2024 Spring Graduate | Department of Linguistics

Graduate Courses Schedule (Spring 2024)

For Ph.D./M.A. in Linguistics, M.A. in Computational Linguistics

LIN 538 Statistics for Linguists, TuTh 11:30AM-12:50PM, Owen Rambow

This course is called “Statistics” but it is really “Practical Computational Linguistics 2”, and it follows up on “Practical Computational Linguistics 1”, which is the intro Python graduate course (called “Comp Ling 1”).

The course will be an introduction to dealing with linguistic data in large quantities. It is focused on acquiring knowledge that is helpful for theoretical linguists and people who are more interested in building language technology systems. It is not meant as an introduction to contemporary Natural Language Processing (NLP), though it should make it easier to take an NLP class subsequently.

All programming will be done in Python.

The course will cover the following issues:

   • Some basic concepts in scientific methodology, probability, statistics, and information theory (2.5 weeks)
   • Acquiring data (1 week)
       • The post-twitter world
   • Analyzing data (2 weeks)
       • Correlation, statistical significance
   • Human-annotating data (1.5 weeks)
       • Inter-annotator agreement
   • Using automatic annotation on data (2 weeks)
       • Representing and automatically tagging phonology, morphology, syntax, semantics
   • Finding patterns in data: machine learning 1 (2 weeks)
       • Decision trees
       • Evaluation: metrics, statistical significance
   • Finding patterns in data: machine learning 2 (3 weeks)
       • Neural network basics, deep learning, LLMs, zero-shot, fine-tuning

Students will choose a project at the beginning of the semester. I will provide projects for those who do not come with a project. Each student will develop their project over the course of the semester, implementing various concepts learned in class. Each class, one or two students will present their current work. Experienced PhD students will be asked to supplement the class with in-depth demos of how to use Python for the tasks discussed in class.

LIN 621 Syntax II, MW 02:30PM-03:50PM, John Bailyn

A detailed consideration of recent developments in syntactic theory, including treatments of constituency and word order, grammatical relations, typological variation and linguistic universals, and constraints on grammatical rules and representations.

LIN 623 Phonology II, TuTh 01:00PM-02:20PM, Kevin Hughes

A study of recent developments in phonological theory, with particular attention to nonlinear models of phonological representation and constraint-based models.

LIN 637 Computational Linguistics II, TuTh 10:00AM-11:20AM, Thomas Graf

An introduction to the theoretical foundation of computational linguistics. The course emphasizes the importance of algorithms, algebra, logic, and formal language theory in the development of new tools and software applications. Empirical phenomena in phonology and syntax are sampled from a variety of languages to motivate and illustrate the use of concepts such as strictly local string languages, tree transducers, and semirings. Students will develop familiarity with the literature and tools of the field.

LIN 650 Seminar: Semantics II, TuTh 04:00PM-5:20PM, Richard Larson

This course is a continuation from Semantics I taught in fall 2023 as LIN 625. An investigation of the role of semantics (the theory of meaning) in the overall theory of grammar, structured around such topics as formal semantics, the interaction of syntax and semantics, and lexical semantics. Prerequisite: LIN 625

LIN 651 Syntax Seminar: Locality, TuTh 02:30PM-3:50PM, Thomas McFadden

In this seminar we'll explore the phenomenon of locality in syntax, the observation that two elements in a syntactic dependency are generally required to be 'close' to each other in some relevant sense. Over the course of the semester we'll get a good empirical overview of the kinds of phenomena where locality has been argued to play an important role, but our primary focus will be theoretical. We'll discuss a series of key works on locality, from some classics to cutting edge papers from recent years, aiming for solid coverage of the various ways that locality has been understood and implemented in syntactic theory: e.g. in terms of domains (like phases), intervening elements (like Relativized Minimality) and paths. I will also present some of my own recent work which tries to ground one popular approach to locality — phase theory — by reimplementing it in a way that takes inspiration from ideas of modular design. People taking the course for credit will be responsible for leading discussion on one of the readings, and those signed up for 3 credits will write a final paper on a relevant topic.

LIN 653 Phonology Seminar: Epenthesis, MW 11:00AM-12:20PM, Lori Repetti

Epenthesis refers to the insertion of phonological material into a string. In this course we will investigate insertions of different types of material (feature, segment, syllable) and different motivations for the insertion, from phonetic intrusion, to the repair of a phonological violation, or alignment of a morphological boundary with a phonological one. In each class meeting we will discuss an article and then workshop the applications of that article to the students’ research projects. Depending on the interests of the students, the final assignment will either be an individual or group project that includes an abstract for submission to an upcoming conference.

LIN 655 Computational Linguistics Seminar: Speech Analysis, MW 9:30AM-10:50AM, Jiwon Yun

This course provides an in-depth exploration of computational methods for speech analysis, focusing on speech prosody (such as intonation, rhythm, and accents). Speech prosody research is essential for understanding how the interplay between fine phonetic detail and various linguistic structures (phonology, morphology, syntax, and semantics) shapes communication beyond traditional linguistic boundaries. Throughout the course, you will gain a comprehensive understanding of both theoretical foundations and practical techniques for analyzing speech prosody. You will also develop a personalized research project by engaging with recent studies in the field and analyzing prosodic patterns in languages of your own interest using large corpus data.

For M.A. in TESOL

LIN 529 TESOL Pedagogy: Language and Literacy Development through the Content Areas (Methods II), We 06:00PM-09:00PM or M 06:00PM-09:00PM, Dorit Kaufman

Content-based language and literacy instruction and assessment to children and adolescents for whom English is not their first language, in alignment with current state, national, and professional standards. Teacher candidates design standard-based and data-driven curricular modules for teaching language through mathematics, the sciences and the social studies, engage in reflective and collaborative practices, and evaluate web-based technologies. 3 credits, letter graded (A, A-, B+, etc)

LIN 532 Second Language Acquisition, Tu 04:30PM-07:30PM, Joy Janzen

Study of the acquisition of a second language by children and adults. The focus is on data; the systematicity of the learner' errors, the ease of acquisition in childhood, etc., the adequacy of theories (e.g. Interlanguage processes, the monitor model, the critical period) to explain data, and the reliability of methods of obtaining data. Students conduct an empirical study testing a current hypothesis.

LIN 544 Language Acquisition and Literacy Development, Th 01:00PM-03:50PM, Joy Janzen

In-depth exploration of the theories of literacy and language development of native English speakers and students who are English language learners pre-school through grade 12. The development and assessment of literacy skills among children at various stages of learning development and across disciplines will be examined. Attention will also be given to children with special needs and the integration of technology in the development of literacy skills.

LIN 555 Error Analysis, MW 04:30PM-05:50PM, Tatiana Luchkina

Study of the systematic errors made by foreign language learners and the potential of various linguistic theories to predict and account for these errors.

LIN 571 TESOL Pedagogy: Curriculum Design, Th 4:30PM-7:30PM, Dorit Kaufman

An in-depth study of curriculum design and evaluation with a focus on needs analysis, goals and objectives, approaches to language learning and teaching, assessment, resources, and program evaluation.

LIN 574 Managing Instruction, Assessment and Resources in TESOL, Mo 4:30PM - 7:20PM, Denise Hannaoui

Investigation and evaluation of instructional planning and assessment aligned with current state, national, and professional standards. Teacher candidates practice content-based curriculum development, and use of technologies for language and literacy development among English language learners and reflect on their teaching in multi-level classrooms. Partnerships with colleagues, parents and the respective communities are explored. 3 credits, letter graded (A, A-, B+, etc)

LIN 578 Field Experience in Educational Contexts, We 4:30-5:30pm, Ana Manas Lopez

Exploration, inquiry, and practice of English language instruction strategies and approaches. Prerequisite: Admission to MA TESOL Teacher Education Program.

LIN 579 Field Experience in TESOL Grades N-12, Dorit Kaufman

Observation and practice of data-driven language and literacy instruction and assessment across disciplines for children and adolescents for whom English is not their first language. Teacher candidates are placed in diverse educational settings in pre-elementary through secondary levels for 50 hours of field experience. 1 credit, S/U grading May be repeated for credit.

LIN 581 Supervised Student Teaching in TESOL: Primary and Middle Level Grades N-6, Denise Hannaoui

TESOL teacher candidates receive supervised practice teaching by arrangements with selected schools across the region. The student teacher reports to the school to which he or she is assigned each full school day for the entire semester. Applications must be filed in the academic year preceding that in which the teacher candidate plans to take the course. 3 credits, S/U grading.

LIN 582 Supervised Student Teaching in TESOL: High School (Grades 7-12), Denise Hannaoui

TESOL teacher candidates receive supervised practice teaching by arrangement with selected schools across the region. The student teacher reports to the school to which he or she is assigned each full school day for the entire semester. Applications must be filed in the academic year preceding that in which the teacher candidate plans to take the course. 3 credits, S/U grading.