त्वरित लिंक्स
English Language
1 views
Analyze the advanced syntactic structures, relative pronoun governance, and prepositional placement in the following complex sentence:"The committee members whom were appointed by the board to review the financial discrepancies objected to the new auditing guidelines proposed for the upcoming fiscal year."Identify whether any of the underlined segments contains a grammatical error according to standard English syntax.
✓ Correct! Well done.
✗ Not quite — the correct answer is highlighted above.
Detailed Explanation
In the given sentence, the underlined segment "whom" is grammatically incorrect. The relative pronoun introduces the restrictive relative clause "whom were appointed by the board". Within this clause, the pronoun functions as the subject of the verb "were appointed", not as an object. Therefore, the subjective case "who" must be used instead of the objective case "whom". For a detailed discussion on the distinction between subject and object pronouns, refer to the Wikipedia Reference on English relative clauses.
Related Questions
→
In the theoretical paradigms of Second Language Acquisition (SLA), Stephen Krashen's Monitor Model and Noam Chomsky's nativist theory propose distinct cognitive and neurological mechanisms for language development. Consider the following complex propositions regarding the Monitor Model's five central hypotheses and nativist principles:
I. The Acquisition-Learning Hypothesis posits that adult second language performance is driven entirely by conscious acquired competence, whereas subconscious learned knowledge serves exclusively as a 'monitor' or editor to alter output when there is sufficient time, focus on form, and knowledge of the rule.
II. The Natural Order Hypothesis asserts that grammatical structures are acquired in a predictable, developmental sequence across second language learners regardless of their native language background, and this innate developmental sequence is largely impervious to deliberate classroom instructional sequencing.
III. The Input Hypothesis maintains that language acquisition occurs only when learners are exposed to comprehensible input that is slightly beyond their current level of linguistic competence, formally represented as $i + 1$, where $i$ denotes the acquired linguistic level and $+ 1$ represents the next structural increment.
IV. The Affective Filter Hypothesis claims that internal emotional variables such as high anxiety, low self-confidence, and lack of motivation raise the affective filter, creating a psychological block that prevents incoming comprehensible input from reaching the language acquisition device or the internal processing system.
Identify the option that correctly evaluates the linguistic and pedagogical validity of propositions I, II, III, and IV.
→
In the theoretical landscape of Second Language Acquisition (SLA) and Language Pedagogy, the Communicative Approach shifted the educational focus from rote structural mastery to functional language use. Consider the following complex propositions regarding the core principles of Communicative Language Teaching (CLT):I. CLT prioritizes communicative competence over mere grammatical perfection, asserting that learners must develop sociolinguistic, discourse, and strategic abilities alongside linguistic accuracy.II. According to CLT doctrine, authentic texts and meaning-focused tasks are introduced exclusively after the learner has achieved complete, error-free mastery of all inflectional morphology and syntactic paradigms.III. Interaction in CLT classrooms is predominantly learner-centered, utilizing information-gap, opinion-gap, and reasoning-gap activities to compel genuine negotiation of meaning rather than mechanical choral repetition.IV. Error treatment in CLT distinguishes between slips (accidental performance errors) and systemic errors, favoring fluency-oriented communicative tasks where immediate, punitive correction is suppressed to prevent affective filtering and anxiety.Identify the option that correctly evaluates the validity of propositions I, II, III, and IV.
→
In the psycholinguistic paradigms of second language acquisition, Stephen Krashen's Monitor Model comprises five central hypotheses that differentiate implicit language acquisition from explicit language learning. Consider the following advanced propositions concerning Krashen's theoretical framework:I. The Natural Order Hypothesis posits that grammatical structures are acquired in a predictable, invariant sequence across diverse learners, and this developmental sequence can be successfully altered or permanently rearranged through rigorous, explicit classroom grammar drilling.II. The Affective Filter Hypothesis suggests that low anxiety, high self-esteem, and robust motivation act as mental filters that allow comprehensible input to pass unhindered into the Language Acquisition Device (LAD), whereas high affective barriers block this intake.III. The Input Hypothesis (the 'i + 1' formula) asserts that language acquisition occurs when learners are exposed to aural or written input that contains structures slightly beyond their current level of competence, facilitated contextually by extralinguistic clues and shared discourse meaning.Identify the option that correctly evaluates the validity of propositions I, II, and III.
→
In advanced English syntax, transforming sentences between active and passive voice requires meticulous attention to tense preservation, modal auxiliary behavior, transitive valency, and indirect object promotion. Consider the following complex active voice sentence:"The renowned board of trustees strongly advised the newly appointed vice-chancellor to immediately submit the comprehensive financial audit report to the state regulatory commission."Identify the option that presents the grammatically flawless and contextually accurate passive voice transformation of the given sentence.
→
In the theoretical paradigms of English Language Teaching (ELT), the Communicative Approach and Task-Based Language Teaching (TBLT) have redefined the roles of accuracy, fluency, and instructional design. Consider the following complex propositions regarding these methodologies:I. The Communicative Approach prioritizes communicative competence over mere grammatical perfection, maintaining that language structures are best acquired through meaningful interaction and purposeful social negotiation rather than rote structural drilling.II. In a task-based instructional framework, pedagogical tasks must exhibit a primary focus on linguistic form and mechanical structural manipulation, ensuring that learners achieve absolute orthographic and syntactic accuracy before attempting meaning-focused communication.III. According to prominent applied linguists like David Nunan and Prabhu, communicative tasks require learners to process, negotiate, and convey meaning where the relationship between linguistic form and pragmatic function is central, engaging cognitive mechanisms similar to natural language acquisition.IV. Error correction in fluency-focused communicative activities should ideally be handled implicitly or deferred to avoid raising the affective filter and disrupting the natural flow of discourse, whereas accuracy-focused phases may warrant explicit form-focused feedback.Identify the option that correctly evaluates the pedagogical and theoretical validity of propositions I, II, III, and IV.
Log in
to add to quiz, bookmark, or report issues.