UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Topics in Syntax
2.
School which will be responsible for management of the module
SECL
3.
Start date of the module
Spring Term 2014
4.
The number of students expected to take the module
20
5.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
LL827 Topics in Syntax (30 credits)
6.
Level of the module
M
7.
The number of credits and the ECTS value which the module represents
15 credits [7.5 ECTS]
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring Term
9.
Prerequisite and co-requisite modules
MA Linguistics students must have taken Structure and Meaning (no code yet). MA
students on other programmes may take this module if they can demonstrate
some prior Linguistics background.
10. The programme(s) of study to which the module contributes
MA in Linguistics
11. The intended subject specific learning outcomes
On successful completion of the module students will:
1) demonstrate an understanding of the central areas of syntactic thought, as well
as the basics of empirical enquiry
2) develop the skill of using syntactic tree-drawing techniques, the purpose of
which is to provide a comprehensive representation of syntactic constituency
and operations
3) understand the theory and methods used to develop lines of argument and
conduct theoretically informed cross-linguistic analyses of data
4) learn how to assess the extent to which the linguistic theory they have been
introduced to can both describe and explain the syntactic properties of the data
with which they have been presented using data sheets provided in class
12. The intended generic learning outcomes
On successful completion of the module students will:
1
UNIVERSITY OF KENT
1. develop their capacity for critical thought through workshop discussions, pair
work and presentations, and their ability to express these thoughts accurately
to others
2. develop written and spoken fluency through presentations, pair work and
general contributions in lectures and seminars.
3. hone time management skills through weekly preparatory reading, conducting
informal data analyses during the term, and handing in assessments
punctually.
13. A synopsis of the curriculum
This course will explore a specific model of formal syntactic theory: Minimalism.
By investigating some of the core issues developed within the Minimalist Program,
such as the role of phrase structure, the central role of movement processes and
the mechanisms which are responsible for them, students will have the opportunity
to examine how the Minimalist framework can account for the differences and
similarities found in languages, in which ways it is controversial and the
assumptions it makes regarding the interaction of syntax with other linguistic
components (morphology/semantics/pragmatics). Focusing on a specific model
will give students the opportunity to consider in depth not only its methods and its
aims, but also the proper nature of syntactic argumentation. The investigation will
entail both theoretical and descriptive perspectives, thus emphasizing the
importance of description in supporting and testing theory. As such, students will
be encouraged to evaluate theoretical claims in the light of observations drawn
from a wide range of languages.
14. Indicative Reading List
Adger, D. (2003). Core Syntax: A Minimalist Approach. Oxford: Oxford University
Press
Boeckx, C. (2006). Linguistic Minimalism: Origins, Concepts, Methods, and Aims.
Oxford: Oxford University Press
Hornstein, N., Nunes, J. & Grohmann, K. K. (2005). Understanding Minimalism: An
Introduction to Minimalist Syntax. Cambridge: Cambridge University Press
Lasnik, H., Uriagereka, J. & Boeckx, C. (2005). A Course in Minimalist Syntax:
Foundations and Prospects Oxford: Blackwell
Van Gelderen, E. (2013). Clause Structure. Cambridge: Cambridge University Press.
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
This module will be taught in two sessions, consisting of one weekly two-hour
task-based workshop. A lecture component will address key linguistic theories
and concepts (learning outcomes 11.1-3 and 12.1-3), while the workshops
component will provide for practical investigations of the topics introduced in the
lectures (learning outcomes 11.4 and 12.1-3).
Total number of contact hours: 20
Total number of study hours: 150, including two reading weeks (weeks 17 and 21)
2
UNIVERSITY OF KENT
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
100% Coursework
2 exercise-based tasks:
50%
Critical review (1500 words):
(25% each)
50%
The exercise-based tasks will assess students’ knowledge and understanding of
the material as well as their ability to use the methodological tools when analysing
data (learning outcomes 11.1-2 11.5, 12.2). The critical review will assess students’
ability to reflect critically on the material both at the theoretical and descriptive
level (learning outcomes 11.3-4 & 12.1-2).
17. Implications for learning resources, including staff, library, IT and space
Some background reading to be ordered for the library.
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
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 module will be delivered:
Canterbury
3