LING 1101 - Foundations of Linguistics

North Terrace Campus - Semester 1 - 2015

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
Available for Study Abroad and Exchange	Y
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




Tutors: Nayia Cominos & TBA

Dr Nayia Cominos

Napier 908 Thursdays & Fridays

Tel: 8313 1403

e-mail: nayia.cominos@adelaide.edu.au (emails read regularly)

Student Consultations:

Rob: Friday 10am in Napier 910 (83133924)
Nayia: TBA

Subject Librarian

Ms Judith Bailey, Barr Smith Library

Email: judith.bailey@adelaide.edu.au

Course Timetable

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

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:

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 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.

·          McGregor, W. B. (2009) Linguistics: An Introduction. Continuum: London.

Online Learning

Myuni:

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):

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

Lectures supported by problem-solving tutorials developing material covered in lectures.

Workload

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

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	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.

Assessment Detail

Linguistic Practicals

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

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 .

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
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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