GENERAL LINGUISTICS 2

General aim of the course is to consolidate the linguistic reflection capacities acquired in General Linguistics 1 and introduce the students to the formal analysis of syntax, with particular regard to Italian syntax in comparative perspective with other languages present in the curriculum.
The course is mandatory for the linguistics curriculum and optional among the linguistic discipline in the literary and politica curricula.

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.

2. Applying knowledge and understanding:
The student is able to correctly use the linguistic terminology in 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)
The student can provide relevant examples, autonomously built, to argue for or against a given analysis including logically possible though ungrammatical examples.
The student can provide a parametric analysis of a pair of examples.

3. Making judgements:
The student is able to report a hypothesis, providing the 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 literature from scientific sources.
The student is able to conduct a guided bibliographical search on the web and on the catalogue of the university library.

4. Communication skills:
The student is able to argument in oral form and with appropriate terminology the linguistic hypotheses presented in the course.
The student is able to interact with the instructor, with the tutor and with 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 to share them with the peers.
The student is able to find and read part of the references present in the handbooks and recommended in the virtual classroom.

General linguistics1
A basic capacity of reflecting on the two foreign languages chosen in the curriculum at the first year level, with attendance of linguistics 1 and the two modules of language 1.

The content will concern in particular the "generative" approach to syntax.
1. What is syntax
2. Syntactic units: features
3. Constituency tests, what they are, what they are for.
4. «Merge»
5. «Muove»
6. Dislocation and wh-movement
7. Cases of NP-movements
8. Inflexion and the structure of the sentence (verb movement and functional verbs)
9. Case and theta theory
10. Verb classes
11. Binding theory
12. The structure of noun phrases
13. Complementizers and clause types
14. Parallels and differences between clauses and noun phrases

Donati, Caterina (2008) La sintassi. Regole e strutture. Il Mulino: Bologna [nuova edizione 2016]
Cardinaletti, Anna (2009) Esercizi di sintassi. Carocci: Milano

Papers for in-depth study:
Cardinaletti, Anna (1991) "On pronoun movement: the Italian dative 'loro', Probus 3.2: 127-154.
Cardinaletti, Anna and Giuliana Giusti (1992) Partitive 'ne' and the QP hypothesis: a case study. Proceedings of the XVII meeting of Generative Grammar. Elisabetta Fava (ed.), 121-141. Turin, Rosemberg & Sellier.
Cinque Guglielmo (1994) On the Evidence for Partial N-Movement in the Romance DP. In Cinque et al. (eds.) Paths towards universal grammar: essays in honor of Richard S. Kayne, Georgetown University Press.
Giusti, Giuliana (1997) The categorial status of determiners. In The new comparative syntax. Liliane Haegeman (ed.), 95-123. London, Longman.
Giusti, Giuliana (1990) Floating quantifiers, scrambling and configurationality. Linguistic Inquiry 21.4: 633-641.
Pollock, Jean-Yve (1989) Verb-movement and Universal Grammar. Linguistic Inquiry 20.3: 365-424.
Rizzi, Luigi (2001) Relativized Minimality Effects. In Baltin (ed.) The Handbook of Contemporary Syntactic Theory. Oxford: Wiley
RIzzi, Luigi (1997) The fine structure of the left periphery. In L. Haegeman (ed.). Elements of Grammar (pp. 281-337). Kluwer: Dordrecht.

The oral exam is structured as follws: 1. provide the syntactic tree of a given example in any of the languages present in the curriculum and justify it (20%); 2. present a syntactic phenomenon chosen by the student and provide a solidly structured analysis (20%); 2. present a syntactic phenomenon chosen by the teacher and provide a solidly structured analysis (30%); briefly present and comment on one of the articles for in-depth study (30%). Other readings can be agreed upon with the instructor

The oral test verifies:
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

face to face lessons
tutoring seminars

Italian

If you want to pass the exam successfully, you are adviced to attend classes

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