Course Information Sheet
Time Monday/Wednesday 4:00-5:30
Place Herring Hall 125
This seminar explores language change, specifically morphosyntactic
change, from the viewpoint of constructions. The constructional
approach to language, which in practice focuses on syntax, makes the
theoretical claim that grammar should not be described in terms of a
rule-based system, but in terms of constructions as meaning-bearing
units whose meanings are not limited to the compositional meanings of
their elements.
Grammaticalization theory studies processes of language change that
involve lexical linguistic units becoming more grammatical,
i.e. participating in the syntactic and morphological systems of the
language. Grammaticalization theory has a strong typological
orientation and typological generalizations are sought about the
changes that items of particular categories undergo.
Syntactic change has been studied from a
range of perspectives and using various theoretical approaches.
But very little of this work has been from an overtly
constructional theoretical standpoint.
We will observe some of the ways that syntactic constructions arise
and change through time via the existing descriptions and
approaches and through our own
empirical extraction of data. In the process we will try to
extract meaningful
generalizations against the background of modern constructional
approaches to syntax such as Construction Grammar and Langacker's
Cognitive Grammar.
Some of the topics dealt with include:
The most concrete aim of this seminar is to explore language change
through the prism of constructions. The ultimate aim is to understand
how the idea of constructional syntax can be united with
grammaticalization theory and a usage-based model of linguistic
knowledge to form a more comprehensive theory of morphosyntactic change.
The course is a graduate seminar, meaning that the focus
will be on creating new knowledge. We will
explore how previously published work might be viewed in the context
of newer ideas, and how
cutting edge work is shaping the issues to be
studied. The format is intended to be
discussion-based and not lecture format. Students will lead
discussions for particular readings by arrangement in class.
Readings include works by Greenberg, Traugott, Denison, Kemmer, and
whatever others we pick, including unpublished work. Publications or
research work by seminar participants can also be used as readings, by
agreement of participants. (Further suggestions for readings also
considered.)
At the outset or at least early in the course, students should have
some basic understanding of why constructions are of intense
interest in Linguistics,
as well as a knowledge of fundamental functional linguistic ideas.
Students should also have had some previous background in Language
Change, or be willing to read some basic work in that area.
Additional background readings
can be suggested if some students have not had Ling 402 (Syntax and
Semantics) or Ling 552 (Constructional Syntax)
and need to acquire or deepen their understanding of various issues.
Students at various levels can profit from the course.
We will start with some background on
the Study of Language Change in Linguistics.
Early in the semester we will also
have some discussion of the newly (re-)discovered focus
on Constructions in Linguistics.
Students should prepare
to say something about their understanding
of why linguists are interested in constructions, and what their
own understanding of a construction is.
For their seminar work, students may develop one or more new topics
investigating a particular change in constructions or family of
constructions, or they can continue on a topic for which the
groundwork was laid in another course on syntax or language change,
with appropriate expansion of data sources and number and depth of
problems treated. Collection of data from corpora will be expected.
The final project requirement for new topics is a draft of a
publishable paper that at some point can be submitted for the
departmental requirement of publishable papers. It should be in the
format of a major journal such as Language, including
footnotes, in-text references, and references at the end of the paper.
Students beyond the first year should aim to make
the course paper as close to a polished publishable paper to submit
for the departmental requirement as they can.
For topics started on
earlier in another course, the
requirement is a new paper submitted to a proceedings volume or a
journal. Papers written based on previously submitted abstracts and/or
work previously publicly presented
are acceptable. However, papers that have already been
submitted for publication cannot be used
to fill the requirement of this course, only newly written
or substantially revised work.
Advanced students who already have one or more publications
submitted should aim for the second requirement, even if starting a
new topic, and should come as close as possible to a new publication.
Hands-on exploration with corpora
is encouraged. Ideally, diachronic corpora should be used, although
there are ways to make diachronic hypotheses using synchronic data.
These hypotheses need to ultimately be tested against diachronic data.
If not done this semester, the student needs to elaborate on exactly
how his/her hypotheses could be tested and what various results would
indicate.
Readings will be made available throughout the course.
Lecture notes will also be posted on this site. These are considered
part of the course readings.
See Sequence of Topics
and Readings for the list of topics and the corresponding
readings.
See Additional
Bibliography for a selection of
additional studies of syntactic changes, generally focused on
particular constructions.
Last modified 12 Oct 05
Fall 2005
Office Herring Hall 209
Tel. (348)-6225, Suzanne Kemmer
Office hours: Tues/Thurs 10:45-11:50 and by appointment
Course Requirements
Readings and other Course Materials
Disabilities
If you have a documented disability that will impact your
work in this class, please contact me to discuss your needs.
Additionally, you should register with the Disability
Support Services Office in the Ley Student Center.
© 2005 Suzanne Kemmer