COMPARATIVE SYNTAX 2 MOD. 2

To take active part in the course, students must enroll in the virtual classroom http://lingue.cmm.unive.it/course/view.php?id=133
Consolidate advanced knowledge of minimalist syntax with particular regard to the microparametric and macroparametric comparative perspective. Inforce the capacity to crically read current literature, formulate original hypotheses, collect data in support of ahypothesis, present original empirical observations and theoretical proposals in a research paper.
For those who are taking the module as Comparative syntax 2 mod 1, the learning objectives are confirmed at a higher level.
The interaction between first and second year students, on specific topics that vary each year allows for the two cohorts to interact in and mutually support the acquisition of
- deep knowledge of specific theoretical and empirical domains
- more and more solid comprehension of the processes of analysis in theoretical and comparative syntax, reinforced in the iterated application of the methodologies to different empirical domains,
- more solid research abilities of primary and secondary resources, i
- critical but fair interaction among peers of progressive levels

1. Knowledge and understanding
The student knows the minimalist framework and understands the literature that refers to it, with particular regard to the syntax of quantified expressions.
The student knows the main phenomena that arise across languages in the syntax of quantified expressions and understands divergences and convergences in macro/microvariation in familiar and unfamiliar languages.
The student knows the general syntax-semantics interaction and understands how it applies to the empirical domain of quantified expressions.
The student knows and understands the macrovariation among modern European languages, and/or languages belonging to different groups and families, and/or the microvariation among diachronic, dialectal, diastratic varieties of the same language with particular regard to quantified nominal expressions.
The student has full understanding of the technical terminology and annotation methodologies that permit to do research on languages of which she/he has no direct competence.

2. Applying knowledge and understanding
The student knows how to conduct bibliographical search on an empirical domain, using web-resources such as catalogues (Cerca'; Opac; ecc.); and digital archives (Wos, Scopus, MLA International Bibliography, LLBA, Ebrary, Ebsco, etc).
The student knows how to select bibliographical resources, use them in a critical argumented fashion, pointing out convergences and divergences between alternative hypotheses, spelling out empirical predictions and the contribution of each hypothesis to the understanding of the phenomenon, pointing out the empirical fieldwork needed to validate alternative hypotheses.
The student knows how to conduct fieldwork, with one or more of the following methodologies: create stimuli for data elicitation, collect grammaticality judgements, create on-line questionnaires, collect a corpus, consult existing corpora, collect data from reference grammars and language descriptions, etc.
The student knows how to analyse the collected data according to well-established methods in generative grammar.
The student knows how to annotate the data collected to make it accessible to the general scientific community.

3. Making judgements:
The student is able to formulate empirically and theoretically grounded original hypotheses, capturing the dialectal, diachronic, diastratic microvariation, or the macrovariation found across languages of different families and/or language groups.
The student is able to provide relevant linguistic data in favor of her/his hypothesis, to point out possible counterarguments and to treat them with independent hypotheses.
The student is able to capture points of divergence and convergence between alternative hypotheses and operate a synthesis of the two.

4. Communication skills. The student is able to
- write a paper with sound argumentation and appropriate terminology on an original phenomenon;
- keep her/his written contribution to the established limit (5000 words);
- write an informative abstract (500 words);
- provide 7-10 adequate keywords for the indexation of the contribution.

5. learning skills: The student is able to
- continue her/his empirical and theoretical research in the master thesis or in future PhD curriculum
- continue life-long education in support of any professional activity related to languages and language communication.

Knowledge of formal syntax in particular in the minimalist framework. E.g. what has been learnt in General Linguistics 2 (LT2300). N.B. In the present academic year a General Linguistics 2 course / class 2 is offered in English, with the on-line modality.

1. Feature sharing in clauses and Nominal Expressions
2. The different categorial nature of determiners
3. Quantified nominal expressions
4. Universal Quantifiers
5. Existential Quantifiers
6. Universal singular Quantifiers
7. Partitive Constructions
8. So-called partitive determiners
9. Indefinite expressions in Italo-Romance dialects
10. The Italian quantitative clitic "ne"
11. Quantitative clitics in Romance languages
12. Quantitative clitics in other language families
13. Pseudo-partitive constructions in Italian
14. Discussion of the abstracts
15. General conclusions

The following papers by the instructor and collaborative authors will provide the content of the lessons. The student is required to start her/his bibliographical research from one of these papers, aiming at an updating of the state of the art and / or an interdisciplinary approach.

Reference volumes:
Carnie, Andrew; Sato, Yosuke; Siddiqi, Daniel (eds.) (2014). The Routledge Handbook of Syntax. London ; New York : Routledge.
den Dikken, Marcel (2013). The Cambridge Handbook of Generative Syntax, Cambridge, UK: Cambridge University Press.
H. van Riemsdijk & M. Everaert (eds). The Blackwell Companion to Syntax. 2nd edition. London. Blackwell
Research papers:
Cardinaletti, A. & G. Giusti (1992) Partitive ne and the QP-Hypothesis. A case Study. Proceedings of the XVII meeting of Generative Grammar. Trieste. February 22-24. 1991. Rosemberg & Sellier. Torino. 121-142.
Cardinaletti, A. & Giusti (2018) Quantitative Expressions and Quantitative Clitics. In H. van Riemsdijk & M. Everaert (eds). The Blackwell Companion to Syntax 2nd eidtion. London. Blackwell.
Cardinaletti, A. & Giusti, G. (2015) Cartography and Optional Feature Realization in the Nominal Expression. In U. Shlonsky (ed.) Beyond Functional Sequence. The Cartography of Syntactic Structures 10. Oxford UK/New York. Oxford University Press. 151-172.
Cardinaletti, A. & Giusti, G. (2018) Indefinite determiners in Italian Dialects. in R. D’Alessandro & D. Pescarini. Advances in Italian Dialects. 135-161. Brill.
Dimitrova-Vulchanova, M. & G. Giusti (1996) Quantified Noun Phrase Structure in Bulgarian. In J. Toman (eds) Formal Approaches to Slavic Linguistics. The College Park meeting 1994. Ann Arbor. Michigan Slavic Publications. 123-144.
Dimitrova-Vulchanova, M.; G. Giusti; V. Vulchanov (2010) Nominal Expressions in flux: The status of the universal quantifier in Old Bulgarian. In Karlik. P. (ed.) Development of Language through the Lens of Formal Linguistics. Lincom Studies in Theoretical Linguistics 43. Lincom Europa. 29-48.
Giusti, G. (1990) Floating Quantifiers in Germanic. In J. Mascaró & M. Nespor (eds) Grammar in Progress. GLOW Essays for Henk van Riemsdijk. Studies in Generative Grammar 36. Dordrecht. Foris. 1990. 137-146.
Giusti, G. (1990) Floating Quantifiers, scrambling and configurationality. Linguistic Inquiry 21: 633-641.
Giusti, G. (1990) The syntax of floating alles. In W. Abraham, W. Kosmeijer, E. Reuland (eds) Issues in Germanic Syntax. Berlin. Mouton. 327-350.
Giusti, G. (1991) The categorial status of quantified nominals. Linguistische Berichte 136: 438-454.
Giusti, G. (1997) The Categorial Status of Determiners. In L. Haegeman (ed.) The New Comparative Syntax. London. Longman. 95-123.
Giusti, G. 2015. Nominal Syntax at the Interfaces. Chapter 3. Cambridge Scholars Publishing. Newcastle upon Tyne. http://www.cambridgescholars.com/nominal-syntax-at-the-interfaces
Giusti, G., Iovino R.; Oniga. R. (2015) On the Syntax of the Latin Quantifier omnis. In G. Haverling (ed.) Proceedings of the International Colloquium on Latin Linguistics. Uppsala. Acta Universitatis Uppsaliensis: 16th International Colloquium on Latin Linguistics. 6-11/06/2011.
Giusti, G. & N. Leko (1996) Definite and Indefinite Quantity Expressions in Bosnian. In R. Benacchio, F. Fici, L. Gebert (eds) Determinatezza e Indeterminatezza nelle Lingue Slave. Problemi di Morfosintassi delle lingue slave 5. Padova. Unipress. 127-145.
Giusti, G. & G. Turano (2007) Case assignment in the pseudo-partitives of Standard Albanian and Arberesh. A case for micro-variation. Quaderni del dipartimento di Linguistica, University of Florence. 17. 33-52.

Written paper (5000 words) on an original topic, to be written under the supervision of the instructor. Interdisciplinary research questions are encouraged, including theoretical, applied, diachronic, educational linguistics, psycholinguistics, language impairments, learning disorders, bilingualism, language and gender.
The submission of an abstract with the research questions and the mothodology is part of the final grade. The submission must respect the deadline (Nov. 2nd) and must contain 7-10 keywords for the indexation of the paper in web archives.
The evaluation will be graded according to the following rates. Abstract and keywords (10%); originality the proposal (30%); capacity of argumentation (30%); knowledge and critical use of previous literature (30%).

Class lectures, collaborative workshop, virtual classroom http://lingue.cmm.unive.it/course/view.php?id=97

English

written

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