English Grammar I is an introduction to the scientific analysis of English syntactic structure. This course is offered in the first term of the third year of the degree in English Studies. This is the first one of a series of two compulsory courses on English syntax that are offered during the third year of the degree. Both courses are introductory in nature and have a continuation in other elective courses that are offered in fourth year, namely, Varieties of English and English Syntax. All of these courses are part of the English Linguistics Module. The goal of the module is to provide tools for the students to grasp a better understanding of the different linguistic components of the English language, from its phonology to its morphology and syntax, and from its use in current discourse to the history and development of the standard(s) and other varieties.



English Grammar I concentrates on sentence structure and, from an academic perspective, the goal of this course is to provide the student with the tools to carry out syntactic analysis at an introductory level. From a professional perspective, this course provides the necessary tools and praxis to identify and explain syntactic mistakes that students may find in their language teaching practice after their studies. Because of the emphasis on the identification of sentence constituents, the contents and learning activities of the course may be very useful to translators and interpreters since both words and constituents are the basic units of translating. And finally, because of the practice of the scientific method throughout the semester, students will find this course very useful when undergoing any type of research in the future and it will hopefully help them to try to always look for evidence to back their statements and beliefs in all realms of life.



English Grammar I is a skill-oriented hands-on course on the analysis of English structures designed to introduce students to the principles of linguistic argumentation and to help them develop linguistic intuitions about structures they will meet in other courses in the Degree in English Studies. By practicing and developing specific skills, in this course we strengthen basic notions of constituency, grammatical functions, argument structure and structural relationships between different constituents as the students practice the methodology used in linguistic theory. For the practical component of this course, the students will be presented with data from standard English as well as from other varieties of English, and will be expected to develop skills to piece these data together, construct hypotheses, check these and ultimately discover the explanation for the evidence assembled. The students will also learn how to graphically represent the different phases of this analytical process. By the end of the semester, students will be able to do linguistic analysis of English grammar at an introductory level.



The students are also expected to develop basic team work skills throughout the semester as well as to participate actively in the course activities both in and out of the classroom.

I. COURSE GOALS AND DESCRIPTION:



This is a skill-oriented hands-on course on the analysis of English structures designed to introduce students to the principles of linguistic argumentation and to help them develop linguistic intuitions about structures they will meet in other courses in the Degree in English Studies. By practising and developing specific skills, in this course we strengthen basic notions of constituency, grammatical functions, argument structure and structural relationships between different constituents as the students practise the methodology used in linguistic theory. For the practical component of this course, the students will be presented with data from standard English as well as from other varieties of English, and will be expected to develop skills to piece these data together, construct hypotheses, check these and ultimately discover the explanation for the evidence assembled. The students will also learn how to graphically represent the different phases of this analytical process. By the end of the semester, students will be able to do linguistic analysis of English grammar at an introductory level.



The students are also expected to develop basic team work skills throughout the semester as well as to participate actively in the course activities both in and out of the classroom.





II. COMPETENCES AND LEARNING OUTCOMES:



Relevant competence of Module M03 Foundations of English Linguistics to whose acquisition English Grammar I contributes:



Type CODE Module competence Degree competences



Specific M03CM01 Describe and analyze the structure of English G001, G003, G005, G007

in its phonetic, morphological, syntactic and G008, G009

semantic components.



The goal of English Grammar I is to train the student in the description and analysis of the syntactic structure of English at an introductory level, that is, the course focuses on part of module competence M03CM01. This module competence translates into the following course skills:



SKILLS TO BE ACQUIRED BY THE STUDENTS IN ENGLISH GRAMMAR I

Skill number Subject skill Module skill

1 To apply the basic constructs and strategies of M03CM01

linguistic argumentation

2 To analyze the syntactic structure of English sentences M03CM01



Upon finishing the course, the students will be able to carry out syntactic analysis at an introductory level. The skills that the students will have acquired will be reflected in the following learning outcomes:



LEARNING OUTCOMES IN WHICH THE COURSE COMPETENCES ARE REFLECTED

By the end of the course the students will be able to

· Distinguish between hypothesis and empirical evidence. (Course skill 1)

· Construct and formulate hypotheses based on linguistic evidence. (Course skills 1, 2)

· Identify and provide evidence in support of / against a given hypothesis in the field of

morphosyntax. (Course skill 1)

· Apply tests in order to identify syntactic constituents. (Course skills 1, 2)

· Analyze and graphically represent the structure of phrases and sentences by means of

diagrams. (Course skill 2)

· Explain grammaticality contrasts based on syntactic tests and other more complex

arguments and theoretical principles. (Course skills 1, 2)

1. Introduction - Preliminaries:

The study of grammar. Types of grammar. Description vs explanation. Description of parts of speech and sentence elements.



2. Methodology of linguistic research:

Preliminary notions. Goals of syntactic theory. Introduction to the scientific method. Linguistic argumentation. Data, hypothesis, evidence, counterevidence, theories.



3. Constituent structure:

The concept of structure. Structural ambiguity. Other structural concepts. Constituent structure. Structural evidence and constituency tests. Transformations. Structural relations between sentence constituents. Related constructions.



4. Phrase structure:

Phrases and heads. Properties of heads. Phrase typology. Phrase endocentricity, intermediate constituents and constituency tests. Graphic representation of competing hypotheses. Phrase argument structure. Graphic representation of simple and complex phrases. Phrase structure rules and restrictions.



5. Clause and sentence types:

Grammatical functions vs phrase types. Sentence argument structure. Clause typology according to syntactic and morphological criteria. Tests for the classification of clauses. Sentence typology. Coordination and subordination. Typology of subordinating particles. Complement clauses vs relative clauses and other adjunct clauses. Non canonical constructions.



6. Sentence structure:

Clause structure. Complement clause structure. Other clause structures. Simple sentence structure. Complex sentence structure. The structure of questions. Generalized endocentricity. Graphic representation of sentence structure. Language-internal evidence and crosslinguistic evidence.



7. Structural relations between sentence constituents:

Sentence antecedent in referential relations. Anaphoric relations. C-command. M-command. Government. Introduction to anaphoric relations between overt nominals. Some differences between reflexives/reciprocals, pronouns and referential expressions regarding the location and other features of their potential antecedents in the sentence.

TEACHING-LEARNING ACTIVITIES:



Classes are designed with a view to interaction between students and lecturer, since the hypothetical-deductive and inductive teaching method is to be used as far as possible. The lecturer uses handouts containing the main ideas/examples and these are made available to the students before classes begin. Through these materials and having familiarized themselves with the prescribed reading, students explore the subject in the classroom with the lecturer's guidance. These classes are combined with frequent exercises that lead to theoretical conclusions or reinforce aspects that have been dealt with in class. Some exercises are done in the classroom and others are done autonomously. A proportion of these are evaluated as part of the student's individual work. The subject also has some practical sessions, above all at the end of the semester. In order to promote student participation in both the practical sessions and those that come under the general heading of lectures, the students' daily participation will be evaluated. Some of the course work is done in groups, both inside and outside the classroom.



· Group training activities: interactive classes, exercises, fragments, problem solving

tasks.

· Individual training activities (in class and out of class): exercises, fragments,

problem solving tasks, quizzes with feedback, individual tutorials, reading and studying.

· Training activities for collaborative/cooperative learning (in class and out of class):

exercises, tasks of comprehension-explanation in pairs, puzzle-like activities in

groups of 3-4 students, solving a linguistic problem through team work.

• Ebaluazio Jarraituaren Sistema
• Azken Ebaluazioaren Sistema
• Kalifikazioko tresnak eta ehunekoak:
  • Garatu beharreko proba idatzia (%): 50
  • Praktikak egitea (ariketak, kasuak edo buruketak) (%): 20
  • Banakako lanak (%): 10
  • Participation (%): 20

[1] ASSESSMENT SYSTEM, ASSESSMENT TASKS AND RELATIVE WEIGHT



The type of assessment that will be implemented in this subject is what the university legislation continuous assessment. The assessment tasks will include a comprehensive test at the end of the semester (during the final exam period).



The assessment of student work will be progressive, formative and summative. Students will be evaluated according to their performance in the following assessment tasks.



1. Active class participation: 20% of final grade

2. Individual cyclic tasks: 20% of final grade

3. Home assignments: 10% of final grade

4. Comprehensive exam: 50% of final grade





[2] ON THE USE OF RESOURCES AND MATERIALS FOR THE ASSESSMENT TASKS/EXAM



Exam(s) and cyclic tasks: In the case of exams/tests to be done on paper, the use of mobile or electronic devices, notes, books is not allowed. If the case of exams and tests to be done online the students are not allowed to use materials different from the text of the exams; help from other students is also prohibited in the case of individual assessment tasks.

Whether in-person or online assessment, the work submitted by the students must be their own work and must have been written completely by them.







[3] WITHDRAWAL FROM THE CONTINUOUS ASSESSMENT



All students have the right to be evaluated according to the final evaluation procedure independently of whether or not they have participated in the continuous assessment module. In order to withdraw from the continuous assessment, they must write the instructor responsible for the course expressing their desire to do so. Students can withdraw within the first 9 weeks of the course, according to the academic calendar of their centre. The form that has to be filled in is available at the website of the faculty http://www.ehu.eus/eu/web/letrak/idazkaritza.





[4] WITHDRAWAL FROM AN EXAM CALL



Withdrawal from a call will be assessed as “no grade reported” [no presentado/a, ez aurkeztua].



1. In the case of continuous assessment, since the final exam is worth 50% of the final grade, not sitting the exam on the official date of the exam qualifies as an automatic withdrawal from the corresponding call.



2.In the case of final assessment, not sitting the exam on the official date of the exam qualifies as an automatic withdrawal from the corresponding call.



The new regulation about assessment can be found at the following link:

http://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia





[5] FINAL EXAM WAIVER



Those students who show evidence of acquisition of most skills and contents in English Grammar I by Week 15 of the semester have the option to waive the final exam in January. The students who clearly show effective acquisition of the skills associated to English Grammar I are the ones that (i) do not miss a single cyclic test, (ii) average 7 or higher in the tests, and (iii) average 7 or higher in the home assignment component.

[1] TYPE OF ASSESSMENT



The students assessed in June will be evaluated on the basis of a comprehensive examination that will count as 100% of the final grade. For regular students this examination will consist of the same type of questions and will be evaluated according to the same assessment criteria as the final exam in January. In case of confinement and if the circumstances allow it, the June exam may be oral.





[2] INFORMATION ON THE USE OF RESOURCES AND MATERIALS FOR THE EXAM



Exam(s) and cyclic tasks: In the case of exams/tests to be done on paper, the use of mobile or electronic devices, notes, books is not allowed. If the case of exams and tests to be done online the students are not allowed to use materials different from the text of the exams; help from other students is also prohibited in the case of individual assessment tasks.

Whether in-person or online assessment, the work submitted by the students must be their own work and must have been written completely by them.





[3] WITHDRAWAL FROM AN EXAM CALL



Withdrawal from a call will be assessed as “no grade reported” [no presentado/a, ez aurkeztua]. Not sitting the exam on the official date of the exam qualifies as an automatic withdrawal from the corresponding call.





The regulation about assessment can be found at the following link:

http://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia

ACKMAJIAN, Adrian, Richard A. DEMERS, Ann K. FARMER & Robert M. HARNISH. 1993. Linguistics. An Introduction to Language and Communication, 3rd ed. Cambridge, Mass.: MIT Press. (p. 123-191).
BORSLEY, Robert. 1999. Syntactic Theory. London: Arnold. 1-37.
COWPER, Elizabeth A. 1992. A Concise Introduction to Syntactic Theory: The Government-Binding Approach. Chicago: The University of Chicago Press. Selected chapters.
HAEGEMAN, Liliane. 1994. Introduction to Government and Binding Theory. Second edition. Cambridge (Mass.)/Oxford: Blackwell.
HAEGEMAN, Liliane. 2006. Thinking Syntactically. A Guide to Argumentation and Analysis. Oxford: Blackwell.
RADFORD, Andrew. 1988. Transformational Grammar. Cambridge University Press. 167-335.

Also:
- All materials uploaded to the course web page in the Moodle platform, including handouts,
ppt presentations, study guides prepared by the lecturer, etc.
- All materials made available to students in class or at the xerox store (Iratxo), including
exercises, fragments, quizzes, etc.
- All materials resulted from cooperative activities.

Oinarrizko bibliografia

AOUN, Joseph. 1992. A brief presentation of the generative enterprise. In John A. Hawkins & Murray Gell-Mann (eds), The evolution of Human Languages. Redwood City: Addison-Wesley, 121-135.

BIBER, Douglas, Stig JOHANSSON, Geoffrey LEECH, Susan CONRAD, & Edward FINEGAN. 1999. Longman Grammar of Spoken and Written English. Harlow, UK: Longman

BORSLEY, Robert. 1999. Syntactic Theory. London: Arnold. 1-37.

COWPER, Elizabeth A. 1992. A Concise Introduction to Syntactic Theory: The Government-Binding Approach. Chicago: The University of Chicago Press. Selected chapters.

HAEGEMAN, Liliane. 1994. Introduction to Government and Binding Theory. Second edition. Cambridge (Mass.)/Oxford: Blackwell.

HAEGEMAN, L. 2006. Thinking Syntactically. A Guide to Argumentation and Analysis. Oxford: Blackwell.

HUDDLESTON, Rodney & Geoffrey K. PULLUM. 2002. The Cambridge Grammar of the English Language. Cambridge, UK: Cambridge University Press.

Quirk, R., S. Greenbaum, G. Leech and J. Svartvik. 1985. A Comprehensive Grammar of the English Language. London: Longman.

RADFORD, Andrew. 1988. Transformational Grammar. Cambridge University Press. 167-335.

RUTHERFORD, William. 1998. A Workbook in the Structure of English. Linguistic Principles and Language Acquisition. Cambridge (Mass.)/Oxford Blackwell.

Gehiago sakontzeko bibliografia

HAEGEMAN, Liliane & Jacqueline GUERON. 1999. English Grammar. Cambridge, Mass./ Oxford: Blackwell.
LOBECK, Anne. 2000. Discovering Grammar. New York/Oxford: Oxford University Press.
NAPOLI, Donna Jo. 1993. Syntax. Theory and Problems. Oxford: Oxford University Press.
RADFORD, Andrew. 1997. Syntactic Structure and the Theory of English: A Minimalist Approach. Cambridge: Cambridge University Press.
TALLERMAN, Maggie.1998. Understanding Syntax. London: Arnold.

Aldizkariak

Journal of English Linguistics: http://eng.sagepub.com/
Language: http://www.linguisticsociety.org/lsa-publications/language
Syntax: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9612

Web helbideak

1. General information and linguistic materials: http://www.sil.org/linguistics/topical.html
2. Languages of the world: http://www.ethnologue.com
3. Web on FAQs on the scientific study of human language http://www.zompist.com/langfaq.html
4. PLINS101 Introduction to Generative Grammar http://www.phon.ucl.ac.uk/courses/plin/s101/
5. Basic English Syntax with Exercises: http://primus.arts.u-szeged.hu/bese/Chapter1/Chapter1.htm
6. Reddit Linguistics @R_Linguistics https://twitter.com/R_Linguistics

Also: all web pages linked from the course web page on the eGela platform.