LING 3020 - Perspectives on Language Variation & Change
North Terrace Campus - Semester 2 - 2024
General Course Information
Course Code LING 3020 Course Perspectives on Language Variation & Change Coordinating Unit European Languages, and Linguistics Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 6 Contact Up to 3 hours per week face-to-face + up to 6 on-line activity (MOOCS) Available for Study Abroad and Exchange N Prerequisites At least 15 units of Linguistics Major courses Assumed Knowledge LING 1101, LING 1102 Restrictions Available to students undertaking a Linguistics Major only Course Description This is the capstone course for the Linguistics Major. All languages vary internally in accordance with a range of parameters including the gender, age, social class, occupation, origins etc. of their speakers. Most languages have distinct regional and social varieties. They also vary according to the contexts in which they are used and the purposes for which they are employed. All living languages constantly change over time in response to innovations introduced by younger generations, technological change or contact with other languages or with other varieties of the same language. Drawing on descriptive and analytic skills developed during their undergraduate study of linguistics, students will undertake independent study of language variation and change, assembling their own body of data either through archival, library, internet research or field research.
Course StaffThis course will be taught by Dr Ian Green
The full timetable of all activities for this course can be accessed from Course Planner.Lectures: 1.10pm till 2pm Mondays (online)
Seminars: 12.10pm till 2pm Thursdays (Ligertwood 112)
Course Learning Outcomes
1 Understand the need for research ethics and complete an ethics clearance application 2 Collect and assemble a body of linguistic data for analysis 3 Understand the principles of sociolinguistic variation within a speech community 4 Understand how and why languages change over time 5 Apply the comparative method to a body of data drawn from a group of related languages 6 Apply a variety of analytic methods and approaches to a body of language data 7 Choose an appropriate method to analyse the body of data at hand 8 Communicate findings orally and in written form
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
5, 6, 7
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
1, 2, 8
There is no required course textbook.
· Bowern, Claire. (2015) Linguistic Fieldwork: A Practical Guide. 2nd Edition. Palgrave MacMillan, Basingstoke, UK.
· Crowley, Terry & Claire Bowern (2010) An Introduction to Historical Linguistics. 4th edition. Oxford University Press.
· Campbell, Lyle (1998) Historical Linguistics: an introduction. MIT Press.
· Millar, Robert Mccoll; Trask, Larry (2015) Trask’s Historical Linguistics.3rd Edition. Routledge, London.
· Trudgill, Peter & Jack Chambers (2001) The Handbook of Language Variation and Change. Wiley Blackwell.
· S. Bird and G. Simons (2003) “Seven dimensions of portability for language documentation and description.” Language 79:557-582.
· N. Himmelmann (1998) “Documentary and descriptive linguistics." Linguistics 36:161-195.
· Seifart, Frank, Geoffrey Haig, Nikolaus P. Himmelmann, Dagmar Jung, Anna Margetts and Paul Trilsbeek (eds) (2012) Potentials of Language Documentation Methods, Analyses and Utilization, Language Documentation & Conversation Special Publication No. 3. Honolulu: University of Hawaii Press.
· Gippert, Jost & Nikolaus P. Himmelmann & Ulrike Mosel (eds). 2006. Essentials of language documentation.
Trends in Linguistics, Studies and Monographs 178, Berlin: Mouton de Gruyter.
· Healy, Alan (ed.) (1975) Language Learner’s Field Guide. Summer Institute of Linguistics, Ukarumpa, Papua & New Guinea.
· Journal: Language Documentation and Conservation
Some Introductory Linguistics Books:
· Crystal, D. (2010) The Cambridge Encyclopedia of Language 3rd Edition. Cambridge University Press: Cambridge. [BSL 403 C957c.2]
· Clark, John, Yallop, Colin and Janet Fletcher (2007) An Introduction to Phonetics and Phonology 3rd edition Blackwell Publishing, Malden, Oxford and Carlton, Victoria.
· Payne, Thomas E. (2006) Exploring Language Structure: A Student’s Guide. Cambridge University Press, Cambridge.
· 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.
· Fromkin, Victoria, Robert Rodman, Nina Hyams, Mengistu Amberber, Felicity Cox & Rosalind Thornton (2018) An Introduction to Language. Australia and New Zealand 9th Edition. Cengage Learning, South Melbourne.
· McGregor, W. B. (2009) Linguistics: An Introduction. Continuum: London.
· Burridge Kate & Tonya N. Stebbins (2016) For the Love of Language: An Introduction to Linguistics. Cambridge University Press, Cambridge.
Learning & Teaching Activities
Learning & Teaching ModesThere is a one-hour lecture slot for each week of the teaching semester, and there are ten two-hour seminars held across the semester. Both lecture and seminar modes are highly interactive, and students need to come to all classes having worked through any required preparatory material and exercises, and prepared to engage with the ideas and analyses being presented.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 X 1hr lecture per week (X12) 12 hours 1 x 2-hour seminar/workshop per week (x12) 24 hours 6 hoursTranscription and Data Analysis per week (from Week 3) 66 hours 5 hours Reading per week (x13) 65 hours 6 hours Assignment Preparation per week (x13) 78 hours 5 hrs Research per week (X 13) + 2hrs 67 hours Total 312 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.
Assessment Task Task Type Weighting Due Date Course Learning Outcome(s) Literature Review
Summative 15% Due 13 Aug 1, 2 Research & Ethics Proposal
Summative 15% Due 3 Sept 3, 4, 5, 6 Oral Presentation and Write-up
Formative & Summative 20% Due 24 Sept 8 Research Report
Summative 50% Due 5 Nov 2, 3, 4, 5, 6, 7, 8
Assessment Detail1. Literature Review
Length: 1,000 words
Due Date: 13 August
Briefly identify the topic, area, issue, question etc. that you are exploring, and say why it is of interest to you, and locate at least three relevant pieces of good quality research (ie. journal articles, book chapters, academic studies, but not text books). On the basis of this literature - plus any other sources that you want to bring into consideration, and drawing on your own experience as/if relevant - prepare an account of the topic/issue you have chosen to explore, providing an explanation of the key issues, insights, theoretical models, research methodologies, problems and challenges etc. as appropriate.
2. Research & Ethics Proposal
Length: 1,500 words
Due Date: 3 September
Having identified the area of interest for your major research project, prepare a research proposal that will: formulate your research questions; review the relevant theoretical issues; review relevant literature, including at least one empirical study; outline & justify the research methodology; address ethical requirements & principles; identify the contribution this research might make.
3. Oral Presentation and Write-up
Length: 1,500 words
Due Date: 24 September
Students will prepare a seminar presentation, to be done live or by prerecorded video, in which they present their data set(s) to the class, discuss their research question(s), explain their chosen approach to research and analysis of the data, and discuss any preliminary results, issues etc. In putting together this presentation students are not expected to have completed their analysis of the data and are not expected to have definitive answers to their research questions. These seminars are rather works-in-progress, in which students can reflect on the research process, invite class discussion, commentary and assistance on issues they might be experiencing etc etc. Presentations should be of seminar standard, with key points & illustrative data displayed via the data projector (eg using Powerpoint or other presentation applications), and handouts provided; students may also, if they wish, submit a 'script' of their presentation. The files are to be submitted by the due date, with the class presentations to be undertaken after the teaching break.
4. Research Report
Length: 5,000 words
Due Date: 5 November
On the basis of data obtained, students will analyse and describe in detail the variation present or the evidence for language change. They will prepare a comprehensive research report which addresses their chosen research question(s). The report will be informed not only by their chosen body of data, but also by the literature relating to the aspect(s) of language under investigation.
1 All assignments are to be submitted via MyUni. 2 Ensure that the Course Title and Assignment Title & Topic appear on the cover sheet. 3 All assignments must be typed and in grammatical English. Assignments must be double-spaced with a minimum 12 point font. 4 Always keep a copy of your work. (Just occasionally things do go astray) 5 Assignments submitted late require a doctor’s certificate, counsellor’s certificate or similar proof/documentation. 6 Extensions (normally up to one week) MUST be organised prior to the due date. Application for Assessment
Extension forms may be found here: https://www.adelaide.edu.au/student/exams/forms
7 Penalty with no extension is 2% per day up to 7 days (including weekends and public holidays). 8 Assignments which are more than 7 days overdue without an approved extension will not be accepted.
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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