Sem: Lang Acquisition

3 Credits · Level: Graduate, Undergraduate

Seminar in Language Acquisition Spring 2012 Topic: Acquisition and the Human Language Faculty Meeting time Wednesdays, 3:30-6:00 Course instructor: Donna Lardiere Contact info: lardiere@georgetown.edu Course description and objectives: In this seminar we will take a look at the relationship between aspects of grammatical representation and the inductive learning of language. The primary objective of the course is to consider (or reconsider) the relationship between models of formal linguistic description and language processing, and how both of these are needed for us to account for acquisition. We will try to examine what the architecture of the human language faculty must be like (approximately) in order for acquisition to be able to occur. One of our texts for the course will be selected chapters from Susanne Carroll's (2001) book Input and Evidence which (citing from its back cover) “embeds discussion of input within a framework which includes a serious treatment of language processing, including the problem of modularity and the question of how semantic representations can influence grammatical ones.” Chapter topics include property and transition theories of language knowledge, representational and developmental problems of language acquisition, constraints on inductive learning, a discussion of the validity of the logical problem of language acquisition and input and modularity. We’ll also read the first two parts from Jackendoff's (2002) Foundations of Language. Carroll's book is primarily concerned with second language acquisition, but is also applicable in many relevant respects to first language acquisition, and Jackendoff’s goal is to describe the architecture of the language faculty in a way that connects formal linguistics with research about how the brain processes language (and other modules). We’ll also read sections of J. A. Hawkins’ (2004) Efficiency and Complexity in Grammars, which argues for innate processing hierarchies that structure children’s initial hypotheses in language acquisition, and some work by Yang (e.g., 2004) that integrates probabilistic mechanisms with formal linguistic constraints in acquisition. There may be additional readings as time and class interests permit. Prerequisites: A course in syntax and a course in language acquisition (or permission of the instructor). Requirements. 1. Above all, you need to complete the assigned reading for the week and come to class prepared to discuss it. There are likely to be study questions distributed in advance of our meeting that will direct your focus for how to prepare for class discussion, and you may have some of your own questions to add. 2. Each of you will contribute and direct a presentation of a reading or set of readings, including taking responsibility for synthesis (if there is any to be done), advance study questions and introducing in as simple and clear a fashion as possible any required background information that is referred to in the reading that is among the points you wish to highlight for that reading. This means you may have to do a little additional research for your presentation above and beyond just what is in the reading itself. I will gladly help you with this to the best of my ability. The combined requirements (1-2) above will make-up 60% of your grade for the class. (3) You need to write a final paper, anywhere from 15-25 double-spaced pages. The nature of the paper will be self-directed in the sense that you may tailor its content and length to what you hope to get out of this course. You may design or redesign or replicate a first or second language acquisition study. This paper will make up the remaining 40% of your grade for the course.