Научно-исследовательский семинар "Язык на стыке природы и культуры"
- The course is aimed at familiarizing students with the variety of theoretical approaches to language on the basis of particular empirical problems in linguistics.
- Thus, the course should provide students with a non-dogmatic understanding of the subject matter of linguistics, at the same time introducing them to the specific style of theorizing and argumentation within diverse linguistic frameworks.
- The student identifies different theoretical approaches to the nature of the language faculty.
- The student reads linguistics research articles in English and explains how the main proposal of the article connects to one of the major theoretical approaches.
- The student poses her own research question and collects data with respect to a particular problem covered in the course content.
- The student provides arguments for and against different approaches to human language faculty.
- The student presents, in oral and written form, the content of research articles in English devoted to the particular area in linguistics.
- Introduction to the connectionism debateIntroduction. Subfield of linguistics, the mentalist perspective of language, nativism. Overregularization errors and mental organization of the grammar. Connectionism vs. the dual-route model. Frequency effects and grammar. Mental representation of morphological structure.
- Students’ presentation of their own research
- Further evidence for and against the dual-route modelLanguage acquisition, U-shaped curve and blocking effects. Default rules, type and token frequency. Neurological evidence for the dual-route model (Williams Syndrome, SLI, Parkinson disease, etc.). Criticism of the dual-route model (systems with no default).
- Home written assignmentsStudents read linguistics research articles for homework and prepare short notes with at least three critical questions about the article's/chapter's content..
- AttendanceStudents are expected to attend all classes.
- PresentationA 10 min PowerPoint presentation of a research articles, prepared at home.
- In-Class ParticipationParticipation includes response to presenters and contribution to follow-up discussions as well as sharing empirical research data and theoretical insights with the class.
- Exam (Term Paprer)The term paper is written at home and submitted during the exam period. It is a revised and finalized version of the student's research project towards which students work throughout the course by way of presentation, homework readings, and in-class participation.
- Промежуточная аттестация (2 модуль)0.15 * Attendance + 0.2 * Exam (Term Paprer) + 0.2 * Home written assignments + 0.2 * In-Class Participation + 0.25 * Presentation
- Chomsky, N. (2006). Language and Mind (Vol. 3rd ed). Cambridge, UK: Cambridge University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=146214
- Jackendoff, R. (2007). Language, Consciousness, Culture : Essays on Mental Structure. Cambridge, Mass: A Bradford Book. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=190976
- Everett, C. (2013). Linguistic Relativity : Evidence Across Languages and Cognitive Domains. Berlin: De Gruyter Mouton. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=641818
- Pinker, S. (1996). Language Learnability and Language Development, With New Commentary by the Author : With New Commentary by the Author. Harvard University Press.