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Semantic Roles Quiz

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Test semantic roles

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Semantic Roles Quiz
 

Semantic Roles QuizOnline version

Test semantic roles

by Servicios Estudiante
1

In 'The boy kicked the ball', which noun phrase is the Agent?

2

In the same sentence, which noun phrase is the Theme?

3

In 'The boy cut the rope with an old razor', what role does 'an old razor' fill?

4

In 'The boy feels sad', which noun phrase is the Experiencer?

5

Which semantic role describes where something is, as in 'on the table'?

6

In 'We drove from Chicago to New Orleans', what is 'from Chicago' serving as?

7

In the same sentence, what is 'to New Orleans' serving as?

8

In 'The wind blew the ball away', which entity is the Agent?

9

Which sentence shows the same entity playing two semantic roles (agent and theme)?

10

In 'The dog chased the boy', which role can 'the boy' take besides Theme?

11

In "The rich, handsome gentleman purchased a yacht for his son to travel from the island of Aegina to Malta" identify the source.

Respuesta escrita

12

In the same sentence, which semantic role does "a yacht" have?

13

In the same sentence, which is the agent?

14

The explanation of the meanings of words in terms of their relationships is called:

15

Define synonymy as given in the text.

16

What are non-gradable antonyms also called?

17

Give an example of hyponymy from the text.

18

How is the prototype concept described?

19

What is metonymy according to the text?

20

What is collocation?

Explicación

The agent is the entity that performs the action.

The theme is the entity affected by the action.

An instrument is used to perform the action.

The experiencer is the entity experiencing a feeling or state.

Location designates the place of an entity.

Source indicates where movement starts.

Goal indicates where movement ends.

The agent is the entity that causes the action.

A single entity can occupy multiple roles in a sentence.

The boy can be Theme (patient) but not the agent in this sentence.

The source is where the entity moves from.

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