SPAN 4/651: Introducción a la lingüística hispánica
Primavera2015
Profesora: Dra. Isabelli
Correo electrónico: isabelli@ unr.edu
Horas de consulta EJCH 241A: miércoles de 10-11 o por cita
Course Overview
Linguistics is the scientific study of human language. This course is an introduction to the basic concepts
and analytical techniques of linguistics, applied specifically to the Spanish language. This course analyzes
the form, meaning, and function of linguistic units; including, but not limited to, phonetics/phonology,
morphology, and syntax. From there we will address the issues of linguistic variation in Spanish and the
use of Spanish in the US. This course will provide students with a level of knowledge that enables them to
make connections between the structure of Spanish and relevant issues in contemporary Hispanic
linguistics, such as Spanish in the United States and language acquisition.
Student Learning Objectives (SLOs)
As a means of assessing for success in this course, you will focus upon the following objectives:
1. Articulate linguistic concepts, language universals, and unique features of different varieties of
Spanish.
2. Describe Spanish phonetics/phonology, morphology, syntax and sociolinguistics
3. Draw syntactic trees that represent Spanish sentences
4. Transcribe Spanish words or sentences using phonetic symbols
5. Articulate in Spanish your understanding of Spanish applied or theoretical linguistics via a
research project and critical analysis of published studies.
6. Apply Spanish linguistic theory to areas of applied linguistics
Required Materials
• Hualde, J., Olarrea, A., Escobar, A.M., Travis, C. (2011). Introducción a la Lingüística
Hispánica, segunda edición. Cambridge: CUP. (ISBN: 978-0-521-51398-2)
• Varios artículos
Grade Breakdown
441
641
Problem Sets
35%
30%
Critical Analyses
5% (1)
10% (2)
Article Presentation
5% (1)
Research Project*
10%
10%
Exams (3)
50%
45%
*461 students have the option of NOT doing a Research Project, BUT replacing it with TWO critical
analyses.
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Spanish 4/651 | Spring 2015 | Department of Foreign Languages & Literatures | University of Nevada, Reno
SPAN 451/651
PRIMAVERA 2015
CAP
SEMANA 1 1/21
LINGÜÍSTICA
1
PROGRAMA
D RA .I SABELLI
EN CLASE
PAGINAS
INTRODUCCIÓN GENERAL
1-19
Introducción y La lingüística como ciencia cognitiva
19-41
La adquisición de L1 y el cerebro .Ejercicios
19-41/41-42
Fonética y fonología: Algunos conceptos
Fonética y fonología: Clasificación de los sonidos
45-53
53-66
Fonética y fonología: Modo de articulación
Fonética y fonología: Vocales y semivocales
67-85
85-100
DÍA FESTIVO – NO HAY CLASE
Fonética y fonología: Silabificación y acentuación
100-111
TAREA (DUE)
SEMANA 2 1/26-1/28
SEMANA 3 2/2-2/4
FONÉTICA
2
TAREA #1
SEMANA 4 2/9-2/11
SEMANA 5 2/16-2/18
2/16
SEMANA 6 2/23- 2/25
Ejercicios y *Presentación: Antón, M. 1998. Del uso
sociolingüístico de las oclusivas posnucleares en el español
Peninsular norteño. Hispania 81.4, pp. 949-958. EG #1
EXAMEN 1 - KC 414
SEMANA 7 3/2-3/4
MORFOLOGÍA
3
La morfología: Algunos conceptos
La morfología: La flexión
TAREA #2
*ANÁLISIS
123-136
137-166
SEMANA 8 3/9-3/11
SINTAXIS
4
SEMANA 9 3/16-3/20
SEMANA 10 3/23-3/25
Ejercicios y **Presentación: El subjuntivo en tres generaciones
de hablantes bilingües EG#2
La sintaxis: Constituyentes y sintagmas
201-216
SPRING BREAK
La sintaxis: Transformaciones
La oración simple y la oración compuesta
216-225
244-270
**ANÁLISIS
TAREA #3
TAREA #4
SEMANA 11 3/30-4/1
Ejercicios *** Presentacion: Fernández-Ordóñez, I. (1993).
Leísmo, laísmo y loísmo: estado de la cuestión. EG #3
***Presentación: Dvorak, T. 1982. Subject-object reversals in
the use of gustar among New York Hispanics EG#4
TAREA #5
***ANÁLISIS
SEMANA 12 4/6-4/8
VARIACIÓN
7
LING.
SEMANA 13 4/13-4/15
SEMANA 14 4/20-4/22
ESPAÑOL
8
EEUU
EXAMEN 2 - KC 414
La difusión del español;
El español de España y de Hispanoamérica
391-417
El español en contacto
Ejercicios y #Presentación: Benavide, C. 2003. La
distribución del voseo en Hispanoamérica. EG #5
417-444
El español en EEUU
445-472
El español en EEUU
473-500
#ANÁLISIS
TAREA #6
SEMANA 15 4/27-4/29
Ejercicios y ##Presentación: García, M. 1995. En los
sábados, en la mañana, en veces: A look at en in the Spanish of
San Antonio. EG#6
## Presentacion: García, M. 1999. Nomás in a MexicanAmerican dialect. EG #7
##ANÁLISIS
SEMANA 16 5/4
EXAMEN FINAL
REVIEW
LUNES - 5/13 - 10:15-12:15PM
TRABAJO DE INVESTIGACIÓN
KC 414
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Spanish 4/651 | Spring 2015 | Department of Foreign Languages & Literatures | University of Nevada, Reno
Supplemenary Articles – Bibliography
* Fonología y fonética
Antón, M. 1998. Del uso sociolingüístico de las oclusivas posnucleares en el español Peninsular norteño. Hispania
81.4, pp. 949-958.
Face , T. and Alvord, S. 2004. Lexical and Acoustic Factors in the Perception of the Spanish Diphthong vs. Hiatus
Contrast. Hispania 87.3, pp. 553-565.
Hammond, R. 1999. On the non-occurrence of the phone (˜r) in the Spanish sound system. In J Gutiérrez-Rexach
and F. Martínez-Gil (eds) Advances in Hispanic Linguistics (pp. 135-151). MA: Cascadilla Press.
Medina-Rivera, A. 1999. Variación fonológica y estilística en el español de Puerto. Hispania 82.3, pp. 529-541.
Vokic, G. 2010. L1 Allophones in L2 Speech Production: The Case of English Learners of Spanish. Hispania 93.3,
pp. 430-452.
**Morfología
Gutiérrez, M. 1995. On the future of the future tense in the Spanish of the Southwest. In Carmen Silva-Corvalán
(ed.) Spanish in Four Continents: Studies in Language Contact and Bilingualism (pp. 214-226). Washington, DC:
Georgetown UP.
Ocampo, F. 1990. El subjuntivo en tres generaciones de hablantes bilingües. In J. Bergen (ed.) Spanish in the US:
Sociolinguistic Issues (pp. 39-48). Washington, DC: Georgetown UP.
Morales, A. 1995. The loss of the Spanish impersonal se among bilinguals: A descriptive profile. In C. SilvaCorvalán (ed.) Spanish in Four Continents: Studies in Language Contact and Bilingualism (pp. 148-162). Washington,
DC: Georgetown UP.
*** Sintaxis
Dvorak, T. 1982. Subject-object reversals in the use of gustar among New York Hispanics.” In L. Elías-Olivares
(ed.) Spanish in the US Setting: Beyond the Southwest (pp. 23-35). National Clearinghouse for Bilingual
Education.
Fernández-Ordóñez, I. 1993. Leísmo, laísmo y loísmo: estado de la cuestión. Los pronombres átonos. Madrid: Taurus,
63-96.
Núñez-Cedeño, R. 1983. Pérdida de inversión de sujeto en interrogativas adverbiales del español caribeño.
Thesaurus 38, pp. 1-24.
Serrano, M. J. 1998. Estudio sociolingüístico de una variante sintáctica: el fenómeno dequeísmo en el español
canario. Hispania 81.2, pp. 392-405.
# El español en contacto
Benavide, C. 2003. La distribución del voseo en Hispanoamérica. Hispania 86.3, pp. 612-623.
Casado-Fresnillo, C. 1995. Resultados del contacto del español con el árabe y con las lenguas autóctonas de
Guinea Ecuatorial. In C. Silva-Corvalán (ed.) Spanish in Four Continents: Studies in Language Contact and
Bilingualism (pp. 281-292). Washington, DC: Georgetown UP.
## El español en EEUU
García, M. 1995. En los sábados, en la mañana, en veces: A look at en in the Spanish of San Antonio. In C. SilvaCorvalán (ed.) Spanish in Four Continents: Studies in Language Contact and Bilingualism (pp. 196- 213).
Washington, DC: Georgetown UP.
García, M. 1999. Nomás in a Mexican-American dialect. In J. Gutiérrez-Rexach and F. Martínez-Gil (eds.) Advances
in Hispanic Linguistics (pp. 16-27). Sommerville, MA: Cascadilla Press.
Poplack, S. 1980. Sometimes I’ll start a sentence in English y termino en español: Toward a typology of codeswitching. Linguistics 18. 7/8, pp. 581-618.
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Spanish 4/651 | Spring 2015 | Department of Foreign Languages & Literatures | University of Nevada, Reno
Course Components
A) Problem sets from the Textbook: You will complete problem sets that will deal material learned in
each chapter. They will be graded for content and grammar. Please follow the instructions below for
each assignment.
•
•
•
Include on one line on top left of the page, your name and problem set number (i.e. Capítulo 2
Texto, Capítulo 2 Manual)
For essay responses, provide a detailed analysis. Type using Times New Roman 12 point font,
double-space, 1” margins.
Responses needing linguistic symbols or ‘trees’ can be handwritten.
B) Article presentation– SPAN 651: Learning to read scholarly articles is an important skill that needs to
be acquired. Although articles in diverse scholastic areas have the same structure, you need to be
familiar with the specifics of linguistic-content article structure and content, hence the importance of
this exercise. All articles will be on the course website. Content from these presentations will be on
the exams for both 451 and 651 students.
You must present a 1 sided, clear, concise, handout in grammatically accurate, edited
Spanish. Using the handout you will construct a summary; this may include asking class-members a
series of leading questions. Using PowerPoint/overhead slides to accompany your presentation and a
handout incorporating clarifying examples is effective in getting concepts across. Elements to include
on handout are:
• Entire bibliographic reference of your article, your name and date;
• Purpose of Study and Research question(s) (Propósito);
• Subjects (include number, description, etc) (Participantes);
• Treatment (what was done to the subjects? - if applicable); and Instrumentation (what was used
to collect the data? - if applicable);
• Major Findings (most important) (Resultados), and;
• Conclusions (Conclusiones)
C) Exams: There will be an exam for every two chapters
D) Research Project (Descriptive or Experimental): You can choose from one of the many topics that
stem from the chapter topics. The research project will consist of a linguistic analysis of a particular item
treated in the course. The student will be graded on his/her organization, overall quality and effort,
amount of individual thought and quality of Spanish employed, among other qualifications. This paper
will be at least 8 pages long (12 point, Times New Roman Font, 1" margins, 1 1/2 spaced). It must also be
accompanied by original sources from academic texts and journals. The student will expand on one of the
topics given of his/her choice utilizing a variety of approaches including: 1) critical review of literature (un
resumen de un tema específico (p.ej. aspiración de /-s/ final de silaba, sufijos diminutivos, el modo
subjuntivo, etc. ); 2) an L1, L2 or bilingual acquisition study using already collected data; or 3) students
may design their own language experiment (una investigación original). Students will be asked to give a 10
minute summary presentation of their papers.
*451 students have the option of NOT doing a Research Project, BUT replacing it with TWO
critical analyses.
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Spanish 4/651 | Spring 2015 | Department of Foreign Languages & Literatures | University of Nevada, Reno
E) One-page Critical Analysis written in SPANISH
651: Since you will be writing two critical analyses, you need to choose two articles that are not in the same
category (as denoted on the bibliographic list with: *, **, ***, #, ##). And yes, you can write a critical
analysis on the article that you are presenting to the class.
451: For those of you choosing to write a total of three critical analyses (instead of writing a research
paper), you need to choose three articles that are not in the same category (as denoted on the bibliographic
list with: *, **, ***, #, ##).
*Critical Analyses are due BEFORE presentation/discussion in class. No exceptions made.
The analysis should consist of the following:
Formatting: Top/bottom margins: 1”; Left/Right margins: .75”
Header: Name, Class, Date, Professor on one line 12-point Times New Roman font
Title: MLA or APA bibliographic listing of the article analyzed. 10 pt. font Times New Roman font
Times New Roman font 12 pt. font
1st Paragraph: abstract summarizing the article (each article is introduced by an abstract, use that as a
guide):
EMPIRICAL STUDY: general topic, methodology used (subjects, treatments, instruments), and
results.
DESCRIPTIVE STUDY: general topic/problem and overall point of discussion/debate
presented.
2nd Paragraph (this should be your longest paragraph): is your discussion of the article
commenting on the conclusions of the study and basing those comments on the theories seen in
class. Avoid basing your reaction primarily on “common sense”, your own pedagogical style and
preferences, and anecdotes. You might want to address the following: the significance of the
problem or issue raised in the article; the plausibility of the research hypothesis; presentation of
recommendations, conclusions; and/or the implications of the article for instruction.
rd
3 Paragraph: This last short paragraph is where you can conclude on the reading by discussion your
personal reactions, preferences, and anecdotes. Also any opinions to how this study will affect your
teaching can be included here. Here you can use the personal “I”.
Grading: The paper will be marked out of 100 as follows:
grammar/spelling: 10%;
clarity (organization and flow): 20%;
conciseness and contents (understanding and analysis): 70%.
A simple summary without an attempt at analysis will earn 50%. Personal opinions count for a bit
more, but to get an A you need to: (1) for an empirical study question and or address the methods/
results/ interpretation and/or offer reasonable suggestions for future experiments or alternatives to the
discussion; (2) for a descriptive study, you need to discuss the validity of the discussion of the general
problem/topic that was presented. This is not a directive to be negative about what you read - if you fully
agree then say so and explain why. The point is to weigh the information in the paper and to accept
yourself as an authority as to how much you trust it.
If you think that reading an article in English and then writing the critique in Spanish will present
problems to you, PLEASE choose to read the articles written in Spanish.
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Spanish 4/651 | Spring 2015 | Department of Foreign Languages & Literatures | University of Nevada, Reno
University Statements for this Course
Statement on Academic Dishonesty: "Cheating, plagiarism or otherwise obtaining grades under false
pretenses constitute academic dishonesty according to the code of this university. Academic dishonesty
will not be tolerated and penalties can include canceling a student's enrollment without a grade, giving an F
for the course or for the assignment. For more details, see the University of Nevada, Reno General
Catalog."
Statement of Disability Services: "Any student with a disability needing academic adjustments or
accommodations is requested to speak with the Disability Resource Center (Thompson Building, Suite
101) as soon as possible to arrange for appropriate accommodations.
Statement on Audio and Video Recording: "Surreptitious or covert video-taping of class or
unauthorized audio recording of class is prohibited by law and by Board of Regents policy. This class may
be videotaped or audio recorded only with the written permission of the instructor. In order to
accommodate students with disabilities, some students may be given permission to record class lectures
and discussions. Therefore, students should understand that their comments during class may be
recorded."
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Spanish 4/651 | Spring 2015 | Department of Foreign Languages & Literatures | University of Nevada, Reno