(IGNOU) MEG-04 Important Questions with Answers English Medium- MEG-04: Aspects of Language is a Master’s level English course offered by the Indira Gandhi National Open University (IGNOU). The course covers a wide range of topics related to the nature of language, its history, structure, and use.
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- Full course name: Aspects of Language
- Course code: MEG-04
- Credits: 8
- Type: Compulsory course for the Master’s Degree in English (MEG) program at IGNOU
- Content: Covers a wide range of topics related to language, including its nature, history, structure, and use.
- Structure: Divided into ten blocks, each focusing on a specific aspect of language.
Contents
MEG 04 Syllabus
Block 1: What is Language?
- Definition of language
- Functions of language
- Theories of language origin
Block 2: History of English Language
- Proto-Indo-European
- Old English
- Middle English
- Early Modern English
- Modern English
Block 3: English Phonetics and Phonology
- The speech organs
- The production of speech sounds
- The classification of speech sounds
- The English sound system
Block 4: English Morphology
- Word formation
- Inflection
Block 5: English Syntax
- Sentence structure
- Word order
- Grammatical relations
Block 6: Language in Use-I
- Language and society
- Language and culture
- Language and communication
Block 7: Language in Use-II
- Language and power
- Language and gender
- Language and identity
Block 8: The Spread of English
- The English language in the world
- The impact of English on other languages
Block 9: Stylistics
- The study of style
- Stylistic features of English
1. Take a short poem from your language and translate it into English. Comment on the process of your translation.
(IGNOU) MEG-04 Important Questions with Answers English Medium- Translating a poem into another language its content, its form, its tone, its nuance is, as almost everyone who has done it knows, a difficult business. But it also has enormous rewards: for the translator, for the reader, for poetry itself.
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MEG-4 Important Questions with Answers – Some years ago, I was asked to teach a workshop about this impossible process. Among other materials, including essays about translation, I gave the participants two side-by-side English translations of a poem by Pablo Neruda, along with the original Spanish. Those translations proved to be the most valuable resource I offered. Seeing what different translators have done with the same poem immediately eliminates easy assumptions that beginning translators often make: that there is a single way, a most correct way, or a best way to translate a poem.
The packet of materials began to grow. Soon I had made several compilations of translations, illustrating different kinds of choices translators invariably make, whether they do so consciously or not. Sometime after that, I began asking the students themselves to compile multiple translations of a single poem for class presentation. Their compilations, added to mine, became our most essential “textbook,” and gave us an excellent basis for asking important questions about literary translation.
(IGNOU) MEG-04 Important Questions with Answers English Medium- We might begin by asking where, on a continuum ranging from the most “literal” to the most “free,” a particular translation lies. Where, on another continuum between most loyal to form and most free of it, does a translation of a formal poem lie? What is gained by attempting to replicate meter and/or rhyme, and what is lost? What about levels of diction? More generally, what is the stylistic “register” of a translation, ranging from formal to colloquial, or is there a mixture of styles? If the latter, does this reflect the original poem, or is it an unfortunate (or deliberate) result of the translation? If the poem isn’t contemporary, what is gained and what is lost by moving the poem toward modern and even contemporary English? Beyond style, does a translation substitute contemporary references for original ones? At what point does a translation become (in a term introduced by John Dryden in the seventeenth century and used by Robert Lowell in the twentieth) an “imitation”—or, beyond even that, a poem in its own right that might make reference to the original by inscribing “after Pablo Neruda” (or whomever) beneath the title?
2. Examine critically a situation in which you worked largely in tenns of images for which your language does not have single words.
3. What is the difference between the Generativists and the Structuralists? In what ways have the Generativists made advancements on the ~trucbralists?
4. “The relationship between the signifier and the signified is arbitrary”. Are there any exceptions to this rule? Think of some words in English and your mother tongue in which the relationship between the signifier and the signified is not arbitrary, but is based an some similarity between them,
5. ‘Noun is the name of a person, place or thing’ Do you think that this definition is adequate? What about the words like investigation, division, congratulation? Are they the name sf a person, place or thing? The Struturalist approach to language provides a better alternative definition. Can you define noun using its distributional pattern in language?
6. Trace the development of structural ism in linguistics.
7. Discuss the difference between the following:
i. Diachronic and synchronic linguistics
ii. Syntagnatic and paradigmatic relationships
iii. Langue and parole
8. What are the main points of difference between American and European structuralism’?
9. Discuss the salient features of American structuralisn~. Who were its main proponents?
10. Define Inflectional language and Synthetic language.
11. Write a summary of the unit in 200 words. Use one syntactic category as an example to show the change from Old English onto Middle English and then Modem English
12. Discuss the differences between human and animal communication. Also elaborate how and why language originated.
13. Describe with examples the main categories of the consonant phonemes of English
14. Outline the history of changes in the English spelling system
15. Describe briefly the tests used in identifying a syntactic constituent. Illustrate any two.
16. Discuss the major learner factors in language acquisition.
17. Why is the language planning essential ? What are the different types of language planning ?
18. What do you think is the role of English vis-à-vis the Indian languages in modern India?
19. Discuss in detail the changes in English sounds with reference to changes in consonant sounds, the vowel system and spellings.
20. How is the theme of the play Look Back in Anger relevant to the present times as well?