GENERAL LINGUISTICS 2

General aim of the course is to consolidate the linguistic reflection capacities acquired in General Linguistics 1 and introduce the students to the formal analysis of syntax, with particular regard to Italian syntax in comparative perspective with non-standard Italo-romance varieties and other languages present in the curriculum.
The ability to apply knowledge, judgements, communication skills, and autonomous learning developed in this course are the ground for a successful continuation in the study of the language sciences.
The course is mandatory for the linguistics curriculum and optional among the linguistic discipline in the literary and politica curricula.

1. Knowledge and understanding
The student knows the basic linguistic terminology and understands the texts that make use of it.
The student knows the basic syntactic phenomena and understands their interaction with other modules of grammar (Lexicon, Phonology, Semantics, Pragmatics).
The student knows the basic properties of the sentence and understands the dimension of variation in synchrony (dialectal variation) and diachrony (language change).
The student knows and understands the glosses that are used to annotate linguistic examples.

2. Applying knowledge and understanding:
The student is able to correctly use the linguistic terminology in all stages of application.
The student can provide simple syntactic analyses, using the correct methodologies (tree diagrams, constituency tests, constituent analysis) of examples, which can be not only in Italian, but also in other languages (duly glossed)
The student can provide relevant examples, autonomously built, to argue for or against a given analysis including logically possible though ungrammatical examples.
The student can provide a parametric analysis of a pair of examples.

3. Making judgements:
The student is able to report a hypothesis, providing the emprical evidence in favor of against it,
The student is able to capture points of divergence and convergence between alternative hypotheses.
The student is able to distinguish disseminative literature from scientific sources.

4. Communication skills:
The student is able to argument in oral form and with appropriate terminology the linguistic hypotheses presented in the course.
The student is able to interact with the instructor, with the tutor and with the peers defending and criticizing appropriate hypotheses face to face or in the virtual classroom.

5. learning skills:
The student is able to take notes, to share them with the peers in the collaborative wiki.
The student is able to find and read part of the references present in the handbooks and recommended in the virtual classroom.

General linguistics1
A basic capacity of reflecting on the two foreign languages chosen in the curriculum at the first year level, with attendance of linguistics 1 and the two modules of language 1.

The content will concern in particular the "generative" approach to syntax.1. Il dominio della 1. What is syntax
2. Syntactic units: features
3. Constituency tests, what they are, what they are for.
4. «Merge»
5. «Muove»
6. Dislocation and wh-movement
7. NP-movements (floating quantifiers, passives, raising structures)
8. Inflexion and the structure of the sentence (verb movement and functional verbs)
9. Case and theta theory
10. Verb classes
11. Binding theory
12. The structure of noun phrases
13. Complementizers and clause types
14. Parallels and differences between clauses and noun phrases
15. Overview

Donati, Caterina (2008) La sintassi. Regole e strutture. Il Mulino: Bologna [nuova edizione 2016]
Cardinaletti, Anna (2009) Esercizi di sintassi. Carocci: Milano
appunti dalle lezioni

for students who have not attended general linguistics 1 at Ca' Foscari and introductory reading is recommended:
Donati, C. (2002) Sintassi Elementare. Carocci: Milano

Read at least TWO of the following papers on specific phenomena (alternative readings can be negotiated with the teacher no later than Nov.2ns);
Ferrazzi, Jader (2017) Prepositional Accusative in Contemporary Italian. Master Thesis UNIVE. http://dspace.unive.it/bitstream/handle/10579/10993/837440-1208937.pdf?sequence=2
Giusti, Giuliana (1990) Floating Quantifiers, scrambling and configurationality in LINGUISTIC INQUIRY, vol. 21.4, pp. 633-641
Giusti, Giuliaja (1996) Is there a TopP and a FocP in the noun phrase structure? , Venezia, Libreria Cafoscarina Editrice, vol. University of Venice Working Papers in Linguistics vol 6, pp. 106-128.
Giusti, Giuliana (1997) The Categorial status of Determiners in Haegeman L., The New Comparative Syntax, Pearson Longman, pp. 95-123
Giusti, Giuliana and Rossella Iovino (2015) A split-DP hypothesis for Latin and Italo-Romance in Giusti G.; Iovino R., Complex Visibles Out There, Olomouc, Palacký University Press, pp. 1-17,
Pollock, Jean-Yve (1989) Verb-movement and Universal Grammar Linguistic Inquiry 20.3: 365-424. http://www.jstor.org/stable/4178634?seq=1#page_scan_tab_contents
Rizzi, Luigi (2001) Relativized Minimality Effects. In Baltin (ed.) The Handbook of Contemporary Syntactic Theory. Wiley (version uploaded by the author) http://www.blackwellpublishing.com/content/BPL_Images/Content_store/WWW_Content/9781405102537/04.pdfG . Giusti (1997) The Categorial Status of Determiners https://www.academia.edu/1032147/The_categorial_status_of_determiners._The_New_Comparative_Syntax_ed._by_Liliane_Haegeman
RIzzi, Luigi (1997) The fine structure of the left periphery. In L. Haegeman (ed.). Ele¬ments of Grammar (pp. 281-337). Kluwer: Dordrecht. https://www.researchgate.net/publication/41647402_The_Fine_Structure_of_the_Left_Periphery
Sportiche Dominique (1988) A theory of floating quantifiers and its corollaries for constituent structure. Linguistic Inquiry 19.3:425.449 http://www.jstor.org/stable/25164903?seq=1#page_scan_tab_contents

During the semester, students can take part in two training tests, which can substitute for the (30%) of the final oral exam.
The oral exam is structured in four parts: 1. provide the syntactic tree of a given example in any language (the example will be glossed in case the language is not known to the student), (15%); 2. provide the syntactic analysis of a given contrast in terms of parametric variation (15%); 3. present a syntactic phenomenon chosen by the student and provide a solidly structured analysis (35%); 4 present and comment the papers chosen (35%).

The oral test verifies:
knowledge and understanding of the principal concepts of formal and descriptive syntax of Italian in a comparative perspective with other languages present in the curriculum
capacity of applying the acquired knowledge to provide simple syntactic analyses
capacity of formulating a sound original hypothesis, make predictions and verify them with data
capacity of arguing following inductive and deductive approaches
capacity of describing original data of standard and non-standard varieties with the correct terminology

face to face lessons
tutoring seminars
moodle virtual classroom http://lingue.cmm.unive.it/course/view.php?id=32

Italian

For good success, it is important to attend classes and/or to be active in the on-line activities and be in contact with the instructor

oral

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development