Test Bank for Human Geography: People, Place, and Culture, 11th Edition by Fouberg, Murphy,

Test Bank for Human Geography: People, Place, and

Culture, 11th Edition by Fouberg, Murphy, de Blij

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Human Geography: People, Place, and Culture, 11th Edition
Chapter 06 Testbank: Language

Multiple Choice

1. Belgium is a ___________ speaking country.

a) Belgae (a Celtic language)
b) Flemish (a Germanic language)
c) French (a Romance language)
d) both B and C

Ans: D

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

2. Which of the following European countries has a rather sharp division between Flemish speakers in the
north and Walloon speakers in the south?
a) the Netherlands
b) Belgium
c) Denmark
d) Andorra

Ans: B

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

3. While speakers of the English language form the largest share of Internet users, both the
Chinese language and the _______ language have more speakers globally.

a) Arabic
b) Spanish
c) Japanese
d) Hindi

Ans: B

Difficulty: Medium
Blooms: Analysis
Learning Objective: Identify the role language plays in making places.

4. The French government has _________ to protect French language and culture.
a) banned foreign words in advertising and on radio and television
b) established the Académie Française to standardize the language
c) passed a law levying fines on those using foreign terms
d) all of the above

Ans: D

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

5. Most linguists agree that __________ languages exist in the world

a) 20
b) 500
c) 1,000
d) 5,000

Ans: D

Difficulty: Easy
Blooms: Comprehension
Learning Objective: Define language and understand the role language plays in cultures.

6. Hawaii is an example of state with

a) no linguistic variation.
b) official “English only” policies.
c) official bilingual policies.
d) no official language policies.

Ans: C

Difficulty: Easy
Blooms: Comprehension
Learning Objective: Identify the role language plays in making places.

7. Which is not true of Quebec?

a) First Nations people of the province speak languages other than Quebecois French.
b) The provincial government passed laws banning or controlling the use non-French languages
in advertising.
c) Quebec contains areas dominated by non-French speaking minorities.
d) It is almost 100% French speaking.

Ans: D

Difficulty: Easy
Blooms: Knowledge
Learning Objective: What are languages, and what role do languages play in cultures
8. About ____ of internet content is in English.
a) 12%
b) 27%
c) 55%
d) 82%

Ans: C

Difficulty: Medium
Blooms: Analysis
Learning Objective: Identify the role language plays in making places.

9. In 2010, which States had several countries where 60% or more of the people five years and older
spoke a language other than English?
a) Texas and California
b) Texas and New Mexico
c) New York and California
d) New York and Alabama

Ans: B

Difficulty: Medium
Blooms: Analysis
Learning Objective: Identify the role language plays in making places.

10. In technically advanced societies there is likely to be

a) a standard language.
b) many basic languages.
c) limited expansion of language.
d) standard pronunciation.

Ans: A

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

11. Standard Italian is the version of the language spoken in

a) Florence and Tuscany.
b) Italy north of Venice.
c) Sicily.
d) Rome.

Ans: A

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.
12. Dialects are distinguished by differences in
a) accents and pronunciation
b) vocabulary
c) syntax
d) all of the above

Ans: D

Difficulty: Easy
Blooms: Comprehension
Learning Objective: Identify the role language plays in making places.

13. A geographic boundary within which a particular linguistic feature occurs is called
a) an isogloss.
b) a sound shift.
c) an international border.
d) a cultural boundary.

Ans: A

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

14. Which of the following pairs of languages are not mutually intelligible?
a) Urdu and Hindi
b) Danish and Norwegian
c) Serbian and Croatian
d) German and Dutch

Ans: D

Difficulty: Easy
Blooms: Comprehension
Learning Objective: Identify the role language plays in making places.

15. In Illinois, people who want a soft drink with their hamburger are likely to order a
a) soda.
b) pop.
c) Coke.
d) Pepsi.

Ans: B

Difficulty: Medium
Blooms: Analysis
Learning Objective: Identify the role language plays in making places.

16. The most widely distributed language family is ______________.

a) Saharan
b) Sino-Tibetan
c) Indo-European
d) Dravidean

Ans: C

Difficulty: Easy
Blooms: Comprehension
Learning Objective: Classify the major language families and how they are distributed.

17. The most widely used Indo-European language today is

a) English.
b) German.
c) Spanish.
d) Chinese.

Ans: A

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Classify the major language families and how they are distributed.

18. The language most widely used as a second language by hundreds of millions of people in India,
Africa and elsewhere is
a) Spanish.
b) French.
c) Arabic.
d) English.

Ans: D

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Classify the major language families and how they are distributed.

19. The predominant languages spoken on Madagascar are not of an African language family, but belong
to
a) Indo-European family.
b) Sino-Tibetan family.
c) Dravidian family.
d) Austronesian family.

Ans: D
Difficulty: Easy
Blooms: Knowledge
Learning Objective: Classify the major language families and how they are distributed.

20. Latin octo (eight) became Italian otto, Spanish ocho, and French huit. This is an example of a
____________, which is a word that has the same linguistic derivation as another word.
a) deterioration
b) cognate
c) dialect
d) isogloss

Ans: B

Difficulty: Medium
Type: Application
Learning Objective: Classify the major language families and how they are distributed.

21. Persian, Pashto and Baluchi are all part of the __________ branch of the language tree.
a) Indic
b) Baltic
c) Iranian
d) Greek

Ans: C

Difficulty: Medium
Blooms: Application
Learning Objective: Classify the major language families and how they are distributed.

22. The process of language divergence happened long ago between Spanish and Portuguese, and
in more recent centuries is happening in North America with the divergence of
a) Québécois French
b) Hawaiian
c) Euskara
d) Etruscan

Ans: A

Difficulty: Easy
Type: Knowledge
Learning Objective: Classify the major language families and how they are distributed.

23. The language tree diagram of language divergence has some branches with dead ends. These
represent
a) standardized or non-changing languages.
b) language subfamilies.
c) isolated languages.
d) extinct languages.

Ans: D

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Classify the major language families and how they are distributed.

24. The Proto-Indo-European language homeland lies somewhere south of the

a) Mediterranean Sea.
b) Baltic Sea.
c) Black Sea.
d) Sea of Okhotsk.

Ans: C

Difficulty: Medium
Blooms: Analysis
Learning Objective: Classify the major language families and how they are distributed.

25. The two theories of the Proto-Indo-European language dispersal are the conquest theory and
a) the spread of agriculture.
b) massive migration.
c) extensive trade routes.
d) missionary activity.

Ans: A

Difficulty:
Easy
Blooms: Knowledge
Learning Objective: Classify the major language families and how they are distributed.

26. The Indo-European language family prevails on the map of Europe. Which country listed below has a
language which is not in the Indo-European family?

a) Germany
b) Italy
c) Iceland
d) Hungary

Ans: D

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Classify the major language families and how they are distributed.
27. Subsequent migrations and empire building caused the decline and marginalization of this subfamily
which had brought Indo-European languages to Europe 3,000 years ago.
a) Romance
b) Germanic
c) Celtic
d) Turkic

Ans: C

Difficulty: Easy
Blooms: Comprehension
Learning Objective: Classify the major language families and how they are distributed.

28. Brittany in western France shows the persistence of Breton in the _____ subfamily.
a) Romance
b) Germanic
c) Celtic
d) Slavic

Ans: C

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Classify the major language families and how they are distributed.

29. Bantu migrations marginalized this once widespread African language family which now is found
only in dry regions of southwestern Africa.
a) Niger-Congo family
b) Khoisan family
c) Afro-Asiatic family
d) Sudanic Subfamily

Ans: B

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Classify the major language families and how they are distributed.

30. The linguistic map of Nigeria reflects extreme fragmentation with nearly ____ languages spoken.
a) 15
b) 25
c) 200
d) 500

Ans: D

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Classify the major language families and how they are distributed.

31. Nigeria chose __________ as its official language upon independence.

a) northern Hausa
b) southwestern Yoruba
c) southeastern Ibo
d) English

Ans: D

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Classify the major language families and how they are distributed.

32. Which development helped with the rise of national languages beginning in the fourteenth century?
a) invention of the printing press
b) agricultural revolution
c) Celtic migrations
d) fall of the Roman Empire

Ans: A

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Explain language diffusion.

33. A language that is the product of a process of convergence which allows speakers of two or more
languages to communicate is
a) a standardized language.
b) a common language.
c) a lingua franca.
d) a lingua germanica.

Ans: C

Difficulty: Easy
Blooms: Comprehension
Learning Objective: Explain language diffusion.

34. English is to lingua franca as _____________ is to pidgin language.

a) French
b) Creole
c) Portuguese
d) Chinese

Ans: B
Difficulty: Medium
Blooms: Application
Learning Objective: Explain language diffusion.

35. Convergence processes yielding a synthesis of several languages produce a pidgin language. When
this language becomes the first language of a population it is referred to as a
a) dialect.
b) creole language.
c) language subfamily.
d) lingua franca.

Ans: B

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Explain language diffusion.

36. Official languages such as Spanish and Quechuan in Peru or English and Pilipino in the Philippines
reflect
a) linguist divergence.
b) the country’s history.
c) creolization.
d) linguas franca.

Ans: B

Difficulty: Easy
Blooms: Comprehension
Learning Objective: Explain language diffusion.

37. Monolingual countries, in which only one language is spoken, are few in number. Which of the
following is not one of these countries?
a) Poland
b) Japan
c) Lesotho
d) Argentina

Ans: D

Difficulty: Medium
Blooms: Application
Learning Objective: Explain language diffusion.

38. Countries in which more than one language is in use are called
a) multilingual.
b) monolingual.
c) unilingual.
d) non-lingual.

Ans: A

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Explain language diffusion.

39. In an attempt to deal with linguistic as well as cultural diversity, many former African colonies have
taken as their official language
a) the most widely-spoken indigenous language.
b) an Austronesian and therefore neutral language.
c) the language of the former colonial power.
d) an invented language with no historical connections.

Ans: C

Difficulty: Easy
Type: Comprehension
Learning Objective: Identify the role language plays in making places.

40. The systematic study of the origin and meaning of place names is called
a) deep reconstruction.
b) namology.
c) toponymy.
d) lexicography.

Ans: C

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

41. Clusters of French toponyms in Louisiana, Dutch toponyms in Michigan and Welsh toponyms in
Pennsylvania reflect
a) descriptive toponyms.
b) folk toponyms.
c) commemorative toponyms.
d) the shift of names associated with migration.

Ans: D

Difficulty: Easy
Blooms: Comprehension
Learning Objective: Identify the role language plays in making places.
42. Leopoldville, Congo becomes Kinshasa and Salisbury, Zimbabwe becomes Harare. These are
examples of
a) colonial toponyms.
b) descriptive toponyms.
c) migration effects.
d) post-colonial toponyms.

Ans: D

Difficulty: Medium
Blooms: Application
Learning Objective: Identify the role language plays in making places.

43. After the breakup of the Soviet Union, Leningrad was renamed
a) Yeltsinburg.
b) Misk.
c) New Leninburg.
d) St. Petersburg.

Ans: D

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

44. The greatest concentration of streets memorializing Martin Luther King is found in:
a) the West
b) the Northeast, particularly Massachusetts
c) the Midwest, especially Illinois
d) the South, especially Georgia

Ans: D

Difficulty: Medium
Blooms: Application
Learning Objective: Identify the role language plays in making places.

45. The naming of sports stadiums and other facilities for corporations (e.g., Petco Park, FedEx Field,
Coors Field) is an example of
a) hubris.
b) memorial toponyms.
c) commodification.
d) post-modern toponyms.

Ans: C

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

46. When African colonies became independent countries, one of the first acts of many of the new
governments was to
a) conduct a census.
b) build a new capital city.
c) change the names of places that had been named after colonial figures.
d) build new road systems.

Ans: C

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

True/False

47. The Basque language, Euskara, is spoken only in Spain.

Ans: False

Difficulty: Medium
Blooms: Application
Learning Objective: Classify the major language families and how they are distributed.

48. Bulgarians speak a Slavic language.

Ans: True

Difficulty: Easy
Blooms: Comprehension
Learning Objective: Classify the major language families and how they are distributed.

49. The predominantly French-speaking capital city of Belgium (Brussels) is located in the Flemish-
speaking northern area of the country.

Ans: True

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

50. American, Canadian, and Russian governments have all worked to insure the preservation of minority
native languages within their borders.
Ans: False

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

51. Mandarin, the language in and around the Chinese capital Beijing, was chosen as the standardized
form of Chinese for the whole country.

Ans: True

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

52. Even if the written form of a statement adheres to a standard language, the accent of a person who
reads it will reveal their regional home.

Ans: True

Difficulty: Medium
Blooms: Application
Learning Objective: Identify the role language plays in making places.

53. The criteria of mutual intelligibility to determine the difference between a dialect and a language is
accepted by most linguists.

Ans: False

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

54. Indo-European and Amerindian language families predominate in the western hemisphere.

Ans: True

Difficulty: Medium
Blooms: Application
Learning Objective: Classify the major language families and how they are distributed.

55. Most Afghans speak languages from the Dravidian family of languages.

Ans: False

Difficulty: Medium
Blooms: Application
Learning Objective: Explain language diffusion.

56. Linguistic extinction occurs when all the speakers of a language either die or choose to speak another
language.

Ans: True

Difficulty: Easy
Blooms: Comprehension
Learning Objective: Classify the major language families and how they are distributed.

57. Euskara, the Basque language, is not related to any other language in Europe.

Ans: True

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Classify the major language families and how they are distributed.

58. Japan is an example of a monolingual state.

Ans: True

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Explain language diffusion.

59. Lasker, North Carolina, named for Alaska, is an example of a toponym based upon a mistake.

Ans: True

Difficulty: Easy
Blooms: Knowledge
Learning Objective: Identify the role language plays in making places.

60. There are no streets named for Martin Luther King, Jr., in Montana.

Ans: True

Difficulty: Medium
Blooms: Analysis
Learning Objective: Identify the role language plays in making places.

61. The 1997 revolution in Zaire resulted in the change of the name of the country to Democratic
Republic of Congo. This is an example of a post-colonial toponym.

Ans: False

Difficulty: Easy
Blooms: Comprehension
Learning Objective: Identify the role language plays in making places.

Essay

62. Indo-European languages belong to the largest language family in the world. Describe how and where
do linguists believe this family originated and how has it evolved? Analyze what linguistic techniques
and theories have been used to try to arrive at an answer to this question?

Ans: Linguists believe the Indo-European languages originated in Southwest Asia, perhaps the
Anatolian Plateau in Turkey – maybe more than 8,000 years ago. It is thought that the people who
spoke the ancestral language used horses and the wheel, and likely traded widely in many goods.
The people eventually dispersed and the language diverged into new languages, moving west into
Europe and east into present-day Iran and then India. Both a conquest theory and an agricultural
theory have been proposed to describe how the early Indo-European language diffused. It seems
like the agricultural theory makes more sense when compared to the archaeological record. The
major European languages derived from this earlier Indo-European language – first the Celtic,
then the Romance, Germanic, and Slavic.

Difficulty: Medium
Blooms: Analysis
Learning Objective: Classify the major language families and how they are distributed.

63. Analyze the map of European languages and explain the existence and distribution of Celtic and
Uralic (Hungarian, Finnish) languages.

Ans: The Celtic language is an old Indo-European language that came to Europe with an early
migration of people from the east more than 3,000 years ago. As later migrants from the east
moved in, the Celtic speakers were either absorbed or pushed farther west, stopping on the
western edges on the continent – present-day Scotland, Ireland, Wales, and Brittany. The Ugric
(Hungarian) and Uralic (Finnish) speakers were in different waves of Ugric-speaking peoples,
and these languages have persisted in particular places.

Difficulty: Medium
Blooms: Analysis
Learning Objective: Classify the major language families and how they are distributed.

64. The French example demonstrates well the conflicting forces of globalized language and local
or national language. Describe how the French have responded, and how successful they have
been.
Test Bank for Human Geography: People, Place, and Culture, 11th Edition by Fouberg, Murphy,

Ans: The French government and its people have worked hard to protect the French language -
even several centuries ago, when they established an academy to protect the
language. “Borrowed words” have been difficult for this academy and the government to keep
out of the country, but the people have supported a law in the 1970s to ban the use of most
foreign words (mostly English) in ads and media, and to make French the official language. It’s
an ongoing struggle, since English is such a global language for business and communication.
The French example shows how central and important language is to a culture.

Difficulty: Easy
Blooms: Comprehensive
Learning Objective: What are languages, and what role do languages play in culture?

65. Distinguish between dialect, pidgin language, and creole. Why is it often difficult to distinguish one
from another?

Ans: A dialect is a variation of a standard language. It differs from the standard language in its
vocabulary or in the way it is spoken (how fast or slow it’s spoken, or in the pronunciation). A
pidgin language is when the speakers of two languages figure out how to communicate with each
other by combining words and simplifying grammar and vocabulary. A creole language is when
the pidgin language has time to take on more complexity and gain native speakers. It is difficult
to distinguish a dialect, pidgin, or a creole language one from the other because it depends on
how long the language has been diverging from its original, discrete form.

Difficulty: Easy
Blooms: Comprehension
Learning Objective: Explain language diffusion.

66. Consider some of the place-names (toponyms) in your state or locality. Apply as many of the ten
types of place-names devised by Prof. George Stewart to classify some of your local place-names. Do his
categories overlap in some cases?

Ans: Many of Stewart’s types of toponyms are found in Southeastern Wisconsin, and some seem
to overlap. The Town of Pleasant Prairie could be descriptive or commendatory. Milwaukee
(“good land” or possibly “gathering place by the water”) is descriptive and Native American
origin. Paddock Lake is a possessive name of a Kenosha County town. The nearby Village of
Union Grove got its descriptive name from the Union School that was already there and the
impressive grove of oak trees nearby. Paris Township is a commemorative toponymy, named
after the French capital. As described, the categories can overlap as a place name could be both
descriptive and commendatory, for example.

Difficulty: Medium
Blooms: Application
Learning Objective: Identify the role language plays in making places.

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