UNIVERSITY OF KENT
LL822: Language Typology
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module:
Language Typology
2.
School which will be responsible for management of the module:
SECL
3.
Start date of the module:
September 2012, revised September 2014
4.
The number of students expected to take the module:
30
5.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal:
None.
6.
Level of the module
M
7.
The number of credits and the ECTS value which the module represents:
15 (7.5 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern):
Autumn or Spring
9.
Prerequisite and co-requisite modules:
Co-requisite: LL838 Sound, LL833 Structure and LL837 Research Skills
10. The programme(s) of study to which the module contributes:
MA Linguistics and associated programmes
11. The intended subject specific learning outcomes
On successful completion of this module students will:
1. have an awareness of empirical approaches to language categorization which
contrasts with rationalist approaches
2. understand the problems of cross-linguistic categorization
3. be familiar with empiricist typological methods and findings, and will
understand key concepts such as absolute and implicational universal,
grammatical hierarchy, and tendency as used in typological theory
4. be aware of, and able to evaluate, competing claims from other paradigms
12. The intended generic learning outcomes
On successful completion of this module students will be able to:
1. reflect critically on the metalanguage of linguistics, and the relevance of
different categories (e.g. gender, number) to different language groups
2. develop critical reflection on complex material, for which competing
explanations may be available,
New module specification approved by Faculty 07 March 2012
UNIVERSITY OF KENT
3. learn to evaluate critically the strengths and weaknesses of different theoretical
perspectives
13. A synopsis of the curriculum
The module will begin by examining ‘genetic’ or family-tree groupings of language
families, before considering the comparative or typological approaches of
universals, i.e. claims which purport to be universally applicable to all languages,
in semantics and syntax which emerged in the 1960s and 1970s, notably via the
work of Greenberg and Venneman, or in the work on colour terms by Berlin and
Kay. The strengths and weaknesses of comparative methodology will be
considered, along with the competing claims of other approaches, notably the
generative paradigm. Typological approaches to grammatical categories such as
animacy, noun classification (gender), and number, as investigated by Corbett,
Croft and Comrie will be examined, introducing the concept of grammatical
hierarchy. The course will end with consideration of the nature and value of
typological universals, and examination of diachronic typological models, i.e. the
implications of this approach for language change.
14. Indicative Reading List
Comrie, B. (1989) Language Universals and Linguistic Typology. Oxford: Blackwell
Corbett, G. (2000) Number. Cambridge University Press
Croft, W. (1990) Typology and Universals. Cambridge University Press
Whaley, L.J (1997) Introduction to Typology: the Unity and Diversity of Language.
California: Sage
15. Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
2 contact hours per teaching week (one lecture and one seminar) for 10 weeks
(imparting learning outcomes 11.1-3 12.1-3), plus a further 130 hours of private
study for which readings and worksheets will be provided (imparting learning
outcomes 11.1-3, 12.1-3). There will be two reading weeks, as for all ELL modules,
in weeks 5/17 and 9/21.
Total Contact hours: 20
Total Study Hours: 150
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes.
Students will be required to write an essay of 2,500 words, informed by a critical or
comparative theoretical perspective (imparting learning outcomes 11.1-3 and 12.13).
17. Implications for learning resources, including staff, library, IT and space:
None beyond ordering of multiple copies of core texts.
18. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
New module specification approved by Faculty 07 March 2012
UNIVERSITY OF KENT
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the
University’s disability/dyslexia support service, and specialist support will be
provided where needed.
19. Campus(es) where the module will be delivered
Canterbury
New module specification approved by Faculty 07 March 2012