UNIVERSIDADE
Departamento
TOWARDS
AN
FEDERAL
DE S A N T A C A T A R I N A
de L í n g u a e L i t e r a t u r a
ERROR-BASED
NON-ASS ERTIVE
AND
ANALYSIS
NEGATIVE
Tese s ub me ti d a
Santa
MESTEE
Rita
de
Estrangeiras
OF
FORMS
ASSERTIVE,
IN
ENGLISH
a Universidade
Federal
de
C a t a r i n a para a o b t e n ç ã o do g r a u de
EM LETRAS.
Cassia Mouva
Duarte
Janeiro
- 1982
dos Santos
Esta
titulo
T e s e foi
julgada
adequada
para a o b t e n ç ã o
do
de
MESTRE
Especialidade
pondente
EM LETRAS
Língua
Inglesa e Literatura
e a p r o v a d a em sua f o r m a final
Corres­
pelo P r o g r a m a de Põs-
Graduação.
S
H i La r i o B o hji,
Dr .
C o o r d e n a d o r do C u r s o
Apresentada
dos p r o f e s s o r e s .
perante
a Comissão
Examinadora
composta
A m eu
pai
(in m e m o r i a m ) ,
a El i e z e r ,
a m i n h a mae.
AGRADECIMENTOS
A meu orientador,
P r o f e s s o r M a r t i n B y g a t e , p or sua v a l i o
sa o r i e n t a ç ã o .
à Universidade
Federal
ao C u r s o d e M e s t r a d o
de S a n t a
Catarina,
especialmente
em L e t r a s .
Ao P r o f e s s o r D a v i d B a r l o w , p e l o e s t i m u l o e c o l a b o r a ç ã o .
R P r o f e s s o r a Mari-a d a s
V i t ó r i a s de L i m a
R o o h a , pelo
in­
centivo.
fi P r o f e s s o r a E s t h e r D i n i z ,
dos
por sua a j u d a na p r o g r a m a ç ã o
dados.
Ao D e p a r t a m e n t o de L e t r a s E s t r a n g e i r a s M o d e r n a s
versidade
A todos
lho.
Federal
da U n i ­
da P a r a í b a .
q ue c o n t r i b u í r a m p ar a a r e a l i z a ç ã o
deste t r a b a ­
T A B L E OF C O N T E N T S
Page
ABSTRACT
.......................................................
RESUMO
.......................................................
INTRODUCTION
..................................................
1
-f
I - C h a p t e r ONE
1. C O N S I D E R A T I O N S
LEARNING
ON S E C O N D / F O R E IGN L A N G U A G E
.............................................
4
1.1.
The
Learner's
L a n g u a g e .....................
11
1.2.
The
I m p o r t a n c e of E r r o r s ..................
14
II - C h a p t e r TWO
2.
CHARACTERISTICS
OF N O N - AS S ERTI V E , A S S E R T I V E
AND N E G A T I V E F O R M S ..................................
2.1.
Assertive
2.2.
Assertive,
2.3.
and
Non-Assertive sentences.
N o n - A s s e r t i v e and
23
.
23
Negative
F o r m s ..........................................
25
ANY v e r s u s
27
S O M E .............................
2.3.1.
Positive
and N e g a t i v e O r i e n t a t i o n
2.3.2.
ANY
2. 3. 3 .
SO M E a nd ANY
31
in A f f i r m a t i o n s ..................... 33
in N e g a t i o n s
and
Q u e s t i o n s ............................. ..... 35
2 . 3. 4 .
Inherent negatives
and ANY.
. . .
38
2.4.
S c o p e of N e g a t i o n
2.4.1.
and N o n - A s s e r t i v e
Forms.
. .
42
S c o p e of N e g a t i o n a n d N e g a t i v e
T r a n s f e r .....................................45
2 .4 . 2 .
Meaning
differences
of N O T . . . A N Y
and NO
47
111 - C h a p t e r T H R E E
3. A N A L Y S I S
OF S T U D E N T RES P O N S E S IN THE C O M P R E H E N S I ON
A N D USE OF S O M E / A N Y / N O
3.1.
Experimental
3 .1 . 1 .
The
3 .1 . 2 .
3.2.
F O R M S AN D T H E I R C O M P O U N D S
procedures
Informants
. . .
................
.............
. . . . .
54
54
55
The T e s t .................................. 55
Analysis
of S t u d e n t
E r r o r s ..................... 57
3 . 2. 1 .
Results
..................................
3 . 2. 2 .
Analysis
of S t u d e n t E r r o r s
60
for Each
R u l e ....................................... 63
CONCLUSION
....................................................... 88
BIBLIOGRAPHY
.......................................................
APPENDIX
I
....................................................... 97
APPENDIX
II
....................................................... 100
93
ABSTRACT
This
involved
forms
study considers
so me t h e o r e t i c a l
in the use of A s s e r t i v e ,
of E n g l i s h .
centering
around
aspects
N o n - A s s e r t i v e and N e g a t i v e
It a n a l y s e s m a i n c u r r e n t s
of t h o u g h t
the t h e o r i e s of E r r o r A n a l y s i s
and C o n t r a s t i v e
Analysi s .
A praticai
identify
strategies
these English
a i m of this w o r k ,
t ha t B r a z i l i a n
forms.
To a c h i e v e
h o w e v e r has b e en to
students
this,
utilize
praticai
applied
to a r e p r e s e n t a t i v e n u m b e r of s t u d e n t
ParaTba
Federal
Un iversity who study English
to m a s t e r
tests were
informants
at
for p r o f e s s i o n a l
purposes.
The c o m p u t e r i z e d
out as a c o n t r i b u i t i o n
1anguage
in B r a z i 1.
analysis
of the t e s t r e s u l t s c o m e
to the t e a c h i n g
of E n g l i s h
as a f o r e i g n
RESUMO
O
do uso
das f o r m a s
da l í n g u a
pais
presente
"Assertive",
Inglesa,
correntes
ao m e s m o
Um o b j e t i v o
prático
destas
tes f o r a m a p l i c a d o s
da U n i v e r s i d a d e
p a r a fins
testes,
contribuição
estrangeira
aspectos
"Non-Assertiv e " e "Negative"
t e m p o que a n a l i s a as p rinci
deste
trabalho,
que e s t u d a n t e s
formas
a um n ú m e r o
Federal
da Anãlij
inglesas.
no e n t a n t o ,
brasileiros
Para
representativo
da P a r a T b a ,
isto,
de
que e s t u d a m
i_
utili­
tes­
alunos
o
idioma
profissionais.
A analise
cos dos
alguns
Contrastiva.
as e s t r a t é g i a s
z am na a q u i s i ç ã o
inglês
aborda
de p e n s a m e n t o que r e g e m as t e o r i a s
se de E r r o s e A n á l i s e
dentifica
estudo
feita
dados
a p a r t i r dos
po r c o m p u t a d o r ,
p a ra o e n s i n o da l í n g u a
no B r a s i l .
resultados
estatísti_
é considerada
Inglesa
c om o
uma
língua
teóricos
INTRODUCTION
The c a u s e
source
of w o r r y
Discovering
major
of l e a r n i n g
to l i n g u i s t s ,
difficulties
psycholinguists
the s o u r c e of s u c h p r o b l e m s -
importance
has
this
in r e l a t i o n to l a n g u a g e
been a f a c t o r of
of a f o r e i g n
teaching.
in m i n d , we t h o u g h t t ha t the m a i n
of o u r s t u d y s h o u l d f o c u s on the r e a s o n s w h y B r a z i l i a n
from Un iv ersid ade
Federal
in t h e i r p r o d u c t i o n
Forms.
da P a r a i b a (m a j o r i n g
purpose
students
in E n g l i s h ) , e r r
of N o n - A s s e r t i v e , A s s e r t i ve and N egati ve
The s o u r c e of t h e s e e r r o r s m a y be r e v e a l e d
Error Analysis
been a
and t e a c h e r s .
in the s t u d y of the a c q u i s i t i o n
language especially
Having
has a l w a y s
and w h e n e v e r i n t e r f e r e n c e
suspected,
C o n s t r a s t i v e A n a l y s i s will
linguistic
a p p r o a c h e s will
from P o rt u g u e s e
be a l so used.
be u t i l i s e d
the " u n a c c e p t a b l e " s e n t e n c e s
through
is
Th e s e
in an a t t e m p t to e x p l a i n
p r o d u c e d by o u r s t u d e n t s w h e n
u s i n g s u c h f o rms.
Through
be a b l e
the a n a l y s i s
of the e r r o r s
to d e t e c t s o me of the c a u s e s
o c c u r r e n c e of s uc h e r r o r s
responsible
f or the
as we k n o w t h a t the e r r o r s
i n d i c a t i o n of the d i f f i c u l t i e s " s t u d e n t s
foreign
of s t u d e n t s we m a y
are "an
face w h e n l e a r n i n g
a
language.
O u r a n a l y s i s will
s t r u c t u r e of E n g l i s h
be b a s e d on the a s s u m p t i o n
in r e l a t i o n
that the
to N o n - A s s e r t i ve f o r m s as
2
o p p o s e d to A s s e r t i v e
that differs
and N e g a t i v e
in m a n y r e s p e c t s
A f t e r this
d i s c u s s i o n we h op e
i tems
realistic
p a r t of a s y s t e m
to i d e n t i f y a n u m b e r of
to the s t u d e n t
in l e a r n i n g
and a l s o to m o d i f y or s u g g e s t t e c h n i q u e s
in the m e t h o d o l o g i c a l
more
f or m s
from P ortuguese.
s t r a t e g i e s w h i c h m a y be h e l p f u l
these specific
typ es
f i e l d that s e r v e
approach
improved co mmunication
towards
producing
to the t e a c h i n g of E n g l i s h by p r o v i d i n g
techniques
in the c l a s s r o o m .
The f i r s t c h a p t e r of this d i s s e r t a t i o n will
to a s u m m a r y of the m a i n
the t h e o r i e s
aim b e i n g
currents
of E r r o r A n a l y s i s and C o n t r a s ti ve A n a l y s i s , the
of the m a t e r i a l
for a b e t t e r u n d e r s t a n d i n g
studied.
The s e c o n d c h a p t e r will
p r e s e n t the t h e o r e t i c a l
for the use of N o n - A s s e r t i v e , A s s e r t i v e
Negati ve f o r m s
authors
be d e v o t e d
of t h o u g h t c e n t e r i n g a r o u n d
to m a k e use of the t h e o r i e s
foundations
a
b a s e d on the g r a m m a t i c a l
s uc h as Q u i r k ,
B o l i n g e r and o t h e r s ,
Greenbaum,
Leech,
the o b j e c t b e i n g
v i e w of the s y n t a c t i c and s e m a n t i c
uses
w h o are c u r r e n t l y m a j o r i n g
T e s t s will
in E n g l i s h
r a i s e d by
Svartvik,
Kl i ma ,
to p r o v i d e an o v e r a l l
In the t h i r d c h a p t e r , we will
p r o c e d u r e s we h a v e used.
points
and
of such
forms.
p r e s e n t the e x p e r i m e n t a l
be a p p l i e d to s t u d e n t s
at P a r a i b a
F e d er a l
U n i v e r s i t y w h o are in the 5th, 6 th and 7th s t a g e s of the c o u r s e .
In o r d e r to p r o v i d e a m e a n s
of s t u d e n t i n f o r m a n t s
Negative
fo r m s
to p r o d u c e
in E n g l i s h ,
to fo c u s
on the a b i l i t y
N o n - A s s e r t i v e , A s s e r t i v e and
the t e s ts will
be d r a w n
up c e n t e r i n g
3
on s p e c i f i c
points
related
to t h e s e f o r m s .
b a s e d on r u l es e s t a b l i s h e d by the a u t h o r s
c h a p t e r two w h o m , we fe e l ,
authorities
from our tests
relation
theory
the r e s u l t s o b t a i n e d
the e r r o r s m a d e by the s t u d e n t s
to the t a r g e t r u l e s
linguistic
responsible
in
a l r e a d y p r e s e n t e d and the
f or the e x p l a n a t i o n of the c a u s e s
of t h e s e e r r o r s .
F i n a l l y c o n c l u s i o n s will
be a t t e m p t e d
following
the
a p p l i c a t i o n of the t h e o r y of E r r o r A n a l y s i s w h i c h m a y or m a y
n ot c o n f i r m o u r h y p o t h e s e s .
in
grammar.
a l s o a t t e m p t to a n a l y s e
a n d a ls o
already presented
be
are r e c o g n i z e d as l e a d i n g
in the f i e l d of E n g l i s h
We will
T h e s e t e s t s will
C h a p ter I
C O N S I D E R A T I O N S ON S E C O N D / F O R E I G N L A N G U A G E
There have been m a ny studies
foreign
language
acquisition.
the l e a r n e r c r e a t e s
about
acquired.
Many researches
target
to s h o w his '‘
competence"
According
language when
process operates
s e c o n d and
p r o p o s e t ha t
for h i m s e l f a c e r t a i n n u m b e r of h y p o t h e s e s
to S e l i n k e r
a bl e to d i s c o v e r new s t r a t e g i e s
his
concerning
the g r a m m a r of the t a r g e t l a n g u a g e w h i c h
w h e n e v e r he t r i e s
LEARNING
those
(1974:31)
are t e s t e d
in the l a n g u a g e ,
the l e a r n e r is also
for his c o m m u n i c a t i o n
hypotheses
in the
do not a p p l y and s uc h a
e i t h e r c o n s c i o u s l y or u n c o n s c i o u s l y
revealing
language system.
Th is
attracted
learning.
process
idea has b e e n s h a r e d by l i n g u i s t s w h o h a v e been
to the p r o b l e m of s e c o n d and f o r e i g n
F o r s o m e ti m e ,
of a c q u i r i n g
have been
studies
a "new"
language
h a v e been m a d e
language
who acquires
the s t r a t e g i e s
a foreign
learner's
in
language.
t e a c h i n g and a c q u i s i t i o n
difficulties.
of C o n t r a s t i v e A n a l y s i s ,
Lado
as a w a y
(1958:1-8),
argues
n a t i v e a nd f o r e i g n l a n g u a g e
the d i f f e r e n c e s
theories
e m p l o y e d by the l e a r n e r
T r a d i t i o n a l l y , C o n t r a s t i v e A n a l y s i s was
language
the
and m a n y c o n c l u s i o n s
r e a c h e d w i t h the h e l p of p s y c h o l o g i c a l
an a t t e m p t to e x p l a i n
about
and s i m i l a r i t i e s
to
to p r e d i c t the
the g r e a t d e f e n d e r
that a c o m p a r i s o n
is n e c e s s a r y
applied
between
in o r d e r to f in d o u t
of t he two l a n g u a g e s .
Su c h
5
comparison would
predict
foreign
being
language
elements
d i f f e r e n t will
be di f f i cul t .
difficulties
He a l s o b e l i e v e s
(the l e a r n e r ' s )
be s i m p l e f o r him,
accounts
learner's
in the
that
In this w a y ,
" those
native
and t h o s e e l e m e n t s
f o r the p r e d i c t i o n
t h a t are
Contrastive
and d e s c r i p t i o n of the
difficulties.
Johansson
Analysis
acquired.
t h a t are s i m i l a r to his
l a n g u a g e will
Analysis
the l e a r n e r ' s
(1975:322-323)
points
out that C o n t r a s t i v e
c an o n l y p r e d i c t s o me of the l e a r n i n g p r o b l e m s and
such p r e d i c t i o n s
are o f t e n
ambiguous,
d e p e n d i n g on the
l i n g u i s t i c m a n n e r u s e d to d e s c r i b e the n a t i v e and f o r e i g n
languages.
Contrary
to the idea t h a t not all
learner may have result from influences
Johansson
within
attributes
the f o r e i g n
strategies
language."
h a v e b ee n
the
strategies
that e r r o r s
to
He a l s o a g r e e s
"complexities
t h a t the
of
a b o u t the e f f i c a c y of C o n t r a s t i v e
raised.
learner's
Tran-Thi-Chau
c a u s e d by su c h
(1975:124)
observes
i g n o r e s m a n y of th e f a c t o r s w h i c h
performance
and p r o c e d u r e s .
Contrastive Analysis
errors
errors
language.
that C o n t r a s t i v e A n a ly si s
affect
of the m o t h e r t o n g u e ,
u s e d by the l e a r n e r in the a c q u i s i t i o n
Controversies
Analysis
learner's
the
f o r l e a r n i n g a f o r e i g n l a n g u a g e m a y be i n d e p e n d e n t
of the s t r a t e g i e s
his n a t i v e
many
difficulties
su c h as his
Johansson
factors
individual
(op.cit.)
g o e s on to say
are n o t p r e d i c t e d by
a l o n e s i n c e such
c a u s e d by i n t e r f e r e n c e w i t h i n
^ Robert Lado, L i n g u i s t i c A c r o s s
theory cannot predict
the t a r g e t
language
C u l t u r e s , p.
2.
(i.e.
6
intralingual
interference).
It m a y s e e m e v i d e n t
t r ad it i o n a ll y used,
concepts
does
among
the l i n g u i s t s
language"
Research
not m a k e use of p s y c h o l o g i c a l
in the e x p l a n a t i o n
We p e r c e i v e
that C o n t r a s t i v e A n a ly si s,
of the l e a r n e r ' s
t h at t h e r e h a v e b e e n m a n y d i v e r g e n c e s
c o n c e r n i n g the a c q u i s i t i o n of the
in this
a r e a has
r e s u l t e d in g r e a t e r e m p h a s i s
In o t h e r w o r d s ,
identify
student learners,
but m a n y l i n g u i s t s
a more
insightful
student errors
interlingual
universally
of two or m o r e
would necessarily
to
acquisition.
no l o n g e r do l i n g u i s t s
t h a t the C o n t r a s t i v e A n a l y s i s
of s t u d e n t s '
being
of the t h e o r y of E r r o r A n a l y s i s
t h e s t u d y of f o r e i g n or s e c o n d l a n g u a g e
analysis
"new
a nd t h a t t h e i r o b j e c t i v e of s t u d y has c h a n g e d .
p l a c e d on the a p p l i c a t i o n
agree
difficulties.
languages
the m a j o r a r e a s of d i f f i c u l t y for
errors would
understanding
n o w feel
t h a t the
provide a means
of g a i n i n g
of the n a t u r e and c a u s e of
as n o t all m a j o r a r e a s
of d i f f i c u l t y are due to
interference.
Corder
"fundamentally
(1975:410)
considers
a f o r m of c o g n i t i v e
l e a r n e r us e s his c o g n i t i v e
language learning
learning."
capacities
T h a t is,
in the p r o c e s s
in o t h e r c o g n i t i v e
He a l s o b e l i e v e s
is a " c r e a t i v e a c t i v i t y "
the l e a r n e r c r e a t e s
the
of
l e a r n i n g a l a n g u a g e as he does
that language
as
learning.
for
a l a n g u a g e s y s t e m for h i m s e l f s h a r i n g
properties
of the t a r g e t l a n g u a g e
continuous
through
the w h o l e
and s uc h p r o c e s s
process
the
is
of l e a r n i n g .
A n o t h e r p o i n t C o r d e r ca l l s o u r a t t e n t i o n
to c o n c e r n s
7
errors
as b e i n g e v i d e n c e
associated with
motivation
of the l e a r n i n g
differences
and l e a r n i n g
in m a t u r a t i o n a l
situations,
s h o u l d no t be e x p l a i n e d
through
language.
analysis
re ve a l
In t h is w a y ,
an i n d i c a t i o n
acquired,
Th is
comparison with
of l e a r n e r s '
errors may
in the l a n g u a g e b e i n g
considerable
a nd e x p l a i n i n g
Error Analysis,
and it
"aims
at
such e r r o rs ."
says J o h a n s s o n
at v a r i o u s
to i d e n t i f y
stages
t h o s e a re a s
the
of l e a r n i n g
in w h i c h
2
(1975:248),
i n f o r m a t i o n ma y be o b t a i n e d c o n c e r n i n g
difficulties
is p o s s i b l e
s o m e of
reasons f o r su c h d i f f i c u l t i e s .
the t h e o r y o f E r r o r A n a l y s i s w h i c h
learner's
the n a t i v e
v i e w is s h a r e d by o t h e r l i n g u i s t s
Through
since
it
the t a r g e t
r u l e s h a v e or h a v e not b e e n i n t e r n a l i z e d .
Corder's
language
and t ha t s u c h e r r o r s
of his c o m p e t e n c e
systematically describing
language
development,
his m a j o r a r e a s of d i f f i c u l t y and p e r h a p s
the p s y c h o l o g i c a l
supports
p r o c e s s w h i c h ma y be
is sui
its own t e r m s . "
(1975)
generis
3
v i e w is that
and t h e r e f o r e
If this
"the s t r u c t u r e of e v e r y
is to be d e s c r i b e d in
is in f a c t tr u e ,
l a n g u a g e s w o u l d be of l i m i t e d va l u e .
This
a c o m p a r i s o n of
opinion would
a p p e a r to contrast with t h at of C h o m s k y a n d o t h e r p o s t ­
st r uc tu ra lis ts who devel op ed
features
process
2
in
human
(including
the
idea of s e e k i n g
l a n g u a g e a nd a l s o e x p l a i n i n g
foreign
language
learning)
universal
the "1 e a r n i n g
in p s y c h o l o g i c a l
S t i g J o h a n s s o n , "The Uses of E r r o r A n a l y s i s "
E n g l i s h L a n g u a g e T e a c h i n g J o u r n a l , p. 247.
3
(I),
S.P.Corder, "Error Analysis, Interlanguage and Second
L a n g u a g e A c q u i s i t i o n , " L a n g u a g e T e a c h i n g o f L i n g u i s t i c s , p . 202.
8
terms
closely
related
From these
acquisition
to the p r o p e r t i e s
conclusions,
of the h u m a n m i n d.
C o r d e r sees
"language
as a p r o b l e m of c o g n i t i v e l e a r n i n g
p o s s e s s ion of k n o w l e d g e of a c e r t a i n
kind
as the
(competence)
rather
th an as a s e t of d i s p o s i t i o n s to r e s p o n d in a c e r t a i n w a y to
4
external stim uli."
It is a v i e w that has b e e n a p p l i e d by
some linguists
to s e c o n d and f o r e i g n
l o n g e r is B e h a v i o u r i s m
materials
the b a si s
and t e c h n i q u e s .
language acquisition.
f or all
No
language teaching
M o r e and m o r e e m p h a s i s
p l a c e d on c o g n i t i v e or m e n t a l i s t t e c h n i q u e s
in b e i n g
and s t r a t e g i e s
of
1 earn i n g .
The use of E r r o r A n a l y s i s
assumption
learning
between
that errors
o c c u r in r e l a t i o n
the
to the d e g r e e of
d i f f i c u l t y and t h e y m a y not be l i n k e d to d i f f e r e n c e s
the n a t i v e
The
to c o n c l u d e
t h e i r own
and the f o r e i g n
consideration
th a t b o t h
linguistic
emphasizes
languages.
of such v i e w s
Contrastive
value.
t r e a t m e n t of the l e a r n i n g
language
is m a i n l y b a s e d u po n
as t h e s e has led us
and E r r o r A n a l y s e s
Error Analysis
process.
have
is b r o a d e r
As C o r d e r
in its
(1975)
"the l e a r n e r is a n a t i v e s p e a k e r of his o w n pe c ul ia r
constructing
l a n g u a g e on the b a s i s
investigation
for h i m s e l f a g r a m m a r of the t a r g e t
5
of the l a n g u a g e he is e x p o s e d t o . "
of f a c t o r s
4
indicating
the l e a r n e r ' s
An
"competence"
S . P . C o r d e r , "Error A n a ly si s , I n t e r l a n g u a g e and Sec on d
Language Acquisition,"
L a n g u a g e T e a c h i n g o f L i n g u i s t i c s 3 p.
203.
^ ib id,
p. 2 0 2 .
9
a nd " p e r f o r m a n c e " s e r v e to p r o v i d e
learning
insightful
of his
process.
Johansson
( 1975)
Contrastive Analysis
presents
the
difficulties
"weak v e r s i o n " of
"as p a r t of the e x p l a n a t o r y s t a g e
E r r o r A n a l y s i s " w h i c h m a y be u s e d to
It is i m p o r t a n t
"alternative"
to n o t e ,
learning
view that students'
o th er side,
hypotheses
is p l a c e d
sometimes
present
to C o n t r a s t i v e A n a l y s i s .
t ha t t h e s e
i d e as
view
f r o m d i f f e r e n t a s p e c t s w h i c h m a y or m a y not
be m u t u a l l y e x c l u s i v e .
mot her tongue
however,
value
to p r e d i c t e r r o r s .
We h a v e o b s e r v e d t h a t l i n g u i s t s
as an
Explanatory
but l i t t l e
on the a b i l i t y of C o n t r a s t i v e A n a l y s i s
Error Analysis
in
"explain certain
r a t h e r th a n to p r e d i c t t h e m . "
h y p o t h e s e s m a y thus be f o r m u l a t e d
language
analysis
Contrastive Analysis
errors
(the s t r o n g
sees e r r o r s
are c a u s e d by i n t e r f e r e n c e w i t h
version).
as b e i n g
in an a t t e m p t
is b a s e d on the
Error Analysis,
the
on the
the p r o d u c t of s t u d e n t s '
to use the l a n g u a g e he is t r y i n g to
l e ar n.
Both
concepts
have
an important rol e in o ur s t u d y .
The
l a n g u a g e of the l e a r n e r or as S e l i n k e r l abel s i t "i nterl anguage"
will
be o u r p r i m a r y
interest
in this
dissertation
w h i c h we will
a t t e m p t to i d e n t i f y
errors.
is n o t to i m p l y t h a t we shall
T h is
investigation
the s o u r c e s
s o l e l y on the c o n c l u s i o n s
Error Analysis.
through
of s t u d e n t s '
base our
of the p r o p o n e n t s
of
We m a i n t a i n the v i e w t h a t C o n t r a s t i v e
g
S t i g J o h a n s s o n , "Uses of E r r o r A n a l y s i s and C o n t r a s t i v e
E n g l i s h L a n g u a g e T e a c h i n g J o u r n a l , p. 333.
Analysis (II),"
10
Analysis
can a l s o be r e v e a l i n g
identifying
language,
errors
formulated
depending
u p o n the
as it p r o v i d e s
a basis
f r o m the s t u d e n t s '
for
first
type of e r r o r u n d e r c o n s i d e r a t i o n .
T h u s , w e m a y i d e n t i f y by m e a n s of C o n t r a s t i v e A n a l y s i s
certain misuses
of the l a n g u a g e s y s t e m b e i n g
We are a l s o
interested
c a u s e s of o u r s t u d e n t s '
the t a r g e t l a n g u a g e
itself
r e s u l t of f i r s t l a n g u a g e
1.1.
The
Learner's
in d i s c o v e r i n g
"deviant structures"
the use o f S 0 M E - A N Y - N 0 f o r m s
by r e l a t i n g
(English),
interference-
or " e r r o n e o u s "
target language.
in m a n y
respects
indicates
language.
T h is
Through
t h e m as a
Portuguese
in o u r case.
language,
the l a n g u a g e
utterances
in r e l a t i o n
considered
to the r u l es of the
a s p e c t of the l e a r n i n g
to the l e a r n i n g of the n a t i v e
that errors
a re n e c e s s a r y
the l e a r n e r ' s
g ra sp not only that c e r ta in
n o t been m a s t e r e d
t h e m to p r o b l e m s of
language
or w r i t e s m a y c o n t a i n
"unacceptable"
the p o s s i b l e
p a r t i c u l a r l y in
or s e i n g
W h e n one is l e a r n i n g a f o r e i g n
he s p e a k s
learnt.
r u les
process,
similar
language,
in the a c q u i s i t i o n
of
e r r o r s we m a y be a b l e to
of the t a r g e t l a n g u a g e h a v e
b ut a l s o d i s c o v e r
the s o u r c e
of such
deviances w h e never possible.
A n o t h e r s i g n i f i c a n t f a c t o r is t ha t the l e a r n e r ' s
errors
demonstrate
his
competence
s a m e t i m e h e l p the
materials
teacher
in the f o r e i g n l a n g u a g e
in the p r e p a r a t i o n
a nd in the p l a n n i n g of c o u r s e s
teacher prime
and at the
of t e a c h i n g
as t h e y r eveal
to the
a r e a s of d i f f i c u l t y e n c o u n t e r e d by the l e a r n e r .
It is n e c e s s a r y to p o i n t out,
however,
that errors
become
r e l e v a n t w h e n t h e y are s e e n as p a r t of the s y s t e m of the
s e c o n d or f o r e i g n
language
The l e a r n e r ' s
deserves
special
strategies
suggests
competence
attention
for learning
that
learner.
in the f o r e i g n
because
it m a y
i n d i c a t e his
the l a n g u a g e s y s t e m .
"the l e a r n e r c r e a t e s
language
a language
Corder
( 1975)
system
for
h i m s e l f t h a t can be u s e d f o r a r a n g e of c o m m u n i c a t i v e
purposes."^
He l a b e l s
competence" which
two l a n g u a g e s
respects
linguists would
(1975)
( 1974)
languages),
although
"transitional
stage between
similar
11 i nterl a n g u a g e " — an
the n a t i v e a n d t a r g e t
the l a n g u a g e
language
f or an i n t e r m e d i a t e
( m o t h e r and t a r g e t
However,
Corder
stands
to S e l i n k e r ' s
stage between
describe
the l e a r n e r ' s
various
in s o m e
intermediate
languages.
t e r ms h a v e b e e n
of f o r e i g n l e a r n e r s
u s e d to
it a p p e a r s
t h at m o s t
a g r e e t h a t the n ew l a n g u a g e s y s t e m is, as
suggests,
"a s y s t e m
in i t s e l f and t h a t
it s h o u l d
O
be s t u d i e d
in its o wn t e r m s . "
The new lan gu ag e evolves
gradually,
the l e a r n e r a s s i m i l a t i n g
new s t r u c t u r e
^ S . P . C o r d e r , "The L a n g u a g e of S e c o n d - L a n g u a g e
T h e M o d e r n L a n g u a g e J o u r n a l , p. 410.
and
Learners,"
O
S . P . C o r d e r , " E r r o r A n a l y s i s , I n t e r l a n g u a g e and S e c o n d
Language Acquisition,"
L a n g u a g e T e a c h i n g o f L i n g u i s t i c s , p.
202.
12
vocabulary
and at the s a m e time m a k i n g his own h y p o t h e s e s
r u l es of the n e w s y s t e m .
the s t u d e n t l e a r n s
by his own
Nemser
“a p p r o x i m a t i v e
explanation
f r o m his
t e a c h e r or
and c o r r e c t i o n of e r r o r s .
(1974:55)
defines
learner's
language
as an
s y s t e m " w h i c h is s e en as a " l i n g u i s t i c
system" employed
by the l e a r n e r w h e n he uses
language.
Such
proportion
to the
with
S u c h h y p o t h e s e s m a y be m o d i f i e d as
by e x p l i c i t
realization
the m o t h e r
a system approximates
learner becoming
tongue.
the t a r g e t
language
The l e a r n e r th e n t r i e s
competence
(i.e.
that the l e a r n e r \ s
the p r o c e s s
to a c h i e v e c o m p e t e n c e
tongue.
language
to bo t h
(interlanguage)
such
competence
the f o r m a t i o n
This
language
of h y p o t h e s e s
a b o u t the t a r g e t
w h e n he t r i e s
The n a t u r e of t h e s e h y p o t h e s e s ,
according
on s e v e r a l
"cognitive structures"
age,
is in a c o n s t a n t
"dynamic ch ar acterist ic"
the l e a r n e r c r e a t i v e l y e m p l o y s
depends
is s a i d to
the t a r g e t l a n g u a g e a nd his m o t h e r
His m a s t e r y of the f o r e i g n
s t a t e of e v o l u t i o n .
which
although
in t e r l a n g u a g e ) .
have s i m i l a r i t i e s
his
changing
of l e a r n i n g .
is s a i d to be d i s t i n c t f r o m n a t i v e - t y p e
The l e a r n e r ' s
413),
in
i n d e p e n d e n t of i n t e r f e r e n c e
He also s u g g e s t s
appear during
deviant
the t a r g e t
l a n g u a g e has an o r g a n i z e d s t r u c t u r e b u t it is a l w a y s
because new elements
for
factors
including
such
in
language which
to c o m m u n i c a t e .
to C o r d e r
as the
results
(1975:410-
learner's
t h o s e of the m o t h e r t o n g u e ,
a nd the l i n g u i s t i c e n v i r o n m e n t he is e x p o s e d
c o u l d be n a t i v e - s p e a k e r - l i k e ,
to,
a classroom situation
and
O
S . P . C o r d e r , " E r r o r A n a l y s i s , I n t e r l a n g u a g e and S e c o n d
Language Acquisition,"
L a n g u a g e T e a c h i n g o f L i n g u i s t i c s , p.
202.
13
so on.
C o r d e r se e s
influencing
the l i n g u i s t i c
s e t t i n g as
the n a t u r e of the h y p o t h e s e s
"crucial"
in
the l e a r n e r will
f o r m u l a t e and use ..
Such
m u s t be
characteristics
" g o a l - o r i e n t e d ."
teachers
to c o r r e c t l y
target language
progresses
reaching
1.2.
of l e a r n i n g w i t h
target language
he
the aim of
t h a t will
requirements.
c o n s i d e r e d the n a t u r e of the l e a r n e r ' s
now f o c u s o u r a t t e n t i o n
in the l e a r n e r ' s
The d e f i n i t i o n
a cq ui s i t i o n of a foreign
This
task b e c o m e s
it is not e a s y to d e t e r m i n e w h a t
speaker.
failing
on the i m p o r t a n c e
language.
and c a t e g o r i z a t i o n of e r r o r s
b e e n a s u b j e c t of d e b a t e .
speakers
stages
to the
T he i m p o r t a n c e of e r r o r s
l a n g u a g e , we shall
native
relating
to the v a r i o u s
of m a s t e r y of the
Having briefly
of errors
l e a r n e r s h o u l d be h e l p e d by the
in the p r o c e s s
s a t i s f y the l e a r n e r ' s
"interlanguage system"
a p p l y s uc h h y p o t h e s e s
corresponding
through
a level
The
of the
difficult because
is a c c e p t a b l e or not by a
T h e r e are n u m e r o u s
instances
of native
to a g r e e as to w h e t h e r an u t t e r a n c e
a c c e p t a b l e or not.
Nevertheless,
h a v e long
Lyons
states
that:
An a c c e p t a b l e u t t e r a n c e is o n e th a t has
b e e n or m i g h t be p r o d u c e d by a n a t i v e
s p e a k e r in s o m e a p p r o p r i a t e c o n t e x t and
is
is or w o u l d be a c c e p t e d by o t h e r n a t i v e
s p e a k e r s as b e l o n g i n g to the l a n g u a g e
in q u e s t i o n .9
The d e g r e e o f a c c e p t a b i l i t y
upon.
It s e e m s
to be s o m e t h i n g s u b j e c t i v e .
classifies
the l e a r n e r ' s
erroneous"
t h a t is,
not ex pr es si ng
is o f t e n h a r d to d e c i d e
utterances
as b e i n g
refers
real
intentions
u t t e r a n c e s " but
and
"overtly
to " s u p e r f i c i a l l y d e v i a n t
t e r m s of the t a r g e t l a n g u a g e .
the d i f f i c u l t y of i d e n t i f y i n g
(1974:127)
"covertly
"superficially well-formed
the l e a r n e r s '
erroneous" which
Corder
forms"
in
He a l so c a l l s o u r a t t e n t i o n
an e r r o r w h i c h
seems
to
to d e p e n d
1
m a i n l y on o u r i n t e r p r e t a t i o n of the l e a r n e r ' s m e a n i n g .
It is i m p o r t a n t
acceptable
sentences
to r e c o g n i z e
d oe s not n e c e s s a r i l y
l e a r n e r ' s m a s t e r y of the l a n g u a g e
be a r e p e t i t i o n
necessarily
these
discovery
indicate
system because
of w h a t the l e a r n e r h e a r s .
indicate what
S e e n in this w a y ,
r ev e al
t ha t the m e r e use of
Corder
rul es
t he y m a y o n l y
d oe s not
are e m p l o y e d by the l e a r n e r .
(1974:25)
r u l e s and s t r a t e g i e s
of the
This
the
emphasizes
that errors may
u s e d by the l e a r n e r
"new" l a n g u a g e p r o v i d i n g
in his
e v i d e n c e of his
l a n g u a g e s y s t e m at a . p a r t i c u l a r s t a g e of his d e v e l o p m e n t .
It has b e e n s u g g e s t e d t h a t e r r o r s m a d e by s e c o n d
language
learners
are s y s t e m a t i c and t h a t t he y m a y r eveal
s y s t e m of the f o r e i g n
between
errors
9
" e r r o r s " and
language being
"mistakes"
are e r r o r s of c o m p e t e n c e ,
acquired.
A distinction
is then n e c e s s a r y .
i.e. w h i l e
the
Some
"non-competence
In T r a n - T h i - C h a n , " E r r o r A n a l y s i s , C o n t r a s t i v e A n a l y s i s
a n d S t u d e n t s ' P e r c e p t i o n ; A S t u d y of D i f f i c u l t y in S e c o n d L a n g u a g e L e a r n i n g , " I R A H , p. 122.
15
errors"
are c o n s i d e r e d
a nd are s e e n as
to be
"mistakes"
(due to m e m o r y l a p s e s
' l ap s es of p e r f o r m a n c e ' ) .
Mistakes
are then
unsystemat ic while errors
of c o m p e t e n c e
t h e y r ev e al
k n o w l e d g e of the t a r g e t l a n g u a g e .
the l e a r n e r ' s
Consequently,
systematic
errors
"transitional
competence."
reveal
It has b e e n p o i n t e d out,
the l e a r n e r ' s
however,
does n o t c o n s i s t s i m p l y of c l a s s i f y i n g
b u t r a t h e r of d i s t i n g u i s h i n g
are s y s t e m a t i c o nc e
t h a t the p r o b l e m
the l e a r n e r ' s
errors
b e t w e e n a m i s t a k e and an e r r o r .
t
F r o m the t e a c h i n g
learner's
progress
else needs
(though
towards
p o i n t of v i e w e r r o r s m a y s h o w the
the l a n g u a g e b e i n g
to be a c q u i r e d and w h a t s t r a t e g i e s
it has b e e n s a i d by D u l a y and B u r t
strategies
are in p r i n c i p l e
acquired, what
he is e m p l o y i n g
(1975:25)
such
the s a m e as t h o s e of m o t h e r
tongue).
It is w o r t h
attempt
illustrating
interference
Analysis
proposals.
Canadian
students
place prime
Sheen
to i n t e r f e r e n c e
is c l e a r l y c l a s s i f i e d
these same errors
(1980:106),
at U n i v e r s i t y l e v e l ,
One e x a m p l e of s u c h e r r o r s
"J'ai
importance
on m o t h e r
f a v o u r i n g of c o u r s e the C o n t r a s t i v e
t h e i r e r r o r s w e r e due
interference
discovering
causes.
Some l in gu is t s
which
currents which
to c l a s s i f y the l e a r n e r ' s e r r o r s w h i l e
their possible
tongue
s o me of the
15 a n s . "
studying
c o n c l u d e d t h a t 6 0% of
from moth er
is the u t t e r a n c e
as b e i n g
French-
tongue.
"I h a v e 15 y e a r s "
due to F r e n c h
In ou r own t e a c h i n g e x p e r i e n c e
are f r e q u e n t .
Brazilian
students
learning
16
English
tenho
use
the s a m e
English utterance corresponding
15 an o s . "
Cornu^
m a y be too d o g m a t i c w h e n he says
s p e a k e r of a s ec on d lang ua ge never escapes
his m o t h e r
tongue."
C o n t r a r y to this
D u l a y a nd B u r t r ev e al
by b o t h
structures
the i n f l u e n c e of
view,
s t u d i e s m a d e by
language
language
1 e a r n e r s — the
l ea r ne r s. "
s e e m to s u p p o r t the b a s i c s t a t e m e n t s w h i c h
This
c a u s e d by d i f f e r e n c e s
languages.
D u l a y and B u r t
(op.cit.)
c a u s e d by h a b i t s
target
language
of E n g l i s h .
Studying Spanish
product'
learners.
English
speaking
linguists
learning
children.
does
not n e c e s s a r i l y
rules
English,
that Spa ni sh
is " i n t e r l i n g u a l
acquisition
t h a t the p r o c e s s
imply
th a t the
children
learning
t h an t h o s e c r e a t e d by n a t i v e
then
t h at the p a t t e r n s of
in the l e a r n e r s '
to the s e c o n d l a n g u a g e
If s u ch p a t t e r n s
into the
f o r f i r s t a nd s e c o n d l a n g u a g e
It is e x p e c t e d
the l a n g u a g e a l r e a d y e x i s t i n g
c o u l d be t r a n s f e r r e d
children's
s e e m to a c c e p t
is i d e n t i c a l
create different
the r e s u l t
children
f i r s t and
f o u n d t ha t the t y p e of i n t e r f e r e n c e
T h e y s e e m to b e l i e v e
process.
(interlingual
existing between
does n o t a p p e a r in t h e s e
of t r a n s f e r e n c o u n t e r e d
'speech
do e s not
or t r a n s f e r f r o m the n a t i v e l a n g u a g e
These
are
r e f e r to e r r o r s 1
due to i n t e r f e r e n c e of the f i r s t l a n g u a g e
second
being made
of the f i r s t l a n g u a g e l e a r n e r s
s i m i l a r to t h o s e of s e c o n d
interference)
t h a t "a
t h a t the s a m e t yp e s of e r r o r s
f i r s t and s e c o n d or f o r e i g n
"developmental
being
to "Eu
first language
in the a c q u i s i t i o n
d i f f e r f r o m the s e c o n d
language
i n t e r f e r e n c e "; if t h e y are the
^ In R o n a l d S h e e n , "The I m p o r t a n c e of N e g a t i v e T r a n s f e r
in the S p e e c h of N e a r - B i l i n g u a l s , "
Iral.
17
same
the r e s u l t e x p e c t e d
is i m m e d i a t e
On the o t h e r h a n d ,
Japanese,
Chinese,
French
en co u n t e r e d various
native
Richards'
errors
l a n g u a g e b u t due to w h a t he c a l l s
and f a l s e
concepts
language
(i n t r a l i n g u a l
"intralingual
and d e v e l o p m e n t a l
t h o s e b a s e d on h y p o t h e s e s
basis
of w h a t he has o b s e r v e d
"developmental"
hypotheses
errors
reveal
from their
a p p l i c a t i o n of
These errors
i t e m s , etc. w i t h i n
interference).
English
"overgeneralization,
incomplete
formation."
s t u d y of
learning
not due to i n t e r f e r e n c e
due to i n t e r f e r e n c e of r u l e s ,
a re
(1974:172-182)
and o t h e r s p e a k e r s
i g n o r a n c e of r u le r e s t r i c t i o n s ,
rules
transfer.
are m a i n l y
the
target
T h e y are c a l l e d
errors."
“I n t r a l i n g u a l “ e r r o r s
f o r m u l a t e d by the l e a r n e r on the
in the new l a n g u a g e
the l e a r n e r t r y i n g
in t h e t a r g e t l a n g u a g e
f r o m his
and
to f o r m u l a t e
restricted
experience.
Overgeneralization,
f o r the p r o c e s s
structures
in w h i c h
s h o u l d be or w h e n
(op.cit.),
the l e a r n e r c r e a t e s
accounts
ill-formed
o c c u r s w h e n a rule
t h e r e is i n a d e q u a t e
is a p p l i e d m o r e
application
'e d ' i n f l e c t i o n
e t c . . . ) — a phenomenon
E n g l i s h as t h e i r n a t i v e
language.
analogy with other similar
can be f o u n d in
to i r r e g u l a r v e r b s
also o b s e r v e d w h e n
"I m a d e h i m to do it;"
is u s e d w i t h
certain
verbs
This e x a m p l e
also a ccounts
of the
(buyed,
children
Such errors may
rule r e s t r i c t i o n s .
than it
of the
An e x a m p l e of this m i g h t be the g e n e r a l i z i n g
regular past tense
goed,
Richards
b a s e d on o t h e r s t r u c t u r e s of the t a r g e t l a n g u a g e .
Overgeneralization
r ul e s.
says
learn
result from
Similarly,
they
the p r e p o s i t i o n w h i c h
is e x t e n d e d e r r o n e o u s l y by a n a l o g y .
for the s e c o n d t yp e of e r r o r s
18
p r e s e n t e d by R i c h a r d s
the p r o d u c t of w r o n g
observes
that
l e a r n e r uses
this
to d e v i a n t s t r u c t u r e s w h i c h
a p p l i c a t i o n of g r a m m a t i c a l
is a t y p e of g e n e r a l i z a t i o n
an a l r e a d y a c q u i r e d
Richards'
application
referring
ru l e
a p r o d u c t of the l e a r n e r s '
s h o ws
utterances.
According
questions:
e.g.
read much?
"Do y o u
the i n f l u e n c e of the q u e s t i o n
The f o u r t h
"false hypotheses"
to him this
Yes,
derive
strategies
is p r e s e n t
learning
The
errors
f r o m the l e a r n e r ' s
learners
these
t y p es o f e r r o r s
s h o w the a r e a s
learner's
that
of the type
s e e m to be due
Richards
suggests
reveal
s o m e of the
process.
is t ha t m o t h e r t o n g u e
of d i f f i c u l t y
in f o r e i g n
i n t e r f e r e n c e of i t em s w i t h i n
language
the t a r g e t
errors
1974:182).
Richards'
(1974:36)
efforts
interlanguage.
th a t
teaching methods.
r e s p o n s i b l e f o r m a n y of the l e a r n e r s '
Selinker's
augments
shows
by the l e a r n e r in his a c q u i s i t i o n
to be e v i d e n t
is al s o
(Richards,
where
k n o w l e d g e o f the
produce utterances
of t e n s e m a r k e r s .
but " m u t u a l
language"
in
T h e y s e e m to be a n o t h e r k in d of
employed
interference
the
is c l e a r l y p r e s e n t on the a n s w e r .
are c a u s e d by c o n t r a s t i v e
Thus, w h a t seems
being
producing
I r ea d m u c h "
type of d e v e l o p m e n t a l
to m i s i n t e r p r e t a t i o n
All
the
t he d e v i a n t s t r u c t u r e s
"He is speaks F r e n c h " a nd "it was h a p p e n e d " w h i c h
such e r r o r s
because
in a "new" s i t u a t i o n .
development towards
acceptable
generalization.
He
t h i r d ty pe of e r r o r d ea l s w i t h ’
'incomplete
of r u l e s " w h i c h
target language.
ru l es .
are
proposal
of
"fossi1 ization"
to d e s c r i b e the n a t u r e of the
19
To use S e l i n k e r ' s w o r d s on
" f o s s i 1 i z a t i o n ," we say:
F o s s i l i z a b l e l i n g u i s t i c p h e n o m e n a are
l i n g u i s t i c i t e m s , r u l e s and s u b s y s t e m s
w h i c h s p e a k e r s of a p a r t i c u l a r n a t i v e
l a n g u a g e will t en d to k e ep in t h e i r
i n t e r l a n g u a g e r e l a t i v e to a p a r t i c u l a r
t a r g e t l a n g u a g e , no m a t t e r w h a t the age
of the l e a r n e r or a m o u n t o f e x p l a n a t i o n
a nd i n s t r u c t i o n he r e c e i v e s in the
target language.
Such
processes
when
p h e n o m e n a o c c u r in te r m s of the f o l l o w i n g
briefly described:
certain
patterns
(a)
"language transfer" occurs
of the n a t i v e
l a n g u a g e are p r e s e n t
the t a r g e t l a n g u a g e of the l e a r n e r ;
training" when
from teaching
learning"
material
these
patterns
procedures;
(c)
c o m m u n i c a t i o n " deal
with
(d)
items")
result
" s t r a t e g i e s of s e c o n d l a n g u a g e
reaction
to the l i n g u i s t i c
" s t r a t e g i e s of s e c o n d l a n g u a g e
the l e a r n e r ' s
communica ting with native speakers
and f i n a l l y
" t r a n s f e r of
("fossilizable
r e f e r to the l e a r n e r ' s
he is l e a r n i n g ;
(b)
in
approach
to
of the l a n g u a g e s t u d i e d ;
(e) " o v e r g e n e r a l i z a t i o n of t a r g e t l a n g u a g e
l i n g u i s t i c m a t e r i a l " o c c u r s w h e n the
a p r o d u c t of o v e r g e n e r a l i z a t i o n
"fossilizable
i t e m s " are
of the r u les of the t a r g e t
1 anguage.
These
foreign
Selinker
five proc e ss es
language
c a l ls
learning
"fossilized
It s e e m s e v i d e n t
c e n t e r a r o u n d bo t h s e c o n d and
a nd t h e i r c o m b i n a t i o n
interlanguage
reveals what
competence."
th a t the s t u d y of the l e a r n e r ' s
^ L.Selinker, "Interlanguage," Error Analysis:
P e r s p e c t i v e s o n S e c o n d L a n g u a g e A c q u i s i t i o n , p. 36.
20
language system,
r eveal
especially errors
the n a t u r e
foreign
language
and s t r a t e g i e s
and p s y c h o l o g i c a l
process
in t e r ms of
students'
identifying
errors;
accounting
language
u p o n the t h e o r e t i c a l
(i)
of s e c o n d and
learning.
From our limited experimental
our fin di ng s
should
s t u d y we w i s h
foundations
the p o s s i b l e
(ii ) classifying
learning
process
p r e s e n t e d he r e
s o u r c e s of our
the s a m e e r r o r s ;
to s o m e e x t e n t for c o n f l i c t s
to base
(iii )
t h a t m a y o c c u r in
in r e l a t i o n to the f o r m s
in q u e s t i o n .
F r o m the f o r e g o i n g we f i n d t h a t a g r e a t deal
attention
learning
radical
in r e c e n t y e a r s
has c e n t e r e d a r o u n d f a c t o r s of
a "new language."
This
in i t s e l f r e p r e s e n t s
c h a n g e f r o m the m o r e t r a d i t i o n a l
i n t e r e s t w a s on the
Much
is n o w c e n t e r e d
around factors which motivate
pupils
Whatever method
is u s e d
in t e a c h i n g
m o t i v a t i o n of the s t u d e n t s .
t h a t he has
language,
results
to learn.
pupils
to i n c r e a s i n g
If the s t u d e n t
formulated wrong
hypotheses
t h a t h a v e to be c h a n g e d ,
m o t i v a t i o n m a y be i n c r e a s e d .
his
his m o t i v a t i o n
decrease.
to c o n t i n u e
the
by his
in the
and if this
hypotheses,
On the o t h e r h a n d ,
c o n t i n u a l l y r e p e a t e d and the s t u d e n t f a i l s
l a n g u a g e m i g h t well
realizes
hypotheses
in his s u c c e s s f u l y r e f o r m u l a t i n g
he has e r r e d ,
interest
the t a r g e t l a n g u a g e .
E r r o r s m a y o r m a y no t c o n t r i b u t e
errors
prime
its e f f e c t i v e n e s s will
to a l a r g e e x t e n t on the d e g r e e o f m o t i v a t i o n
have for le ar ni ng
a
v i e w in w h i c h
t e a c h i n g of the l a n g u a g e .
depend
of
if e r r o r s
his
are
to u n d e r s t a n d w h y
to l e a r n the
21
In the f o l l o w i n g
c h a p t e r s we shall
i d e n t i f y the m a i n d i f f i c u l t i e s
pupils
a t t e m p t to
h a v e in l e a r n i n g
of A s s e r t i v e , N o n - A s s e r t i v e
and N e g a t i v e F or m s
shall
the m o s t i m p o r t a n t a r e a s
a t t e m p t to p i n - p o i n t
difficulty,
to a c h i e v e
t h a t will
utilizing
this,
in E n g l i s h .
c o n t r a s t i v e or e r r o r a n a l y s e s
a n d if p o s s i b l e ,
conclude with
l e a d to i m p r o v e d l e a r n i n g or t e a c h i n g
in tu r n will
maintain
m a s t e r the f o r e i g n
or i m p r o v e
characteristics
of
techniques
techniques
the s t u d e n t s m o t i v a t i o n
c o n s i d e r the m a i n
of E n g l i s h S O M E / A N Y / N O Forms.
We-
recommendations
Language.
F i r s t h o w e v e r , we shall
the use
to
th a t
Chapter
Characteristics
II
of N o n - A s s e r t i v e , A s s e r t i v e
and N ega ti ve
For m s
A p a r t f r o m J e s p e r s e n a nd P a l m e r et al , l i n g u i s t s
p r i o r to K l i m a did n o t g e n e r a l l y w o r r y a b o u t s e t t i n g c r i t e r i a
f o r the s t u d y of n e g a t i o n .
brought
new c o n c e p t s
F r o m his w o r k ,
considered
as o p p o s e d
closely linked
rather
to i n t e r r o g a t i v e
in its o wn r ight.
s t u d y of n o n - a s s e r t i v e
compounds)
has
to this a s p e c t of l a n g u a g e s t r u c t u r e .
the s t a t u s o f n e g a t i o n
is s e e n as a p r o c e s s
and
K l i m a ' s N e g a t i o n -in E n g l i s h
and a f f i r m a t i v e
to n e g a t i o n
forms
factors
simply
f or m s
S i n c e we k n o w that the
(ANY and c o m p o u n d s ) ,
and n e g a t i v e
than b e i n g
assertive
(NO and c o m p o u n d s )
relating
(SOME
is
to n e g a t i o n will
be c o n s i d e r e d h e r e , w h e n e v e r t h e y are n e c e s s a r y to c l a r i f y
use of such
f or m s .
1. A s s e r t i v e
Quirk
those which
the
et al
and N o n - a s s e r t i v e
(1972:53)
sentences
exemplify assertive
s t a t e an i d ea v e r y d e f i n i t e l y .
She w e n t
to s c h o o l .
is an a s s e r t i v e , w h i l e s e n t e n c e
such as
sentences
as
A s e n t e n c e s u ch as
23
D i d she go
is n o n - a s s e r t i v e .
interrogatives
to t h e m o v i e s ?
Non-assertive
and neg at ives.
i n t e r r o g a t i v e has
sentences
can be d i v i d e d
The a u t h o r s
a closer relationship
into
c o n s i d e r t h a t the
to the n e g a t i v e and
thus^ t h e y f o r m p a r t o f the s a m e s u b s y s t e m - - N o n - A s s e r t i o n .
They p r e s e n t a d i a g r a m w h ich shows
assertion
this
relationship:
-positive and d e c l a r a t i v e
Sentence
posi ti ve
A n t e r r o g a ti ve
ne g a t i ve
non-assertion- negative
T hi s
form.
is p r i m a r i l y b a s e d on simi 1 a r i t i e s i n
For e x a m p l e , w h e r e a s
obligatory
for p o si ti ve
non-assertive
SOME
relationship
the use of t he a u x i l i a r y
sentences
(interrogative
is g e n e r a l l y d e s c r i b e d
and A N Y
examples
in o t h e r s .
as a p p e a r i n g
in w h i c h S O M E a p p e a r s
in the c o r r e s p o n d i n g
He o f f e r e d
Did
question
her some
he o f f e r
her any
He d i d n ' t o f f e r
in n e g a t i v e ,
(1972:54)
f or m s.
Similarly,
in a s s e r t i v e
sentences
p r e s e n t the f o l l o w i n g
in an a s s e r t i v e
sentence
and ANY
and n e g a t i v e :
chocolates
chocolates?
her any
It is i n t e r e s t i n g
it m a y be o b l i g a t o r y for
a nd n e g a t i v e )
Q u i r k et al
" d o " is not
chocolates.
to o b s e r v e
t ha t S O M E m a y a l s o o c c u r
i n t e r r o g a t i v e and n e g a t i v e - i n t e r r o g a t i v e
24
sentences
and a l s o A NY m a y a p p e a r in a f f i r m a t i v e
t he i n f o r m a t i o n f o c u s
somebody
Anyone
These
her some
chocolates.
- p ho ne ?
can do
types
B ut
differs:
He did NOT offer
Has
ones.
t h i s f o r me.
of s e n t e n c e s will
be t r e a t e d
in detail
later.
Q u i r k et al call
the t e r m
our attention
to
'a s s e r t i o n ':- - i n o r d i n a r y s p e e c h ,
'technical
negative
use'
of
1
sentences
can be s e e n as a s s e r t i o n s :
. 'I d i d n o t
steal
i t 1 was
his c o n s t a n t a s s e r t i o n .
2. A s s e r t i v e , N o n - A s s e r t i v e
Q u i r k et al
assertive
(1972:219)
and n e g a t i v e w o r d s
and N e g a t i v e
Forms
classify assertive,
non-
as:
Asserti v e s : much, many, more, most...
little,
les s,
least,
few,
fewer,
fewest,
several , enough
one
Some group:
somebody,
N o n - A s s e r t i ves : A n y g r o u p :
either
someone,
anybody,
anyone,
something
anything
N eg a ti v e s : No g r o u p :
nobody,
n o n e,
no on e ,
nothing
neither
Our main
c o n c e r n h e r e will
g r o u p a nd N o - g r o u p .
considered
the S O M E ,
T he o t h e r a s s e r t i v e w o r d s will
in this w o r k ,
ANY and
negatives.
if t h e y h e l p to e x p l a i n
ANY-
o n l y be
the use of
NO g r o u p s .
Q u i r k et al
containing
be the S O M E - g r o u p ,
(ibid:223)
one a s s e r t i v e
c o n s i d e r t ha t a s e n t e n c e
f o r m m a y h a v e two c o r r e s p o n d i n g
We h av e ,
We h a v e
had some
We
haven't
We
have
lunch.
had any
had no
l u nc h.
lunch.
F r o m t h e s e e x a m p l e s , we o b s e r v e
that:
(a) ANY o c c u r s
sentences,
in n o n - a s s e r t i v e
b u t it
m a y n o t be p r e s e n t in the c o r r e s p o n d i n g
asserti v e s .
Klima's
sentences
illustrate
this c h a r a c t e r i s t i c :
a) T h e r e w a s n ' t any s n o w f a l l i n g
a n y w h e r e else.
b)j?There w a s n ' t any s n o w f a l l i n g
s o m e w h e r e else.
c) * T h e r e was
d)
a ny s n o w fa 1 1 i n g a n y w h e r e el se.
Not e v e n t h e n did a n y s n o w fall
e) * Ev e n t h e n any s n o w fell
An a n a l y s i s
a n y w h e r e else.
anywhere
of the a b o v e s e n t e n c e s
else.
( e s p e c i a l l y b, c
26
d) s u g g e s t s
contradict
that a co nstituent containing
the
const ituent SOME,
N OT ANY s e e m s
to
the r e s u l t b e i n g a
semantically awkward sentence.
(b) ANY b e i n g n o n - a s s e r t i v e o c c u r s
showing
a negative
in s e n t e n c e s
f o r m NOT or a ny o t h e r
, n e g a t i ve f o r m :
a)
I have
not t r a v e l l e d a n y w h e r e y e t .
b)
Not m a n y of the r e f u g e e s
E a c h of t he a b o v e s e n t e n c e s
assertive
forms,
however,
h a v e an yt h i ng y e t .
have several
n o n-
t h e y are d e t e r m i n e d by the p r e s e n c e
o f " N O T " in the s e n t e n c e s .
c) The p r e s e n c e of two n e g a t i v e s
sentence only applies
to " s p e c i a l
one n e g a t i v e e l i m i n a t e s
r e s u l t to be p o s i t i v e .
— *"I c a n ' t
12
12
cases"
the o t h e r c a u s i n g
in w h i c h
the
T h a t is,
not o b e y y o u "
which c o r r e s p o n d s
— "I h a v e
in the s a m e
to the p a r a p h r a s e s :
to o b e y y ou".
This s p e c i a l n e g a t i o n will not be t r e a t e d here .
will n e g a t i o n su c h as "No one n e v e r s a i d n o t h i n g " w h i c h
t y p i c a l of N o n - S t a n d a r d E n g l i s h .
Nor
is
27
3. ANY v e r s u s
SOME
L ik e Q u i r k et al , Z a n d v o o r t
ANY f r e q u e n t l y appear s
in n e g a t i v e ,
conditional
He a l s o
contexts.
non-co mm it tal" while
is i n d e f i n i t e .
r u l es
Q u i r k et al
markers
use.
(1972:223)
understanding
The a u t h o r s
of the a b o v e e x a m p l e
where
clauses
choice
" n e g a t i v e or
are
sentence.
negative,
"superficial"
the S O M E - A N Y
th ey
"deep
F or e x a m p l e ,
contributed more
than anyone
to t he
o f dreams.
go on to e x p l a i n
is n e g a t i v e
can be s e e n
t h a t the b a s i c m e a n i n g
and n o n - a s s e r t i v e
and th e y
in the p a r a p h r a s e , w h i c h m i g h t be
to be the “d e e p " m e a n i n g
contributed more
dreams
than F r e u d ,
ANYONE"
it
however, of
is c o n d i t i o n e d by the
Nobody
"than
is
a f f i r m t ha t t h o u g h
t h e y do n ot e s t a b l i s h
of the w h o l e
Freud probably
considered
t h a t ANY
s e e m to go f u r t h e r t h a n Z a n d v o o r t w h e n
s t a t e t h a t the S O M E - A N Y
this
states
and
" p o s i t i v e " in m e a n i n g a l t h o u g h
and c o n d i t i o n a l
Q u i r k et al
say t h a t
interrogative
that
the use of S O M E or ANY.
of n o n - a s s e r t i o n ,
basic meaning
is
considers
Z a n d v o o r t g i v e s no c l e a r i n d i c a t i o n
that determine
interrogative
SOME
( 1972 :1 69)
of the s e n t e n c e ,
to t h e
is r e p l a c e d by
understanding of
" N O B O D Y " in the c o n v e r s e
sentence.
Obviously however,
there
are s o m e d i v e r g e n c e s
among
28
authors
concerning
it b e l o n g s
SOME-ANY
choice.
S o m e of them a s s u m e
to s y n t a x w h i l e o t h e r s a f f i r m it b e l o n g s
t h at
to the
lexicon.
We w o u l d be i n c l i n e d
s i n c e we m a y h a v e s e n t e n c e s
to a c c e p t the s e c o n d a r g u m e n t
in w h i c h
the p r e s e n c e of S O M E - A N Y
is n o t d e t e r m i n e d by a n e g a t i v e or a q u e s t i o n .
(a)
D i dn ' t yo u pu bl ish some
which gives
the
(b)
For e x a m p l e ,
p o e t r y b a c k in 1 9 1 6 ?
i d ea of
I s n ' t it t ru e t h a t y o u p u b l i s h e d
some p oetry back
in 1 9 1 6 ?
and
(c)
seems
Didn't you
p u b l i s h a ny p o e t r y b a c k in 1 9 1 6?
to s i g n i f y
(d)
Is it true t h at y o u d i d n ' t
back
in 1 9 1 6 ?
The use of S O M E
connotations
implying
publish whereas
p u b l i s h a ny p o e t r y
in (a)
and
(b) a b o v e has p o s i t i v e
th at the s p e a k e r t h i n k s
in (c) and (d) " A N Y " has n e g a t i v e
suggesting
u n e x p e c t e d ab se nce w hi le SOME
unexpected
presence.
Obviously
to p o s i t i v e
the w r i t e r
then,
structures
seems
to c o n s i d e r t h a t S O M E
and ANY
to n e g a t i v e
did
connotations
to m a r k
is r e s t r i c t e d
structures
is to
29
over-simplify
the ac t u a l
There
SOME-ANY
of t h e s e fo rms.
are h o w e v e r c e r t a i n e n v i r o n m e n t s
choice
the s e n t e n c e ,
occurrence
appears
to d e p e n d on s y n t a c t i c
John
has not any m o n e y
*John
has not
It is i m p o r t a n t
some money
to n o t e h o w e v e r t h a t
restrictions
on the b a s i s
in E n g l i s h .
The g r e a t m a j o r i t y of s t r u c t u r e s
interrogative,
as n o t o n l y d e p e n d i n g
do not h a v e
comparative)
also e x p l a i n s
on “s u p e r f i c i a l
and so on)
links with
S u ch p r i n c i p l e s
<
rare
(negative,
o f f e r an o p t i o n
the
choice being
r a t h e r than s y n t a c t i c .
(1969:609)
questions,
SOME-ANY
are c o m p a r a t i v e l y
(and t h e i r c o m p o u n d s ) ,
m a d e on s e m a n t i c g r o u n d s
Lakoff
of s t r u c t u r e
conditional,
b e t w e e n S O M E and A NY
which
factors within
For e x a m p l e ,
negative:
(negatives,
the
the c h o i c e of one or the o t h e r b e i n g o b l i g a t o r y
and n o t o p t i o n a l .
ANY
in w h i c h
the use of S O M E and
syntactic
factors"
b ut al so on p r e s u p p o s i t i o n s
syntax.
are o b s e r v e d w h e n c o m p a r i n g
some of
his e x a m p l e s :
I f you
eat
some
If you
eat any
The d i f f e r e n c e
course,
in the p r e s e n c e
s p i n a c h 3 I ’ll g i v e
you
s p i n a c h 3 I ’ll g i v e y o u
between
these
ten dollars.
ten dollars.
two s e n t e n c e s
of S O M E and ANY.
The
lies
of
first sentence
30
involves
a positive
suggesting
indicates
c o n n o t a t i o n on the s p e a k e r ' s
l i k e l i h o o d or n o r m a l i t y w h i le
perhaps
the r e v e r s e
on the p a r t of the s p e a k e r ) .
promise while
the s e c o n d s e n t e n c e
or n e g a t i v e
The S O M E - s e n t e n c e
the A N Y - s e n t e n c e
un desire d action" even though
course
(n eu t ra l
part
feeling
indicates
is a " t h r e a t to p r e v e n t
it w o u l d be m u c h m o r e
fo r the " t h r e a t " to i n v o l v e
a
an
c o m m o n of
something negative
(or
unpleasant) ,
If you
eat any
spinach I'll
hit y o u .
In t e r m s of p r e s u p p o s i t i o n w h e n S O M E
presupposition
negative
3.1.
is s a i d
or n e u t r a l
and negative o r i e n t a t i o n occurs
particularly
A q u e s t i o n m a y be s a i d to h a v e " n e u t r a l
answer.
Thus,
o p e n the p o s s i b i l i t y of a p o s i t i v e
if a q u e s t i o n
or
is p r e s e n ted in a w a y
to
p o s i t i v e a n s w e r it is s a i d to h a ve p o s i t i v e
According
forms
T hi s
to Q u i r k et al
in such q u e s t i o n s
positive orientation.
d in 3 .
a
13
Positive
orientation.
13
involves
and N e g a t i v e O r i e n t a t i o n
l e a d to a
the
presupposition.
p o l a r i t y " if it l e a v e s
assertive
to be p o s i t i v e w h i l e ANY
Positive
in q u e s t i o n s .
negative
is u s e d
phenomenon
Examples
helps
(1972:389)
the use of
to i n d i c a t e
the
are,
also applies
to the s e n t e n c e s
a, b, c,
31
Did someone
someone
Do you
call
called
live
( = Is it t r ue t h a t
last n i g h t ?
last night?)
somewhere
near Dover?
(I h av e a f e e l i n g
y o u do)
The above q u e st io n s
show
the a n s w e r is y e s : he j u s t asks
The s a m e
neutral
for c o n f i r m a t i o n .
p h e n o m e n o n m a y h a p p e n in a q u e s t i o n
containing a negative
ar e s u p p o s e d
that the s p e a k e r b e l i e v e s
f o r m of a ny kind.
to be e n c o u n t e r e d
or n e g a t i v e
in such q u e s t i o n s .
a n s w e r is e x p e c t e d
o r i e n t a t i o n of the q u e s t i o n .
Non -asse rtive words
indicating
Then a
the n e g a t i v e
( Q u i r k et al , 1 9 7 2 : 3 8 9 ) .
Examples
are,
D o e s no o n e
Hasn't
believe me?
anybody phoned?
We c o n c l u d e
( n e g a t i v e or not)
non-assertive
indicate
a neutral
t ha t a s s e r t i v e
provide
forms
or n e g a t i v e
Another
present
in a q u e s t i o n
it w i t h p o s i t i v e o r i e n t a t i o n
appearing
t h a t the q u e s t i o n
f o rm s
and
in n e g a t i v e or y e s - n o q u e s t i o n s
has n e g a t i v e o r i e n t a t i o n
providing
answer.
type of n e g a t i v e
question
n o t i o n of a s s e r t i v e or n o n - a s s e r t i v e
forms
Fo r i n s t a n c e :
Didn't
someone
call
last nigh t ?
Didn't
anyone
call
last night?
involves
the
togethe r with
NOT.
32
Should
SOMEONE
called
would
the s p e a k e r use the “p o s i t i v e - o r i e n t e d "
he w o u l d
p r o b a b l y e x p e c t an a f f i r m a t i v e
last night."
S h o u l d he c h o o s e
probably either
nobody
called)
or
(i.e.
b) w o u l d h a v e had no k i n d of e x p e c t a t i o n
called)
(SOMEONE,
or n e g a t i v e
SOMETHING,
in t h a t the a n s w e r w o u l d
(no, n o b o d y c a l l e d ) .
that w h e r e a s
etc)
its
involve some r es tr i c t i o n s
n o r m a l l y be p o s i t i v e
ANY an d its c o m p o u n d s
S O M E and
(ANYONE,
r a t h e r than
ANYTHING,
etc)
can be
m o r e o p e n and i n v o l v e e i t h e r a p o s i t i v e or n e g a t i v e r eply.
also
conclude
t ha t s u c h
al's s t a t e m e n t
SOME-ANY
3.2.
phenomena
the
choice.
A NY
in A f f i r m a t i o n s
(1975:24)
o n l y o c c u r in the p r e s e n c e
but c o n t e x t u a l
affirmative
also b e l i e v e s
t h a t ANY does not
of a n e g a t i v e o r an i n t e r r o g a t i v e ,
conditions may determine
sentences
structures
to this.
We
s e e m to s u p p o r t Q u i r k et
t h a t the " d e e p b a s i c meaning*' c o n d i t i o n s
Bolinger
creating
as
c a l l e d " and w o u l d h a v e no o t h e r
F r o m the f o r e g o i n g we see
negative,
answer
he
In the l a t t e r case the a n s w e r c o u l d be p o s i t i v e
( yes , somebo dy
compounds
the " A N Y B O D Y " o p t i o n
a) e x p e c t a n e g a t i v e
to w h e t h e r or not " a n y o n e
information.
a n s w e r of "who
the S O M E - A N Y
t h a t m a y be a c c e p t a b l e
or not.
He o u t l i n e s
t h a t s e e m to f a v o u r the o c c u r r e n c e of ANY
sentences where syntactic
factors
also
use
in
contribute
33
i) W h e n ANY
is u s e d in initial
denotes "t entativeness
Having
or d o u b t . "
to h u r t a n y o n e
- I NG c l a u s e s ,
For i n s t a n c e :
is c o n t r a r y
( d i f f e r e n t fro m : H a v i n g
it
to h u r t
to h i s n a t u r e .
someone
actually
■pleases h i m ) .
In the A N Y - s e n t e n c e
there
is the p o s s i b i l i t y th a t a
p e r s o n m a y o r m a y not do s u ch an act, w h i l e
sentence
it s e e m s
Presumably
these
in the o t h e r
to be a c o m m o n c h a r a c t e r i s t i c of t ha t p e r s o n .
i d e a s are s h o w n
through
the use of “c o n t r a r y "
and " p l e a s e " in the f i r s t a n d s e c o n d s e n t e n c e
ii) A NY m a y be p r e s e n t
with
stress)
having
"no matt er who".
the s p e c i a l
S u ch
Go a n y w h e r e
It
kills
Zandvoort
Any
iii)
implied
contexts
( of te n
m e a n i n g of " n o m a t t e r w h a t " ,
like .
insects
that may
(1972:169-70)
chemist will
He may
in a f f i r m a t i v e
as
you
any
respectively.
be a r o u n d .
also gives e x a m pi es
tell you
of this:
it's poison.
come any moment.
ANY m a y a l s o
negative words
be u s e d in a f f i r m a t i o n s w h e n e v e r
create
the c o n t e x t
for it.
It’
s been a week since I bought any
That
is,
(= 1 h a v e n ’t b o u g h t
any for a w e e k ) .
He
has m o r e
than anybody
else
(-Nobody
has more
than
34
he h a s ) .
We a v o i d a n y
such c o m p l i c a t i o n s .
T h e y a r e a f r a i d to g o a n y w h e r e .
Such
negative
sentences
Bolinger
affirmative
sentences
the s a m e s e n t e n c e s w i t h
c h a n g i n g A NY
(op.cit.) m a k e s
in w h i c h n e g a t i o n
negative
and
a ny ------------- He d o e s n ' t r e f u s e s o m e
I'm a g a i n s t a n y t h i n g
against something
f r o m w h i c h we o b s e r v e
the n e g a t i v e m e a n i n g
a f f i r m a t i v e one s .
He d o e s n ' t
lack
li ke t ha t -----------
some
I'm n ot
like th at,
t h a t the formal
of s u c h v e rb s
for ms
negative
causing
H o w e v e r , t h e y still
and t h e i r a f f i r m a t i v e
(NOT)
lessens
t h e m to b e h a v e
like
c o l l o c a t e w i t h ANY as
collocate with SOME.in
contexts.
3.3. S O M E and ANY
in N e g a t i o n s
It is g e n e r a l l y
in a f f i r m a t i v e
accepted
and Q u e s t i o n s
t h at b a s i c a l l y ,
s e n t e n c e s w h i l e ANY
n e g a t i v e or q u e s t i o n s .
semantic
contras
is i m p l i e d and
the a d d i t i o n of f o rmal
He lacks any ---------------
appropriate
an i n t e r e s t i n g
to S O M E :
He r e f u s e s
well,
involve
connotations.
iv)
with
though apparently affir mative
criteria
their
is u s e d
in the c o r r e s p o n d i n g
At f i r s t s i g h t
condition
SOME
this m a y be t r u e but
use in a w i d e
r a n g e of
35
occurrences
(see 3 . 1 . ) .
Given
questions
positive
b e l o w are B o l i n g e r ' s
or b e t t e r ,
acti on" which
their meaning.
of S O M E
requests,
(1975:29)
considered "invitation
r e q u i r e the a s s e r t i v e
Bolinger's
examples
examples
f orms
indicate
of
to a
to c o m p l e t e
the accept ab il it y
and at the s a m e t i m e the u n a c c e p t a b i l i t y or at l e a s t
the i m p r o b a b i l i t y of ANY:
Good morning,
Will
May
you
will
y o u ha v e s o m e b r e a k f a s t ?
p l e a s e g i v e me s om e s u g a r for my c e r e a l ? ,
I leave something
at f o u r o ' c l o c k
Such
requests
f or s o m e b o d y w h o
to pick
is c o m i n g by
it up?
present a positive
supposition
the t h i n g a s k e d will
be d o ne ,
probably expecting,
demanding
answer.
The s a m e is t ru e of:
a positive
Did you
know
that
SOME may a p p e a r
negation "affects
f or m s
fall
outside
I was
something
happened
last night?
T h a t is,
the s c o p e of n e g a t i o n .
embarrassed beeause
important people
t h o u g h not
in n e g a t i v e s e n t e n c e s w h e n
the a c t i o n as w h o l e . "
who were
I didn't
th a t
the
the a s s e r t i v e
Examples
are,
k n o w some
there.
- W h y is y over m o t h e r m a d a t y o u ?
- Because
we d i d n ' t
to e a t ) 3 m e a n i n g
eat
something
(that
"we n e g l e c t e d to e a t
she
t o l d us
something
36
Another occurrence
questions
and c o n d i t i o n s
presuppositions
of S O M E
(and c o m p o u n d s )
t a k i n g e i t h e r p o s i t i v e or n e g a t i v e
(see p o s i t i v e and n e g a t i v e o r i e n t a t i o n ) ,
is, e i t h e r S O M E or ANY
(b) J o h n
n e v e r does
According
to L a k o f f
is a t y p i c a l
the s p e a k e r a s s u m e s
to s t o p
the n o i s e . "
(1969:613)
"John o u g h t
That
is to say,
to h a v e
"the noise").
part.
ANY
or, p o s i t i v e
connotations
"He is
trying
Sentence
clause" mentioning
the s a m e a c t i o n
in,
the
to the s i t u a t i o n
" e x p e c t a t i o n of
is p r e s e n t on the
question
such as:
hasn't done anything
connotations,
for, but
to s t o p the n o i s e ?
attitude
implies
feeling
While
So, an- a n t e d p a t e d a n s w e r to this
m i g h t have n eg a t i v e
"He
done so me t hi ng
the s p e a k e r h o p e s
or n e g a t i v e
a n e g a t i v e a n s w e r or a n e u t r a l
speaker's
In the f i r s t s e n t e n c e ,
a positive attitude.
the s p e a k e r has a n e u t r a l
case,
y o u ask h i m to do.
n e i t h e r of t h e s e
(c) W h y h a s n ' t J o h n d o n e a n y t h i n g
(in this
to s t o p the n o i s e ?
s o m e t h i n g until
c a s e of n e g a t i o n .
that
not n e c e s s a r i l y e x pe ct s
th at
is p o s s i b l e :
(a) W h y h a s n ' t J oh n done s o m e t h i n g
sentences
is in
because
he is
too
busy,"
as in:
his
(b) s e e m s
best
to do s o m e t h i n g a b o u t
to be i m p o s s i b l e w i t h o u t
the a c t i o n ;
it."
an
"a d d e d
the f i r s t c l a u s e m u s t r e f e r to
t h a t the c l a u s e c o n t a i n i n g
SOME
describes.
37
Although
N E V E R is p r e s e n t
describes
the a c t i o n
is p o s i t i v e
in the f i r s t c l a u s e ,
in p o s i t i v e
the u n t i l - c l a u s e
t e rm s and the p r e s u p p o s i t i o n
too.
Upon a n a ly si s,
ANY q u e s t i o n
forms
again,
the contrast in m e a n i n g
is e v i d e n c e d
in L a k o f f ' s
in S O M E /
(1969:609)
examples:
Who w a n t s
some beans?
Who w ants
any b e a n s ?
The f irst q u e s t i o n
speaker's
neutral
involves
p a r t a b o u t the a c t i o n
or n e g a t i v e
expected.
attitude,
Q u i r k et al
(op.
a positive
described
1
f e e l i n g on the
and the s e c o n d has a
t h a t is, a n e g a t i v e a n s w e r is
cit.)
agree with
Lakoff when
a f f i r m t h a t a q u e s t i o n m a y h av e p o s i t i v e o r i e n t a t i o n
assertive
forms
are p r e s e n t in it.
to h a v e n e g a t i v e o r i e n t a t i o n
Naturally,
a negative
t he y
if
for a q ue st i on
f o r m of any k in d m a y
be p r e s e n t ,
Do y o u s u p p o s e
any o f the c l a s s w i l l a s k any b o r i n g
questions?
though
the
some
authors
"suppletive
still
believe
th a t ANY
v a r i a n t of S O M E " .
If this
l e a d to a p o s i t i v e or n e g a t i v e
much more evident.
present
negative
Th i s q u e s t i o n
in q u e s t i o n s
l i ke t h a t is
is so ANY m i g h t
a n s w e r the l a t t e r b e i n g
shows
a negative
feeling
in the s p e a k e r ' s m i n d a n d c o n s e q u e n t l y he e x p e c t s
a
answer.
It is i n t e r e s t i n g
to a n a l y s e at this s t a g e
a n o t h e r use
38
o f ANY.
We a l r e a d y k n o w t h a t q u e s t i o n s
can be p o s i t i v e and
n e g a ti ve as in:
D i d he o f f e r
Didn't
but " t h e y
he o f f e r
the s e c o n d
implies
3.4.
and n e g a t i v e
as to the
it
the p o s i t i v e ,
her
some chocolates
non-assertive
question
i d e n t i c a l l y to p o s i t i v e
Yes or No w i t h equal p r o b a b i l i t y ;
He offered
in b e i n g
chocolates?
The f i r s t i n t e r r o g a t i v e is n e u t r a l
answer expected:
neutralizes
chocolates?
her any
do n ot c o n t r a s t
statements".
hand,
her any
shows
as o p p o s e d
td a s s e r t i v e .
interrogative neutralizes
the s p e a k e r ' s
On the o t h e r
the n e g a t i v e
surprise while
b u t the
the c o n t e x t
t h at the a n s w e r is NO ( Q u i r k et al , 1 9 7 2 : 2 2 3 ) .
Inherent negatives
Q u i r k et al
context which
and ANY
(ibid:223)
characterizes
state
non-assertion may
considered
"inherent negatives"
characters
in t h e m s e l v e s .
They follow:
never,
b)
negatives:
little,
few,
c o n s i s t of w o r d s
as they p r e s e n t n e g a t i v e
a) n e g a t i v e s :
incomplete
that the n e g a t i v e
no,
least,
c) i m p l i e d n e g a t i v e s :
neither,
nor;
hardly,
nearly,
but only,
seldom;
just,
before,
fail,
almost,
prevent,
39
hard,
reluctant,
d i f f i c u l t and c o m p a r i s o n s w i t h
in (a)
(b) are c o n s i d e r e d n e g a t i v e
too.
The w o r d s
meaning,
but n o t in a p p e a r a n c e
syntactic
when
and
functions where
since
t h e y o c c u r in the same
the n e g a t i v e s o c c u r .
they ap pe a r b e fo r e s u b j e c t - p o s i t i o n ,
subject-verb
inversion
Rarely does
in
For i n s t a n c e ,
t he y n o r m a l l y c a us e
as in,
crime pay
so w e l l as M r . B e e n
seems
to
think;
t h e y are g e n e r a l l y f o l l o w e d by p o s i t i v e
She
scarcely
seems
to c a r e ,
where
s u ch b e h a v i o r c o n s e q u e n t l y
ANY.
F or e x a m p l e ,
She was
forms
scarcely
tag-questions
does
l e a ds
she?
to the o c c u r r e n c e of
eating anything.
■
I seldom get any
sleep.
K lima
(1964:273)
suggests
(ANY and
compounds)
are not r e s t r i c t e d
c o n s t i t u e n t in the s e n t e n c e .
t h a t the n o n - a s s e r t i v e
position.
* Anybody
to be o b l i g a t o r y
in
So we h ave,
scarcely
Scarcely anybody
Bolinger
to any o ne
But the p r e s e n c e of NOT or
anoth er negative word before them seems
initial
su c h as,
hit a n y o n e
hit anyone.
(op.cit.:22)
c it e s
Labov's
r ul e a b o u t the
40
u se of ANY:
a negative
" W h e n e v e r an u n s t r e s s e d
f e a t u r e of its own,
or n o n - f a c t i v e
feature,
i n d e t e r m i n a t e A NY , w i t h o u t
is no t c o m m a n d e d by a n e g a t i v e
it m a y not be f o l l o w e d by a n e g a t i v e . "
For exam p le ,
*A n y b o d y
c a n 't e a t
there
but
Just anybody
can’
t eat
Bolinger finds
shows exceptions
to it.
rule too c a t e g o r i c a l
shouldn't want
Anybody
could
verbs w h ic h
to the t e n t a t i v e n e s s
s i n c e he
t
S u c h as,
Anybody
hardly
He a t t r i b u t e s
the mod a l
this
there.
to3 I would
think
be b l a m e d f o r d o i n g
that!
s u c h use of ANY to v a r i o u s
are p r e s e n t
of the tag,
factors
in the s e n t e n c e s
although
as
a nd al s o
s uc h e x a m p l e s
do not
s e e m too c o m m o n .
We can f i n d o t h e r e n v i r o n m e n t s
that favour
indicate
Labov's
uncertainty
t ru e of i n d e f i n i t e s
rule.
Conditional
in w h i c h
clauses,
ANY m a y o c c u r
for
a n d a c c e p t the u se of ANY.
instance,
T he s a me
is
and e m b e d d i n g s :
I f a n y o n e c a n ' t go...
Anyone
c a n ' t go w h o d r i n k s .
For anyone
Bolinger
not
to go w a s a s h a m e .
(op.cit.:26)
believes
that S O M E
an d ANY do
41
not h a v e a f f i r m a t i o n
a n d n e g a t i o n b u i l t into t h e i r m e a n i n g .
V
B u t the p r e s e n c e of ANY or S O M E in a s e n t e n c e m a y be d e t e r m i n e d
by c e r t a i n e x p r e s s i o n s w h i c h
—
negative,
interrogative
it is the b a s i c m e a n i n g
conditions
the m a r k e r s
or c o n d i t i o n a l
of the w h o l e
of n o n - a s s e r t i o n :
sentences.
sentence which
Even h er e
finally
the A N Y - S O M E use.
In Q u i r k et al
following which
assertive
carry
(i bid) we ha v e e x a m p l e s
s uc h as the
s h o w the c o n t r a s t b e t w e e n a s s e r t i v e
and non-
sentences:
John will always manage
to do
something
useful.
John will
never manage
to do a n y t h i n g u s e f u l .
There was
a good chance
s o m e b o d y w o u l d come.
There was
little
a n y b o d y w o u l d come.
chance
John was
eager
to r e a d
John was
reluctant
something about
t h e w a r.
to r e a d a n y t h i n g a b o u t
t h e w ar .
The p r e s e n c e of ANY and S O M E in t h e s e s e n t e n c e s
to be r e l a t e d to n e g a t i v e w o r d s or w o r d s
connotation.
It s e e m s
read so mething
Once
with
the
is u s e d it m a k e s
the a f f i r m a t i v e
negative
c o n n o t a t i o n of
having negative
to s ay " J o h n w as
a b o u t the w a r " a l t h o u g h
"something"
awkward because
possible
seems
r e l u c t a n t to
it is not so c o m m o n .
the s e n t e n c e
idea of S O M E
"reluctant"
semantically
is c o n f r o n t e d
in the s a me
sentence.
K li m a
expressions
(1964:309-315)
in t e r m s of " a n
g i v e n w o r d will
contain
explains
affective
the lexi c al
the use of s u c h
f e a t u r e , " that
is, a
f e a t u r e + n e g a t i v e or
42
-negative
c r e a t i n g a n e g a t i v e o r an a f f i r m a t i v e e n v i r o n m e n t
appropriate
f o r t he use of ANY or S OME.
may only change SOME
its
logical
to ANY
if it is u n d e r s t o o d
negation"
as b e i n g w i t h i n
scope.
The s a m e c h a r a c t e r i s t i c
present
But a "given
d e s c r i b e d a b o v e m a y also be
in:
a) V e r b s : I d e n y t h a t he o f f e r e d h e r a ny c h o c o l a t e s .
I f o r g o t to ask f or a ny c h a n g e .
He r e f u s e d any c h a n g e s .
I d e f y y o u to p r o v e a n y t h i n g .
b) A d j e c t i v e s : He was a f r a i d
to say a n y t h i n g
so he
kept quiet.
...
it is v e r y d i f f i c u l t to c o n c e i v e of
anything
really destructive.
c) P r e p o s i ti o n s : A g a i n s t any c h a n g e s .
Wi t h o u t any del a y .
d) N e g a t i v e A f f i x e s : He will
be a b l e
to f i n d some
t i m e f o r that.
He w o n ' t be a b l e to f i n d a ny time
He is u n a b l e
f or that.
to f i n d a ny t im e fo r that.
43
4.
S c o p e of N e g a t i o n
Quirk
et al
language" where
negation
(1972:381)
clause,
If w e c o m p a r e
For m s
a f f i r m t h a t in a " s t r e t c h of
the n e g a t i v e w o r d is p r e s e n t
normally extends
e n d o f the
and N o n - A s s e r t i v e
"the s c o p e of
f r o m the n e g a t i v e w o r d i t s e l f to the
or to the b e g i n n i n g of a final
adjunct."
t he f o l l o w i n g e x a m p l e s ,
I d e f i n i t e l y didn't, s p e a k
to h i m
(It’
s definite
that
I did n o t ) .
I didn't
<
definitely
speak
to h i m
(It’
s not definite
that I d i d ) .
we can p e r c e i v e
t h a t the a d v e r b s m a y o c c u r w i t h i n o r o u t s i d e
the s c o p e of n e g a t i o n
adjunts
appearing
before
s c o p e of the n e g a t i v e .
counts,
the f o c u s
contrastive
sentence
and a l s o the s u b j e c t o r a n y o t h e r
the verb are c o n s i d e r e d o u t s i d e
But,
of n e g a t i o n
stress
indicates
it is n o t o n l y
is a l s o
the s c o p e
important.
the
that
A special
f a l l i n g on a p a r t i c u l a r p a r t of the
that negation
is l o c a t e d at that p o i n t and
the r e s t o f the s e n t e n c e m a y be u n d e r s t o o d in the p o s i t i v e
sense:
H a r r y d i d n ’t a t t a c k
(Someone did
Harry
...
th e L a b o u r
Government.
but not H a r r y ) .
didn't attack
(He d i d
or
something
didn’
t a t t a c k it).
the L a b o u r
to t h e L a b o u r
Government.
Government but
he
44
Klima
non-assertive
(1964:285),
forms,
concludes
e x t e n d to a s u b o r d i n a t e
He didn't
where
referring
that the s c o p e
that anyt h i n g
had h a p p e n e d ,
i n s i d e the s c o p e of n e g a t i o n .
I didn't
listen
to s o m e o f th e s p e a k e r s .
I didn't
listen
to a n y o f th e s p e a k e r s ,
the f i r s t s e n t e n c e
presents
s c o p e of n e g a t i o n ;
the s e c o n d one s h o w s
At f i r s t s i g h t ,
i d e a of
can s o m e t i m e s
c l a u s e as in,
know
" A n y t h i n g " li e s
to s c o p e of n e g a t i o n and
the a s s e r t i v e
these
" s c o p e of n e g a t i o n " ,
to a m o r e
detailed
sentence,
non-assertive
a s s e r t i v e o n e,
I've
authors
While
form outside
"Any" w i t h i n
demonstrate
t h e'
the s cope.
the basic
although many other factors
discussion.
forms
Originally,
in
lead
in a n e g a t i v e
can be u s e d in p l a c e of e v e r y
as in:
never
Q u i r k et al
travelled anywhere
(1972:383)
w o r d NOT has
the f o c u s ,
the s e n t e n c e
is a d e n i a l :
Bolinger
t ha t w h e n
the n e g a t i v e
the s c o p e ma y be r e s t r i c t e d
I did NOT offer
( * I t is n o t
observe
by a i r ye t.
true
her some
chocolates .
that I o f f e r e d her some
(1975:44)
to it if
also expl ai ns
sentences
u s i n g his o wn c r i t e r i a c a l l e d
( t h a t is,
the n e g a t i o n
s u ch
chocolates).
t y p e s of n e g a t i v e
"external
negation"
is f a r f r o m the v e r b ) , w h e r e
the
45
speaker denies
something
t h at has s u p p o s e d l y b e e n a f f i r m e d
g e n e r a l l y S O M E and a s p e c i a l
i n t o n a t i o n m a y be p r e s e n t .
and
Thus
we h a v e,
— You ate
some mushrooms.
— I did not
"I
where SOME
didn't
falls
know some i m p or ta nt
outside
It is a l s o
o c c u r in
’
eat some mushrooms'.
the s c o p e of n e g a t i o n .
a f f i r m e d that n o n - a s s e r t i v e
"apparently"
positive
to the a b o v e e x a m p l e s )
NO ONE, etc.
people who were there ,"
subordinate
f o r m s m a y a l so
clauses
h a v i n g a n e g a t i v e w o r d such
in the m a i n
c l a u s e c a u s i n g ANY
(contrary
as N O B O D Y ,
to be i n s i d e
its
scope:
Nobody
has p r o m i s e d
that any o f you will
be r e l e a s e d
yet.
4.1.
S c o p e of N e g a t i o n
and N e g a t i v e T r a n s f e r
F r o m K l i m a ' s w o r k we n o t i c e
Paul
didn't
Paul
knew
that examples
kn o w that a n y b o d y
s u ch as,
had come
and
that nobody
m a y n o t be c o n s i d e r e d
scope.
Klima
proves
identical
had c o m e }
f r o m the p o i n t of v i e w of t h e i r
su ch o b s e r v a t i o n
u s i n g one of his
criteria-
46
NEITHER-TAG:
Paul didn't
this o n e m i g h t say,
*Paul
we p er c e i v e
knew
know that anybody
is a t y pi c al
that nobody
t h at the n e g a t i o n
TAGS
be u n a c c e p t a b l e .
express
clause
clause.
to the s u b o r d i n a t e
process
(^negation)
leaves
in the
up to the e n d of the
NOBODY
restricts
clause.
'negative
and we c h o o s e
transfer'
this
among
term b e c au se
it
o u t the p o s s i b i l i t y of the i n f l u e n c e o f t r a n s f o r m a t i o n a l
grammar theory which
is n o t o u r i n t e n t i o n
t h a t the a u t h o r s w h o
t r e a t the s u b j e c t a g r e e
transfer occurs when
NEG d i s a p p e a r s
appears
words
appears
is u s e d w h i l e
is k n o w n as
many other denominations,
normally
If NEG is p r e s e n t in the m a i n
and f o r t h a t r e a s o n ANY
T h is
As
t h e se s e n t e n c e s m a y (
the e x t e n s i o n of its s c o p e goes
its s c o p e
clause).
the a p p l i c a t i o n o f N E I T H E R -
of m e a n i n g ,
the s a m e i d e a w h e t h e r NEG
sentence
d i d I,
f r o m the verb
(in the s e c o n d
ve r b ,
In
the m a i n verb is p o s i t i v e will
In t e r m s
m a i n or s u b o r d i n a t e
neither
is t r a n s f e r r e d
to a n e g a t i v e
in s e n t e n c e s w h e r e
c as e of n e g a t i o n .
had come,
i t s e l f and is p r e s e n t in N O B O D Y
NEITHER relates
had come,neither did I ,
in the s u b o r d i n a t e one w h e n
such
as
In this w a y ,
is a s s o c i a t e d
"t h i n k ",
"k n o w ",
non-assertive
It s e e m s
the m a i n
to us
that n e g a t i v e
f r o m the m a i n
"be!i e v e ",
clause
clause
and
contains
"s u p p o s e ",
fo r m s m a y be u s e d s i n c e
to them , e v e n t h o u g h
I d o n ’t s u p p o s e
here.
"imagi ne ".
NEG-element
NEG is in a d i f f e r e n t c l a u s e :
that anybody will
An oth er factor that provides
come.
the e n v i r o n m e n t
f o r the
47
use of ANY + NO c o m p o u n d s
negative
this
is the use of n e g a t i v e
t r a n s f e r m a y a l s o o c c u r v/ith them.
c h a r a c t e r i s t i c m a y o n l y be p o s s i b l e
affixes
are p r e s e n t
phrases
having
as if NOT,
in t h a t - c l a u s e s ,
etc., were used;
its r e s u l t as b e i n g
negative meaning
sentence
that
if the n e g a t i v e
in r e l a t i o n
to the s c o p e
t h o u g h we c o u l d n ot c o n s i d e r
negation,
transference
It s e e m s
and
i n f i n i t i v e and p a r t i c i p i a l
the s a m e c o n s e q u e n c e s
NEVER,
affixes
it s e e m s
clear their
to the s e c o n d c l a u s e .
Th us, we
have :
He will
be a b l e
to f i n d s o m e
time for
that.
to f i n d a n y
time for
that.
He w o n ’
t be a b l e
H e is u n a b l e
It
to f i n d a n y
is p o s s i b l e f o r
I t isn't, p o s s i b l e
It is i m p o s s i b l e
I t is
likely
It isn't
It is u n l i k e l y
He
for
him
to do a n y m o r e .
to do a n y m o r e .
he w i l l
that
that
liked doing more
He didn ' t
to d o m o r e .
for him
that
likely
him
t i m e f o r th a t .
he w i l l
having
do any more.
he w i l l do a n y m o r e .
than n e c e s s a r y .
like doing any more
He d i s l i k e d d oing any more
Klima's
do more.
(1964:29
than n e c e s s a r y .
than n e c e s s a r y .
) observation
refers
the s a m e e f f e c t as NOT, but " t h e i r s c o p e
to the s e n t e n c e - l i k e
constituents
complements
containing
to the a f f i x e s
is r e s t r i c t e d
s u b o r d i n a t e d to t h e
the a f f i x e s " .
48
4.2.
Meaning
differences
Bolinger
(1975:37)
I want not
difference
sentence,
... ANY and NO
referring
to s e n t e n c e s
su c h as
to s u f f e r .
I don't want
finds
of NOT
to s u f f e r }
in m e a n i n g b e t w e e n
t h e s e two.
In the f i r s t
the s p e a k e r m u s t ha v e a p o s i t i v e d e s i r e " n o t
s u f f e r " (the n e g a t i v e
belongs
to
to the l o w e r ve r b ) w h i l e
in the
t
second sentence
the i m p r e s s i o n
the n e g a t i v e
relates
t h a t the s p e a k e r
j u s t d o e s n ' t go o ut of his w a y
this
phenomenon
negative
to the v e r b
" wa n t" g i v i n g
" w o u l d n ' t m i n d s u f f e r i n g — he
to w a n t i t ”.
Bolinger
calls
l e f t s h i f t i n g or r i g h t s h i f t i n g w h i c h
m a y a l s o be f o u n d in a f f i r m a t i o n :
I believe
I really
he r e a l l y d i d m a k e
do b e l i e v e
We s h o u l d n o t i c e
to the p h e n o m e n o n
to h a v e
distinguishes
external
That
t h at B o l i n g e r ' s
negation:
f r o m ANY
a f f i r m e d and i n t o n a t i o n
— You ate
role in this
in s a y i n g
— negation
is, the s p e a k e r d e n i e s
d e n i e d is q u o t e d .
terms
also
belongs
something
helps
process.
th a t S O M E
t h a t has
T h e n , we have:
some m u s h r o o m s .
It
f orms
Bolinger
implies
to the v e r b
to i n d i c a t e
refer
discussing.
t h a t the use o f n o n - a s s e r t i v e
an i m p o r t a n t
SOME
that m i s t a k e .
o f " t r a n s f e r " we ha v e be e n
is a l s o w o r t h o b s e r v i n g
seems
he m a d e
that mistake.
an
i t s e lf .
s u p p o s e d l y b e en
t h a t the
thi ng
49
I did not eat
—
where
the n e g a t i o n
is c o n c e n t r a t e d on the verb.
Bolinger's
Labov
in his
c o n c o r d .
seen
^
's om e m u s h r o o m s ’..
(1975:38)
i de a s w e r e
a r t i c l e on N e g a t i v e
first presented
attraction
T h u s , we s h o u l d say th a t
by
and N e g a t i v e
" r i g h t s h i f t i n g " m a y be
in
I want you
to s e e no_ o n e .
These s e n te nc es may have
the s a m e m e a n i n g ,
a re r e s t r i c t e d
to v e r b s
is,
the use of ANY or NO c a r r y i n g
the n e g a t i v e
constituent where
reaches.
they a llo w
meaning
to the
syntactic
NO,
that
t h a t are n e g a t i v e - r a i s i n g
bu t t he y
their scope
c o n t r a s t is p r e s e n t on the use of N O T
is,
negating
the verb v e r s u s
negating
verbs,
that
A
... ANY and
the
alternati v e s .
F r o m thi s, we u n d e r s t a n d
a whole
proposition
Bolinger
NOT
it c a n n o t be r i g h t s h i f t e d
(op.cit.)
f inds
differences
... A NY and NO a n d he e x p l a i n s
of p r e s u p p o s i t i o n .
is the
say,
t h a t for a n e g a t i v e
He c o n c l u d e s
in the use of
NOT
of n e g a t i v e
collectivity
negation
c o n c o r d b ut of logi c al
is not,
in term s
... ANY
n e g a t i o n " o f a s et of o p e n p o s s i b i l i t i e s . "
the " u s e of ANY w i t h
13
too far.
su c h d i f f e r e n c e s
that u s i n g
t h e re
T h a t is to
basically,
necessity
to n e g a t e
a matter
of n e g a t i n g
a
i t e m by it em in o r d e r to a c h i e v e an u n a m b i g u o u s
In L a n g u a g e , vol.
48.
50
total
and
negation"
(p.
56);
'ANY l o oks
is no t "i n he ren tl y n e g a t i v e . "
conveys
at all
the p o s s i b i l i t i e s
The f o l l o w i n g e x a m p l e
a k i n d of a f f i r m a t i v e and S OM E or ANY w o u l d m a k e
little
di f f e r e n c e :
I ' m bored, w i t h
this place.
you
I can
can read?
think of
We s h o u l d a l s o o b s e r v e
speaker
— Aren’
t there any
l ot s o f t h i n g s
these other examples
is a b o u t to l e a v e on a t r i p and is t a l k i n g
books
to d o !
" w he re the
to himself':
1
I h o p e I h a v e n ’t f o r g o t t e n a n y t h i n g — l e t ’
s see}
there ’
s the
k e y 3 a n d the f o o d for
t h e c a t 3 a n d . ..
*1 hope I have f o r g o t t e n n o t h i n g — l e t ’
s see} there’
s
the...
In the f i r s t s e n t e n c e ,
speaker having
forgotten
a n d the s p e a k e r is t r y i n g
the s e c o n d s e n t e n c e
possibilities."
we see the p o s s i b i l i t i e s
" s o m e t h i n g " or
" a n y t h i n g " are all
to n e g a t e each a l t e r n a t i v e w h i l e
NOTHING
"forecloses
If t h e re was
all
a "presupposing
a question
had been m a d e by a p e r s o n
the s e c o n d
s e n t e n c e w o u l d be s e e n as n o r m a l .
concludes
t h a t NO is the a f f i r m a t i o n
It s e e m s
clearly associated
t h a t the p r o c e s s
to e x t e r n a l
" e x t r e m e of g i v e n n e s s " w h i l e
to be i n t e r n a l ,
with
that
certain effects
is,
of the
on its
in
the
situation" where
su re of the t h i n g
Thus,
asked,
Bolinger
of a f o r e c l o s e d n e g a t i o n .
of " r i g h t s h i f t i n g " w h i c h
negation,
represents
related
constituents.
is
the
" 1 e f t s h i f t i n g " the n e g a t i o n
it is m o r e
o pe n
seem s
to the v e rb i t s e l f
51
Examining
NO s e n t e n c e s ,
"logically affirmative
can be n e g a t e d .
Such
we n o t e
sentences"
detail
that it is u se d in
and j u s t s om e detail
may e x t e n d
of it
fr om the e n t i r e
c o m p l e m e n t as in
They
or to s o m e
t o o k a b a t h w i t h no
w h e r e we see
the
t e rm
t h a t the a c t i o n
in
"external
"formulaic
indefinites
(1975:64)
NOWHERE,
and e x p r e s s i o n s
seems
the c a u s e
'
for
t ha t is,
NOBODY,
rightshifting
the use of the
N O T H I N G OF THE S OR T ,
of r i d i c u l e .
F or i n s t a n c e :
o r n o t h i n g .'
*I'll play chess
o r no g a m e .
k n e w I h a d n o t h i n g ! He
h a d no w a y o f k n o w i n g !
k n e w I h a d no m u m p s !
We s h o u l d
remark
n o t s e e m to m a k e this
once
took p l a c e and NO is
goes on to d e s c r i b e
negation,"
I'll play chess
*H e
(verb)
negation."
NOTHING,
NO S U C H T H I N G ,
He
soap3
as b e i n g o u t of the v e rb w h i c h
Bolinger
also
(busy) eating nothing;
p a r t s u c h as
He
considered
were
t h ey d e m o n s t r a t e
We've
here t h a t Q u i r k et all
distinction
in the w a y B o l i n g e r does,
th at a s e n t e n c e
had some
lunch
(1972:276)
such
as
do
52
m a y h a v e two n e g a t i v e
We
h a v e n ’t h a d a n y
We h a v e
h a d no
We o b s e r v e
first sentence
second
equivalents
constituent,
lunch
lunch.
t h a t the s c o p e of n e g a t i o n
it e x t e n d s
it s e e m s
of it:
up to the e n d of it,
to be s y n t a c t i c a l l y
though
the s e m a n t i c
p r e s e n t on the w h o l e
proposition
"NOBODY,"
in the
and in the
restricted
to the last
of n e g a t i o n
is
sentence.
A n o t h e r i n s t a n c e of the n e g a t i v e
s u c h as
varies:
" N O T H I N G , " etc.
c o n s t r a i n t of f o r ms
ma y be s e e n
in the f o l l o w i n g
sentence:
Nobody
has p r o m i s e d
that any o f you will be r e l e a s e d
yet.
T hu s , we
effect which
no te t h a t N O B O D Y has a s t r o n g n e g a t i v e
carries
to the w h o l e s e n t e n c e m a k i n g
use of ANY in the s e c o n d c l a u s e ,
transported
way,
these authors
t h a t n e g a t i o n was
t r e a t the s u b j e c t
t h e y s e e m to h av e the s a m e
u se of N O T . . . A N Y
affects
the c o n s t i t u e n t .
t he s e n t e n c e
the verb
B u t we feel
idea.
in t h e i r own
That
is,
the
i t s e l f a nd NO is r e l a t e d to
t h a t the p r e s e n c e of both
to be n e g a t i v e and as B o l i n g e r
(1975:57)
turns
suggests
t h e y m a y be b e t t e r r e v e a l e d i n t o n a t i o n a l l y w h e r e N O T . . . A N Y
follows
the
f r o m the f i r s t to the s e c o n d c l a u s e .
Though
special
showing
possible
a terminal
rising
intonation
and NO a f a l l i n g
one:
hope
y
t
I
I
have
n't
Y o u 've f o r 9 °tten.
J
„
got
for y
J
,
ten
any
#
%ng
It is a l so w o r t h m e n t i o n i n g , we f e e l ,
authors
that
the
d i s c u s s e d h e r e s e e m to a g r e e t h a t S O M E and c o m p o u n d s
are e s s e n t i a l l y
not c o n s i d e r e d
positive
distributive
in m e a n i n g
to be n e g a t i v e
associated with
9.1.)
.ng
,h h
t
negation.
s e n s e of ANY.
and ANY a n d c o m p o u n d s
in m e a n i n g
though
The r e a s o n f or this
are
t h e y are a l w a y s
lies
in the
B o l i n g e r cites J e s p e r s e n
(1973,17:
to s u p p o r t this:
ANY i n d i c a t e s o n e or m o r e , no m a t t e r w h i c h ;
t h e r e f o r e A N Y is v e r y f r e q u e n t in s e n t e n c e s
i m p l y i n g n e g a t i o n or d o u b t ( q u e s t i o n ,
condi ti o n ). ''4
Having considered
the t h e o r e t i c a l
aspects
the use of S O M E / A N Y / N O
f o r m s , we shall
practical
t e s t i n g of o u r s t u d e n t s '
value
a nd use of t h e s e
14
in the
appreciate
governing
their
comprehension
forms.
In D w i g h t B o l i n g e r , M e a n i n g a n d F o r m ,
p. 34.
Chapter
A N A L Y S I S OF S T U D E N T R E S P O N S E S
SOME/ANY/NO
3.1.
Experimental
The f o l l o w i n g
of m a s t e r y
Federal
forms
among
1 11
IN THE C O M P R E H E N S I O N A N D USE OF
F O R M S AN D T H E I R C O M P O U N D S
Procedures
reports
o u r a t t e m p t to a n a l y s e
a g r o u p of E n g l i s h
language students
(SOME/ANY/NO
represents
and t h e i r c o m p o u n d s ) .
an h o n e s t a t t e m p t to reveal
l e a r n i n g of t h e s e f o r m s ,
enquiry
require
considered
of o u r s t u d y ,
limitations,
this
a s p e c t s of the t e a c h i n g
the p r a c t i c a l
to be u n i v e r s a l l y v a l i d u n l e s s
and a n a l y s i s .
comprehensive
limitations
of this
We n e v e r t h e l e s s
limited though
s u p p o r t e d at a l a t e r
and s y s t e m a t i c
fee l,
however,
investigation
t h a t the r e s u l t s
it has been w i l l , w i t h
be r e v e a l i n g and of use to E n g l i s h
thes e
language
i n B r a z i 1.
It m u s t a ls o be c l a r i f i e d that
not i n t e n d
testing
t ha t w h i l e
t h a t a ny c o n c l u s i o n s we h a v e r e a c h e d c a n n o t be
d a t e by a far m o r e
teachers
at P a r a i b a
U n i v e r s i t y of the A s s e r t i v e , N o n - A s s e r t i ve and Negati ve
It m u s t be p o i n t e d o ut h o w e v e r ,
and
the Tevel
to o b t a i n d e f i n i t i v e
results.
the v a l u e o f our r e s e a r c h
this
p i l o t - s t u d y does
Rather
procedures
it aims
at
in d i s c o v e r i n g
55
the l e a r n e r s '
and,
strategies when using
if p o s s i b l e ,
previously
3.1.1.
The
year students
informants were
of E n g l i s h
in c o m m o n :
f or 4 y e a r s
and f o l l o w the U n i v e r s i t y
10 men.
All
took
same c on di tions.
homogeneity
of E n g l i s h .
University.
in s e c o n d a r y s c h o o l s
i n t e n d e d to m a j o r
course
(Letters)
in
to t a ke up
The g r o u p c o n s i s t e d of 30 w o m e n
the t e s t at the s a me time a nd u n d e r the
The s t u d e n t s
in c u l t u r a l
also p res en te d a c on si d e r a b l e
b a c k g r o u n d and e x p e r i e n c e
in f o r e i g n
The T e s t
The t e s t p r i m a r i l y a i m e d at t e s t i n g
a nd use of S O M E / A N Y / N O
f o r ms
(and c o m p o u n d s )
the c o m p r e h e n s i o n
by s t u d e n t s .
of 50 s e n t e n c e s w e r e g i v e n for c o m p l e t i o n
in d i s c u s s i o n .
r u l es
All
learning.
3.1 . 2 .
total
3rd and 4th
they were aged between
the u n i v e r s i t y and all
c a r e e r as t e a c h e r s
language
s e l e ct ed from among
at P a r a i b a F e d e r a l
h ad s t u d i e d E n g l i s h
before entering
and
formulations
Informants
h ad the f o l l o w i n g
18 a n d 23,
English
to s u p p o r t the t h e o r e t i c a l
under observation
presented.
Forty
students
the fo rms
These
sentences
by the for ms
in t u rn f o c u s e d on 6 b a s i c
(two of t h e m h a v e b e e n s u b d i v i d e d
A
for the p u r p o s e
of
56
correction
(1973),
forming
Klima
10 r u l e s )
( 19 6 4)
mainly encountered
a nd B o l i n g e r
(1977).
h a d a m e d i u m of 5 t e s t s e n t e n c e s .
i n f o r m e d of t h e s e
sentences with
context.
In such
rules
For e a ch
rule, we
S t u d e n t s w e r e n o t however,
required
the m o s t a p p r o p r i a t e
In s o m e
f o r m,
to c o m p l e t e
the
fo r the p r o p o s e d
c a s e s , m o r e than one f o r m w o u l d be a c c e p t a b l e .
instances
possible
but w e r e
in Q u i r k et al
the s t u d e n t s w e r e
alternatives;
(b)
a s k e d to:
(a)
indicate
the
i n d i c a t e w h a t t h e y c o n s i d e r to be
the m o s t p r o b a b l e o r d e r of o c c u r r e n c e .
On the w h o l e ,
(a)
to w h a t
degree
in S O M E / A N Y / N O
students
forms
if the s t u d e n t s w e r e
connotations
the aim of the t e s t was
c o u l d c o m p r e h e n d the d i s t i n c t i o n s
(and c o m p o u n d s )
and use t h e s e
a w a r e of the w o r d s w h i c h
and for this
to f i n d out:
reason
(c)
the s e n t e n c e s w h i c h
between
the d e g r e e of c o m p r e h e n s i o n
syntactic
Portuguese
f or m s
is r e s p o n s i b l e
present
than o t h e r
of the d i s t i n c t i o n
and s e m a n t i c n e g a t i v e s ;
interference
(b)
have n eg at iv e
t h e m in the t e s t a l l o w the ANY g r o u p to o c c u r m o r e
f or m ;
forms;
(d)
to w h a t e x t e n t
f or the m i s u s e of the
a l r e a d y c ited.
It is w o r t h m e n t i o n i n g
students
t h a t the t e s t w a s g i v e n
in a o ne a n d a h a l f h o u r class.
For the
c o r r e c t i o n of o u r i n f o r m a n t s '
following criteria were
adopted:
(b) w h e r e m o r e
responses,
considered erroneous;
t ha n one a l t e r n a t i v e was g r a m m a t i c a l l y
siemanti cal 1 y a c c e p t a b l e
answer would
in S t a n d a r d
identify
(i)
the
(a) w h e r e o n l y one f o r m was
p o s s i b l e the c h o i c e of any o t h e r f o r m w a s
correct
to
English
all
and
a completely
the p o s s i b l e
alternatives,
57
(ii)
which
everyday
of t h e s e
speech;
f o rm s w o u l d be m o s t p r o b a b l e
(c)
the i n v e r s i o n of such o c c u r r e n c e and the
a b s e n c e of on e of the c o r r e c t f o rm s
though
acceptable,
to o b t a i n m o r e
precise
and s t a t i s t i c a l
u s e d wa s the F O R T R A N
p r o g r a m was
an i n c o m p l e t e ,
the d a t a w e r e p r o c e s s e d by the
f o r c o r r e c t i o n of the t e s t s
method
reveal
answer.
In an a t t e m p t
investigation
to o c c u r in
results
in our
IBM/370 computer
results.
The
IV ( F o r m u l a T r a n s l a t i o n )
p r o c e s s e d by the c o m p u t e r of P a r a i b a
an d the
Federal
University.
Though
c r i t i c i s m s m a y be m a d e of o u r p r o c e d u r e s
is f a i r to r e m e m b e r t h a t
to g i v e
an o v e r a l l
informants'
informants
(a)
time m a y h av e b e en
v i e w of the e r r o r s
language;
(b)
though
a l m o s t r e a c h e d the total
insufficient
characterizing
small,
the n u m b e r of
(c)
Analysis
errors
the S O M E / A N Y / N O
results
forms
concerning
in m i n d t h a t
to d e s c r i b e o u r a n a l y s i s
the use and c o m p r e h e n s i o n
and t h e i r c o m p o u n d s .
of s uc h a n a l y s i s will
Classification
into a c c o u n t .
of S t u d e n t E r r o r s
In this c h a p t e r , we w i s h
the s t u d e n t s '
from
and f i n a l l y the
p i l o t c h a r a c t e r i s t i c of o u r s t u d y s h o u l d be t a k e n
3.2.
our
n u m b e r of s t u d e n t s
the 3rd and 4th y e a r s of the c o u r s e ;
it
contribute
We ho p e
of
t h a t the
t o w a r d s a lingui st.i c
of the d at a g a t h e r e d f r o m the s t u d e n t s ,
"a p s y c h o l o g i c a l
of
explanation,
bearing
t h a t is, a r e l i a b l e
58
a c c o u n t of the c a u s e s
study once
students'
"errors
of e r r o r s "
r eveal
15
w o u l d be s i g n i f i c a n t to o ur
the u n d e r l y i n g
knowledge
of the
language."^
It is wel 1 - k n o w n that neither Errot*. Analysi s no r C o n t r a s t i v e
Analysis
alone provide
difficulties
which
definite
encountered
focuses
conclusions
relating
in s e c o n d - 1 a n g u a g e
on the l e a r n e r ' s
performance
learning.
in r e l a t i o n
explanation
of the e r r o r s m a d e
to t h e l a n g u a g e
During
learning
our o b s e r v a t i o n
groups of our s t u d e n t - i n f o r m a n t s
using SOME/ANY/NO
forms
the g r e a t c o n f u s i o n
constitute
learned
(chapter
it was e v i d e n t t ha t d i f f e r e n t
r e v e a l e d so m e h e s i t a t i o n w h e n
and c o m p o u n d s .
This
led us to d i s c o v e r
t h e y s e e m e d to have.
II),
15
Foreign
1C
to d e c i d e w h a t
for m s
to t h e i r s y n t a c t i c
t h at s e n t e n c e s
in M e x i c o ? "
the s y n t a c t i c norm.
e v i d e n t that
the use of t h e s e
than
w a y , we h a v e n o t i c e d
s o m e k i n g of bug
learners
process.
a "deviant sentence" because,
r e l a t e d to m e a n i n g
and
by t h o s e
One of the d i f f i c u l t i e s we had, w a s
would
A study
s h o u l d p r e s e n t not
o n l y the d e s c r i p t i o n of e r r o r b u t a l s o a l i n g u i s t i c
psychological
to
such as
as we h a ve
seems
to be more closely
function.
In this
" D i d n ' t y o u pick up
at f i r s t s i g h t w o u l d d e v i a t e
H o w e v e r , w h e n we c o n s i d e r
it is p e r f e c t l y a c c e p t a b l e
since
Gerry A bbott, "Towards a More Rigorous
L a n g u a g e E r r o r s , " I r a l , p. 124.
Mohsen Ghadessy, "Implications
Second/Foreign Language Acquisition,"
from
its m e a n i n g
it is
it m a y c o r r e s p o n d
Analysis
of E r r o r A n a l y s i s
I r a l , p. 96.
of
for
59
to the tag
you?"
"you p i c k e d us s o m e
where
kind of bug in M e x i c o ,
the s p e a k e r has a p o s i t i v e
affirmative
answer.
subjective,
we d e c i d e d to s c o r e
feeling
As the use of such
f o r ms
towards
the s u b j e c t s '
responses
(a) a s e n t e n c e was
response
p e r f o r m e d the i n s t r u c t i o n s g i v e n and was
"target" sentence
one f o r m in w h i c h
correct.
- the
case m o r e
considered correct when
by the s t u d e n t
p r o b a b l e o r d e r of o c c u r r e n c e .
require
T hi s
where
t y pe we
(i)
"C";
changing
that in w h i c h
SOME
being
the m o s t
t h a t is, PC;
possible
(iii) w h e r e
p r e s e n t e d o n l y the s e c o n d or t h i r d p o s s i b l e
c o r r e c t but i n c o m p l e t e .
has
p r o b a b l e to
(ii)
and the s t u d e n t s '
the s e n t e n c e
two or t h r e e
responses
alternative while
we r e g a r d t h e m to be p a r t i a l l y
This
type was
i d e n t i f i e d as PCI.
This
b ee n d o n e for the p u r p o s e of c o m p u t e r s c o r i n g .
After scoring,
the Cl,
f a c t they w e r e e ac h
were grouped
the m o s t
the o r d e r to ANY b e f o r e SOME.
a l t e r n a t i v e s w e r e p o s s i b l e and the s t u d e n t s '
division
the
a s e n t en ce may
c o n t a i n e d o n l y on e , we c o n s i d e r e d
the m o s t p r o b a b l e ,
with
(b) a p a r t i a l l y
c a l l e d Cl, t h a t is, c o r r e c t but i n v e r t e d ;
partially correct,
omitting
identical
do not c o n f o r m w i t h
two or m o r e a l t e r n a t i v e s w e r e
responses
as
For e x a m p l e ,
the use of S OM E or ANY,
o c c u r b ut the s t u d e n t
the s t u d e n t ' s
than one a n s w e r w o u l d be c o n s i d e r e d
c o r r e c t a n s w e r w o u l d be c o n s i d e r e d
given
as
" t a r g e t " - s e n t e n c e m a y h av e m o r e than
We i d e n t i f i e d such s e n t e n c e s
alternatives
an
is in some w a y
follows:
the
didn't
PC a nd PCI
(Table
I) h a v i n g
in some m e a s u r e a c c e p t a b l e
u n d e r the h e a d i n g
in c o m m o n
in E n g l i s h ,
"acceptable" meaning
the
t h ey
th a t o n l y
p a r t of the task had b e en p e r f o r m e d by the s t u d e n t t h o u g h we
use
the t e r m
(c) f i n a l l y ,
"partially
the s e n t e n c e
correct"
to r e f e r to t h e s e
responses which
responses;
d e v i a t e f r o m the
target
sentence w e r e considered erroneous (E):a blank was also counted as an error.It is
60
worth mentioning
considered
learner's
of his
t ha t t h e s e t y p e s
relevant since
language
learning
the s t r u c t u r e s
tested may
alternatives
s o m e of the t e s t q u e s t i o n s
neither
other,
two
c o u l d be c o n s i d e r e d to h a v e a h i g h e r
a nd p e r h a p s e s p e c i a l l y w i t h
sentences with
c o u l d be c o n s i d e r e d
However,
in o t h e r
r e g a r d to i n t e r r o g a t i v e
S O M E / A N Y a l t e r n a t i v e , w e feel
to h a v e m o r e p r o b a b i l i t y
t!hat
than the
the c h o i c e d e p e n d i n g on the a t t i t u d e of the s p e a k e r .
3. 2. 1 .
Results
The s t a t i s t i c a l
total
presented
In the m a j o r i t y of c a s e s one
p r o b a b i l i t y of o c c u r r e n c e t h a n the o t he r .
and n e g a t i v e
the
process.
or m o re a c c e p t a b l e a l t e r na ti ve s.
instances
reveal
in r e s p e c t to the i t e m c h o s e n at this p o i n t
To s u m m a r i z e ,
of these
of s t u d e n t a n s w e r s w e r e
of 2 0 0 0
responses.
s c o r i n g of the s t u d e n t s '
200 res ponses.
containing
This
analysis
p re se nt ed here
The f i r s t t as k to be do n e w as
a n s w e r s p e r rule w h i c h
result was
the d i s c r i m i n a t i o n
then o r g a n i z e d
which were
in T a b l e
T hi s
can be
found
I
of C, Cl, PC, PCI a n s w e r s . 17
for the p u r p o s e of o u r a n a l y s i s
a r r a n g e d by r u le s
the
c ou ld reach
To f a c i l i t a t e o u r p r o c e d u r e , we d e c i d e d
consideration
is b a s e d on a
in T a b l e
to t a k e into
the total
II.
in A p p e n d i x
1 1 .(.P • ^89 )
results
61
Table
PERCENTAGE
II
PER
RULE
P E R C E N T A G E
Correct
Parti a l l y C o r r e c t
Wrong
Rul e 1
0.36
0 . 36
0 . 27
R ul e
2
0 . 15
0.27
0.57
Rule 3
0.2 5
0.13.
0.61
R ul e 4
0.13
0.51
0 .3S
Rule 5
0.35
0.00
0 . 64
0.58
0.00
0.42
7
0 . 26
0.25
0.48
Rule 8
0.25
0.00
0.74
Rul e 9
0.35
0.00
0.64
R u l e 10
0.28
0.28
0.43
Total
0.30
0.18
0.52
Rule 6
Rule
18
>
Thé p e r c e n t a g e s a b o v e r e p r e s e n t
whole numbers
( a p p r o x i m a t e ) - f r a c t i o n s n ot b e i n g t a k en into a c c o u n t .
62
According
to T a b l e
the m o s t c o m p l i c a t e d
percentage
rules
reached
rul es
for o u r s t u d e n t s
of i n c o r r e c t r e s p o n s e s ,
61% respectively.
57%;
II,
Following
7 with
48'%; r u le
percentage
th e s e
in t h a t t h e y p r e s e n t
t h a t is,
It s e e m s
20 f r o m rule 4 w h i c h
a nd thus
relations
These
th e y e n j o y m e e t i n g , "
of one
h a v e at l e a s t some
s o m e k n o w l e d g e of the rule
s h o w the f o l l o w i n g :
f r o m the total
produced were
results
f or
an
answer
(b) of the r e m a i n d e r a p p r o x i m a t e l y 4-0% of
could sound strange
60% of the a n s w e r s
(a)
p r o d u c e d an u n a c c e p t a b l e
produced partially correct sentences.
these sentences
f or m s
correct
w here only SOME applies.
percentages
in two s t u d e n t s
to e a c h q u e s t i o n ;
correct
alternative
mastery.
The o v e r a l l
the s t u d e n t s
We
1 and s e n t e n c e
to h a v e p a r t i a l l y
" M o st p e o p l e
percent ag e may demonst ra te
average
responses.
p r e s e n t e d o n l y one p o s s i b l e
For e x a m p l e ,
b ut no t full
a l 1 the p o s s i b l e
1 and 3 f r o m rule
c o u l d not be c o n s i d e r e d
responses.
to c h o o s e
partially correct.
in the s t u d e n t s '
s h o ul d e xc lu de here s e n t en c es
ru l e 2 w i t h
36% a nd 51% of the
1 and 4 r e s p e c t i v e l y b e i n g
obviously present
6 4% and
these.
that a great h e s i t a t i o n
f o r m s w as
64%,
high
43 % ; r u i e J 5 with 42% and the rest
An oth er sig ni fi can t fact concerns
a n s w e r s of r u l e s
74%;
r u l e s , we h a ve
10 w i t h
l o w e r than
8, 9, 5 and 3 s e e m to be
these
to the n a t i v e
correct.
the a v e r a g e
speaker;
(c)
In o t h e r w o r d s ,
p o s s i b i l i t y of p r o d u c i n g
ten r ules was
30% and 18% of p a r t i a l l y
correct a n s w e r s .
In the f o l l o w i n g
S o m e of
d i a g r a m , we can see the
63
representation
of o u r r e s u l t s m o r e c l e a r l y :
Wrong
./
Z d
52%
Correct
x X/y
30%
P. Correct
18 %
Figure
1. D i a g r a m
representing
the o v e r a l l
percentage.
3 .2 . 2 .
A n a l y s i s of S t u d e n t s E r r o r s
It is i n t e r e s t i n g
of the s e n t e n c e s
following
gives
of s e n t e n c e s
an e v a l u a t i o n
p r o d u c e d by our s t u d e n t - i n f o r m a n t s .
a general
The
v i e w of o u r i m p r e s s i o n of the t y p es
the g e n e r a l
of " rule l e a r n i n g . "
In the f o l l o w i n g
restrictions
p o i n t to m a k e
Ru le
e n c o u n t e r e d w h i l e attempting to o b s e r v e
characteristics
grammatical
at this
for Each
a n a l y s i s , we shall
restrictions which
present
g u i d e ou r r e s e a r c h .
h a v e be e n s u m m a r i z e d f r o m Q u i r k et al ;
the
These
K l i m a and
64
B o l i n g e r as a l r e a d y p r e s e n t e d
these
restrictions
e specia ll y with
Rule
compounds
"rules"
in C h a p t e r
II.
We h a v e c a l l e d
to f a c i l i t a t e ou r p r o c e d u r e
the c o m p u t e r job.
1 refers
to the c o m m o n
use of S O M E and
in a f f i r m a t i v e s e n t e n c e s .
We had h e re a g r e a t
p r o b l e m as to the p r o d u c t i o n of the t e s t s e n t e n c e s :
sentences where SOME
its c o m p o u n d s
was p r e s e n t
otherwise
because
the e n t i r e
the E n g l i s h
This
these forms
language offers
T he
the
upon f a c t o r s
such
This w as ou r p r i m a r y
b e i n g a s k e d to reveal
in a w i d e
and
t e s t and c o u l d no t be
as c o n t e x t o r a t t i t u d e of the s p e a k e r .
students
ANY
" l a c k of p r e c i s i o n "
possibi1ities■
of using e i t he r form d e p e nd i ng
interest:
in m a n y
and its c o m p o u n d s w e r e p o s s i b l e ,
c o u l d a l s o be a p p l i e d .
in a l m o s t
its
their knowledge
of
r a n g e of c o n t e x t s .
test sentences
for this
rule w e r e :
(1) M o s t p e o p l e h a v e at l e a s t ______ r e l a t i o n s
(2) S a y _____ a b o u t two of the m a i n
they enjoy meeting.
traffic problems
of y o u r
coun t r y .
(3)
Brazilian writers
(4)
I've s e en
(5)
I heard
are w e l l - k n o w n .
this m a n __________ .
that ___________
Our main
I'm sure of it.
has b r o k e n
preoccupation
here, was
w e r e m o r e e v i d e n t to the s t u d e n t s .
compounds)
that SOME
language
the p a d l o c k .
to f i n d o u t w h i c h
We b e l i e v e d t h a t S O M E
forms
(or
w o u l d be the m o s t f r e q u e n t s i n c e t h e y h a v e b e e n t a u g h t
is u s e d in a f f i r m a t i v e
learning
course.
sentences
Their answers
early
given
in t h e i r
f r o m a s e t of
65
possibilities would
reveal
w h e n a s k e d to use t h e s e
the c o n f u s i o n p r e s e n t in t h e i r m i n d s
forms.
It is i n t e r e s t i n g
to o b s e r v e t ha t 36% of the s t u d e n t s ,
produced partially correct responses, while
sentences
t h a t w o u l d be c o n s i d e r e d c o r r e c t a c c o r d i n g
test instru ct io ns ,
sentences
t h a t is,
students were asked
h a v i n g a l 1 the p o s s i b l e
n u m b e r of p a r t i a l l y
variety of answers
acceptable
sentence
(1) and
alternatives.
correct sentences
in w h i c h
possible
form.
students
of y o u r c o u n t r y , "
t h a t is,
Considering
responses.
of p a r t i a l l y c o r r e c t
the total
s uc h as
problems
the use of
p e r c e n t a g e of
sentences
in E n g l i s h
Taking
against
to be v e r y c o m m o n
to s e n t e n c e s
27% of s t u d e n t s
into c o n s i d e r a t i o n
r e s p o n s e s , we ha v e o b s e r v e d
p r es e n t e d only SOME
a nd the
12% of the s t u d e n t s w h o g a ve
did no t e n c o u n t e r the use of ANY
alternatives
traffic
the f u l l y c o r r e c t r e s p o n s e s
p e r f e c t l y a c c e p t a b l e'- a n s w e r s
sentences
In some s e n t e n c e s
f a i l e d to o b s e r v e
c o r r e c t o n e s , we h a v e
affirmative
(and its c o m p o u n d s )
"no m a t t e r w h a t " w h i c h m a y al so h av e b ee n
u s e d in t h a t s e n t e n c e .
students
to a
p r o d u c e d at l e a s t one
a b o u t two of the m a i n
the s t u d e n t s
"anything" meaning
incorrect
The
(36%) was due
t h a t the use of S OM E
"Say s o m e t h i n g / a n y t h i n g
with
to p r o d u c e
This p e r c e n t a g e does n ot i n c l u d e
w o u l d not p re se nt much di ff iculty.
responses,
to our
(3) w h e r e o n l y S O M E a p p l i e s .
We e x p e c t e d
partially
36% f a v o u r e d the
o n l y 38%
t h a t the
(or c o m p o u n d s )
in
s i n c e m o s t of t h e i r
(or c o m p o u n d s )
as the p o s s i b l e
2, 4, and 5.
R u l e 2 m a y be c o n s i d e r e d
a v a r i a t i o n of r u l e 6 in t h a t
66
it r e f e r s
negative
outside
to the
" a p p e a r a n c e " of S O M E
sentences.
When
this o c c u r s ,
the s c o p e of n e g a t i o n .
w o u l d be u s e d in its p l ac e.
following
(6)
typ es
(and its
(or c o m p o u n d s )f a l 1 s
If not, ANY
(or c o m p o u n d s )
We c h os e s e n t e n c e s
to be i n c l u d e d
in the test:
in
of the
18
I d i d n ' t k n o w _____ of the s y n o n y m s w h i c h w e r e e x p l a i n e d .
Just
a few of them.
(7)
f r o m the C o m p a n y c o u l d n ot go to the c o n v e n t i o n
sent Doris
about
but
as r e p r e s e n t a t i v e .
(8) W e ' r e s o r r y t h a t _____ d i d n ' t w r i t e
(9)
SOME
compounds)
the c o m p a n y ' s
I didn't know
to y o u
immediately
intentions.
th a t _____ h a p p e n e d
to the t e a c h e r .
W as
it
serious?
(lO^You
o n l y m e n t i o n e d this
s u b j e c t once.
W h y d i d n ' t y o u say
_____ e l s e ?
This
difficulty
rule d e m o n s t r a t e d
that s t u d e n t s
in the p r o d u c t i o n of the for m s
Only
15% of the s t u d e n t s
more
than h a l f s t u d e n t s
produced correct
(6),
(7)
and
correct
these
frequent
18
responses
than SOME.
discussed.
responses while
responses
A NY
sentences.
r e a c h e d 2 7 % of
(8) w e r e not i n c l u d e d s i n c e
p r es en t only one p os si bl e a l t e r n a t i v e Among
being
- 57% o p t e d for u n a c c e p t a b l e
The p e r c e n t a g e of p a r t i a l l y
which sentences
had g r e a t
(or
For e x a m p l e ,
they
S O M E or S O M E B O D Y .
compounds)
was
more
"You o n l y m e n t i o n e d
this
S e n t e n c e s 9 and 10 w e r e e s p e c i a l l y i n c l u d e d h e r e to
i n c r e a s e s t u d e n t s ' c o n f u s i o n u po n t h e s e fo r ms .
These sentences
c o u l d al s o h a v e b e en u s ed to a p p l y for o t h e r
"rules".
67
s u b j e c t onc e.
believe,
W h y d i d n ' t yo u say a n y t h i ng e l s e ? "
revea l s the s t u d e n t s '
n o n - o b s e r v a t i o n of the c o n t e x t .
For this rule the p e r c e n t a g e
r e a c h e s 5 7% ;
of e r r o n e o u s
for this
alternative
d e t e r m i n e d by the c o n t e x t .
b e c a u s e t h e y p r o b a b l y p r e s e n t e d o n l y one
For i n s t a n c e ,
s o r r y t h a t s o m e b o d y d i d n ' t w r i t e to y o u
intention,"
the a s s e r t i v e
there
is)
falls outside
form.
f o r such a.task.
In this
t ha t the s t u d e n t s
the rule a l r e a d y a c q u i r e d
demonstrated
a case of
two s e n t e n c e s
( a n d we k n o w
case,
are
a "positive
did not c h o o s e
sentences.
"intralingual
counted
that
'any'
"anybody"
and c o m p o u n d s
interference."
in p a r t i a l l y c o r r e c t
Fo r i n s t a n c e ,
the
T h i s , we f eel,
b e c a u s e e i t h e r the a s s e r t i v e or n o n - a s s e r t i v e
u s e d in E n g l i s h .
"somebody"
I n s t e a d t h e y u s e d the n o n - a s s e r t i v e
s h o u l d be u s e d in n e g a t i v e
the
the c o n t e x t w o u l d f o r c e us to use
t h e r e w o u l d be s o m e o n e
It is true
" We're
immediatel y about
t he s c o p e of the n e g a t i v e s h o w i n g
supposition."
generalizing
where
form once
responsible
assertive
sentences
t h r e e o u t of five of the t e s t s e n t e n c e s w e r e
responsible
company's
This we
"I d i d n ' t k n o w
The o t h e r
responses
f o r m c o u l d be
that
s one thin g
h a p p e n e d to the t e a c h e r .
Was it s e r i o u s ? "
w he re A N Y T H I N G also
’
>
a p p l i e s d e p e n d i n g on- the a t t i t u d e of the s p e a k e r .
This
increases
ANYTHING
t h e c h a n c e for the s t u d e n t s
t e n d e d to be the normal
Naturally,
this o c c u r s
a nd its c o m p o u n d s
fo rms.
c h o i c e for the s t u d e n t s .
t h e y had l e a r n t t h a t o n l y ANY
are u s e d in s uc h
Ru le 3 r e l a t e s
in r e q u e s t s
because
to h a v e c o r r e c t
c ases.
to o t h e r use of S O M E a nd its c o m p o u n d s
or i n t e r r o g a t i v e
sentences
n e g a t i v e s w h e r e ANY and its c o m p o u n d s
(affirmatives
and
are n o r m a l l y u s e d ) .
The
68
p u r p o s e of this
lies
in the p o s s i b i l i t y of the s t u d e n t s '
p e r c e p t i o n of d i f f e r e n t uses of S O M E
(and
its c o m p o u n d s ) .
Our
test sentences were:
(11)
May
I h a v e _____ m o r e
potatoes,
please?
I ha ve
u se d up all
I bought yesterday.
(12)
D i d _____ p h o n e ?
I h e a r d the t e l e p h o n e
ring.
(13) W h a t are ____ of the d i f f i c u l t i e s of s h o p p i n g in this s tr e e t .
(14) W h y h a s n ' t J o h n d o n e _____ to e n d the w a r ?
(15)
C a n ' t we e a t _____ e l s e , A r t h u r ?
t hi s
V e r y few small
but t h e r e
isn't anywhere
e l se in this
R ul e 3 s h o w e d o n e of the h i g h e s t
answers
- 61%.
as
I h a v e a ny m o r e p o t a t o e s ,
This
the d i f f i c u l t i e s
hand,
indices
p e r c e n t a g e was a t tr i b u t e d
of s h o p p i n g
please?"
responses
town.
of u n a c c e p t a b l e
to s e n t e n c e s
or
On the o t h e r
demonstrated
t h a t f or
two f u l l y c o r r e c t
responses
t h e r e w as o ne p a r t i a l l y
correct answer excluding
sentences
(11),
(12)
s uc h
" W h a t are a ny of
in this s t r e e t ? "
the r e s t of the s t u d e n t s '
almost
like
s e r v e g o o d food.
- I know,
"May
hotels
a nd
(13) w h i c h
r e q u i r e d o n l y o n e form.
The p e r c e n t a g e f or p a r t i a l l y c o r r e c t
*
a n s w e r s r e a c h e d 13:% w h i c h was a t t r i b u t e d to s e n t e n c e s such as
"Can't we eat an yw h er e else,
anything
to e n d the w a r ? "
perfectly acceptable
Arthur?"
Of c o u r s e ,
and
"Why h a s n ' t J o hn
both s e n t e n c e s
c a s e,
interrogatives
SOME
are
in E n g l i s h .
For r ul e 3, we h a v e 25% of the a n s w e r s
In this
do n e
a nd c o m p o u n d s
including
being correct.
are to be u s e d in
sentences
of the type
"May w e h av e
69
some more
another
as
please?".
the r ul e
again
implications
phone?
of the use of
in i n t e r r o g a t i v e
Again,
of
sentences.
expectation
sentences
(and c o m p o u n d s )
the s e n t e n c e
the
reflect
may
to o f f e r
the s t u d e n t s '
in d i f f e r e n t c o n t e x t s .
in
level
In the
t es t s e n t e n c e s :
I w o n d e r w h e t h e r y o u c o u l d say _______
else.
to buy a cat if _____ m i c e
I asked for help,
"of
forms were used
to o f f e r the two p o s s i b i l i t i e s
f o r ms
(18)
imply
(or s u p p o s i t i o n ) .
of a w a r e n e s s
(17) We s h o u l d h a v e
it should
and a p p a r e n t l y
enabling
as it c o u l d
(16)
the p o s i t i v e
the c o n t e x t p r o v i d e s .
But, S O M E
m o s t of the s e n t e n c e s
f o l l ow in g, we p r e se nt
" the
On e of the uses of ANY and its
O u r i n t e n t i o n w as
of t h e s e
ring,
interference."
to c o n d i t i o n a l
is in t h e s e s e n t e n c e s .
a p p e a r in c o n d i t i o n a l
the s t u d e n t s
the t e l e p h o n e
no m a t t e r w h a t
that
in a s e n t e n c e
non-assertive
"intralingual
Rule 4 r e l a t e s
a positive
I heard
is,
"somebody" where
sentences
is an e x a m p l e
compounds
That
a p p e a r e d n o t to h a v e o b s e r v e d
course somebody phoned."
conditional
to be e v i d e n t
o c c u r r e d here since
already acquired.
"Did s o m e b o d y
students
This
It s e e m s
ca se of g e n e r a l i z a t i o n
extended
such
potatoes
doubting
appeared.
h o w e v e r w h e t h e r _____ w o u l d
volunteer.
(19)
If _____ w e r e
to d ro p a m a t c h
he re
the h o u s e w o u l d be on
f i r e in two m i n u t e s .
(20)
I d o n ' t k n o w w h e t h e r ___
In t h e s e s e n t e n c e s ,
c o u l d do t h i s for me.
the m e a n i n g of the w h o l e
sentences
70
s h o u l d be o b s e r v e d as well
as its p r e s u p p o s i t i o n s
( p o s i t i v e or
not).
T h e p e r c e n t a g e of c o r r e c t
i n c o r r e c t ones
r e a c h e d 35'%.
encou ntered sentences
nothing else,"
meaning
such
Among
as
resp on ses was
13'% w h i l e
the
the i n c o r r e c t
r e s p o n s e s , we
"I w o n d e r w h e t h e r y o u c o u l d say
w h i c h we b e l i e v e d ,
s t u d e n t s m i s u n d e r s t o o d the
of the s e n t e n c e .
A g r e a t n u m b e r of s t u d e n t s m a d e o n l y one c h o i c e to
complete
the s e n t e n c e s .
partially correct.
(o r c o m p o u n d s ).
some mice
T hi s
appeared."
"We s h o u l d h a v e
We h a v e o b s e r v e d h e r e,
f l e x i b i l i t y of the s e n t e n c e
c h o s e n th e a s s e r t i v e f o r m s
Though
th a t the
the i n f o r m a n t s
and t h e i r a n s w e r s w e r e
p a r t i a l l y c o r r e c t , we h a v e the i m p r e s s i o n
is p r e s e n t b e c a u s e
h av e
considered
that the s a m e
ca se of
the o t h e r p o s s i b l e
form
to h a v e b e e n f o r g o t t e n .
The use of n o n - a s s e r t i v e
sentences
5 refers
before
to b u y a c at if
in a c c e p t i n g e i t h e r f o r m r e d u c e d
the l i k e l i h o o d of w r o n g a n s w e r s .
seemed
being
The m o s t f r e q u e n t f o r m to o c c u r was SOME«
For e xa mp l e,
overgeneralization
t
r e v e a l e d 51% of the a n s w e r s
is t r e a t e d in t h r e e s e p a r a t e
to the use of NO fo r m s
the n e g a t i v e m a r k e r
compounds
f o r ms
cannot precede
ru les
in a s e n t e n c e .
In such c a s e s ,
NO,
are u s e d h a v i n g
NOTHING,
in t h e m s e l v e s
as in
et c .. .
its
For e x a mp le ,
the n e g a t i v e
" N o b o d y can d r i n k h e r e . "
Rule
(and c o m p o u n d s )
T h a t is, ANY and
" A n y b o d y c a n ' t d r i n k here.
NOBODY,
negative
- 5, 6 and 7.
i n s t e a d of ANY
"NOT".
"NOT"
in f ormal
forms
the n e g a t i v e m a r k e r
B u t ANY
(or
71
compounds)
sentence
may appear initiating
contains
a negative
a relative clause.
s e n t e n c e w h e n this
For i n s t a n c e ,
" A n y o n e w ho
d r i n k s c a n ' t go."
We d e c i d e d t he n to c h o o s e
allowed
the u se of ANY and
preceding
"NOT " a n d t h r e e
two t e s t s e n t e n c e s w h i c h
its c o m p o u n d s
sentences
in i n i t ia l
able
position
to a c c e p t the NO
forms :
(21)
understood what
everything
who commits
(23)
who
does
„ d o i n g _______
s u c h a t hing
at all
isn't honest.
s a i d the G o v e r n m e n t w as
to h e l p the h o m e l e s s .
s o u n d c o u l d be h ea rd .
We w o u l d
well
s u c h a c r i m e c a n n o t s t a y free.
The l e a d e r of the O p p o s i t i o n
(25)
as o t h e r s
in l a t e r s t a g e s
tested students
the c o m m o n
use
It was
l i k e to e m p h a s i z e
presented
of l a n g u a g e
learning
rather,
th a t t h e s e s t r u c t u r e s
a nd f o r this
us w i t h m u c h
s i n c e we are a w a r e
the level
r e a s o n we
information
t h at t h e s e
common
of a c q u i s i t i o n o f t h e s e f o r m s
the a n s w e r s
a b o u t the
uses
had
It is not o u r i n t e n t i o n
if t h e y are p r e s e n t or n o t in o u r s t u d e n t s '
Among
as
in the final s t a g e s of t h e i r c o u r s e .
To test
>
of A NY (and its c o m p o u n d s ) in s i m p l e n e g a t i v e
b e e n t a u g h t e a r l y in t h e i r l e a r n i n g .
to d e t e r m i n e
a b s o l u t e l y q u ie t .
in this s t u d y m a y o n l y be e n c o u n t e r e d
s e n t e n c e s w o ul d not p r ovide
pec uliar cases
I had to e x p l a i n
again.
(22)
(24)
I've said.
but
language.
fo r rule 5, we h ad no s e n t e n c e s
72
considered
sentences
partially
correct responses.
22 and 23.
However,
the a s s e r t i v e
t h e s e s e n t e n c e s m a y be c o n s i d e r e d
speakers.
seems
The p e r c e n t a g e
evident
H e r e we s h o u l d i n c l u d e
fo r m s
'questionable'
u s e d in
by some
for c o r r e c t a n s w e r r e a c h e d 35%.
It
t h a t a far h i g h e r p e r c e n t a g e -64% of the students, however
o p t e d for u n a c c e p t a b l e f o rm s .
in the s t u d e n t s '
This m a y
indicate
some defe ct
grammar.
The p e r c e n t a g e
of e r r o n e o u s
such
cannot stay free;"
"So m e s o u n d c o u l d be h e a r d .
absolutely quiet."
T h e s e e r r o r s m a y be d e r i v e d f r o m the n o n ­
and n e g a t i v e
negative
ones.
in the f i r s t
in the s e c o n d
forms
type.
NOBODY,
inside
following
and
for the use of non-
type of s e n t e n c e s
This m a y d e m o n s t r a t e
and the n e g a t i v e s
t h a t the rule
the use of ANY and its
d e t e r m i n e d by the use of a p r e v i o u s
to d e t e r m i n e
fall
the
is
but n o t the e x c e p t i o n .
a sentence
NO,
It was
t ha t the s t u d e n t s w e r e not
restrictions
Rule 6 deals with
NOR,
su ch a c r i m e
i n s t e a d of the n o n - a s s e r t i v e
T h u s, we a s s u m e
a w a r e of the s y n t a c t i c
acquired,
commits
of the c o n t e x t w h i c h m a d e the l e a r n e r use
assertive
assertives
"Nobody who
is a t t r i b u t e d
m a i n l y to s e n t e n c e s
observation
as
sentences
etc.
That
is, a ny n e g a t i v e
compounds
negative
be it
f o r m m a y be s a i d
the o c c u r r e n c e of ANY a nd its c o m p o u n d s w h e n
the s c o p e of the n e g a t i v e .
sentences
We s e l e c t e d the
to ou r test:
(26)
She c a n ' t f i n d h e r p o w d e r c o m p a c t _____ .
(27)
I've n e v e r t h o u g h t
(28)
N o n e of us can say _____ in her f a v o u r .
in
t ha t _____ c o u l d do a n y t h i n g
f or me.
they
73
(29)
He says
he i s n ' t g o i n g to g i v e us _____ a d v i c e
(30)
N o b o d y s a i d ______
The r e s u l t s
l e ss
di ffi culty with
any o t h e r
rule.
5 8% e x c e e d i n g
about
this a u th o r.
of this
rule i n d i c a t e
producing
the c o r r e c t
The p e r c e n t a g e
that s t u d e n t s
fo r m s
f or c o r r e c t
the 4 2% of the e r r o n e o u s
he r e
answers.
producing
these
Comparing
t h at t h e y s u g g e s t
present
they
these
results
to t h o s e of rule 5, we o b s e r v e d
the idea of ANY a s s o c i a t e d w i t h
grammar.
to be due to i n t e r f e r e n c e
For e x a m p l e ,
a b o u t this
students
to use the n e g a t i v e
Ru le
in n e g a t i v e
clause.
t h e r e w as
form
7 also regards
etc'.
such
tongue
as
"Nobody said
a tendency among
"NOTHING."
containing
verbs
s u c h as
This
al so
reaches
inside
NOTHING,
.there
clause
etc.)
present
c o n t e x t r e q u i r e s the use of n e g a t i v e
"believe,"
t h at w h e n
the s c o p e of the n e g a t i v e .
if we use the n e g a t i v e f o rm s
negation
in
can be u s e d in the
in s e n t e n c e s
forms.
c l e a r l y to the
(NO,NOBODY,
i n s t e a d of the n o n - a s s e r t i v e on es.
is no formal
typical
the s u b o r d i n a t e
The n e g a t i o n of v e r b m a y also be t r a n s f e r r e d m o r e
subordinate
the
autor."
"think,"
c a se, ANY and its c o m p o u n d s
clause falling
is
h a ve the c h a r a c t e r i s t i c s
f o r m the n e g a t i o n
it is
-
the use of ANY and NO f o r m s
Th.ese v e r b s
In this
subordinate
from m o th er
to be
errors
"Ninguém disse nada a respeito deste
negative sentences
"suppose,"
author,"
negation
On t he o t h e r hand ,
in a s e n t e n c e
anything
of P o r t u g u e s e
applied
type s of s e n t e n c e s .
in o u r i n f o r m a n t s '
Portuguese.
reached
We p r e s u m e
f a i r to s ay t h a t the g r e a t m a j o r i t y of s t u d e n t s '
appeared
had
than for
responses
t h a t the s t u d e n t s w e r e a w a r e of the r e s t r i c t i o n s
when
at all.
Although
34 a n d 3 5 , t h e i r
The f o l l o w i n g
74
are the t e s t s e n t e n c e s :
(31)
Paul
d i d n ' t k n o w t h a t _____ had done the test.
(32)
I d o n ' t t h in k he has _____ m o n e y .
(33)
I don't believe
(34)
He k n e w t h a t _____ w o u l d come.
(35)
I w a n t y o u to see _____ until
1 111
time.
T h e y ha d all
I c om e back.
gone
to Italy.
If y o u
disagree
puni sh y o u .
T hi s
students
I can s p a r e ______
r ul e p r e s e n t e d
produced
responses
the f o l l o w i n g
unacceptable
a nd 25% p r o d u c e d
answers;
results:
48% of the
2 6% h a d c o r r e c t
partially correct answers
attributed
to the f i r s t t h r e e s e n t e n c e s .
F or e x a m p l e ,
had s e n te nc e s
t h i n k he has s o m e m o n e y , "
"Paul
such
"I d o n ' t
d i d n ' t k n o w t h a t s o m e b o d y h a d d o n e the t e s t . "
these sentences
we
as
v e r y few s t u d e n t s
are a c c e p t a b l e
c o u l d not c o n s i d e r
wrong.
in E n g l i s h
the s t u d e n t s '
In f a c t , we a t t r i b u t e d b o th
responses.
s o m e of the s t u d e n t s
h ad n ot o b s e r v e d
verb c ould also
course,
up o n
presented
reach
the s u b o r d i n a t e
the a t t i t u d e
an i n c o m p l e t e
and n o n - a s s e r t i v e
forms
the o t h e r
sentences
types.
(S O M E , ANY)
to be c l e a r here,is that
the n e g a t i o n
clause
depending,
T h a t is,
in the
of
students
as to the use of a s s e r t i v e
in t h e s e t ypes of s e n t e n c e s .
to o b s e r v e
th a t a m o n g
the i n c o r r e c t
34 a nd 35 p r e s e n t e d m a n y m o r e e r r o r s
The s t u d e n t s
th at s o m e b o d y w o u l d come.
"I w a n t y o u
that
of the s p e a k e r .
knowledge
It is i n t e r e s t i n g
responses,
What seems
reason
to be t o t a l l y
c orr ec t forms
to o u r f u l l y c o r r e c t
S o m e of
and for t h i s
responses
or
h ad s e n t e n c e s
T h e y had all
to see s o m e b o d y until
gone
su ch as
"He knew
to I t a l y "
I c o m e bac k .
than
If y o u
or
disagree
75
I'll
punish you."
We p r e s u m e t ha t s t u d e n t s
the use of S 0 M E ( a n d
sentences
its c o m p o u n d s )
su c h as t hese.
"come"
the f o l l o w i n g
sentence completes
utterance
in a f f i r m a t i v e
They appe ar ed
the a c t i o n of
once more e xte nd ed
to fail
sentences
to o b s e r v e
to
that
(in s e n t e n c e 34) w o u l d not t a ke p l a c e as
- " T h e y h a d all
the m e a n i n g
of the w h o l e
g o n e to I t a l y ; " a n d al so
the
t h r e a t e n i n g w o r d s of s e n t e n c e 35 w h i c h s e e m e d to be d e s i g n e d
to p r e v e n t an a c t i o n w h i c h
reflects
someone's wishes
is t o l d not to see a n y o n e or no t to l e a v e
Rule
8 regards
sentences.
nothin
hardly,
rarely,
These words
appearance.
(36) S c a r c e l y ______
the room.
the use of ANY and its c o m p o u n d s
r e q u i r e d by the a p p e a r a n c e of
(scarcely,
- somebody
"incomplete negative" words
seldom,
are s a i d
etc. )
in a f f i r m a t i v e
to be n e g a t i v e
in m e a n i n g but
The te s t s e n t e n c e s w e r e :
accepted suggestions,
(37) A w r i t e r of a t e s t i m o n a l
not e v e n
the d i r e c t o r .
r a r e l y says _____ really d a m a g i n g .
(38)
He s e l d o m gets _____ sl ee p .
(39)
Y ou h a v e h a r d l y e a t e n _____ today.
(40) We had to s t o p for petrol
b e c a u s e we had h a r d l y _____ left.
V
Our intention
ability
to r e c o g n i z e
negatives
the s t u d e n t s '
incomplete
the c o r r e c t f o r m to the s e n t e n c e
these words.
The r e s u l t s
■percentage of st u de nt s
sentences.
to o b s e r v e
the n e g a t i v e m e a n i n g of the
and to a p p l y
containing
he r e w a s
to this
(i.e.
T he r e m a i n d e r
rule
74%)
(25%)
indicated
th a t
the h i g h e s t
o p t e d fo r u n a c c e p t a b l e
c h o s e the
c o r r e c t f or m s .
Among
76
the u n a c c e p t a b l e
answers,
we e n c o u n t e r e d s e n t e n c e s
"Scarcely somebody accepted suggestions,
o r "fou h a v e h a r d l y e a t e n s o m e t h i n g
the i m p r e s s i o n of not o b s e r v i n g
implications
to c o m p l e t e
seen
of t h e s e w o r d s
in the s e n t e n c e s
of a s s e r t i v e s
These
t y p e s of w o r d s
non-assertive
gave
negation
c o u l d not be
t h e y a p p a r e n t l y o v e r g e n e r a l i z e d the use
in s e e m i n g l y
compounds
The s t u d e n t s
they c h o s e the a s s e r t i v e f o r m s
As formal
R u l e 9 is s i m i l a r
ANY a nd its
today."
the d i r e c t o r "
the s e m a n t i c n e g a t i v e
o nc e
the s e n t e n c e s .
not e v e n
such as
affirmative
sentences.
to rule 8.
It r e f e r s
associ ated with
have
to the use of
"implied negatives."
the p r o p e r t y of a l l o w i n g
forms within
the s e n t e n c e .
We had
the use of
test sentence s
s u c h as :
(41)
He d e n i e d t h a t he had o f f e r e d her _____ d r i n k
( 4 2 ) . It w o u l d be i m p o s s i b l e
w e r e all
for _____ to c o me to the p ar t y.
They
at the t h e a t r e .
(43)_He r e f u s e d ______
c h a n g e of job.
(44) M a n y p e o p l e h a v e
to en d t h e i r days
or b e d - s i t t i n g
*
from friends.
(45)
at all.
r o o m s w i t h o u t ____
in u n c o m f o r t a b l e
houses
h e l p or c o m p a n i o n s h i p
The p o l i c e w e r e u n a b l e to f i n d _____ t r a c e o f the c r i m i n a l .
Again,
the s t u d e n t s '
a nd t h e i r c o n n e c t i o n
The
results
k n o w l e d g e of the n e g a t i v e w o r d s
to A NY and its c o m p o u n d s was
of this
g r e a t n u m b e r of s t u d e n t s
rule are q u i t e
produced
observed.
clearly defined.
unacceptable
sentences
- 64%
A
77
while
the r e m a i n d e r
unacceptable
of job;"
chose
the c o r r e c t o n es
s e n t e n c e s we e n c o u n t e r e d
"The p o l i c e w e r e u n a b l e
criminal."
This w as
(or c o m p o u n d s )
being
or
"He r e f u s e d s o m e
to f i n d s o m e
used only
in a f f i r m a t i v e
s e n t e n c e s w i t h the m e a n i n g of
the s e
change
t r a c e of the
of S OM E
sentences.
to ANY and its c o m p o u n d s
"who" p r e s e n t e d t e s t s e n t e n c e s
(46) You
Among
a t t r i b u t e d to o v e r g e n e r a l i z a t i o n
R u l e 10 r e l a t i n g
in a f f i r m a t i v e
- 35%.
being
used,
"no m a t t e r w h a t "
of the types:
can v i s i t me at _____ ti m e of the day.
(47)
c h e m i s t c o u l d tell y o u
it's
poison.
(48) He m i g h t c o m e at _____ m o m e n t .
(49)
who
is i n t e r e s t e d
in the m e e t i n g
s h o u l d see
the
secretary.
(50) S h e ' s
so h u n g r y
This
students
she will
e a t _____ .
Even s t a l e br e a d .
rule p r e s e n t e d a l m o s t a g r e a t n u m b e r of
(43%)
the r e s p o n s e s ,
producing
students
unacceptable
answers.
In the r es t of
had 28% of f u l l y c o r r e c t a n s w e r s
the s a m e p e r c e n t a g e for p a r t i a l l y c o r r e c t s e n t e n c e s .
•>
p e r c e n t a g e o f p a r t i a l l y c o r r e c t a n s w e r s is a t t r i b u t e d
s e n t e n c e 49 w h i c h
"S o m e o n e w h o
secretary;
seems
to a l l o w the S O M E O N E
is i n t e r e s t e d
could
tell y o u
sentences were encountered
Among
present.
it's p o i s o n . "
answers
We had s e n t e n c e s
to
s h o u l d see the
in the s t u d e n t s '
the u n a c c e p t a b l e
The
f o r m to o c c u r -
and to the p o s s i b i l i t y of i n s e r t i n g
47 - "_No c h e m i s t
forms were
in the m e e t i n g
and
"NO"
in s e n t e n c e
These
k i n d s of
responses.
given
s uc h as
the a s s e r t i v e
"You can
v i s i t me
78
at s o m e
ti me of the d a y ; "
poison;"
"S om e c h e m i s t c o u l d tell
"He m i g h t co m e at s om e m o m e n t . "
illustrates
We a s s u m e
one m o r e c a s e of o v e r g e n e r a l i z a t i o n
o b s e r v e d o n l y the s y n t a c t i c a f f i r m a t i v e n e s s
without
it's
this
since students
of the s e n t e n c e s
their negati ve nuances.
At this
the r u l e s
p o i n t , we s h o u l d m a k e
presented.
S o m e of t h e s e
c o m p l e t e or i n c o m p l e t e
respect
you
to S O M E / A N Y / N O
knowledge
f o rm s.
a b r i e f c o m p a r i s o n of
" r u l e s " s e e m to r e f l e c t
of o u r s t u d e n t - i n f o r m a n t s
Figure
2
tries
the d e g r e e of d i f f i c u l t y f a c e d by o u r s t u d e n t s :
Rul es
Fig.
2 - Chart
representing
the r a n g e of
difficulty among students.
in
to v i s u a l i z e
79
We c o u l d a l s o h a v e a m o r e d e t a i l e d v i e w of the
students'
answers
consideration
the r u l e s w h i c h
correct answers
also
subdividing
corresponding
considering
table
to t a b l e
a n s w e r s o f the p a r t i a l l y c o r r e c t
rules
comprise
into
clearly admitted partially
the r u le s w h i c h
in 33 s e n t e n c e s w h i c h
II by t a k i n g
III and t a b l e
apparently
type.
did n o t p e r m i t the
This
those rules,
IV and
c o u l d be o b s e r v e d
t h a t is, pn)itt,ing
5, 6, 8 e 9.
T a b l e
III
R u le 1
C.
0 , 36
P.C.
0,36
W.
0 ,2 7
Rule 2
0,15
0,27
0,57
Ru le 3
0 ,2 5
0 ,1 3
0,61
Rule 4
0,13
0,51
0 ,3 5
Rule 7
0,26
0,25
0,48
Rul e 10
0,28
0,28
0 , 43
Total
0 ,2 4
0,30
0 , 45
T hi s
ta ble shows
correct responses
t ha t t h o u g h c o n s i d e r i n g
as a s t r i k i n g p o i n t ,
c o r r e c t a n s w e r s was* r e l a t i v e l y
partially
the p a r t i a l l y
the t e n d e n c y
l ow in r e l a t i o n
for
to w r o n g and
correct answers.
It is a l s o f a i r to a r g u e
th at the p e r c e n t a g e of
p a r t i a l l y c o r r e c t r e s p o n s e s ma y i n d i c a t e t h a t the s t u d e n t s
were
trying
Considering
to f o r m u l a t e
new h y p o t h e s e s
the p e r c e n t a g e s
a n s w e r s we n o t e
for both
t h at the l e a r n i n g
in the t a r g e t
language.
p a r t i a l l y a nd i n c o r r e c t
process
proceeds with
the
80
learner attempting
to u t i l i z e
for c om m u n i c a t i o n .
target language
This m a y be i l l u s t r a t e d
ho
UJ
C£
ad
o
c_>
24%
Observing
the
>_i
_i i—
<=c o
i— IUJ
1—cc
CC. (X.
<c o
Û. o
30%
in his n e e d
in:
<s>
o
od
3
45%
the r e s u l t s
f or T a b l e
IV, we w o u l d
have the
f o l 1 owi ng :
T a b l e
IV
C.
P.C.
W.
5
0,35
0,00
0, 64
R ul e 6
0,58
0,00
0,42
8
■
» 0,25
0,00
0,74
Rule 9
0,35
0,00
0, 64
Total
0,38
0,00
0,61
Ru le
Rule
From sentences
impression
increase
would
21
to 30 and 36 to 45, we had the
t ha t o n l y o ne f o r m was
acceptable.
T h is w o u l d
the n u m b e r of c o r r e c t and i n c o r r e c t a n s w e r s w h i c h
reveal
a t e n d e n c y for i n c o r r e c t
answers
demonstrating
81
ou r s t u d e n t s '
i n a b i l i t y to use the a p p r o p r i a t e
On the w h o l e ,
effort
in u s i n g
he n e e d s
III and
IV i n d i c a t e
'transitional
these results with
competence'
n or can a s u p e r f i c i a l l y
In o t h e r w o r d s ,
is then
revealed
the idea t h at a c o r r e c t f o r m c a n n o t
be t a k e n as p r o o f t h a t o u r s t u d e n t s
had l e a r n e d the s y s t e m s
n o n - d e v i a n t f o r m be e v i d e n c e of
m a s t e r y of l a n g u a g e s i n c e o n l y the s i t u a t i o n a l
determine
the l e a r n e r ' s
s t r a t e g i e s w h i c h he g r a d u a l l y o r g a n i z e s w h e n
to use the l a n g u a g e he is l e a r n i n g .
the s t u d e n t s '
through
tables
f orms.
c o n t e x t may
this.
F r o m the w h o l e d i s c u s s i o n , we i n f e r th a t the m a j o r
t y p e s of e r r o r s
the i n t r a l i n g u a l
encountered
type.
of^target language
apply.
in the s t u d e n t s '
They seemed
(English)
T h a t is, o u r s t u d e n t s
u s e of A NY
(and c o m p o u n d s )
rul e s
to a r e a s w h e r e
t h e y do not
to o v e r g e n e r a l i z e
(and c o m p o u n d s )
limiting
the u s e of A N Y to n e g a t i v e o r i n t e r r o g a t i v e
a n d S O ME
to a f f i r m a t i v e s .
the s y n o n y m s w h i c h w e r e
For e x a m p l e ,
explained.
are of
to be c a u s e d by e x t e n s i o n
tended
and S OM E
responses
the
by
sentences
"I d i d n ' t k n o w any of
J u s t a f ew of t h e m . "
The
students
did no t s e e m to o b s e r v e the n e g a t i v e m e a n i n g of some
->
w o r d s as in " S c a r c e l y s o m e b o d y a c c e p t e d s u g g e s t i o n s , not e v en
the d i r e c t o r . "
by
The m i n o r
interference
as in
types of e r r o r s
s e e m e d to be c a u s e d
"Nobody said no th in g
We s h o u l d n o w c o n s i d e r the m o s t c o m m o n
for e a c h rule.
numbers
T he s e n t e n c e s
in the test.
t h e r e w as a c e r t a i n
responses
We o b s e r v e
that
confusion among
"Some/Any
t y p e s of e r r o r s
are p r e s e n t e d a c c o r d i n g
to t h e i r
in r u l e 1, s e n t e n c e
the s t u d e n t s
r e v e a l e d S O M E and ANY for m s
t h u s , we had
this a u t h o r . "
together
Brazilians writers
7
since their
in the s e n t e n c e
are w e l l - k n o w n . "
82
This may r e f le ct students'
restrictions
correct
governing
responses,
of s e n t e n c e
11
SO M E
and ANY
students
accepting,
j u s t o n e f o r m was
incomplete
chosen
failed
either,
k n o w l e d g e of the
use.
As for p a r t i a l l y
to o b s e r v e
SOMEWHERE
the p o s s i b i l i t y
or N O W H E R E and
"I've se e n this m a n s o m e w h e r e .
I'm
s u r e of it."
F or r u l e 2, s t u d e n t s
with
sentence
18 w h e r e
use of n o n - a s s e r t i v e
to ha ve had t r o u b l e
they chose AN YB ODY
This may i n di c at e a strong
rule on the s t u d e n t s '
seemed
i n f l u e n c e of a p r e v i o u s l y a c q u i r e d
par t:
f o r ms
i n s t e a d of S O M E B O D Y .
negation
on the v e r b i m p l i e s
in the s e n t e n c e .
"We''re s o r r y th at a n y b o d y d i d n ' t w r i t e
Then
to y o u
they had
immediately
a b o u t the c o m p a n y ' s
intentions.
responses,
p r e s e n t e d o n l y one f o r m for s e n t e n c e
students
"Y-ou o n l y m e n t i o n e d
anything
because
this
the
For p a r t i a l l y c o r r e c t
s u b j e c t once.
Why didn't you
e l s e ? " A g r e a t n u m b e r of s t u d e n t s
t h e y s e e m e d to h a v e a s s o c i a t e d
36:
say
chose ANY THING
it to i n t e r r o g a t i v e
sentences .
In r u l e 3, o u r i n f o r m a n t s
i n s t e a d of S O M E B O D Y
in s e n t e n c e
type of e r r o r f or this
telephone
ring."
rule:
Sentences
10,
preferred
this
to use A N Y B O D Y
being
"Did a n y b o d y
the m o s t c o m m o n
phone?
I h e a r d the
23 and 37 led the s t u d e n t s
a n s w e r w i t h o n l y o ne f o r m A N Y T H I N G ,
leaving aside
to
the
p o s s i b l e S O M E T H I N G as s u g g e s t e d by the c o n t e x t .
T he m o s t i m p o r t a n t t y p e s of responses g i v e n
4 appeared
SOME
in
in s e n t e n c e s
30 a n d 43.
Students
tended
"We s h o u l d ha ve to buy a cat if s o m e m i c e
and A N Y B O D Y
in
f or rule
to use
appeared"
"I d o n ' t k n o w w h e t h e r a n y b o d y c o u l d do this
83
for me,"
the r e a s o n b e i n g
negative
sentences
respectively.
certain
the o b s e r v a t i o n
determining
of a f f i r m a t i v e
the use of S O M E and ANY
F o r the r e s t of the s e n t e n c e s ,
variation
and
among students.
NOBODY
t h e r e was
an d S O M E w e r e
a
u se d
by m o s t of t h e m i n d i s t i n c t i v e l y .
F or rule
where
SOMEBODY
of A NYBODY:
5, s t u d e n t s
or N O B O D Y
tended
to e r r in s e n t e n c e 27
s e e m e d to h a v e b e e n
" S o m e b o d y / N o b o d y who c o m m i t s
preferred
such
instead
a crime cannot
s t a y f r e e ."
F o r r u l e 6, s t u d e n t s
mot her tongue since
the m a j o r i t y of the e r r o r s w e r e
"Nobody said nothing
common
Portuguese
demonstrated influence
a b o u t this
structure
author" which
34 w h e r e
punish you."
students
S O M E o n l y in a f f i r m a t i v e
correct sentences
sentences
22, 35 and 44.
w as
This m a y al s o be a p p l i e d
u s e d in the p l a c e of A N Y B O D Y :
to use ANY
to
in
of
s u ch as s c a r c e l y , h a r d l y and
31
in w h i c h
"Scarcely nobody
n o t e v e n the d i r e c t o r . "
"Quase n i n g u é m aceito u
they tended
through sentences
i n t e r f e r e n c e m a y be r e s p o n s i b l e
to
to use
s e e m e d to h a v e no k n o w l e d g e
r e q u i r e d by w o r d s
to be r e v e a l e d
suggestions,
If y o u d i s a g r e e
revealed their tendency
in w h i c h
In r u l e 8, s t u d e n t s
seems
73.
i n s t e a d of N O B O D Y :
I c o m e back.
contexts.
partially
this
to a
A g a i n , we are f a c e d w i t h an i n t r a l i n g u a l
t yp e of e r r o r in w h i c h
the r e s t r i c t i o n s
corresponds
most common error appeared
they p r e fe r re d S OM EB ODY
"I w a n t y o u to see s o m e b o d y until
I'll
of the ty p e
a l r e a d y p r e s e n t e d on p a g e
In r u l e 7, the s t u d e n t s '
in s e n t e n c e
of t h e i r
We feel
for su c h e r r o r
sugestões...."
NOBODY
accepted
that Portuguese
corresponding
84
Rule
9 presents sentence
the m a j o r i t y of e r r o r s .
negative
A NY
id e a
failing
p r e s e n t in the s e n t e n c e ,
revealing once more
sentences.
Students
12 b e i n g
So we had
responsible
to p e r c e i v e
chose SOME
that t h e y use S O ME
for
the
i n s t e a d of
in a f f i r m a t i v e
"He d e n i e d t ha t he had o f f e r e d her some
d r i n k at a l l . "
Fo r r u l e 10,
the m a j o r i t y of e r r o r s
b e e n d ue to i n t e r f e r e n c e of the t a r g e t r u l e s
learned:
S O M E u s e d for a f f i r m a t i o n s .
f a i l e d to use ANY
a nd thus
in s uc h s e n t e n c e s
presenting
h u n g r y s h e will
partially correct responses,
as the c o n t e x t r e q u i r e d
this
"She's
Even s t a l e b r e a d . "
so
For
"Anybody who
chose
is i n t e r e s t e d
in
s h o u l d s ee the s e c r e t a r y . "
It is o u r i m p r e s s i o n
misunderstanding
of
r e a s o n ,s t u d e n t s
a l a r g e n u m b e r of s t u d e n t s
o n l y o n e f o r m for s e n t e n c e 48
th-e m e e t i n g
previously
For this
s e n t e n c e 26 to e n s u r e
eat s o m e t h i n g .
s e e m e d to have
of m e a n i n g
t ha t s uc h e r r o r s
and u s a g e of t h e s e
" f a u l t y or i n a d e q u a t e e x p l a n a t i o n . "
to t h a t a r r i v e d at by S t e n s o n ,
are due to
for ms
We c o m p a r e d
because
this s t u d y
of a d v a n c e d or i n t e r m e d i a t e
students
from
in T u n i s w h e r e she d e s c r i b e s e r r o r s r e s u l t i n g m a i n l y
•>
"classroom situation."
S t u d e n t s w e r e a s k e d the m e a n i n g
of A NY and to g i v e e x a m p l e s .
the ty p e
The s e n t e n c e s
" A n y b o d y has to w o r k " on
can e n t e r , "
where
n e g a ti v e word.
"In a p r i v a t e g a r d e n a n y o n e
the t e n d e n c y was
Stenson
believes
p r o d u c e d w e r e of
to r e g a r d ANY as a s i m p l y
t ha t su c h s e n t e n c e s
were
the
p r o d u c t of f a u l t y e x p l a n a t i o n
since students
t ha t A N Y
and t h e y i n t e r p r e t e d ANY b e i n g
is u s e d in n e g a t i v e s
a n e g a t i v e w o r d l i k e N O T H I N G or N O B O D Y .
had b e e n t ol d
»5
T h e r e are s o m e d i f f e r e n c e s
by S t e n s o n :
discover
(a)
he r oral
if s t u d e n t s
research;
of c o m p r e h e n s i o n
students'
responses
sentences
negative word)
example,
(b) h e r p u r p o s e was
and use of S O M E / A N Y / N O
demonstrated
in a p p a r e n t l y
su c h
as
although
to
F or
"No s o u n d c o u l d be h ea rd .
had b e en
in i n t e r r o g a t i v e
I was
c h o s e the NO form.as the
b ut a g r e a t n u m b e r d e c i d e d on SOME.
to be e v i d e n t t h a t o u r s t u d e n t s
(and c o m p o u n d s )
(c) o u r
to NO (or o t h e r
affirmative sentences.
a b s o l u t e l y q u i e t , " s o m e of the s t u d e n t s
requires
forms;
t h a t t h e y a p p l i e d ANY
and d id n o t c h a n g e ANY
in a s e n t e n c e
sentence
to
k n e w the m e a n i n g of A NY w h i l e we o b s e r v e d
the level
negative
of o u r s t u d y f r o m t h a t m a d e
It s e e m s
i n f o r m e d t ha t SOM^
and n e g a t i v e s e n t e n c e s ,
the c h o i c e of S O M E does not i n d i c a t e
t h a t A NY w o u l d be
u s e d i n s t e a d of NO.
O u r l i m i t e d r e s e a r c h fi n d s
study where
students
she p e r c e i v e d th a t t h e r e was
n o t to use w o r d s
involving
that m a y o c c u r o n l y in a f f i r m a t i v e ,
sentences.
However,
when encountered.
these words
used even
so m e s u p p o r t
a tendency
"polarity",
or o n l y
s t u d e n t s m a y be ab l e
are a m o n g
at a d v a n c e d
m e a n i n g of s o m e w o r d s
t h e y did not o b s e r v e
to u n d e r s t a n d
the la st t h i n g s
levels.
to be l e a r n e d
He r o p i n i o n
them
not a b l e to p e r c e i v e
(i.e.
and r a r e l y
the n e g a t i v e
ne ga ti ve-pola ri ty words).
that in a s e n t e n c e
su c h
as
expression
the
"at all" h e l p to d e t e r m i n e
that
is in f a c t true
the v er b
a p pl y .
that is, w o r d s
in n e g a t i v e
he h a d o f f e r e d h e r any d r i n k at a l l , "
present
in a d v a n c e d
A n o t h e r p o i n t she r e f e r r e d to was the fa c t
since our students were
meaning
in S t e n s o n ' s
T h a t is,
"He d e n i e d
"deny"
and the
" d ee p " n e g a t i v e
in the w h o l e s e n t e n c e w h e r e
t h u s,
t h at
"any" m ay
86
We s h o u l d o b s e r v e h e r e
were
there
the m i n o r ty pes of e r r o r s w h i c h
due to i n t e r f e r e n c e f r o m m o t h e r t o n g u e .
is a t e n d e n c y
s u c h as
to use
sentence
as in
a negative word
s a i d n o t h i n g " i n s t e a d of
other words,
negatives
Portuguese
in E n g l i s h
Portuguese.
Thus,
to p r o d u c e s e n t e n c e s
s u c h as
"N o b o d y
"N o b o d y s a i d a n y t h i n g a b o u t y o u . "
s p e a k e r s of E n g l i s h
in the s a m e
sentence
such as
In
t e n d e d to use two
c l a u s e as t he y c o m m o n l y
c o n s i d e r e d he re n o n - s t a n d a r d
relation
p r e s e n t in
"Ni n g u é m d i s s e n a d a a seu r e s p e i t o . "
This ma y lead our stud en ts
do in
"Nobody said n o t h i n g "
English,
has a c l o se
to P o r t u g u e s e .
We b e l i e v e
u n d e r s t a n d the f o r m s
th a t o u r s t u d e n t s m i g h t be a b l e to
tested when enc ountered
s e e m to h a v e o b s e r v e d
especially
negatives
those which
the d i s t i n c t i o n s
r e f e r to
and t h e i r r e l a t i o n
to p e r c e i v e
an d its
"not" t o g e t h e r w i t h
"Ela n ã o c o m e u n a d a ," or two n e g a t i v e w o r d s
the s a m e
though,
In P o r t u g u e s e
syntactic
existing
"implied"
to the use of
negation
but t h e y d id n ot
and
among
them,
"incomplete"
"a n y; "
t he y s e e m e d
r a t h e r than s e m a n t i c
negation
i mpli cati ons .
It s e e m s to be true t h a t o ur s t u d e n t s had not b e en
*>
i n f o r m e d of the d i f f e r e n t c o n t e x t s (or e x c e p t i o n s ) in w h i c h
these forms
can o c c u r ,
e v e n d u r i n g the final
stages
of their
course.
Although
it c o u l d be a r g u e d t ha t o u r e l i c i t e d
q u e s t i o n s m a y not reveal
resulting
from
"systematic" errors
"classroom situations",
but r a t h e r e r r o r s
it is f a i r to s ay t h a t
our procedures
a t t e m p t e d to reveal
errors
d u e to
"incomplete
acquisition."
S u c h e r r o r s s e e m e d to h a v e b e e n i n f l u e n c e d by
teaching
techniques
m o s t of the
ti m e ,
responsible
for
"intralingual
interference"
as h ad b e en d e m o n s t r a t e d by R i c h a r d s
and
S e l inker previously.
T h u s , we s h o u l d
in n e g a t i v e
stylistic
simply
b e a r in m i n d t h a t " S 0 M E
and i n t e r r o g a t i v e
v a r i a n t of ANY;
a stylistic
sentences
n o r is ANY
v a r i a n t of SOME.
f u n d a m e n t a l l y a semantic one."
(and c o m p o u n d s )
is not m e r e l y
a
in a f f i r m a t i v e s e n t e n c e s
The d i f f e r e n c e
is
19
^ L . A . H i l l . "SOME and ANY".
T e a c h i n g of E n g l i s h as a F o r e i g n
Selected Articles
L a n g u a g e , p. 55.
on the
CONCLUSION
The p u r p o s e o f this
s o m e findi ng s c o n c e r n i n g
ANY/NO
forms
dissertation
the c o m p r e h e n s i o n
by a d v a n c e d s t u d e n t s .
has b e e n
to p r e s e n t
and use of t he S O M E /
Th e p r e s e n t a t i o n
has been
s o m e w h a t b i a s e d by t h e t h e o r y of E r r o r A n a l y s i s
p o i n t i n g o ut
the l e a r n e r ' s
to e x p l a i n
"errors
"performance
data,"
in an a t t e m p t
and n o n - e r r o r s . "
We s h o u l d e m p h a s i z e
t h a t the c o n c l u s i o n s we have
a r r i v e d at r e f e r to a r e s t r i c t e d g r o u p of l e a r n e r s
t h e y c o u l d n o t g e n e r a l l y be a p p l i e d
foreign
language,in
to all
students
l i n g u i s t i c s u p p o r t of a s p e c t s
foreign
language
learning.
a r o u n d an a n a l y s i s
learner who
tends
learning a
v i e w of the l i m i t a t i o n s o f o u r w o rk .
T h e f i r s t s t e p in this d i s s e r t a t i o n
some
a nd that
has b e e n
i n v o l v i n g s e c o n d and
The m a i n e m p h a s i s
of s t r a t e g i e s
to m a i n t a i n
to find
has c e n t e r e d
e m p l o y e d by the
in his
( a d ul t)
"approximative
language
s y s t e m , " s t r u c t u r e s o f his n a t i v e l a n g u a g e .
A second
p o i n t to be c o n s i d e r e d has b e e n
of E n g l i s h A s s e r t i v e ,
have
Non-Assertive
paid pa rti cul ar attention
the use of t h e s e
a n d ANY.
and N e g a t i v e
We
governing
e s p e c i a l l y S OM E
p o i n t of v i e w the use of t h e s e f o r m s
a re r e l a t e d to the a t t i t u d e of the s p e a k e r .
involves
fo r m s .
to the d i s t i n c t i o n s
f o r m s and t h e i r c o m p o u n d s ,
From a general
the a s p e c t s
a "positive feeling"
T h a t is, S OM E
and ANY a " n e u t r a l
or n ega ti ve
89
e x p e c t a t i o n " on
this
the p a r t of the s p e a k e r .
It is o b v i o u s
that
is an e x t r e m e l y c o m p l e x a r e a of E n g l i s h g r a m m a r and
despite
forms,
the f r e q u e n c y of o c c u r r e n c e
and u s e f u l n e s s of t h e s e
they p r e s e n t some d i f f i c u l t y
From our experience,
difficulty
in the use of e v e n
realizations
reasons
of t h e s e f o r m s .
for such d i f f i c u l t y
f or n o n - n a t i v e
students often
the m o s t
a p p e a r to h a ve
"straightforward"
It m a y be that o ne of the
lies
in e f f o r t s
students
themselves
relating
to the use of t h e s e f o r m s ,
by t e a c h e r s
to o v e r g e n e r a l i z e or o v e r s i m p l i f y
to the t e a c h i n g of E n g l i s h
as a f o r e i g n
tested students
F e d er a l
the m a i n
at P a r a i b a
of t h o s e f o r m s w i t h
problems
or
ru l e s
e s p e c i a l l y S OM E or ANY.’
In an e f f o r t to m a k e a c o n t r i b u t i o n ,
comprehension
speakers.
h o we ve r small,
l a n g u a g e , we ha v e
U n i v e r s i t y on the use and
the p u r p o s e of i d e n t i f y i n g
f a c e d by o u r s t u d e n t s w h e n
needing
to use
such forms.
Although SOME/ANY/NO
superficially simple,
students
a certain
to s o m e e x t e n t s u b j e c t i v e ,
But,
they create
this f a c t can not be s ee n
to the u n d e r s t a n d i n g
d e v e l o p m e n t of his
to o u r
in the s t u d e n t ' s m i n d w h i c h m i g h t well
be the c a u s e of m a n y e r r o r s .
as an o b s t a c l e
are o f t e n c o n s i d e r e d
t he y m a y o f f e r so m e p r o b l e m s
in t h at , b e i n g
hesitation
forms
language
learning
of t h e s e f o r m s n o r to the
process.
We h a v e o b s e r v e d t h a t a g r e a t e r n u m b e r of e r r o r s w e r e
c a u s e d by i n t e r f e r e n c e of E n g l i s h
rather than Portuguese
language
interference.
internal
For e xam pl e,
rules
"What are
90
a n y o f th e d i f f i c u l t i e s
of s h o p p i n g
in this s t r e e t ? "
k n o w any of the s y n o n y m s w h i c h w e r e e x p l a i n e d .
them,"
all."
or
"He d e n i e d
sentences,
overgeneralize
the use of S O M E / A N Y
to a f f i r m a t i v e
(SOME),
Such
attributed
students
restricting
to c o m p l e x i t y w i t h i n
of t h e s e
the f o r e i g n
seems
s uc h as
in P o r t u g u e s e
and to
in our s t u d e n t s '*
f r o m the m o t h e r t o n g u e .
"Nobody said nothing
a b o u t this
"Ninguém disse
We
author"
in the s a me
nada s o b r e e s t e
autor"
to be e v i d e n t .
some links
of these
of these
th a t t h e s e k i nd s of i n t e r f e r e n c e
to t h e t e a c h i n g m e t h o d s
linguistic
the g r a m m a t i c a l
and s e m a n t i c
h a ve
in the e x p l a n a t i o n
not p r o v i d e an a c c o u n t for
restrictions which
govern
the use
•y
forms.
- Kernel Plus
a n a l y s e d the t e x t b o o k s
and I n t e r a c t i o n
t h i r d a nd f o u r t h y e a r s t u d e n t s .
u se s of the f o r m s
aside, what
The b o o k s
appeared
of t h e s e fo r ms .
the use of ANY
b ot h
being stud ie d,
to o u r s t u d e n t s ,
of the r e a l i z a t i o n s
exemplify
employed
ite ms w h i c h m a y
We h a v e b r i e f l y
common
language
the i n f l u e n c e of the use of two n e g a t i v e s
We p r e s u m e d
course
sentences
forms.
r e v e a l e d an i n t e r f e r e n c e
have se ntences
sentence
t h e i r use o n l y
i n t e r r o g a t i v e a nd n e g a t i v e
A n o t h e r t y p e of e r r o r e n c o u n t e r e d
where
t e n d e d to
a s t r a t e g y e m p l o y e d by o u r s t u d e n t s m a y be
the s u b t l e t i e s
responses
J u s t a f e w of
t h a t he had o f f e r e d h e r some d r i n k at
In t h e s e u n a c c e p t a b l e
( AN Y ).
"I didn't
u s e d in our
by R o b e r t O ' Neil
for
p r e s e n t the m o s t
generally
leaving
to be the m o s t d i f f i c u l t
F or i n s t a n c e ,
in i n t e r r o g a t i v e s
they
an d n e g a t i v e s
and
SOME
in a f f i r m a t i v e s .
However,
a l t h o u g h e x a m p l e s of o t h e r uses
o f t h e s e f o r m s do o c c a s i o n a l l y o c c u r
overt explanation
occurrence,
is a d d e d
for e x a m p l e ,
to i n d i c a t e
of S O M E
forms
in d i a l o g u e s )
the r e a s o n fo r
in n e g a t i v e
learne r ap p a r e n tl y being ex pected
these
(i.e.
no
the
sentences.
The
to g r a s p the v e r y uses of
inductively.
We h a v e a l s o a s k e d the t e a c h e r s
supply students with more
we w er e g iven
information
personally
if they
about these examples
and
negative answers.
t
In o u r j u d g e m e n t
wo ul d have
a wider
benefited, where
possible,
r a n g e of the p o s s i b l e
We s u m up w i t h
(a)
language
(i.e.
indicate
that students
by explanation and practice of
realizations
the f o l l o w i n g
our student-info rm an ts
syntactic
a n d A NY
these r e s u l t s
of t h e s e
forms.
points:
had m a s t e r e d a p a r t i c u l a r
S O M E is u s e d in a f f i r m a t i v e
sentences
in i n t e r r o g a t i v e and n e g a t i v e s e n t e n c e s ) ;
(b)
they o v e r g e n e r a l i z e d t h i s
■
>
r u le
in a l m o s t
the e n t i r e
tes t ;
(c)
students'
the a b s e n c e of o t h e r uses of t h e s e
in the
l a n g u a g e m a y be due to the f a c t t h a t t h e y are a m o n g
the l a s t t h i n g s
to be l e a r n e d .
It s h o u l d be c l e a r h o w e v e r ,
have only
forms
t h a t the f o r e g o i n g
remarks
t o u c h e d the s u r f a c e a r e a of the p r o b l e m p r e s e n t e d .
We h o p e h o w e v e r ,
t h a t o u r s t u d y has m a d e a p o s i t i v e
92
contribution
in this
f i e l d of l i n g u i s t i c
research.
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AZEVEDO, Milton.
"The I n t e r l a n g u a g e of A d v a n c e d L e a r n e r s : An
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B A K E R , C.L.
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197 0. pp. 1 6 9 - 1 8 5 .
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L o n g m a n , 197 5 .
"Any a n d S o m e . "
pp. 20 - 6 3 .
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L o n g m a n , 1 9 7 5 , pp. 3 7 -6 5.
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Inquiry
Meaning and F o r m .
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1,
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B U R S T A L L , C l ar e .
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e d i t e d by J a c k C . R i c h a r d s .
L o n d o n : L o n g m a n , 1974, pp. 1581 71 .
------------- . "The L a n g u a g e of S e c o n d L e a r n e r s : T he B r o a d e r
Issues."
T h e M o d e r n L a n g u a g e J o u r n a l , e d i t e d by C h a r l e s
L.King.
C o l o r a d o : USA: The N a t i o n a l F e d e r a t i o n of M o d e r n
L a n g u a g e T e a c h e r s , A s s o c i a t i o n s , 1 9 7 5 , pp. 4 0 9 - 4 1 3 .
-------------. " Th e S i g n i f i c a n c e of L e a r n e r ' s E r r o r s . "
Error
A n a l y s i s P e r s p e c t i v e s on S e c o n d L a n g u a g e Acquisition,
e d i t e d by J a c k C . R i c h a r d s .
L o n d o n : L o n g m a n , 1 9 7 4 , pp.
30.
19-
94
D U L A Y , H ei d i C. and M a r i n a Burt .
"Creative
S e c o n d L a n g u a g e L e a r n i n g and T e a c h i n g . "
1 9 7 5 , pp. 2 1 - 3 2 .
C o n s t r u c t i o n in
Tesol Quarterly,
DUSKOVfl ,
Libuse.
"On S o u r c e of E r r o r s in F o r e i g n L a n g u a g e
Learning."
I r a l vol. X V I I , n° 1 1 , 1 9 6 9 , pp. 1 1- 3 5.
ETHERTON, A.R.B.
"Error Analysis:
E n g l i s h L a n g u a g e T e a c h i n g vol.
ERVIN-TRIPP,
First?"
P r o b l e m s and P r o c e d u r e s . "
X X X I I , 1 97 7 , pp. 67 - 69 .
Susan.
"Is S e c o n d L a n g u a g e L e a r n i n g
T e s o l Q u a r t e r l y 197 4, pp. 1 1 1 - 1 2 6 .
G E O R G E , H.V.
C om mon Err or s in L e a r n i n g English.
N e w b u r y H o u s e P u b l i s h e r s , 1972.
Li k e The
Massachusetts:
GHADESSY, Mohsen.
" I m p l i c a t i o n s of E r r o r A n a l y s i s f o r S e c o n d /
Foreign Language Acquisition.
I r a l vol. XVIII, nQ 2, 1980.
pp. 9 3 - 1 0 3 .
G R E E N B A U M , S i d n e y an d R a n d o l p h Qu i rk .
Elicitation Experiments
in E n g l i s h 3 L i n g u i s t i c S t u d i e s in Use a n d A t t i t u d e .
L o n d o n : L o n g m a n , 1970.
H A N Z E L I , V i c t o r E.
" L e a r n e r ' s L a n g u a g e : I m p l i c a t i o n s of
R e c en t Rese ar ch For Foreign L ang ua ge I ns tr uc ti on ," The
M o d e r n L a n g u a g e J o u r n a l s e d i t e d by C h a r l e s L . K i n g .
C o l o r a d o : USA: The N a t i o n a l F e d e r a t i o n o f M o d e r n L a n g u a g e
„ T e a c h e r s A s s o c i a t i o n s , 1 97 5 , pp. 4 2 6 - 4 3 1 .
H I L L , L.A.
"SO M E a n d A N Y " ,
of E n g l i s h as a F o r e i g n
U n i v e r s i t y P r e s s , 197 4,
Selected Articles
Language.
London:
pp. 5 1-55.
on the T e a c h i n g
Oxford
T e c h n i q u e s in A p p l i e d
INGRAM, Elisabeth.
"Language Testing,"
L i n g u i s t i c s , e d i t e d by J . P . B . A l l e n and S . P i t C o r d e r .
L o n d o n : O x f o r d U n i v e r s i t y P r e s s , 1974 , vol. 3,pp. 31 3 - 34 3 .
J A C K E N D O F F , Ray S.
"On S o m e Q u e s t i o n a b l e A r g u m e n t s A b o u t
Q u a n t i f i e r s an d N e g a t i o n . "
L a n g u a g e vol. 47, n9 2, 19 7 1 ,
pp. 2 8 3 - 2 9 7 .
J A I N , M.P.
"Er.ror A n a l y s i s , S o u r c e , C a u s e and S i g n i f i c a n c e . "
Error A n a l y s i s P e r s p e c t i v e s on S e c o n d L a n g u a g e A c q u i s i t i o n ,
e d i t e d by J a c k C . R i c h a r d s .
L o n d o n : L o n g m a n , 1 974 , p p . 1 8 9 - 2 1 5 .
J A M E S , Carl.
"The E x c u l p a t i o n of C o n t r a s t i v e L i n g u i s t i c s . "
P a p e r s i n C o n t r a s t i v e L i n g u i s t i c s , e d i t e d by G e r h a r d Nic ke r .
L o n d o n : C a m b r i d g e U n i v e r s i t y P r e s s , 1 9 7 1 , pp. 53-67.
J E S P E R S E N , Otto.
N e g a t i o n in E n g l i s h a n d O t h e r Lan g u a g e s .
D e n m a r k : E j n a r M u n k s g a a r d P u b l i s h e r s , 1966.
------------- .
"Affirmation, Negation, Question."
Essentials
L o n d o n : G e o r g e A l l e n and U n w i n Ltd .,
English Grammar.
1 962, pp. 2 9 6 - 3 0 8 .
of
J O H A N S S O N , Stig.
"The Uses of E r r o r A n a l y s i s a n d C o n t r a s t i v e
A n a l y s i s I.
English Language Teaching Journal
vol X X IV,
n<? 3 , 1975, pp. 2 4 6 - 2 5 3 .
J O H A N S S O N , S t ig.
"The Uses o f E r r o r A n a l y s i s and C o n t r a s t i v e
A n a l y s i s II." E n g l i s h L a n g u a g e T e a c h i n g J o u r n a l vol. X X I X ,
n 9 4, 1 9 7 5 , pp. 3 3 0 - 3 3 6 .
JOHN, P.Athialy.
" A p p r o x i m a t i v e L a n g u a g e s a nd L a n g u a g e
Learning Situations."
I r a i vol. X V I I I , n9 2, 1980.
215.
pp.
209
K L I M A , E d w a r d S.
" N e g a t i o n in E n g l i s h . "
The S t r u c t u r e o f
L a n g u a g e : R e a d i n g s i n t h e P h i l o s o p h y o f L a n g u a g e , e d i t e d by
F o d o r a n d Katz.
L o n d o n : P r e n t i c e - H a l 1 , Inc., 1 964 , pp.
246-323.
LABOV, William.
"Negative Attraction
English Grammar."
Language
vol.
818.
LADO,
Robert.
Language Testing.
a nd N e g a t i v e C o n c o r d in
48, n9 4, 1 9 7 2 , pp. 7 73-
London:
Linguistics Across Cultures.
U n i v e r s i t y of M i c h i g a n P r e s s , 1958.
Longman,
1975.
Michigan:
The
LAKOFF, Robin.
"A s y n t a c t i c A r g u m e n t F or N e g a t i v e
Transportation."
S e m a n t i c S y n t a x , e d i t e d by P i e t e r S e u r e n .
L o n d o n : O x f o r d U n i v e r s i t y P r e s s , 1 9 74 , pp. 1 7 5 - 1 8 2 .
Rule."
"So me R e a s o n s W h y T h e r e C a n ' t Be A n y s o m e - a n y
L a n g u a g e vo l. 45, n 9 3, 196 9, pp. 6 0 8 - 6 1 5 .
M A R C E L , A d a m J u s t and P a t r i c i a Ann C a r p e n t e r .
"Comprehension
of N e g a t i o n w i t h Q u a n t i f i c a t i o n . "
Journal o f Verbal
Learning and Verbal Behavior
vol. 10, 1 9 71, pp. 2 4 4 - 2 5 3 .
NEMSER, William.
" A p p r o x i m a t i v e S y s t e m s of F o r e i g n L a n g u a g e
Learners."
E r r o r A n a l y s i s P e r s p e c t i v e s on S e c o n d L a n g u a g e
A c q u i s i t i o n , e d i t e d by Ja c k C. R i c h a r d s . L o n d o n : L o n g m a n ,
1 9 7 4 , pp. 5 3- 6 3.
P A R T E E , B a r b a r a Hall.
" N e g a t i o n , C o n j u n c t i o n a nd Q u a n t i f i e r s :
S y n t a x vs. S e m a n t i c s . "
F o u n d a t i o n s o f L a n g u a g e vol. 6 ,
1 9 7 0 , pp. 1 5 3 - 1 6 5 .
V
Q U I R K , R a n d o l p h et a l . A G r a m m a r o f C o n t e m p o r a r y E n g l i s h .
L o n d o n : L o n g m a n , 1972.
R I C H A R D S , J a c k C.
" E r r o r A n a l y s i s and S e c o n d L a n g u a g e
Strategies."
N e w F r o n t i e r s in S e c o n d L a n g u a g e L e a r n i n g ,
e d i t e d by J o h n H . S c h u m a n n and N a n c y S t e n s o n .
Massachusetts
N e w b u r y H o u s e P u b l i s h e r s , 19 7 6 , pp. 32-53.
------------- . "Social F a c t o r s , I n t e r l a n g u a g e and L a n g u a g e
Learning."
Error A n a l y s i s P e r s p e c t i v e s on S e c o n d Language
A c q u i s i t i o n , e d i t e d by J a c k C . R i c h a r d s .
London: Longman,
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E rro r A n a l y s i s P e r s p e c t i v e s on S e c o n d L a n gu ag e Acq ui si tio n,
e d i t e d by J a c k C . R i c h a r d s .
L o n d o n ; L o n g m a n , 1 974, pp. 172188.
96
R I C H A R D S , J a c k C. a nd G l o r i a P . S a m p s o n .
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Acquisition.
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Error Analysis Perspectives
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L o n d o n : L o n g m a n , 1 9 74 , pp. 3 1-54.
S E U R E N , P i e t e r A.M.
"Negative Travels."
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P r e s s , 1 9 7 4 , pp. 1 8 3 - 2 0 8 .
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Oxford University
SHEEN, Ronald.
"The I m p o r t a n c e of N e g a t i v e T r a n s f e r in the
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S p e e c h of N e a r - B i l i n g u a l s . "
pp. 1 0 5 - 1 1 9 .
S T E N S O N , N an cy .
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N ew F r o n t i e r s in S ec o n d
L a n g u a g e L e a r n i n g , e d i t e d by J o h n H . S c h u m a n n a nd N a n c y
Stenson.
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S t u d e n t s ' P e r c e p t i o n : A S t u d y of D i f f i c u l t y in S e c o n d Language Learning."
Iral
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A Handbook o f English Grammar.
Z A N D V 0 0 R T , R.W.
L o n g m a n , 1972.
London:
APPENDIX
I
T E S T S U B M I T T E D T O S T U D E N T S AT P A R A I B A F E D E R A L U N I V E R S I T Y
In t he f o l l o w i n g s e n t e n c e s ,
or a l t e r n a t i v e s
indicate which alternative
c o u l d be u s e d f r o m a m o n g
the f o l l o w i n g
sentences :
1 . SOME
5. ANY
9.
2. S O M E B O D Y
6 . ANYBODY
3. S O M E T H I N G
7. A N Y T H I N G
ll.
NOTHING
4. S O M E W H E R E
8 . ANYWHERE
12.
NOWHERE
10.
I n d i c a t e y o u r c h o i c e by w r i t i n g
n u m b e r in the b r a c k e t s .
Where you
NO
NOBODY
the a p p r o p r i a t e
t h i n g m o r e t h a n one w o r d
c o u l d be u s e d d e p e n d i n g on the m e a n i ng w r i t e w h a t y o u
to be the m o s t p r o b a b l e c h o i c e
f irst.
Have you got
Example:
1; 5
money?
1. M o s t p e o p l e h a v e at l e a s t _____ r e l a t i o n s
2.
The l e a d e r o f the O p p o s i t i o n
d o i n g ___
at all
3. S a y ____ a b o u t
consider
th e y e n j o y m e e t i n g .
s ai d the G o v e r n m e n t was
to h e l p the h o m e l e s s .
two of the m a i n
t r a f f i c p r o b l e m s of y o u r
country.
4.. M a y
I h a v e ____ m o r e p o t a t o e s ,
those
I bought yesterday.
please?
I h a v e u s e d up all
98
5.
I didn't
k n o w _____ of the s y n o n y m s w h i c h w e r e e x p l a i n e d .
J u s t a f e w of them.
6 . She
f i n d h e r p o w d e r c o m p a c t ______ .
can't
7.
Brazilian writers
8.
are w e l l - k n o w n .
f r o m the C o m p a n y c o u l d not go to the c o n v e n t i o n but
sent Doris
as r e p r e s e n t a t i v e .
9. Y ou can v i s i t me at _____ time of t he day.
10.
Did _____ p h o n e ?
I h e a r d the t e l e p h o n e ring.
11.
I've s e e n
12.
He
13.
I w o n d e r w h e t h e r y o u c o u l d say _____ else.
this m a n _____ .
I'm su re of it.
d e n i e d t h a t he had o f f e r e d her _____ d r i n k at all.
14. W h a t are _____ of the d i f f i c u l t i e s
of s h o p p i n g
in this
s t r ee t?
15.
understood what
everything
I've said.
again.
16.
He s e l d o m gets _____ s le e p.
17.
I heard t h a t _____ has b r o k e n
18. W e ' r e
sorry
the p a d l o c k .
t h a t _____ d i d n ' t w r i t e
a b o u t the c o m p a n y ' s
19.
I had to e x p l a i n
to yo u
immediately
intentions.
c h e m i s t c o u l d tell
you
it's p o i s o n .
20.
I've n e v e r t h o u g h t t h a t _____ c o u l d do a n y t h i n g
21.
You h a v e h a r d l y . e a t e n _____ today.
22.
Paul
23.
C a n ' t we e at _____ e l s e , A r t h u r ?
d i d n ' t kn o w
l i k e this
that _____ had d o n e the test.
26.
27.
28.
so h u n g r y she will
who
few small
hotels
b e c a u s e we h ad h a r d l y _____ left.
s o u n d c o u l d be heard.
She's
Very
s e r v e g o o d food.
24. We h a d to s t o p for petrol
25.
for me.
commits
None o f us can
such
say ____
It was
e a t _____.
a crime
a b s o l u t e l y quiet.
Even
stale
c a n n o t s t a y free.
in her f a v o u r .
b read.
99
29.
I didrft k n o w
t h a t _____ h a p p e n e d to the t e a c h e r .
Was
it
seri ous ?
30. We s h o u l d h a v e
31.
who
does s u c h a t h i n g
n ot e ve n
They were
all
theatre.
I want you
I'll
the d i r e c t o r .
isn't honest.
11 would be impossible ___ _to come to the pa r ty .
at the
34.
if _____ m i c e a p p e a r e d .
S c a r c e l y _____ a c c e p t e d s u g g e s t i o n s ,
32.
33.
to b u y a cat
to see _____ until
I c om e back.
If y o u d i s a g r e e
punish y o u .
35.
I d o n ' t t h i n k he has _____ m on e y .
36.
You only m e n t i o n e d
this
s u b j e c t once.
W h y d i d n ' t y o u say
else?
37. W h y h a s n ' t J o h n
d o n e _____ to end
38.
He says
he i s n ' t g o i n g
39.
A w r i t e r of a t e s t i m o n a l
40.
The p o l i c e w e r e
41.
N o b o d y s a i d _____ a b o u t this
42.
I a sked for help,
unable
the w a r ?
to g i v e us _____ a d v i c e
r a r e l y says
at all.
really
damaging.
to f i n d _____ t r a c e of the c r i m i n a l s .
author.
d o u b t i n g h o w e v e r w h e t h e r ______ w o u l d
volunteer.
43.
I d o n ' t k n o w w h e t h e r _____ c o u l d do this
44.
I don't believe
45.
He m i g h t c o me at _____ m o m e n t .
46.
He r e f u s e d _____ c h a n g e of job.
47.
If _____ w e r e
fo r me.
I can s p a r e _____ time.
to d r o p a m a t c h
here
the h o u s e w o u l d be on
fi re in two mi n u t e s .
48.
who
is i n t e r e s t e d
in the m e e t i n g s h o u l d see
the
secretary.
49.
He k n e w t h at _____ w o u l d come.
50.
M a n y o ld p e o p l e ha v e
houses
or b e d - s i t t i n g
companionship
T h e y h ad all
gone
to Italy.
to e n d t h e i r day in u n c o m f o r t a b l e
roo m s w i t h o u t _____ h e l p or
from friends.
APPENDIX
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/ / GO.FT02F001
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I E F 2 3 7 I 1 51
A L L O C A T E D TO P G M = * . D D
I E F 1 4 2 I - S T E P WAS E X E C U T E D - C O N D C O D E 0 0 0 0
IEF285I
SYS8213 8 . T14 5 2 4 7 .RF1 0 2 .JP0567.G0SET
IEF285I
V O L S E R NOS= U F P V S 2 .
IEF285I
S Y S 8 2 1 3 8 .T 1 4 5 2 4 7 .R F 1 0 2 .JP0567.GDSET
IEF285I
VOL SER N3S= U F P V S 2 .
1EF298I JP0567
SYSOUT-A.
PASSEO
DELETED
00023000
00040000
00060000
X00083003
00103014
00123030
00140000
XOO1 6 0 0 0 0
00180014
00233000
X00210018
00220018
00240000
00260000
00283000
00300000
00323030
00340000
1.0 2
FORTRAN
IV
G LEVEL
21
MAIN
DATE
»
82138
0001
I NTEGER
0002
0003
I N T E G E R R C T < 1 0 > , R C !T ( 1 0 » ,R P C T ( 1 0 ) , R P C I T (10 I , H E T ( 1 0 »
I N T E G E R R C A ( 10 ) , RCI A ( 1 0 ) , R P C A <10 I, RP CI A ( 1 0 ) , R E A I 1 0 1
0004
-
0014
0015
0016
0017
0018
0019
OOZO
0021
0022
0023
0024
0025
0026
0027
0028
0029
.0030
^
0031
0032
0033
0034
-
0035
W R J T E ( 6 , 2 2 0 I N A , ( I , ( R E S P ( I ,J 1 , J = l , 3 ) , 1 - 1 , 5 0 »
0036
0037
220
C
0038
0039
0040
0041
0042
0043
0044
0045
0046
C
0047
0048
0049
0050
0051
0052
GAB ( 1 0 , 2 0 l , G < 50 1 , R E S P ( 5 0 , 3 1 , RÍ 50»
REAL K C . K C I , K P C , K P C I , K E
I N I C I A L I Z A AS V A R I A V E I S OUE C O N T E R A O 0 S . V A L 3 * E S T O T A I S
DO 2 0 0 1 = 1 , 10
RCT(I)*0
RCIT(I)=0
R P C T « I »=0
RPC 1T « I ) = 0
R E T ( I »a 0
200
CONTINUE
KONT * 0
K S T D =* l
C - L E I T U R A 0 0 G A B A R I T O D A S P R O V A S COM AS R E G R A S R E S P E C T I V A S
RE A D ( 2 , 1 ) ( ( G A B ( I , J ) , J = 1 , 2 0 ) , I = 1 , 1 0 )
1
F0RMAT«2X,20I2I
C - C A L C U L A T A M A N H O DOS G 4 B A R I T 0 S DE C A D A R E S P O S T A
DO 2 1 - 1 , 5 0
2
G(I1»0
DO 8 I « l , 1 0 '
L =G A B ( 1 , 1 »
K=2
6
LK=K+2
DO 3 J = K , L K
I F ( GAB« I , J ) » 4 , 5 . 4
4
G (L»= GILl*l
3
CONTINUE
5
K=K*4
IF(K-20)7,7,8
7
L=GAB(I,K-1»
GO T O 6
8
CONTINUE
C - L E I T U R A O A S R E S P O S T A S DO A L U N O
60
R E A D ( 2 , 9 I N A , ( ( R E S P I I , J ) , J = l , 3 ) , 1=1,501
9
F O R M A T ( I 2 , 1 X , 3 0 1 2 , / , 3 X , 3 0 1 2 , / , 3 X , 3 0 1 2 , / , 3 X , 3 0 1 2 , / , 3X , 3 0 1 2 I
WRITE(&,210)
.
/
210 F O R M A T I 1 H 1 .5 X ,'S T U D E N T A N S W E R S ',/ )
C
0005
0006
0007
0008
0009
0010
0011
0012
0013
14/53/15
'
F O R M A T « / / / / , 2 X , 'A L U N O N . ' t I 3 , / , « 7 X , ' Q U E S T I O N ' , 1 3 , ' ** ' , 3 1 4 1 »
K ON T =K ONT + 1
C A L C U L A 0 TAMANHO DAS R E S P O S T A S
DO 1 0 1 = 1 , 5 0
10
R ( I »=0
00 13 1 * 1 , 5 0
R(I)=0
DO 1 2 J * 1 , 3
IFIRESPt I , J »111,13,11
11
R<I»*R«II+l
12
CONTINUE
13
CONTINUE
- I N I C I A L I O A AS V A R I A V E I S OUE C O N T E R A O OS R E S U L T A D O S DO A L U ^ O
DO 3 0 0 1 = 1 , 1 0
R C A tll-O
RCIA«I»«0
R P C A (11=0
R P C I At 1 I «0
RE A « I ) * 0
-
PI
103
0053
0054
0055
0056
0057
0058
0059
0060
0061
0062
0063
0064
0065
0066
0067
0068
0069
Q070
0071
0072
0073
0074
0075
0076
0077
~-0078
0079
0080
0081
0082
0083
G LEVEL
0085
0086
0087
0088
0089
0090
0091
0092
009 3
0094
0095
0096
0097
0098
0099
0100
0101
21
MAIM
CONTINUE
300
DO 5 0 1 = 1 , 1 0
N Q « G A B (I,ll
K*2
IFIR (N O )148,35,48
148
48
IF(R(N0)-G(N0)I14,15,35
IFIR(N0>-1)17,18,17
14
IF(GINQ)-2>19,20,19
18
!F(RIN0)-1> 21,22,21
15
IF(R(N0)-2)23,24»23
21
C - C 0 R R E C A 0
I F ( GABI I , K ) - R E S P ( N 0 , 1 ) ) 3 5 , 3 1 ,3 5
22
24
I F (GAB( I,K )-R E S P (N O ,11)27,28,27
28
I F ( G A B < I , K t U - R E S P I N O , 21 1 3 5 , 3 1 , 3 5
IFIGABII ,K»11-RESPIN0.11 135,25,35
27
I F (GABI I , K ) - R E S P ( N Q , 2 ) > 3 5 , 3 2 ,3 5
25
I F < <g £ B ( I , K ) . E O . R E S P M O , I 1 i . A N D . ( G A S ( I
23
I B ( I , K * 2 1 . E 0 . R E S P ( N 0 , 3 ) 1 I G 0 T O 31
I F ( (GAB I I ,< ) . EO.RES® ( N Q , 1 ) I . O R . (GAB (I ,
1 K ) . E O . R E S P ( N O , 3 > ) ) G 0 TO 2 6
GO T O 3 5
I F I ( G A B ( I , K + 1 ) . E O . R = S P I N O , 1 ) ) . 0 R . < GA B (
26
1 8 1 I , K * 1 ) . £ 0 . R E S P ( N Q , 3 ) ) ) G 0 TO 2 9
GD T O 35
I F ( (GABI I , K * 2 ) . E Q . R E S P ( N O , 1 1 1 . O R . ( G A B (
29
1 B I I , K + 2 ) . E 3 . R E S P ( N O , 3 ) ) I G 3 TO 32
GO TO 3 5
I F ( G A B I I , K l - R E S P ( N O , 11 1 1 6 , 3 3 , 16
20
16
IFIG A B II,K + 1 )-R E S P (N Q ,l> >35,34,35
I
F l G A B I I , K . ) - R E S P I N O , 1) ) 3 0 , 3 3 , 3 0
19
IFIG A B II,K + ll-R E S P (N O ,1 I )36,34,36
30
36
IFIG A B II,Kt2)-R ESPIN O ,1))35,34,35
17
I F ( ( GABI I , K ) . E O . R E S P I N O , 1 1 1 . A N D . I G A B ( I
13
I F ( ( GAB( I , K ) . E Q . R E S » I N Q , 1 ) ) . O R . ( G A B ( I ,
1 I , K + 2 ) . E Q . R E S P ( N 0 , 1 ) ) ) G 0 TO 3 7
GO T O 3 5
37
I FI 1 G A B ( I , K I . E O . R E S P I N O , 2 ) I . O R . ( GABI I ,
1 I , K + 2 ) . E Q . R E S P ( N 0 , 2 I H G O TO 3 4
GO T O 3 5 .
0 N C E I T 0 S
KOO»1
31
GO T O 1 0 0
K00»2
32
GO T O 1 0 0
33
KOO-3
GO T O 1 0 0
34
KOD-4
. GO T O 1 0 0
35
K00*5
GO T 0 ( 4 1 , 4 2 , 4 3 , 4 4 , 4 5 ) , K 0 D
100
41
R C A ( I I . R C A I I 1 »1
GO T O 4 6
42
RCIAU)=RCIAII>»1
GO T O 4 6
43
R P C A I I l = R P C A I I ) ♦!
GO TO 4 6
44
R P C 1 A ( I ) » R P C I A ( I ) ♦!
o
0084
IV
»
o
FORTRAN
DATE
» 82138
14/53/15
' -
, K * l ? . E 3 . R E S P ( N O , 2 ) ) . A N D . 1 GN
K I.E 0 .R E S P ( N 0 ,2 ) I .0 * .( G A 8 ( I,
I , K * l 1. E O . R E S P ( N O , 2 » 1.OR.<GA
I , K +2 1 . E Q . R E S P I N O , 2 ) 1 . O R . I G A
,K + l).eO .R ES P(N O ,2 l)IG O
n
3
K * l l . EQ. R E S P (NO , I ) ) . O R . (GAB I
K * 1 ) . E Q . R E S P ( N Q , 2 > >.O R . (GABI
104
FORTRAN
0102
0103
0104
0105
0106
0107
0108
0109
0110
0111
0112
0113
0114
0115
0116
0117
0118
0119
0 1 20
0121
0122
0123
0124
0125
0126
0127
0128
0129
0130
0131
0132
0133
0134
0135
0136
0137
0138
0139
0140
0141
0142
0143
0144
0145
0146
0147
0148
0149
0150
0151
0152
0153
IV
G LEVEL
21
HAIN
DATE
•
8213B
14/53/15
GO T O 4 6
REA(I)=REA(I)*1
KR=K*3
IF!KR-17)47,47,50
47
NQ»GAB(I,KR)
K=KR*1
GO T O 1 4 8
50
CONTINUE
- IM P R I M E A CORRECAO
W R I T E ( 6 12 3 0 I
230 FORMAT( 1H1I
IF(KSTD-3)201,201,202
W RITE!6,206)NA
201
206
F O R M A T ( 1 O X , <S T U D E N T * , 1 3 , / )
KSTD=KSTO+l
GO T O 2 0 5
W RITE<6,5l)NA
51
FORMAT (1 H l , 1 0 X , • S T U D E N T ' , 1 3 , / / )
KSTD»2
205
W RITEI6.55)
F O R M A T ! 1 5 X , *C • , 4 X , * C , I ' . 3 X , ' P C • , 3 X , • P C I • , 2 X , • E * , 4 X , • * • , 3 X , • C O R R E C T *
55
1 , 3 X , « A C C E P T A B L E * , 3 X , • WRONG*, / , 4 0 X , * * * I
DO 5 4 1 = 1 , 1 0
I A C = RC I A ( I ) * \ P C M I ) * R P C I A ! I )
45
46
202
W R I T E ! 6 , 5 6 ) I , R C A I I > , R C I A ( I ),R P C A I I ) , R P C I A ( I ) , R E A ( I I , R L A { I ) , I A C , R E A
1(1)
F O R M A T ! 2 X , ' R U L E * , I 2 , 6 X , I 2 , 3 X ,1 2 , 3 X , 1 2 , 3 X , I 2 , 3 X , 1 2 , 3 X , • * • , 6 X , I 2 , 9 X
56
1 , 1 2 , 9X, 12)
54
CONTINUE
IRCA»0
IRCIA=0
IRPCA*0
I PCIA=0
•IREA«0
DO 5 3 1 = 1 , 1 0
IRCA= IRCA*RCA!ll
IRCIA=IRCIA+RCIAII)
I R P C A = I R P C 4 +R P C A ( I I
I PCI A =I P C I A+R PC I A l l )
IR E A = IR EA » R EA I I)
CONTINUE
53
I AC=IRCIA*IRPCA*IPCIA
W R IT E ! 6 , 6 6 ) I R C A , I R C I A , I R P C A , I PCI A , I R E A , I R C A , I A C . I R E A
F O R M A T 1 2 X , • * T O T A L * ' , 6 X , I 2 , 3 X , 12 , 3 X , I 2 , 3 X , I 2 , 3 X , 1 2 , 3 X , • * * , 6 X , 1 2 , 9 X ,
66
112,9 X ,1 2,/ / / / /I
- A C U M U L A >J0 T 3 T A L
DO 5 7 1 = 1 , 1 0
57
61
62
-
R C TIIl= R CT (Il+ R CAl It
R C IT II )=RCIT! I ) * R C I M I I
R P C T ( I ) =R P C T I I ) * R P C A I I »
R P C I T ! I ) =R P C I T ! I ) t R P C I A U t
R E T ! I I “ RETI I • * R E A ( I I
CONTINUE
IF (K 0 N T -4 0 )6 0 ,61,61
WR I T E ! 6 , 6 2 1
F O R M A T ! * 1 * , 1 O X ,* TOT* L R E S U L T S * . / / I
WRITE(6,71)
DO 6 3 I « l , 1 0
PUGE
0003
105
FORTRAN
0154
0155
0156
0157
0158
0159
0160
0161
0162
0163
0164
0165
0166
0167
0168
0169
0170
0171
0172
0173
0174
0175
0176
0177
0178
0179
0180
0181
0182
0183
0184
0185
0186
0187
0188
0189
0190
0191
0192
0193
0194
0195
0196
0197
0198
0199
0200
OZOl
0202
0203
0204
0205
0206
0207
0208
0209
0210
0211
IV
G LEVEL
65
63
67
68
80
82
81
52
70
71
73
72
78
77
74
76
21
MAIN
DATE
■ 82138
W R I T 6 ( 6 , 6 5 » I , R C T ( I » , R C I T <I ) , R P C T ( 1 I , R P C I T ( I ) , R E T ( I 1
F O R M A T 1 2 X , * R U L E • , I 2 , 5 X , I 3 , 5 X , I 3 , 4 X , I 3 , 4 X , t 3 , 3 X , I 31
CONTINUE
IRCT*0
IRCIT=0
IRPCT-0
I PCIT=0
IRET-0
DO 6 7 1 = 1 , 1 0
I R C T = 1 R C T +R CT <I *
IRCIT*IRCIT»RCIT<n
I R P C T =I R P C T +R P C T < I 1
iP ciT = iP c iT + * P c irm
1 R E T = I R E T + R E T I 1»
CONTINUE-'
W R I T E ( 6 , 6 8 ) I R C T , 1R C T T , I R P C T , I P C I T , I RET
FOR M AT< 2X,*»TO TAL**,4X,I4.4X,I4,3X,I4,3X,14,2X,14>
WR I T E! 6 , 8 0 )
F O R M A T ( / / / / , 1 5 X , ' C O R R E C T ' * 4 X , * A C C E P T A B L E ' , 4 X , * WRONG*, / •
DO 8 1 1 = 1 , 1 0
IAC=RCIT( I1+ *PCT(I ) * R p ; i T i n
WRITE!6 , 8 2 ) I ,R C T ( 1 1 , IAC,R ET( 1 1
F O R M A T ( 2 X , • R U L E • , 1 2 , 8 X , I 3 , 1 0 X , 1 3 , 8 X , I 3»
CONTINUE
IAC=IRCIT+IRPCT*IPCIT
W RITE!6 , 5 2 ) IRCT,I AC,IRET
F0RMAT(2X,"*T0TAL*, ,7 X ,I 4 ,9 X ,I 4 ,7 X ,I 4 I
WRITEI6.70)
F 0 R M A T ( ' 1 * , 5 X , * » * PERCENTAGE PER RULE » » ' . / I
WRIT£(6,71)
F O R M A T ( 1 5 X , *C * , 6 X , * C I * , 5 X , * P C * , 5 X , • P C I • r 4X , • E * , / 1
DO 7 2 1 = 1 , 1 0
PC=FLOAT(RCT(I>»/200.
P C I =F L O A T ( R C I T ( 1 1 1 / 2 0 0 .
PPC=FLOAT(RPCT(ID/200.
PPCI »FLOAT! RPCI H I 0 / 2 0 0 .
P E =F L 0 A T ! R E T 1 I D / 2 0 0 .
W RITE(6,73)I,PC,PCI,PPC,PPCI,PE
F0RMAT!2X,*RULE * , 1 2 , 4 X , F 4 . 2 i 4 ( 3 X , F 4 . 2 D
CONTIMUE
V
KC=FLOAT(IRCTI/2000.
KCI=FL0AT!IRCIT»/2000.
KPC=FLOAT(IRPCT1/2000.
KPCI»FLOAT( IPC IT J/20 00 .
KE=FLOAT(IRETI/2000.
W R I T E ( 6 , 7 8 ) K C , K C I , K P C , K P C I ,KE
F O R M A T ( 2 X , « » T O T A L * • , 4 X , F 4 . 2 , 4 < 3 X , F 4 . 21 t
W RITE(6,77»
FORMAT( IH11
WRITE16.74)
F0RM AT!//,13X,'CORRECT*,4X,'ACCEPTABLE*,4X,■ W RONG*, / i
DO 7 5 1 = 1 , 1 0
PC=FLOAT(RCT< I D / 2 0 0 .
KAC=RCIT( I ) *RPCT( I) * R P C ir < I )
PA«FL0AT(K4C)/200.
PE-FL0ATIRETMD/200.
WRITE!6 ,7 6 » I , P C ,P A ,P E
FORMAT(2X,<RULE • , I 2 , 6 X , F 4 . 2 , 7 X , F 4 . 2 , 9 X , F 4 . 2 »
14/53/15
PAGE
0004
FORTRAN
0212
0213
021«
0215
0216
0217
IV
G LEVEL
75
89
21
MAIN
DATE
» 82138
CONTINUE
PTA=FL3AT«IACI/2000.
W RITE(6.89)KC,PTA,KE
F0RMATC2X,•♦ TOTAL**,6X,F<f.2t 7 X , F 4 . 2 f 9 X , F 4 . 2 l
STOP
ENO
14/53/15
1
PAGE
0005
107
STUDENT
ANSWERS
ALUNO N .
1
QUESTION
QUESTION
QUESTION
O UES T ION
QUESTION
QUESTION
OUE S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESUON
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
Q U E S T I ON
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
' Q U E S T I ON
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
1
2
3
**
**
**
t, * *
5
6
T
8
9
10
II
12
13
14
15
16
1/
18
19
20
21
22
Z\
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
**
**
»*
**
**
**
**
**
**
**
**
*♦
**
**
**
**
**
**
**
**
**
**
*♦
**
**
**
*»
**
**
**
*»
**
**
**
*♦
*»
**
*»
**
**
**
**
**
**
*♦
9
3
3
5
12
12
1
6
5
6
4
1
3
5
10
5
6
2
5
2
12
10
7
12
5
3
2
7
7
2
10
6
6
2
5
7
12
9
12
1
7
10
10
5
4
5
2
6
10
6
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
6
0
0
0
0
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
a.
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
STUDENT
c
I
c.i
PC
PCI
6
*
CORRECT
WRONG
ACCEPTABLE
\
RULE
1
RULE
2
RULE
3 j
4
RULE
RULE
5
6
RULE
7
RULE
8
RULE
RULE
9
RULE 10
•TOTAL*
1
0
0
0
2
2
2
1
2
1
11
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
0
1
0
0
2
5
0
2
0
2
0
0
0
0
0
0
4
2
3
5
3--'
3
3
2
4
3
2
30
*
*
*
*
*
*
*
*
*
*
*
1
0
0
0
2
2
2
I
2
1
11
.
2
2
0
2
0
0
1
0
0
2
9
2
3
5
3
3
3
2
<t
3
2
30
STUDENT ANSWERS
ALUNO
N.
2
O U E S T I ON
QUESTION
OUEST ION
O U E S T ION
Q U E S T I ON
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
QUESTION
question
QUESTION
OUESTION
OUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
»
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
22 *
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
♦
*
*
*
*
*
*
»
*
*
1
U
3
3
3
4
1
2
1
2
4
1
3
I
10
5
2
2
1
3
3
1
7
1
9
3
2
3
3
5
9
4
1
3
I
3
> 3
1
1
I
11
6
7
5
5
1
2
2
10
1
0
0
0
7
0
0
0
0
Q
0
0
0
0
5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
7
0
•0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0,
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
STUDENT
c
RULE
1
RULE
2
3
RULE
*
RULE
5
RULE
6
RULE
7
RULE
8
RULE
9
RULE
RULE 10
♦TOTAL*
2
3
1
0
3
0
2
1
0
1
13
2
Cl
Ö
0
0
0
0
0
0
0
0
0
0
PC
3
1
0
2
0
0
0
0
0
0
6
PCI
0
0
1
2
0
0
1
0
0
1
5
CORRECT
E
0
1
3
I
2
5
2
4
5
3
26
2
3
1
0
3
0
2
1
0
1
1 3 11
ACCEPTABLE
3
1
1
4
0
0
1
0
0
1
26
WRONG
STUDENT
ANSWERS
ALUNO N .
3
OUEST ION
O U E S T I ON
QUESTION
QUESTION
O U E S T I ON
OU ES T ION
Q U E S T I ON
QUESTION
QUEST ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTtON
QUESTION
QUESTION
QUESTION
QUESTION
O U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
O U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
O U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
O U E S T I ON
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
OUESTION
OUESTION
QUESTION
QUESTION
OUESTION
1
2
3
4
5
6
7
8
9
**
**
**
»*
**
**
**
**
**
to ♦♦
11 **
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
**
**
*♦
**
**
**
**
**
*♦
»*
**
**
*♦
*•
**
**
**
**
**
**
**
**
**
**
»*
**
**
**
**
**
♦*
**
»*
**
♦»
**
*♦
**
1
0
3
5
5
8
1
7
1
6
4
1
3
7
2
0
2
6
I
1
3
7
7
12
1
3
6
7
7
2
6
6
2
3
5
7
7
5
3
1
11
2
6
5
5
1
3
2
2
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
ST U D ENT
3
Cl
c
RULE
1
2
RULE
3
RULE
4
RULE
5
RULE
6
RULE
7
RULE
RULE
8
9
RULE
RULE 10
♦TOTAL*
2
0
0
1
2
3
1
0
0
0
0
0
0
I
0
0
0
0
0
1
n
0
.
PC
.
3
0
1
0
0
0
1
0
0
0
5
PCI
0
2
0
• 2
0
0
0
0
0
1
5
E
CDRKECT
0
3
4
2
3
2
3
4
5
3'
29
2
0
0
1
2
3
I
I
0
I
111 0
A CC EP TA BL E
3
2
1
2
0
0
1
0
0
1
29
rfftONG
STUDENT ANSWERS
ALUNO
-
N.
4
QUESTION
QUESTION
QUESTION
OUEST ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
G U E S T ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
O U E S T 1 ON
QUESTION
O U E S T I ON
Q U E S T I ON
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
O U E S T I ON
QUESTION
OUESTION
Q U E S T I ON
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
1
3
**
2 **
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
*«
»*
**
**
**
**
'**
**
**
**
**
**
**
*♦
*«
**
**
»*
**
**
**
**
*♦
**
**
**
*♦
••
**
**
**
*«
**
**
»*
#«
*a
**
**
**
**
**
*•
•*
**
«*
**
»
5
3
7
1
5
8
I
6
5
6
8
1
3
1
2
5
2
6
5
6
7
6
7
5
9
7
0
7
7
1
5
6
6
10
5
7
7
5
7
1
11
2
6
5
8
5
6
6
2
5
0
0
0
0
0
0
0
0
0
0
0
. 5
7
0
0
0
6
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
0
0
0
5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
114
STUDENT
C
RULE
I
2
RULE
3
RULE
4
RULE
5
RULE
6
RULE
7
RULE
8
RULE
9
RULE
R U L E 10
»TOTAL*
1
0
2
1
2
4
2
4
3
2
21
4
Cl
0
0
0
1
0
0
0
0
0
0
1
PC
0
0
I
1
0
0
2
0
0
2
6
PCI
1
2
0
1
0
0
0
0
0
0
4
E
*
3
3
2
I
3
1
1
1
2
1
18
*
*
*
*
*
*
*
*
*
*
CORRECT
-
I
0
2
1
2
4
2
4
3
2
21
ACCEPTABLE
.
I
2
1
3
0
0
2
0
0
2
WRONG
3
3
2
I
3
1
1
1
2
1
18
115
STUDENT
A N S WE R S
ALUNO N .
5
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
O U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
T
8
9
10
11
12
13
1 4.
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
*
*
*
*
*
*
*
*
*
*
»
*
*
»
*
1
11
3
1
7
8
1
10
5
6
4
5
3
1.
*
1
2
6
9
2
11
6
7
II
9
7
1
11
3
12
10
2
2
10
1
7
11
5
3
3
12
U
6
6
5
5
5
6
6
10
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
»
*
*
*
*
♦'
*
*
*
♦
*
*
♦
*
*
♦
2
0
7
0
0
0
0
0
0
0
0
0
0
0
0
0
3
0
0
0
6
0
0
0
0
0
0
0
0
0
0
0
5
0 '
0
0
3
0
0
0
. 0
0
7
0
0
0
0
0
0
0
0
.
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
,0
0
0
0
0
0
a
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
STUDENT
c
RULE
1
RULE
2
3
RULE
4
RULE
5
RULE
6
RULE
7
RULE
8
RULE
9
RULE
RULE 10
♦TOTAL*
2
0
2
1
1
2
1
0
2
3
14
5
Cl
0
1
0
0
0
0
0
0
0
0
1
PC
3
1
0
0
0
0
1
0
0
I
6
0
0
' 0
0 1
0
0
U 0 ^
0 0 0
o 1 ■
'
0
0
I
3
CORRECT
E
PC!
3
3
3
4
3
2
5
3
0
26
2
0
2
1
X
2
1
0
2
3
1 4 10
ACCEPTABLE
3
2
0
I
0
0
2
0
0
2
26
WRONG
S T U D E N T A N S W ERS
ALUNO N .
6
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
Q U E S T I ON
OUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
**
«*
**
**
•*
**
**
•*
**
**
**
**
**
»*
**
**
**
**
0*
*»
**
**
*•
**
**
4*
**
**
**
**
**
*«
**
**
«*
**
**
**
*»
**
**
0*
**
**
**
**
**
**
1
11
3
1
7
8
1
10
5
6
4
5
3
1
2
3
2
6
9
2
11
6
7
11
9
7
1
11
3
12
10
2
2
10
1
» 7
U
5
3
12
11
6
6
5
5
5
6
6
10
9
0
7
0
0
0
0
0
0
0
0
0
“ 0
0
0
0
8
0
0
0
6
0
0
0
0
0
0
0
0
0
0
0
5
0
0
0
3
0
0
0
0
7
0
0
0 il
0 1
0 0
0 0
0 i
0 n
5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
O'
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
118
CI
2
0
2
1
I
2
3
0
2
3
16
0
1
0
0
0
0
0
0
0
0
1
PC
3
I,0
2
0
0
I
0
0
1
8
PCI
E
0
0
0
I
0
0
1
0
0
1
3
0
3
* 3
1
4
3
0
5
3
0
22
CORRECT
2
0
2
I
I
2
3
0
2
3
16
ACCEPTABLE
3
2
0
3
0
0
2
0
0
2
12
WRONG
0
3
3
I
<t
3
0
5
3
0
22
119
STUDENT
AlUNO
ANSWERS
N.
7
QUESTION
OUEST ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
OUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
Q U E S T I ON
OUESTION
OUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
*»
*#
*»
**
**
**
**
**
**
*«
»♦
**
**
**
**
**
**
**
**
**
**
**
»*
**
**
**
**
*♦
**
**
**
**
**
**
**
**
**
**
**
**
**
0*
**
*♦
**
**
**
**
**
..
1
11
7
1
7
8
1
6
5
6
8'
0
3
1
2
0
2
6
5
6
11
6
3
0
9
7
6
11
7
0
10
6
6
2
5
7
7
5
3
5
11
2
6
5
5
5
6
6
&
5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0*
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1 20
7
c
2
0
2
1
" 4
3
1
0
4
3
20
CI
PC
0
0
0
0
0
0
0
0
0
0
0
1
0
X
1
0
0
2
0
0
2
7
.PCI
1
2
0
2
0
0
0
0
0
0
5
E _
1
3
2
1
i
2
2
5
1
0
18
CORRECT
-
2
0
2
1
4
3
1
0
4
3
20
ACCEPTABLE
2
2
1
3
0
0
2
0
0
2
12
WRONG
1
3
2
1
1
2
2
5
1
0
IS
121
STUDENT
ALUNO
ANSWERS
N.
8
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
question
OUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTJON
Q U E S T I ON
OUESTION
QUESTION
QUESTION
QUESTION
OUESTION
OUESTION
QUESTION
OUESTION
OUESTION
O U E S T I ON
QUESTION
OUESTION
OUESTION
OUESTION
Q U E S T I ON
OUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
QUESTION
OUESTION
OUESTION
QUESTION
OUESTION
OUESTION
OUES T ION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
**
**
**
**
**
**
**
**
*♦
**
*»
**
**
**
♦*
**
**
*»
*♦
♦*
»*
♦*
**
**
**
**
*♦
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
*♦
1
11
7
1
7
8
1
6
5
6
8
0
3
1
2
0
2
6
5
6
11
6
3
0
9
7
6
11
7
0
10
6
6
2
5
7
7
5
3
5
11
2
6
5
5
5
6
6
6
5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Q.
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
STUDENT
c
RULE
1
RULE
2
RULE
3
RULE
4
5
RULE
6
RULE
7
RULE
8
RULE
RULE
9
RULE 10
•TOTAL*
2
0
2
1
4
3
1
0
4
3
20
8
Cl
0
0
0
0
0
0
0
0
0
0
0
PC
1
0
1
1
0
0
2
0
0
2
7
PCI
.
,
1
2
0
2
0
0
0
0
0
0
5
.
E
*
$
1
3
2
1
-I
2
2
5
1
0
18
*
*
*
*
*
*
*
*
*
*
* -'
CORRECT
2
0
2
I
4
3
1
0
4
3
20
ACCEPTABLE
2
2
1
3
0
0
2
0
0
2
12
WRONG
1
3
2
1
1
2
2
5
1
0
18
123
STUDENT
ANSWERS
ALUNO N .
9
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
O U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUEST ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUEST ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
OUEST ION
QUESTION
O U E S T I ON
Q U E S T I ON
QUESTION
QUESTION
O UE ST ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T ION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
**
**
**
»*
**
**
**
**
*♦
**
**
**
**
**
**
*«
**
**
**
**
**
**
»*
**
4*
**
**
**
**
*»
**
*«
**
**
**
*»
**
*«
**
**
**
**
*•
**
*•
**
**
**
0
0
7
3
5
I
0
1
0
8
0
1
0
2
0
5
0
2
4 ' 12
0
5
7
3
0
1
0
10
5
1
10
2
0
2
5
9
0
2
7
3
2
10
4
8
7
0
0
5
7
0
6
2
0
7
0
3
0
12
6
0
6
2
0
6
10
0
5
9
7
3
7
3
5
0
3
7
5
1
0
7
6
2
6
2
0
5
0
5
5
1
6
2
0
6
0
10
5
0
I
u
'
0
0
0
0
0
0
0
0
0
0
0
0
12
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
10
0
0
0
0
0
0
0
0
1 24
c
5
3
<•
0
2
4
3
1
3
- 3
28
CI
0
1
0
1
0
0
0
0
0
0
2
PC
0
1
0
0
0
0
0
0
0
1
2
PCI
0
0
0
0
' 0
0
0
0
0
0
0
E
0
0
1
4
31
2
4
2
l
18
CORRECT
5
3
4
0
2
4
3
1
3
3
28
ACCEPTABLE
0
2
0
1
0
0
0
0
0
1
<►
MRON3
0
0
1
4
3
1
2
4
2
1
18
125
STUDENT ANSWERS
M.UNO N .
10
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
Q U E S T ION
QUESTION
QUESTION
OUESTION
Q U E S T ION
QUESTION
QUESTION
OUESTION
Q U E S T ION
QUESTION
OUESTION
OUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
Q U E S T ION
QUESTION
Q U E S T ION
QUESTION
Q U E S T ION
OUESTION
QUESTION
OUESTION
Q U E S T ION
QUESTION
QUESTION
QUESTION
1 **
2 ♦♦
3 **
4 **
5 **
6 ♦*
7 **
8 «*
9 **
10 **
1 1 **
12 »*
13 **
14 **
15 **
16 **
IT **
18 ♦*
19 ♦*
20 ♦*
21 **
22 * *
23 **
2 « **
25 **
2 6 **
2 7 **
28 **
2 9 *«
3 0 **
31 **
32 **
33 **
3« *♦
35 **
36 **
37 ♦*
38 **
39 **
4 0 **
41 **
<*2 **
<,3 *»
4 4 **
45 **
4 6 **
47 **
48 **
4 9 **
5 0 **
1
11
0
0
1
8
0
0
0
0
0
0
12
0
3
I
I
2
0
2
'* 4
5
3
1
10
5
7
5
7
0
0
1,
2
2
1 (T
0
5
9
2
0
10
2
7
4
7
6
7
2
7
3
12
6
2
6
10
3
a
0
0
0
6
0
0
0
0
6
0
.0
9
5
7 . 3
7
3
5
0
7
3
5
1
7
0
2
2
6
6
0
0
2
6
10
6
0
0
0
5
5
5
5
I
0
0
0
0
0
0
0
0
0
0
0
0
12
0
0
0
0
0
1
0
0
_0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
10
0
0
0
0
0
0
0
0
S T U D E N T 10
C
0
1
0
0
0
0
0
0
0
I
2
0
0
0
0
0
0
0
0
0
0
0
E
0
0*
1
4
3
1
2
4
2
2
19
CORRECT
5
3
' 4
0
2
<t
3
1
3
2
27
ACCEPTABLE
0
2
0
1
0
0
0
0
0
1
4
WRONG
rg
0
1
0
1
0
0
0
0
0
0
2
PCI
cm
5
3
4
0
2
4
- 3
1
3
2
27
PC
OQHi
RULE
1
2
RULE
RULE
3
b
RULE
5
RULE
6
RULE
7
RULE
8
RULE
9
RULE
RULE 10
♦TOTAL*
Cl
19
STUOENT ANSWERS
ALUNO
N . 11
QUESTION
O U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T ION
QUESTION
QUESTION
QUESTION
O U E S T I ON
QUESTION
QUESTION
QUESTION
C U E S T I ON
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
Q U E S T ION
QUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
1
2
3
4
5
*
*
*
*
*
6
*
7
8
9
♦
1 5
*
6
10
*
*
*
1
3
12
*
1 0
13
14
15
16
17
18
19
*
11
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
1
3
3
0
1 5
7
12
0
0
0
0
0
0
0
0
0
0
0
2
0
7
0
0
4
8
0
3
12
0
2
0
0
*
0
0
0
*
*
*
2
6
1
6
2
0
0
0
0
1 5
*
►
5
'
0
0
*
2
$
*
*
*
*
7
6
7
4
12
12
"0
0
0
0
0
0
0
0
0
0
0
0
*
*
*
*
*
*
*
0
2
0
0
11
7
12
0
0
7
0
0
0
2
2
2
6
6
0
6
0
0
0
0
0
*
*
*
*
*
*
*
*
5
3
7
5
3
1
11
0
0
0
0
7
5
0
0
0
0
0
0
O'
0
2
0
0
*
6
0
0
*
*
*
1
I
11
0
0
*
0
0
0
*
**
♦*
10
2
1
0
0
0
0
0
*
«
*
5
S
5
0
O
STUDENT
C
1
RULE
2
RULE
3
RULE
4
RULE
5
RULE
6
RULE
7
RULE
8
RULE
9
RULE
R U L E 10
♦TOTAL*
11
Cl
1
0
0
1
0
1
0
1
0
0
4
TO
0
0
0
0
0
0
0
0
0
0
PC
1.
1
1
0
0
0
2
0
0
0
5
PCI
0
1
0
1
0
0
0
0
0
0
2
E
*
0
3
3
4
3
5
4
*
*
*
*
*
*
3
4
5
5
*/
>
*
»
*
i-i
CORRECT
1
0
0
1
0
1
0
1
0
0
4
r f RQNG
ACCEPTABLE
1
2
1
1
0
0
2
0
0
0
7
\
3
34
'3
5
4
3
- 4
5
5
39
129
STUOENT
ALUNO
ANSWERS
N . 12
QUESTION
1
CUESTION
2
QUESTION
3
4
QUESTION
QUESTION
5
6
CUESTION
QUESTION
7
8
QUESTION
QUESTION
9
Q U E S T I ON 10
Q U E S T I O N 11
Q U E S T I O N 12
Q U E S T I ON 1 3
C U E S T I O N 14
OUES T ION 15
Q U E S T I O N 16
Q UE ST ION 17
C U E S T I O N 18
Q U E S T I O N 19
QUESTION 20
Q U E S T I O N 21
CUESTION 22
QUESTION 23
QUESTION 24
O U E S T ION 2 5
O U E S T I ON 2 6
QUESTION 27
QUESTION 28
OUE S T I O N 2 9
QUESTION 30
Q U E S T I O N 31
Q U E S T I O N 32
QUESTION 33
Q U E S T I O N 3«,
Q U E S T I O N 35
QUESTION 36
QUESTION 37
QUESTION 38
QUES TI ON 39
QUESTION 40
Q UES TI O N 41
Q U E S T I O N 42
Q U E S T I ON 4 3
QUESTION 44
CUESTION 45
QUESTION 46
QUESTION 47
48
question
CUESTION 49
QUESTION 50
**
**
**
**
**
**
**
**
♦*
♦*
**
**
*»
**
**
**
♦*
**
**
**
**
**
**
»*
**
**
**
**
*♦
**
**
**
**
**
**
**
**
**
**
**
**
**
**
*♦
**
**
**
**
**
**
1
3
3
I
4
12
1
6
1
3
4
1
3
r
2
0
2
6
1
2
7
6
7
4
12
11
2
11
7
12
2
2
2
6
5
3
7
5
3
1
11
0
6
5
I
11
0
0
2
1
0
0
7
5
0
0
5
2
5
7
8
0
12
5
0
0
6
2
0
6
0
0
0
0
0
0
0
0
0
7
6
0
6
0
0
0
0
0
. 7
5
0
0
0
0
5
0
0
0
0
5
.
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U D E N T 12
C
RULE
1
2
RULE
RULE
3
4
RULE
5
RULE
6
RULE
7
RULE
RULE
8
9
RULE
R U L E 10
•TOTAL*
“
Cl
2
0
0
1
0
1
1
1
0
0
6
0
0
0
0
0
0
0
0
0
0
0
PC
Ö
1
1
0
0
0
2
0
0
0
4
PCI
0
1
0
0
0
0
0
0
0
0
1
CORRECT
E
3
3
4
4
5
A
2
4
5
'j
39
2
0
0
1
0
1
1
1
0
0
6
ACCEPTABLE
0
2
I
0
0
0
2
0
0
0
5
WRONG
\
3
3
4
<►
5
4
2
4
5
5
39
131
STUDENT
ANSWERS
ALUNG N . 13
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUE S T I ON
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
**
**
**
**
**
**
**
**
*»
**
**
**
**
**
**
**
♦*
**
**
»*
**
**
**
**
**
♦*
**
*»
**
**
**
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
*♦
**
**
**
**
**
**
*»
**
♦♦
**
**
**
*♦
**
*♦
**
**
**
1
0
3
1
I
8
I
2
5
2
4
1
3
1
2
I
2
I
5
0
12
6
7
9
9
7
2
7
3
3
2
2
2
2
5
3
3
5
3
5
11
2
6
5
5
1
2
2
2
1
.
5
0
7
5
5
0
5
0
0
6
8
0
tr
0
0
0
0
6
0
0
0
0
0
0
0
0
0
0
7
0
0
0
0
0
0
7
7
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
9
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Ô
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U O E N T 13
C
RULE
I
RULE
2
3
RULE
4
RULE
5
RULE
6
RULE
7
RULE
RULE
8
RULE
9
RULE 10
♦TOTAL*
K
Cl
1
3
1
I
1
3
1
1
3
15
0
0
1
0
0
0
0
0
0
0
1
PC
1
0
0
0
0
0
2
0
0
1
4
PCI
0
0
0
3
0
0
0
0
0
1
4
E
3
2
3
1
4
2
2
5
4
0
26
♦
0
♦
♦
♦
♦
*
♦
♦
*
♦
*
CORRECT
1
1
1
1
3
1
1
3
15
ACCEPTABLE
1
0
1
3
0
0
2
0
0
2
9
WRONG
3
2
3
1
2
4
2
5
4
0
2ô
133
STUDENT
ALUNO
A N S WE R S
N . 14
QUESTION
CUESTIQN
O UES T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUEST ION
CUESTION
O UE ST ION
QUESTION
O U E S T I ON
QUESTION
Q U E ST I ON
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
CUESTION
QUESTION
OUESTION
QUESTION
QUESTION
OUESTION
QUESTION
OUESTION
Q U E S T I ON
OUESTION
OUESTION
OUESTION
OUESTION
OUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
»*
**
*«
**
9
3
3
5
12
0
**
*•
«*
**
•*
**
**
■**
**
*•
**
**
**
**
*#
**
**
•*
**
•*
**
*«
**
**
»«
*«
t*
**
**
•*
I
**
**
**
**
**
**
**
**
**
**
**
*«
♦*
**
V
6
5
0
4
1
3
5 .
2
5
6
2
5
2
11
10
7
12
5
3
2
7
7
2
10
6
6
0
5
7
11
9
11
1
7
10
10
5
4
5
2
6
10
6
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
6
0
0
0
0
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
JO
0
0
0
0
0
0.
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
STUDENT
Cl
c
RULE
1
2
RULE
3
RULE
4
RULE
5
RULE
6
RULE
RULE
7
8
RULE
9
RULE
R U L E 10
♦TOTAL*
-
14
I
0
0
0
1
2
1
1
2
1
9
0
0
0
0
0
0
0
0
0
0
0
PCI
PC
2
0
0
0
0
0
1
0
0
2
5
''
0
2
0
2
0
0
0
0
0
0
4
E
♦
£
2
3
5
3
4
3
3
4
3
2
32
♦
*
♦
♦
*
♦
♦— '
*
* .
*
*
CORRECT
1
0
0
0
1
2
1
1
2
1
9
ACCEPTABLE
2
2
0
2
0
0
1
0
0
2
9
WRONG
2
3
■
, 53
4
3
3
4
3
2
32
135
STUDENT
ALUNO
ANSWERS
N. I S
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
OUESTION
QUESTION
OUESTION
CUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
**
»*
*»
•*
**
**
**
**
»*
**
**
««
**
**
**
**
**
**
**
•*
**
**
**
**
*♦
**
**
**
*•
»*
**
**
**
**
«*
**
**
**
**
**
**
**
**
♦♦
**
**
1
11
3
1
3
0
1
2
5
5
4
1
7
1
10
5
3
2
5
6
7
2
4
5
9
7
6
7
3
12
6
6
6
3
5
3
7
5»
7
5
7
2
2
5
5
5
6
6
10
5
4
0
7
0
0
0
8
0
0
0
12
5
3 ,
0 "
0
1
11
0
0
2
0
10
8
0
12
0
0
0
0
0
0
0
0
0
1
7
3
0
3
'
0
0
0
0
0
0
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
ST U D E N T 15
C
RULE
1
RULE ' 2
RULE
3
4
RULE
5
RULE
6
RULE
RULE
7
RULE
8
9
RULE
RULE 10
»TOTAL*
2
3
4
2
4
3
3
k
3
4
3
31
Cl
PC
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
2
3
PCI
.
0
0
0
1
0
0
0
0
0
0
1
E
*
3
1
.
CORRECT
*
*
2
3
r
*
4
2
1
2
2
2
1
0
15
*
2
*
4
*
*
*
*
*
*
3
3
3
4
3
31
ACCEPTABLE
0
I
0
1
0
0
0
0
0
2
4
WRONG
3
1
1
2
I
2
2
2
1
0
15
1 37
STUDENT
ALUNO
ANSWERS
N . 16
1
O U E S T I ON
QUESTION
2
OUESTION
3
4
QUESTION
QUEST ION
5
6
QUESTION
7
QUESTION
8
QUESTION
QUESTION
9
QUESTION 10
Q U E S T I O N 11
QU ES TI O N 12
QU ES TI ON 13
QUESTION 14
QUEST IO N 15
Q U E S T I O N 16
QUEST ION 17
QUESTION 18
QUESTION 19
QUESTION 20
Q U E S T I O N 21
QUESTION 2 2
QUESTION 23
QUESTION 24
QUESTION 25
QUES TI ON 26
QUESTION 27
QUESTION 28
QUESTION 29
QUESTION 30
Q U E S T I O N 31
Q UES TI O N 32
OUESTION 33
QUESTION 34
QUESTION 35
QUESTION 36
QUESTION 37
Q U E S T I ON 3 8
QUESTION 39
QUESTION 40
QUESTION 41
QUESTION 42
QUESTION 43
QUESTION 44
OUESTION 45
QUESTION 46
OUESTION 47
QUESTION 48
OUESTION 49
QUESTION 50
**
**
**
**
**
**
**
**
**
**
*»
**
**
**
**
**
**
**
**
**
**
»*
**
**
**
**
**
**
**
**
**
**
*♦
**
»*
**
**
**
»*
**
**
**
*»
**
**
**
**
**
**
**
1
3
3
1
. 5
8
1
2
1
6
4
1
3
I
2
0
2
6
9
0
3
2
7
1
5
3
6
7
3
3
2
6
6
3
1
3
7
1
3
5
7
2
6
1
I
1
2
6
2
I
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
.
0
0
0
0
0
0
0
'0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U D E N T 16
C
RULE
1
2
RULE
3
RULE
4
RULE
5
RULE
6
RULE
7
RULE
8
RULE
9
RULE
RU LE 10
•TOTAL*
.
2
1
2
I
2
3
0
0
2
0
13
Cl
0
0
0
0
0
0
0
0
0
0
0
PC
3
2
1
0
0
0
0
0
0
1
7
PCI
E
0
0
0
3
0
0
2
0
0
I
6
0
2
2
1
3
2
3
5
„ 3
3
24
CORRECT
2
1
2
1
2
3
0
C
2
0
13
ACCEPTABLE
3
2
1
3
0
0
2
0
0
2
13
WRONG
24
STUDENT ANSWERS
ALUNO N . 17
O U E S T I ON
OUESTION
CUESTION
OUESTION
QUESTION
OUESTION
OUESTION
OUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
OUESTION
CUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
C U E S T I ON
OUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
8
9
*«
**
»*
**
**
**
**
**
**
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
♦*
**
**
**
**
**
**
**
♦*
**
**
**
**
**
**
**
**
**
**
**
**
♦*
**
**
**
**
**
**
**
**
**
»*
**
**
**
**
**
**
♦*
**
**
1
11
3
1
7
8
1
10
1
6
4
9
’ I
1
2
5
3
11
1
11
3
11
1
5
9
3
0
11
2
12
1
6
6
10
5
11
3
5
11
5
11
2
6
5
I
1
2
10
2
9
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
”0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
.s>
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1 40
«
Cl
2
0
2
I
2
2
2
2
0
3
16
0
0
0
0
0
0
0
0
0
0
0
PC
2
0
0
0
0
0
1
0
0
0
3
PCI
0
0
1
2
0
0
0
0
0
0
3
e
i
5
"'2
2
2
3
2
3
3
5
28
*
•
•
*
•
«
•
*
*
•
•
* •
CORRECT
2
0
2
1
3
2
2
2
2
0
16
ACCEPTABLE
2
0
1
2
0
0
1
0
0
0
6
WRONG
1
5
2
2
2
3
2
3
3
5
28
141
STUDENT
ALUNO
ANSWERS
N . 18
QUESTION
1
QUESTION
2
3
QUESTION
4
QUESTION
QUESTION
5
6
Q U E S T I ON
7
QUESTION
8
QUESTION
9
QUESTION
Q U E S T I O N 10
Q U E S T I O N 11
Q U E S T I O N 12
QUES TI ON 13
Q U E S T I ON 14
Q U E S T I O N 15
Q UES TI O N 16
QUES TI ON 17
Q U E S T I ON 18
Q U E S T I O N 19
QUESTION 20
Q UES TI O N 21
Q U E S T I ON 2 2
QUESTION 23
QUESTION 24
QUESTION 25
Q U E S T I ON 2 6
QUESTION 27
Q UES TI ON 28
QUESTION 29
Q UES TI O N 30
Q U E S T I O N 31
QUESTION 32
QUES TI ON 33
Q UES TI O N 34
QUEST ION 35
QUESTION 36
QUES TI ON 37
QUESTION 38
Q U E S T I O N 39
QUESTION 4 0
Q U E S T I O N 41
QUESTION 42
QUESTION 43
QUESTION 44
QUESTION 45
QUESTION 46
QUESTION 47
QUESTION 48
QUESTION 49
QUES TI ON 50
•*
**
**
*«
**
**
**
»*
*•
**
**
»*
**
»*
**
**
**
*»
**
**
*«
**
«*
**
**
•*
**
**
**
**
**
**
**
**
**
**
**
«*
*«
«*
**
<■*
**
**
**
*•
**
**
♦*
1
0
3
3
7
8
1
2
0
6
4
0
3
1
10
5
2
2
1
3
3-'
1
7
1
9
3
2
3
3
1
9
4
.1
3
1
3
3
1
1
1
12
10
7
1
1
1
2
2
10
1
0
0
0
0
0
0
0
0
0
0
0
0
0
5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
3
0
0
0
0
0
7
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U D E N T 18
C
1
RULE
RULE
2
3
RULE
*
RULE
5
RULE
6
RULE
1°
RULE
8
RULE
9
RULE
R UL E 10
•TOTAL*
2
3
0
0
2
I
X
1
0
0
10
Cl
0
0
0
0
0
0
0
0
0
0
0
PC
'
3
I
0
0
0
0
0
0
0
0
<1
PCI
0
O'
1
2
0
0
1
0
0
1
5
CORRECT
E
0
1
4
3
3
4
3
4-'
5
<►
31
.
2
3
0
0
2
1
1
1
0
0
10
ACCEPTABLE
WRONG
3
1
1
2
0
0
I
0
0
1
9
31
143
STUCENT
AlUNO
ANSWERS
N . 19
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
OUESTION
Q U E S T I ON
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
*
*
*
♦
*
*
*
*
*
*
*
*
*
1
11
3
1
5
8
1
10
5
2
4
3.
7
*
I
*
*
*
*
*
*
*
•
*
*
*
*
*
*
*
*
*
10
*
*
*
*
*
*>
*
*
*
*
*
*
*
*
*
*
*
*
*
I
2
10
9
6
7
6
7
5
9
7
6
7
3
1
10
6
6
2
5
7
7
5
7
1
7
6
6
5
5
1
6
6
10
5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
X)
0
0
0
0
0
a
0
•o
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U D E N T 19
3
1
I
-V
5
5
0
0
3
2
2
10
3
2 6 14
2
0
3
2
2
0
0
2
10
O
3
0
W
1
0
0
0
1
2
H
3
WR ONG'
O
0
ACCEPTABLE
O
0
1
0
1
0
0
0
0
0
1
3
CORRECT
O
3
1
1
3
0
0
2
0
0
1
11
fr
H
0
0
0
0
0
0
0
0
0
0
0
PCI
N
4.
2
0
3
1
5
5
2
3
2
3
26
PC '
W
RULE
1
RULE
2
RULE
3
4
RULE
RULE
5
6
RULE
7
RULE
8
RULE
9
RULE
RULE 10
♦TOTAL*
Cl
O
C
145
STUDENT
ALUNO
ANSWERS
N . 20
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
Q UES T ION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
Q U E S T I ON
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
**
**
**
**
**
**
••
**
**
•*
**
••
«•
**
**
»*
»*
**
**
**
*»
**
*•
»*
**
**
*•
**
**
**
**
**
**
**
**
**
*0
**
*•
**
**
**
**
««
*»
**
**
1
3
1
5
5
8
1
1
5
6
4
1
1
5
2
0
3
7
1
6
3
7
5
0
1
3
1
3
5
1
7
2
2
3
7
• 0
5
5 3
0
3
6
5
5
0
3
0
2
10
1
3
0
0
0
7
0
4
0
0
0
0
0
0
0
0
0
0
0
O '"
0
0
0
0
0
0
0
0
0
7
0
0
0
0
0
Ô
0
7
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
146
STUDENT
Cl
C
RULE
1
RULE
2
RULE
3
4
RULE
RULE
5
RULE
6
RULE
7
RULE
8
9
RULE
R U L E 10
•TOTAL*
20
0
0
0
0
0
3
2
0
0
1
6
0
0
0
0
0
0
0
0
0
0
0
PC
1
0
0
1
0
0
0
0
0
0
2
PCI
0
0
0
I
0
0
0
0
0
I
2
E
4
5
5
3
5
2
3
5
5
3
40
CORRECT
0
0
0
0
0
3
2
0
0
1
6
ACCEPTABLE
1
0
0
0
0
0
0
0
1
4
WRONG
4
5
5
3
5
2
3
5
5
3
40
STUDENT ANSWERS
ALUNO
N. 21
QUESTION
1
2
QUESTION
QUESTION
3
4
CUESTION
5
QUESTION
6
QUESTION
7
QUESTION
8
CUESTION
9
QUESTION
Q U E S T I O N 10
Q U E S T I O N 11
Q U E S T I ON 12
Q U ES TI ON 13
QUEST ION 14
Q U E S T I O N 15
Q U E S T I ON 16
Q U E S T I O N 17
Q U E S T I O N 18
Q U E S T I O N 19
C U ES TI O N 20
Q U E S T I O N 21
Q UES TI O N 22
QUESTION 23
C U E S T I O N 24
25
q uestio n
QUESTION 26
CU ES TI O N 27
Q U E S T I O N 28
question
29
QUES TI ON 30
CUESTION 31
Q U E S T I O N 32
Q U ES TI O N 33
QUESTION 34
C U E S T I O N 35
Q U E S T I O N 36
C U E S T I O N 37
O U E S T I ON 3 8
Q U E S T I O N 39
QUESTION 40
Q U E S T I O N 41
QUESTION 42
QUESTION' 43
QUESTION 44
QUESTION 45
Q UES TI ON 46
Q U E S T I ON 4 7
Q U E S T I O N 48
QUESTION 49
QUESTION 50
•*
•*
**
**
**
«*
*•
*«
**
*»
**
**
••
**
**
**
**
**
♦*
**
**
*«
**
**
**
**
**
**
**
**
**
»*
**
**
**
**
*•
«*
**
»*
«*
**
**
**
**
»*
**
**
**
.
1
0
12
0
3
7
5
1
1
0
8
0
9
1
6
2
5.
0
6
0
4
12
5
0
3
0
1
0
0
10
5
0
2
0
6
0
0
5
6
0
7
0
6
0
8
0
0
— 5
9
0
7
0
6
7
7
0
7
3
12 - 0
6
0
6
2
6
0
0
3
5
0
7
3
7
3
5
0
7
0
5
0
7
3
6
0
0
6
5
0
0
5
0
5
6
2
6
0
10
0
0
5
.
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U O E N T 21
C
RULE
1
RULE
2
RULE
3
4
RULE
RULE
5
6
RULE
?
RULE
RULE
8
RULE
9
R U L E 10
♦T O T A L *
3
1
. 2
1
2
4
2
5
5
3
28
Cl
0
2
0
1
0
0
0
0
0
0
3
PC
„
1
0
0
1
0
0
2
0
0
2
6
PCI
0
0
1
1
0
0
0
0
/ 0
0
2
E
1
2
2
1
3
1
1
0
0
0
11
CORRECT
3
1
2
1
2
4
2
5
5
3
28
ACCEPTABLE
1
2
1
3
0
0
2
0
0
2
11
1
2
1
3
1
1
0
0
0
2
11
149
STUDENT
ANSWERS
AlUNO
N . 22
CUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
„QUESTION
QUESTION
O U E S T I ON
QUEST ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
OUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
**
♦*
**
**
**
**
*♦
**
**
**
**
»*
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
»*
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
1
3
3
5
5
8
1
6
1
6
4
1
3
5
2
1
2
6
1
2
3
7
7
1
1
3
2
7
7
1
>2
2
2
2
5
7
7
1
1
7
1
1
I
1
2
2
2
1
0
0
0
0
0
.a
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
- 0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1 50
STUDENT
C
RULE
I
2
RULE
RULE
3
4
RULE
5
RULE
RULE
6
RULE
7
8
RULE
9
RULE
RULE 10
♦TOTAL*
22
Cl
2
0
0
0
0
4
0
0
0
0
6
0
0
0
0
0
0
0
0
0
0
0
PC
PCI
3
0
1
0
0
0
-4
0
0
0
5
0
2
0
4
0
0
0
0
0
1
7
E
0
3
4
1
5
1
4
5
5
4
32
CORRECT
2
0
0
0
0
4
0
0
0
0
6
ACCEPTABLE
,
3
2
1
■4
0
0
1
0
0
I
12
WRONG
0
3
4
1
5
1
4
5
5
4
32
151
STUOENT
ALUNO
ANSWERS
N . 23
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
OUE ST I ON
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CU E S T I ON
QUESTION
QUESTION
QUESTION
C U E S T I ON
QUESTION
QUESTION
O U E S T I ON
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OU E S T ! O N
QUESTION
QUESTION
QUESTION
CU E S T I ON
QUESTION
QUESTION
QUESTION
C U E S T I ON
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
**
**
*#
**
•*
*•
*•
**
**
#*
**
**
**
**
**
**
#*
»*
*«
**
*»
**
**
**
»*
**
*«
**
#♦
**
**
**
**
*«
*•
**
**
**
«*
**
•*
**
**
**
»*
**
**
**
■
.
1
11
3
5
5
8
1
6
1
6
4
1
3
1
10
1
2
6
1
2
3
7
7
1
1
3
2
7
7
1
2
2
2
2
5
7
7
5
3
3
7
2
6
1
I
I
2
2
2
1
C
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U D E N T 23
C
RULE
1
RULE
2
RULE
3
4
RULE
RULE
5
6
RULE
RULE
7
8
RULE
9
RULE
R U L E 10
»TOTAL*
2
0
1
1
2
4
0
0
0
0
10
Cl
0
0
0
0
0
0
0
0
0
0
0
PC
3
0
1
0
0
0
1
0
0
0
5
PCI
0
2
0
4
0
O '
0
0
0
1
7
E
0
3
3
0
3
1
4
5
5
4
28
CORRECT
2
0
1
1
2
4
0
0
0
0
10
ACCEPTABLE
3
2
1
4
0
0
1
0
0
1
12
WRONG
0
3
3
0
3
1
4
5
5
4
28
1 53
STUOENT
ALUNO
ANSWERS
N . 24
C U E ST I ON
QUESTION
QUE S T I O N
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
OUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
C UE S T I ON
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
C U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
I
2
3
4
5
6
7
e
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
1
3
3
5
5
8
1
2
1
6
4
1
3
1
2
1
2
2
1
2
3
6
7
1
~i
3
2
7
7
1
2
2
2
2
5
7
7
5
3
1
7
2
6
1
1
1
2
2
2
1
.0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
9
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
STUDENT
C
RULE
I
2
RULE
3
RULE
RULE
4
5
RULE
6
RULE
T
RULE
8
RULE
9
RULE
RULE 10
•TOTAL*
2
2
1
I
0
4
0
0
0
0,
10
24
C!
PC
PC!
E
0
0
0
0
0
0
0
0
0
0
0
3
0
1
0
0
0
2
0
0
0
*6
0
2
0
3
0
0
0
0
0
1
6
0
1
3
1
5
1
3
5
5
4
. 28
CORRECT
2
2
1
1
0
4
0
0
C
0
10
ACCEPTABLE
3
2
1
3
0
0
2
0
0
1
12
MRONG
0
1
3
1
5
1
3
5
5
4
28
1 55
student
answers
ALUNO N . 25
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
C U E ST I ON
QUESTION
QUESTION
OUESTIO.N
QUESTION
QUESTION
QUESTION
QUESTION
QUE ST I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
O U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
T
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
*
*
*
*
»
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
»
1
3
1
3
5
7
8
4
1
4
4
1
* I
5
10
5
3
7
I
6
3
7
5
0
1
3
1
3
5
1
0
2
2
3
7
5
5
5
3
0
3
2
5
5
0
3
2
2
1
1
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
p
'0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
7
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
STUOENT
C
RULE
1
RULE
2
3
RULE
RULE
4
5
RULE
RULE
6
7
RULE
8
RULE
9
RULE
RULE 10
♦T O T A L *
25
--
Cl
0
0
0
0
1
2
1
1
0
0
5
0
0
0
0
0
0
0
0
0
0
0
PC
1
0
0
0
0
0
0
0
0
0
1
PCI
0
0
0
3
0
0
0
0
0
1
4
E
4
5
5
2
4
3
4
4
5
4
40
*
£
*
,*
'
*
*
*
*
*
*
*
*
*
CORRECT
0
0
0
0
1
2
1
1
0
0
5
ACCEPTABLE
1
0
0
3
0
0
0
0
0_
I
5
WRONG
4
5
5
2
4
3
4
4
5
4
40
S T U D E N T A N S WE RS
ALUNO
N. 26
OUESTION
C U E S T I ON
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
OUESTION
C U E S T I ON
QUESTION
OUESTION
OUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
CUESTION
OUESTION
OUESTION
OUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
QUESTION
CUESTION
OUESTION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
*
•
*
»
*
*
*
*
♦
*
*
*
*
*
*
*.
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
1
12
3
1
5
12
1
10
5
6
4
3
7
1
10
1
2
10
9
6
7
6
7
5
9
7
6
3
3
1
10
6
6
2.
5
7
7
1
7
1
7
'6
6
5
7
1
6
6
10
5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U D E N T 26
C
RULE
1
RULE
2
RULE
3
4
RULE
5
RULE
RULE
6
7
RULE
RULE
8
RULE
9
RULE 10
♦TOTAL*
2
0
2
1
4
2
2
3
2
2
20
Cl
0
0
0
0
0
0
0
0
0
0
0
PC
3
1
1
3
0
0
2
0
0
1
11
PCI
T)
1
0
1
0
0
0
0
0
1
3
E
CORRECT
0
3
2
0
1
3
r'
2
3
1
16
2
0
2
1
4
2
2
3
2
2
20
ACCEPTABLE
3
2
1
4
0
0
2
0
0
2
14
WRONG
0
3
2
0
1
3
1
2
3
1
16
STUDENT ANSWERS
,
ALUNO
N . 27
OUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
CUESTION
OUESTION
CUESTION
OUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Qu e s t i o n
QUESTION
Q U E S T I ON
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
CUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
I
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
»♦
**
**
**
**
**
**
**
**
**
**
**
**
**
•*
**
«*
*•
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
**
*♦
**
**
**
**
**
**
**
**
5
1
3
7
4
7
5
1
5
11
8
12
5
1
10
0
4
8
6
' 2
4
8
5
I
7
3
5
1
0
2
0
0
6
2
5
10
5
1
6
2
3
7
2
6
3
7
0
0
7
3
2
6
3
7
7
3
5
1
0
0
6
2
2
6
7
3
5 •>
7
3
5
1
9
5
6
2
5
1
0
11
6
2
0
0
1
0
0
1
3
7
6
2
6
2
6
2
6
2
9
5
9
0
0
0
0
0
0
0
0
0
' 0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
STUDENT
Cl
C
RULE
1
RULE
2
RULE
3
RULE
4
5
RULE
6
RULE
RULE
7
8
RULE
9
RULE
RULE 10
♦TOTAL*
27
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
1
0
0
1
4
PC
0
0
0
0
0
0
0
0
0
0
0
PCf
0
0
0
0
0
0
0
0
0
0
0
CORRECT
E
5
5
5
3
5
4
5
5
5
4
46
0
0
0
0
0
0
0
C
0
0
0
ACCEPTABLE
WRONG
0
0
0
2
0
0
I
0
0
1
4
46
161
STUDENT
ALUNO
ANSWERS
N. 28
QUESTION
CU E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
OUESTION
C U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
CUESTION
QUESTION
QUESTION
OUESTION
OUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
8
q
10
l i
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
4 f
42
43
44
45
46
47
48
49
50
1
0
3
1
5
B
1
6
0
6
4
1
3
1
2
1
3
6
1
6
3
6
7
1
1
0
6
7
7
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
~-0
0
.0
0
0
0
0
0
10
6
2
0
2
5
7
7
5
3
5
.7
2
0
1
1
1
2
2
o0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U D E N T 29
C
1
RULE
RULE
2
3
RULE
„
4
RULE
5
RULE
6
RULE
7
RULE
8
RULE
9
RULE
RULE 1 0
♦TOTAL *
2
1
1
2
2
4
1
4
4
I
22
Cl
0
0
0
0
0
0
0
0
0
0
0
PC
3
0
1
0
0
0
2
0
0
0
6
,PCI
0
I
0
3
0
0
0
0
0
1
5
E
0
3
3
0
,3
~ I
2
I
1
3
17
CORRECT
2
1
I
2
2
4
1
4
4
1
22
ACCEPTABLE
3
1
I
3
0
0
2
0
0
1
11
WRONG
0
3
3
0
3
1
1
1
3
17
2
165
STUDENT
ALUNO
A N S WE R S
N. 30
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T ION
QUESTION
QUESTION
QU E S T ION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
*
*
*
*
*
*
*
♦
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
♦
*
*
*
*
♦
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
♦
I
11
3
1
1
8
1
2
5
2
4
5
3
1
10
5
2
10
I
6
77
7
5
9
3
6
7
7
5
2
6
2
6
5
3
7
2
3
5
11
6
6
5
5
5
1
6
2
5
0
0
7
2
0
0
0
0
0
0
0
0
7
0
0
0
0
0
0
0
0
0
0
0
0
7
O
0
3
0
0
0
0
0
0
7
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U O E N T 30
c
RULE
1
2
RULE
3
RULE
4
RULE
RULE
5
6
RULE
7
RULE
RULE
8
9
RULE
R U L E 10
•TOTAL*
3
3
3
1
5
3
1
3
4
2
28
Cl
0
1
0
1
0
0
0
0
0
0
2
PC
2
0
0
2
0
0
1
0
0
I
6
PCI
0
0
0
0
0
0
0
0
0
0
0
E
0
1
2
1
0
2
3
2
I
2
14
CORRECT
3
3
3
1
5
3
1
3
4
2
28
ACCEPTABLE
.
2
1
0
3
0
0
1
0
0
1
8
WRONG
0
1
2
1
0
2
3
2
1
2
14
S T U D E N T 30
c
RULE
1
RULE
2
3
RULE
4
RULE
RULE
5
RULE
6
RULE
7
RULE
8
RULE
9
R U L E 10
•TOTAL*
Cl
3
3
3
-
I
5
3
1
3
4
2
28
0
1
0
1
0
0
0
0
0
0
2
PC
2
0
0
2
0
0
1
0
0
1
6
PCI
0
0
0
0
0
0
0
0
0
0
0
CORRECT
E
0
1
2
1
0
2
3
2
1
2
14
3
3
3
1
5
ACCEPTABLE
2
1
0
3
2
0
0
1
0
0
1
28
8
3
1
3
4
HRONG
0
1
2
1
0
z
3
2
1
2
14
168
STUOENT
ALUNO
A N S WE R S
N . 31
QUESTION
Q UES T ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
C U E ST I ON
QUESTION
QUESTION
O U E ST I ON
QUESTION
QUESTION
QUESTION
Q U E S T ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
O U E S T I ON
CUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
*•
**
*•
**
**
**
**
**
**
**
**
**
♦*
**
**
♦«
**
*•
»*
**
••
**
•*
**
«•
**
*•
•*
**
**
»*
**
**
**
**
**
»*
**
••
*«
•*
**
**
*•
**
**
*•
**
1
3
3
5
7
0
1
10
5
6
4
1
3
1
2.
1
2
6
5
6
3
6
7
1
6
7
2
7
12
5
2
6
2
4
8
9
7
5
3
4
7
10
9
0
0
9
1
2
10
5
0
0
0
0
0
0
0
0
I
10
8
5
0
0
10
0
0
0
0
10
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
6
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U D E N T 31
C
RULE
1
RULE
2
3
RULE
4
RULE
5
RULE
6
RULE
7
RULE
RULE
8
9
RULE
R U L E 10
•TOTAL*
w
2
0
1
0
1
3
1
0
I
I
10
CI
0
0
0
0
0
0
0
0
0
0
0
PC
2
0
1
1
0
0
1
0
0
1
6
PCI .
0
0
0
1
0
0
0
0
0
1
2
CORRECT
E
ACCEPTABLE
WRONG
1
2
2
1
5
3
3
4
0
1
0
1
0
1
2
5
3
3
4
2
3
0
2
3
5
4
1
0
1
1
0
3
5
4
2
1
32
10
0
0
2
8
2
32
170
STUDENT
ALUNO
ANSWERS
N. 32
QUESTION
QUESTION
QUESTION
C U E ST I ON
QUESTION
QUESTION
OU E ST ION
CUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
q uestio n
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QU E S T ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUE S T I O N
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
C U E S T I ON
QUESTION
QUESTION
QUESTION
C U E S T I ON
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
e
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
*41
42
43
44
45
46
47
48
49
50
*
*
*
*
*
*
*
*
*
*
♦
*
*
*
*
«*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
♦
*
♦
«
*
*
*
*
9
0
3
0
0
3
5
0
0
12
8
0
I . 0
6
0
5
0
6
2
0
4
I
0
3
0
5
1
10
2
0
5
6
0
6
2
5
0
2
0
12
0
ll--' 0
7
3
12 . 0
5
0
3
0
0
2
7
-o
7
0
2
0
0
11
6
0
6
0
0
2
5
0
7
0
0
12
9
0
0
12
1
0
7
0
‘ 6
0
U
0
5
0
4
5
5
0
2
0
6
0
0
10
6
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
171
STUDENT
C
RULE
1RULE
2
RULE
3
4
RULE
RULE
5
6
RULE
7 ’
RULE
RULE
8
RULE
9
RULE 10
•TOTAL*
I
0
0
0
1
3
2
1
2,
1
11
32
Cl
0
0
0
0
0
0
0
0
0
0
0
PC
2
0
0
1
0
0
1
0
0
2
6
PCI
0
2
0
2
0
0
0
0
0
0
4
E
*
2
3—'
5
2
.
4
2
2
4
3
2
29
*
•
*
*
*
*
*
»
*
*
*
CORRECT
1
0
0
0
1
3
2
1
2
1
11
ACCEPTABLE
2
2
0
3
0
0
I
0
o
2
10
WRONG
2
3
5
2
4
2
2
4
3
2
29
172
STUDENT
ALUNO
ANSWERS
N . 33
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
O U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
O U E S T ION
QUESTION
QUESTION
QUESTION
O U E S T ION
QUESTION
QUESTION
O UES T ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
I
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
**
**
**
**
**
**
*♦
**
•*
**
**
11
6
7
5
0
9
6
7
7
1
4
5
**
3
**
I
**
2
*«
5
**
2
**
10
»*
...-S
**
4
**
11
**
6
#*
7
**
5
**
0 **
7
**
6
*•
7
**
7
*»
1
*•
.10
**
6
**
6
**
10
**
5
**
7
**
8
*«
5
** 7
**
5
*•
7
**
2
**
6
**
5
•*
5
•*
5
*•
2
*»
6
**
10
*•
5
0
0
0
0
0
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U D E N T 33
C
RULi
1
ROLE
2
3
RULE
4
RULE
5
RULE
6
RULE
T
RULE
RULE
S
9
RULE
RULE 10
•TOTAL*
•
0
0
1
1
2
3
3
3
5
1
19
Cl
0
0
0
0
0
0
0
0
0
0
0
PC
2
0
0
0
0
0
2
0
0
2
6
PCI
1
2
0
4
0
0
0
0
0
0
7
E
CORRECT
2
3
4
0
3
2
-0
2
0
2
18
ACCEPTABLE
0
0
1
1
2
3
3
3
S
1
19
3
2
0
4
.
0
0
0
2
O
2
13
WRONG
2
3
4
0
3
2
0
2
0
2
18
174
stucent
ALUNO
answers
N. 34
OUESTION
QUESTION
QUESTION
CUESTION
OUESTION
CUESTION
QUESTION
QUESTION
QUESTION
OUESTION
OUESTION
QUESTION
OUESTION
OUESTION
OUESTION
QUESTION
CUESTION
QUESTION
OUESTION
OUESTION
CUESTION
question
QUESTION
OUESTION
CUESTION
OUESTION
QUESTION
QUESTION
CUESTION
QUESTION
question
OUESTION
QUESTION
QUESTION
QUESTION
OUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
OUESTION
O U E S T I ON
OUESTION
QUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
16
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
•*
**
**
**
**
**
**
**
**
**
V*
**
«*
**
»*
**
**
**
**
**
**
**
**
**
**
**
**
**
#*
**
*»
**
**
**
**
**
•*
*•
*«
**
**
*•
♦*
**
*»
*•
*•
•*
1
0
3
1
1
8
1
2
5
5
4
1
3
1
2
5
2
"6
5
&
.
11
6
7
9
1
7
2
7
7
10
10
2
2
2
5
7
7
5
11
5
11
0
0
0
0
0
0
0
0
0
5
0
7
5
5
0
5
0
0
6
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
175
34
Cl
1
I
1
0
0
4
0
1
1
2
11
0
0
0
0
0
0
0
0
0
0
0
PC
2
0
1
0
0
0
2
0
0
1
6
PCI
0
2
0
1
0
0
0
0
0
0
3
E
*
*
2
*
2
*
3 —
4
5
1
3
4
4
2
30
*
*
*
*
*
*
*
*
CORRECT
1
1
1
0
0
4
0
I
1
2
11
ACCEPTABLE
2
2
I
1
0
0
2
0
0
I
9
WRONG
2
2
3
4
5
1
3
4
4
2
30
STUCENT ANSWERS
ALUNO
N . 35
QUESTION
cue stion
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
CUESTION
QUESTION
QU E S T ION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUE S T I O N
QUESTION
I
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
' 41
42
43
44
45
46
47
48
49
50
*
*
*
*
*
*
*
*
*
*
♦
*
*
*
*
*
♦
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*.
*
*
♦
*
*
*
*
*
*
0
1
0
0
7
3
5
1
0
1
0
8
9
1
6
2
0
5
6
0
4
12
5
0
3
0
0
1
10
0
5
0
6
0
2
6
5
0
6
0
7
0
6-'
0
8
0
5 . 0
9
0
7
0
6
2
7
-0
7
3
3
1
6
0
6 . 2
6
0
3
0
5
0
7
3
7
3
5
0
0
7
5
0
7
3
‘
6
0
6
0
5
0
5
0
0
5
6
2
6
0
3
0
5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
ST U D E N T
RULE
I
RU LE
2
3
RU LE
4
RULE
RULE
5
RULE 6
RU LE
7
8
RU LE
RU LE
9
R U L E 10
♦TOTAL*
35
C
Cl
PC
3
1
2
I
2
4
1
5
5
3
27
0
2
.0
1
0
0
0
0
0
0
3
0
0
0
1
0
0
2
0
0
2
5
PCI
0
0
1
1
0
0
0
0
0
0
2
E
2
2
2
1
3
1
2
0
0
0
13
CORRECT
3
1
2
1
2
4
1
5
5
3
27
ACCEPTABLE
.
0
2
1
3
0
0
2
0
0
2
10
WRONG
2
2
2
1
3
1
2
0
0
0
13
1 78
STUDENT
ALUNO
ANSWERS
N. 36
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
O U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
Q U E S T ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
O U E S T ION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
.
1
3
1
5
5
12
4
1
4
6
4
1
1
5
10
0
3
7
1
6
3
7
5
0
1
3
1
3
5
1
0
2
2
3
7
5
5
5
30
3
6
5
5
0
3
2
2
10
1
.
3
0
0
0
0
0
0
0
7
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
o.
0
0
0
0
0'
0
0
0
0
o'
0
0
0
0
0
0 - 0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
7
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U D E N T 36
Cl
C
RULE
1
2
RULE
3
RULE
4
RULE
5
RULE
6
RULE
7 "
RULE
8
RULE
9
RULE
R U L E 10
•TOTAL*
0
0
0
0
1
2
2
0
0
0
5
0
0
0
0
0
0
0
0
0
0
0
PC
. 1
0
0
1
0
0
0
0
0
0
2
PCI
0
o'"
0
2
0
0
0
0
0
I
3
CORRECT
E
4
5
5
2
4
3
3
5
5
4
40
ACCEPTABLE
0
0
0
1
0
0
0
3
1
2
2
0
C
0
0
0
0
0
0
I
5
5
WRONG
40
180
STUDENT
ALUNO
ANSWERS
N. 37
QUESTION
1 **
OUESTION
2 **
QUESTION
3 •*
C U E S T I ON . 4 * *
OUESTION
5 **
6 **
QUESTION
7 *»
OUESTION
QUESTION
8 **
QUESTION
9 »*
Q U E S T I O N 10 **
C U E S T I ON 11 *♦
Q U E S T I O N 12 * *
Q U E S T I O N 13 **
Q UESTION 14 **
C U E S T I O N 15 » *
Q U E S T I O N 16 * *
Q U E S T I O N 17 **
QUES TI ON 18 **
Q U E S T I O N 19 • •
O U E S T I O N 2 0 ♦*
Q U E S T I O N 21 * «
Q U E S T I O N 22 **
Q U E S T I O N 2 3 **
C U E S T I O N 2 4 **
QUES TI ON 25 **
C U E S T I O N 26 **
Q U E S T I O N 2 7 **
C U E S T I O N 28 **
O U E S T I O N 2 9 **
Q U E S T I O N 30 **
O U E S T I O N 31 * *
C U E S T I O N 32 **
Q U E S T I O N 3 3 **
Q U E S T I O N 3 4 »*
O U E S T I O N 3 5 ♦#
CU ES TI O N 36 »*
Q U E S T I O N 3T, **
Q U E S T I O N 38 *«
O U ES TI ON 39 **
Q UES TI ON 40 **
Q U E S T I O N 41 **
QUES TI ON 42 **
C U E S T I O N 4 3 *♦
Q UES TI ON 44 **
Q U E S T I O N 4 5 **
Q U E S T I O N 4 6 «*
C U E S T I O N 47 ♦*
QUES TI ON 48 **
Q U E S T I O N 4 9 **
QUES TI ON 50 **
1
3
3
5
7
8
1
10
0
6
4
1
i l
1
10
1
2
6
5
6
3
7
7
t
1
7
2
7
11
5
2
2
2
4
9
7
7
5
3
1
11
2
6
0
5
9
1
2
10
5
0
0
0
0
0
0
0
0
0
0
8
5
0
0
0
0
0
0
00
0
0
0
0
0
0
6
0
0
0
0
0
0
8
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U O E N T 37
•
RULE
1
RULE
2
RUL£J 3
RULE
RULE
5
RULE
6
RULE
7
RULE
8
9
RULE
RU LE 10
♦TOTAL*
C
2
0
1
I
1
4
1
0
1
2
13
Cl
0
0
0
0
0
0
0
0
0
0
0
PC
PCI
2
0
1
1
0
0
0
0
0
1
5
0
1
0
1
0
0
0
0
0
1
3
E
1
4
3
—2
4
1
4
5
4
1 '
29
CORRECT
2
C
1
1
1
4
1
0
1
2
13
ACCEPTABLE
2
1
1
2
0
0
0
0
0
2
- 8
WRONG
1
4
3
2
4
1
<*
5
4
1
29
182
STUCENT
AtUNO
ANSWERS
N . 38
QUESTION
QUESTION
OUES T ION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
C U E S T I ON
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
Q U E S T I ON
QUESTION
QUESTION
CUESTION
I
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
**
**
**
**
«*
**
**
*•
**
*«
**
**
**
**
**
**
**
*«
**
**
♦*
**
**
**
**
**
**
*»
**
*♦
»*
**
**
**
**
**
«*
**
*#
♦*
**
*•
**
**
**
**
♦*
#*
1
3
3
5
7
8
1
10
5
6
4
1
3
1
v.2
1
2
6
5
6
3
6
7
1
1
7
2
7
10
5
2
6
2
4
9
7
7
5
3
1
7
2
6
5
5
9
1
2
2
5
0
0
0
0
0
0
0
0
0
0
8
5
0
0
0
0
0
0
0
0
0 0
0
0
0
0
6
0
0
0
0
0
0
»
0
0
0
0
0
0
• 0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
o
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U O E N T 38
C
RULE
I
2
RULE
RULE
3
4
RULE
RULE, 5
6
RULE
7
RULE
RULE
8
RULE
9
RULE 10
»TOTAL*
2
0
1
1
1
5
1
0
I
3
15
Cl
PC
6
0
2
0
1
1
0
0
1
0
0
1
t
0
0
0
0
0
0
0
0
0
'
PCI
E
o
1
0
2
0
0
0
0
0
1
4
1
4
3
1
4
0
" /3
5
4
0
25
CORRECT
2
0
1
1
1
5
1
0
1
3
15
ACCEPTABLE
2
1
1
3
0
0
1
0
0
2
10
WRONG
1
4
3
1
4
0
3
5
4
0
25
184
S T U D E N T A N S WE RS
A L U N O N. 39
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
OUESTION
CUESTION
QUESTION
QUESTION
OUESTION
CUESTION
' QU E S T I O N
QUESTION
QUESTION
CUESTION
QUESTION
QUESTION
QUESTION
QUESTION
QUESTION
CUESTION
QUESTION
OUESTION
QUESTION
Q U E S T ION
QUESTION
QUESTION
QUESTION
OUESTION
OUESTION
CUESTION
QUESTION
OUESTION
OUESTION
CUESTION
QUESTION
I
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
**
**
•*
**
**
**
*•
**
**
**
*•
♦*
**
**
**
1
0
3
5
7
8
1
10
5
i
4
5
3
1
10
5
*4
2
**
6
*«
1
*#
6
*♦
7
**
0
*»
7
**
0
♦*
9
**
3
**
2
**
7
**
5
**
5
**
6
**
6
*♦
6
** -> 3
** ' 5
**
3
**
7
*#
5
**
7
**
5
*•
11
*♦
2
**
6
•*
5
**
5
*•
1
**
6
**
2
**
2
**
10
0
0
0
0
0
0
0
0
0
0
0
0
6
0
0
0
0
0
0
0
0
5
0 „0
O' 0
0
0
0 '0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
e
7
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U D E N T 39
Cl
c
RULE
I
RULE
2
3
RUl,E
4
RULE
5
RULE
RULE
6
7
RULE
8
RULE
9
RULE
RULE 10
♦TOTAL*
4
1
4
3
0
0
0
0
0
0
0
0
0
2
22
0
0
2
1
0
2
3
PC'
3
0
1
1
0
0
1
0
0
0
£
PCI
CORRECT
CORREi
E
0
0
0
2
0-'
0
0 .
0
0
2
2
0
1
3
4
4
0
2
1
3
1
19
2
1
0
2
3
4
I
4
3
2
22
ACCEPTABLE
WRONG
3
0
I
3
0
0
1
0
0
1
9
19
186
STUDENT
ANSWERS
A L U N O N. 40
QUESTION
CUESTION
QUESTION
QUESTION
OUESTION
CUESTION
QUESTION
OUESTION
OUESTION
CUESTION
QUESTION
QUESTION
OUESTION
QUESTION
CUESTION
OUESTION
Q U ES T ION
QUESTION
OUESTION
OUESTION
QUESTION
OUESTION
OUESTION
OUESTION
OUESTION
QUESTION
OUESTION
OUESTION
OUESTION
OUESTION
OUESTION
OUESTION
OUESTION
OUESTION
CUESTION
QUESTION
QUESTION
OUESTION
CUESTION
OUESTION
QUESTION
OUESTION
C UE ST ION
OUESTION
OUESTION
OUESTION
QUESTION
QUESTION
OUESTION
QUESTION
I
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
**
•*
**
**
**
**
*♦
**
**
•*
**
•*
**
**
**
#*
•«
*«
*•
»*
**
••
**
•*
**
••
**
**
**
**
*•
**
**
**
*#
**
**
>*»
**
**
•*
**
•*
**
**
*#
**
**
**
»*
3
1
7
3
3
7
0
5
7
12
0
8
0
I
6
11
5
1
2
0
6
4
6
2
7
3
4
' 3
6
0
5
I
6
2
10
0
5
0
6
2
3
1
6
2
7
0
5
1
5
0
7
2
5
3
7 11
3
7
6
2
2
6
5
1
6
2
7
6
5
X
3
7
7 . 0
5
1
• 7.
5
5
I
7
3
6
2
2
6
5
0
5
0
0
1
2
0
6
0
7
0
2
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
7
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S T U O E N ^ 40
C
1
RULE
2
RULE
3
RULE
4
RULE
5
RULE
6
RULE
7
RULE
RULE
8
9
RULE
R UL E 10
•TOTAL*
2
2
1
0
0
1
2
0
0
,1
9
Cl
0
0
0
2
0
0
1
0
0
0
3
PC
0
0
1
0
0
0
0
0
0
2
3
PCI
0
0
0
1
0
0
0
0
c
0
1
CORRECT
E
3
3
3
?
5
4'
2
5
5
2
34
ACCEPTABLE
2
1
0
• C
0
0
0
2
0
1
2
0
1
9
0
1
WRONG
.3
3
3
3
2
0
1
4
2
0
2
7
5
5
5
2
34
RULE
1
RULE
2
3
RULE
4
RULE
5
RULE
RULE
6
7
RULE
8
RULE
9
RULE
R U L E 10
♦TOTAL*
TOTAL
RESULTS
C
Cl
72
31
51
27
71
116
53
51
' 71
57
600
0
9
1
10
0
0
2
0
0
1
23
72
31
51
27
71
116
53
51
71
57
600
69
13
20
24
0
0
43
0
0
35
204
,
4
33
5
'
68
0
0
- 6
0
0
21
137
ACCEPTABLE
CORRECT
I
RULE
2
RULE
RULE
3
4
RULE
5
RULE
6
RULE
RULE
7
8
RULE
9
RULE
RULE 10
»TOTAL*
PCI
PC
'
73
55
26
102
0
0
51
0
0
57
364
E
55
114
123
71
129
34
96
149
129
86
1036
WRONG
55
1 14
123
71
129
84
96
149
129
86
1036
189
TABLE
I
** P E R C E N T A G E - P E R R U L E * *
C
RULE
1
RULE
2
RULE
3
4
RULE
5
RULE
6
RULE
RULE
7
8
RULE
9
RULE
R U L E 10
♦ TOTAL*
0.36
0.15
0.25
0.13
0.35
0.58
0.26
0.25
0.35
0.28
0.30
Cl
PC
0.34
0.0
0.04
0.06
0
.10
. 0.00-'
0.05
0.12
0.0
0.0
0.0
0.0
0.01
0.21
0.0
0.0
0.0
0.0
0.17
0.00
0.01
0.10
PCI
0.02
0.16
0.02
0.34
0.0
0.0
0.03
0.0
0.0
0.10
0.07
E
0.27
0.57
0.61
0.35
0.64
0.42
0.48
0.74
0.64
0.43
0.52
CORRECT
RULE
1
2
RULE
RULE
3
4
RULE
5
RULE
6
RULE
RULE
7
8
RULE
9
RULE
10
RULE
»TOTAL*
0.36
0.15
0.25
0.13
0.35
0.58
0.26
0.25
0.35
0.28
0.30
ACCEPTAULH
0.36
C.27
0.13
0.51
0.0
C.O
0.25
0 .0
0.0
0.28
0. 18
WRONG
0.27
0.57
0.61
0.35
0.64
0.42
0.48
0.74
0.64
0.43
0.52