Note taking and



Hong Kong Shue Yan University

Department of English Language & Literature

2nd Semester, 2019-2020

Course Title: Introduction to Linguistics

Course Code: ENG 160

Year of Study: 1

Number of Credits: 3

Duration in weeks: 15

Contact Hours Per Week: Lecture (2 Hours)

Tutorial (1 Hour)

Pre-requisite(s): Nil

Language of Instruction: English

Prepared by: Dr. Josephine Yam

Course Aims

This course introduces the fundamental concepts of linguistics and the major areas of linguistics, including Phonetics, Phonology, Morphology, Syntax, Semantics and Pragmatics. It introduces students to the techniques of linguistic analysis and equips them with knowledge and skills for future linguistic research and studies.

Course Outcomes, Teaching Activities and Assessment

|Course Intended Learning Outcomes (ILOs) |

|Upon completion of this course students should be able to: |

|ILO1 |demonstrate sound knowledge of the different areas of linguistics |

|ILO2 |describe and explain linguistic phenomena |

|ILO3 |analyse the structure of different languages |

|ILO4 |collect and process language data for language research |

|ILO5 |discuss critically linguistic issues in the areas of syntax, semantics, phonology, phonetics, morphology and |

| |pragmatics. |

|Teaching and Learning Activities (TLAs) |

|TLA1 |Exemplification of core issues and concepts with relevant examples |

|TLA2 |In-class discussion |

|TLA3 |Group oral presentation |

|TLA4 |Language analysis |

| |

|Assessment Tasks (ATs) |

|AT1 |Presentation and Discussion |20% |

| | | |

| |The task aligns with ILOs 1, 2, 3 and 5. | |

| |In a group of 3-4, students have to present a journal article/book chapter to demonstrate their | |

| |understanding of the core issues and concepts in linguistics. The presentation should last for 30-35 | |

| |minutes and be followed by a 10-minute class discussion. | |

|AT2 |Term Paper |30% |

| | | |

| |The task aligns with ILOs 1, 2, 3 and 5. | |

| |Each student writes a term paper that discusses and applies linguistic concepts to the discussion of some| |

| |phenomena of the language(s) that students know. | |

| |The paper should be written in APA style in around 1600-1800 words. | |

| |Deadline of submission: 19 May 2018 | |

|AT3 |Language Analysis |10% |

| | | |

| |The task aligns with ILOs 1 to 4. | |

| |Students (in groups of 2-3 members) have to demonstrate their skills in the collection, processing and | |

| |analysis of language data (a language they do not know) through working with an informant. After the | |

| |completion of data collection, they will write up a short report on the linguistic structure of the | |

| |language examined. | |

|AT4 |Final Examination (ILOs 1, 2, 3 and 5) |40% |

| |TOTAL |100% |

|Alignment of Course Intended Learning Outcomes, Teaching and Learning Activities and Assessment Tasks |

|Course Intended Learning Outcomes |Teaching and Learning Activities |Assessment Tasks |

|ILO1 |TLA1,2,3,4 |AT1,2,4 |

|ILO2 |TLA1,2,3,4 |AT1,2,4 |

|ILO3 |TLA1,2,3 |AT2,3 |

|ILO4 |TLA2,4 |AT3 |

|ILO5 |TLA1,2,3 |AT1,2,4 |

Course Outline

|Week 1: Introduction |

|What is human language? |

|What is the study of linguistics? |

| |

|Required readings: |

|Fromkin, V., Rodman, R. & Hyams, N. (2014). An Introduction to Language. Boston, MA: Wadsworth. (Chapter 1) |

|Fromkin, V. (ed.). (2000). Linguistics : An Introduction to Linguistic Theory. |

|Malden, Mass.; Oxford, UK: Blackwell. (Pt.1) |

|Yule, G. (2010). The Study of Language. Cambridge: Cambridge University Press. (Chapter 3) |

|Week 2: Language and the brain |

|The language faculty |

|Language disorder – cases of Aphasia |

| |

|Required readings: |

|Fromkin, V., Rodman, R. & Hyams, N. (2014). An Introduction to Language. Boston, MA: Wadsworth. (Chapter 2) |

|Yule, G. (2010). The Study of Language. Cambridge: Cambridge University Press. (Chapter 15) |

|Week 3: Morphological aspect of language |

|Rules of word formation |

|Types of morpheme |

|Creation of new words |

| |

|Required reading: |

|Fromkin, V., Rodman, R. & Hyams, N. (2014). An Introduction to Language. Boston, MA: Wadsworth. (Chapter 2) |

|Week 4: Phonetics aspect of language |

|Major areas of phonetics |

|Production of human speech sounds |

|Classification of speech sounds |

|Description of phonemes |

|Technology and phonetics |

| |

|Required reading: |

|Fromkin, V., Rodman, R. & Hyams, N. (2014). An Introduction to Language. Boston, MA: Wadsworth. (Chapter 5) |

|Week 5: Phonological aspect of language |

|Phonological rules |

|Phonotactic constraints |

|Lexical gaps |

|Morpho-phonological interface |

| |

|Required reading: |

|Fromkin, V., Rodman, R. & Hyams, N. (2014). An Introduction to Language. Boston, MA: Wadsworth. (Chapter 6) |

|Week 6: Reading Week |

|Week 7-8: Semantics |

|Lexical semantics |

|Semantic categories |

|Compositionality |

|Word, phrase and sentence meaning |

| |

|Required reading: |

|Fromkin, V., Rodman, R. & Hyams, N. (2014). An Introduction to Language. Boston, MA: Wadsworth. (Chapter 4) |

|Week 9-10: Syntactic aspect of language |

|Classification of syntactic constituents |

|Syntactic Dependencies |

|Phrase structure rules |

|Syntactic rules |

| |

|Req Required reading: |

|Fromkin, V., Rodman, R. & Hyams, N. (2014). An Introduction to Language. Boston, MA: |

|Wadsworth. (Chapter 3) |

|Week 11- 12: Pragmatics |

|Context and meaning |

|Discourse |

|Cooperative principles and maxims of politeness |

| |

|Required reading: |

|Yule, G. and Widdowson, H. G. (1996). Pragmatics. Oxford: Oxford University Press. (Chapter 6 and 7) |

|Week 13: Linguistic research methodology |

|Language analysis workshop |

| |

|Required reading: |

|Bowern, C. (2008). Linguistic Fieldwork: a Practical Guide . New York: Palgrave Macmillan. (Chapter 1 and 2) |

|Week 14: Linguistic research methodology |

| |

|Language analysis workshop |

|Language Analysis – Working with an Informant |

|Week 15: Reading Week |

Academic Honesty

You are expected to do your own work. Dishonesty in fulfilling any assignment undermines the learning process and the integrity of your university degree. Engaging in dishonest or unethical behaviour is forbidden and will result in disciplinary action, specifically a failing grade on the assignment with no opportunity for resubmission. A second infraction will result in an F for the course and a report to University officials. Examples of prohibited behaviour are:

• Cheating – an act of deception by which a student misleadingly demonstrates that s/he has mastered information on an academic exercise. Examples include:

o Copying or allowing another to copy a test, quiz, paper, or project

o Submitting a paper or major portions of a paper that has been previously submitted for another class without permission of the current instructor

o Turning in written assignments that are not your own work (including homework)

• Plagiarism – the act of representing the work of another as one’s own without giving credit.

o Failing to give credit for ideas and material taken from others

o Representing another’s artistic or scholarly work as one’s own

• Fabrication – the intentional use of invented information or the falsification of research or other findings with the intent to deceive

To comply with the University’s policy, term paper has to be submitted to VeriGuide.

Resources

Primary Text:

Fromkin, V., Rodman, R. & Hyams, N. (2014). An Introduction to Language. Boston, MA: Wadsworth.

Supplementary Readings:

Baker, A. E. & K. Hengeveld. (eds.). (2012). Linguistics. Malden: Wiley-Blackwell.

Bauer, L. (2007). The Linguistics Student's Handbook. Edinburgh: Edinburgh University Press.

Bowern, C. (2008). Linguistic Fieldwork: a Practical Guide . New York: Palgrave Macmillan.

Crystal, D. (2008). A Dictionary of Linguistics and Phonetics. Oxford: Blackwell Publishing.

Cummings, L. (ed.). (2010). The Routledge Pragmatics Encyclopedia. New York: Routledge.

Fasold, R. & J. Connor-Linton. (2006). An Introduction to Language and Linguistics. Cambridge: Cambridge University Press.

Fromkin, V. (ed.). (2000). Linguistics : An Introduction to Linguistic Theory.

Malden, Mass.; Oxford, UK: Blackwell.

Greenbaum, S. (1991). An Introduction to English Grammar. London: Longman.

International Phonetic Association. (1999). Handbook of the International Phonetic Association: A Guide to the Use of the International Phonetic Alphabet. Cambridge: Cambridge University Press.

Kenneally, C. (2007). The First Word: The Search for the Origins of Language.

New York: Viking.

Leech, G. (1991). The Principles of Pragmatics. London: Longman.

Matthews, P. (2007). The Concise Oxford Dictionary of Linguistics. oxford: Oxford University Press.

Napoli, D.J. (2003). Language Matters: A Guide to Everyday Questions about Language. New York: Oxford University Press.

O’Grady, W., M. Dobrovolsky & F. Katamba. (1997). Contemporary Linguistics – An Introduction. Essex: Pearson Education Ltd.

Paltrich, B. & A. Phakiti. (2010). Continuum Companion to Research Methods in Applied Linguistics. London/New York: Continuum International Publishing group.

Payne, T. E. (2011). Understanding English Grammar: A Linguistic Introduction. Cambridge/New York : Cambridge University Press.

Poole, S. C. (1999). An Introduction to Linguistics. New York: St. Martin’s Press.

Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University Press. (plus accompanying CD)

Saeed, J. (2003). Semantics. Oxford: Blackwell Publishing Ltd.

Mihalic̆ek, V. & C. Wilson. (eds). (2011). Language Files: Materials for an Introduction to Language and Linguistics. Ohio: Ohio State University Press.

Yule, G. (2010). The Study of Language. Cambridge: Cambridge University Press.

Yule, G. & H. G. Widdowson. (1996). Pragmatics. Oxford: Oxford University Press.

Academic Honesty

You are expected to do your own work. Dishonesty in fulfilling any assignment undermines the learning process and the integrity of your university degree. Engaging in dishonest or unethical behaviour is forbidden and will result in disciplinary action, specifically a failing grade on the assignment with no opportunity for resubmission. A second infraction will result in an F for the course and a report to University officials. Examples of prohibited behaviour are:

• Cheating – an act of deception by which a student misleadingly demonstrates that s/he has mastered information on an academic exercise. Examples include:

o Copying or allowing another to copy a test, quiz, paper, or project

o Submitting a paper or major portions of a paper that has been previously submitted for another class without permission of the current instructor

o Turning in written assignments that are not your own work (including homework)

• Plagiarism – the act of representing the work of another as one’s own without giving credit.

o Failing to give credit for ideas and material taken from others

o Representing another’s artistic or scholarly work as one’s own

• Fabrication – the intentional use of invented information or the falsification of research or other findings with the intent to deceive

To comply with the University’s policy, term paper has to be submitted to VeriGuide.

Written Paper Rubric

| |Exemplary |Satisfactory |Developing/ Emerging |Unsatisfactory |

|Focus |Presents an insightful and |Presents a thesis statement|Presents a thesis statement|Presents a thesis statement|

| |focused thesis statement. |with adequate insight and |with minimal insight and |with no insight or focus. |

| | |focus. |focus. | |

| | | | | |

| | | | | |

|Weight for this criterion: | | | | |

|20% of total score | | | | |

| |Draws strong and clear |Draws adequate connections |Draws insufficient |Shows no understanding |

| |connections between the |between thesis and related |connections between thesis |of connections between |

| |thesis and significant |ideas. |and related ideas. |thesis and related ideas. |

| |related ideas. | | | |

|Organization |Effectively provides a |Adequately provides a |Provides a poorly organized|Does not provide a |

| |logical |progression |progression of ideas and |progression |

| |progression of related |of ideas and supporting |supporting information in |of ideas and supporting |

| |ideas and supporting |information |the body of the paper. |information in the body of |

| |information in the body of |in the body of the paper. | |the paper. |

| |the paper. | | | |

| | | | | |

|Weight for this criterion: | | | | |

|20% of total score | | | | |

| |Effectively |Adequately |Ineffectively uses |Does not use transitions to|

| |uses transitions to connect|uses transitions to connect|transitions to connect |connect supporting |

| |supporting information |supporting information. |supporting information. |information. |

| |clearly. | | | |

| |Arrives at a |Arrives at an |Arrives at an |Does not arrive at a |

| |well-documented, logical |adequately-documented |insufficiently documented |documented conclusion. |

| |conclusion, involving |conclusion. |conclusion. | |

| |critical thinking. | | | |

|Support/ Elaboration |Effectively synthesizes |Sufficiently synthesizes |Ineffectively synthesizes |No evidence of synthesizing|

| |complex ideas from research|ideas from research |ideas from research |ideas from research |

| |sources. |sources. |sources. |sources. |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Weight for this criterion: | | | | |

|30% of total score | | | | |

| |Demonstrates exceptional |Demonstrates sufficient |Demonstrates insufficient |Lacks supporting |

| |selection of supporting |selection of supporting |selection of supporting |information clearly |

| |information clearly |information clearly |information clearly |relevant to thesis and its |

| |relevant to the thesis and |relevant to the thesis and |relevant to the thesis and |related ideas. |

| |its related ideas. |its related ideas. |its related ideas. | |

| |Provides a meaningful |Provides an adequate |Provides a limited |Does not present multiple |

| |presentation of multiple |presentation of multiple |presentation of multiple |perspectives. |

| |perspectives. |perspectives. |perspectives. | |

| |Effectively balances use of|Adequately balances use of |Insufficiently balances use|Does not balance use of |

| |quotations and student |quotations and student |of quotations and student |quotations and student |

| |paraphrasing. |paraphrasing. |paraphrasing. |paraphrasing. |

|Style |Exhibits skillful use of |Exhibits good use of |Exhibits ineffective use of|Exhibits severely flawed |

| |language, including |language, including some |language, including weak |use of language, including |

| |effective word choice, |mastery of word choice, |word choice, limited |weak word choice, no |

| |clarity, and consistent |clarity, and consistent |clarity, and inconsistent |clarity, and no voice. |

| |voice. |voice. |voice. | |

| | | | | |

|Weight for this criterion: | | | | |

|10% of total score | | | | |

| |Demonstrates exceptional |Demonstrates sufficient |Demonstrates limited |Lacks fluency through |

| |fluency through varied |fluency through sentence |fluency through sentence |sentence structure, |

| |sentence structure, |structure, paragraphing, |structure, paragraphing, |paragraphing, flow of |

| |paragraphing, flow of |flow of ideas, and |flow of ideas, and |ideas, and transitions. |

| |ideas, and transitions. |transitions. |transitions. | |

|Conventions |Demonstrates a |Demonstrates adequate use |Demonstrates limited use of|Demonstrates |

| |sophisticated use of the |of the prescribed format |the prescribed format (MLA |no use of the prescribed |

| |prescribed format (MLA or |(MLA or APA), including |or APA), including title |format (MLA or APA), |

| |APA), including title page,|title page, pagination, and|page, pagination, and |including title page, |

| |pagination, and citations. |citations. |citations. |pagination, and citations. |

| | | | | |

|Weight for this criterion: | | | | |

|10% of total score | | | | |

| |Consistently uses standard |Generally |Minimally |Does not use standard |

| |writing conventions |uses standard writing |uses standard writing |writing conventions in |

| |in grammar, spelling, |conventions |conventions |grammar, spelling, |

| |capitalization, |in grammar, spelling, |in grammar, spelling, |capitalization, |

| |punctuation, and usage. |capitalization, |capitalization, |punctuation, and usage. |

| | |punctuation, and usage. |punctuation, and usage. | |

|Information Literacy |Conscientiously and |Generally demonstrates |Inconsistently demonstrates|Does not demonstrate |

| |consistently demonstrates |integrity in citing |integrity in citing |integrity in citing |

| |integrity in citing |practices. |practices. |practices. |

| |practices. | | | |

| | | | | |

|Weight for this criterion: | | | | |

|10% of total score | | | | |

| |Effectively employs an |Adequately employs a |Employs a limited variety |Does not employ a variety |

| |extensive variety of |sufficient variety of |of primary and secondary |of primary and secondary |

| |primary and secondary |primary and secondary |sources including an |sources and/or does not |

| |sources, including a |sources including a |insufficient amount of |include current |

| |significant amount of |sufficient amount of |current information. |information. |

| |current information. |current information. | | |

| |Demonstrates strong |Demonstrates sufficient |Demonstrates limited |Demonstrates no evaluation |

| |evaluation skills in |evaluation skills in |evaluation skills in |skills to determine |

| |determining resource |determining resource |determining resource |resource credibility and |

| |credibility and |credibility and |credibility and |reliability. |

| |reliability. |reliability. |reliability. | |

Oral Presentation Rubric

|Criteria |Exemplary |Satisfactory |Developing |Unsatisfactory |

|Communication Skills |Consistently speaks with |Generally speaks with |Has difficulty speaking |Does not speak with |

| |appropriate volume, tone, |appropriate volume, tone, |with appropriate volume, |appropriate volume, tone, |

|Weight for this criterion: |and articulation. |and articulation. |tone, and articulation. |and articulation. |

|10% of total score | | | | |

| |Consistently employs |Frequently employs |Employs infrequent eye |Makes no eye contact. |

| |appropriate eye contact and|appropriate eye contact and|contact and/or poor | |

| |posture. |posture. |posture. | |

| |Consistently employs |Adequately employs |Employs limited nonverbal |Does not employ nonverbal |

| |appropriate nonverbal |appropriate nonverbal |communication techniques. |communication techniques. |

| |communication techniques. |communication techniques. | | |

| |Consistently exhibits |Generally exhibits poise, |Exhibits limited poise, |Lacks poise, enthusiasm, |

| |poise, enthusiasm, and |enthusiasm, and confidence.|enthusiasm, and confidence.|and confidence. |

| |confidence. | | | |

| |Consistently employs |Generally employs standard |Infrequently employs |Does not employ standard |

| |standard grammar. |grammar. |standard grammar. |grammar. |

| |Adheres to prescribed time |Adheres to prescribed time |Violates prescribed time |Violates prescribed time |

| |guidelines. |guidelines. |guidelines. |guidelines. |

| |Wears appropriate |Wears appropriate |Wears inappropriate attire.|Wears inappropriate attire.|

| |professional or authentic |professional or authentic | | |

| |attire. |attire. | | |

| |Employs creative use of |Employs appropriate visual |Employs ineffective visual |Uses no visual aids. |

| |visual aids that enrich or |aids that relate to |aids. | |

| |reinforce presentation. |presentation. | | |

|Content and Coherence |Effectively defines a main |Adequately defines a main |Insufficiently defines a |Does not define a main idea|

| |idea and clearly adheres to|idea and adheres to its |main idea and adheres to |or adhere to its purpose. |

|Weight for this criterion: |its purpose throughout |purpose throughout |its purpose throughout | |

|70% of total score |presentation. |presentation. |presentation. | |

| |Employs a logical and |Employs a logical sequence |Employs an ineffective |Lacks an organizational |

| |engaging sequence which the|which the audience can |sequence confusing to the |sequence. |

| |audience can follow. |follow. |audience. | |

| |Demonstrates exceptional |Demonstrates sufficient use|Demonstrates insufficient |Demonstrates no supporting |

| |use of supporting details/ |of supporting details/ |supporting details/ |details/evidence. |

| |evidence. |evidence. |evidence. | |

|Responses to questions |Confidently, politely, and |Politely and accurately |Ineffectively responds to |Unacceptably responds/does |

| |accurately responds to |responds to lecturer’s or |lecturer’s or classmates’ |not respond to lecturer’s |

|Weight for this criterion: |lecturer’s or classmates’ |classmates’ questions and |questions and comments. |or classmates’ questions |

|20% of total score |questions and comments. |comments. | |and comments. |

Language Analysis Report Rubric

|Criteria |Exemplary |Satisfactory |Developing |Unsatisfactory |

|Critical Thinking |Report shows evidence of |Report shows evidence of |Report shows inconsistent |Report shows inconsistent |

| |strong skills of analysis, |application of skills of |application of skills of |application of skills of |

|Weight for this criterion: |synthesis, and evaluation. |analysis, synthesis, and |analysis, synthesis, and |analysis, synthesis, and |

|30% of total score |Logic is virtually |evaluation. Logic is |evaluation. Logic may be |evaluation. Logic may be |

| |flawless. |nearly flawless. |flawed. |flawed. |

|Application of Critical |Report reflects mastery of |Report reflects a solid |Report reflects some |Report reflects little |

|Technique & Perspective |the critical concepts |understanding of the |understanding of the |understanding of the critical |

| |applied. Analysis and |critical concepts applied.|critical concepts applied. |concepts applied. Analysis and|

| |conclusions drawn are |Analysis and conclusions |Analysis and conclusions |conclusions drawn are |

|Weight for this criterion: |virtually incontrovertible.|drawn are strong with |drawn are somewhat |questionable with obvious |

|20% of total score | |minor "errors." |questionable with a few |"errors." |

| | | |obvious "errors." | |

|Analysis |Report shows excellent |Report shows good analysis|Report shows some analysis |Report shows little analysis |

| |analysis of the language |of the language structure |of the language structure of|of the language structure of |

|Weight for this criterion: |structure of this task. |of this task. |this task. |this task. |

|30% of total score | | | | |

|Accuracy in Transcription |Report shows high accuracy |Report shows satisfactory |Report shows acceptable |Report shows little accuracy |

|Weight for this criterion: |in transcription. |accuracy in transcription.|accuracy in transcription. |in transcription. |

|10% of total score | | | | |

|Report Organization |Report is strikingly |Report is well organized |Report is competently |Report is inconsistently |

|Weight for this criterion: |organized with a keen |with a logical approach to|organized with a logical if |organized with a haphazard |

|05% of total score |sensitivity to building an |building an argument. |uninspired approach to |approach to building an |

| |argument. | |building an argument. |argument. |

|Writing Style |Report is flawlessly |Report is well written |Report is acceptably written|Report is poorly written with |

| |written with a flair for |with a solid academic |with some academic style. |a little academic style. Word |

|Weight for this criterion: |academic style. Excellent |style. Some strong word |Word choice and sentence |choice and sentence variety |

|05% of total score |word choice and sentence |choice and sentence |variety are ordinary. |are below expectations. |

| |variety. |variety. | | |

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