LING 2049 - Languages in C21: Cultural Contact & New Words
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code LING 2049 Course Languages in C21: Cultural Contact & New Words 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 Prerequisites At least 12 units of Level I undergraduate study Course Description The study of words may be tedious to the school-boy, as breaking of stones is to the wayside labourer, but to the thoughtful eye of the geologist these stones are full of interest - he sees miracles on the high road, and reads chronicles in every ditch.
(Max Muller 1871, Lectures on the Science of Language, London: Longman, Green; Vol. I, p. 2)
This multifaceted course will introduce students to a range of mechanisms through which new words and meanings are concocted in the modern world. It will explore borrowing ('stealing', or more accurately 'copying'), word-formation, neologization, calquing (loan translation), phono-semantic matching, lexical engineering, semantic shifting of pre-existent words, descriptiveness, purism and etymythology (popular etymology). It will focus on phenomena of lexical expansion and semantic enrichment that are based on contact between cultures and languages. The course will combine sociolinguistic insight with philological expertise, thus being polychronic, i.e. simultaneously diachronic and synchronic. We shall integrate innovative etymological, morphological, ecological and cultural analyses of words in various languages such as English, Mandarin Chinese, Israeli (a.k.a. Modern Hebrew), Japanese, Icelandic, Turkish, Estonian, Yiddish, Australian Aboriginal languages, Italian, German, French, Spanish, Greek, Latin, Arabic, Hebrew, Creoles, minority and endangered languages. (No prior knowledge of any language other than English is required.)
Course Coordinator: Professor Ghil'ad ZuckermannProfessor Ghil‘ad ZUCKERMANN, D.Phil. (Oxford), Ph.D. (Cambridge) (titular)
Chair of Linguistics and Endangered Languages, The University of Adelaide
Student Consultations: (1) Following the lecture (please meet me immediately after the lecture or contact me thereafter at 0423 901 808) or (2) by appointment.
Ms Helen ATTAR (Barr Smith Library)
08 8313 5345
firstname.lastname@example.org (emails read regularly)
There is a good collection of linguistics books and journals in the Barr Smith Library. Almost all the readings for this course are available online. Professor Zuckermann’s 2003 book is available in the Reserve Collection at the Barr Smith Library.
Professor Ghil‘ad ZUCKERMANN'S BRIEF BIO:
Professor Ghil‘ad Zuckermann (D.Phil. Oxford; Ph.D. Cambridge, titular; M.A. Tel Aviv, summa cum laude) is Chair of Linguistics and Endangered Languages at the University of Adelaide. He is a chief investigator in a large research project assessing language revival and mental health, funded by Australia’s National Health and Medical Research Council (NHMRC).
He is the author of the seminal bestseller Israelit Safa Yafa (Israeli – A Beautiful Language; Am Oved, 2008), Language Contact and Lexical Enrichment in Israeli Hebrew (Palgrave Macmillan, 2003), three chapters of the Israeli Tingo (Keren, 2011), Engaging – A Guide to Interacting Respectfully and Reciprocally with Aboriginal and Torres Strait Islander People, and their Arts Practices and Intellectual Property (2015) and the first online Dictionary of the Barngarla Aboriginal Language (2016). He is the editor of Burning Issues in Afro-Asiatic Linguistics (2012), Jewish Language Contact (2014), a special issue of the International Journal of the Sociology of Language, and the co-editor of Endangered Words, Signs of Revival (2014).
He is the founder of Revivalistics, a new trans-disciplinary field of enquiry surrounding language reclamation, revitalization and reinvigoration. In 2011 he launched, with the Barngarla Aboriginal communities of Eyre Peninsula, South Australia, the reclamation of the Barngarla language.
Professor Zuckermann is elected member of the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) and the Foundation for Endangered Languages (FEL). He is President of the Australian Association for Jewish Studies (AAJS) and was President of AustraLex in 2013-2015, Australian Research Council (ARC) Discovery Fellow in 2007–2011, and Gulbenkian Research Fellow at Churchill College Cambridge in 2000-2004.
He has been Consultant and Expert Witness in (corpus) lexicography and (forensic) linguistics, in court cases all over the globe, e.g. the Philippines, Singapore, USA and Australia.
He has been Distinguished Visiting Professor at Shanghai International Studies University and taught at the University of Cambridge, University of Queensland, National University of Singapore, Middlebury College (Vermont, USA), Shanghai Jiao Tong University, East China Normal University, Shanghai International Studies University, Hebrew University of Jerusalem, Ben-Gurion University of the Negev, University of Haifa, and Miami University (Florida, USA).
He has been Research Fellow at the Weizmann Institute of Science; Rockefeller Foundation’s Study and Conference Center, Villa Serbelloni, Bellagio, Italy; Harry Ransom Humanities Research Center, University of Texas at Austin (USA); Israel Institute for Advanced Studies, Hebrew University of Jerusalem; Institute for Advanced Study, La Trobe University; Mahidol University (Bangkok); Tel Aviv University; Institute of Linguistics, Shanghai International Studies University; and Kokuritsu Kokugo KenkyÅ«jo, National Institute for Japanese Language and Linguistics, Tokyo. He has been Denise Skinner Scholar at St Hugh’s College Oxford, Scatcherd European Scholar at the University of Oxford, and scholar at the United World College of the Adriatic (Italy).
His MOOC (Massive Open Online Course), Language Revival: Securing the Future of Endangered Languages, has attracted 15,000 learners from 190 countries (speakers of hundreds of distinct languages): https://www.edx.org/course/language-revival-securing-future-adelaidex-lang101x
The full timetable of all activities for this course can be accessed from Course Planner.LECTURE:
Tuesdays, 12.10pm, Napier, G03, Lecture Theatre
Wednesdays, 11.10am, Hartley, 122, Teaching Room
Thursdays, 2.10pm, Ligertwood, 316, Teaching Room
Course Learning Outcomes
No information currently available.
University Graduate Attributes
No information currently available.
Learning & Teaching Activities
Learning & Teaching ModesLECTURE OUTLINE
Week --- Lecture Content --- Associated Readings Assignments
5 March 2019
Zuckermann 2003 book
12 March 2019
How to conduct research?,
19 March 2019
Overview of Lexicology
26 March 2019
Overview of Morphology and Phonetics
2 April 2019
Proposed Matrix of Sources of Lexical Expansion Haugen 1950 500-Word Mid-Point Assignment,
Due 25 March 2019 (Census Date: 31 March)
9 April 2019
One Word, Two Parents ---- Lexical Expansion and Cultural Hybridity Zuckermann 2004, 2003 (article) Tutorial Oral Presentation
30 April 2019
Ex Externo Lexical Expansion (Based Exclusively on a Foreign Source) versus Ex Interno Lexical Expansion (Using Internal Mechanisms, within the Same Language) Pp. 6-13 of Zuckermann 2003 book
7 May 2019
Ex Interno: Secularization, Metaphor, Metonymy (including Synecdoche), Semantic Narrowing, Amelioration and Pejoration Pp. 6-13 of Zuckermann 2003 book
14 May 2019
Ex Interno cum Ex Externo: Calquing
Pp. 37-49 of Zuckermann 2003 book
21 May 2019
Phono-Semantic Matching in Turkish Lewis 1999
28 May 2019
Phono-Semantic Matching in Icelandic, Mandarin Chinese, Japanese etc. Sapir and Zuckermann 2008
4 June 2019 Conclusions and Implications Tutorial Oral Presentation
Post-Presentational Paper, Due 19 June 2019
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 per week (x12) 24 hours
1x 1-hour tutorial per week (x10) 10 hours
6 hours Reading per week (x12) 72 hours
2.5 hours Research per week (x12) 30 hours
2 hours Assignment Preparation per week (x10) 20 hours
Total 156 hours
Learning Activities Summary
No information currently available.
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.
TASK WEIGHTING LEARNING OBJECTIVES DUE DATE
500-word Mid-Point Assignment 20% 12367
Tutorial Oral Presentation 25% 12467
4000-word post-presentational paper 45% 124567
Attendance & Contribution (Positive Participation) 10% 123467
Assessment Related RequirementsREQUIREMENTS
Attendance of tutorials is compulsory. Students will be expected to complete additional exercises and small-scale investigations between tutorials. Application to these tasks will contribute to the 10% awarded to attendance and contribution (positive participation).
Assessment DetailMID-POINT ASSIGNMENT (20%)
WORD COUNT: 500 WORDS
Due Date: 25 March 2019
Students should submit a 500-word essay (with examples) on
1. One of the following topics:
Calquing (loan translation)
Semantic shifting of pre-existent words
Etymythology (popular etymology)
Polychronic linguistic analysis
Neologization ex nihilo
Ad hoc neologization
2. Any topic or article or book related to contact linguistics / lexical enrichment / lexicology / lexicography. The topic can be selected from the ones covered in class. The article/book can be selected from the List of Learning Resources. The professor will be happy to provide you with assistance in selecting the topic. Please feel free to raise any question about the assignment in the tutorials.
TUTORIAL ORAL PRESENTATION (25%)
Presentation Date: various, after the semester break
Students are required to give an oral presentation (with handouts), (1) either making an in-depth polychronic analysis of five lexical items in any language (The words can have a common motif, e.g. all being phono-semantic matches or calques), (2) or conducting a critical review of a dictionary or a book/article on contact linguistics / lexical enrichment / lexicology / lexicography (The article/book can be selected from the List of Learning Resources). The professor will be happy to provide you with assistance in selecting the topic. Please feel free to raise any question about the presentation in the tutorials.
Please note: Students are expected to contribute feedback on other students’ presentations.
POST-PRESENTATIONAL PAPER (45%)
Word Count; 4,000 words
Due Date: 19 June 2019
Students should submit a 4000-word post-presentation paper – further analysing the 5 lexical items or the topic chosen, incorporating the feedback received on the presentation.
1. All assignments are to be submitted through Canvass.
2. All assignments must be in grammatical English.
3. Always keep a copy of your work. (Just occasionally things do go astray!)
4. Assignments submitted late require a doctor’s certificate, counsellor’s certificate or similar proof/documentation.
5. Extensions (normally up to one week) may be negotiated through the tutor, but this MUST be organised prior to the due date.
No information currently available.
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.
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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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