Match the information-structure configurations in Column I with the prosodic interpretations in Column II.

COLUMN I
1.Broad focus. 2.Narrow focus. 3.Corrective focus. 4.Deaccenting of given information.
COLUMN II
(   ) Prominence is concentrated on a constituent that replaces or rejects an explicitly activated alternative in the preceding discourse.

(   ) Previously established material receives reduced prominence because it contributes relatively little new information.

(   ) A relatively large constituent, potentially the entire proposition, is presented as new information without contrast being restricted to one lexical item.

(   ) Prominence identifies one constituent as the principal informational contribution while the remainder is treated as backgrounded or presupposed.



The correct sequence, from top to bottom, is:

Consider the word unlockable in the following contexts:

I. The emergency latch is unlockable from the inside with a single movement.
II. After the mechanism broke, the cabinet became unlockable: the door could no longer be secured.
The difference in meaning can be represented through alternative hierarchical structures of the same sequence of morphemes.

Which analysis corresponds to the two contexts?

A public-school English teacher assigns a persuasive essay. A student demonstrates strong knowledge of the topic but repeatedly misinterprets expectations that the teacher had assumed were evident from the phrase "write a persuasive essay." The teacher decides to apply the pedagogical logic proposed in the supplied text.
Which intervention is consistent with that logic?

A public-school assessment is intended to measure students' ability to infer implicit meanings in English texts. A student with a significant fine-motor impairment understands the texts but loses substantial testing time because every response must be handwritten. The school considers permitting the use of a word processor without changing the texts, inference questions, scoring criteria, or allotted cognitive demands.
From an assessment-validity perspective, which interpretation is appropriate?

Match the interactional strategies in Column I with the turns in Column II.
COLUMN I
1.Confirmation check. 2.Clarification request. 3.Circumlocution. 4.Self-repair.
COLUMN II
(   ) So by "implicit criterion," do you mean a criterion that was never explicitly communicated to the students?
(   ) Could you explain what you mean by "uptake" in this context? 
(   ) They used the... the device that measures how loud the sound is.
(   ) The meeting was on Thursday — sorry, I mean Tuesday.


The correct sequence, from top to bottom, is:

Consider the clause opening the diagnostic discussion:
While still in use, the term Asperger's Syndrome does not appear in the most recent version...
Which grammatical analysis accounts for the structure and discourse relation of "While still in use"?

Regarding the syntactic behavior of prepositions and conjunctions in English, mark T for true and F for false.

(   ) In Despite the fact that the evidence was incomplete, the committee proceeded, despite functions as a preposition whose complement is the noun phrase headed by fact , while the that-clause is embedded within that noun phrase.

(   ) In Because the evidence was incomplete and because of the evidence was incomplete , because and because of are syntactically interchangeable causal connectors, since both can directly introduce finite clauses.

(   ) In Whereas the first proposal emphasizes access, the second emphasizes efficiency, whereas functions as a preposition because it establishes a contrastive relation between two propositions.

(   ) The expressions in case and in case of belong to the same syntactic category: both directly introduce finite subordinate clauses expressing precaution or contingency.


The correct sequence, from top to bottom, is:

Regarding the distinction between focus on form and focus on forms in language teaching, mark T for true and F for false.

(   ) Focus on form may involve brief attention to a linguistic feature that becomes relevant during an activity whose primary orientation remains meaning and communication.

(   ) Focus on forms typically organizes instruction around linguistic items selected and sequenced in advance, with the forms themselves functioning as major units of pedagogical organization.

(   ) The presence of any explicit grammatical explanation during a communicative task necessarily converts the lesson into a focus-on-forms approach.

(   ) A teacher who momentarily draws attention to a recurrent grammatical problem emerging during negotiation of a task can preserve the communicative orientation of the activity.



The correct sequence, from top to bottom, is:

Regarding restrictive and negative-like fronting in formal English, mark T for true and F for false.

(   ) In Only when did the participants receive the instructions they recognize the ambiguity, the inversion is correctly located because fronting only when requires subject−auxiliary inversion inside the dependent clause. 

(   ) In Not until the results were independently replicated did the committee revise its position, the fronted constituent licenses inversion because it has restrictive scope over the temporal relation expressed by the sentence.

(   ) In Only after the second calibration had been completed did the technicians obtain stable readings, subject−auxiliary inversion occurs in the main clause rather than inside the subordinate clause introduced by after.

(   ) A sentence beginning with Rarely may display subject−auxiliary inversion when the adverbial is fronted, as in Rarely have researchers encountered such consistent results.



The correct sequence, from top to bottom, is:

Match the connected-speech phenomena in Column I with the descriptions in Column II.

COLUMN I
1.Weak-form reduction. 2.Assimilation. 3.Elision. 4.Resyllabification/linking.

COLUMN II
(   ) A segment changes some of its phonetic properties under the influence of a neighboring segment.
(   ) A function word that has a full citation form is realized with reduced prominence and frequently with a centralized vowel in unstressed speech.
(   ) A segment expected from the citation form is omitted in a phonologically favorable connected-speech environment.
(   ) A consonantal segment at the edge of one word is perceptually associated with the following vowel-initial syllable in fluent speech.



The correct sequence, from top to bottom, is: