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You are here: Home1 / Events2 / LOT Summer School 2023

LOT Summer School 2023


The LOT Summer School 2023 will be organised by LOT in collabroation with the Institue for Language Sciences (ILS – Utrecht University) and will take place from 3 to 14 July, 2023.

The programme contains 18 courses on a wide variety of relevant topics in linguistics, taught by national and international researchers. The levels range from intermediate, state-of-the-art courses to advanced, highly specialized courses.

In addition to the regular courses, which are open to both Research Masters students and PhD students, there will be Research Discussion Groups (RDGs) just for PhD students. See LOT Schools – Types of Training for more information.

Registration for the LOT Summer School 2023 is now closed.


LOT Summer School 2023 week 1: 3 – 7 July

Schedule
(all rooms are located in Drift 21)


09:00 – 11:00
Mon – Fri

Language and Diaspora: Heritage language and linguistic theory

Suzanne Aalberse

Room 1.05

Statistics
Hugo Quené

Room 1.09

Alternative-based inferences: Diversity in scale type, alternatives and mechanism of computation
Stavroula Alexandropoulou

Room 0.06

11:15 – 13:15
Mon – Fri
Bilingualism across the lifespan: interdisciplinary perspectives
Antonella Sorace

Room 1.05

The exception proves the rule: (learning) grammars for non-absolute sound patterns
Aleksei Nazarov

Room 0.06

Sign Language Emergence in Social Interaction
Connie de Vos

Room 1.09

14:15 – 16:15
Mon – Fri
Sociolinguistics
Maciej Baranowski

Room 1.09

Discourse coherence: cognitive foundations and implications for communication
Ted Sanders & Merel Scholman

Room 1.05

Canonical typology
Greville Corbett

Room 0.06


Research Discussion Groups in Week 1


Wednesday: 16:30-18:30
Friday: 15:30-17:30
Drift 21, 1.05
Antonella Sorace

Extra activities in Week 1


Monday | 08:45 | Drift 21, Room 0.03Opening by the director of the Institute for Language Sciences, Prof. dr. Norbert Corver
Monday | 16:30 | Drift 21, Atrium and Ante-Chambre (ground floor)Welcome drinks and poster session
Thursday | 16:30 – 18:15 | Drift 21, Room 0.05Workshop Career Orientation
Thursday | 19:00 | restaurant UmamiDinner

LOT Summer School 2023 week 2: 10 – 14 July

Schedule
(all rooms are located in Drift 21)


09:00 – 11:00
Mon – Fri
The syntax of talking heads
Martina Wiltschko

Room 0.06

Memory mechanisms in sentence processing
Aya Meltzer-Asscher

Room 1.05

Queer Linguistics
Helen Sauntson

Room 1.09

11:15 – 13:15
Mon – Fri
Semantics of Perspective-Dependent Expressions
Peter Lasersohn

Room 1.09

Topics in Acquisition of semantics (and pragmatics)
Luisa Meroni

Room 1.05

Topics in the syntax and semantics of creole languages: constants and
microvariations

Viviane Déprez

Room 0.06

14:15 – 16:15
Mon – Fri
Neurolinguistics
Michal Korenar

Room 1.05

Historical Sociolinguistics
Gijsbert Rutten

Room 1.09

Advanced Introduction to Morphology
Alec Marantz

Room 0.06


Research Discussion Groups in Week 2


16:30 – 18:30
Tuesday and Wednesday
Drift 21, 1.05
Martina Wiltschko

Extra activities in Week 2


Monday | 16:30 | Drift 21, Atrium and Ante-Chambre (ground floor)Welcome drinks and poster session
Thursday | 16:30 | Drift 21, room 0.32Schultink lecture by Alec Marantz

Jabberwocky and the Role of Generative Grammar in Language Use: The Slithy Toves Slay Words and Rules

Thursday | 19:00 | Restaurant UmamiDinner


Course descriptions (week 1)


Language and Diaspora: Heritage language and linguistic theory

Course title

Language and Diaspora: Heritage language and linguistic theory

Teacher

Suzanne Aalberse (University of Amsterdam)

Course level

Intermediate

Target group

RMA-students and PhD-students who are already knowledgeable on the topic

Course description

In this course, we will look at heritage languages through the lens of the language contact scenario model as described by Muysken (2013). An important underpinning of this model is that the circumstances under which language contact occurs matters for the outcome of language contact. We will dive into a set of factors that affect the language contact scenario including the network of the speaker, linguistic attitudes, language use patterns, time-depth of the contact situation, the level of shared bilingualism in a society and typological distance between the languages involved. Considering these language contact scenario factors helps us to integrate sometimes seemingly conflicting results from different research traditions in heritage language studies and it helps to evaluate the extent to which we expect results from one study on heritage speakers to generalize to other heritage speakers.

Day-to-day program

Monday: Introduction to the language contact scenario model.

Tuesday: Bilingual usage patterns: studying the same language pair in different scenario’s

Wednesday: Linking linguistic variables to speaker profiles

Thursday: The time-depth of language contact and incipient change

Friday: One language in contact with various other languages

Reading list

Background and preparatory readings:

No background reading or prepatory readings are necessary. Bring your own knowledge of heritage languages, contact studies or bilingual acquisition. If you want to refresh your memory you can read an introduction to heritage languages such as:

  • Aalberse, S., Backus, A., & Muysken, P. (2019). Heritage languages. A Language Contact Approach. Amsterdam: Benjamins.
  • Montrul, S. (2016). The acquisition of heritage languages. Cambridge University Press.
  • Polinsky, M. (2018). Heritage languages and their speakers (Vol. 159). Cambridge University Press.

Heritage languages studies of migrants have a particularly long history in the united states. A good starting point for the study of heritage languages in the United States is Haugen (1953). This study was the beginning of a series of works on immigrant languages in the US, which often went under names like ‘American Finnish’ or ‘American Swedish.’ Sometimes more localized terms are used, such as New Jersey Dutch, Pennsylvania Dutch (actually a form of German), Iowa Dutch, or Texas German. Haugen introduced the concept of the ‘ language ecology’ that is also important in the scenario approach. If you are interested in the start of the study of heritage languages, you could read Haugen (1953). This is optional and not necessary for taking the course.

See:

  • Haugen, E. (1953). The Norwegian Language in America: A Study in Bilingual Behavior, I. The Bilingual Community. II. The American Dialects of Norwegian. Philadelphia, PA: University of Pennsylvania Press.
  • Haugen, E. (1956). Bilingualism in the Americas: a Bibliography and Research Guide (Publication 26 of the American Dialect Society), Birmingham, AL: University of Alabama Press.
  • Muysken, P. (1997). Older studies on migrant languages in the United States: a model for European research? In A. Melis, & P. Weber (Eds.) Festschrift 20 jaar Onderzoekscentrum voor Meertaligheid (pp. 238-247). Vrije Universiteit Brussel.

Course readings (obligatory):

Class 1:

Muysken, P. (2013). Language contact outcomes as the result of bilingual optimization strategies. Bilingualism: Language and cognition, 16(4), 709-730.

Class 2:

Couto, M. C. P., Romeli, M. G., & Bellamy, K. (2021). Code-switching at the interface between language, culture, and cognition. Lapurdum. Centre de recherche sur la langue et les textes basques IKERUMR5478CNRS

Class 3:

Moro, F. R. (2018). Divergence in heritage Ambon Malay in the Netherlands: The role of social-psychological factors. International Journal of Bilingualism, 22(4), 395-411.

Class 4:

Backus, A., Doğruöz, A. S., & Heine, B. (2011). Salient stages in contact-induced grammatical change: Evidence from synchronic vs. diachronic contact situations. Language Sciences, 33(5), 738-752.

Class 5:

Torregrossa, J., Flores, C., & Rinke, E. (2023). What modulates the acquisition of difficult structures in a heritage language? A study on Portuguese in contact with French, German and Italian. Bilingualism: Language and Cognition, 26(1), 179-192.

Statistics

Course title

Statistics

Teacher

Hugo Quené

Affiliation: Utrecht University

Email address:

Course level

Intermediate

Course prerequisites

– having basic knowledge and skills in descriptive and inferential statistics, including simple linear regression and correlation;

– able to perform and understand simple linear modeling using JASP (https://jasp-stats.org) and/or R+RStudio (https://posit.co/products/open-source/rstudio/);

– bringing a computer with JASP and R+RStudio pre-installed and operational.

Course description

This course focuses on regression and co-variation as the core concept and method for statistical analyses. As regression helps us to distinguish meaningful from random variation and co-variation, this course will provide you with a solid foundation for making statistical inferences from your data. We will start with simple linear regression, and we will see that the well-known t test and ANOVA are special cases of regression. If multiple predictors are involved (multiple regression), issues such as collinearity and crossvalidation become important. We will also explore non-linear regression, in particular logistic regression (of a binomial dependent variable). Finally, mixed-effects models allow a more complex random structure in the model, which has made such models very popular in the past decade or so. If time and interests permit, we will also compare frequentist vs Bayesian approaches to (simple) linear modeling, thus giving you a taste of their radical differences. Each day, we will spend about 1 h on theory and lectures, and about 1 h on practical work in JASP or R+Rstudio. At the end of the course, you will have deep insight into regression and covariance as key concepts in statistics, and you will be able to apply statistical techniques based on these concepts for your own research projects.

Day-to-day program

Monday: Introduction. Data = Model + Error. Intercept-only (null) model and simple linear model. Regression and covariance.

Tuesday: Multiple regression. Interaction. Collinearity and centering. Testing your model: prediction and crossvalidation.

Wednesday: Working with dummy predictors: t test and ANOVA. Interaction again. (Frequentist vs Bayesian approaches.)

Thursday: Logistic regression, Generalized Linear Model, other distributions.

Friday: Mixed-effects regression, random intercepts and random slopes. Wrap-up.

Reading list

Background and preparatory readings:

  • Spiegelhalter, D. (2019). The Art of Statistics: Learning from Data. Penguin. ISBN 978-0-241-25876-7.
Course readings:

Class 1:

  • Miles, J. & Shevlin, M. (2000). Applying Regression and Correlation: A guide for students and researchers. Sage. ISBN 9781446232897. Chapter 1 (pp.1-26).  Available at https://books.google.nl/books?id=OkRsCgAAQBAJ
  • Quené, H. & Van den Bergh, H. (2022). Quantitative Methods and Statistics. Chapter 11: Correlation and regression. Available at https://hugoquene.github.io/QMS-EN/ch-correlation-regression.html
  • James, G., Witten, D., Hastie, T., Tibshirani, R. (2021). An Introduction to Statistical Learning: with Applications in R (2nd ed.). Springer. https://www.statlearning.com/ paragraph 3.1

Class 2:

  • Winter, B. (2013). Linear models and linear mixed effects models in R with linguistic applications. Tutorial, part 1, pp.1-21.   https://arxiv.org/ftp/arxiv/papers/1308/1308.5499.pdf
  • James, G., Witten, D., Hastie, T., Tibshirani, R. (2021). An Introduction to Statistical Learning: with Applications in R (2nd ed.). Springer. https://www.statlearning.com/ paragraph 3.2

Class 3:

  • James, G., Witten, D., Hastie, T., Tibshirani, R. (2021). An Introduction to Statistical Learning: with Applications in R (2nd ed.). Springer. https://www.statlearning.com/ paragraph 3.3

Class 4:

  • James, G., Witten, D., Hastie, T., Tibshirani, R. (2021). An Introduction to Statistical Learning: with Applications in R (2nd ed.). Springer. https://www.statlearning.com/ paragraphs 4.3 and 4.6 

Class 5:

  • Twisk, J.W.R. (2010). Applied Multilevel Analysis. Cambridge University Press. Chapters 1+2+3. https://doi.org/10.1017/CBO9780511610806
Further readings: 
  • Brown, V. A. (2021). An Introduction to Linear Mixed-Effects Modeling in R. Advances in Methods and Practices in Psychological Science, 4(1), 1-19. https://doi.org/10.1177/2515245920960351

Alternative-based inferences: Diversity in scale type, alternatives and mechanism of computation

Course title

Alternative-based inferences: Diversity in scale type, alternatives and mechanism of computation

Teacher

Stavroula Alexandropoulou (Osnabrueck University)

Course level

Advanced

Course prerequisites

Basic knowledge of semantics and pragmatics of scalar terms (e.g., or, some, warm). Good understanding of experimental design.

Course description

The course will be concerned with alternative-based inferences, such as scalar inferences, ignorance inferences, and negative strengthening, triggered by different scalar items. The aim of this course is to highlight various aspects of the computation of alternative-based inferences, such as the nature of the alternatives involved, the type of scales they sit in, as well as the type and stages of the mechanism of inference computation. In this course, we will discuss and review recent experimental developments and findings relating to these aspects, as well as the different methodologies used in their investigation.

Day-to-day programme:

Monday: Scalar diversity

Tuesday: Alternative-based inferences of adjectives

Wednesday: Alternative-based inferences of modified numerals

Thursday: The mechanism of inference computation

Friday: Alternatives in acquisition

Reading list
Background and preparatory readings:

Chemla, E., & Singh, R. (2014). Remarks on the experimental turn in the study of scalar implicature, Part I. Language and Linguistics Compass, 8(9), 373-386. doi.org/10.1111/lnc3.12081

Course readings:

Class 1: Van Tiel, B., Van Miltenburg, E., Zevakhina, N., & Geurts, B. (2016). Scalar diversity. Journal of Semantics, 33(1), 137-175. doi.org/10.1093/jos/ffu017

Class 2: Gotzner, N., Solt, S., & Benz, A. (2018). Scalar diversity, negative strengthening, and adjectival semantics. Frontiers in Psychology, 9, 1659. doi.org/10.3389/fpsyg.2018.01659

Class 3: Nouwen, R., Alexandropoulou, S., & McNabb, Y. (2019). Experimental work on the semantics and pragmatics of modified numerals. Handbook of Experimental Semantics and Pragmatics, 178-194. doi.org/10.1093/oxfordhb/9780198791768.013.15

Class 4: Ronai, E., & Xiang, M. (2023). Tracking the activation of scalar alternatives with semantic priming. Experiments in Linguistic Meaning, 2, 229-240. https://journals.linguisticsociety.org/proceedings/index.php/ELM/article/view/5371/5094

Class 5: Barner, D., Brooks, N., & Bale, A. (2011). Accessing the unsaid: The role of scalar alternatives in children’s pragmatic inference. Cognition, 118(1), 84-93. doi.org/10.1016/j.cognition.2010.10.010

Further readings:

Gotzner, N., & Romoli, J. (2022). Meaning and alternatives. Annual Review of Linguistics, 8, 213-234. doi.org/10.1146/annurev-linguistics-031220-012013

Bilingualism across the lifespan: interdisciplinary perspectives

Course title

Bilingualism across the lifespan: interdisciplinary perspectives

Teacher

Antonella Sorace (University of Edinburgh and Bilingualism Matters)

Email address

Course level

Advanced

Course description

This course will focus on bilingualism – in the broad sense of learning and using more than one language – at different stages of life:  during childhood (including simultaneous and consecutive bilingualism), in adulthood, and at an older age. Topics covered will include:

  • How languages are learned at different stages of life: the role of predispositions, individual differences, input and experience;
  • Ultimate attainment in adult second language (L2) learning: how far can adults go, and why there is more variation than in childhood?
  • How the native language (L1) selectively and predictably changes as a result of learning an L2;
  • How the processes of L2 learning and L1 change are related for different linguistic structures;
  • How linguistic, cognitive, and attitudinal/social factors interact with each other at different ages;
  • What different kinds of data (naturalistic case studies, corpora, experimental findings) contribute to addressing particular research questions.
Day-to-day program

Monday: Age effects on language learning: does the notion of ‘critical periods’ still make sense?

Tuesday: Acquiring more than one language in childhood: language and cognition

Wednesday: Adult L2 language learning: variation in ultimate attainment

Thursday: Natural and predictable L1 change (“language attrition”) in bilinguals

Friday: The big picture: L2 learning and L1 change

Reading list

Class 1: Hartshorne, J., Tenenbaum, J., and Pinker, S. 2018. A critical period for second language acquisition: Evidence from 2/3 million English speakers. Cognition 177: 263–277.

Recommended: White, E., Hutka, S., Williams, L., and Moreno, S. 2013. Learning, neural plasticity and sensitive periods: implications for language acquisition, music training and transfer across the lifespan. Frontiers in System Neuroscience, vol. 7, article 90.

Class 2: Sorace, A & Serratrice, L. 2009. Internal and external interfaces in bilingual language development: beyond structural overlap. International Journal of Bilingualism 13: 195-201.

Recommended: Surtees, A. and Apperly, I. 2012. Egocentrism and automatic perspective taking in children and adults. Child Development  83: 452-460.

Class 3: Sorace, A. 2011. Pinning down the concept of “interface” in bilingualism. Linguistic Approaches to Bilingualism 1: 1-33 (plus commentaries, which you can read if you have time).

Recommended: Hopp, H., Bail, J. and Jackson, C.N. 2020. Frequency at the syntax-discourse interface: a bidirectional study of fronting options in L1/L2 German and L1/L2 English. Second Language Research 36: 65-96.

Class 4: Chamorro & Sorace 2018. The Interface Hypothesis as a framework for studying L1 attrition. In Köpke, B. and Schmid, M. (eds.) 2018. The Oxford Handbook of Language Attrition. Oxford: Oxford University Press.

Recommended: Linck, J., Kroll, J. And Sunderman, G. 2009. Losing access to the native language while immersed in the second language: evidence for the role of inhibition in second-language learning. Psychological Science 20: 1507-1515.

Class 5: Sorace, A. 2016. Referring expressions and executive functions in bilingualism. Linguistic Approaches to Bilingualism 6:5 (2016), 669–684.

Recommended: Kaltsa, M., Tsimpli, I., and Rothman, J. 2015. Exploring the source of differences and similarities in L1 attrition and heritage speaker competence: evidence from pronominal resolution. Lingua 164: 266-288.

The exception proves the rule: (learning) grammars for non-absolute sound patterns

Course title

The exception proves the rule: (learning) grammars for non-absolute sound patterns

Teacher

Aleksei Nazarov

Affiliation: Utrecht University

Email address

Course level

Intermediate

Course prerequisites

At least a basic knowledge of phonological theory, with at least some knowledge of Optimality Theory. Some experience with computational methods is an advantage.

Course description

This course looks at phonological patterns and grammars through the lens of lexical exceptionality. First, we will take stock of the phenomena that may fall under this label, as well as related phenomena. We will look at various perspectives from which exceptionality has been studied in phonological theory, mainly focusing on Optimality Theoretical approaches. We will then look at the learnability aspect of exceptions: how (and under which circumstances) will a child acquire a rule if it is not obeyed by some data points? We will focus on computational approaches to this question.

Day-to-day program

Monday: The phenomena: what are exceptions?

In this session, we will investigate what may fall under our area of interest: when can we speak of a rule with exceptions? We will look at some representative examples, and we will also look at related phenomena such as morphologically conditioned phonology, phonological opacity, variation, and phonetically unnatural patterns. We will sketch desiderata for a theory of such phenomena.

Tuesday: Approaches to exceptions

This session will give an overview of various approaches to exceptionality in the literature: rule-based approaches, indexed constraints, cophonologies, and others. The theoretical and empirical implications of each approach will be considered, and approaches will be worked out in brief case studies.

Wednesday: Zooming in on indexed constraints

One of the approaches to exceptionality is that of indexed constraints. This approach can be adapted in various ways: indices (diacritics) can be made to belong to various morphological domains as well as individual segments. The empirical motivation for each of these variants will be made clear, which lies in the domain of morphological behaviour of exceptional morphemes, and in explanations of phonological opacity, respectively.

Thursday: Exceptions as a learnability problem

When we investigate patterns with exceptions, we must consider the question of how the child sees that there is a pattern in the first place. Some learnability data will be reviewed, as well as various approaches to explaining the learnability of exceptionful generalizations, including approaches that make a strong cut between a categorical grammar and exceptional, contradictory data points, and approaches that unite exceptions and rule-following items into a single analysis.

Friday: Indexed constraint learners

In this session, we will focus on learning models of indexed constraint grammars. We first explore a non-probabilistic approach, after which we look at probabilistic approaches for both morpheme-level and segment-level indexation, showing results for a set of case studies.

Reading list
Course readings:

[For each session, readings are listed in order of priority: make sure to read the first reading in any case, and the second reading if you can.]

Class 1: Hout (2020:Ch1) until 1.4, skipping 1.2 (14 p), Zuraw (2000:1-7) (7 p)

Class 2: Inkelas & Zoll (2007) until section 5 (17 p), Zuraw (1999) (9 p)

Class 3: Becker (2009:Ch1) until section 1.6 (16 p), Nazarov (2019) (10 p)

Class 4: Yang (2018) (12 p), Allen & Becker (2015: 1-4; 8-14; 28-31) (15 p)

Class 5: Hughto et al. (2019) (11 p), Nazarov & Smith (to appear) (12 p)

Further readings:

Class 1: Wolf (2011), Chomsky & Halle (1968:4.2.2 & 8.7)

Class 2: Bybee & Torres Cacoullos (2008) until section 4

Class 3: Pater (2000), Bjorkman & Jurgec (2018)

Class 4: Becker & Gouskova (2016)

Class 5: Pater (2010), Round (2017)

References
  • Allen, Blake & Michael Becker. 2015. Learning alternations from surface forms with sublexical phonology. Ms., University of British Columbia & Stony Brook University. https://ling.auf.net/lingbuzz/002503
  • Becker, Michael. 2009. Phonological Trends in the Lexicon: The Role of Constraints. Doctoral dissertation, University of Massachusetts Amherst. https://becker.phonologist.org/papers/becker_dissertation.pdf
  • Becker, Michael & Maria Gouskova. 2016. Source-oriented generalizations as grammar inference in Russian vowel deletion. Linguistic Inquiry 47(3): 391-425. https://doi.org/10.1162/LING_a_00217
  • Bjorkman, Bronwyn & Peter Jurgec. 2018. Indexation to stems and words. Phonology 35(4): 577-615.
  • Bybee, Joan and Rena Torres Cacoullos. 2008. Phonological and grammatical variation in exemplar models. Studies in Hispanic and Lusophone Linguistics 1(2): 399-413. https://www.unm.edu/~jbybee/downloads/BybeeTorresCacoullos2008ExemplarModels.pdf
  • Chomsky, Noam, and Morris Halle. 1968. The Sound Pattern of English. New York, Evanston, and London: Harper and Row.
  • Inkelas, Sharon & Cheryl Zoll. 2007. Inkelas, Sharon & Zoll, Cheryl. 2007. ‘Is grammar dependence real? a comparison between cophonological and indexed constraint approaches to morphologically conditioned phonology.’ Linguistics 45(1):133-171. http://linguistics.berkeley.edu/~inkelas/Papers/GrammarDependence.pdf
  • Hout, Katherine. 2020. Conspiratorial exceptionality: A case study of Mushunguli. Doctoral dissertation, UC San Diego. https://escholarship.org/content/qt1fm6d891/qt1fm6d891.pdf
  • Hughto, Coral, Andrew Lamont, Brandon Prickett & Gaja Jarosz. 2019. Learning exceptionality and variation with lexically scaled MaxEnt. Learning exceptionality and variation with lexically scaled MaxEnt. Proceedings of the Society for Computation in Linguistics (SCiL) 2019. 91-101. https://aclanthology.org/W19-0110.pdf
  • Nazarov, Aleksei. 2019. ‘Formalizing the connection between opaque and exceptionful generalizations.’ Toronto Working Papers in Linguistics 41:1. https://doi.org/10.33137/twpl.v41i1.32767
  • Nazarov, Aleksei & Brian Smith. To appear. Generalizing French Schwa Deletion: the Role of Indexed Constraints. To appear in Supplemental Proceedings of the 2022 Annual Meeting on Phonology.
  • Wolf, Matt. 2011. ‘Exceptionality.’ In Marc van Oostendorp, Colin J. Ewen, Elizabeth Hume, and Keren Rice (eds.), The Blackwell Companion to Phonology, vol. 4: Phonological Interfaces, 2538-2559. Oxford: Blackwell.
  • Pater, Joe. 2000. Non-Uniformity in English Secondary Stress: The Role of Ranked and Lexically Specific Constraints. Phonology 17(2): 237–74. https://people.umass.edu/pater/pater-2000.pdf
  • Pater, Joe. 2010. ‘Morpheme-Specific Phonology: Constraint Indexation and Inconsistency Resolution.’ In Steve Parker (ed.), Phonological Argumentation: Essays on Evidence and Motivation. London: Equinox Press, pp. 123-54. https://people.umass.edu/pater/pater-exceptions-book.pdf
  • Round, Erich. 2017. Phonological exceptionality is localized to phonological elements: The argument from learnability and Yidiny word-final deletion. In Claire Bowern, Larry Horn & Raffaella Zanuttini (eds.), On looking into words (and beyond): Structures, relations, analyses, 59–97. Berlin: Language Science Press.
  • Yang, Charles. 2018. A User’s Guide to the Tolerance Principle. Ms., University of Pennsylvania. https://ling.auf.net/lingbuzz/004146
  • Zuraw, Kie. 1999. Regularities in the Derived Lexicon. University of Alberta Papers in Experimental and Theoretical Linguistics 6: 97-105. https://www.linguistics.ucla.edu/people/zuraw/dnldpprs/DerLex.pdf
  • Zuraw, Kie. 2000. Patterned exceptions in phonology. Doctoral dissertation, UCLA. https://linguistics.ucla.edu/people/zuraw/dnldpprs/diss.pdf

Sign Language Emergence in Social Interaction

Course title

Sign Language Emergence in Social Interaction

Teacher

Connie de Vos

Contact

Affiliation: Tilburg University

Email address

Course prerequisites:

No entrance level is required. If you already have a background in sign language linguistics you may write a for-credit paper using data from the Balinese Homesign Corpus or one of the Kata Kolok corpora. Please let me know in advance if you intend to do that.

Course level

Intermediate: state of the art

Course description

At the end of this course you will be able to explain the relevance of sign language linguistics research to fellow linguists. You are also able to explain what social dynamics may influence the structure of various sign language types. You are able to write a research proposal for a study on the role of social interaction on sign language emergence.

Day-to-day program

Monday: Introduction to sign language linguistics

Tuesday: Sign language typology

Wednesday: Emergent signing varieties

Thursday: Homesign interaction

Friday: Innovative approaches to sign language emergence research

Reading list
Background and preparatory readings:

Baker, A. (2016). Sign languages as natural languages. In Baker et al. Eds. The linguistics of sign languages: an Introduction, pp. 1-24, Amsterdam: John Benjamins Publishing Company.

Course readings

Class 1: Braithwaite, B. (2019). Sign language endangerment and linguistic diversity. Language 95(1), e161-e187. doi:10.1353/lan.2019.0025.

Class 2: Zeshan, U., & Palfreyman, N. (2020). Comparability of signed and spoken languages: Absolute and relative modality effects in cross-modal typology. Linguistic Typology, 24(3), 527-562.

Class 3: De Vos, C., & Pfau, R. (2015). Sign language typology: The contribution of rural sign languages. Annu. Rev. Linguist., 1(1), 265-288.

Class 4: Safar, J., & de Vos, C. (2022). Pragmatic competence without a language model: Other-Initiated Repair in Balinese homesign. Journal of Pragmatics, 202, 105-125.

Class 5: Byun, K. S., Roberts, S. G., De Vos, C., Zeshan, U., & Levinson, S. C. (2022). Distinguishing selection pressures in an evolving communication system: Evidence from colournaming in ‘cross signing’. Frontiers in Communication, 7.

Sociolinguistics

Course title

Sociolinguistics

Teacher

Maciej Baranowski

Affiliation: University of Manchester

Email address

Course level

Advanced

Course prerequisites

Intro to Phonetics course; a Sociolinguistics course.

Course description

This is a hands-on course preparing students for graduate-level research in variationist sociolinguistics, in line with the dictum that the best way to learn sociolinguistics is by doing sociolinguistics. It focusses on study design, data collection, coding, and quantitative analysis. Students will be working on datasets with phonetic and discourse variables, using their laptop computers in class. No previous statistics background is required.

Please make sure that R+RStudio and PRAAT are pre-installed.

Day-to-day program

Monday: Data collection methods in variationist sociolinguistics; sample design

Tuesday: Speech transcription and forced alignment

Wednesday: Coding consonantal variables with the Handcoder script in Praat

Thursday: Multivariate analysis: logistic regression in Rbrul

Friday: Multivariate analysis: linear regression in Rbrul

Readings

Background and preparatory readings:

Gordon, M. J. (2006). Interview with William Labov. Journal of English Linguistics, 34(4), 332-351. https://doi.org/10.1177/0075424206294308

Course readings:

Class 1:

Labov, W. 1984. Field methods of the project on Linguistic Change and Variation. In Baugh, J. & Sherzer, J. (eds.). Language in Use: Readings in Sociolinguistics. Englewood Cliffs: Prentice Hall. 28-66.

Labov, W. 2010. Oral narratives of personal experience. In P. Hogan (Ed.), Cambridge encyclopedia of the language sciences. Cambridge: CUP, pp. 546-548: https://www.ling.upenn.edu/~wlabov/Papers/FebOralNarPE.pdf

Class 2:

“The sociolinguistic interview”, Chapter 3 of Tagliamonte, S. 2006. Analyzing sociolinguistic variation. Cambridge: CUP

Tagliamonte, S. 2012. Discourse/Pragmatic Features: Quotative (be like). In Chapter 9 of Variationist Sociolinguistics: Change, Observation, Interpretation. Oxford: Wiley-Blackwell; pp. 247-258

DARLA: Dartmouth Linguistic Automation. URL: http://darla.dartmouth.edu

Class 3:

“The linguistic variable”, Chapter 5 of Tagliamonte, S. 2006. Analyzing sociolinguistic variation. Cambridge: CUP

Williams, A. & Kerswill, P. 1999. Dialect levelling: change and continuity in Milton Keynes, Reading and Hull. In P. Foulkes & G. Docherty (eds.) Urban voices. Accent studies in the British Isles. London: Arnold, pp. 141-162

Class 4:

Tamminga, M. 2011. Getting started with Rbrul for the completely clueless. Available at:http://www.danielezrajohnson.com/tamminga_rbrul.pdf

Daleszyńska, A. 2011. Analysing linguistic variation with Rbrul – a step-by-step guide. Available at: http://www.danielezrajohnson.com/daleszynska_rbrul.pdf

Class 5:

“Quantitative analysis”, Chapter 5 of Tagliamonte S. 2012. Variationist Sociolinguistics: Change, Observation, Interpretation. Oxford: Wiley-Blackwell, pp. 120-160.

Further readings:

Ash, S. 2013. Social class. In J.K. Chambers, P. Trudgill & N. Schilling-Estes (eds.), Handbook of language variation and change. 2nd ed. Oxford: Wily-Blackwell. Pp. 351-367

Feagin, C. 2004. Entering the community: Fieldwork. In J.K. Chambers, P. Trudgill & N. Schilling-Estes (eds.), Handbook of language variation and change. Oxford: Blackwell. Pp. 19-37

Gorman, K. & Johnson, D.E. 2013. Quantitative analysis. In Bayley, R., Cameron, R., & Lucas, C. (eds.) The Oxford Handbook of Sociolinguistics. Oxford: Oxford University Press. 214-240

Johnson, D. 2009. Getting off the GoldVarb Standard: Introducing Rbrul for Mixed-Effects Variable Rule Analysis. Language and Linguistics Compass 3/1: 359–383. DOI: https://doi.org/10.1111/j.1749-818X.2008.00108.x

Discourse coherence: cognitive foundations and implications for communication

Course title

Discourse coherence: cognitive foundations and implications for communication

Teacher

Ted Sanders & Merel Scholman

Contact

Affiliation: Institute for Language Sciences

Email addresses: t.j.m.sanders@uu.nl & m.c.j.scholman@uu.nl

Course level

Intermediate

Course prerequisites

General semantic and pragmatic background knowledge, as well as knowledge of the psycholinguistics of language processing and experimental methodology.

Course description

Successful communication hinges on discourse: it is the means through which language users can convey their thoughts, ideas and emotions effectively to each other. The constituting property of discourse is that it shows connectedness. This connectedness is of a cognitive nature: language users are responsible for creating a coherent mental representation of the discourse under consideration. The discourse itself can, however, contain (more or less) overt linguistic signals that direct and facilitate this interpretation process.

In this course, we will focus on coherence relations that establish the relationship between discourse segments, such as Cause-Consequence and Contrast. These relations are conceptual and they can, but need not, be made explicit by linguistic markers, so-called connectives (because, so, however, although) and lexical cue phrases (For that reason, As a result, On the other hand).

Taking a cognitive approach to discourse coherence, the course presents and discusses an interdisciplinary methodology of converging evidence. This is illustrated with studies using both linguistic and psycholinguistic research methods and data: text analysis, corpus research on coherence relations, connectives and cue phrases, cross-linguistic comparison and the study of variation across genres and media, on-line processing using techniques like self-paced reading and eye-tracking, text comprehension and (second) language acquisition. Finally, we discuss implications for communication through text and discourse in terms of readability and comprehensible language.

Day-to-day program

Monday: Introduction.

  • What is discourse?
  • Cohesion and coherence. Referential and relational coherence.
  • Coherence relations, connectives and their categorization.

Tuesday: Coherence relations and connectives in language use.

  • Cross-linguistic comparison across various media
  • Cognitive account of subjectivity
  • Connectives for all types of relations

Wednesday: Discourse processing and representation

  • Top down versus bottom up
  • Time-course of processing
  • Two-part connectives

Thursday: Aspects influencing discourse processing

  • Bottom up: alternative linguistic signals
  • Top down: genre and knowledge

Friday: Discourse, cognition and communication.

  • What do the insights so far tell us about communication?
  • Text comprehension and readability.
  • Text quality and coherence
Readings

Course readings:

Class 1:

  • Zufferey, S. & Degand, L. (to appear). Connectives and discourse relations. Chapter 1; PDF provided.
  • Zwaan R. A. & Singer, M. (2003). Text comprehension. In A. C. Graesser, M. A. Gernsbacher & S. R. Goldman (Eds.), Handbook of Discourse Processes. Hillsdale, New Jersey: Lawrence Erlbaum Associates.

Class 2:

  • Hoek, J., Evers-Vermeul, J., & Sanders, T. J. (2019). Using the cognitive approach to coherence relations for discourse annotation. Dialogue & Discourse, 10(2), 1-33.

Class 3:

  • Sanders, T.J.M, Hoek, J. & Scholman, M.C.J. (to appear). Experimental studies in discourse. In S. Zufferey & P. Gygax (Eds.), The Routledge Handbook of Experimental Linguistics. PDF provided

Class 4:

  • Hu, N. (2023). Speaking of causality: On the role of prosody in communicating subjective and objective causality in discourse (Doctoral dissertation, LOT). Read only chapter 2.

Class 5:

  • Graesser, A. C., McNamara, D. S., & Kulikowich, J. M. (2011). Coh-Metrix providing multilevel analyses of text characteristics. Educational Researcher, 40(5), 223-234. doi:10.3102/0013189X11413260
  • Van Silfhout, G., Evers-Vermeul, J., Mak, W. M., & Sanders, T. J. M. (2014). Connectives and lay-out as processing signals: How textual features affect students’ on-line processing and text representation. Journal of Educational Psychology, 106(4), 1036-1048. doi:10.1037/a0036293

Further readings:

  • [Class 2] Asr, F. T., & Demberg, V. (2012, December). Implicitness of discourse relations. In Proceedings of COLING 2012(pp. 2669-2684).
  • [Class 2] Hoek, J., Sanders, T. J., & Spooren, W. P. (2021). Automatic coherence analysis of Dutch: testing the subjectivity hypothesis on a larger scale. Corpora, 16(1), 129-155.
  • [Class 4] Knott, A., & Dale, R. (1994). Using linguistic phenomena to motivate a set of coherence relations. Discourse processes, 18(1), 35-62.
  • [Class 3] Kleijn, S., Pander Maat, H. L., & Sanders, T. J. (2019). Comprehension effects of connectives across texts, readers, and coherence relations. Discourse Processes, 56(5-6), 447-464.
  • [Class 3] Schwab, J., & Liu, M. (2020). Lexical and contextual cue effects in discourse expectations: Experimenting with German ‘zwar… aber’ and English ‘true/sure… but’. Dialogue & Discourse, 11(2), 74-109.
  • [Class 4] Tskhovrebova, E., Zufferey, S., & Gygax, P. (2022). Individual variations in the mastery of discourse connectives from teenage years to adulthood. Language learning, 72(2), 412-455.
  • [Class 4] Yi, E., & Koenig, J. P. (2021). Grammar modulates discourse expectations: evidence from causal relations in English and Korean. Language and Cognition, 13(1), 99-127.
  • [Class 5] Crossley, S. A., & McNamara, D. S. (2016). Say more and be more coherent: How text elaboration and cohesion can increase writing quality. Journal of Writing Research, 7(3), 351-370.
  • [Class 5] Wijekumar, K., Meyer, B. J. F., & Lei, P. (2017). Web-Based Text Structure Strategy Instruction Improves Seventh Graders’ Content Area Reading Comprehension. Journal of Educational Psychology, 109 (6), 741-760.

Canonical typology

Course title

Canonical typology

Teacher

Greville Corbett

Affiliation: Surrey Morphology Group, University of Surrey (UK)

Email

Course level

Intermediate

Course prerequisites

There are no prerequisites. Valuable qualities include: curiosity about of linguistic diversity; familiarity with morphosyntactic glossing (check the Leipzig Glossing Rules); openmindedness; willingness to keep asking and discussing if things are not clear.

Course description

We start with a brief introduction to traditional typology, then concentrate on a recent development, Canonical Typology. The course will range over a wide range challenging and interesting languages. There will be ample opportunity for participants to participate with data, criticism and analyses.

Day-to-day program

Monday: Inflectional morphology: the typology of internal splits

A key notion in understanding language is ‘possible word (lexeme)’. While there are lexemes that are internally homogeneous and externally consistent, we find others with splits in their internal structure (morphological paradigm) and inconsistencies in their external behaviour (syntactic requirements). I first explore the characteristics of the most straightforward lexemes, in order to establish a point in the theoretical space from which we can calibrate the real examples we find. I then schematize the interesting phenomena that deviate from this idealization, including suppletion, syncretism, deponency, and defectiveness. Next I analyze the different ways in which lexemes are ‘split’ by such phenomena. I set out a typology of possible splits, along four dimensions: splits that are (i) based on the composition/feature signature of the paradigm versus those based solely on morphological form; (ii) motivated (following a boundary motivated from outside the paradigm) versus purely morphology-internal (‘morphomic’); (iii) regular (extending across the lexicon) versus irregular (lexically specified); (iv) externally relevant versus irrelevant: we expect splits to be internal to the lexeme, but some have external relevance (they require different syntactic behaviours).

I identify instances of these four dimensions separately: they are orthogonal, and therefore not dependent on each other. Their interaction gives a substantial typology, and it proves to be surprisingly complete: the possibilities specified are all attested. The typology also allows for the unexpected patterns of behaviour to overlap in particular lexemes, producing some remarkable examples. Such examples show that the notion ‘possible word’ is more challenging than many linguists have realized.

Tuesday: Syntax: the typology of external splits

‘Split’ is used extensively, in different ways: ‘case split’, ‘split agreement’ and many more. Yet there is a unifying notion. The lexicon divides into parts of speech (or lexical categories) and there are cross-cutting regularities (features); a split is an additional partition, whether in the part of speech inventory or the feature system. On this base an elegant typology can be constructed, using minimal machinery. The typology is based on four external relations (government, agreement, selection and anti‑government), and it specifies four types of split within each (16 possibilities in all). This typology (i) highlights less familiar splits, from diverse languages, and fits them into the larger picture; (ii) introduces and documents anti‑government; (iii) elucidates the complexities of multiple splits; (iv) clarifies what exactly is split, which leads to a sharpening of our analyses and applies across different traditions.

Wednesday: Interfaces: the relations between internal and external splits

Lexemes may be split internally, by phenomena such as suppletion, periphrasis, heteroclisis and deponency. Generalizing over these phenomena, which split a lexeme’s paradigm, we can establish a typology of the possible internal splits. There are also lexemes whose external requirements are split: they induce different agreement, for instance. Again, a typology of these splits has been proposed. The next logical step is to attempt a typology of the possible relations between internal and external splits. This is not straightforward, since we need to avoid spurious linkages. Four lines of argument are offered: (i) general plausibility: the internal-external linkage is compelling, and so other accounts require a degree of coincidence which is unlikely; (ii) overabundance: alternative inflectional forms link to different external requirements; (iii) variation in time and space: splits in inflection and in external requirements vary, while maintaining their linkage; (iv) pluralia tantum nouns: the different types of these nouns provide intriguing confirming evidence. Case studies include Asia Minor Greek, Polish, Russian, Scottish Gaelic, Sεlεε, Serbo-Croat (BCMS), Slovenian, Latin and Old Frisian. The clear instances which emerge, where an external split is demonstrably linked to an internal one, prove both surprising and significant. We discover that in split paradigms, besides overt overabundance, there may also be covertly overabundant cells. Furthermore, when external splits involve individual cells, these will not induce simple (consistent) agreement. This makes good sense, demonstrating that featural information is associated with lexemes in a natural default manner: at the lexeme level by default, unless overridden at the sub-paradigm level, unless in turn overridden at the level of individual cells.

Thursday: Hierarchies: Underpinning the Agreement Hierarchy I: Controllers

The Agreement Hierarchy consists of four principal target positions: attributive, predicate, relative pronoun and anaphoric personal pronoun. It constrains the distribution of alternative agreements, in that the likelihood of agreement with greater semantic justification increases monotonically as we move rightwards along the hierarchy. The Agreement Hierarchy covers a wide range of disparate data, and continues to figure regularly in work on theoretical syntax. Since the hierarchy was first proposed, typology has moved on. This means that to remain fit for the purposes for which it is currently used, the hierarchy needs an overhaul. The typology of agreement controllers is the area where the need is most urgent; this is therefore our focus. The canonical typology of controllers is shown to have two dimensions: lexeme to phrase, and local to extraneous (the latter involving honorific agreement, associative agreement, back agreement and ‘pancake sentences’). These two dimensions are amply illustrated. Finally, interactions between the different types of agreement controller are investigated, since these prove revealing for the typology. Besides making progress on the typology of agreement, the paper contributes to typology more generally, in incorporating insights from other typological disciplines.

Friday: Underpinning the Agreement Hierarchy II: (Generalized) semantic agreement

Agreement systems often allow alternatives: This family has/have lost everything. Therefore typology requires a means for generalizing over them. Instances like plural have are frequently termed “semantic agreement” (vs. “syntactic agreement” for singular has), but this notion has proved difficult. The challenge is to encompass the full typological range of alternative agreements. These include the core instances: (i) hybrid nouns like family; and (ii) constructional mismatches, such as conjoined nominal phrases, but also less obvious phenomena: (iii) split hybrids where neither alternative is straightforwardly semantic, both appear related to form, and (iv) examples like Scandinavian “pancake sentences”, which stretch semantic agreement towards pragmatics. These different types are comparable in that (i) the alternatives are realized by the normal agreement forms; and (ii) they are subject to the Agreement Hierarchy. Hence they demand a common treatment. To achieve this, I first unpack the Agreement Hierarchy constraint into the agreement target positions and the directionality implied by “semantic agreement”. I show how the latter arises from mismatches between the agreement information available from different sources. In the core instances, the information from one source is, typically, more evidently semantic than the other. But in other instances, this is less clear. I argue that it is more parsimonious to treat these less obvious phenomena as falling under the constraint of the Agreement Hierarchy, and as being part of the pattern of a Hierarchy of Agreement Sources, which gives different degrees of “generalized semantic agreement”. This reworking offers a more robust underpinning to the Agreement Hierarchy, and fits into a current trend in typology. A typology that works is no longer sufficient: we examine and justify the defining criteria, and relate them to the underlying attributes of the domain.

Reading list
Background and preparatory readings:

Greenberg, Josheph H. 1963. Some universals of grammar with particular reference to the order of meaningful elements. In: Joseph H. Greenberg (ed) Universals of Language, 73-113. Cambridge, MA: MIT Press. [Paperback edition 1966.] A great foundational paper; if you’ve read it, do read it again.

Haspelmath, Martin, Matthew S. Dryer, David Gil & Bernard Comrie (eds) The World Atlas of Language Structures. Oxford: Oxford University Press. Available online at: http://wals.info. Dip in to whatever looks interesting.

Corbett, Greville G. 2006. Agreement. Cambridge: Cambridge University Press. [chapter 1 and references there]

Round, Erich & Greville G. Corbett. 2020. Comparability and measurement in typological science: The bright future for linguistics. Linguistic Typology, 24, 3, 489-525. A recent account of what canonical typology contributes. Take it slowly! Open access

Course readings:

Some of the course readings may seem challenging the first time. I’d suggest you have a go at them, and see how far you get. Please note the places where the going gets tough, and bring these to ask about in our sessions. We shall tackle the data carefully together.

Class 1:

Corbett, Greville G. 2015. Morphosyntactic complexity: a typology of lexical splits. Language 91.145-193. DOI: 10.1353/lan.2015.0003. Available online. This is the paper we shall work on; it would be good to read at least to page 149.

Surrey Lexical Splits Database.

This provides extensive material. Do browse about.

Class 2:

Corbett, Greville G. 2023. The typology of external splits. Language 99(1). 108-153. https://muse.jhu.edu/article/884311.This is a long paper; just make a start.

Class 3:

Corbett, Greville G. 2022. Splits, internal and external, as a window into the nature of features. Morphology 32.45-91. doi: 10.1007/s11525-021-09387-5. Open access. Brings the two previous topics together. Includes some tricky data, which we’ll take time over together.

Class 4:

Corbett, Greville G. 2010. Implicational hierarchies. In: Jae Jung Song (ed.) The Oxford Handbook of Language Typology, 190-205. Oxford: Oxford University Press. At: www.academia.edu/6033174/Implicational_hierarchies. An introduction to hierarchies, which will be useful for understanding the main paper.

Corbett, Greville G. 2022. The Agreement Hierarchy revisited: the typology of controllers. Word Structure 15(3). 181-225. (Thematic issue The many facets of agreement edited by Tania Paciaroni, Alice Idone & Michele Loporcaro) https://www.euppublishing.com/doi/full/10.3366/word.2022.0208 (open access). It would be good to get to page 185 before our session.

Class 5:

Corbett, Greville G. 2023.The Agreement Hierarchy and (generalized) semantic agreement. Glossa: a journal of general linguistics 8(1). pp. 1–39. DOI: https://doi.org/10.16995/glossa.9164

Further readings:

There is an extensive bibliography on Canonical Typology (with many items downloadable) at: tiny.cc/ctbib

Brown, Dunstan & Marina Chumakina. 2013. What there might be and what there is: an introduction to Canonical Typology. In Dunstan Brown, Marina Chumakina & Greville G. Corbett (eds) Canonical Morphology and Syntax, 1-19. Oxford: Oxford University Press. [a helpful introduction]

 Bond, Oliver. 2013. A base for canonical negation. In Dunstan Brown, Marina Chumakina & Greville G. Corbett (eds) Canonical Morphology and Syntax, 20-47. Oxford: Oxford University Press. [a good example of how it is done]

Corbett, Greville G. 2012. Features. Cambridge: Cambridge University Press. [might prove useful as background to the issues we shall deal with in morphology and syntax]



Course descriptions (week 2)


The syntax of talking heads

Course title

The syntax of talking heads

Teacher

Martina Wiltschko

Affiliation: ICREA, Universitat Pompeu Fabra

Email address

Course level

Advanced: the target group is RM2 students who have previously written a paper related to issues pertaining to the syntax-semantics or syntax-pragmatics interface or PhD students whose research relates to this area of research.

Course description

The goal of this course is to introduce students to a view regarding the syntax-pragmatics interface which takes into considerations insights from other linguistic frameworks that are dedicated to dealing with language in interaction (e.g., conversation analysis, interactional linguistics, etc.). This departs from traditional generative assumptions according to which the language of interaction is largely considered to be a matter of performance (rather than competence). However, work in conversation analysis has clearly demonstrated that a communicative competence underlies the human ability to talk to each other. We will explore aspects of this communicative competence that are arguably in the purview of grammatical knowledge. I will present and use a syntactic model (the interactional spine hypothesis, Wiltschko 2021) according to which the construction of common ground as well as the regulation of turn-taking is (in part) constrained by the syntactic spine. Broadening the domain of syntax in this way leads us to explore and analyse empirical phenomena that have not traditionally been part of the data-base considered for theorizing about the human language faculty. Conversely, by taking a generative perspective we are led to explore questions of universality and variation in the domain of interactional language, something that has not been systematically considered within other frameworks.

Day-to-day program

Monday: Introducing the framework: the interactional Spine hypothesis

I will introduce the basic framework for discovery and analysis and how it compares to approaches that also deal with the syntax-pragmatics interface.

  • core tenets of the interactional spine hypothesis (Wiltschko 2021)
  • historical background (speech act theory, conversation analysis, interactional linguistics,…)
  • comparison to approaches towards syntacticizing speech acts
  • methodological necessities

Tuesday: The syntax of discourse markers.

We shall explore universality and variation in discourse markers dedicated to…

  • eliciting a response: confirmationals
  • marking a reaction: response markers
  • marking the status of the propositional content with the knowledge state of the speaker
  • marking the status of the propositional content with the knowledge state of the addressee

Wednesday: The syntax of-self talk

We will explore constraints on language in self-talk. Given that interactional language is defined by the interaction between a speaker and an addressee, self-talk serves as a limiting case: there is no obvious addressee. Based on an observation in Holmberg (2010) according to which when people talk to themselves they can use either “I” or “you” to talk to themselves, I show that these types of self-talk have different grammatical constraints.  “I-centered” self talk is essentially a way of thinking out loud, whereas when using “you-centered” self-talk one has a conversation with oneself. As such self-talk serves as an important diagnostic tool for the syntax of interactional language: addressee-oriented phenomena are disallowed in “I-centered” self talk

Thursday: The syntax of emotive language

Language in interaction is often emotionally charged and language has means for speakers to express their emotions (via expressive language and interjections, for example). We will explore the role of the interactional spine hypothesis in our understanding of emotive language.

Friday: The syntax of talking heads: implications for modelling the language faculty.

According to the interactional spine hypothesis several aspects of language that belong to language in use are part of the syntactic structure. This means that we have to reconsider how we model our language faculty. That is, the classic T- or Y-model that defined generative grammar for decades needs to be revised to accommodate the integration of language in use. In addition, the integration of linguistic interaction within the language faculty also invites us to reconsider our model of the mind. I will show how evidence from language-acquisition, neuro-diversity, and comparative psychology (animal communication and cognition) can be used and reconsidered in light of the Interactional Spine Hypothesis.

Course readings

Class 1

Wiltschko, Martina (2021). The grammar of interactional language. Cambridge University Press. (chapters 1-4)

Class 2

Wiltschko, Martina (2021). The grammar of interactional language. Cambridge University Press. (chapters 5-6)

Class 3

Holmberg, Anders. 2010. Referring to yourself in self talk. In: Structure preserved. Studies in syntax for Jan Koster. Edited by C. Jan-Wouter Zwart and Mark de Vries. John Benjamins. 185–192

Ritter, Elizabeth & Martina Wiltschko (2021). Grammar constrains the way we talk to ourselves. Proceedings of the CLA 2021.

Class 4

Wiltschko, Martina (2023) The relation between language and the emotions. The view from grammar. (ms. ICREA, UPF).

Class 5

Wiltschko, Martina (2022) What is the syntax-pragmatics interface. In : Empirical Issues in Syntax and Semantics 14 Edited by Gabriela Bîlbîie, Berthold Crysmann & Gerhard Schaden.

Memory mechanisms in sentence processing

Course title

Memory mechanisms in sentence processing

Teacher

Aya Meltzer-Asscher

Contact

Affiliation: Tel Aviv University

Email address

Course level

Advanced

Prerequisites

Students should have knowledge of research methods in psycholinguistics (or cognitive psychology) and basic knowledge of theories of sentence processing, and should be able to read experimental papers.

Course description

Sentence comprehension requires flexible use of memory resources in order to encode, maintain and retrieve partial linguistic representations. In this course we will learn about the central findings in the research on memory mechanisms in sentence processing, namely cases of inhibitory and facilitatory interference in the formation of different linguistic dependencies. We will discuss the main models put forward to explain these findings, reviewing their strengths and weaknesses.

Day-to-day program

Monday:

  • Basic principles of Cue-Based Retrieval
  • Configurations of inhibitory and facilitatory interference
  • Facilitatory interference: Agreement attraction

Tuesday:

  • Facilitatory interference: NPI illusions, semantic attraction
  • Facilitatory interference in reflexive-antecedent dependencies?
  • Inhibitory interference: Subject-verb and verb-object dependencies

Wednesday:

  • Empirical evaluation of Cue-Based Retrieval and updates to the model
  • Representational models: Marking and Morphing

Thursday:

  • “Ungrammaticality illusions”? Response bias and good-enough processing
  • Additional limitation of Cue-Based Retrieval: Encoding interference
  • Early findings of encoding interference

Friday:

  • Recent findings of encoding interference
  • Models of encoding interference
  • Incorporating representation and retrieval distortions in a single model
Reading list
Background and preparatory readings:
  • McElree, B., Foraker, S., & Dyer, L. (2003). Memory structures that subserve sentence comprehension. Journal of memory and language, 48(1), 67-91.‏
  • Nairne, J. S. (2002). Remembering over the short-term: The case against the standard model. Annual review of psychology, 53(1), 53-81.‏
Course readings:

 Class 1:  Lewis, R. L., Vasishth, S., & Van Dyke, J. A. (2006). Computational principles of working memory in sentence comprehension. Trends in cognitive sciences, 10(10), 447-454.‏

Class 2:  Dillon, B., Mishler, A., Sloggett, S., & Phillips, C. (2013). Contrasting intrusion profiles for agreement and anaphora: Experimental and modeling evidence. Journal of Memory and Language, 69(2), 85-103.‏

Class 3:  Jäger, L. A., Engelmann, F., & Vasishth, S. (2017). Similarity-based interference in sentence comprehension: Literature review and Bayesian meta-analysis. Journal of Memory and Language, 94, 316-339.‏

Class 4:  Hammerly, C., Staub, A., & Dillon, B. (2019). The grammaticality asymmetry in agreement attraction reflects response bias: Experimental and modeling evidence. Cognitive psychology, 110, read pages 70-88, 94-98.

Class 5:  Laurinavichyute, A., Jäger, L. A., Akinina, Y., Roß, J., & Dragoy, O. (2017). Retrieval and encoding interference: Cross-linguistic evidence from anaphor processing. Frontiers in psychology, 8, 965, 1-18.‏

Further readings:
  •  Bock, K., Eberhard, K. M., Cutting, J. C., Meyer, A. S., & Schriefers, H. (2001). Some attractions of verb agreement. Cognitive psychology, 43(2), 83-128.‏
  • Cunnings, I., & Sturt, P. (2018). Retrieval interference and semantic interpretation. Journal of Memory and Language, 102, 16-27.‏
  • Engelmann, F., Jӓger, L. A., & Vasishth, S. (2019). The effect of prominence and cue association on retrieval processes: A computational account. Cognitive Science, 43(12), e12800.‏
  • Gordon, P. C., Hendrick, R., & Johnson, M. (2001). Memory interference during language processing. Journal of experimental psychology: learning, memory, and cognition, 27(6), 1411-1423.‏
  • Gordon, P. C., Hendrick, R., & Levine, W. H. (2002). Memory-load interference in syntactic processing. Psychological science, 13(5), 425-430.‏
  • Oberauer, K., & Kliegl, R. (2006). A formal model of capacity limits in working memory. Journal of memory and language, 55(4), 601-626.‏
  • Ness, T., & Meltzer-Asscher, A. (2019). When is the verb a potential gap site? The influence of filler maintenance on the active search for a gap. Language, Cognition and Neuroscience, 34(7), 936-948.‏
  • Staub, A. (2009). On the interpretation of the number attraction effect: Response time evidence. Journal of memory and language, 60(2), 308-327.‏
  • Van Dyke, J. A. (2007). Interference effects from grammatically unavailable constituents during sentence processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(2), 407.‏
  • Van Dyke, J. A., & McElree, B. (2006). Retrieval interference in sentence comprehension. Journal of memory and language, 55(2), 157-166.‏
  • Vasishth, S., Brüssow, S., Lewis, R. L., & Drenhaus, H. (2008). Processing polarity: How the ungrammatical intrudes on the grammatical. Cognitive Science, 32(4), 685-712.‏
  • Villata, S., Tabor, W., & Franck, J. (2018). Encoding and retrieval interference in sentence comprehension: Evidence from agreement. Frontiers in psychology, 9, 2.‏
  • Wagers, M. W., Lau, E. F., & Phillips, C. (2009). Agreement attraction in comprehension: Representations and processes. Journal of memory and language, 61(2), 206-237.‏
  • Yadav, H., Smith, G., Reich, S., & Vasishth, S. (2023). Number feature distortion modulates cue-based retrieval in reading. Journal of Memory and Language, 129, 104400, 1-40.‏

Queer Linguistics

Course title

Queer Linguistics

Teacher

Helen Sauntson

Contact

Affiliation: York St John University, United Kingdom

Email address

Course level

Advanced

Course prerequisites

Foundational skills in the descriptive analysis of language (e.g. grammar, vocabulary, semantics, conversation analysis). A working knowledge of sociolinguistics will also be helpful.

Course description

In contemporary language, gender and sexuality research, queer linguistics has become a crucial approach for interrogating and understanding how gender- and sexuality-based inequalities are produced, reinforced and sometimes challenged through language.

This course will enable you to learn about how and why queer linguistics is a helpful framework for examining a range of issues and topics in the field of language, gender and sexuality. The course will focus on examinations of how normative and non-normative (queer) constructions of sexual identity are enacted through and inscribed in language practices, and how these language practices may effect particular discourses of sexuality. Using empirical examples, we will explore how queer linguistics questions how language functions to construct particular binaries relating to gender and sexuality (e.g. man and woman, gay and straight etc).

As well as learning about the theoretical and methodological principles of queer theory, you will have opportunities to engage in hands-on practical analyses of some real-life spoken and written data from a number of contexts including social media.

Day-to-day program

Monday: Introduction to Queer Linguistics

This session introduces you to the key principles of queer linguistics to be explored throughout the course. We will look at how queer linguistics draws on the principles of queer theory and applied them to the study of language. In particular, we will explore the central concept of ‘heteronormativity’ as the main object of critical investigation in queer linguistics. You will have an opportunity to work with real-life linguistic data as a means of learning the basics of how to apply queer linguistics in practice.

Tuesday: Exploring and Applying Key Concepts in Queer Linguistics: Normativity, Temporality and Spectrality

This session develops the previous one by examining in greater detail the queer linguistic concepts of normativity, temporality and spectrality. We will consider why these concepts are important in queer linguistics and will look at examples of how they can be analysed in relation to the linguistic construction of sexual identities in some of my own previous research data.

Wednesday: Analysing Discursive Constructions of Sexual Identities in Texts 1: Spoken Discourse

The Wednesday and Thursday sessions are workshops in which you will be given opportunities to conduct your own analyses of linguistic data using queer linguistics. The Wednesday session will focus on analysing spoken (conversational) texts using queer linguistics. The first part of the session will consist of some guided walk-throughs of how to analyse conversational data using queer linguistics, with data taken from well-known researchers in the field as well as from some of my own published research. The second part of the session involves you working in groups to conduct your own data analyses using the approach and procedure modelled in the first part. (Data will be provided for you to analyse – you do not need to collect your own.)

Thursday: Analysing Discursive Constructions of Sexual Identities in Texts 2: Written Discourse

This session follows the same format as the Wednesday session but with a focus on written text examples. In this session, you will have opportunities to try out your own queer linguistics-informed analyses of some written texts.

Friday: The circulation of homophobic, transphobic and anti-gender discourses on social media

This session focuses on analysing gender- and sexuality-based hate speech on the social media platform YouTube. We will examine some of the key linguistic and discursive strategies used by the text producers to distort and undermine progressive views of gender and sexuality. You will learn how to use van Dijk’s (2006) critical discourse analysis framework for analysing linguistic expressions of prejudice and denial in the data and will have opportunities within the session to conduct your own hands-on analysis of data using this framework.

Reading list
Background and preparatory readings:

Ellece, S. 2020. Homophobia and the media: A sample critical discourse analysis. In K. Hall and R. Barrett (eds) Language and Sexuality. Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190212926.013.38

Sauntson, H. 2021. Conflicting discourses of ‘democracy’ and ‘equality’: A discourse analysis of the language of pro- and anti-LGBTQ+ inclusion in the Relationships and Sex Education guidance for schools in England. Trabalhos de Linguística Aplicada (Papers in Applied Linguistics) 59 (3): 1995-2016. https://doi.org/10.1590/010318138753811120201118

Course readings

Class 1:

Jones, L. 2021. Queer linguistics and identity: The past decade. Journal of Language and Sexuality 10 (1): 13-24. https://doi.org/10.1075/jls.00010.jon

Motschenbacher, H. 2021. Language and sexuality studies today: Why ‘homosexual’ is a bad word and why ‘queer linguist’ is not an identity. Journal of Language and Sexuality 10 (1): 25–36. https://doi.org/10.1075/jls.00011.mot

Class 2:

Motschenbacher, H. and Stegu, M. 2013. Queer linguistic approaches to discourse. Discourse and Society 24 (5): 519-535. https://doi.org/10.1177/0957926513486069

Class 3:

Jones, L. 2014. ‘Dolls or teddies?’ Constructing lesbian identity through community-specific practice. Journal of Language and Sexuality 3 (2): 161-190. https://doi.org/10.1075/jls.3.2.01jon

Class 4:

Peterson, D. 2011. ‘The basis for a just, free, and stable society’: Institutional homophobia and governance at the Family Research Council. Gender and Language 4 (2): 257-286. https://doi.org/10.1558/genl.v4i2.257

Class 5:

Zottola, A. and Borba, R. 2022. ‘Gender ideology’ and the discursive infrastructure of a transnational conspiracy theory. In M. Demata, V. Zorzi and A. Zottola (eds) Conspiracy Theory Discourses. Amsterdam: John Benjamins. 465-488. DOI:10.1075/dapsac.98.20zot

Further readings:
  • Barrett, R. The emergence of the unmarked: Queer theory, language ideology, and formal linguistics. In L. Zimman, J. Davis and J. Raclaw (eds) Queer Excursions: Retheorizing Binaries in Language, Gender, and Sexuality. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199937295.003.0010
  • Borba, R. 2022. Enregistering ‘gender ideology’. Journal of Language and Sexuality 11 (1): 57-79. https://doi.org/10.1075/jls.21003.bor
  • Leap, W. 2013. Commentary II: Queering language and normativity. Discourse and Society 24 (5): 643-648. https://doi.org/10.1177/095792651349032
  • Leap, W. 2015. Queer linguistics as critical discourse analysis. In D. Tannen, H. Hamilton and D. Schiffrin (eds) The Handbook of Discourse Analysis 2. Oxford: Wiley. 661-680. https://doi.org/10.1002/9781118584194.ch31
  • Hall, K. 2013. ‘It’s a hijra!’: Queer linguistics revisited. Discourse and Society 24 (5): 634–642. https://doi.org/10.1177/0957926513490321
  • Maree, C. 2015. Queer linguistics. In P. Whelehan and A. Bolin (eds) The International Encyclopedia of Human Sexuality. Oxford: Wiley-Blackwell. 1047-1051. https://doi.org/10.1002/9781118896877.wbiehs391
  • Motschenbacher, H.2010. Language, Gender and Sexual Identity: Poststructuralist Perspectives. Amsterdam: John Benjamins. https://doi.org/10.1075/impact.29
  • Motschenbacher, H. 2011. Taking queer linguistics further: Sociolinguistics and critical heteronormativity research. International Journal of the Sociology of Language 212: 149-179. https://doi.org/10.1515/ijsl.2011.050
  • Sauntson, H. 2020. Researching Language, Gender and Sexuality: A Student Guide. London: Routledge. Chapter 2.

Semantics of Perspective-Dependent Expressions

Course title

Semantics of Perspective-Dependent Expressions

Teacher

Peter Lasersohn

Email address

Course level

Advanced

Course prerequisites

Basic familiarity with formal semantics and philosophy of language.

Course description

Survey of linguistic expressions whose interpretation involves some notion of perspective, with an emphasis on examples which raise issues at the foundations of semantic theory. Specific topics include de se attitude reports, logophoric pronouns, controlled PRO, predicates of personal taste, future contingents, epistemic modals, free indirect discourse, pronouns in dream reports.

Day-to-day program

Monday: Introduction to perspective-dependency. Distinguishing levels at which perspective parameters may be present, in a Montague/Kaplan-style theory. “Centered” and non-centered contents.

Tuesday: Logophoricity and grammatical empathy. Major philosophical approaches to de se and related attitudes (begin).

Wednesday: Major philosophical approaches to de se and related attitudes (continued). Linguistic analysis of grammatical constructions that require de se interpretations. Controlled infinitival clauses. Amharic first-person pronouns.

Thursday: Relativist semantics. Predicates of personal taste. Future contingent sentences. Epistemic modals.

Friday: Free indirect discourse. Dream report pronouns. Summary and final conclusions.

Reading list

Class 1: Braun, David (2015) Indexicals, The Stanford Encyclopedia of Philosophy, Edward N. Zalta (ed.), https://plato.stanford.edu/archives/sum2017/entries/indexicals/.

Class 2: Lewis, David (1979) Attitudes de dicto and de se, Philosophical Review 88.4.513–543, https://www.jstor.org/stable/2184843.

Class 3: Chierchia, Gennaro (1989) Anaphora and attitudes de se, Semantics and Contextual Expression, R. Bartsch et al. (eds.), Foris Publications, https://scholar.harvard.edu/files/chierchia/files/1989_de-se.pdf.

Class 4: MacFarlane, John (2003) Future contingents and relative truth, Philosophical Quarterly 53.212.321–336, https://www.jstor.org/stable/3543119.

Class 5: Doron, Edit (1991) Point of view as a factor of content, Proceedings from Semantics and Linguistic Theory I, https://doi.org/10.3765/salt.v1i0.2997.

Topics in Acquisition of semantics (and pragmatics)

Course title

Topics in Acquisition of semantics (and pragmatics)

Teacher

Luisa Meroni

Affiliation: Utrecht University

Course level

Intermediate: state of the art

Course description

In this class we will cover some of the major findings in the study of first-language acquisition of semantics by discussing the challenges experienced by young children in their development. In particular, we will take into consideration the role of pragmatic and contextual factors in children’s acquisition of semantics and in so doing we will explore some of  the methodologies developed to assess children’s semantic competence. How do children make use of pragmatic/contextual information?  How (if indeed possible)  can we a priori define the situations that will help children accessing the ‘ appropriate’ interpretation?

Moreover we will try to understand the connection between linguistic theory and research in language acquisition (learnability theory). The findings primarily come from English, but cross-linguistic differences in the phenomena of interest and corresponding differences in acquisition patterns will also be considered.

Day-to-day program

Day 1 – Quantifiers and logical operators

Day 2 – Scalar Implicatures

Day 3 – Scope

Day 4 – Mass Nouns

Day 5 – Learnability

Readings

Course readings

Day 1 – Hunter, T. and J. Lidz (2013) “Conservativity and Learnability of Determiners,” Journal of Semantics, 30 (3), 315-334. https://doi-org.proxy.library.uu.nl/10.1093/jos/ffs014

Day 2 – Barner, D., N. Brooks and A. Bale (2011). Accessing the unsaid: The role of scalar alternatives in children’s pragmatic inference. Cognition, 118(1), 84-93 https://doi.org/10.1016/j.cognition.2010.10.010

Day 3 – Gualmini, A., Hulsey, S., Hacquard, V., & Fox, D. (2008). The question–answer requirement for scope assignment. Natural language semantics, 16(3), 205-37. https://semantics.uchicago.edu/kennedy/classes/s09/experimentalsemantics/gualmini-etal08.pdf

Day 4 – Huang, A., Li, J., & Meroni, L. (2022). Grammatical and contextual factors affecting the interpretation of superordinate collectives in child and adult Mandarin. Linguistics, 60(4), 933-972. https://doi-org.proxy.library.uu.nl/10.1515/ling-2022-0048

Day 5 – Moscati, V., J. Romoli , T.F. Demarie  and S. Crain (2016) Born in the USA: a Comparison of Modals and Nominal Quantifiers in Child Language , Natural Language Semantics 24: 79-115. https://doi.org/10.1007/s11050-015-9120-1

Topics in the syntax and semantics of creole languages: constants and microvariations

Course title

Topics in the syntax and semantics of creole languages: constants and
microvariations

Teacher

Viviane Déprez

Affiliation: Department of Linguistics, Rutgers University. LPL CNRS, Aix en
Provence
Email address

Course level

Intermediate: the target group is RM2 and PhD students who have
previously taken a course on the topic.

Course prerequisites

Good knowledge of syntax: generative models. 1&2 level of Graduate courses
Foundations in semantics. 1 level of Graduate course

Course description

Creole language studies have historically been focusing on the common linguistics features that these languages have been argued to share, often to buttress the controversial arguments that creole languages are linguistically or typologically special. After reviewing some of these controversial arguments, in this course, we will take the opposite perspective, focusing on the interesting differences that creole languages argued to be typologically close in fact display. In exploring the wealth of variation that these languages manifest, we argue that they offer a particularly rich terrain to better understand what the nature and linguistic consequences of microvariation can be. The course will zoom in details on specific topics using a combination of native speaker judgments and corpus data.

Day-to-day program

Monday: How special are creole languages?
Tuesday: Bare nouns in creole languages
Wednesday: The ingredients of definiteness in French based creoles
Thursday: Plurality
Friday: Negation and negative Concord

Reading list

Class 1 : How special are creole languages ?

Preparatory class readings:

1. Aymeric Daval-Markussen, Peter Bakker (2017) Chapter 6. Creole typology II: Typological features of creoles: from early proposals to phylogenetic approaches and comparisons with non-creoles. In: Creole Studies – Phylogenetic Approaches (pp.103-140) DOI:10.1075/z.211.06dav

2. Aboh, E. O., & DeGraff, M. (2022). Perspectives on Creole Formation. In S. S. Mufwene, & A. M. Escobar (Eds.), The Cambridge Handbook of Language Contact: Volume 2: Multilingualism in Population Structure (pp. 257-282). (Cambridge handbooks in language and linguistics). Cambridge University Press. https://doi.org/10.1017/9781009105965.014 [details]

Supplemental Background readings (optional):

3. Tonjes Veenstra (2008) Creole Genesis: The Impact of the Language Bioprogram Hypothesis The Handbook of Pidgin and Creole Studies, edited by Silvia Kouwenberg, and John Victor Singler, John Wiley & Sons, Incorporated, 2008.

4. Aboh, Enoch O. 2016. Creole distinctiveness: A dead end. Journal of Pidgin and Creole Languages 31.400–18.

5. Aboh, Enoch & Michel DeGraff. 2016. A null theory of Creole formation based on Universal Grammar. In The Oxford handbook of universal grammar, ed. by Ian Roberts, 401–58. New York: Oxford University Press.

6. Alain. Kihm (2008) Creoles, Markedness, and Default Settings: An Appraisal .The Handbook of Pidgin and Creole Studies, edited by Silvia Kouwenberg, and John Victor Singler, John Wiley & Sons, Incorporated, 2008

Class 2: Bare nouns in creole languages

Preparatory class readings:

1. Déprez, Viviane (2005) ‘Morphological Number, Semantic Number and bare Nouns’ Lingua. Volume 115, Issue 6: 857-883

Déprez, Viviane. 2007a. Implicit determination and plural. In Baptista & Guéron, 301–338.

2. Aboh, Enoch & Michel DeGraff. 2014. Some notes on nominal phrases in Haitian Creole and in Gùngbè: A trans-Atlantic Sprachbund perspective. In Language contact and language change: Grammatical structure encounters the fluidity of language, ed. by Tor Afarli & Brit Mæhlum, 203–36. Amsterdam: John Benjamins Publishing Company.

3. Ulrike Albers A description of bare noun phrases in Reunion Creole. Journal of Pidgin and Creole Languages, Volume 35, Issue 1, May 2020, p. 1 – 36 DOI: https://doi.org/10.1075/jpcl.00046.alb

Supplemental Background readings (optional):

4. Baptista, Marlyse & Jacqueline Guéron (eds.) 2007. Noun Phrases in Creole Languages A multi-faceted approach. John Benjamins.

5. Dayal, Veneeta, Li Julie Jiang (2021) “The puzzle of Anaphoric Bare Nouns in Mandarin: A Counterpoint to Index!” in Linguistic Inquiry (2022) 54 (1): 147–167.

6. Dayal, Veneeta. 2011. Bare noun phrases. In Semantics: An international handbook of natural language meaning, ed. by Claudia Maienborn, Klaus von Heusinger, and Paul Portner, 2:1088 1109. Berlin: Mouton de Gruyter.

7. Chierchia, Gennaro. 1998. Reference to kinds across languages. Natural Language Semantics 6:339–405.

Class 3: Ingredients of Creole Definiteness

Preparatory class readings:

1. Déprez, Viviane. (2007) ‘Nominal Constituents in French Lexifier Creoles. Probing the structuring role of grammaticalization:’ Journal of Pidgin and Creole Languages. 22:2, 263-307. J. Benjamin

2. Déprez, Viviane (2009) ‘(Un) interpretable features and Grammaticalization. Historical Linguistics Today, Selected papers from the 18th International Conference on Historical Linguistics, Monique Lemieux, Ferdande Dupuis, Etleva Vocal. eds. pp:83-98 John Benjamins.

3. Schwarz, Florian. 2013. Two kinds of definites cross-linguistically. Language and Linguistics Compass 7: 534 – 559

Supplemental Background readings (optional):

4. Ahn, Dorothy. 2017. Definite and demonstrative descriptions: a micro-typology. InProceedings of GLOW in Asia XI , volume1, 33–48. MITWorking Papers in Linguistic.

5. Guillemin, Diana. (2011). The Syntax and Semantics of a Determiner System: A case study of Mauritian creole. 10.1075/cll.38.

6. Baptista, Marlyse & Jacqueline Guéron (eds.) 2007. Noun Phrases in Creole Languages A multifaceted approach. John Benjamins

7. Löbner, Sebastian. 1985. Definites. Journal of Semantics 4:279–326.

8. Wespel, Johannes. 2008. Descriptions and their domains the patterns of definiteness marking in French-related Creole. Ph.D. thesis, University of Stuttgart, Stuttgart.

9. Wolter, Lynsey. 2006a. Definite determiners and domain restriction. Proceedings of NELS 36, eds. by Chris David, Amy Rose Deal, and Youri Zabbal, 669–80. Amherst, MA: GLSA.

Class 4: Creole Plurality

Preparatory class readings:

1. Déprez, Viviane. 2019 Plurality and definiteness in Haitian and Mauritian Creoles’ Journal of Pidgin and Creole languages, J.Benjamins Volume 34:2, pp. 287–346

2. Déprez, Viviane “On the Conceptual Role of Number”. In New Perspectives on Romance Linguistics, Nishida, Chiyo and Jean-Pierre Y. Montreuil (eds.), 67-83. John Benjamins.

3. Anne Zribi Hertz, Herby Glaude (2021) Countability and Number Without Number Inflection: Evidence from Haitian Creole. August 2021 DOI:10.1093/oxfordhb/9780198795858.013.27 In : The Oxford Handbook of Grammatical Number (pp.558-582)

4. Mathieu, Eric (2014) ‘Many a plural’. In Ana Aguilar-Guevara, Bert Le Bruyn & Joost Zwarts (eds), Weak referentiality, 157-181. Amsterdam: John Benjamins. PDF

Supplemental Background readings (optional):

5. Wiltschko, Martina. 2008. The syntax of non-inflectional plural marking. Natural Language and Linguistic Theory 26:639–694.

6. Acquaviva, Paolo. 2017. Number in language. In Oxford research encyclopedia of linguistics.

7. Corbett, Greville. 2000. Number. Cambridge: Cambridge University Press.

8. Class 5: Negative Concord

9. Cowper, Elizabeth, and Daniel Currie Hall. 2012. Aspects of individuation. In Count and mass across languages, ed. by Diane Massam, 27–53. Oxford: Oxford University Press.

10. Luisa Martí (2020) Inclusive Plurals and the Theory of Number Linguistic Inquiry The MIT Press Volume 51, Number 1, Winter 2020, pp. 37-73

Class 5 : Negation and Negative Concord

Preparatory class readings:

1. Déprez Viviane (2000), “Parallel (A)symmetries and the Intrernal Structure of Negative Expressions” Natural Language and Linguistic Theory 18.2: 253-342 Kluwer

2. Déprez, Viviane.(2018) ‘What is negative in Haitian Creole? in Déprez and Henri Negation and Negative Concord: The creole Landscape. John Benjamins

3. Déprez, Viviane.(2017) What is Strict Negative Concord: Lessons from French Based Creoles. in Debra Ziegler, Bao Zhiming (eds) Negation and Contact: With a special focus on Singlish. P 81-115. John Benjamins.

4. Déprez, Viviane.(2012) ‘Atoms of Negation’ in D.Ingham, P. Larrivée eds. The Evolution of Negation: Beyond the Jespersen Cycle. Berlin: Mouton de Gruyter.pp 221-272

Supplemental Background readings (optional):

5. Viviane Déprez, Fabiola Henri eds (2019) Negation and Negative Concord: The View from Creoles. John Benjamins

6. Déprez Viviane, (1997)“Two types of Negative Concord”, Probus 9.2: 103-142 Walter de Gruyter.

7. Déprez,Viviane.(2020) “La négation dans les langues créoles à base lexicale française : Constantes et Variations: pour une étude mircro-comparative des langues créoles”. Govain, Renauld eds. Selection du Colloque LangueSE 2018 Haiti, Octobre 2018. Presses Universitaires de la Méditerranée

8. Déprez Viviane, Susagna Tubau, Anne Cheylus, Teresa Espinal, ‘Double Negation in a Negative Concord Language: An experimental investigation’ Lingua.p 75-107

9. Zeijlstra H. 2004. Sentential negation and negative concord. PhD thesis, Univ. Amsterdam. 315 pp.

Neurolinguistics

Course title

Neurolinguistics

Teacher

Michal Korenar

Affiliation: University of Amsterdam & Alzheimer Center Amsterdam, Amsterdam UMC

Email address

Course level

Intermediate

Course description

Language is one of the most complex manifestations of our cognition. Yet, the most children acquire their mother tongue without major difficulties and explicit instruction. Moreover, the majority of human population is capable of mastering more than one language! So, what makes our brains so uniquely capable of dealing with language? How does our brain orchestrate perception, memory, and cognitive control to enable us using a language? And what happens in the brain when individuals acquire and use more than one language?

This course explores these questions and more from a neuroscience perspective. We will begin by examining the neural basis of language comprehension and production in monolingual individuals. We will then delve into the cognitive and neural mechanisms underlying bilingualism, with a focus on how the brain adapts to the demands of learning and using multiple languages. Throughout the course, students will

  • gain a deeper understanding of the complex interplay between brain structure, function, and cognitive processes subserving language ability;
  • develop critical reading skills for neurolinguistics research that employs various neuroscientific techniques, including magnetic resonance imaging (MRI), electroencephalography (EEG), and transcranial magnetic stimulation (TMS);
  • have a solid understanding of the strengths and limitations of each neuroimaging method and will be able to identify which techniques are best suited to answer specific research questions;
  • get familiar with neurobiological principles of brain plasticity and will be able to reflect on them within the context of neuroscience research on multilingualism.
Day-to-day program

Monday: Brain anatomy and brain mapping methods

This class will provide you with a basic understanding of neuroanatomy and will lay the groundwork for everything we do in later sessions – from understanding the basic principles of research methods to more advanced ideas on how the brain processes language.

Tuesday: Language-ready brain and its organization

Broca’s and Wernicke’s areas pop up in mind when thinking about structures that support language. But does this notion hold true against the newest developments and evidence from recent studies? In this class, we will explore the immense complexity of the language-ready brain.

Wednesday: Functional organization of the bilingual brain

In this class, we will review findings obtained thus far in the study of the cerebral basis of bi/multilingualism. We will delve into the influence of multilingual experience on electrophysiology and the functional neuroanatomy of language, specifically focusing on the essential elements of spoken language processing, namely sound, grammar, and meaning.

Thursday: Bilingualism as a brain-changing experience

While it is widely acknowledged that bilingualism alters the structure of our brains, the specific nature of these adaptations remains inadequately understood, and the field yields frequently conflicting results. We will gain fresh insights into the brain changes associated with bilingualism by examining them through the lens of biological principles of experience-based neuroplasticity.

Friday: Language learning as a tool for healthy aging?

Bilingualism has been linked to the delayed onset of dementia symptoms by approximately 4-5 years in comparison to monolingual individuals, attributed to the concept of cognitive reserve. So, can we learn languages for a healthy brain?  In this class, we will explore the potential neurocognitive mechanisms that may underlie these compelling findings.

Readings

Background and preparatory readings:

  • Watch the following two videos:
    • Link 1
    • Link 2
  • As our reading for week 1 (see below) is a little bit longer, you might want to start reading Kemmerer (2015) ahead.

Course readings:

Class 1:

  • Kemmerer, D. (2015). Brain mapping methods (Chapter 2), in Cognitive neuroscience of language, pp. 29-68. New York: Psychology Press.

Class 2:

  • Fedorenko, E., & Blank, I. A. (2020). Broca’s area is not a natural kind. Trends in cognitive sciences, 24(4), 270-284. DOI: https://doi.org/10.1016/j.tics.2020.01.001
  • Hagoort, P. (2019). The neurobiology of language beyond single word processing. Science, 366(6461), 55-58.  DOI: 10.1126/science.aax0289

Class 3:

  • Del Maschio, N., & Abutalebi, J. (2019). Language organization in the bilingual and multilingual brain. The handbook of the neuroscience of multilingualism, 197-213.
  • Bice, K., & Kroll, J. F. (2019). English only? Monolinguals in linguistically diverse contexts have an edge in language learning. Brain and language, 196, 104644. DOI: https://doi.org/10.1016/j.bandl.2019.104644

Class 4:

  • Korenar, M., Treffers-Daller, J., & Pliatsikas, C. (2023). Dynamic effects of bilingualism on brain structure map onto general principles of experience-based neuroplasticity. Scientific Reports, 13(1), 3428. DOI: https://doi.org/10.1038/s41598-023-30326-3

Class 5:

  • Bialystok, E. (2021). Bilingualism: Pathway to cognitive reserve. Trends in cognitive sciences, 25(5), 355-364. DOI: https://doi.org/10.1016/j.tics.2021.02.003
  • Voits, T., Pliatsikas, C., Robson, H., & Rothman, J. (2020). Beyond Alzheimer’s disease: Can bilingualism be a more generalized protective factor in neurodegeneration?. Neuropsychologia, 147, 107593. DOI: https://doi.org/10.1016/j.neuropsychologia.2020.107593

Historical Sociolinguistics

Course title

Historical Sociolinguistics

Teacher

Gijsbert Rutten

Course level

Intermediate: the target group is RM2 and PhD students who have previously taken a course on the topic.

Course prerequisites:

No specific prior knowledge or skills are required to be able to take this course.

Course description

This course will introduce you to the recently emerged field of historical sociolinguistics, which aims to bring sociolinguistic theories and methods to historical data. Traditional historical linguistics is strongly focused on internal explanations, thus disregarding the important influence of speakers, communities, dialect contact, language contact etc. on patterns of variation and change. We will read draft chapters of a brand new (not yet published) textbook

Day-to-day program

Monday: Introduction to the course and to historical sociolinguistics. We will also discuss the main concepts at the heart of sociolinguistics and historical sociolinguistics, such as uniformitarianism and anachronism, change from above and from below, literacy and letteracy, scales of schooledness, writing experience, communal change and generational change, et cetera.

Tuesday: Dialect contact and standardization are very different phenomena with similar outcomes. We will discuss dialect contact theory (leveling, mixing, koineization, accommodation …) and standardization (diglossia, codification, implementation, prescription …), and compare the mechanisms.

Wednesday: We first discuss social network theory (weak and strong ties, network strength scale, innovation diffusion …), communities of practice, discourse communities and individual variation. Then we move on to genres and registers.

Thursday: Today, we talk about language history ‘from below’, which aims to collect new data representing previously neglected or marginalized language users. In the second part, we focus on attitudes and historical language ideologies.

Friday: We finish the course with somewhat broader perspectives: multilingualism and language contact, and language planning.

Reading list

We will read draft chapters from Gijsbert Rutten & Rik Vosters, Historical Sociolinguistics: An Introduction, a nearly finished textbook. The chapters will be sent to the group via email.

Background and preparatory readings:

Chapters 1-4

To be read during the week:

Chapters 5-10

Advanced Introduction to Morphology

Course title

Advanced Introduction to Morphology

Teacher

Alec Marantz

Course level

Advanced

Course description

This course will provide an overview of current issues in Morphology designed for students with some background in syntax and phonology but without presupposing specific course work on Morphology. The course will begin in the first class with a comparison among current leading frameworks for Morphology that differ along a variety of dimensions: Do they assume that morphemes are concrete or abstract, contain a bundle of syntactic features or a single syntactic feature? Do they assume that words are constructed via syntactic head-movement or via some other process in syntax or in the morpho-phonology? Are the phonological forms of Morphemes the realization of syntactic constituents or “spans” of syntactic heads that do not necessarily form a constituent? The theories discussed include Minimalist Morphology, Morphology as Syntax, NanoSyntax, and Distributed Morphology, as well as the framework associated with Koopman and Szabolcsi.

Next we zoom in on the question of how words are constructed from syntactic heads in theories in which word formation is not confined to a lexicon. Here we contrast various approaches to head-movement as well as accounts based on “Mirror Theory” and approaches that heavily rely on remnant phrasal movement to order morphemes for word formation. In the third class we examine approaches to syntactic features and inflectional paradigms, discussing in particular the difference between the “bundling” of features into syntactic heads as practiced in Distributed Morphology and the hierarchical organization of features into f-sequences as in Cartographic theories and NanoSyntax. We also dive into the differences between using binary features to crossclassify morphemes and using hierarchies of unary features to account for syncretisms. The relationship between these issues and the reliance of some theories on inflectional paradigms will be discussed.

In the fourth class we’ll address the issue of contextual allomorphy – the varying contextual pronunciations of the same morpheme. Here we’ll discuss the ordering of morpheme spell-out for theories that separate the syntactic organization of features from the phonological realization of feature bundles, as well as the position and nature of the context that might govern the spellout of the features. A key question is the nature of locality constraints on the position of the context relative to the target of spell-out and the relevance of syntactic phases for constraining the context. Additionally, we’ll look at the possibility of “precompiling” allomorphs locally for choice at a later point in a derivation, as previewed in e.g. Hayes () and revived in another form in some versions of Optimality Theory.

Finally, we’ll turn to a discussion of the roots of words that involve questions that combine issues in the syntax/phonology interface more directly with purely syntactic issues. Do roots have suppletive allomorphs? Do roots take syntactic arguments directly, and, if so, what are the implications for the argument structure of nouns derived from verbs? What is the precise nature of the syntactic heads that categorize roots as nouns, verbs, adjectives and adpositions and are these heads “grounded” in semantics in any way?

Readings
Background and preparatory readings:

Monday
Wunderlich, D. (1996). Minimalist morphology: the role of paradigms. Yearbook of morphology 1995, 93-114.
Baunaz, L., Lander, E., De Clercq, K., & Haegeman, L. (2018). Nanosyntax: the basics. Oxford Studies in Comparative Syntax, 3-56.

Tuesday
Arregi, K., & Pietraszko, A. (2021). The ups and downs of head displacement. Linguistic Inquiry, 52(2), 241-290.
Svenonius, P. (2018). Delimiting the syntactic word. Linguistics at Santa Cruz.

Wednesday
Chvany, C. V. (1986). Jakobson’s fourth and fifth dimensions: On reconciling the cube model of case meanings with the two-dimensional matrices for case forms. Case in Slavic, 107-129.
Harris, J. W. (1991). The exponence of gender in Spanish. Linguistic inquiry, 22(1), 27-62

Thursday
Marantz, A. (2013). Locality domains for contextual allomorphy across the interfaces. Distributed morphology today: Morphemes for Morris Halle, 95-115.

Friday
Marantz, A. (2022).  Rethinking the syntactic role of word formation.  In Bonet, N., et als., eds., Building on Babel’s Rubble, PUV, Université Paris 8, pp. 293-316.

Course readings:

Monday: Halle, M., & Marantz, A. (1993). Distributed morphology and the pieces of inflection. In The view from building 20 (pp. 111-176). The MIT Press.

Tuesday: Harizanov, B., & Gribanova, V. (2019). Whither head movement?. Natural Language & Linguistic Theory, 37, 461-522.

Wednesday: Halle, M., & Marantz, A. (2008). Clarifying “blur”: Paradigms, defaults, and inflectional classes. In Inflectional identity (pp. 55-72). Oxford University Press.

Thursday: Bobaljik, J. D. (2000). The ins and outs of contextual allomorphy. University of Maryland working papers in linguistics, 10, 35-71.

Friday: Harley, H. (2014). On the identity of roots. Theoretical linguistics, 40(3-4), 225-276.



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