ENG512 Grand Quiz MCQs

“Know your Worth” · ¬Don‘t settle for anything less ¬ · The Enthusiasts had Graced a Magnum Opus

on

“Bilingualism 512”

for

Grand Quiz 2020

Special thanks to our mentor “Maha Malik”

Composed by · Maliha Mubarik · Sibtain Mumtaz · Rizwana Aslam · Nagina Fawad · Nimra Khalid · Anum Khan · Anny Adeel · Lesson-08

•  Quantitative analyses of the existing data often show that differences between a bilingual speaker’s brain and a monolingual’s brain are the exceptions rather than the rule.
•  Bilinguals do not seem to vary from monolinguals in neurological processes.
•  The lateralization of language in the brains of the two groups of speakers is also similar.
•  A related issue concerns the mental representation of a bilingual’s two languages and the processing emanating from such representation.
•  Evidence exists for both separate storage and shared storage of the two languages in the bilingual’s brain.
•  Bilinguals have a language store for each of their two languages and a more general conceptual store.
•  There are strong, direct interconnecting channels between each of these three separate stores.
•  The interconnections between the two languages comprise association and translation systems, and common images in the conceptual store act as mediators.
•  Speakers of different proficiency levels or at different acquisitional stages vary in strength and directness of the interconnections between the separate stores in language processing;
•  Highly proficient speakers in two languages may go directly from a concept to the target language.
•  Those speakers whose second language is weaker than their first tend to use the first language to mediate.
•  Bilingualism refers to someone who can function in both languages in conversational interaction.
•  Bilingual speakers choose to use their different languages depending on a variety of factors, including the type of person addressed and different situations and contexts.
•  There is a widespread impression that bilingual speakers code-switch because they cannot express themselves adequately in one language.
•  Code-switching is an extremely common practice among bilinguals and takes many forms.
•  Code-switching involves skilled manipulation of overlapping sections of two (or more) grammars.
•  Code-switching is a discrete mode of speaking, emanating from a single code-switching grammar.
•  Code-switching grammar is concerned that the two languages involved do not play the same role in sentence making.
•  Code-switching; is not a simple combination of two sets of grammatical rules but grammatical integration of one language in another.
•  One consequence of the ‘two-in-one’ perspective is that bilingual speakers are often compared to monolinguals in terms of their language proficiency.
•  Psycholinguistic studies, tests are given without taking into account that bilingual speakers may have learnt their two languages under different conditions for different purposes, and they only use them in different situations.
•  Bilingual speakers have a unique linguistic and psychological profile; their two languages are constantly in different states of activation; they are able to call upon their linguistic knowledge and resources according to the context and adapt their behaviour.
•  Interpreters and translators, switch between languages as a routine part of their job.
•  Professional interpreters and translators as special people with highly developed language skills in each of their languages. They are trained to translate from the ‘passive’ to the ‘active’ language. They are also trained to think rapidly of appropriate wording of ideas and produce words from a restricted area of meaning.
•  Another group of bilinguals engage themselves in cross-modality language production. This is the case with speech-sign bilinguals who, in addition to the oral modality, use the manual-visual modality in everyday communication.
•  The early nineteenth century was a time of a widespread belief that bilingualism has a detrimental effect on a human being’s intellectual and spiritual growth.
•  A bilingual who could not acquire full competence in any of the languages were termed as ‘semilinguals’.
•  linguistic deficits in six areas of language (Hansegard, 1975; Skutnabb-Kangas, 1981):

1. Size of vocabulary
2. Correctness of language
3. Unconscious processing of language
4. Language creation
5. Mastery of the functions of language