щйое мб: мез дбзйреъ йфешсн бъзймъ зегщ сфиобш.
дзев мбмщреъ мщръ ъщс"и
обеа мбмщреъ (06271010)
обеа щрд а`
вб` айд омцш, ош мйаеш мчс
дчешс оцйв аъ афйчй дозчш бъзен дбмщреъ доегшрйъ. бъзймъ дчешс рвгйш аъ дрзеъ дйсег щм дбмщреъ доегшрйъ еаъ оишеъйд. бодмк дчешс рлйш аъ ъзеой дозчш дщерйн щдйа леммъ: ъзбйш дтесч бобрд дощфи, сорийчд - бощотеъ дйзйгеъ щошлйбеъ аъ дощфи еощотеъ дощфи леме, фшвоийчд - бощотеъ бйзс мдчщш, оешфемевйд - бобрд домд, феремевйд - бобрд отшлъ цмймй дщфд, бмщреъ дйсиешйъ - бдъфъзеъ дщфд, ешлйщъ щфд - баефп щбе ймгйн шелщйн аъ щфъ аон.
Introduction to Linguistics
The course provides an introduction to the scientific study of human languages. Students will be familiarized with the basic research questions of modern Linguistics and with its main fields including syntax, morphology, phonetic, phonology, semantics, pragmatics, historical linguistics, language acquisition and neurolinguistics. Students will acquire various analytical tools that will allow them to examine different linguistic phenomena.
гшйщеъ чгн:
дтшеъ:
бзйреъ
феремевйд оъзймйн (06271022)
обеа щрд а`
фшеф' аеъй бъ-ам
дчешс очрд лмйн ъаешиййн ефешомййн мрйъез феремевй босвшъ дъаешйд двршийбйъ дсиргшийъ. бодмк дчешс ртсеч брйъез ъефтеъ феремевйеъ бщфеъ щереъ, ебаоцтеъп рбзп аъ дйгт дмщерй щм гебшйн мвбй ълерйеъ, двдйн, дбшеъ, дитод еле'.
зчш дщфеъ дщереъ йафщш мре мшаеъ аъ дощеъу бйп дщфеъ емдтмеъ дщтшеъ мвбй ълереъ аерйбшсмйеъ. лое-лп рсълм тм ддйбийн дчеврйийбййн щм дъаешйд двршийбйъ, бтйчш бреща шлйщъ щфд емойгд.
зебеъ дчешс: релзеъ, чшйад, щйтешй-бйъ еобзп.
The first part of the course introduces the standard theory of phonology (SPE and subsequent studies) developed during the 70s, which is primarily a rule-based approach to phonological systems. The second part introduces post-SPE studies of syllable structure, metrical structure (stress), and tone.
We consider the systematic regularities that motivate phonological processes in various languages, the rules that account for the processes, their interaction, and the properties of the representations to which they apply. Throughout the course, we will provide and evaluate methods of phonological analysis.
Course requirements: Class attendance, reading, assignments, an exam
гшйщеъ чгн: обеа мбмщреъ, ферийчд
дтшеъ:
бзйреъ
йсегеъ дбмщреъ дъйаешийъ (06271050)
обеа щрд а`
вб` айд омцш , ош мйаеш мчс
дчгод езжшд: одй бмщреъ ъйаешийъ?
- оещай дозчш егшлй дозчш щм дбмщреъ дъйаешийъ мтеоъ аме щм дбмщреъ досешъйъ
- аофйшйцйжн ешцйерамйжн богт еббмщреъ бфши
- дрзъ оемгеъ дйгт дмщерй едсйбеъ мд
- гшйщеъ ъчйфеъ одъйаешйд дбмщрйъ
дотшлъ дзйщебйъ (ъзбйш): дъзмъ брййъ отшлъ зечйн доййцшъ аъ дщфд дтбшйъ:
- лммй вжйшд
- ъфчйгйн ъоиййн едтйчшеп дъоий
- ъйаешйъ дълерйеъ ботшлъ дъоийъ
- ишрсфешоцйеъ: ойчег
вжйшъ омйн: - обеа моешфемевйд (ъешъ цешеъ домйн)
- аефшцйеъ мчсйчеп: лммйн мйцйшъ фтмйн
оощч дощотеъ: жоп риййд еасфчи - доерзйн 'жоп риййд' е'асфчи'
- ййцев фешомй щм отшлъ джорйн бщфд ибтйъ
- дабзрд бйп фшгйчийн имййн ма-имййн
- вшйшъ дсйен едлммъ дшцу
оощч дцмйм: итн ефечес - доерзйн 'итн' е'фечес'
- брййъ тх вжйшд феремевй
- зеч дитн дрйишамй
- дчщш бйп итн ефечес: дйжз итн
рещайн афщшййн ресфйн, бдъан мжоп щййееъш:
дотшлъ доещвйъ: - аефрй дщйек щм оещвйн мчивешйеъ
- збшеъ фшеиеийфйъ бчивешйд
- обгчйн мщерййн дождйн щйек чивешйамй езбшеъ фшеиеийфйъ бчивешйд
Introduction and Revision: What is theoretical linguistics?
- Objects and methods of research of theoretical linguistics vs. those of
traditional linguistics
- Empiricism and Rationalism in science and linguistics in particular
- The assumption of innate linguistic knowledge and the reasons for it
- Adequacy requirements from linguistic theory
The Computational System (syntax): beginning to build a system of rules that generates the Hebrew language:
- Phrase structure rules and phrase markers
- Thematic roles and the theta-criterion
- The feature theory and the theta-system
- Transformations: topicalization
Derivation of words: - Introduction to morphology (the theory of word formation)
- Lexical operations: verb generating rules
The meaning interface: Tense and Aspect
- The terms 'tense' and 'aspect'
- Formal representation of natural language tense system
- Telic vs. A-telic predicates
- The completion entailment and the sequence generalization
The sound interface: Stress and Focus
- The terms 'stress' and 'focus'
- Phonological phrase markers
- The "neutral stress" rule
- The connection between stress and focus: stress shift
Optional topics, according to the time left:
The conceptual system: - Manners of classification of concepts to categories
- Prototypical members of categories
- Linguistic tests that detect concept classification and
prototypical membership
гшйщеъ чгн: обеа мбмщреъ
дтшеъ:
бзйреъ
ферийчд (06271120)
обеа щрд а'
ош аееп-вшй лдп
гшйщеъ чгн:
дтшеъ:
бзйреъ
מבוא לסמנטיקה (06271142)
מבוא שנה א`
ד"ר נירית קדמון
מבוא איטי למדי (אם כי מעמיק למדי) לסמנטיקת-תנאי-אמת של שפה טבעית.
חלק 1: מושגים, שיטות ומטרות יסודיים (כולל קשרים לתחביר ולפרגמטיקה). הוראה, מובן, גרירה, אימפליקטורה שיחתית, קדם-הנחות, קומפוזיציונאליות...
חלק 2: דיון מפורט במאמרו של גוטלוב פרגה 'על מובן והוראה'.
חלק 3: סמנטיקה קומפוזיציונאלית מודל-תיאורטית (אכסטנציונאלית) של פראגמנט של אנגלית הכולל פרדיקאציה וקַשָרים.
חלק 4: מבוא לא-פורמאלי לתחשיב פרדיקאטים (כלומר לוגיקה עם כימות). משתנים כבולים/חפשיים, נוסחאות פתוחות/סגורות, יכולת התאמה בין משפטים בשפה טבעית לנוסחאות של תחשיב פרדיקאטים.
A fairly slow-paced (though in-depth) introduction to truth-conditional semantics of natural language.
PART 1: Basic concepts, goals and methods (including connections to syntax and pragmatics). Reference, sense, entailment, presupposition, conversational implicature, compositionality... Reading: chapter 1 of:
Chierchia, Gennaro and Sally McConnell-Ginet, 2000: Meaning and Grammar: An Introductions to Semantics, MIT Press
PART 2: Detailed discussion of the following article.
Frege, gottlob, 1982: 'Ьber Sinn und Bedeutung', Zeitschrift fьr Philosophie und philosophische Kritik, pp.22-50. English translation: 'On Sense and Reference', in P. Geach & M. Black )eds.(, 1980: Translations from the Philosophical Writings of Gottlob Frege, Blackwell, Oxford. Reprinted in A.P. Martinich (ed.), 1985: The Philosophy of Language, Oxford University Press, Oxford.
PART 3: Compositional model-theoretic semantics (extensional) for a fragment of English which includes predication and truth-conditional connectives. Derivation of truth-conditions, proofs of simple (semantic) entailments. Reading:
chapter 2 of Chierchia & McConnell-Ginet 2000.
PART 4: Informal introduction to predicate calculus (i.e., logic with quantification). Bound/free variables, closed/open formulas, skill of matching English sentences with PC formulas.
гшйщеъ чгн: מבוא לבלשנות
дтшеъ:
бзйреъ
обеа мзчш дщйз (06272002)
щйтеш бзйшд
фшеф` шзм вйеша
дчешс йтсеч ббтйеъ дошлжйеъ дргереъ бзчш дщйз. оещв дщйз оъййзс млм ойрй ичсийн, бйп ан дн лъебйн (лое оаош) ае огебшйн (лое щйзд). щамеъ лое ъчйреъ дщйз (чедешрийеъ), обрд дщйз (дайрфешоийбй, дсйфешй, дбгйзд, еле') йъбшше офшсфчийбд чеврйийбйъ. ййтщд рсйеп мдсбйш аъ обрд дичси лощчу ъдмйлй дбрд, елребт ообрд джйлшеп. йймоге озчшйн фсйлемевййн тм обрд джйлшеп еъдмйлй ддбрд, еозчшйн дорсйн мъаш аъ длммйн щтм фйдн аре фетмйн лащш аре йецшйн ичси.
гшйщеъ чгн: йсегеъ дбмщреъ дъаешийъ
дтшеъ:
бзйреъ
сиийсийчд мбмщрйн (06272004)
щйтеш
вб' айд омцш
дчешс дйре чешс обеа бсйсй мсиийсийчд, дойетг мбмщрйн. бчешс рцйв оещвйн йсегййн бъзен дсиийсийчд дъйаешйъ еддйсчйъ, ршад гшлйн щереъ щбдп бмщрйн йлемйн мдйтжш блмйн сиийсиййн, рлйш осфш обзрйн сиийсиййн зщебйн, ербйп лйцг безшйн бобзп доъайн мозчш осейн.
оишеъйе дтйчшйеъ щм дчешс дйрп:
а. мдчреъ мсиегрийн йлемъ мчшеа оаошйн бмщрййн длеммйн рйъезйн сиийсиййн бцешд бйчешъйъ
б. мтешш ацм дсиегрийн оегтеъ мййщеойн дфеирцйамййн щм сиийсийчд бозчшйн щмдн, емсфч мдн аъ дойгт дгшещ тм-оръ мрдм гйеп йтйм тн сиийсийчай моишеъ озчш.
дгевоаеъ едъшвймйн бчешс леммйн лемн ръерйн дмчезйн оъзен дбмщреъ, тм трфйе дщерйн: шлйщъ щфд шащерд ещрййд, фсйле-бмщреъ, рейше-бмщреъ, етег.
зеош дмйоег лемм:
1. дчгод – мод бмщрйн цшйлйн сиийсийчд?
2. оещвй йсег бсиийсийчд: аелмесйд еогвн, севй ощърйн есемоеъ огйгд (щой, сгш, шеез/йзс)
сиийсийчд ъйаешйъ:
3. дъфмвеъ щлйзейеъ едцвд вшфйъ
4. оггй риййд ошлжйъ (щлйз, зцйеп, ооецт) еоггй фйжеш (иеез бйп-шбтерй, щереъ, сиййъ ъчп)
сиийсийчд дйсчйъ:
5. оещвй йсег: ддъфмвеъ дрешомйъ, цйерй ъчп, дъфмвеъ дгвйод щм ооецтйн, итеъ дъчп
6. дсчд оогвн маелмесййд (шеез бш-сок): обзп Z, обзп t, дтшлъ вегм огвн гшещ.
7. бгйчъ дщтшеъ: дщтшъ дафс еддщтшд дамишрийбйъ, чбйтъ шоъ оебдчеъ, севй итейеъ ббгйчъ дщтшеъ, обзрйн зг-цггййн мтеоъ обзрйн ге-цггййн, бзйшъ обзп сиийсий
8. обзрйн фшоишййн: обзрйн могвойн бмъй-ъмеййн, обзрйн могвойн ъмеййн
9. обзрйн а-фшоишййн: оап-ейирй, ееймчечсеп, бзйшъ обзп сиийсий
10. обзп зй-бшйбет: зй-бшйбет мийб дъаод, зй-бшйбет май-ъмеъ
11. дъфмвеъ F: бгйчъ щеейеп щерейеъ, дчгод мрйъезй щереъ (ANOVA)
12. оъан: гйавшоеъ фйжеш, зйщеб оъан (фйшсеп, сфйшоп)
13. тбегд тн EXCEL
Statistics for linguists
This course is an introductory course to statistics, aimed at linguists. During the course we will present some fundamental concepts in the fields of descriptive and inferential statistics, see different ways in which linguists can make use of statistical tools, introduce some important statistical tests, and understand how to select the appropriate test for a certain research.
The main goals of the course are:
a. to enable students the evaluate papers in linguistics which contain statistical analyses
b. to make students aware of the potential application of statistical methods to their own work, and supply them with the information necessary to engage in an efficient discussion with a statistician.
The examples and exercises for the course all contain data taken from the various disciplines of linguistics: first and second language acquisition, psycholinguistics, neuro-linguistics, etc.
The topics that will be discussed are:
1. Introduction – why do linguists need statistics?
2. Fundamental concepts in statistics: population and sample, variable types (nominal, ordinal, interval/ratio)
Descriptive statistics:
3. Frequency distributions, tables and graphs
4. Measures of central tendency (mode, median, mean) and dispersion (interquartile range, variance, standard deviation)
Inferential statistics:
5. Basic concepts: the normal distribution, standard scores, the sampling distribution of the mean, standard error
6. Estimation from samples (confidence intervals): Z-test, t-test, estimating required sample sizes
7. Hypothesis testing: the null hypothesis and the alternative hypothesis, significance levels, types of errors, one-tailed. vs. two-tailed tests, choosing a test
8. Parametric tests: tests for independents samples, tests for correlated samples
9. Non-parametric tests: Mann-Whitney, Wilcoxon, choosing a test
10. The chi-square test: chi-square test for goodness of fit, chi-square test of independence
11. The F distribution: homogeneity of variance, introduction to ANOVA (analysis of variance)
12. Correlation: scattergrams, correlation coefficients (Pearson, Spearman)
13. Working with EXCEL
гшйщеъ чгн:
дтшеъ: дчешс оъчййн азъ мщбетййн
бзйреъ
чшйад оегшлъ (06272105)
ойеореъ
ош мйаеш мчс, вб` мйм месийвоп
доишд дтйчшйъ щм щйтеш "чшйад оегшлъ" дйа оъп лмйн мсиегри мфъз аъ йлемъе мдъоегг тн оаошйн ббмщреъ. дсиегрийн чешайн аъ доаош мфрй дщйтеш еблйъд оъчййн тмйе гйеп щйиъй ебйчешъй щоъочг басишивйд щм дцвъ дгбшйн, севй дийтерйн боаош, добрд щмдн, айщещн даофйшй, зщйфъ дрзеъ дйсег доебмтеъ еоафййрйн азшйн доййзгйн лъйбд бмщрйъ-ъйаешийъ, лвеп отогп дошлжй щм гевоаеъ егевоаеъ рвг байщещ едфшлъ ъйаешйеъ бмщрйеъ. доишд дошлжйъ айрд мйоег дъйаешйеъ доецвеъ боаошйн, аемн ъек лгй дчшйад едгйеп бдн, рзщфйн дсиегрийн мовееп шзб щм трфйн ббмщреъ.
ббзйшъ доаошйн дещн гвщ тм ъзеойн щайрн рмогйн босвшъ чешсй дзебд, ае щайрн рмогйн лмм бзев, лвеп: фшвоийчд, сорийчд мчсйчмйъ, шлйщъ щфд, сецйебмщреъ, щфд еоез етег.
гшйщеъ чгн: обеа мбмщреъ
дтшеъ:
бзйреъ
шлйщъ щфд (06272114)
чгн сойрш
вб` айшрд беиеейрйч-шеън
бдйръп оешлбеъд щм лм щфъ арещ, шлйщъ щфъ-ан йлемд бчмеъ мдйзщб лдйщв дайримчиеамй дошщйн бйеъш щм бп-агн бйой зййе. дтебгд щмдйщв жд йщ 100% дцмзд дйа шч азъ одтебгеъ доъойдеъ щчщешеъ мъдмйк шлйщъ дщфд.
бъзймъ дчешс рлйш аъ сйорй дгшк аеън тебшйн лм дймгйн бгшлн мшлйщъ щфъ аон ертоег тм оафййрй дъдмйк. бодмк дчешс ртоег тм дъефтеъ дмщерйеъ даефййрйеъ мвймайн дщерйн: абзрд бйп щфеъ еоафййрй домоем бвйм дйрчеъ, дчщййн бшлйщъ дмчсйчеп дп оп ддйби дферемевй едп оддйби дсорий, ъефтеъ ъзбйшйеъ оечгоеъ – обрд фсечйеъ оечгоеъ, дщоиъ реща ефсечйеъ ма риейеъ, ъефтеъ ъзбйшйеъ есорийеъ оаезшеъ йеъш – обрй щамд, обрй сбйм ешлйщъ длоъ даерйбшсмй. бзмч дазшеп щм дчешс ръеегт ам зчш шлйщъ щфд жшд (бвйм обевш), ергеп бщамеъ дъаешийеъ щдъдмйк отешш.
гшйщеъ
релзеъ едщъъфеъ бщйтешйн
двщъ ъшвймйн (30%)
обзп сйен (70%)
Description
The goal of the course is to introduce the field of Language Acquisition in the Generative model. Focusing on various phenomena attested in the process of language acquisition, we will address the problems these phenomena raise for the linguistic theory, evaluate the existing analyses, and make acquaintance with the methodology of the field.
Topics
1. The generative model for language acquisition: its basic assumptions and methodology.
2. Language perception of infants.
3. Acquisition of the phonological lexicon, and early phonology.
4. Acquisition of the semantic lexicon: the problem of induction; the syntactic bootstrapping of the lexicon.
5. The Subset Principle and its role in language acquisition.
6. Acquisition of syntax: the structure of early clauses; root infinitives; early null-subjects; wh-questions, passive and binding.
7. Second language acquisition (if time permits).
Requirements
4/5 Assignments (F/P) – 20%
Recording and transcription assignment – 30%
Final exam -50%
гшйщеъ чгн: ъзбйш оъзймйн
дтшеъ: ойетг мсиегрийн щрд б` еаймк
бзйреъ
ъзбйш оъчгойн:тйбег ъзбйшй (06272117)
чгн сойрш
фшеф` им сймерй
дчешс оаох аъ ддрзд щййцеш (production) етйбег (processing) бйиеййн мщерййн оъбцтйн
баоцтеъ аеън лмйн зйщебййн (Computational tools). ан лк, дшй щрйъп ммоег очщйй тйбег
(processing difficulties) тм аефп фтемъд щм дотшлъ дзйщебйъ. бзмче дшащеп щм дчешс, ръшлж
бобрйн дотешшйн чещй тйбег дйгет блйрей Garden Path (мгевод, 'мазш щщшд щъъд ойн ръвме
ббаш'). рбзп одн дтчшереъ дорзйн аъ тйбег дощфи ервгйш блмйн ъзбйшййн оде дчещй дрвшн
бобрйн дргерйн, еогет дотбг дарещй айре йлем мдъвбш тм дчещй баефп аеиеоий (лфй щотйгд
дтебгд щдчещй оезщ). бзмче дщрй щм дчешс ргеп бъретд ъзбйшйъ ебовбмеъ дзмеъ тмйд. огет,
мощм, ъретъ 'аъ ой' афщшйъ бощфи "аъ ой зщбъ щгп аедб?" ак ма бощфи ' *аъ ой фвщъ аъ дащд
щаедбъ?'. рвгйш аъ довбмеъ дзмеъ тм ъретд ъзбйшйъ, ерщъощ бдп лобгч мжйдей ъретд бобрйн
щбдн чйеод айре бшеш. мсйен, рвгйш аъ тчшереъ фтемъд щм дотшлъ дзйщебйъ бйзс мъефтеъ
дтйбег едйцеш щргере.
Advanced Syntax
The course adopts the assumption that production and processing of linguistic utterances employ the same computational tools. If so, then instances of processing breakdown can shed light on the design of the Computational System. In the first part of the course, we will concentrate on the so-called Garden path breakdown instances (e.g., After Sara drank the water evaporated). We will define the difficulty and the principles guiding processing, using syntactic devices, and explain why the human processor cannot overcome the difficulty automatically (as is clear from the fact that it is conscious). The second part of the course will explore syntactic movement and the constraints it obeys. For instance, why is it that who movement is possible in Who do you think that Dan loves? but not in *Who did you meet that woman who loves?. We will define the constraints imposed on movement, and use them to diagnose movement in structures where it is not obvious whether or not it has applied. In sum, we will define the workings of the computational system with regard to the processing and production phenomena discussed in the course.
гшйщеъ чгн: ъзбйш оъзймйн
дтшеъ:
бзйреъ
ъзбйш оъзймйн (06272130)
обеа щрд б`
фшеф' им сймерй
дчешс ойетг мдчреъ мъмойгйн йгт бсйсй бъаешйд дъзбйшйъ. дчешс оъочг бййцевн добрй щм
ощфийн (ъйаешйъ-x'), бъаешйъ дйзсд ебъаешйъ длбймд, лфй щдн отеврйн бвйщъ дтчшереъ
едфшоишйн мйгт дмщерй.
Syntax Beginners
The course offers the foundation of syntactic theory. Anchored in the Principles and Parameters approach to linguistic knowledge, the course concentrates on the structural representation of sentences (X'-Theory), Case theory, Control and Binding Theory.
гшйщеъ чгн: йсегеъ дбмщреъ дъаешийъ
дтшеъ:
бзйреъ
оешфемевйд щойъ (06272148)
щйтеш
фшеф` аеъй бъ-ам
бчешс жд рмог рещайн бъзен доешфемевйд дщойъ ъек дъочгеъ боешфемевйд фшежегйъ, дъйаешйд дтесчъ боощч бйп тчшереъ фшежегййн еобрд оешфемевй. дозчш босвшъ ъйаешйд же дзм тн оешфемевйд щойъ, бтчш отшлъ дбрййрйн едощчмйн, едъфъз мзчш дшгефмйчцйд бщфеъ щереъ.
бодмк дчешс ргеп боаошйн дтесчйн боешфемевйд фшежегйъ щм щфеъ щойеъ щереъ (тбшйъ, тшбйъ, омижйъ етег) ъек зйфещ азш ддйбийн даерйбшсамййн щм дтчшереъ дфшежегййн, еау рщеед бйп оешфемевйд щойъ ема щойъ.
азг дрещайн дзойн бзчш доешфемевйд дщойъ деа дбсйс мгшйеецйд, дан деа дщешщ ае двжт/доймд. лод одоаошйн щрчша додмк дчешс йгере бреща жд.
гшйщъ чгн: феремевйд оъзймйн
гшйщеъ дчешс: чшйад (мфзеъ щрй оаошйн бщбет), релзеъ (зебд), обзп бйъ баоцт дсосиш, етбегъ вош очешйъ.
Semitic Morphology
In this course we will study some aspects of Semitic morphology, with emphasis on Prosodic Morphology, a theory of the interaction of principles of prosody and morphological structure. This theory has started with studies on Semitic morphology, in particular the binyan and mishkal systems and developed to studies on reduplication in various languages.
We will read and discuss papers concerned with the prosodic morphology of Semitic languages (Hebrew, Arabic, Maltese, and others), search for the universal aspects of prosodic principles, and inquire into the degree of distinction between Semitic and non-Semitic morphologies.
The hottest debate regarding Semitic morphology is whether words are derived from roots (the root-based view) or from words/stems (the word-based view), or in other words, whether the root has a morphological status. Several papers in our reading list are specifically directed towards this issue.
Prerequisite: Beginning Phonology
Requirements: Reading (at least 2 papers every week), class participation (obligatory), a midterm takehome, and a final paper (a phenomenon in the prosodic morphology of a Semitic language).
гшйщеъ чгн: феремевйд моъзймйн
дтшеъ:
бзйреъ
феремевйд оъчгойн (06272166)
чгн сойрш
фшеф` аеъй бъ-ам
бчешс жд рмог ербчш ъаешйеъ вршийбйеъ дтесчеъ брещайн дбайн: обрд ддбшд, отшлъ ддитод, отшлъ дълерйеъ щм дцмймйн дмщерййн, дщфтъ дферемевйд тм обрд доймд (оешфемевйд фшежегйъ), еобрд дмчсйчеп лфй щдеа оъбиа бчщш бйп феремевйд моешфемевйд (феремевйд мчсйчмйъ).
зебеъ дчешс: чшйад етбегд (рйъез ъефтд бщфд мфй бзйшъ дъмойг/д босвшъ дъаешйеъ
щрмоге бчешс).
This course introduces post-SPE theories of Generative Phonology, developed during the 80s. These theories are concerned mostly with phonological representations (e.g. syllable structure, feature geometry, metrical structure), and the phonology-morphology interface (prosodic morphology, lexical phonology).
Most notable in these theories is the deterioration in the status of the rules (which were the center of attention in the SPE model), and the rise of non-linear representations and constraints on representations.
Course requirements: Class attendance, reading, assignments, a paper
гшйщеъ чгн: феремевйд оъзймйн
дтшеъ:
бзйреъ
йсегеъ дсорийчд дфешомйъ (06272177)
чгн сойрш
г"ш рйшйъ чгоеп
чешс жд деа дшащеп бчбецд щм чешсйн щоишън мдтрйч длшеъ отойчд тн ъзен дсорийчд дфешомйъ щм щфд ибтйъ емфъз аъ йлемъе/д щм дъмойг/д мтсеч бозчш тцоай бъзен жд. дчешс ощмб (а) дчрййъ лмйн фешоамййн бсйсййн дгшещйн мтйсеч бсорийчд, е – (б) гйеп босфш рещайн ошлжййн бсорийчд щм щфд ибтйъ. бвмм дцешк бдчрййъ лмйн фешоамййн йдйд мчешс аефй илрй могй, едеа йлмем тйсеч бмевйчеъ щереъ ебъешъ доегмйн. йзг тн жаъ ма ржрз аъ доеийбцйд дмщерйъ еаъ дцг даофйшй , ергеп лаоеш босфш рещайн ошлжййн бсорийчд щм щфд ибтйъ. амд йлмме аъ дсорийчд щм лйоеъ, щм цйшефйн щорйн ойегтйн ема-ойегтйн, жоп (tense ) еоегамйеъ.
This course is the first in a series of courses through which a student may attain in-depth knowledge of the field of formal semantics, and develop the expertise needed for carrying out independent research in this field. The course combines (i) instruction in the basic formal tools used in semantic theory, and – (ii) discussing a number of central issues in the semantics of natural language. Because we need to teach the formal tools, the course will have a fairly technical nature, dealing with different logical languages and with model theory. At the same time, we will not neglect the linguistic motivation and the empirical side, dealing as noted above with a number of central issues in the semantics of natural language, including the semantics of quantification, definite and indefinite NPs, tense, and modality.
гшйщеъ чгн: обеа мсорийчд
дтшеъ: дчешс йетбш бщфд дарвмйъ
бзйреъ
обеа мфшвоийчд (06272189)
щйтеш бзйшд
фшеф` ойшд ашйам
рещай дчешс дн дрещайн дчмасййн бъзен дфшвоийчд, лмеош дсбшйн зех-мщерййн мъефтеъ мщерйеъ бфши еъчщешъйеъ блмм: фтемеъ гйбеш(speech acts)тчшеп щйъеу дфтемд щм вшййс, ферчцйеъ ъчщешъйеъ щм обрйн ъзбйшййн щерйн, сйоеп щм ойгт ръеп мтеоъ згщ, дбсйс дъчщешъй щм дгчгеч дфешомй, етег. ъебзп фшвоийчд мщерйъ (дсбшйн зех-мщерййн мъефтеъ мщерйеъ) офшвоийчд ошлжйъ (тчшереъ шцйермййн лммййн дооеощйн бйп дйъш, бъчщешъ арещйъ).
Introduction to Pragmatics
We survey classical pragmatic topics (e.g. speech acts, functional syntax), we intoduce the major pragmatic theories (Grice, neo-Grice and relevance theory), and we then apply these theories to the classical pragmatic topics in order to draw a clear-cut grammar/pragmatics division of labor. The result is quite surprising: Many grammatical phenomena end up being classified pragmatic, and vice versa for pragmatic phenomena.. We end with a discussion of universals within pragmatic phenomena.
гшйщеъ чгн: обеа мбмщреъ, йсегеъ дбмщреъ дъаешийъ
дтшеъ:
бзйреъ
оощч мщерй - зех мщерй ‘The linguistic-extralinguistic interface’ (06272220)
чгн сойрш
фшеф` ойшд ашйам
‘The linguistic-extralinguistic interface’
This course examines the complex relations between grammatical/lexical meanings and meanings which originate outside of language. We distinguish between linguistic meanings and: (1) the ad hoc context-induced narrowed down concepts they actually introduce into discourse; (2) derived (so-called non-literal) meanings; (3) conversational implicatures; (4) cognitive concepts. We examine the complex relations obtaining between linguistic meanings and each of the above. Relevant questions addressed: Which of the above meanings contribute to the truth-conditional interpretation of the sentence? Which are universal? How can we account for the derivation of (1), (2) and (3) from linguistic meaning? How convincing are current experiments testifying to language-specific biases in the development of (4)? Can we explain semanticization (the creation of new linguistic meanings) as the conventionalization of (1), (2), or (3)? Prominent theories to be discussed are pragmatic inferencing theories, psycholinguistic theories about literal/nonliteral language, theories of grammaticization, and current proposals about language and cognition.
гшйщеъ чгн: обеа мфшвоийчд ае обеа мзчш дщйз ае йсегеъ дсорийчд дфешомйъ
дтшеъ: г"ч мъмойгй дщмоеъ мъеаш щрй: обеа мфшвоийчд ае обеа мзчш дщйз ае обеа мсорийчд
бзйреъ
рещайн бъаешйъ даефийомйеъ (06273002)
сойрш
фшеф` ц`ашмс чйсбшъ`
Syllabus: Optimality Theory
Prerequisites: Advanced phonology.
This seminar will assume familiarity with Optimality Theory
(particularly with reference to the basic architecture, syllables,
metrical structure, and prosodic morphology) and will focus on
phenomena related to features (e.g. harmony, tone) and will develop
a particular approach to these phenomena known as "Optimal Domains
Theory" (and in somewhat related work by McCarthy as "Headed Span
Theory." Additional topics will include extensions of the notion
Faithfulness and the difficulties that "opacity" presents to the
theory.
A paper is required for this seminar that provides an OT
гшйщеъ чгн: феремевйд оъчгойн
дтшеъ: дчешс йетбш бщфд дарвмйъ
бзйреъ
севйеъ ошлжйеъ бсорийчд (06273199)
сойрш б.а. фъез мо.а.
г"ш рйшйъ чгоеп
сойрш жд йтсеч босфш рещайн бтмй зщйбеъ ошлжйъ бсорийчд щм щфд ибтйъ, ейлмем чшйаъ оаошйн очешййн бъзеойн амд. ртсеч бъйаешйд щм чоф едййн ) Theory Discourse Representation), байрирцйерамйеъ еоегамйеъ (рчша отбегъд щм арвмйчд чшцш), бвршйеъ, бшвйщеъ мфемашйеъ, еаемй бтег реща ае щрййн, лфй щйафщш джоп
This seminar will be concerned with several topics of central importance in the semantics of natural lanaguage, and will involve reading original papers in these fields. We will study the Kamp-Heim theory (Discourse Representation Theory), intensionality and modality (reading from Angelika Kratzer's work), genericity, polarity sensitivity, and perhaps one or two other topics, as time permits.
prerequisites: Foundations of Formal Semantics
гшйщеъ чгн: йсегеъ дсорийчд дфешомйъ
дтшеъ:
бзйреъ
сойршйеп: шлйщъ дферемевйд (06273233)
сойрш ощеъу м-б.а. е-о.а.
г"ш вмйъ агн
дсойрш тесч бсевйеъ дчщешеъ мшлйщъ щфъ ан орчегъ обип щм щъй ъйаешйеъ ошлжйеъ бферемевйд: феремевйд фшежегйъ еъйаешййъ даефийоамйеъ. рбзп ъдмйлйн еъефтеъ бшлйщъ щфд дзм одфчъ доймйн дшащереъ, ддъфъзеъ дфшежегйъ ешлйщъ доешфемевйд едъзбйш. ргеп бдрзеъ щм доегмйн дъйаешиййн маеш ръерйн ошлйщъ щфд бдъфъзеъ ъчйрд ебдъфъзеъ доещфтъ одфштеъ щереъ (мчеъ щфд сфцйфйъ, мчеъ щойтд, гйсфшчсйд еле').
.
гшйщеъ чгн: шшлйшщъ щфд, феремевйд оъзймйн (мма азг одн – байщеш дошцд).
дтшеъ:
бзйреъ
сойршйеп:шлйщъ дъзбйш (06273240)
сойрш
г"ш айшрд беиейрйч шеън
гшйщеъ чгн: шлйщъ щфд е/ае ъзбйш оъчгойн
дтшеъ:
бзйреъ
бйп дмчсйчеп мъзбйш (06273302)
сойрш
фшеф' им сймерй/фшеф' в'емйд дешби
бсойрш ргеп бзмечъ дтбегд бйп дмчсйчеп мшлйб дъзбйшй. дрзд очебмъ еибтйъ дйа щтшлйн дчщешйн жд мжд чщш ъоаий (оещвй), лвеп чДфМм, чЛфМм, дъчфм ае чДфМем, чщешйн жд мжд баоцтеъ ъдмйлй вжйшд. йщрн зймечй гтеъ бревт мшлйб дгчгечй щбе оъшзщъ двжйшд. бмщрйн доцггйн бвйщъ дмчсйчеп дфтйм иетрйн щъдмйлй вжйшд амд оъшзщйн бмчсйчеп, мфзеъ бзмчн. вйщън вешсъ щдмчсйчеп деа шлйб щаефшцйеъ йлемеъ мзем бе. бмщрйн азшйн, мтеоън, иетрйн щдмчсйчеп айре ама оймеп оещвйн оримй (шщйоъ тшлйн), щма оъбцтеъ бе аефшцйеъ. ъдмйлй двжйшд лемн, ан лк, дн ъзбйшййн. бзмче дшащеп щм дсосиш рбгеч ъдмйлй вжйшд щм фшгйчийн щерйн. рбгеч фтмй 'вшйод' (чежийбййн лвеп 'дшйх') ербзйп бйп ъдмйк двжйшд доййцш аеън мжд дазшай мцогйн щм фтм арачежийбй (мощм, 'рфм', 'дъчои') едочбймд дйецаъ ('дфйм','чйои'). ртсеч вн бфтмйн еъашйн бсбйм ('дегбч', 'гбеч'), фтмйн зежшйн (шфмчсйбййн, лвеп 'дсъбп'), ефтмйн дггййн (шсйфшечмййн, осеве щм 'дълъб' евн осеве щм 'дъожв'). рбгеч аъ аефййн щм севй фтмйн амд, аъ обрд дшщъ дъоаийъ щмдн, дан дашвеори дощощ мдн реща деа ашвеори зйцерй ае фрйой, айжд ъдмйк вжйшд оййцш аъ дфтмйн, едан деа мчсйчамй ае ъзбйшй, ае бщфеъ осеййоеъ мчсйчамй ебазшеъ ъзбйшй. бдощк дсосиш, ртсеч бвйщеъ тлщеййеъ дотбйшеъ аъ рим двжйшд леме мъзбйш, лк мощм, рбзп баефп бйчешъй аъ двйщд дшеезъ диетръ щдашвеори дзйцерй айре ашвеори щм дфетм тцое ама ощебх йщйшеъ бъзбйш баоцтеъ шащ ферчцйерамй. рбзп вн аъ двйщд длеммъ йеъш дощбцъ лк аъ дашвеорийн лемн. рсбйш огет дъфъзе вйщеъ аме, ерфъз аоеъ-ойгд мщйфеип. дчешс брей баефп оегемшй етм лп ойетг дп мсиегрийн щайп мдн шчт чегн бреща оощч дъзбйш едмчсйчеп едп мсиегрийн щлбш дщъъфе бчешсйн бреща жд.
Between the Lexicon and Syntax
We will discuss the division of labor between the lexicon and the syntax. It is standardly assumed that entries thematically (conceptually) related such as kipel, kupal, hitkapel, and kipul are derivationally related. There is a debate however as to whether the various derivational operations take place in the lexicon or in the syntax. Some linguists argue that the lexicon is an active component of grammar where derivational, thematic operations can take place (as traditionally assumed). Others argue that the lexicon consists of mere lists of entries, and all derivations take place in the syntax. In the beginning of the semester, we will explore the derivations of various diatheses. We will examine the derivation of causative verbs (e.g., heric) in comparison to the unaccusative (nafal or hitkamet) transitive (hipil, kimet) alternation. We will deal with verbal and adjectival passives (hudbak, davuk respectively), reflexive (histaben), and reciprocal verbs (such as hitkatev and also hitmazeg). We will examine the nature of these types of verbs, their thematic grid, the type of argument (internal or external) serving as their subject, the operation deriving them and whether it is lexical or syntactic, or in certain languages lexical and in others syntactic. In the rest of the semester we will focus on contemporary approaches that transfer the whole load of derivation to the syntax. Thus, for instance, we will critically examine the (rather dominant) claim that the external argument is not an argument of the verb but inserted directly by a functional head. We will further explore the current tendency to generalize this treatment to all arguments. We will explain why these approaches have developed, and will suggest criteria to evaluate them. The course is modular and therefore designated to students that have no background in the lexicon-syntax interface, but also to those who have already participated in courses on the topic.
гшйщеъ чгн: ъзбйш оъчгойн: тйбег ъзбйшй
дтшеъ:
бзйреъ
тм дфсйлебмщреъ щм дайшерйд (06273530)
сойрш
фшеф` шзм вйеша
дчешс йтсеч бъдмйлй дбрд щм деоеш оймемй еейжеамй. ръберп бдбръ айшерйд ебгйзеъ еод щбйрйдн. йбгче дъаешйеъ дщереъ оъзеой дфшвоийчд, дбмщреъ, едфсйлемйрвейсийчд еъбзп дйлемъ щмдн мдсбйш аъ дооцайн дщерйн бъзен.
гшйщеъ чгн: оощч мщерй зех-мщерй + щйиеъ озчш
дтшеъ: мъмойгйн озех мзев гшйщъ дчгн дйа дчешс щйиеъ озчш, бмбг.
бзйреъ
реща рбзш бсорийчд ефшвоийчд фешоамйеъ (06274009)
сойрш о.а.
г"ш рйшйъ чгоеп
сойрш до.а. бсорийчд ефшвоийчд фешоамйеъ тесч лм щрд бреща щерд - бгшк лмм реща тм вбем дсорийчд едфшвоийчд - ъек мйоег дреща дрбзш мтеоче. щйое мб щдеа вн реща осфш щерд лм щрд, лк щсиегри/йъ йлем/д бдзми мчзъ осфш сойршй о.а. ламд, едн йлемйн мдзщб лемн борййп дщтеъ (рйъп мчзън ае лсойрш ае лщйтеш бзйшд).
The MA seminar in formal semantics and pragmatics deals with a different topic each year - usually a topic on the borderline of semantics and pragmatics - studying this topic in depth. Note that it also carries a different number each year, so it is perfectly possible for one student to take a number of these MA seminars for credit (they may be take either as a seminar or as an elective).
гшйщеъ чгн: овееп севйеъ ошлжйеъ бсорийчд ае: сорийчд оъчгойн
дтшеъ: ъмойгйн щайрн теогйн бгшйщъ чгн же йелме мдщъъу бчешс бдслоъ дошцд ебайщеш йетцъ дзев
бзйреъ
ъзбйш бп жорре (06274018)
щйтеш
фшеф` в`емйд дешби
дчешс йтсеч бдъфъзейеъ щзме бъйаешйд дъзбйшйъ бтщеш дазшеп. мазш гйеп чцш бобрд дтх, ебтйчш бчивешйеъ дферчцйерамйеъ дщереъ щдецте бодмк дщрйн дазшереъ, ебейлез дриещ сбйб щамъ чйеоп, ръшлж бофрд дойрйомйсий, щзм бщреъ дъщтйн. ргеп бшчт мцойзъ дфшевшод дойрйомйсийъ, ебтчшереъ дорзйн аеъд. бодмк дсосиш рбзп рещайн азгйн маеш дрзеъ-тбегд ойрйомйсийеъ: ъйаешйъ длбймд, обрд дтх, ае тчшереъ дачереойд еаефййн.
дчешс ййръп бщфд дарвмйъ.
жде чешс ощеъу м- BA ем- MA
MA/BA Course
CURRENT SYNTAX
The course will present the major developments that took place within
syntactic theory in the past two decades, after the GB theory of the early 80s.
The topics to be discussed in detail will include clause structure, functional
categories, secondary predication, the licensing of PRO, D(eterminer)Phrase
and the structure of nominals, VP-shells, Reflexivity vs. binding. The course
lays the foundation for doing research in current syntactic theory, and for the
minimalist program framework.
Course requirements: Regular attendance and class participation, occasional
homework assignments and a final take-home exam.
гшйщеъ чгн: ъзбйш оъчгойн: тйбег ъзбйшй
дтшеъ: дчешс ййръп бщфд дарвмйъ. жде чешс ощеъу м- BA ем- MA
бзйреъ
цйерй гшк бъйаешйъ дъзбйш (06274104)
щйтеш бзйшд
фшеф' в'емйд дешби
MA/BA Course
LANDMARKS IN THE EVOLUTION OF SYNTACTIC THEORY
The course outlines the major empirical discoveries and conceptual
shifts which characterized the evolution of generative syntax in the second half of
the 20th century, and which led up to the GB theory, and more recent
versions of the Principles-and-Parameters framework. The course will discuss
what empirical observations and conceptual considerations motivated
particular changes in the theory, and through this the methodology of syntactic
research and theory construction in general. The major aim of the course is to
provide some depth of understanding regarding the leading ideas, components
and systems of principles of the theoretical framework that is presented in our
second-year syntax courses ("beginning" and "advanced" syntax) by exploring
their roots and predecessors in earlier versions of the theory. Among the topics to
be discussed will be levels of representation (D-structure, S-structure, etc.), the
Lexicalist Hypothesis and changing views on the division of labor between the
lexicon and syntax, the role of modularity in the evolution of the
transformational component, and movement operations in particular.
The course grade will be based on a non-seminar paper the students will
write on a topic of their choice, involving the evolution of or debate over some
specific aspect of syntactic theory. An advantage of this for students who are
working on an MA thesis in syntax in particular is that the paper they write,
surveying and discussing earlier proposals/controversies in a chosen domain of
research, can serve as the necessary background setting for their thesis.
гшйщеъ чгн: ъзбйш оъчгойн: тйбег ъзбйшй
дтшеъ: дчешс ййръп бщфд дарвмйъ
бзйреъ
севйеъ бферемевйд (06274109)
сойрш
фшеф' аеъй бъ ам
BA/MA SEMINAR 2008-09
Issues in Phonology: MULTIPLE GRAMMARS
In an ideal language there is one grammar, or in Optimality Theoretic terms, one constraint ranking. However, as it turns out, languages have more than one grammar.
• Several issues are studied with reference to multiple grammars:
variation, change, exceptions, and morphologically-conditioned phonology.
• There are two approaches to multiple grammars within Optimality Theory:
Constraint indexing and co-phonologies.
We will read and discuss papers adhering to the above phenomena, some of which refer directly to the OT approach to multiple grammars.
гшйщеъ чгн:
дтшеъ:
бзйреъ
чемечейен бйп-ъзеой бзчш дщфд (бйъ –дсфш могтй дъшбеъ) (06274143)
ошцйн щерйн
гшйщеъ чгн:
дтшеъ:
бзйреъ
йсегеъ дфсйлебмщреъ: тм щмймд езйеъ азшеъ (06274157)
сойрш ощеъу мб.а. е-о.а.
фшеф` шзм вйеша
дсойрш йъочг бафчийн щйщ мщмймд тм дйцев бжйлшеп щм доещвйн биеез дщмймд. ъйбзрд дъаешйеъ дошлжйеъ бъзен. азъ дъаешйеъ вешсъ щдоещв дрщмм розч оджлшеп еоезму бдйфеле. абм счйшд щйизйъ щм даефп щбе гебшеъ егебшйн ощъощйн бщмймд ма оъйщбъ тн ддрзд джаъ лое щдгевоа дбад ошад (оъек Santa Barbara Spoken American Corpus ):
1 P : … it was very clear. You know. ... She kept saying, ... prefacing everything with, .. you know, this is not a personal attack. .. This is not a personal vendetta,
B: Yeah, yeah yeah yeah. Right Right.
P: Which tells you, that it is.
B: Yeah.
P: That's immediately what it said. And that's what everybody perceived it.
B: Yeah.
(Taken from Du Bois et al., 2000, italics added).
бчешс рчша оаошйн офшсфчийбд фсйле-бмщрйъ ефшвоийъ тм дафчийн щм дщмймд етм дщфтъ дчеричси дибтй бе дйа роцаъ.
The focus of the seminar is on Negation. How explicit negation affects the representation in memory of negated concepts has been considered in recent empirical research into the discourse and cognitive functions of negation markers ('not' and 'no'). The consensus among contemporary psycholinguists is that a negation marker is an instruction from a speaker to an addressee to suppress the negated information. Accordingly, a negation marker reduces the levels of activation of the negated concepts to the extent that eventually they are no more accessible than irrelevant concepts and significantly less accessible than equivalent positive concepts. Folk wisdom, however, would have it otherwise. The belief here is that what is negated prevails, as the following exchange, taken from the Santa Barbara Spoken American Corpus, exemplifies:
1 P : … it was very clear. You know. ... She kept saying, ... prefacing everything with, .. you know, this is not a personal attack. .. This is not a personal vendetta,
B: Yeah, yeah yeah yeah. Right Right.
P: Which tells you, that it is.
B: Yeah.
P: That's immediately what it said. And that's what everybody perceived it.
B: Yeah.
(Taken from Du Bois et al., 2000, italics added.(
In the course we will look into studies investigating the various functions of negation and its effects on comprehension.
гшйщеъ чгн: оощч мщерй зех мщерй + щйиеъ озчш
дтшеъ: дтшеъ: мъмойгйн озех мзев гшйщъ дчгн дйа дчешс щйиеъ озчш, бмбг.
бзйреъ
щйиеъ бозчш щгд (06274171)
ще"ъ
фшеф` ц`ашмс чйсбшъ`
In this class we will, as a group, explore the linguistic structure of a (relatively under- described) language by eliciting data from a native-speaker consultant. Emphasis will be placed on working out the phonological and morphological structure of the language, but the students are free to pursue individual projects on any aspect of linguistic structure.
The class will elicit language data as a group for four hours a week. If circumstances permit, students may also have the opportunity to meet individually or in small groups with the consultant to pursue individual projects.
Evaluation for this course will be based on (a) participation in the collection of data and (b) a paper which describes and analyzes some aspect of the linguistic structure of the language studied.
гшйщеъ чгн: Advanced Phonology and Advanced Syntax
дтшеъ: дчешс ййръп бщфд дарвмйъ
бзйреъ
оощч дферемевйд едъзбйш (06274188)
сойрш
фшеф' ц'шмс чйсбшъ'
гшйщеъ чгн: феремевйд оъчгойн
дтшеъ: дсойрш ййръп бщфд дарвмйъ
бзйреъ
ъйаешйеъ фшвоийеъ (06274202)
сойрш ощеъу м-б.а. е-о.а.
фшеф' ойшд ашйам
дсойрш йгеп бщмещ вйщеъ доафййреъ аъ щмм дъйаешйеъ бъзен дфшвоийчд. рфъз бъйаешйеъ досбйшеъ айришфшицйеъ тм бсйс дйсчйн фшвоиййн (вшййс, рйае-вшйсйарйн ешмбрийеъ). ъйаешйеъ амд офшйгеъ дфшгд оезмиъ бйп дгчгеч мфшвоийчд. ртбеш мъйаешйеъ дощмбеъ дйбийн фшвоиййн осеййойн мъек дгчгеч: йзсй цешд-ферчцйд чербрцйермййн мзмеийп, мошеъ щайрн шмбриййн мърай даоъ щм дитрд доебтъ. рсййн бъйаешйеъ доъочгеъ бдщфтеъ двеомйп щм дгчгеч едфшвоийчд: лйцг тчшереъ фшвоиййн орйтйн лммйн гчгечййн, елйцг амд дазшерйн оййъшйн мфтойн аъ дтчшереъ дфшвоиййн тмйдн дн оещъъйн.
Pragmatic Theories
The seminar discusses the three leading approaches to pragmatics. We start off with theories which aim to account for interpretations based on pragmatic inferences (Grice, neo-Grice and relevance theory). Such theories draw an absolute distinction between grammar and pragmatics. We then move on to theories which incorporate some pragmatic principles within grammar, those which account for purely conventional form/function correlations that do not pertain to truth conditions. We end with theories focusing on feedback relations between grammar and pragmatics: how pragmatic principles motivate grammatical rules and how the latter sometimes render redundant the pragmatic principles they have evolved from.
гшйщеъ чгн: оощч мщерй-зех мщерй
дтшеъ: мъмойгй б.а. цйеп 85 мфзеъ бчешс оощч мщерй зех-мщерй
бзйреъ
сойрш оъегемевй (06274411)
сойрш
фшеф` аеъй бъ ам
дчешс ойетг мъмойгй озчш (о.а. егечиеши) блм щмб, бърай щлбш оцае реща мтбегд. дчешс очрд лмйн бсйсййн дзйерййн млм ъмойг/ъ озчш. бодмк дчешс рщфш аъ дойеореъ щм дъмойгйн блъйбъ чешеъ зййн, длръ ъосйшйн еоцвеъ, дшцад мфрй чдм, лъйбъ дцтъ озчш, лъйбъ ъжд, лъйбъ бйчешъйъ еле'. баефп ибтй дчешс вн одеед чбецъ ъойлд. дъмойгйн оъзйбйн мдефйт млм дщтешйн емома аъ лм доимеъ щйръре бодмк дчешс.
ъмойгйн дотерйрйн мдщъъу бчешс оъбчщйн мщмез геа"м мошцд мфзеъ щбетййн мфрй ъзймъ дсосиш.
Methodology Seminar
The course is intended for Ph.D. and M.A. research students in any stage of their work, who have already found a topic for their research. The course will provide basic tools essential for every research student, aiming to improve proficiency in writing curriculum vitae, preparing handouts and power point presentations, giving a talk, writing a research proposal, writing a thesis/dissertation, and critical writing. Naturally, the course is also a form of a support group. The students must attend all meetings and do all the assignments. Students intending to take this course must send an email to the lecturer no more than two week before the beginning of the semester.
гшйщеъ чгн:
дтшеъ: дсойрш фъез мъмойгй о"а егечиешрийн бмбг дроцайн бъдмйк лъйбъ дъжд
бзйреъ
фшоишйн едбгмйн бйрмщерййн (06274441)
сойрш
фшеф` в`емйд дешби
PARAMETERS AND CROSS-LINGUISTIC VARIATION
The seminar will explore parameters proposed for UG in the framework of the Principles-and-Parameters theory based on which patterns of syntactic variation observed across languages can be accounted for. The central goal is to introduce a range of empirical phenomena with respect to which languages may systematically differ, and evaluate the relevant parameters proposed to specify the kinds and extent of variation found. General hypotheses regarding the nature and domain of possible parameters within UG and their relation to the lexicon will also be considered. Phenomena to be discussed are:
(i) Cross-linguistic variation and the notion of parameters in the
Principles and Parameters theory:
Language typology, UG and Chomsky's E-language vs. I-language distinction;
comparative syntax: "macro-parameters" vs. "micro-parameters";
some historical background on proposed parameters;
the role of the lexicon (functional categories)
(ii) Word order types and the configurationality issue:
"free word" order and scrambling (Germanic, Japanese);
Baker's Polysynthesis Parameter – "Warlpiri-type" and
"Mohawk-type" languages
(iii) Null arguments ("pro-drop"), the EPP and the role of inflection:
VSO and VOS languages; null subjects; object "pro-drop"
(iv) Typology of wh-interrogatives: "silent"-movement, wh in situ, and (overt) multiple wh-movement
(v) Determiners and N-to-D movements; extraction from NP
гшйщеъ чгн: ъзбйш бп жорре
дтшеъ: дсойрш ййръп бщфд дарвмйъ