GENERAL LINGUISTICS 2

General aim of the course is to consolidate the linguistic reflection capacities acquired in General Linguistics 1 and the two foreign languages of the first year, and to introduce students to the formal analysis of syntax, with particular regard to Italian syntax in comparative perspective with non-standard Italo-romance varieties and other languages present in the curriculum of the students.
The abilities to apply knowledge, judgements, communication skills, and autonomous learning developed in this course are the ground for a successful continuation in the study of language sciences.
English as the language of instruction is intended to create a class group inclusive of international students who want to approach the formal syntax of Italian and resident students who want to develop their communicative skills in English as the language for the language sciences.
The on-line modality has two goals: (i) it wants to experiment multimedial modalities of presenting the basic notions of forma syntax; and (ii) to include those students that for some reason cannot regularly attend classes.
STUDENTS CAN FREELY CHOSE BETWEEN CLASS 1, IN ITALIAN AND FACE-TO-FACE, AND CLASS 2 IN ENGLISH AND ON-LINE. https://moodle.unive.it/course/view.php?id=2018

1. Knowledge and understanding
The student knows the basic linguistic terminology and understands the texts that make use of it.
The student knows the basic syntactic phenomena and understands their interaction with other modules of grammar (Lexicon, Phonology, Semantics, Pragmatics).
The student knows the basic properties of the sentence and understands the dimension of variation in synchrony (dialectal variation) and diachrony (language change).
The student knows and understands the glosses that are used to annotate linguistic examples in languages that are not directly known by the student.

2. Applying knowledge and understanding:
The student is able to correctly use the linguistic terminology at all stages of application.
The student can provide simple syntactic analyses, using the correct methodologies (tree diagrams, constituency tests, constituent analysis) of examples, which can be not only in Italian, but also in other languages duly glossed and annotated.
The student can provide relevant examples, also autonomously built, to argue for or against a given analysis including logically possible ungrammatical examples.
The student can provide a simple parametric analysis of a pair of examples.

3. Making judgements:
The student is able to report the hypotheses presented in the textbooks, providing adequate emprical evidence in favor of against it.
The student is able to capture points of divergence and convergence between alternative hypotheses.
The student is able to distinguish disseminative from scientific sources.

4. Communication skills:
The student is able to argue in oral form with appropriate terminology the linguistic hypotheses presented in the course.
The student is able to interact with the instructor, the tutor and the peers defending and criticizing appropriate hypotheses face to face or in the virtual classroom.

5. learning skills:
The student is able to take notes and share them with the peers in the collaborative wiki.
The student is able to approach a paper published in one of the major linguistics journals or book series.

Competencies and skills developed in General Linguistics 1 (LT0240) or equivalent and a good competence of EFL (B2)

1. Introduction
2. Syntactic Constituents and Constituency tests
3. Words as bundles of features
4. Merge and X-bar theory
5. Argument structure, selection and saturation
6. The functional structure of the clause (Tense)
7. The functional structure of the clause (Comp)
8. Parallels between Nominal Expressions and clauses
9. The fine structure of the left periphery
10. Variation in the clause
11. Variation in the nominal expression
12. Binding theory
13. Tutoring workshops
14. Self study week and mock exam.
15. Peer Work revision

At least ONE of the following textbooks:
Gelderen, Elly van (2017) An introduction to Minimalism. Amsterdam: John Benjamins.
Giusti, Giuliana (2015) Nominal Syntax at the interfaces. Newcastle upon Tyne. Cambridge Scholars Publishing (Ch.1-4)
Kim, Jon-Bok and Peter Sells. 2008 English Syntax and Introduction CSLI http://web.kyunghee.ac.kr/~jongbok/research/eng-syn-draft.pdf
Santorini, Beatrice, and Anthony Kroch. (2007) The syntax of natural language: An online introduction using the Trees program. http://www.ling.upenn.edu/~beatrice/syntax-textbook

At least TWO of the following papers on specific phenomena;
Ferrazzi, Jader (2017) Prepositional Accusative in Contemporary Italian. Master Thesis UNIVE. http://dspace.unive.it/bitstream/handle/10579/10993/837440-1208937.pdf?sequence=2
Giusti, Giuliana (1990) Floating Quantifiers, scrambling and configurationality in LINGUISTIC INQUIRY, vol. 21.4, pp. 633-641
Giusti, Giuliaja (1996) Is there a TopP and a FocP in the noun phrase structure? , Venezia, Libreria Cafoscarina Editrice, vol. University of Venice Working Papers in Linguistics vol 6, pp. 106-128Pollock, Jean-Yve (1989) Verb-movement and Universal Grammar Linguistic Inquiry 20.3: 365-424. http://www.jstor.org/stable/4178634?seq=1#page_scan_tab_contents
Giusti, Giuliana (1997) The Categorial status of Determiners in Haegeman L., The New Comparative Syntax, Pearson Longman, pp. 95-123
Giusti, Giuliana and Rossella Iovino (2015) A split-DP hypothesis for Latin and Italo-Romance in Giusti G.; Iovino R., Complex Visibles Out There, Olomouc, Palacký University Press, pp. 1-17,
Pollock, J.-Y. (1989) Verb Movement, Universal Grammar, and the structure of IP. Linguistic Inquiry 20,3: 365-424. https://www.jstor.org/stable/4178634?Search=yes&resultItemClick=true&searchText=Pollock,&searchText=J.-Y.&searchUri=%2Faction%2FdoBasicSearch%3Ffilter%3Djid%253A10.2307%252Fj101329%26amp%3BQuery%3DPollock%252C%2BJ.-Y.&refreqid=search%3Ae16b03cc5750a0de1151810708e8d922&seq=1#page_scan_tab_contents
Rizzi, Luigi (2001) Relativized Minimality Effects. In Baltin (ed.) The Handbook of Contemporary Syntactic Theory. Wiley (version uploaded by the author) http://www.blackwellpublishing.com/content/BPL_Images/Content_store/WWW_Content/9781405102537/04.pdfG . Giusti (1997) The Categorial Status of Determiners https://www.academia.edu/1032147/The_categorial_status_of_determiners._The_New_Comparative_Syntax_ed._by_Liliane_Haegeman
RIzzi, Luigi (1997) The fine structure of the left periphery https://www.researchgate.net/publication/41647402_The_Fine_Structure_of_the_Left_Periphery
Sportiche Dominique (1988) A theory of floating quantifiers and its corollaries for constituent structure. Linguistic Inquiry 19.3:425.449 http://www.jstor.org/stable/25164903?seq=1#page_scan_tab_contents

Other readings may be negotiated to comply with personal interests of the students.

The oral exam is structured in three parts:
1. provide the syntactic tree of a given example in any language (the example will be glossed in case the language is not known to the student) (15%); 2. provide the syntactic analysis of a given contrast in terms of parametric variation (15%); 3. present a syntactic phenomenon chosen by the student (35%); 4. Present the main argument of one of the two research papers chosen from the references (35%).
If the student has diligently completed the on-line activities, the final exam will only be composed of parts 3 and 4.

The exam assesses:
knowledge and understanding of the principal concepts of formal and descriptive syntax of Italian in a comparative perspective with other languages present in the curriculum
capacity of applying the acquired knowledge to provide simple syntactic analyses
capacity of formulating a sound original hypothesis, make predictions and verify them with data
capacity of arguing following inductive and deductive approaches
capacity of describing original data of standard and non-standard varieties with the correct terminology

Moodle classroom https://moodle.unive.it/course/view.php?id=2018
5 face-to-face tutoring seminars.

English

oral

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development