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LNGS1002 2023 Final Exam

RELEASED 11.59pm, Wednesday 15^th November 2023

DUE 11.59pm, Friday 17^th November 2023

Weighting: 40%

You may take as much time as you wish to complete the exam within the 48-hour window specified above, however you should only need around 2 hours. It is recommended that you block out a few hours in a quiet place and complete this exam in one sitting.

No late submissions will be accepted, unless you have been granted Special Consideration.

This is an open book exam, meaning you may look at your notes, the textbook etc. to help you answer the questions.

You may not search online for answers, and you may not collaborate with another student or share questions or responses with anyone – this is a form of academic dishonesty.

Submit your answer sheet via Canvas (.doc/.docx only). An answer template is provided for you on Canvas. You must submit a typed file – handwritten submissions will not be accepted. If you make a mistake or upload the wrong file you may submit multiple times provided it is before the deadline. Your most recent submission will be marked – earlier submissions will be ignored.

THINGS TO NOTE

· The exam is worth 40% of your final grade and is out of 40 marks.

· Read the questions carefully and follow the instructions as given. If you do not answer all elements of the questions, you will not get full marks.

· Your answers should demonstrate your understanding and application of the subject material covered in lectures, tutorials and required readings. You are being tested on technical terms and concepts that you have learned throughout the unit. You should use and define linguistic terminology in your answers wherever possible.

· As a general guide, the total length of your answers should be under 2000 words.

Question 1 (5 marks total)

Figure 1 shows the Expanded Graded Intergenerational Disruption Scale (EGIDS) relative to the number of L1 speakers. Language X and Language Y are marked.

Figure 1 L1 population and EGIDS level for Language X and Language Y

A. Explain what the positions of the two languages in Figure 1 tell us about Language X and Language Y. (2 marks)

B. Language X and Language Y are both spoken in the same region. Give three reasons which might explain why Language X and Language Y have such a different L1 population and EGIDS level. (3 marks)

Question 2 (4 marks total)

Consider the following examples:

(1) Close the door.

(2) Sorry could you close the door?

(3) It’s a bit cold in here.

A. Why are requests often studied in politeness theory? Explain any terminology you use. (1 mark)

B. Explain what politeness strategies are used in each of these requests to close a door. Give the relevant technical terms and explain them. (3 marks)

Question 3 (4 marks total)

The following questions are about the documentary Buckskin.

A. Why did the German missionaries compile a description of Kaurna? (1 mark)

B. How long did it take the missionaries to compile their book and what did they document first? (1 mark)

C. Why is such missionary language documentation important for Jack Buckskin’s (and others’) revival of the language? (2 marks)

Question 4 (6 marks total)

Extract 1

Extract 2

There is an instance of an ‘other-initiated repair’ sequence in each of these extracts. For each extract:

A. Identify the ‘trouble source’.
Extract 1 (0.5 marks):
Extract 2 (0.5 marks):

B. Identify the ‘repair initiation’.
Extract 1 (0.5 marks):
Extract 2 (0.5 marks):

C. Identify the ‘repair solution’.
Extract 1 (0.5 marks):
Extract 2 (0.5 marks):

Note: your answers to (A-C) should cite the relevant piece of text, don’t just give line numbers.

D. Explain how the repair initiation used in each example led to the specific repair solution that was given. Be specific, using evidence from the example to support your answer. In your answer, refer to specific line numbers and/or quote the text. (3 marks)

Question 5 (6 marks total)

Extract 3

Extract 4

A. Explain how turn allocation is achieved in the arrowed turn in Extract 3. In your answer, use relevant terminology and refer to specific line numbers/quote the text. (2 marks)

B. Describe the turn allocation in all the arrowed turns (lines 1-4) in Extract 4. In your answer, use relevant terminology and refer to specific line numbers/quote the text. (4 marks)

Question 6 (5 marks total)

Examples 1-3 are phrases in Javanese:

(1)	Used to address close friends, relatives and people of lower status:
	Apa	kowé	arep	mangan	sega	lan	kaspé	saiki?
	Are	you	going	to eat	rice	and	cassava	now?

(2)	Used to address strangers, or people of unknown status:
	Napa	sampéjan	adjeng	neda	sekul	lan	kaspé	saniki?
	Are	you	going	to eat	rice	and	cassava	now?

(3)	Used to address officials or people of higher status:
	Menapa	sampéjan	bade	neda	sekul	lan	kaspé	samenika?
	Are	you	going	to eat	rice	and	cassava	now?

Examples 4-5 are phrases in French:

(4)	Used to address friends, relatives and children:
	Est-ce que	tu	veux	aller	au	parc?
	Do	you	want	to go	to	the park?

(5)	Used to address strangers or people of higher status:
	Est-ce que	vous	voulez	aller	au	parc?
	Do	you	want	to go	to	the park?

A. Based on these examples, how would you characterise the politeness systems of Javanese and French? Give the relevant technical terms and explain them. Cite specific parts/words of the example in your answer. (3 marks)

B. What are the linguistic differences between these two systems? What is their shared social function? (2 marks)

Question 7 (5 marks total)

Below are four ways to say the same phrase in Guyanese Creole English:

(1) Me bin gi am wan.

(2) A give im wan.

(3) I gave im one.

(4) I gave him one.

A. How would you characterise the difference between phrases 1 and 4? Give the relevant technical terms and justify your answer with reference to the language data. (3 marks)

B. These four phrases co-exist, but Sentence 4 is a higher prestige form of speech than is Sentence 1. What development would you expect to occur over time? Give the relevant technical term and define it. (2 marks)

Question 8 (5 marks)

First consider the following data from Haitian Creole, then compare it to translations into French (the language of Haiti’s former colonisers) and Fongbe (a language of Benin, spoken by workers forcibly transmigrated to Haiti during colonial times) and answer the following questions.

In each example, the second line provides a word-by-word translation.

Haitian Creole

Jan	achte	liv	la
Jan	bought	book	the
‘Jan bought the book’

French

Jan	a	acheté	le	livre
Jan	has	bought	the	book
‘Jan bought the book’

Fongbe

Jan	xɔ̀	wémà	ɔ̀
Jan	bought	book	the
‘Jan bought the book’

A. Which is the superstrate language for Haitian Creole, and how do we know? Refer to both structural features in the data AND sociolinguistic/historical aspects of the likely creole genesis conditions. (2.5 marks)

B. Which is the substrate language for Haitian Creole, and how do we know? Refer to both structural features in the data AND sociolinguistic/historical aspects of the likely creole genesis conditions. (2.5 marks)