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LinguisticsCOURSES 100 INTRODUCTION TO LINGUISTICS The aim of this course is to make you aware of the complex organization and systematic nature of language, the primary means of human communication. In a sense, you will be studying yourself, since you are a prime example of a language user. Most of your knowledge of language, however, is unconscious, and the part of language that you can describe is largely the result of your earlier education, which may have given you confused, confusing, or misleading notions about language. This course is intended to clarify your ideas about language and bring you to a better understanding of its nature. By the end of the course you should be familiar with some of the terminology and techniques of linguistic analysis and be able to apply this knowledge to the description of different languages. There are no prerequisites, but this course is the prerequisite for almost every higher level course within the linguistics major. Every semester. (4 credits) 103 ADVERTISING AND PROPAGANDA North Americans on the whole are far more exposed to commercial advertising, arguably the most sophisticated propaganda in human history, than to the cruder versions we imbibe in church and school, or associate with Nazi Germany or Orwell’s 1984. On this subject, we are jaded experts: hip to the “white noise” on TV, on the internet, and in glossy magazines. Yet even with TiVo, we are unable to tune it out completely. The main purpose of this course is to apply the concepts and techniques of linguistic semantics to the analysis of advertising and the ideology which it both nurtures and reflects. What is the semiotic function of Ronald MacDonald? Why did so many otherwise rational Americans once believe that the person most likely to blow up the world was Muammar (Who?) Khaddafy? What are the propaganda consequences of the collapse of the Evil Empire? Why are we fascinated by Brad Pitt and bored by Cesar (Who?) Chavez? What is the role of propaganda in creating the cult of beauty? Why are advertisements which make fun of themselves so effective? Why is war propaganda almost always more effective than anti-war propaganda? No prerequisites. Alternate years; next offered Spring 2010. (4 credits) 104 THE SOUNDS OF LANGUAGE Nearly all natural languages are spoken. Biological properties of the human ear, pharynx, larynx, tongue, and lung impose limits on the sounds of human languages, which can be studied from both a biological and an acoustic point of view. In this course you will be trained to produce and recognize (almost) all the sounds which human languages make use of, and to develop a systematic way of analyzing and recording them. Since sounds are perceived as well as produced, you will also be introduced to the acoustic analysis of speech, learning how acoustic signals of frequency, amplitude, and duration are translated into visible, quantifiable images. You will learn the art of decoding these spectrograms into sounds and words and sentences. The linguistics laboratory contains several different programs for practicing and listening to sounds from many of the world’s languages. This course is recommended for students of foreign languages, drama, music and anyone who wants to become more aware of their (and other people’s) pronunciation. No prerequisites. Every fall. (4 credits) 175 SOCIOLINGUISTICS (Same as Sociology 175) Sociolinguistics is the study of the social language variation inevitable in all societies, be they closed and uniform or diverse and multicultural. Language and culture are so closely tied that it is nearly impossible to discuss language variation without also understanding its relation to culture. As humans, we judge each other constantly on the basis of the way we talk, we make sweeping generalizations about people’s values and moral worth solely on the basis of the language they speak. Diversity in language often stands as a symbol of ethnic and social diversity. If someone criticizes our language we feel they are criticizing our inmost self. This course introduces students to the overwhelming amount of linguistic diversity in the United States and elsewhere, while at the same time making them aware of the cultural prejudices inherent in our attitude towards people who speak differently from us. The class involves analysis and discussion of the readings, setting the stage for exploration assignments, allowing students to do their own research on linguistic diversity. No prerequisites. Fall semester. (4 credits) 200 ENGLISH SYNTAX This course deals with the formal properties of discourse organization above the word level. Using local English as our test case, we introduce and refine the conceptual apparatus of theoretical syntax: syntactic, semantic, and pragmatic categories, the ways they are coded in English, phrase structure rules and recursion, semantic and pragmatic motivations for formal structures, movement rules, anaphora, and dependence relations. Some properties of English are (probable) language universals. No prerequisite. Alternate years. Next offered Spring 2011. (4 credits) 201 HISTORICAL LINGUISTICS Languages are constantly changing. The English written by Chaucer 600 years ago is now very difficult to understand without annotation, not to mention anything written a few centuries before that. This course investigates the nature of language change, how to determine a language’s history, its relationship to other languages and the search for common ancestors or “proto-languages.” We will discuss changes at various linguistic levels: sound change, lexical change, syntactic change and changes in word meaning over time. Although much of the work done in this field involves Indo-European languages, we will also look at change in many other language families. This is a practical course, most of class time will be spent DOING historical linguistics, rather than talking about it. We will be looking at data sets from many different languages and trying to make sense of them. In the cases where we have examples of many related languages, we will try to reconstruct what the parent language must have looked like. Prerequisite: either Linguistics 100 (Introduction to Linguistics) or 104 (Sounds of Language). Every three years. Next offered Fall 2010. (4 credits) 202 ORIGINS AND EVOLUTION OF LANGUAGE In 1870, the Linguistic Society of Paris decreed that all papers on the topic of the origin of speech were inadmissible. In recent years, speculations about the evolutions of language have become respectable once again, as attested by the number of international conferences on the topic, and journals devoted to it. Although we are only a little closer to a description of “proto-human” than we were back in 1870, it is now universally recognized that there are no primitive languages, and that neither the comparative method of historical linguistics nor internal reconstruction can allow us to reconstruct the earliest human languages (although they still allow us to make inferences about Proto-Indo-European and other ancient extinct languages). But there have been advances in our understanding of the neurological substrate for linguistic ability, communication in (some) other species, and in the application of the uniformitarian hypothesis: the processes we now observe in different kinds of language change are themselves capable of producing all the recognized “design features” of human language out of earlier structures in which these features are lacking. Prerequisite: Linguistics 100 or 301. Every three years. Next offered Fall 2009. (4 credits) 204 EXPERIMENTAL LINGUISTICS This course is the natural extension of the Sounds of Language course, as well as the prerequisite to the capstone course in the cognitive track. Students learn how to conduct linguistic research from the bottom up, from forming a hypothesis to constructing word and sentence lists for elicitation, or stimuli for recognition, to recording speakers, running tests, analyzing the data obtained, and writing up the final research paper. By the end of the semester, students should be familiar with all the equipment in the linguistics laboratory and what kinds of questions each is designed to explore, and to be able to conduct their own independent research. Prerequisite: requires concurrent registration in either Linguistics 100 (Introduction to Linguistics) or 104 (Sounds of Language). Course is 4 credits; 8 credits total w/concurrent registration. 205 PHONOLOGY Although all humans are born with the capacity to learn the sounds of any language, part of learning our native language is learning to categorize sounds into groups specific to that language, thereby filtering out many of the actual phonetic distinctions and concentrating only on those that are important. Just as we, as English speakers, may have trouble hearing the difference between the voiced and voiceless click consonants in Zulu, so speakers of other languages may not hear the difference between the vowels in “beat” and “bit,” because this small distinction isn’t important in their language. Phonology is the study of how different languages organize sounds into perceptual categories. In this class we will look at data from a wide variety of different languages, as well as from several dialects of English, including children’s acquisition of a phonological system. Emphasis will be on practical skills in solving problem sets. Prerequisite: Linguistics 104, Sounds of Language. Alternate years. Next offered Spring 2010. (4 credits) 206 ENDANGERED AND MINORITY LANGUAGES Language loss is accelerating at alarming rates. In fact, linguists predict that only five percent of the six thousand languages currently spoken in the world are expected to survive into the 22nd century. In this course, we will examine the historical, political, and socio-economic factors behind the endangerment and/or marginalization of languages in every continent of the world. We will also concentrate on the globalization of English (and possibly other languages) which plays a primary role in language endangerment and marginalization. Additional topics include: linguistic diversity, language policy, multilingualism (both individual and national), global language conflict, and language revitalization. Students will have the opportunity to learn first-hand about these issues by interviewing speakers of an endangered and/or minority language. No prerequisites. Every three years. Next Offered Fall 2011. (4 credits) 225 100 WORDS FOR SNOW: LANGUAGE AND NATURE (Same as Environmental Studies 225) This course examines the relationship between language and nature. What is language and what is nature? What does the language of environmental discourse look like? How do the ways we talk about nature influence our perceptions of it? How has the environment influenced individual languages? What are the current ideas on how language evolved in our species? Can we look at languages as if they were organisms and analyze their ecosystems? Are biodiversity and linguistic diversity linked? Can saving endangered languages help us save endangered environments? Next offered Spring 2013. (4 credits) 235 COMMUNICATIVE STRATEGIES IN JAPANESE SOCIETY (Same as Japanese 235) This course aims at understanding communicative strategies employed by Japanese speakers. Students of Japanese language often wonder what cultural assumptions and strategies lie behind the language they are studying. In language classrooms such issues are touched upon but never fully explained in the interest of time. This course offers in-depth explorations of the interrelationship between Japanese language and society. Students will be encouraged to reflect upon their own communicative strategies. They will also read about strategies used by American English speakers as a point of comparison. How is gender articulated in Japanese society? Is the so-called feminine speech in Japanese real? If the feminine speech is considered “powerless,” how do women in authoritative positions speak? Problems in U.S.-Japan business and other negotiations are often reported in the popular press. How are they related to how people in each country communicate with one another? Japanese people are supposed to be “polite.” How, to whom, and in what context do they express politeness? Are their politeness strategies markedly different from those of other countries? Students will have opportunities to explore issues such as these. No Japanese language ability required. Alternate years. (4 credits) 280 TOPICS IN LINGUISTIC ANTHROPOLOGY (Same as Anthropology 280) Introduces students to linguistic anthropology, one of the four major subfields of the discipline of anthropology. Students will focus on particular topics within linguistic anthropology including: gender, race, sexuality, and identity. May involve fieldwork in the Twin Cities area. Focus will be announced at registration. Offered occasionally. 300 LINGUISTIC ANALYSIS The first prerequisite to understanding a linguistic message is the ability to decipher its code. This course is training in the decoding of grammar. Through practice in problem-solving, you will develop expertise in the grammatical systems of a wide sample of the world’s language types. Prerequisites: Linguistics 100 Introduction to Linguistics, plus one of Linguistics 200 Syntax or Linguistics 205 Phonology. Every fall. (4 credits) 301 LANGUAGE AND ALIENATION (Same as Sociology 301) We are living in the midst of an “irony epidemic,” where two of the most frequently used expressions in current American English are “like” (as in “Do you, like, wanna leave?”) and “whatever” (as in “And I’m like, whatever”). Both of these are literally advertisements that words are not the real thing (at best, they are “like” it), and that they don’t matter (since “whatever” you say is equally a matter of indifference). This course takes as its point of departure the description of sarcasm and irony in spoken American English, and proceeds to an investigation of how the peculiar message of sarcasm (“I don’t mean this”) is conveyed in other languages, and in the media. Sarcasm is only one linguistic expression—possibly the very simplest—of what is known as “the divided or performing self”: others include affectation, the prevalent banter known as “just kidding,” gobbledygook, posturing or grandstanding, euphemism, doublespeak, simple politeness, and ritual language, some of which have been extensively described in one or more languages, some of which are scientifically unstudied. (Banter, for example is particularly widespread among academics, both students and teachers, and nothing whatsoever has been written about how it works, and why it is so common.) In fact, it is more than likely that some “divided self” discourse genres have not even been named, although they are thoroughly familiar. Not surprisingly, the study of cheap talk connects intimately with aspects of pop culture. More surprising, however, is the idea that the cheapness of talk is not only a currently recognized property of our language, but that it might serve to define the very essence of human language in general and offer insights into the origins and nature of our ability to speak at all. Prerequisite: one course in linguistics. Next offered Fall 2011. (4 credits) 309 INTRODUCTION TO HISPANIC LINGUISTICS (Same as Hispanic Studies 309) A linguistic survey of the Spanish language aimed at improving pronunciation and increasing comprehension of the structure of the language, deepening students’ understanding of the sound system, word formation, grammar and meaning. Study will emphasize phonetics and provide an introduction to transcription, phonology, morphology and syntax, as well as provide an overview of linguistic change and geographic variation. Prerequisite: Hispanic Studies 305 or consent of instructor. Every semester. (4 credits) 335 ANALYZING JAPANESE LANGUAGE (Same as Japanese 335) Our perception is greatly influenced by the language we use. Without knowing, we limit ourselves to thinking that our current perspective is the only way by which to view ourselves and the world. By analyzing Japanese, students can experience perceptual and cultural systems that are different from their own. At the same time, students may also discover that there are certain qualities that are common even in “exotic” languages such as Japanese. What is the difference between subject and topic? (The “topic marker,” which is not used in English, is prominent in Japanese.) Why can’t you translate “he is cold” word for word into Japanese? How do women talk differently from men? In what kind of situation should we use honorific language? What is “in-group” as opposed to “out-group” and how is that societal distinction reflected in language? This course offers answers to these questions that students of Japanese commonly have. Prerequisite: Japanese 204 or permission of instructor. Alternate years. (4 credits) 364 PHILOSOPHY OF LANGUAGE (Same as Philosophy 364) What is language and what is it for? What makes a series of sounds into a meaningful sentence? What makes a sentence true? Why is language always changing? This course will introduce students to ways in which twentieth century philosophers have attempted to provide answers to such questions. Since the philosophy of language has been so crucial to contemporary philosophy, this course also serves as an introduction to philosophical thought from the beginning of twentieth century to the present. Topics will range from more technical problems (theories of meaning, reference and truth; synonymy and analyticity; universals and natural kinds; private languages) to broader issues examining the relationship between language and culture (language games; radical interpretation; social change). Readings typically include writings by Ludwig Wittgenstein, W.V. Quine, John Searle, Donald Davidson, Richard Rorty, Michel Foucault, and bell hooks. Prerequisite: Philosophy 231 or permission of instructor. Alternate years; next offered Spring 2010. (4 credits) 378 PSYCHOLOGY OF LANGUAGE (Same as Psychology 378) An examination of psychological factors that affect the comprehension of oral and written language. Topics include the origin of language, how language can control thought, the role of mutual knowledge in comprehension, and principles that underlie coherence in discourse. Includes readings from psycholinguistics, philosophy, sociolinguistics, gender studies, social psychology, and especially from cognitive psychology. Emphasis is placed on current research methods so that students can design an original study. Prerequisites: Psychology 100, Psychology 201 or Math 153/154/155, and Psychology 242 or two linguistics classes or permission of the instructor. Yearly, spring semester. (4 credits) 400 FIELD METHODS IN LINGUISTICS The vast majority of the world’s languages cannot be learned from textbooks or programmed tapes. They have never even been recorded. In this course, which is required for all linguistics majors, students meet with one or more bilingual speakers of a language unknown to them, and attempt by means of elicitation and analysis of texts to understand its structure. Prerequisites: Linguistics 104 Sounds of Language, Linguistics 300, Linguistic Analysis. Spring semester. (6 credits) 435 HISTORY OF THE SPANISH LANGUAGE (Same as Hispanic Studies 435) An overview of Modern Spanish as it has developed over time. Course will trace the historical evolution of the most salient phonological, morpho-syntactic and lexical traits of Modern Spanish and will include study of the origins of American Spanish. Students will also be introduced to some of the principal theories of language change. Prerequisite: Hispanic Studies 309 or consent of the instructor. Alternate years. (4 credits) 436 SPANISH DIALECTOLOGY (Same as Hispanic Studies 436 and Latin American Studies 436) A survey of modern dialectal variations of Spanish that includes examination of American Spanish dialects as well as those of the Iberian Peninsula. Sociolinguistic issues and historical aspects of dialect variation and study will be addressed, along with other extralinguistic factors. Through this course, students will be provided an introduction to theories of language change, as well as the history of the language, and will gain a broad understanding of the different varieties of Modern Spanish. Prerequisite: Hispanic Studies 309 or consent of the instructor. Alternate years. (4 credits) 437 APPLIED LINGUISTICS: SPANISH SECOND LANGUAGE ACQUISITION (Same as Hispanic Studies 437) An overview of research projects on the acquisition of Spanish as a second language. Students will learn about the theoretical approaches used in these studies as well as the effects of various pedagogical approaches on the development of Spanish interlanguage systems. While the focus of the course is on the acquisition of Spanish as a second language, students will gain a broad and useful understanding of different pedagogical issues directly related to the acquisition/learning process(es) of other second languages. Prerequisite: Hispanic Studies 309 or consent of instructor. Alternate years. (4 credits) 488 TRANSLATING JAPANESE: THEORY AND PRACTICE (Same as Japanese 488) How do you translate a haiku, a one-line, seventeen-syllable Japanese poem? In three lines, as is normal for haiku in English? Or, like the original, in seventeen syllables? These are some of the questions we will consider in this course, which covers both the practical aspects of translating Japanese (from haiku to film subtitles) and the theoretical implications of this act (such as fidelity, difference, and orientalism). Assignments will consist of readings in translation theory and practice, with particular emphasis on Japanese literary translation, as well as exercises in Japanese-to-English translation. In addition, students will complete a final translation project of publishable quality. Readings are in English and Japanese. Prerequisite: JAPA 305 (Advanced Japanese 1) or higher. Offered every year. (4 credits) 614 INDEPENDENT PROJECT Prerequisite: permission of the instructor. Limit of one may be applied toward the major unless the student is carrying out a capstone or an honors project. Every semester. (4 credits) 624 INTERNSHIP Prerequisite: permission of the instructor. Every semester. (4 credits) 634 PRECEPTORSHIP Prerequisite: permission of the instructor. Every semester. (4 credits) 644 HONORS INDEPENDENT Independent research, writing, or other preparation leading to the culmination of the senior honors project. Every semester. (1–4 credits)
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