Aims and focus
The aim of this course is to introduce some basic approaches to the study of meaning in Linguistics and related fields (primarily Cognitive Science and Psychology). The primary focus will be on word meaning (lexical semantics), although semantics and pragmatics at the clausal level and above will be addressed in regard to how lexical semantics is integrated in larger units.The general theme running through the course is how best to describe meaning in human language.
Theoretical topics covered
Theoretical topics covered include categorization; construal; acquisition of concepts; metaphor; blending; metonymy; compositionality; mental spaces; lexical semantic change. Various semantic domains will be examined in connection with these topics, e.g. color terms, kinship, dimensional terms, verb meaning; but two domains will be treated in depth from various perspectives: the semantics of everyday concepts, and the semantics of space and motion.
Questions explored
Some questions we will deal with are the following.
General
- What is linguistic meaning?
- What is its relation to non-linguistic meaning?
- What kinds of basic elements do we need to make reference to in
- characterizing the meanings of words or other linguistic units?
- What are some fundamental properties of
particular meaning systems in human languages, and what is the range
of variation found in the expression of these systems in various
languages?
- How do word meanings change over time and what implications
does this have for theories of lexical meaning?
Representations
- How do we represent analyses descriptively?
- What kinds of mental representations should we postulate?
Data
- What kinds of data can we use?
- What advantages and disadvantages do they have?
- How do we evaluate the various possible types of data?
- How do sources of data relate to each other?
Categorization
- What is the relation of linguistic and non-linguistic cognitive
categories?
- Can categories be 'fuzzy' or fluid, or must they be Aristotelian? ("categorical"; sharply bounded)
- What are some cognitive prerequisites for language?
- What is the relation between units at different levels of language:
lexical semantics, clausal semantics-pragmatics, and
discourse-pragmatics? In other words, how do the meanings of
linguistic units combine with context to give rise to meanings of
ever larger elements, up to the level of social discourse interactions?
- How is acquisition of linguistic and other categories (1st and 2nd
language) effected?
- How can our theories allow for the high level of dynamicity and fluidity
observed in language: synchronically in usage, within speakers; in
usage, across speakers (classical variation); in diachrony; and in acquisition?
- What do we know about cross-linguistic generalizations about categories?
(universal vs. language specific categories)?
Nature of mind
- What can we infer from various sources of evidence about the nature of
mind (rule-based vs. connectionist; modular, with interfaces, or
highly integrated; preexisting vs. learned categories; etc.)?
- How does linguistic meaning relate to the human conceptual apparatus?
Access to readings and assignments
The course readings will be accessed, and assigned work will be submitted and graded, through Owlspace, a course management program used for many Rice courses. Problem assignments will be linked to this page as we get to them, but answers are to be uploaded to Owlspace like the other assignments described below.Readings
Readings are articles and excerpts from books (there is no textbook). Readings will be made available, either handed out or placed on Owlspace in .pdf form. Authors of the readings include Dwight Bolinger, Stephen Tyler, Adrienne Lehrer, Charles Fillmore, David Lee, Vyvan Evans, Guenter Radden, Leonard Talmy, Eve and Herbert Clark, Mark Turner, George Lakoff, Ronald Langacker, Anna Wierzbicka, Hans-Joerg Schmidt and Friedrich Ungerer. The Course Schedule indicates when we will discuss each reading in class. The full reading list with references to required and recommended readings will be available on Owlspace directly via Reading List.Course requirements
Students are expected to read the assigned readings in time for the class discussion posted on the Course Schedule, and to submit, via Owlspace, a written "Response Writing" as described below.
Assignments
Response Writings (otherwise known as Reading Responses)
These are small writings on assigned readings, due before the class in which each reading is discussed. These are expected to be about 2-3 paragraphs in length. They are designed to get you to read and think about the reading before the discussion and consider how the readings relate to each other.Each Response Writing is a short discussion of what the article is about or a response to a particular pre-posed question about the current reading or a comparison of readings. Sometimes students will be asked to summarize goals or content of readings, sometimes they will be asked to compare an author's view with one of the previously-read authors' views on a particular point.
The questions for the short response writings will be posted on Owlspace and also be linked to the heading for this section above. They are due before class on the date specified on the Course Schedule. They are to be submitted online via by uploading a Word file (not a .pdf) to Owlspace.
These writings must be entirely original with the student, except for possible use of paraphrased points or short quotes from the readings (both of these must be referenced, including page number), or points that you draw from other readings in our outside the class, also cited with page number and reference. These readings are essentially the student's own summary and reflections on what he or she has read.
The response writings will not receive letter grades, but will be logged online as part of the course requirements, on a small point scale. 10% of the grade is based on the Response Writings and 5% on class participation. See late policies on assignments below.
Semantic problems
The semantic problems will be posted to Owlspace, and linked to this page, as we get to them. The topics listed are tentative.Problem 1 (Assignment 1). Lexical semantic features and lexical relations. Two verbs of motion; some (near) synonyms.
Problem 2.The semantics of a relational term (a spatial preposition)
Problem 3. Semantic fields and lexical relations. English dimensional terms.
Problem 4.The semantic field of English motion verbs.
Total number of problem assignments is 4, with one to two weeks to complete them. Each problem will take about 5 pages of double-spaced text to deal with. (This is highly approximate! Some students write very concisely but manage to include a lot of information, and others do the opposite. ) The problems will be fairly time-consuming. Good ones tend to take anywhere from 4-10 hours of thought and writing. So leaving them until the night before will show in the quality of the work.
The points for each semantics problem will be specified at the time of posting. Points earned on the Semantics Problems are based on a confluence of the following factors: understanding of the issues in the problem; degree of original insight in the analysis; level of detail of treatment; and clarity of thinking and writing. Students typically get better as more experience in writing semantics assignments is gained.
The Honor Code policy for each semantics problem will be posted along with it on the page where the problem is described. It will be specified what materials can be used (e.g. use of dictionary or not, or other kinds of sources) and what level of collaboration is possible for a given problem.
Late policies for assignments
I hope there are no late Problem Assignments. They lead to problems for me in figuring out how much credit to deduct to be fair to the others.The Reading Responses will have a short grace period. If you contact me before the end of that period, we will allow a later submission within a reasonable period for 1 point less of the maximum 3. If I am not contacted, I will assume you chose to prioritize other things. I don't take it personally if you do.
Graduate Final Paper
The Graduate Final Paper should be a self-chosen problem in semantic analysis with a theoretical dimension. It should be a short paper of 10-12 pages, and include some empirical data that is analyzed.Graduate students should see the instructor for exploration of topics so that a topic of the right scope for the time period available can be found in the course of mutual discussion. A preliminary discussion with the instructor should take place before November and then a short proposal/abstract (one paragraph) given to the instructor by about Nov. 1. Further consultation will also be available as need arises.
Grading
For undergraduates, the Semantics Problems constitute 85% of the grade; 10% (this percentage will be discussed in class since I shortened the required list of problem assignments) is based on the Response Writings; and 5% is based on class participation.For graduate students, grading is based 30% on the final paper and 60% on the Semantics Problems. The remaining 10% is based on Response Writings and participation broadly construed (including submission of proposal/abstract for the final paper, discussions with instructor etc.).
Other information for graduate students
Graduate students should register for Ling 515, which is the graduate level version of the course.Graduate students with background in Cognitive Linguistics can use their background to engage in the material in a different way. See instructor for discussion of this issue.
Disabilities
If you have a documented disability that will impact your work in this class, please contact me to discuss your needs. Additionally, you will need to register with the Disability Support Services Office in the Ley Student Center.
© 2007 Suzanne Kemmer
Last modified 13 Nov 2007