FR396K Romance Morphology 1 Russi, Spring 2021
FR396K –ROMANCE MORPHOLOGY Unique # 36945 Spring 2021 T–TH 11–12:30 Web
Instructor: Cinzia Russi Office: HRH 3.110B Phone: 471-7024 Office hours: T & TH 1:00–2:00, and by appointment Email: [email protected]
COURSE DESCRIPTION I. Course Aims and Objectives The primary objective of this course is to examine the most distinctive morphological features of the major Romance languages and selected Romance varieties/dialects from a historical comparative perspective. We start with an introductory description of the domain of morphology. Next, we carry out a brief overview of some of the most prominent theoretical framework currently adopted in morphological analyses that will give us the background to better approach the reading assignments. We then proceed to a diachronic characterization the core morphological features of Romance languages pertaining to: • verbal and nominal inflection; • metaphony; • word formation (derivation and compounding, borrowing); • the relationship between inflection and derivation; • morphologization. The secondary goal of this course help students develop skills that are essential to achieve a successful academic career. Thus, by the end of the course students will have: a. developed or strengthened the analytical skills necessary for reading scholarly literature, and become familiar with the most prominent scholars in the field of Romance morphology (and Romance linguistics in general); b. practiced writing abstracts for conference presentations and articles, and delivering scholarly presentations to a peer audience; c. improved the skills required to conduct research and write scholarly articles. II. Format and Procedures 1. General format –Synchronous Zoom meetings comprising lectures and ‘in-class’ discussion sessions. a. In the lectures, I will present core notions and data, which will be summarized in handouts. It will be the students’ responsibility to go over the material presented in class and, whenever needed, integrate it through further independent reading that I will suggest. b. During the ‘in-class’ discussion sessions, I expect active participation from all the students in the form of giving concrete and lively input to the discussion. It is thus crucial that students complete the reading assignments as listed in the syllabus.
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2. Feedback – During this course I will ask students to give me feedback on their learning in informal as well as formal ways, which may include anonymous surveys about how my teaching strategies are helping or hindering their learning. It’s crucial for me to know students’ expectations as well as their reaction to what we’re doing in class. Thus, I encourage students to respond to these surveys to ensure that together we can create an effective and comfortable environment for teaching and learning. 3. Personal Pronoun Preference – Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. Class rosters provided the student’s legal name; I will happily honor students’ request to address them by an alternate name or gender pronoun. Please advise me of your preference early in the semester so that I may make appropriate changes to my records. III. My Assumptions I assume students to be familiar with the core notions of general linguistics. I also assume that students will actively seek my assistance whenever they deem necessary. IV. Course Requirements Graduate standing is required. Consent of Graduate Adviser must be obtained. 1. Course Readings/Materials – All our readings will be posted on Canvas. 2. Assessment, and Evaluation a. Oral presentations – The students will give three class presentations; they will present: i. two of the assigned readings; ii. a research project proposal they will develop during the semester. The oral presentations are expected to be about 20 minutes long and will be followed by a question/discussion period. b. Research project proposal – The students will write a research project proposal of a length of about 10 pages, which will be due on the last day of class. The only restriction that applies to the research topic is that it falls within the domain Romance morphology; that is, your research project can focus on any Romance language (or dialect), and any morphological phenomenon. The topic will be chosen and submitted on Tuesday, February 23. The students are strongly advised to discuss the topic with the instructor before making their choice. The research project proposal will include an annotated bibliography; additional detail on the organization, format, etc. will be provided during the semester. c. Abstract of the research project – The students will submit a first draft of the abstract on Tuesday, March 30; the final draft will be due on the last day of class. 4. Use of Canvas in class – I will use Canvas to post course materials, both required and supplemental. Canvas offers 24/7 Support via phone, chat or email. Click on (?)Help in the lower left corner of Canvas for more information. If you need to contact the UT Austin Canvas Team, please email [email protected]. Members of the UT Canvas Support team are available during Workshops, walk-in office hours and by appointment. V. Grading Procedures Grades will be calculated as follows: • Class discussion 15% • Oral presentations 30%
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• Research project proposal 35% • Abstract 20% VI. Important dates January 22, Friday – Fourth class day; Last day of the official add/drop period; after this date, changes in registration may require the approval of the department chair and usually the student’s dean. Last day graduate students may register and pay tuition without the approval of the graduate dean. February 3, Wednesday – Twelfth class day; this is the date the official enrollment count is taken. Last day an undergraduate student may add a class except for rare and extenuating circumstances. Last day a graduate student may, with the required approvals, add a class. April 26, Monday – Last day a graduate student may change registration in a class to or from the credit/no credit basis. May 7, Friday – Last day a graduate student may, with the required approvals, drop a class or withdraw from the University. VII. Academic Integrity University of Texas Honor Code – The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community. • Each student in this course is expected to abide by the University of Texas Honor Code given above. Any work submitted by a student in this course for academic credit will be the student’s own work. • You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give “consulting” help to or receive “consulting” help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e-mail, an e-mail attachment file, a diskette, or a hard copy. • You are not allowed to recycle previous work (i.e., work done for previous courses) without previously discussing it with me. Should plagiarism occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Code can also be extended to include failure of the course and University disciplinary action. VII. Other University Notices and Policies 1. Title IX Reporting – Title IX is a federal law that protects against sex and gender-based discrimination, sexual harassment, sexual assault, sexual misconduct, dating/domestic violence and stalking at federally funded educational institutions. UT Austin is committed to fostering a learning and working environment free from discrimination in all its forms. When sexual misconduct occurs in our community, the university can: • Intervene to prevent harmful behavior from continuing or escalating. • Provide support and remedies to students and employees who have experienced harm or have become involved in a Title IX investigation.
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• Investigate and discipline violations of the university’s relevant policies (https://titleix.utexas.edu/relevantpolices/). Beginning January 1, 2020, Texas Senate Bill 212 requires all employees of Texas universities, including faculty, report any information to the Title IX Office regarding sexual harassment, sexual assault, dating violence and stalking that is disclosed to them. Texas law requires that all employees who witness or receive any information of this type (including, but not limited to, writing assignments, class discussions, or one-on-one conversations) must be reported. I am a Responsible Employee and must report any Title IX related incidents that are disclosed in writing, discussion, or one-on-one. Before talking with me, or with any faculty or staff member about a Title IX related incident, be sure to ask whether they are a responsible employee. If you would like to speak with someone who can provide support or remedies without making an official report to the university, please email [email protected]. For more information about reporting options and resources, visit http://www.titleix.utexas.edu/, contact the Title IX Office via email at [email protected], or call 512-471-0419. Although graduate teaching and research assistants are not subject to Texas Senate Bill 212, they are still mandatory reporters under Federal Title IX laws and are required to report a wide range of behaviors we refer to as sexual misconduct, including the types of sexual misconduct covered under Texas Senate Bill 212. The Title IX office has developed supportive ways to respond to a survivor and compiled campus resources to support survivors. 2. Use of E-mail for Official Correspondence to Students – All students should become familiar with the University’s official e-mail student notification policy. It is the student’s responsibility to keep the University informed as to changes in his or her e-mail address. Students are expected to check e-mail on a frequent and regular basis in order to stay current with University-related communications, recognizing that certain communications may be time- critical. It is recommended that e-mail be checked daily, but at a minimum, twice per week. The complete text of this policy and instructions for updating your e-mail address are available at https://cio.utexas.edu/policies/university-electronic-mail-student-notification-policy 3. Documented Disability Statement – Any student with a documented disability who requires academic accommodations should contact Services for Students with Disabilities (SSD) at (512) 471-6259 (voice) or (512)-410-6644 (video phone), or [email protected]. You can refer to the SSD’s website for more disability-related information: diversity.utexas.edu/disability/ Please, notice that instructors are not required to provide accommodations without an official accommodation letter from SSD. Please notify me as quickly as possible if the material being presented in class is not accessible (e.g., instructional videos need captioning, course packets are not readable for proper alternative text conversion, etc.). Please notify me as early in the semester as possible if disability-related accommodations for field trips are required. Advanced notice will permit the arrangement of accommodations on the given day (e.g., transportation, site accessibility, etc.). 4. Behavior Concerns Advice Line (BCAL) – If you are worried about someone who is acting differently, you may use the Behavior Concerns Advice Line to discuss by phone your concerns about another individual’s behavior. This service is provided through a partnership among the Office of the Dean of Students, the Counseling and Mental Health Center (CMHC), the Employee Assistance Program (EAP), and The University of Texas Police Department (UTPD).
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Call 512-232-5050 or visit https://besafe.utexas.edu/behavior-concerns-advice-line 5. Emergency Evacuation Policy – Occupants of buildings on the UT Austin campus are required to evacuate and assemble outside when a fire alarm is activated or an announcement is made. Please be aware of the following policies regarding evacuation: • Familiarize yourself with all exit doors of the classroom and the building. Remember that the nearest exit door may not be the one you used when you entered the building. • If you require assistance to evacuate, inform me in writing during the first week of class. • In the event of an evacuation, follow my instructions or those of class instructors. • Do not re-enter a building unless you’re given instructions by the Austin Fire Department, the UT Austin Police Department, or the Fire Prevention Services office. Ø The Office of Campus Safety and Security, 512-471-5767, http://www.utexas.edu/safety/ VIII. A Word about Conduct in a College Classroom To make our time together as valuable as possible, we all have to work hard at it. The following basic principles may give us come guidelines: • Every student has the right to learn as well as the responsibility not to deprive others of their right to learn. • Every student is accountable for his or her actions. • In order for you to get the most out of this class, please consider the following: ü “Arrive” on time – Late “arrivals” and early “departures” are very disruptive and violate the first basic principle listed above. ü Please do not schedule other engagements during this class time – You probably wouldn’t appreciate it if I did! I will try to make class as interesting and informative as possible, but I can’t learn the material for you. ü Please, do not forget to shut off (or at least silence!) cellular phones or any other device during class; unless of course you use it to access Zoom J. ü Please let me know immediately if you have any problem that is preventing you from performing satisfactorily in this class.
I look forward to working with you and
wish you a wonderful semester!
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SYLLABUS (TENTATIVE) *** Changes to the syllabus may be made at my discretion and if circumstances require. It is your responsibility to note these changes when announced, although I will do my best to ensure that you receive the changes with as much advanced notice as possible*** Week Date Topic Assignments 1 T, January 19 Introduction to the course MORPHOLOGY AS A DISCIPLINE TH, January 21 Morphology Hippisley and Stump (2016) The structure of words Geert (2016) HISTORY AND THEORETICAL FRAMEWORKS 2 T, January 26 Theory and theories in Audring & Masini (2018) morphology Anderson (2018) History of morphological theory TH, January 28 Theories Aronoff (2016) 3 T, February 2 Frameworks Bauer (2016) TH, February 4 Diachronic Natural Morphology Winter (1993) and Cognitive Grammar KEY NOTIONS/ISSUES 4 T, February 9 Paradigmatic and syntagmatic van Marle (2000) relations Croft (2000) Lexical and grammatical meaning TH, February 11 Markedness Waugh and Lafford (2000) Iconicity Haiman (2000) Naturalness Dressler (2000) 5 T, February 16 Autonomous Morphology Maiden, Smith, Goldbach, and Morphomes Hinzelin (2011) Maiden (2016) TH, February 18 Inflection and derivation Booij (2000) Inflection inside derivation – Rainer (1996) Spanish and Portuguese INFLECTIONAL MORPHOLOGY 6 T, February 23 Inflectional verb morphology Gaglia and Hinzelin (2016) TH, February 25 Inflectional morphology of Dworkin (2018) Hispano-Romance 7 T, March 2 Italian Nominal Inflection Dressler and Thornton (1996) TH, March 4 Problems in Italian Klausenburger (1992)
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Autonomous Morphology in Vincent (2011) Latin and Romance 8 T, March 9 Gender in Spanish Mel’čuk (2013) ***Research project topic due*** TH, March 11 Romanian nominal inflection Schulte (2008) Inflectional morphology in Luís (2010) Creoles 11 March 14 – 20 Spring break J DERIVATIONAL MORPHOLOGY 12 T, March 23 Base and direction of derivation Iacobini (2000) Derivational morphology Rainer (2016) TH, March 25 Medieval Hispano-Romance Dworkin (2018), Chapter 5, §§ Miscellaneous procedures – 5.8–5.10 Spanish Lang (1990), Chapter 9 13 T, March 30 Emotive suffixation Lang (1990), Chapter 4 ***First draft of Abstract due*** TH, April 1 Compounding Forza and Scalise (2016) Verb-noun compounds Ricca (2015) 14 T, April 6 Parasynthesis Serrano-Dolader (2015) TH, April 8 French nouveau + past participle van Goethem (2010) 15 T, April 13 The rise of Italian -ata nouns Fabrizio (2019) TH, Apr 15 METAPHONY 16 T, April 20 Vowel harmony and metaphony Penny (2009) in Iberia D’Alessandro & Oostendorp Metaphony in Abruzzese (2016) MORPHOLOGIZATION TH, April 22 (De)Morphologization in Latin Klausenburger (1976) Mixed paradigms in Italo- Štichauer (2019) Romance 17 T, April 27 TBA TH, April 29 TBA 18 T, May 4 Research project proposal – Presentations
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TH, May 6 Research project proposal – Presentations ***Research project proposal and final draft of Abstract due***
List of Readings (Tentative) – January 19, 2021 1. Morphology as a Discipline Booij, Geert. 2016. Morphology. The structure of words. The Routledge Handbook of Linguistics, ed. by Keith Allan, 104–116. London/New York: Routledge. Hippisley, Andrew and Gregory Stump. 2016. Introduction. In Hippisley and Stump (eds.),1 1–9 [§§ 1 and 2].
2. History, Theories and Frameworks Audring, Jenny and Francesca Masini. 2018. Introduction: Theory and theories in morphology. In Audring and Masini (eds.), 1–8 [§§ 1.1 and 1.2]. Anderson, Stephen R. 2018. A short history of morphological theory. In Audring and Masini (eds.),2 19–32. Aronoff, Mark. 2016. A fox knows many things but a hedgehog one big thing. In Hippisley and Stump (eds.), 186–205. Bauer, Laurie. 2016. Classical morphemics: Assumptions, extensions, and alternatives. In Hippisley and Stump (eds.), 331–355. Winters, Margaret E. 1993. Diachronic Natural Morphology and Cognitive Grammar. Natural Morphology: Perspectives for the Nineties, edited by Livia Tonelli and Wolfgang U. Dressler, 169– 178. Padova: Unipress.
3. Key Notions/Issues van Marle, Jaap. 2000. Paradigmatic and syntagmatic relations. In Booij, Lehmann, and Mugdan (eds.),3 225–234. Croft, William. 2000. Lexical and grammatical meaning. In Booij, Lehmann, and Mugdan (eds.), 257–264. Waugh, Linda R. and Barbara A. Lafford. 2000. Markedness. In Booij, Lehmann, and Mugdan (eds.), 272–281. Haiman, John. 2000. Iconicity. In Booij, Lehmann, and Mugdan (eds.), 281–288. Dressler, Wolfgang U. 2000. Naturalness. In Booij, Lehmann, and Mugdan (eds.), 288–296.
1 Hippisley, Andrew and Gregory Stump (eds.) 2016. The Cambridge Handbook of Morphology. Cambridge/New York: Cambridge University Press. 2 Audring, Jenny and Francesca Masini (eds.) 2018. The Oxford Handbook of Morphological Theory. Oxford/New York: Oxford University Press. 3 Booij, Geert, Christian Lehmann, and Joachim Mugdan (eds.) 2000. Morphologie/Morphology. Ein internationales Handbuch zur Flexion undWortbildung/An International Handbook on Inflection and Word-Formation, 1. Halbband/Volume 1. Berlin/New York: Walter de Gruyter.
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Maiden, M., J. C. Smith, Maria Goldbach, and Marc-Olivier Hinzelin. 2011. Introduction: the concept of autonomous morphology: background and rationale. Morphological Autonomy: Perspectives from Romance Inflectional Morphology, edited by Martin Maiden, J. C. Smith, Maria Goldbach, and Marc-Olivier Hinzelin, 1–9. Oxford: Oxford University Press. Maiden, Martin. 2016. Morphomes. In Ledgeway and Maiden (eds.),4 708–721. Booij, Geert. 2000. Inflection and derivation. In Booij, Lehmann, and Mugdan (eds.), 360–369. Rainer, Franz. 1996. Inflection inside derivation: Evidence from Spanish and Portuguese. Yearbook of Morphology 1995, edited by Geert Booij and Jaap Van Marle, 83–91. Dordrecht: Kluwer.
4. Inflectional Morphology Gaglia, Sascha and Marc-Olivier Hinzelin. 2016. Inflectional verb morphology. Manual of Grammatical Interfaces in Romance, edited by Susann Fischer and Christoph Gabriel, 149–184. Berlin/New York: De Gruyter. Dworkin, Steven N. 2018. A Guide to Old Spanish. Oxford/New York: Oxford University Press. Chapter 3: Inflectional morphology of Hispano-Romance, 32–59. Dressler, Wolfgang U. and Anna Maria Thornton. 1996. Italian nominal inflection. Wiener Linguistische Gazette 57–59. 1–26. Klausenburger, Jurgen. 1992. Three problems in Italian inflectional morphology. Romance Languages and Modern Linguistic Theory, edited by Paul Hirschbühelr and Konrad Koerner, 151–159. Amsterdam/Philadelphia: John Benjamins. Vincent, Nigel. 2011. Non-finite forms, periphrases, and autonomous morphology in Latin and Romance. Morphological Autonomy: Perspectives from Romance Inflectional Morphology, edited by Martin Maiden, John Charles Smith, Maria Goldbach and Marc-Olivier Hinzelin, 417–435. Oxford/New York: Oxford University Press. Mel’čuk, I. 2013. The notion of inflection and the expression of nominal gender in Spanish. Studies in Language 37(4). 736–763. Schulte, Kim. 2008. Morphology of the eggs, and what it can tell us about Romanian nominal inflection. Morphology and Language History, ed. by Claire Bowern, Bethwyn Evans, Luisa Miceli and Grace Koch, 329–339. Amsterdam/Philadelphia: John Benjamins. Luís, Ana R. 2010. The loss and survival of inflectional morphology: Contextual vs. inherent inflection in Creoles. Romance Linguistics 2009, edited by Sonia Colina, Anxton Olarrea and Ana Maria Carvalho, 323–335. Amsterdam/Philadelphia: John Benjamins.
5. Derivational Morphology and Word Formation Iacobini, Claudio. 2000. Base and direction of derivation. In Booij, Lehmann, and Mugdan (eds.), 865–876. Rainer, Franz. 2016. Derivational morphology. In Ledgeway and Maiden (eds.), 513–523.
4 Ledgeway, Adam and Martin Maiden (eds.) 2016. The Oxford Guide to the Romance Languages. Oxford/New York: Oxford University Press.
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Dworkin, Steven N. 2018. A Guide to Old Spanish. Oxford/New York: Oxford University Press. Chapter 5: The medieval Hispano-Romance lexicon, §§ 5.8–5.10 (pp.94–101). Lang, M. F. 1990. Spanish Word Formation. Productive derivational morphology in the modern lexis. London/New York: Routledge. Chapter 9. Miscellaneous procedures, 185–201. Lang, M. F. 1990. Spanish Word Formation. Productive derivational morphology in the modern lexis. London/New York: Routledge. Chapter 4: Emotive suffixation, 91–122. Forza, Francesca and Sergio Scalise. 2016. Compounding. In Ledgeway and Maiden (eds.),5 524–537. Ricca, Davide. 2015. Verb-noun compounds in Romance. In Müller, Ohnheiser, Olsen and Rainer (eds.),6 524–536. Serrano-Dolader, David. 2015. Parasynthesis in Romance. In Müller, Ohnheiser, Olsen and Rainer (eds.), 688–707. van Goethem, Kristel. 2010. The French construction nouveau + past participle revisited: Arguments in favour of a prefixoid analysis of nouveau. Folia Linguistica Historica 44(1). 163–178. Fabrizio, Claudia. 2019. Some new evidence on the rise of Italian -ata nouns. Historical Linguistics 2015. Selected Papers from the 22nd International Conference on Historical Linguistics, Naples, 27-31 July 2015, edited by Michela Cennamo, and Claudia Fabrizio, 133–148. Amsterdam/Philadelphia: John Benjamins.
6. Metaphony Penny, Ralph. 2009. Vowel harmony and metaphony in Iberia: A revised analysis. Estudos de Lingüística Galega 1. 113–124. D’Alessandro, Roberta and Marc van Oostendorp. 2016. Abruzzese metaphony and the |A| eater. Approaches to Metaphony in the Languages of Italy, edited by Roberta D’Alessandro and Marc van Oostendorp, 349–368. Berlin/New York: De Gruyter.
7. Morphologization Klausenburger, Jurgen. 1976. (De)Morphologization in Latin. Lingua 40. 305–320. Štichauer, Pavel. 2019. Mixed paradigms in Italo-Romance. A case of morphologization of auxiliary selection? Italian Dialectology at the Interfaces, edited by Silvio Cruschina, Adam Ledgeway and Eva-Maria Remberger, 79–100. Amsterdam/Philadelphia: John Benjamins.
5 Ledgeway, Adam and Martin Maiden (eds.) 2016. The Oxford Guide to the Romance Languages. Oxford/New York: Oxford University Press. 6 Müller, Peter O., Ingeborg, Ohnheiser, Susan Olsen, Susan and Franz Rainer (eds.). 2015. Word-Formation: An International Handbook of the Languages of Europe, Vol. 1. Berlin/New York: De Gruyter.