Ateneo - UPO

Historical linguistics and typology: between diachronic analysis and language comparison.

(1) Slides and other material uploaded on DIR.
(2) Napoli Maria. 2019. Linguistica diacronica. La prospettiva tipologica. Collana Studi Superiori. Roma: Carocci.
(3) For students who do not attend the course: chapter 1 (Obiettivi, metodi e strumenti della tipologia) from Grandi Nicola e Caterina Mauri. 2022. La tipologia linguistica. Unità e diversità nelle lingue del mondo. Roma: Carocci.

(4) For students who do attend the course: 2 papers to be chosen among those that will be made available on DIR (one of them will be discussed during the lessons). For students who do not attend the course: 3 papers to be chosen among those that will be made available on DIR.

(5) Chiara Fedriani and Maria Napoli. 2020. Se insegnare la legge di Grimm ti fa sentire un brontosauro. Un esperimento per una didattica partecipata. In: A. Sansò (ed.), Insegnare linguistica: basi epistemologiche, metodi, applicazioni, Atti del LIII Congresso della Società di Linguistica Italiana, Università dell’Insubria, 19-21 settembre 2019. Officina 21, Milano: pp. 131-146 (https://www.societadilinguisticaitaliana.net/wp-content/uploads/2021/01/009_Fedriani_Napoli_Atti_SLI_LIII_Insubria.pdf).

The basic aim of this course is to bring students to tackle the main questions, problems and challenges posed by the diachronic analysis of languages in the light of the results of typological linguistics, so that they can deepen: (i) their knowledge of these fields of study; (ii) their understanding of the way in which languages change and how this change can be analyzed, taking into account both synchronic and diachronic factors.
A further, more advanced, aim is to develop students’ ability of applying theoretical and methodological principles to the survey of empirical data from various languages and to the examination of specific case studies.

Finally, didactic methods for teaching Historical and General Linguistics will be dealt with, taking the topics examined during the course as a starting point.

Students should have basic knowledge of general linguistics and mainly historical linguistics.
Those who have never taken an examination in historical linguistics must contact the teacher in advance for a syllabus supplement, consisting of an introductory textbook (or parts of it, for those who already have basic knowledge of general linguistics). Fulfilment of these requirements will be preliminarily assessed during the examination.

Lectures and “Web didactic” (DIR). In the course of the lectures, the active involvement of students through the presentation, examination and discussion of linguistic data and case studies is also envisaged, in order to develop the ability to analyze language, the assimilation of didactic methodologies and communicative skills.

Since the course is conceived of as a seminar, attendance is strongly recommended.

Students with physical disabilities, learning disabilities or special education needs can request specific services and tools via the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse e agli Studenti, consulting the University webpage: https://www.uniupo.it/en/services/services-students-physical-or-learning-disabilities
Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

The final exam consists of an oral examination lasting approximately 30 minutes, aimed at verifying the acquisition of knowledge and understanding of the relevant topics (those included in the objectives and the expected learning outcomes) and the use of appropriate scientific terminology through a 3-section structure: Sect. 1 = questions on theoretical aspects concerning the methodologies of analysis of historical linguistics and typology, with a focus on the concept of "comparison”; Sect. 2 = discussion of data on which to test both the theoretical and methodological knowledge acquired and the ability of applying it empirically (mainly on the basis of the material examined during the course and put on DIR); Sect. 3 = didactic methodologies for teaching linguistics.
The final evaluation will be based on the following criteria: use of appropriate scientific terminology = 10%; answers to questions from Section 1 = 40%; answers to questions from Section 2 = 40%; answers to questions from Section 3 = 10%.

The exam will be passed successfully if the final grade is equal to or higher than 18/30. To achieve 18/30, students must be familiar with the main theoretical issues relating to the diachronic investigation of languages from a typological perspective and be able to analyze relevant linguistic data at least at a basic level. To obtain a higher mark, students must demonstrate autonomy of judgement, consistent argumentation and depth of analysis. Exams may be passed with a full grade (30/30) “cum laude” in the case of high accuracy in all answers.

1. Introduction: historical linguistics, diachronic approach and old synchrony.
2. The typological approach and the functional model.
3. The study of the past in the light of the present: the problem of language comparison (from a synchronic and diachronic perspective).
4. Variation and language change: case studies.
5. Synchronic and diachronic explanations in historical linguistics and typology.
6. Didactic methods for teaching linguistics.

To achieve a basic level of knowledge and skills students are required to show what follows:
Knowledge and understanding:
- to know and understand the theoretical issues and main aspects related to the historical and diachronic analysis of languages using a typological approach;
- to be acquainted with didactic methods for teaching Historical Linguistics and General Linguistics.

Ability to apply knowledge and understanding:
- to be able to apply the learned notions to the analysis of different case studies on languages (or language stages) of the past and/or their development;
- to be able to discuss problems related to diachronic and synchronic comparison;
- to be able to plan teaching activities concerning Historical Linguistics and General Linguistics.

Autonomy of judgment:
- making evaluative judgments regarding the diachronic data examined at least at a basic level.

Communicative skills:
- to know how to use specific scientific terminology in a coherent and appropriate manner, in order to set up a clear and insightful account of the relevant topics and the linguistic data examined.

Learning ability:
- to widen knowledge of theoretical and methodological notions in the field of Historical Linguistics, while enhancing their skills in the empirical analysis of data drawn from specific languages, at least with regard to some exemplary case studies concerning the combination of diachronic and typological approaches.
In order to achieve a more advanced level, students are required to show what follows:
- to be able to apply knowledge and understanding by grasping the complex implications between the study of languages of the past and their typological characterization in the light of the languages of the present;
- to show sound judgment in the insightful evaluation of specific linguistic phenomena and changes from both a typological and diachronic perspective;

- to develop communicative skills at a high level, in order to use exclusively specific scientific terminology and to provide a clear, well structured and consistent account of relevant topics;
- to combine the learning of theoretical notions with the direct observation of diachronic data from ancient and modern languages, acquiring the ability to interpret such data and being able to place different types of phenomena and/or changes in a typological framework.