cyang33/LingGym huggingface dataset:
Question 268:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): dong bilang soa-soa kang, ___ buaya
Gloss (with missing item): 3PL say monitor.lizard you.know ___ crocodile
The English translation of this sentence is:‘they call (it) a monitor lizard, you know, (it’s) like a crocodile’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Most commonly, \textitbf{the morpheme ___} ‘its gloss ___’ forms peripheral adjuncts, as in \textitbf{the morpheme ___ burung} ‘its gloss ___ a bird’ in (\ref{Example_10.73}). This example also illustrates that \textitbf{the morpheme ___} ‘its gloss ___’ co-occurs with some of the same verbs as \textitbf{sperti} ‘similar to’, such as \textitbf{terbang} ‘fly’ in (\ref{Example_10.68}) (§\ref{Para_10.3.1}). Less frequently, \textitbf{the morpheme ___} ‘its gloss ___’ introduces the simile in nonverbal predicates as in \textitbf{the morpheme ___ buaya} ‘its gloss ___ a crocodile’ in (\ref{Example_10.74}). These examples also illustrate that typically the referent is animate and nominal; for an inanimate referent see the example in (\ref{Example_10.77}), and for a pronominal referent see (\ref{Example_10.76b}).
A: word: begitu	 gloss: like.that
B: word: kaya–nya	 gloss: like–3POSSR
C: word: kaya	 gloss: like
D: word: sana	 gloss: L.DIST
Please only return the letter (A–D). Do not say anything else.
Correct Answer: C
Question 269:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): dong bilang soa-soa kang, kaya ___
Gloss (with missing item): 3PL say monitor.lizard you.know like ___
The English translation of this sentence is:‘they call (it) a monitor lizard, you know, (it’s) like a crocodile’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Most commonly, \textitbf{kaya} ‘like’ forms peripheral adjuncts, as in \textitbf{kaya burung} ‘like a bird’ in (\ref{Example_10.73}). This example also illustrates that \textitbf{kaya} ‘like’ co-occurs with some of the same verbs as \textitbf{sperti} ‘similar to’, such as \textitbf{terbang} ‘fly’ in (\ref{Example_10.68}) (§\ref{Para_10.3.1}). Less frequently, \textitbf{kaya} ‘like’ introduces the simile in nonverbal predicates as in \textitbf{kaya the morpheme ___} ‘like a its gloss ___’ in (\ref{Example_10.74}). These examples also illustrate that typically the referent is animate and nominal; for an inanimate referent see the example in (\ref{Example_10.77}), and for a pronominal referent see (\ref{Example_10.76b}).
A: word: ular	 gloss: snake
B: word: buaya	 gloss: crocodile
C: word: saya	 gloss: 1SG
D: word: pagi	 gloss: morning
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 270:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): smua jalang ___ kapal kayu
Gloss (with missing item): all walk ___ ship wood
The English translation of this sentence is:‘[because they were so hungry] (they) all were strolling around like wooden boats’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Most commonly, \textitbf{the morpheme ___} ‘its gloss ___’ forms peripheral adjuncts, as in \textitbf{the morpheme ___ burung} ‘its gloss ___ a bird’ in (\ref{Example_10.73}). This example also illustrates that \textitbf{the morpheme ___} ‘its gloss ___’ co-occurs with some of the same verbs as \textitbf{sperti} ‘similar to’, such as \textitbf{terbang} ‘fly’ in (\ref{Example_10.68}) (§\ref{Para_10.3.1}). Less frequently, \textitbf{the morpheme ___} ‘its gloss ___’ introduces the simile in nonverbal predicates as in \textitbf{the morpheme ___ buaya} ‘its gloss ___ a crocodile’ in (\ref{Example_10.74}). These examples also illustrate that typically the referent is animate and nominal; for an inanimate referent see the example in (\ref{Example_10.77}), and for a pronominal referent see (\ref{Example_10.76b}).
A: word: kaya–nya	 gloss: like–3POSSR
B: word: buaya	 gloss: crocodile
C: word: kaya	 gloss: like
D: word: begitu	 gloss: like.that
Please only return the letter (A–D). Do not say anything else.
Correct Answer: C
Question 271:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): smua jalang kaya ___ kayu
Gloss (with missing item): all walk like ___ wood
The English translation of this sentence is:‘[because they were so hungry] (they) all were strolling around like wooden boats’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Most commonly, \textitbf{kaya} ‘like’ forms peripheral adjuncts, as in \textitbf{kaya burung} ‘like a bird’ in (\ref{Example_10.73}). This example also illustrates that \textitbf{kaya} ‘like’ co-occurs with some of the same verbs as \textitbf{sperti} ‘similar to’, such as \textitbf{terbang} ‘fly’ in (\ref{Example_10.68}) (§\ref{Para_10.3.1}). Less frequently, \textitbf{kaya} ‘like’ introduces the simile in nonverbal predicates as in \textitbf{kaya buaya} ‘like a crocodile’ in (\ref{Example_10.74}). These examples also illustrate that typically the referent is animate and nominal; for an inanimate referent see the example in (\ref{Example_10.77}), and for a pronominal referent see (\ref{Example_10.76b}).
A: word: kapal	 gloss: ship
B: word: kapang	 gloss: when
C: word: anjing	 gloss: dog
D: word: prahu	 gloss: boat
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 272:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): smua jalang kaya kapal ___
Gloss (with missing item): all walk like ship ___
The English translation of this sentence is:‘[because they were so hungry] (they) all were strolling around like wooden boats’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Most commonly, \textitbf{kaya} ‘like’ forms peripheral adjuncts, as in \textitbf{kaya burung} ‘like a bird’ in (\ref{Example_10.73}). This example also illustrates that \textitbf{kaya} ‘like’ co-occurs with some of the same verbs as \textitbf{sperti} ‘similar to’, such as \textitbf{terbang} ‘fly’ in (\ref{Example_10.68}) (§\ref{Para_10.3.1}). Less frequently, \textitbf{kaya} ‘like’ introduces the simile in nonverbal predicates as in \textitbf{kaya buaya} ‘like a crocodile’ in (\ref{Example_10.74}). These examples also illustrate that typically the referent is animate and nominal; for an inanimate referent see the example in (\ref{Example_10.77}), and for a pronominal referent see (\ref{Example_10.76b}).
A: word: kayu	 gloss: wood
B: word: sayur	 gloss: vegetable
C: word: hutang	 gloss: forest
D: word: motor	 gloss: motorbike
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 273:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): kalo kaka ___ ko kaka malu
Gloss (with missing item): if oSb ___ 2SG oSb feel.embarrassed(.about)
The English translation of this sentence is:‘if I (‘older sibling’) were like you, I (‘older sibling’) would feel ashamed’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Most commonly, \textitbf{the morpheme ___} ‘its gloss ___’ forms peripheral adjuncts, as in \textitbf{the morpheme ___ burung} ‘its gloss ___ a bird’ in (\ref{Example_10.73}). This example also illustrates that \textitbf{the morpheme ___} ‘its gloss ___’ co-occurs with some of the same verbs as \textitbf{sperti} ‘similar to’, such as \textitbf{terbang} ‘fly’ in (\ref{Example_10.68}) (§\ref{Para_10.3.1}). Less frequently, \textitbf{the morpheme ___} ‘its gloss ___’ introduces the simile in nonverbal predicates as in \textitbf{the morpheme ___ buaya} ‘its gloss ___ a crocodile’ in (\ref{Example_10.74}). These examples also illustrate that typically the referent is animate and nominal; for an inanimate referent see the example in (\ref{Example_10.77}), and for a pronominal referent see (\ref{Example_10.76b}).
A: word: kaya–nya	 gloss: like–3POSSR
B: word: kaya	 gloss: like
C: word: temang~temang	 gloss: RDP~friend
D: word: begitu	 gloss: like.that
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 274:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): kalo kaka kaya ___ kaka malu
Gloss (with missing item): if oSb like ___ oSb feel.embarrassed(.about)
The English translation of this sentence is:‘if I (‘older sibling’) were like you, I (‘older sibling’) would feel ashamed’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: Most commonly, \textitbf{kaya} ‘like’ forms peripheral adjuncts, as in \textitbf{kaya burung} ‘like a bird’ in (\ref{Example_10.73}). This example also illustrates that \textitbf{kaya} ‘like’ co-occurs with some of the same verbs as \textitbf{sperti} ‘similar to’, such as \textitbf{terbang} ‘fly’ in (\ref{Example_10.68}) (§\ref{Para_10.3.1}). Less frequently, \textitbf{kaya} ‘like’ introduces the simile in nonverbal predicates as in \textitbf{kaya buaya} ‘like a crocodile’ in (\ref{Example_10.74}). These examples also illustrate that typically the referent is animate and nominal; for an inanimate referent see the example in (\ref{Example_10.77}), and for a pronominal referent see (\ref{Example_10.76b}).
A: word: skola	 gloss: go.to.school
B: word: dorang	 gloss: 3PL
C: word: ko	 gloss: 2SG
D: word: bolikarfus	 gloss: Bolikarfus
Please only return the letter (A–D). Do not say anything else.
Correct Answer: C
Question 275:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): de pu muka ___ de pu bapa
Gloss (with missing item): 3SG POSS face ___ 3SG POSS father
The English translation of this sentence is:‘his (my brother’s) face is like his father’s (face)’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In (\ref{Example_10.75a}), \textitbf{the morpheme ___} ‘its gloss ___’ signals overall physical resemblance: the speaker’s brother has the same facial features as their father. By contrast, in the elicited example in (\ref{Example_10.75b}) \textitbf{sperti} ‘similar to’ signals limited or partial resemblance: that is, father and son share specific facial features. In (\ref{Example_10.70}), repeated as (\ref{Example_10.76a}), a teacher relates a conversation she had with a socially maladjusted student. Employing \textitbf{sperti} ‘similar to’, the teacher signals that she refers to some specific aspects of the student’s behavior: \textitbf{kalo kaka sperti ko} ‘if I (‘older sibling’) were similar to you (with respect to the behavior you’re displaying at school)’. If, by contrast, the teacher had used \textitbf{the morpheme ___} ‘its gloss ___’, as in the elicited example in (\ref{Example_10.76b}), the semantic effect of the comparison would have been much wider, not only referring to the student’s behavior at school but signaling overall resemblance between the speaker and her student.
A: word: begitu	 gloss: like.that
B: word: kaya–nya	 gloss: like–3POSSR
C: word: kafir	 gloss: unbeliever
D: word: kaya	 gloss: like
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D
Question 276:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): de pu muka kaya ___ pu bapa
Gloss (with missing item): 3SG POSS face like ___ POSS father
The English translation of this sentence is:‘his (my brother’s) face is like his father’s (face)’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In (\ref{Example_10.75a}), \textitbf{kaya} ‘like’ signals overall physical resemblance: the speaker’s brother has the same facial features as their father. By contrast, in the elicited example in (\ref{Example_10.75b}) \textitbf{sperti} ‘similar to’ signals limited or partial resemblance: that is, father and son share specific facial features. In (\ref{Example_10.70}), repeated as (\ref{Example_10.76a}), a teacher relates a conversation she had with a socially maladjusted stuthe morpheme ___nt. Employing \textitbf{sperti} ‘similar to’, the teacher signals that she refers to some specific aspects of the stuthe morpheme ___nt’s behavior: \textitbf{kalo kaka sperti ko} ‘if I (‘olthe morpheme ___r sibling’) were similar to you (with respect to the behavior you’re displaying at school)’. If, by contrast, the teacher had used \textitbf{kaya} ‘like’, as in the elicited example in (\ref{Example_10.76b}), the semantic effect of the comparison would have been much withe morpheme ___r, not only referring to the stuthe morpheme ___nt’s behavior at school but signaling overall resemblance between the speaker and her stuthe morpheme ___nt.
A: word: de	 gloss: 3SG
B: word: dei	 gloss: 3sg
C: word: kamu	 gloss: 2PL
D: word: deng	 gloss: with
Please only return the letter (A–D). Do not say anything else.
Correct Answer: A
Question 277:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): de pu muka kaya de ___ bapa
Gloss (with missing item): 3SG POSS face like 3SG ___ father
The English translation of this sentence is:‘his (my brother’s) face is like his father’s (face)’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In (\ref{Example_10.75a}), \textitbf{kaya} ‘like’ signals overall physical resemblance: the speaker’s brother has the same facial features as their father. By contrast, in the elicited example in (\ref{Example_10.75b}) \textitbf{sperti} ‘similar to’ signals limited or partial resemblance: that is, father and son share specific facial features. In (\ref{Example_10.70}), repeated as (\ref{Example_10.76a}), a teacher relates a conversation she had with a socially maladjusted student. Employing \textitbf{sperti} ‘similar to’, the teacher signals that she refers to some specific aspects of the student’s behavior: \textitbf{kalo kaka sperti ko} ‘if I (‘older sibling’) were similar to you (with respect to the behavior you’re displaying at school)’. If, by contrast, the teacher had used \textitbf{kaya} ‘like’, as in the elicited example in (\ref{Example_10.76b}), the semantic effect of the comparison would have been much wider, not only referring to the student’s behavior at school but signaling overall resemblance between the speaker and her student.
A: word: pukul	 gloss: hit
B: word: pisow	 gloss: knife
C: word: pu	 gloss: POSS
D: word: hendro	 gloss: POSSR
Please only return the letter (A–D). Do not say anything else.
Correct Answer: C
Question 278:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): de pu muka kaya de pu ___
Gloss (with missing item): 3SG POSS face like 3SG POSS ___
The English translation of this sentence is:‘his (my brother’s) face is like his father’s (face)’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In (\ref{Example_10.75a}), \textitbf{kaya} ‘like’ signals overall physical resemblance: the speaker’s brother has the same facial features as their its gloss ___. By contrast, in the elicited example in (\ref{Example_10.75b}) \textitbf{sperti} ‘similar to’ signals limited or partial resemblance: that is, its gloss ___ and son share specific facial features. In (\ref{Example_10.70}), repeated as (\ref{Example_10.76a}), a teacher relates a conversation she had with a socially maladjusted student. Employing \textitbf{sperti} ‘similar to’, the teacher signals that she refers to some specific aspects of the student’s behavior: \textitbf{kalo kaka sperti ko} ‘if I (‘older sibling’) were similar to you (with respect to the behavior you’re displaying at school)’. If, by contrast, the teacher had used \textitbf{kaya} ‘like’, as in the elicited example in (\ref{Example_10.76b}), the semantic effect of the comparison would have been much wider, not only referring to the student’s behavior at school but signaling overall resemblance between the speaker and her student.
A: word: tete	 gloss: grandfather
B: word: bapa	 gloss: father
C: word: ibu	 gloss: woman
D: word: bapa-ade	 gloss: uncle
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 279:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): de pu muka ___ de pu bapa
Gloss (with missing item): 3SG POSS face ___ 3SG POSS father
The English translation of this sentence is:‘his (my brother’s) face is similar to his father’s (face)’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In (\ref{Example_10.75a}), \textitbf{kaya} ‘like’ signals overall physical resemblance: the speaker’s brother has the same facial features as their father. By contrast, in the elicited example in (\ref{Example_10.75b}) \textitbf{the morpheme ___} ‘similar to’ signals limited or partial resemblance: that is, father and son share specific facial features. In (\ref{Example_10.70}), repeated as (\ref{Example_10.76a}), a teacher relates a conversation she had with a socially maladjusted student. Employing \textitbf{the morpheme ___} ‘similar to’, the teacher signals that she refers to some specific aspects of the student’s behavior: \textitbf{kalo kaka the morpheme ___ ko} ‘if I (‘older sibling’) were similar to you (with respect to the behavior you’re displaying at school)’. If, by contrast, the teacher had used \textitbf{kaya} ‘like’, as in the elicited example in (\ref{Example_10.76b}), the semantic effect of the comparison would have been much wider, not only referring to the student’s behavior at school but signaling overall resemblance between the speaker and her student.
A: word: sperti–nya	 gloss: similar.to–3POSSR
B: word: sperti	 gloss: similar.to
C: word: ade	 gloss: LIG
D: word: orang	 gloss: person
Please only return the letter (A–D). Do not say anything else.
Correct Answer: B
Question 280:
You are a linguist specializing in Papuan Malay. You are given a sentence along with its morpheme breakdown, gloss, and translation. Words are separated by spaces, and morphemes are separated by hyphens. However, a word and its gloss are missing and represented by an underscore. Based on your understanding, please choose the most appropriate option. 
Sentence (with missing item): de pu muka sperti ___ pu bapa
Gloss (with missing item): 3SG POSS face similar.to ___ POSS father
The English translation of this sentence is:‘his (my brother’s) face is similar to his father’s (face)’
Here is a relevant knowledge point for this example, with the related morphemes and glosses masked: In (\ref{Example_10.75a}), \textitbf{kaya} ‘like’ signals overall physical resemblance: the speaker’s brother has the same facial features as their father. By contrast, in the elicited example in (\ref{Example_10.75b}) \textitbf{sperti} ‘similar to’ signals limited or partial resemblance: that is, father and son share specific facial features. In (\ref{Example_10.70}), repeated as (\ref{Example_10.76a}), a teacher relates a conversation she had with a socially maladjusted stuthe morpheme ___nt. Employing \textitbf{sperti} ‘similar to’, the teacher signals that she refers to some specific aspects of the stuthe morpheme ___nt’s behavior: \textitbf{kalo kaka sperti ko} ‘if I (‘olthe morpheme ___r sibling’) were similar to you (with respect to the behavior you’re displaying at school)’. If, by contrast, the teacher had used \textitbf{kaya} ‘like’, as in the elicited example in (\ref{Example_10.76b}), the semantic effect of the comparison would have been much withe morpheme ___r, not only referring to the stuthe morpheme ___nt’s behavior at school but signaling overall resemblance between the speaker and her stuthe morpheme ___nt.
A: word: sebagey	 gloss: as
B: word: deng	 gloss: with
C: word: dei	 gloss: 3sg
D: word: de	 gloss: 3SG
Please only return the letter (A–D). Do not say anything else.
Correct Answer: D