Ling 454/554: Advanced Phonology

LINGUISTICS 454/554: ADVANCED PHONOLOGY Oregon SIL, Summer 2005 Instructor: Eric Jackson Email: [email protected] Office: Burke-Griffith staff offices Office hours: Wed 3-5 and by appt. Course meeting times Monday through Friday, 2:00 – 2:50 pm, room A306 Course description Linguistics 454/554 is a co-convened undergraduate and graduate course in phonology. It is the second in the ORSIL phonology series and covers the following topics: feature geometry; underspecification; lexical phonology; syllable theory; autosegmental phonology; metrical phonology; and Optimality Theory. Emphasis is on the generation and testing of hypotheses. Assumptions ƒ Proficiency with most, if not all, IPA symbols ƒ An understanding of phonological features: what they are and why we use them ƒ An understanding of phonemic analysis: given a set of language data in phonetic transcription, you can make intelligent proposals for the set of contrastive sounds in the language, and model the distribution of their allophones using rules ƒ An understanding of morphophonological analysis: given a set of language data in phonemic transcription, you can determine underlying forms and allomorphs for all morphemes, and model their distribution using rules Goals ƒ Students will demonstrate their understanding of the linguistic phenomena presented in the course and the theoretical machinery that has been proposed to model them. ƒ Through this understanding, students will be able to provide high quality description and analysis of a language, for its preservation and for informing the linguistic community. ƒ Students will be equipped to explore topics of interest in greater depth outside the course. ƒ Students will improve in their ability to communicate clearly, both in contexts of teaching (which many of you will have opportunities to do) and in presenting data and analysis. Activities and requirements ƒ Attend and take an active part in daily class discussions ƒ Complete weekly homework assignments and readings on time ƒ Present an individual phonological analysis, both orally and in writing (details separately) ƒ Grad students must give an in-class summary of one additional reading; undergrads may do so for extra credit Grading Course grades will be determined by a weighted mean of the scores of the class components: Graduate weight Undergraduate weight Homework assignments 40% 60% Final project: written paper 20% 15% Final project: oral presentation 20% 15% In-class summary of additional paper 10% 10% extra credit Attendance and class involvement 10% 10% Ling 454/554 (Jackson) ORSIL 2005 Course text There is no single text. Readings will be assigned during the course and made available for check-out or photocopying in the SIL reference library (first floor in Burke-Griffith, near the dining hall); see the separate readings list and schedule. Course policies Homework and other assignments ƒ Homework assignments are due by 9am in the instructor’s mailbox if the staff office is open; otherwise, put them in the envelope which will be posted beside the office door. ƒ Assignments submitted after the due date and time cannot be graded along with assignments for other students, and therefore uniformity in grading would not be guaranteed. Late assignments can therefore not be accepted without advance permission; where they are accepted, they will be penalized 10% per day late. ƒ All homeworks must be turned in, though each student’s lowest homework score (of those actually turned in) will be dropped in calculating the overall homework grade. A zero grade from an assignment that was not turned in will not be dropped. ƒ Answers to assignments must be in prose, either typed or handwritten (representations, rules, or tableaux by themselves are not acceptable). If typed, standard IPA symbols must be used. If handwritten, the assignment must be written neatly and legibly in blue or black ink, paper edges must be smooth, and multiple sheets must be stapled together. ƒ Although the only objective difference between the undergraduate and graduate options of this course is the requirement of an in-class paper summary, graduate students’ assignments will be graded for a higher quality of analysis. ƒ Linguistic analyses are no good if the linguist cannot communicate them well to others; therefore, assignments will be graded not only on linguistic content but also on elements like logical organization, clarity, appropriate style, spelling, grammar, and punctuation. ƒ Unless otherwise specified, you are welcome to discuss the assignments with the instructor or other students, but each student must write up his or her assignment independently in his or her own words. Cheating by copying another’s work in any way will not be tolerated in this course; convince me that you didn’t copy someone else! ƒ Plagiarism involves claiming another’s work as your own by directly quoting or indirectly paraphrasing any other written work without giving proper citation. Plagiarism will not be tolerated in this course. ƒ Citation and paper style should follow the style sheet for the journal Language (available online at http://www.lsadc.org/language/langstyl.html). ƒ Appropriate action will be taken for any students suspected of cheating or plagiarism. Attendance ƒ Attendance will be recorded, and all registered students are expected to attend every scheduled class session. ƒ If you have to miss a class, please tell the instructor in advance and give your reason; unexcused absences (including any absence which you did not tell us about in advance) will lower your attendance grade. What you need to do to do well in this course You will do well in this course and get the most out of it if you attend lectures and participate actively in discussion, read and really try to understand the readings, and come to office hours when you don’t understand something (or even just to talk about a topic you’re interested in exploring more deeply). 2 Ling 454/554 Advanced Phonology (Jackson) Oregon SIL 2005 Advanced Phonology assignments • Term project: phonological analysis Overview All students will be required to produce a written paper analyzing a phonological or morphophonological alternation in a language of their choice and give an oral presentation on the same topic during the last day of class, August 11th. Students are also encouraged to consider submitting this work to a linguistics conference for presentation after the summer. Choice of topic Students are encouraged to choose a topic in consultation with a class instructor. The data they analyze may be from a language that they have studied in the past, a language they are studying in another course this summer, or a language that they speak natively, if that language is not English. Students who are having difficulty selecting a language or a topic should arrange a time to discuss this with the instructor—though students who believe they have a good topic are also encouraged to discuss their proposed topics with the instructor. Students must submit an abstract (between 200 and 400 words) describing their topic at the beginning of class on July 22nd (i.e., Friday of week 5). This abstract must indicate the language of study (and its genetic affiliation) and a brief description of the alternation to be analyzed. The details of the analysis need not be included in the abstract, though a sketch of the intended analysis should be given. This abstract will form one component of the grading of the written paper, though this early abstract will not serve as an abstract for the final paper. Written paper The written paper will be due at the beginning of class on August 11th. It must include an abstract (not the same abstract that was submitted in week 5) and must be typed, following the style sheet for the journal Language (available at http://www.lsadc.org/language/langstyl.html). It will be graded on the content and appropriateness of the linguistic analysis, clarity of presentation and argumentation, mechanics and appropriate writing style, and adherence to the style sheet guidelines. Although there is no set length, papers should be long enough to present and discuss the analysis at an appropriate level of detail; a length of 15 pages is suggested, but deviations from this will not be penalized (if the paper is much shorter or longer, no penalty will be assessed for length, though other penalties may apply for insufficient detail of description or analysis, or other factors). Students who wish to have the instructors review a draft copy of their paper must submit a copy no later than August 3rd. Oral presentation Class time on August 11th will be devoted to students’ oral presentations of their papers. Students’ presentations will be limited to 15 minutes, and must include a handout outlining their argumentation and containing important data or figures; the handout will be one component of the grading of their oral presentation. Following each talk will be several minutes of discussion and questions. The talk need not include all the detail of the written paper, but should include enough to make the problem and analysis clear. Students are encouraged to attend the colloquia during the summer to see examples (hopefully positive examples) of how linguistic talks and handouts should be constructed. 1 Ling 454/554 Advanced Phonology (Jackson) • Oregon SIL 2005 Linguistic paper summary (required for graduate students, optional for undergrads) Overview Each graduate student must choose one assigned reading (typically, a reading that is assigned to be discussed during a Thursday class) to summarize for the class. This assignment will involve making and distributing to the class a written summary of the article (roughly half of one page, typed – this is not meant to be a lot of work, and it is good to learn how to be concise), as well as moderating the in-class discussion of that reading. One student will present per week, beginning in the second week. Written summary The written summary should include the main points of the article, and should include answers to the questions suggested on the “Questions and tips for reading scholarly articles” handout (which you will get on day 2). Data may be included, where necessary, but is not required. Ideally, electronic copies of this summary will be distributed to each student for the development of a personal bibliography. Moderating the class discussion The student will also briefly summarize the material in the paper for the class, and then lead discussion regarding the content. Each person in the class is still expected to read the paper, though this provides each student valuable experience (relevant for teaching!) as a moderator of discussion. Grading These summaries are intended to provide you with experience as a classroom leader and to foster skills in critical reading of scholarly articles. Full credit will therefore be given for simply completing the written summary and leading the in-class discussion. 2 Ling 454/554 Advanced Phonology (Jackson) Oregon SIL 2005 Required readings Archangeli, Diana. 1997. Optimality Theory: An Introduction to Linguistics in the 1990s. Optimality Theory: An Overview, ed. by Diana Archangeli and D. Terence Langendoen. Malden, MA: Blackwell. Clements, George. 1985. The Geometry of Phonological Features. Excerpt in Goldsmith 1999, 201-223. Clements, George, and Elizabeth Hume. 1995. The Internal Organization of Speech Sounds. In Goldsmith 1995, 245-306. Goldsmith, John. 1976. An Overview of Autosegmental Phonology. Excerpt in Goldsmith 1999, 137-161. Goldsmith, John. 1990. Autosegmental and Metrical Phonology. Malden, MA: Blackwell. Goldsmith, John (ed.). 1995. The Handbook of Phonological Theory. Malden, MA: Blackwell. Goldsmith, John (ed.). 1999. Phonological Theory: The Essential Readings. Malden, MA: Blackwell. Inkelas, Sharon. 1994. Consequences of Optimization for Underspecification. Ms. (Available on Rutgers Optimality Archive, ROA-40) Kager, René. 1999. Optimality Theory. New York: Cambridge University Press. Kenstowicz, Michael. 1994. Phonology in Generative Grammar. Malden, MA: Blackwell. Kiparsky, Paul. 1982. From Cyclic Phonology to Lexical Phonology. Excerpt in Goldsmith 1999, 34-62. Selkirk, Elizabeth. 1982. The Syllable. Excerpt in Goldsmith 1999, 328-350. Other readings referred to in class Benua, Laura. 1997. Transderivational Identity: Phonological Relations Between Words. UMass, Amherst: Ph.D. diss. (Excerpt available in McCarthy 2004; entire dissertation available on Rutgers Optimality Archive, ROA-259) Halle, Morris and William Idsardi. 1995. General Properties of Stress and Metrical Structure. In Goldsmith 1995, 403-443. Łubuwicz, Anna. 1998. Derived Environment Effects in OT. UMass, ms. (Excerpt available in McCarthy 2004; entire paper available on Rutgers Optimality Archive, ROA-239) McCarthy, John (ed.). 2004. Optimality Theory in Phonology: A Reader. Malden, MA: Blackwell. McCarthy, John and Alan Prince. 1993. Generalized Alignment. Yearbook of Morphology, ed. by Geert Booij and Jap van Marle, 79-153. Dordrecht: Kluwer. (Excerpts available in Goldsmith 2003, McCarthy 2004; entire paper available on Rutgers Optimality Archive, ROA-7) Myers, Scott. 1997. OCP Effects in Optimality Theory. Excerpt in McCarthy 2004, 246-267. Padgett, Jaye. 1995a. Feature Classes. Papers in Optimality Theory, University of Massachusetts Occasional Papers 18, ed. by Jill Beckman, Susan Urbanczyk, and (Available on Rutgers Optimality Archive, ROA-112) Padgett, Jaye. 1995b. Partial Class Behavior and Nasal Place Assimilation. Proceedings of the Arizona Phonology Conference: Workshop on Features in Optimality Theory, Coyote Working Papers. Tucson: University of Arizona Press. (Excerpt available in McCarthy 2004; entire paper available on Rutgers Optimality Archive, ROA-113) Samek-Lodovici, Vieri and Alan Prince. 1999. Optima. Ms. (Available on Rutgers Optimality Archive, ROA-363) Spencer, Andrew. 1991. Morphological Theory. Malden, MA: Blackwell. 1 Ling 454/554 Advanced Phonology (Jackson) Monday Tuesday Jun 20 Jun 21 Jun 27 Jun 28 Archangeli 1997 (pp132) Week 1 Week 2 Jul 04 Jul 05 Holiday -- no class Goldsmith 1990, Ch. 4 Week 3 (pp169-216) Jul 11 Jul 12 Goldsmith 1976* Week 4 Jul 18 Jul 19 Clements 1985* Week 5 Jul 25 Jul 26 Kenstowicz 1994, 9.9Week 6 9.12 (pp506-524) Aug 01 Aug 02 Kiparsky 1982* (Spencer 1991, 4.3.3, Week 7 pp118-119) Aug 08 Aug 09 (Benua 1997) Week 8 (Łubowicz 1998) Typical Tasks: return homework from previous week and discuss; distribute new homework and go over class discussion of reading: what's the claim, why is it motivated, what are alternatives and why are they rejected? (tentative until actually assigned) Wednesday Jun 22 Selkirk 1982* Oregon SIL 2005 Thursday Friday Jun 23 Jun 24 Topic of the week Goldsmith 1990, 3.2.2 through 3.3 (pp108Syllable Theory 123) Jun 29 Jun 30 Jul 01 Kager 1999, Ch 1 (pp1- (Samek-Lodovici and 48) Prince 1999) Optimality Theory Jul 06 Jul 07 Jul 08 (Halle and Idsardi (McCarthy and Prince Metrical Theory 1995) 1993*) Jul 13 Jul 14 Jul 15 Kenstowicz 1994, 7.2 (Myers 1997) Autosegmental and 7.3 (pp324-346) Theory Jul 20 Jul 21 Jul 22 Clements and Hume 1995 (Padgett 1995a, Feature Geometry 1995b) Jul 27 Jul 28 Jul 29 Inkelas 1994 Underspecification Aug 03 Aug 04 Aug 10 application of this week's theory to a data set -- work through problems in class (and in optional evening lab session) Aug 05 Kager 1999, 9.1, 9.2, 9.5 (pp372-400, 407- Lexical Phonology 413) Aug 11 Aug 12 No class OT and opacity grad student reading presentations (on updated readings); field student questions; more in class data practice OT Glasses Day: How does OT handle the data that motivated the theory of the week? What do we need to keep of this theory in OT? Or, do we need to change OT to handle the data? Readings with asterisks are from Goldsmith 1999, those in parentheses are presented but are not required to be read Ling 454/554 Advanced Phonology (Jackson) (tentative) Oregon SIL 2005 Monday Tuesday Wednesday Thursday Friday Saturday Jun 20 Jun 21 Jun 22 Jun 23 Jun 24 Jun 25 Introductions; course Topic: syllables; hw 1 Syllables: why do things Syllables: data Syllables: where are they hw1 due handed out this way? now? Week 1 outline (eve: rules and features review) Jun 27 Jun 28 Jun 29 Jun 30 Jul 01 Jul 02 OT: practice OT: where is it now? OT hw2 due Discuss & return hw 1; OT: why do things this Week 2 Topic: Optimality Theory; way? hw 2 handed out Jul 04 Jul 05 Jul 06 Jul 07 Jul 08 Jul 09 Discuss & return hw 2; Metrical phonology: why Metrical phonology: where "OT glasses" day (eve: hw3 due Topic: Metrical phonology; do things this way? is it now? staff party) hw 3 handed out Jul 11 Jul 12 Jul 13 Jul 14 Jul 15 Jul 16 Discuss & return hw 3; Autosegmentalism: why do Autosegmentalism: Autosegmentalism: where "OT glasses" day hw4 due Topic: Autosegmental things this way? practice is it now? (Cascades phonology; hw 4 handed trip) out Jul 18 Jul 19 Jul 20 Jul 21 Jul 22 Jul 23 Discuss & return hw 4; Feature geometry: why do Feature geometry: Feature geometry: where is Class Preview Day;project hw5 due practice it now? topics due; whistle speech (WOW) Topic: Feature geometry; things this way? hw 5 handed out video & discussion Jul 25 Jul 26 Jul 27 Jul 28 Jul 29 Jul 30 "OT glasses" day Discuss & return hw 5; Underspecification: why do Underspecification: Papers, handouts, and hw6 due Topic: Underspecification; things this way? practice talks (eve: student party) (Coast trip) hw 6 handed out Aug 01 Aug 02 Aug 03 Aug 04 Aug 05 Aug 06 "OT glasses" day: Opacity hw7 due Discuss & return hw 6; Lexical phonology (more Lexical phonology: why do Lexical phonology: Topic: Lexical phonology; things this way? practice) practice hw 7 handed out Aug 08 Aug 09 Aug 10 Aug 11 Aug 12 Aug 13 No class No class Discuss & return hw 7; OT OT & opacity Course retrospective; Student presentations; & opacity course evaluations project papers due Holiday -- no class Week 3 Week 4 Week 5 Week 6 Week 7 Week 8