LIN 733 GENERATIVE LINGUISTICS II

Spring 2014 " T/Th 2:00-3:20 " Classroom: SAC 1210 Instructor: Debbie Chen Pichler (deborah.chen.pichler@gallaudet.edu) O#ce: SLCC 2301 O#ce Hours: Mondays 10:00-12:00, or by appointment COURSE DESCRIPTION
This course builds on foundational material presented in Generative Linguistics I and extends them to the study of ASL and other sign languages.! Lectures include continued opportunity for hands-on practice in deriving various syntactic structures, and also develops students' abilities to independently read and understand articles in generative linguistics. Pre-requisite: LIN 702 or permission of instructor WELCOME TO LIN 733! We will start this course where we left of last semester, which means that much of the course will feel very familiar to you. As we get past the rst few weeks, I will begin integrating more ASL discussion into our lectures and homework, helping you apply the tools you learned from the Carnie text to ASL trees. We will gradually transition into the Sandler and Lillo-Martin textbook, focusing on some basic features of the ASL tree. You will note, as past students have, that there is a bewildering variety of tree structures in use for ASL, compared to the very consistent and straight-forward structure you learned from Carnie. This is a more accurate picture of the generative literature, but dont let that discourage you! Remember that the goal of this course is for you to develop a working knowledge of generative approaches to both spoken and signed languages, so that you understand enough of the basic machinery behind generative syntax to allow you to independently read articles in the generative literature. You dont have to understand everything on your rst try; you just need to develop the tools to know to know where to get started. As part of your training, each of you will pick one article to present to the class during the semester (see more details below). REQUIRED TEXTS
Syntax: A Generative Introduction, Third Edition, by Andrew Carnie, 2013 Blackwell Press. ISBN: 978-0-470-65531-3 Sign Language and Linguistic Universals, by Wendy Sandler and Diane Lillo-Martin, 2006!Cambridge University Press. ISBN: 978-0521483957
ASSIGNMENT Revised 702 iPad Portfolio sheet Homework (drop lowest grade) 5 @ 20 pts. WH-question assignment (20+40 points) Final exam (live) Preparation sheet for presentation Draft slides for presentation Student presentation Participation in class discussions Total points for course POINTS 20 100 60 60 20 40 50 30 380 GRADING: Your nal grade is based on 380 total possible points. To gure out your letter grade at the end of the semester, add up all your points in your Bb My Grades (dont forget to drop your lowest HW grade) and divide by 380. Then nd the resulting percentage on the following scale: ! ! ! ! ! ! ! ! ! ! 99-100% ! 93-98% !! 90-92% !! 88-89% !! 82-87% !! 80-81% !! 78-79% !! 70-77% !! 60-69% !! 59% and below ! A+ A AB+ B BC+ C D F
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POLICIES FOR LIN 733

JUGGLING SPOKEN AND SIGN LANGUAGE SYNTAX In contrast to LIN 702, LIN 733 is focused much more heavily on sign language syntax. Students often complain that generative sign language syntax is messy compared to what you are used to. This is actually because (a) generative work on sign languages is fairly new, so there is still a lack of consensus on many things, and (b) your exposure to English syntax has been rather simplied by your book (English syntax is actually pretty messy, too). This semester you will get a taste of the real world of generative syntax, in all its chaotic richness! That said, I will try to limit the messiness wherever I can by telling you what parts of proposed trees you are expected to use in your HW and exam answers, and what parts are just fyi. HOMEWORK POLICIES This year, as we transition from learning the tools of generative syntax to applying them in our understanding of the generative linguistic literature, homework will include more text answers and fewer trees. As was the case in LIN 702, I strongly encourage you to discuss homework problems in groups. However, each student must write their assignments on their own and hand in an original copy (i.e. not copied from someone else). For assignments that require a lot of text, please type your answers (you do not have to type your trees). Also, remember to print homework and hand it in to me in class, unless otherwise instructed. Following Department of Linguistics policy, you can expect me to grade and return your homework to you within one week of receiving it, assuming it was handed it on time. NOTE: Your lowest homework grade will automatically be dropped, so only 5 of your assignments will count toward your nal grade. You may redo up to three homework assignment this semester, and redos should be handed in within one week of the date I rst returned the HW to you. The nal grade is the average of your original and new scores. LATE ASSIGNMENTS OR PLAGIARIZED ASSIGNMENTS Please hand in your homework on time, in printed form (not emailed), unless otherwise instructed. Late homework automatically loses 2 points, and you forfeit the right to detailed feedback. If you know you will miss class on a day when homework is due, please let me know ahead of time so we can make appropriate arrangements. Copied or plagiarized assignments earn zero points and may result in the students dismissal from the class, program or University, as per Gallaudets Academic Integrity Policy (http:// www.gallaudet.edu/Catalog/Registration_and_Policies/Graduate_Policies/Academic_Integrity.html). FINAL EXAM There will only be a single exam this semester, after at the end of classes (to be scheduled). This exam will be live (in-class), comprehensive and closed-book. STUDENT PRESENTATIONS Each student will give a presentation on a topic from your Sandler & Lillo-Martin textbook. First, we will spend 4 class meetings touching on a variety of topics related to sign syntax (Survey of syntax in sign languages) to give you an overview of possible topics. The presentation itself is broken into a series of steps to help you with the process of unpacking, understanding, summarizing and presenting your section of the book. Once youve chosen your topic, you will read your assigned section and ll out a preparation sheet that guides you with basic questions about the content. After receiving feedback on the preparation sheet, you will develop your slides, according to guidelines that I will distribute. I will give you feedback on your slides, then you will revise them, distribute them to the class and give your nal presentation. Presentations will be spread out over the second half of the semester, to avoid the end-ofthe-semester crunch when most of your other courses assign presentations, exams and nal papers. DISCUSSION AND CLASS PARTICIPATION As we delve into increasingly complex material, it is crucial that you read assigned materials before you come to class each day, as we will not have much time to linger on fundamentals. LIN 733 moves more quickly than LIN 702, so please be disciplined about your assigned readings. Also, your class participation is important, especially during your classmates presentations. 20 of your 30 Participation points will come from comments and questions that you raise during student presentations, so be sure that you prepare for these presentations just as you would for a regular lecture, so that you can contribute to class discussion afterwards. WH-QUESTION COMPENDIUM ASSIGNMENT Much of the rst half of the semester will be focused on WH-questions in speech and sign, a major topic of interest in generative linguistics. Students will have the choice of producing a summary and overview of some topic related to the syntax of WH-question in a variety of formats, both signed and spoken. Details will be provided in a separate assignment guidelines sheet. This assignment is suitable for inclusion in students Compendium, which requires items that demonstrate student mastery of sign and spoken language content, using a variety of presentation methods.
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STUDENT LEARNING OUTCOMES FOR LIN 733 By the end of this course, students will be able to: distinguish and draw English X-bar structures for a variety of basic syntactic constructions, including wh-questions and sentences with various types of null arguments. identify and draw X-bar structures for basic ASL constructions, including typical SVO sentences, aspectual structures, topicalized structures and wh-questions. give a careful exposition of a scholarly article drawn from the generative literature on sign languages (not necessarily ASL) in a professional and accurate manner. extract and discuss the main points of scholarly works focusing on the syntax of ASL and other sign languages within a generative framework PROGRAM SLO 1, 2

1, 2, 3

3, 4

3, 4

GALLAUDET LINGUISTICS MA PROGRAM STUDENT LEARNING OUTCOMES (SLOS) By the end of the MA program, students will demonstrate: 1.

2. 3.

4.

5.

Accuracy and automaticity of foundational knowledge Accurate and automatic explanation of foundational concepts in the programs core areas of phonology, generative linguistics and cognitive linguistics Ability to identify generalizations Ability to identify and describe recurring patterns in linguistic data. Intermediate theoretical awareness Ability to identify claims made in the sign language linguistics literature and articulate their primary, trademark features. Clear presentation of linguistic information Clear presentation of material in ASL and written English, demonstrating how such material relates to critical issues in linguistics and the Deaf communities. Ethical conduct as students and student researchers Demonstrating academic integrity and responsible conduct in their research practices with transparency and respect to the communities involved

COMPLIANCE WITH GALLAUDET CREDIT HOUR POLICY In compliance with the Gallaudet Credit Hour Policy for 3-credit face-to-face courses, LIN 733 requires approximately 37.5 hours of contact time (in-class) and at least 75 hours of work outside of class (including readings, preparation of HW and other assignments, and the exam) over the course of the semester. OUR CLASS BLACKBOARD SITE I post class handouts and many readings on our class Blackboard site, and use Gallaudet email to announce changes or news about class, so please be sure to check your Gallaudet mail regularly, or set it up to forward to your preferred email account. The Help Desk in HMB will be happy to help you do this if you do not know how. OSWD ACCOMMODATIONS Students with a conrmed learning disability or special needs must contact the O"ce for Students with Disabilities (OSWD) to request accommodation. If you have received OSWD accommodations in the past, I would suggest getting the paperwork ready just in case, so that you have this option later in the semester if you need it. Remember, faculty are not permitted to provide special accommodations to students unless they have the proper OSWD paperwork.

WEEK 1

DATE T 1/21 Th 1/23

TOPICS FOR CLASS Review of 702, Chapter 11 Carnie Chapter 12: Wh movement Carnie Chapter 12: Wh movement Make up: Carnie Chapter 12: Wh movement Carnie Chapter 12: Wh movement Wh questions and Wh-doubling in ASL

READ/DUE TODAY

T 1/28 W 1/29 Th 1/30

DUE: Revised 702 iPad portfolio item

T 2/4

READ: S&LM Ch. 23 (p. 431-454) and 22 (p. 416-427) DUE: HW1

Th 2/6 4 T 2/11 Th 2/13 5 T 2/18 Th 2/20 6 T 2/25 Th 2/27 7 T 3/4 Th 3/6 8 T 3/11 Th 3/13

Wh questions and Wh-doubling in ASL Wh questions and Wh-doubling in ASL Wh questions and Wh-doubling in ASL Extension: Double structures in GS Extension: Double structures in GS Carnie Chap 13: Unied Theory of Movement Carnie Chap 13: Unied Theory of Movement Survey of syntax in sign languages Survey of syntax in sign languages Survey of syntax in sign languages Survey of syntax in sign languages Guest lecture: Dr. Sandra Wood (McDaniel) *** SPRING BREAK 3/17-3/21 ***

READ: Wilbur (2002) DUE: HW2

DUE: HW3 READ: S&LM Chapters 17, 18 and 19 DUE: Outline for WH-Q assignment READ: Leeson & Saeed (2012) DUE: WH-Q assignment

9 10 T 3/25 Th 3/27 11 T 4/1 Th 4/3 12 T 4/8 Th 4/10 13 T 4/15 Th 4/17

Carnie Chapter 15: Raising and Control Carnie Chapter 15: Raising and Control Carnie Chapter 15: Raising and Control Carnie Chapter 15: Raising and Control Charter Day- No classes (but HW still due) Null subjects in ASL Null subjects in ASL Aspect and Object shift in ASL READ: S&LM Ch. 20 (p. 352-358); Chen Pichler (2001) Chapter 2 DUE: HW5 READ: S&LM Ch. 21 (p. 393-403) DUE: HW4

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T 4/22 Th 4/24

Aspect and Object shift in ASL Aspect and Object shift in ASL Topics and Focus in ASL DUE: WH6 READ: S&LM Ch 22; De Swart & de Hoop (1995)

15

T 4/29

Th 5/1 16 T 5/6 Th 5/8

Topics and Focus in ASL Review and Wrap-up Final Exam (in-class) 2:00-4:00, room TBA

REQUIRED TEXTS
Syntax: A Generative Introduction, Third Edition, by Andrew Carnie, 2013 Blackwell Press. ISBN: 978-0-470-65531-3 Sign Language and Linguistic Universals, by Wendy Sandler and Diane Lillo-Martin, 2006!Cambridge University Press. ISBN: 978-0521483957

ADDITIONAL REQUIRED READINGS (LISTED IN SCHEDULE)

Chen Pichler, Deborah (2001). Word order variation and acquisition in American Sign Language. Doctoral Dissertation, University of Connecticut, Storrs, CT [Chapter 2 only]. De Swart, H., & de Hoop, H. (1995). Topic and focus. Glot international, 1(7), 3-7. Leeson, Lorraine and John I. Saeed (2012) Word Order. In Roland Pfau, Markus Steinbach and Bencie Woll (eds.), Handbook of Sign Linguistics. Berlin: Mouton de Gruyter. Wilbur, Ronnie (2002) Phrase structure in ASL and GS. In Schulmeister & Reinitzer (eds.) Progress in Sign Language Research: In Honor of Siegmund Prillwitz, pp. 235-248. Hamburg: Signum.