- Class Number 7578
- Term Code 3260
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- AsPr Wayan Arka
- AsPr Wayan Arka
- Class Dates
- Class Start Date 25/07/2022
- Class End Date 28/10/2022
- Census Date 31/08/2022
- Last Date to Enrol 01/08/2022
This course will provide students with an advanced understanding of the morphosyntactic structures of human languages, and of the concepts, goals and methodologies used in studying them. Students will gain practical experience in solving structural problems, considering data from different languages. Topics covered include both morphology and syntax, formal and functional approaches, and different theoretical frameworks, such as Minimalist Program, Lexical Functional Grammar, and probabilistic grammar.
Upon successful completion, students will have the knowledge and skills to:Upon successful completion of this course, students will have the knowledge and skills to:
- demonstrate an understanding of the morphosyntactic structures of human languages through applying linguistic theories to solve problems encountered in linguistic data from a range of languages;
- understand how people use morphosyntactic systems in languages to communicate;
- use basic tools of modern approaches to morphosyntax to analyse certain grammatical structures of English and a range of other languages;
- carry out research applying relevant theoretical approaches to the analysis of morphosyntactic structures of a language or languages; and
- undertake guided research on a given topic for a project, and then present and justify the analysis;
Dalrymple, Mary. 2006. Lexical functional grammar. In Keith Brown (editor), Encyclopedia of Language and Linguistics. Elsevier. URL http://users.ox.ac.uk/~cpgl0015/lfg.pdf
Börjars, Kersti , Rachel Nordlinger, and Louisa Sadler. 2019. Lexical-Functional Grammar: An Introduction. Cambridge: Cambridge University Press.
We will also use reading from the following sources:
Bresnan, Joan, Ash Asudeh, Ida Toivonen, and Stephen Wechler. 2016. Lexical-Functional Syntax (second edition). Oxford: Wiley-Blackwell
Dalrymple, Mary, John J Lowe, and Louise Mycock. 2019. The Oxford Reference Guide to Lexical Functional Grammar. Oxford: Oxford University Press.
Falk, Yehuda N. 2001. Lexical-Functional Grammar. Stanford: CSLI.
Kroeger, Paul, 2004. Analyzing Syntax. Cambridge: CUP
Reading for each session; see the full syllabus in Wattle.
Students will be given feedback in the following forms in this course:
- Written comments on students’ work (answers to assignments, exams and research report)
- Verbal clarifications and answers to questions in class
- Verbal discussions on students’ individual problems/questions
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
Referencing should follow the Harvard system, which is standard for Linguistics.
|Week/Session||Summary of Activities||Assessment|
|1||I. LINGUISTIC THEORY AND LFG FORMALISM Introduction (25-29 Jul) (i) Plan throughout the semester (ii) A brief overview of modern syntactic theories: description & analysis (iii) Phrase structures in LFG||Reading: Chaps. 1-2 of Börjars et al. 2019. Lexical-Functional Grammar: An Introduction. Cambridge: CUP. Chap. 1 of Falk, Yehuda N. 2001. Lexical-Functional Grammar: An Introduction to Parallel Constraint-Based Syntax. Stanford, CA: CSLI Publications.|
|2||Dimensions of information and LFG formalism (01-05 Aug) (i) Grammatical functions (GFs) and their representations (ii) f-str and c-str correspondences||Reading: Chaps 2-3 of Börjars et al. 2019. Lexical-Functional Grammar: An Introduction. Cambridge: CUP. Chaps. 2-3 of Falk, Yehuda N. 2001. Lexical-Functional Grammar: An Introduction to Parallel Constraint-Based Syntax. Stanford, CA: CSLI Publications.|
|3||II. MORPHOLOGY IN LFG Derivational morphology: argument structure & mapping theories (08-12 Aug) Marking and typology of GR alignment systems: accusativity and ergativity The conception of a-str Linking/mapping/correspondence||Reading: Chap 4 (section 4.1-4.2) and chap. 8 of Börjars et al. 2019. Lexical-Functional Grammar: An Introduction. Cambridge: CUP. Bresnan, Joan, and L. Moshi. 1990. "Object asymmetries in comparative Bantu Syntax." Linguistic Inquiry no. 21 (2):147-185. (Topics handed out)|
|4||Derivational morphology: alternative argument realisation & extended voice systems (15-19 Aug) -voice alternations: passive, antipassive, middles in Austronesian languages and beyond -applicativisation and causativisation||Main reading: Chaps. 2, 6 [section 6.4] and 7 [section 7.4] of Arka, I Wayan. 2003. Balinese morphosyntax: a lexical-functional approach. Canberra: Pacific Linguistics. Chap 8 of Börjars et al. 2019. Lexical-Functional Grammar: An Introduction. Cambridge: CUP. (Problem set 1 given out)|
|5||Inflectional morphology and LFG Theory of Agreement (22-26 Aug) Types of agreement LFG treatment of agreement||Reading: Chap 4 (section 4.3-4.7) of Börjars et al. 2019. Lexical-Functional Grammar: An Introduction. Cambridge: CUP. Bresnan, Joan, and Sam Mchombo. 1987. Topic, Pronoun, and Agreement in Chichewa. Language 63: 741–782.|
|6||III. COMPLEX SYNTACTIC STRUCTURES Complementation and Control Theory (29 Aug-02 Sept)||Reading: Chap. 5 of Falk, Yehuda N. 2001. Lexical-Functional Grammar. Stanford: CSLI. Chap 5 of Börjars et al. 2019. Lexical-Functional Grammar: An Introduction. Cambridge: CUP. (Problem set 1 due)|
|7||Complementation and Control Theory (continued) (19-23 Sept)||Reading: Chap 5 of Börjars et al. 2019. Lexical-Functional Grammar: An Introduction. Cambridge: CUP. Dalrymple, Mary, Helge Dyvik, and Tracy Holloway King. 2004. Copular complements: Closed or open? In Miriam Butt and Tracy Holloway King (editors), The Proceedings of the LFG '04 Conference. University of Canterbury. URL http://csli-publications.stanford.edu/LFG/9/lfg04.html. (Chosen topic due) (Problem set 2 given out)|
|8||Filler-gap and long-distance dependencies: Topicalisation, interrogatives and relative clauses (26-30 Sep)||Reading: Chap. 6 of Falk, Yehuda N. 2001. Lexical-Functional Grammar. Stanford: CSLI. Chap. 6 of Börjars et al. 2019. Lexical-Functional Grammar: An Introduction. Cambridge: CUP. (Paper plan due)|
|9||Binding Theory: reflexives (03 -07 Oct)||Reading: Chap. 7 of Börjars et al. 2019. Lexical-Functional Grammar: An Introduction. Cambridge: CUP. Chap. 7 of Falk, Yehuda N. 2001. Lexical-Functional Grammar. Stanford: CSLI. (Problem set 2 due)|
|10||Complex predicates & Serial Verb Constructions in LFG (10-14 Oct)||Main reading: Chap 1 of Alsina, A., J. Bresnan, and P. Sells, eds. 1997. Complex predicates. Stanford: CSLI. Foley, William A. 2010. Events and serial verb constructions. In Complex predicates: cross-linguistic perspectives on event structure, edited by M. Amberber, B. Baker and M. Harvey, 79-109. Cambridge: Cambridge University Press. (Critical Summary due)|
|11||Information structure and other contextual information (17-21 Oct)||Reading: Dalrymple, M and L Mycock, 2011. The prosody-semantics interface. In Butt and King (eds.) Proceedings of the LFG11 Conference. Arka, I Wayan. 2005. Speech levels, social predicates, and pragmatic structure in Balinese: a lexical approach. Pragmatics 15 (2/3):169-203.|
|12||Wrap-up: LFG, its implementation, and beyond (24-28 Oct)||Reading: Butt, Miriam, King. Tracy, Maria Eugenia Nino, and Frédérique Segond. 1999. A grammar writer's cookbook. Stanford: CSLI. Chap. 9 of Börjars et al. 2019. Lexical-Functional Grammar: An Introduction. Cambridge: CUP.|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|2 Problem sets||40 %||26/08/2022||09/10/2022||1, 2, 3|
|Critical summary||10 %||14/10/2022||28/10/2022||4|
|Research Essay||50 %||04/11/2022||18/11/2021||1,2,3,4,5|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
The students will be expected to do all home assignments and the weekly readings (articles). They spend at least 5 hours for these two regular activities. In addition, they will need to dedicate at least 4 hours per week to prepare for their research report.
Since the course focuses on interactive problem solving, all students are reminded that attendance at tutorials is compulsory. If illness or a comparable disability occurs, they should inform their lecturer. Unavoidable clashes must be discussed with the lecturer.
Assessment Task 1
Learning Outcomes: 1, 2, 3
2 Problem sets
The assignments will test your ability to apply syntactic concepts to data, and analyse syntactic phenomena.
Problems will be assessed primarily (about 70%) on the accuracy and insightfulness of analysis. For example, missing a case-marking morpheme where there clearly is one would count as a failure of accuracy, while failing to notice an opportunity to use a simple syntactic rule would count as a failure of analytic insight. Organisation and coherence of expression will account for the remainder, approximately 15% each. Of course, poor organisation or expression might result in my failing to notice a significant insight! (Although you can certainly point it out if you think this has happened.)
Assessment Task 1: Agreement, Linking and Binding
Details of task: Based on the data set, the students have to
a. state the (basic) principles and constraints for an agreement system in a given language;
b. apply and discuss Linking Theory in relation to more complex data on agreement.
c. write up annotated PS rules and PS trees in LFG to capture the constraints/principles formulated in (a) and (b).
Word limit (where applicable): around pages of solutions
Due date: week 6 (26 August 2022; feedback/assessment returned on 9 October 2022)
Assessment Task 2: Voice, reflexive binding and argument structure in complex structures
Details of task: Given a set of data, the students have to:
1) discuss the voice system and reflexives in a given language, addressing issues of marking and observed alternations in simple and complex sentences;
2) write a full grammar in LFG format to capture grammatical and ungrammatical structures on the basis of the answers in (1);
3) provide a typological and theoretical discussion on the nature voice/alignment system;
4) write up c-str and f-str representations with reference to particular sentences in the data.
Word limit (where applicable): around pages of solutions
Due date: week 9 (7 October 2022; feedback/assessment returned on 21 October 2022)
Length: 800 words each; total weight: 40%
Assessment Task 2
Learning Outcomes: 4
The critical summary will test your ability to read and explore the literature relevant to your research topic critically. It must be related to the chosen topic of the essay.
The research papers will be assessed according to these criteria:
Due date: week 10
Length: 1000 words; weight: 10%
Assessment Task 3
Learning Outcomes: 1,2,3,4,5
The research essay is a report on a syntactic description (details on separate handout), which will test your ability to read and understand syntactic descriptions from the literature.
The research papers will be assessed according to these criteria:
Chosen topic due week 7
1-page plan for essay due week 8
Paper due 4 November 2022
Length: 3000 words; weight: 50%
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
The students will be notified that their assignments/essays have been marked through the course Wattle. The students can collect their marked assignments in class, or individually from the lecturer, or from the assignment box in Coombs.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
No re-submission of some or all assignments is allowed.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Descriptive Linguistics, Language Typology and Theoretical Linguistics, Language documentation, Austronesian linguistics
AsPr Wayan Arka