General linguistics II is part of the modular course "General linguistics II / Glottology" (12 CFU), for which General Linguistics II covers 6 CFU.

The course has the following learning objectves:

- Detailed knowledge of a selected nucleus of linguistic phenomena of ancient and contemporary Indo-European languages.

- Development of analytic skills for linguistic data on multiple processing levels: (1) on a first level, the educational objective is the development of an ability to apply the comparative method to ancient Indo-European languages (mainly Latin and Greek) and the reconstruction of the common historical origin, with the purpose of describing the evolution of grammars, the similarities and differences among them, and possible and impossible patterns of language changes; (2) on a second level, the educational objective is the development of an understanding of the rules and constraints that govern the empirical analysis of ancient and contemporary Indo-European languages (mainly Italian, Latin and English) for the explanation of how grammatical categories emerged. Glottology deals in particular with the processing level (2).

As a consequence of this two-level approach, students will finally be able to distinguish (but at the same time, to connect) synchronic variation and diachronic change and will have acquired the analytical tools that allow puttig forth hypotheses on the former based on the observation of the latter (and vice versa). 

The course is developed around two thematic areas: (1) Sound change, and (2) Verbal categories.

(1) Sound change:

methods and aims of the experimental study of sound change and its impact on general linguistic theory, based on the analysis of specific cases (e.g. palatalizations, rhotacisms and sigmatisms) and key concepts in sound change (e.g. initiation vs. spread of change, perceptual normalization, teleology in language change, phonetic graduality and lexical diffusion, individual factors).

(2) Verbal categories:

tense, aspect, Aktionsart; mood and modality; evidentiality (in short); periphrases (progressive, habitual etc.); perfectivity vs. telicity; comparison between the tense-aspect systems of Italian and English (major differences).

Knowledge and understanding: Dealing with data of ancient and modern, known and unknown languages, and using the descriptive and explanatory tools of language sciences to provide an interpretation. Understanding that linguistic phenomena can be represented by means of different measuring scale, depending on the specific purposes of the analysis.

Applying knowledge and understanding: Reconstructing anterior linguistic stages and describing cross-linguistic variation in grammars. Ability to connect synchronically observable variation to attested or hypothesized diachronic changes . 

Making judgments: knowing the distinction between observation and analysis, description and explanation. Appreciating potential differences, in scope and aims, between various explanations that can be put forth for one and the same linguistic phenomenon.

Communication: Mastery of the expressive means of language sciences for the understanding of specialized linguistics texts and for the elaboration of short argumentative essays on topics dealt with in the classes.

Lifelong learning skills: In the field of humanities, the study of linguistics provides a wealth of technical disciplinary information and capacities of formal reasoning that favor the development of transversal skills in the domain of historical heritage (literatures, languages, cultures in the widest sense) as well as in the domains of socio-pedagogical and psychological analysis of learning processes. It also provides critical tools for analyzing the dynamics of communication and for identifying and managing the many faces of human difference (e.g. cultural, linguistic, social). Knowledge of general linguistics finds a direct application in the most innovative professional sectors dealing with big data in the language and society domains and with artificial intelligence.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

Lectures (Interactive approach)

Attendance

No special obligations. Detailed knowledge of Italian and Latin grammars is required, whereas knowledge of ancient Greek is a plus (the lectures will take into account the possiblity that the audience does not know Greeck; the reference books always transliterate Greek words in Latin alphabet). Attendance is strongly recommended. Given the specialized knowledge and technical issues that will be dealt with in the class, the student-teacher interaction is an essential aspect of the learning success, particularly to correctly identify the primary vs secondary/accessory notions to be learnt. Non-attending students will have to proceed autonomously through the identification of the focal points of the argumentation; to that aim, they will want to make use of the suplementary material provided by the teacher as well as of the course books.

Course books

The following books are to be considered as further instrument of individual reflection and systematization of the notions and problems that are addressed in the classes. Therefore, non-attending students are particularly recommeded to rely on those texts. However, the texts do not replace the study of the specific topics that are covered in the classes and for this reason they will have to be integrated by supplementary materials which will be provided through the Moodle platform.

(1) Solé M.J. & Recasens D. (Eds.) The initiation of sound change: Perception, Production and Social factors(Current Issues in Linguistic Theory Vol. 323), John Benjamins, 2012: Chapter by Ohala ("The listener as a source of sound change: An update").

(2) Squartini M., Il verbo, Carocci 2015 (with the exclusion of 4.4 and 4.5)

Assessment

For the course "General linguistics II / Glottology", a written test lasting about 1 hour (open and closed questions on the topics of the program) is planned. The test is divided into two parts, corresponding to the two modules of the course. If requested by the student, an oral interview will also be possible (to be done on the date immediately following the one in which the written test was done) aimed at commenting on the results of the written test and possibly raising the final mark.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Individual study.

Attendance

No special obligations. Detailed knowledge of Italian and Latin grammars is required, whereas knowledge of ancient Greek is a plus (the lectures will take into account the possiblity that the audience does not know Greeck; the reference books always transliterate Greek words in Latin alphabet). Attendance is strongly recommended. Given the specialized knowledge and technical issues that will be dealt with in the class, the student-teacher interaction is an essential aspect of the learning success, particularly to correctly identify the primary vs secondary/accessory notions to be learnt. Non-attending students will have to proceed autonomously through the identification of the focal points of the argumentation; to that aim, they will want to make use of the suplementary material provided by the teacher as well as of the course books.

Course books

The following books are to be considered as further instrument of individual reflection and systematization of the notions and problems that are addressed in the classes. Therefore, non-attending students are particularly recommeded to rely on those texts. However, the texts do not replace the study of the specific topics that are covered in the classes and for this reason they will have to be integrated by supplementary materials which will be provided through the Moodle platform.

(1) Solé M.J. & Recasens D. (Eds.) The initiation of sound change: Perception, Production and Social factors(Current Issues in Linguistic Theory Vol. 323), John Benjamins, 2012: Chapter by Ohala ("The listener as a source of sound change: An update").

(2) Squartini M., Il verbo, Carocci 2015 (with the exclusion of 4.4. and 4.5)

Assessment

For the course "General linguistics II / Glottology", a written test lasting about 1 hour (open and closed questions on the topics of the program) is planned. The test is divided into two parts, corresponding to the two modules of the course. If requested by the student, an oral interview will also be possible (to be done on the date immediately following the one in which the written test was done) aimed at commenting on the results of the written test and possibly raising the final mark.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.