Linguistics
7420: Advanced Syntax
Fall 2006
Fall 2006
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| Syllabus |
The notation *Handout or *Powerpoint indicates that such can be downloaded from Downloads below.
T8/29: Introduction: What is syntactic theory? (Reading: the introductory chapter of Sag et al. ) *Handout
R8/31: Introduction: What is the autonomy thesis in syntax? (Reading: Croft 1995) *Handout
T9/5: What is the evidence that syntax is construction based? (Reading: Michaelis to appear a) *Powerpoint
R9/7: What is the evidence that syntax is construction based? (Reading: Goldberg, Part 1, Chapters 1-2)
T9/12: Evidence for construction-based syntax continued (Reading: Goldberg, Part I, Chapter 3 [can be downloaded, along with Chapters 1-2, from the link above]); Do-it-yourself discussion: bring two questions about this chapter to share
R9/14: Finite-state grammars vs. CFGs (Reading: Sag et al., Chapter 2); Homework #1 due (Sag et al., Chapter 2, problems 1 and 6) *Handout; Jena Hwang leads discussion *Powerpoint
T9/19: Grammatical categories (Reading: Sag et al., Chapter 3); Susan Brown leads discussion Powerpoint*
R9/21: Null complementation (Reading: Goldberg 2005, Ruppenhofer 2005); Chris Sams and Nina Jagtiani lead discussion; Homework #2 due (Sag et al., Chapter 3, problems 1 and 3) Powerpoint*
T9/26: Learning constructions (Reading: Goldberg, Part II, Chapter 4 [Note: This pdf also includes Chapter 5-8]); Ellen Schmidt and Nina Jagtiani lead discussion Powerpoint*
R9/28: Learning constructions continued (Reading, Goldberg, Part II, Chapters 5-6); Masako Hoye leads discussion Powerpoint*
T10/3: Explaining generalizations (Reading: Goldberg, Part III, Chapter 7); Kotoe Tashiro leads discussion Powerpoint*
R10/5: Explaining generalizations continued (Reading: Goldberg, Part III, Chapter 8); Ellen Schmidt leads discussion Powerpoint*
T10/10: Complex Feature Values (Reading: Sag et al., Chapter 4, which includes a reworking for the VAL feature that enables us to avoid nonbranching domination); Homework #3 due
R10/12: Resultatives as a family of constructions (Reading: Goldberg and Jackendoff 2004); Jill Duffield leads discussion Handout* Powerpoint*
T10/17: Constructions in linguistic theory (Readings: Goldberg, Chapter 10, Croft & Cruse, Chapter 10 [downloadable with Chapter 9 from the 11/2 link below]); Kotoe Tashiro leads discussion Powerpoint*
R10/19: Linking constructions vs. linking rules (Reading: Goldberg, Chapter 9; Michaelis to appear b); Masako Hoye leads discussion of Chapter 9; Jena leads discussion of Michaelis to appear b; Homework #4 due (Sag et al., Problems 1, 5 and 6) Powerpoint*
T10/24: Semantics in HPSG (Reading: Sag et al., Chapter 5); Mike Thomas leads discussion
R10/26: Work session on Homework #5
T10/31: The discourse-syntax interface (Reading: Lambrecht 2000); Chris Sams and Mike Thomas lead discussion; Homework #5 due
R11/2: From idioms to Construction Grammar (Reading: Croft and Cruse, Chapter 9; Note: This pdf contains C&C, Chapters 9-10) *Handout
T11/7: Constructions and the usage-based model (Reading: Croft & Cruse, Chapter 11) Discussion questions*
R11/9: Discussion of term paper ideas and proposals *Handout
T11/14: Binding in a construction-based approach (Reading: Sag et al., Chapter 7) *Handout
R11/16: Binding continued; Term paper proposals due (see Requirements below for description of Proposal format)
T11/28: Evolution of Grammar (Readings: Bybee 2003, Bybee1998); Susan Brown and Jill Duffield lead discussion
R11/30: Long-distance dependencies (Reading: Sag et al., Chapter 14) *Handout
T12/5: Long-distance dependencies continued
R12/7: Term paper presentations: Susan Brown, Jill Duffield, Nina Jagtiani, Masako Hoye, Ellen Schmidt
T12/12: Term paper presentations: Jena Hwang, & Chris Sams (joint presentation), Kotoe Tashiro, Mike Thomas
R12/14: Conclusion
| Course Description |
In this class we will
explore
the theory and practice of Construction
Grammar, a formal theory of syntax that marks a decisive break with
the
tradition represented by Chomsky’s Principles and Parameters approach.
CG
rejects the assumption that syntax is an autonomous system—that is,
that
syntactic generalizations can be stated without reference to semantic
and
pragmatic conditions. CG also rejects the assumption that semantic
composition
is based on constituent structure, and in particular that the semantic
content
of a clause or sentence comes from the meanings of syntactic heads and
their
licensing properties (a claim known as lexical projection). CG
further
rejects the assumption that syntactic patterns in a given language can
be
reduced to the interaction of universal principles with
language-specific
parameter settings. In CG, the grammar is a structured inventory of
constructions (form-meaning-function triads) of different types,
including sentence patterns,
argument structures, and constituent structures. Constructions mean
what they
mean in the same way that words do: by convention rather than by
head-driven
semantic composition. And constructions are learned, stored and
retrieved
in the same way that words are. These constructions are partly
language-particular
and partly universal in their formulations. CG intends its mechanisms
to account
for all the patterns in a given language, including idiomatic ones. We
will
learn about the developing CG formalism, and in particular explore the
tension
between unification-based approaches (which use feature
underspecification)
and embedding-based approaches (which use feature-changing operators).
Two homework assignments will come from worksheets created by me rather than from the Sag et al. book. These will be posted at least one week in advance of their due dates (see Downloads below). The first few class sessions will be devoted to an exploration of general theoretical issues in syntactic theory, and the motivations for construction-based syntax in particular. Thereafter, we will look closely at specific construction-based treatments of a wide array of grammatical phenomena (e.g., the interaction between verbs and constructions, nominal syntax, long-distance dependencies, learning and generalization, the discourse-syntax interface, relations among constructions, language universals).
Two homework assignments will come from worksheets created by me rather than from the Sag et al. book. These will be posted at least one week in advance of their due dates (see Downloads below). The first few class sessions will be devoted to an exploration of general theoretical issues in syntactic theory, and the motivations for construction-based syntax in particular. Thereafter, we will look closely at specific construction-based treatments of a wide array of grammatical phenomena (e.g., the interaction between verbs and constructions, nominal syntax, long-distance dependencies, learning and generalization, the discourse-syntax interface, relations among constructions, language universals).
| Readings |
As our
textbooks,
we will use Syntax: A Formal Introduction (second edition) by
Ivan
Sag, Thomas Wasow and Emily Bender (2003; CSLI Publications) and
Constructions
at Work: The Nature of Generalization in Language, by Adele
Goldberg
(2006; Oxford University Press). Both of these texts are available in
paperback
at the campus textbook stores. In addition, we will read articles that
I have
made available for download from this site (some of these are links to
electronic
journal holdings on the CU libraries website).
| Communication |
You must subscribe to the class list serve. This list will enable you to receive updates from the instructor and also post questions and comments to the instructor and other class members. The list administrator (the instructor) is not permitted to subscribe list members herself; therefore, you must subscribe yourself. You can do this by sending an email to listproc@lists.colorado.edu containing the following command:
subscribe ling7420_06 <yourfirstname yourlast name>
For example, class member Bertrand Russell would place the following content in his email:
subscribe ling7420_06 Bertrand Russell
| Requirements |
- Complete 5 homework assignments. These will
be
assigned toward the beginning of the semester and will give you
practice using
the Construction Grammar formalism. Collectively, these assignments
will
be worth half of your grade.
- Post at least three questions and/or comments to the class list during the course of the semester.
- Lead discussion (either on your own or with a partner of your choosing) of at least two articles or book chapters during the semester. You will be able to post your handout on this site if you send it to me a day or so in advance of your presentation. You may also have access to the class copy code if you choose to copy handouts for your presentation.
- Hand in a term
paper proposal in class on Thursday,
11/16. The proposal should be no more than 500 words. It should
describe
the question you are going to ask, the answers that people have
provided
to this question before now, what you intend to do to investigate the
question
(e.g., what data you will consider) and why you think that exploring
these data will help you answer the question(s) that you have raised.
In describing
previous approaches to your problem, you should cite at least three
references.
The questions can be as specific or as general as you wish, as long as
you
feel you have a plan for how to address them.
- Present a brief (20-minute) talk on the topic of your term paper during the last two weeks of class.
- Write a term paper using a constructional framework to analyze data of your own choosing.
- Your grade will be based on the quality of your class participation, your scores on the 5 homework assigments, your in-class presentations and your term paper.
| Downloads |