SECTION 3: GRAMMATICAL RELATIONS 18 Structure “The concept of STRUCTURE is essential in distinguishing between the strings of words that are well-formed expressions in the language and those that are not.” [Burton-Roberts, 1997: 8] To show how things can be analyzed into their constituent parts in this text, we use TREE-DIAGRAMS — the trees that are upside-down: S NP VP DET N’ DEM headN These AP[sP/sC] Vgrp [intens] A concepts are basic This does not prevent us from having a quick look at some other common types of diagrams: Fries’ diagrams (also called UPSIDEDOWN-T DIAGRAMS) in Stageberg [1965] and Barsova et al [1969]: These concepts are basic Candelabra’s diagrams in Barsova et al [1969]: these concepts are basic Reed and Kellogg’s diagrams in House and Harman [1965]: concepts are these basic _ 19 Endocentric structures vs exocentric structures 19.1 ENDOCENTRIC STRUCTURE Phrases like the NOUN PHRASE (NP, for short) their rather dubious jokes are said to be ENDOCENTRIC “An endocentric construction may be 99 substituted for as a whole by one of its constituent units; e.g a noun may stand for the whole noun phrase, c.f big African lions roaming in the jungle — lions.” [Jackson, 1980: 26] 19.2 EXOCENTRIC STRUCTURE Phrases like the PREPOSITIONAL PHRASE (PP, for short) beside a ⇔, stream are said to be EXOCENTRIC There is a TWO-WAY DEPENDENCE (⇔ for short) between beside and a stream as a whole: both of the two constituents must occur to form the PP beside a stream; “one of them cannot stand for the whole phrase” [Jackson, 1980: 26] However, the PP beside a stream can also be considered ENDOCENTRIC: “Although beside and a stream are both needed to express the spatial orientation in this case, it is the word beside that is giving the phrase as a whole its locational character So beside is the head of the phrase.” [Burton-Roberts, 1997: 43] If the PREPOSITION (P, for short) beside is the HEAD (H, for short) of the prepositional phrase beside a stream then a stream is functioning as COMPLEMENT (C, for short) to that head: (H) beside ⇔ a stream (C) “Each phrase must have a head A noun phrase has a noun as head, a verb phrase has a verb as head, a prepositional phrase a preposition as head, and an adjective phrase an adjective as head.” [Jacobs, 1995: 51] Briefly, the STRUCTURES of MODIFICATION, COMPLEMENTATION, and CO-ORDINATION are all endocentric whereas THE STRUCTURE OF PREDICATION is exocentric As to a prepositional phrase, it may be regarded either as an exocentric structure or as an endocentric structure _ 20 Types of syntactic structures 20.1 STRUCTURE OF MODIFICATION There is a one-way dependence (⇒ ⇒, for short) in the STRUCTURE of MODIFICATION In the phrase their rather dubious jokes, rather is dependent on dubious, in the sense that it is only present because dubious is If we are to omit dubious, rather will be left without a function, and the 100 omission would result in an ill-formed string (*their rather jokes) Notice, however, that dubious is in no way dependent on rather We can omit rather and still be left with a perfectly good phrase (their dubious jokes) And rather dubious as a whole is dependent on jokes but not viceversa Rather dubious (the modifier of the phrase) could be omitted (giving their jokes), but jokes (the head of the phrase) could not (*their rather dubious) (modifier) rather ⇒ dubious (head) (modifier) rather dubious ⇒ jokes (head) (modifier) their ⇒ rather dubious jokes (head) Thus, ‘their rather dubious jokes’ is a typical example of the STRUCTURE OF MODIFICATION 20.2 STRUCTURE OF COMPLEMENTATION There is a two-way dependence (⇔ ⇔, for short) in the STRUCTURE of COMPLEMENTATION Both the monotransitive verb saw and the noun phrase many things must occur to form the verb phrase saw many things: saw is its head and many things is the complement of that head: (head) saw ⇔ many things (complement) Since one of the two constituents cannot stand for the whole verb phrase as a unit, ‘saw many things’ is a typical example of the STRUCTURE of COMPLEMENTATION 20.3 STRUCTURE OF COORDINATION “Max and Adrian is a COORDINATE NOUN PHRASE (Co-NP, for short), with Max and Adrian coordinated by and Co-ordinate NPs have as many heads as there are nouns coordinated in them Other COORDINATORS are but and or.” [Burton-Roberts, 1997: 67] In Stageberg’s opinion [1965: 273], the coordinator “is set off as a separate element and does not belong to either IC”: 101 Co-NP NP1 Co-NP Conj N1 (1)a Max and NP2 NP1 NP2 N2 N1 N2 Conj NP3 N3 (1)b sandwiches, relish, and coffee Adrian Stuffy and hot is a COORDINATE ADJECTIVE PHRASE (Co-AP, for short), with stuffy and hot coordinated by and This Co-AP can be premodified by too, which is a DEGREE ADVERB (DEG, for short) as in (2)a Stuffy and too hot is another Co-AP, with stuffy and too hot coordinated by and In this case, too only pre-modifies the ADJECTIVE (A, for short) hot as in (2)c Describe the internal structure of the phrase marked (2)b In what way(s) is it different from that of (2)a? AP Co-AP DEG Co-AP A1 Conj AP1 A2 DEG Co-AP Conj AP2 A AP1 A A Conj AP2 DEG A (2)a too stuffy and hot (2)b.too stuffy and hot (2)c stuffy and too hot The prepositional phrase up and down the stairs contain a COORDINATION OF PREPOSITIONS (Co-P, for short), with up and down coordinated by and as in (3)a In the foundation and under the rafters is a COORDINATE PREPOSITIONAL PHRASE (Co-PP, for short), with in the foundation and under the rafters coordinated by and as in (3)b PP NP Co-P P1 Conj Co-PP P2 PP1 the stairs (3)a up and down P1 PP2 Conj NP1 P2 NP2 (3)b in the foundation and under the rafters Two important points to notice about the co-ordinations marked (1)a-b, (2)a-c and (3)a-b are that “the mother and the sisters of the 102 coordinator (and in this case) all have the same category label” [Burton-Roberts, 1997: 71] and that “the parts joined by Coordinate Conjunctions ought usually to be of exactly equal value” [Campbell, 1962: 5] All these co-ordinations are typical examples of the STRUCTURE of COORDINATION 20.4 STRUCTURE OF PREDICATION Wherever possible, a SENTENCE (S, for short) should be divided into the fewest possible parts, i.e into two: a NOUN PHRASE (NP, for short) and a VERB PHRASE (VP, for short) S NP (subject) VP (4)a Ducks b The ducks c Those gigantic ducks d The mouth-watering duck on the table e The ones over there f Those on the left g Mine h These i They (predicate) paddled are paddling away were paddling away furiously won’t be paddling away again must have paddled for a while have been paddling noisily kept on paddling quickly did paddle did The sentences (4)a-i have all been divided into two constituents; the first is traditionally said to function as SUBJECT, and the second as PREDICATE “One way of thinking of these functions is to think of the subject as being used to mention something and the predicate as used to say something true or false about the subject.” [Burton-Roberts, 1997: 31] While the noun phrase and the verb phrase of the sentences marked (4)a-i display the STRUCTURE of MODIFICATION, the very sentences are typical examples of the STRUCTURE of PREDICATION _ 103 21 Constructions vs constituents 21.1 A construction is any significant group of words (or morphemes): old man, lives there, the man who lives there, has gone, to his son’s house, has gone to his son’s house, the old man who lives there has gone to his son’s house, etc But there has is not, since the two words have no direct connection Neither is man since this word contains only one word (and also one morpheme) On a syntactic level lives is not a construction; but on a morphological level it is a construction consisting of two morphemes, live and −s 21.2 A constituent is any word or construction (or morpheme) which enters into some larger construction Thus, each of the words in the sentence ‘The old man who lives there has gone to his son’s house.’ is a constituent So are the two constructions old man and the old man who lives there However, there has or man who is not a constituent Neither is the sentence as a whole since there is no larger construction of which it is a part Briefly, all but the smallest constituents are constructions and all but the largest constructions are constituents In syntax, the smallest constituents are words, and the largest constructions are sentences _ 22 Immediate constituents vs ultimate constituents 22.1 An IMMEDIATE CONSTITUENT (an IC, for short) is one of the two constituents of which any given construction is directly formed In other words, “each of the two parts into which any structure is divided” [Stageberg, 1965: 263] is called an IMMEDIATE CONSTITUENT The IC’s of a given construction are its constituents on the next lower level: 104 the old man who lives there | has gone to his son’s house the old man | who lives there who | lives there the | old man lives | there old | man has gone | to his son’s house has | gone to | his son’s house his son’s | house his son | ’s his | son are the smallest constituents of 22.2 ULTIMATE CONSTITUENTS which a given construction is composed If the ultimate constituents of a word are “the unit morphemes of which it is composed” [Stageberg, 1965: 98] then the ultimate constituents of a sentence are the individual words (or the possessive morpheme in some cases) of which it is composed There are thirteen ultimate constituents in the old man who lives there has gone to his son’s house: the, old, man, who, lives, there, has, gone, to, his, son,’s and house _ 23 Immediate constituents of a sentence Using the diagram marked (1) as an illustration, one may say “yes” to the question “Are words the immediate constituents of the sentence that contains them?” S (1) Old Sam sunbathed beside a stream Compare the diagram marked (1) with the diagrams marked (2) and (3): S *(2) Stream old Sam sunbathed beside a S *(3) Sunbathed old beside stream a Sam The diagram marked (1) fails to give any explanation of why the words that occur in (1) form a well-formed English sentence, and why those that occur in (2) and (3) not 105 “The arrangement of words in a sentence is largely determined by the fact that the words are not immediate constituents of the sentences, but belong with other words to form groups which have their own specifiable position in the structure of the sentence In short, while sentences CONTAIN words, they don’t CONSIST (just of) words.” [Burton-Roberts, 1997: 11-12] _ 24 Intervening level of organization between word and sentence The fact that words not pattern directly into sentences implies that there are some intervening levels of organization between word and sentence They are usually called phrase, and clause [Jackson, 1980: 4] The sentence marked (1) consists of two phrases: a noun phrase as the subject and a verb phrase as the predicate (1) My bother was an outstanding student The sentence marked (2) consists of two independent clauses that are coordinately linked by the conjunction ‘but’: (2) My bother was an outstanding student, but I was not _ 25 Modifiers vs complements 25.1“A modifier is a subordinate element in an endocentric structure It is a word or a word group that affects the meaning of a headword in that it describes, limits, intensifies and/or adds to the meaning of the head In the noun cluster the blue shirt, for example, the word blue describes the shirt; it limits by excluding other colours; and it adds to the plain meaning of shirt Modifiers may appear before or after the heads they modify, and sometimes they are separated from the head by intervening words” [Stageberg, 1965: 230-231]: a butterfly in the garden which was fluttering among the flowers 25.2 The term complement may be used to refer to various linguistic notions Richards, Platt and Weber [1985] and Jacobs [1995] share something in common in reference to the term complement when the former [1985: 52] 106 states that a complement is “that part of the sentence which follows the verb and which thus completes the sentence” and the latter [1995: 59] believes that “a complement is the phrase following the predicate and linked very closely to it; it is the constituent that ‘completes’ the predicate However, these authors differ in what they consider as complements The complements according to Richards, Platt and Weber [1985:52] are: subject complement: the complement linked to a subject by be or an intensive verb: She IS a doctor object complement, i.e the complement linked to an object: We MADE her the chairperson adjective complement, i.e the complement linked to an adjective: I’M glad that you can come complement of a preposition, i.e the complement linked to a preposition: They ARGUED about what to do.” In addition to subject and object complements [1995: 58-60] and adjective and prepositional complements [1995: 99], Jacobs also presents noun complements [1995: 99-101]: “Many nouns … takes complement clauses or complement prepositional phrases: the story that Eleanor had met with the senator the news of her marriage.” Unlike Jacobs [1995] and Richards, Platt and Weber [1985], Stageberg’s [1965: 165] complements also cover direct and indirect objects: “The complements is the generic term for the completers of the verb, which we shall later learn to know as direct object, indirect object, object complement, and subject complement (with its subclasses of predicative noun, predicative pronoun, and predicative adjective.” Later in his textbook, Stageberg [1965: 275] presents “the complement of the adjectival” but says nothing concerning either noun complements or complements of a preposition _ 107 26 Types of adjective complements An adjectival complement completes the meaning of the adjective head in a predicative adjective phrase There are various kinds of complements in a predicative adjective phrase: A prepositional phrase: averse, free and tantamount must take as its complement a prepositional phrase: (1)a I’M NOT averse to a cup of tea b ARE you free from all responsibilities? c Her remarks WERE tantamount to slander A non-finite to-infinitive clause: Loath must take as its complement a non-finite to-infinitive clause: (2) They WERE loath [E E]TO LEAVE this district A finite dependent clause: Aware must take as its complement a finite dependent clause1: (3)a He IS aware that very few jobs ARE available b I don’t think you ’RE aware how much this MEANS to me _ 27 Pre-adjectival modifiers vs post-adjectival modifiers An attributive adjective can only take an optional pre-modifier while a predicative adjective may optionally be pre-modified and optionally or obligatorily post-modified 27.1 The pre-modifier in an adjective phrase, either attributive or predicative, may only be an adverb: (1)a It IS a very exciting film b This film IS very exciting 27.2 Predicative adjectives, not attributive adjectives, may take post-modifiers: (2)a *She IS a somewhat anxious about his son’s health mother b She IS somewhat anxious about his son’s health Aware can also take as its complement a prepositional phrase: He WAS aware of a creaking noise 108 Distinguish true synonymy from partial synonymy? Give two examples to illustrate each Identify the presupposition(s) in the following sentences: (3a) I’ve been dreaming of having a house of my own (3b) If they hadn’t waited until the last minute, they would have passed the exam Interpret the following sentences and identify the figure(s) of speech employed (4a) Her beloved father was laid to rest in this cemetery (4b) Don’t live in such a sea of doubt For each of the following utterances, provide two situations so that one utterance performs two different speech acts Interpret the utterances and identify the speech acts performed in the light of the situations you provide (5a) Why don’t you live with your parents? (5b) You’re home early PART THREE: WRITING Write a short essay of about 300-350 words on either topic How can you help your students to enlarge their vocabulary? Is it true that one who is good at English grammar can write well in English? Ghi chú: Cán coi thi không giải thích thêm 182 ANSWER KEYS Part one: Syntax (30 điểm = 3/10) (6 điểm) Students are supposed to answer positively with a few examples like: Embedded sentences functioning as subjects: (2 điểm) That Mary swallowed a gold fish grossed everyone out It grossed everyone out that Mary swallowed a gold fish Where we are going has not been decided Embedded sentences functioning as objects: (2 điểm) Jack made whoever came here the same offer (IO) They found what they wanted (DO) We will name the baby whatever his grandmother wishes (OC) Embedded sentences functioning as sentence-adverbial phrases: (2 điểm) Julia laughed when Max snored when Max snored, Julia laughed (10 điểm) 2.1 Many adjectives not allow any kind of post-modification: big, blue, sudden, tall, astute, etc (2 điểm) 2.2 For most English adjectives, post-modification is optional; for a few, however, it is obligatory Aware, for example, cannot occur without its adjective complement: * He was aware He was aware of a creaking noise (2 điểm) 2.3 There are three kinds of post-modifier or complement: (3 điểm) - a prepositional phrase: He is very anxious about Jim’s health - an infinitive phrase: He is very anxious to please everybody - a that-clause: He is very anxious that no one should excuse him of laziness 2.4 Not all adjectives allow all the three above-mentioned kinds of complement Some allow only one or two of them Interesting, for example, may take only an infinitive phrase: this book is very interesting to read; safe allows either a prepositional phrase or an infinitive clause (but not a thatclause): this toy is safe for children, this tree is not safe to climb up (3 điểm) 183 (8 điểm) verb Head simple transitive verb (3a) I will see pronoun direct object you noun phrase/adverbial adjunct of time of “will see” the day before you go (2 điểm) verb Head pronoun noun phrase subordinate clause/adverbial double transitive verb IO DO adjunct of time of “will give” you the information before you go (3b) I will give (2 điểm) verb Head intransitive verb (3c) Several women moved infinitive phrase/adverbial adjunct of purpose to help her (2 điểm) verb Head simple transitive verb (3d) Several women offered infinitive phrase nominal/DO to help her (2 điểm) (Note that tree diagrams are equally acceptable here.) (6 điểm) (4a) “the man’s motor boat which would not start” vs “the man who would not start” (3 điểm) (4b) “Fred said on Thursday that he would pay me.” vs “Fred said that it is on Thursday that he would pay me.” (3 điểm) (Note that tree diagrams must be used in this question Any explaination without its acommpanying illustrating diagram(s) is not acceptable 184 Part two: Semantics (30 điểm = 3/10) (6 điểm) Semantics features are the smallest units of meaning in a word The meaning of a word may be described as a combination of its smallest units of meaning _ its semantic features a Sibling has only one semantic feature: [+born by the same parents] b Brother and sister both have two semantic features: [+born by the same parents] and [±male] c Anh and chò both have three semantic features: [+born by the same parents], [±male] and [+older] d Em has only two semantic features: [+born by the same parents] and [+younger] e Huynh, đệ, muội and tỷ all have three semantic features: [+born by the same parents], [±male] and [±older] (6 điểm) True synonymy vs Partial synonymy 2.1 TRUE SYNONYMY is a sense relation in which TWO OR MORE WORDS/ VARIOUS WORDS are written and pronounced differently but have the same meaning E.g.: - The two English verbs hide and conceal are synonyms; they both mean “keep sb/sth from being seen or known about” - The four English nouns kind, type, sort and variety are synonyms; they all refer to “a group having similar characteristics” 2.2 PARTIAL SYNONYMY is a sense relation in which a polysemous word shares one of its meanings with another word For example, one meaning of deep is synonymous with profound: You have my deep/profound sympathy Similarly, one meaning of broad is synonymous with wide: The river is very broad/wide at this point (6 điểm) Presuppositions (3a) I haven’t had/onwed/possessed any house (yet) (3b) They waited until the last minute (and thus they failed the exam) 185 (6 điểm) Figures of speech (4a) Her beloved father was laid to rest in this cemetery “Was laid to rest” is an expression of euphemism meaning “was buried” (4b) Don’t live in such a sea of doubt - “Live in a sea of doubt” is an overstatement/an expression of hyperbole meaning “be too suspicious” - “Doubt” is implicitly compared to “a sea”, both being characteristic of their immeasurability This is a metaphor (6 điểm) Speech Acts Answers to the questions in this part vary depending on the situations provided by the student If there is no situation provided, there will certainly no mark counted.) Part three: Writing (40 điểm = 4/10) Nội dung ý tưởng: 10 điểm Bốcục/dàn ý: 10 điểm Liên kết đoạn văn: 10 điểm Ngữ pháp/vốn từ: 10 điểm 186 ĐẠI HỌC QUỐC GIA TP HỒ CHÍ MINH Trường Đại Học Khoa học Xã hội Nhân văn HỘI ĐỒNG TUYỂN SINH SAU ĐẠI HỌC NĂM 2003 ĐỀ THI TUYỂN SINH SAU ĐẠI HỌC Môn sở: LINGUISTICS Thời gian làm bài: 180 phút I Semantics: Part 1: Why is it said that sense and reference are two aspects of the meaning of a word? Which of the two is the aspect of meaning that first come to the mind of a child who is exposed to his/her native language at an early stage (say, from the age of months to the age of 15 months)? Part 2: What is the connotation of a word? Identify three possible (positive or negative) connotations of the word titanic Part 3: Read the following sentence carefully and answer the questions English is spoken in more parts of the world than in any other language by more people than any other tongue except Chinese Is there any instance of synonymy in the above sentence? What is the sense relation between the terms English, language, and Chinese in the above sentence? Like many other words in English, tongue is a polysemous word, which can lead to lexical ambiguity when it is used in a certain utterance Is the word tongue in the above sentence an instance of ambiguity? What is the figure of speech expressed through the use of tongue in the above sentence? Part 4: Identify the speech acts performed in the following underlined utterances A Hey, buddy! There’s a big hole in front of our classroom! B Thanks A You know what I found on he first day of my new school year? There’s a big hole in front of our classroom B Really? 187 A Oh, my God! There’s a big hole in front of our classroom! B It’s not unusual around here II Syntax: Part 1: Make a complete IC analysis of the following sentence by using an upside-down-T diagram (e.g she smile happily) Research into the health effects of air pollution is going Part 2: What are the syntactic functions typical of a noun phrase? Illustrate your answer with examples Part 3: Compare and contrast the following underlined phrases She is very beautiful She is of great beauty Part 4: What are the types of verbs that not allow passive transformation? Part 5: How many types of noun clauses are there? Give an example for each type III Academic writing: “The goal of teachers who uses the Communicative Approach is to have students become communicatively competent While this has been the stated goal of many of the other methods, in the Communicative approach the notion of what it takes to be communicatively competent is much expanded.” State the reason why you are for/against the above idea 188 ĐÁP ÁN MÔN CƠ SỞ: LINGUISTICS I Semantics (10 points): Part (3 points): 1.1 It is said that sense and reference are two aspects of the meaning of a word because the meaning of a word comes to our mind sometimes as sense (0.3 points) and sometimes as reference (0.3 points) The meaning of a word that comes to our mind can be established as the intra-linguistic relationship between the word (in question) and another word or other words that are semantically equivalent to the word in question (0.3 point) This is called sense (0.3 point) sense (meaning) word semantically equivalent word(s) The meaning of a word that comes to our mind can also be established as the extra-linguistic relationship between the word (in question) and its referent(s) (i.e the thing(s) in the real world the word in question refers to) (0.3 point) This is called reference (0.3 point) 1.2 The aspect of meaning that first comes to mind of a child who is exposed to his/her native language at such an early stage (from the age of months to the age of 15 months) is reference (0.3 points) The reason is that there is only one way for an adult/caretaker/babysitter to communicative with a child of this age, which is to point to specific referents of word whenever using that word talking to the child (e.g point at a teddy bear when saying “bear” to the child) (0.3 points) Part (1.5 points): The connotation of a word is the association(s) that a word has over and above its denotation (0.3 points) A word like titanic (whose denotation is [+huge] (0.3 points) may have such connotations as [+romance/romantic] (0.3 points), [+ship] (0.3 points) [+sacrifice/sacrificial] (0.3 points), etc 189 Part (3.5 points): There is an instance of synonymy in the above sentence (0.25 points) The synonymy found here are language and tongue (0.25 points) The sense relation between these word is hyponymy (0.25 points) because the superordinate term (or hypernym) language (0.25 points) can be English (a hyponym) (0.25 points), Chinese (anther hyponym) (0.25 points), etc language English Chinese … … … … (0.25 points) The classification of language into English, Chinese, etc is often referred to as taxonomy (0.25 points) The word tongue in the above sentence is not an instance of ambiguity (0.25 points) because the context “English is spoken … by more people than any other tongue …” is clear that tongue here can only be interpreted as a synonym of language (0.25 points) The figure of speech found in the use of tongue in the above sentence is metonymy (0.25 points) because tongue, which is associated with language (0.25 points), especially spoken language, is substituted for language (0.25 points) However, native speakers of English use the word tongue with this sense so naturally that many of them are unaware that that this is an instance of metonymy (0.25 points) Part (2 points): In this utterance, the speaker performs an illocutionary act of warning (0.4 points) This speech act is a directive (0.4 points) In this utterance, the speaker performs an illustration act of stating/reporting a fact (0.2 points) This speech act is a representative (0.4 points) In this utterance, the speaker performs an illocutionary act of exclaiming (0.2 points) This speech act is an expressive (0.4 points) 190 II Syntax (10 points): Part (2 points): Research into the health effects of air pollution is going Notes: According to functional grammar, such a preposition phrase as of air pollution is regarding as an endocentric structure (of which the head is the preposition) and can be diagrammed as follows of air pollution Part (3 points): The syntactic function typical of a noun phrase are subjects of a verb (0.3 points), object of a verb (direct object, in direct object) (0.3 points), object of a preposition (0.3 points), and complement (subject complement, object complement) (0.3 points) E.g My dog is sleeping (0.3 points) (subject of is) I gave the little boy a toy (IO) (DO) (0.6 points) He’s fond of Chinese tea (object of the prep of) (0.3 points) She is a counsellor (subject complement) (0.3 points) I consider him my archenemy (object complement) (0.3 points) Part (1 point): The two phrases are both adjectivals (0.2 points), “very beautiful” being an adjective phrase (0.2 points) and “of great beauty” a prepositional phrase (0.2 points) Although they are almost the same in meaning (0.2 points), “of great beauty” is a much more formal structure than is “very beautiful” 191 Part (2 points): Verbs that not allow passive transformation are of two main types (0.2 points): all intransitive verbs (0.3 points) including linking verbs (0.3 points) and some transitive verbs, especially verbs of state (0.3 points) E.g Active Passive He worked very hard (0.3 points) (intransitive verb) He was a marketeer (0.3 points) (linking verb/copula) He has two sister (0.3 points) (transitive verb of state) Part (2 points): There are three types of noun clause (0.2 points): that-clause (i.e a noun clause beginning with that (0.2 points), whether/if-clause (i.e a noun clause beginning with whether/if) (0.3 points), and (W)H-clause (i.e a noun clause beginning with W)H-word) (0.3 points) E.g He said that he would come (0.3 points) She wanted to know whether he could come (0.3 points) She asked me who would come (0.3 points) III Academic writing (10 points): Trong cần nêu bật số ý sau: Communicative competence involved being able to use the language appropriate to given context Students need knowledge of linguistic forms, meanings, and functions Students need to know that many different form can be used to perform a function and also that a single form can often serve a variety of functions Students must be able to choose from among these different forms the most appropriate form, given the social context and the roles of the interlocutors Students must also be able to manage the process of negotiating meaning with their interlocutors Chú ý cách tính điểm: Điểm toàn = điểm Semantics + điểm Syntax + điểm Writing 192 ĐẠI HỌC QUỐC GIA TP HỒ CHÍ MINH TRƯỜNG ĐH KHXH&NV CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc ********** ********** MÔN THI CƠ SỞ: LINGUISTICS CHUYÊN NGÀNH PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH THỜI GIAN LÀM BÀI: 180 PHÚT PART I SYNTAX What is the difference between descriptivism and prescriptivism The following sentence is structurally ambiguous Paraphrase the sentence in two different ways and draw tree diagrams to show the ambiguity involved He killed the robber with a knife Explain the difference between the following underlined structures, which are apparently similar a I never accept the idea that public housing can’t be beautiful I can’t understand the idea that he has been toying with b He turned off the motorway at Lancaster He turned off the light in the living room PART II SEMANTICS a What are proforms? Give two examples to illustrate b Identify the presuppositions in the following sentences: Where did you buy the motorbike? You are late for the meeting again Interpret the meaning of the following sentences and then identify the kinds of figurative language used a Don’t substitute the good for the best b The man is a demon of energy Provide situations, interpret the meaning and then classify the following utterances into different kinds of speech acts a We are going to be in the rainy season! b What time is it according to your watch? c We always call him “Jack of all the trades.” 193 PART III WRITING Write an essay of about 250 - 300 words on either topics: English has played an important part in providing employment opportunity for many people in Vietnam Advantages and disadvantages in teaching English to adults learners in the current situation in Vietnam ĐÁP ÁN MÔN THI CƠ SỞ: LINGUISTICS PART I SYNTAX (3m) The differences between descriptism and prescriptivism: (1m) Prescriptivism Descriptism To prescribe rules for the To describe the language as it is “correct” use of the language actually used by native speakers (often irrespective of how the of that language language is actually used by native speakers of that language) Subjective; speculative in nature Examples (or “evidence”) often contrived or made up Objective; empirical; data-based are Use of naturally-occurring language data as evidence “He killed the robber with a knife.” is structurally ambiguous: (1m) a He used a knife to kill the robber S NP VP V Pro He NP Art killed the PP N robber 194 Prep with NP Art N a knife b He killed the robber who was carrying a knife S NP VP V NP Art NP N PP Prep NP Pro Art He killed the robber with a N knife The differences between the following underlined structures: (1m) a I never accept the idea that public housing can’t be beautiful “That public housing can’t be beautiful” is a noun clause functioning as an appositive (of the noun phrase “the idea”) → “That public housing can’t be beautiful” = “the idea” I can’t understand the idea that he has been toying with “That he has been toying with” is a adjective/relative clause functioning as a post-modifier of the noun phrase “the idea” → “the idea” “that he has been toying with” b He turned off the motorway at Lancaster “Off the motorway” is a prepositional phrase modifying the intransitive verb “turned” and indicating direction/location He turned off the motorway 195 at Lancaster He turned off the light in the living room “The light in the living room” is a noun phrase functioning as the direct object of the phrasal verb “turned off” He turned off the light in the living room PART II SEMANTICS (3m) 1a What are PROFORMS? Give two examples to illustrate (0.5m) Definition: Proforms are forms which can serve as replacements for different elements in sentence (1/4m) 1) A: I hope you can come B: I hope so (So replaces that I can come.) (1/8m) 2) A: I like green tea B: We too (Do replaces like green tea.) (1/8m) 1b Identify PRESUPPOSITIONS in the following sentences: (0.5m) Where did you buy the motorbike? (You bought the motorbike.) (1/4m) You are late for the meeting again (You were late before.) (1/4m) Interpret the meaning of the following sentences and then identify the kinds of FIGURATIVE LANGUAGE used (0.5m) a Don’t substitute the good for the bad … the good and the bad in this context means good work and bad work This is metonymy (1/4m) b The man is a demon of energy …a demon of energy in this context means the man is very energetic/ full of energy/ very active This is metapho metaphorr (1/4m) SPEECH ACTS (1.5m) Marking the answers according to the situations provided by the candidates (no situation: no marking) PART III WRITING (4m) Content: Organisation: Grammar: Language use: 1m 1m 196 1m 1m [...]... N’1 AP1 A1 N 2 AP2 N’3 A2 headComN ModN the 126 old Rumanian history headN teacher (2) b ‘the teacher of old Rumanian history’ NP DET N’1 ART AP1 N 2 ModNP DET headN1 N’3 AP2 N’4 A1 the φ old AP3 N’5 A2 headN2 Rumanian history teacher (2) c ‘the teacher of Rumanian history who is old’ NP DET ART N’1 AP1 N 2 A1 AP2 N’3 ModNP DET the old φ N’4 AP3 N’5 A2 headN2 Rumanian history headN1 teacher 127 33.1.3 More... N’1 ART AP1 NP2 N 2 ModN N’1 AP2 headN1 PossMarker N’3 DET2 N 2 PossCommN headN ART headComN (3)a the world women’s congress ModN headN2 (3)b the world women ’s congress 33 .2. 4 A nice man’s fur coat can be interpreted as ‘a man’s fur coat that is nice’ as in (4)a or ‘a fur coat of a nice man’ as in (4)b NP DET NP1 DET1 N’1 ART AP1 A PossNP N 2 AP2 PossCommN NP2 N’3 headComN ModN headN DET2 ART headComN... (PossCommN, for short) girl’s (2) b ‘a bicycle for an old girl’ Thus, old is an adjective pre-modifying girl, which is the head noun of the possessive noun phrase (PossNP, for short) an old girl’s NP DET NP1 DET1 N’1 ART AP1 A (2) a an old PossNP N 2 AP2 N’1 NP2 N’3 PossCommN headN girl’s bicycle PossMarker DET2 ART N 2 AP A (2) b an headN1 old N’3 headN girl ’s bicycle 129 33 .2. 3 ‘The world women’s congress’... then; this way; a bit; a lot; a pauper; a rich man; a smiling, confident woman; etc Jacobs [1995: 26 ] believes that “this characteristic is a relic marked by special case suffixes rather than prepositions” In addition, adjectives like rich or poor can also be the adverbial adjunct of Manner or of Guise 122 S NP1 S VP1 PRO VP2 NP AdvP Vgrp [intrans] PRO NP2 VP1 VP2 AdvP Vgrp [intrans] AP A ( 32) a I b... cars’ as in (11)b NP DET ART NP DET1 N’1 AP N 2 A ComN ModN N’1 ART AP N 2 ModNP headN headN DET2 N’3 AP N’4 A headN (11)a an old car enthusiast (11)b an φ old car enthusiast 33 .2. 12 ‘More ferocious curries’ can be interpreted as ‘more curries that are ferocious’ as in ( 12) a or ‘curries that are more ferocious’ as in ( 12) b NP DET NP DET N’1 AP1 AP N 2 AP2 QA [ComparA] A DEG headA [ComparAdv] headN More... PossMarker ModN headN1 N 2 AP A (4)a a nice man’s fur coat N’1 N’3 headN2 (4)b a nice man ’s fur 130 coat 33 .2. 5 ‘A large woman’s garment’ can be interpreted as ‘a woman’s garment that is large’ as in (5)a or ‘a garment for a large woman’ as in (5)b NP1 NP DET ART N’1 AP1 AP2 PossCommN N’1 PossNP headN1 PossMarker NP2 N 2 A DET1 DET N’3 headN N 2 ART (5)a a large woman’s garment AP N’3 A headN2 (5)b a large... DET1 N’1 ART AP N’1 ART N 2 AP N 2 ModNP PossCommN headComN ModN DET2 headN (7)a a camel’s hair brush PossCommN (7)b a headN1 N’3 φ camel’s headN2 hair brush 33 .2. 8 ‘That greasy kid stuff’ can be interpreted as ‘that kid stuff which is greasy’ as in (8)a or ‘that stuff for greasy kids’ as in (8)b NP DET DEM NP DET1 N’1 AP A N’1 DEM N 2 AP headComN ModN headN N 2 ModNP DET2 N’3 AP (8)a that greasy kid... factory This compound noun is composed of the adjective (A, for short) small and the head noun (headN, for short) arms: 128 NP NP DET ART DET N’1 AP N 2 A headComN N’1 ART AP ModNP DET ModN N 2 N’3 headComN headN A (1)a a small arms factory headN headN (1)b a φ small arms factory 33 .2. 2 An old girl’s bicycle is STRUCTURALLY AMBIGUOUS because this noun phrase can be interpreted in two different ways: (2) a... anywhere by boat, much less go on a cruise 124 adjective clause I’ve ever tasted post-modifies the NP2 much the best meal NP1 SubACl NP2 RESTRIC NP3 DET N’1 ART much AP N 2 SuperA headN the best meal I ’ve ever tasted 32 Mis-diagraming What’s wrong with the two following diagrams? NP DET ART (1)a a ANSWER: NP DET N’1 AP N 2 QA headN few men ART N’1 AP N 2 QA headN little butter (1)b a “The indefinite... woman ’s garment 33 .2. 6 An advanced learner’s dictionary can be interpreted as ‘an advanced dictionary for learners’ as in (6)a or ‘a dictionary for an advanced learner’ as in (6)b: NP1 NP DET ART DET1 PossNP N’1 AP1 A PossCommN N’3 DET headN (6)a an advanced learner’s dictionary headN1 PossMarker NP2 N 2 AP2 N’1 N 2 AP N’3 A headN2 (6)b an advanced learner ’s dictionary 131 33 .2. 7 ‘A camel’s hair