AJ12073 Základy generativní lingvistiky

Filozofická fakulta
jaro 2001
Rozsah
0/2/0. 3 kr. Ukončení: zk.
Vyučující
PhDr. Milan Růžička (přednášející)
Garance
Ing. Mgr. Jiří Rambousek, Ph.D.
Katedra anglistiky a amerikanistiky – Filozofická fakulta
Kontaktní osoba: Mgr. Michaela Hrazdílková
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 20 stud.
Momentální stav registrace a zápisu: zapsáno: 0/20, pouze zareg.: 0/20, pouze zareg. s předností (mateřské obory): 0/20
Mateřské obory/plány
Osnova
  • A beginner's course of the mind-based (generative) approach to natural language. It is meant to provide the student with hands-on experience in solving problems posed by language. The phenomena will not te restricted to English and will cover the main areas of linguistic analysis. Some associated topics like psycho- and neurolinguistics and computational analysis will be mentioned. No previous knowledge required.
Metody hodnocení
Seminar; Assessment: The course will be assessed in an oral colloquium
Vyučovací jazyk
Angličtina
Informace učitele
A help to make your decision whether you want to enrol in this course. This is what the course is about. Our ability to use language correctly is based on a system of knowledge which is in greater part unconscious. We are not aware of the fact that we possess such knowledge until we start to describe it in an explicit way. The whole course will be based on some techniques how this unconscious knowledge can be made explicit. 9 tasks follow to give you the right impression about the kind of work done is my course: TASK 1 Try to prove or disprove the following statements: 1. Language is systematic 2. Language is based on complex knowledge 3. Language is based on a biological program 4. Language can be studied as an object of natural science TASK 2 Do you think that arbitrary sound-meaning correspondences hand (Engl) main (French) ruka (Czech) can tell us anything important about the universal human language capacity? What does the famous Whorf-Sapir hypothesis say? Do you agree with it? TASK 3 In producing sentences we use and reuse building blocks of different sizes: give examples of such building blocks. TASK 4 Classify and explain variation among languages, for example a) the variation in how sounds are combined: Japanese he-ri-co-pu-te-ra English he-li-cop-ter Difference: Japanese (i) lacks an r/l contrast, (ii) requires syllables to have the shape Consonant-Vowel, hence the additional vowels. b) or word order variation There is a good deal of word order variation across languages, indicating that the word order is somewhat arbitrary. However, there are some word orders that are not found (e.g. e). Why do you think so? 1a. The dog chased the cat (English, French) 1b. The dog the cat chased (Japanese, Turkish) 1c. Chased the dog the cat (Irish, Hebrew, Tagalog) 1d. Chased the cat the dog (Huave, Czech) 1e. The chased dog the cat (!!!) c) Similar cross-linguistic variation can be seen in morphology (how words are built). TASK 5 On what is knowledge of grammar based? Some grammatical and ungrammatical sentences of English There are lots of things that you know about what is and is not a grammatical sentence of English, that you have never been taught or read in a grammar book. 2a. John kissed the old lady who owned the shaggy dog. 2b. The old lady kissed John who owned the shaggy dog. 2c. *Who owned the shaggy dog John kissed the old lady. 3a. John is difficult to love. 3b. It is difficult to love John. 3c. John is anxious to go. 3d. *It is anxious to go John. 4a. Ann looked the number up. 4b. Ann looked up the number. 4c. Ann looked it up. 4d. *Ann looked up it. 5. *More people have been to Paris than I have. (Some sentences 'sound fine', but turn out to be impossible to interpret) 6a. Sue gave a painting to the museum. 6b. Sue gave the museum a painting. 6c. Sue donated a painting to the museum. 6d. *Sue donated the museum a painting. 7a. Who do you think John visited? 7b. Who do you think that John visited? 7c. Who do you think visited John? 7d. *Who do you think that visited John? TASK 6 Is language specific to humans i.e. different from other communication systems (e.g. those of animals)? What are the major similarities and differences between human and animal communication systems? TASK 7 Find something about the neurological basis of language (Specialized parts of the brain handle it, e.g. Broca's area) Learning it is linked to a biological schedule: if a person is exposed to language too late, he won't succeed in learning it. TASK 8 Could you imagine that language is linked to specific parts of the genetic code? Some examples: genetic disorders have been reported which either make people have difficulties with language but not other mental abilities (Specific Language Impairment) or difficulties with many mental abilities, but not with language (Williams' Syndrome). TASK 9 Explain the difference between prescriptive and descriptive grammar Example: prescriptive grammaticality judgments ain't split infinitives whom wanna Systematicities involving 'non-literary' English a. Who do you want to visit (ambiguous) b. Who do you wanna visit (unambiguous) c. I didn't say anything/nothing d. Nobody said that the photographers were accused of doing anything e. Nobody said that the photographers were accused of doing nothing (e) does not generally allow the interpretation of (d), for speakers who can use 'anything' or 'nothing' in (c). Interestingly, similar patterns are found in other languages which allow the equivalent of "I didn't say nothing" (in many languages such forms belong to the prestige dialect).
Další komentáře
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Výuka probíhá každý týden.
Předmět je zařazen také v obdobích jaro 2000.
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