Reading Passage 1: Micro-Enterprise Credit for Street Youth
Questions 1-4: Multiple choice questions
[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is set found as the last question set in most passages so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about these questions.]
Question no. 1: The quotations in the box at the beginning of the article
Keywords for the question: quotations in the box, beginning of the article,
Let’s take a look at the first quotation in the box at the beginning of the article.
“I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.” – Doreen Soko
Here, Doreen Soko, a Participant in the Youth Skills Enterprise Initiative Program in Zambia, expresses his/her opinion that the S.K.I. program has helped his/her family to survive by fulfilling the basic human rights.
Let’s take a look at the second quotation now.
‘We’ve had business experience. Now I’m confident to expand what we’ve been doing.
I’ve learnt cash management, and the way of keeping money so we save for re-investment. Now business is a part of our lives. As well, we didn’t know each other before – now we’ve made new friends.’ – Fan Kaoma
Here, another participant, Fan Kaoma, says that she got training about expanding her business and cash management from S.K.I.
Therefore, these two quotations are examples of the effects of S.K.I.
So, the answer is: A (exemplify the effects of S.K.I.)
Question no. 2: The main purpose of S.K.I. is to
Keywords for the question: main purpose, S.K.I.,
In the ‘Introduction’ section, the writer mentions in the first paragraph, “Although small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. .. .”
Then, in the second paragraph, the author writes, “Over the past nine years, Street Kids International (S.K.I.) has been working with partner organisations in Africa, Latin America and India to support the economic lives of street children. .. .”
Here, small-scale business training and credit programs = business training and loans,
to support the economic lives of street children = to provide support by giving business training and loans,
So, the answer is: D (give business training and loans to street children.)
Question no. 3: Which of the following is mentioned by the writer as a reason why children end up living on the streets?
Keywords for the question: reason, children, end up, living, on the streets,
In the ‘Background’ section, the writer mentions in the first paragraph, “Typically, children do not end up on the streets due to a single cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence.
Here, a dearth of adequately funded schools = poverty,
So, the answer is: C (poverty)
Question no. 4: In order to become more independent, street children may
Keywords for the question: to become more independent, street children, may,
In the ‘Background’ section, the writer mentions in the last lines of second paragraph, “ . .. . . Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.”
Here, may choose entrepreneurship = may set up their own businesses,
So, the answer is: C (set up their own businesses.)
Question 5-9: Completing table: NO MORE THAN THREE WORDS
[In this type of question candidates need to fill in the gaps in a table with NO MORE THAN THREE WORDS. Skimming and scanning, both reading skills are essential for this question-type.]
Question no. 5 & 6:
| Country | Organisations Involved | Type of Project | Support Provided |
| 5. __________ and __________ | • S.K.I. | courier service | • provision of 6. ________ |
Keywords for the question: S.K.I., courier service, provision of,
In the ‘Street Business Partnerships’ section, the writer mentions in the first bullet point,
- The S.K.I. Bicycle Courier Service first started in Sudan. Participants in this enterprise were supplied with bicycles, which they used to deliver parcels and messages, and which they were required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.
Here, similar program = Courier Service, this enterprise were supplied with = support provided with provision of,
So, the answers are:
- Sudan, India (in any order)
- bicycles
Question no. 7:
| Country | Organisations Involved | Type of Project | Support Provided |
| Dominican Republic | • S.K.I. • Y.W.C.A. | 7. __________ | • loans • storage facilities • savings plans |
Keywords for the question: Dominican Republic, S.K.I., Y.W.C.A., loans, storage facilities, savings plans,
In the ‘Street Business Partnerships’ section, the writer mentions in the second bullet point,
- Another successful project, The Shoe Shine Collective, was a partnership program with the W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.
Here, lent money = loans, a safe place to store their equipment = storage facilities, facilities for individual savings plans = savings plans,
So, the answer is: Shoe Shine (Collective)
Question no. 8:
| Country | Organisations Involved | Type of Project | Support Provided |
| Zambia | • S.K.I. • The Red Cross • Y.W.C.A. | setting up small businesses | • business training • 8. ______ training • access to credit |
Keywords for the question: Zambia, S.K.I, The Red Cross, Y.W.C.A., setting up small businesses, business training, access to credit,
In the ‘Street Business Partnerships’ section, the writer mentions in the third bullet point,
- The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the W.C.A. Street youths are supported to start their own small business through business training, life skills training and access to credit.
Here, start their own small business = setting up small businesses,
So, the answer is: life skills
Questions 9-12: YES, NO, NOT GIVEN:
[In this type of question, candidates are asked to find out whether:
The statement in the question matches with the claim of the writer in the text- YES
The statement in the question contradicts with the claim of the writer in the text- NO
The statement in the question has no clear connection with the account in the text- NOT GIVEN]
[TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]
Question no. 9: Any street child can set up their own small business if given enough support.
Keywords for the question: any street child, can set up, own small business, if given, enough support,
In the ‘Lessons learned’ section, the writer mentions at the beginning of the first bullet point,
- Being an entrepreneur is not for everyone, nor for every street child.
Therefore, the line contradicts the question directly.
So, the answer is: NO
Question no. 10: In some cases, the families of street children may need financial support from S.K.I.
Keywords for the question: some cases, families of street children, may need, financial support, from S.K.I.,
The passage does not provide any information regarding supporting the families of street children financially from S.K.I.
So, the answer is: NOT GIVEN
Question no. 11: Only one fixed loan should be given to each child.
Keywords for the question: only one fixed loan, should be given, to each child,
At the beginning of bullet point no. 5 in the ‘Lessons learned’ section, the author points out,
- Small loans are provided initially for purchasing fixed assets such as bicycles, shoe shine kits and basic building materials for a market stall.
Here, Small loans = more than one loan,
So, the answer is: NO
Question no. 12: The children have to pay back slightly more money than they borrowed.
Keywords for the question: children, have to pay back, slightly, more money, than they borrowed,
In the final bullet point of the ‘Lessons learned’ section, the writer says,
- All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money.
Here, interest on the loans / paying interest on borrowed money = pay back slightly more money than they borrowed,
So, the answer is: YES
Question no. 13: Multiple choice questions
[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is set found as the last question set in most passages so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about these questions.]
Question no. 13: The writers conclude that money should only be lent to street children.
Keywords for the question: conclude, money, should only be lent to, street children,
The answer lies in the ‘Conclusion’ section, in the very last lines, “ .. . . we believe that credit must be extended in association with other types of support that help participants develop critical life skills as well as productive businesses.”
Here, in association with other types of support that help participants = as part of a wider program of aid,
So, the answer is: A (as part of a wider program of aid.)
Reading Passage 2: Volcanoes – earth-shattering news
[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph that will be done for the candidates for their understanding of the task.
TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence.]
Question no. 14: Section A
Section A contains 4 paragraphs. In the second paragraph, the writer explains in lines 2-5, “ . .. . Vulcanism, the name given to volcanic processes, really has shaped the world. Eruptions have rifted continents, raised mountain chains, constructed islands and shaped the topography of the earth. The entire ocean floor has a basement of volcanic basalt.”
Here, volcanic processes, really has shaped the world = the features of our planet is a result of volcanic processes,
So, the answer is: iii (Volcanoes and the features of our planet)
Question no. 15: Section B
Section B has two paragraphs. In the second paragraph the author of the text explains why and how volcanoes erupt. “ . .. . The flow, thought to be in the form of convection currents, is powerful enough to fracture the ‘eggshell’ of the crust into plates, and keep them bumping and grinding against each other, or even overlapping, at the rate of a few centimetres a year. These fracture zones, where the collisions occur, are where earthquakes happen. And, very often, volcanoes.”
These highlighted lines explain why volcanoes erupt.
So, the answer is: i (Causes of volcanic eruption)
Question no. 16: Section C
In section C, the writer says in the first paragraph, “ . .. . Every eruption is different, but put at its simplest, where there are weaknesses, rocks deep in the mantle, heated to 1,350°C, will start to expand and rise.”
Then, in the next three paragraphs, the writer explains different types of volcanic eruption.
The first type of eruption – “Sometimes it is slow: . .. .”
The second type of eruption – “Sometimes – as in Northern Ireland, Wales and the Karoo in South Africa – the magma rose faster, .. .”
Another type – “Sometimes the magma moves very swiftly indeed. .. .”
One other type – “The biggest eruptions are deep on the mid-ocean floor, .. .”
So, the answer is: iv (Different types of volcanic eruption)
Question no. 17: Section D
Section D starts with this sentence, “But volcanoes are not very predictable. .. .”
Here, not very predictable = unpredictability,
So, the answer is: vi (The unpredictability of volcanic eruptions)
Questions 18-21: Short answer to open questions (NO MORE THAN THREE WORDS)
[In this kind of question candidates have to answer some questions, only with some conditions like NO MORE THAN THREE/TWO WORDS and/or A NUMBER or, ONE WORD ONLY. Each question has keywords which will lead to the answer. This question type generally follows a sequence.]
Question no. 18: What are the sections of the earth’s crust, often associated with volcanic activity, called?
Keywords for the question: sections of the earth’s crust, , often associated with volcanic activity, called
The answer can be traced in Section C, in paragraph no. 4. Here, the writer says in lines 4-5, “ . .. .. and you can see the rough outlines of what are called tectonic plates – the plates which make up the earth’s crust and mantle. … .”
Here, make up the earth’s crust and mantle = the earth’s crust, often associated with volcanic activity,
So, the answer is: (the) (tectonic) plates
Question no. 19: What is the name given to molten rock from the mantle?
Keywords for the question: name given to, molten rock, mantle,
The answer lies in Section C, paragraph no. 2. The writer says here in the beginning, “vast bubbles of magma – molten rock from the mantle – . .. .”
Here, – molten rock from the mantle – is an explanation of the word right before.
So, the answer is: magma
Question no. 20: What is the earthquake zone on the Pacific Ocean called?
Keywords for the question: earthquake zone, the Pacific Ocean, called,
The answer to this question can be found in paragraph no. 4 of Section C. Here, in lines 5-6, the writer says, “ . . . The most dramatic of these is the Pacific ‘ring of fire’ where there have been the most violent explosions – .. . .”
Here, Pacific = the Pacific Ocean, where there have been the most violent explosions = the earthquake zone,
So, the answer is: ring of fire
Question no. 21: For how many years did Mount Pinatubo remain inactive?
Keywords for the question: how many years, Mount Pinatubo, remain inactive,
Take a close look at the last few lines of paragraph no. 1 in Section D, “ . .. In the case of Mount Pinatubo, this took 600 years. .. . .”
Here, the line suggests that Mount Pinatubo remained inactive for 600 years/ it took 600 years for Mount Pinatubo to become active.
So, the answer is: (for) 600 (years)
Questions 22-26: Summary completion with NO MORE THAN TWO WORDS:
[In this kind of questions candidates are given a summary for one, two or three paragraphs with some fill in the blanks questions. Candidates need to find out the related paragraphs by correctly studying the keywords from the questions. Then, they should follow the steps of finding answers for fill in the gaps.]
Question no. 22: Volcanic eruptions have shaped the earth’s land surface. They may also have produced the world’s atmosphere and __________.
Keywords for the question: Volcanic eruptions, shaped the earth’s land surface, may also have produced, world’s atmosphere,
In Section A, paragraph no. 3 says, “Volcanoes have not only made the continents, they are also thought to have made the world’s first stable atmosphere and provided all the water for the oceans, rivers and ice-caps. .. .. .”
Here, made the continents = shaped the earth’s surface, also thought to have made = may also have produced, world’s first stable atmosphere = world’s atmosphere,
So, the answer is: (the) water
Question no. 23: Eruptions occur when molten rocks from the earth’s mantle rise and expand. When they become liquid, they move more quickly through cracks in the surface. There are different types of eruption. Sometimes the _________ moves slowly and forms outcrops of granite on the earth’s surface. When it moves more quickly it may flow out in thick horizontal sheets.
Keywords for the question: different types of eruptions, sometimes, moves slowly, forms outcrops, granite, earth’s surface,
The different types of volcanic eruption have discussed in section C. Here, in the second paragraph, the writer says in the first lines, “Sometimes it is slow: vast bubbles of magma – molten rock from the mantle – inch towards the surface, cooling slowly, . .. .”
Here, Sometimes it is slow = sometimes the magma/ molten rock moves slowly,
So, the answer is: magma/ molten rock
Question no. 24: Examples of this type of eruption can be found in Northern Ireland, Wales, South Africa and _________.
Keywords for the question: examples, this type of eruption, Northern Ireland, Wales, South Africa,
The previous question’s answer (question no. 23) talks about the slow volcanic eruption (Section C, beginning of paragraph no. 2).
Then, in lines 2-5, the writer gives example to such eruptions in countries like Northern Ireland, Wales, South Africa. After that, the writer says in lines 6-8, the author says, “ .. . .. In the Deccan plateau in western India, there are more than two million cubic kilometres of lava, some of it 2,400 metres thick, formed over 500,000 years of slurping eruption.”
So, the answer is: (western) India
Questions no. 25: A third type of eruption occurs when the lava emerges very quickly and _________ violently.
Keywords for the question: third type of eruption, occurs when, lava, emerges, very quickly, violently,
In Section C, the author of the text provides description of a third type of volcanic eruption in paragraph no. 3. Here, the author says, “Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped inside the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it explodes with tremendous force. .. ..”
Here, the magma moves very swiftly = the lava emerges very quickly, with tremendous force = violently,
So, the answer is: explodes
Questions no. 26: This happens because the magma moves so suddenly that ________ are emitted.
Keywords for the question: this happens because, magma, moves so suddenly, are emitted,
In section C, take a look again at lines 2-3 of paragraph no. 3, “ . .. . The gases trapped inside the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it explodes with tremendous force. .. ..”
Here, The gases trapped . … expand suddenly . … it explodes = the gases .. . . are emitted,
So, the answer is: (the) gases / trapped gases
Reading Passage 3: Obtaining Linguistic Data
Questions 27-31: Identifying information
[This question asks you to find information from the passage and write the number of the paragraph (A, B, C or D … .. ) in the answer sheet. Now, if the question is given in the very first part of the question set, I’d request you not to answer them. It’s mainly because this question will not follow any sequence, and so it will surely kill your time. Rather, you should answer all the other questions first. And just like List of Headings, only read the first two lines or last two lines of the expected paragraph initially. If you find the answers, you need not read the middle part. If you don’t find answers yet, you can skim the middle part of the paragraph. Keywords will be a useful matter here. Please, do not read the questions first.]
Question no. 27: the effect of recording on the way people talk
Keywords for the question: effect, recording, the way people talk,
Paragraph D talks about the effect of recording. It starts with, “Today, researchers often tape-record informants. . ..”
Then in lines 8-10, the writer says, “ . .. . People talk abnormally when they know they are being recorded, .. . .”
Here, People talk abnormally when they know they are being recorded = effect of recording on the way people talk,
So, the answer is: D
Question no. 28: the importance of taking notes on body language
Keywords for the question: importance, taking notes, body language,
In the first few lines of paragraph E, the writer says, “An audio tape recording does not solve all the linguist’s problems, however. Speech is often unclear and ambiguous. Where possible, therefore, the recording has to be supplemented by the observer’s written comments on the non-verbal behaviour of the participants, and about the context in general. .. .”
Here, written comments = taking notes, non-verbal behaviour of the participants = body language,
So, the answer is: E
Question no. 29: the fact that language is influenced by social situation
Keywords for the question: language, influenced by, social situation,
In paragraph C, take a look at lines 10-14, “ . .. . The topic of conversation and the characteristics of the social setting (e.g. the level of formality) are also highly relevant, as are the personal qualities of the informants (e.g. their fluency and consistency). .. .”
Here, social setting = social situations, also highly relevant = language is influenced by. .. .,
So, the answer is: C
Question no. 30: how informants can be helped to be less self-conscious
Keywords for the question: how, informants, can be helped, be less self-conscious,
The last half part of paragraph D talks about helping informants to be less self-conscious. Here, the writer says in lines 14-21, “ . . .. Some recordings are made without the speakers being aware of the fact – a procedure that obtains very natural data, though ethical objections must be anticipated. Alternatively, attempts can be made to make the speaker forget about the recording, such as keeping the tape recorder out of sight, or using radio microphones. .. .”
Here, Some recordings are made without the speakers being aware of the fact & make the speaker forget about the recording = recordings taken by making informants less self-conscious,
So, the answer is: D
Question no. 31: various methods that can be used to generate specific data
Keywords for the question: various methods, can be used, generate specific data,
Take a close look at paragraph F, where the writer talks about a number of methods that can be used to generate specific data.
“Linguists also make great use of structured sessions, in which they systematically ask their informants for utterances that describe certain actions, objects or behaviours. With a bilingual informant, or through use of an interpreter, it is possible to use translation techniques (‘How do you say table in your language?’). A large number of points can be covered in a short time, using interview worksheets and questionnaires. Often, the researcher wishes to obtain information about just a single variable, in which case a restricted set of questions may be used: a particular feature of pronunciation, for example, can be elicited by asking the informant to say a restricted set of words. There are also several direct methods of elicitation, such as asking informants to fill in the blanks in a substitution frame (e.g. I_see a car), or feeding them the wrong stimulus for correction (‘Is it possible to say / no can see?’).”
Here, structured sessions, translation techniques, interview worksheets and questionnaires, a restricted set of questions, several direct methods of elicitation, all these are various methods to obtain specific information.
So, the answer is: F
Questions 32-36: Completing table: NO MORE THAN THREE WORDS
[In this type of question candidates need to fill in the gaps in a table with NO MORE THAN THREE WORDS. Skimming and scanning, both reading skills are essential for this question-type.]
Question no. 32:
| METHODS OF OBTAINING LINGUISTIC DATA | ADVANTAGES | DISADVANTAGES |
| 32. ___________ as informant | convenient | method of enquiry not objective enough |
Keywords for the question: as informant, convenient, method of enquiry, not objective enough,
In paragraph B, the author of the text says in lines 8-19, “ . .. . Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own intuitions. The convenience of this approach makes it widely used, and it is considered the norm in the generative approach to linguistics. But a linguist’s personal judgements are often uncertain, or disagree with the judgements of other linguists, at which point recourse is needed to more objective methods of enquiry, using non-linguists as informants.”
However, The convenience of this approach = the method is convenient, needed to more objective methods of enquiry = method of enquiry not objective enough,
So, the answer is: (the) linguist acts/ linguists act
Question no. 33:
| METHODS OF OBTAINING LINGUISTIC DATA | ADVANTAGES | DISADVANTAGES |
| non-linguist as informant | necessary with 33. ____________ and child speech, | the number of factors to be considered |
Keywords for the question: non-linguist as informant, necessary with, child speech, number of factors, to be considered,
The answer can be found at the end of paragraph B. Here, the author says, “ . .. . But a linguist’s personal judgements are often uncertain, or disagree with the judgements of other linguists, at which point recourse is needed to more objective methods of enquiry, using non-linguists as informants.
The latter procedure is unavoidable when working on foreign languages, or child speech.”
Here, unavoidable = necessary,
So, the answer is: foreign languages
Question no. 34:
| METHODS OF OBTAINING LINGUISTIC DATA | ADVANTAGES | DISADVANTAGES |
| recording an informant | allows linguists’ claims to be checked | 34. _________ of sound |
Keywords for the question: research, agent technology, more costly, research, neural networks,
Paragraph D talks about recording informants.
First, the author says in lines 1-3, “Today, researchers often tape-record informants. This enables the linguist’s claims about the language to be checked, .. . .”
Then, have a look at lines 7-9, “. . . . People talk abnormally when they know they are being recorded, and sound quality can be poor. . .. .”
So, the answer is: (the) (poor) quality
Questions no. 35 & 36:
| METHODS OF OBTAINING LINGUISTIC DATA | ADVANTAGES | DISADVANTAGES |
| videoing an informant | allows speakers’ 35. ___________ to be observed | 36. _________ might miss certain things |
Keywords for the questions: videoing, informant, allows speakers’, to be observed, might miss, certain things,
Both the answers can be found in paragraph E. Here, in lines 1-14, the author says, “An audio tape recording does not solve all the linguist’s problems, however. Speech is often unclear and ambiguous. Where possible, therefore, the recording has to be supplemented by the observer’s written comments on the non-verbal behaviour of the participants, and about the context in general, A facial expression, for example, can dramatically alter the meaning of what is said. Video recordings avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcriptions always benefit from any additional commentary provided by an observer.”
Here, participants = speakers, even they have limitations & cannot be everywhere = might miss certain things,
So, the lines suggest that videoing solve the problems of observing the speakers’ non-verbal behaviour but camera / video recording have the chance to miss certain things as it cannot be everywhere.
So, the answers are:
- non-verbal behaviour / behavior / facial expression(s)
- (video) camera / (video) recording
Questions 37-40: Summary completion: NO MORE THAN THREE WORDS
[In this kind of questions candidates are given a summary for one, two, or three paragraphs with some fill in the blanks questions. Candidates need to find out the related paragraphs by correctly studying the keywords from the questions. Then, they should follow the steps of finding answers to fill in the gaps.]
Question no. 37: A linguist can use a corpus to comment objectively on ___________.
Keywords for the question: a linguist, can use, corpus, comment objectively on,
To find the answer to this question, let’s go to paragraph G. Here, the writer says in the first few lines, “A representative sample of language, compiled for the purpose of linguistic analysis, is known as a corpus. A corpus enables the linguist to make unbiased statements about frequency of usage, .. . .”
Here, A corpus enables the linguist to = A linguist can use a corpus to, make unbiased statements = comment objectively,
So, the answer is: usage frequency/ frequency of usage
Question no. 38: Some corpora include a wide range of language while others are used to focus on a ___________.
Keywords for the question: some corpora, include, wide range of language, while others, used to focus on,
Again, in paragraph G, in lines 7-12, the writer says, “ . . .. Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic feature. .. .”
Here, extracts from many kinds of text = a wide range of language, deals only with = focus on,
So, the answer is: particular linguistic feature
Question no. 39: The length of time the process takes will affect the __________ of the corpus.
Keywords for the question: length of time, process takes, will affect, of the corpus,
Again, take a look at lines 12-17 in paragraph G, the author says, “ . .. . The size of the corpus depends on practical factors, such as the time available to collect, process and store the data: it can take up to several hours to provide an accurate transcription of a few minutes of speech.
Here, the time available to collect, process and store the data = The length of time the process takes,
So, the answer is: size
Question no. 40: No corpus can ever cover the whole language and so linguists often find themselves relying on the additional information that can be gained from the _________ of those who speak the language concerned.
Keywords for the question: no corpus, can ever cover, whole language, so, linguists, often find themselves, relying on, additional information, can be gained from, those who speak, the language concerned,
The answer can be found in paragraph G, in the last few lines, “ . . .. .. An important principle is that all corpora, whatever their size, are inevitably limited in their coverage, and always need to be supplemented by data derived from the intuitions of native speakers of the language, through either introspection or experimentation.”
Here, all corpora, whatever their size, are inevitably limited in their coverage = No corpus can ever cover the whole language, always need to be supplemented by data = relying on the additional information, native speakers of the language = those who speak the language concerned,
So, the answer is: intuitions
