112. Languages of the World. (3). (SS).
Section 001. This course is intended for those who are curious
about human language but who have no formal training in linguistics.
We will explore questions that have puzzled many people, such
as: Why are there so many languages? Do they come from the same
origin? How do they differ and how do they change? We will also
examine selected languages from different parts of the world to
show the basic components of a language and how linguists proceed
to find out the structures of a new language. The grade will be
based on weekly problem sets and two short papers. No prerequisites.
Cost:2 WL:2 (Duanmu)
Section 002. Language is a central concern of humankind and with good reason. As the conduit for most communicative and expressive needs as well as other tasks, it pervades virtually every aspect of human existence. Few realize, however, how truly rich the linguistic universe is until they consider the variety of distinct linguistic devices and practices employed by speakers of the 5000+ individual languages that have been identified to date. Appreciating and being able to explain the range of variety of spoken and written language among various peoples of the world is an essential key to understanding human culture and diversity. This course systematically addresses many of the questions which most fascinate us about language, thus widening our intercultural horizons and enhancing our sophistication about our own language and culture. It therefore serves those who wish to learn about both our own and other societies, particular languages or regions of the world, and the nature of the human mind. Cost:2 WL:4 (Croft)
210. Introduction to Linguistics. (3).
(SS).
Nothing is more distinctly human than our ability to talk, to
use language. Because of that, we expect that the study of language
can provide us insight into the things that combine to make "human
nature." Since language is a product of what we call "mind,"
"culture," and "society," it provides us with
concrete data through which we can study those very abstract things.
This course is an introduction to the methods which linguists
have developed in the process of analyzing and describing human
languages. Our study will draw on examples from a large number
of the languages of the world (including observations of the language
habits of U of M students and faculty). We will look at the sounds
of language, how they are produced, and how they are patterned
into words. We will study the diverse ways in which individual
languages approach the processes of word and sentence formation, while we try to decide if there are processes which are universal
to all human languages. In spite of this, we will focus our attention
on the methods of inquiry: How does a linguist decide what ought
to be studied in a given language? How do we go about collecting
data? When do we know we have enough? What techniques do we have
for making sense of our data? What kinds of conclusions are we
led to, what do we do if our methods lead us to different accounts
of the same phenomenon? In other words, our focus will be on the
processes of analysis and the methods of critical thinking as they apply to the study of language. Daily exercises will afford
opportunities to collect data, define problems and propose tentative
solutions. Class lecture/discussions and longer bi-weekly assignments
will present methods of argumentation and develop problem solving
skills. There will be a midterm and a final exam. (The only prerequisites
are good will and enthusiasm). (Beddor)
211. Introduction to Language. (3). (SS).
From time immemorial human beings have been curious about language
– about its structure, its diversity, its use, and its effects
on others. In this course, we will explore the human capacity
for language, beginning with the ways language differs from animal
communication, how children acquire language and the role of the
brain in speech. We will then review major aspects of language
structure (sounds, words, sentences) and apply them to discussions
of the origin of language, the history of the English language, as well as to discussions of current dialects of English such
as Black English. Next we will consider social attitudes toward
language (including "low prestige" dialects and sign
language) and how sexism and racism are reflected in language.
The course concludes with an examination of some of the world's
writing systems and nonverbal communication ("body language").
Course work includes eight weekly homework assignments and one
mid-term exam. The final exam is optional. In addition, films
will periodically be shown on Thursday evenings (attendance optional).
Cost:1 WL:3 (Cooper)
272/Anthro. 272. Language in Society. Primarily
for freshmen and sophomores. (4). (SS).
See Anthropology 272. Cost:1
WL:1 (Mannheim)
277/Anthro. 277. Literacy.
(3). (Excl).
Are you literate? What does it mean to be literate? What do you
make of the "literacy crisis" discussed in the media?
This course will address these and other related questions by
drawing on work from several disciplines including history, anthropology, psychology, English and linguistics. It will be offered in seminar-sized
sections limited to 20 students each, and students will be expected
to participate actively. Course readings will include literacy
narratives such as The Education of Little Tree, Annie
John, The Autobiography of Frederick Douglass, Lives
on the Boundary, as well as such classics as Illiterate America, and articles from the major disciplines that study literacy. Requirements
include a journal based on course readings, interviews with members
of the community, collaborative research projects, oral presentations, and a final report.
313(312). Sound Patterns. Sophomore standing.
(3). (SS).
This course explores two fundamental aspects of the sounds of
human languages: speech sounds as physical entities (phonetics)
and speech sounds as linguistic units (phonology). In viewing
sounds as physical elements, the focus is articulatory descriptions:
How are speech sounds made? What types of articulatory movements
and configurations are used to differentiate sounds in the world's
languages? In this part of the course, the goal is to learn to
produce, transcribe, and describe in articulatory terms many of the sounds known to occur in human languages. In the next part
of the course, the focus is on sounds as members of a particular
linguistic system. Phonological data from a wide range of languages
are analyzed – that is, regularities or patterns in sound distribution
are extracted from the data set and then stated within a formal
phonological framework. We will also construct arguments to support the proposed analyses, and will find that phonetic factors play
a crucial role in validating phonological analyses. Throughout the course, a major emphasis is that speech sounds are simultaneously
physical and linguistic elements, and that these two aspects of
sound structure are interdependent. Class sessions will consist
of lectures, phonetic practice, and discussion of phonological
data sets. Course grades will be based on weekly assignments, and midterm and final exams. Linguistics 210, 211, 411, or permission
of instructor is required to take the course. (Beddor)
314. Text, Context, and Meaning. Sophomore
standing. (3). (Excl).
This course is an introduction to aspects of semantic and pragmatic
systems in natural language. Seven topics will be covered: (1)
lexical semantics, which will deal with phoenoma of word meaning
and what it shows about features and the structuring of cultural
and experiential concepts in language, including closed semantic
sets, predicate categorization, and feature theory; (2) logical
and formal systems, which will introduce basic concepts of propositional
calculus, predicate calculus, and elementary modal logic and model theory, with their implications for the analysis of sentence meaning;
(3) reference and coreference, which will treat the semantic and syntactic behavior of nouns and pronouns in language units of
various sizes; (4) presupposition and entailment, which will deal
with the pragmatic and logical aspects of phenomena like factivity
and implication; (5) metaphor and cognition, which will explore the relation between language and mental representation, including
imagery and its effect of semantic categories; (6) pragmatics, which will analyze the interpersonal dimensions of language use
and their implications for linguistic meaning and structure; and (7) text analysis, which will treat the structure of larger units
of language, as evidenced in such concepts as topic, focus, and coherence, and their relation to other linguistic structures.
Emphasis in the course will be on data analysis. Prerequisite:
an introductory course in linguistics. Cost:1 WL:2 (Lawler)
350. Perspectives on Second Language Learning and Second
Language Instruction. (3). (Excl).
The purpose of this course is to explore past and current directions
in both theoretical and practical aspects of second/foreign language
learning and teaching. From a learner-centered premise that second
language instruction is concerned with enabling learners to use the second language effectively and comfortably to reach their
own personal, educational, occupational, and social objectives, this course will examine a number of language learning/teaching
paradigms and will study the changing forms and functions of methodologies, learning activities, and instructional materials involved. Perspectives
on the learner will focus on learners as active creators in their
learning process, not as passive recipients. Perspectives on the
teacher will focus on teachers as managers of language-learning
experiences, not just drill-leaders and presenters of material.
Students will have opportunities to reflect upon and analyze their
own language learning experiences, past/present, and those of
others. Cost:2 WL:2 (Morley)
406/English 406. Modern English Grammar. (3). (Excl).
See English 406. (Kirk)
409/Anthro. 472. Language and Culture. (3).
(HU).
See Anthropology 472. (Mannheim)
410/Anthro. 474. Nonstandard
English. (3). (SS).
In this course we will deal with the development of the concept
of the language standard in American and British English. We will
consider first the confusion of spoken with written language registers
and the problems that arise from this confusion. We will then
look at the relationship of spoken and written standards to non-standard
varieties of other cultures with strong oral traditions. We will
focus on the issues of authority, prescription and attitude. While
we will not consider Black English Vernacular exclusively, we
will look briefly at the historical development, characteristics
and stratification of this language variety which is the mother
tongue of many African Americans. Included in our examination
and discussion will be the political, cultural, and social implications
for those who are speakers of non-standard varieties of American
English. Of particular importance is educational policy; we will
look at a number of cases where these issues have resulted in
court cases, including Martin Luther King Junior Elementary School
Children, et al., vs. Ann Arbor School District Board ("Ann
Arbor Black English Case"). We will see that this case, which
was the source of great controversy, was widely misreported in the media. Finally, we will study the results of the ruling more than ten years later. This course should be of interest to those
interested in non-standard language varieties as a cultural resource
and asset, historical heritage and potential complication in education
and supra-cultural communication. Because we will be dealing with
specific features in the phonology and syntax of various non-standard
language varieties, an introductory linguistics course of familiarity
with basic linguistic concepts would be helpful. (Lippi-Green)
411. Introduction to Linguistics. Not
open to students with credit for Ling. 211. (3). (SS).
This course is an introduction to the objectives and methods of
modern linguistics. We will be especially concerned with phonetics
and phonology (the nature and organization of the sounds of language)
and with morphology and syntax (the formation of words and the
organization of words into larger phrases and sentences). We will
consider how all these aspects of language vary from one dialect
or language to another, from one social group to another, and from one situation to another, and we will ask how and why they
change through time. Some attention will also be given to semantics
and pragmatics (how languages convey meanings, and how meanings
interact with situations) and language acquisition Students will
be required to submit short problems from time to time. There
will be two hour exams and a final. Cost:1 WL:4 (Burling)
413. Phonology. (3). (Excl).
This course studies sound patterns of human languages. We will
examine the ultimate units of human speech, the intrinsic structures
among the units, the nature of sound change, and what is universal
among all human speeches. We will also look at higher levels of
sound patterns, such as syllabic and metrical structures, and the interactions between phonology and syntax. Both theory and problem solving ability will be emphasized. The grade will be
largely based on weekly problem sets. Prerequisite: Linguistics
412 is recommended. Cost:2 WL:2 (Duanmu)
415. Generative Syntax. (3). (Excl).
This course will introduce students to the concepts and methods
of syntactic analysis and argumentation. We will explore syntactic
regularities in a wide range of data taken from English, as well
as a number of other languages, and consider how these generalizations
are to be expressed in a theoretical framework. The requirements
include weekly assignments, and a final paper. Cost:1 WL:4 (Alexander)
418. Functionalism and Typology. (3).
(Excl).
Linguistics is about languages; and language structure should
be explained by language function. These two principles underlie the approach to the analysis of language presented in this course.
We will compare the grammatical structure of a variety of languages
and discover what is universal about grammar. You will get a general
feel for what is typical and what is atypical of language structure.
Turning to explanation, we will account for universal patterns
in language structure in terms of evolutionary adaptation to the
communication function of language. Course work will involve weekly
assignments and a take-home exam. This course can be used to satisfy the undergraduate syntax/typology requirement. (Croft)
442/Anthro. 478. Introduction
to Sociolinguistics. Ling. 411 or equivalent. (3).
(Excl).
Language variation is present in every society; ethnicity, gender, social class, education, and place of origin all play a role in
determining which language or dialect a person speaks and how they use it. At the same time, the language or dialect a person
speaks is a crucial factor in determining the position of that
person in society, both in terms of professional achievement and in terms of their understanding of their own identity. This class
will discuss this mutual dependency of language and societal role.
We will focus on issues directly affecting the lives and thoughts
of most Americans: attitudes towards different languages and dialects
and the historical and social motivations for these attitudes, questions about why different ethnic and gender groups use language
differently and how this is evaluated, preservation of ancestral
languages, and language policy. We will also look at how other
societies deal with these issues to provide students with alternative
perspectives. The required work for the class is four short (5-7
pp.) papers. (Myhill)
473/Anthropology 473. Ethnopoetics: Cross-Cultural
Approaches to Verbal Art. Two courses in anthropology, linguistics or literature, or permission of instructor. (3; 2
in the half-term). (Excl).
See Anthropology 473. (Bierwert)
492. Topics in Linguistics. (3). (Excl).
May be elected for credit twice.
SECTION 001: DISCOURSE ANALYSIS AND LANGUAGE TEACHING MATERIALS.
In recent years these two areas of activity have become aligned
in several mutually beneficial ways. In this course we shall explore these relationships and attempt to further develop them. The course
will be built around a number of group/individual projects designed
to give participants training in their processes of collecting
authentic language data, analyzing it and converting it into language
teaching materials. Although the main focus of illustration will
be ESL, every effort will be made to accommodate other interests.
Assessment will be by short exercises and a final term paper/project.
Cost:1 WL:3 (Swales)
SECTION 002. TOPICS IN LINGUISTICS: INTRODUCTION TO ANATOLIAN
LINGUISTICS. Indo-Europeans and Anatolians: their homelands, migrations, cultures. Reconstruction of Proto-Anatolian, the most
archaic daughter-language of Indo-European. Phonology of Anatolian:
vowels, stops, laryngeals, etc. Anatolian morphology and syntax.
Anatolian lexics. Problems of Anatolian dialectology. Comparative
analysis of Anatolian daughter-languages: Hittite, Cuneiform Luwian, Hieroglyphic Luwian, Palaic, Lycian, Milyan, Lydian, Carian, Sidetic, Pisidian. Onomastics: linguistic analysis. Samples of texts in
Anatolian languages (Hittite, Lycian, Lydian). Short discussion
of Anatolian writing system (cuneiform, hieroglyphic, alphabetic).
Interpretation of borrowings. Recent discoveries: stress in Anatolian
languages, etc. Problems which remain to be solved. Students will
be evaluated by frequent home works and one class presentation
(critical report on chosen linguistic works). (Shevoroshkin)
SECTION 003: EVALUATING SECOND/FOREIGN LANGUAGE PERFORMANCE.
Some understanding of the fundamental principles and practices
of language testing is relevant to anyone attempting to study
or evaluate second language behavior. In this course we will examine the theories behind language assessment. We will also compare
a range of techniques and "instruments" which have been
developed for research and educational purposes. In addition, we will investigate the influence of sociolinguistic considerations
on current attempts to measure communicative competence. (Subject
to certification and interest). (Briggs)
541/CS 595/EECS 595. Natural Language Processing. Senior standing. (3). (Excl).
543/Anthro. 572. Field Seminar in Sociolinguistics.
Permission of instructor. (3). (Excl).
See Anthropology 578. (Mannheim)
University of Michigan | College of LS&A | Student Academic Affairs | LS&A Bulletin Index
This page maintained by LS&A Academic Information and Publications, 1228 Angell Hall
The Regents
of the University of Michigan,
Ann Arbor, MI 48109 USA +1 734 764-1817
Trademarks of the University of Michigan may not be electronically or otherwise altered or separated from this document or used for any non-University purpose.