1. (a) Give the difference between the following linguistic terms: i. Sign language versus cultural competence Sign language* is a visual-manual language system used for communication, primarily by deaf communities. Cultural competence* is the ability to understand, appreciate, and interact effectively with people from cultures and belief systems different from one's own. ii. Interlingua versus intralingua interpretation Interlingua interpretation* involves translating between two different languages (e.g., English to French). Intralingua interpretation* involves rephrasing or explaining within the same language (e.g., simplifying a complex legal text in English for a layperson). iii. Cognitive load versus interpretive theory of translation Cognitive load* refers to the total amount of mental effort being used in working memory during a task, such as processing information in translation. Interpretive theory of translation (or Seleskovitch's theory*) posits that translation involves understanding the meaning of the source text, de-verbalizing it, and then re-expressing that meaning in the target language, rather than focusing on linguistic forms. iv. Editing and proofreading Editing* involves reviewing content for overall clarity, coherence, style, tone, and accuracy, often making significant structural or content changes. Proofreading* is the final stage of review, focusing on surface-level errors such as typos, grammatical mistakes, punctuation errors, and formatting issues. v. Turn-taking versus interview Turn-taking* is a fundamental aspect of conversation where participants alternate speaking, following implicit rules. An interview* is a structured conversation with a specific purpose, where one person (interviewer) asks questions and another (interviewee) provides answers. 1. (b) Add approximate prefixes to the words in the brackets to make the given statement meaningful. i. The police managed to disarm the bandits. ii. Taking these drugs could seriously endanger your life. iii. I do not know the answers. Therefore I left many questions unanswered. iv. The email could not be delivered. Therefore I resent it. v. It is time to empower the youth with effective life skills. 1. (c) With examples mention qualities or characteristics of the derivational morpheme. Derivational morphemes are affixes that change the meaning or grammatical category of a word. Qualities/Characteristics: They can change the part of speech of a word. For example, adding -ness to the adjective happy creates the noun happiness*. They can change the meaning of a word. For example, adding un- to happy creates unhappy*, which means the opposite. They are not required* by syntactic rules; their use is optional to create new words. They are generally less productive* than inflectional morphemes, meaning they don't apply to all words of a certain type. They typically appear before inflectional morphemes in a word (e.g., govern-ment-s*). Examples: happy (adjective) $\rightarrow$ unhappy* (adjective, changed meaning) teach (verb) $\rightarrow$ teacher* (noun, changed part of speech) modern (adjective) $\rightarrow$ modernize* (verb, changed part of speech) 2. (a) Identify the initial sound of the word and show the active and passive articulatory organs used in production of the following sound. i. Meeting Initial sound: /m/ (voiced bilabial nasal) Active articulator: Lower lip Passive articulator: Upper lip ii. Teacher Initial sound: /tʃ/ (voiceless palato-alveolar affricate) Active articulator: Blade of the tongue Passive articulator: Alveolar ridge and hard palate iii. Go Initial sound: /g/ (voiced velar plosive) Active articulator: Back of the tongue Passive articulator: Soft palate (velum) iv. Think Initial sound: /θ/ (voiceless dental fricative) Active articulator: Tip of the tongue Passive articulator: Upper teeth v. Knife Initial sound: /n/ (voiced alveolar nasal) Active articulator: Tip/blade of the tongue Passive articulator: Alveolar ridge