|
kérdés |
válasz |
What is the primary focus of Contrastive Linguistics? kezdjen tanulni
|
|
Contrastive Linguistics systematically compares languages to identify their similarities and differences at every level of linguistic structure.
|
|
|
Name three levels of linguistic structure studied in Contrastive Linguistics. kezdjen tanulni
|
|
Phonology, morphology, syntax.
|
|
|
What are the two main approaches to Contrastive Linguistics? kezdjen tanulni
|
|
|
|
|
What is the purpose of the theoretical approach in Contrastive Linguistics? kezdjen tanulni
|
|
To expand linguistic theory through cross-linguistic comparisons and focus on abstract models and linguistic universals.
|
|
|
How is the applied approach in Contrastive Linguistics used? kezdjen tanulni
|
|
To solve practical issues in language-related fields, such as language teaching and translation.
|
|
|
What is a minimal pair in phonology? kezdjen tanulni
|
|
Two words that differ by only one sound in the same position and have different meanings.
|
|
|
Give an example of a minimal pair in English. kezdjen tanulni
|
|
/pæt/ ("pat") vs. /bæt/ ("bat").
|
|
|
|
kezdjen tanulni
|
|
Phonetically distinct variants of the same phoneme that do not change meaning.
|
|
|
|
kezdjen tanulni
|
|
The rules governing permissible sound combinations in a language.
|
|
|
How does English handle word stress compared to Polish? kezdjen tanulni
|
|
English has variable stress (e.g., "photograph" as noun vs. verb), while Polish has fixed penultimate stress (e.g., "kochamy").
|
|
|
What is a key difference in vowel systems between English and Polish? kezdjen tanulni
|
|
English has more diphthongs, while Polish includes nasal vowels.
|
|
|
What is the primary assessment method for the Contrastive Linguistics course? kezdjen tanulni
|
|
Final written exam (100%), including multiple-choice and open-ended questions.
|
|
|
What are the four main topics covered in Month 1 of the course? kezdjen tanulni
|
|
Phonological differences, morphological categories and classification, borrowings, and language contact.
|
|
|
What is the focus of Month 2 in the course structure? kezdjen tanulni
|
|
Lexicalization, semantic and syntactic structures in contrastive perspective, pragmatics.
|
|
|
What is the role of Contrastive Linguistics in language learning? kezdjen tanulni
|
|
Predicts learner errors caused by L1 interference and enhances awareness of cross-linguistic patterns.
|
|
|
How does Contrastive Linguistics contribute to translation? kezdjen tanulni
|
|
Ensures semantic and pragmatic accuracy and preserves style, register, and culturally specific expressions.
|
|
|
What is Error Analysis in Contrastive Linguistics? kezdjen tanulni
|
|
Examination of learner errors to understand underlying causes, such as L1 interference or overgeneralization.
|
|
|
What is Universal Grammar in the context of Contrastive Linguistics? kezdjen tanulni
|
|
Exploration of innate grammatical principles across languages.
|
|
|
What is an example of a phonological error Polish speakers might make in English? kezdjen tanulni
|
|
Substituting /θ/ or /ð/ with [t] or [d], as in "think" pronounced as [tɪŋk].
|
|
|
What is the phenomenon where Polish speakers might insert vowels to break up consonant clusters in English? kezdjen tanulni
|
|
|
|
|
What are the three main morphological classifications of languages? kezdjen tanulni
|
|
Analytic (Isolating), Synthetic (Fusional), Agglutinative.
|
|
|
|
kezdjen tanulni
|
|
The smallest unit of meaning or grammatical function in a language.
|
|
|
What is the difference between free and bound morphemes? kezdjen tanulni
|
|
Free morphemes can stand alone (e.g., "dog"), while bound morphemes must attach to a root (e.g., "-s").
|
|
|
What are the two main types of morphemes? kezdjen tanulni
|
|
Lexical morphemes (carry meaning) and grammatical morphemes (serve grammatical purposes).
|
|
|
What is the difference between derivational and inflectional morphemes? kezdjen tanulni
|
|
Derivational morphemes change meaning or word class (e.g., "-ness"), while inflectional morphemes modify a word to indicate grammatical information (e.g., "-s" for plural).
|
|
|
What are the four types of affixation? kezdjen tanulni
|
|
Prefixation, suffixation, infixation, circumfixation.
|
|
|
What is compounding in morphology? kezdjen tanulni
|
|
Combining free morphemes into one word (e.g., "laptop").
|
|
|
What is blending in morphology? kezdjen tanulni
|
|
Combining parts of two or more words (e.g., "smog" from "smoke" + "fog").
|
|
|
|
kezdjen tanulni
|
|
Repeating all or part of a morpheme (e.g., "bye-bye").
|
|
|
What is conversion (zero derivation)? kezdjen tanulni
|
|
Changing a word's grammatical category without adding a morpheme (e.g., "text" as a noun and verb).
|
|
|
What type of morphology does English primarily exhibit? kezdjen tanulni
|
|
Analytic/weakly inflectional.
|
|
|
What type of morphology does Polish primarily exhibit? kezdjen tanulni
|
|
Synthetic/highly inflectional.
|
|
|
What are the inflectional categories for nouns in Polish? kezdjen tanulni
|
|
Case (7), number, gender.
|
|
|
What are the inflectional categories for verbs in Polish? kezdjen tanulni
|
|
Person, number, gender, tense, aspect.
|
|
|
What is the primary difference in transparency of meaning between English and Polish morphology? kezdjen tanulni
|
|
Polish morphology is usually more transparent and regular.
|
|
|
What role does inflection play in Polish syntax? kezdjen tanulni
|
|
Inflection carries grammatical relations, allowing for flexible word order.
|
|
|
Is the affix "-ly" in English inflectional or derivational? kezdjen tanulni
|
|
|
|
|
What are the two meanings of the prefix "dis-" in English? kezdjen tanulni
|
|
Negation/reversal (e.g., "disconnect") and intensification (e.g., "disgraceful").
|
|
|
What morphological process is involved in the word "exam" (from "examination")? kezdjen tanulni
|
|
|
|
|
Provide an example of compounding in Polish. kezdjen tanulni
|
|
"piorunochron" (lightning conductor, from "piorun" + "chronić").
|
|
|
|
kezdjen tanulni
|
|
The process whereby a conceptual meaning or semantic content becomes encoded in a single lexical item (word or idiom).
|
|
|
How does English typically express aspect? kezdjen tanulni
|
|
Periphrastically (e.g., "was reading," "has eaten").
|
|
|
How does Polish typically lexicalize aspect? kezdjen tanulni
|
|
Through verb prefixes (e.g., "czytać" → "przeczytać").
|
|
|
How is motion and direction encoded in English? kezdjen tanulni
|
|
Path is encoded in particles (e.g., "run out," "go in").
|
|
|
How is motion and direction lexicalized in Polish? kezdjen tanulni
|
|
Path is lexicalized through verb prefixes (e.g., "wybiec," "dojść").
|
|
|
What is the difference in lexicalizing degree and evaluation between English and Polish? kezdjen tanulni
|
|
English is often analytic (e.g., "more interesting"), while Polish encodes it morphologically (e.g., "duży" → "największy").
|
|
|
How is negation lexicalized in English? kezdjen tanulni
|
|
Irregular negative prefixes (e.g., "un-," "in-," "dis-").
|
|
|
How is negation lexicalized in Polish? kezdjen tanulni
|
|
Highly productive and regular negation with "nie-" (e.g., "niesprawiedliwy").
|
|
|
What is the difference in category change between English and Polish? kezdjen tanulni
|
|
English uses conversion (e.g., "text" → "to text"), while Polish requires overt morphology (e.g., "czytać" → "czytanie").
|
|
|
How are semantic roles expressed in English? kezdjen tanulni
|
|
By prepositions (e.g., "with," "to," "for").
|
|
|
How are semantic roles encoded in Polish? kezdjen tanulni
|
|
In case morphology (e.g., "dom" → "domu" → "domem").
|
|
|
What are satellite-framed languages? kezdjen tanulni
|
|
Languages where path is encoded in particles or prefixes (e.g., English, Polish, German).
|
|
|
What are verb-framed languages? kezdjen tanulni
|
|
Languages where path is encoded in the verb (e.g., Spanish, Japanese, French).
|
|
|
What is semantic structure? kezdjen tanulni
|
|
The organization of meaning components within a linguistic unit, including their relations and internal hierarchy.
|
|
|
What is the role of thematic roles in semantic structures? kezdjen tanulni
|
|
They describe the roles participants play in an event (e.g., AGENT, THEME, EXPERIENCER).
|
|
|
What is Natural Semantic Metalanguage (NSM)? kezdjen tanulni
|
|
A theory proposing that all languages share a small set of semantic primes (irreducible meanings) that can explicate complex meanings.
|
|
|
Who proposed the NSM theory? kezdjen tanulni
|
|
|
|
|
What are semantic primes in NSM? kezdjen tanulni
|
|
Irreducible meanings (e.g., "I," "you," "want," "know," "do") that are universal across languages.
|
|
|
|
kezdjen tanulni
|
|
A lexical database showing how words are connected by meaning in English.
|
|
|
|
kezdjen tanulni
|
|
A lexical database for Polish, similar to WordNet, showing semantic connections between words.
|
|
|
What is a borrowing in linguistics? kezdjen tanulni
|
|
A linguistic unit taken from a donor language and incorporated into a recipient language due to language contact.
|
|
|
What are some examples of English borrowings in Polish related to gaming? kezdjen tanulni
|
|
"zlevelować postać" (to level up a character), "dive’ować bota" (to dive a bot).
|
|
|
What are the four main reasons for borrowing? kezdjen tanulni
|
|
Lexical gaps, prestige/social status, cultural contact, bilingualism/code-switching.
|
|
|
What are the two levels of integration for borrowings in Polish? kezdjen tanulni
|
|
Low integration (unchanged forms) and higher integration (inflectional integration).
|
|
|
Provide an example of a low-integration borrowing in Polish. kezdjen tanulni
|
|
"support," "deadline," "server."
|
|
|
Provide an example of a higher-integration borrowing in Polish. kezdjen tanulni
|
|
"support**em**," "server**ów**," "deadline**em**."
|
|
|
How does Polish adapt English borrowings morphologically? kezdjen tanulni
|
|
By deriving verbs using **-ować** (e.g., "backupować," "targetować").
|
|
|
How does Polish handle aspect in borrowings? kezdjen tanulni
|
|
By adding verbal prefixes to signal aspect and completion (e.g., "zlevelować," "zdeployować").
|
|
|
What are hybrid constructions in the context of borrowings? kezdjen tanulni
|
|
Combinations of English lexemes with Polish syntax (e.g., "Jesteśmy na **callu** z klientem").
|
|
|
What is a structural calque? kezdjen tanulni
|
|
A direct translation of a foreign phrase or structure (e.g., "pozostaniemy w kontakcie" ← "stay in touch").
|
|
|
What is semantic borrowing? kezdjen tanulni
|
|
When meanings shift under the influence of another language (e.g., "dokładnie" as a discourse marker ← "exactly").
|
|
|
What sociolinguistic factors influence the outcome of language contact? kezdjen tanulni
|
|
Language prestige, speaker attitudes, degree of bilingualism, domains of use.
|
|
|
What are pidgins and creoles? kezdjen tanulni
|
|
Pidgins are simplified contact languages, while creoles are pidgins that have developed into full languages (e.g., Haitian Creole).
|
|
|
What are some examples of hybrid constructions in Polish? kezdjen tanulni
|
|
"Złapiemy się potem na **evencie**," "Ten plik się nie **uploaduje**."
|
|
|
What is the role of bilingualism in borrowing? kezdjen tanulni
|
|
Bilingual speakers gradually introduce borrowings through code-switching.
|
|
|
What domains are most affected by English borrowings in Polish? kezdjen tanulni
|
|
IT, business, gaming, social media.
|
|
|
What is the purpose of using **-ować** in Polish borrowings? kezdjen tanulni
|
|
To derive verbs from English bases (e.g., "backupować dane").
|
|
|
What is an example of a semantic shift in Polish due to English influence? kezdjen tanulni
|
|
"Ten build jest solidny" (This build is solid), "Ten projekt dowozi" (This project delivers).
|
|
|
How does language contact drive language change? kezdjen tanulni
|
|
Through the introduction of new words, meanings, and structures, influenced by sociolinguistic factors.
|
|
|
What is the difference between a pidgin and a creole? kezdjen tanulni
|
|
A pidgin is a simplified contact language, while a creole is a pidgin that has become a full, stable language.
|
|
|
What is contrastive syntax? kezdjen tanulni
|
|
The comparison of languages to identify structural similarities/differences, transfer effects, translation difficulties, and language-specific grammatical patterns.
|
|
|
What are the three main approaches to comparing syntax? kezdjen tanulni
|
|
Contrastive Linguistics, Linguistic Typology, Generative Syntax.
|
|
|
What are some key contrastive differences between languages? kezdjen tanulni
|
|
Basic word order, head directionality, subject expression, question formation, inversion, case and agreement, information structure, word-order flexibility.
|
|
|
What are the three most common basic word orders? kezdjen tanulni
|
|
|
|
|
What is head directionality? kezdjen tanulni
|
|
The position of the head (main element) in a phrase relative to its dependents (e.g., verb in a verb phrase, noun in a noun phrase).
|
|
|
What is a null subject (pro-drop) language? kezdjen tanulni
|
|
A language that allows subject pronouns to be omitted (e.g., Polish, Spanish).
|
|
|
What is the difference between wh-fronting and wh-in-situ? kezdjen tanulni
|
|
Wh-fronting moves the wh-word to the front of the sentence (e.g., English "What did you buy?"), while wh-in-situ leaves it in place (e.g., Mandarin "Nǐ mǎi le shénme?").
|
|
|
What is an example of a head-initial language? kezdjen tanulni
|
|
|
|
|
What is an example of a head-final language? kezdjen tanulni
|
|
|
|
|
How does Polish mark the subject and object in a sentence? kezdjen tanulni
|
|
Through case marking (nominative for subject, accusative for object).
|
|
|
How does Japanese mark the subject and object in a sentence? kezdjen tanulni
|
|
Through particles (e.g., "-ga" for subject, "-o" for object).
|
|
|
What is the word order in a typical English sentence? kezdjen tanulni
|
|
SVO (Subject-Verb-Object).
|
|
|
What is the word order in a typical Japanese sentence? kezdjen tanulni
|
|
SOV (Subject-Object-Verb).
|
|
|
What is the word order in a typical Arabic sentence? kezdjen tanulni
|
|
VSO (Verb-Subject-Object).
|
|
|
What is the word order in a typical Polish sentence? kezdjen tanulni
|
|
Flexible, but often SVO (e.g., "Jan zjadł jabłko" or "Jabłko zjadł Jan").
|
|
|
What is do-support in English questions? kezdjen tanulni
|
|
The use of the auxiliary "do" to form questions (e.g., "Did you see it?").
|
|
|
How do Polish wh-questions differ from English wh-questions? kezdjen tanulni
|
|
Polish does not use do-support or subject-auxiliary inversion (e.g., "Co kupiłeś?" vs. "What did you buy?").
|
|
|
What is V2 (verb-second) word order? kezdjen tanulni
|
|
A word order rule where the finite verb appears in the second position in main clauses (e.g., German "Hast du den Film gesehen?").
|
|
|
What is the role of case marking in languages like Polish and Russian? kezdjen tanulni
|
|
Case marking indicates grammatical roles (e.g., subject, object) independently of word order, allowing for flexible word order.
|
|
|
How does French form yes/no questions? kezdjen tanulni
|
|
Through subject-verb inversion (e.g., "As-tu vu ce film?") or using "est-ce que" (e.g., "Est-ce que tu as vu ce film?").
|
|
|
What is Universal Grammar (UG)? kezdjen tanulni
|
|
A theory proposing that human languages are constrained by shared cognitive principles, including general properties and parameters of variation.
|
|
|
What are the two main components of Universal Grammar? kezdjen tanulni
|
|
Principles (general properties) and parameters (points of variation).
|
|
|
What is an example of a parameter in UG? kezdjen tanulni
|
|
Null-subject vs. non-null-subject.
|
|
|
Why might the null-subject parameter be useful? kezdjen tanulni
|
|
It helps classify languages based on whether they allow subject omission (e.g., Polish/Spanish vs. English).
|
|
|
Why might the null-subject parameter be too simple? kezdjen tanulni
|
|
It ignores nuances like context-specific null subjects or discourse-pragmatic factors.
|
|
|
What is contrastive pragmatics? kezdjen tanulni
|
|
The comparison of how languages express requests, apologies, refusals, compliments, disagreement, politeness, and social hierarchy.
|
|
|
What are the key concepts in contrastive pragmatics? kezdjen tanulni
|
|
Politeness hierarchy, face orientation, formulaic routines, contextualization cues.
|
|
|
What is politeness hierarchy? kezdjen tanulni
|
|
How strongly a language reflects age, rank, status, or institutional role.
|
|
|
What is face in pragmatics? kezdjen tanulni
|
|
A person’s public social self-image, including positive face (desire to be liked) and negative face (desire for autonomy).
|
|
|
What is an example of a positive face threat? kezdjen tanulni
|
|
Criticism or disagreement (e.g., "Nobody liked your idea").
|
|
|
What is an example of a negative face threat? kezdjen tanulni
|
|
Requests or orders (e.g., "You must help me today").
|
|
|
What are formulaic routines? kezdjen tanulni
|
|
Fixed or semi-fixed expressions for socially recognizable situations (e.g., "Itadakimasu" in Japanese before eating).
|
|
|
How do European and Asian pragmatics differ in refusal? kezdjen tanulni
|
|
European contexts often use explicit but softened refusals, while Asian contexts often use indirect, delayed, or implied refusals.
|
|
|
What is a parallel corpus? kezdjen tanulni
|
|
A corpus containing texts in two or more languages that are translations of each other, aligned at the sentence or word level.
|
|
|
What are the four types of corpora? kezdjen tanulni
|
|
Monolingual, multilingual, parallel, comparable.
|
|
|
What is an example of a parallel corpus? kezdjen tanulni
|
|
Europarl (European Parliament proceedings in 20+ languages).
|
|
|
What are the key features of parallel corpora? kezdjen tanulni
|
|
Sentence- or word-level alignment, high-quality translations, used in linguistic analysis and machine translation.
|
|
|
What are the applications of parallel corpora? kezdjen tanulni
|
|
Machine translation, domain-specific translation, cross-lingual information retrieval, bilingual lexicon extraction.
|
|
|
What are alignment challenges in parallel corpora? kezdjen tanulni
|
|
Ambiguity, structural differences, idiomatic expressions, omissions/additions.
|
|
|
What can be analyzed in parallel corpora? kezdjen tanulni
|
|
Translation shifts, syntactic differences, lexical choices, cultural nuances, idiomatic expressions, semantic scope.
|
|
|
Contrastive linguistics is primarily concerned with: kezdjen tanulni
|
|
Comparing two or more languages systematically
|
|
|
What is NOT a typical goal of contrastive linguistics? kezdjen tanulni
|
|
Discovering universal cognitive principles through language comparison
|
|
|
A contrastive analysis of English and Polish can be conducted at: kezdjen tanulni
|
|
Multiple linguistic levels simultaneously
|
|
|
Which area of applied linguistics benefits directly from contrastive analysis? kezdjen tanulni
|
|
|
|
|
A learner says: “I have 20 years.” instead of “I am 20 years old.” This error is most likely due to: kezdjen tanulni
|
|
Transfer from the first language
|
|
|
|
kezdjen tanulni
|
|
|
|
|
|
kezdjen tanulni
|
|
The smallest unit of sound that distinguishes meaning
|
|
|
Which pair demonstrates a phonemic contrast? kezdjen tanulni
|
|
|
|
|
The term phonemic inventory refers to: kezdjen tanulni
|
|
All sounds that distinguish meaning in a language
|
|
|
Which English consonant cluster would likely cause difficulty for speakers of languages with stricter phonotactic constraints? kezdjen tanulni
|
|
|
|
|
The fact that English permits street but some languages do not permit similar clusters is an example of: kezdjen tanulni
|
|
|
|
|
A language that does not permit word-initial consonant clusters may adapt English school as: kezdjen tanulni
|
|
|
|
|
Which statement is considered a phonological universal? kezdjen tanulni
|
|
All languages distinguish vowels and consonants.
|
|
|
The contrast between ship and sheep illustrates: kezdjen tanulni
|
|
Phonemic vowel distinction
|
|
|
|
kezdjen tanulni
|
|
The smallest meaningful or grammatical unit
|
|
|
Which language type relies heavily on word order and has little inflection? kezdjen tanulni
|
|
|
|
|
Which language is classified as predominantly agglutinative? kezdjen tanulni
|
|
|
|
|
Which language is presented as a synthetic/fusional language? kezdjen tanulni
|
|
|
|
|
Which of the following is a free morpheme? kezdjen tanulni
|
|
|
|
|
Which of the following is a bound morpheme? kezdjen tanulni
|
|
|
|
|
In the word unhappiness, the prefix un- is: kezdjen tanulni
|
|
|
|
|
In the word walked, the suffix -ed is: kezdjen tanulni
|
|
|
|
|
Examine the following forms: English: unhappiness, Polish: nie-szczęś-liwość kezdjen tanulni
|
|
Both contain derivational morphemes that create new lexical meanings.
|
|
|
Which statement about agglutinative languages is most accurate? kezdjen tanulni
|
|
Each morpheme tends to express one grammatical function.
|
|
|
Which process is illustrated by: unhappy, rewrite, nieprawda? kezdjen tanulni
|
|
|
|
|
The English expression fan-bloody-tastic is an example of: kezdjen tanulni
|
|
|
|
|
|
kezdjen tanulni
|
|
A linguistic item transferred from one language to another
|
|
|
Which factor frequently motivates borrowing? kezdjen tanulni
|
|
|
|
|
Which example shows relatively low integration into Polish? kezdjen tanulni
|
|
|
|
|
Which example shows high grammatical integration into Polish? kezdjen tanulni
|
|
|
|
|
The Polish verb backupować demonstrates: kezdjen tanulni
|
|
Morphological adaptation of a borrowing
|
|
|
The expression: “Zrobimy później research.” (We’ll do research later.) is best classified as: kezdjen tanulni
|
|
|
|
|
The expression: “Zboostować post” (To boost a post) illustrates: kezdjen tanulni
|
|
Aspectual prefixation applied to a borrowing
|
|
|
Lexicalization refers to: kezdjen tanulni
|
|
Encoding conceptual meaning into lexical items
|
|
|
According to Talmy, lexicalization involves: kezdjen tanulni
|
|
Compressing meaning into linguistic form
|
|
|
Which pair best illustrates lexicalization differences in motion? kezdjen tanulni
|
|
|
|
|
English commonly expresses aspect through: kezdjen tanulni
|
|
Periphrastic constructions
|
|
|
Polish commonly lexicalizes aspect through: kezdjen tanulni
|
|
|
|
|
Which pair best illustrates aspectual lexicalization in Polish? kezdjen tanulni
|
|
|
|
|
English often encodes path in: kezdjen tanulni
|
|
|
|
|
Which language is classified as predominantly SOV? kezdjen tanulni
|
|
|
|
|
Which language is presented as having relatively flexible word order? kezdjen tanulni
|
|
|
|
|
Compare: English: I am going home. Polish: Idę do domu. This contrast illustrates: kezdjen tanulni
|
|
|
|
|
A language that allows omission of subject pronouns is: kezdjen tanulni
|
|
|
|
|
Which language from the course is NOT pro-drop? kezdjen tanulni
|
|
|
|
|
Which sentence illustrates wh-fronting? kezdjen tanulni
|
|
|
|
|
Compare: English: What did you buy? Mandarin: You bought what? This contrast illustrates: kezdjen tanulni
|
|
Different question-formation strategies
|
|
|
Contrastive pragmatics investigates differences in: kezdjen tanulni
|
|
|
|
|
A lecturer says: “Could you perhaps send me the document when you have a moment?” This utterance primarily demonstrates: kezdjen tanulni
|
|
|
|
|
A researcher wants to compare English originals and Polish translations sentence by sentence. Which resource is most appropriate? kezdjen tanulni
|
|
|
|
|
The use of Japanese titles such as -san, -sensei, and -sama primarily signals: kezdjen tanulni
|
|
Honorific and social relationships
|
|
|
Which statement best characterizes a common contrast between many European and East Asian politeness systems discussed in class? kezdjen tanulni
|
|
East Asian languages tend to place greater emphasis on hierarchy, honorifics, and indirectness.
|
|
|
A Korean student uses a more formal speech level when speaking to an older lecturer than when speaking to a classmate. This is primarily an example of: kezdjen tanulni
|
|
Register variation based on social hierarchy
|
|
|
Which scenario best illustrates the concept of face orientation? kezdjen tanulni
|
|
Avoiding public criticism in order to protect another person’s social image.
|
|
|
