Bar Ilan University
English Dept.
LINGUISTICS
Course Descriptions for 2011-12
184.
Introduction to Linguistics
The course begins from a perspective of general intellectual curiosity and
expects to instill an understanding of modern scientific linguistics. Topics
include: brain and language, morphology, syntax, semantics, pragmatics,
phonetics, phonology, language acquisition, bilingualism, language
processing, computational linguistics, reading, sociolinguistics, language
and aging, and translation. The main goal of the course beyond the content
material is to improve skills in written composition
286.
Phonetics and Phonology
 Introducing the study of systems and patterns of sounds and structures in human
languages
 Acquiring basic tools for phonetic and phonological analysis of linguistic data
287.
Syntax
An introduction to the generative approach to understanding sentence structure. Elements of
syntactic analysis are introduced: constituents and tree diagrams, X-bar theory,
complements and adjuncts, theta roles and the theta criterion, movement and the Dstructure/S-structure distinction. This course provides the tools to understanding the source
of phenomena such as structural ambiguities and the formation of interrogative sentences.
289.
Semantics
This course is an introduction to Semantics, i.e. to a theory of meaning in natural language.
We will develop a theory of Semantics within the Chomskian framework of generative
grammar. The theory we will focus on is formal (or - modeltheoretic) Semantics, which
gives interpretation to natural language expressions by using formal tools of logic and
philosophy of language, and which has proved to be extremely productive in accounting for
a wide variety of semantic phenomena. Among other things, this theory will enable us (a) to
“understand what we understand” in a precise and noncircular way, (b) to systematically
predict the meaning of complex expressions on the basis of the meaning of their parts (c) to
account for semantic productivity (the fact that we can create and understand the meaning
of sentences we never hear before) (d) to account for a variety of other semantic phenomena
such as entailment, synonymy, contradiction, semantic ambiguity, semantic infelicity,
presuppositions, etc.
445.
Syntax and Morphology in 1st and 2nd Language Acquisition
The course will focus on morphology and syntax across languages in monolingual
and bilingual acquisition, starting with early acquisition of words and phrase
structure, inflectional morphology (for tense, aspect and agreement), and continuing
with later syntactic and morphological acquisition. The course compares the process
of normal first language acquisition to the process observed in natural second
language acquisition, discussing related theoretical issues. Each of these topics will
be used to give some insight to a different research methodology used in this field.
459.
Neurolinguistics
The field of neurolinguistics studies phenomena of human language processing by
integrating theoretical generalizations from linguistics and empirical evidence about brain
function. Such an interdisciplinary approach has the potential to generate interesting and
testable predictions about brain organization for language, assess and validate linguistic
concepts against empirical data. In this course we will introduce models of language
processes in the brain, and examine their sources in classical neuropsychological research.
We will then move on to discuss state-of-the-art brain imaging methods and discuss their
applications to the study of syntax, morphology and lexical semantics. A special focus of
this course is on the feedback provided from brain imaging studies to theoretical linguistics;
in particular, on designing brain imaging experiments that bear upon linguistic theoretical
questions.
471.
Applied Text Analysis
This course is designed to provide the tools to analyse different kinds of texts. A number of
levels of analysis will be introduced from both lexico-grammar and discourse structure. The
building of genres will be studied working up from the functions encoded in lexico-grammar.
The methods of analysis are cumulative and so should be mastered in sequence. The work in
the course will consist of presentations, reading, and the analysis of texts. Students will be
expected to prepare an analysis of a text or texts as a seminar paper.
493.
Noun Phrases
The internal structure of noun phrases, the DP hypothesis and the syntax of determiners.
503.
Reading: Theory and Instruction
The course reviews the history of reading theory and the main developments in
reading theory and practice in an attempt to underscore the contrast between old and
current conceptualizations. With this historical perspective, it aims to explicate the
linguistic basis of reading and the interface in reading development between
language and orthography. The second part of the course will be devoted to a
discussion of cross-linguistic differences in reading acquisition as well as
implications of current reading theory to the teaching and testing of reading ability.
509.
Language and Evolution
The course aims to give both a broad overview and detailed analyses of the most important
theories on the evolution of the brain and its ability for language - motor, cognitive and
environmental theories. The course will cover new comparisons between communication
in apes and monkeys and ethological studies of communication and language of humans,
which bring quite new insights. In addition it will briefly cover the development of
language in children for further comparison. Finally the course examines data on the
evolution of language ability in birds and non-primate mammals which contradict many of
the accepted models. Using the insights gained from all these approaches, the final aim is to
reach a plausible new synthesis for a scenario on the evolution of language in humans.
511.
Adult Aphasia
Aphasia is an acquired language impairment due to brain damage, such as stroke.
Aphasia research attempts to discern selective patterns of language impairments,
and in some cases also relate those selective language deficits to the pattern of brain
damage that induced it. In this course we will discuss different types of aphasia,
such as agrammatism or conduction aphasia, as well as related impairments such as
acquired dyslexias. We will focus our attention on the contribution of aphasia
research to our understanding of intact language processing. Further, we will
examine the use of advanced imaging methods, such as structural and functional
MRI, in the study of brain reorganization following brain damage.
517.
Methodology/Research Methods in Linguistics
The course provides backgound in research methodology, literature searches,
statistics, academic publishing.
522-1
Psycholinguistics
The course examines two main questions about the mind. The first is how children acquire
language. Two main views about language
acquisition will be discussed: the nativist (generative) and the empiricist approaches (in
which we may include the connectionist approach, and the neural networks approach).
The second question is how language is processed in the mind. Several models will be
discussed that deal with such a question. In an attempt to answer both questions, the course
will provide insight to research methodologies used in the field.
583.
The morpho-phonology of valence changing: a cross-linguistics
perspective
The course examines the morpho-phonological processes (or lack of them) that manifest
valance changing operations, comparing between Germanic languages like English and
Semitic languages like Arabic and Hebrew, as well as other types of languages. Morphophonological approaches proposed for English will be contrasted with those for Semitic
languages. Students will acquire tools to evaluate various models and theories in morphophonology such as root-based vs. word-based approaches, lexical phonology and paradigm
based theories, focusing on the interface between phonology and morphology.
584.
Morphology
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
588.
Introducing basic concepts in morphology and its interface with other components of the
grammar
Providing tools for morphological analysis
Comparative Syntax
Generative syntax strives to formulate theories of syntax that can be
applied to any human language. This course will focus on
cross-linguistic variation in syntax, and on how this variation can be
analyzed within a framework that aims to identify the universal
properties shared by all human languages. The course will include both
discussions of empirical data from a wide variety of languages, and
theoretical discussions of how different languages can be analyzed
without resorting to language-specific theories.
589.
Advanced Semantics
In this course we will extend and improve the basic theory of interpretation of natural
language so:

it is much more systematically compatible with the principle of compositional
interpretation

it enables us to translate and define the meaning of interesting constructions in
English and to solve some semantic puzzles about natural language.

you get familiar with notions, techniques, formal tools and symbols
which are used a lot in current semantic theories, so you can read
current articles and
The course will be divided into two parts:
Part 1: Welcome to typesland and lambadaland ! functions and sets, “compositional
interpretation as functional application”, the framework of semantic types. The lambda
operator (lambda abstraction and conversion)
Part 2: Welcome to quantifierland ! Quantification in Predicate Calculus, and its
shortcomings, the theory of generalized quantifiers and its representation using the lambda
operator. Interesting distinctions between quantifiers, type shifting operations with NPs.
591.
Meaning and Use: Foundational Topics
The goal of the course is to introduce students to basic concepts in semantics which are
essential both to continued research in semantics and as background to further study in
other areas of linguistics.
This course is an informal introduction to essential semantic and pragmatic concepts
underlying linguistic analysis including definiteness, intensionality, counting and
measuring, reference and and quantification. it is intended not only as a background for
students wanting to continue in semantics but also crucially for students wanting to pursue
other areas of linguistic research for whom familiarity with these concepts is essential.
856.
Reading Difficulties
The course discusses the linguistic and cognitive underpinnings of reading
difficulties in English, with particular focus on dyslexia. With a cross-linguistic
lens, the course then examines the interaction between language structure and
reading difficulties and between universal and language specific factors in the
manifestation of the deficit. Implications for diagnosis and intervention will be
discussed.
857.
Bilingualism
The seminar will examine individual bilingualism in the framework of my
sociopragmatic model of bilingual processing. The model distinguishes among the
general constructs of structure, function, and processing and draws on linguistic,
psycholinguistic, and sociolinguistic theories in bilingualism. An attempt will be
made to get at some of the unique aspects of bilingualism, this year focusing in
particular on codeswitching and code interference in the context of children’s
narratives. Readings will include the work of Auer, Clyne, Green, Grosjean, Kroll,
Myers-Scotton, Walters and many others. The seminar will devote a large share of
time to methods in bilingual research.
Students will improve their research skills in the following areas:
1. reading, synthesis and writing in order to compose a literature review
2. data analysis and interpretation of experimental and qualitative data
3. scientific writing
859.
Language and ADHD
The course investigates the characterisation of ADHD in language. The
diagnostic criteria are examined in terms of their linguistic basis. The
spontaneous language in ADHD is examined through formal conversational
analysis and other interactional measures that are related to impulsiveness,
hyperactivity and inattention. Students will analyse actual language samples
The topics are:
Diagnostic outline of ADHD
Linguistic reflections of hyperactivity
Linguistic reflections of impulsivity
Linguistic reflections of inattention
922.
Psycholinguistics and Research Methods for Graduate Students
The course will focus on clinical aspects of psycholinguistics with a strong emphasis
on language acquisition and language impairments (both developmental and acquired). The
course will discuss both theoretical and empirical issues from different theoretical
perspectives: developmental psycholinguistics, the generative (nativist) theory and the
connectionist perspective. The course will explore methodological issues related to
experimental design and statistical analysis of findings.
924.
Specific Language Impairment: Theory and Practice
The course compares the process of normal first language acquisition to the process
observed in natural second language acquisition, as well as to first language
acquisition by population with language impairments. The discussion will be limited
to theoretical issues focusing on the acquisition of syntax by the three groups.
Prerequisites: There are no formal prerequisites, but previous courses in syntax,
psycholinguistics and /or language acquisition are useful
987.
Introduction to Syntax/Semantics
This course gives the basics of syntactic and semantic theory within generative
(Chomskian) semantics. In the syntax part we will develop tools to account for a variety of
syntactic phenomena (such as ungrammaticality, ambiguity, infinite structures, etc.). We
will look at the notion of syntactic constituents and use tree diagram representations to
capture syntactic structures. In the semantic part we will learn how to use formal tools
(adopted from logic and philosophy of language) to build compositional interpretations of
complex expressions, and to account for semantic phenomena such as semantic ambiguity,
infelicity, entailment, contradiction, tautology, etc.
992.
Topics in the Semantics of Aspect
This course is a research seminar in aspect. We will examine the semantics of
lexical and grammatical aspect and try and understand the interaction between
them. We will examine the crosslinguistic differences in the expression of aspect,
and explore how the various morphosyntactic characteristics of different languages
constrains and structures the aspectual system, in particular the expression of the
atelic/telic contrast.
993.
Adding in the Domain of Events (or: Oliver Twist’s “more”)
The particle more is usually discussed in the semantic literature with respect to its
comparative use (John is more intelligent than Mary / John has more books than Mary
(has)). In this seminar, though, will deal with the additive reading of more in English (as in
I read (some/3) more books, and in other languages, mainly od in Hebrew (as in karati od
(kama / 3) sfarim, but also the German noch, the French encore and the Italian ancora. We
will discuss the differences between the apparently similar effect of additive more and too
(Yesterday John interviewed students. Today he interviewed some more students / students
too), and show that although more heads nominal elements (more books), its semantics
should be defined in terms of additivity in the domain of eventualities. We will extend this
event-based analysis to additivity in the verbal domain, (as in Mary slept for two hours in
the morning. She slept some more in the afternoon / hi yaSna od axar ha-caharayim). We
will hopefully examine a possible unified analysis for both comparative and additive more,
discuss the semantic effect of the additive od / more on the interpretation of adjectives (as in
hi (od) yoter yafa), and the difference between pre- and post- verbal additives (rina od
yaSna / rina yaSna od).
994.
Foundational Issues in Syntax
This seminar focuses on core issues of the architecture of the syntactic component of the
grammar and its interfaces_with other_
components. This includes questions about the nature and content
of syntactic representations; the nature and content of syntactic
operations and constraints; major debates in syntactic theory
(e.g. for and against lexicalism; derivational versus nonderivational syntax; etc); and characterizations of the
interfaces between syntax and semantics, morphology and
phonology. Students will be exposed to both classic works in
syntactic theory and to more recent works dealing with ongoing
debates
Prerequisites: 287 or 987; open to BA, MA and PhD students_______
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