Qiyinlik darajasi – 1
Ellipsis is spoken English is mainly……
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Situational
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Conversational
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Written
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Common
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№ 7.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
General words enable a speaker
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To express attitudes and feelings
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Emotions and interactions
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Interactions and personality
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Modality
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№ 8.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
How many types are in lexical cohesion?
|
A) 5
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B) 3
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C) 4
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D) 2
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№ 9.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
What do Heads perform?
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Basically orienting and focusing function
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Basically in general words
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Basically hedges
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Basically fixed expressions
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№ 10.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
Hedging is a general term used to describe the strategy …
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When a speaker or writer wishes to avoid speaking directly
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When a speaker or writer wishes to avoid speaking frontly
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Speaking emotionally
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Speaking situational
|
№ 11.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
Where does Hedges commonly occur
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When a speaker expresses feelings
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When a speaker expresses an opinion about somebody or something
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When a speaker expresses attitudes
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When a speaker expresses an opinion about everything
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№ 12.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
The Hedges allow speakers …
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To define or establish for what is important
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To personalise or soften the force what they say
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To enable or to express attitude
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To soften the force
|
№ 13.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
What kind of verbs does
|
Do, did, does
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May, might, could
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Have, had, have
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Shall, will, would contribute to hedging?
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№ 14.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
What phrases does vague language include it self?
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Possibly, probably, presumably, normally
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Something, anything, what ever, soft of, kind of
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Perhaps, normally, basically
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As a matter of fact, once and for all, as for as
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№ 15.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
What is fronting?
|
The sentence structure may be altered to bring elements to the end of the sentence
|
The sentence structure may be altered to bring elements to the front of sentence
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to bring elements to the middle of the sentence
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to bring elements to the tail of the sentence
|
№ 16.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
The beginning of each sentence is
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Theme
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Rheme
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Fronting
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Hedges
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№ 17.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
The rest of sentence tells hearer / reader something about theme is called
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Rheme
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Theme
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Fronting
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Hedges
|
№ 18.
Manba:Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
What is rheme?
|
Is what the addresser wants to convey about the theme
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Is the framework or the point of departure of the message
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Is when speaker express feelings
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Is when speaker express attitudes
|
№ 19.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
What is theme?
|
Is the framework or the point of departure of the message
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Is what the addresser wants to convey about the theme
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Is when speaker express feelings
|
Is when speaker express attitudes
|
№ 20.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
How many possible themes are found in English
|
3
|
4
|
5
|
1
|
№ 21.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
The addresser uses theme and rheme
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To highlight a piece of information in the sentence
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To acquire consciously the structure of the sentence
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To carry a subject of the front of the sentence
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To change the basic structure of the sentence
|
№ 22.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
What kind word order has English language?
|
A fixed word order
|
A common word order
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Difficult word order
|
Frequent word order
|
№ 23.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
What is the cohesion?
|
Is grammatical and lexical relationship within a text of sentence
|
Is the framework or the point of the sentence
|
Is lexical relationship within a lent
|
Is grammatical relationship within a sentence
|
№ 24.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
Cohesion can be defined as …
|
The links that hold a text and give it meaning
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Hold a text together
|
Referring to the structural content
|
The links that hold a sentence
|
№ 25.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
What kind of main types has in cohesion?
|
Grammatical, lexical
|
Grammatical and phonetical
|
Lexical and phonological
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Phonetical and phonological
|
№ 26.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
What referential devices can create cohesion?
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Anaphoric, catophoric, exophoric
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Ellipsis, substitution, conjunction
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Anaphoric, catophoric, exophoric
|
Repetition, ellipsis, conjunction
|
№ 27.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
What is the two types of references are?
|
Endophoric and exophoric
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Repetition, ellipsis, conjunction
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Anaphoric, catophoric, exophoric
|
Ellipsis, substitution, conjunction
|
№ 28.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
Where does anaphoric reference occur?
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When the writer refers to avoid repetition
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When the writer refers to find the formulas
|
When the writer refers to identify the forms
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When the writer refers to introduce the abstracts
|
№ 29.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
Exophoric reference is used to describe
|
Generics or abstracts without ever identifying
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Abstract before it is identified
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Something previously identified
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Something is introduced in the abstract
|
№ 30.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
Qiyinlik darajasi – 1
What does “exo” mean?
|
Outside
|
Inside
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Onside
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Upside
|
№ 31.
Manba: Bolitho, R. & B. Tomlinson (2005) Discover English. McCarthy M. (1991) Discourse Analysis for Language Teachers. Cambridge LanguageCarter R., McCarthy M. (1997) Exploring Spoken English. Cambridge
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