LING 3020 - Perspectives on Language Variation & Change
North Terrace Campus - Semester 2 - 2019
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General Course Information
Course Details
Course Code LING 3020 Course Perspectives on Language Variation & Change Coordinating Unit 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 Assessment Linguistic practical (eg comparative method or text analysis) 20%, Oral presentation 20%, Research report 60% Course Staff
Course Coordinator: Associate Professor Rob Amery
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
- Understand the need for research ethics and complete an ethics clearance application
- Collect and assemble a body of linguistic data for analysis
- Understand the principles of sociolinguistic variation within a speech community
- Understand how and why languages change over time
- Apply the comparative method to a body of data drawn from a group of related languages
- Apply a variety of analytic methods and approaches to a body of language data
- Choose an appropriate method to analyse the body of data at hand
- Communicate findings orally and in written form
University Graduate Attributes
No information currently available.
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Learning Resources
Required Resources
Course Textbooks
Millar, Robert Mccoll; Trask, Larry (2015) Trask’s Historical Linguistics, Third Edition. Routledge, London. (available as e-book through
BSL)
Bowern, Claire. (2015) Linguistic Fieldwork: A Practical Guide. 2nd Edition. Palgrave MacMillan, Basingstoke, UK.
Recommended Resources
Highly Recommended:
· 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.
· Trask, Larry (2013) Trask’s Historical Linguistics. 2nd edition. Routledge, Abingdon & New York.
· 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.
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Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
Workload
No information currently available.
Learning Activities Summary
No information currently available.
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Assessment
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
No information currently available.
Assessment Detail
1. Research Ethics Assignment
Length: 1,000 words
Due Date: 9 August
Students will complete a research ethics application based upon a proposed investigation involving the collection of primary data through one or more of the following: conducting interviews, administering questionnaires, recording wordlists, elicited sentences, texts or conversations or conducting experiments.
2. Linguistic Practical
Length: 1,500 words
Due Date: 30 August
Apply the comparative method to a body of language data in order to reconstruct an earlier form of the language which might have given rise to the daughter languages under study.
Identify the sound changes which have taken place in each of the languages.
3. Oral Presentation and Write-up
Length: 1,500 words
Due Date: various (Weeks 8 to 12)
Students will need to assemble or access a body of language data that reveals variation or change. This might be varieties of language which deviate from the standard in significant ways. Or it might be data from two or more closely related languages, or indeed a large number of languages spread across a particular region. Students will identify one or more research questions formulated to interrogate the data. Research questions may focus on one or more aspects of the language(s) including phonology, morphology, syntax, semantics, lexicon, child language, special registers, regional or social dialects etc. Students will present the data corpus and discuss their research question(s), and their chosen approach to research and to analyse the data.
4. Research Report
LEngth: 5,000 words
Due Date: 8 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.
Submission
No information currently available.
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 .
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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.
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Policies & Guidelines
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