Course descriptions (Fall 2010)
From lingwiki
[edit] Undergraduate Courses
[edit] LING 102 - First Year Seminar (Humanities)
Section 001, SEM
Human Language in Science and Nature
Instructor: Baxter, William H
Credits: 3
Reqs: HU
Other: Honors, FYSem
In recent years research about human language has more and more often found its way into the pages of Science and Nature, the world's two leading weekly journals of general science. This is a significant change in how human language is being investigated. Some of the topics covered include brain imaging, the study of language disorders, connections between paleobotany and the history of language families, and the application to historical linguistics of algorithms developed for inferring genetic phylogeny. By studying selected language-related reports from these journals, this seminar will examine this development and what it means for traditional boundaries dividing natural sciences, social sciences, and humanities. Teams of 2 or 3 students will be asked to investigate selected topics and present them clearly to the rest of the class. Visits will also be invited from UM faculty doing research at these disciplinary boundaries. Advisory Prereq: Enrollment restricted to first-year students, including those with sophomore standing.
[edit] LING 103 - First Year Seminar (Social Science)
Section 001, SEM
The Mathematics of Language
Instructor: Abney,Steven P
Credits: 3
Reqs: SS
Other: Honors, FYSem
Can language be described mathematically? Is there any fundamental difference between human languages (English, Swahili, Anishinaabemowin, ...) and computer languages? Can we build a machine that genuinely speaks English? How does one invent a language (like Sindarin or Klingon) that has the ring of real language? What is Language? Can there be a science of language?
We will explore the mathematical concepts and techniques that have been developed by linguists, logicians, and computer scientists to model language. The mathematical toolbox includes things like finite- state and context-free grammars, logic, and probability theory. The focus will be on syntax (how sentences are put together) and semantics (what they mean).
No mathematical background is assumed beyond high school algebra. Enrollment is restricted to Honors students.
Advisory Prereq: Enrollment restricted to first-year students, including those with sophomore standing.
[edit] LING 111 - Introduction to Language
Section 001, LEC
Instructor: Duanmu,San
Credits: 3
Reqs: SS
Language permeates just about every aspect of human existence, and as such the study of language offers a richly interdisciplinary approach to understanding the human condition. This course will give you an overview of some of the many different ways in which language can be studied, and will show what we learn about being human from this. Because language is involved in so many facets of human existence, the study of language affords excellent background for many other fields such as cognitive and social psychology, sociology, neuroscience, history, foreign languages, sociology, anthropology, etc. Some of the broad topics that we will discuss include the following: (i) Cognitive aspects of language. What does it mean to say that you "know" some language? What aspects of this knowledge are acquired and how are they acquired? What aspects are genetically determined and do not need to be acquired? How can we best describe this knowledge? (ii) Physiological aspects of language. Many different systems of your body are involved in the production and perception of language: the mouth, the visual system, auditory system, the brain, the hands (for signed languages), etc. What are the properties of these different systems? What do the properties of these systems tell us about language and about being human? Are there any parts of the human physiology that are uniquely specialized for language? (iii) Social aspects of language. Language is a powerful tool of identity construction. We use language both to define our own identity, and to classify others. How do we use language to achieve this social identity formation? How is language used as a political tool for creating social cohesion and/or oppression? (iv) Historical aspects of language. Language is constantly changing. American English, for instance, is pronounced very differently from British English. There are also many vocabulary differences between British and American English. What factors (including cognitive, physiological, and social) lead to change, and how can we trace the evolutionary path? How are new languages created and why are so many languages currently on the verge of extinction?
[edit] LING 140 - Introduction to Deaf Culture
Section 001, LEC
Instructor: Berwanger,Paula D
Credits: 3
This course introduces students to Deaf culture within the United States, and focuses on the link between culture and language (in this case, American Sign Language). An analysis of medical and cultural models of perceiving deafness is investigated to familiarize students with the range of perceptions held by members of the cultural majority and the effect it has on the Deaf community. The influencing factors of educational systems on deaf children are reviewed to understand the link between language systems used in the classroom and the development of a Deaf identity. The historical roots of American Sign Language and the value of language preservation provide for additional overview of attitudes in American society. Social adaptations to deafness and individual factors of communicative and linguistic development are analyzed for understanding the implications of family and social systems on deaf children and adults. Instructor will use a course pack. There will be weekly written assignments (1-2 paragraph reaction statements to readings from the course pack) or weekly quizzes. There will be a written midterm and final.
[edit] LING 150 - Elementary American Sign Language
Section 001, LEC
Instructor: Berwanger,Paula D
Credits: 4
LING 150 is a beginning course in American Sign Language (ASL) that introduces students to basic grammatical structures and sign vocabulary through intensive classroom conversational interactions. Emphasis is on practical communicative functions as students learn how to communicate in a visual-gestural channel. Classroom work is supplemented by video-taped workbook exercises to facilitate development of receptive language skills. LING 140 (Introduction to Deaf Culture) is a pre- or co-requisite for this course. Class will meet two days, two hours per day. There will be 1-2 hours of weekly lab work to be completed at the Language Resource Center.
This course will be conducted exclusively in American Sign Language. Required course materials include a workbook and videotape. Handouts will also be provided. An optional Dictionary of ASL is suggested. Students will complete weekly assignments from the workbook. There will be both a midterm and final consisting of both written exams and videotaped Sign Language interactions. A 3-5 page term paper is also required (a report on a Deaf social event, on an interaction with Deaf persons, or on an approved article or subject).
Advisory Prereq: Concurrent enrollment in or completion of LING 140.
[edit] LING 209 - Language and Human Mind
Section 001, LEC
Instructor: Boland,Julie E
Credits: 4
Reqs: ID
This course is designed to introduce students to the "cognitive revolution" and its impact on the contemporary study of language. The course reviews the Chomskyan shift away from speech behavior or "languages" as the object of inquiry to the experimental and theoretical study of the cognitive mechanisms underlying our unique human capacity for language, the exercise of which permeates virtually every aspect of human life, including what you are now doing! In every household, all of the children, barring pathology -- but none of the dogs, cats or other organisms (nor the inanimate objects!) -- acquire the language spoken (or signed) by the adults. There is some biological property of humans that makes this feat possible.
- What do we know when we know a language?
- What does it mean to say that humans have an innate capacity for language?
- Why has this innateness claim generated so much contentious debate?
- How do languages differ, and why?
- How is it that you are now scanning text with your visual system, and converting little squiggles you perceive into meanings?
- What is a meaning?
- Given that you can perform this squiggle-to-meaning conversion, how does your converter work?
- How do speakers of sign languages (again, humans but not dogs) convert moving hand shapes into meaning?
Isn't it true that the conversion to meaning you are now performing allows your mind to now know what my mind is now thinking? That is, through this process aren't you acquiring knowledge of my thoughts, (thereby facilitating educated guesses as to what this course and these Profs. will be like?) or is that crazy talk about "mind reading"?
Course Requirements: Homework, quizzes, class participation, final exam
Intended Audience: Freshmen and sophomores interested in Linguistics and Psychology as cognitive science.
[edit] LING 210 - Introduction to Linguistic Analysis
Section 001, LEC
Instructor: Heath,Jeffrey G
Credits: 4
Reqs: SS
An intensive general introduction to Linguistics with data from a range of languages. Can be taken as a stand-alone course, but is also designed as preparation for all upper-division courses in Linguistics, and for language-related courses in other departments. Covers sound systems (phonetics and phonology, including spectrography), word-structure (morphology), syntax (the structure of phrases and sentences), prosody (tones, intonation), and meaning (semantics and pragmatics). Brief coverage of historical linguistics, sociolinguistics, and other topics. One general theme is this: given that sentences express complex concepts whose structure is hierarchical (like a mobile hanging from the ceiling, with many branches), how are these concepts expressed in a flat, linear sequence of consonants and vowels? Students do weekly homeworks, based on data sets from various languages. Midterm and final exams. Sorry, no videos of monkeys trying to speak English.
[edit] LING 250 - Intermediate American Sign Language
Section 001, LEC
Instructor: Berwanger,Paula D
Credits: 4
Students in this intermediate course in American Sign Language (ASL) will learn more advanced communicative forms including understanding the essential role of facial communication (non-manual behaviors) in forming expressions. Additional vocabulary including idiomatic expressions will be introduced to expand students' abilities to understand and converse appropriately in various settings. Through a conversational approach, students will continue to study selected literature, history, culture, and outlooks of Deaf people in order to develop an understanding of appropriate standards of communicating in ASL. Students completing LING 250 will have acquired a basic understanding of how to communicate in a visual-gestural channel in order to receive and express ASL sentences in everyday conversational interactions. Regular attendance is essential. Participation in class includes short presentations and situational role playing. There will be 1-2 hours of weekly lab work to be completed at the Language Resource Center. This course will be conducted exclusively in American Sign Language. Required course materials include a workbook and videotape. Handouts will also be provided. An optional Dictionary of ASL is suggested. Students will complete weekly assignments from the workbook. There will be both a midterm and final consisting of both written exams and videotaped Sign Language interactions. A 3-5 page term paper is also required (a report on a Deaf social event, on an interaction with Deaf persons, or on an approved article or subject).
Advisory Prereq: LING 151.
[edit] LING 305 - Advertising Rhetoric
Section 001, LEC
Instructor: Heath,Jeffrey G
Credits: 3
Considers how verbal and visual advertising messages are interpreted by consumers within a cultural context. The rhetorical analysis emphasizes the inherent contradictions in most advertising messages; for example, consumers want cars that are a) roomy, safe, and comfortable, but also b) compact, sporty, and exciting. The components of print ads (photography, dimensionality, layout, copy, typography) are broken down and analysed in this context. In addition to exams and individual papers, there are creative projects involving radio and print (magazine) formats, using Audacity and Photoshop. Designed for students with no art background; not open to students from the School of Art and Design. At least junior standing required. Advisory Prereq: Junior standing.
[edit] LING 313 - Sound Patterns
Section 001, LEC
Instructor: Coetzee, Andries W
Credits: 3
Reqs: SS
This course explores two fundamental aspects of the sounds of human languages: speech sounds as physical entities (phonetics) and speech sounds as linguistic units (phonology). Advisory Prereq: LING 111 or 210
[edit] LING 315 - Introduction to Syntax
Section 001, LEC
Instructor: Pires,Acrisio M
Credits: 3
This course investigates the syntax (sentence structure properties) of human language. It addresses the need for a scientific model to explain human knowledge of language that also makes predictions about its representation in the mind. The focus here is on human language as a specific cognitive capacity restricted to humans, rather than on the individual languages (e.g., English, Arabic, Hindi) that are made possible by the existence of this capacity. For this reason, the course explores in detail many structural properties that are common across different languages, even those that clearly do not share a common recent past. A simple example: all languages have specific strategies to ask questions that make them different from affirmative sentences (e.g., English uses special question words -- 'who', 'what' and so on -- as most languages do). In order to explain this and many other common properties of human language, a scientific hypothesis that has been explored in depth is that a large part of human knowledge of language is biologically determined, and maybe innate. This is further supported by the fact that normal children effortlessly learn their native language at an amazing speed, despite the complexity of the task at hand (compare trying to learn for example Korean or Turkish as an adult, with years of language classes), and despite variation and deficiencies of the language input they are exposed to. It is also clear, however, that there is a huge diversity among human languages, which can be illustrated only in an unfair way in this short description (e.g., only some languages change the sentence structure in a regular question: you say 'Who do you like?' in English, instead of 'You like who?', a possible word order similar to the one would find for instance in Chinese). Given this kind of diversity, which will be made clear, children need to be exposed to some minimum input of a particular language in order to be able to acquire it proficiently. Therefore, a major question that arises in modern linguistic inquiry and that will be object of this course is how the hypothesis of a biological basis for human language -- which provides an explanation for the common aspects among all human languages and for the striking success of the acquisition task -- can be reconciled with the obvious diversity of the human language experience. Prerequisites: Although there are no official prerequisites, students usually take one introductory course in linguistics (LING 111, 209, 210, 212) before taking this course.
Advisory Prereq: LING 111 or 210
[edit] LING 316 - Aspects of Meaning
Section 001, LEC
Instructor: Keshet,Ezra Russell
Credits: 3
What do you know when you know the meaning of a word, a phrase, or a sentence? This introductory course aims to answer this question through the study of truth-conditional semantics. We will start by examining what a theory of meaning should explain and what components the theory needs in order to do so. We will then examine the technical machinery required for such a theory, such as propositional logic, sets, and functions. Then, by analyzing data ranging from simple sentences such as it rained all the way up to the more complicated ones such as Mary thinks someone in this room is outside, we will refine our model of meaning step by step until it explains a subset of actual English sentences. Advisory Prereq: LING 111 or 210
[edit] LING 340 - Introduction to Sociolinguistics
Section 001, LEC
Instructor: O'Shannessy, Carmel
Credits: 3
In this course we examine language as a social phenomenon, exploring how variation in language use can enhance our understanding of social processes. How does our background and identity shape the way we speak? Or is it that the way we speak shapes our communities? In exploring these questions we will cover the following topics:
- quantitative approaches to language variation and change;
- styles, registers and varieties tied to particular contexts;
- regional, social, and ethnic varieties of English;
- relationships between language and gender; and variation in signed languages.
We will examine issues of language and power, language planning and standardization, and languages in education. Our exploration of issues related to languages in contact will include the social dimensions of bi-multilingualism, including code-switching practices. We will investigate the emergence and structure of contact languages, and issues of minority language maintenance, revitalization and attrition.
Advisory Prereq: LING 111 or 210
[edit] LING 347 - Talking Minds
Section 001, LEC
Instructor: Ellis, Nick
Credits: 3
Reqs: BS
This course introduces students to theoretical issues in the psychology of language. Are humans unique in their use of language? What is the biological basis for language? What is the relationship between language and thought? Why and how do children learn language? What is the difference between first and second language acquisition? We investigate the cognitive processes underlying visual word recognition and reading, spoken word recognition and speech perception, syntactic processing, word meaning and semantics, speech production, and sentence and discourse comprehension. We consider language use is everyday conversation and the dance of dialogue. We compare human language abilities with those of computers and animals. Students will learn about the relationship between theories and hypotheses, and explore different methodologies by which psycholinguistic hypotheses can be tested. Advisory Prereq: At least one of: LING 111 or 210, or PSYCH 111, 112, 114, or 115.
[edit] LING 349 - Words and Word Systems
Section 001, LEC
Instructor: Heath,Jeffrey G
Instructor: Fortson,Benjamin W
Credits: 3
Reqs: HU
This course is about the nature of words and the way they combine to form lexical domains such as emotions, color, kinship, flora-fauna, and action verbs. It uses methods from cognitive linguistics, anthropology, and psychology. We will look in depth at how lexicographers from ancient times to the present have structured their dictionaries, thesauruses, and online lexical databases. Some questions to be raised: Are basic lexical meanings ('red', 'father', 'come', 'bird', 'eat', 'harvest', 'thanks') universal, or are the meanings encoded by (for example) Americans, Australian Aboriginals, and African villagers specific to their cultures? In Hebrew and Arabic, does the "root-and-pattern" system of word morphology mean that the notion of "word" is not valid? How do linguists determine the etymology of a word? What can reconstruction of the vocabulary of Proto-Indo-European and other proto-languages tell us about proto-cultures, and where they were spoken? How do meanings evolve across time and space? How and by whom were the first great dictionaries of English (such as the Oxford English Dictionary) made, and what were their ideological underpinnings? How is the transition from printed alphabetical dictionaries to multimedia internet databases transforming lexicography, whether of English or of endangered native languages? Course Requirements: Midterm exam 25% (combination of short questions and short essays), final paper 40%, weekly homework assignments 35%.
[edit] LING 350 - Perspectives on Second Language Learning and Second Language Instruction
Section 001, LEC
Instructor: Larsen-Freeman,Diane E
Credits: 3
Credit Exclusions: No credit granted to those who have completed or are enrolled in LING 450. Learning tells you how to teach. Therefore, we will begin this course by considering theories of second language learning. We will consider different definitions of language and how they each correspond to a particular understanding of second language learning. We will also consider the individual differences that language learners bring. While not static, monolithic traits, individual differences nonetheless play a major role in influencing how individuals go about learning other languages.
Language learning theories inform different second language instructional approaches. We consider the latter in their historical contexts. We investigate each approach for its underlying principles and the techniques designed to implement them. Students will have an opportunity to try out the various approaches, to experience first-hand the strengths and limitations of an approach from an inside point of view.
Students will also learn the foundations of how to teach the various skill areas such as writing, reading, pronunciation, speaking, and listening to learners with different levels of proficiency and different reasons for studying a language.
Activities include lesson planning and peer teaching. There will also be group presentations on relevant current news articles. Written assignments include a language learning autobiography/biography and a personal statement of language teaching principles.
Advisory Prereq: LING 111 or 210
[edit] LING 374 - Language and Culture
Section 001, LEC
Instructor: Keane, Webb
Credits: 4
Reqs: HU
This course is concerned with the relations among language, thought, and culture. The first half of the course centers on how language as a system of signs makes culture possible. It looks at some basic questions about the nature of human language and its implications for how people make sense of the world. We ask such things as these: What do we share with other animal systems of communication and what is peculiar about human language? How does language shape the way we perceive and think about the things around us -- and how does the world shape language? How does language let people mean things? The second half of the course focuses on language in action and interaction. We explore the dynamics of everyday conversations, the artful uses of language in performance, and aspects of power such as the politics of gender, national identity, and social status. Although most of the readings are drawn from anthropology, we will also venture into closely related areas in linguistics, sociology, and psychology. This course does not assume any background in linguistics and has no prerequisites. There are four written exercises: two short (2-4 page) take-home essays and two in-class exams. The essays may involve some observations of your own surroundings but otherwise make use only of readings on the syllabus. Attendance in both lectures and discussion sections is mandatory and will be reflected in the final grade. Active participation in discussion sections is expected.
Advisory Prereq: Sophomore standing.
[edit] LING 385 - Experiential Practice
Section 001, LEC
Instructor: McNulty,Elaine M
Credits: 1 - 6
Other: Experiential
The purpose of this course is to engage students in hands-on learning of linguistics, to expose students to "real world" experiences involving linguistics and to enable students to use their knowledge of linguistics to serve the community. Many of these placements may facilitate future work, graduate study or research in linguistics or fields closely related to linguistics. This course is designed for Junior and Senior year linguistics concentrators; good academic preparation in linguistics is assumed. There are no regular class meetings. The class meets once at the beginning of the term. Once you are in your placement, you will meet with instructor every two weeks individually (by appt). At least one of these meetings will be on-site at your placement. Students must organize their academic schedules and other commitments to avoid conflicts with placement time. The class meets twice at the end of term(times TBA). During these meetings, each student gives a presentation based on his/her placement experience. All students are required to attend the presentations in order to pass the course. Students are not guaranteed any particular placement. Some examples of past placements are
- U of M's Cochlear Implant Center,
- Ann Arbor Middle school bilingual classrooms,
- Ann Arbor elementary schools reading programs where students learn to use the reading assessment tools used in Michigan's public schools,
- U of M's, Dept. of Pediatric Audiology,
- The Family Literacy Institute,
- the University Center for the Development of Language and Literacy UCLL (formerly the UM's Communicative Disorders Clinic),
- The Friendship Circle for children with special needs (Lubavitch Foundation),
- U of M's Autism Evaluation Clinic.
Advisory Prereq: Permission of instructor.
[edit] LING 386 - Community Service and Language, Education, and Culture
Section 001, SEM
Instructor: Axelson,Elizabeth Ruth
Instructor: Madden,Carolyn
Credits: 3
Other: Experiential
In this course, students teach or assist in a local ESL classroom or tutoring program for at least four hours per week or 48 hours during the semester. The course will employ an academic service learning framework in preparing for and reflecting on this experiential practice. Students will receive training and supervision in teaching English as a Second Language and discuss issues as they emerge from the practica and readings. Likely themes include lesson planning, task design, individual learner differences, and socio-cultural factors in teaching ESL. In addition, students will meet with the instructor in small groups based on site placement at least once per month. Students who have experience working with English language learners and a background in applied linguistics or second language education are preferred. Students assist in a local ESL classroom or tutoring program for at least four hours per week or 48 hours during the semester. Potential site placements include:
- UM Family Housing English as a Second Language program
- Family Learning Institute
- English Language Institute
- Latino academic tutoring organizations
- Ann Arbor Public School ESL classrooms
- Migrant Farmcamps outside of Ann Arbor (car required)
[edit] LING 394 - Topics in Linguistics
Section 001, LEC
Computational Semantics: A Project-Based Approach
Instructor: Keshet,Ezra Russell
Credits: 3
This course introduces the use of computational methods to explain meaning in language. The first half of the course examines existing methods of deriving formal representations for the meanings of natural-language sentences. (This will include a self-contained introduction to the programming language Prolog.) The second half of the course will focus entirely on a large class project. This project will take the methods learned in the first half of the class and apply them to a real-world problem, such as designing a system to answer questions based on a given text. Advisory Prereq: LING 111 or 210
[edit] LING 440 - Language Learnability
Section 001, LEC
Instructor: McNulty,Elaine M
Credits: 3
This course initially examines the details of first language acquisition data, e.g., stages of acquisition, children's early linguistic errors, word acquisition, speech sound recognition, differences in first language acquisition cross-linguistically, etc. After establishing the acquisition "facts" that have to be explained, the course investigates various linguistic analyses and their predictive adequacy with respect to acquisition. In addition to the question of whether the correct predictions are made regarding the linguistic data, we also explore whether the theories in question explain how any child learns the language to which s/he is "exposed," no matter what that language is? Intended for junior and senior linguistics concentrators. It assumes a solid background in (theoretical) syntax, phonology, or semantics. Any or all will suffice.
Advisory Prereq: LING 316 and 315 or permission of instructor.
[edit] LING 441 - Computational Linguistics I
Section 001, LEC
Instructor: Abney,Steven P; homepage
Credits: 3
Reqs: BS
Computational linguistics, broadly construed, encompasses three distinct areas of study: 1. human language technology, including machine translation, information extraction, and spoken language dialogue systems, among other technologies;
2. computational models of language users, which divides into computational psycholinguistics, in which humans are the object of study, and natural language processing as a branch of artificial intelligence, in which artificial agents are the object; and
3. digital linguistics, which is the use of computation in support of language documentation and linguistic research.
This class is a general introduction to computational linguistics. We will examine the levels of language processing, from morphological analysis to parsing, semantic interpretation, and discourse. The course assumes no computational background. There will be a self-contained introduction to programming (using Python) that will be sufficient to understand and manipulate basic language-processing programs.
Advisory Prereq: Linguistics concentrators should take LING 315 and 316 first.
[edit] LING 492 - Topics in Linguistics
Section 001, SEM
Pidgin and Creole Languages: A Historical, Structural and Cognitive Overview
Instructor: Baptista,Marlyse
Credits: 3
This course provides a thorough introduction to the study of pidgin and creole languages. The first part presents an overview of the history of creolistics from Schuchardt's (1885) challenges to the Stammbaum to the most recent debates on the so-called typological features of creole languages. The second part will focus on the diverse socio-historical contexts of creole genesis and how distinct histories result in distinct structural outcomes. The third part will investigate the diversity of the morpho-syntactic properties of creole languages, focusing on the particularly elusive domain of tense, mood and aspect markers. The fourth part will examine some of the cognitive processes at work in creole formation and language creation; we will show how the study of creoles informs and is informed by both processes of first and second language acquisition. Finally, we will examine the current status of creole languages and their struggles to gain footing in the educational realm of the societies where they are spoken.
[edit] LING 492 - Topics in Linguistics
Section 002, SEM
Corpus linguistics
Instructor: Duanmu,San
Credits: 3
The goal of this course is to learn how to obtain quantitative data from linguistic corpora and how to use them to make linguistic arguments. We shall look at a variety of corpora, such as transcribed lexicons (e.g., English, German, Dutch, and Chinese), spelled lexicons (many such languages), phoneme inventories (P-base and UPSID), written corpora, and spoken corpora. We shall also discuss how to build a corpus using materials from the internet. Practice projects will cover how to obtain quantitative data in phonotactics, syllable structures, lexical frequencies, neighborhood density, phoneme inventory generalizations, feature generalizations, markedness, and cooccurrence patterns of words. We shall mainly use Excel to program and process data, although you are welcome to use other programming languages.
Each student is expected to write a term paper, using quantitative data obtained from one or more corpora, in order to critique a published study, to improve on it, or to solve a new problem.
[edit] Graduate Courses
[edit] LING 512 - Phonetics
Section 001, LEC
Instructor: Beddor,Patrice Speeter
Credits: 4
This course introduces students to the nature of human speech production and perception and the nature of the acoustic signal that is transmitted from speaker to listener. The course goals are:
1. To understand fundamental principles of phonetic theory and phonetic representation. We will study current theories of the complex tasks accomplished by speakers and listeners and will arrive at a representation of speech sounds in terms of their articulatory (speaker-based), acoustic, and perceptual characteristics.
2. To introduce students to phonetic experimentation and modeling. Small-scale experiments will provide training in physiologic measurement, acoustic analysis, and perceptual testing, and reinforce theoretical principles by serving as empirical tests of selected claims.
3. To consider the relation between human articulatory and perceptual capacities and patterns in linguistic sound systems (i.e., phonology). Our exploration of issues related to this third goal will necessarily be preliminary, serving as a bridge between phonetics and future coursework that many students will take in phonology.
4. To provide practical experience in producing and transcribing sounds of the world's languages.
Advisory Prereq: LING. 313 or Permission of Instructor.
[edit] LING 515 - Generative Syntax
Section 001, LEC
Instructor: Pires,Acrisio M
Credits: 3
In Generative Linguistics, syntactic structure is generated by a formal rule system and by applying constraints to its output. Some of these rules and constraints have been hypothesized to be innate, or "unlearned" (most likely a species specific system). That is supported by how human language acquisition (or grammar growth) takes place, in a fast and successful way across the species, and by the observation of striking structural similarities across different human languages. Other aspects of our linguistic knowledge appear "learned", i.e. determined by an interaction between human biology and the particular linguistic experience individuals are exposed to, motivating different but constrained aspects of variation among human languages. This class explores this so-called "Principles and Parameters" approach to the analysis of human syntactic knowledge, focusing on the investigation of how various postulated ("simple") rules and constraints can interact to generate ("complex") structures, characteristic of the potentially infinite number of human language sentences one can produce (such as the one you are now reading, and understanding). Prerequisites: For undergraduates, LING 315 and permission of the instructor. No prerequisites for linguistics graduate students. Graduate students from other departments may be allowed to enroll with permission of the instructor.
Advisory Prereq: LING 315 or Permission of Instructor.
[edit] LING 517 - Principles and Methods of Historical Linguistics
Section 001, LEC
Instructor: Thomason,Sarah G
Credits: 3
This course is an introduction to the theories and methods that enable linguists to describe and explain processes of linguistic change and historical relationships among languages. The major topics to be covered are the emergence of language families and means of establishing family relationships; sound change; grammatical change, especially analogy; language change caused by culture contacts; the Comparative Method, through which prehistoric language states can be reconstructed with an impressive degree of accuracy; internal reconstruction, a less powerful but still important method for gaining information about linguistic prehistory; and ways in which the study of current dialect variation offers insights into processes of change. Course requirements: regular homework assignments (45%), final exam (45%), class participation (10%).
Advisory Prereq: Graduate standing, or permission of instructor.
[edit] LING 542 - Introduction to Sociolinguistics
Section 001, LEC
Instructor: O'Shannessy, Carmel
Credits: 3
The study of language as a heterogeneous system. The analysis of linguistic variability in its social context and the implications of variation for language change. Advisory Prereq: LING 411 or graduate standing
[edit] LING 612 - Advanced Phonetics
Section 001, LEC
Instructor: Beddor,Patrice Speeter
Credits: 3
This course on human speech production, acoustics, and perception explores selected current theoretical issues and the experimental techniques used to investigate these issues. The goals are to further develop students' grasp of foundational phonetic principles, to introduce you to important theoretical innovations and debates, and to enhance your skills in instrumentally testing hypotheses related to sound structure. Students will especially develop expertise with the instrumental methods available in our phonetics laboratory.
In Fall 2010, we will focus on three "hot topics" in phonetics. The first topic is the articulation, acoustics, and perception of gestural coordination and overlap, with special focus on using ultrasound imaging to study the articulation component of this topic. More generally, our approach to gestural overlap will investigate articulatory/acoustic relations (speaker vocal activity as related to its acoustic output) and acoustic/perceptual relations (the acoustic output as related to its linguistic percept). The second topic is the articulation, acoustics, and perception of socially motivated phonetic variation. Here we will give particular consideration to the implications of speakers' and listeners' use of sociophonetic variation for theories of phonetic/phonological knowledge, especially exemplar vs. non-exemplar models of representation. The third topic will be determined based on the interests of course participants. The course assumes background knowledge of phonetics (Ling 512 or its equivalent).
[edit] LING 622 - Topics in Morphology
Section 001, SEM
Instructor: Heath,Jeffrey G
Credits: 1 - 2
A 1- or 2-credit niche course on a specific topic in morphology, offered if demand is sufficient (please contact instructor prior to beginning of term). Class hour is adjustable. Suggested topic for this semester: case marking, cross-linguistically.
Advisory Prereq: Graduate standing
[edit] LING 740 - Research in Linguistics
Section 001, SEM
Instructor: Coetzee, Andries W
Credits: 3
Through a combination of lecture, guest lecture, student presentation, discussion groups, and reading assignments, this course covers the full range of research in Linguistics, incorporating all sub-disciplines from both historical and current state-of-the art perspectives. Students will develop and enhance professional skills used for both research and teaching.
[edit] LING 792 - Topics in Linguistics
Section 001, SEM
Pidgin and Creole Languages: A Historical, Structural and Cognitive Overview
Instructor: Baptista,Marlyse
Credits: 3
This course provides a thorough introduction to the study of pidgin and creole languages. The first part presents an overview of the history of creolistics from Schuchardt's (1885) challenges to the Stammbaum to the most recent debates on the so-called typological features of creole languages. The second part will focus on the diverse socio-historical contexts of creole genesis and how distinct histories result in distinct structural outcomes. The third part will investigate the diversity of the morpho-syntactic properties of creole languages, focusing on the particularly elusive domain of tense, mood and aspect markers. The fourth part will examine some of the cognitive processes at work in creole formation and language creation; we will show how the study of creoles informs and is informed by both processes of first and second language acquisition. Finally, we will examine the current status of creole languages and their struggles to gain footing in the educational realm of the societies where they are spoken.
Advisory Prereq: Graduate standing and permission of instructor.
[edit] LING 792 - Topics in Linguistics
Section 002, SEM
Corpus linguistics
Instructor: Duanmu,San
Credits: 3
The goal of this course is to learn how to obtain quantitative data from linguistic corpora and how to use them to make linguistic arguments. We shall look at a variety of corpora, such as transcribed lexicons (e.g., English, German, Dutch, and Chinese), spelled lexicons (many such languages), phoneme inventories (P-base and UPSID), written corpora, and spoken corpora. We shall also discuss how to build a corpus using materials from the internet. Practice projects will cover how to obtain quantitative data in phonotactics, syllable structures, lexical frequencies, neighborhood density, phoneme inventory generalizations, feature generalizations, markedness, and cooccurrence patterns of words. We shall mainly use Excel to program and process data, although you are welcome to use other programming languages.
Each student is expected to write a term paper, using quantitative data obtained from one or more corpora, in order to critique a published study, to improve on it, or to solve a new problem.
Advisory Prereq: Graduate standing and permission of instructor.
