Instructor: Dr. Robert Englebretson
| Schedule & Links to Readings | Full Bibliographic References | Handouts |
| Course Meetings | TR 2:30-3:50 | Herring 125 |
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Instructor: Dr. Robert Englebretson | |
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| Office: | Herring 206 |
| Office Hours: | Tues. 4:00-5:00, Thurs. 11:00-Noon, and by appointment. |
| Office Phone: | 713 348-4776 |
| E-mail: | reng {at} rice.edu |
This course aims (1) to provide students with an introduction to current broad theoretical approaches to linguistics, and (2) to foster discussion and awareness of research methodologies in each of these approaches. Through a meta-discussion of the methodology employed in various subfields of linguistic research, students will have the opportunity to explicitly consider different types of data and argumentation (e.g. elicited sentences, grammaticality judgments, interviews, ethnography, experimentation, and corpus-based research). What are pros and cons of each of these approaches? What kinds of questions does each let us answer? What counts as “explanation” according to different theoretical orientations? What are the goals and assumptions of e.g. generative vs cognitive vs functional-typological vs discourse-functional linguistics? What is statistics, and what kinds of questions can we answer using statistical methods? Is linguistics a “science?” Are some approaches to linguistic theory more “scientific” than others? Readings for the course include articles from the philosophy of science, history of linguistics, works that explicitly deal with data and methodology, and papers by well-known linguists which we will deconstruct specifically in terms of data, assumptions, argumentation, and methodology.
The first three weeks of the course will situate the field in terms of popular culture, historical context, and the philosophy of science. The remainder of the course will consist of units on each of several approaches to linguistics. The first part of each unit will present a general overview of the specific framework, and the remainder of each unit will involve the critique and discussion of ‘primary source’ articles written in that framework.
Because this is a 400-level course, I assume students already have an intermediate- to advanced-level familiarity with linguistics. The course will be conducted as a seminar, focusing on discussion and analysis of source readings. Students are required to actively lead and participate in discussions.
Course Reading Packet of published articles, as listed in the bibliography. Articles are available online via links from the reading schedule. Articles preceded by an asterisk are considered “source articles”. Each source article requires one student discussant, and for each student to submit a written précis and three discussion points.
| Attendance and active participation in class | 20% |
| Précis and discussion points for each source article | 20% |
| Reading Discussant for two of the source articles | 30% |
| 'Review paper' | 30% |
*Note: This course has no midterms, no homework assignments, and no final exam. There are however a lot of readings, which you are expected to carefully read, thoroughly understand, and be ready to discuss in class.
Participation: Because this is a small, seminar-style class, your involvement and attention is crucial! Students are required to attend class and to actively participate in class discussion and discussion of readings. Please e-mail me if you know you will be missing class on a given day.
Précis and Discussion Points: For each of the 18 source articles we read during the semester (i.e. the ones with asterisks next to them in the course schedule), each student is required to submit a précis (brief summary) of the article, no more than one paragraph in length. Your goal is to provide a thorough summary of the article in as few words as possible. This précis should be followed by three discussion points (questions, quibbles, or observations) focusing specifically on issues of data, methodology, or argumentation. E-mail this to me by noon on the day we will be discussing the article.
Reading Discussant: Each student will choose two of the source articles from the readings (the ones with asterisks), and lead class discussion on the day for which the articles are assigned. Each discussion should take about 30 minutes. The bulk of the discussion should focus on issues of methodology: specifically address the approach to data, argumentation, assumptions, and research design, and your opinions of the article’s effectiveness, including suggestions for possible improvements and future research.
'Review Paper': Each student is expected to submit a short paper (4-6 pages) related to the subject matter of this course. It should present a review/critique and discussion of a published linguistics journal article of your own choosing, and should address issues of data, argumentation, methodology, and assumptions. This is not a research paper: no library research is necessary, other than finding an article to critique. More information on this assignment will be made available in class later in the semester. The final version of the paper is due via e-mail by the last day of finals week: April 29 by 5pm. (I will gladly read and comment on pre-final paper drafts, if you submit them to me before April 23.)
* If you require this material in another format or need special accommodations due to a disability, please contact the instructor and the Disability Support Services Office (Ley Student Center room 122).