raquel fernÁndez fuertes

Course syllabus RAQUEL FERNÁNDEZ FUERTES

Universidad de Valladolid

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COURSE SYLLABUS

Course English/Spanish comparative grammar Subject Scientific description of the English language Module A.2. Degree English studies Code 41712 Semester 2nd Type Basic Level Undergraduate Year 3rd [2017-2018] ECTS credits 6 Language English

Professors Raquel Fernández Fuertes TO BE SPECIFIED [lectures] [group work sessions]

Contact [email protected]; ext. 6778 TO BE SPECIFIED Office hours [by appointment]

Mondays: 11-14h TO BE SPECIFIED Tuesdays & Wednesdays: 13-14:30h

Department English

1. Course motivation

1.1 Contextualization

English/Spanish comparative grammar is the obligatory course in section A2 as described in the official program of the degree in English studies. Section A2 comprises different aspects that are fundamental in the scientific description of the English language.

1.2 Relation to other subjects/courses

This course stems from the previous description of the English grammar done in English grammar I & II from 1st year, as well as English grammar III from 2nd year. Other courses related to English/Spanish comparative grammar include Norma y uso del español (1st year; section C in the official program of the degree in English studies) and Introducción a la lingüística general (2nd year; section D1).

1.3 Prerequisites

Students are recommended to have passed English grammar I & II (1st year) as well as English grammar III (2nd year). They are also recommended to have a B2 level of English (as in the CEFRL). Additionally, students should be familiar with the UVa e-campus, i.e. the moodle platform.

2. Competences

2.1 General competences

§ Capacity to understand and express the knowledge acquired. § Capacity to communicate and express the said knowledge in English. § Capacity to work and be confident with some of the linguistic tools available for linguistic analysis. § Capacity to work in a team.

2.2 Specific competences

§ Capacity to analyze and understand the main syntactic properties of the English language by comparing them to those of other languages (mainly but not exclusively to those of Spanish).

§ Capacity to identify, describe and explain these comparative properties by using linguistic data. § Capacity to elaborate a comparative grammatical analysis based on linguistic data by going through the

different stages it involves (project-based learning and problem-solving collaboration).

3. Aims & objectives

This is an advanced level course designed to provide the student with a contemporary and in-depth analysis and description of some of the most relevant aspects of English comparative grammar. More specifically,



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English grammatical categories and structures will be compared to those of other languages (mainly of Spanish but not exclusively) with a view to determining the differences and similarities that manifest themselves in different phrase types. This course, which adopts a generative approach, also promises to explore the consequences of these differences and similarities with respect to the acquisition process. In short, the main objective of English/Spanish comparative grammar is to facilitate the acquisition of those grammatical concepts (both general and specific) that are instrumental, if not fundamental, to the comparison of languages. When students have successfully completed this course, they will be familiar with the following:

§ the main morpho-syntactic properties that define the English language and how these compare to those in other languages;

§ how these properties emerge in different types of language-contact situations; § the elicitation of linguistic data for the comparative analysis in terms of their morpho-syntactic properties; and § the organized and accurate presentation of a comparative morpho-syntactic analysis based on linguistic data.

4. Information on the students’ workload for this course

Classroom activities Hours Outside classroom activities Hours Theoretical lectures 13 Individual work 25 Classroom practices 31 Group work 25 Seminars & group work 12 Tasks 25 Assessment (self & peer) 6 Exam preparation 13 Total 62 Total 88

5. Structure

This course is broken into two sections:

§ lectures (2 hours per week): these involve the presentation of a series of comparative grammar analyses (theory and readings) as well as their specific practical study in the form of exercises (practice) in a total of 3 TOPICS [see sections 6 & 7 below for more details]; and

§ group work sessions (2 hours per week): TO BE SPECIFIED.

Both sections deal with comparative grammar but they follow different approaches intended to offer a multidimensional study of English syntactic properties as they compare to those of other languages.

A guest speaker will be coming to give a talk as part of the course activities. Details will be posted in moodle.

6. Lectures: topics

Topic 1: Preliminaries to a comparative grammar analysis

ECTS credits: 2

a. Contextualization & justification

This topic is meant to provide the background and contextualization for the study of comparative grammar. It draws both on the students’ previous knowledge of the English and the Spanish grammars, as seen in previous courses, as well as on their own intuitions as bilingual speakers. In particular, this topic provides the basic necessary tools to carry out a comparative grammatical analysis, in general, and a comparative grammatical analysis between English and Spanish or other languages, in particular.

b. Objectives

§ Offer a diachronic perspective of comparative grammar studies. § Discuss the different present-day implications and uses of comparative grammar studies. § Offer an outline on how to work with linguistic data when carrying out a comparative grammatical analysis. § Conduct a basic comparative grammar work taking into account both theoretical grammatical descriptions

as well as comparative grammatical analyses based on linguistic data.

c. Content

Part 1. The beginning of comparative grammar studies. Part 2. Comparative grammar approaches and their focus of study.



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Part 3. Comparative grammar and the Principles and Parameters (PP) approach. Part 4. Comparative grammar and the analysis of linguistic data. Part 5. Practice sessions.

Obligatory reading. Handout 1. Snyder, W. 2001 On the nature of syntactic variation: evidence from complex predicates and complex

word-formation. Language 77, 324-342.

d. Methodology [for the three topics]

The comparative grammar theory underlying each of the aforementioned contents and the 3 topics will be presented through both theoretically-oriented and practice-oriented lectures. Students are encouraged to participate actively during both.

e. Work plan [for the three topics]

The work plan for the 3 topics is described below: 1. students will be provided with a series of materials (handouts, readings, exercises, etc.) available through

moodle; 2. the handouts contain the basic theoretical information which will be covered in class; 3. the readings offer a more in-depth approach to one of the issues seen in the handouts and they are

meant to be worked on by the students as part of their outside-classroom workload; and 4. practice sessions involve a series of activities related to the issues discussed in the more theoretical

sessions as well as to the specific readings. Practice sessions imply both classroom and outside-classroom activities: students are required to complete a series of exercises, either individually or in groups, which will be then discussed in class. Exercises include the analysis of comparative grammar phenomena either by using isolated structures or sets of linguistic data.

f. Assessment [for the three topics]

As summarized in section 10, 50% of the total mark for this course corresponds to the work done during the lectures. In this case, students will be evaluated individually through their performance in the final exam which will cover the three topics. Throughout the semester, students are encouraged to participate in class during the theoretical and the practical sessions. Furthermore, they are expected to carry out the different outside-classroom activities which involve different tasks corresponding to the practical sessions and the preparation of the obligatory readings. These tasks will be similar to the activities they will have to complete in the final exam.

g. Basic bibliography

Bueso, I. and P. Casamián 2001 Diferencias de usos gramaticales entre el español y el inglés. Edinumen. Cinque, G. and R. Kayne 2005 The Oxford handbook of comparative syntax. OUP. Freidin, R. (ed.) 1991 Principles and parameters in comparative grammar. MIT. Fukui, N. 2004 Theoretical comparative syntax. Routledge. Haegeman, L. and J. Gueron 1999 English grammar: a generative perspective. Blackwell. Hickey, R. 2010 The handbook of language contact. Blackwell. Hualde, J.I., A. Olarrea, A.M. Escobar and C.E. Travis 2011 Introducción a la lingüística hispánica. CUP. Muñoz Basols, J., N. Moreno, I. Taboada and M. Lacorte 2017 Introducción a la lingüística hispánica actual:

teoría y práctica. Routledge. Zagona, K. 1988 Verb phrase syntax: A parametric study of English and Spanish. Kluwer. Hualde, J.I., A. Olarrea and E. O’Rourke 2014 The handbook of Hispanic linguistics. Wiley.

h. Additional bibliography

Batchelor, R.E. and M.Á. San José 2010 A reference grammar of Spanish. CUP. Biber, D. et al. 1999 Longman grammar of spoken and written English. Longman. Bosque, I. and V. Demonte 1999 Gramática descriptiva de la lengua española. Espasa. Camacho, J. 2013 Null subjects. CUP. Crystal, D. 2003 A dictionary of linguistics and phonetics. Blackwell. Heigham, J. and R. A. Croker 2009 Qualitative research in applied linguistics. Palgrave. Hernanz, M.L. and J.M. Brucart 1987 La sintaxis. Crítica. Jones, C. and D. Waller 2015 Corpus linguistics for grammar. Routledge. Klammer, T.P. et al. 2012 Analyzing English grammar. Longman. Menn, L. and N.B. Ratner 2000 Methods for studying language production. Psychology Press. Radford, A. 1997 Syntactic theory and the structure of English. A minimalist approach. CUP. Radford, A. 2004 Minimalist syntax. CUP. Real Academia Española & Asociación de Academias de la Lengua Española 2009 Nueva gramática de la

lengua española. Espasa. Yule, G. 2006 The study of language. CUP.



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Zagona, K. 2002 The syntax of Spanish. CUP.

i. Necessary resources [for the three topics] (July 2017)

MacWhinney, B. 2000 TALKBANK <http://talkbank.org> & CHILDES <http://childes.talkbank.org>. UVa e-campus: <http://campusvirtual.uva.es/>. UVa library electronic resources: Journal of child language, Studies in language, Linguistic inquiry, International

Review of Applied Linguistics in Language Teaching, etc. <http://almena.uva.es/search*spi~S6>. Cascadilla Press: <http://www.cascadilla.com/linguistics.html>.

Topic 2: Comparing grammars (1): L1 + L1

ECTS credits: 2


Taking as a point of departure the PP approach to comparative grammar and the tools seen in topic 1, topic 2 discusses how comparative grammar analyses are performed in the case of two languages that share the same status, i.e. two (or more) first languages (L1).

b. Objectives

§ Familiarize with fundamental notions in the comparative analysis such as language separation and crosslinguistic influence.

§ Understand the fundamentals of L1+L1 comparisons. § Apply these comparisons to the comparative grammatical analysis of linguistic data.

c. Content

Part 1. L1 grammars: characteristics, grammatical properties and their acquisition. Part 2. Two L1 grammars: characteristics, grammatical properties and their acquisition. Part 3. Comparing grammatical properties between two languages: 2L1 contexts. Part 4. Practice sessions.

Obligatory reading. Handout 2. Herring, J.R., M. Deuchar, M.C Parafita-Couto and M. Moro Quintanilla 2010 ''I saw the madre”:

evaluating predictions about codeswitched determiner-noun sequences using Spanish-English and Welsh-English data. International Journal of Bilingual Education and Bilingualism 13(5), 553-573.


Bavin, E.L. 2009 The Cambridge handbook of child language. CUP Cinque, G. and R. Kayne 2005 The Oxford handbook of comparative syntax. OUP. Clark, E. 2003 First language acquisition. CUP. Deuchar, M. and S. Quay 2000 Bilingual acquisition: theoretical implications of a case study. OUP. Freidin, R. (ed.) 1991 Principles and parameters in comparative grammar. MIT. Fukui, N. 2004 Theoretical comparative syntax. Routledge. Herschenshon, J. 2007 Language development and age. CUP. Hickey, R. 2010 The handbook of language contact. Blackwell. Rizzi, L. 2000 Comparative syntax and language acquisition. Routledge. Silva-Corvalán, C. 2014 Bilingual language acquisition: Spanish and English in the first six years. CUP. Yule, G. 2006 The study of language. CUP.


Bhatia, T.J., and W.C. Ritchie (eds.) 2004 The handbook of bilingualism. Blackwell. Brown, R. 1973 A first language: The early stages. Harvard University Press. Clark, E.V. 2009 First language acquisition. CUP. De Houwer, A. 1990 The acquisition of two languages from birth: a case study. CUP. Grosjean, F. 1982 Life with two languages. Harvard University Press. Guijarro-Fuentes, P. et al. (eds.) 2008 First language acquisition of morphology and syntax: perspectives

across languages and learners. John Benjamins. Lust, B.C. and C. Foley (eds.) 2004 First language acquisition : the essential readings. Blackwell. Nicol, J.L. 2001 One mind, two languages : bilingual language processing. Blackwell. Schmid, M.S. (ed.) 2004 First language attrition : interdisciplinary perspectives on methodological issues.

John Benjamins.



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Topic 3: Comparing grammars (2): L1 + L2

ECTS credits: 2


Taking as a point of departure the PP approach to comparative grammar and the tools seen in topic 1, as well as the comparative analyses in topic 2, topic 3 presents how comparative grammar analyses apply in the case of two languages that do not share the same status, i.e. first languages (L1) and second languages (L2).

b. Objectives

§ Develop a more refined approach to central notions to the comparative grammatical analysis such as interlanguage or transfer.

§ Understand the fundamentals of L1+L2 comparisons. § Apply these comparisons to the comparative analysis of linguistic data.

c. Content

Part 1. L2 grammars: characteristics, grammatical properties and their acquisition. Part 2. Comparing L1 and L2 grammars. Part 3. Practice sessions.

Obligatory reading. Handout 3. Paradis, J., B. Rusk, T. Sorenson Duncan and K. Govindarajan 2017 Children’s second language

acquisition of English complex syntax: the role of age, input, and cognitive factors. Annual Review of Applied Linguistics 37, 1-20.


Lightbown, P. and N. Spada 2010 How languages are learned. OUP. Meisel, J.M. 2011 First and second language acquisition: parallels and differences. CUP. Saville-Troike, M. 2012 Introducing second language acquisition. CUP. Tarone, E. and B. Swierzbin 2009 Exploring learner language. OUP.


De Bot, K. et al. 2005 Second language acquisition: an advanced resource book. Routledge. Doughty, C.J. and M.H. Long (eds.) 2003 The handbook of second language acquisition. Blackwell. Haznedar, B. and E. Gavruseva 2008 Current trends in child second language acquisition. John Benjamins. VanPatten, B. and J. Williams (eds.) 2007 Theories in second language acquisition: an introduction. LEA. White, L. 2003 Second language acquisition and universal grammar. CUP.

7. Lectures: timing (per topic)

TOPIC ECTS TIMING 1. Preliminaries to a comparative grammar analysis 2 5 weeks 2. Comparing grammars (1): L1 + L1 2 5 weeks 3. Comparing grammars (2): L1 + L2 2 4 weeks

8. Group work

a. Contextualization & justification TO BE SPECIFIED

b. Objectives TO BE SPECIFIED

c. Content TO BE SPECIFIED

d. Methodology TO BE SPECIFIED



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e. Work plan

TO BE SPECIFIED

f. Assessment TO BE SPECIFIED

g. Basic bibliography TO BE SPECIFIED


TO BE SPECIFIED

i. Necessary resources TO BE SPECIFIED

9. Group work: timing

TO BE SPECIFIED

10. Assessment & summary table

In the case of the lectures, students will be evaluated individually (through an exam or a final project).

Assessment criteria (see also sections 6.f. and 8.f. above): § project/final exam (individual mark=50%): content and expression will be evaluated in terms of both the

comparative grammatical analysis performed and the use of the tools to carry out a comparative grammatical analysis as seen in class; and

§ group work (group mark=50%): TO BE SPECIFIED

Clarifications on grades: § the pass-fail line for both projects and final exams is 25%; § marks corresponding to group work will only be added to those of projects/exams if projects/exams are

successfully completed (i.e. passed); § when failing to reach a passing level in the exam, the final mark will correspond to that in the final exam; if

the student does not sit for the final exam, the final mark will correspond to group work; and § 2nd call (convocatoria extraordinaria): the student will be re-evaluated in terms of the 50% corresponding to

the exam as in the able below. As for the practice, this is to be specified. § last call (convocatoria fin de carrera): students will be evaluated in terms of an exam which will be broken

down into two parts: (i) questions regarding the material discussed in the lectures, including information on the CHILDES project (see section 6); and (ii) questions pertaining to the group work (these are still to be specified) (see section 8). In the case of the first part, students will be provided with the corresponding handouts and articles but no actual presentation of either one will be done by the professor. Students will also be given the opportunity to attend office hours to solve doubts. In the case of the second part, this is still to be determined.

INSTRUMENT/PROCEDURE % OBSERVATIONS

Final exam

50%

If the student hands in a good project, the exam will be optional. The exam will include the issues discussed during the lectures, both in the theoretical and practice sessions. [pass-fail line: 25%]

Project

Students may submit a project in which they are expected to provide a detailed analysis of one of the topics included in the syllabus of this course. Topics may be approached from an empirical perspective, or a combination of both empirical and theoretical approaches, but must deal with comparative grammar. A project proposal must be submitted via moodle for approval by March 14 2018 in word format. All projects must be submitted via moodle by May 7 2018. Specific project guidelines will be posted in moodle. [pass-fail line: 25%]

OBLIGATORY MEETINGS. Students working on their projects must attend 3 obligatory individual meetings (1 in March and 2 in April) as well as 2 groups meetings (1 in March and 1 in May). Failure to do so would result in withdrawal from the project submission option.

Group work 50% TO BE SPECIFIED



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11. Schedule & important dates

ENGLISH/SPANISH COMPARATIVE GRAMMAR SCHEDULE [2017-2018] TUESDAY WEDNESDAY 11:00 – 12:00 lecture group work

1st turn 12:00 – 13:00

18:00 – 19:00 group work 2nd turn 19:00 – 20:00

ENGLISH/SPANISH COMPARATIVE GRAMMAR IMPORTANT DATES [2017-2018]

GROUP WORK INDIVIDUAL PROJECT

TO BE SPECIFIED - March 14: deadline for project proposals - March-April: obligatory meetings on projects - May 7: deadline for project submission

– May 31: final exam (1st call) – June 21: final exam (2nd call)

12. Final remarks

§ The working language of this course is English. § Course material, including instructions for different activities, will only be made available via moodle. § Students are expected to take part actively in both lectures and group work sessions. § Students will be expected to spend time studying outside the class, and will be provided guidance, facilities and

materials to help them develop their expertise as independent language learners. Students will need to spend the stipulated hours of independent learning to meet the learning outcomes.

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