IGNOU MEG 4 Solved Question Paper

Welcome to our blog, In this post, we’re sharing the IGNOU MEG 4 Solved Question Paper of December 2020 examination, focusing on Aspects of Language.

This guide is here to help you prepare for your exams with clear answers and explanations. Whether you’re just starting or revising for your exams, this resource will make studying easier and more effective.

In this post, we’ll discuss all the answers including the short and long answer questions.

You can also download all previous year question papers of MEG 4 from our website.

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Question 1

1. Write short notes on any two of the following :

(a) Cardinal vowels in English

Cardinal vowels are a set of reference vowels used in phonetics to describe and compare vowel sounds in all languages. They were developed by Daniel Jones to provide a fixed framework for describing vowel quality based on tongue position and lip shape. The system includes eight primary vowels arranged in a quadrilateral: from front to back and close to open (e.g., /i/, /e/, /a/, /ɑ/, /ɔ/, /o/, /u/, /y/). Though not all are found in English, the system helps in accurately identifying vowel positions. English vowels like /iː/ (as in see) and /uː/ (as in food) are close to certain cardinal vowels.

(b) Non-finite clauses

Non-finite clauses are dependent clauses that contain a non-finite verb, which means the verb does not show tense or agreement with the subject. Unlike finite clauses, which have a verb that indicates time (present, past, future), non-finite clauses are often used to add information, show reason, result, or condition without forming a complete sentence on their own. They usually function as nouns, adjectives, or adverbs within a sentence.

There are three main types of non-finite verbs used in non-finite clauses: the infinitive (to go), the -ing form (going), and the past participle (gone).

(c) Difference between code mixing and code switching

Code mixing and code switching are common in bilingual speech but differ in usage. Code mixing occurs within a sentence, where words or phrases from one language are inserted into another. It often reflects casual, fluent communication. For example: “She is my amiga from school.” Here, amiga (Spanish for “friend”) is mixed into an English sentence.

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Question 2

2. How does human language differ from animal communication ? Discuss with examples.

Human language is a unique and complex system of communication that significantly differs from animal communication in terms of structure, creativity, flexibility, and purpose. While animals do communicate with one another—through sounds, gestures, scents, or visual signals—their systems are generally limited, instinctive, and bound to immediate contexts. Human language, on the other hand, exhibits several distinctive features that set it apart.

One of the key differences is duality of patterning. Human language operates on two levels: individual sounds (phonemes), which by themselves carry no meaning, and combinations of these sounds to form meaningful units like words and sentences. For example, the English word “cat” is made up of three sounds /k/, /æ/, and /t/, which have no meaning individually but together refer to a specific animal. Animal communication systems generally lack this dual structure; their calls are holistic and not built from smaller meaningless units.

Another important distinction is displacement—the ability to communicate about things not present in space or time. Humans can talk about the past, imagine the future, describe hypothetical situations, or discuss abstract concepts like freedom or justice. In contrast, animal communication is mostly tied to the here and now. For instance, bees perform a “waggle dance” to indicate the location of food, but this is limited to existing, observable stimuli and lacks the flexibility to refer to non-existent or future events.

Productivity or creativity is another hallmark of human language. Humans can produce and understand an infinite number of new sentences using a finite set of rules and vocabulary. A child, after learning the basic grammar of a language, can generate sentences they have never heard before. Animal signals, by contrast, are finite and mostly pre-programmed. For example, vervet monkeys have different alarm calls for snakes, eagles, or leopards, but they cannot combine these calls to express more complex ideas like “There is a snake near the tree, and a leopard is coming from behind.”

Additionally, human language is culturally transmitted, meaning it is learned through social interaction, not inherited genetically. While some animals do show limited learning in their communication systems (like songbirds learning songs), the range and depth of human language learning is unmatched.

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Question 3

3. Discuss the criteria for the classification of consonants with suitable examples.

Consonants in English are classified using three primary criteria: place of articulation, manner of articulation, and voicing. These categories describe how, where, and with what degree of vibration the speech organs produce consonant sounds. Together, they form the basis of articulatory phonetics and help in accurately identifying and describing the sounds of English.

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Question 4

4. What is Intonation ? What are the functions of intonation in English ? Give suitable examples.

Intonation is the variation in the pitch of the voice while speaking. In English, it plays a crucial role in conveying meaning, emotion, and grammatical structure. Unlike stress or rhythm, which deal with emphasis and timing, intonation involves the rise and fall of pitch across phrases or sentences. It helps the listener interpret the speaker’s intention, mood, and the type of sentence being spoken.

There are three main intonation patterns in English: falling, rising, and fall-rise.

The falling intonation is most common in statements, commands, and Wh-questions. For example, in the sentence “She is coming home,” the pitch usually falls at the end, indicating a complete thought. Similarly, in “What is your name?”, the pitch falls on “name,” signalling that it is a Wh-question expecting information.

Rising intonation typically occurs in yes/no questions, uncertainty, or incomplete thoughts. For instance, in “Are you ready?”, the pitch rises on “ready,” indicating that a response is expected. It can also show politeness or hesitation, such as “Maybe we could… go later?”

Fall-rise intonation conveys contrast, uncertainty, or politeness, often appearing in complex statements or where the speaker is not fully committing to what they are saying. For example, “I like it…” with a fall-rise on “like” might suggest a hidden condition, such as “but not too often.”

Intonation also signals emotions such as surprise, sarcasm, anger, or excitement. Saying “Really?” with a rising intonation might show genuine surprise, while a flat or falling tone might express disbelief or sarcasm.

Additionally, intonation helps mark grammatical boundaries, indicating whether a sentence is complete or whether the speaker intends to continue. In lists, rising intonation is used on the first items and falling on the last: “I bought apples, bananas, and oranges.”

Question 5

5. Examine the process of coining in word Formation in English. Illustrate with examples.

The process of coining in word formation refers to the creation of entirely new words in a language. In English, coining is one of the most dynamic aspects of vocabulary growth and occurs through several methods, both spontaneous and structured. New words may be invented to name new objects, concepts, or social phenomena, or to express ideas in fresh, creative ways. These coinages can originate from popular culture, science and technology, branding, or social media.

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Question 6

6. Consider the impact of the following learner factors in second language acquisition : age, sex, intelligence, aptitude and attitude.

Several learner factors significantly influence the process of second language acquisition (SLA), among which age, sex, intelligence, aptitude, and attitude play crucial roles. These factors interact in complex ways, affecting how easily and successfully a learner acquires a second language.

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