University of Basrah M.

A Program

College of Education for Human Sciences Time Allowed: Three Hours

Department of English Date: June 23rd , 2019

Entrance Exam 2019-2020

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Instructions to the Candidates:
1. Use black/blue ball point pen only for (i) filling in your personal information (ii)
answering the exam questions.
2. Do not reveal your identity in any manner in any part inside the answer book.
3. No additional answer book will be given.
4. At the end of the examination return the question paper and the answer book to the
invigilator.
5. Attempt ALL questions.
6. Maximum Marks: 100. (40 Marks for Part I and 60 Marks for Part II)
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PART I
Q1/ Why are sounds /w/ and /j/ called semi-vowels? (4 Marks)

because they have properties of both vowels and consonants. They are produced with a similar
mouth position as vowels, but they are also capable of forming a consonant-like obstruction of
the airflow.
They have a shaping of lips similar to those in vowels during their production, with a rounding
shape of lips for /w/ and a spreading shape of lips for /j/.
Q2/ Describe the syllable structure of the word ‘rose’. (4 Marks)

The word 'rose' has one syllable. It consists of a single vowel sound /o/ and a consonant sound
/r/. Therefore, the syllable structure of the word 'rose' is CV (consonant-vowel).

Q3/ Meaning is one of the most problematic topic in linguistics.(comment). (4 Marks)

The concept of meaning is indeed one of the most complex and challenging topics in
linguistics. This is because meaning is not a straightforward or objective phenomenon, but
rather a subjective and context-dependent one. The meaning of a word or sentence can vary
depending on various factors such as the speaker's intention, the listener's interpretation, and
the situational context. Additionally, there are different levels of meaning, including lexical,
syntactic, and semantic meaning, which further complicates the study of meaning in linguistics.
Therefore, understanding and analyzing meaning requires a deep understanding of language
and its complex nature.
Q4/ In semantic analysis, there is always an attempt to focus on what the words
conventionally mean, rather than on what an individual speaker might want them to mean on
a particular occasion. Discuss (4 Marks)

In semantic analysis, the focus is on the conventional meaning of words rather than on what an
individual speaker might want them to mean on a particular occasion. This is because language
is a social phenomenon, and words have conventional meanings that are shared by a
community of speakers. These meanings are established through usage and convention, and
they are not determined by the individual speaker's intentions or desires.
Semantic analysis aims to uncover the meaning of words and sentences by examining their
conventional meanings and the relationships between them. This involves analyzing the
various components of meaning, such as lexical, syntactic, and semantic meaning, and how
they interact to create meaning.
While individual speakers may use words in idiosyncratic ways or with specific intentions,
semantic analysis focuses on the shared, conventional meanings of words that are recognized
by the language community as a whole. This approach allows for a more objective and
systematic analysis of language, and it helps to ensure that meaning is communicated
effectively and accurately between speakers.
Q5/ In Lord of the Flies, the animal and primitive instincts, hidden behind a thin veneer of
civilization, are unleashed. Discuss in a well-formed essay. (4 Marks)

In William Golding's novel "Lord of the Flies," the animal and primitive instincts of human
beings are explored through the story of a group of boys who are stranded on a deserted island.
The novel depicts how these instincts, which are normally suppressed by the constraints of
civilization, are unleashed when the boys are left to their own devices. This essay will discuss
how the novel portrays the tension between civilization and savagery, and how the boys'
descent into savagery reflects the darker aspects of human nature.
The novel begins with the boys stranded on the island, and they initially attempt to organize
themselves and establish a sense of order. However, as time passes and their situation becomes
more desperate, the boys' behavior becomes increasingly savage. They begin to hunt and kill
animals for food, and they engage in violent conflicts with each other. As the boys' behavior
becomes more savage, they also become more superstitious and begin to believe in a mythical
beast that they think is on the island.
One of the key themes of the novel is the tension between civilization and savagery. The boys'
initial attempts to establish order and civilization on the island are quickly undermined by their
innate instincts and desires. The character of Jack, in particular, represents the primal instincts
of human beings. He is obsessed with hunting and killing, and he becomes increasingly violent
and authoritarian as the novel progresses. In contrast, the character of Ralph represents the
more civilized aspects of human nature. He tries to maintain order and establish a sense of
community among the boys, but he is ultimately unable to prevent their descent into savagery.
The novel also explores the idea that civilization is a fragile veneer that can be easily stripped
away. The boys' descent into savagery is portrayed as a gradual process, with each step leading
them further away from the constraints of civilization. As they become more savage, they also
become more isolated and disconnected from each other. The breakdown of social norms and
the loss of a sense of community are portrayed as key factors in the boys' descent into savagery.
In conclusion, "Lord of the Flies" is a powerful exploration of the darker aspects of human
nature. The novel portrays how the animal and primitive instincts that are normally suppressed
by civilization can be unleashed when people are removed from the constraints of society. The
tension between civilization and savagery is a central theme of the novel, and the boys' descent
into savagery is portrayed as a gradual process that reflects the fragility of civilization.
Ultimately, the novel suggests that the line between civilization and savagery is a thin one, and
that the darker aspects of human nature are always lurking beneath the surface.

Q6/ Throughout Bronte's Wuthering Heights, revenge is a main theme. Discuss. (4 Marks)
Emily Bronte's novel "Wuthering Heights" is a complex and multi-layered story that explores
the theme of revenge in depth. The novel depicts the destructive effects of revenge, and how it
can consume and destroy individuals and families. This essay will discuss how the theme of
revenge is portrayed throughout the novel, and how it drives the actions of the characters.
One of the key aspects of revenge in "Wuthering Heights" is the cycle of violence and
retaliation that is depicted in the novel. The characters are driven by a desire for revenge, and
their actions often lead to further acts of retaliation. For example, Heathcliff's desire for
revenge against Hindley leads him to mistreat Hindley's son Hareton, which in turn fuels
Hindley's desire for revenge against Heathcliff. This cycle of violence and revenge is a central
theme of the novel, and it is portrayed as a destructive and self-perpetuating force.
Another aspect of revenge in the novel is the way it is linked to love and passion. The characters
in the novel are often motivated by intense feelings of love and desire, which are closely tied
to their desire for revenge. For example, Heathcliff's desire for revenge against Catherine's
family is driven by his love for Catherine, and his desire to be with her. Similarly, Catherine's
desire for revenge against Heathcliff is linked to her love for Edgar, and her desire to protect
her social status. The novel portrays revenge as a powerful and destructive force that can
consume and distort even the strongest emotions of love and passion.
Finally, the novel also explores the psychological effects of revenge on the characters. The
desire for revenge consumes and distorts the characters' personalities, leading them to act in
ways that are cruel and destructive. For example, Heathcliff's desire for revenge against Edgar
and Catherine's family leads him to mistreat and abuse those around him, including his own
son. Similarly, Catherine's desire for revenge against Heathcliff leads her to act in ways that
are manipulative and cruel. The novel suggests that revenge can have a profound psychological
impact on individuals, leading them to become consumed by hatred and bitterness.
In conclusion, the theme of revenge is a central aspect of "Wuthering Heights." The novel
explores the destructive effects of revenge, and how it can consume and destroy individuals
and families. The cycle of violence and retaliation that is depicted in the novel is a powerful
portrayal of the destructive nature of revenge. Additionally, the novel explores the links
between revenge, love, and passion, and how revenge can distort even the strongest emotions.
Finally, the novel also explores the psychological effects of revenge on the characters,
suggesting that it can have a profound impact on individuals, leading them to become
consumed by hatred and bitterness.
Q7/ "Throughout Great Expectations, Dickens explores the class system of Victorian
England." Elaborate a little bit further shedding more light on the social discriminations and
class barriers in the Victorian Period as echoed in the novel above-mentioned. (4 Marks)

Charles Dickens' novel "Great Expectations" is a powerful critique of the class system in
Victorian England. The novel explores the social discriminations and class barriers that were
prevalent in Victorian society, and how they affected the lives of individuals from different
social classes. This essay will discuss how the novel portrays the class system of Victorian
England, and how it sheds light on the social discriminations and class barriers of the time.
One of the key themes of the novel is the idea that social class is a determining factor in an
individual's life chances. The novel portrays a society in which social mobility is limited, and
where individuals are judged and valued based on their social status. The character of Pip, for
example, is acutely aware of his lower-class status, and he is constantly striving to improve his
social standing. The novel portrays the difficulties and obstacles that individuals from lower
social classes faced in trying to improve their lives.
Another aspect of the class system that is explored in the novel is the way it perpetuates social
discrimination and inequality. The novel portrays a society in which individuals from different
social classes are treated differently, and where social discrimination is a pervasive and
damaging force. For example, the character of Estella is raised to be a "lady," and she is taught
to look down on individuals from lower social classes. Similarly, the character of Miss
Havisham is portrayed as a bitter and resentful figure, who has been damaged by the social
discriminations and class barriers of Victorian society.
Finally, the novel also explores the psychological effects of the class system on the characters.
The characters in the novel are often consumed by feelings of inadequacy and inferiority, as
they struggle to come to terms with their social status. The character of Pip, for example, is
haunted by his lower-class origins, and he is constantly striving to improve his social standing.
Similarly, the character of Miss Havisham is portrayed as a tragic figure, who has been
damaged by the social discriminations and class barriers of Victorian society.
In conclusion, "Great Expectations" is a powerful exploration of the class system in Victorian
England. The novel portrays a society in which social mobility is limited, and where
individuals are judged and valued based on their social status. The novel sheds light on the
social discriminations and class barriers of the time, and how they affected the lives of
individuals from different social classes. Additionally, the novel explores the psychological
effects of the class system on the characters, suggesting that it can have a profound impact on
individuals, leading them to become consumed by feelings of inadequacy and inferiority.
Q8/ "Until recently, Listening Comprehension was not given its due role as an interactive
communicative process; it was regarded as a means to end rather than an end by itself."
Discuss, then attempt the following:
Until recently, listening comprehension was often viewed as a passive and secondary skill in
language learning. It was seen as a means to an end, rather than an end in itself. However, in
recent years, there has been a growing recognition of the importance of listening
comprehension as an interactive communicative process. This essay will discuss the changing
attitudes towards listening comprehension, and how it is now viewed as a crucial component
of language learning.
One of the key reasons for the changing attitudes towards listening comprehension is the
growing recognition of the importance of communication in language learning. Language
learning is no longer seen as a purely cognitive process, but rather as a social and
communicative one. Listening comprehension is now viewed as a crucial component of
communication, as it allows learners to understand and respond appropriately to spoken
language. This recognition of the importance of communication has led to a greater emphasis
on listening comprehension in language learning.
Another reason for the changing attitudes towards listening comprehension is the development
of new technologies and teaching methods. With the advent of digital technologies, it is now
possible to create interactive and engaging listening materials that are designed to improve
comprehension skills. Additionally, new teaching methods, such as task-based learning and
communicative language teaching, emphasize the importance of listening comprehension as
an interactive and communicative process.
Finally, the changing attitudes towards listening comprehension can also be attributed to the
growing recognition of the importance of intercultural communication. In today's globalized
world, communication between people from different cultures and linguistic backgrounds is
becoming increasingly common. Listening comprehension is a crucial skill for intercultural
communication, as it allows individuals to understand and respond appropriately to the spoken
language of others.
In conclusion, listening comprehension has undergone a significant transformation in recent
years. It is no longer viewed as a passive and secondary skill, but rather as a crucial component
of language learning and communication. The changing attitudes towards listening
comprehension can be attributed to a growing recognition of the importance of communication,
the development of new technologies and teaching methods, and the importance of intercultural
communication. As language learners, it is important to recognize the importance of listening
comprehension and to develop this skill in order to become effective communicators.
Attempt: As a language learner, it is important to recognize the value of listening
comprehension as a skill that is essential for effective communication. Listening
comprehension is no longer viewed as a passive and secondary skill, but rather as a crucial
component of language learning. In order to develop this skill, learners should engage in
interactive and engaging listening materials that are designed to improve comprehension skills.
Additionally, learners should use new teaching methods, such as task-based learning and
communicative language teaching, which emphasize the importance of listening
comprehension as an interactive and communicative process. By recognizing the importance
of listening comprehension and developing this skill, language learners can become effective
communicators and engage in intercultural communication with confidence.

a) Make a brief comparison between Listening and Reading Skills.

Listening and reading skills are two of the four main language skills, along with speaking and
writing. While both skills involve the interpretation of language, there are some key differences
between the two.
One of the main differences between listening and reading skills is the mode of delivery.
Listening involves the interpretation of spoken language, while reading involves the
interpretation of written language. This means that listening requires the ability to process
language in real-time, while reading allows for a more controlled and deliberate pace.
Another difference between listening and reading skills is the level of context available. When
listening, learners have access to a range of contextual cues, such as intonation, stress, and
body language, which can help them to interpret meaning. When reading, learners have to rely
more on their knowledge of vocabulary, grammar, and syntax to interpret meaning.
Additionally, listening and reading skills require different types of processing. Listening
requires learners to process language in a more holistic and intuitive way, while reading
requires learners to process language in a more analytical and systematic way.
Despite these differences, there are also many similarities between listening and reading skills.
Both skills require learners to interpret meaning, and both skills involve the use of background
knowledge and context to aid comprehension. Additionally, both skills can be developed
through practice and exposure to authentic language materials.
In conclusion, while there are some key differences between listening and reading skills, both
skills are essential for effective language learning and communication. By developing both
skills, learners can improve their overall language proficiency and become more effective
communicators.

b) What are the main causes affecting the listening comprehension skill?
: Listening comprehension is a complex skill that can be affected by a range of factors. Some
of the main causes affecting the listening comprehension skill include:
1. Language proficiency: One of the main factors affecting listening comprehension is
language proficiency. Learners who have a limited vocabulary, poor grammar, or weak
pronunciation skills may struggle to understand spoken language.
2. Background noise: Background noise can also affect listening comprehension.
Learners who are exposed to noisy environments, such as classrooms or public spaces,
may find it difficult to focus on spoken language and may miss important information.
3. Speaker accent and speed: The accent and speed of the speaker can also affect listening
comprehension. Learners who are not familiar with the accent or who are not used to
listening to fast-spoken language may struggle to understand spoken language.
4. Lack of interest: Lack of interest in the topic or lack of motivation to listen can also
affect listening comprehension. Learners who are not engaged in the topic or who are
not motivated to listen may find it difficult to focus on spoken language.
5. Cultural differences: Cultural differences can also affect listening comprehension.
Learners who are not familiar with the cultural context of the spoken language may
struggle to understand idiomatic expressions or cultural references.
6. Listening strategies: Finally, the listening strategies used by learners can also affect
listening comprehension. Learners who do not use effective listening strategies, such as
predicting, summarizing, or note-taking, may struggle to understand spoken language.
In conclusion, listening comprehension is a complex skill that can be affected by a range of
factors. Language proficiency, background noise, speaker accent and speed, lack of interest,
cultural differences, and listening strategies are some of the main causes that can affect
listening comprehension. By understanding these factors, learners can develop effective
strategies to improve their listening comprehension skills.

c) State only the methods that, principally, paid much attention to the listening
comprehension skill. (6 Marks)
There are several methods that have paid much attention to the development of listening
comprehension skills in language learners. Some of these methods include:
1. Communicative Language Teaching (CLT): CLT emphasizes the importance of
listening comprehension as an interactive and communicative process. It encourages
learners to engage in authentic listening materials and to use listening strategies such as
predicting, summarizing, and note-taking.
2. Task-Based Language Teaching (TBLT): TBLT focuses on the development of
listening comprehension skills through the use of real-world tasks. It encourages
learners to engage in listening activities that are relevant to their daily lives, such as
listening to news broadcasts or participating in group discussions.
3. Content-Based Instruction (CBI): is a teaching approach that focuses on teaching
language through subject matter or content. In CBI, language learners are exposed to
authentic materials such as articles, videos, and lectures that are related to a specific
subject or topic. The goal of CBI is to help learners develop both language skills and
content knowledge simultaneously.

Q9/ Write a brief account on the different functions of the nominal That clause . (6 Marks)

I can tell you that a nominal "that" clause functions as a noun in a sentence and is introduced
by the word "that." It can serve several functions, including as a subject, object, or complement
in a sentence. For example, in the sentence "That he is a doctor is clear," the nominal "that"
clause "he is a doctor" serves as the subject of the sentence. In the sentence "I believe that he
is a doctor," the nominal "that" clause "he is a doctor" serves as the object of the verb "believe."
In the sentence "My hope is that he becomes a doctor," the nominal "that" clause "he becomes
a doctor" serves as the complement of the verb "is."

PART II
Q10/ Write the number of the item and the letter of the correct choice: (10 Marks)
1. An example of a minimum syllable is ---------- .
a. are b. arch c. tea d. seat
2. The word ‘entertainment’ is stressed on the ---------- syllable.
a. first b. second. C. third d. fourth
3. The phoneme /r/ does not occur in ---------- position in the BBC accent.
a. syllable-initial b. syllable-final c. syllable-medial d. syllabic 4. Usually
English statements are uttered with a ---------- tone.
a. falling b. rising c. level d. complex
5. The syllable that carries the tone in a tone-unit is called the --------- syllable.
 a. pre-head b. head c. tonic d. tail

Q11/ Write the number of the item and the letter of the correct choice: (6 Marks)
1- Velar sounds are those produced by:
a- the tongue and the teeth b- the tongue and the soft palate c- the lower-lip and the teeth d-
the two lips
2- Voiceless plosive consonants (stops) are produced by going through .............. phases:

a- 4 b- 5 c- 6 d- 7
3- Nasals are the only sounds produced by:
a- having vibration in the vocal cords b- obstructing the air-flow
c- having three places of articulation d- lowering the soft-palate

Q12/ Fill in the blanks: (6 Marks)

1. Two or more words with related meanings are called………… Synonyms
2. Two forms with opposite meanings are called ……… Antonyms
3. When the meaning of one form is included in the meaning of another, the relationship is described
as… Hyponymy …
4. When two forms or more different written forms have the same pronunciation, they are described
as… Homophones…
5. We use the term .. Homonym .. when one form has two or more unrelated meanings.
6. We use the term … Polysemy…. when one form has two or more related meanings.

Q13/ Are these underlined words best described as examples of polysemy or metonymy?
a- The pen is mightier than the sword. ( Metonymy)..( Metonymy)
b- I had to park on the shoulder of the road. (Polysemy)
c- Yes, I love those. I ate a whole box of Sunday!( Metonymy)
d- d- The bookstore has some new titles in linguistics. ( Metonymy )
e- Computer chips created an important new technology.( Polysemy) (5 Marks)

Q14/ Choose which character is most likely to make the following statements, relying on
your reading of Lord of the Flies. (4 Marks)
1. “I used to live with my auntie. She kept a candy store. I used to get ever so many candies.”
(a) Piggy (b) Simon (c) Ralph (d) Bill

2. “Seems to me we ought to have a chief to decide things.”

(a)Simon (b) Jack (c) Ralph (d) Piggy

3. “I tried to get over that hill to see if there was water all around. But your shell called us.”
(a) Ralph (b) Simon (c) Bill (d) Jack

4. “You’re chief. You tell ’em off.”

(a) Ralph (b) Bill (c) Simon (d) Jack
Q15/ Choose the correct answer: (4 Marks)
1. Who is the dearest character in the life of Catherine?
A. Edgar B. Mr. Lockwood C. Heathcliff D. Nelly
2. Who is Catherine's brother?
A. Hindley B. Edgar C. Mr. Lockwood D. Heathcliff
3. At his father's funeral, Hindley brings ---------- with him.
A. A friend B. His beloved C. A Wife D. Nobody
4. Who always gives moral advice?
A. Mr. Kenneth B. Edgar C. Nelly D. Joseph
Q16/ Choose the letter of the most appropriate option of the following items: (4 Marks)
1. ....avoids anyone who might undermine his reputation as a sophisticated young gentleman.
a. Joe Gargery b. Pip c. Abel Magwitch d. Herbert Pocket
2. ---------- tries his best to evade the law and the police.
a. Wemmick b. Dolge Orlick c. Biddy d. Magwitch
3. One day Pip is taken by his Uncle Pumblechook to play at --------, the home of the
wealthy dowager Miss Havisham.
a. Satis House b. the church c. London d. the Pockets’ house
4. A lawyer named ---------- appears with strange news: a secret benefactor has given the
orphan boy a large fortune.
a. Compeyson b. Bentley Drummle c. Molly d. Miss Skiffins

Q17/ Write TRUE or FALSE, then correct the FALSE ones: (10 Marks)
1. In the Grammar Translation Method, grammar was taught inductively.
2. In the Direct Method, grammar is emphasized over vocabulary.
3. In the Direct Method, a distinguished principle is that learning is performed through the
habit formation process.
4. Peer correction is a technique used in the Total Physical Response.
5. Peripheral learning means learning from what is present in the environment, even if the
learner's attention is not directed to it.
6. In the Whole-person learning, teachers should concentrate on their learners' intellectual
abilities.
7. The imperative is a powerful linguistic device in the Total Physical Response Method.
8. Role- reversal is a technique used in Suggestopedia Method.
9. The strong version of the communicative approach stresses "Learning to use language".
10.In ELT, there are two types of syllabi-synthetic syllabus, developed by Dell Hymes.
1. FALSE. In the Grammar Translation Method, grammar was taught deductively.

2. FALSE. In the Direct Method, vocabulary is emphasized over grammar.

3. TRUE.

4. FALSE. Peer correction is a technique used in the Communicative Language Teaching method.
5. TRUE.

6. FALSE. In the Whole-person learning, teachers should concentrate on their learners' intellectual,
emotional, and physical abilities.

7. TRUE.

8. TRUE.1

9. TRUE.

10. FALSE. In ELT, there are two types of syllabi- a) synthetic syllabus, developed by Michael
West, and b) analytic syllabus, developed by Edward Anthony.

Q18/ Fill in the blanks with the most suitable words or phrases: (6 Marks)

1. The semantic role of the indirect object in the sentence 'She gave me a push.' is
… recipient.…
2. There are three principles of concord in English; they are
1-Subject-verb agreement 2-Pronoun-antecedent agreement 3-Adjective-noun agreement
3. Collective nouns are notionally … singular…. but grammatically …plural…..
4. A yes/no question may have either a … positive. or a … negative… orientation.
5. The clause structure of the headline "Ozone depletion increasing" is … a simple
declarative clause with the subject "ozone depletion" and the verb "increasing".
6. The illocutionary force of the imperative sentence "Look out!" is a warning or an order.

Q19/ Choose the term (from list B) that best describes the underlined items in (list A):

List A List B
1. They left the house empty. G a. C Current
2. The cold killed the trees. B b. C Resulting
3. The bell rang loudly. H c. S Agentive
4. We laid him on the sofa. F d. S Affected
5. I found those books interesting. D e. S Recipient
f. O Affected
g. O Recipient
h. S Instrumental

(5 Marks)

Entrance Exam Committee