LING 1101 - Foundations of Linguistics
North Terrace Campus - Semester 1 - 2016
General Course Information
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 Available for Study Abroad and Exchange Y Course Description 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.
Course Coordinator: Associate Professor Rob Amery
Course Coordinater: Dr Rob AMERY
Napier Building, Rm 910.
Tel: 8313 3924
e-mail: firstname.lastname@example.org (emails read regularly)
Dr Rob AMERY, Prof Ghil’ad ZUCKERMANN & Dr Margareta Rebelos
Tel: 83133924 (Rob); 83135247 (Ghil’ad)
Dr Nayia Cominos
Napier 908 Thursdays & Fridays
Tel: 8313 1403
e-mail: email@example.com (emails read regularly)
Rob: Friday 10am in Napier 910 (83133924)
Ms Judith Bailey, Barr Smith Library
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Be able to use the International Phonetic Alphabet (IPA) to transcribe English
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
4 Perform a morphological analysis to identify the morphemes and allomorphs in any given
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
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1, 2, 3, 4, 5, 9, 10 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
6, 8, 9 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
6, 7, 8, 9
Course text book:
Fromkin, Victoria, Robert Rodman, Nina Hyams, Mengistu Amberber, Felicity Cox & Rosalind Thornton (2015) An Introduction to Language. Australia and New Zealand 8th Edition. Cengage Learning, South Melbourne. (includes access to e-resource)
Available at Unibooks.
Recommended ResourcesHighly Recommended:
· Burridge, Kate & Tonya N. Stebbins (2016) For the Love of Language: an introduction to linguistics. Cambridge University
· McGregor, William (2010) Linguistics: an Introduction. Continuum.
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.
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 Activities
Learning & Teaching ModesLectures supported by problem-solving tutorials developing material covered in lectures.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 2-hour lecture/workshop (or equivalent) per week 24 hours per semester 1 x 1-hour tutorial (or equivalent) per week
(No tutorials in Weeks 1 and 5
10 hours per semester 4 hours reading per week 48 hours per semester 4 hours assignment preparation per week 48 hours per semester 2 hours research per week 26 hours per semester TOTAL WORKLOAD 156 hours per semester
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 Language and the Brain Week 3 Morphology: the structure of words Week 4 Syntax: the stucture of the sentence Week 5 Semantics and Pragmatics: all about meaning Week 6 Phonetics: the sounds of language
LECTURE BREAK 14-25 APRIL
Week 7 Phonology: the sound patterns of language Week 8 Language Acquisition Week 9 Language Processing: humans and computers Week 10 Typology and Language Universals: languages of the world Week 11 Language Change. Week 12 The Origins of Writing Week 13 Test
Small Group Discovery ExperienceTutorials in weeks 3-7 in particular will focus on problems and practical application of linguistic analytical techniques. Some of these problems will be done in pairs or small groups (eg phonetic transcription).
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 Task Task Type Weighting Learning Outcome Linguistic Practical #1 Formative and summative 10% 1, 2 Linguistic Practical #2 Formative and summative 10% 3, 10 Linguistic Practical #3 Formative and summative 10% 4, 10 Linguistic Practical #4 Formative and summative 10% 5, 10 1000 word essay Formative and summative 30% 8, 9 Test Formative and summative 25% 1, 2, 3, 4, 5, 6, 7, 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.
These will be distributed in lectures or tutorials.
Practical #1 – Morphology Problem
Practical #2 – Syntax and Semantics Problem
Practical #3 – Phonetic Transcription will be undertaken in class (tutorials)
Practical #4 – Phonemics Problem
Essay Topics - TBA
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.
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.
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)
Ensure that your Tutor’s Name, Tutorial Group, Course Title and Assignment Title &
Topic appear on the cover sheet.
All assignments are to be submitted in hard copy. (Please do not e-mail
All assignments must be in grammatical English.
Practicals may be hand-written legibly. Typed assignments must be double-spaced with a
minimum 10 font.
Always keep a copy of your work. (Just occasionally things do go astray)
Assignments submitted late require a doctor’s certificate, counsellor’s certificate or
Extensions (normally up to one week) may be negotiated through the Course Coordinator, but
this MUST be organised prior to the due date.
Penalty with no extension is 2% per day up to 10 working days.
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.
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.
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