Students
LING390 – Current Issues in Phonology
2014 – S2 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Convener, Lecturer
Michael Proctor
Contact via 4137
AHH 3.435
Lecturer
Felicity Cox
Contact via 8767
AHH 3.519
Lecturer
Robert Mannell
Contact via 8771
AHH 3.522
Administration
Marios Elles
Contact via 6335
FOHS Student Centre
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| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
(39cp including LING217) or admission to GDipSphComm
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
Phonology is that component of linguistic practice and theory that is at the interface between phonetics and grammar. In this unit we will examine phonological theory, the relationship between speech sounds and phonemes, the phonological organisation of speech sounds, prosody (stress, rhythm and tune of speech), the acquisition of phonology, the phonological basis of sound change, how patterns of phonology vary between languages (eg, English and Indigenous Australian languages), the phonology of tone languages (such as Chinese), and issues relevant to phonological disorders.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- communicate an understanding of fundamental phonological concepts including feature, phoneme, syllable, gesture, rule, constraint, underlying representation and surface form
- explain and illustrate phonological processes, and their role in shaping language sounds
- analyse the phonological structure of a language from example data
- describe major trends in the history of phonological theory, including feature theory, generative phonology, articulatory phonology, feature geometry, and optimality theory
- analyse phonological phenomena, and explain how they can be described under different phonological frameworks
Assessment Tasks
| Name | Weighting | Due | Groupwork/Individual | Short Extension | AI assisted? |
|---|---|---|---|---|---|
| Problem Set One | 20% | Week 4 | No | ||
| Problem Set Two | 20% | Week 8 | No | ||
| Final Assignment | 25% | Week 12 | No | ||
| Final Exam | 25% | To be scheduled | No | ||
| Class Participation | 5% | - | No | ||
| Academic Integrity | 5% | Week 3 | No |
Problem Set One
Due: Week 4
Weighting: 20%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
In a series of short answer responses, students will account for phonological phenomena in the datasets provided.
On successful completion you will be able to:
- communicate an understanding of fundamental phonological concepts including feature, phoneme, syllable, gesture, rule, constraint, underlying representation and surface form
- explain and illustrate phonological processes, and their role in shaping language sounds
- analyse the phonological structure of a language from example data
- analyse phonological phenomena, and explain how they can be described under different phonological frameworks
Problem Set Two
Due: Week 8
Weighting: 20%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
In a series of short answer responses, students will account for phonological phenomena in the datasets provided.
On successful completion you will be able to:
- communicate an understanding of fundamental phonological concepts including feature, phoneme, syllable, gesture, rule, constraint, underlying representation and surface form
- explain and illustrate phonological processes, and their role in shaping language sounds
- analyse the phonological structure of a language from example data
- analyse phonological phenomena, and explain how they can be described under different phonological frameworks
Final Assignment
Due: Week 12
Weighting: 25%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
In an extended response, students will analyse some phonological phenomena in detail, and discuss the explanatory adequacy of different theoretical framewords to account for the data.
On successful completion you will be able to:
- communicate an understanding of fundamental phonological concepts including feature, phoneme, syllable, gesture, rule, constraint, underlying representation and surface form
- explain and illustrate phonological processes, and their role in shaping language sounds
- analyse the phonological structure of a language from example data
- describe major trends in the history of phonological theory, including feature theory, generative phonology, articulatory phonology, feature geometry, and optimality theory
- analyse phonological phenomena, and explain how they can be described under different phonological frameworks
Final Exam
Due: To be scheduled
Weighting: 25%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
In a series of short answers and extended responses, students will demonstrate their understanding of phonological theory and their ability to analyze language data in a variety of phonological frameworks.
On successful completion you will be able to:
- communicate an understanding of fundamental phonological concepts including feature, phoneme, syllable, gesture, rule, constraint, underlying representation and surface form
- explain and illustrate phonological processes, and their role in shaping language sounds
- analyse the phonological structure of a language from example data
- describe major trends in the history of phonological theory, including feature theory, generative phonology, articulatory phonology, feature geometry, and optimality theory
- analyse phonological phenomena, and explain how they can be described under different phonological frameworks
Class Participation
Due: -
Weighting: 5%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
Students will be graded on their efforts and insights in tutorials and workshops, and the contribution they make to the intellectual environment of the classroom.
On successful completion you will be able to:
- communicate an understanding of fundamental phonological concepts including feature, phoneme, syllable, gesture, rule, constraint, underlying representation and surface form
- explain and illustrate phonological processes, and their role in shaping language sounds
- analyse phonological phenomena, and explain how they can be described under different phonological frameworks
Academic Integrity
Due: Week 3
Weighting: 5%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
All students are required to complete the online Academic Integrity Module available at:
http://www.students.mq.edu.au/support/learning_skills/academic_integrity_module_for_students
All tasks required for this module should be completed before the end of Week 3.
Upon successful completion of this unit, students will receive 5% credit towards the total grade for this unit.
On successful completion you will be able to:
- describe major trends in the history of phonological theory, including feature theory, generative phonology, articulatory phonology, feature geometry, and optimality theory
Delivery and Resources
Unit delivery
The unit is taught over 13 weeks. Each week, students will attend a 2 hour lecture and a 1 hour tutorial/workshop sessions. Attendance at all classes is compulsory. In preparation for each class, students will read and summarize the set readings, make notes about issues they wish to discuss, and prepare solutions to any specified activities. Participation in tutorial/workshops is expected from all students.
Compulsory Text
Hayes, Bruce (2011). Introductory Phonology. Oxford: Wiley-Blackwell.
Recommended Texts
Gussenhoven, C. & H. Jacobs (2011). Understanding Phonology (3rd Edn). London: Hodder.
Kenstowicz, M. J. (1994). Phonology in generative grammar. Oxford: Wiley-Blackwell.
Odden, D. A. (2005). Introducing phonology. Cambridge: Cambridge Univ. Press.
Additional Resources
Anderson, S. R. (1974). The Organization of Phonology. New York: Acad. Press.
Anderson, S. R. (1985). Phonology in the Twentieth Century. Theories of Rules and Theories of Representations. Chicago: Univ. Chicago Press.
Beckman, M. & J. Kingston (1990). Introduction. In J. Kingston & M. Beckman (eds.), Papers in Laboratory Phonology I: Between the Grammar and the Physics of Speech. Cambridge: Cambridge Univ. Press, 1–16.
Blevins, J. (2004). Evolutionary Phonology: The Emergence of Sound Patterns. Cambridge: Cambridge Univ. Press.
Blevins, J. (2013). Evolutionary Phonology: A holistic approach to sound change typology. In, P. Honeybone & J. Salmons (eds.), Handbook of Historical Phonology. Oxford: OUP.
Browman, C. P. & L. Goldstein (1992). Articulatory Phonology: An Overview. Phonetica, 49: 155-180.
Bybee, J. (2012). Patterns of lexical diffusion and articulatory motivation for sound change. In M-J. Solé & D. Recasens (eds.), The Intitation of Sound Change. Amsterdam: John Benjamins, 211-234.
Chomsky, N. & M. Halle (1968). The Sound Pattern of English. New York: Harper & Row.
Clements, G. N. & E. Hume (1995). The Internal Organization of Speech Sounds. In J. Goldsmith (ed.), Handbook of Phonological Theory. Oxford: Blackwell: 245-306.
Coleman, J. (2002). Phonetic representations in the mental lexicon. In J. Durand, & B. Laks (Eds.), Phonetics, phonology and cognition. Oxford: Oxford University Press, 96–130
Cox, F. (2011). Australian English Pronunciation and Transcription. Cambridge: Cambridge Univ. Press.
Cox, F. & S. Palethorpe (2014). Probabilistic Enhancement and Australian English /æ/. Proc. 3rd Biennial Workshop on Sound Change. Univ. California, Berkeley, May 28-31
de Lacy, P. (2012). The interaction of tone, sonority, and prosodic structure. In P. de Lacy (ed.) The Cambridge Handbook of Phonology. Cambridge: Cambridge Univ. Press, 281-308.
Dixon, R. M. W. (1980). The Languages of Australia. Cambridge: Cambridge Univ. Press.
Garrett, A. & K. Johnson (2013). Phonetic bias in sound change. In A. Yu (ed.), Origins of sound change: Approaches to phonologization. Oxford: OUP, 51–97.
Goldsmith, J. (2011). The syllable. In J. Goldsmith, J. Riggle & A. Yu (eds.) The Handbook of Phonological Theory. 2nd Ed. Oxford: Blackwell, 164-196
Goldstein, L. & C. A. Fowler (2003). Articulatory phonology: A phonology for public language use. In A. S. Meyer & N. O. Schiller (eds.) Phonetics and Phonology in Language Comprehension and Production. Berlin: Mouton, 59-207
Gordon, M. (2011). Stress Systems. In J. Goldsmith, J. Riggle & A. Yu (eds.) The Handbook of Phonological Theory. 2nd Ed. Oxford: Blackwell, 141-163
Gussenhoven, C. (2004). The Phonology of Tone and Intonation. Cambridge: Cambridge Univ. Press.
Johnson, K. (2005). Decisions and Mechanisms in Exemplar-based Phonology. UC Berkeley Phonology Lab Annual Report, 289-311.
Kager, R. (1999). Optimality theory. Cambridge: Cambridge Univ. Press.
Kager, R. (2012). Feet and metrical stress. In P. de Lacy (ed.) The Cambridge Handbook of Phonology. Cambridge: Cambridge Univ. Press, 195-228
Kingston, J. (2012). The phonetics–phonology interface. In P. de Lacy (ed.) The Cambridge Handbook of Phonology. Cambridge: Cambridge Univ. Press, 401-435.
Labov, W. (1994). Principles of Linguistic Change, v.1: Internal Factors. Oxford: Blackwell.
Ladefoged, P. & Maddieson, I. (1996). The Sounds of the World's Languages. Oxford: Wiley-Blackwell.
Liberman, A. M. & I. G. Mattingly (1985). The motor theory of speech perception revised. Cognition 21(1): 1-36.
McCarthy, J. (1981). A prosodic theory of non-concatenative morphology. Linguistic Inquiry 12(3): 373-418.
Nespor M. & Vogel, I. (2007). Prosodic Phonology. Berlin: Mouton de Gruyter.
Nosofsky, R. M., E. M. Pothos, & A. J. Wills (2011). The Generalized Context Model: An Exemplar Model of Classification. Formal Approaches to Categorization, 18-39.
Ohala, J. (1992). The segment: Primitive or derived? In J. Docherty & R. Ladd (eds.) Papers in Laboratory Phonology: Gesture, segment, prosody. Cambridge: Cambridge Univ. Press, 166-189.
Ohala, J. (1981). The listener as a source of sound change. In S. Carrie et al. (eds.), Papers from the Parasession on Language and Behavior. Chicago: Chicago Ling. Soc., 178-203.
Pierrehumbert, J., M. Beckman & D. R. Ladd (2000). Conceptual Foundations of Phonology as a Laboratory Science. In N. Burton-Roberts, P. Carr & G. J. Docherty (eds.), Phonological Knowledge: Conceptual and Empirical Issues. Oxford: OUP, 273-303.
Pierrehumbert, J. (2001). Exemplar dynamics: Word frequency, lenition, and contrast. In J. Bybee & P. Hopper (Eds.) Frequency effects and the emergence of linguistic structure. Amsterdam: Benjamins, 137-157.
Prince, A. & P. Smolensky (1993). Optimality Theory: Constraint Interaction in Generative Gramma. MS, Rutgers University and Univ. Colorado, Boulder. Rutgers Optimality Archive.
Rice, K. (2012). Markedness in phonology. In P. de Lacy (ed.) The Cambridge Handbook of Phonology. Cambridge: Cambridge Univ. Press, 79-99.
Roca, I. & W. Johnson (1999). A Course in Phonology. Oxford: Blackwell.
Trubetzkoy, N. (1969). Principles of phonology. Berkeley: Univ. California Press.
Zec, D. (2012). The syllable. In P. de Lacy (ed.) The Cambridge Handbook of Phonology. Cambridge: Cambridge Univ. Press, 161-194.
Unit Schedule
|
Week |
Topic |
Lecturer |
|
1 |
Phonemes and abstract representations |
FC |
|
2 |
Features and natural classes |
MP |
|
3 |
Representation of segments: autosegments, the skeleton, feature geometry |
MP |
|
4 |
Phonological Rules |
RM |
|
5 |
Morphophonology |
MP |
|
6 |
Syllables and syllabification |
MP |
|
7 |
Prosodic phonology |
RM |
|
8 |
Stress systems |
RM |
|
9 |
Optimality theory |
MP |
|
10 |
Sound Change |
FC |
|
11 |
Articulatory phonology |
MP |
|
12 |
Exemplar theory |
MP |
|
13 |
Laboratory phonology |
MP |
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Graduate Capabilities
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- communicate an understanding of fundamental phonological concepts including feature, phoneme, syllable, gesture, rule, constraint, underlying representation and surface form
- explain and illustrate phonological processes, and their role in shaping language sounds
- describe major trends in the history of phonological theory, including feature theory, generative phonology, articulatory phonology, feature geometry, and optimality theory
Assessment tasks
- Problem Set One
- Problem Set Two
- Final Assignment
- Final Exam
- Class Participation
- Academic Integrity
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Learning outcomes
- explain and illustrate phonological processes, and their role in shaping language sounds
- analyse the phonological structure of a language from example data
- describe major trends in the history of phonological theory, including feature theory, generative phonology, articulatory phonology, feature geometry, and optimality theory
- analyse phonological phenomena, and explain how they can be described under different phonological frameworks
Assessment tasks
- Problem Set One
- Problem Set Two
- Final Assignment
- Final Exam
- Class Participation
- Academic Integrity
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- communicate an understanding of fundamental phonological concepts including feature, phoneme, syllable, gesture, rule, constraint, underlying representation and surface form
- explain and illustrate phonological processes, and their role in shaping language sounds
- analyse the phonological structure of a language from example data
- describe major trends in the history of phonological theory, including feature theory, generative phonology, articulatory phonology, feature geometry, and optimality theory
- analyse phonological phenomena, and explain how they can be described under different phonological frameworks
Assessment tasks
- Problem Set One
- Problem Set Two
- Final Assignment
- Final Exam
- Class Participation
- Academic Integrity
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- communicate an understanding of fundamental phonological concepts including feature, phoneme, syllable, gesture, rule, constraint, underlying representation and surface form
- explain and illustrate phonological processes, and their role in shaping language sounds
- analyse the phonological structure of a language from example data
- describe major trends in the history of phonological theory, including feature theory, generative phonology, articulatory phonology, feature geometry, and optimality theory
- analyse phonological phenomena, and explain how they can be described under different phonological frameworks
Assessment tasks
- Problem Set One
- Problem Set Two
- Final Assignment
- Final Exam
- Class Participation
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- communicate an understanding of fundamental phonological concepts including feature, phoneme, syllable, gesture, rule, constraint, underlying representation and surface form
- explain and illustrate phonological processes, and their role in shaping language sounds
- analyse the phonological structure of a language from example data
- describe major trends in the history of phonological theory, including feature theory, generative phonology, articulatory phonology, feature geometry, and optimality theory
- analyse phonological phenomena, and explain how they can be described under different phonological frameworks
Assessment tasks
- Problem Set One
- Problem Set Two
- Final Assignment
- Final Exam
- Class Participation
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- explain and illustrate phonological processes, and their role in shaping language sounds
- analyse the phonological structure of a language from example data
- describe major trends in the history of phonological theory, including feature theory, generative phonology, articulatory phonology, feature geometry, and optimality theory
- analyse phonological phenomena, and explain how they can be described under different phonological frameworks
Assessment tasks
- Problem Set One
- Problem Set Two
- Final Assignment
- Final Exam
- Class Participation
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- communicate an understanding of fundamental phonological concepts including feature, phoneme, syllable, gesture, rule, constraint, underlying representation and surface form
- explain and illustrate phonological processes, and their role in shaping language sounds
- analyse the phonological structure of a language from example data
- describe major trends in the history of phonological theory, including feature theory, generative phonology, articulatory phonology, feature geometry, and optimality theory
- analyse phonological phenomena, and explain how they can be described under different phonological frameworks
Assessment tasks
- Problem Set One
- Problem Set Two
- Final Assignment
- Final Exam
- Class Participation
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcome
- analyse the phonological structure of a language from example data
Assessment tasks
- Problem Set One
- Problem Set Two
- Final Assignment
- Final Exam
- Academic Integrity
Socially and Environmentally Active and Responsible
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Assessment task
- Academic Integrity