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Linguistics 101: Introduction to Language
Sections 1 & 2
Fall 2015
T/Th 2:00-3:15
AH-3113
Instructor
Taylor Mahler
Department Office: SHW _____
Office Hours: T/Th 12:45-1:45 pm
Email: taylor.mahler56@gmail.com
I will do my best to respond to emails sent during school days within 24 hours!
Text
1. McGregor, W. (2015). Linguistics: an introduction (First ed.). London: Bloomsbury Academic.
2. Additional readings posted on Blackboard.
This Course: An Overview, an Outline, a Roadmap
This course is about language. The study of language is called linguistics. Throughout the course
we’ll be working towards answering the following question: what is language? Answering that
question is a big part of what doing linguistics is all about.
Two themes will run through our course and guide us as we try to determine what language is. The
first theme is based on the observation that language has purpose: we use language to get things
done in the world. The second theme is based on the observation that humans are only able to use
language because we have very complex cognitive systems: the use of language involves
cognitive processes.
Thus, as we’re trying to answer these questions, we’ll be less concerned with describing language
as a formal system, and more concerned with describing what people do with language and how
they accomplish those tasks using general cognitive abilities. In order to describe these aspects of
language, you will actually be doing linguistics.
One of the things we’ll find out early on is that we can identify different “levels” of language. At
the base level, language is made up of sounds. Sounds compose parts of words, which compose
words. We can put words together to make phrases, clauses, and sentences. Meaning is present on
nearly every level of linguistic representation, but the most complex meanings arise at the highest
levels, at the phrase, clause, and sentence level especially.
As we study all of these different levels of representation, we’ll constantly be asking what do we do
with sounds/words/phrases/sentences to get things done in the world? and what cognitive processes
are involved when we produce and perceive sounds/words/phrases/sentences?
In other words, although we will study each level of linguistic representation in detail, we’ll be
asking broader questions about the functions and cognitive processes involved in producing and
perceiving language at each level.
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Unit 4
phrases, clauses, sentences
Unit 3
(parts of) words
Unit 2
sounds
Once we’ve asked these questions for each distinct level of representation, we’ll ask them more
generally. Unit 5 will be dedicated to determining what we use language for (in general) and what
cognitive processes are involved in getting those things done.
Approximately the last third of the course will be focused on learning about some different fields
and applications of linguistics.
The Big Picture
This course is one of nine courses that you will take in General Education Foundations, and it is one
of two Foundations courses that you will take in the area of Social and Behavioral Sciences. Here’s
what the course catalog says about these courses:
Foundations courses cultivate skills in reading, writing, research, communication,
computation, information literacy, and use of technology. They furthermore introduce you
to basic concepts, theories and approaches in a variety of disciplines in order to provide the
intellectual breadth necessary to help you integrate the more specialized knowledge gathered
in your major area of study into a broader world picture.
Upon completing this area of Foundations (the area of Social and Behavioral Sciences), you
will be able to: 1) explore and recognize basic terms, concepts, and domains of the social
and behavioral sciences; 2) comprehend diverse theories and methods of the social and
behavioral sciences; 3) identify human behavioral patterns across space and time and
discuss their interrelatedness and distinctiveness; 4) enhance your understanding of the
social world through the application of conceptual frameworks from the social and
behavioral sciences to first-hand engagement with contemporary issues.
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To fulfill these goals, this course will require you to:
1. read primary sources and excerpts from textbooks representative of diverse theories and
methods within linguistics
2. research different theories, methods, and concepts within linguistics
3. write an essay based on this research and develop one of these essays into a longer paper
4. a) research linguistic variation and consider how different varieties are both distinct and
related OR b) research a domain of linguistics and
c) communicate your findings in a group presentation
5. reflect on the ways in which the techniques and content of the field of linguistics can or
should play a role in your own field of study
Course Requirements in Detail
1. Reading. Do the reading. Although the general readings are listed on the course schedule, I will
make clear at each class session exactly what portion of each reading assignment you should
complete before the next class. While you won’t receive a grade for completing the reading, you
will receive grades for all assignments based on the readings. Therefore, it is in your best interest
to do the reading on time!
2. Essay. You will turn in several drafts of an essay related to a topic we’re discussing in class.
My goals for you and the reasons I’ve assigned this essay are (1) to get you to thoughtfully engage
with the course material, (2) to provide you with practice in thinking and writing critically, and (3)
to provide you with opportunities to receive feedback that will improve your writing and critical
thinking skills. To this end, these drafts will not be graded on a typical grading scale. They are
primarily about (1) your level of effort toward improving your writing and thinking skills, and (2)
your progress. You will get a check, check plus, or check minus on each essay, which roughly
correspond to a 100%, 85%, and 70%. A full effort will get a check plus, a mediocre effort will get
a check, and a weak effort will get a check minus. Your grades for drafts after the first draft will
depend on the extent to which you’ve used the feedback you received to improve your essay.
The following types of papers will not receive any credit:
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Essays that are not turned in
Essays that don’t meet the minimum page requirement
Essays that are completely off topic
Because one of my main goals with these papers is to provide you with feedback so that you can
improve your writing and critical thinking skills, I will score your essay with a normal ‘grade’
(A/B/C/D/F) I will also provide some comments about the things you did well and the things you
should work to improve. HOWEVER, the score and comments are for YOU; the score will NOT
be included in your course grade calculation. Only your score on the check plus, check, check
minus scale will be added to your course grade calculation.
The first draft is worth 10% of your final grade, the second is worth 20% of your final grade, and
the final draft is worth 40% of your final grade.
3. Group Presentations. For your group presentations, you have (to some extent) a choice. You
will tell me via email by 9/1 whether you prefer to do a group presentation on linguistic variation
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or on a subfield/application of linguistics. You will also indicate your preference as to which
specific topic you prefer to present on. Based on your preferences, I will put you in a group. You
will either present on linguistic variation or a specific application/field of linguistics.
Variation. You will prepare a short presentation (10-15 minutes) about regional or social variation
in the use of sound, (parts of) words, phrases (and beyond), or meaning. Your job will be to
describe a particular variety of a language with respect to one of the levels of linguistic
representation (sound, words, etc.). The variation presentations will take place during the first 2/3 of
the semester. When you’re choosing a topic, keep in mind that the presentations will accompany
the course content. In other words, if you choose to present on sound (phonetic/phonological)
variation, you will be presenting very early in the semester, and if you choose to present on
variation related to meaning, you will be presenting much later.
Applications and/or Fields of Linguistics. In a small group (4-5 students), you will prepare a 10-15
minute presentation about a particular application or field of linguistics. These presentations will
take place during the last 1/3 of the semester. Here are some possible topics, although I’ll help you
narrow these down to more manageable areas of focus:
Animal communication systems
Psycholinguistics
Philosophy of language
Computational linguistics
Writing systems
Speech-language pathology
Child language acquisition
Second language acquisition
Second language pedagogy
Forensic linguistics
Sign language
Pidgins & creoles
Code-switching
Linguistics and learning to read/write
Caregiver language
The status of English
Other topics are definitely possible; you will need to discuss them with me before you start
researching.
The presentation is worth 10% of your final grade.
4. Packets. You will turn in 5 packets, each of which will contain several problem sets. Each
packet will be worth 2% of your final grade. The packets will mainly be graded for
completion/effort, and we will go over the problem sets in class. However, it is still in your best
interest to use your best effort when completing these problem sets, because similar problems will
be on the final exam.
6. Final Exam. Much of the content of the final exam will come from the group presentations.
There will also be items on the final that are similar to the problem sets you completed. You will
get more details about the format and content of the final exam about a month before the date of the
exam. The final exam is worth 10% of your final grade and takes place on Tuesday, Dec. 15 from
1-3pm.
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Additional Info
Please visit me during my office hours if you’re having trouble with the material! If you are unable
to come to my office hours, you may also schedule an appointment. If you schedule an
appointment and then cancel, you must let me know about the cancellation at least 24 hours
before the scheduled time or your final grade will be docked by 5%!
You will have the opportunity to have a conference with me about your final paper before you turn
it in. Although you are not required to schedule a conference, I highly recommend that you do
so! I will be able to provide much more feedback in a face-to-face meeting than via email. I will
also be able to help you think about how to improve your writing in general, not just for this class
and your final paper!
Note: The syllabus may be altered at the instructor’s discretion. Additional reading may be added to
the syllabus.
Students with Disabilities
Please let me know if you have a disability and will need accommodations. I am available during
office hours to meet privately. Before accommodations are made, however, a student may be
required to obtain and/or provide appropriate documentation from the Office of Student Disability
Services (http://go.sdsu.edu/student_affairs/sds/ or 619-594-6473)
Academic Integrity
Do not cheat. You may work together on homework assignments, but list each contributor’s name
at the top of the first page. You may not collaborate on tests. Failure to follow these rules is
cheating. If you cheat, you will be given a grade of “F” for the course and may be suspended from
SDSU. If you have questions about the definition or specifics of “cheating” or “plagiarism” you
may contact me, the Linguistics Dept. Chair, a member of the Student Discipline Office at (619)
594-3069 or http://csrr.sdsu.edu/
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Week
Unit
Topics
Reading
1. Intro
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What is language?
What is linguistics?
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2
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4
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5
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What can we do with language?
o Identity
o Pragmatics
How do we use language?
o Biology
o Cognition
How do we produce sounds?
o the vocal apparatus
o types of sounds
How can we represent sounds as linguists?
o IPA
How do sounds pattern?
o Intro to phonology
How do sounds pattern?
How do we describe the patterns of sounds of a
language?
o Solving phonology problems
Phonology continued
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Review essay drafts
Work on writing skills
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2. Sounds
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Assignments
Ch. 1 (GooglePlay)
Intro Readings on BB (for
Essay 2)
Continue Intro Readings (for
Essay 1)
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Get the book! (By 9/3)
Due 8/27: About Me
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Get the book!
Packet 1, Problem Set 1
Due 9/1: Presentation topic
preferences
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2.1-2.4
Additional reading on BB
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Packet 2, PS 1: p. 53 #1, 3, 5, 6
DUE 9/8: Essay 1
DUE 9/10: Packet 1
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2.6-2.8
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Packet 2, PS 2
Packet 2, PS 3
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Additional reading on BB (for
Essay 2)
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Packet 2, PS4
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DUE 9/28: Packet 2
Writing
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3. (Parts of) Words
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4. Phrases &
Beyond
How do we structure words?
o The morpheme
How and why does the structure of words
change?
o allomorphs
Morphology continued
Processing and production of words
o Sapir-Whorf
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3.1-3.3
3.4-3.6
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Packet 3, PS1: p. 76 # 1-3
Packet 3, PS2: #5, #10
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4.1, 4.5
Additional reading on BB (for
Essay 3)
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Packet 3, PS3: p.76-78 #3, #9
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Readings on BB
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Due 10/22: Packet 3
Packet 4, PS1
Packet 4, PS2
DUE 10/27: Draft 2
10/29 Presentations on Morph
5.
Meaning
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How do we structure sentences?
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How can we represent sentence structure?
How do process sentences?
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Finish up Syntax
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o How does language mean?
o semantics
o pragmatics
o How to do things with words
 Presentations
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No Class 11/24
No Class 11/26
Presentations
Paper Conferences
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Presentations
Paper Conferences
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Paper Conferences
Final Exam
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6. Applications
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o Ch. 6
 Packet 5, PS1
 11/5 Presentations on Syntax
o Due 11/10: Packet 4
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Due 11/19: Packet 5
11/19: Presentations on
Meaning, Forensic Linguistics
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Evolution of Lang
Animal Comm
Psycholing
SLA
Comp Ling
Hollywood English
Pidgins & Creoles
Due 12/14: Final Draft
Tue 12/15 1-3 pm: Final Exam