Monterey Institute of International Studies

Syllabus: LING 8500 FALL, 2010

Language Analysis
Dr. John Hedgcock Meeting Times: MW 14:00-15:50 A203 Office Hours: MW 13:00-13:50 & by appointment Office: McCone 115 Phone/Voicemail: 647-4197 e-mail: john.hedgcock@miis.edu

Course Description and Summary of Goals

In response to Crystals (2006) admonition to BE LINGUISTICALLY PREPARED (p. 103), LING 8500 examines approaches to characterizing linguistic form and language use. Emphasizing applications of linguistics to language instruction, this course aims to equip pre- and in-service teachers with descriptive, analytic, and critical tools for grappling with the challenges of language teaching. By successfully completing Language Analysis, you will: Understand and appreciate the role of language in human cognition, interaction, socialization, and identity construction; Achieve a working knowledge of the core principles of linguistic theory, description, and analysis; Become familiar with the functions of the primary linguistic subfields of phonetics, phonology, morphology, syntax, semantics, pragmatics, speech act theory, and discourse analysis; Develop basic skills in linguistic reasoning, problem-solving, and formal pattern recognition; Acquire a repertoire of relevant linguistic terminology; Recognize and appreciate how linguistics can influence and inform educational practice. To guide you in achieving these aims, we will survey components of linguistic knowledge as manifest in data from English and a variety of the worlds languages, highlighting connections between linguistic theory and language learning, whenever relevant. Readings, assignments, and classroom tasks are all designed with the following instructional principle in mind:
Knowing how language works and how people use it is a first and indispensable step towards deciding what shall be taught, and is one of the components, along with knowledge of the psychology of learning and the social and cultural contexts of learning, which feed in to how we teach languages. We cannot hope to answer basic questions about the form and content of language teaching syllabuses and materials without subjecting their raw material, the target language, to close scrutiny. (McCarthy & Carter, 1994, p. 3)

Course Format
In addition to instructor presentations and interactive discussions, class sessions will include collaborative activities and data-based problem-solving sessions.

Requirements and Assessment

Student Participation and Attendance: You are expected to attend all class sessions, to participate actively, and to check Moodle postings regularly. Class activities will generally relate to designated readings; classroom exercises will correspond as much as possible to the topical material listed in the course outline. You will benefit from taking careful notes, asking questions, consulting with classmates, checking Moodle, and seeing me during office hours. Poor attendance is likely to damage student performance, and in no case will it be acceptable for students to accumulate more than four hours (two class days) of unexcused absences. Students who accumulate more than four hours of absence (excused or unexcused) will be advised to drop the course. Course Readings: I will expect you to have completed the assigned course readings and tasks for each class day so that you are prepared enough for us to move ahead with the designated material. Naturally, you are expected to come to class with questions pertaining to the readings and suggested exercisesand to make these queries known. Unless I hear from you, I will assume that you are keeping up. Exercises, Quizzes, and Course Log: For each assigned textbook chapter, you will complete a selection of exercises, which you will self-correct in writing using the solution key (available on E-Reserve). You will store your completed, corrected exercises in an Exercise File documenting your self-directed learning (see Instructions for Exercise File for details about content, format, and assessment criteria). Exercises and quizzes should help you prepare for Assignments and Exams. At the end of the course, you will present all course materials (i.e., all academic products and documents distributed in class) in a binder. Your work for this course will be considered complete once all the compulsory materials are compiled neatly in your Course Log (Guidelines will be provided). Exams will consist of timed (one-hour) exercises designed to measure your comprehension and retention of selected reading and lecture material. Please use the Study Guide to scaffold your reading and prepare for Exams.

Assignments will comprise brief take-home tasks designed to assess your ability to analyze linguistic data and apply linguistic concepts to instructional practice. Interaction Analysis: This collaborative, data-based project will consist of a systematic analysis of a transcribed conversational interaction. See handout titled Interaction Analysis Assignment Guidelines.

Course Grades
The following weighting system will be used to calculate quantitative course grades:
Exercise File, Quizzes, + Course Log Exams Assignments Interaction Analysis Weighting 20% 25% 30% 25%

Late Assignments
Late assignments can be accepted only due to illness, family emergency, or other legitimate reasons related to circumstances beyond your control. Scores on late work will be reduced by ten percentage points (i.e., a 90 becomes an 80, an 80 becomes a 70, and so forth) for each day the assignment is overdue (including Saturday and Sunday), unless you alert me and negotiate an extension with me in advance. Materials submitted five or more days late will not be accepted and will be assigned a score of zero.

Incomplete Grade Policy

A grade of I cannot be assigned unless serious, extenuating circumstances prevent you from completing all coursework by the deadlines specified in the syllabus. Please consult the current version of the MIIS Academic Policies and Standards Manual (APSM) for details concerning the Institute's Incomplete policy. Time shortages related to jobs, personal commitments, and other courses do not constitute extenuating circumstances. To request an I, you must have already completed at least 70% of the compulsory work and must make this request well in advance of the last day of classes. A grade of I is not automatic; on the contrary, its terms must be arranged by mutual agreement before posted deadlines and should generally be removed before the start of your next semester of study. I would discourage you from even considering the Incomplete option.

Collaboration
The Interaction Analysis assignment requires collaboration with a peer. I will expect all other work submitted for evaluation to be exclusively your own unless you reach an agreement with me in advance.

Plagiarism Policy
Suspected plagiarism on any assignment, regardless of weight, will be treated with utmost seriousness and handled in strict accordance with the procedures specified in the MIIS Academic Policies and Standards Manual.

Housekeeping
Please deactivate mobile phones before class and keep them off. Laptop use during class is to be reserved exclusively for note-taking and instructor-led activities requiring laptop use. Its downright rude to check e-mail and web-surf during class. Please avail yourselves of my office hours and scheduled appointments for consultation to avoid potentially time-consuming conversations before class and during breaks. If you have a quick question, kindly ensure that the question is truly quick; otherwise, we can set an appointment for a conversation.

Course Texts
(Titles available in the MIIS Library stacks, on E-Reserves, or for purchase online) Finegan, E. (2008). Language: Its structure and use (5th ed.). Boston: Thomson Wadsworth. [Required] Gee, J. P. (2005). An introduction to discourse analysis: Theory and method (2nd ed). London: Routledge. [Required] E-Reserve Selections. [Required] Atkinson, J. M., & Heritage, J. (1984/2006). Jefferson's transcript notation. In A. Jaworski, & N. Coupland (Eds.), The discourse reader (2nd

ed., pp. 158-166). London: Routledge. Brown, P., & Levinson, S. C. (1987/2006). Politeness: Some universals in language usage. In A. Jaworski, & N. Coupland (Eds.), The discourse reader (2nd ed., pp. 311-323). London: Routledge. Cameron, D. (1997/2006). Performing gender identity: Young mens talk and the construction of heterosexual masculinity. In A. Jaworski, & N. Coupland (Eds.), The discourse reader (2nd ed., pp. 419-432). London: Routledge. Grice, H. P. (1975/2006). Logic and conversation. In A. Jaworski, & N. Coupland (Eds.), The discourse reader (2nd ed., pp. 66-77). London: Routledge. Gumperz, J. J. (1977/2006). Sociocultural knowledge in conversational inference. In A. Jaworski, & N. Coupland (Eds.), The discourse reader (2nd ed., pp. 78-85). London: Routledge.

Hewings, A., & Hewings, M. (2005). Grammar and context: An advanced resource book. London: Routledge. Lightfoot, D., & Fasold, R. (2006). The structure of sentences. In J. Connor-Linton & R. Fasold (Eds.), An introduction to language and linguistics (pp. 97-135). New York: Cambridge University Press. Nunberg, G. (2004a). The bloody crossroads of grammar and politics. In G. Nunberg, Going nucular: Language, politics, and culture in confrontational times (pp. 246-250). Cambridge, MA: Perseus. Nunberg, G. (2004b). Like, Wow! In G. Nunberg, Going nucular: Language, politics, and culture in confrontational times (pp. 264-267). Cambridge, MA: Perseus.

A linguistics or applied linguistics dictionary of your choice (e.g., Bauer (2007), Crystal (2003), Davies (2006), Johnson & Johnson (1999), Matthews (1997); Richards et al. (2002), Trask (1997) (See Selected References) [Recommended] Crystal, D. (1998). The Cambridge encyclopedia of language (2nd ed.). Cambridge: Cambridge University Press. [Recommended]

Week

Date
M 30 Aug. W 01 Sept. M 06 Sept. W 08 Sept. M 13 Sept. W 15 Sept. M 20 Sept. W 22 Sept. M 27 Sept. W 29 Sept. M 04 Oct. W 06 Oct. M 11 Oct. W 13 Oct. M 18 Oct. W 20 Oct. M 25 Oct. W 27 Oct. M 01 Nov. W 03 Nov. M 08 Nov. W 10 Nov.

Topics
Languages + Linguistics NO CLASS Labor Day Holiday Words + their Parts: Lexicon + Morphology Words + their Parts: Lexicon + Morphology The Study of Meaning: Semantics The Sounds of Language: Phonetics Sound Systems of Language: Phonology Phrases + Sentences: Syntax

Required Readings**
Finegan Ch. 01 Nunberg (2004a, 2004b) Finegan Ch. 02 Finegan Ch. 02 Finegan Ch. 06 Finegan Ch. 03 Finegan Ch. 04

Work to Submit (Fill in as needed)

01 02 03 04 05 06 07 08 09 10 11 12 13 14

Exam 1

Finegan Ch. 05 Hewings + Hewings (2005) Unit A5 Phrases + Sentences: Syntax Finegan Ch. 05 Language Universals + Language Typology Finegan Ch. 07 Information Structure + Pragmatics Finegan Ch. 08 Gumperz (1977/2006) Speech Acts + Conversation Finegan Ch. 09 Grice (1975/2006) Discourse Analysis: Introduction, Building Tasks, Tools Gee Chs. 01-05 of Inquiry, Social Languages, Conversations, + Brown + Levinson (1987/2006) Intertextuality M 15 Nov. Discourse Analysis: Situated Meanings, Discourse Gee Chs. 06-11 W 17 Nov. Models, Applying Discourse Analysis Atkinson + Heritage (1984/2006) Cameron (1997/2006) M 22 Nov. Sample Discourse Analyses Gee Chs. 09-11 W 24 Nov. NO CLASS W 02 Dec. Course Summary

Draft Transcription

Exam 2

Interaction Analysis + Course Log

*Although slight deviations from this timetable may be necessary, the topic sequence will not be altered. Reading passages and other assignments will be announced at the beginning of each class session. Supplemental readings also may be distributed and assigned. ** Assigned readings can be found in the required textbooks (Finegan, 2008; Gee, 2005) or via E-Reserves. Consult list of Course Texts for complete citations.

Selected References
Aitchison, J. M. (1996). The seeds of speech: Language origin and evolution. New York: Cambridge University Press. Allan, K., Bradshaw, J., Finch, G., Burridge, K., & Heydon, G. (2011). The English language and linguistics companion. Houndsmills, UK: Palgrave Macmillan. Andrews, L. (2001). Linguistics for L2 teachers. Mahwah, NJ: Lawrence Erlbaum Associates. Andrews, L. (2006). Language exploration and awareness: A resource book for teachers (3rd ed.). Mahwah, NJ: Lawrence Erlbaum. Ashby, P. (2005). Speech sounds. London: Routledge. Asher, R. E., & Moseley, C. (2007). Atlas of the worlds languages (2nd ed.). London: Routledge. Baron, N. S. (2008). Always on: Language in an online and mobile world. Oxford, England: Oxford University Press. Battistela, E. L. (2005). Bad language: Are some words better than others? Oxford, England: Oxford University Press. Bauer, L. (2007). The linguistics students handbook. Oxford, England: Oxford University Press. Beck, M-L. (1997). Why syntactic theory? In K. Bardovi-Harlig & B. S. Hartford (Eds.), Beyond methods: Components of second language teacher education (pp. 42-66). New York: McGraw-Hill. Behrens, S. J., & Parker, J. A. (2010). Language in the real world: An introduction to linguistics. New York: Routledge. Biber, D., Conrad, S., & Leech, G. (2002). Student grammar of spoken and written English. Essex, England: Pearson Education. Blake, B. J. (2008). All about language: A guide. Oxford, England: Oxford University Press. Bloomer, A., Merrison, A., & Griffiths, P. (2005). Introducing language in use. London: Routledge. Botha, R., & Knight, C. (Eds.). (2009). The cradle of language. Oxford, England: Oxford University Press. Bousfield, D. (2008). Impoliteness in interaction. Amsterdam: J. Benjamins. Boye, K., & Engberg-Pedersen, E. (2010). Language usage and language structure. Berlin: Mouton. Brazil, D. (1995). A grammar of speech. Cambridge, England: Cambridge University Press. Carnie, A. (2008). 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Berlin: Mouton. Davies, A. (2006). A glossary of applied linguistics. Mahwah, NJ: Lawrence Erlbaum. Dessalles, J-L. (2007). Why we talk: The Evolutionary origins of language. Oxford, England: Oxford University Press. Dixon, R. M. W. (2009). Basic linguistic theory, volume 1: Methodology. Oxford, England: Oxford University Press. Dixon, R. M. W. (2009). Basic linguistic theory, volume 2: Grammatical topics. Oxford, England: Oxford University Press. Evans, V. (2009). How words mean: Lexical concepts, cognitive models, and meaning constructioin. Oxford, England: Oxford University Press. Fabb, N. (2005). Sentence structure. London: Routledge. Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. London: Routledge. Fasold, R. W., & Connor-Linton, J. (Eds.). (2006). An introduction to language and linguistics. Cambridge, England: Cambridge University Press. Fennelly, B. A. (2002, March-April). Fruits we'll never taste. Utne Reader, 110, 64-70. Finch, G. (2005). 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(Available from the stacks at the MIIS Library, via E-Reserves, via Interlibrary Loan, or for purchase online)

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