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Courses Outline Linguistics 1

INTRODUCTION TO LINGUISTICS What is Language? Linguistic Knowledge Linguistic Competence vs. Linguistic Performance Descriptive Grammar vs. Prescriptive Grammar Language Universals What is Linguistics? Theoretical Linguistics vs. Applied Linguistics Synchronic vs. Diachronic Linguistics Branches of Linguistics Phonetics: the sounds of language The sound-producing system Place of Articulation Manner of Articulation Vowels Consonants Suprasegmentals Phonology: the function and patterning of sounds Phonemes and Allophones Syllables Articulatory Processes Morphology: The Word of Language Content words vs. Function Words Bound and Free Morphemes Inflections vs. Derivations Word Coinage: Compounds, Acronyms, Back-formations, Abbreviations, Eponyms, and Blends.

Jan 19) Brain and Language . and Varieties o o o o o Codes o o o Diglossia Bilingualism and Multilingualism Code-Switching and Code-Mixing Speech Communities Psycholinguistics Language and Brain Psychomotor Factors Language Perception Speech Production Regional Dialects Social Dialects Styles. Dialects. Deep Structure)  Transformations Semantics: The Analysis of Meaning  Semantic Features  Semantic relations among words  Semantic relations involving sentences  Metaphor  Cooperative Principles  Pragmatics Sociolinguistics Sociolinguistics and the Sociology of Language Languages.Jan 12) Topics Introduction Brain and Language Required Reading Chapter 1 Chapter 2 Chapter 2 Week 2 (Jan 17 . registers Pidgin and Creoles Lingua Francas From Pidgin to Creole Week Week 1 (Jan 8 .Linguistics II Syntax: The Analysis of Sentence Structure Syntactic Features  Categories and Structure  Immediate Constituent Analysis  Phrase Structure Rules  Tree Diagram  Ambiguity (Surface vs.

Feb 23) Sentence Processing Text and Discourse Text and Discourse Speech Production Week 8 (Feb 26 . so that appropriate arrangements may be made.   Course Requirements and Grading: 433 533 Participation and Discussion Notes 15% 15% Exams and Essays 45% 40% Speech Error Journal 15% 15% Project/term paper 25% 20% Presentation on Applications of Psycholinguistics 10% Students with special needs: Please see me if you have a disability that may require some modification of the seating.Mar 9) Speech Error Journal Due March 7 Essay #3 Mar 9 Week 10 (Mar 12 .Mar 2) Quiz & Essay #2: Feb 26 Speech Errors Due Feb 26 Week 9 (Mar 5 . Second Chapter 8 & Bilingual Abstract (1-2 page summary) for paper Chapter 10 due March 12 In-class discussion of projects  Final Papers Due Tuesday.Mar 16) Speech Production Reading Reading Language Acquisition Chapter 9 Chapter 8 Language Acquisition: First. In small group discussions. March 20 at 12:00 noon. I will  . Participation During the quarter.Feb 9) Speech Perception Words and Meaning Chapter 3 Chapter 4 Words and Meaning Sentence Processing Chapter 4 Chapter 5 Chapter 5 Chapter 6 Chapter 6 Chapter 7 Chapter 7 Chapter 9 Week 6 (Feb 12 .No Class Jan 15 (MLK Day) Week 3 (Jan 22 -26) Week 4 (Jan 29-Feb 1) Quiz & Essay #1: Jan 29 Week 5 (Feb 5 . testing or other class requirements. you will be regularly asked to contribute to the group as a whole and to small roup discussions.Feb 16) Topic for Papers due Feb 16 Week 7 (Feb 19 .

All of this will. 15 -20 minute) presentation applying some of the concepts in one of the unit to the class. You will be asked to provide a short written summary after the small group the lexicon is organized semantically and/or phonologically . radio call-in shows. .g. In addition.. Errors need not be in English. anticipation. substitution).knowledge of rules of language       . blend.differences between content words and affixes/functors . The purpose of the quizzes is to make sure that you have mastered the basic vocabulary needed for discussing concepts in class. Quizzes and Exams: There will be two in-class quizzes covering basic vocabulary and concepts. perseveration.327 in book). Graduate Student Presentations Graduate Students will be asked to make a short (ca. analyzing the type of planning unit and discussing what these errors tell us about the organization of language in the mind. students will be required to hand in a "journal" of speech errors that they have recorded throughout the quarter. syllable. apply data to a theory and discuss with the class. ask you summarize your discussions. 2001 Part 1: Each speech error should be classified according to the type of planning unit (e. those involved will receive a zero for the exam. phonetic segment. exchange.. The purpose of the takehome exams is to examine in depth models and theories of psycholinguistics. require you to come to class prepared. word. the intended utterance and the context. 2001 Students should record 20-30 speech errors for this project. of course. Group errors by planning unit or type of error. shift. don't just give me a random list! Part 2: Discuss how speech errors provide evidence for the following points (cf. 2001) At the end of the Speech Production section of the course.) Write-up: Due March 7. (Non-English errors should be translated for the in-class discussion and final write-up. conversations. deletion. but can be in any language you happen to speak/understand. morpheme. These presentations should focus on one or possibly two applications of the information covered in the unit. Preliminary: Due February 26. phrase) and the type of error (addition. reflect on issues. If there is clear evidence that it is not.whether morphologically complex words are assembled or stored as wholes . native language) if needed. Speech Error Journal (Due March 7. each followed by a take-home exams involving short-answer questions.g. give the error. phonemic feature. pp 322 . there will be a third take-home quiz/exam the final week of the quarter. This project will consist of three parts: recording speech errors. Work on exams/quizzes must of course be entirely individual. These presentations will take place at the end of one of the units. Details and schedule to be provided in class. Note other relevant aspects of the speaker (e.speech is planned in advance . Graduate students (533) will receive extra questions on the exams. age. We will spend time discussing both of the latter points in class. Begin early: Good contexts are lectures. For each error.

several possible questions that you'd like to ask (you will choose only one for your final paper) and one or two possible methodologies you would consider using in your proposal. (b) help you apply your knowledge of psycholinguistics to one very specific question.  Extending existing studies to new populations or new situations. Be sure to include headings for each section and make links between ideas and sections clear. The one specific question you are pursuing. The project will consist of several parts: 1. it is unlikely that you will find evidence for all of these points. The purpose of this paper is to (a) research one area of psycholinguistics in detail. the proposal must focus on a topic related to how second language learners process or perceive language. Abstract . Try Applied Psycholinguistics. The kind of stimuli you would propose to use. The methodology you will use in your proposal 4. Due to the small size of your speech error corpus. 3. You will need to explain any unfamiliar areas or terms and you will need to support any hypothesis. Cognition.) The topic may be any topic related to psycholinguistics.four sentence summary of each article. A list of journal articles that you've found about your topic. conclusion. that you draw. (c) help you understand at least one method for collecting psycholinguistic data and (d) help you link one very specific question to larger questions in the field. 3. and a two . Speech and Language. Topic choice . 2. Assume your reader is intelligent. Final Paper Due March 20.  Browsing through journals in the library. Learning. but no prior knowledge of this particular topic. Language. etc. 2. The topic may not be related to how best to teach second languages. including Human Perception and Performance.  Questions that are raised in class as unanswerable.            Use the errors you have recorded as examples to support your discussion points. 2001 The final paper/project for this course will be a proposal for a psycholinguistic experiment. Journal of Experimental Psychology (there are several different ones. Good places to get ideas for term papers:  Questions that you have as you read the chapters that aren't answered. (See Page 5 for outline of what the proposal should include.Due March 20th A handout will be given that covers organization and information required. Memory & Cognition). It should include: 1. 5.Due March 12th This is a 1-2 page summary of your project and must be typed. Journal of Child Language If second language learners are part of the proposal. Include as many of these points as you can. The general area to be studied and why it's important to the area of psycholinguistics.Due Feb 12th This is a short description of your project and should include: the general area to be studied. The proposal     . The Final Proposal . has some basic background in basic linguistic or psycholinguistic terminology.

a C. an idea for an experiment and will relate data to both issue under discussion and larger issues of psycholinguistics. "B" summaries will also find common threads in the discussion and will provide clarification where needed . will illustrate concepts with examples and describe how illustrations relate to the concept. relate and . Discussion Notes will be graded on how well you represent and synthesize information from the group. An "A" project will contain a review of the representative literature and place that literature in theoretical perspectives.should be as long as it takes to adequately cover all of these points. A "C" project will contain background information on a subdomain of psycholinguistics. and will relate the experiment to the issue under discussion. an idea for an experiment with that subdomain and will describe how that experiment would relate to that area of psycholinguistics . Speech Error Journals: will be graded on an A-F scale. "A" journals will also relate the data to broader theories and models of language production and representation. or Cwill fall between 80% and 71% . a new idea for an experiment. Quizzes will be graded on a point scale. a B+. classify these speech errors and describe how the study of speech errors is used as evidence for the planning speech. Regular attendance and contribution to only small groups will result in a "C". Irregular attendance and/or failure to participate in discussions will result in a "D" or lower. and will be graded on an A-F scale. and ability to respond appropriately to classmates' comments and discussion. "C" exams will contain an accurate description of concepts. An A or A. larger issues and theoretical or outside perspectives. Presentations (Graduate Students): will be graded on an A-F scale and will be graded on how well they introduce information about a new domain. "B" journals will also contain more than the minimum number of errors and discuss in detail how the data provide evidence for the planning of language at different levels of representation.will fall between 91-100% of the points. Regular attendance and contribution to both large and small groups will result in a "B". appropriate contributions to both small and large group discussion. C+. B. "C" journals will document the minimum number of speech errors. Essays will be graded on an A-F scale. "C" summaries will provide a general summary of content of the discussion. "A" exams will also synthesize information and include theoretical perspectives. A "B" project will contain more comprehensive background information. Graduate students (533) will be expected to provide more depth in both background. Superior participation in both large and small groups will warrant an "A". or B. Final Projects: will be graded on an A-F scale. hypotheses and analysis in their papers.will fall between 90-81% of the points.        Grading Criteria Participation will be graded on how well prepared you are for the discussion. "B" exams will also draw on information from more than one source and relate facts to larger acquisition issues or perspectives. "A" summaries will also provide an evaluation or reflection on the discussion.

H335 1994. Psycholinguistics. G. Alexandria.S556 1999.. Gernsbacher. Jensen..S64 P5 1999 Lexicon MacDonald.g. found via the journal indexes. BF463 . P37 . (1997). Language and the brain. (1995). P118. and technology. P37 . (1993).2 . (1995). Exploring the second language mental lexicon. (1990). 1. L. Taylor & Francis.B65 1994 Hollien. R. Cambrdige: Cambridge University Press. (1990). Note these are a selection of books that I think might be useful. P37 . (1995). (1999). K. BF311 . RC425. P95 . & Danesi. P118.J. M. MLA or ERIC. e. PsycLit. UK: Psychology Press. Cambridge: Cambridge University Press.A. Harcourt Brace College Publishers. K. An Invitation to Cognitive Science V.I68 1995 Rosenberg. (1994). & Gjerlow.integrate that information with the class content and theories. P37 . (199). H. Psycholinguistics : psychology. D. Appects of Bilingual Aphasia. B. The bilingual lexicon.J46 1998. T.. Applied psycholinguistics: an introduction to the psychology of language learning and teaching. Gleitman. Singleton. San Diego: Academic Press.H624 1990.. Language and the brain Honjo. (Check also under Osherson. L. I. M. The acoustics of speech communication : fundamentals. LB1060 . Paradis.H337 1995. (1998).7 . Lexical representations and sentence processing. (1999). The articulate mammal: an introduction to psycholinguistics. acoustics. Cambridge: Cambridge University Press. PN37 . and the study of natural language . Oxford: Pergamon. (1994).M. Sentence Processing                          . & Liberman. Psycholinguistics. Pickett. Hove.H3 1982. New York: Plenum Press.G33 1990. "C" presentations will coherently introduce a topic in applied psycholinguistics and demonstrate how it relates to the field of psycholinguistics. The psychology of language : from data to theory. M. Schreuder. (1977). Obler.. Boston: Allyn & Bacon. Amsterdam: John Benjamins. R. "A" presentations will also contain some critical assessment of the area or suggest new extensions or applications of this information. P53. P132 . M. East Sussex. P37 . J. & Weltens. (1982).A37 1977. Language. (1999). "B" presentations will also discuss how the applied area relates to hypotheses and models in psycholinguistics. S. Kess.A84 1995 Speech Perception Borden. Handbook of psycholinguistics.F. E. speech perception theory. J. Hillsdale NJ: Erlbaum.B535 1993. N. New York: Karger. QP399 .L45 1997. Language viewed from the brain.P759 1993. J.H66 1999. Harley.K48 1992. Psycholinguistics: General and Applied Aitchison.T58 1985. Handbook of applied psycholinguistics: major thrusts of research and theory. Teaching with the brain in mind. M. L.S. & Raphael. P37. (1999). The acoustics of crime : the new science of forensic phonetics. and perception of speech. Harris. Daniel (series editor).O25 1999. : Association for Supervision and Curriculum Development. Toronto: University of Toronto Press. Amsterdam: John Benjamins. P37 . Titone.  Reserve Readings for Psycholinguistics These books are on overnight reserve at the library. Berko Gleason. Va. There are other useful books in the catalog and on the shelves. Speech science primer: physiology. J. (1985). Baltimore: Williams & Wilkins. (Note this is the first edition of our textbook!) Garman.. New York: Universe Books. M. (1993). linguistics. & Bernstein Ratner. For your final papers you must also consult journal articles. MIT Press. HV8073 .

Discourse production and comprehension. P118. P118 . The crosslinguistic study of sentence processing. NJ: Erlbaum. Speech Production Poulisse. Mahwah. P326. BF456. H. W. First Language Attrition. K. (1994). M. (1991). Slips of the tongue: speech errors in first and second language production.P475 1994. (1993).R2 R337 1995 Taylor.S42 1995 Language Acquisition and Loss Bialystok. NJ: Lawrence Erlbaum. I. Hillsdale. Bloom. New York : BasicBooks. (1995). P37 .P646 1999 Levelt. The handbook of child language.. (1990). P302 .2 . Singer. MacWhinney. Reading Henderson. NJ: Erlbaum.L3 78 1993. (1994). MA: Blackwell. Brain & Bates. Norwood. Language Acquisition: Core Readings. D.B52 1994.. (1977).C76 1989 Discourse Singer. N. Hillsdale. P. Cambridge: Cambridge University Press.S46 1990. Psychology of language : an introduction to sentence and discourse processes. & Rayner.                Clifton. (1995). Cambridge.L28 F57 1991 . L. P40. P118 . K. Cambridge: Cambridge University Press. Cambridge.. F. J. R.5 . NJ: Ablex. Cambridge. (1999). Dordrecht. Perspectives on sentence processing. (1989). & Vago. P37 .L2536 1994 Fletcher. Jr. syllabaries and characters. P211 . Ferreira. John Benjamins.. Frazier. O. In other words: the science and psychology of secondlanguage acquisition. Feedle. & MacWhinney. Netherlands: Kluwer. Lexical access in speech production. (1994). R. C. MA: MIT Press. P.D56. P295 . & Hakuta. E. Elizabeth. Reading and language processing. Scripts and literacy: Reading and learning to read alphabets. (1995). P118 . Amsterdam.H347 1995 Seliger. Murray. & Olson. B. MA: Blackwell.