{"id":59,"date":"2010-06-20T14:46:01","date_gmt":"2010-06-20T14:46:01","guid":{"rendered":"http:\/\/www.ffzg.unizg.hr\/anglist\/test\/wp\/?p=59"},"modified":"2015-02-10T13:26:50","modified_gmt":"2015-02-10T12:26:50","slug":"uvod-u-lingvistiki-studij-engleskog-jezika","status":"publish","type":"post","link":"https:\/\/anglist.ffzg.unizg.hr\/?p=59","title":{"rendered":"Uvod u lingvisti\u010dki studij engleskog jezika-arhiv"},"content":{"rendered":"

Naziv kolegija:<\/strong> Uvod u lingvisti\u010dki studij engleskog jezika EN1L01<\/span>
Nositelj kolegija: <\/strong>dr. sc. Milena \u017dic Fuchs. red. prof..
Nastavnik:<\/strong>\u00a0 dr. sc. Mateusz Milan Stanojevi\u0107, doc., Marina Grubi\u0161i\u0107<\/span>
ECTS-bodovi<\/strong>:\u00a0 6 bodova<\/span>
Jezik<\/strong>: engleski<\/span>
Semestar<\/strong>:\u00a0 I. (zimski)<\/span>
Status<\/strong>: obvezatni<\/span>
Oblik nastave<\/strong>: 4 sata predavanja<\/span>
Uvjeti: —<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Tjedan<\/span><\/strong><\/td>\nTema<\/span><\/strong><\/td>\nBilje\u0161ke<\/span><\/strong><\/td>\n<\/tr>\n
1<\/span><\/td>\nIntroduction<\/span><\/td>\nOrientation, syllabus<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nIntroduction<\/span><\/td>\nScientific study of language. Levels of linguistic study.<\/span><\/td>\n<\/tr>\n
2<\/span><\/td>\nArticulatory phonetics<\/span><\/td>\nThe sounds of English in comparison with the sounds of Croatian \u2013 a review of familiar notions. Articulatory description of sounds. Notation of sounds \u2013 transcription. The vocal tract and the ways of making sounds.(Ch. 4. in Yule (2006)<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nThe sounds of English<\/span><\/td>\nUsing the vocal tract to produce the sounds of English. Articulatory description of consonants, vowels and diphthongs. Some basic contrasts with Croatian. (Ch. 4 in Yule (2006))<\/span><\/td>\n<\/tr>\n
3<\/span><\/td>\nSuprasegmentals. Acoustic and auditory phonetics.<\/span><\/td>\nSuprasegmentals: stress, tone, intonation and their importance in meaning. Basic contrasts with Croatian. Measurement of sound waves and sound perception: examples of studies, their results and their significance.<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nThe sound pattern of a language.<\/span><\/td>\nPhonology: the organization of sounds. Basic terms: phonemes, allophones, minimal pairs, phonotactics. Phonological alternations in English (and some basic contrasts with Croatian). (Ch 5 in Yule (2006); Ch. 1 in Fasold & Connor Linton (2006)). Assignment 1. Additional reading: chapter 3 from Josipovi\u0107 (1999).<\/span><\/td>\n<\/tr>\n
4<\/span><\/td>\nConstructing words in a language<\/span><\/td>\nExamples of the way words are constructed in English. Basic contrasts with Croatian. Phonotactic, semantic and functional limitations to making new words vs. acceptable innovations. How words become conventionalized. Why words \u2013 psychological reality vs. definitional problems. Morphemes.<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nMorphological operations. Derivation and inflection<\/span><\/td>\nMorphemes, types of morphemes. Allomorphs. Ch. 7 in Yule (2006). Basic morphological operations: affixation, reduplication, ablaut and suppletion. Definitions of derivation and inflection. Examples. Ch. 3. in Fasold & Connor Linton (2006)).<\/span><\/td>\n<\/tr>\n
5<\/span><\/td>\nDerivation and inflection<\/span><\/td>\nTypes of derivation. Types of inflection. The significance of inflection and derivation in English and Croatian. Examples and exercises. Assignment 2.<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nCombining units: phrases and sentences<\/span><\/td>\nThe basis of word combinations: meaning and grammar. Word classes and their characteristics. Problems with defining word classes. Larger units: phrases clauses, sentences. Head and dependents. Syntax: definition. Morphology and syntax: grammar. Ch. 8 in Yule (2006).<\/span><\/td>\n<\/tr>\n
6<\/span><\/td>\nSyntax I<\/span><\/td>\nThe basis of word combinations \u2013 an overview of verbal and nominal grammatical categories. English vs. Croatian verbal categories: tense, aspect, mood, voice. (Selected terms from a glossary of linguistic terms).<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nSyntax I (cont.)<\/span><\/td>\nEnglish vs. Croatian nominal categories: case, number, gender. Paradigmatic and syntagmatic relations in syntax. Syntactic functions vs. word classes. Exercises. Revision.<\/span><\/td>\n<\/tr>\n
7<\/span><\/td>\nSyntax II<\/span><\/td>\nSentence analysis. Generative grammar. Rules in generative grammar: structural, lexical, transformational. Tree diagram representation. Properties of generative grammar: generativeness, finite number of rules, recursion, relating similar sentences. Tree diagram representation. Deep and surface structure. Structural ambiguity. Ch. 9 in Yule (2006). Extra credit assignment 1.<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nRevision.<\/span><\/td>\nRevision of material, exercises. Preparation of assignments. Examples of exam questions.<\/span><\/td>\n<\/tr>\n
8<\/span><\/td>\nSemantics<\/span><\/td>\nThe centrality of meaning in linguistic analysis. The study of meaning on all linguistic levels: phonology (contrastive; suprasegmentals & intonation) morphology (definitional), syntax (the meaning of word combinations, phrases and sentences). Two levels of meaning: individual units (lexical meaning) & their combinations (phrases, sentences). Conceptual and associative meaning. Lexical relations (synonymy, antonymy, homonymy (homophony), polysemy).<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nSemantics (cont.)<\/span><\/td>\nLexical relations (hyponymy, prototypes; metonymy). Semantics of word combinations: simple addition or emergent meaning? Collocations, idioms. Semantic features, feature analysis, its problems. Semantic roles. Ch 10 in Yule (2006). Extra credit assignment 2. Semantic studies \u2013 key interests.<\/span><\/td>\n<\/tr>\n
9<\/span><\/td>\nPragmatics<\/span><\/td>\nMeaning in context: pragmatics. Various examples of contextual meaning differences: knowledge of the world and culture, inference. Deixis: person, time, space; what English and Croatian code. Speech acts (introduction, examples).<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nPragmatics. Discourse analysis.<\/span><\/td>\nSpeech acts (classification, felicity conditions). Pragmatic principles: cooperation, politeness. Interpreting discourse: cohesion & coherence, speech events, turn-taking, hedges, schemas and scripts. Chapters 11 & 12 in Yule (2006).<\/span><\/td>\n<\/tr>\n
10<\/span><\/td>\nRevision, bringing it all together. Human language and communication, unique properties of language<\/span><\/td>\nDefinitions of language \u2013 connection with levels of linguistic analysis. Theoretical issues \u2013 different theories \u2013 different emphases. Language and communication. Participants in communication. Issues in various definitions of language: unique properties of human language (displacement, arbitrariness, productivity, cultural transmission, duality). Description of each property and examples. Ch 2 in Yule (2006). Introduction in Fasold (2006).<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nLanguage theories: basic tenets of structuralism.<\/span><\/td>\nDifferent views of language: structuralism, generativism, functionalist theories. Linguistic theories and their application. Overview of structuralism. Langue-parole. Language as a system of signs. The linguistic sign. Double articulation. Binarity of language. Arbitrariness and iconicity. Paradigmatic vs. syntagmatic relations. Structuralism in practice (phonology, morphology, syntax, semantics).<\/span><\/td>\n<\/tr>\n
11<\/span><\/td>\nLanguage history and language variation: diachronic linguistics.<\/span><\/td>\nSynchrony vs. diachrony (revision). Family trees, family relationships, comparative reconstruction. Examples.<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nLanguage history and language variation (cont.)<\/span><\/td>\nOld English, Middle English, Modern English. The process of change, sound changes, syntactic changes, lexical changes. Ch. 17 in Yule (2006). Assignment 3.<\/span><\/td>\n<\/tr>\n
12<\/span><\/td>\nDiachronic linguistic research: exercises<\/span><\/td>\nExamples of grammatical and lexical change in English: reading OE and ME.<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nRevision. Study questions<\/span><\/td>\nRevision of material. Examples of exam questions. Exercises. Discussion of study questions.<\/span><\/td>\n<\/tr>\n
13<\/span><\/td>\nLanguage variation: sociolinguistics<\/span><\/td>\nLectal varieties: geographical, social, educational distribution. Language continuum. Examples of varieties of English around the world. Examples of sociolinguistic research: methods, participants and results. Sociolinguistic interview. Ch. 18 & 19 in Yule (2006). Assignment 4.<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nLanguage and mind; language and culture.<\/span><\/td>\nWhat is different in language structure (a review of examples). What is common to all languages: typology and universals. Beyond linguistic structure: the body and culture as a source of similarities \/ differences. Examples (the significance of body parts in various languages). Universality \/ relativity: the Sapir-Whorf hypothesis. Some more examples (colors, kinship terms). Extra credit assignment 3.<\/span><\/td>\n<\/tr>\n
14<\/span><\/td>\nFirst and second language, psycholinguistics.<\/span><\/td>\nAcquisition vs. learning. Language acquisition device. The critical period hypothesis. Caregiver speech. Development of phonology & grammar. Research into children\u2019s language. The aim of psycholinguistics. Psycholinguistic research methods, examples of studies, making conclusions.<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nLinguistic research and applied linguistics<\/span><\/td>\nExamples of research in various disciplines and the way research can be applied: pedagogical grammar, forensic issues, speech recognition, machine translation…<\/span><\/td>\n<\/tr>\n
15<\/span><\/td>\nStudy questions.<\/span><\/td>\nDiscussion of study questions.<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nRevision.<\/span><\/td>\nRevision of material. Examples of exam questions. Exercises.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Literatura:<\/strong>
Obavezna literatura:
<\/em>– Yule, George (2006). The Study of Language<\/em>. 3rd ed. Cambridge University Press<\/span><\/p>\n

Dodatna literatura:
<\/em>– Fasold, Ralph W., and Connor-Linton, Jeff (eds.) (2006). An Introduction to Language and Linguistics<\/em>. Cambridge University Press
– Josipovi\u0107, Vi\u0161nja (1999). Phonetics and Phonology for Students of English<\/em>. Zagreb: Targa, str. 25-31
– Lyons, John <\/strong> (1981). Language and Linguistics<\/em>. An Introduction<\/em>. Cambridge University Press, str. 34-65; 100-135<\/span><\/p>\n

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Naziv kolegija: Uvod u lingvisti\u010dki studij engleskog jezika EN1L01Nositelj kolegija: dr. sc. Milena \u017dic Fuchs. red. prof.. Nastavnik:\u00a0 dr. sc. Mateusz Milan Stanojevi\u0107, doc., Marina Grubi\u0161i\u0107ECTS-bodovi:\u00a0 6 bodovaJezik: engleskiSemestar:\u00a0 I. (zimski)Status: obvezatniOblik nastave: 4 sata predavanjaUvjeti: — Tjedan Tema Bilje\u0161ke 1 Introduction Orientation, syllabus \u00a0 Introduction Scientific study of language. Levels of linguistic study. 2 […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[17],"tags":[],"class_list":["post-59","post","type-post","status-publish","format-standard","hentry","category-1-semestar"],"_links":{"self":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/59","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=59"}],"version-history":[{"count":27,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/59\/revisions"}],"predecessor-version":[{"id":18893,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/59\/revisions\/18893"}],"wp:attachment":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=59"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=59"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=59"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}