Megan J. Crowhurst

Course description forthcoming.

Methods and principles of analyzing the sound systems of languages.

Prerequisite: Linguistics 344K.

Taught online during scheduled times.

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

This is an advanced phonology seminar in language prosody. A preliminary definition characterises language prosody as relating to the prosodic hierarchy – a hierarchy of phonological constituents which are mapped to morphosyntactic constituents and/or autosegmental features of language such as tone. Students will read and discuss primary research on phenomena relating to the prosodic hierarchy, including stress, prosodic morphology, intonation, and the phonology/syntax interface. Selections from the literature will focus primarily on the dominant approaches taken in formal phonology, speech perception, and language processing and learning. This is a working plan in that ultimately, the reading list will be shaped by the interests of the students as well as the instructor. The course is used primarily for discussion and debate. Students will be actively involved by giving presentations based on assigned readings. The course will have a research requirement, related to the seminar’s themes, with several options that students will discuss with the instructor individually.

The descriptive techniques of generative phonology. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

This course will provide an introduction to the problems, methods, and tools of linguistics in the areas of phonetics and phonology.  The course will be structured as a group study with emphasis on developing new and advancing existing research projects, as well as individual writing and presentation skills. Participants in the course will present their own research in phonetics and phonology to the group; provide specific feedback to other participants on their presentations; and will read from the published research literature. The reading component will focus on current research trends and practical readings that develop specific methodological points (e.g. techniques for statistical analysis, or experimental paradigms).
 
This course is appropriate for graduate students at any stage and students may take the course more than once.  All students will be evaluated on their oral presentation skills and contributions to the group. For junior students, a primary goal of the course is to help them develop their research as soon as possible. Students in this group who are taking the course for the first time will work on a research project tailored to their specific needs (for example, a study design, an IRB proposal). More advanced students will demonstrate progress in their established, ongoing research over the course of the semester.

Even to casual observers, it is apparent that rhythm plays a special and most likely universal role in verbal art forms such as song, chant, and poetry. A vast body of work in linguistics (as well as anthropology and musicology) has examined the role of rhythm and meter in popular forms, such as English nursery rhymes, folk chants and traditional ballads. Researchers have found that rhythm in these popular forms is highly structured, and that the inventory of available forms is limited to only a few possible combinations. Of further interest, some work suggests that the rhythmic forms used by a diverse (and unrelated) set of languages are surprisingly simlar. Moreover, experimental work on rhythm and meter in psycholinguistics suggest similarities in the way that humans process rhythm, regardless of cultural and linguistic factors, and even for infants too young to have accquired a first language. Together, such findings suggest that the rhythmic possibliities for popular (or folk) verbal art forms are determined, at least in part, by the architecture of the human cognitive system. This course will examine popular rhythmic forms (nursery rhymes, folk chants, traditional ballads, and other folk music forms) as well as some of the psycholinguistic and linguistic work on rhythm that can help us understand these popular forms. In particular, we will also survey some of the literature on adult perception of rhythm and children's acquisition of rhythm and sensitivity to musical forms.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

This course will provide an introduction to the problems, methods, and tools of linguistics in the areas of phonetics and phonology.  The course will be structured as a group study with emphasis on developing new and advancing existing research projects, as well as individual writing and presentation skills. Participants in the course will present their own research in phonetics and phonology to the group; provide specific feedback to other participants on their presentations; and will read from the published research literature. The reading component will focus on current research trends and practical readings that develop specific methodological points (e.g. techniques for statistical analysis, or experimental paradigms).
 
This course is appropriate for graduate students at any stage and students may take the course more than once.  All students will be evaluated on their oral presentation skills and contributions to the group. For junior students, a primary goal of the course is to help them develop their research as soon as possible. Students in this group who are taking the course for the first time will work on a research project tailored to their specific needs (for example, a study design, an IRB proposal). More advanced students will demonstrate progress in their established, ongoing research over the course of the semester.

Even to casual observers, it is apparent that rhythm plays a special and most likely universal role in verbal art forms such as song, chant, and poetry. A vast body of work in linguistics (as well as anthropology and musicology) has examined the role of rhythm and meter in popular forms, such as English nursery rhymes, folk chants and traditional ballads. Researchers have found that rhythm in these popular forms is highly structured, and that the inventory of available forms is limited to only a few possible combinations. Of further interest, some work suggests that the rhythmic forms used by a diverse (and unrelated) set of languages are surprisingly simlar. Moreover, experimental work on rhythm and meter in psycholinguistics suggest similarities in the way that humans process rhythm, regardless of cultural and linguistic factors, and even for infants too young to have accquired a first language. Together, such findings suggest that the rhythmic possibliities for popular (or folk) verbal art forms are determined, at least in part, by the architecture of the human cognitive system. This course will examine popular rhythmic forms (nursery rhymes, folk chants, traditional ballads, and other folk music forms) as well as some of the psycholinguistic and linguistic work on rhythm that can help us understand these popular forms. In particular, we will also survey some of the literature on adult perception of rhythm and children's acquisition of rhythm and sensitivity to musical forms.

The descriptive techniques of generative phonology. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

This course will provide an introduction to the problems, methods, and tools of linguistics in the areas of phonetics and phonology.  The course will be structured as a group study with emphasis on developing new and advancing existing research projects, as well as individual writing and presentation skills. Participants in the course will present their own research in phonetics and phonology to the group; provide specific feedback to other participants on their presentations; and will read from the published research literature. The reading component will focus on current research trends and practical readings that develop specific methodological points (e.g. techniques for statistical analysis, or experimental paradigms).
 
This course is appropriate for graduate students at any stage and students may take the course more than once.  All students will be evaluated on their oral presentation skills and contributions to the group. For junior students, a primary goal of the course is to help them develop their research as soon as possible. Students in this group who are taking the course for the first time will work on a research project tailored to their specific needs (for example, a study design, an IRB proposal). More advanced students will demonstrate progress in their established, ongoing research over the course of the semester.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

This course is an introduction to phonology for graduate students. It presupposes no knowledge of either phonetics or phonology. It consists of three parts.In the first part, we will survey the sounds of the world's languages: how they are made, and what they sound like. Students will learn to transcribe a broad range of speech sounds. In the second part of the course, we will explore patterns of distribution of speech sound categories, i.e. restrictions on what sounds go where. Students will learn to discover such patterns in data and analyze them within a formal model.  In the third part, we will we will explore prosody, beginning with how speech sounds are grouped into syllables, and typical phonological phenomena associated with this process.Grading PolicyThe grade will be based on homework assignments (about one a week), two tests (one at the end of each of the first two sections), and a small lab project in the third section.TextsTextbook.Hayes, Bruce.  2009. Introductory Phonology. Blackwell.

This course will introduce you to linguistics, the scientific study of language. How are human languages structured? Do humans have an innate capacity for language? How do children learn language? How is adult language learning different? How did the languages of the world evolve? What are the differences between verbal and non-verbal communication? Is there a "universal grammar"? How diverse and different are the languages of the world? How much does "language endangerment" and language extinction around the world affect global cultural diversity? Should every country have one "official" language? Are standard languages preferable to regional dialects? In short, this class is about everything you always wanted to know about language, and maybe a few things you never even thought to ask.

Even to casual observers, it is apparent that rhythm plays a special and most likely universal role in verbal art forms such as song, chant, and poetry. A vast body of work has explored this relationship in "higher" art forms. A body of work in linguistics (as well as anthropology and musicology) has examined the role of rhythm and meter in popular forms, such as English nursery rhymes, folk chants and tradiitonal ballads. Researchers have found that rhythm in these popular verbal art forms in highly structured, and that the inventory of available forms is limited to only a few possible combinations. They have also found that very similar rhythmic forms have sprung up, independently, in languages all over the world, supporting experimental work of rhythm and meter that suggests humans process rhythm similarly, regardless of cultural and linguistic factors, and that this is so even for infants too young to have acquired a first language! Together, such findings suggest that the rhythmic possibilities for popular (or folk) verbal art forms are determined, at least in part, by the architecture of the human cognitive system.

This could will examine popular rhythmic forms (nursery rhymes, folk chants, traditional ballads, and other folk music forms) as well as some of the psycholinguistic and linguistic work on rhythm that can help us understand these popular forms. In particular, we will also survey some of the literature on adult perception of rhythm and children's acquisition of rhythm and sensitivity to musical forms.

The course will be taught in a lecture/discussion format. The reading material for this course is drawn from published articles in the areas indicated above. Evaluation will be based on participation, oral presentations, and a writing project.

This course will provide an introduction to the problems, methods, and tools of linguistics in the areas of phonetics and phonology.  The course will be structured as a group study with emphasis on developing new and advancing existing research projects, as well as individual writing and presentation skills. Participants in the course will present their own research in phonetics and phonology to the group; provide specific feedback to other participants on their presentations; and will read from the published research literature. The reading component will focus on current research trends and practical readings that develop specific methodological points (e.g. techniques for statistical analysis, or experimental paradigms).
 
This course is appropriate for graduate students at any stage and students may take the course more than once.  All students will be evaluated on their oral presentation skills and contributions to the group. For junior students, a primary goal of the course is to help them develop their research as soon as possible. Students in this group who are taking the course for the first time will work on a research project tailored to their specific needs (for example, a study design, an IRB proposal). More advanced students will demonstrate progress in their established, ongoing research over the course of the semester.

Even to casual observers, it is apparent that rhythm plays a special and most likely universal role in verbal art forms such as song, chant, and poetry. A vast body of work has explored this relationship in "higher" art forms. A body of work in linguistics (as well as anthropology and musicology) has examined the role of rhythm and meter in popular forms, such as English nursery rhymes, folk chants, and traditional ballads, and has found that rhythm in these popular verbal art forms is highly structured, and that the inventory of available forms is limited to only a few possible combinations. Of further interest, some work suggests that the rhythmic forms used by a diverse (and unrelated) set of languages are surprisingly similar. Moreover, experimental work on rhythm and meter in psycholinguistics suggests similarities in the way that humans process rhythm, regardless of cultural and linguistic factors, and even for infants too young to have acquired a first language. Together, such findings suggest that the rhythmic possibilities for popular (or folk) verbal art forms are determined, at least in part, by the architecture of the human cognitive system. This course will examine popular rhythmic forms (nursery rhymes, folk chants, traditional ballads, and other folk music forms) as well as some of the psycholinguistic and linguistic work on rhythm that can help us understand these popular forms.

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

This course is an introduction to phonology for graduate students. It presupposes no knowledge of either phonetics or phonology. It consists of three parts.In the first part, we will survey the sounds of the world's languages: how they are made, and what they sound like. Students will learn to transcribe a broad range of speech sounds. In the second part of the course, we will explore patterns of distribution of speech sound categories, i.e. restrictions on what sounds go where. Students will learn to discover such patterns in data and analyze them within a formal model.  In the third part, we will we will explore prosody, beginning with how speech sounds are grouped into syllables, and typical phonological phenomena associated with this process.Grading PolicyThe grade will be based on homework assignments (about one a week), two tests (one at the end of each of the first two sections), and a small lab project in the third section.TextsTextbook.Hayes, Bruce.  2009. Introductory Phonology. Blackwell.

This course is a continuation of Lin 380K (Phonology I), and completes a two-course introduction to phonology, the study of sound patterns in language. Lin 380K emphasized the basics of phonology – the distribution of sound properties in natural languages, how to identify sound patterns, and how to describe and interpret these patterns in the theory-neutral terms that any linguist must be able to articulate. In Lin 381K, we will continue the themes of distribution and pattern analysis taught in Lin 380K, and you will learn the basics of Optimality Theory (OT), currently the predominant formal framework used by phonologists. Using OT, you will learn to construct analyses that represent in formal terms your basic interpretations of sound patterns. We will also incorporate some of the literature from experimental approaches to phonology (laboratory phonology and psycholinguistics). The broad focus of this semester’s work will be prosody. Course content will be structured into 3 units of 4-6 weeks each.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

This course is an undergraduate level introduction to phonological patterns found in the world's languages. Phonology is the study of how sounds behave (inventories of sounds, how they are distributed, and how they influence one another) in spoken human languages. Emphasis will be placed on problem solving. Students will learn how to identify phonological patterns in data, to describe these patterns in theory-neutral terms, and how to analyze them. Other important skills to be developed are fundamental to the construction of solid arguments: learning to identify proper evidence for a particular analysis, constructing an argument for a particular analysis (point of view) based on the evidence, identifying advantages and disadvantages of an analysis, and comparing a proposed analysis with potential alternatives. This class is a core program requirement for linguistics majors and is therefore quite specialized. However, the pattern-identification and argument building skills we focus on are broadly general and valuable beyond their specialized application in linguistic studies.

This course is an undergraduate level introduction to phonological patterns found in the world's languages. Phonology is the study of how sounds behave (inventories of sounds, how they are distributed, and how they influence one another) in spoken human languages. Emphasis will be placed on problem solving. Students will learn how to identify phonological patterns in data, to describe these patterns in theory-neutral terms, and how to analyze them. Other important skills to be developed are fundamental to the construction of solid arguments: learning to identify proper evidence for a particular analysis, constructing an argument for a particular analysis (point of view) based on the evidence, identifying advantages and disadvantages of an analysis, and comparing a proposed analysis with potential alternatives. This class is a core program requirement for linguistics majors and is therefore quite specialized. However, the pattern-identification and argument building skills we focus on are broadly general and valuable beyond their specialized application in linguistic studies.

This course is a continuation of Lin 380K (Phonology I), and completes a two-course introduction to phonology, the study of sound patterns in language. Lin 380K emphasized the basics of phonology – the distribution of sound properties in natural languages, how to identify sound patterns, and how to describe and interpret these patterns in the theory-neutral terms that any linguist must be able to articulate. In Lin 381K, we will continue the themes of distribution and pattern analysis taught in Lin 380K, and you will learn the basics of Optimality Theory (OT), currently the predominant formal framework used by phonologists. Using OT, you will learn to construct analyses that represent in formal terms your basic interpretations of sound patterns. We will also incorporate some of the literature from experimental approaches to phonology (laboratory phonology and psycholinguistics). The broad focus of this semester’s work will be prosody. Course content will be structured into 3 units of 4-6 weeks each.

This course is an undergraduate level introduction to phonological patterns found in the world's languages. Phonology is the study of how sounds behave (inventories of sounds, how they are distributed, and how they influence one another) in spoken human languages. Emphasis will be placed on problem solving. Students will learn how to identify phonological patterns in data, to describe these patterns in theory-neutral terms, and how to analyze them. Other important skills to be developed are fundamental to the construction of solid arguments: learning to identify proper evidence for a particular analysis, constructing an argument for a particular analysis (point of view) based on the evidence, identifying advantages and disadvantages of an analysis, and comparing a proposed analysis with potential alternatives. This class is a core program requirement for linguistics majors and is therefore quite specialized. However, the pattern-identification and argument building skills we focus on are broadly general and valuable beyond their specialized application in linguistic studies.

This seminar will be a selective survey of the literature on language prosody.  The study of “language prosody” is a broad area that includes numerous phenomena, among them syllables and syllable typology; stress, tone and intonation; prosodic morphology; rhythm and generative metrics; the interaction between morpho-syntax and multiple layers of phonological structure above the word.  Any of these topics can be approached from multiple angles – for example, descriptive, from the perspective of formal phonological theory (for example OT) or phonetics, to the psycholinguistic, for a start.  All human languages have prosodic characteristics, and while most of the research on prosody has been done on oral languages, a smaller but growing research tradition studies prosodic features of signed languages.

Given the varied interests represented in the seminar’s potential audience at UT, the following are some topics that might be emphasized:

•    The interaction between stress, (pitch) accent, and tone.

•    Generative metrics:  the interface between natural language prosody and musical rhythm and/or poetic language, in particular vernacular forms of verse.

•    Prosodic morphology (for example, reduplication, truncation, prosodic constraints on word-formation).

•    The prosody of signed languages.

•    The psycholinguistics of prosody: the importance of prosodic features in the acquisition of a first language by children and in speech processing.

The instructor’s current research focus, on the perception of rhythm, revolves around questions such as the following:  What cues do listeners use in making subjective decisions about how rhythmically alternating sound events should be grouped?  To what extent can common tendencies be identified in crosslinguistic studies?  How can any perceptual tendencies we observe be connected to the stress patterns of listeners’ languages, specifically, and to the prosodic foot typology, more generally? The makeup of the course will reflect this interest, and will be further determined by the interests of the other participants.

This course is a continuation of Lin 380K (Phonology I), and completes a two-course introduction to phonology, the study of sound patterns in language. Lin 380K emphasized the basics of phonology – the distribution of sound properties in natural languages, how to identify sound patterns, and how to describe and interpret these patterns in the theory-neutral terms that any linguist must be able to articulate. In Lin 381K, we will continue the themes of distribution and pattern analysis taught in Lin 380K, and you will learn the basics of Optimality Theory (OT), currently the predominant formal framework used by phonologists. Using OT, you will learn to construct analyses that represent in formal terms your basic interpretations of sound patterns. We will also incorporate some of the literature from experimental approaches to phonology (laboratory phonology and psycholinguistics). The broad focus of this semester’s work will be prosody. Course content will be structured into 3 units of 4-6 weeks each.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

This course is an undergraduate level introduction to phonological patterns found in the world's languages. Phonology is the study of how sounds behave (inventories of sounds, how they are distributed, and how they influence one another) in spoken human languages. Emphasis will be placed on problem solving. Students will learn how to identify phonological patterns in data, to describe these patterns in theory-neutral terms, and how to analyze them. Other important skills to be developed are fundamental to the construction of solid arguments: learning to identify proper evidence for a particular analysis, constructing an argument for a particular analysis (point of view) based on the evidence, identifying advantages and disadvantages of an analysis, and comparing a proposed analysis with potential alternatives. This class is a core program requirement for linguistics majors and is therefore quite specialized. However, the pattern-identification and argument building skills we focus on are broadly general and valuable beyond their specialized application in linguistic studies.

Course Description

This course is an introduction to phonology for graduate students. It presupposes no knowledge of either phonetics or phonology. It consists of three parts.

In the first part, we will survey the sounds of the world's languages: how they are made, and what they sound like. Students will learn to transcribe a broad range of speech sounds. In the second part of the course, we will explore patterns of distribution of speech sound categories, i.e. restrictions on what sounds go where. Students will learn to discover such patterns in data and analyze them within a formal model.  In the third part, we will we will explore prosody, beginning with how speech sounds are grouped into syllables, and typical phonological phenomena associated with this process.

Grading Policy

The grade will be based on homework assignments (about one a week), two tests (one at the end of each of the first two sections), and a small lab project in the third section.
Texts

Textbook.

Hayes, Bruce.  2009. Introductory Phonology. Blackwell.

Doctoral Forum is designed to help PhD students write the qualifying paper in their fifth semester. The main objective is to have a draft of the QP by the end of the semester. In addition, the process from the QP forward in the graduate program will be reviewed and professional skills will be practiced in conjunction with writing the QP. These include abstract writing, preparing a curriculum vitae, making handouts and slides, and giving presentations.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

This course will introduce you to linguistics, the scientific study of language. In what ways do languages differ? In what ways are languages the same? How do languages change over time? Why do languages change? What are the differences between verbal and non-verbal communicating? Do dolphins speak? How do children learn language, and how do adults learn language? Does language control our view of reality? How does language interact with social class? What kind of language should be taught in schools? What language problems do other countries have? What are the different language families of the world? The course will deal with sociolinguistics (language in society), historical linguistics (language change and language relationships), and formal linguistics. Basic material covered under formal linguistics includes phonetics (the properties of speech sounds), phonology (the systematic sound patterns of language), morphology (the grammatical structure of words), syntax (the structure of sentences), and semantics/pragmatics (the meaning and use of words and sentences).

Texts

Finegan, E. 1999. Language: its structure and use. 5th edition.

For detailed Course Schedule, download attachment.

For detailed Course Schedule, download attachment.

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

Doctoral Forum is designed to help PhD students write the qualifying paper in their fifth semester. The main objective is to have a draft of the QP by the end of the semester. In addition, the process from the QP forward in the graduate program will be reviewed and professional skills will be practiced in conjunction with writing the QP. These include abstract writing, preparing a curriculum vitae, making handouts and slides, and giving presentations.

This course will introduce you to linguistics, the scientific study of language. How are human languages structured? Do humans have an innate capacity for language? How do children learn language? How is adult language learning different? How did the languages of the world evolve? What are the differences between verbal and non-verbal communication? Is there a "universal grammar"? How diverse and different are the languages of the world? How much does "language endangerment" and language extinction around the world affect global cultural diversity? Should every country have one "official" language? Are standard languages preferable to regional dialects? In short, this class is about everything you always wanted to know about language, and maybe a few things you never even thought to ask.

This is an advanced phonetics seminar in bilingualism and second language acquisition with a focus on speech production and perception. Students will read and discuss primary literature related to the nature of second language phonological acquisition, the dominant models of bilingualism and language acquisition, effects of bilingualism on other domains of human cognition, early versus late bilingualism, and the effects of foreign accent on speech perception and spoken language processing by native and non-native listeners. The course is used primarily for discussion of course readings, in which students will be actively involved by giving presentations. Students will also conduct original research related to topics discussed in class.

Prerequisite: Introduction to Phonetics course, or permission of the instructor.

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

Doctoral Forum is designed to help PhD students write the qualifying paper in their fifth semester. The main objective is to have a draft of the QP by the end of the semester. In addition, the process from the QP forward in the graduate program will be reviewed and professional skills will be practiced in conjunction with writing the QP. These include abstract writing, preparing a curriculum vitae, making handouts and slides, and giving presentations.

This course will introduce you to linguistics, the scientific study of language. How are human languages structured? Do humans have an innate capacity for language? How do children learn language? How is adult language learning different? How did the languages of the world evolve? What are the differences between verbal and non-verbal communication? Is there a "universal grammar"? How diverse and different are the languages of the world? How much does "language endangerment" and language extinction around the world affect global cultural diversity? Should every country have one "official" language? Are standard languages preferable to regional dialects? In short, this class is about everything you always wanted to know about language, and maybe a few things you never even thought to ask

Texts
Fromkin, Rodman, & Hyams. An Introduction to Language. 9th edition

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

Doctoral Forum is designed to help PhD students write the qualifying paper in their fifth semester. The main objective is to have a draft of the QP by the end of the semester. In addition, the process from the QP forward in the graduate program will be reviewed and professional skills will be practiced in conjunction with writing the QP. These include abstract writing, preparing a curriculum vitae, making handouts and slides, and giving presentations.

This course will introduce you to linguistics, the scientific study of language. How are human languages structured? Do humans have an innate capacity for language? How do children learn language? How is adult language learning different? How did the languages of the world evolve? What are the differences between verbal and non-verbal communication? Is there a "universal grammar"? How diverse and different are the languages of the world? How much does "language endangerment" and language extinction around the world affect global cultural diversity? Should every country have one "official" language? Are standard languages preferable to regional dialects? In short, this class is about everything you always wanted to know about language, and maybe a few things you never even thought to ask.

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

Doctoral Forum is designed to help PhD students write the qualifying paper in their fifth semester. The main objective is to have a draft of the QP by the end of the semester. In addition, the process from the QP forward in the graduate program will be reviewed and professional skills will be practiced in conjunction with writing the QP. These include abstract writing, preparing a curriculum vitae, making handouts and slides, and giving presentations.

This course will introduce you to linguistics, the scientific study of language. How are human languages structured? Do humans have an innate capacity for language? How do children learn language? How is adult language learning different? How did the languages of the world evolve? What are the differences between verbal and non-verbal communication? Is there a "universal grammar"? How diverse and different are the languages of the world? How much does "language endangerment" and language extinction around the world affect global cultural diversity? Should every country have one "official" language? Are standard languages preferable to regional dialects? In short, this class is about everything you always wanted to know about language, and maybe a few things you never even thought to ask

Texts
Fromkin, Rodman, & Hyams. An Introduction to Language. 9th edition

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

This is an advanced phonetics seminar in bilingualism and second language acquisition with a focus on speech production and perception. Students will read and discuss primary literature related to the nature of second language phonological acquisition, the dominant models of bilingualism and language acquisition, effects of bilingualism on other domains of human cognition, early versus late bilingualism, and the effects of foreign accent on speech perception and spoken language processing by native and non-native listeners. The course is used primarily for discussion of course readings, in which students will be actively involved by giving presentations. Students will also conduct original research related to topics discussed in class.

Prerequisite: Introduction to Phonetics course, or permission of the instructor.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

This course will introduce you to linguistics, the scientific study of language. How are human languages structured? Do humans have an innate capacity for language? How do children learn language? How is adult language learning different? How did the languages of the world evolve? What are the differences between verbal and non-verbal communication? Is there a "universal grammar"? How diverse and different are the languages of the world? How much does "language endangerment" and language extinction around the world affect global cultural diversity? Should every country have one "official" language? Are standard languages preferable to regional dialects? In short, this class is about everything you always wanted to know about language, and maybe a few things you never even thought to ask

Texts
Fromkin, Rodman, & Hyams. An Introduction to Language. 9th edition

Linguistics 344 is an introduction to the sound structure of language. We will learn to describe speech sounds in the three domains of speech: the articulatory domain (how speech sounds are produced in the human vocal tract), the acoustic domain (their form in the acoustic medium), and the perceptual domain (how listeners process the incoming speech signal). We will explore how the sounds differ across various dialects of English and across the world's languages. We will learn how children acquire the sounds system of their language and how language experience shapes that acquisition. Finally, we will address topics, such as second language acquisition and current speech technology as it applies to computerized speech synthesis and speech recognition.

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

This course will introduce you to linguistics, the scientific study of language. How are human languages structured? Do humans have an innate capacity for language? How do children learn language? How is adult language learning different? How did the languages of the world evolve? What are the differences between verbal and non-verbal communication? Is there a "universal grammar"? How diverse and different are the languages of the world? How much does "language endangerment" and language extinction around the world affect global cultural diversity? Should every country have one "official" language? Are standard languages preferable to regional dialects? In short, this class is about everything you always wanted to know about language, and maybe a few things you never even thought to ask

Texts
Fromkin, Rodman, & Hyams. An Introduction to Language. 9th edition

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

This is an advanced phonetics seminar in bilingualism and second language acquisition with a focus on speech production and perception. Students will read and discuss primary literature related to the nature of second language phonological acquisition, the dominant models of bilingualism and language acquisition, effects of bilingualism on other domains of human cognition, early versus late bilingualism, and the effects of foreign accent on speech perception and spoken language processing by native and non-native listeners. The course is used primarily for discussion of course readings, in which students will be actively involved by giving presentations. Students will also conduct original research related to topics discussed in class.

Prerequisite: Introduction to Phonetics course, or permission of the instructor.

The descriptive techniques of generative phonology. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

We will survey the syntax of English, and some issues in the semanticinterpretation of English, with the two goals of (i) understanding thestructure of English syntax and (ii) acquiring the basic tools of syntacticanalysis, which can be applied to any language.

Required text:  C. L. Baker, English Syntax.

This course will introduce you to linguistics, the scientific study of language. How are human languages structured? Do humans have an innate capacity for language? How do children learn language? How is adult language learning different? How did the languages of the world evolve? What are the differences between verbal and non-verbal communication? Is there a "universal grammar"? How diverse and different are the languages of the world? How much does "language endangerment" and language extinction around the world affect global cultural diversity? Should every country have one "official" language? Are standard languages preferable to regional dialects? In short, this class is about everything you always wanted to know about language, and maybe a few things you never even thought to ask

Texts
Fromkin, Rodman, & Hyams. An Introduction to Language. 9th edition

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

Teaching under supervision of the course instructor; weekly group meetings with instructor, individual consultations, and reports throughout the teaching period.

This course will introduce you to linguistics, the scientific study of language. How are human languages structured? Do humans have an innate capacity for language? How do children learn language? How is adult language learning different? How did the languages of the world evolve? What are the differences between verbal and non-verbal communication? Is there a "universal grammar"? How diverse and different are the languages of the world? How much does "language endangerment" and language extinction around the world affect global cultural diversity? Should every country have one "official" language? Are standard languages preferable to regional dialects? In short, this class is about everything you always wanted to know about language, and maybe a few things you never even thought to ask

Texts
Fromkin, Rodman, & Hyams. An Introduction to Language. 9th edition

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

The descriptive techniques of generative phonology. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

The descriptive techniques of generative phonology. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

This is an advanced phonetics seminar in bilingualism and second language acquisition with a focus on speech production and perception. Students will read and discuss primary literature related to the nature of second language phonological acquisition, the dominant models of bilingualism and language acquisition, effects of bilingualism on other domains of human cognition, early versus late bilingualism, and the effects of foreign accent on speech perception and spoken language processing by native and non-native listeners. The course is used primarily for discussion of course readings, in which students will be actively involved by giving presentations. Students will also conduct original research related to topics discussed in class.

Prerequisite: Introduction to Phonetics course, or permission of the instructor.

Teaching under supervision of the course instructor; weekly group meetings with instructor, individual consultations, and reports throughout the teaching period.

Phonology is the study of the distribution of speech sound categories, i.e. what sounds can go where in an utterance. It is an important aspect of what you know when you know how to speak a language.

In this course, students will learn to recognize phonological patterns in language data, state such patterns precisely, and represent them in a formal model. We will explore prosodic patterns, which are how sounds are organized into larger units such as syllables, stress feet, phonological words, and phonological phrases. We will also consider how phonological patterns arise out of variation in production and perception, how knowledge of phonological patterns influences speech production and perception.

Grading Policy
The grade will be based on homework assignments (roughly one a week), and two tests.

Texts
There is no textbook for this course.

The descriptive techniques of generative phonology. Three lecture hours a week for one semester. Prerequisite: Graduate standing.