per aspera ad astra

Scoring policy and checking points

1^st Course students 18/18

Цель освоения дисциплины – изучение теоретических основ лингвистики и языкознания, а также знакомство с современными направлениями и методами прикладных лингвистических исследований.

Учебный курс «Введение в теоретическую и прикладную лингвистику» направлен на формирование базовых знаний в области прикладного языкознания и ознакомление студентов с основными направлениями прикладной лингвистики (лингводидактика,  лингво-культурология, лингвистический анализ дискурса, компьютерная лингвистика, квантитативная лингвистика и т.д.) и междисциплинарной связью лингвистики с другими науками.

Программа акцентирует внимание студентов на современных приложениях лингвистики и ее связи с новыми информационными технологиями. Кроме того, изучение дисциплины служит целям формирования мировоззрения, развития интеллекта, эрудиции, формирования профессиональных компетенций по специальности.

Основные задачи курса: ознакомить студентов с современным понятийным аппаратом,  терминологией, современными подходами, методами и инструментарием, технологиями в области прикладной лингвистики, вариантами искусственных языков, методами их моделирования и представления, лингвистическим обеспечением различных компьютерных систем (автоматической обработки языка и речи, информационно-поисковых, экспертных систем, лексикографических, систем машинного перевода и др.); объяснить взаимосвязь и взаимодействие теоретической и прикладной лингвистики, а также других смежных наук и направлений; научить решать лингвистические задачи, связанные с моделированием элементов искусственных и естественных языков.

According to Annabelle Mooney and Betsy Evans

 "Looking closely at language can tell us about:

■  how our brains understand and process language (psycholinguistics)

■  how we learn languages, and so how best to teach them (applied linguistics)

■  how social factors (age, gender, class, ethnicity, etc.) affect the way people use language (sociolinguistics)

■  how it might be possible to have a realistic conversation with a computer 

(artificial intelligence)

■  what is distinctive about literature and poetry (stylistics)

■  how people in different cultures use language to do things (anthropology)

■  the relationship between words and meaning and the ‘real’ world  (philosophy)

■  whether someone is guilty of a criminal offence (forensic linguistics)"

■  the structure of non-verbal languages (e.g. sign languages).

The source of the quote:

Annabelle Mooney and Betsy Evans

Language, Society and Power: An Introduction.

Fourth edition, 2015, p. 3.

Unit 1. 

1.1. What is Linguistics.

Synchronic and diachronic linguistic studies.  

1.2.Saussurean Language versus Natural and Artificial languages.  

1.3.Structural and functional models of Language.  

1.4.Applied Linguistics, Computational Linguistics.  

1.5.Layers of Language.   

1.6.Philosophy of Language. 

1.7.Language and Logic. Language and psychology. Language and Society.   

1.8.Language use as ergon and energeia. 

1.9.World languages. Major Language families.

1.10.Comparative linguistics. 

1.11.Introduction to linguistic Typology. 

FOLLOW THE RULES

1. Contacting by Zoom and suchlike messengers or platforms 

1.1. Try to come on time. Don't be too nervous if it might take you a few minutes to wait for broadcasting or to install update. Normally the teacher would start every topic in a rather slow and paced manner.  

1.2. If you join a lecture a bit too late, don't say aloud 'Hello, bro!'. Switch off your microphone and send your best greeting to your group monitor in the chatroom. 

1.3. Be present, concentrated and following the discourse.You may be asked almost any time by teacher to say something aloud, using your microphone, or express yourself by using chat.

1.4. Don't forget to specify correctly your true name and your group number. 1.4.2. Otherwise, if you present yourself (for instance) as Pirate of Caribbean or Selina Kyle (or something) your demand to join the meeting will be mercilessly ignored or expelled. No sympathy or condolatory! 

1.5. You need to be present in camera for at least 95% of the lecture.

1.5.1. You can use your avatars moderately (i.e.5% of the meeting). You can use your face photographs only in that case.

Your true name and your actual group number must be present there. No Jolly Roger, no bunnies, please! Jolly Roger See point 1.4.2.  

1.6. Don't forget to say your name and group number when asking or answering teachers questions. It will help the teacher and your Group monitor to appreciate your contribution to the lesson. Be polite, constructive and well-organized.  

1.7. Don't forget that constructive interaction in the lesson is evaluated (e.g. you can get extra scores for witty questions, good reasoning, well-preparedness, informative reports and presentations). 

1.8. You need to master your networking skills and personal time-management strategy at the classes. Don't say "I was so shy", if you didn't take part in discussion, reports, presentations, solving tasks, doing exercises, asking and answering questions in the lesson, writing essays etc.

1.9. It is taken for granted that learners acquire new learning skills both in the lesson and by doing home assignment.     

1.10. You can record lectures for your own personal use only. You cannot use them to inflict harm to anyone. You cannot distribute them or any part of them without written permission of the proprietors. If the authors and proprietors will want to make it public, they will make it public, unless the rights of other parties are violated. 

2. Contacting by e-mail

2.1. Use only corporate e-mail both for the sender and the addressee of your letter (aa.bogatyrev@mpgu.edu).

2.2. Don't forget to specify your name, if you are writing on behalf of the academic group. Anonymous letters will receive invisible answers.

2.3. Don't forget to specify the purpose of your letter and what exactly you want to know or get.

2.4. Don't forget to ask the monitor first. Many questions may be caused simply by banal [bə'nɑːl] absent-mindedness. 

2.5. The monitor should consult the teacher. This would be more productive for answers to reach concern of every student in the group. 

2.6. Make a list of questions first.

Then organize them hierarchically, starting from most urgent. Number your questions in order to check answers. 

2.7. Never expect teachers to send you any learning materials to your non-corporate e-mail box.

2.8. It is not a good idea to ask questions on the eve of the meeting. These are likely not to be answered due to many reasons. This is also a direct signal to the teacher that you have not been preparing thoroughly to classes. The best time for correspondence is Thursday evening (till Saturday morning).

Try to be patient. Don't forget that it may take time to read and answer all coming letters. 

2.9. You can send your teacher some critical remarks concerning exercises, whenever necessary. If these are just and helpful, the teacher will certainly appreciate them.  

3. A few scoring policy remarks

3.1. Normally the scoring policy is discussed in detail on the first day of the lesson of the starting module. If you still have some doubts,ask your monitor to pose a question. Don't forget to use corporate e-mail both for the sender and the addressee of your letter (aa.bogatyrev@mpgu.edu).

3.2. The monitor traces and records the activity of every group member both at the seminars and at the lectures.

3.3. There are numerous and various forms of accountable learning activities to be assessed by scores: from participating in discussion, making reports, presentations, solving tasks, doing exercises, testing, asking and answering questions in the lesson, writing essays, precis ['preɪsiː], working on individual or group projects etc.

3.4.1. The scores one gets depend not only on quantity, but also on the quality of the job done. For example, students' personal presentations in the first module are judged by criteria.

3.4.2. Education means development. The criteria of assessment may vary from one module to another, not within one module.

3.4.3. Taking part in Group presentation is a must for each student; preparing micro-group or individual presentations may be optional. However, the options you choose would influence your amount of knowledges and skills and your scores. 

3.4.4. All the tests are absolutely obligatory. Normally no ther chance.

3.5. We are striving for high transparency. Normally there is no way and no reason whatever for revising scores. So you can't do a lot in the second module to compensate low performance in the first module, when it is already over.   

4. A few tips on preparing to exam and doing your home assignment  

4.1. First, you have a list of questions for the term. Consequently, you could use it productively to trace your progress in learning from the very first day. You could use electronic data collection of useful materials and organize it in the best way you like. Try many and decide on the most suitable personally for you. You can measure your progress by doing exercises and testing. So don't neglect revising your progress.

4.2. It could be a good idea to start with working on your Glossary of useful terms not to beat about the bush at the exam. 

4.3. Be proactive in the lesson. Pose questions. Try to answer teacher's questions. Be the first to solve the task and explain the solution. 

4.4. To do things on time you may need to think well and plan your job well ahead of time.

4.5. Critical Reading maybe the only thing that can tell an educated and  subtle person from layman.

4.6. Don't make presentations and reports on what you already know very well. Take the topics you want to shed some light on.

4.7. The direct way to learn something is teach it. Try to tell people at home what you have been learning today. Imagine yourself a teacher and show your talent in things like presentations, reports, essays. Prepare some helpful tasks or tests for your peers in Linguistics.

4.8. Always draw a structure of your message before saying it.

Always explain the algorithm of you actions in doing tasks and exercises. Use diagrams and tables whenever possible. 

4.9. If you can't solve the task at the third go, don't give up. Consult others after your tenth try. 

4.10. Never give in.

5. Tips for making a presentation / report.

1. A good presenter is expected to introduce oneself and the topic of presentation effectively, keeping in touch with the audience and stipulating involvement of the listeners.

2. A good presenter is expected to speak good English and stick to the point and avoid making far-fetched digressions in explanation.

3. A good presenter is expected to guide the audience through the structure of the report. A good presenter is expected to state and fulfil(l) the tasks of one's own presentation and provide clues for understanding the method, allowing to arrive at conclusions. 

4. A good presenter is expected to make comments on the text - not just read what's written on the slides. (All the comments must be informative and stipulating deeper understanding.). A good presenter is expected to deal with visuals effectively.

 5. A good presenter is expected to maintain good control over the audience's understanding of the message, which may be provided in form of a dialogue or control questions or test.

1) В вашей корпоративной почте (почте группы) в правом верхнем правом углу перед значком МПГУ обозначены девять точек. визуально образующих квадратную фигуру.  Найдите их.

Discussion 1.

a) What is a language?

b)Tell the differences between Language, a language, language and speech, speech and discourse. 

Discussion 2.

a) What is Linguistics?

b)Tell the differences between Theoretical Linguistics, Linguistics Applied and Applied linguistics. 

(You may need to do Task 2 first.

You can find it below)

Task 1. XL

a) Download Task One (below)

b) Read and do the task

c) Explain the algorithm

Task 2. Tell the differences between

(a) Linguistics,

(b) Linguistics Applied

and (c) Applied Linguistics. 

Step 2. Download the presentation and read it carefully

Step 3. Get ready to answer questions

In order to prepare well, you could  
a) Make a list of questions and answers;

b) Put down the key terms with definitions; 

c) Make a comparative table;

d) Write a short essay (up to 200 words);

e) Consult other sources on the topic;

f) Use your own discretion, take your stand and give good arguments in in favour of it.

NB! Nevertheless, you should not skip previous steps of preparation.   

Task 3. MORFAR (M)

"Бабушка из Норвегии"
Даны четыре норвежских слова: farmor, farfar, mormor, morfar.
Первое из них можно перевести на русский язык как «бабушка», но в хороших норвежско-русских словарях обычно проводится более точное его значение.

Задание

Переведите норвежские слова на русский и английский.

Try to be specific, not just exhaustive, answering the questions.    

A. A Short List of Questions for your consideration and rumination:

1. What major Families of Languages can you name?
2. What Families of Languages of Russia do you know? How many languages are there in Russia? Can you name five of them most spoken?

Get ready for discussion

a) What is Language?

b) What is a language?

c) What is a dialect?

d) What is the difference between language and dialect?

e) How many languages are there on planet Earth?

f) - Do they have a future?

g) Is language an environment?

h) Is language a medium?

i) Is language a tool?

j) Is language an instrument?

k) Is language a weapon?

l) Is language objective or subjective?

m) Is language something like a tree?

n) Is language a living being? In what sense? (if so...)

o) Is language an individual or social possession? 

p) How can a language be extinct, dead or living?

q) How can a language be protected?

r) Can a language be revived?

s) How can one "know" the language?

t) What is language acquisition? What is language learning? What is the difference between these two? 

u) How many macro-families of languages are there on Earth?

v) Can you say something about the languages of Caucasus?

w) What role does a language play in ethnic and cultural  identity?

x) What is linguistics?

y) What is applied linguistics?

z) What is the difference between Linguistics Applied and Applied Linguistics? 

Try to be specific, not just exhaustive, answering the questions.    

1. Get ready with your Group and Personal presentations;

2. Get ready  to answer questions for 02-10-2020 lecture presentation;

Try to be specific, not just exhaustive, answering the questions.  

3. Get ready  to write a short test based on 02-10-2020 lecture presentation;

4. Get ready to discuss Linguistics Tasks Solving. 

Topics for your presentations from 21+/09/2020 and on

Try to be specific, not just exhaustive, answering the questions.    

A. A Short List of Topics for your Group or micro-group presentations:

1. August Schleicher (German: [ˈaʊɡʊst ˈʃlaɪçɐ]; 19 February 1821 – 6 December 1868): Naturalism:  life cycle conception, the "Stammbaumtheorie" (family-tree theory) [1853];  polygenesis [1876]; Indo-European language (IE) versus Proto-Indo-European language (PIE);

2. Globalization Globalization and endangered [ɪn'deɪnʤəd], [en-..] languages (Each student could present a dying language / or newly departed).

Topics for your presentations from 21+/09/2020 and on

Try to be specific, not just exhaustive, answering the questions.    

B. A Short List of Topics for your personal or micro-group presentations:

1. Georg Friedrich Grotefend [1775 – 1853] pasigraphia [1799]; cuneiform ['kjuːnɪfɔːm] (logo-syllabic wedge-shaped ['weʤʃeɪpt] script); decoding ancient languages;   

2. Rasmus Kristian Rask (Danish: [ˈʁɑsmus ˈkʰʁestjæn ˈʁɑsk]; born Rasmus Christian Nielsen Rasch; (1787 –1832) a famous Danish linguist and philologist. The beginnings of European Comparative Method.

3. Jean-François Champollion  (French: [ʃɑ̃pɔljɔ̃]), also known as Champollion le jeune ('the Younger'; 1790 – 1832) and the decipherment of Egyptian Hieroglyphs.

4. Franz Bopp (German: [ˈfʁants ˈbɔp]; (1791 –  1867) and his pioneering comparative work on Indo-European languages.

5. Laryngeal theory (Laryngeal hypothesis); Proto-Indo-European language (PIE);  Ferdinand de Saussure [1879]; Hittite [ˈhɪtʌɪt]; accentological law; Fortunatov – de Saussure law.

6. Morris Swadesh /ˈswɑːdɛʃ/ (1909 – 1967): Glottochronology [ˌglɒtəʊkrəˈnɒlədʒi]; Swadesh List 1, Swadesh List 2; Lexicostatistics versus Glottochronology [ˌglɒtəʊkrəˈnɒlədʒi].

7. Yuri Knorozov (1922 – 1999) and the decipherment of the Maya script [1955+].

8. Jacob Ludwig Karl Grimm (1785 – 1863), was the discoverer of Grimm's law of linguistics, the co-author of the monumental Deutsches Wörterbuch (German Dictionary), the author of Deutsche Mythologie, and the editor of Grimm's Fairy Tales. 

9. Language versus a dialect.

10. Nostratic hypothesis [a hypothetical phylum of languages of which the principal members are the Indo-European, Semitic, Altaic, and Dravidian families].

Questions for discussion / from 21+/09/2020 and on

Try to be specific, not just exhaustive, answering the questions.    

1. What is the difference between diachronic and synchronic linguistics?

2. What is the difference between language and speech?

3. What is the difference between internal and external linguistics?

4. What is minimal pairs test?

5. What is commutation test?

6. What is a sign? What is the relation between linguistics and semiology? How do they differ?

7. What is the linguistic sign structure, according to Ferdinand de Saussure? What is the bar?

8. What is arbitrariness of a sign?

9. What is the system of language?

10. What is structure? What is structuralism? 

11. What is value/valeur with Ferdinand de Saussure?

12. What is chess metaphor in linguistics?  

13. What is syntagm?

14. What is paradigm? How syntagms and paradigms are connected in language?

15. What is trichotomy?

16. What is Ferdinand de Saussure's model of language?

17. What is the difference between "la langue', "la parole" and "le langage"? What is the complexity of telling one from another in languages other than French?

18. What is Lev Shcherba model of language?

19. What is the Laryngeal hypothesis about?

20. What are the most advanced students of Ferdinand de Saussure?  

21. What is Descriptive Linguistic Approach  according to Leonard Bloomfield? LINK

Languages for your dictation from 21+/09/2020 and on

Take List B, please!

Level A tasks

1.1. Spelling and transcription;

1.2. Regional distribution (Try and find them on the map);

1.3. Identify branches and Families of languages.

Level B tasks:

2.1. Find extra information about specific traits of languages.

2.2. Try to specify phonological, morphological and syntactic features of languages if possible.  

Читать в источнике:

http://new.gramota.ru/spravka/books/books-2

The European Year of Languages 2001 was organised by the Council of Europe and the European Union. Its activities celebrated language variety in Europe and tried to make the idea of language learning more popular.

The Council of Europe decided to celebrate a European Day of Languages on 26th of September each year.

The objectives of the European Day of Languages are:

Ø  To show the importance of language learning in order to understand other cultures;

Ø  To preserve the rich linguistic and cultural variety of Europe;

Ø  To show the importance of lifelong language learning in and out of school, for study and professional needs, for pleasure and exchanges.

There are between 6,000 and 7,000 languages in the world - spoken by six billion people There are about 225 languages in Europe – about 3% of the world’s total Most of the world’s languages are spoken in Asia and Africa.

At least half of the world’s population are bilingual or plurilingual, i.e. they speak two or more languages Many languages have 50,000 words or more, but normally people know and use in everyday life only few hundred words.

There are 6 Celtic languages used today: the Irish language, Scottish Gaelic, Welsh, the Breton language (used in Brittany, in the north of France), Cornish (used in Cornwall) and Manx (used on the Isle of Man

КОНСУЛЬТАЦИЯ:

Четверг, 10-09-2020, 18:00

Пятница, 18-09-2020, 19:00

Пятница, 02-10-2020, 19:00

Пятница, 16-10-2020, 17:30

TASK 01