The Department of Foreign Literatures and Linguistics
COURSE DESCRIPTION- LINGUISTICS 2015-2016
First year
Required
INTRODUCTION TO LINGUISTICS AND SYNTAX
Dr. Tova Rapoport
Fall semester, 4 pts
Teaching Assistants:
Mor Harpaz: morharpa@post.bgu.ac.il
Carmel Mor: carmelcish@gmail.com
Goals
•
Introduce the science of modern linguistics and its fundamental concerns
•
Understand the basic subdivisions of the field: phonology, syntax and semantics
•
Acquire basic tools for the analysis of syntactic data
Requirements and Grading
•
Attendance required.
•
Exercises: 20% (approximately 2% per exercise for 10 exercises; grades are pass/fail)
•
You may work on the exercises either singly or in pairs. (If in a pair, submit once.)
•
Intro exam (midterm): 20%
•
Syntax exam: 60%
INTRODUCTION TO SEMANTICS
Course requirements:
Attendance
Homework Assignments: 20%
Final Exam: 80%
INTRODUCTION TO PHONOLOGY
Dr. Dorit Ben-Shalom
Spring semester, 2 pts.
The mechanics of speech production (articulatory phonetics), and the acoustic characteristics of speech
sounds.
Course requirements:
10 in-class quizzes
20%
3 assignments
30%
1 final exam
50%
Required attendance: Final test (but there are quizzes in class)
‫מבוא לפונולוגיה‬
.(‫ ומאפיינים אקוסטיים של צלילי דיבור )פונטיקה אקוסטית‬,(‫מנגנוני הפקת דיבור )פונטיקה הפקתית‬
:‫דרישות הקורס‬
20%
‫ בחנים בכיתה‬10
30%
‫ מטלות‬3
50%
‫ מבחן סיום‬1
.(‫ מבחן סיום )אבל יש בחנים בכיתה‬:‫חובת נוכחות‬
READING WORKSHOP FOR LINGUISTIC
Dr. Irena Botwinik
Spring semester, 2 pts.
The main purpose of the workshop is to learn how to read articles in linguistics in a thorough and
critical way. A secondary goal is to expose students to the fields of linguistics that are not covered by
the compulsory courses or by any courses in the department: linguistic relativity, socio-linguistics,
historical linguistics, etc. During the workshop, the students will be asked to read the articles at
home, before class, in order to conduct a fruitful and meaningful discussion of the relevant article,
focusing on the identification of the main claim of the article, the type of arguments advanced to
support the main claim, exposure of tacit assumptions, as well as additional issues which are typical
of linguistic literature, such as the status of examples and counter-examples in supporting/refuting
linguistic theories.
General information:
•
Presence in class is obligatory
•
Some classes will start with a proficiency test of the relevant article (the grade – pass/fail). At
least 80% of the tests should receive "pass" grade.
•
All the material, including the articles, is on the course site.
•
The exam will include questions on the articles discussed during the course as well as on an
"unseen", that will be revealed a week before the exam.
•
Pay attention to the announcements on the course site
Grade:
Proficiency tests – 20%, P/F
Graded assignment – 15%
Active participation in class – 5%
Final Exam – 60%
Bonus: Class presentation (possible in groups) – 10%
References and Readings (there might be changes)
Bradley, J. 2011. Yanyuwa: "Men speak one way, women speak another". In J. Coates and P. Pichler
(eds.), Language and Gender: A Reader, 2nd edition, Part I Gender differences: Pronunciation
and grammar.
Boroditsky, L. 2001. Does language shape thought? Mandarin and English speakers' conceptions of
time. Cognitive Psychology 43, 1-22.
Fattal, I., N. Friedmann, and A. Fattal-Vilevsky. (In press in Brain). The crucial role of thiamine in
the development of syntax and lexical retrieval: A study of infantile thiamine deficiency.
Grodzinsky, Y. 1989. Agrammatic comprehension of relative clauses. Brain and Language 37, 480499.
Horvath, J. and P. Wexler 1997. Relexification in Creole and non-Creole languages – with special
attention to Haitian Creole, Modern Hebrew, Romani, and Rumanian. Mediterranean Language
and Culture Monograph Series, vol. xiii. Wiesbaden: Harrassowitz, 11-71.
Li, P. and L. R. Gleitman 2002. Turning the tables: Spatial language and spatial reasoning. Cognition
83:3, 265-294.
Myhill, J. 2004. A parametrized view of the concept of 'correctness'. Multilingua 23, 389−416.
Slobin, D. 1996. From 'thought and language' to 'thinking for speaking'. In J. Gumprez and S. Levinson
(eds.), Rethinking Linguistics Relativity. Cambridge University Press, 70-96.
Smith, N. V. 1975. Universal tendencies in the child's acquisition of phonology. In N. O'Connor (ed.),
Language, Cognitive Deficits and Retardation IRMMH Study Group 7. Butterworth, 47-65.
Reprinted in: B. Lust and C. Foley (2004) (eds.), First Language Acquisition: The Essential
Readings. Oxford: Blackwell, 294-306.
Swinney, D. 1979. Lexical access during sentence comprehension: (Re)consideration of context
effects. Journal of Verbal Learning and Verbal Behavior 18, 645-659.
Trudgill, P. 2011. Sex and covert prestige. In J. Coates and P. Pichler (eds.), Language and Gender: A
Reader, 2nd edition, Part I Gender differences: Pronunciation and grammar.
Whorf, B. 1956. Language, Thought and Reality: Selected writings of Benjamin Lee Worf, edited by
Carroll JB. Cambridge, MA: MIT Press.
Zuckermann, G. 2005. A new vision for "Israeli Hebrew": Theoretical and practical implications of
analyzing Israel's main language as a semi-engineered Semito-European hybrid language.
Journal of Modern Jewish Studies 5.1, 57-71.
First-year electives
INTRODUCTION TO COGNITIVE NEUROSCIENCE
Dr. Dorit Ben-Shalom
Fall semester, 2 pts.
Basic brain anatomy and physiology, some basic principles of cognitive psychology, and the
different imaging methods that are used to study brain structure and function.
Course requirements:
Midterm
25%
Final exam
75%
Required attendance: mid-term
‫מבוא למדע קוגניטיבי – מדעי העצב‬
‫ ושיטות ההדמיה השונות המשמשות למחקר‬,‫ עקרונות בסיסיים של פסיכולוגיה קוגניטיבית‬,‫מבנה ותפקוד מוחיים בסיסיים‬
.‫מבנה ותפקוד מוחיים‬
:‫דרישות הקורס‬
25%
‫מבחן אמצע סמסטר‬
75%
‫מבחן סיום‬
‫ מבחן אמצע סמסטר‬:‫חובת נוכחות‬
INTRODUCTION TO THE LEXICON
Dr. Tova Rapoport
Spring semester, 2 pts
In this course, we will examine the basic concepts relevant to analyses of lexical representation and
the lexicon-syntax interface.
We begin with the aspectual classes and an exploration of the aspectual and argument relations that
distinguish them. We turn to an investigation into the nature of lexical representation, considering
various analyses. We then examine certain phenomena, with the aim of deciding how we can best
account for them with a characterization of the relation between lexical and syntactic representations.
Requirements and grading:
There are regular readings, posted on Moodle.
Students are expected to read the articles, bring any questions and comments to class, and participate
in class discussions. Attendance is therefore required.
Assignments = 25% (You may work on the assignments in pairs, if you wish.)
Final exam = 75%
NATURAL LANGUAGE AND ANIMAL COMMUNICATION
Dr. Olga Kagan
Fall semester, 2 pts.
What are the key differences between natural language and other communication systems, including
the ones used by animals? Is the ability to acquire natural language a property that uniquely
characterizes human beings? Which properties are shared by various animal communication systems
and natural language and which make them distinct? In this course, we will try to provide an answer
to these questions. We will consider properties of communication systems of several species, such as
bees, ants, Diana monkeys, whales and bottlenose dolphins. We will also take a look at certain
experiments, whereby attempts have been made to teach a simplified version of human language to
apes, dolphins and parrots.
Course requirements:
Attendance
Comprehension quizzes 20%
Final Exam: 80%
‫שפה טבעית ותקשורת בין בעלי חיים‬
‫מהם ההבדלים העקרוניים בין שפה טבעית לבין מערכות תקשורת אחרות כגון מערכות תקשורת של בעלי חיים? האם רק בני‬
‫אדם מסוגלים לרכוש שפה טבעית? מהן התכונות המשותפות לשפה אנושית ומערכות תקשורת של בעלי חיים? במסגרת‬
,‫ נמלים‬,‫ כולל דבורים‬,‫ נדון בתכונותיהן של מערכות תקשורת של מספר סוגי בעלי חיים‬.‫הקורס ננסה לענות על שאלות אלו‬
.‫ דולפינים ותוכים גרסאות מפושטות של השפה האנושית‬,‫ נדבר גם על הניסיונות ללמד קופים‬.‫קופי דיאנה ודולפינים‬
LINGUISTICS THROUGH SCIENCE FICTION
Prof. Ariel Cohen
Spring semester, 4 pts.
Good science fiction allows us to investigate scientific ideas in unconventional ways. In this course
we will read a number of science fiction stories, consider the linguistic questions they raise, and
compare a contrast the contribution of science fiction with what the science of linguistics says about
the issues.
Choose one of the following options:
A final exam
Three book reports
An original story
Attendance is not required
‫בלשנות בראי המדע הבדיוני‬
,‫ בקורס זה נקרא מספר סיפורי מדע בדיוני‬.‫מדע בדיוני טוב מאפשר לנו לחקור רעיונות מדעיים בדרכים לא קונבנציונאליות‬
.‫נבחן את השאלות הבלשניות שהם מעלים ונשווה בין תרומתו של המדע הבדיוני לדבריו של מדע הבלשנות על נושאים אלה‬
‫מטלות מהקורס‬
:‫ לפי בחירת הסטודנט‬,‫אחד מהבאים‬
‫מבחן מסכם‬
‫שלושה דו"חות קריאה‬
‫סיפור מקורי‬
‫נוכחות אינה חובה‬
INTRODUCTION TO COGNITIVE SCIENCE – LANGUAGE ACQUISITION
Dr. Aviya Hacohen
Fall semester, 2 pts
The goal of this course is to introduce students to the field of first language acquisition; to present them
with the fundamental questions; and to familiarize them with the basic methodological tools required
for pursuing independent research. We will discuss different language acquisition theories, the
development of the various subparts of language and a number of methodologies to study child
language. This course is not designed to provide definitive answers; its central aim is to intellectually
stimulate the students and motivate them to further explore this incredible capacity which defines us
as humans.
The final grade for the course will be based on:
• Formulation of questions regarding the readings (15%)
• Attendance and participation in class discussions (5%)
• Tutorial assignments (25%)
• Final exam (55%)
‫מבוא למדע קוגניטיבי – רכישת שפה‬
‫הקורס עוסק ברכישת שפת אם והוא מתוכנן להקנות ידע בנושא התפתחות שפה ראשונה אצל ילדים‪ .‬מטרת הקורס היא‬
‫לחשוף את הסטודנטים לתחום רכישת השפה‪ ,‬לבחון את שאלות היסוד של התחום‪ ,‬ולהציג את הכלים המתודולוגיים‬
‫הבסיסיים הנחוצים למחקר עצמאי‪.‬‬
‫בקורס נדון בתיאוריות רכישת שפה ובשלבי ההתפתחות של חלקי השפה השונים‪ ,‬וכן נסקור טכניקות אקספרימנטאליות‬
‫המשמשות לחקר שפת ילדים‪.‬‬
‫הקורס אינו אמור לספק תשובות חד‪-‬משמעיות אלא לעורר את הסטודנטים אינטלקטואלית ולגרום להם לרצות להמשיך‬
‫ולחקור את היכולת המופלאה הזו‪ ,‬המגדירה אותנו כבני אדם‪.‬‬
‫הציון הסופי בקורס מורכב מ‪:‬‬
‫• שאלות קריאה )‪(15%‬‬
‫• נוכחות והשתתפות בדיון בכיתה )‪(5%‬‬
‫• מטלות תרגול )‪(25%‬‬
‫• בחינה )‪(55%‬‬
‫‪Selected bibliography‬‬
‫‪Guasti, M. T. (2002). Language Acquistion: The Growth of Grammar. Cambridge, MA: MIT Press.‬‬
‫‪Lust, B. (2006). Child Language: Acquisition and Growth. Cambridge, UK: Cambridge University‬‬
‫‪Press.‬‬
‫)‪Fromkin, Krashen, Curtiss, Rigler & Rigler (1974‬‬
‫)‪Eimas, Siqueland, Jusczyk & Vigorito (1971‬‬
‫)‪Crain & Lillo-Martin (1999‬‬
‫‪Boeckx, C. (2010). Language in Cognition: Uncovering Mental Structures and the Rules Behind Them.‬‬
‫‪Chichester: Wiley-Blackwell.‬‬
‫‪McDaniel, D., McKee, C., & Cairns, H.S. (1996.) Methods for assessing children's syntax. Cambridge,‬‬
‫‪MA: MIT Press.‬‬
Second year
Required courses
SEMANTICS A
Prof. Ariel Cohen
Fall semester, 4 pts.
An age-old definition of linguistics is the investigation of the relation between sound and meaning.
How is it that mere air vibrations or squiggles on a page can convey ideas, thoughts, beliefs, feelings?
In this class, we will consider this question. We will investigate what meanings are, which factors
affect the meaning of an utterance, and consider the meanings of a variety of linguistic constructions.
Requirements: The grade will be based on bi-weekly assignments, a midterm exam and a final.
Prerequisites: Introduction to Semantics
Required textbook: J. Allwood, Lars-Gunnar Andersson and Östen Dahl (1977). Logic in Linguistics.
Cambridge University Press.
‫סמנטיקה א‬
‫ איך ייתכן הדבר שתנודות אויר או שרבוטים על דף נייר‬.‫הגדרה עתיקה של הבלשנות היא חקר היחס שבין קול ומשמעות‬
‫ אלו גורמים‬,‫ נחקור את טיבן של משמעויות‬.‫ רגשות? בקורס זה נבחן שאלה זו‬,‫ אמונות‬,‫ מחשבות‬,‫יכולים להביע רעיונות‬
.‫ ונדון במשמעות של מגוון מבנים לשוניים‬,‫קובעים את משמעותו של מבע‬
SEMANTICS B
Dr. Olga Kagan
Fall semester, 4 pts.
In this course, we will continue considering a range of phenomena in formal semantics. We will
investigate such topics as properties of quantifiers, tense, lexical and grammatical aspect, generic
sentences, gradable adjectives, etc.
Course requirements:
Attendance
Homework Assignments: 15%
Midterm Exam: 25%
Final Exam: 60%
Prerequisites: Intro to Semantics, Semantics A
'‫סמנטיקה ב‬
‫ אספקט‬,‫ זמן‬,‫ נחקור נושאים כגון הסמנטיקה של כמתים‬.‫במסגרת קורס זה נמשיך לדון בסוגיות שונות בסמנטיקה פורמלית‬
.‫ תארים מדורגים ועוד‬,‫ משפטים גנריים‬,‫לקסיקלי ודקדוקי‬
'‫ מבוא לסמנטיקה וסמנטיקה א‬:‫קורס קדם‬
SYNTAX A
Dr. Lena Ibnbari
Fall semester, 4 pts.
Instructor:
Dr. Lena Ibnbari
Tutor: Ahuva Shahnovich
Office hours: By appointment
By appointment
E-mail:
ahuvash@post.bgu.ac.il
ibnbari@bgu.ac.il
Office: Diller Bldg., room 514
Course description: This course is the first half of an advanced introduction to theoretical syntax
within the framework of generative grammar. The goal is to become familiar with theoretical
concepts and principles, and to develop skills in syntactic description, analysis and argumentation.
Prerequisites: Introduction to Linguistic and Syntax
REQUIRED Course materials:
Textbook:
An Introduction to Syntactic Analysis and Theory, by Dominique Sportiche,
Hilda Koopman and Edward Stabler, published by Wiley Blackwell
Homework exercises will be available through Moodle.
NOTE: All students are expected to obtain a copy of the textbook. It will also be used in
Syntax B, and should be a valuable resource for seminars and option courses in syntax.
Course requirements:
Attend all classes and read all assigned sections from the textbook
6 exercises (5 pts each)
30%
Midterm exam
30%
Final exam
40%
Exercises policy
Only hard copy submissions are acceptable (no electronic submission).
Due 7 days after their assignment.
You may work together but must write individually your assignment.
Late submission will not be accepted under any circumstances!
Assistance: You are encouraged to see me or Ahuva with any questions you may have concerning
the course material. You can e-mail us to set up an individual appointment.
Course overview
1.
Morphology: the structure of words (Chapter 2)
2.
Syntactic Constituents – diagnostics (Chapter 3)
3.
Clause Structure – CP & TP (Chapter 4)
4.
Other Syntactic constituents (Chapter 5)
5.
X-bar: A theory of phrase structure (Chapter 6)
6.
VP-Shell (Chapter 12)
SYNTAX B
Dr. Lena Ibnbari
Spring semester, 4 pts.
This course is the second half of an advanced introduction to syntax within the framework of
generative grammar. The goal is to become familiar with theoretical concepts and principles, and to
develop skills in syntactic description, analysis and argumentation.
Prerequisites: Syntax A.
Required course materials
Textbook: An Introduction to Syntactic Analysis and Theory
by Dominique Sportiche, Hilda Koopman and Edward Stabler Wiley Blackwell, 2014
Note: All students are expected to obtain a copy of the textbook. Extensive readings and sometimes
exercises will be assigned from it. Other materials and homework exercises will be available through
Moodle.
Course requirements:
Attend all classes and read all assigned sections from the textbook
6 exercises (5% each)
30%
Midterm exam
30%
Final exam
40%
Assistance
You are encouraged to see me or Ahuva with any questions you may have concerning the course
material. You can set up an individual appointment. The best way to reach me is through e-mail.
Exercises policy
Only hard copy submissions are acceptable (no electronic submission).
Due 7 days after their assignment.
You may work together but must write individually your assignment.
Late submission will not be accepted under any circumstances!
Course overview
Selection and movement (chapter 8)
Binding theory (chapter 7)
Infinitival complements: Raising and Control (chapter 9)
Wh-movement and locality (chapter 10)
Probing Structures (chapter 11)
Ā-dependencies (chapter 14)
Second- and third-year electives
NEUROLINGUISTICS
Dr. Dorit Ben-Shalom
Fall and spring semesters, 4 pts.
Neural correlates of morphological, syntactic, semantic, phonetic, and phonological behavior.
Prerequisite: Introduction to cognitive neuroscience
Course requirements:
1 class presentation
50%
1 final paper
50%
Required attendance: Class presentation
‫נוירובלשנות‬
.‫ ופונולוגי‬,‫ פונטי‬,‫ סמנטי‬,‫ תחבירי‬,‫קורלטים עצביים של עיבוד מורפולוגי‬
‫ מבוא למדעי העצב הקוגניטיביים‬:‫דרישת קדם‬
:‫דרישות הקורס‬
50%
‫ הצגה בכיתה‬1
50%
‫ עבודת סיום‬1
‫ הצגה בכיתה‬:‫חובת נוכחות‬
PHONOLOGY: THEORETICAL AND EMPIRICAL FOUNDATIONS
Dr. Evan Cohen
Fall and spring semesters, 4 pts.
The course is divided into two parts over two semesters. The first semester reviews phonological theory
from start of generative phonology until the present, covering rule-based (SPE) and constraint-based
(Optimality Theory) approaches. The second semester discusses the investigation of phonological
knowledge, covering basic field methods, the study of corpora and experimental methodologies.
Requirements (the number of assignments is subject to change):
1. Prerequisites: Introduction to Phonology (recommended: grade over 75)
2. Regular class attendance: Students missing more than two classes in either semester cannot
complete the course
3. Reading assigned material: TBA
4. Assignments: 4-5 written exercises during the first semester (10% of final grade), 6-8 written
exercises during the second semester (10% of final grade)
5. Written exam: At the end of the first semester (30% of final grade)
6. Final paper: Submitted by 4.8.2016 (50% of final grade)
7. Late submission of assignment or paper: -10%
‫ יסודות תאורטיים ואמפיריים‬:‫פונולוגיה‬
‫ הסמסטר הראשון סוקר את התאוריה הפונולוגית מראשיתה של הפונולוגיה‬.‫הקורס מחולק לשני חלקים במהלך שני סמסטרים‬
‫ הסמסטר השני‬.(‫אילוצים )תאוריית האופטימליות‬-‫( ומבוססות‬SPE) ‫חוקים‬-‫ תוך כיסוי גישות מבוססות‬,‫הגנרטיבית ועד היום‬
.‫ מחקר קורפוסים ושיטות מחקר ניסוייות‬,‫ תוך סקירת משיטות מחקר שדה בסיסיות‬,‫עוסק בחקר הידע הפונולוגי‬
:(‫חובות הקורס )מספר המטלות נתון לשינוי‬
(75 ‫ ציון מעל‬:‫ מבוא לפונולוגיה )מומלץ‬:‫ דרישות קדם‬.1
‫ סטודנטים הנעדרים משני שיעורים במהלך אחד הסמסטרים אינם יכולים להשלים את חובות‬:‫ נוכחות סדירה‬.2
‫הקורס‬
‫ פרטים ימסרו בשיעור‬:‫ קריאה‬.3
10%) ‫ מטלות במהלך הסמסטר השני‬8-6 ,(‫ מהציון הסופי‬10%) ‫ מטלות במהלך הסמסטר הראשון‬5-4 :‫ מטלות‬.4
(‫מהציון הסופי‬
(‫ מהציון הסופי‬30%) ‫ בסיום הסמסטר הראשון‬:‫ בחינה בכתב‬.5
(‫ מהציון הסופי‬50%) 4.8.2016 ‫ הגשה עד‬:‫ עבודה מסכמת‬.6
10%- :‫ הגשה מאוחרת של מטלה או עבודה‬.7
BILINGUALISM: ITS NATURE, DEVELOPMENT AND USE
Dr. Irena Botwinik
Fall and spring semesters, 4 pts.
The phenomenon of bilingualism is quite wide-spread, but its nature seems to be quite obscure, often
confused with second language acquisition. The goal of the course is to clarify the phenomenon,
specifying the characteristics of its acquisition, its manifestation in adulthood, as well as its psychological
and neurological consequences.
Topics
I. Acquisition
Typical
Volterra, V. and Tauschner, T. 2007. The acquisition and development of language by bilingual children.
The Bilingualism Reader, edited by Li Wei, Chapter13.
Genesee, F. 2007. Early bilingual language development: One language or two? The Bilingualism Reader,
edited by Li Wei, Chapter 14.
Meisel, J. 2007. Code-switching in young bilingual children: The acquisition of grammatical constraints.
The Bilingualism Reader, edited by Li Wei, Chapter 15.
II. Use: Code-switching
Poplack, S. 2007. Sometimes I'll start a sentence in Spanish y termino en español: Toward a typology of
code-switching. The Bilingualism Reader, edited by Li Wei, Chapter 10.
Myers-Scotton, C. and Jake, J. 2007. Matching lemmas in a bilingual language competence and
production model: Evidence from intrasentential code-switching. The Bilingualism Reader, edited by Li
Wei, Chapter 11.
Muysken, P. 2007. Code-switching and grammatical theory. The Bilingualism Reader, edited by Li Wei,
Chapter 12.
III. Psycholinguistic and neurolinguistics dimensions of bilingualism
Bilingual processing
Green,D. 2007. Control, activation, and resource: A framework and a model for the control of speech in
bilinguals. The Bilingualism Reader, edited by Li Wei, Chapter 16.
De Bot, K. 2007. A bilingual production model: Levelt's 'speaking' model adapted. The Bilingualism
Reader, edited by Li Wei, Chapter 17.
Kroll, J. and de Groot, A. 2007. Lexical and conceptual memory in the bilingual: Mapping form to
meaning in two languages. The Bilingualism Reader, edited by Li Wei, Chapter 18.
Grosjean, F. 2007. The bilingual's language modes. The Bilingualism Reader, edited by Li Wei, Chapter
19.
Bilingual brain
Obler, L., Zatorre, R., Galloway, L., and Vaid, J. 2007. Cerebral lateralization in bilinguals:
methodological issues. The Bilingualism Reader, edited by Li Wei, Chapter 20.
Paradis, M. 2007. Language lateralization in bilinguals: Enough already!. The Bilingualism Reader, edited
by Li Wei, Chapter 21.
Abutalebi, J., Capra, S., and Perani, D. 2007. The bilingual brain as revealed by functional neuroimaging.
The Bilingualism Reader, edited by Li Wei, Chapter 21.
Course requirements (tentative)
5-6 assignments: 20%
Presentation of an article: 20%
Final exam: 60%
LINGUISTICS OF SIGN LANGUAGE
Dr. Svetlana Dachkovsky
Fall and spring semesters, 4 pts.
Linguistics of Sign Language introduces students to sign language linguistics on the basis of Israeli
Sign Language. The course has a double focus: 1) it emphasizes the universal properties of language
in signed and spoken modalities, and 2) aims to elucidate the interaction of these properties with the
physical modality of language transmission and with the nature of the language community. The course
is divided into two parts. The first part addresses all the essential aspects of ISL linguistic structure:
phonology, morphological means, realizations of tense and aspect, word order rules, the system of
classifiers, and prosody. The second part provides a glimpse into the history of Israeli Sign language
and of the Deaf community in Israel. It provides evidence for the intricate interaction between
linguistic structure and the history of language, illustrating the discussion of diachronic processes in
ISL with multiple examples from the most recent research. The goal of the course is to demonstrate
the contribution of sign language research to various subfields of general linguistic theory.
Course Assessment:
Homework and assignments -- 20%
Presentation – 20%
Exam – 60%
‫בלשנות של שפת הסימנים‬
.‫הסימנים הישראלית‬-‫הסימנים מכיר לסטודנטים את העולם של בלשנות שפת סימנים באמצעות שפת‬-‫הקורס בלשנות של שפת‬
‫( מבקש‬2 ‫( הוא מדגיש את התכונות האוניברסליות של שפה הן באופנות הדבורה והן במסומנת‬1 :‫לקורס שני מוקדים עיקריים‬
‫לבאר את האינטראקציות של תכונות אלה עם האופנות הפיזית של העברת השפה ועם אופייה של הקהילה שבה השפה נמצאת‬
‫ החלק הראשון מתייחס לכל ההיבטים הבסיסיים של המבנה הבלשני של שפת הסימנים‬- ‫ הקורס מחולק לשני חלקים‬.‫בשימוש‬
‫ החלק השני נותן‬.‫ מערכת המסווגים ופרוזודיה‬,‫ חוקי סדר המילים‬,‫ תפישת מושגי הזמן‬,‫ מורפולוגיה‬,‫ פונולוגיה‬:‫הישראלית‬
‫ הקורס מציג את האינטראקציה ההדוקה שבין‬.‫הצצה להיסטוריה של שפת הסימנים הישראלית ולקהילת החרשים בישראל‬
‫ תוך שימוש בדוגמאות‬,‫מבנה לשוני לבין ההיסטוריה של השפה ומציג את הדיון הנוגע להתפתחות ההיסטורית של השפה‬
‫ מטרת הקורס להציג את המחקר של שפת הסימנים ואת תרומתו לתתי תחומים שונים בתיאוריות של‬.‫מהמחקר העדכני ביותר‬
.‫בלשנות כללית‬
NULL SUBJECTS
Dr. Peter Herbeck
Spring semester (mini-course), 2 pts.
In this course, students will be given an overview about the characteristics of (null) subjects in
consistent, partial, semi- and non-pro-drop languages. While doing this, students will acquire
knowledge about the different theoretical implementations of the phonological as well as interpretive
properties of the subject position.
The fact that Romance languages like Spanish, Italian, and Portuguese allow null subjects in finite
clauses while English does not has been of crucial relevance for the development of the Principles &
Parameters framework of the 1980s. A uniform definition of the so-called pro-drop parameter and its
correlating properties, however, was soon challenged by data emerging from a wider set of languages,
such as Chinese, Brazilian Portuguese, Finnish and Hebrew, among others. On one hand, in terms of
binding, null subjects in inflected clauses do not uniformly behave like pure pronominals. On the other
hand, the existence of null subjects in languages without ‘strong’ agreement morphology casts doubt
on the sole role of agreement in determining the nature of the subject position. Furthermore, the
existence of overt subjects in nonfinite clauses in various languages challenges the view that the
phonetic properties of subjects can be derived from the finiteness of the clause.
Among the questions that will be dealt with in this course are:
-
What is the role of agreement, the EPP, Case, and Verb Movement in determining the
availability of (null) subjects in a language?
-
In how far do discourse-sensitive properties have to be taken into account in deriving the
subject position?
-
Are there empty categories?
-
What role do (lexical) semantic properties of verbs play in deriving the nature of (null)
subjects?
-
What consequences do recent theoretical developments and empirical findings in the area of
(null) subjects have for the theory of parametric variation?
Course requirements:
-
Three written assignments:
30%
-
Final exam:
70%
Key readings
Barbosa, P. (2011a). Pro-drop and Theories of pro in the Minimalist Program Part 1: Consistent Null
Subject Languages and the Pronominal-Agr Hypothesis. Language and Linguistics Compass:
5 (8): 551–570.
Barbosa, P. (2011b). Pro-drop and Theories of pro in the Minimalist Program Part 2: Pronoun
Deletion Analyses of Null Subjects and Partial, Discourse and Semi pro-drop. Language and
Linguistics Compass: 5 (8): 571-587.
Borer, H. (1989). Anaphoric AGR. In O. Jaeggli & K. J. Safir (eds.), The Null Subject Parameter (pp.
69-
110). Dordrecht: Kluwer.
Camacho, J. (2013). Null Subjects. Cambridge: Cambridge University Press.
Chomsky, N. (1981). Lectures on Government and Binding – the Pisa lectures. Dordrecht: Foris
Publications.
Haider, H. (1990). Null Subjects and Expletives in Romance and Germanic. In W. Abraham & W.
Kosmeijer & E.Reuland (eds), Issues in Germanic Syntax (pp. 49-66). Berlin: Mouton de
Gruyter.
Holmberg, A. (2005). Is There a Little pro? Evidence from Finnish. Linguistic Inquiry 36(4), 533-564.
Huang, C. T. J. (1989). Pro-Drop in Chinese: A Generalized Control Theory. In O. Jaeggli & K. J.
Safir
(eds.), The Null Subject Parameter (pp. 185-214). Dordrecht: Kluwer.
Jaeggli, O. & K. J. Safir (1989). The Null Subject Parameter and Parametric Theory. In O. Jaeggli &
K. J.
Safir (eds.), The Null Subject Parameter (pp. 1-44). Dordrecht: Kluwer.
Landau, I. (2013). Control in Generative Grammar – A Research Companion. Cambridge: Cambridge
University Press.
Neeleman A. & K. Szendrői (2008). Case morphology and radical pro-drop. In: Biberauer, T. (ed.),
The
Limits of Syntactic Variation (pp. 331-348). Amsterdam: John Benjamins.
Rizzi, L. (1986). Null objects in Italian and the theory of pro. Linguistic Inquiry 17 (3), 501-557.
Third-year courses
Electives
TOPICS IN FIRST LANGUAGE ACQUISITION
Dr. Aviya Hacohen
Spring semester, 4 pts.
The goal of this course is to provide students with an in-depth look at the study of first language
acquisition as a scientific discipline within the realm of cognitive science. We will discuss the key
issues and questions that concern scholars in the field, the main theoretical accounts and the major
empirical findings in the area. The course will also familiarize the students with methodological tools
required for pursuing independent research in language acquisition. Our focus will be on generative
and nativist approaches to language acquisition and we will show that these approaches provide the
most promising account of humans’ linguistic abilities.
The final grade for the course will be based on:
• Formulation of questions regarding the readings (35%)
• Attendance and participation in class discussions (10%)
• Final exam (55%)
‫סוגיות ברכישת שפת אם‬
.‫מטרת הקורס היא לתת לסטודנטים מבט מעמיק אל חקר רכישת השפה כדיסציפלינה מדעית במסגרת המדעים הקוגניטיביים‬
‫ כמו גם בתיאוריות הבולטות ובממצאים‬,‫בקורס נדון בשאלות המפתח ובנושאים המרכזיים שמעסיקים חוקרים בתחום‬
‫ הפוקוס‬.‫ יוצגו בפני הסטודנטים הכלים המתודולוגיים הנחוצים לביצוע מחקר עצמאי ברכישת שפה‬,‫ בנוסף‬.‫המשמעותיים‬
‫ ונראה כי גישות אלו מספקות את ההסברים המבטיחים ביותר לשפה‬,‫בקורס יהיה על הגישה הגנרטיבית והנייטיביסטית‬
.‫אנושית בכלל ולרכישת שפה בפרט‬
:‫הציון הסופי בקורס מורכב מ‬
(35%) ‫• שאלות קריאה‬
(10%) ‫• נוכחות והשתתפות בדיון בכיתה‬
(55%) ‫• בחינה‬
Required reading
Guasti, M. T. (2002). Language Acquistion: The Growth of Grammar. Cambridge, MA: MIT Press.
Boeckx, C. (2010). Language in Cognition: Uncovering Mental Structures and the Rules Behind
Them. Chichester: Wiley-Blackwell.
Lust, B. (2006). Child Language: Acquisition and Growth. Cambridge, UK: Cambridge University
Press.
Fromkin, Krashen, Curtiss, Rigler & Rigler (1974)
Eimas, Siqueland, Jusczyk & Vigorito (1971)
McDaniel, D., McKee, C., & Cairns, H.S. (1996.) Methods for assessing children's syntax.
Cambridge, MA: MIT Press.
Schaeffer, Jeannette, Aviya Hacohen, and Arielle Bernstein (2003). The dissociation between
grammar and pragmatics: Evidence from English SLI. Proceedings of the 19th Annual Meeting
of the Israel Associations for Theoretical Linguistics. Ben-Gurion University, Beer Sheva.
Kanwisher N (2010) Functional specificity in the human brain: A window into the functional
architecture of the mind. Proc Natl Acad Sci USA 107:11163–11170.
Seminars
MODALITY BETWEEN SYNTAX AND SEMANTICS
Dr. Lavi Wolf
Fall and spring semesters, 4 pts.
A linguistic theory of modality needs to take into account the level of syntactic representation in
addition to the semantics. .Syntactic structures are useful tools that enable the cognitive system to
combine information from different domains into a hierarchically organized unit .The interface
between the syntactic and the semantic aspects of modality will be explored in this course, via the
locations of modals, theories of universal functional projections, and phenomena at the syntaxsemantics interface such as modal concord.
Prerequisite: introduction to syntax and introduction to semantics
Course requirements:
Attendance, reading material preparation, participation in class discussion
Quizzes and participation (20%)
Class presentation (25%)
Seminar paper (55%)
‫ בין תחביר לסמנטיקה‬- ‫מודאליות‬
‫ מבנים תחביריים הינם כלים‬.‫תאוריות הנוגעות למודאליות צריכות לקחת בחשבון את רמת הייצוג התחבירי בנוסף לסמנטיקה‬
‫ הממשק‬.‫שימושיים המאפשרים למערכת הקוגניטיבית לשלב מידע מתחומים שונים לכדי יחידה המאורגנת באופן היררכי‬
‫ תאוריות‬,‫ דרך מיקומים שונים של מודאלים‬,‫שבין ההיבטים התחביריים והסמנטיים של מודאליות ייבחנו בקורס זה‬
.modal concord ‫סמנטי כגון‬-‫ ותופעות בממשק התחבירי‬universal functional projections ‫של‬
‫ מבוא לתחביר ומבוא לסמנטיקה‬:‫קורסי קדם‬
:‫מטלות הקורס‬
‫ והשתתפות בדיונים בכיתה‬,‫ קריאת החומר הנידון‬,‫נוכחות‬
(20%) ‫בחנים והשתתפות‬
(25%) ‫מצגת‬
(55%) ‫עבודת סמינר‬
ASPECTUAL EFFECTS IN SYNTAX
Dr. Tova Rapoport
Fall semester, 4 pts.
This course examines the effects of aspect and event structures in syntax.
Prerequisite: Introduction to the Lexicon or equivalent
Requirements:
The course consists of readings and discussions. Students are expected to prepare the readings for each
class and to actively participate in class discussions. Attendance is therefore required.
Each student will choose a topic, collecting data in their native language (original and/or published).
This will be presented in class, accompanied by a professional-level handout (or presentation).
Taking into account both class comments and the contributions of the other presentations, each student
will then write a paper (approximately 10-15 double-spaced pages), making use of the theoretical tools
assembled during the semester.
Grading:
Quizzes and participation
20%
Class presentation + handout
25%
Final seminar paper (including proposal)
55%
‫השפעת האספקט בתחביר‬
.‫קורס זה בוחן השלכות מבנים אספקטואליים בתחביר‬
SYNTACTIC PROCESSING
Dr. Irena Botwinik
Fall and spring semesters, 4 pts.
The starting point of the seminar is the processing theory of Pritchett (1992) and its extension by Siloni
(2003). First, we will examine the empirical coverage of the theory in English, Hebrew and Japanese
and delineate the kind of data the theory fails to account for, and the type of data which is ignored in
the theory. Then we will get acquainted with additional theories of language processing, their goals
and methodologies. Finally, if time permits, we will address the issue of sentences with center
embedding (The boy the cat the dog bit scratched ran away.), focusing on the question whether these
sentences present a processing difficulty or are, in fact, ungrammatical.
Topics
I.
Sentence processing: Garden path sentences; filler-gap dependencies; ambiguous sentences
II.
Lexical processing
III.
Center embedding
Grade
Assignments – 30%
Class presentation – 20%
Final paper – 50%
Reading (partial)
Altmann, G. (1998). Ambiguity in sentence processing. Trends in Cognitive Sciences, Vol. 2. No. 4.
146-152.
Aoshida, S. M. Yoshida, and C. Phillips. (2009). Incremental Processing of Coreference and Binding
in Japanese. Syntax 12, 93-134.
Frazier, L. (1987). Sentence processing: A tutorial review. In M. Coltheart (ed.), Attention and
Performance, Vol. 12. Hillsdale: New Jersey, Lawrence Erlbaum Associates.
Garret, M. (1980). Levels of processing in language production. In B. Butterworth (ed.), Language
Production Vol. 1. Academic Press, London, pp. 177–220.
Ingram, J. C. L. (2007). Neurolinguistics. An Introduction to Spoken Language Processing and its
Disorders. Cambridge University Press.
Kimball, J. (1973). Seven principles of surface structure parsing in natural language. Cognition, vol
2, no 1. 15-47.
Konopka, A. (2012). Planning ahead. Journal of Memory and Language 66, 143–162.
MA courses
METHODOLOGICAL PRINCIPLES IN LINGUISTICS (required for the thesis track)
Prof. Ariel Cohen
Fall and spring semesters, 4 pts.
The goal of this course is to introduce graduate students to methods of linguistic research. We will
focus on the notion of linguistic evidence, for or against a theory. We will consider three types of
evidence in particular: thought-up examples, corpus study, and psychological experimentation. We
will use the semantics and pragmatics of superlative quantifiers (at least and at most) as a case study.
‫עקרונות מתודולוגיים בבלשנות‬
‫ נתמקד על המושג של‬.‫מטרת הקורס היא להקנות לסטודנטים הלומדים לתואר גבוה להתוודע ידע בעקרונות מחקר בלשני‬
,‫ חקר קורפוס‬,‫ דוגמאות מומצאות‬:‫ נבחן שלושה סוגים של ראיות במיוחד‬.‫ בעד או נגד תיאוריה מסוימת‬,‫ראיות בלשניות‬
.‫ "לכל היותר"( כמקרה בוחן‬,"‫ "לכל הפחות‬,"‫ הסמנטיקה והפרגמאטיקה של כמתים מופלגים )"לפחות‬.‫וניסויים פסיכולוגיים‬
THE PARIETAL LOBE IN LANGUAGE PROCESSING
Dr. Dorit Ben-Shalom
Fall and spring semesters, 4 pts.
The role of the parietal lobe in phonological, syntactic, and semantic processing. This course is part
of a series of courses about the contribution of the temporal, parietal, and frontal lobes to language
processing.
‫האונה הפריטאלית בעיבוד שפה‬
‫ קורס זה הוא חלק מסדרת קורסים על תרומתן של‬.‫ וסמנטי של שפה‬,‫ תחבירי‬,‫תפקידה של האונה הפריטלית בעיבוד פונולוגי‬
.‫ הפריטלית והפרונטלית לעיבוד שפה‬,‫האונה הטמפורלית‬
TOPICS IN HEBREW AND RUSSIAN LINGUISTICS.
Dr. Olga Kagan
Fall and spring semesters, 4 pts.
In this course, we will consider a range of topics in Hebrew and Russian linguistics. Topics in Hebrew
linguistics include: roots and word formation, the semantics of templates, dative case, PP-verbs,
indefinite noun phrases, predicate nominal sentences. Topics in Russian linguistics include: “free”
word order, dative subjects, genitive of negation, long and short adjectives, nominal phrases in a
language without articles. We will also analyze ways in which these two languages have affected each
other.
‫‪Course requirements:‬‬
‫‪Attendance‬‬
‫‪Presentation: 30%‬‬
‫‪Seminar paper: 70%‬‬
‫‪Prerequisites: Semantics A, Syntax A‬‬
‫סוגיות בבלשנות עברית ורוסית‬
‫במסגרת קורס זה נחקור מספר נושאים בבלשנות עברית ורוסית‪ .‬במסגרת הדיון בבלשנות עברית נדבר על השורש‪ ,‬הסמנטיקה‬
‫של מערכת הבניינים‪ ,‬יחסה דאטיבית‪ ,‬צירופים שמניים לא מיודעים‪ ,‬משפטים בעלי פרדיקט שמני‪ .‬הנושאים בבלשנות רוסית‬
‫כוללים סדר מילים "חופשי"‪ ,‬נושא ביחסה דאטיבית‪ ,‬גניטיב של שלילה‪ ,‬תארים קצרים וארוכים‪ ,‬צירופים שמניים בשפה‬
‫חסרת תוויות ידוע‪ .‬נדבר גם על הדרכים בהן שתי השפות השפיעו אחת על השנייה‪.‬‬
‫‪MA THEORY WORKSHOP‬‬
‫‪Dr. Tova Rapoport‬‬
‫‪Spring semester, 2 pts.‬‬
‫‪This course is designed to help students hone their critical skills in investigations of advanced‬‬
‫‪theoretical material and to develop their own theoretical approach.‬‬
‫‪The course consists of (i) regular presentations by students, including both relevant literature and‬‬
‫‪their own research; and (ii) critical comments on presentations by fellow students.‬‬
‫‪MA required course for thesis students, 2nd semester‬‬
‫‪Grading:‬‬
‫‪Attendance is mandatory.‬‬
‫‪Class presentations: 60%‬‬
‫‪Final written summary of research: 40%‬‬
‫סדנת תאוריה‬
‫קורס זה מיועד לחדד את היכולת הביקורתית של הסטודנט בחקר חומר תיאורטית מתקדם ולפתח גישה תיאורטית עצמאית‪.‬‬
‫הקורס מורכב מ‪ (1) -‬פרזנטציות תדירות של כל סטודנט‪ ,‬כולל גם ספרות מקצועית רלוונטית וגם מחקר הסטודנט ו‪(2)-‬‬
‫ביקורת בונה על הפרזנטציות של הסטודנטים האחרים‪.‬‬