The Department of Foreign Literatures and Linguistics
COURSE DESCRIPTION- LINGUISTICS 2015-2016
First year
Required
INTRODUCTION TO LINGUISTICS AND SYNTAX
Dr. Tova Rapoport
Fall semester, 4 pts
Teaching Assistants:
Mor Harpaz: [email protected]
Carmel Mor: [email protected]
Goals
โข Introduce the science of modern linguistics and its fundamental concerns
โข Understand the basic subdivisions of the field: phonology, syntax and semantics
โข Acquire basic tools for the analysis of syntactic data
Requirements and Grading
โข Attendance required.
โข Exercises: 20% (approximately 2% per exercise for 10 exercises; grades are pass/fail)
โข You may work on the exercises either singly or in pairs. (If in a pair, submit once.)
โข Intro exam (midterm): 20%
โข Syntax exam: 60%
INTRODUCTION TO SEMANTICS
Course requirements:
Attendance
Homework Assignments: 20%
Final Exam: 80%
INTRODUCTION TO PHONOLOGY
Dr. Dorit Ben-Shalom
Spring semester, 2 pts.
The mechanics of speech production (articulatory phonetics), and the acoustic characteristics of speech
sounds.
Course requirements:
10 in-class quizzes 20%
3 assignments 30%
1 final exam 50%
Required attendance: Final test (but there are quizzes in class)
ืืืื ืืคืื ืืืืืื
ืื ืื ืื ื ืืคืงืช ืืืืืจ (ืคืื ืืืงื ืืคืงืชืืช), ืืืืคืืื ืื ืืงืืกืืืื ืฉื ืฆืืืื ืืืืืจ (ืคืื ืืืงื ืืงืืกืืืช).
ืืจืืฉืืช ืืงืืจืก:
20%ืืื ืื ืืืืชื 10
30%ืืืืืช 3
50%ืืืื ืกืืื 1
.ืืืื ืกืืื (ืืื ืืฉ ืืื ืื ืืืืชื)ืืืืช ื ืืืืืช:
READING WORKSHOP FOR LINGUISTIC
Dr. Irena Botwinik
Spring semester, 2 pts.
The main purpose of the workshop is to learn how to read articles in linguistics in a thorough and
critical way. A secondary goal is to expose students to the fields of linguistics that are not covered by
the compulsory courses or by any courses in the department: linguistic relativity, socio-linguistics,
historical linguistics, etc. During the workshop, the students will be asked to read the articles at
home, before class, in order to conduct a fruitful and meaningful discussion of the relevant article,
focusing on the identification of the main claim of the article, the type of arguments advanced to
support the main claim, exposure of tacit assumptions, as well as additional issues which are typical
of linguistic literature, such as the status of examples and counter-examples in supporting/refuting
linguistic theories.
General information:
โข Presence in class is obligatory
โข Some classes will start with a proficiency test of the relevant article (the grade โ pass/fail). At
least 80% of the tests should receive "pass" grade.
โข All the material, including the articles, is on the course site.
โข The exam will include questions on the articles discussed during the course as well as on an
"unseen", that will be revealed a week before the exam.
โข Pay attention to the announcements on the course site
Grade:
Proficiency tests โ 20%, P/F
Graded assignment โ 15%
Active participation in class โ 5%
Final Exam โ 60%
Bonus: Class presentation (possible in groups) โ 10%
References and Readings (there might be changes)
Bradley, J. 2011. Yanyuwa: "Men speak one way, women speak another". In J. Coates and P. Pichler
(eds.), Language and Gender: A Reader, 2nd edition, Part I Gender differences: Pronunciation
and grammar.
Boroditsky, L. 2001. Does language shape thought? Mandarin and English speakers' conceptions of
time. Cognitive Psychology 43, 1-22.
Fattal, I., N. Friedmann, and A. Fattal-Vilevsky. (In press in Brain). The crucial role of thiamine in
the development of syntax and lexical retrieval: A study of infantile thiamine deficiency.
Grodzinsky, Y. 1989. Agrammatic comprehension of relative clauses. Brain and Language 37, 480-
499.
Horvath, J. and P. Wexler 1997. Relexification in Creole and non-Creole languages โ with special
attention to Haitian Creole, Modern Hebrew, Romani, and Rumanian. Mediterranean Language
and Culture Monograph Series, vol. xiii. Wiesbaden: Harrassowitz, 11-71.
Li, P. and L. R. Gleitman 2002. Turning the tables: Spatial language and spatial reasoning. Cognition
83:3, 265-294.
Myhill, J. 2004. A parametrized view of the concept of 'correctness'. Multilingua 23, 389โ416.
Slobin, D. 1996. From 'thought and language' to 'thinking for speaking'. In J. Gumprez and S. Levinson
(eds.), Rethinking Linguistics Relativity. Cambridge University Press, 70-96.
Smith, N. V. 1975. Universal tendencies in the child's acquisition of phonology. In N. O'Connor (ed.),
Language, Cognitive Deficits and Retardation IRMMH Study Group 7. Butterworth, 47-65.
Reprinted in: B. Lust and C. Foley (2004) (eds.), First Language Acquisition: The Essential
Readings. Oxford: Blackwell, 294-306.
Swinney, D. 1979. Lexical access during sentence comprehension: (Re)consideration of context
effects. Journal of Verbal Learning and Verbal Behavior 18, 645-659.
Trudgill, P. 2011. Sex and covert prestige. In J. Coates and P. Pichler (eds.), Language and Gender: A
Reader, 2nd edition, Part I Gender differences: Pronunciation and grammar.
Whorf, B. 1956. Language, Thought and Reality: Selected writings of Benjamin Lee Worf, edited by
Carroll JB. Cambridge, MA: MIT Press.
Zuckermann, G. 2005. A new vision for "Israeli Hebrew": Theoretical and practical implications of
analyzing Israel's main language as a semi-engineered Semito-European hybrid language.
Journal of Modern Jewish Studies 5.1, 57-71.
First-year electives
INTRODUCTION TO COGNITIVE NEUROSCIENCE
Dr. Dorit Ben-Shalom
Fall semester, 2 pts.
Basic brain anatomy and physiology, some basic principles of cognitive psychology, and the
different imaging methods that are used to study brain structure and function.
Course requirements:
Midterm 25%
Final exam 75%
Required attendance: mid-term
ืืืขื ืืขืฆื โื ืืืืข ืงืืื ืืืืื ืืื
ืืื ื ืืชืคืงืื ืืืืืื ืืกืืกืืื, ืขืงืจืื ืืช ืืกืืกืืื ืฉื ืคืกืืืืืืืื ืงืืื ืืืืืืช, ืืฉืืืืช ืืืืืื ืืฉืื ืืช ืืืฉืืฉืืช ืืืืงืจ
ืืื ื ืืชืคืงืื ืืืืืื.
:ืืจืืฉืืช ืืงืืจืก
25% ืืืื ืืืฆืข ืกืืกืืจ
75% ืืืื ืกืืื
ืืืื ืืืฆืข ืกืืกืืจ ืืืืช ื ืืืืืช:
INTRODUCTION TO THE LEXICON
Dr. Tova Rapoport
Spring semester, 2 pts
In this course, we will examine the basic concepts relevant to analyses of lexical representation and
the lexicon-syntax interface.
We begin with the aspectual classes and an exploration of the aspectual and argument relations that
distinguish them. We turn to an investigation into the nature of lexical representation, considering
various analyses. We then examine certain phenomena, with the aim of deciding how we can best
account for them with a characterization of the relation between lexical and syntactic representations.
Requirements and grading:
There are regular readings, posted on Moodle.
Students are expected to read the articles, bring any questions and comments to class, and participate
in class discussions. Attendance is therefore required.
Assignments = 25% (You may work on the assignments in pairs, if you wish.)
Final exam = 75%
NATURAL LANGUAGE AND ANIMAL COMMUNICATION
Dr. Olga Kagan
Fall semester, 2 pts.
What are the key differences between natural language and other communication systems, including
the ones used by animals? Is the ability to acquire natural language a property that uniquely
characterizes human beings? Which properties are shared by various animal communication systems
and natural language and which make them distinct? In this course, we will try to provide an answer
to these questions. We will consider properties of communication systems of several species, such as
bees, ants, Diana monkeys, whales and bottlenose dolphins. We will also take a look at certain
experiments, whereby attempts have been made to teach a simplified version of human language to
apes, dolphins and parrots.
Course requirements:
Attendance
Comprehension quizzes 20%
Final Exam: 80%
ืฉืคื ืืืขืืช ืืชืงืฉืืจืช ืืื ืืขืื ืืืื
ืืื ืืืืืืื ืืขืงืจืื ืืื ืืื ืฉืคื ืืืขืืช ืืืื ืืขืจืืืช ืชืงืฉืืจืช ืืืจืืช ืืืื ืืขืจืืืช ืชืงืฉืืจืช ืฉื ืืขืื ืืืื? ืืื ืจืง ืื ื
ืืื ืืกืืืืื ืืจืืืฉ ืฉืคื ืืืขืืช? ืืื ืืชืืื ืืช ืืืฉืืชืคืืช ืืฉืคื ืื ืืฉืืช ืืืขืจืืืช ืชืงืฉืืจืช ืฉื ืืขืื ืืืื? ืืืกืืจืช
ืืืช ืชืงืฉืืจืช ืฉื ืืกืคืจ ืกืืื ืืขืื ืืืื, ืืืื ืืืืจืื, ื ืืืื, ืืงืืจืก ื ื ืกื ืืขื ืืช ืขื ืฉืืืืช ืืื. ื ืืื ืืชืืื ืืชืืื ืฉื ืืขืจ
ืงืืคื ืืืื ื ืืืืืคืื ืื. ื ืืืจ ืื ืขื ืื ืืกืืื ืืช ืืืื ืงืืคืื, ืืืืคืื ืื ืืชืืืื ืืจืกืืืช ืืคืืฉืืืช ืฉื ืืฉืคื ืืื ืืฉืืช.
LINGUISTICS THROUGH SCIENCE FICTION
Prof. Ariel Cohen
Spring semester, 4 pts.
Good science fiction allows us to investigate scientific ideas in unconventional ways. In this course
we will read a number of science fiction stories, consider the linguistic questions they raise, and
compare a contrast the contribution of science fiction with what the science of linguistics says about
the issues.
Choose one of the following options:
A final exam
Three book reports
An original story
Attendance is not required
ืืืฉื ืืช ืืจืื ืืืืข ืืืืืื ื
ืช. ืืงืืจืก ืื ื ืงืจื ืืกืคืจ ืกืืคืืจื ืืืข ืืืืื ื, ืืืข ืืืืื ื ืืื ืืืคืฉืจ ืื ื ืืืงืืจ ืจืขืืื ืืช ืืืขืืื ืืืจืืื ืื ืงืื ืื ืฆืืื ืืืื
.ืืขืืื ืื ืฉืืื ืืื ืชืจืืืชื ืฉื ืืืืข ืืืืืื ื ืืืืจืื ืฉื ืืืข ืืืืฉื ืืช ืขื ื ืืฉืืื ืืื ื ืืื ืืช ืืฉืืืืช ืืืืฉื ืืืช ืฉืื
ืืืืืช ืืืงืืจืก
ืืื ืืืืืื, ืืคื ืืืืจืช ืืกืืืื ื:
ืืืื ืืกืื
ืฉืืืฉื ืื"ืืืช ืงืจืืื
ืกืืคืืจ ืืงืืจื
ื ืืืืืช ืืื ื ืืืื
INTRODUCTION TO COGNITIVE SCIENCE โ LANGUAGE ACQUISITION
Dr. Aviya Hacohen
Fall semester, 2 pts
The goal of this course is to introduce students to the field of first language acquisition; to present them
with the fundamental questions; and to familiarize them with the basic methodological tools required
for pursuing independent research. We will discuss different language acquisition theories, the
development of the various subparts of language and a number of methodologies to study child
language. This course is not designed to provide definitive answers; its central aim is to intellectually
stimulate the students and motivate them to further explore this incredible capacity which defines us
as humans.
The final grade for the course will be based on:
โข Formulation of questions regarding the readings (15%)
โข Attendance and participation in class discussions (5%)
โข Tutorial assignments (25%)
โข Final exam (55%)
ืจืืืฉืช ืฉืคื โืืืื ืืืืื ืืืืข ืงืืื
ืืงืืจืก ืขืืกืง ืืจืืืฉืช ืฉืคืช ืื ืืืื ืืชืืื ื ืืืงื ืืช ืืืข ืื ืืฉื ืืชืคืชืืืช ืฉืคื ืจืืฉืื ื ืืฆื ืืืืื. ืืืจืช ืืงืืจืก ืืื
ืืืืฆืื ืืช ืืืืื ืืืชืืืืืืืืื ืืืฉืืฃ ืืช ืืกืืืื ืืื ืืชืืื ืจืืืฉืช ืืฉืคื, ืืืืื ืืช ืฉืืืืช ืืืกืื ืฉื ืืชืืื,
ืืืกืืกืืื ืื ืืืฆืื ืืืืงืจ ืขืฆืืื.
ืืงืืจืก ื ืืื ืืชืืืืจืืืช ืจืืืฉืช ืฉืคื ืืืฉืืื ืืืชืคืชืืืช ืฉื ืืืงื ืืฉืคื ืืฉืื ืื, ืืื ื ืกืงืืจ ืืื ืืงืืช ืืงืกืคืจืืื ืืืืืืช
ืืืฉืืฉืืช ืืืงืจ ืฉืคืช ืืืืื.
ืืช ืืืืจืื ืืื ืืจืฆืืช ืืืืฉืื ืืฉืืขืืืช ืืื ืืขืืจืจ ืืช ืืกืืืื ืืื ืืื ืืืงืืืื-ืืงืืจืก ืืื ื ืืืืจ ืืกืคืง ืชืฉืืืืช ืื
ืืืืงืืจ ืืช ืืืืืืช ืืืืคืืื ืืื, ืืืืืืจื ืืืชื ื ืืื ื ืืื.
ืืฆืืื ืืกืืคื ืืงืืจืก ืืืจืื ื:
)15%ืฉืืืืช ืงืจืืื ( โข
)5%ื ืืืืืช ืืืฉืชืชืคืืช ืืืืื ืืืืชื ( โข
)25%ืืืืืช ืชืจืืื ( โข
)55%ืืืื ื ( โข
Selected bibliography
Guasti, M. T. (2002). Language Acquistion: The Growth of Grammar. Cambridge, MA: MIT Press.
Lust, B. (2006). Child Language: Acquisition and Growth. Cambridge, UK: Cambridge University
Press.
Fromkin, Krashen, Curtiss, Rigler & Rigler (1974)
Eimas, Siqueland, Jusczyk & Vigorito (1971)
Crain & Lillo-Martin (1999)
Boeckx, C. (2010). Language in Cognition: Uncovering Mental Structures and the Rules Behind Them.
Chichester: Wiley-Blackwell.
McDaniel, D., McKee, C., & Cairns, H.S. (1996.) Methods for assessing children's syntax. Cambridge,
MA: MIT Press.
Second year
Required courses
SEMANTICS A
Prof. Ariel Cohen
Fall semester, 4 pts.
An age-old definition of linguistics is the investigation of the relation between sound and meaning.
How is it that mere air vibrations or squiggles on a page can convey ideas, thoughts, beliefs, feelings?
In this class, we will consider this question. We will investigate what meanings are, which factors
affect the meaning of an utterance, and consider the meanings of a variety of linguistic constructions.
Requirements: The grade will be based on bi-weekly assignments, a midterm exam and a final.
Prerequisites: Introduction to Semantics
Required textbook: J. Allwood, Lars-Gunnar Andersson and รsten Dahl (1977). Logic in Linguistics.
Cambridge University Press.
ืกืื ืืืงื ื
ืืืืจื ืขืชืืงื ืฉื ืืืืฉื ืืช ืืื ืืงืจ ืืืืก ืฉืืื ืงืื ืืืฉืืขืืช. ืืื ืืืชืื ืืืืจ ืฉืชื ืืืืช ืืืืจ ืื ืฉืจืืืืื ืขื ืืฃ ื ืืืจ
ืืืื ืฉื ืืฉืืขืืืืช, ืืื ืืืจืืื ืืืืืื ืืืืืข ืจืขืืื ืืช, ืืืฉืืืช, ืืืื ืืช, ืจืืฉืืช? ืืงืืจืก ืื ื ืืื ืฉืืื ืื. ื ืืงืืจ ืืช
.ืงืืืขืื ืืช ืืฉืืขืืชื ืฉื ืืืข, ืื ืืื ืืืฉืืขืืช ืฉื ืืืืื ืืื ืื ืืฉืื ืืื
SEMANTICS B
Dr. Olga Kagan
Fall semester, 4 pts.
In this course, we will continue considering a range of phenomena in formal semantics. We will
investigate such topics as properties of quantifiers, tense, lexical and grammatical aspect, generic
sentences, gradable adjectives, etc.
Course requirements:
Attendance
Homework Assignments: 15%
Midterm Exam: 25%
Final Exam: 60%
Prerequisites: Intro to Semantics, Semantics A
ืกืื ืืืงื ื'
ื ืืืื ืืกืื ืืืงื ืฉื ืืืชืื, ืืื, ืืกืคืง ืืืกืืจืช ืงืืจืก ืื ื ืืฉืื ืืืื ืืกืืืืืช ืฉืื ืืช ืืกืื ืืืงื ืคืืจืืืืช. ื ืืงืืจ ื ืืฉืืื
.ืชืืจืื ืืืืจืืื ืืขืื ื,ืืงืกืืงืื ืืืงืืืงื, ืืฉืคืืื ืื ืจืื
ืกืื ืืืงื ื' ืืืื ืืกืื ืืืงื ื :ืงืืจืก ืงืื
SYNTAX A
Dr. Lena Ibnbari
Fall semester, 4 pts.
This course is the first half of an advanced introduction to theoretical syntax within the framework of
generative grammar. The goal is to become familiar with theoretical concepts and principles, and to
develop skills in syntactic description, analysis and argumentation.
Prerequisites: Introduction to Linguistic and Syntax
REQUIRED Course materials:
Textbook: An Introduction to Syntactic Analysis and Theory, by Dominique Sportiche, Hilda
Koopman and Edward Stabler, published by Wiley Blackwell
Homework exercises will be available through Moodle.
NOTE: All students are expected to obtain a copy of the textbook. It will also be used in
Syntax B, and should be a valuable resource for seminars and option courses in syntax.
Course requirements:
Attend all classes and read all assigned sections from the textbook
10 exercises (3% each) 30%
Midterm exam 30%
Final exam 40%
Week Date Topic Reading Exercise
Week 1 Oct. 30 Introduction
Foundations of Syntax
Chapters 1,2
Nov. 2 Morphology 1: A word
-lexeme vs word
- word classes
-two kinds of affixes
-inflection โ formal features
chapter 2 Exercise 1 out
Week 2 Nov. 6 Morphology 2: Morphemes
- hierarchical structure
- headedness
chapter 2 Exercise 1 due
- c-selection
Nov. 9 Morphology 3: Compounds
tree structures
Syntax & Morphology - similarities
and differences
chapter 2 Exercise 2 out
Week 3 Nov. 16 Structural Relations
syntactic notions of domination, c-command, precedence
terminology
chapter 3 (beginning) + notes
Exercise 2 due
Nov. 20 Syntactic Analysis 1:
constituency tests:
substitution
S fragment tests
ch.3 Exercise 3 out
Week 4 Nov. 23 Syntactic Analysis 2:
Constituency tests:
Ellipsis, Coordination
ch.3
Exercise 3 due
Nov. 27 Syntactic Analysis 3:
Dislocation tests: movement, clefting, pseudocleft, HNPS, RNR,
Ambiguous sentences
ch.3 Exercise 4 out
Week 5 Nov.30 Clauses: CP & TP Chapter 4 Exercise 4 due
Dec. 4
conf.
DP & its head the structure of pronouns
Chapter 4
Chapter 5
Exercise 5 out
Syntactic Phrases: VP, NP, AP PP
-adjunct vs argument
Exercise 5 due
Week 6 Dec.7
X-bar theory: -heads, complements, adjuncts, subjects
Silent heads: D, T, C
- s-selection
- c-selection
Chapter 5 Exercise 6 out
Dec. 14
Subjects across categories: Small clauses
Cross-linguistic variation in X-bar schema PPs
-SVO vs SOV
Chapter 6 Exercise 6 due
Week 7 Dec. 18 Lexical entries, Theta Criterion
Projection Principle
Chapter 6
Week 8 Dec. 21 MIDTERM exam
Dec. 25 NO CLASS CHANUKAH
Week 9 Dec. 28 Movement (1): Head movement Affix Hopping
ch. 8
Jan. 1 Movement (2): Head movement, V-to-T, T-to-C,
ch. 8 Exercise 7 out
Week 10 Jan. 4 Movement (3): Num-to-N ch. 8 Exercise 7 due
Jan. 8 Movement (4): DP movement Raising, to subject
ch. 8 Exercise 8 out
Week 11 Jan. 11 Binding Theory (1) Principle A ch. 7 Exercise 8 due
Jan. 15 Binding Theory (2) Principle B & C
ch. 7 Exercise 9 out
Week 12 Jan. 18 Binding Theory (2) some issues, variations
ch. 7 Exercise 9 due
Jan. 22 VP shells ch. 12
Week 13 Jan. 25 VP shells ch 12 Exercise 10 out
Jan. 21 REVIEW for the final exam --- Exercise 10 due
Febr. 1 FINAL EXAM
SYNTAX B
Will be published
Second- and third-year electives
NEUROLINGUISTICS
Dr. Dorit Ben-Shalom
Fall and spring semesters, 4 pts.
Neural correlates of morphological, syntactic, semantic, phonetic, and phonological behavior.
Prerequisite: Introduction to cognitive neuroscience
Course requirements:
1 class presentation 50%
1 final paper 50%
Required attendance: Class presentation
ื ืืืจืืืืฉื ืืช
ืงืืจืืืื ืขืฆืืืื ืฉื ืขืืืื ืืืจืคืืืืื, ืชืืืืจื, ืกืื ืื, ืคืื ืื, ืืคืื ืืืืื.
ืืืื ืืืืขื ืืขืฆื ืืงืืื ืืืืืืื ืืจืืฉืช ืงืื:
ืืจืืฉืืช ืืงืืจืก:
50%ืืฆืื ืืืืชื 1
50%ืขืืืืช ืกืืื 1
ืืฆืื ืืืืชื ืืืืช ื ืืืืืช:
PHONOLOGY: THEORETICAL AND EMPIRICAL FOUNDATIONS
Dr. Evan Cohen
Fall and spring semesters, 4 pts.
The course is divided into two parts over two semesters. The first semester reviews phonological theory
from start of generative phonology until the present, covering rule-based (SPE) and constraint-based
(Optimality Theory) approaches. The second semester discusses the investigation of phonological
knowledge, covering basic field methods, the study of corpora and experimental methodologies.
Requirements (the number of assignments is subject to change):
1. Prerequisites: Introduction to Phonology (recommended: grade over 75)
2. Regular class attendance: Students missing more than two classes in either semester cannot
complete the course
3. Reading assigned material: TBA
4. Assignments: 4-5 written exercises during the first semester (10% of final grade), 6-8 written
exercises during the second semester (10% of final grade)
5. Written exam: At the end of the first semester (30% of final grade)
6. Final paper: Submitted by 4.8.2016 (50% of final grade)
7. Late submission of assignment or paper: -10%
ืคืื ืืืืืื: ืืกืืืืช ืชืืืจืืืื ืืืืคืืจืืื
ืง ืืฉื ื ืืืงืื ืืืืื ืฉื ื ืกืืกืืจืื. ืืกืืกืืจ ืืจืืฉืื ืกืืงืจ ืืช ืืชืืืจืื ืืคืื ืืืืืืช ืืจืืฉืืชื ืฉื ืืคืื ืืืืืื ืืงืืจืก ืืืื
ืืืืืฆืื (ืชืืืจืืืช ืืืืคืืืืืืืช). ืืกืืกืืจ ืืฉื ื -) ืืืืืกืกืืชSPEืืืงืื (-ืืื ืจืืืืืช ืืขื ืืืื, ืชืื ืืืกืื ืืืฉืืช ืืืืกืกืืช
ืกืืกืืืช, ืืืงืจ ืงืืจืคืืกืื ืืฉืืืืช ืืืงืจ ื ืืกืืืืืช.ืขืืกืง ืืืงืจ ืืืืข ืืคืื ืืืืื, ืชืื ืกืงืืจืช ืืฉืืืืช ืืืงืจ ืฉืื ื
ืืืืืช ืืงืืจืก (ืืกืคืจ ืืืืืืช ื ืชืื ืืฉืื ืื):
)75ืฆืืื ืืขื : ืืืืืฅ(ืืืื ืืคืื ืืืืืื : ืืจืืฉืืช ืงืื .1
ืกืืืื ืืื ืื ืขืืจืื ืืฉื ื ืฉืืขืืจืื ืืืืื ืืื ืืกืืกืืจืื ืืื ื ืืืืืื ืืืฉืืื ืืช ืืืืืช : ื ืืืืืช ืกืืืจื .2
ืืงืืจืก
ืืืกืจื ืืฉืืขืืจืคืจืืื : ืงืจืืื .3
10%(ืืืืืช ืืืืื ืืกืืกืืจ ืืฉื ื 6-8), ืืืฆืืื ืืกืืคื 10%(ืืืืืช ืืืืื ืืกืืกืืจ ืืจืืฉืื 4-5: ืืืืืช .4
)ืืืฆืืื ืืกืืคื
)ืืืฆืืื ืืกืืคื 30%(ืืกืืื ืืกืืกืืจ ืืจืืฉืื : ืืืื ื ืืืชื .5
)ืืืฆืืื ืืกืืคื 50%( 4.8.2016ืืืฉื ืขื : ืขืืืื ืืกืืืช .6
10%-: ืืืฉื ืืืืืจืช ืฉื ืืืื ืื ืขืืืื .7
BILINGUALISM: ITS NATURE, DEVELOPMENT AND USE
Dr. Irena Botwinik
Fall and spring semesters, 4 pts.
The phenomenon of bilingualism is quite wide-spread, but its nature seems to be quite obscure, often
confused with second language acquisition. The goal of the course is to clarify the phenomenon,
specifying the characteristics of its acquisition, its manifestation in adulthood, as well as its psychological
and neurological consequences.
Topics
I. Acquisition
Typical
Volterra, V. and Tauschner, T. 2007. The acquisition and development of language by bilingual children.
The Bilingualism Reader, edited by Li Wei, Chapter13.
Genesee, F. 2007. Early bilingual language development: One language or two? The Bilingualism Reader,
edited by Li Wei, Chapter 14.
Meisel, J. 2007. Code-switching in young bilingual children: The acquisition of grammatical constraints.
The Bilingualism Reader, edited by Li Wei, Chapter 15.
II. Use: Code-switching
Poplack, S. 2007. Sometimes I'll start a sentence in Spanish y termino en espaรฑol: Toward a typology of
code-switching. The Bilingualism Reader, edited by Li Wei, Chapter 10.
Myers-Scotton, C. and Jake, J. 2007. Matching lemmas in a bilingual language competence and
production model: Evidence from intrasentential code-switching. The Bilingualism Reader, edited by Li
Wei, Chapter 11.
Muysken, P. 2007. Code-switching and grammatical theory. The Bilingualism Reader, edited by Li Wei,
Chapter 12.
III. Psycholinguistic and neurolinguistics dimensions of bilingualism
Bilingual processing
Green,D. 2007. Control, activation, and resource: A framework and a model for the control of speech in
bilinguals. The Bilingualism Reader, edited by Li Wei, Chapter 16.
De Bot, K. 2007. A bilingual production model: Levelt's 'speaking' model adapted. The Bilingualism
Reader, edited by Li Wei, Chapter 17.
Kroll, J. and de Groot, A. 2007. Lexical and conceptual memory in the bilingual: Mapping form to
meaning in two languages. The Bilingualism Reader, edited by Li Wei, Chapter 18.
Grosjean, F. 2007. The bilingual's language modes. The Bilingualism Reader, edited by Li Wei, Chapter
19.
Bilingual brain
Obler, L., Zatorre, R., Galloway, L., and Vaid, J. 2007. Cerebral lateralization in bilinguals:
methodological issues. The Bilingualism Reader, edited by Li Wei, Chapter 20.
Paradis, M. 2007. Language lateralization in bilinguals: Enough already!. The Bilingualism Reader, edited
by Li Wei, Chapter 21.
Abutalebi, J., Capra, S., and Perani, D. 2007. The bilingual brain as revealed by functional neuroimaging.
The Bilingualism Reader, edited by Li Wei, Chapter 21.
Course requirements (tentative)
5-6 assignments: 20%
Presentation of an article: 20%
Final exam: 60%
LINGUISTICS OF SIGN LANGUAGE
Dr. Svetlana Dachkovsky
Fall and spring semesters, 4 pts.
Linguistics of Sign Language introduces students to sign language linguistics on the basis of Israeli
Sign Language. The course has a double focus: 1) it emphasizes the universal properties of language
in signed and spoken modalities, and 2) aims to elucidate the interaction of these properties with the
physical modality of language transmission and with the nature of the language community. The course
is divided into two parts. The first part addresses all the essential aspects of ISL linguistic structure:
phonology, morphological means, realizations of tense and aspect, word order rules, the system of
classifiers, and prosody. The second part provides a glimpse into the history of Israeli Sign language
and of the Deaf community in Israel. It provides evidence for the intricate interaction between
linguistic structure and the history of language, illustrating the discussion of diachronic processes in
ISL with multiple examples from the most recent research. The goal of the course is to demonstrate
the contribution of sign language research to various subfields of general linguistic theory.
Course Assessment:
Homework and assignments -- 20%
Presentation โ 20%
Exam โ 60%
ืืืฉื ืืช ืฉื ืฉืคืช ืืกืืื ืื
ืืกืืื ืื ืืืฉืจืืืืช. -ืืขืืื ืฉื ืืืฉื ืืช ืฉืคืช ืกืืื ืื ืืืืฆืขืืช ืฉืคืชืืกืืื ืื ืืืืจ ืืกืืืื ืืื ืืช -ืืงืืจืก ืืืฉื ืืช ืฉื ืฉืคืช
) ืืืงืฉ 2) ืืื ืืืืืฉ ืืช ืืชืืื ืืช ืืืื ืืืจืกืืืืช ืฉื ืฉืคื ืื ืืืืคื ืืช ืืืืืจื ืืื ืืืกืืื ืช 1ืืงืืจืก ืฉื ื ืืืงืืื ืขืืงืจืืื:
ืืฉืคื ื ืืฆืืช ื ืฉื ืืงืืืื ืฉืืืืืืืจ ืืช ืืืื ืืจืืงืฆืืืช ืฉื ืชืืื ืืช ืืื ืขื ืืืืคื ืืช ืืคืืืืช ืฉื ืืขืืจืช ืืฉืคื ืืขื ืืืคื
ืืืืง ืืจืืฉืื ืืชืืืืก ืืื ืืืืืืื ืืืกืืกืืื ืฉื ืืืื ื ืืืืฉื ื ืฉื ืฉืคืช ืืกืืื ืื -ืืฉืืืืฉ. ืืงืืจืก ืืืืืง ืืฉื ื ืืืงืื
ืืืฉืจืืืืช: ืคืื ืืืืืื, ืืืจืคืืืืืื, ืชืคืืฉืช ืืืฉืื ืืืื, ืืืงื ืกืืจ ืืืืืื, ืืขืจืืช ืืืกืืืืื ืืคืจืืืืืื. ืืืืง ืืฉื ื ื ืืชื
ืืฉืจืืืืช ืืืงืืืืช ืืืจืฉืื ืืืฉืจืื. ืืงืืจืก ืืฆืื ืืช ืืืื ืืจืืงืฆืื ืืืืืงื ืฉืืื ืืฆืฆื ืืืืกืืืจืื ืฉื ืฉืคืช ืืกืืื ืื ื
ืืื ื ืืฉืื ื ืืืื ืืืืกืืืจืื ืฉื ืืฉืคื ืืืฆืื ืืช ืืืืื ืื ืืืข ืืืชืคืชืืืช ืืืืกืืืจืืช ืฉื ืืฉืคื, ืชืื ืฉืืืืฉ ืืืืืืืืช
ืฉืื ืื ืืชืืืืจืืืช ืฉื ืืืืืงืจ ืืขืืื ื ืืืืชืจ. ืืืจืช ืืงืืจืก ืืืฆืื ืืช ืืืืงืจ ืฉื ืฉืคืช ืืกืืื ืื ืืืช ืชืจืืืชื ืืชืชื ืชืืืืื
ืืืฉื ืืช ืืืืืช.
NULL SUBJECTS
Dr. Peter Herbeck
Spring semester (mini-course), 2 pts.
In this course, students will be given an overview about the characteristics of (null) subjects in
consistent, partial, semi- and non-pro-drop languages. While doing this, students will acquire
knowledge about the different theoretical implementations of the phonological as well as interpretive
properties of the subject position.
The fact that Romance languages like Spanish, Italian, and Portuguese allow null subjects in finite
clauses while English does not has been of crucial relevance for the development of the Principles &
Parameters framework of the 1980s. A uniform definition of the so-called pro-drop parameter and its
correlating properties, however, was soon challenged by data emerging from a wider set of languages,
such as Chinese, Brazilian Portuguese, Finnish and Hebrew, among others. On one hand, in terms of
binding, null subjects in inflected clauses do not uniformly behave like pure pronominals. On the other
hand, the existence of null subjects in languages without โstrongโ agreement morphology casts doubt
on the sole role of agreement in determining the nature of the subject position. Furthermore, the
existence of overt subjects in nonfinite clauses in various languages challenges the view that the
phonetic properties of subjects can be derived from the finiteness of the clause.
Among the questions that will be dealt with in this course are:
- What is the role of agreement, the EPP, Case, and Verb Movement in determining the
availability of (null) subjects in a language?
- In how far do discourse-sensitive properties have to be taken into account in deriving the
subject position?
- Are there empty categories?
- What role do (lexical) semantic properties of verbs play in deriving the nature of (null)
subjects?
- What consequences do recent theoretical developments and empirical findings in the area of
(null) subjects have for the theory of parametric variation?
Course requirements:
- Three written assignments: 30%
- Final exam: 70%
Key readings
Barbosa, P. (2011a). Pro-drop and Theories of pro in the Minimalist Program Part 1: Consistent Null
Subject Languages and the Pronominal-Agr Hypothesis. Language and Linguistics Compass:
5 (8): 551โ570.
Barbosa, P. (2011b). Pro-drop and Theories of pro in the Minimalist Program Part 2: Pronoun
Deletion Analyses of Null Subjects and Partial, Discourse and Semi pro-drop. Language and
Linguistics Compass: 5 (8): 571-587.
Borer, H. (1989). Anaphoric AGR. In O. Jaeggli & K. J. Safir (eds.), The Null Subject Parameter (pp.
69- 110). Dordrecht: Kluwer.
Camacho, J. (2013). Null Subjects. Cambridge: Cambridge University Press.
Chomsky, N. (1981). Lectures on Government and Binding โ the Pisa lectures. Dordrecht: Foris
Publications.
Haider, H. (1990). Null Subjects and Expletives in Romance and Germanic. In W. Abraham & W.
Kosmeijer & E.Reuland (eds), Issues in Germanic Syntax (pp. 49-66). Berlin: Mouton de
Gruyter.
Holmberg, A. (2005). Is There a Little pro? Evidence from Finnish. Linguistic Inquiry 36(4), 533-564.
Huang, C. T. J. (1989). Pro-Drop in Chinese: A Generalized Control Theory. In O. Jaeggli & K. J.
Safir (eds.), The Null Subject Parameter (pp. 185-214). Dordrecht: Kluwer.
Jaeggli, O. & K. J. Safir (1989). The Null Subject Parameter and Parametric Theory. In O. Jaeggli &
K. J. Safir (eds.), The Null Subject Parameter (pp. 1-44). Dordrecht: Kluwer.
Landau, I. (2013). Control in Generative Grammar โ A Research Companion. Cambridge: Cambridge
University Press.
Neeleman A. & K. Szendrลi (2008). Case morphology and radical pro-drop. In: Biberauer, T. (ed.),
The Limits of Syntactic Variation (pp. 331-348). Amsterdam: John Benjamins.
Rizzi, L. (1986). Null objects in Italian and the theory of pro. Linguistic Inquiry 17 (3), 501-557.
Third-year courses
Electives
TOPICS IN FIRST LANGUAGE ACQUISITION
Dr. Aviya Hacohen
Spring semester, 4 pts.
The goal of this course is to provide students with an in-depth look at the study of first language
acquisition as a scientific discipline within the realm of cognitive science. We will discuss the key
issues and questions that concern scholars in the field, the main theoretical accounts and the major
empirical findings in the area. The course will also familiarize the students with methodological tools
required for pursuing independent research in language acquisition. Our focus will be on generative
and nativist approaches to language acquisition and we will show that these approaches provide the
most promising account of humansโ linguistic abilities.
The final grade for the course will be based on:
โข Formulation of questions regarding the readings (35%)
โข Attendance and participation in class discussions (10%)
โข Final exam (55%)
ืกืืืืืช ืืจืืืฉืช ืฉืคืช ืื
. ืืงืืื ืืืืืืืืืืขืืช ืืืกืืจืช ืืืืขืื ืืืจืช ืืงืืจืก ืืื ืืชืช ืืกืืืื ืืื ืืื ืืขืืืง ืื ืืงืจ ืจืืืฉืช ืืฉืคื ืืืืกืฆืืคืืื ื
ืืื, ืืื ืื ืืชืืืืจืืืช ืืืืืืืช ืืืืืฆืืื ืืงืืจืก ื ืืื ืืฉืืืืช ืืืคืชื ืืื ืืฉืืื ืืืจืืืืื ืฉืืขืกืืงืื ืืืงืจืื ืืช
ืืืฉืืขืืชืืื. ืื ืืกืฃ, ืืืฆืื ืืคื ื ืืกืืืื ืืื ืืืืื ืืืชืืืืืืืืื ืื ืืืฆืื ืืืืฆืืข ืืืงืจ ืขืฆืืื ืืจืืืฉืช ืฉืคื. ืืคืืงืืก
ืืงืืจืก ืืืื ืขื ืืืืฉื ืืื ืจืืืืืช ืืื ืืืืืืืกืืืช, ืื ืจืื ืื ืืืฉืืช ืืื ืืกืคืงืืช ืืช ืืืกืืจืื ืืืืืืืื ืืืืชืจ ืืฉืคื
ืืืจืืืฉืช ืฉืคื ืืคืจื. ืื ืืฉืืช ืืืื
ืืฆืืื ืืกืืคื ืืงืืจืก ืืืจืื ื:
)35%ืฉืืืืช ืงืจืืื ( โข
)10%ื ืืืืืช ืืืฉืชืชืคืืช ืืืืื ืืืืชื ( โข
)55%ืืืื ื ( โข
Required reading
Guasti, M. T. (2002). Language Acquistion: The Growth of Grammar. Cambridge, MA: MIT Press.
Boeckx, C. (2010). Language in Cognition: Uncovering Mental Structures and the Rules Behind
Them. Chichester: Wiley-Blackwell.
Lust, B. (2006). Child Language: Acquisition and Growth. Cambridge, UK: Cambridge University
Press.
Fromkin, Krashen, Curtiss, Rigler & Rigler (1974)
Eimas, Siqueland, Jusczyk & Vigorito (1971)
McDaniel, D., McKee, C., & Cairns, H.S. (1996.) Methods for assessing children's syntax.
Cambridge, MA: MIT Press.
Schaeffer, Jeannette, Aviya Hacohen, and Arielle Bernstein (2003). The dissociation between
grammar and pragmatics: Evidence from English SLI. Proceedings of the 19th Annual Meeting
of the Israel Associations for Theoretical Linguistics. Ben-Gurion University, Beer Sheva.
Kanwisher N (2010) Functional specificity in the human brain: A window into the functional
architecture of the mind. Proc Natl Acad Sci USA 107:11163โ11170.
Seminars
MODALITY BETWEEN SYNTAX AND SEMANTICS
Dr. Lavi Wolf
Fall and spring semesters, 4 pts.
A linguistic theory of modality needs to take into account the level of syntactic representation in
addition to the semantics. .Syntactic structures are useful tools that enable the cognitive system to
combine information from different domains into a hierarchically organized unit .The interface
between the syntactic and the semantic aspects of modality will be explored in this course, via the
locations of modals, theories of universal functional projections, and phenomena at the syntax-
semantics interface such as modal concord.
ืืื ืชืืืืจ ืืกืื ืืืงื -ืืืืืืืืช
ืฆืื ืืชืืืืจื ืื ืืกืฃ ืืกืื ืืืงื. ืืื ืื ืชืืืืจืืื ืืื ื ืืืื ืืชืืืจืืืช ืื ืืืขืืช ืืืืืืืืืช ืฆืจืืืืช ืืงืืช ืืืฉืืื ืืช ืจืืช ืื
ืืืืืช ืืฉืื ืืืืข ืืชืืืืื ืฉืื ืื ืืืื ืืืืื ืืืืืจืื ืช ืืืืคื ืืืจืจืื. ืืืืฉืง ืืฉืืืืฉืืื ืืืืคืฉืจืื ืืืขืจืืช ืืงืืื
ืฉืืื ืืืืืืื ืืชืืืืจืืื ืืืกืื ืืืื ืฉื ืืืืืืืืช ืืืืื ื ืืงืืจืก ืื, ืืจื ืืืงืืืื ืฉืื ืื ืฉื ืืืืืืื, ืชืืืจืืืช
.modal concordืกืื ืื ืืืื -ืืชืืคืขืืช ืืืืฉืง ืืชืืืืจื universal functional projections ืฉื
ืืืื ืืชืืืืจ ืืืืื ืืกืื ืืืงื: ืืจืกื ืงืืืง
: ืืงืืจืก ืืืืืช
10%ืืื ืื โข
20%ืืฆืืช โข
70%ืขืืืื ืกืืคืืช โข
ืืืฉืืขืืจืื 80% โื ืืืืืช ื ืืจืฉืช โข
ASPECTUAL EFFECTS IN SYNTAX
Dr. Tova Rapoport
Fall semester, 4 pts.
This course examines the effects of aspect and event structures in syntax.
Prerequisite: Introduction to the Lexicon or equivalent
Requirements:
The course consists of readings and discussions. Students are expected to prepare the readings for each
class and to actively participate in class discussions. Attendance is therefore required.
Each student will choose a topic, collecting data in their native language (original and/or published).
This will be presented in class, accompanied by a professional-level handout (or presentation).
Taking into account both class comments and the contributions of the other presentations, each student
will then write a paper (approximately 10-15 double-spaced pages), making use of the theoretical tools
assembled during the semester.
:Grading
Quizzes and participation 20%
Class presentation + handout 25%
Final seminar paper (including proposal) 55%
ืืฉืคืขืช ืืืกืคืงื ืืชืืืืจ
ืงืืจืก ืื ืืืื ืืฉืืืืช ืืื ืื ืืกืคืงืืืืืืื ืืชืืืืจ.
SYNTACTIC PROCESSING
Dr. Irena Botwinik
Fall and spring semesters, 4 pts.
The starting point of the seminar is the processing theory of Pritchett (1992) and its extension by Siloni
(2003). First, we will examine the empirical coverage of the theory in English, Hebrew and Japanese
and delineate the kind of data the theory fails to account for, and the type of data which is ignored in
the theory. Then we will get acquainted with additional theories of language processing, their goals
and methodologies. Finally, if time permits, we will address the issue of sentences with center
embedding (The boy the cat the dog bit scratched ran away.), focusing on the question whether these
sentences present a processing difficulty or are, in fact, ungrammatical.
Topics
I. Sentence processing: Garden path sentences; filler-gap dependencies; ambiguous sentences
II. Lexical processing
III. Center embedding
Grade
Assignments โ 30%
Class presentation โ 20%
Final paper โ 50%
Reading (partial)
Altmann, G. (1998). Ambiguity in sentence processing. Trends in Cognitive Sciences, Vol. 2. No. 4.
146-152.
Aoshida, S. M. Yoshida, and C. Phillips. (2009). Incremental Processing of Coreference and Binding
in Japanese. Syntax 12, 93-134.
Frazier, L. (1987). Sentence processing: A tutorial review. In M. Coltheart (ed.), Attention and
Performance, Vol. 12. Hillsdale: New Jersey, Lawrence Erlbaum Associates.
Garret, M. (1980). Levels of processing in language production. In B. Butterworth (ed.), Language
Production Vol. 1. Academic Press, London, pp. 177โ220.
Ingram, J. C. L. (2007). Neurolinguistics. An Introduction to Spoken Language Processing and its
Disorders. Cambridge University Press.
Kimball, J. (1973). Seven principles of surface structure parsing in natural language. Cognition, vol
2, no 1. 15-47.
Konopka, A. (2012). Planning ahead. Journal of Memory and Language 66, 143โ162.
MA courses
METHODOLOGICAL PRINCIPLES IN LINGUISTICS (required for the thesis track)
Prof. Ariel Cohen
Fall and spring semesters, 4 pts.
The goal of this course is to introduce graduate students to methods of linguistic research. We will
focus on the notion of linguistic evidence, for or against a theory. We will consider three types of
evidence in particular: thought-up examples, corpus study, and psychological experimentation. We
will use the semantics and pragmatics of superlative quantifiers (at least and at most) as a case study.
ืขืงืจืื ืืช ืืชืืืืืืืืื ืืืืฉื ืืช
ืืืฉื ื. ื ืชืืงื ืขื ืืืืฉื ืฉื ืืืจืช ืืงืืจืก ืืื ืืืงื ืืช ืืกืืืื ืืื ืืืืืืื ืืชืืืจ ืืืื ืืืชืืืืข ืืืข ืืขืงืจืื ืืช ืืืงืจ
ืจืืืืช ืืืฉื ืืืช, ืืขื ืื ื ืื ืชืืืืจืื ืืกืืืืช. ื ืืื ืฉืืืฉื ืกืืืื ืฉื ืจืืืืช ืืืืืื: ืืืืืืืช ืืืืฆืืืช, ืืงืจ ืงืืจืคืืก,
ืื ืืกืืืื ืคืกืืืืืืืืื. ืืกืื ืืืงื ืืืคืจืืืืืืงื ืฉื ืืืชืื ืืืคืืืื ("ืืคืืืช", "ืืื ืืคืืืช", "ืืื ืืืืชืจ") ืืืงืจื ืืืื.
THE PARIETAL LOBE IN LANGUAGE PROCESSING
Dr. Dorit Ben-Shalom
Fall and spring semesters, 4 pts.
The role of the parietal lobe in phonological, syntactic, and semantic processing. This course is part
of a series of courses about the contribution of the temporal, parietal, and frontal lobes to language
processing.
ืืืื ื ืืคืจืืืืืืช ืืขืืืื ืฉืคื
ืฉื ืชืจืืืชื ืขื ืงืืจืกืื ืืกืืจืช ืืืง ืืื ืื ืงืืจืก. ืฉืคื ืฉื ืืกืื ืื, ืชืืืืจื, ืคืื ืืืืื ืืขืืืื ืืคืจืืืืืช ืืืื ื ืฉื ืชืคืงืืื
.ืฉืคื ืืขืืืื ืืืคืจืื ืืืืช ืืคืจืืืืืช, ืืืืคืืจืืืช ืืืื ื
TOPICS IN HEBREW AND RUSSIAN LINGUISTICS.
Dr. Olga Kagan
Fall and spring semesters, 4 pts.
In this course, we will consider a range of topics in Hebrew and Russian linguistics. Topics in Hebrew
linguistics include: roots and word formation, the semantics of templates, dative case, PP-verbs,
indefinite noun phrases, predicate nominal sentences. Topics in Russian linguistics include: โfreeโ
word order, dative subjects, genitive of negation, long and short adjectives, nominal phrases in a
language without articles. We will also analyze ways in which these two languages have affected each
other.
Course requirements:
Attendance
Presentation: 30%
Seminar paper: 70%
Prerequisites: Semantics A, Syntax A
ืืจืืกืืช ืกืืืืืช ืืืืฉื ืืช ืขืืจืืช
ืืืกืืจืช ืงืืจืก ืื ื ืืงืืจ ืืกืคืจ ื ืืฉืืื ืืืืฉื ืืช ืขืืจืืช ืืจืืกืืช. ืืืกืืจืช ืืืืื ืืืืฉื ืืช ืขืืจืืช ื ืืืจ ืขื ืืฉืืจืฉ, ืืกืื ืืืงื
, ืฆืืจืืคืื ืฉืื ืืื ืื ืืืืืขืื, ืืฉืคืืื ืืขืื ืคืจืืืงื ืฉืื ื. ืื ืืฉืืื ืืืืฉื ืืช ืจืืกืืช ืฉื ืืขืจืืช ืืื ืืื ืื, ืืืกื ืืืืืืืช
ืืืืืื ืกืืจ ืืืืื "ืืืคืฉื", ื ืืฉื ืืืืกื ืืืืืืืช, ืื ืืืื ืฉื ืฉืืืื, ืชืืจืื ืงืฆืจืื ืืืจืืืื, ืฆืืจืืคืื ืฉืื ืืื ืืฉืคื
ืืกืจืช ืชืืืืืช ืืืืข. ื ืืืจ ืื ืขื ืืืจืืื ืืื ืฉืชื ืืฉืคืืช ืืฉืคืืขื ืืืช ืขื ืืฉื ืืื.
MA THEORY WORKSHOP
Dr. Tova Rapoport
Spring semester, 2 pts.
This course is designed to help students hone their critical skills in investigations of advanced
theoretical material and to develop their own theoretical approach.
The course consists of (i) regular presentations by students, including both relevant literature and
their own research; and (ii) critical comments on presentations by fellow students.
semester ndMA required course for thesis students, 2
Grading:
Attendance is mandatory.
Class presentations: 60%
Final written summary of research: 40%
ืกืื ืช ืชืืืจืื
ืขืฆืืืืช. ืงืืจืก ืื ืืืืขื ืืืื ืืช ืืืืืืช ืืืืงืืจืชืืช ืฉื ืืกืืืื ื ืืืงืจ ืืืืจ ืชืืืืจืืืช ืืชืงืื ืืืคืชื ืืืฉื ืชืืืืจืืืช
) 2(-ืืื ืืืงืจ ืืกืืืื ื ื) ืคืจืื ืืฆืืืช ืชืืืจืืช ืฉื ืื ืกืืืื ื, ืืืื ืื ืกืคืจืืช ืืงืฆืืขืืช ืจืืืื ืืืช 1( -ืืงืืจืก ืืืจืื ื
ืืืงืืจืช ืืื ื ืขื ืืคืจืื ืืฆืืืช ืฉื ืืกืืืื ืืื ืืืืจืื.