Jamb English Language 1990 Past Questions and Answers

Question 101:

• JAMB 1990

The importance of the code theory in education lies in the fact that the school system requires the use of an elaborated code but not all students have access to it. The importance of this theory to sociology lies in the fact that the differential access to the elaborated code does not occur randomly but rather is controlled by the class system. Lower working-class urban children tend to have a restricted code. Middle-class children possess both a restricted and an elaborated code. The two groups enter into different types of relationship and learn to express themselves in different ways through language. They do not use language for the same functions, some of which it seems are necessary for the school situation. When the lower working-class child is expected implicity to exploit language for functions, he normally does not express verbally a discontinuity is created between his home and his school environment. He has learned to verbalize certain range of meanings in his home and when he enters school, another range of meaning is required. There is then a very subtle but nonetheless very real, sense in which what is taught is personally irrelevant for this child. The school system does not talk to him. Middle class children possessing both codes experience no such discontinuity. They can use languages for these functions required by the school.


It can be assumed reasonably that language has

A. Only one code
B. Two codes
C. Three codes
D. Three codes,two used for education
E. More than three codes but only two used for education

Question 102:

• JAMB 1990

The importance of the code theory in education lies in the fact that the school system requires the use of an elaborated code but not all students have access to it. The importance of this theory to sociology lies in the fact that the differential access to the elaborated code does not occur randomly but rather is controlled by the class system. Lower working-class urban children tend to have a restricted code. Middle-class children possess both a restricted and an elaborated code. The two groups enter into different types of relationship and learn to express themselves in different ways through language. They do not use language for the same functions, some of which it seems are necessary for the school situation. When the lower working-class child is expected implicity to exploit language for functions, he normally does not express verbally a discontinuity is created between his home and his school environment. He has learned to verbalize certain range of meanings in his home and when he enters school, another range of meaning is required. There is then a very subtle but nonetheless very real, sense in which what is taught is personally irrelevant for this child. The school system does not talk to him. Middle class children possessing both codes experience no such discontinuity. They can use languages for these functions required by the school.


'The school system does not talk to him' means that the

A. Teachers do not talk to him
B. Teachers talk to him differently from the way other pupils do
C. Headmaster and teachers do not talk to him
D. Teachers talk to him differently from the way hie is talked to at home

Question 103:

• JAMB 1990

This passage sums up the problems peculiar to the book trade make it different from any other trade-the problem of selection and the problem of sticking. How is the bookseller to tell what, in an enormous output, will prove sale-able before the full weight of unsold items affects the balance of his business and how is he at the same time to hold a stock large enough to enable the public to choose freely? He may seek to escape from this dilemma by becoming the passive sales representative of large publishing houses or distribution networks but he is then no longer a book seller. He may take refuge in the sale of items to a restricted circle of customers but he thereby cuts himself of from all that is vital in his trade and dooms himself to mediocrity and stagnation. On the other hand, he may protect his business from the danger of idle stock by speculating on the latest publication but this is a dangerous game in that it implies a constantly changing clientele: readers remain faithful to their own discoveries and failure to follow up a book an author or a type of literature means dismissing the public responsible for their success.
This brings us back to the fact that books are indefinable. The story is told of a certain country with a great many generals where it was decided to present a rare and valuable edition of an old book to a general about to retire. The old soldier looked at the volume and remarked, ‘A book? What’s the point? I’ve already got one!’


Books are different from other goods because

A. Customers for the book trade are much restricted
B. Books are not manufactured but printed
C. One cannot tell so easily which books will prove saleable
D. Books can be kept in stock much longer than other goods

Question 104:

• JAMB 1990

This passage sums up the problems peculiar to the book trade make it different from any other trade-the problem of selection and the problem of sticking. How is the bookseller to tell what, in an enormous output, will prove sale-able before the full weight of unsold items affects the balance of his business and how is he at the same time to hold a stock large enough to enable the public to choose freely? He may seek to escape from this dilemma by becoming the passive sales representative of large publishing houses or distribution networks but he is then no longer a book seller. He may take refuge in the sale of items to a restricted circle of customers but he thereby cuts himself of from all that is vital in his trade and dooms himself to mediocrity and stagnation. On the other hand, he may protect his business from the danger of idle stock by speculating on the latest publication but this is a dangerous game in that it implies a constantly changing clientele: readers remain faithful to their own discoveries and failure to follow up a book an author or a type of literature means dismissing the public responsible for their success.
This brings us back to the fact that books are indefinable. The story is told of a certain country with a great many generals where it was decided to present a rare and valuable edition of an old book to a general about to retire. The old soldier looked at the volume and remarked, ‘A book? What’s the point? I’ve already got one!’


The problem of selection in the book trade involves

A. Holding a stock large enough for the public to choose from
B. Determing which books will sell fast
C. Being a sales representative of large publishing houses
D. Being able to review the lastest publications

Question 105:

• JAMB 1990

This passage sums up the problems peculiar to the book trade make it different from any other trade-the problem of selection and the problem of sticking. How is the bookseller to tell what, in an enormous output, will prove sale-able before the full weight of unsold items affects the balance of his business and how is he at the same time to hold a stock large enough to enable the public to choose freely? He may seek to escape from this dilemma by becoming the passive sales representative of large publishing houses or distribution networks but he is then no longer a book seller. He may take refuge in the sale of items to a restricted circle of customers but he thereby cuts himself of from all that is vital in his trade and dooms himself to mediocrity and stagnation. On the other hand, he may protect his business from the danger of idle stock by speculating on the latest publication but this is a dangerous game in that it implies a constantly changing clientele: readers remain faithful to their own discoveries and failure to follow up a book an author or a type of literature means dismissing the public responsible for their success.
This brings us back to the fact that books are indefinable. The story is told of a certain country with a great many generals where it was decided to present a rare and valuable edition of an old book to a general about to retire. The old soldier looked at the volume and remarked, ‘A book? What’s the point? I’ve already got one!’


How many solutions to the bookseller's problems are offered in this passage?

A. Two
B. Three
C. Four
D. Five