ENG511 Midterm Solved Papers

ENG511

ABSTRACT This comprehensive collection of notes is accurately crafted to empower students to excel academically, ensuring they achieve a minimum of 80% marks in their examinations. The content is organized with clarity and precision, focusing on key concepts, critical analyses, and practical applications tailored to the syllabus. These notes serve as a reliable resource for both thorough preparation and last-minute revision. Designed to inspire confidence and mastery, this guide is an essential tool for students striving for academic excellence.

Maha Malik Psycholinguistics

Q3. stages of development of processing system ?

Stage 1: Input The brain is exposed to a stimulus, at which point it analyzes and evaluates the information. For example, the online learner reads a passage and determines whether it's worth remembering.

Stage 2: Storage Our brains store the information for later use. It also adds it to our mental schema and encodes it. If the information is not reinforced, the brain may simply forget it over time.

Stage 3: Output The brain decides what it's going to do with the information and how it will react to the stimulus. For example, after reading the passage, the individual uses the information they learned to overcome a challenge.

Q. simultaneous & sequential bilingualism

A distinction has been drawn between simultaneous bilingualism and sequential bilingualism. When children acquire two languages at the same time, their bilingualism is referred to as simultaneous bilingualism. Sequential bilingualism occurs when an individual (child or adult) acquires a second language after already acquiring a native language. This type of bilingualism is also referred to as second-language acquisition. Most commonly, children learn two languages simultaneously when they are born into a community that is bilingual. In some communities, bilingualism is simply expected.

Q. modular & interactive model

The modular approach suggests that the words of sentence activate syntactic processing strategies that are used to organize the words into a phrase marker. These strategies indicate that we prefer to attach incoming words to the most recent constituent as opposed to attaching them to earlier constituents or developing new ones. Although the strategies are generally useful, they sometimes lead to errors and subsequent re-analyses of syntactic structure.

The interactive approach emphasizes that we use all available information, including lexical, discourse, and contextual factors. Whereas the modular approach insists that syntactically based strategies are used first, with lexical and discourse factors coming in later, the interactive model asserts that we simultaneously use all available information to parse sentences. Current research supports the role of lexical and contextual factors in parsing, but the role of discourse factors is less evident.

Q. agrammatic , patient proceed of words

Agrammatic patients frequently omit closed-class words (and inflectional endings; see the later discussion) from their sentences while preserving open-class words somewhat better. In addition, they process closed-class words differently than individuals without neurological damage.

Q. story grammar in narrative discourse processing

Some of Bartlett’s ideas have been formalized by contemporary researchers into the concept of a story grammar. A story grammar is a schema in semantic memory that identifies the typical or expected arrangement of events in a story. In general, story grammars view narratives as consisting of a setting, one or more episodes, and then an ending. In turn, episodes have a characteristic structure: some initiating event occurs, leading to some internal response on the part of the protagonist. The response leads to a goal, an attempt to reach the goal, and an outcome.

Q. Type of cohesion

One type of cohesion is called reference. Reference deals with the links between words and objects or events in the world. In discourse, reference deals with the links between words (or phrases) and other words (or phrases) in discourse. More precisely, reference is a semantic relation whereby information needed for the interpretation of one item is found elsewhere in the text. We often use pronouns such as she, he, it, his, her, and their to refer to earlier items.

Q. Constraint based theory

Constraint based theory proposed by MacDonald, argues all relevant information is available immediately to the parser during reading and listening. The incoming information is analysed and all possible constraints or outputs are activated and ranked according to the strength of the subsequent activation. The syntactic structure receiving the most support from the constraints will be highly activated and thus chosen. In essence, activated constraints are in competition with one another and when two constraints are equally activated, ambiguity arises.

Q. Sign Language

Sign languages (also known as signed languages) are languages that use the visual-manual modality to convey meaning. Sign languages are expressed through manual articulations in combination with non-manual elements. Sign languages are full-fledged natural languages with their own grammar and lexicon. Sign languages are not universal and they are not mutually intelligible with each other, although there are also striking similarities among sign languages.

Q. How a child's language at home is different from language at school

Some individuals are bilingual because they live in bilingual regions; some become bilingual because their home language is not the same as their school or business language; some become bilingual because colonization has imposed another language. Others become bilingual because they have studied a language in school or because they grew up in homes with two languages.

Q. Speech perception

Speech perception is a product of innate preparation (nature) and sensitivity to experience (nurture) as demonstrated in infants' abilities to perceive speech. The process of speech perception seems simple enough. Listeners must, in effect, categorize the sounds that they hear into one of the many classes of sounds that exist in their language. In fact, the task is an extraordinarily complex one, for two major reasons. First, the environmental context often interferes with the speech signal. Under normal listening conditions, the speech we hear competes with other stimuli for our limited processing capacity. Other auditory signals, such as a conversation across the room or someone’s sneezing or burping can interfere with the fidelity of the speech signal.