LING 1101 - Foundations of Linguistics

North Terrace Campus - Semester 1 - 2014

Linguistics is the study of human language, its nature, its origins and its uses. This course will give students an overview of the field of modern linguistics and basic skills in linguistic analysis. Foundations of Linguistics develops understandings of the various subsystems of language including phonology, morphology, syntax, semantics and the lexicon. It also investigates how languages are learned and how they change over time. As language is involved in a large number of human activities, linguistics contributes to many other fields of inquiry, including anthropology, psychology, philosophy, law and the natural sciences.

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Course Details

Course Code	LING 1101
Course	Foundations of Linguistics
Coordinating Unit	Linguistics
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Assessment	1000 word essay, 4 practicals, test

Course Staff

Course Coordinator: Associate Professor Rob Amery

Course Coordinater: Dr Rob AMERY

Napier Building, Rm 910.

Tel: 8313 3924

e-mail: rob.amery@adelaide.edu.au   (emails read regularly)



Lecturers:

Dr Rob AMERY & Prof Ghil’ad ZUCKERMANN

Tel: 83133924 (Rob); 83135247 (Ghil’ad)

e-mail: ghilad.zuckermann@adelaide.edu.au


Tutor: Rob Amery

Student Consultations:

Rob:
Friday 10am in Napier 910 (83133924)

Subject Librarian

Ms Fiona Mariner, Barr Smith Library

Email: fiona.mariner@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

LECTURE:

Thursday: 1.10pm till 3pm Ligertwood, 231, Law Lecture Theatre 1.

TUTORIALS:

Changes will be posted on the noticeboard outside Napier, Room 910/911.

Tute #1: 1.10 pm Friday Barr Smith South, 2051, Tutorial Room

Tute #2: 11am Thursday Napier, LG21 Tutorial Room 1

Tute #3: 9.10 am Thursday Napier LG12, Tutorial Room 5

Tute #5: 2.10 pm Wednesday Napier, LG21 Tutorial Room 1

Tute #6: 4.10 pm Thursday Napier, LG21 Tutorial Room 1

Tute #7: 9.10 am Wednesday Napier LG12, Tutorial Room 5

Attendance at tutorials is compulsory and will count towards the final mark.

Course Learning Outcomes

1	Be able to use the International Phonetic Alphabet (IPA) to transcribe English phonetically.
2	Understand the relationship between written and spoken language (ie the relationship between sound and spelling)
3	Perform a phonemic analysis to determine the phonemes and allophones of any given language.
4	Perform a morphological analysis to identify the morphemes and allomorphs in any given language.
5	Identify basic constituent structure.
6	Articulate understandings of the nature of language.
7	Understand the difference between the abilities of machines and the brain to process language.
8	Undertake an investigation through primary observation.
9	Write a coherent and logically argued essay drawing on a range of perspectives and source material in answer to a question posed.
10	Confidently approach analysis of a data set drawn from an unknown language.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	1, 2, 3, 4, 5, 6, 7, 8, 9, 10
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	1, 2, 3, 4, 5, 6, 7, 8, 9, 10
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Skills of a high order in interpersonal understanding, teamwork and communication.	9, 6, 8
A proficiency in the appropriate use of contemporary technologies.	1, 2, 3, 4, 5, 6, 7, 8, 9, 10
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	6, 10
A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.	N/A
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	8

Learning Resources

Required Resources

Course text book:
McGregor, W. B. (2009) Linguistics: An Introduction. Continuum: London.

Available at Unibooks.

Recommended Resources

Highly Recommended:

·          Yule, G. (2006) The Study of Language (Third Edition). Cambridge University Press: Cambridge.

·          Comrie, B. (1981) Language universals and linguistic typology. Blackwell Publishers: Oxford. [BSL 415 C738l] (2 copies in BSL)

·          Lakoff, G. & Johnson, M. (1980) Metaphors We Live By. University of Chicago Press: Chicago. [BSL 401 L192m] (7 copies in BSL)

·          Lightbown, P. (1999) How Languages are Learned. Oxford University Press: Oxford. [BSL 401.93 L723h] (3 copies in BSL)

·          Beebe, L. M. (ed.) Issues in Second Language Acquisition: Multiple Perspectives. Newbury House Publishers: New York. [BSL 404.2019 B414i] (2 copies in BSL)

Some More Good Books:

·          Parkvall, M. (2006) Limits of Language. Battlebridge Publications: London.

·          Crystal, D. (1997) The Cambridge Encyclopedia of Language 2nd Edition. Cambridge University Press: Cambridge. [BSL 403 C957c.2]

·          Burling, R. (1970) Man’s Many Voices. Language in Its Cultural Context. Holt,
Rinehart & Winston, Inc: New York.

·          Crowley, T., Lynch, J., Siegel, J. & Piau, J. (1995) The design of language: an introduction to descriptive linguistics. Longman Paul: Auckland. [BSL 410 C953d]

·          Finegan, E., Besnier, N., Blair, D., & Collins, P. (1992) Language: Its Structure and Use. (Australian Edition). Harcourt Brace Jovanovich: Sydney.

Online Learning

Myuni: https://myuni.adelaide.edu.au/webapps/login/

Online Resources:

Linguistics – Research:

Barr Smith Library: http://www.adelaide.edu.au/library/

Finding Articles (BSL): http://www.adelaide.edu.au/library/guide/articles.html

Linguistics & Databases (BSL) : http://www.adelaide.edu.au/library/guide/hum/ling/ling_edbs.html

Dictionaries online: Oxford English Dictionary online (free access through BSL website): http://dictionary.oed.com/

World Atlas of Linguistic Structures (WALS): http://wals.info/

Academic and other Student Resources:

ITS student support: http://www.adelaide.edu.au/its/student_support/

Academic Learning and Language: http://www.adelaide.edu.au/clpd/all/

Student Centre with links to resources: http://www.adelaide.edu.au/student/current/

International students: http://www.international.adelaide.edu.au/

Learning & Teaching Modes

WORKLOAD
1 x 2-hour lecture per week (x12)	24 hours
1x 1-hour tutorial per week (x10) (No tutes in Weeks 1 and 8)	10 hours
5 hours Practicals/Reading per week (x12)	60 hours
4 hours Assignment Preparation per week (x12)	48 hours
Course revision and test preparation	14 hours
TOTAL	156 hours

Learning Activities Summary

Week	Lecture Theme
1	Orientation. What is language? Design Features (no tutes)
2	Phonetics
3	Phonemics
4	Morphology
5	Lexicon
6	Syntax
7	Semantics
8	Language and the Brain (no tutes)
9	Language Acquisition
10	Language in its Biological Context; the Origins of Writing
11	Language Change. Languages of the World
12	Typology and Universals
13	Test

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The information below is provided as a guide to assist students in engaging
appropriately with the course requirements.

1 x 2-hour lecture/workshop per week (x12)	24 hours
1x 1-hour tutorial per week (x11)	11 hours
1 x 5 hours Practicals/Reading per week (x12)	60 hours
1 x 4 hours Assignment Preparation per week (x12)	48 hours
TOTAL	143 hours

Learning Activities Summary

Please note that this is a guide only, and fuller details will be given during the semester.

Lecture	Lecture Theme
Week 1	Orientation. What is language? Design Features
Week 2	Phonetics
Week 3	Phonemics
Week 4	Morphology
Week 5	Lexicon
Week 6	Syntax

LECTURE BREAK 14-25 APRIL

Week 7	Semantics
Week 8	Language and the Brain
Week 9	Language Acquisition
Week 10	Language in its Biological Context; the Origins of Writing
Week 11	Typology and Language Universals
Week 12	Language Change. Languages of the World
Week 13	Test

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Due	Weighting	Learning Outcome
Linguistic Practical #1	Formative	In-class Week 3	10%	1, 2
Linguistic Practical #2	Formative	Week 5	10%	3, 10
Linguistic Practical #3	Formative	Week 6	10%	4, 10
Linguistic Practical #4	Formative	Week 7	10%	5, 10
Essay (1,000 words)	Summative	Week 13	30%	8, 9
Test	Summative	Week 13	25%	1, 2, 3, 4, 5, 6, 7, 10
Attendance/Participation	Formative		5%	1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Assessment Related Requirements

·          Attendance at lectures is an essential component of the course. Some lectures will include
short exercises for completion during the lecture. These will be self-corrected.

·          Attendance at tutorials is compulsory and will count towards the final mark.

·          All assessment components must be completed to qualify for a final result.

Assessment Detail

Linguistic Practicals

These will be distributed in lectures or tutorials.

Practical #1 – Phonetic Transcription will be undertaken in class (tutorials)

Practical #2 – Phonemics Problem

Practical #3 – Morphology Problem

Practical #4 – Syntax and Semantics Problem

Essay Topics

1. How does human language differ from communications systems possessed by other animal species? Explain with reference to three other systems of communication.

2. It turns out that Homo sapiens are not the only species to transmit culture from one generation to the next. Compare and contrast cultural transmission between humans and other species.

3. What are parts of speech? What criteria are used to establish parts of speech? Explain with reference to specific examples from English and at least one other language. What differences emerge between parts of speech and their membership between English and your chosen language?

4. Aphasias were first investigated by means of post-mortem. Now there are various
neuro-imaging techniques. Explain how these advances in science have increased our understanding of aphasia.

5. How is acquisition of a second language as an adult different to first language acquisition? Explain with reference to specific examples.

6. Compare the relationship between pronunciation and spelling in English, Indonesian and
Japanese.

7. What is a proto-language in the context of historical linguistics? Explain the relationship between proto-Indo-European and its numerous offspring (or ‘daughter’) languages.

8. Discuss how our understanding of phonological universals has changed over time with the
availability of descriptions of a wider range of languages.

9. A topic of your own choice. Be sure to discuss this topic with the Course Coordinator.

References

Be sure to draw on reputable published print-based references, though of course you may complement these with sources accessed from the internet (eg on-line journals), popular press or other ephemeral material. Avoid reference to Wikipedia and other unverified and questionable material on the web. Essays will need to be based on not more than 50% internet sources.

Test

The test will cover a number of set chapters of your textbook and the content of the
lectures. No books, dictionaries or notes can be used for this test.

Submission

1.
All assignments are to be handed in, date-stamped, with a signed cover sheet
attached, to the School Office, Napier, Level 7. (Linguistics cover sheets
available from the School Office)

2.
Ensure that your Tutor’s Name, Tutorial Group, Course Title and Assignment Title &
Topic appear on the cover sheet.

3.
All assignments are to be submitted in hard copy. (Please do not e-mail
assignments)

4.
All assignments must be in grammatical English.

5.
Practicals may be hand-written legibly. Typed assignments must be double-spaced with a
minimum 10 font.

6.
Always keep a copy of your work. (Just occasionally things do go astray)

7.
Assignments submitted late require a doctor’s certificate, counsellor’s certificate or
similar proof/documentation.

8.
Extensions (normally up to one week) may be negotiated through the Course Coordinator, but
this MUST be organised prior to the due date.

9.
Penalty with no extension is 2% per day up to 10 working days.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
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