Advanced Phonology Seminar
高級音韻學專題討論
Spring 2010 Monday
14:10-17:00 文學院413
編號: 1305005
UPDATED 2010/6/7
Me:
James
Myers (麥傑)
Office: 文學院247
Tel: 31506
Email: Lngmyers at ccu dot edu dot tw
Web:
http://www.ccunix.ccu.edu.tw/~lngmyers/
Office hours: Thursday
Goals:
In this class students will go beyond basic phonological theory to
discuss some of the most exciting recent phonological research, involving a
variety of languages, topics, and methods, chosen together by both the teacher
and students, and conduct their own original research.
Grading:
10% Class participation
40% Leading discussion
10% Presentations (6/14)
40% Term paper (due 6/21)
What
the class is like:
This
class is a discussion class. All we will do is read papers (real ones, not from
a textbook) and discuss them together. So class participation means you discuss:
you read, think, talk, and respond to others' ideas.
Every
week somebody will lead the discussion on the week's readings, using a handout
with questions to inspire us to discuss together. The questions should be
organized in a logical way to make sure we address the most important issues in
the paper, situating them in the larger phonological literature, but your
questions should also allow us to clarify smaller points in the paper that may
be confusing. You are encouraged to ask questions that even you don't know how
to answer, but you are the one responsible to bring the focus back to the big
issues if we get lost. You do NOT have to talk more than everybody else (in
fact, the more you inspire other people to say interesting things, the better).
By
the middle of the semester (officially 5/10, but the earlier the better), you
should choose a topic of your own to write about. The only restriction is that
it has to connect with theoretical phonology and be empirically testable. After
you choose your topic, the discussions will then turn to focus on papers that
YOU choose to help you with YOUR project.
On
the last day of class (6/14), you'll give a conference-style presentation about
your research. The paper is due a bit over a week later
(6/25) in my mailbox by 5 pm. The paper should be about 20 pages, in
English, with formatting like the real published papers we read. I'll grade it
in the usual way (style, logic, theory).
Rough schedule
(there will definitely be changes along the way)
*
marks due dates for things relating to your paper
|
Week |
(Possible) Topic/Activity |
(Possible) |
|
2/22 |
Phonology
review |
|
|
3/1 |
Constraints |
Haugen (2009), Walker (2010) |
|
3/8 |
Universals |
Berent et al. (2009) |
|
3/15 |
Features |
Albright (2009) |
|
3/22 |
Acquisition |
Tessier (2009) |
|
3/29 |
Phrasal
phonology |
Kochanski, Shih, and Jing (2003) |
|
4/5 |
*** NO CLASS *** |
|
|
4/12 |
Syllables |
Kapatsinski (2009) |
|
4/19 |
Phonetics
in phonology |
Steriade (2001), McCarthy (2009) |
|
4/26 |
Derivations |
Vaux (2008) |
|
5/3 |
Phonology
and cognition |
Heinz (2009) |
|
*5/10 |
Discuss
paper topics |
|
|
5/17 |
Phonology
and biology |
Samuels (2009) |
|
5/24 |
Syllables
in L2 phonology |
Broselow and Xu
(2004) |
|
5/31 |
Mandarin
syllable structure |
Wang and Chang (2001) |
|
6/7 |
Southern
Min syllable contraction |
Hsu (2003) |
|
*6/14 |
Presentations
[last class] |
|
|
*6/25 |
TERM PAPER DUE (5 pm in my mailbox) |
|
Some possible readings (we won't read all of these)
Albright,
Adam. 2009. Feature-based generalisation as a source
of gradient acceptability. Phonology
26 (1):9-41.
Berent, Iris, Tracy Lennertz,
Paul Smolensky, and Vered Vaknin-Nusbaum. 2009. Listeners' knowledge of phonological
universals: Evidence from nasal clusters. Phonology
26 (1):75-108.
Broselow, Ellen, and Zheng Xu. 2004. Differential difficulty in the acquisition of
second language phonology. International
Journal of English Studies 4 (2):135-163.
Flack,
Kathryn. 2009. Constraints on onsets and codas of words and phrases. Phonology 26 (2):269-302.
Goldrick, Matthew. Forthcoming. Using psychological
realism to advance phonological theory. In J. Goldsmith, J. Riggle,
& A. Yu (Eds.) Handbook of
phonological theory (2nd edition). Oxford University Press.
Haugen,
Jason D. 2009. What is the base for reduplication? Linguistic Inquiry 40 (3): 505-514.
Heinz,
Jeffrey. 2009. On the role of locality in learning stress patterns. Phonology 26 (2):303-351.
Hsu,
Hui-Chuan. 2003. A sonority model of syllable
contraction in Taiwanese Southern Min. Journal
of East Asian Linguistics 12:349-377.
Kapatsinski, Vsevolod. 2009.
Testing theories of linguistic constituency with configural
learning: The case of the English syllable. Language
85 (2):248-277.
Kochanski, Greg, Chilin Shih,
and Hongyan Jing. 2003.
Quantitative measurement of prosodic strength in Mandarin. Speech Communication 41(4):625-645.
McCarthy,
John J. 2009. The P-Map in Harmonic Serialism.
University of Massuchusetts at Amherst ms.
Pater, Joe, and Anne-Michelle Tessier.
2006. L1 phonotactic knowledge and the L2 acquisition
of alternations. In Roumyana Slabakova,
Silvina A. Montrul, and
Philippe Prévost (Eds.) Inquiries in linguistic development: In honor of Lydia White (pp.
115-131). Amsterdam: John Benjamins.
Samuels,
Bridget. 2009. The third factor in phonology. Biolinguistics 3 (2-3):355-382.
Steriade, Donca. 2001.
Directional asymmetries in place assimilation: A perceptual account. In E. Hume
and K. Johnson (eds.) The role of speech
perception in phonology (pp. 219-250). Academic Press.
Tessier, Anne-Michelle. 2009. Frequency of violation
and constraint-based learning. Lingua
119 (1):6-38.
Vaux, Bert. 2008. Why the phonological component
must be serial and rule-based. In Bert Vaux and
Andrew Nevins (Eds.) Rules, constraints, and phonological phenomena (pp. 20-61). Oxford
University Press.
Walker,
Rachel. 2010. Nonmyopic harmony and the nature of
derivations. Linguistic Inquiry 41
(1):169-179.
Wang,
H. Samuel, and Chih-ling Chang. 2001. On the status
of the prenucleus glide in Mandarin Chinese. Language and Linguistics 2 (2):243-260.
Zuraw, Kie, and Yu-An
Lu. 2009. Diverse repairs for multiple labial consonants. Natural Language & Linguistic Theory 27 (1): 197-224.