IGNOU MEG 4 Solved Question Paper

Welcome to our blog, In this post, we’re sharing the IGNOU MEG 4 Solved Question Paper of June 2021 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) Sapir-Whorf Hypothesis

The Sapir-Whorf Hypothesis, also known as linguistic relativity, proposes that the structure of a language influences the way its speakers perceive and think about the world. Developed by Edward Sapir and his student Benjamin Lee Whorf, the hypothesis has two levels: linguistic determinism (language determines thought) and linguistic relativity (language influences thought). For example, speakers of languages with multiple words for snow (like Inuit languages) may perceive and categorize snow differently than English speakers. Though criticized for its strong determinism, the hypothesis has encouraged valuable research in how language, culture, and cognition are interrelated, particularly in fields like anthropology, psychology, and sociolinguistics.

(b) Uses of tones in English

In English, tones (more accurately referred to as intonation) are used to convey meaning beyond the literal words. Intonation refers to the variation in pitch while speaking. The three primary intonation patterns in English are falling, rising, and fall-rise. A falling tone typically indicates statements, commands, or certainty. A rising tone is common in yes-no questions and shows doubt or incompletion. The fall-rise tone can express contrast, uncertainty, or politeness. Intonation also conveys emotion, attitude, and emphasis, helping listeners interpret whether a speaker is surprised, sarcastic, enthusiastic, or bored. Thus, tone is vital for effective communication and interpretation in English conversation.

(c) Motivation

Motivation plays a crucial role in language learning, influencing how effectively and persistently a learner engages with the process. It is generally divided into instrumental and integrative motivation. Instrumental motivation arises from a practical goal—such as passing an exam or getting a job—while integrative motivation stems from a desire to integrate with or understand a language community. Highly motivated learners tend to show more enthusiasm, commitment, and better outcomes in acquiring a new language. Teachers often try to sustain motivation by using engaging materials, setting achievable goals, and creating a supportive environment, as motivation directly affects language acquisition success.

(d) The notion of Indian English

Indian English refers to the variety of the English language that has evolved in India and is influenced by the country’s multilingual environment. It is marked by unique phonological, syntactic, lexical, and pragmatic features shaped by indigenous languages.

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Question 2

2. Discuss the role of personality, cognitive style and attitude in second language acquisition/learning.

Second language acquisition (SLA) is a complex process influenced by numerous psychological and sociocultural factors. Among the most significant are personality, cognitive style, and attitude — each playing a crucial role in how effectively an individual acquires and uses a new language.

Personality traits such as extroversion, introversion, risk – taking, and empathy greatly influence language learning. Extroverted learners, who are more outgoing and sociable, often benefit from more frequent interaction and practice opportunities, which can lead to better speaking and listening skills. Introverted learners may be more reflective and accurate but might lack spontaneous verbal practice. Risk – takers are often more willing to speak even if they make mistakes, which fosters fluency. Additionally, learners with high empathy may more easily understand and engage with cultural nuances in communication, enhancing their linguistic competence.

Cognitive style refers to the individual’s preferred way of processing information. Field – independent learners tend to analyze language elements and structures more logically, making them better suited for grammar – focused instruction. In contrast, field – dependent learners focus more on context and meaning, making them adept at acquiring language through natural communication and immersion. Similarly, learners who prefer visual learning might benefit from written materials and visual aids, while auditory learners may excel with listening activities. Understanding one’s cognitive style can help optimize learning strategies and instructional approaches.

Attitude is another essential factor in SLA. A positive attitude toward the target language, its speakers, and the culture can motivate learners to engage more actively and persistently. Learners who view the language as useful or prestigious are often more committed to learning it. Negative attitudes, on the other hand, may result in anxiety, lack of motivation, and resistance to learning. Attitude also encompasses openness to cultural differences and willingness to integrate into the target language community, both of which enhance language proficiency.

In conclusion, successful second language learning is not determined solely by linguistic aptitude or exposure but also by the learner’s personality traits, cognitive processing preferences, and attitudinal orientation. Language educators should, therefore, recognize and accommodate these individual differences to create more effective, learner-centered environments that promote motivation, reduce anxiety, and support diverse learning strategies.

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Question 3

3. Discuss the criteria for the description of vowels, giving examples.

Vowels are fundamental elements of spoken language and play a vital role in the phonological system of English. Unlike consonants, vowels are articulated without any significant obstruction in the vocal tract, allowing uninterrupted airflow. The quality of each vowel sound depends on the position and movement of the tongue, lips, and jaw. In linguistic analysis, vowels are categorized using several articulatory features, including tongue height, tongue advancement, lip rounding, and occasionally length and tenseness.

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Question 4

4. What tests would you apply to identify a syntactic constituent ? Illustrate with examples.

To identify a syntactic constituent — a group of words functioning as a single unit within a sentence—linguists apply several reliable tests. These include the substitution test, movement test, clefting, coordination, and question formation. Each test helps determine whether a particular group of words forms a cohesive grammatical unit.

1. Substitution Test

This involves replacing a suspected constituent with a single word like a pronoun or a pro-form (e.g., do so, there). If the sentence remains grammatical, the group is a constituent.

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Question 5

5. What is a Speech Community ? Discuss the problems in defining a Speech Community.

A speech community refers to a group of people who share a common language or linguistic norms and interact with one another using that language in regular social communication. It is a fundamental concept in sociolinguistics, representing how language functions within social groups. Speech communities can range from small, localized groups (like a village or a family) to large populations (such as speakers of English worldwide). The concept is rooted in the idea that language is both a social and communicative practice, shaped by and shaping its users.

Speech communities are often characterized by shared linguistic norms, rules of usage, and patterns of interaction. These may include pronunciation, grammar, vocabulary, turn-taking strategies, politeness conventions, and specific registers or codes. A single speaker may even belong to multiple overlapping speech communities simultaneously, such as their family, workplace, and cultural group.

However, despite its utility, the term speech community is not without problems. One major difficulty in defining a speech community lies in its lack of clear boundaries. In real life, communities are fluid, and linguistic practices often shift across social, cultural, or regional lines. Language use within a community may also be inconsistent or vary by context, age, gender, education, and social class, making it hard to identify a stable, homogeneous group.

Another problem is that the idea of a speech community often assumes linguistic uniformity, where everyone shares the same norms and values. However, in multilingual or multicultural societies, such homogeneity rarely exists. For example, within a single city, different ethnic or social groups may speak various dialects or languages, yet they may all be considered part of the broader urban speech community.

The notion of mutual intelligibility also complicates the concept. Two people may belong to the same speech community even if they speak different dialects or languages, as long as they understand each other and share communicative norms. Conversely, people who speak the same language may not consider themselves part of the same community due to cultural or social differences.

In response to these issues, linguists such as William Labov and Dell Hymes have proposed more nuanced definitions. Hymes, for example, introduced the idea of communicative competence—the ability to use language appropriately in a social context—as a better marker of speech community membership than simply shared grammar.

Question 6

6. What is a Standard Language ? Analyse the process of standardization of English.

A standard language is a particular variety of a language that has been codified, accepted, and promoted as the norm for use in formal settings, such as education, administration, media, and literature. It is often perceived as the ‘correct’ or ‘prestigious’ form of the language. Standard languages usually develop through a historical process involving political, social, and cultural influences, and they play a crucial role in national identity, communication, and education.

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