160121 SE Seminar aus Grammatiktheorie und kognitiver Sprachwissenschaft (2016S)
Grammatiktheoretische und psycholinguistische Aspekte der Bewegung
Prüfungsimmanente Lehrveranstaltung
Labels
Studierende, die das Seminar für den Bachelor im Modul 8 benötigen, erhalten 7 ECTS als Zusatzleistung.
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Di 02.02.2016 08:00 bis So 21.02.2016 23:59
- Anmeldung von Di 23.02.2016 08:00 bis So 03.04.2016 23:59
- Abmeldung bis So 03.04.2016 23:59
Details
max. 30 Teilnehmer*innen
Sprache: Deutsch, Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Donnerstag
10.03.
14:15 - 15:45
Seminarraum 8 Sensengasse 3a 5.OG
Donnerstag
17.03.
14:15 - 15:45
Seminarraum 8 Sensengasse 3a 5.OG
Donnerstag
07.04.
14:15 - 15:45
Seminarraum 8 Sensengasse 3a 5.OG
Donnerstag
14.04.
14:15 - 15:45
Seminarraum 8 Sensengasse 3a 5.OG
Donnerstag
21.04.
14:15 - 15:45
Seminarraum 8 Sensengasse 3a 5.OG
Donnerstag
28.04.
14:15 - 15:45
Seminarraum 8 Sensengasse 3a 5.OG
Donnerstag
12.05.
14:15 - 15:45
Seminarraum 8 Sensengasse 3a 5.OG
Donnerstag
19.05.
14:15 - 15:45
Seminarraum 8 Sensengasse 3a 5.OG
Donnerstag
02.06.
14:15 - 15:45
Seminarraum 8 Sensengasse 3a 5.OG
Donnerstag
09.06.
14:15 - 15:45
Seminarraum 8 Sensengasse 3a 5.OG
Donnerstag
16.06.
14:15 - 15:45
Seminarraum 8 Sensengasse 3a 5.OG
Donnerstag
23.06.
14:15 - 15:45
Seminarraum 8 Sensengasse 3a 5.OG
Donnerstag
30.06.
14:15 - 15:45
Seminarraum 8 Sensengasse 3a 5.OG
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
This seminar targets two related audiences, namely: (i) advanced BA students who want to write their second BA thesis (ECTS 15) on a topic in linguistic theory or psycho-/patho-linguistics; and (ii) MA1-M3 students (ECTS 8). Its thematic focus is intended to be on (Head, A, and operator, or A-bar) movement, it will however be tailored to the needs and wishes of actual seminar participants (especially for BA students). The goals of the seminar are thus to deepen, consolidate and advance students' knowledge on foundational matters in the theory of grammar and concomitant psycho-/patho-linguistic research, as well as to encourage students to engage in and carry out independent research.
Art der Leistungskontrolle und erlaubte Hilfsmittel
Students are expected to do the readings before coming to class, come to class, participate actively, take turns in protocoling the sessions, make a presentation with a handout, and write a paper analyzing something having to do with the topic of the seminar and giving arguments for preferring a proposed analysis to alternatives from the literature. Further details will be discussed in class.
Mindestanforderungen und Beurteilungsmaßstab
Prüfungsstoff
Literatur
(Selection)
Adger, D. and G. Ramchand (2005) Merge and Move: Wh-dependencies revisited. Linguistic Inquiry 36(2): 161-193.
Den Besten, H. (1989) Studies in West Germanic Syntax. Tilburg University dissertation.
Costa, J. and N. Friedmann (2012) Children acquire unaccusatives and A-movement very early. In M. Everaert, M. Marelj, and T. Siloni (eds.) The theta system: Argument structure at the interface. Oxford University Press: Oxford Studies in Theoretical Linguistics 37.
Chomsky, N. 1981. Lectures on Government and Binding. Dordrecht: Foris.
Chomsky, N. 1995. The Minimalist Program. Cambridge, Mass.: MIT Press.
Emonds, J. (1978) The verbal complex V-V' in French. Linguistic Inquiry 9:151-175.
Friedmann, N. (2013) Verb movement to C: From agrammatic aphasia to syntactic analysis. In L. L.-S. Cheng and N. Corver (eds.) Diagnosing Syntax (pp. 75-86). Oxford University Press: Oxford Studies In Theoretical Linguistics.
Friedmann, N. and R. Szterman (2011) The comprehension and production of wh-questions in children with hearing impairment. Journal of Deaf Studies and Deaf Education 16(2): 212-235.
Friedmann, N., A. Belletti and L. Rizzi (2009) Relativized relatives: Types of intervention in the acquisition of A-bar dependencies. Lingua 119: 67-88.
Friedmann, N. and R. Novogrodsky (2007). Is the movement deficit in syntactic SLI related to traces or to thematic role transfer? Brain and Language 101: 50-63.
Friedmann, N. and Lavi, H. (2006) On the order of acquisition of A-movement, Wh-movement and V-C movement. In A. Belletti, E. Bennati, C. Chesi, E. Di Domenico and I. Ferrari (eds.) Language Acquisition and Development (pp. 211-217). Newcastle, UK: Cambridge Scholars Press.
Friedmann, N., A. Gvion, M. Biran and R. Novogrodsky (2006) Do people with agrammatic aphasia understand verb movement? Aphasiology 20: 136-153.
Friedmann, N., A. Gvion and R. Novogrodsky (2006) Syntactic movement in agrammatism and S-SLI: Two different impairments. In A. Belletti, E. Bennati, C. Chesi, E. Di Domenico and I. Ferrari (eds.), Language acquisition and development (pp. 197-210). Newcastle, UK: Cambridge Scholars Press.
Friedmann, N. and R. Szterman (2006) Syntactic movement in orally-trained children with hearing impairment. Journal of Deaf Studies and Deaf Education 11: 56-75.
Hornstein, N. 2001. Move! A minimalist theory of construal. Cambridge: Blackwell.
Levy, H. and N. Friedmann (2009) Treatment of syntactic movement in syntactic SLI: A case study. First Language 29: 15-50.
Novogrodsky, R. and N. Friedmann (2010) Not all dependencies are impaired in Syntactic-SLI: Binding in children with a deficit in Wh-movement. In K. Franich, L. Keil, K. Iserman, and J. Chandlee (eds.) The 34th Boston University Conference on Language Development (BUCLD) Proceedings, Cascadilla press.
Pollock, J.Y. (1989) Verb movement, Universal Grammar, and the structure of IP. Linguistic Inquiry 20: 365-424.
Rizzi, L. (1990) Relativized Minimality. Cambridge, Mass.: MIT Press.
Shetreet, E. and N. Friedmann (2014) The processing of different syntactic structures: fMRI investigation of the linguistic distinction between Wh-movement and verb movement. Journal of Neurolinguistics 27: 1-17.
Adger, D. and G. Ramchand (2005) Merge and Move: Wh-dependencies revisited. Linguistic Inquiry 36(2): 161-193.
Den Besten, H. (1989) Studies in West Germanic Syntax. Tilburg University dissertation.
Costa, J. and N. Friedmann (2012) Children acquire unaccusatives and A-movement very early. In M. Everaert, M. Marelj, and T. Siloni (eds.) The theta system: Argument structure at the interface. Oxford University Press: Oxford Studies in Theoretical Linguistics 37.
Chomsky, N. 1981. Lectures on Government and Binding. Dordrecht: Foris.
Chomsky, N. 1995. The Minimalist Program. Cambridge, Mass.: MIT Press.
Emonds, J. (1978) The verbal complex V-V' in French. Linguistic Inquiry 9:151-175.
Friedmann, N. (2013) Verb movement to C: From agrammatic aphasia to syntactic analysis. In L. L.-S. Cheng and N. Corver (eds.) Diagnosing Syntax (pp. 75-86). Oxford University Press: Oxford Studies In Theoretical Linguistics.
Friedmann, N. and R. Szterman (2011) The comprehension and production of wh-questions in children with hearing impairment. Journal of Deaf Studies and Deaf Education 16(2): 212-235.
Friedmann, N., A. Belletti and L. Rizzi (2009) Relativized relatives: Types of intervention in the acquisition of A-bar dependencies. Lingua 119: 67-88.
Friedmann, N. and R. Novogrodsky (2007). Is the movement deficit in syntactic SLI related to traces or to thematic role transfer? Brain and Language 101: 50-63.
Friedmann, N. and Lavi, H. (2006) On the order of acquisition of A-movement, Wh-movement and V-C movement. In A. Belletti, E. Bennati, C. Chesi, E. Di Domenico and I. Ferrari (eds.) Language Acquisition and Development (pp. 211-217). Newcastle, UK: Cambridge Scholars Press.
Friedmann, N., A. Gvion, M. Biran and R. Novogrodsky (2006) Do people with agrammatic aphasia understand verb movement? Aphasiology 20: 136-153.
Friedmann, N., A. Gvion and R. Novogrodsky (2006) Syntactic movement in agrammatism and S-SLI: Two different impairments. In A. Belletti, E. Bennati, C. Chesi, E. Di Domenico and I. Ferrari (eds.), Language acquisition and development (pp. 197-210). Newcastle, UK: Cambridge Scholars Press.
Friedmann, N. and R. Szterman (2006) Syntactic movement in orally-trained children with hearing impairment. Journal of Deaf Studies and Deaf Education 11: 56-75.
Hornstein, N. 2001. Move! A minimalist theory of construal. Cambridge: Blackwell.
Levy, H. and N. Friedmann (2009) Treatment of syntactic movement in syntactic SLI: A case study. First Language 29: 15-50.
Novogrodsky, R. and N. Friedmann (2010) Not all dependencies are impaired in Syntactic-SLI: Binding in children with a deficit in Wh-movement. In K. Franich, L. Keil, K. Iserman, and J. Chandlee (eds.) The 34th Boston University Conference on Language Development (BUCLD) Proceedings, Cascadilla press.
Pollock, J.Y. (1989) Verb movement, Universal Grammar, and the structure of IP. Linguistic Inquiry 20: 365-424.
Rizzi, L. (1990) Relativized Minimality. Cambridge, Mass.: MIT Press.
Shetreet, E. and N. Friedmann (2014) The processing of different syntactic structures: fMRI investigation of the linguistic distinction between Wh-movement and verb movement. Journal of Neurolinguistics 27: 1-17.
Zuordnung im Vorlesungsverzeichnis
Ba-M8
MA1-M3
MA1-M3
Letzte Änderung: Mo 07.09.2020 15:35