Ateneo - UPO

Introduction to General Linguistics and Historical Linguistics.

General Linguistics:
(1) Berruto Gaetano and Massimo Cerruti, La linguistica. Un corso introduttivo, UTET/De Agostini, Novara, 2022, III edition (with the exception of chapter 7); (2) Berruto Gaetano, Riflessioni sull’insegnamento della linguistica oggi, in A. Sansò (eds.i), 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, 2020: pp. 13-29. (https://www.societadilinguisticaitaliana.net/wp-content/uploads/2021/01/002_Berruto_Atti_SLI_LIII_Insubria.pdf)

Historical Linguistics:
(1) Elisabetta Magni, Linguistica Storica, Patron Editore, Bologna, 2014; (2) Franco Fanciullo, Introduzione alla linguistica storica, Il Mulino, Bologna, 2007 (only chapters 1, 6, 7); (3) Maria Napoli, (2019), Linguistica diacronica. La prospettiva tipologica. Collana Studi Superiori. Carocci, Roma (only chapter 1).

Slides to be uploaded to DIR constitute an integral part of the required exam materials for both courses.

The first aim of the course is to provide an introduction to the study of the basic principles of General Linguistics and Historical Linguistics, including the most significant moments in their history, enabling students to understand and analyze: (1.1) the fundamental properties of human language within a synchronic approach, (1.2) the methodologies used to describe linguistic structures at different levels (mainly, phonetic-phonological, morphological, semantic and syntactic), (1.3) the most important mechanisms governing language change; (1.4) the evolution of the Indo-European family. A second more advanced aim is to enable students to apply the concepts and methodologies learned to reasoning, as independently as possible, on empirical data from a synchronic and diachronic perspective.

The 12 credits to be earned are allocated as follows for attending students:
3 credits of taught and interactive instruction;
9 credits of individual study.

Students are not required to attend preliminary courses. A good high-school level knowledge of Italian grammar is sufficient.

Lectures and “Web didactic” (DIR). Interactive teaching is also included during the course. Students will be required: (i) to participate in discussions about linguistic data and (ii) to solve exercises, to be carried out individually or in groups, aimed primarily at: learning (a) phonetic transcription techniques; (b) principles of morphological parsing; (c) syntactic analysis using tree diagrams; (d) teaching methodologies for linguistics; (e) the comparative method applied to linguistic reconstruction; (f) methods of analysis for different types of linguistic change.

Solving the exercises at the end of the chapters of the handbook of General Linguistics is highly recommended (other exercises are available online). The following volumes of exercises may also be used for this purpose: Luraghi Silvia and Anna Thornton, Linguistica generale: esercitazioni e autoverifica, Carocci Editore, Roma, 2004; Castagneto Marina and Chiara Meluzzi, Eserciziario di Linguistica e Glottologia, Pearson, 2025 (online edition only). Students who feel the need for improving their knowledge of Italian language may use the following text, solving the exercises online: Trifone Pietro and Massimo Palermo, Grammatica italiana di base. IV edition with exercises, Zanichelli, Bologna, 2020.
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.

Two different assessment methods for the two courses are scheduled. The final assessment for both modules will take into account the grades achieved in the two tests, as well as the overall depth of knowledge and degree of independence in applying it demonstrated by the student.

General Linguistics:
Learning will be assessed through written examination, measuring both knowledge of theoretical notions and ability to analyze and assess empirical data in different linguistic areas. The exam lasts 90 minutes and consists of 15 open-ended questions and multiple-choice questions, corresponding to the following thematic sections: Sect. 1) = fundamental notions; Sect. 2 = phonetics, phonology, IPA transcription; Sect. 3 = morphology; Sect. 4 = semantics and pragmatics; Sect. 5 = syntax; Sect. 6 = didactic methodologies.
Each answer to open-ended questions is worth 3 or 4 points; each answer to multiple-choice questions is worth 1 point.
The exam will be passed successfully if the final grade is equal to or higher than 18/30. Honours (cum laude) will be awarded based on an assessment of (i) accuracy and insight in answering; (ii) use of appropriate scientific terminology.

Historical Linguistics:
The final exam is oral and takes approximately 30 minutes. The assessment aims to verify the knowledge specified in the learning objectives and expected learning outcomes through an exam structured into four sections: Sec. 1) = questions on the basic principles of Historical Linguistics, and on methodological aspects of the discipline; Section 2) = at least 1 question on linguistic typology; Section 3) = an exercise based on the reconstruction of an Indo-European root; Section 4) = analysis of at least 1 specific type of linguistic change, to be illustrated also through relevant examples from ancient or modern languages.
The final evaluation will be based on the following criteria: use of appropriate scientific terminology = 10%; answers to questions from Section 1) = 20%; answers to questions from Section 2) = 10%; exercise solution, Section 3) = 30%; analysis of change, Section 4) = 30%.

Grades are assigned according to the following criteria:
A. Marks in the 18–22 range will be awarded for:
- sufficient knowledge and understanding of theoretical principles, methodologies, and content of historical linguistics, including its interaction with typology;
- limited autonomy in making critical judgments on diachronic linguistic data;
- sufficient communication skills, particularly regarding the use of specific scientific terminology.
B. Marks in the 23–26 range will be awarded for:
- satisfactory knowledge and understanding of theoretical principles, methodologies, and content of historical linguistics, including its interaction with typology;
- satisfactory autonomy in making critical judgments on diachronic linguistic data;
- satisfactory communication skills, particularly regarding the use of specific scientific terminology;
C. Marks in the 27–30 range will be awarded for:
- good or excellent knowledge and understanding of theoretical principles, methodologies, and content of historical linguistics, including its interaction with typology;
- good or excellent autonomy in making critical judgments on diachronic linguistic data;
- excellent communication skills, fully appropriate and consistent with specific scientific terminology.
D. Honours (cum laude) will be awarded based on an assessment of accuracy, depth, and the ability to elaborate on the responses.

General Linguistics
1. Introduction to General Linguistics. Discipline’s history and main theoretical approaches.
2. Properties of human language, methods of analysis and basic notions.
3. Phonetics and phonology.
4. IPA transcription.
5. Morphology: the notion of ‘word’; parsing rules in morphological
analysis; derivational and inflectional morphology.
6. Syntactic analysis and principles of Generative Grammar.
7. Semantics and pragmatics.
8. Didactic methods for teaching General Linguistics.
9. Gender mainstreaming: Discursive injustices towards women in the language of the media.

Historical Linguistics
The course provides an introduction to historical linguistics, with a particular focus on the comparative method and linguistic reconstruction. Linguistic data are drawn primarily, but not exclusively, from the Indo-European domain. The main topics covered include: genealogical classification and language families; phonetic-phonological change; morphological change; semantic change; syntactic change; theories of language change, and, in particular, the relationship between diachronic study and typological linguistics.

• 1. Introduction: Historical Linguistics and the notion of language change.
• 2. Genealogical classification: comparative method.
• 3. The Indo-European family.
• 4. Phonetic and phonological change.
• 5. Reconstruction of Indo-European: phonetic laws.
• 6. Morphological and syntactic change: analogy and grammaticalization.
• 7. Semantic change: causes and mechanisms.
• 8. Interlinguistics: language contact as a source of change.
• 9. Typological classification: linguistic types and universals.
10. The contribution of linguistic typology to diachrony. Conclusions.
• 11. Theoretical aspects of language change. Conclusions.

In order to achieve a basic level of knowledge and skills students are required to show what follows:

Knowledge and understanding:
To show knowledge and understanding of: (i) the fundamental properties of language and the general characteristics of at least the main types of language change; (ii) the basic principles operating in the formation and functioning of linguistic structures, and the methods for their analysis across various domains, namely phonetic-phonological, morphological, semantic-pragmatic, and syntactic; (iii) the key milestones in the history of the discipline; (iv) the preliminary principles of diachronic and synchronic comparison (also with reference to typology); and the main teaching methodologies for instruction in the fundamentals of linguistics; (v) the most important didactic methods for teaching General Linguistics.

Ability to apply knowledge and understanding:

To demonstrate a basic ability to: (i) to be able to use IPA phonetic transcription for Italian and to apply parsing rules in morphological analysis of Italian words; (ii) syntactically analyze sentences using tree diagrams; (iii) reconstruct an Indo-European root by applying the comparative method and phonetic laws through a guided exercise; (iv) describe different types of language change, identifying their main mechanisms and effects; (v) project simple activities for teaching linguistics.

Autonomy of judgment:
To demonstrate an initial level of autonomy in making critical judgments on synchronic and diachronic data.

Communicative skills:
To be able to use appropriate scientific terminology that should be learned through the lessons and the suggested manuals.

Learning ability:
To combine theoretical learning of concepts and methodologies with direct observation of synchronic empirical data from Italian and diachronic data from ancient and modern languages, at least at a basic level and across specific domains of linguistics.

In order to achieve an advanced level, students are required to show what follows:

Knowledge and understanding:
To demonstrate knowledge and understanding of the principles, methods, and content listed above in a detailed and in-depth manner.

Ability to apply knowledge and understanding:
To demonstrate to be able (i) to apply knowledge and understanding (as described above) in depth; (ii) to confidently identify the principles operating in the formation and functioning of linguistic structures of various kinds (from the phoneme to the sentence) and the methods for analysing them; (iii) to reconstruct an Indo-European root autonomously, by applying the comparative method and phonetic laws; (iv) to identify and describe different types of language change in depth, also by means of a correct and wide exemplification.

Autonomy of judgment:
To demonstrate full autonomy in formulating critical judgments on synchronic and diachronic linguistic data, as well as the ability to evaluate and compare linguistic structures and language changes in a detailed manner, including their mechanisms and effects

Communicative skills:
To communicate exclusively using specific scientific terminology, in a fully coherent and appropriate manner.

Learning ability:
To combine the theoretical learning of concepts and methodologies with direct observation of data from diverse languages across all domains of synchronic and diachronic linguistics, displaying a high level of applied competence.