final linguistics 2022 new

Department of Western Languages Faculty of Humanities and Social Sciences THAKSIN UNIVERSITY Final Examination Semester 2 / 2021 0115361 English Linguistics 50 Marks (25 %) Date: Wednesday, March 30, 2022 Time: 9.00 a.m. – 12.00 p.m. (3 hrs.) Parts: 20 marks Part I : Semantics 20 marks Part II: Text and Discourse 10 marks Part III: Development of the English Language Directions: 1. This examination paper consists of 6 pages. 2. Students are required to provide answer on the exam paper. 3. Students should read the directions clearly before doing each part. 4. The use of books, handouts, and documents is not allowed. 5. Do not copy from any sources; otherwise, you will get an F. 6. Do not take the examination paper out of the examination room. 0

Name: Hassakamon Bunsuk Code: 621011595 Group: S102 Part I: Semantics (20 marks) Directions: Write your answer to each question in the space given. 1. Summarize the relation between ‘Semantics’ and ‘Philosophy’. (4 marks) Philosophy studies entities and their reference along with the truth of life in reality and the rules of the world. Semantics is very close to pragmatics because of their connectedness with 'real-world meaning' embedded in philosophy. Semantics, on the other hand, is more theoretical and looks at meaning in language in isolation, in the language itself. While pragmatics is a more practical subject and is interested in meaning in language in use. For instance, the sentence \"The leaf is bigger than a house\" cannot be semantics according to the rules of the world that 'leaf' is grounded in flat pieces that are joined to be branches or stems, which is just a competent of the tree. However, this sentence can be interpreted as 'pragmatic' if the sentence context is provided. Therefore, semantics considers the sentence meaning without context, based on grammar and vocabulary, and focused on general rules. While, pragmatics do the same, except within context. Consequently, the semantics relations with a philosophy based on either the world knowledge or meaning created by humans and contexts result in appearing of the relatedness between semantics and pragmatics. 2. Describe the following antonyms in relation to their referential meaning. (3 marks) hard-working – lazy The words ‘hard-working’ and ‘lazy’ are antonymous because they refer to the opposite properties of effort to do something and energy to do work or activity of human beings. 1

3. Choose six pairs of words that correspond to the types of lexical semantics given. (6 marks) Writer - Reader Deer - Dear Dry – Wet Heart – Love Plain – Plain Gold - Money Faculty – University Movie - Film Tea- Coffee Eyes – Nose Hotel – Inn Flower -Orchid 3.1.Metonym: Gold - Money 3.2.Converseness: Writer - Reader 3.3.Polysemy: Heart – Love 3.4.Meronymy: Faculty – University 3.5.Hyponymy: Flower - Orchid 3.6. Homophone : Deer - Dear 4. Write a sentence that shows ‘entailment’ for the following sentence. (3 marks) “Charlotte has been working as a secretary at the Pacific Fish Processing Company (PFP), Songkhla”. - Charlotte has a job in Songkhla. 5. Analyze the following expression in relation to ‘Conceptual Metaphor’ using ‘target and source domains’ by writing in the space provided. (4 marks) “Love is a garden.” The word ‘love’ is the target domain while the word ‘garden’ is the source domain. Love means a feeling of deep affection, an action of one’s loving the other, and a romantic relationship. Meanwhile, the garden means the area of land next to a house, 2

where there are flowers, grass, and other plants, which need to be looked after to be attractive. The two words share semantic features. Love and garden are similar in that if one and another love each other, both need to take care of each other regularly. Therefore, the love will grow beautifully. The action of caring for each other is similar to taking care of the garden. Part II: Text and Discourse (20 marks) Directions: The following text contains five types of cohesive devices according to Halliday and Hasan (1976). Describe two items of each type of cohesion in the space given. Censorship in music is a topic that has brought about much controversy in 1 the past two decades. There have been many different arguments on the topic; 2 however, the question still remains: should there be censorship in music? 3 Before we can form an opinion on this one, we should hear both sides of the 4 argument on this much-debated topic. Some people believe that music should be 5 censored so all audiences can hear it without being disturbed by any controversial 6 lyrics. Others believe that it should not, and lyricists and singers should be able to 7 speak, sing, rap or rhyme freely. 8 Some people believe music should be censored. They believe that some of the 9 words used in certain songs are vulgar, obscene, and crude. They do not want these 10 songs to be broadcast on radio and television as they do not want children to hear 11 such foul language. Therefore, on radio and television such language is either 12 silenced, edited out, or the artists make a second ‘clean’ version of their songs for 13 radio and television, acceptable to all audiences. 14 On the other hand, many lyricists and singers feel that their rights are being 15 violated when they are forced to change the words in their songs. Their defense is 16 that children will ultimately get to hear and use foul language sooner or later: when 17 they hear such language from their parents, siblings or peers. They also claim that 18 these words convey their true feelings towards a subject or object, and that hurts 19 their feelings when their songs are censored. These ones feel that they are not 20 given the freedom to express themselves. 21 Given the two sides and their arguments, what do I feel? Both have to be clear 22 in my thoughts. I feel that though these people have a case – that children will 23 ultimately learn, and probably use, some foul language – that should not mean that 24 we open the floodgates and allow indiscriminate use of vulgarity. In my opinion, 25 lyricists can still use words that are suitable and strong enough to convey their 26 feelings without resorting to indecency. 27 If anyone asks me whether the issue of inappropriate music should be cleaned 28 up, I now have an answer on this. I strongly agree that it should be. 29 Adapted from Albert, B. (2013). Stimulating general paper essays. Selangor Darul Ehsan: Crescent News, pp. 356-357. 3

Type A: Reference (4 marks) (1) The personal pronoun ‘it’ (line 6) refers to the noun ‘music’ (line 5) (2) The personal pronoun ‘they’ (line 16) refers to the noun ‘many lyricists and singers’ (line 15) Type B: Conjunction (4 marks) (1) The casual conjunction ‘so’ in the expression “all audiences can hear it without being disturbed by any controversial lyrics” (lines 6-7) is used to signal the reason that “Some people believe that music should be censored” (lines 5-6) (2) The causal conjunction ‘as’ in the expression “they do not want children to hear such foul language” ( line 11) is used to signal the reason that “They do not want these songs to be broadcast on radio and television” (lines 10-11). Type C: Lexical cohesion (4 marks) (1) The words ‘violated’ and ‘forced’ (line 16) are synonyms. (2) The words ‘ultimately’ and ‘sooner or later’ (line 17) are synonyms. Type D: Substitution (4 marks) (1) The nominal substitution ‘one’ (line 4) substitutes the word ‘censorship in music’ (line 1) (2) The nominal substitution ‘These ones’ (line 20) substitutes the word ‘children’ (line 17) 4

Type E: Ellipsis (4 marks) (1) The verb ‘is’ (line 12) is omitted from the clause “Therefore, on radio and television such language is either silenced, (0) edited out, …” (lines 12-13). The actual longer sentence is “Therefore, on radio and television such language is either silenced, is edited out, or the artists make a second ‘clean’ version of their songs for radio and television, acceptable to all audiences”. (2) The noun ‘two sides and their arguments’ (line 22) is omitted from the clause “Both (0) have to be clear in my thoughts” (lines 22-23). The actual longer sentence is “Both two sides and their arguments have to be clear in my thoughts”. Part III: Development of the English Language (10 marks) Directions: Answer the following questions in the space provided. 1. Why is English considered a Germanic language? (4 marks) English has a historical and linguistics link to many other groups of the Germanic language, especially in Europe, which are German (the German and Austrian's native language), Dutch (the Netherlands’ national language), Frisian (two dialects appearing in Germany and Netherlands), Flemish (spoken by Belgians in Belgium) in the Scandinavian languages (the Northern Germanic language), Yiddish (spoken by Jewish people before World war II), and Afrikaans (developed by Dutch and now spoken by South African). In other words, because it has a direct and indirect connection with other European languages, English is considered the German language. Therefore, English is not a pure language since it is blended with other languages of its genetic relation in Europe. 5

2. Summarize the key persons and events that led to the arrival of English to the British Isles. (6 marks) The key persons and events that led to the arrival of English to the British Isles are following. Firstly, the Romans traveled to the British Isles in 55 BC through the invasion of Julius Caesar. They brought Latin to the Isles, and there are words brought by Roman soldiers such as we all (wall). Secondly, Germanic tribes (Jutes, Saxons, Angles, or Anglo-Saxons) who invaded the British Isles in the 5th century contributed to the start of the history of the English language. With the major force of Anglo- Saxons, the people spoke the so-called ‘Englisch’. Then it became new spelling as ‘English’ which words were developed into Old English, such as sleep and night. Thirdly, Saint Augustine arrived in England in the 6th century for spreading religion through Christian missionaries. Moreover, they brought ‘Latin’ the medium language in the Bible and other religious texts. Then, new words based on Latin were formed such as rose and tower. Fourthly, the Vikings arrived in the Isles in the 8th century. The Vikings were of descent from the Nordic tribes brought around 2,000 local words of the Scandinavian languages into the present English lexicons, for example, smile and skirt. Then English was chosen to be the language of government by King Alfred to show pride in national identity. Finally, the Normans invaded the British Isles in the mid 16th century. They led the Norman French as the ruling language, so it greatly affected the linguistic and cultural formations of England. Then the Old English language was stopped used, and English words were vastly influenced by French such as army, art, and bouquet. This means that Middle English started. Then, in the 1450s, the power of the English language returned to the Isles, resulting in the establishment of the Cambridge and Oxford universities where spelling and grammar in English were developed. After that, the English language was influenced by others such as Spain by colonization, exploration, and trading periods. Consequently, these five groups of the European nation are considered to be the key tribes that formed the English language. 6

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