃÖÖ£Ö ¾Öê ³ÖÖÂÖÖ †Ù•ÖŸÖ Ûú¸üŸÖê Æïü …
(4) µÖÖî¾Ö®ÖÖ¸Óü³Ö Ûúß †ÖµÖã ŸÖÛú ³ÖÖÂÖÖ Ûêú ¯ÖæÞÖÔ †•ÖÔ®Ö Ûúß µÖÖêݵ֟ÖÖ
32. ³ÖÖÂÖÖ †•ÖÔ®Ö ´Öë ‘ÃŸÖ¸ü’ Ûúß †¾Ö¬ÖÖ¸üÞÖÖ ×ÛúÃÖ †¾Ö×¬Ö ´Öë ¯ÖÏßÖãŸÖ Ûúß ÝÖµÖß £Öß ?
(1) ²ÖéÆü¤Ëü ®Ö´Öæ®ÖÖ †¬µÖµÖ®Ö †¾Ö×¬Ö (2) †®Öã¤îü¬µÖÔ †¬µÖµÖ®Ö †¾Ö׬Ö
(3) ›üÖµÖ¸üß †¬µÖµÖ®Ö †¾Ö×¬Ö (4) ¯ÖÖ×ÞÖ×®Ö Ûúß †¾Ö׬Ö
33. ³ÖÖÂÖÖ ¯ÖÏÛÎú´ÖÞÖ ´Öë †®¾ÖêÂÖÞÖÖŸ´ÖÛú “Ö¸üÞÖ •ÖÖê †×®Ö¾ÖÖµÖÔŸÖµÖÖ ÃÖî¨üÖ×®ŸÖÛú ºþ¯Ö ÃÖê ×ÛúÃÖß ¾ÖÖŒµÖ ×¾Ö®µÖÖÃÖß ÃÖÓ¸ü“Ö®ÖÖ ´Öë Æü´Öë ÃÖã®ÖÖ‡Ô
¤êü®Öê ¾ÖÖ»Öê ¿Ö²¤üÖë Ûúß †®ÖãÛæú»ÖŸÖÖ Ûêú ÃÖÓ²ÖÓ¬Ö ´Öë †®Öã´ÖÖ®Ö »ÖÝÖŸÖÖ Æîü, ¾ÖÆü ÛúÆü»ÖÖŸÖÖ Æîü
(1) ¯Ö¤ü²ÖÓ¬ÖßµÖ “Ö¸üÞÖ (2) ×¾ÖÛúÖê›ü®Ö ÛúÖ †×¬ÖÛêú®¦ü
(3) ¯ÖÏŸµÖõÖÞÖ µÖã׌ŸÖ (4) †×³Ö¾µÖ׌ŸÖ¿Öᯙ µÖã׌ŸÖ
34. ŸÖÓסÖÛúÖ †¯ÖÛéú×ŸÖ Ûêú ´ÖÖ´Ö»Öê ´Öë ¾µÖÖ¯ÖÛú ºþ¯Ö ÃÖê †¬ÖÖ¸üÖ¯ÖϾÖÖÆüß ¾ÖÖÛËú, ºþ¯Ö¾ÖÖŒµÖÖŸ´ÖÛú ÃÖÓ¸ü“Ö®ÖÖ†Öë Ûúß †×³Ö¾µÖ׌ŸÖ ´Öë Ûúךü®ÖÖ‡Ô
²Ö®Öß ¸üÆüŸÖß Æîü, •ÖÖê ÛúÆü»ÖÖŸÖß Æîü
(1) ®ÖÖ´Ö®Ö ×¾ÖÛúÖ¸üß ³ÖÖÂÖÖ‘ÖÖŸÖ (2) ²ÖÎÖêÛúÖê ÛúÖ ³ÖÖÂÖÖ‘ÖÖŸÖ
(3) ¾Öê¸ü×®ÖÛú ÛúÖ ³ÖÖÂÖÖ‘ÖÖŸÖ (4) ¾Öî׿¾ÖÛú ³ÖÖÂÖÖ‘ÖÖŸÖ
35. ŸÖÓסÖÛúÖ ¯Öê¿ÖßµÖ ×¾ÖÛéú×ŸÖ ×¾Ö–ÖÖ®Ö Ûêú ÛúÖ¸üÞÖ ¾ÖÖÛËú ˆŸ¯Ö×¢Ö ´Öë Æãü‡Ô Ûúךü®ÖÖ‡Ô ÛúÖê ×ÛúÃÖÛêú ºþ¯Ö ´Öë ´ÖÖ®ÖÖ •ÖÖŸÖÖ Æîü ?
(1) ÆüÛú»ÖÖ®ÖÖ (2) Ã¾Ö®Ö ¾ÖîÛú»µÖ
(3) ¾Öê¸ü×®ÖÛú ÛúÖ ³ÖÖÂÖÖ‘ÖÖŸÖ (4) ˆ““ÖÖ¸üÞÖ ¾ÖîÛú»¯Ö
36. ¯ÖÏ£Ö´Ö ³ÖÖÂÖÖ †•ÖÔ®Ö †Öî¸ü ׫üŸÖßµÖ ³ÖÖÂÖÖ †×¬ÖÝÖ´Ö Ûêú ÃÖÓ¤ü³ÖÖí ´Öë ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ ÃÖÆüß Æîü ?
(1) ˆ´ÖÏ †Öî¸ü ÃÖÓ–ÖÖ®ÖÖŸ´ÖÛú ¯Ö׸ü¯ÖŒ¾ÖŸÖÖ ÃŸÖ¸ü †»ÖÝÖ-†»ÖÝÖ ÆüÖêŸÖê Æïü …
(2) †×¬Ö³ÖÖÂÖÖ×¾Ö–ÖÖ®Ö ÃÖÓ²ÖÓ¬Öß •ÖÖÝÖºþÛúŸÖÖ ‹Ûú ´Öë ´ÖÖî•Öæ¤ü ÆüÖêŸÖß Æîü, ¤æüÃÖ¸êü ´Öë ®ÖÆüà …
(3) ¯Ö׸ü¾Öê¿Ö «üÖ¸üÖ ´ÖãÆîüµÖÖ Ûú¸üÖµÖê ÝÖµÖê ³ÖÖÂÖÖµÖß †ÖÝÖŸÖ Ûúß ÝÖãÞÖ¾Ö¢ÖÖ †Öî¸ü ´ÖÖ¡ÖÖ ´Öë †ÓŸÖ¸ü ÆüÖêŸÖÖ Æîü …
(4) ³ÖÖÂÖÖ †ÓŸÖ¸üÞÖ †Öî¸ü/µÖÖ ÆüßÖõÖê¯Ö Ûúß ‘Ö™ü®ÖÖ ‹Ûú ´Öë ¤êüÜÖß •ÖÖ ÃÖÛúŸÖß Æîü, ¤æüÃÖ¸êü ´Öë ®ÖÆüà …
J-31-16 15 Paper-III
Text of page 16
37. Which of the following is not correctly matched ?
(1) Children follow the same path in learning a – Natural order hypothesis
language, and when adults learn a foreign
language they use the same path they used
when learning/acquiring their mother tongue.
(2) Factors like intelligence, memory, attention, – Innateness
etc. have a primary role in language
acquisition/learning.
(3) Points of structural difference are identified and – Contrastive analysis
these are studied in areas of potential
difficulties.
(4) Models of description built from a combination – Eclecticism
of features originating in more than one
linguistic theory.
38. Assertion (I) : Contrastive Analysis hypothesis proposes that similarities between L1 and
L2 will facilitate the learning process whereas contrasting structures in L1 and L2
will be difficult to learn.
Assertion (II) : Uriel Weinreich (1953) was the main proponent of CA hypothesis in
language reaching.
Codes :
(1) Both are true. (2) Both are false.
(3) (I) is true, (II) is false. (4) (I) is false, (II) is true.
39. (I) Integrative approaches to language testing are based on the assumption that different
units of language at the phonological, morphological, syntactic levels, and different
skills can all be tested independent of each other.
(II) Close test and Dictation are both examples of ‘Integrative approaches’ to language
testing.
Codes :
(1) Both are true. (2) Both are false.
(3) (I) is true, (II) is false. (4) (I) is false, (II) is true.
Paper-III 16 J-31-16
Text of page 17
37. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ ÃÖã´Öê×»ÖŸÖ ®ÖÆüà Æîü ?
(1) ²Ö““Öê ×ÛúÃÖß ³ÖÖÂÖÖ ÛúÖê ÃÖßÜÖ®Öê ´Öë ‹Ûú Æüß ´ÖÖÝÖÔ ÛúÖ †®ÖãÃÖ¸üÞÖ Ûú¸üŸÖê Æïü, †Öî¸ü – ÃÖÆü•Ö ÛÎú´Ö ¯ÖÏÖŒÛú»¯Ö®ÖÖ
•Ö²Ö ¾ÖµÖÃÛú ×ÛúÃÖß ×¾Ö¤êü¿Öß ³ÖÖÂÖÖ ÛúÖê ÃÖßÜÖŸÖê Æïü ŸÖÖê ¾Öê ¾ÖÆüß ´ÖÖÝÖÔ †¯Ö®ÖÖŸÖê Æïü
וÖÃÖê ˆ®ÆüÖë®Öê †¯Ö®Öß ´ÖÖŸÖé³ÖÖÂÖÖ ÛúÖê ÃÖßÜÖ®Öê ÛúÖ †•ÖÔ®Ö Ûú¸ü®Öê ´Öë †¯Ö®ÖÖµÖÖ
£ÖÖ …
(2) ÛúÖ¸üÛúÖë •ÖîÃÖê ²Öãרü, ôÖéןÖ, ¬µÖÖ®Ö †Öפü ÛúÖ ³ÖÖÂÖÖ †•ÖÔ®Ö/†×¬ÖÝÖ´Ö ´Öë – †ÓŸÖ•ÖÖÔŸÖŸÖÖ
¯ÖÏÖ£Ö×´ÖÛú ³Öæ×´ÖÛúÖ ÆüÖêŸÖß Æîü …
(3) ÃÖÓ¸ü“Ö®ÖÖÝÖŸÖ †ÓŸÖ¸ü Ûêú ײ֮¤ãü דÖ×Å®ÖŸÖ ×Ûú‹ •ÖÖŸÖê Æïü †Öî¸ü µÖê ÛúÖ±úß – ×¾ÖÂÖ´Ö ×¾Ö¿»ÖêÂÖÞÖ
Ûúךü®ÖÖ‡µÖÖë ¾ÖÖ»Öê õÖê¡Ö Ûêú †¬µÖµÖ®Ö Æîü …
(4) ‹Ûú ÃÖê †×¬ÖÛú ³ÖÖÂÖÖµÖß ×ÃÖ¨üÖÓŸÖÖë ÃÖê ˆ¤Ëü³ÖãŸÖ »ÖõÖÞÖÖë Ûêú ÃÖÆüµÖÖê•Ö®Ö ÃÖê – ×¾Ö׳֮®Ö ¤ü¿ÖÔ®Ö ÝÖÏÆüÞÖ
×®ÖÙ´ÖŸÖ ¾ÖÞÖÔ®Ö Ûêú ´ÖÖò›ü»Ö …
38. †×³ÖÛú£Ö®Ö (I) : ×¾Ö׳֮®Ö ¤ü¿ÖÔ®ÖÝÖÏÆüÞÖ ¯ÖÏÖŒÛú»¯Ö®ÖÖ µÖÆü ¯ÖÏן֯ÖÖפüŸÖ Ûú¸üŸÖß Æîü ×Ûú ¯ÖÏ£Ö´Ö ³ÖÖÂÖÖ †Öî¸ü ׫üŸÖßµÖ ³ÖÖÂÖÖ Ûêú ²Öß“Ö
Ûúß ÃÖ´ÖÖ®ÖŸÖÖ‹Ñ †×¬ÖÝÖ´Ö ¯ÖÏ×ÛÎúµÖÖ ÛúÖê ÃÖãÝÖ´Ö ²Ö®ÖÖ‹ÝÖß •Ö²Ö×Ûú ¯ÖÏ£Ö´Ö ³ÖÖÂÖÖ †Öî¸ü ׫üŸÖßµÖ ³ÖÖÂÖÖ ´Öë ¾µÖןָêüÛúß ÃÖÓ¸ü“Ö®ÖÖ
ÛúÖ †×¬ÖÝÖ´Ö Ûú¸ü®ÖÖ Ûúךü®Ö Æîü …
†×³ÖÛú£Ö®Ö (II) : µÖæ׸ü‹»Ö ¾Öê®Ö¸êüÛú (1953) ³ÖÖÂÖÖ-׿ÖõÖÞÖ ´Öë ×¾Ö׳֮®Ö ¤ü¿ÖÔ®ÖÝÖÏÆüÞÖ (ÃÖß ‹) ¯ÖÏÖŒÛú»¯Ö®ÖÖ Ûêú ¯ÖÏ´ÖãÜÖ
¯ÖÏן֯ÖÖ¤üÛú £Öê …
Ûæú™ü :
(1) ¤üÖê®ÖÖë ÃÖÆüß Æïü … (2) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
(3) (I) ÃÖÆüß Æîü, (II) ÝÖ»ÖŸÖ Æîü … (4) (I) ÝÖ»ÖŸÖ Æîü, (II) ÃÖÆüß Æîü …
39. †×³ÖÛú£Ö®Ö (I) : ³ÖÖÂÖÖ ¯Ö¸üßõÖÞÖ Ûêú ×»Ö‹ ‹ÛúÖŸ´Ö¯Ö¸üÛú ¥ü×™üÛúÖêÞÖ ‡ÃÖ ¬ÖÖ¸üÞÖÖ ¯Ö¸ü †Ö¬ÖÖ׸üŸÖ Æîü ×Ûú þÖ×®Ö×´ÖÛú,
¿Ö²¤üºþ¯ÖÖŸ´ÖÛú, ¾ÖÖŒµÖÖŸ´ÖÛú ßָüÖë Ûúß ×¾Ö׳֮®Ö ‡ÛúÖ‡µÖÖë †Öî¸ü ×¾Ö׳֮®Ö ¯ÖϾÖßÞÖŸÖÖ†Öë ÛúÖ ‹Ûú-¤æüÃÖ¸êü ÃÖê þ֟ÖÓ¡Ö
ÆüÖêÛú¸ü ¯Ö¸üßõÖÞÖ ×ÛúµÖÖ •ÖÖ ÃÖÛúŸÖÖ Æîü …
†×³ÖÛú£Ö®Ö (II) : Œ»ÖÖê•ÖÌ (cloze) ¯Ö¸üßõÖÞÖ †Öî¸ü ÁÖãŸÖ»ÖêÜÖ ¤üÖê®ÖÖë Æüß ³ÖÖÂÖÖ ¯Ö¸üßõÖÞÖ Ûêú ‘‹ÛúÖŸ´Ö¯Ö¸üÛú ¥ü×™üÛúÖêÞÖ’ Ûêú
ˆ¤üÖÆü¸üÞÖ Æïü …
Ûæú™ü :
(1) ¤üÖê®ÖÖë ÃÖÆüß Æïü … (2) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
(3) (I) ÃÖÆüß Æîü, (II) ÝÖ»ÖŸÖ Æîü … (4) (I) ÝÖ»ÖŸÖ Æîü, (II) ÃÖÆüß Æîü …
J-31-16 17 Paper-III
Text of page 18
40. Four levels of literacy identified by wells (1987) are from very basic to the high, identify
the correct order of these levels of literacy from the basic to the highest, from the
minimum to the maximum.
(1) Informative, Performative, epistemic, functional.
(2) Performative, informative, epistemic, functional.
(3) Epistemic, informative, functional, performative.
(4) Performative, functional, informative, epistemic.
41. Language typology is primarily concerned with
(1) Common Genealogical Origin (2) Language contact
(3) Language convergence (4) Universal preferences
42. If a language has voicing contrast among the fricatives, it is very likely to have voicing
contrast among the
(1) Plosives (2) Affricates
(3) Nasals (4) Approximants
43. The head parameter specifies the position of the head in
(1) a sentence (2) a clause
(3) a phrase (4) a paragraph
44. Rule ordering conventions belong to
(1) Logical Universals (2) Semantic Universals
(3) Substantive Universals (4) Formal Universals
45. Clause-final complementizers like /a:ni/ in Telugu or /bole/in Bengali are an areal features
that is supposed to have spread from the
(1) Indo-Aryan family (2) Dravidian family
(3) Austroasiatic family (4) Tibeto-Burman family
Paper-III 18 J-31-16
Text of page 19
40. ¾Öê»ÃÖ (1987) «üÖ¸üÖ ×“Ö×Å®ÖŸÖ ÃÖÖõÖ¸üŸÖÖ Ûêú “ÖÖ¸ü ßָü ´Öæ»Ö ÃÖê ‰ú¯Ö¸ü Ûúß †Öê¸ü Æîü … ´Öæ»Ö ÃÖê ˆ““ÖŸÖ´Ö Ûúß †Öê¸ü ®µÖæ®ÖŸÖ´Ö ÃÖê
†×¬ÖÛúŸÖ´Ö Ûúß †Öê¸ü ÃÖÖõÖ¸üŸÖÖ Ûêú ‡®Ö ßָüÖë Ûêú ÃÖÆüß ÛÎú´Ö ÛúÖê דÖ×Å®ÖüŸÖ Ûú¸ëü :
(1) ÃÖæ“Ö®ÖÖ¯Ö¸üÛú, ×®Ö¯ÖÖ¤ü®ÖÛúÖ¸üß, –ÖÖ®ÖÖŸ´ÖÛú, ÛúÖµÖÖÔŸ´ÖÛú
(2) ×®Ö¯ÖÖ¤ü®ÖÛúÖ¸üß, ÃÖæ“Ö®ÖÖ¯Ö¸üÛú, –ÖÖ®ÖÖŸ´ÖÛú, ÛúÖµÖÖÔŸ´ÖÛú
(3) –ÖÖ®ÖÖŸ´ÖÛú, ÃÖæ“Ö®ÖÖ¯Ö¸üÛú, ÛúÖµÖÖÔŸ´ÖÛú, ×®Ö¯ÖÖ¤ü®ÖÛúÖ¸üß
(4) ×®Ö¯ÖÖ¤ü®ÖÛúÖ¸üß, ÛúÖµÖÖÔŸ´ÖÛú, ÃÖæ“Ö®ÖÖ¯Ö¸üÛú, –ÖÖ®ÖÖŸ´ÖÛú
41. ³ÖÖÂÖÖ ¯ÖϺþ¯Ö ×¾Ö–ÖÖ®Ö ´Öãܵ֟Ö: ×ÛúÃÖÃÖê ÃÖÓ²ÖÓ×¬ÖŸÖ Æîü ?
(1) ÃÖ´ÖÖ®Ö †Ö®Öã¾ÖÓ׿ÖÛú ˆŸ¯Ö×¢Ö (2) ³ÖÖÂÖÖ ÃÖÓ¯ÖÛÔú
(3) ³ÖÖÂÖÖ †×³ÖÃÖ¸üÞÖ (4) ¾Öî׿¾ÖÛú †×¬Ö´ÖÖ®Ö
42. µÖפü ×ÛúÃÖß ³ÖÖÂÖÖ ´Öë ÃÖÓ‘ÖÙÂÖµÖÖë ´Öë ‘ÖÖêÂÖŸ¾Ö ¾ÖîÂÖ´µÖ ÆüÖêŸÖÖ Æîü ŸÖÖê ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖÛêú ²Öß“Ö ‘ÖÖêÂÖŸ¾Ö ¾ÖîÂÖ´µÖ ÆüÖê®Öê Ûúß
ÃÖÓ³ÖÖ¾Ö®ÖÖ •µÖÖ¤üÖ Æîü ?
(1) ïֿÖÔ (2) ïֿÖÔ ÃÖÓ‘ÖÂÖá
(3) ®ÖÖ×ÃÖŒµÖ (4) †×³ÖÝÖÖ´Öß (þ֮Ö)
43. ¿ÖßÂÖÔ ¯ÖÏÖ“Ö»Ö ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖ´Öë ¿ÖßÂÖÔ Ûúß ×ãÖ×ŸÖ ×¾Ö×®ÖÙ¤ü™ü Ûú¸üŸÖÖ Æîü ?
(1) ¾ÖÖŒµÖ (2) ˆ¯Ö¾ÖÖŒµÖ
(3) ¯Ö¤ü (4) ¯Öî¸üÖ
44. ×®ÖµÖ´Ö ÛÎú´ÖÞÖ ÃÖÓÛêúŸÖ ×ÛúÃÖÃÖê ÃÖÓ²ÖÓ×¬ÖŸÖ Æîü ?
(1) ŸÖÖÙÛúÛú ÃÖÖ¾ÖÔ³ÖÖî´Ö (2) †Ö£Öá ÃÖÖ¾ÖÔ³ÖÖî´Ö
(3) ×¾Ö¿Öê嵅 ÃÖÖ¾ÖÔ³ÖÖî´Ö (4) †Öî¯Ö“ÖÖ׸üÛú ÃÖÖ¾ÖÔ³ÖÖî´Ö
45. ŸÖê»ÖÝÖã ´Öë / a : ni / †£Ö¾ÖÖ ²ÖÓÝÖÖ»Öß ´Öë / bole / ¯Ö¤üÖÓŸÖ ¯Öæ¸üÛú ‹Ûú õÖê¡ÖßµÖ ×¾Ö¿ÖêÂÖŸÖÖ ×•ÖÃÖÛúÖ ¯ÖÏÃÖÖ¸ü ×®Ö´®Ö×»Ö×ÜÖŸÖ ÃÖê Æãü†Ö Æîü :
(1) ³ÖÖ¸üÖê¯ÖßµÖ ¯Ö׸ü¾ÖÖ¸ü (2) ¦ü×¾Ö›ü ¯Ö׸ü¾ÖÖ¸ü
(3) †ÖÙüÖê‹×¿ÖµÖÖ‡Ô ¯Ö׸ü¾ÖÖ¸ü (4) ןֲ²ÖŸÖ-³Öæ™üÖ®Ö ¯Ö׸ü¾ÖÖ¸ü
J-31-16 19 Paper-III
Text of page 20
46. Assertion (I) : Bilingual dictionaries can be distinguished as active dictionaries or passive
dictionaries, according to whether their purpose is to help with encoding (writing) or
decoding (reading) activities.
Assertion (II) : By providing lexical equivalents, the monolingual dictionary helps
language learners and translators to read or create texts in a foreign language.
Codes :
(1) Both (I) and (II) are true. (2) (I) is true, (II) is false.
(3) (I) is false, (II) is true. (4) Both (I) and (II) are false.
47. Match the items in the List – I with List – II and select the correct answer from the codes
given below :
List – I List – II
(a) English Pronouncing Dictionary (i) R.R.K. Hartmanna Gregory James
(b) A pronouncing Dictionary of American (ii) Daniel Jones
English
(c) A comprehensive English Hindi (iii) J.S. Kenyon & T.A. Knot
Dictionary
(d) Dictionary of Lexicography (iv) Raghu Vira
Codes :
(a) (b) (c) (d)
(1) (ii) (iii) (iv) (i)
(2) (ii) (i) (iv) (iii)
(3) (ii) (iv) (iii) (i)
(4) (ii) (i) (iii) (iv)
48. ‘A grief ago’ is an example of
(1) Parallelism (2) Hyperbole
(3) Synechdoche (4) Deviation
49. Which of the following is not true for making a successful translator ?
(1) He/she should indulge in a word-for-word translation.
(2) He/she should translate idiom for idiom and metaphor for metaphor as for as
possible.
(3) He/she should translate intention by intention.
(4) He/she should transcreate but must not embellish.
Paper-III 20 J-31-16
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46. †×³ÖÛú£Ö®Ö (I) : ׫ü³ÖÖÂÖß ÛúÖê¿ÖÖë ÛúÖê ‡ÃÖ ²ÖÖŸÖ Ûêú †Ö¬ÖÖ¸ü ¯Ö¸ü ÃÖÛú´ÖÔÛú ÛúÖê¿Ö †£Ö¾ÖÖ †Ûú´ÖÔÛú ÛúÖê¿ÖÖë Ûêú ºþ¯Ö ´Öë
×¾Ö³ÖŒŸÖ ×ÛúµÖÖ •ÖÖ ÃÖÛúŸÖÖ Æîü ×Ûú ŒµÖÖ ˆ®ÖÛúÖ ¯ÖϵÖÖê•Ö®Ö Ûæú™ü»ÖêÜÖ®Ö (»ÖêÜÖ®Ö) †£Ö¾ÖÖ Ûæú™ü¾ÖÖ“Ö®Ö (¯Öšü®Ö) ÝÖןÖ×¾Ö×¬Ö ´Öë
ÃÖÆüÖµÖŸÖÖ Ûú¸ü®ÖÖ Æîü …
†×³ÖÛú£Ö®Ö (II) : ¿ÖÖײ¤üÛú ÃÖ´ÖÛúõÖ ¿Ö²¤ü ´ÖãÆîüµÖÖ Ûú¸üÖ Ûú¸ü ‹Ûú»Ö ³ÖÖÂÖß ¿Ö²¤ü ÛúÖêÂÖ ³ÖÖÂÖÖ ×¿ÖõÖÖÙ£ÖµÖÖë ŸÖ£ÖÖ †®Öã¾ÖÖ¤üÛúÖë
ÛúÖê ×¾Ö¤êü¿Öß ³ÖÖÂÖÖ ´Öë ¯ÖœÌü®Öê †£Ö¾ÖÖ ¯ÖÖšü ŸÖîµÖÖ¸ü Ûú¸ü®Öê ´Öë ÃÖÆüÖµÖŸÖÖ Ûú¸üŸÖê Æïü …
Ûæú™ü :
(1) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÃÖÆüß Æïü … (2) (I) ÃÖÆüß Æîü †Öî¸ü (II) ÝÖ»ÖŸÖ Æîü …
(3) (I) ÝÖ»ÖŸÖ Æîü †Öî¸ü (II) ÃÖÆüß Æîü … (4) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
47. ÃÖæ“Öß – I Ûúß ´Ö¤üÖë ÛúÖ ×´Ö»ÖÖ®Ö ÃÖæ“Öß – II ÃÖê Ûú¸ëü †Öî¸ü ®Öß“Öê פü‹ ÝÖ‹ Ûæú™üÖë Ûúß ÃÖÆüÖµÖŸÖÖ ÃÖê ÃÖÆüß ˆ¢Ö¸ü “Öã®Öë :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(a) ‡Ó×Ý»Ö¿Ö ¯ÖÏÖê®ÖÖ‰úØÃÖÝÖ ×›üŒ¿Ö®Ö¸üß (i) †Ö¸ü.†Ö¸ü.Ûêú ÆüÖ™Ôü´Ö®®ÖÖ ÝÖÏêÝÖ¸üß •Öê´ÃÖ
(b) ‹. ¯ÖÏÖê®ÖÖ‰úØÃÖÝÖ ×›üŒ¿Ö®Ö¸üß †Öò±ú †´Öê׸üÛú®Ö ‡Ó×Ý»Ö¿Ö (ii) ›êü×®ÖµÖ»Ö •ÖÖê®ÃÖ
(c) ‹ Ûú´¯ÖÏßÆîü×®ÃÖ¾Ö ‡Ó×Ý»Ö¿Ö ×Æü®¤üß ×›üŒ¿Ö®Ö¸üß (iii) •Öê.‹ÃÖ. ÛêúµÖÖê®Ö ‹Þ›ü ™üß.‹. ®ÖÖò™ü
(d) ×›üŒ¿Ö®Ö¸üß †Öò±ú »Öê׌ÃÖÛúÖêÝÖÏÖ±úß (iv) ¸ü‘Öã¾Ö߸üÖ
Ûæú™ü :
(a) (b) (c) (d)
(1) (ii) (iii) (iv) (i)
(2) (ii) (i) (iv) (iii)
(3) (ii) (iv) (iii) (i)
(4) (ii) (i) (iii) (iv)
48. ‘‹ ÝÖÏß±ú †ÝÖÖê’ ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖÛúÖ ˆ¤üÖÆü¸üÞÖ Æîü ?
(1) ÃÖ´ÖÖÓŸÖ¸üŸÖÖ (2) †×ŸÖ¿ÖµÖÖê׌ŸÖ
(3) †ÓÝÖÖÓ×ÝÖ¾ÖÖ“Ö®Ö (4) ×¾Ö“Ö»Ö®Ö
49. ÃÖÛú»Ö †®Öã¾ÖÖ¤üÛú ²Ö®Ö®Öê Ûêú ×»Ö‹ ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ Ûú£Ö®Ö ÃÖÆüß ®ÖÆüà Æîü ?
(1) ˆÃÖê ¿Ö²¤ü ¤ü¸ü ¿Ö²¤ü †®Öã¾ÖÖ¤ü Ûú¸ü®ÖÖ “ÖÖ×Æü‹ …
(2) ˆÃÖê »ÖÖêÛúÖê׌ŸÖ Ûêú ×»Ö‹ µÖ£ÖÖÃÖÓ³Ö¾Ö »ÖÖêÛúÖê׌ŸÖ †Öî¸ü ºþ¯ÖÛú Ûêú ãÖÖ®Ö ¯Ö¸ü µÖ£ÖÖÃÖÓ³Ö¾Ö ºþ¯ÖÛú ÛúÖ ¯ÖϵÖÖêÝÖ Ûú¸ü®ÖÖ “ÖÖ×Æü‹ …
(3) ˆÃÖê ´ÖÓ¿ÖÖ (intention) ¤ü¸ü ´ÖÓ¿ÖÖ (intention) †®Öã¾ÖÖ¤ü Ûú¸ü®ÖÖ “ÖÖ×Æü‹ …
(4) ˆÃÖê †®ÖãÃÖé•Ö®Ö Ûú¸ü®ÖÖ “ÖÖ×Æü‹ ®Ö ×Ûú ¯Ö׸ü´ÖÖ•ÖÔ®Ö …
J-31-16 21 Paper-III
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50. Match the items of List – I with those of List – II in the context of equivalence in
translation.
List – I List – II
(a) E. Nida (1964) (i) Translation shift
(b) H. Jakobson (1959) (ii) Semantic and communicative translation
(c) J.C. Catford (1965) (iii) Formal and dynamic equivalence
(d) P.Newmark (iv) Inter-semiotic translation
Codes :
(a) (b) (c) (d)
(1) (iii) (iv) (i) (ii)
(2) (ii) (i) (iv) (iii)
(3) (i) (iii) (ii) (iv)
(4) (iii) (ii) (iv) (i)
51. DTAG, BRAT, XCDG are names of ______.
(1) Famous Text Corpora (2) Syntactic Annotation Tools
(3) Corpora Projects (4) Text-to-Speech Tools
52. Which of the following languages is not a part of the TDIL corpora initiative ?
(1) Tulu (2) Konkani
(3) Bodo (4) Manipuri
53. In Brown Corpus, the tagset PP$ stands for ______.
(1) Pronoun Possessive (2) Determiner Possessive
(3) Pronoun Singular, Reflexive (4) Pronoun Plural, Reflexive
54. Henry Kuāra and W. Nelson Francis compiled ______.
(1) The British National Corpus (2) American National Corpus
(3) Brown Corpus (4) Corpus of Contemporary English
Paper-III 22 J-31-16
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50. †®Öã¾ÖÖ¤ü ´Öë ÃÖ´ÖÖ®ÖŸÖÖ Ûêú ÃÖÓ¤ü³ÖÔ ´Öë ÃÖæ“Öß – I Ûúß ´Ö¤üÖë ÛúÖ ×´Ö»ÖÖ®Ö ÃÖæ“Öß – II Ûúß ´Ö¤üÖë ÃÖê Ûú¸ëü :
ÃÖæ“Öß – I ÃÖæ“Öß – II
(a) ‡Ô. ®ÖÖ‡›üÖ (1964) (i) †®Öã¾ÖÖ¤ü ¯Ö׸ü¾Öé×¢Ö
(b) †Ö¸ü. •ÖêÛúÖê²ÖÃÖ®Ö (1959) (ii) †£ÖÔ¯Ö¸üÛú †Öî¸ü ÃÖÓ¯ÖÏêÂÖÞÖ¯Ö¸üÛú †®Öã¾ÖÖ¤ü
(c) •Öê.ÃÖß. Ûêú™ü±ú›Ôü (1965) (iii) †Öî¯Ö“ÖÖ׸üÛú †Öî¸ü ÝÖŸµÖÖŸ´ÖÛú ÃÖ´ÖÛúõÖ
(d) ¯Öß. ®µÖæ´ÖÖÛÔú (iv) †®ŸÖ¸ü ÃÖÓÛêúŸÖ ×¾Ö–ÖÖ®Öß †®Öã¾ÖÖ¤ü
Ûæú™ü :
(a) (b) (c) (d)
(1) (iii) (iv) (i) (ii)
(2) (ii) (i) (iv) (iii)
(3) (i) (iii) (ii) (iv)
(4) (iii) (ii) (iv) (i)
51. DTAG, BRAT, XCDG ______ Ûêú ®ÖÖ´Ö Æîü …
(1) ×¾ÖܵÖÖŸÖ ¯ÖÖšü ÛúÖê¸ü¯Ö¸üÖ (2) ¾ÖÖŒµÖ ×¾Ö®µÖÖÃÖÝÖŸÖ ×™ü¯¯ÖÞÖß (Annotation) ÃÖÖ¬Ö®Ö
(3) ÛúÖê¸ü¯Ö¸üÖ ¯Ö׸üµÖÖê•Ö®ÖÖ‹Ñ (4) ¯ÖÖšü ÃÖê ¾ÖÖÛú ÃÖÖ¬Ö®Ö
52. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖß ³ÖÖÂÖÖ ™üß.›üß.†Ö‡Ô.‹»Ö. ÛúÖê¸ü¯Ö¸üÖ ¯ÖÆü»Ö ÛúÖ ³ÖÖÝÖ ®ÖÆüà Æîü ?
(1) ŸÖã»Öã (2) ÛúÖëÛúÞÖß
(3) ²ÖÖê›üÖê (4) ´Ö×ÞÖ¯Öã¸üß
53. ²ÖÎÖˆ®Ö ÛúÖê¸ü¯Ö¸üÖ ´Öë ™îüÝÖ ÃÖê™ü PP$ ÛúÖ †£ÖÔ Æîü
(1) ÃÖ¾ÖÔ®ÖÖ´Ö ÃÖÓ²ÖÓ¬Ö¾ÖÖ“ÖÛú (2) ×®Ö¬ÖÖÔ¸üÛú ÃÖÓ²ÖÓ¬Ö¾ÖÖ“ÖÛú
(3) ‹Ûú¾Ö“Ö®Ö ÃÖ¾ÖÔ®ÖÖ´Ö, ×®Ö•Ö¾ÖÖ“ÖÛú (4) ²ÖÆãü¾Ö“Ö®Ö ÃÖ¾ÖÔ®ÖÖ´Ö, ×®Ö•Ö¾ÖÖ“ÖÛú
54. Æêü®Ö¸üß ÛãúµÖê¸üÖ ŸÖ£ÖÖ ›ü²»µÖæ ®Öê»ÃÖ®Ö ±ÏúÖÓÃÖßÃÖ ®Öê _____ ÛúÖ ÃÖÓÛú»Ö®Ö ×ÛúµÖÖ …
(1) ¤ü ײÖÎ×™ü¿Ö ®Öê¿Ö®Ö»Ö ÛúÖê¸ü¯ÖÃÖ (2) †´Öê׸üÛú®Ö ®Öê¿Ö®Ö»Ö ÛúÖê¸ü¯ÖÃÖ
(3) ²ÖÎÖ‰ú®Ö ÛúÖê¸ü¯ÖÃÖ (4) ÛúÖê¸ü¯ÖÃÖ †Öò±ú ÛÓú™êü´Ö¯ÖÖê¸êü¸üß ‡Ó×ݻֿÖ
J-31-16 23 Paper-III
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55. From the ‘item-and-arrangement’ point of view.
(I) A word like ‘dogs’ is viewed as a set of morphemes which include a root with its
corresponding exponentor morph and a plural morphene with its corresponding
morph.
(II) Each piece of morphosyntactic information is paired with some morph or exponent.
(III) A word like “cats” is viewed as a rule that applies to a root paired with a set of
morphosyntactic features.
(IV) The resulting phonological sequence of a combination of morphs is treated as a
single piece and not as a composite of morphs.
Codes :
(1) (I), (II) (III) & (IV) are correct. (2) Only (I) and (II) are correct.
(3) Only (I) and (III) are correct. (4) Only (II), (III) and (IV) are correct.
56. Which of the following statements is not correct ?
(1) Copy theory of movement is endorsed by the Minimalist program.
(2) When a constituent moves it leaves a copy of itself.
(3) A chain consists of multiple copies of the moved constituent.
(4) Copy theory replaces the case theory.
57. The use of dummy ‘do’ in English, which takes place only when other options for
realizing tense and agreement are blocked can be referred to as an example of
(1) Greed (2) Procrastinate
(3) Spell-out (4) Last resort
58. In the Minimalist program, a general economy constraint allowing the movement of an
element only if it satisfies the requirements of the moved element is
(1) Greed (2) Spell-out
(3) Procrastinate (4) Last resort
59. In later Government and Binding theory, the term tense phrase (TP) is used for what was
earlier called
(1) an Inflection Phrase (IP) (2) a Complementizer Phrase (CP)
(3) a Determiner Phrase (DP) (4) a Prepositional Phrase (PP)
Paper-III 24 J-31-16
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55. ´Ö¤ü †Öî¸ü ¾µÖ¾ÖãÖÖ Ûêú ¥ü×™üÛúÖêÞÖ ÃÖê
I. †ÓÝÖÏê•Öß ¿Ö²¤ü ‘dogs’ •ÖîÃÖê ¿Ö²¤ü ÛúÖê ºþׯִÖÖë Ûêú ‹êÃÖê ÃÖ´Öã““ÖµÖ Ûêú ºþ¯Ö ´Öë ¤êüÜÖÖ •ÖÖŸÖÖ Æîü וÖÃÖ´Öë ‡ÃÖÛêú ÃÖ¥ü¿Ö
‘ÖÖêŸÖÛú †£Ö¾ÖÖ ºþ¯Ö ŸÖ£ÖÖ ‡ÃÖÛêú ÃÖ¥ü¿Ö ºþ¯Ö Ûêú ÃÖÖ£Ö ²ÖÆãü¾Ö“Ö®Ö ºþ×¯Ö´Ö Ûêú ´Öæ»Ö ¿ÖÖ×´Ö»Ö ÆüÖêŸÖê Æïü …
II. ºþ¯Ö¾ÖÖŒµÖÖŸ´ÖÛú ÃÖæ“Ö®ÖÖ ÛúÖ ¯ÖÏŸµÖêÛú ×ÆüÃÃÖÖ ×ÛúÃÖß ®Ö ×ÛúÃÖß ºþ¯Ö †£Ö¾ÖÖ ‘ÖÖêŸÖÛú ÃÖê •Öã›üÖ ÆüÖêŸÖÖ Æîü …
III.†ÓÝÖÏê•Öß ¿Ö²¤ü “cats” •ÖîÃÖê ¿Ö²¤ü ÛúÖê ‹Ûú ‹êÃÖê ×®ÖµÖ´Ö Ûêú ºþ¯Ö ´Öë ¤êüÜÖÖ •ÖÖŸÖÖ Æîü •ÖÖê ºþ¯Ö¾ÖÖŒµÖÖŸ´ÖÛú ×¾Ö¿ÖêÂÖŸÖÖ†Öë
Ûêú ÃÖ´Öã““ÖµÖ ÃÖê µÖã×Ý´ÖŸÖ ´Öæ»Ö ¯Ö¸ü »ÖÖÝÖæ ÆüÖêŸÖÖ Æîü …
IV. ºþ¯ÖÖë Ûêú ÃÖÓ²ÖÓ¬Ö Ûêú ¯Ö׸üÞÖÖ´Öß Ã¾Ö×®Ö×´ÖÛú ÛÎú´Ö ÛúÖê ‹Ûú»Ö ÜÖÓ›ü Ûêú ºþ¯Ö ´Öë ´ÖÖ®ÖÖ •ÖÖŸÖÖ Æîü ®Ö ×Ûú ºþ¯ÖÖë Ûêú ÃÖ´ÖÖÃÖ Ûêú
ºþ¯Ö ´Öë …
(1) I, II, III †Öî¸ü IV ÃÖÆüß Æïü … (2) Ûêú¾Ö»Ö I †Öî¸ü II ÃÖÆüß Æïü …
(3) Ûêú¾Ö»Ö I †Öî¸ü III ÃÖÆüß Æïü … (4) Ûêú¾Ö»Ö II, III †Öî¸ü IV ÃÖÆüß Æïü …
56. ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ÛúÖî®Ö ÃÖÖ Ûú£Ö®Ö ÃÖÆüß ®ÖÆüà Æîü ?
(1) ‘ÛúÖò¯Öß £µÖã¸üß †Öò±ú ´Öæ¾Ö´Öë™ü’ ÛúÖ ×´Ö×®Ö´Ö×»ÖÙü ÛúÖµÖÔÛÎú´Ö «üÖ¸üÖ ÃÖ´Ö£ÖÔ®Ö ×ÛúµÖÖ •ÖÖŸÖÖ Æîü …
(2) •Ö²Ö ×ÛúÃÖß ‘Ö™üÛú ÛúÖ Ã£ÖÖ®Ö ¯Ö׸ü¾ÖŸÖÔ®Ö ÆüÖêŸÖÖ Æîü ŸÖÖê ¾ÖÆü †®ÖãÛéú×ŸÖ ”ûÖê›Ìü •ÖÖŸÖÖ Æîü …
(3) ×ÛúÃÖß ÀÖÓéÜÖ»ÖÖ ´Öë ãÖÖ®ÖÖÓŸÖ׸üŸÖ ‘Ö™üÛúÖë Ûúß ²ÖÆãüŸÖ ÃÖß ¯ÖÏןֵÖÖÑ ¿ÖÖ×´Ö»Ö ÆüÖêŸÖß Æïü …
(4) †®Öã¾Öé×¢Ö ×ÃÖ¨üÖÓŸÖ (ÛúÖò¯Öß £µÖã¸üß) ÛúÖ¸üÛú ×ÃÖ¨üÖÓŸÖ (ÛêúÃÖ £µÖã¸üß) ÛúÖ Ã£ÖÖ®Ö »ÖêŸÖÖ Æîü …
57. †ÓÝÖÏê•Öß ´Öë ›ü´Öß ‘›æü’ ˆÃÖß ×ãÖ×ŸÖ ´Öë ‘Ö×™üŸÖ ÆüÖêŸÖÖ Æîü •Ö²Ö ÛúÖ»Ö †Öî¸ü †×®¾Ö×ŸÖ ÛúÖê ³Ö»Öß³ÖÖÑ×ŸÖ ÃÖ´Ö—Ö®Öê Ûêú ¤æüÃÖ¸êü ×¾ÖÛú»¯Ö
ÃÖ´ÖÖ¯ŸÖ ÆüÖê •ÖÖŸÖê Æîü, ‡ÃÖê ×®Ö´®Ö×»Ö×ÜÖŸÖ ÛúÖ ˆ¤üÖÆü¸üÞÖ ÛúÆüÖ •ÖÖ ÃÖÛúŸÖÖ Æîü :
(1) ÝÖÏß›ü (Greed) (2) ¯ÖÏÖêÛîÎúÙüß®Öê™ü (Procrastinate)
(3) ¾ÖÞÖÔ®Ö (4) †Ó×ŸÖ´Ö ˆ¯ÖÖµÖ (»ÖÖÙü ׸ÃÖÖò™Ôü)
58. ®µÖæ®ÖŸÖ´Ö ÛúÖµÖÔÛÎú´Ö (×´Ö×®Ö´Ö×»ÖÙü ¯ÖÏÖêÝÖÏÖ´Ö) ´Öë ÃÖÖ´ÖÖ®µÖ †ÖÙ£ÖÛú ¯ÖÏןֲÖÓ¬Ö, וÖÃÖ´Öë ×ÛúÃÖß ŸÖ¢¾Ö ÛúÖ Ã£ÖÖ®ÖÖÓŸÖ¸üÞÖ ˆÃÖß ×ãÖ×ŸÖ ´Öë
ÆüÖêŸÖÖ Æîü •Ö²Ö µÖÆü ãÖÖ®ÖÖÓŸÖ׸üŸÖ ŸÖ¢¾Ö Ûúß †Ö¾Ö¿µÖÛúŸÖÖ ÛúÖê ¯Öæ¸üÖ Ûú¸üŸÖÖ Æîü, ¾ÖÆü Æîü
(1) ÝÖÏß›ü (2) ïÖê»Ö †Öˆ™ü
(3) ¯ÖÏÖêÛîÎúÙüß®Öê™ü (4) †Ó×ŸÖ´Ö ˆ¯ÖÖµÖ (»ÖÖÙü ׸üÃÖÖ™Ôü)
59. ²ÖÖ¤ü Ûúß ÝÖ¾Ö®ÖÔ´Öë™ü †Öî¸ü ²ÖÖ‡ÓØ›üÝÖ £µÖã¸üß ´Öë ÛúÖ»Ö ¯Ö¤ü (™ëüÃÖ ±Ïêú´Ö) ¿Ö²¤ü ÛúÖ ¯ÖϵÖÖêÝÖ ˆÃÖÛêú ×»Ö‹ ×ÛúµÖÖ •ÖÖŸÖÖ Æîü וÖÃÖê ¯ÖÆü»Öê ÛúÆüÖ
•ÖÖŸÖÖ £ÖÖ :
(1) ×¾Ö³Ö׌ŸÖ ¯Ö¤ü²ÖÓ¬Ö (†Ö‡Ô ¯Öß) (2) ¯Öæ¸üÞÖÛúÖ¸üß ¯Ö¤ ²ÖÓ¬Öü (ÃÖß ¯Öß)
(3) ×®Ö¬ÖÖÔ¸üÛú ¯Ö¤ü²ÖÓ¬Ö (›üß ¯Öß) (4) ¯Öæ¾ÖÔÃÖÝÖÔ ¯Ö¤ü²ÖÓ¬Ö (¯Öß ¯Öß)
J-31-16 25 Paper-III
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60. In configurational languages grammatical relationships within constructions are expressed
mainly by
(1) Word order (2) Inflections
(3) Derivations (4) Prfixation
61. Prosodies are features in prosodic phonology that
(1) extend over stretches of utterance.
(2) do not extend over stretches of utterance.
(3) subsume pitch but not stress.
(4) do not include secondary articulation.
62. A floating tone in Auto segmental phonology
(1) is one which docks with a consonant after the application of a phonological rule.
(2) is one which constantly attached to a syllable.
(3) is one which has been separated from a syllable following the application of a
phonolgoical rule
(4) is one which can never be detached from a syllable.
63. In Auto segmental phonology, obligatory contour principle prohibits
(1) two nasal consonants from being adjacent.
(2) two identical oral consonants from being adjacent.
(3) two identical vowels from being adjacent.
(4) two identical tones from being adjacent.
64. An approach in phonology where an input representation is associated with a large class
of candidate output representations, and various kinds of filters are used to evaluate their
outputs and select the one which is most well-formed is called
(1) Prosodic theory (2) Metrical theory
(3) Natural theory (4) Optimality theory
Paper-III 26 J-31-16
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60. ÃÖÓ×¾Ö®µÖÖÃÖÛÎú´ÖÖŸ´ÖÛú ³ÖÖÂÖÖ†Öë ´Öë ¸ü“Ö®ÖÖ†Öë Ûêú ³Öߟָü ¾µÖÖÛú¸üÞÖßµÖ ÃÖÓ²ÖÓ¬ÖÖë Ûúß †×³Ö¾µÖ׌ŸÖ ´ÖãÜµÖ ºþ¯Ö ÃÖê ×®Ö´®Ö×»Ö×ÜÖŸÖ Ûêú «üÖ¸üÖ
ÆüÖêŸÖß Æïü :
(1) ¿Ö²¤ü ÛÎú´Ö (2) ×¾Ö³Ö׌ŸÖ
(3) ¾µÖ㟯֮®Ö (¿Ö²¤ü) (4) ¯Öæ¾ÖÔ-¯ÖÏŸµÖµÖ µÖÖê•Ö®Ö
61. ÝÖãÞÖ Ã¾Ö×®Ö´Ö ×¾Ö–ÖÖ®Ö ´Öë þ֮ÖÝÖãÞÖ ‹êÃÖß ×¾Ö¿ÖêÂÖŸÖÖ‹Ñ Æïü •ÖÖê
(1) ˆ×ŒŸÖ Ûêú ²Ö»Ö ÛúÖ ×¾ÖßÖÖ¸ü Ûú¸üŸÖß Æïü …
(2) ˆ×ŒŸÖ Ûêú ²Ö»Ö ÛúÖ ×¾ÖßÖÖ¸ü ®ÖÆüà Ûú¸üŸÖß Æïü …
(3) þָüÖ‘ÖÖŸÖ ÛúÖê ¿ÖÖ×´Ö»Ö Ûú¸üŸÖß Æïü ¯Ö¸ü ²Ö»Ö ÛúÖê ®ÖÆüà …
(4) ˆ¯Öºþ¯Ö ˆ““ÖÖ¸üÞÖ ´Öë ¿ÖÖ×´Ö»Ö Ûú¸üŸÖß Æïü …
62. †Öò™üÖê ÃÖêÝÖê´Öë™ü»Ö þÖ×®Ö´Ö ×¾Ö–ÖÖ®Ö ´Öë ¯ÖϾÖÆü´ÖÖ®Ö †®ÖãŸÖÖ®Ö ÃÖê ŸÖÖŸ¯ÖµÖÔ ‹êÃÖê †®ÖãŸÖÖ®Ö ÃÖê Æîü
(1) •ÖÖê þÖ×®Ö×´ÖÛú ×®ÖµÖ´Ö Ûêú †®Öã¯ÖϵÖÖêÝÖ Ûêú ²ÖÖ¤ü ×ÛúÃÖß ¾µÖÓ•Ö®Ö ÃÖê ×¾ÖÃÖÓÛêú×ŸÖŸÖ ×ÛúµÖÖ •ÖÖŸÖÖ Æîü …
(2) •ÖÖê »ÖÝÖÖŸÖÖ¸ü †õÖ¸ü ÃÖê •Öã›ÌüÖ ÆüÖêŸÖÖ Æîü …
(3) •ÖÖê þÖ×®Ö×´ÖÛú ×®ÖµÖ´Ö Ûêú †®Öã¯ÖϵÖÖêÝÖ Ûêú ²ÖÖ¤ü †õÖ¸ü ÃÖê †»ÖÝÖ Ûú¸ü פüµÖÖ ÝÖµÖÖ Æîü …
(4) וÖÃÖê †õÖ¸ü ÃÖê Ûú³Öß †»ÖÝÖ ®ÖÆüà ×ÛúµÖÖ •ÖÖ ÃÖÛúŸÖÖ Æîü …
63. †Öò™üÖê ÃÖêÝÖê´Öë™ü»Ö þÖ×®Ö´Ö ×¾Ö–ÖÖ®Ö ´Öë, †Ö²Ö»ÖßÝÖê™ü¸üß ÛÓú™æü¸ü دÖÏ×ÃÖ¯Ö»Ö ×®Ö´®Ö×»Ö×ÜÖŸÖ ÛúÖ ¯ÖÏןÖÂÖê¬Ö Ûú¸üŸÖÖ Æîü :
(1) ¤üÖê ®ÖÖ×ÃÖŒµÖ ¾µÖÓ•Ö®ÖÖë ÛúÖê ‹Ûú-¤æüÃÖ¸êü Ûêú ÃÖÖ£Ö ÃÖÓ»ÖÝ®Ö ÆüÖê®Öê ÃÖê
(2) ¤üÖê ÃÖ´ÖÖ®Ö ´ÖÖî×ÜÖÛú ¾µÖÓ•Ö®ÖÖë ÛúÖê ‹Ûú-¤æüÃÖ¸êü Ûêú ÃÖÖ£Ö ÃÖÓ»ÖÝ®Ö ÆüÖê®Öê ÃÖê
(3) ¤üÖê ÃÖ´ÖÖ®Ö Ã¾Ö¸üÖë ÛúÖê ‹Ûú-¤æüÃÖ¸êü Ûêú ÃÖÖ£Ö ÃÖÓ»ÖÝ®Ö ÆüÖê®Öê ÃÖê
(4) ¤üÖê ÃÖ´ÖÖ®Ö †®ÖãŸÖÖ®ÖÖë ÛúÖê ‹Ûú-¤æüÃÖ¸êü Ûêú ÃÖÖ£Ö ÃÖÓ»ÖÝ®Ö ÆüÖê®Öê ÃÖê
64. þÖ×®Ö´Ö ×¾Ö–ÖÖ®Ö ´Öë •Ö²Ö †ÖÝÖŸÖ ¯ÖÏןÖ×®Ö׬֟¾Ö ÛúÖê ²Ö›Ìêü ¾ÖÝÖÔ Ûêú ˆ´´Öߤü¾ÖÖ¸ü Ûêú ×®ÖÝÖÔŸÖ ¯ÖÏןÖ×®Ö׬֟¾Ö ÃÖê ÃÖ´²Ö¨ü ×ÛúµÖÖ •ÖÖŸÖÖ Æîü
†Öî¸ü ‡®Ö †ÖÝÖŸÖÖë ÛúÖ ´Ö滵ÖÖÓÛú®Ö Ûú¸ü®Öê Ûêú ×»Ö‹ ×¾Ö׳֮®Ö ¯ÖÏÛúÖ¸ü Ûêú ×±ú»™ü¸üÖë ÛúÖ ÃÖ²ÖÃÖê ÃÖã¾µÖ¾Ö×Ã£ÖŸÖ ºþ¯Ö ÛúÖ ¯ÖϵÖÖêÝÖ ×ÛúµÖÖ
•ÖÖŸÖÖ Æîü ŸÖÖê ˆÃÖ ‹Ûú ÛúÖê “Öã×®Ö‹ …
(1) ÝÖãÞÖ Ã¾Ö×®Ö´Ö ×¾Ö–ÖÖ®Ö ×ÃÖ¨üÖÓŸÖ (2) ¾Öé¢ÖÖŸ´ÖÛú ×ÃÖ¨üÖÓŸÖ
(3) ¯ÖÏÖÛéúןÖÛú ×ÃÖ¨üÖÓŸÖ (4) †Öò¯™üß´Öê×»Ö™üß ×ÃÖ¨üÖÓŸÖ
J-31-16 27 Paper-III
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65. The mechanism of GEN in optimality theory is
(1) only able to add a segment of sound.
(2) only able to delete a segments of sound.
(3) only able to rearrange segments of sound.
(4) able to add, delete and re-arrange segments of sound.
66. Social motivation of sound change was popularized mainly leg the publications of
(1) U. Weinreich (2) P. Trudgill
(3) J.J. Gumperz (4) W. Labov
67. In a number of studies on disglossia and gender around the world, there is a tendency to
use the more prestigious language by
(1) women (2) men
(3) both women and men (4) neither women nor men
68. If literacy is acquired by an individual as a skill, generally within an educational context,
it is called
(1) Functional literacy (2) Survival literacy
(3) Technical literacy (4) Autonomous model of literacy
69. As a critique of Chomsky’s concept of ‘linguistic competence’, the concept of
‘communicative competence’ was proposed by
(1) André Martinet (2) Victoria Fronkin
(3) Dell Hymes (4) John Gumperz
70. We have been able to understand how the middle class has ties through their jobs and
neighbourhoods, etc to community members above and below them on the socioeconomic
spectrum with the help of the
(1) Social network (2) Language ideology
(3) Power politics (4) Language attitudes
Paper-III 28 J-31-16
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65. †Öò¯™üß´Öê×»Ö™üß ×ÃÖ¨üÖÓŸÖ ´Öë G.E.N. (•Öß ‡Ô ‹®Ö) ÛúÖ ŸÖÓ¡Ö Æîü
(1) Ûêú¾Ö»Ö ¬¾Ö×®Ö Ûêú ‹Ûú ÜÖÓ›ü ÛúÖê •ÖÖê›Ìü®Öê ´Öë ÃÖõÖ´Ö ÆüÖê®ÖÖ …
(2) Ûêú¾Ö»Ö ¬¾Ö×®Ö Ûêú ‹Ûú ÜÖÓ›ü ÛúÖê Æü™üÖ®Öê ´Öë ÃÖõÖ´Ö ÆüÖê®ÖÖ …
(3) Ûêú¾Ö»Ö ¬¾Ö×®Ö Ûêú ÜÖÓ›üÖë ÛúÖê ¯Öã®Ö: ¾µÖ¾Ö×Ã£ÖŸÖ Ûú¸ü®Öê ´Öë ÃÖõÖ´Ö ÆüÖê®ÖÖ …
(4) ¬¾Ö×®Ö Ûêú ÜÖÓ›üÖë ÛúÖê •ÖÖê›Ìü®Öê, Æü™üÖ®Öê ŸÖ£ÖÖ ¯Öã®Ö: ¾µÖ¾Ö×Ã£ÖŸÖ Ûú¸ü®Öê ´Öë ÃÖõÖ´Ö ÆüÖê®ÖÖ …
66. ¬¾Ö×®Ö ¯Ö׸ü¾ÖŸÖÔ®Ö Ûêú ÃÖÖ´ÖÖוÖÛú ¯ÖÏÖêŸÃÖÖÆü®Ö ÛúÖê ´Öãֵܵ֟ÖÖ ×ÛúÃÖ ¯ÖÏÛúÖ¿ÖÛú «üÖ¸üÖ »ÖÖêÛúׯÖ쵅 ²Ö®ÖÖµÖÖ ÝÖµÖÖ ?
(1) µÖæ. ¾Öê®Ö¸êü‡Ô“Ö (2) ¯Öß. ™çü›ü×ÝÖ»Ö
(3) •Öê.•Öê. ÝÖ´Ö¯Ö•ÖÔ (4) ›ü²»µÖæ. »Öê²Ö¾Ö
67. ×¾Ö¿¾Ö ³Ö¸ü ´Öë ׫ü³ÖÖÂÖÖ ºþׯ֟ÖÖ ŸÖ£ÖÖ Ø»ÖÝÖ ÃÖÓ²ÖÓ¬Öß Ûú‡Ô †¬µÖµÖ®ÖÖë ´Öë ×ÛúÃÖÛêú «üÖ¸üÖ †ŸµÖ׬ÖÛú ˆŸÛéú™ü ³ÖÖÂÖÖ ÛúÖ ˆ¯ÖµÖÖêÝÖ Ûú¸ü®Öê
Ûúß ¯ÖϾÖé×¢Ö Æîü ?
(1) ´Ö×Æü»ÖÖ (2) ¯Öã¹ýÂÖ
(3) ´Ö×Æü»ÖÖ †Öî¸ü ¯Öã¹ýÂÖ ¤üÖê®ÖÖë (4) ®Ö ŸÖÖê ´Ö×Æü»ÖÖ †Öî¸ü ®Ö Æüß ¯Öã¹ýÂÖ
68. ÃÖÖ´ÖÖ®µÖŸÖÖ µÖפü ×ÛúÃÖß ¿Öî×õÖÛú ÃÖÓ¤ü³ÖÔ ´Öë ÛúÖî¿Ö»Ö Ûêú ºþ¯Ö ´Öë ×ÛúÃÖß ¾µÖ׌ŸÖ «üÖ¸üÖ ÃÖÖõÖ¸üŸÖÖ †Ù•ÖŸÖ Ûúß •ÖÖŸÖß Æîü ŸÖÖê µÖÆü
ÛúÆü»ÖÖŸÖß Æîü
(1) ÛúÖµÖÖÔŸ´ÖÛú ÃÖÖõÖ¸üŸÖÖ (2) ˆ¢Ö¸ü•Öß×¾ÖŸÖÖ ÃÖÖõÖ¸üŸÖÖ
(3) ŸÖÛú®ÖßÛúß ÃÖÖõÖ¸üŸÖÖ (4) ÃÖÖõÖ¸üŸÖÖ ÛúÖ Ã¾ÖÖµÖ¢Ö ´ÖÖò›ü»Ö
69. “ÖÖê´ÖÃÛúß Ûúß ‘³ÖÖÂÖÖµÖß õÖ´ÖŸÖÖ’ Ûúß †¾Ö¬ÖÖ¸üÞÖÖ Ûêú ÃÖ´ÖÖ»ÖÖê“ÖÛú Ûêú ºþ¯Ö ´Öë ‘ÃÖÓ¯ÖÏêÂÖÞÖ¯Ö¸üÛú õÖ´ÖŸÖÖ’ Ûúß †¾Ö¬ÖÖ¸üÞÖÖ ÛúÖ
¯ÖÏן֯ÖÖ¤ü®Ö ×ÛúÃÖÛêú «üÖ¸üÖ ×ÛúµÖÖ ÝÖµÖÖ £ÖÖ ?
(1) †Ö®¦êü ´ÖÖÙŸÖ®Öê (2) ×¾ÖŒ™üÖê׸üµÖÖ ±ÏúÖê´Ö-×Ûú®Ö
(3) ›êü»Ö ÆüÖ‡Ô´ÃÖ (4) •ÖÖò®Ö ÝÖÓ¯Ö•ÖÌÔ
70. Æü´Ö ×®Ö´®Ö×»Ö×ÜÖŸÖ ´Öë ÃÖê ×ÛúÃÖÛúß ÃÖÆüÖµÖŸÖÖ ÃÖê µÖÆü ÃÖ´Ö—Ö ÃÖÛúŸÖê Æïü ×Ûú ´Ö¬µÖ´Ö ¾ÖÝÖÔ ÃÖÖ´ÖÖוÖÛú †ÖÙ£ÖÛú ïÖꌙÒü´Ö ´Öë †¯Ö®Öê ÃÖê
‰ú¯Ö¸ü ŸÖ£ÖÖ ®Öß“Öê ¸üÆü®Öê ¾ÖÖ»Öê ÃÖ´Öã¤üÖµÖÖë ÃÖê †¯Ö®Öß ®ÖÖîÛú׸üµÖÖë ŸÖ£ÖÖ ¯Ö›üÖêÃÖ †Öפü Ûêú ´ÖÖ¬µÖ´Ö ÃÖê •Öã›ÌüÖ Æãü†Ö Æîü ?
(1) ÃÖÖ´ÖÖוÖÛú ®Öê™ü¾ÖÛÔú (2) ³ÖÖÂÖÖ ×¾Ö“ÖÖ¸ü¬ÖÖ¸üÖ
(3) ²Ö»Ö Ûúß ¸üÖ•Ö®Öß×ŸÖ (4) ³ÖÖÂÖÖ †×³Ö¹ýדֵÖÖÑ
J-31-16 29 Paper-III
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71. Assertion (I) : Paul Broca proposed the localization of language in human brain.
Assertion (II) : Paul Broca posited the notion of cerebral dominance.
Codes :
(1) Both (I) and (II) are true. (2) (I) is true, but (II) is false.
(3) (I) is false, but (II) is true. (4) Both (I) and (II) are false.
72. Assertion (I) : In evolution of language early language would have been analytic.
Assertion (II) : Bound forms are mostly derived from free forms.
Codes :
(1) (I) is true, but (II) is false. (2) (I) is false, but (II) is true.
(3) Both (I) and (II) are true. (4) Both (I) and (II) are false.
73. Converging evidence from studies of aphasia, split-brain patients and other studies points
to left hemisphere dominance for language organization and processing in
(1) all humans (2) only split-brain humans
(3) only left-handed humans (4) most humans
74. Production and comprehension are
(1) totally different.
(2) reverse processes.
(3) process that always reconstruct the message in the same way.
(4) similar in some and different in other operations in processing.
75. A language disorder which is characterized by errors in the use of content words,
infrequent words taking longer to retrieve, typical error patterns related to mental lexicon,
is
(1) Dysarthria (2) Paraphasia
(3) Ecolalia (4) Developmental dyslexia
____________
Paper-III 30 J-31-16
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71. †×³ÖÛú£Ö®Ö (I) : ¯ÖÖò»Ö ²ÖÎÖêÛúÖ ®Öê ´ÖÖ®Ö¾Ö ´Ö×ßÖÂÛú ´Öë ³ÖÖÂÖÖ Ûêú ãÖÖ®ÖßµÖÛú¸üÞÖ ÛúÖ ¯ÖÏן֯ÖÖ¤ü®Ö ×ÛúµÖÖ …
†×³ÖÛú£Ö®Ö (II) : ¯ÖÖò»Ö ²ÖÎÖêÛúÖ ®Öê ´Ö×ßÖÂÛúßµÖ ¯ÖϬÖÖ®ÖŸÖÖ Ûúß ÃÖÓÛú»¯Ö®ÖÖ ÛúÖ ¯ÖÏן֯ÖÖ¤ü®Ö ×ÛúµÖÖ …
Ûæú™ü :
(1) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÃÖÆüß Æïü … (2) (I) ÃÖÆüß Æîü, ¯Ö¸ÓüŸÖã (II) ÝÖ»ÖŸÖ Æîü …
(3) (I) ÝÖ»ÖŸÖ Æîü, ¯Ö¸ÓüŸÖã (II) ÃÖÆüß Æîü … (4) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
72. †×³ÖÛú£Ö®Ö (I) : ³ÖÖÂÖÖ Ûêú ×¾ÖÛúÖÃÖ ´Öë ¯ÖÏÖ¸ü×´³ÖÛú ³ÖÖÂÖÖ ×¾Ö¿»ÖêÂÖÞÖÖŸ´ÖÛú ¸üÆüß ÆüÖêÝÖß …
†×³ÖÛú£Ö®Ö (II) : ²Ö¨ü ºþ¯Ö †×¬ÖÛúÖÓ¿ÖŸÖ: ´ÖãŒŸÖ ºþ¯ÖÖë ÃÖê ¾µÖ㟯֮®Ö ÆüÖêŸÖê Æïü …
Ûæú™ü :
(1) (I) ÃÖÆüß Æîü, ¯Ö¸ÓüŸÖã (II) ÝÖ»ÖŸÖ Æîü … (2) (I) ÝÖ»ÖŸÖ Æîü, ¯Ö¸ÓüŸÖã (II) ÃÖÆüß Æîü …
(3) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÃÖÆüß Æïü … (4) (I) †Öî¸ü (II) ¤üÖê®ÖÖë ÝÖ»ÖŸÖ Æïü …
73. ³ÖÖÂÖÖ‘ÖÖŸÖ, ïÖË×»Ö™ü-²ÖÎê®Ö ´Ö¸üß•ÖÖë Ûêú †¬µÖµÖ®Ö †Öî¸ü †®µÖ †¬µÖµÖ®ÖÖë ÃÖê ¯ÖÏÖ¯ŸÖ ÃÖÖõµÖÖë ÛúÖê •ÖÖê›ÌüÛú¸ü ¤êüÜÖ®Öê ¯Ö¸ü ³ÖÖÂÖÖ ¾µÖ¾ÖãÖÖ ÆêüŸÖã
»Öê°™ü-Æêü×´ÖñêúµÖ¸ü ¯ÖϳÖÖ¾Ö ×¤üÜÖŸÖÖ Æîü †Öî¸ü µÖÆü _____ ´Öë ¯ÖÏÛÎú×´ÖŸÖ ÆüÖê ¸üÆüÖ Æîü …
(1) ÃÖ³Öß ´Ö®ÖãµÖÖë
(2) ×ÃÖ±Ôú ïÖË×»Ö™ü ²ÖÎê®Ö ´Ö®ÖãµÖÖë
(3) ×ÃÖ±Ôú ²ÖÖµÖÖÑ ÆüÖ£Ö ÛúÖ †×¬ÖÛúÖ׬ÖÛú ¯ÖϵÖÖêÝÖ Ûú¸ü®Öê ¾ÖÖ»Öê ´Ö®ÖãµÖÖë
(4) †×¬ÖÛúÖÓ¿Ö ´Ö®ÖãµÖÖë
74. ˆŸ¯ÖÖ¤ü®Ö †Öî¸ü ²ÖÖê¬Ö®Ö _______ Æïü …
(1) ײֻÖÛãú»Ö †»ÖÝÖ
(2) ˆŸÛÎú×´ÖŸÖ ¯ÖÏ×ÛÎúµÖÖ‹Ñ
(3) ‹êÃÖß ¯ÖÏ×ÛÎúµÖÖ‹Ñ Æïü •ÖÖê Æü´Öê¿ÖÖ ÃÖÓ¤êü¿Ö Ûúß ‹Ûú Æüß ŸÖ¸üßÛêú ÃÖê ¯Öã®Ö¸Ôü“Ö®ÖÖ Ûú¸üŸÖß
(4) ¯ÖÏÛÎú´ÖÞÖ ´Öë Ûãú”û ÃÖÓ×ÛÎúµÖÖ†Öë ´Öë ÃÖ´ÖÖ®Ö †Öî¸ü Ûãú”û †®µÖ ÃÖÓ×ÛÎúµÖÖ†Öë ´Öë †»ÖÝÖ
75. ³ÖÖÂÖÖ ×¾ÖÛúÖ¸ü וÖÃÖ´Öë †Ö¿ÖµÖ ¿Ö²¤üÖë Ûêú ¯ÖϵÖÖêÝÖ ´Öë ¡Öã×™üµÖÖÑ ÆüÖêŸÖß Æïü, Ûú´Ö ¯ÖÏ“Ö×»ÖŸÖ ¿Ö²¤üÖë ÛúÖê ׸ü™Òüß¾Ö Ûú¸ü®Öê ´Öë †¯ÖêõÖÖÛéúŸÖ »Ö´²ÖÖ
ÃÖ´ÖµÖ »ÖÝÖŸÖÖ Æîü, ´ÖÖ®Ö×ÃÖÛú ¿Ö²¤ü-ÃÖÓÝÖÏÆü ÃÖê ÃÖÓ²ÖÓ×¬ÖŸÖ ¡Öã×™üµÖÖë ÛúÖ ¯Öî™ü®ÖÔ ×¾Ö׿Ö™ü ÆüÖêŸÖÖ Æîü ________ ÛúÆü»ÖÖŸÖÖ Æîü
(1) ˆ““ÖÖ¸üÞÖ ¾ÖîÛú»µÖ (2) ¯Ö¸üÖ³ÖÖÂÖÖ‘ÖÖŸÖ
(3) ‡ÛúÖê»Öê×»ÖµÖÖ (4) ×¾ÖÛúÖÃÖÖŸ´ÖÛú †¯Öšü®Ö
_________
J-31-16 31 Paper-III
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Space For Rough Work Paper-III 32 J-31-16
Official key not published for this paper.
Page 1 of 32
Source: University Grants Commission. Question paper published by University Grants Commission.