Volume -1 EXAMPLE March 1 – 7, 2007 (or so)
This is the introduction, with any very important news item first.
For all new and continuing graduate students in your program who have not yet registered, please encourage these students to register for the 2007 spring semester by Thursday, January 4th, at the latest. (The late registration fee will be assessed beginning Friday, January 5th.) If you discover that a student is not term activated for the spring term, please contact my office as soon as possible.
Please note that the Office of the Registrar has discontinued in absentia registration.
SUNY Stony Brook
Wednesday, March, 7, 2007
Oak Room, IMU
"An Input-driven Model of Second Language Acquisition"
Second language learners show differential difficulties in acquiring sound structures of target languages. It has been commonly observed that structures which seem to be more difficult to acquire are frequently those that are characterized as more marked (Eckman 1977). Markedness is an implicational relationship: the presence of the more marked entity, e.g., voiced obstruent codas ([b]), implies the presence of the less marked entity, e.g., voiceless obstruent codas ([p]), but not vice versa. In the literature on markedness and difficulty of acquisition, little attention has been paid to the acquisition order of final obstruents and other final consonants.
I present an experimental study of Mandarin Chinese speakers' acquisition of English final voiced and voiceless obstruents and labial nasal ([m]), none of which occur in Mandarin Chinese codas. I compare the experimental results with a simulation using an input-driven model of language acquisition (Boersma and Hayes 2001) which assumes that learning starts from the native language grammar and the acquisition order is determined by both the type and number of target language inputs. I show that this model correctly predicts both the decreasing interference from the Mandarin Chinese grammar and the order of acquisition of word-final obstruents (voiceless before voiced). It also predicts that voiced obstruent codas are acquired before labial nasal codas, because labial nasal codas are less frequent in English. But, contrary to this prediction, speakers in fact made fewer errors with final labial nasals than with final voiced obstruents. Several alternative accounts of the order of acquisition of final obstruents and labial nasals are compared and it is argued that the Mandarin learners' pattern can be understood with reference to perceived rather than absolute frequency of input structure types.
Any AI applications need to be turned in to Jan (MM322) by March 9 (5:00 p.m.). If you would like to fill out a form, please stop by Jan’s office and pick up one.
Indiana University’s Center for Education and Society (CES) is pleased to invite applications for graduate student associates in its Discipline-Based Scholarship in Education (DBSE) training program, funded by the Spencer Foundation. We anticipate supporting up to ten students as associates in 2007-08. Each position carries a stipend of $2000/year that can be used for research expenses or as a general supplement to a student’s primary form of support.
We invite applications from doctoral students in the School of Education, in history, and in any social science department whose research goals are consistent with the DBSE objectives (see below) and who are doing research on education that is informed by social science theories and methods and that speaks to policy and practice issues. As described in more detail below, we are looking for “mid-career” graduate students: those who have completed most of their coursework but are not yet in the later stages of their dissertations. Research associates will be required to participate in the CES colloquium series, participate in a seminar that meets throughout the academic year, and present their research in one of these forums. Students who are doing independent research, are in the preliminary stages of dissertation planning, or are in the early stages of their dissertation research are especially urged to apply. Because this program is intended to provide a training experience that bridges the social sciences and the field of education, this funding is not appropriate for a student who is in the final stages of dissertation writing.
See the full application at http://www.indiana.edu/~lingdept/newsletter/associate-call-07-08.doc
Crossing the Boundaries: Culture, Linguistics, and Literature
Saturday, April 14, 10:00 a.m. - 12:00 p.m., 2:00 - 4:00 p.m.
University of Minnesota, 155 Nicholson Hall, 216 Pillsbury Dr. SE, Minneapolis, MN
This one day event will address the question about the state of the disciplines of Hispanic Studies today and the new challenges that
Linguistics and Literature are facing, in particular with regards to the crossing of disciplinary borders such as in Cultural Studies and in the
integration of Linguistics and Literature.
David Castillo, SUNY Buffalo
David William Foster, Arizona State University
José Ignacio Hualde, University of Illinois at Urbana-Champaign
John Lipski, Pennsylvania State University
Each panelist will give a brief presentation and will actively participate in the ensuing discussion, among themselves, and with the public.
Morning session: Linguistics vis ą vis Literature and Culture
Afternoon Session: The challenges of Cultural Studies
Some of the issues to be discussed include:
* An understanding of the (dis)integration of linguistics and literature/cultural studies
* An examination of the effect that cultural studies have been having in the field of literature
* An investigation of the rethinking of why a cross disciplinary approach has not included linguistics as an important part of the interdisciplinary agenda
* An exploration of the assumptions and/or notions about/of linguistics that are circulating within the domain of literary/cultural studies
The workshop is part of an ongoing discussion which initiated in the pages of the first volume of Hispanic Issues On Line
This Event is free and open to the public. However, we would like you to
RSVP to firstname.lastname@example.org for planning purposes. Thank you!
The colloquium series occurs at 4 PM in Ballantine Hall room 204 this semester.
2/2 – Bob Port, IU Linguistics and Cognitive Science
2/16 – Aloysius Ngefac, University of Yaoundé
Title: Cameroon Pidgin English: Status, attitudes and functions
2/23: Nitya Sethuraman, IU Psychology – This talk has been postponed –
3/2: Michael Adams, IU English
4/6: Scott Kiesling – University of Pittsburgh
4/20: Chris Beckwith – Indiana University