For Ph.D./M.A. in Linguistics, M.A. in Computational Linguistics
A study of formal grammar as one aspect of our knowledge of language. Concepts and
elements of modern syntactic analysis are introduced and motivated using a variety
of grammatical phenomena and processes, across a wide range of languages. Prerequisite:
Enrollment in LIN program or permission of instructor.
An introduction to the formal study of sound patterns. Problems from various languages
serve as the basis for developing a theory of the representation of sound structure.
Prerequisite: Enrollment in LIN program or permission of instructor.
A hands-on introduction to practical aspects of computational linguistics. Students
learn how to perform common tasks such as tagging and tokenization with a state-of-the-art
programming language. Topics include basic data structures and algorithms, n-gram
models, regular expressions, and corpus linguistics.
An overview of the mathematical foundations of theoretical and computational linguistics.
Topics covered include set theory, morphisms, logic and model theory, algebra, lattices,
lambda calculus, probability theory, information theory, and basics of formal language
theory. A strong emphasis is put on the linguistic application of the mathematical
concepts in the study and analysis of natural language data.
An introduction to research in linguistics, with presentations by faculty and visiting
scientists. Topics include current research questions and ethics of research and publishing.
The course will also cover responsible conduct in research and scholarship
LIN 651: The syntax of Agree(ment):
In the most minimal version of Chomskyan Minimalism, there are precisely two operations
in syntax: Merge (structure building) and Agree (structure modification). In this
course, we will examine the intricacies of the Agree algorithm in detail -- both in
its classic and in its subsequently modified versions (e.g. cyclic, multiple, omnivorous
Agree, the Interaction/Satisfaction model). We will look at the role of Agree in deriving
a range of syntactic phenomena such as phi-agreement, Person Case Constraint (PCC)
effects, control & anaphora, allocutive-agreement, & case. Main issues covered:
motivation & description (what exactly is Agree and why do we need it)
order-of-operations (how does Agree interact with other operations -- e.g. Merge &
Move -- and where in the grammar does it occur?)
troubleshooting (what does Agree get wrong? How has Agree been modified to deal with
this?)
challenges (what are some phenomena that Agree, as it stands, cannot account for?
Here, we will look primarily at distinctness effects in syntax, like case)
Students will be graded based on presentations (e.g. of weekly readings), course assignments
(e.g. problem-set or short reaction-statement to a reading or puzzle), and a final
project.
Intonation is a significant component of language, providing clues to various linguistic
structures and conveying meanings that may extend beyond the words themselves. This
seminar explores intonation as a phonological structure, with a particular focus on
its relationship with information structures. A list of required and recommended readings
will be provided at the beginning of the course, including seminal studies on phonological
theories of intonation and its interface with information structure, as well as recent
journal articles on various languages and phenomena.
The first half of this seminar explores how to express phonological grammars and representations
using logical languages and model-theory, paying close attention to typology and making
points of comparison to rule-based and constraint-based theories of phonology. The
second half of this semester focuses on problems of learning and acquisition of phonological
grammars from a computational perspective.
Enrolled students will participate in the three ways. They will write a short paper
analyzing some phonological dataset using the techniques learned in the first part
of the course. They will lead discussion and presentation of one of the course's topics
and papers. They will conduct a research project related to the course material.
For M.A. in TESOL
A study of articulatory phonetics and the international phonetic alphabet, with intensive
practice in phonetic transcription from a wide variety of languages. Acoustic phonetics,
speech perception, and the applications of phonetics to foreign language teaching.
Theory and practical methodology of language and literacy instruction and assessment
to children and adolescents for whom English is not their first language, in alignment
with current state, national, and professional standards. Inquiry into instructional
approaches, standard-based and data-driven lesson planning, and reflective practices
in the teaching and assessment of speaking, listening, reading, and writing. Review
and evaluation of resources and technologies. 3 credits, letter graded (A, A-, B+,
etc)
A description of the major sentence elements, subsystems, and productive grammatical
processes of English. The justification of grammatical categories, interaction between
systems and processes, and notions of standard and correctness are discussed with
a view to their application in the ESL classroom.
An introduction to modern theoretical and applied linguistics, including phonology,
morphology, syntax, language acquisition, historical linguistics, and sociolinguistics.
Study of the social, linguistic, educational, and psychological aspects of bilingualism.
An introduction to major topics in sociolinguistics, including variation theory, language
attitudes, language planning, language change, and pidgins and creoles.
In-depth exploration of the theories of literacy and language development of native
English speakers and students who are English language learners pre-school through
grade 12. The development and assessment of literacy skills among children at various
stages of learning development and across disciplines will be examined. Attention
will also be given to children with special needs and the integration of technology
in the development of literacy skills.
Investigation and evaluation of instructional planning and assessment aligned with
current state, national, and professional standards. Teacher candidates practice content-based
curriculum development, and use of technologies for language and literacy development
among English language learners and reflect on their teaching in multi-level classrooms.
Partnerships with colleagues, parents and the respective communities are explored.
3 credits, letter graded (A, A-, B+, etc)
