Comparative Linguistics Final Test

Comparative Linguistics Final Test

Name: Izbosarova Nasiba Olimjonovna Group #: linguistics 7

Write your name and group number above.

Please, do not compare your answers with your classmates. Work individually and do not share your answers. You have three hours to submit the test.

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There are 3 questions in this test. Read each question carefully and answer all questions. Some questions have two parts; you have to address and cover both parts in your answer. Answers should be accurate, precise with the sufficient amount of explanation, examples are welcomed. Answers should be written in your own words; plagiarism instances will nullify your results.

Begin the test now. Be sure to answer all 3 questions. Good luck!

Variant 2

1. 
   The significance of appearance of anthropocentric paradigm in Linguistics (150-200 words)
   

1. 
   The problem of interference on syntactic level (150-200 words)
   
2. 
   Comparison of anthroponomical phrases (150-200 words). Analyze proper examples using English and Russian or Uzbek texts and phraseological dictionaries.
   

Antropotsentrik paradigmaning tilshunoslikda paydo bo‘lishining ahamiyati (150-200 so‘z)

2. Sintaktik darajadagi aralashuv muammosi (150-200 so'z)
3. Antroponomik iboralarni solishtirish (150-200 so'z). Ingliz va rus yoki o‘zbek matnlari va frazeologik lug‘atlardan foydalanib, to‘g‘ri misollarni tahlil qiling.

ANSWERS

1. 
   The significance of appearance of anthropocentric paradigm in Linguistics (150-200 words)
   

The term "paradigm" comes from the Greek word "parádeigma", its translation means "sample, example, model". For the first time, the term "paradigm" was used in the late 19th and early 20th centuries used by the Swiss linguist Ferdinand de Saussure to designate a class of elements with the same properties. The paradigm in linguistics is developed in the form of tables that allow to demonstrate the change of grammatical meaning (cases, numbers, gender, etc.) . In linguistics, the term paradigm is a system of single word forms that reflects the modification of a word according to its specific grammatical categories; indicates an example of a declension or conjugation type. The concept of "paradigm" is also used in word formation, lexicology and syntax.
Paradigms are used differently in different languages. For example, in English, you can conjugate irregular verbs with the following forms:
Infinitive - go;
Simple past tense verb-went;
Past participle-gone.
If linguistic units are considered as a system consisting of elements that are interconnected by comparison and opposition relations, then in this case paradigm occurs. In linguistics, four different paradigms are distinguished:
Morphological paradigm;
Lexical paradigm;
Word Formation Paradigm;
Syntactic paradigm.
A morphological paradigm (sometimes called a "grammatical") is a system of words formed from a single root by changing its grammatical meanings.
A lexical paradigm combines semantically opposite words (antonyms, synonyms, paronyms, homonyms, groups, semantic fields, etc.) (for example, friend or enemy, building a house).
A word-formation paradigm is a set of words that originate from the same root (derivative), but have different semantic and grammatical meanings (for example, four derivatives from the word "experience" can be: experienced, experienced, inexperienced, experience).
A syntactic paradigm is a system of sentences composed of the same words, but differing in grammatical meaning.

In traditional linguistics, 3 scientific paradigms are distinguished: compare-historical (characteristic of linguistics in the 19th century and based on the compare method), system-structural (in the center - the word) and anthropocentric, "returning to man the status of the measure of all things and returning him to the center of the universe" (Vorkachev, 2001) within the framework of this paradigm, a person in language and language in a person are studied. (Maslova). Thus, the anthropocentricity of language is the key to modern linguistics. According to this paradigm, a person cognizes the world “through awareness of himself, his theoretical and objective activity in it”, and this gives him the right to “create in his mind the anthropocentric order of things”, which determines his essence, motives, values.

This paradigm is divided into 4 interrelated directions. 1) explores language as a mirror of the human age. The basic picture here is the picture of the world, the main task is to study how a person reflects himself in language. 2) communicative linguistics - interest - the process of communication. 3) studies the role of language in cognitive processes and human cognitive organization. 4) is aimed at finding out how the language exists in the person himself (intra-subject linguistics or the theory of a native speaker). The founder is Baudouin de Courtenay, who believed that "language exists only in individual brains, only in souls, only in the psyche of individuals who make up a community."
Language is a complex thing. To reflect this, Yu.S. Stepanov presented it in the form of several images: 1) language as the language of the individual; 2) language as a member of the family of languages 3) language as a structure 4) language as a system.

2. 
   The problem of interference on syntactic level (150-200 words)
   

Language transfer (also known as L1 interference, linguistic interference, and cross meaning) refers to speakers or writers applying knowledge from their native language to a second language. Dulay defines interference as the automatic transfer, due to habit, of the surface structure of the first language onto the surface of the target language. Lott defines interference as ‘errors in the learner’s use of the foreign language that can be traced back to the mother tongue’. Ellis refers to interference as ‘transfer’, which he says is ‘the influence that the learner’s L1 exerts over the acquisition of an L2’. He argues that transfer is governed by learners’ perceptions about what is transferable and by their stage of development in L2 learning. Language interference is the effect of language learners’ first language on their production of the language they are learning. It means that the speaker’s first language influences his/her second or and his/her foreign language. Interference is a general problem that occurs in bilingualism.
Syntax is the level of sentences. It is concerned with the meanings of words in combination with each other to form phrases or sentences. In particular, it involves differences in meaning arrived at by changes in word order, the addition or subtraction of words from sentences or changes in the form of sentences. It furthermore deals with the relatedness of different sentence types and with the analysis of ambiguous sentences. The syntactical levels- on the word combination and sentence levels. Interferences may be interlingual and intralingual on different syntactical levels. If we take learning English as an example there are many difficulties in this process. According to learning investigation it is known that most of the learners feel difficulties in learning English because of the language differences. English belongs to the Indo European language family. Uzbek language belongs to the Altay-Turcik language family. They are different languages, That is why the sentence structures are also different. While learning English, Uzbek speaking people meet various language difficulties in constructing sentences in English. Because they already got used to construct their thoughts in their mother tongue-uzbek. Different structure leads to different forms of interferences.It is known that languaages are analyzed under the following levels: phonological, lexical and grammatical. Then it is clear that sentences structures are quite different in two comparing(contacting)languages. Any learner construct his/her sentences on the base of mother tongue experiences. If it is so, then there appear differences two languages.
Men maktabga boraman. -----in Uzbek language we always construct our sentence structure with Subject+Adverbial modiefier of place + Verb.
But when we translate this sentence into English the construction completely changes:
I go to school. ------- in English affirmative sentence srtucture Subject+Verb+Preposition+Adverbial modefier of place.

3. 
   Comparison of anthroponomical phrases (150-200 words). Analyze proper examples using English and Russian or Uzbek texts and phraseological dictionaries.