Courses in Linguistics (Division 423)

272(141)/Anthro. 272. Language in Society. Primarily for freshmen and sophomores. (4). (SS).

See Anthropology 272. (Burling)

409./Anthro. 472. Language and Culture. (3). (HU).

See Anthropology 472. (Moylan)

410/Anthro. 474. Nonstandard English. (3). (SS).

This course provides a description of the linguistic characteristics sometimes called "non-standard." Consideration is also given to the psychological and sociological implications of these forms of English for the individuals and the groups that speak and use them. Special attention is given to the forms of English used in the Black ghettos of America and to the educational problems raised by these forms of English. The course is intended to be useful to anyone who expects to be involved with minority groups or with people of the inner city, and it is especially recommended for those who are in education or who are working toward a teaching certificate. The course has no prerequisites. (Fodale)

411/Anthro. 475. Introduction to Linguistics. (3). (SS).

Linguistics 411 has been completely revamped. This course is designed to acquaint students with the scope and methods of linguistic inquiry. It should enable students to acquire familiarity with the different branches of linguistics and to come to some appreciation of what linguists do. The course has two principal goals: to introduce many of the basic tools for studying language and to learn to use those tools to improve our understanding of language as we encounter it in our daily lives. Students will work in groups to study language use in politics, in films, in the media, in various sub- and counter-cultures, and in making dictionaries among other projects. This course is not designed to meet the needs of any particular group but rather provides an opportunity for people from any discipline to find out what linguistics is all about. (Keller-Cohen)

414. Phonology. Prior or concurrent election of Ling. 413 or equivalent. (3). (Excl).

Phonology is the study of the sounds used in human speech and how these sounds pattern in language. This course introduces students to the phonology of English and other languages. In particular, the course will be concerned with (1) what sounds are used in various languages, (2) how the sounds combine together in words, and (3) which sounds relate to one another in special ways. Several homework exercises will be assigned with the purpose of improving students' analytical abilities. Grading will be based partially on selected homework exercises, but primarily on a midterm and a final examination. These examinations will measure both analytical skills and factual knowledge about sound patterns. The course format is a combination of lecture and discussion. Previous exposure to foreign languages is useful, but not required. (Ard)

415. Generative Grammar. (3). (HU).

This is a good solid second term course in syntactic theory in a generative framework. Linguistics 312 is the expected preparation. Other strong preparation in generative linguistics may also be appropriate. The course will consist primarily of weekly readings with problem sets. All the problem sets but three will be done in groups. The remaining three must be done alone. The goal of the course, besides teaching you a considerable amount of syntax, is to teach you the skill of critical reading. We will learn to critique articles by evaluating the argumentation form, exposing and testing both hidden assumptions and predictions, and testing the hypothesis on new data. There will be one short paper late in term optional for undergraduates and obligatory for graduates. (Napoli)

417/Anthro. 476/German 417. Principles and Methods of Historical Linguistics. Ling. 411 or equivalent. (3). (HU).

This course is an introduction to the methods and results of research in historical linguistics and to applications of these methods and results in various areas of theoretical and applied linguistics. Grades will be based on short weekly critical and/or analytical papers. Three of these papers must be concerned with an area of application (e.g., second language acquisition, language pathology, theoretical syntax) chosen by the student. Topics will include: different perspectives on linguistic phenomena, comparing and contrasting linguistic phenomena for different purposes, linguistic reconstructions, investigations of particular aspects of language in flux, and accounts of relationships. Moreover, class discussions will include areas of application and the data investigated will include investigations of special uses of language, including the language of science. Students are expected to have previous training in phonology and syntax. (Markey)

419. Morphology. Ling. 411 or equivalent. (3). (Excl).

Much of what is commonly called 'grammar' word endings, verb and noun forms, paradigms, etc. falls within the linguistic area of morphology. This field deals with the internal structure of words, their formation, and the meaningful pieces, or 'morphemes' (such as type, write, -er, and -s in English typewriters) from which complex words are made, and through which they express their grammatical and semantic relationships with other words. This course will deal with all aspects of morphological analysis in languages of the world; emphasis will be placed on traditional descriptive terminology and its utilization in various languages. There will be a unit on Latin morphology, and a long series of problems in an American Indian language (Skagit) in addition to frequent data analysis homework and a final project involving extended morphological analysis of a language of the student's choice. Lectures will cover basic concepts and their relation to other areas of linguistic analysis, such as phonology, syntax, and semantics. Texts include: Matthews, Morphology; Sapir, Language; Merrifield et al., Lab Manual for Morphology and Syntax; and Carroll (ed), Language, Thought, and Reality: Selected Writings of Benjamin Lee Whorf. Prerequisite is some knowledge of both syntax and phonology Ling. 414 and one of Ling. 312, 412, 415, or 512 are recommended, but a sound understanding derived from an introductory course like Ling. 411 should be sufficient. (Lawler)

420. Introduction to the Mathematics of Linguistics. (3). (Excl).

This is an elementary course on formal approaches to meaning. We will begin with a rudimentary study of symbolic logic, drawing examples from natural languages. Then we will read an introductory semantics book followed by important, basic readings in the areas of linguistic semantics and pragmatics. The orientation is definitely linguistic, not philosophical. The assignments consist of problem sets on the logic section plus two short papers. The problem sets will be done in groups. The papers must be done alone. At least one term of syntax (in any theoretical framework) would be a very helpful background, but other backgrounds such as in mathematics, philosophy or language studies may also be appropriate. Class will proceed by way of discussion. Active participation is encouraged. If you are looking for a course to start you out in semantics, this may well be it. Both undergraduates and graduates are welcome. (Napoli)

421. Introduction to Applied Linguistics. Ling. 411 or the equivalent. (3). (Excl).
Introduction to ESL (English as a Second Language) Theory.
This course should be relevant to any student interested in the teaching of languages. The purpose of the course is to provide students with training and experience in (a) evaluating and creating theoretical and empirical argumentation in applied linguistics in the area of ESL theory and (b) examining aspects of the ESL teaching process in light of ESL Theory. Topics include: (1) Fries, the Historical Legacy; (2) ESL Theory from Fries to Widdowson; (3) Towards Defining and Analyzing the Teaching Process; (4) Content and its Relationship to Theory; (5) Skills and their Relationship to Theory; (6) Teaching and its Relationship to Learning Theory: How do we Teach?; (7) Planning, Organizing, Implementing, Evaluating: What are our Decisions Based on?; and (8) Application of Principles of ESL Theory in Materials Development. (Selinker)

425. Introduction to Pidgins and Creoles. (3). (HU).

This course examines how speech varieties develop into languages. The goals of the course are: (1) to capture an overview of the pidgin and creole languages in the world; (2) to investigate the notion of the 'homogeneity' of natural languages; (3) to inquire into the nature of 'mixed' languages. The course will be conducted as a seminar. Requirements: (1) two short oral presentations, (2) a research paper, (3) a number of required/optional readings, and (3) a pot-luck dinner consisting of 'creole delicacies'. Students should have had one course with linguistic content, or the equivalent; otherwise, see the instructor. (Fodale)

514. Phonology. Ling. 414. (3). (Excl).

Phonology is the branch of linguistics that studies the structured use of sounds in language and the differences between languages in this structuring. This course deals with phonological theory, covering a number of different theoretical approaches, generative and nongenerative. It presupposes Ling. 414 or an equivalent background in basic phonological analysis. The course will be built around a selection of readings by leading phonologists and will require active participation in discussion of these. In addition a paper on any topics of phonological theory will be required. (Manaster-Ramer)

551. Topics in Second Language Learning. Ling. 450 or 451; or the equivalent. (3).

This is an introductory course in second language acquisition. We will first examine methodological issues necessary for the interpretation of second language data. The major part of the course will focus on topics of recent second language acquisition research, especially those that enable us to test proposed models of second language acquisition. Readings introduce students to theoretical issues in second language acquisition. Through data analysis problems students will have experience dealing with second language data. Given the introductory nature of this course, no prior coursework in second language acquisition is necessary. A course pack made up of selected papers will serve as the readings. Student evaluation will be done on the basis of a final exam, two short papers, and data analysis problems. Students should have prior preparation in linguistics or linguistically oriented courses. (Gass)

Language Courses

222, 223. Elementary Ojibwa. (3 each). (FL).

Linguistics 223 is offered Winter, 1983.

Class is designed to give the conversational and cultural skills necessary to enable students to use Ojibwa in real life situations. The teaching methods are entirely inductive, and the role of writing is downplayed. There is considerable emphasis on teaching culturally appropriate behavior, and the simple conversational patterns of greetings, leave takings, introductions, table talk, etc. There is no prerequisite for this course. (Rhodes)

301, 302. Thai. (4 each). (FL).

Linguistics 302 is offered Winter, 1983.

This course is the second half of the sequential Elementary Thai courses. The emphases are on practicing pronunciation and simple conversation, reading and writing simple Thai, and expanding students' vocabulary. Four hours of language lab are recommended. Course materials include learning program (produced by instructor), handouts, and J.M. Brown, A.U.A. Language Center Thai Course Book 1 ($4.50). Evaluations are based on observations of students' progress, midterm, and final. (Sachakul)

305, 306. Elementary Hindi-Urdu. (4 each). (FL).

Linguistics 306 is offered Winter, 1983.

A continuation of 305. (Elementary Hindi-Urdu, first term.) (Hook)

313, 314. Elementary Tagalog. Ling. 313 is prerequisite to 314. (4 each). (FL).

Linguistics 314 is offered Winter, 1983.

Tagalog is the national language of the Philippines. Elementary Tagalog is a two-term sequence designed to give the student who has little or no knowledge of Tagalog the necessary basis for learning to speak it and to have a functional acquaintance with the cultural context in which it functions. Tagalog is particularly interesting in the way it has integrated the broad influences of both Spanish and English into its own syntactic and semantic systems. The oral approach is greatly emphasized in the classroom, using questions and answers and short dialogues to develop active use of the language in the most natural way possible. This is complemented by the use of taped lessons in the Language Laboratory. There are frequent short quizzes, a midterm, and a final examination. At the end of the first year, the student should be able to handle brief exchanges in common social situations and to read and write simple Tagalog. For the student specializing in Philippine studies, learning Tagalog is a must. For the student specializing in language studies, a number of linguists of note have found Tagalog structure highly instructive in understanding certain aspects of language. For the student with Philippine affinities, learning Tagalog provides a bond of understanding and for some, a link to one's roots. For the student who has neither a Philippine connection nor a specialist interest in language, learning Tagalog can be rewarding as it provides an experience of new modes of expression and new ways of looking at the world around us and within ourselves. (Naylor)

322, 323. Intermediate Ojibwa. (3 each). (FL).

Linguistics 323 is offered Winter, 1983.

This course is designed to improve the basic conversational skills of the student who knows some Ojibwa. The emphasis in class is on increasing the range of situations in which the student can use Ojibwa in real life. Some emphasis is placed on teaching the students to be able to learn more Ojibwa outside of the classroom, by talking and using the language with native speakers. Prerequisite: Linguistics 222 and 223, or some speaking knowledge of Ojibwa, Ottawa, or Chippewa. (Rhodes)

401, 402. Intermediate Thai. Ling. 302 is prerequisite to 401; Ling. 401 is prerequisite to 402. (3 each). (FL).

Linguistics 402 is offered Winter, 1983.

This course is the second half of the two sequential Intermediate Thai courses. It is designed to increase students' speaking, listening, reading, and writing abilities, as well as vocabulary expansion. Students practice pronunciation and conversation as well as read and write short paragraphs. Four hours of language lab are recommended. Course materials: Brown, A.U.A. Language Center Thai Course Books 1-2. Evaluations are based on observations of students' progress, midterm, and final. (Sachakul)

403, 404. Intermediate Indonesian. Ling. 304 is prerequisite to 403; Ling. 403 is prerequisite to 404. (3 each). (FL).

Linguistics 404 is offered Winter, 1983.

This course will concentrate on intensive reading, beginning writing and two-person conversation. Evaluation will be based on short papers, a final exam and class participation. (Gaylord)

405, 406. Intermediate Hindi-Urdu. Ling. 306 is prerequisite to 405; Ling. 405 is prerequisite to 406. (3 each). (FL).

Linguistics 406 is offered Winter, 1983.

A continuation of 405. (Intermediate Hindi-Urdu, first term.) (Hook)

407, 408. Elementary Sanskrit. (3 each). (FL).

Linguistics 408 is offered Winter, 1983.

Ling. 408 (Elementary Sanskrit) is a continuation of Ling. 407. This course continues work on elementary Sanskrit grammar and also involves reading stories in Sanskrit which have been written to fit particular levels of grammar. The goal of the course is to enable the student to read and write basic Sanskrit. The course involves a considerable amount of homework. The final examination is based on quizzes, the midterm and final examination. (Deshpande)

422, 423. Advanced Ojibwa. Ling. 322 and 323, or permission of instructor. (3 each). (Excl).

Linguistics 423 is offered Winter, 1983.

This course is aimed at giving students with conversational ability in Ojibwa the opportunity to both improve their speaking and listening skills and to introduce them to Ojibwa literature, and the various dialects represented in the literature. Students will work with the original, unedited texts, as well as with edited, retranscribed materials, and thus learn about the problems of working in a language without a standard writing system that is widely accepted. Prerequisite: Linguistics 322 and 323, or a conversational knowledge of Ojibwa, Ottawa, or Chippewa. (Rhodes)

433, 434. Intermediate Tagalog. Ling. 314 or permission of instructor is prerequisite to 433; Ling. 433 or permission of instructor is prerequisite to 434. (3 each). (FL).

Linguistics 434 is offered Winter, 1983.

This is a two-term sequence in which the student who has some knowledge of Tagalog expands his knowledge, develops fluency, and becomes acquainted with Tagalog literature. While the oral approach continues, there is much greater emphasis on reading and writing and much heavier cultural content in the materials read. In the first term, one meeting a week is devoted to the study of grammar. The rest of the time is spent in oral reading (dramatization) of a series of story episodes in dialogue form, translation, question-and-answer on content, and discussion of the linguistic and cultural aspects of each episode. Written homework is regularly assigned. To complement the grammar lessons, tapes are available at the Language Laboratory. There will be occasional quizzes, a midterm, and a final. The second term is essentially a continuation of the first. Instead of dialogues, however, we read narratives and essays and instead of studying grammar separately, it is integrated with work on the readings which provide the framework for the discussion of grammatical points. At the end of the second year, the student should have acquired a) sufficient competence to handle short conversations, write brief letters, read texts of low to medium complexity, and b) a broader knowledge of the culture that the language is an expression of and in which the language functions. (Naylor)

501, 502. Advanced Thai. Ling. 402 is prerequisite to 501; Ling. 501 is prerequisite to 502. (3 each). (FL).

Linguistics 502 is offered Winter, 1983.

This course is the second half of the two course sequence of Advanced Thai. The course is designed to improve students' proficiency in speaking, reading, writing, and comprehension of the Thai language. The course is flexible and tailored to suit students' needs and interests. Suggested text: Jones, Thai Cultural Reader, Book I. Evaluations are based on homework, midterm, and final. (Sachakul)

505, 506. Advanced Hindi-Urdu. Ling. 406 is prerequisite to 505; Ling. 505 is prerequisite to 506. (3 each). (FL).

Linguistics 506 is offered Winter, 1983.

A continuation of 505. (Advanced Hindi-Urdu, first term.) (Hook)

507, 508. Advanced Sanskrit. Ling. 408 is prerequisite to 507; Ling. 507 is prerequisite to 508. (3 each). (FL).

Linguistics 508 is offered Winter, 1983.

Ling. 508 (Advanced Sanskrit) is a continuation of Ling. 507. This course continues work on advanced grammar of classical Sanskrit and also involves reading simple stories, parts of Sanskrit dramas and other similar classical literary texts. The goal of the course is to prepare the student to read non-technical classical Sanskrit. (Deshpande)

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