Advanced Phonology Seminar
高級音韻學專題討論
Spring 2014 Tuesday 9:10-12:00 文學院413
[課碼: 1305005 領域代碼：1(音韻學與語音學領域)]
UPDATED 2014/5/25
Me:
James Myers (麥傑)
Office: 文學院247
Tel: 31506
Email: Lngmyers at the usual CCU address
Web: http://www.ccunix.ccu.edu.tw/~lngmyers/
Office hours: Wednesday 10 am - noon, or by appointment
Goals:
In this class students will build core competencies (核心能力) in critically examining current phonological research, by reading and discussing recent articles dealing with a variety of languages, topics, and methods, chosen together by both the teacher and students, so that they make their own original contributions to phonological theory.
Grading:
10% Class participation
40% Leading discussion
10% Presentations (6/10)
40% Term paper (due 6/17)
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, placing them in the wider 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 5/6, but the earlier the better), you will choose a topic of your own. The only restrictions are that it has to make an original empirical contribution to phonological theory. 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 (6/10), you'll give a conference-style presentation about your research. The paper is due a week later (6/17), as a PDF (with embedded fonts) emailed to me 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) Readings |
Leader |
|
2/18 |
Phonology review |
|
|
|
2/25 |
The origins of phonology |
Sandler et al. (2011) |
麥傑 |
|
3/4 |
Violating phonological universals |
Hyman (2011) |
陳名崴 |
|
3/11 |
Historical influences on phonology |
Johnsen (2012) |
林秀青 |
|
3/18 |
Naturalness inside grammar |
de Lacy & Kingston (2012) |
江冠南 劉婉榆 |
|
3/25 |
Modeling lexical variation |
Zuraw (2010) |
張恵環 |
|
4/1 |
NO CLASS [spring break] |
|
|
|
4/8 |
Constraints on typology |
Blust (2012) |
張恵環 林秀青 |
|
4/15 |
Modeling constraints on typology |
Gallagher (2013) |
江冠南 |
|
4/22 |
Non-morphological derivations |
McCarthy (2008) |
劉婉榆 林羲謙 |
|
4/29 |
Morphological derivations |
Trommer (2013) |
陳名崴 林羲謙 |
|
*5/6 |
Discuss paper topics |
|
|
|
5/13 |
Cross-linguistic markedness conspiracies Sign language feature organization |
Pater (1999) |
張惠環 |
|
5/20 |
Perceptual biases in stress systems |
Hay & Diehl (2007) |
江冠南 |
|
5/27 |
Sign language prosody |
Crasborn et al. (2012) |
林秀青 |
|
6/3 |
TBA |
林秉宥 |
|
|
*6/10 |
Presentations [last class] (original schedule) |
|
|
|
*6/17 |
TERM PAPER DUE (by 5 pm, via email) |
|
Readings
Blust, R. (2012). One mark per word? Some patterns of dissimilation in Austronesian and Australian languages. Phonology, 29(3), 355-381.
Corina, D. (1990). Handshape assimilations in hierarchical phonological representation. In C. Lucas (Ed.), Sign language research: Theoretical issues (pp. 27-49). Gallaudet University Press.
Crasborn, O. A., van der Kooij, E., & Ros, J. (2012). On the weight of phrase-final prosodic words in a sign language. Sign Language & Linguistics, 15(1), 11-38.
de Lacy, P., & Kingston, J. (2013). Synchronic explanation. Natural Language & Linguistic Theory, 31(2), 1-69.
Duanmu, S. (2007). Chapter 4: The syllable. In The phonology of standard Chinese (second edition). Oxford University Press.
Gallagher, G. (2013). Learning the identity effect as an artificial language: bias and generalisation. Phonology, 30(2), 253-295.
Hay, J. S., & Diehl, R. L. (2007). Perception of rhythmic grouping: Testing the iambic/trochaic law. Perception & Psychophysics, 69 (1), 113-122.
Hoover, J. R., Storkel, H. L., & Hogan, T. P. (2010). A cross-sectional comparison of the effects of phonotactic probability and neighborhood density on word learning by preschool children. Journal of Memory and Language, 63, 100-116.
Hyman, L. M. (2011). Does Gokana really have no syllables? Or: what's so great about being universal. Phonology, 28(1), 55-85.
Johnsen, S. S. (2012). A diachronic account of phonological unnaturalness. Phonology, 29(03), 505-531.
McCarthy, J. J. (2008). The serial interaction of stress and syncope. Natural Language & Linguistic Theory, 26(3), 499-546.
Pater, J. (1999). Austronesian nasal substitution and other NC effects. In R. Kager, H. van der Hulst, & W. Zonneveld (Eds.) The prosody morphology interface (pp. 310-343). Cambridge University Press.
Sandler, W., Aronoff, M., Meir, I., & Padden, C. (2011). The gradual emergence of phonological form in a new language. Natural Language & Linguistic Theory, 29(2), 503-543.
Trommer, J. (2013). Stress uniformity in Albanian: Morphological arguments for cyclicity. Linguistic Inquiry, 44(1), 109-143.
Zuraw, K. (2010). A model of lexical variation and the grammar with application to Tagalog nasal substitution. Natural Language & Linguistic Theory, 28(2), 417-472.