Ücretsiz TOEFL kaynakları
TOEFL lıstenıng testleri
- Jack London
Sınav özeti
0 - 6 soru tamamlandı
Sorular:
- 1
- 2
- 3
- 4
- 5
- 6
Bilgi
Listen to the lecture and answer the questions.
Daha önce bu sınavı bitidiniz ve tekrar alamazsınız.
Sınav yükleniyor...
Sınava başlamak için önce kayıt olmalısınız.
Bu sınavı başlatmak için, aşağıdaki sınav bitirmek zorundasınız:
Sonuçlar
0 - 6 soru doğru olarak cevaplandı
Zamanınız:
Zaman doldu
0 - 0 Puan aldınız, (0)
Ortalama değer | |
Sizin sonucunuz |
Kategoriler
- listen 0%
- 1
- 2
- 3
- 4
- 5
- 6
- Ceveplanan
- Gözden geçirme
- Soru 1 - 6
1. Soru
What is the main topic of the professor’s discussion?
DoğruDoğru değil - Soru 2 - 6
2. Soru
Why did London become a writer?
DoğruDoğru değil - Soru 3 - 6
3. Soru
According to the professor where did London get his ideas for his publications?
Click on two answers
DoğruDoğru değil - Soru 4 - 6
4. Soru
Why does the professor mention London’s novel ‘ The Call of the Wild’?
DoğruDoğru değil - Soru 5 - 6
5. Soru
According to the professor, in what ways was London inconsistent and self-contradictory?
DoğruDoğru değil - Soru 6 - 6
6. Soru
The professor describes London’s life chronologically. Summarize his life by putting the events in order.
- London's family settled in Oakland after having moved around
- London's working life as a young man was very diverse
- London worked at becoming a successful writer
- London introduced practical innovations on his ranch
DoğruDoğru değil
2. Roanoke Mystery
Sınav özeti
0 - 5 soru tamamlandı
Sorular:
- 1
- 2
- 3
- 4
- 5
Bilgi
Listen to the lecture and answer the questions.
Daha önce bu sınavı bitidiniz ve tekrar alamazsınız.
Sınav yükleniyor...
Sınava başlamak için önce kayıt olmalısınız.
Bu sınavı başlatmak için, aşağıdaki sınav bitirmek zorundasınız:
Sonuçlar
0 - 5 soru doğru olarak cevaplandı
Zamanınız:
Zaman doldu
0 - 0 Puan aldınız, (0)
Ortalama değer | |
Sizin sonucunuz |
Kategoriler
- listen 0%
End of the test
- 1
- 2
- 3
- 4
- 5
- Ceveplanan
- Gözden geçirme
- Soru 1 - 5
1. Soru
What is the lecture mainly about?
DoğruDoğru değil - Soru 2 - 5
2. Soru
According to the professori what did the people on the relief vessels find in Roanoke?
Click on 2 answers
DoğruDoğru değil - Soru 3 - 5
3. Soru
Which of the following may explain what happened to the Roanoke settlers?
DoğruDoğru değil - Soru 4 - 5
4. Soru
What happened to each of the three groups of people left at Roanoke?
Listele
- were found dead
- returned to England
- disappeared
- The holding force of fifteen man
- The original settlers
- The 100 new settlers
DoğruDoğru değil - Soru 5 - 5
5. Soru
Why does the professor refer to Roanoke as an enigmatic episode in early American history?
DoğruDoğru değil
3. Silhouettes
Sınav özeti
0 - 4 soru tamamlandı
Sorular:
- 1
- 2
- 3
- 4
Bilgi
Listen to the lecture and answer the questions.
Daha önce bu sınavı bitidiniz ve tekrar alamazsınız.
Sınav yükleniyor...
Sınava başlamak için önce kayıt olmalısınız.
Bu sınavı başlatmak için, aşağıdaki sınav bitirmek zorundasınız:
Sonuçlar
0 - 4 soru doğru olarak cevaplandı
Zamanınız:
Zaman doldu
0 - 0 Puan aldınız, (0)
Ortalama değer | |
Sizin sonucunuz |
Kategoriler
- listen 0%
End of the test
- 1
- 2
- 3
- 4
- Ceveplanan
- Gözden geçirme
- Soru 1 - 4
1. Soru
What were the silhouettes originally called?
DoğruDoğru değil - Soru 2 - 4
2. Soru
What is NOT mentioned as one of the matearials artists transferred portraits onto?
DoğruDoğru değil - Soru 3 - 4
3. Soru
Who was Etinne de Silhouette?
DoğruDoğru değil - Soru 4 - 4
4. Soru
Why are the discussed art forms known as silhouettes?
DoğruDoğru değil
4. Sylvia Plath
Sınav özeti
0 - 10 soru tamamlandı
Sorular:
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
Bilgi
Listen to the lecture and answer the questions.
Daha önce bu sınavı bitidiniz ve tekrar alamazsınız.
Sınav yükleniyor...
Sınava başlamak için önce kayıt olmalısınız.
Bu sınavı başlatmak için, aşağıdaki sınav bitirmek zorundasınız:
Sonuçlar
0 - 10 soru doğru olarak cevaplandı
Zamanınız:
Zaman doldu
0 - 0 Puan aldınız, (0)
Ortalama değer | |
Sizin sonucunuz |
Kategoriler
- awl 0%
End of the test
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
- Ceveplanan
- Gözden geçirme
- Soru 1 - 10
1. Soru
The Bell Jar was
DoğruDoğru değil - Soru 2 - 10
2. Soru
Sylvia Plath’s ‘Collected poems’
DoğruDoğru değil - Soru 3 - 10
3. Soru
Sylvia’s husband
DoğruDoğru değil - Soru 4 - 10
4. Soru
Susan Bassnett thought Sylvia’s work
DoğruDoğru değil - Soru 5 - 10
5. Soru
Sylvia’s brother
DoğruDoğru değil - Soru 6 - 10
6. Soru
Sylvia Plath’s time at college was difficult because
DoğruDoğru değil - Soru 7 - 10
7. Soru
In 1953,Sylvia
DoğruDoğru değil - Soru 8 - 10
8. Soru
What does the lecturer imply when she says “Very few modern poets have captured the popular imagination as much as Plath”
DoğruDoğru değil - Soru 9 - 10
9. Soru
What does the lecturer imply when she says “This domineering father figure became a common theme that recurred throughout Plath’s writing.”
DoğruDoğru değil - Soru 10 - 10
10. Soru
Which THREE sentences best summarise the passage?
DoğruDoğru değil
5. Population Growth
Sınav özeti
0 - 6 soru tamamlandı
Sorular:
- 1
- 2
- 3
- 4
- 5
- 6
Bilgi
Listen to the lecture and answer the questions.
Daha önce bu sınavı bitidiniz ve tekrar alamazsınız.
Sınav yükleniyor...
Sınava başlamak için önce kayıt olmalısınız.
Bu sınavı başlatmak için, aşağıdaki sınav bitirmek zorundasınız:
Sonuçlar
0 - 6 soru doğru olarak cevaplandı
Zamanınız:
Zaman doldu
0 - 0 Puan aldınız, (0)
Ortalama değer | |
Sizin sonucunuz |
Kategoriler
- awl 0%
End of the test
- 1
- 2
- 3
- 4
- 5
- 6
- Ceveplanan
- Gözden geçirme
- Soru 1 - 6
1. Soru
Which of the following is defined as the number of children born per 1000 people per year?
DoğruDoğru değil - Soru 2 - 6
2. Soru
Which of the following countries in the UK has the highest fertility rate?
DoğruDoğru değil - Soru 3 - 6
3. Soru
Why is fertility rate in the UK higher than it was twenty years ago?
DoğruDoğru değil - Soru 4 - 6
4. Soru
What proportion of women in their mid-forties do not have children nowadays?
DoğruDoğru değil - Soru 5 - 6
5. Soru
What do French couples who have eight children receive?
DoğruDoğru değil - Soru 6 - 6
6. Soru
Which of the reasons for low fertility rates is NOT mentioned?
DoğruDoğru değil
6. Human Migration
Sınav özeti
0 - 5 soru tamamlandı
Sorular:
- 1
- 2
- 3
- 4
- 5
Bilgi
Listen to the lecture and answer the questions.
Daha önce bu sınavı bitidiniz ve tekrar alamazsınız.
Sınav yükleniyor...
Sınava başlamak için önce kayıt olmalısınız.
Bu sınavı başlatmak için, aşağıdaki sınav bitirmek zorundasınız:
Sonuçlar
0 - 5 soru doğru olarak cevaplandı
Zamanınız:
Zaman doldu
0 - 0 Puan aldınız, (0)
Ortalama değer | |
Sizin sonucunuz |
Kategoriler
- awl 0%
End of the test
- 1
- 2
- 3
- 4
- 5
- Ceveplanan
- Gözden geçirme
- Soru 1 - 5
1. Soru
What is the purpose of the talk?
DoğruDoğru değil - Soru 2 - 5
2. Soru
How did people survive the Ice Age in Northern Europe and Asia?
DoğruDoğru değil - Soru 3 - 5
3. Soru
What does the speaker say about the invasion of occupied land by human groups?
DoğruDoğru değil - Soru 4 - 5
4. Soru
What does the speaker say about human migration?
DoğruDoğru değil - Soru 5 - 5
5. Soru
The professor briefly explains a series of human migrations. Put the migrations in chronological order.
- Humans migrated from the savanahs of Africa into Europe and Asia.
- Humans spread through eastern Aisa and south to Australia.
- Humans crossed the Bering land bridge and spread throughout the Americans.
- Humans have continued to migrate throughout the world.
DoğruDoğru değil
7. Facial Recognition
Sınav özeti
0 - 5 soru tamamlandı
Sorular:
- 1
- 2
- 3
- 4
- 5
Bilgi
Listen to the lecture and answer the questions.
Daha önce bu sınavı bitidiniz ve tekrar alamazsınız.
Sınav yükleniyor...
Sınava başlamak için önce kayıt olmalısınız.
Bu sınavı başlatmak için, aşağıdaki sınav bitirmek zorundasınız:
Sonuçlar
0 - 5 soru doğru olarak cevaplandı
Zamanınız:
Zaman doldu
0 - 0 Puan aldınız, (0)
Ortalama değer | |
Sizin sonucunuz |
Kategoriler
- awl 0%
- listen 0%
End of the test
- 1
- 2
- 3
- 4
- 5
- Ceveplanan
- Gözden geçirme
- Soru 1 - 5
1. Soru
Where does the TV show ‘Las Vegas’ take place?
DoğruDoğru değil - Soru 2 - 5
2. Soru
What is a faceprint?
DoğruDoğru değil - Soru 3 - 5
3. Soru
Identify TWO problems with 2D facial recognition from the list below.
DoğruDoğru değil - Soru 4 - 5
4. Soru
What is the problem with the 3D technology?
DoğruDoğru değil - Soru 5 - 5
5. Soru
Which TWO elements below can be measured by Skin Biometric technology?
DoğruDoğru değil
TOEFL Readıng testleri
Sınav özeti
0 - 10 soru tamamlandı
Sorular:
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
Bilgi
TOEFL Reading Quiz
Daha önce bu sınavı bitidiniz ve tekrar alamazsınız.
Sınav yükleniyor...
Sınava başlamak için önce kayıt olmalısınız.
Bu sınavı başlatmak için, aşağıdaki sınav bitirmek zorundasınız:
Sonuçlar
0 - 10 soru doğru olarak cevaplandı
Zamanınız:
Zaman doldu
0 - 0 Puan aldınız, (0)
Ortalama değer | |
Sizin sonucunuz |
Kategoriler
- awl 0%
End of test
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
- Ceveplanan
- Gözden geçirme
- Soru 1 - 10
1. Soru
The Creators of Grammar
No student of a foreign language needs to be told that grammar is complex. By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning. We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning. Nor is this complexity inherent to the English language. All languages, even those of so-called ‘primitive’ tribes have clever grammatical components. The Cherokee pronoun system, for example, can distinguish between ‘you and I’, ‘several other people and I’ and ‘you, another person and I’. In English, all these meanings are summed up in the one, crude pronoun ‘we’. Grammar is universal and plays a part in every language, no matter how widespread it is. So the question which has baffled many linguists is – who created grammar?
At first, it would appear that this question is impossible to answer. To find out how grammar is created, someone needs to be present at the time of a language’s creation, documenting its emergence. Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages are started from scratch. Amazingly, however, this is possible.
Some of the most recent languages evolved due to the Atlantic slave trade. At that time, slaves from a number of different ethnicities were forced to work together under colonizer’s rule. Since they had no opportunity to learn each other’s languages, they developed a make-shift language called a pidgin. Pidgins are strings of words copied from the language of the landowner. They have little in the way of grammar, and in many cases it is difficult for a listener to deduce when an event happened, and who did what to whom. [A]Speakers need to use circumlocution in order to make their meaning understood. [B]Interestingly, however, all it takes for a pidgin to become a complex language is for a group of children to be exposed to it at the time when they learn their mother tongue. [C]Slave children did not simply copy the strings of words uttered by their elders, they adapted their words to create a new, expressive language. [D]It included standardised word orders and grammatical markers that existed in neither the pidgin language, nor the language of the colonizers.Complex grammar systems which emerge from pidgins are termed creoles, and they are invented by children.
Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilise the same grammatical machinery that is found in spoken languages. Moreover, there are many different languages used worldwide. The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new government introduced schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later, when this inventive sign system was already around, developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more fluid and compact, and it utilised a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new creole was born.
Some linguists believe that many of the world’s most established languages were creoles at first. The English past tense –ed ending may have evolved from the verb ‘do’. ‘It ended’mayonce have been‘It end-did’. Therefore it would appear that even the most widespread languages were partly created by children. Children appear to have innate grammatical machinery in their brains, which springs to life when they are first trying to make sense of the world around them. Their minds can serve to create logical, complex structures, even when there is no grammar present for them to copy.
In paragraph 1, why does the writer include information about the Cherokee language?
DoğruDoğru değil - Soru 2 - 10
2. Soru
The Creators of Grammar
No student of a foreign language needs to be told that grammar is complex. By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning. We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning. Nor is this complexity inherent to the English language. All languages, even those of so-called ‘primitive’ tribes have clever grammatical components. The Cherokee pronoun system, for example, can distinguish between ‘you and I’, ‘several other people and I’ and ‘you, another person and I’. In English, all these meanings are summed up in the one, crude pronoun ‘we’. Grammar is universal and plays a part in every language, no matter how widespread it is. So the question which has baffled many linguists is – who created grammar?
At first, it would appear that this question is impossible to answer. To find out how grammar is created, someone needs to be present at the time of a language’s creation, documenting its emergence. Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages are started from scratch. Amazingly, however, this is possible.
Some of the most recent languages evolved due to the Atlantic slave trade. At that time, slaves from a number of different ethnicities were forced to work together under colonizer’s rule. Since they had no opportunity to learn each other’s languages, they developed a make-shift language called a pidgin. Pidgins are strings of words copied from the language of the landowner. They have little in the way of grammar, and in many cases it is difficult for a listener to deduce when an event happened, and who did what to whom. [A]Speakers need to use circumlocution in order to make their meaning understood. [B]Interestingly, however, all it takes for a pidgin to become a complex language is for a group of children to be exposed to it at the time when they learn their mother tongue. [C]Slave children did not simply copy the strings of words uttered by their elders, they adapted their words to create a new, expressive language. [D]It included standardised word orders and grammatical markers that existed in neither the pidgin language, nor the language of the colonizers.Complex grammar systems which emerge from pidgins are termed creoles, and they are invented by children.
Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilise the same grammatical machinery that is found in spoken languages. Moreover, there are many different languages used worldwide. The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new government introduced schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later, when this inventive sign system was already around, developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more fluid and compact, and it utilised a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new creole was born.
Some linguists believe that many of the world’s most established languages were creoles at first. The English past tense –ed ending may have evolved from the verb ‘do’. ‘It ended’mayonce have been‘It end-did’. Therefore it would appear that even the most widespread languages were partly created by children. Children appear to have innate grammatical machinery in their brains, which springs to life when they are first trying to make sense of the world around them. Their minds can serve to create logical, complex structures, even when there is no grammar present for them to copy.
What can be inferred about the slaves’ pidgin language?
DoğruDoğru değil - Soru 3 - 10
3. Soru
The Creators of Grammar
No student of a foreign language needs to be told that grammar is complex. By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning. We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning. Nor is this complexity inherent to the English language. All languages, even those of so-called ‘primitive’ tribes have clever grammatical components. The Cherokee pronoun system, for example, can distinguish between ‘you and I’, ‘several other people and I’ and ‘you, another person and I’. In English, all these meanings are summed up in the one, crude pronoun ‘we’. Grammar is universal and plays a part in every language, no matter how widespread it is. So the question which has baffled many linguists is – who created grammar?
At first, it would appear that this question is impossible to answer. To find out how grammar is created, someone needs to be present at the time of a language’s creation, documenting its emergence. Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages are started from scratch. Amazingly, however, this is possible.
Some of the most recent languages evolved due to the Atlantic slave trade. At that time, slaves from a number of different ethnicities were forced to work together under colonizer’s rule. Since they had no opportunity to learn each other’s languages, they developed a make-shift language called a pidgin. Pidgins are strings of words copied from the language of the landowner. They have little in the way of grammar, and in many cases it is difficult for a listener to deduce when an event happened, and who did what to whom. [A]Speakers need to use circumlocution in order to make their meaning understood. [B]Interestingly, however, all it takes for a pidgin to become a complex language is for a group of children to be exposed to it at the time when they learn their mother tongue. [C]Slave children did not simply copy the strings of words uttered by their elders, they adapted their words to create a new, expressive language. [D]It included standardised word orders and grammatical markers that existed in neither the pidgin language, nor the language of the colonizers.Complex grammar systems which emerge from pidgins are termed creoles, and they are invented by children.
Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilise the same grammatical machinery that is found in spoken languages. Moreover, there are many different languages used worldwide. The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new government introduced schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later, when this inventive sign system was already around, developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more fluid and compact, and it utilised a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new creole was born.
Some linguists believe that many of the world’s most established languages were creoles at first. The English past tense –ed ending may have evolved from the verb ‘do’. ‘It ended’mayonce have been‘It end-did’. Therefore it would appear that even the most widespread languages were partly created by children. Children appear to have innate grammatical machinery in their brains, which springs to life when they are first trying to make sense of the world around them. Their minds can serve to create logical, complex structures, even when there is no grammar present for them to copy.
All the following sentences about Nicaraguan sign language are true EXCEPT:
DoğruDoğru değil - Soru 4 - 10
4. Soru
The Creators of Grammar
No student of a foreign language needs to be told that grammar is complex. By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning. We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning. Nor is this complexity inherent to the English language. All languages, even those of so-called ‘primitive’ tribes have clever grammatical components. The Cherokee pronoun system, for example, can distinguish between ‘you and I’, ‘several other people and I’ and ‘you, another person and I’. In English, all these meanings are summed up in the one, crude pronoun ‘we’. Grammar is universal and plays a part in every language, no matter how widespread it is. So the question which has baffled many linguists is – who created grammar?
At first, it would appear that this question is impossible to answer. To find out how grammar is created, someone needs to be present at the time of a language’s creation, documenting its emergence. Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages are started from scratch. Amazingly, however, this is possible.
Some of the most recent languages evolved due to the Atlantic slave trade. At that time, slaves from a number of different ethnicities were forced to work together under colonizer’s rule. Since they had no opportunity to learn each other’s languages, they developed a make-shift language called a pidgin. Pidgins are strings of words copied from the language of the landowner. They have little in the way of grammar, and in many cases it is difficult for a listener to deduce when an event happened, and who did what to whom. [A]Speakers need to use circumlocution in order to make their meaning understood. [B]Interestingly, however, all it takes for a pidgin to become a complex language is for a group of children to be exposed to it at the time when they learn their mother tongue. [C]Slave children did not simply copy the strings of words uttered by their elders, they adapted their words to create a new, expressive language. [D]It included standardised word orders and grammatical markers that existed in neither the pidgin language, nor the language of the colonizers.Complex grammar systems which emerge from pidgins are termed creoles, and they are invented by children.
Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilise the same grammatical machinery that is found in spoken languages. Moreover, there are many different languages used worldwide. The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new government introduced schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later, when this inventive sign system was already around, developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more fluid and compact, and it utilised a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new creole was born.
Some linguists believe that many of the world’s most established languages were creoles at first. The English past tense –ed ending may have evolved from the verb ‘do’. ‘It ended’mayonce have been‘It end-did’. Therefore it would appear that even the most widespread languages were partly created by children. Children appear to have innate grammatical machinery in their brains, which springs to life when they are first trying to make sense of the world around them. Their minds can serve to create logical, complex structures, even when there is no grammar present for them to copy.
In paragraph 3, where can the following sentence be placed?
It included standardised word orders and grammatical markers that existed in neither the pidgin language, nor the language of the colonizers.DoğruDoğru değil - Soru 5 - 10
5. Soru
The Creators of Grammar
No student of a foreign language needs to be told that grammar is complex. By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning. We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning. Nor is this complexity inherent to the English language. All languages, even those of so-called ‘primitive’ tribes have clever grammatical components. The Cherokee pronoun system, for example, can distinguish between ‘you and I’, ‘several other people and I’ and ‘you, another person and I’. In English, all these meanings are summed up in the one, crude pronoun ‘we’. Grammar is universal and plays a part in every language, no matter how widespread it is. So the question which has baffled many linguists is – who created grammar?
At first, it would appear that this question is impossible to answer. To find out how grammar is created, someone needs to be present at the time of a language’s creation, documenting its emergence. Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages are started from scratch. Amazingly, however, this is possible.
Some of the most recent languages evolved due to the Atlantic slave trade. At that time, slaves from a number of different ethnicities were forced to work together under colonizer’s rule. Since they had no opportunity to learn each other’s languages, they developed a make-shift language called a pidgin. Pidgins are strings of words copied from the language of the landowner. They have little in the way of grammar, and in many cases it is difficult for a listener to deduce when an event happened, and who did what to whom. [A]Speakers need to use circumlocution in order to make their meaning understood. [B]Interestingly, however, all it takes for a pidgin to become a complex language is for a group of children to be exposed to it at the time when they learn their mother tongue. [C]Slave children did not simply copy the strings of words uttered by their elders, they adapted their words to create a new, expressive language. [D]It included standardised word orders and grammatical markers that existed in neither the pidgin language, nor the language of the colonizers.Complex grammar systems which emerge from pidgins are termed creoles, and they are invented by children.
Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilise the same grammatical machinery that is found in spoken languages. Moreover, there are many different languages used worldwide. The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new government introduced schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later, when this inventive sign system was already around, developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more fluid and compact, and it utilised a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new creole was born.
Some linguists believe that many of the world’s most established languages were creoles at first. The English past tense –ed ending may have evolved from the verb ‘do’. ‘It ended’mayonce have been‘It end-did’. Therefore it would appear that even the most widespread languages were partly created by children. Children appear to have innate grammatical machinery in their brains, which springs to life when they are first trying to make sense of the world around them. Their minds can serve to create logical, complex structures, even when there is no grammar present for them to copy.
‘From scratch’ in paragraph 2 is closest in meaning to:
DoğruDoğru değil - Soru 6 - 10
6. Soru
The Creators of Grammar
No student of a foreign language needs to be told that grammar is complex. By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning. We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning. Nor is this complexity inherent to the English language. All languages, even those of so-called ‘primitive’ tribes have clever grammatical components. The Cherokee pronoun system, for example, can distinguish between ‘you and I’, ‘several other people and I’ and ‘you, another person and I’. In English, all these meanings are summed up in the one, crude pronoun ‘we’. Grammar is universal and plays a part in every language, no matter how widespread it is. So the question which has baffled many linguists is – who created grammar?
At first, it would appear that this question is impossible to answer. To find out how grammar is created, someone needs to be present at the time of a language’s creation, documenting its emergence. Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages are started from scratch. Amazingly, however, this is possible.
Some of the most recent languages evolved due to the Atlantic slave trade. At that time, slaves from a number of different ethnicities were forced to work together under colonizer’s rule. Since they had no opportunity to learn each other’s languages, they developed a make-shift language called a pidgin. Pidgins are strings of words copied from the language of the landowner. They have little in the way of grammar, and in many cases it is difficult for a listener to deduce when an event happened, and who did what to whom. [A]Speakers need to use circumlocution in order to make their meaning understood. [B]Interestingly, however, all it takes for a pidgin to become a complex language is for a group of children to be exposed to it at the time when they learn their mother tongue. [C]Slave children did not simply copy the strings of words uttered by their elders, they adapted their words to create a new, expressive language. [D]It included standardised word orders and grammatical markers that existed in neither the pidgin language, nor the language of the colonizers.Complex grammar systems which emerge from pidgins are termed creoles, and they are invented by children.
Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilise the same grammatical machinery that is found in spoken languages. Moreover, there are many different languages used worldwide. The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new government introduced schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later, when this inventive sign system was already around, developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more fluid and compact, and it utilised a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new creole was born.
Some linguists believe that many of the world’s most established languages were creoles at first. The English past tense –ed ending may have evolved from the verb ‘do’. ‘It ended’mayonce have been‘It end-did’. Therefore it would appear that even the most widespread languages were partly created by children. Children appear to have innate grammatical machinery in their brains, which springs to life when they are first trying to make sense of the world around them. Their minds can serve to create logical, complex structures, even when there is no grammar present for them to copy.
‘Make-shift’ in paragraph 3 is closest in meaning to:
DoğruDoğru değil - Soru 7 - 10
7. Soru
The Creators of Grammar
No student of a foreign language needs to be told that grammar is complex. By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning. We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning. Nor is this complexity inherent to the English language. All languages, even those of so-called ‘primitive’ tribes have clever grammatical components. The Cherokee pronoun system, for example, can distinguish between ‘you and I’, ‘several other people and I’ and ‘you, another person and I’. In English, all these meanings are summed up in the one, crude pronoun ‘we’. Grammar is universal and plays a part in every language, no matter how widespread it is. So the question which has baffled many linguists is – who created grammar?
At first, it would appear that this question is impossible to answer. To find out how grammar is created, someone needs to be present at the time of a language’s creation, documenting its emergence. Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages are started from scratch. Amazingly, however, this is possible.
Some of the most recent languages evolved due to the Atlantic slave trade. At that time, slaves from a number of different ethnicities were forced to work together under colonizer’s rule. Since they had no opportunity to learn each other’s languages, they developed a make-shift language called a pidgin. Pidgins are strings of words copied from the language of the landowner. They have little in the way of grammar, and in many cases it is difficult for a listener to deduce when an event happened, and who did what to whom. [A]Speakers need to use circumlocution in order to make their meaning understood. [B]Interestingly, however, all it takes for a pidgin to become a complex language is for a group of children to be exposed to it at the time when they learn their mother tongue. [C]Slave children did not simply copy the strings of words uttered by their elders, they adapted their words to create a new, expressive language. [D]It included standardised word orders and grammatical markers that existed in neither the pidgin language, nor the language of the colonizers.Complex grammar systems which emerge from pidgins are termed creoles, and they are invented by children.
Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilise the same grammatical machinery that is found in spoken languages. Moreover, there are many different languages used worldwide. The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new government introduced schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later, when this inventive sign system was already around, developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more fluid and compact, and it utilised a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new creole was born.
Some linguists believe that many of the world’s most established languages were creoles at first. The English past tense –ed ending may have evolved from the verb ‘do’. ‘It ended’mayonce have been‘It end-did’. Therefore it would appear that even the most widespread languages were partly created by children. Children appear to have innate grammatical machinery in their brains, which springs to life when they are first trying to make sense of the world around them. Their minds can serve to create logical, complex structures, even when there is no grammar present for them to copy.
Which sentence is closest in meaning to the highlighted sentence?
Grammar is universal and plays a part in every language, no matter how widespread it is.DoğruDoğru değil - Soru 8 - 10
8. Soru
The Creators of Grammar
No student of a foreign language needs to be told that grammar is complex. By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning. We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning. Nor is this complexity inherent to the English language. All languages, even those of so-called ‘primitive’ tribes have clever grammatical components. The Cherokee pronoun system, for example, can distinguish between ‘you and I’, ‘several other people and I’ and ‘you, another person and I’. In English, all these meanings are summed up in the one, crude pronoun ‘we’. Grammar is universal and plays a part in every language, no matter how widespread it is. So the question which has baffled many linguists is – who created grammar?
At first, it would appear that this question is impossible to answer. To find out how grammar is created, someone needs to be present at the time of a language’s creation, documenting its emergence. Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages are started from scratch. Amazingly, however, this is possible.
Some of the most recent languages evolved due to the Atlantic slave trade. At that time, slaves from a number of different ethnicities were forced to work together under colonizer’s rule. Since they had no opportunity to learn each other’s languages, they developed a make-shift language called a pidgin. Pidgins are strings of words copied from the language of the landowner. They have little in the way of grammar, and in many cases it is difficult for a listener to deduce when an event happened, and who did what to whom. [A]Speakers need to use circumlocution in order to make their meaning understood. [B]Interestingly, however, all it takes for a pidgin to become a complex language is for a group of children to be exposed to it at the time when they learn their mother tongue. [C]Slave children did not simply copy the strings of words uttered by their elders, they adapted their words to create a new, expressive language. [D]It included standardised word orders and grammatical markers that existed in neither the pidgin language, nor the language of the colonizers.Complex grammar systems which emerge from pidgins are termed creoles, and they are invented by children.
Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilise the same grammatical machinery that is found in spoken languages. Moreover, there are many different languages used worldwide. The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new government introduced schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later, when this inventive sign system was already around, developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more fluid and compact, and it utilised a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new creole was born.
Some linguists believe that many of the world’s most established languages were creoles at first. The English past tense –ed ending may have evolved from the verb ‘do’. ‘It ended’mayonce have been‘It end-did’. Therefore it would appear that even the most widespread languages were partly created by children. Children appear to have innate grammatical machinery in their brains, which springs to life when they are first trying to make sense of the world around them. Their minds can serve to create logical, complex structures, even when there is no grammar present for them to copy.
All of the following are features of the new Nicaraguan sign language EXCEPT:
DoğruDoğru değil - Soru 9 - 10
9. Soru
The Creators of Grammar
No student of a foreign language needs to be told that grammar is complex. By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning. We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning. Nor is this complexity inherent to the English language. All languages, even those of so-called ‘primitive’ tribes have clever grammatical components. The Cherokee pronoun system, for example, can distinguish between ‘you and I’, ‘several other people and I’ and ‘you, another person and I’. In English, all these meanings are summed up in the one, crude pronoun ‘we’. Grammar is universal and plays a part in every language, no matter how widespread it is. So the question which has baffled many linguists is – who created grammar?
At first, it would appear that this question is impossible to answer. To find out how grammar is created, someone needs to be present at the time of a language’s creation, documenting its emergence. Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages are started from scratch. Amazingly, however, this is possible.
Some of the most recent languages evolved due to the Atlantic slave trade. At that time, slaves from a number of different ethnicities were forced to work together under colonizer’s rule. Since they had no opportunity to learn each other’s languages, they developed a make-shift language called a pidgin. Pidgins are strings of words copied from the language of the landowner. They have little in the way of grammar, and in many cases it is difficult for a listener to deduce when an event happened, and who did what to whom. [A]Speakers need to use circumlocution in order to make their meaning understood. [B]Interestingly, however, all it takes for a pidgin to become a complex language is for a group of children to be exposed to it at the time when they learn their mother tongue. [C]Slave children did not simply copy the strings of words uttered by their elders, they adapted their words to create a new, expressive language. [D]It included standardised word orders and grammatical markers that existed in neither the pidgin language, nor the language of the colonizers.Complex grammar systems which emerge from pidgins are termed creoles, and they are invented by children.
Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilise the same grammatical machinery that is found in spoken languages. Moreover, there are many different languages used worldwide. The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new government introduced schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later, when this inventive sign system was already around, developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more fluid and compact, and it utilised a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new creole was born.
Some linguists believe that many of the world’s most established languages were creoles at first. The English past tense –ed ending may have evolved from the verb ‘do’. ‘It ended’mayonce have been‘It end-did’. Therefore it would appear that even the most widespread languages were partly created by children. Children appear to have innate grammatical machinery in their brains, which springs to life when they are first trying to make sense of the world around them. Their minds can serve to create logical, complex structures, even when there is no grammar present for them to copy.
Which idea is presented in the final paragraph?
DoğruDoğru değil - Soru 10 - 10
10. Soru
The Creators of Grammar
No student of a foreign language needs to be told that grammar is complex. By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning. We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning. Nor is this complexity inherent to the English language. All languages, even those of so-called ‘primitive’ tribes have clever grammatical components. The Cherokee pronoun system, for example, can distinguish between ‘you and I’, ‘several other people and I’ and ‘you, another person and I’. In English, all these meanings are summed up in the one, crude pronoun ‘we’. Grammar is universal and plays a part in every language, no matter how widespread it is. So the question which has baffled many linguists is – who created grammar?
At first, it would appear that this question is impossible to answer. To find out how grammar is created, someone needs to be present at the time of a language’s creation, documenting its emergence. Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages are started from scratch. Amazingly, however, this is possible.
Some of the most recent languages evolved due to the Atlantic slave trade. At that time, slaves from a number of different ethnicities were forced to work together under colonizer’s rule. Since they had no opportunity to learn each other’s languages, they developed a make-shift language called a pidgin. Pidgins are strings of words copied from the language of the landowner. They have little in the way of grammar, and in many cases it is difficult for a listener to deduce when an event happened, and who did what to whom. [A]Speakers need to use circumlocution in order to make their meaning understood. [B]Interestingly, however, all it takes for a pidgin to become a complex language is for a group of children to be exposed to it at the time when they learn their mother tongue. [C]Slave children did not simply copy the strings of words uttered by their elders, they adapted their words to create a new, expressive language. [D]It included standardised word orders and grammatical markers that existed in neither the pidgin language, nor the language of the colonizers.Complex grammar systems which emerge from pidgins are termed creoles, and they are invented by children.
Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilise the same grammatical machinery that is found in spoken languages. Moreover, there are many different languages used worldwide. The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new government introduced schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later, when this inventive sign system was already around, developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more fluid and compact, and it utilised a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new creole was born.
Some linguists believe that many of the world’s most established languages were creoles at first. The English past tense –ed ending may have evolved from the verb ‘do’. ‘It ended’mayonce have been‘It end-did’. Therefore it would appear that even the most widespread languages were partly created by children. Children appear to have innate grammatical machinery in their brains, which springs to life when they are first trying to make sense of the world around them. Their minds can serve to create logical, complex structures, even when there is no grammar present for them to copy.
Look at the word ‘consistent’ in paragraph 4. This word could best be replaced by which of the following?
DoğruDoğru değil