Linguist 167 Stanford

1. Linguist 1 Stanford
2. Linguist 167 Stanford University
3. Linguist 167 Stanford Dr

Learning the meaning of scalar adjectives de Marneffe, M., Manning, C. D., Potts, C., Assoc Computat Linguist ASSOC COMPUTATIONAL LINGUISTICS. 2010: 167–76 View details for Web of Science ID 00018. Stanford Website. 2019-2020 Spring. Languages of the World.

• Links
  

Teaching I

• Linguistics 20, 'Introduction to Linguistics'
• Linguistics 103, 'Introduction to General Phonetics'
• Linguistics 120A, 'Phonology I' (undergraduate).
• Linguistics 191 'Metrics' (undergraduate)
• Linguistics 201A, 'Phonological Theory II' (graduate).
• Linguistics 205, 'Morphology' (graduate, last taught Spring 2011)
• Linguistics 219 'Phonological Theory III' (graduate, last taught Spring 2020)
• Linguistics 251, 'Phonotactics', (2006, with Colin Wilson)
• Linguistics 251, 'Metrics' (2008)
• Linguistics 251, 'Vowel Harmony' (2010, 2019)
• Linguistics 251, 'The Phonology of English' (2011)
• Linguistics 251, 'Variation in Phonology' (2013, with Kie Zuraw)
• Linguistics 251, 'Metrics' (2015, with Russell Schuh)

Research/Downloadable Papers

Learning the meaning of scalar adjectives Proceedings 48th Annual Meeting of the Association for Computational Linguistics de Marneffe, M., Manning, C. 2010: 167–76 Semantics–pragmatics interactions The Cambridge Encyclopedia of the Language Sciences Potts, C. Edited by Hogan, P. Cambridge University Press. Penny Eckert (eckert@stanford.edu) Office: 460-108. Telephone: 650-725-1564. Office hours: Mon 2:45-3:45 and by appointment. Sag (sag@stanford.edu) Office: 460-103. Telephone: 650-723-1578. Office hours: Wed 11-12, or by appointment. TAs: Roey Gafter (gafter@stanford.edu) Office:460-40D Office phone:650-723-2472 Office hours: Tues.

Summary of current work

In our current research, my collaborators and I approach a single phenomenon with three methods in parallel: (i) data analysis in the classical tradition of generative grammar, using rules and constraints; (ii) experimentation, to assess productivity and generality of phonological knowledge, (iii) modeling: machine-implemented algorithms, incorporating elements of phonological theory, learn the grammar through examination of a data corpus. The idea is to study not just the data pattern of the language, but to determine more precisely what the native speaker knows and demonstrate through modeling how she might come to know it. These goals have always been central to generative linguistics; advances in both theory and technology now help us address them more directly.

Here is a brief blurb on my work in (poetric) metrics.

My CV can be accessed here.

Books

• (2009) Introductory Phonology. Malden, MA: Wiley-Blackwell.
• (2004) Phonetically-Based Phonology, edited with Robert Kirchner and Donca Steriade, Cambridge University Press, 2004.
• (1995) Metrical Stress Theory: Principles and Case Studies, University of Chicago Press.
• (1985) A Metrical Theory of Stress Rules. New York: Garland.

Articles

• (ms. in progress) Deriving the Wug-shaped curve: A criterion for assessing formal theories of linguistic variation. Long draft of a shorter paper ultimately intended for Annual Review of Linguistics.
• (ms.) Bruce Hayes and Jinyoung Jo, Balinese stem phonotactics and the subregularity hypothesis. Supplemental materials.
  
• (2020) Canaan Breiss and Bruce Hayes, Phonological markedness effects in sentence formation. Language 96:338-370. Supplemental materials, Orientational video (LSA series, 'Meet the authors')
• (2019) Bruce Hayes and Russell Schuh. Metrical structure and sung rhythm of the Hausa rajaz. Language 95: e253-e299 (Phonological Analysis). Supplemental materials
  
• (2018) An obituary of Russell Schuh. Brill's Journal of Afroasiatic Languages and Linguistics 10:1-4.
  
• (2017) Bruce Hayes, Varieties of Noisy Harmonic Grammar. Proceedings of the 2016 Annual Meeting in Phonology, USC. Version with 12 point font. Also: Supplementary materials
• (2017) Kie Zuraw and Bruce Hayes, Intersecting constraint families: an argument for Harmonic Grammar. Language 93: 497-548.Supplemental files.
• (2016) Laura McPherson and Bruce Hayes, Relating application frequency to morphological structure: the case of Tommo So vowel harmony.Phonology 33: 125–167. Supplementary materials.
• (2016) Comparative phonotactics. Proceedings of the 50th meeting of the Chicago Linguistic Society, 265-285.
• (2015) Bruce Hayes and James White, Saltation and the P-map. Phonology 32:267-302. Supplementary materials
• (2013) Bruce Hayes and James White, Phonological naturalness and phonotactic learning. Linguistic Inquiry 44:45-75. Supplementary materials.
• (2012) Bruce Hayes, Colin Wilson, and Anne Shisko, Maxent grammars for the metrics of Shakespeare and Milton. Language, Dec. 2012. Supplementary materials. [Winner of Best Paper in Volume Award]
• (2011) Adam Albright and Bruce Hayes. Learning and learnability in phonology. In John Goldsmith, Jason Riggle, and Alan Yu, eds. Handbook of Phonological Theory. Blackwell/Wiley, pp. 661-690.
• (2011) Interpreting sonority-projection experiments: the role of phonotactic modeling. Proceedings of the 2011 International Congress of Phonetic Sciences, Hong Kong, pp. 835-838.
• (2011) Bruce Hayes and Claire Moore-Cantwell. Gerard Manley Hopkins's sprung rhythm: corpus study and stochastic grammarPhonology 28:235–282. Supplementary materials.
• (2011) Robert Daland, Bruce Hayes, James White, Marc Garellek, Andreas Davis, and Ingrid Normann. Explaining sonority projection effects. Phonology 28:197–234. 28: 197–234.
• (2010) Review of Fabb and Halle (2010) Meter in Poetry. Lingua 120: 2515–2521. Supplementary materials.
• (2009) Bruce Hayes, Kie Zuraw, Peter Siptar, and Zsuzsa Londe. Natural and unnatural constraints in Hungarian vowel harmony. Language 85: 822-863. Supplementary materials.
• (2009) Textsetting as constraint conflict. In Aroui, Jean-Louis and Andy Arleo, eds. Towards a Typology of Poetic Forms. Amsterdam: John Benjamins, pp. 43-61. Supplementary materials.
• (2009) 'Faithfulness and componentiality in metrics'. In Sharon Inkelas and Kristin Hanson, eds., The Nature of the Word. MIT Press, Cambridge, MA, pp. 113-148. Supplementary materials.
• (2008) Bruce Hayes and Colin Wilson. A maximum entropy model of phonotactics and phonotactic learning. Linguistic Inquiry 39, 379-440. Supplementary materials.
• (2006) Bruce Hayes and Zsuzsa Londe. 'Stochastic phonological knowledge: the case of Hungarian vowel harmony'. Phonology 23:59-104. Supplementary materials.
• (2006) Adam Albright and Bruce Hayes. Modeling productivity with the Gradual Learning Algorithm: the problem of accidentally exceptionless generalizations. In Gradience in Grammar: Generative Perspectives, edited by Gisbert Fanselow, Caroline Fery, Matthias Schlesewsky and Ralf Vogel. Oxford: Oxford University Press, pp. 185-204.
• (2004) Hayes, Bruce, and Donca Steriade 'Introduction: The phonetic basis of phonological markedness,' in Hayes, Kirchner, and Steriade (eds.), Phonetically-Based Phonology. Cambridge: Cambridge University Press, pp. 1-32. Supplementary materials.
• (2004) 'Phonological acquisition in Optimality Theory: the early stages. In Kager, Rene, Pater, Joe, and Zonneveld, Wim, (eds.), Fixing Priorities: Constraints in Phonological Acquisition. Cambridge University Press. Supplementary materials
• (2003) Adam Albright and Bruce Hayes. Rules vs. analogy in English past tenses: a computational/experimental Study. Cognition 90:119-161. Supplementary materials.
• (2002) The Phonetics-Phonology Interface: Comments on Clements & Osu, Solé, Frota, and Chitoran et al. About consonant clusters in Georgian. From Carlos Gussenhoven and Natasha Warner, eds., Laboratory Phonology 7, Mouton de Gruyter, Berlin and New York, pp. 449-454
• (2002) Adam Albright and Bruce Hayes. Modeling English past tense intuitions with minimal generalization.' In Mike Maxwell, ed., Proceedings of the 2002 Workshop on Morphological Learning, Association of Computational Linguistics. Philadelphia: Association for Computational Linguistics.
• (2001) Paul Boersma and Bruce Hayes 'Empirical tests of the Gradual Learning Algorithm', Linguistic Inquiry 32:45-86. Supplementary materials.
• (2001) Adam Albright, Argelia Andrade, and Bruce Hayes 'Segmental environments of Spanish diphthongization.' UCLA Working Papers in Linguistics 7 (Papers in Phonology 5), 117-151. Supplementary materials.
• (2000) 'Gradient well-formedness in Optimality Theory'. In Joost Dekkers, Frank van der Leeuw and Jeroen van de Weijer, eds., Optimality Theory: Phonology, Syntax, and Acquisition, Oxford University Press, pp. 88-120. 'Supplementary materials'.
• (1999) 'Phonetically-Driven Phonology: The Role of Optimality Theory and Inductive Grounding' in Michael Darnell, Edith Moravscik, Michael Noonan, Frederick Newmeyer, and Kathleen Wheatly, eds., Functionalism and Formalism in Linguistics, Volume I: General Papers, John Benjamins, Amsterdam, pp. 243-285. Supplementary materials.
• (1999) Phonological Restructuring in Yidin^y and its Theoretical Consequences, Preprint version. Published in Ben Hermans and Marc Oostendorp, eds., The Derivational Residue in Phonological Optimality Theory, John Benjamins, Amsterdam, pp. 175-205. Supplementary materials.
• (1998) Bruce Hayes and Margaret MacEachern. 'Quatrain form in English Folk Verse' Language64, 473-507. Supplementary materials.
• (1996) Bruce Hayes and Abigail Kaun. The role of phonological phrasing in sung and chanted verse. The Linguistic Review 13, 243-303. Supplementary materials.
• (1996) Bruce Hayes and Margaret MacEachern. 'Are there lines in English folk poetry'. UCLA Working Papers in Phonology 1, 125-142 (1996). Supplementary materials.
• (1995) Bruce Hayes and Tanya Stivers 'The Phonetics of Post-Nasal Voicing' (ms., not published or peer-reviewed). Supplementary materials.
• (1995) 'On What To Teach the Undergraduates: Some Changing Orthodoxies in Phonological Theory.' Preprint version. Published 1995 in Ik-Hwan Lee, ed., Linguistics in the Morning Calm 3, Hanshin, Seoul, pp. 59-77.
• (1995) 'Weight of CVC can be determined by context.' In Jennifer Cole and Charles Kisseberth, eds., Perspectives in Phonology, Center for the Study of Language and Information, Stanford, CA, pp. 61-79.
  
• (1994) 'Gesture' in prosody: comments on the paper by Ladd,' in Patricia Keating, ed., Papers in Laboratory Phonology III, Cambridge University Press, Cambridge, pp. 64-75.
• (1993) 'Against movement: comments on Liddell's article,' in Geoffrey Coulter, ed., Current Issues in ASL Phonology, Academic Press, San Diego, CA, pp. 213-226.
• (1992) 'Comments on the paper by Nolan,' in Gerard J. Docherty and D. Robert Ladd, eds., Papers in Laboratory Phonology II: Gesture, Segment, Prosody, Cambridge University Press, Cambridge, pp. 280-286.
• (1991) Bruce Hayes and Aditi Lahiri 'Bengali intonational phonology'. Natural Language and Linguistic Theory 9: 47-96. Supplementary materials
• (1991) Bruce Hayes and Aditi Lahiri 'Durationally specified intonation in English and Bengali' in Johan Sundberg, Lennart Nord, and Rolf Carlson, eds., Music, Language, Speech, and Brain, Macmillan, London, pp. 78-91.
• (1990) 'Precompiled phrasal phonology' in Sharon Inkelas and Draga Zec, eds., The Syntax-Phonology Connection, Center for the Study of Language and Information, Stanford, CA, and University of Chicago Press, Chicago, pp. 85-108.
• (1990) 'Diphthongization and coindexing,' Phonology 7, 31-71.
• (1989) Bruce Hayes and May Abad 'Reduplication and syllabification in Ilokano' (1989) Lingua 77, 331-374.
• (1989) 'The Prosodic Hierarchy in meter' in Paul Kiparsky and Gilbert Youmans, eds., Rhythm and Meter, Academic Press, Orlando, FL, pp. 201-260 (1989).
• (1989) 'Compensatory lengthening in moraic phonology'. Linguistic Inquiry 20: 253-306 (1989).
• (1988) Review of Leo Wetzels and Engin Sezer, Studies in Compensatory Lengthening, Linguistics 26, 167-173.
• (1987) 'A revised parametric metrical theory,' Proceedings of the Northeastern Linguistics Society 17, Graduate Linguistics Student Association, University of Massachusetts, Amherst, pp. 274-289.
• (1986) 'Assimilation as spreading in Toba Batak' Linguistic Inquiry 17: 467-499.
• (1986) Review of Heinz Giegerich, Metrical Phonology and Phonological Structure: German and English, Journal of Linguistics 22, 229-235.
• (1985) Bruce Hayes and Stanislaw Puppel, 'On the rhythm rule in Polish,' in Harry van der Hulst and Norval Smith, eds., Advances in Nonlinear Phonology, Foris Publications, Dordrecht, 59-81.
• (1985) 'Iambic and trochaic rhythm in stress rules,' in M. Niepokuj et al., eds., Proceedings of the Eleventh Annual Meeting of the Berkeley Linguistics Society, 429-446.
• (1984) 'The phonology of rhythm in English'Linguistic Inquiry 15, 33-74.
• (1984) 'The phonetics and phonology of Russian voicing assimilation' in Mark Aronoff and Richard T. Oehrle, eds., Language Sound Structure, MIT Press, Cambridge, Mass., 318-328.
• (1984) Review Article: D. Attridge, The Rhythms of English Poetry, Language 60, 914-923.
• (1983) 'A grid-based theory of English meter'Linguistic Inquiry 14, 357-393.
• (1983) 'The role of metrical trees in rhythmic adjustment,' Proceedings of the Thirteenth Meeting of the North Eastern Linguistic Society, University of Massachusetts Graduate Linguistics Student Association, Amherst.
• (1982) 'Metrical structure as the organizing principle of Yidiny phonology,' in Harry van der Hulst and Norval Smith, eds., The Structure of Phonological Representations, Part I, Foris Publications, Dordrecht.
• (1982) 'Extrametricality and English stress,' Linguistic Inquiry 13, 227-276.
• (1980) 'Aklan stress: disjunctive ordering or metrical feet?' Cahiers linguistiques d'Ottawa 9, Papers from the Tenth Meeting of the North East Linguistic Society, University of Ottawa.
• (1979) The rhythmic structure of Persian verse. Edebiyat 4, 193-242 (1979).
• (1979) 'Extrametricality,' in K. Safir, ed., MIT Working Papers in Linguistics, Vol. 1, 77-87.
• (1979) 'Ternary stress feet in English,' in K. Safir, ed., MIT Working Papers in Linguistics, Vol. 1, pp. 88-94.
• (1976) The semantic nature of the Intervention Constraint. Linguistic Inquiry 7:371-376.
• (1976) 'Prepositional phrase extraposition,' in J. Hankamer and J. Aissen, eds., Harvard Studies in Syntax and Semantics, Vol. 2, pp. 221-241.

Talk handouts and slides

Handouts whose content is in the papers listed above are mostly not included here. Some of these talks you can actually watch as web-posted video.

• (2020) 'Modeling failure in morphophonological learning', invited talk given at the 17th SIGMORPHON Workshop on Computational Research in Phonetics, Phonology, and Morphology. Video.
• (2020) Assessing grammatical architectures through their quantitative signatures. Talk at Berkeley Linguistics Society Workshop, Feb. 8.
• (2019) Incorporating phonological and syntactic factors into sentence probability distributions, poster presented by Tim Hunter, Canaan Breiss, and Bruce Hayes at the 2020 Annual Meeting in Phonology, Stony Brook University.
• (2019) Studying verbal art in linguistics: Meter and mimetic words in Dr. Seuss, celebrating the inauguration of the Theresa A. and Henry P. Biggs Centennial Term Chair in Linguistics, October 30, 2019. See also video; slides for Keating's introduction
• (2018) Some remarks on maxent grammars. Talk given at the workshop at Stanford University, 'Analyzing Typological Structure: From Categorical to Probabilistic Phonology'
  
• (2018) Talk at 7th International Conference on Phonology and Morphonology, Allomorph discovery as a basis for learning alternations
  
• (2015) Plenary talk at the Linguistic Society of America, 'Phonological acquisition is not always accurate': extending the Kiparskyan research program
• (2013) M90 (academic birthday party for my teacher Morris Halle). Milton, maxent, and the Russian method. [video]
• (2013) Whatmough Lecture, Harvard University. Saltation in phonology. Video: 1, 2. Superceded by written version above.
• (2012) Conference on Laboratory Phonology, Stuttgart. The role of computational modeling in the study of sound structure.
• (2011) MIT Linguistics 50th birthday celebration. Some comments on the study of stress. [video]
• (2011) Conference on Natural Language Learning, Portland. Computational linguistics for studying language in people: principles, applications and research problems
• (2010) Cognitive Science Society, Portland (session in honor of Rumelhart Prize winner Jaye McClelland): Learning-Theoretic Linguistics: Some Examples from Phonology. [video]
• (2008) Conference: Music, Language, and Mind, Tufts University. 'Weighting conflicting constraints: a maxent approach to textsetting.'
• (2007) NELS 38, Ottawa: 'New methods for studying UG in phonology'
• (2007) Stanford Gradience Workshop at LSA: 'The analysis of gradience in phonology: what are the right tools?'
• (2005) Manchester Phonology Conference: 'These are a few of my favorite facts: Advances in phonology from new data sources'
• (2000) Johns Hopkins University: 'A Phonologist's View of the Past Tense Controversy'. [video]. Superceded by my papers with Adam Albright, downloadable above.
• (1998) Stanford University: 'On the Richness of Paradigms, and the Insufficiency of Underlying Representations in Accounting for them'
• (1998) UC Berkeley: 'Some Research Strategies for Feature Theory'

Software

• UCLA-PPP: 'UCLA Parsing Practice Program': a program for intro. linguistics students to practice assigning tree structure to sentences
• BLICK: a phonotactic probability calculator
• Maxent Grammar tool: weight constraints using maxent
• Phonotactic learning software, prepared for Hayes and Wilson (2008)
• Optimality Theory software (OTSoft): Rank constraints in Optimality Theory using a variety of algorithms
• Minimal generalization learner (learns alternations; used in various papers by Albright and Hayes)
• Pheatures Spreadsheet: Learn features, check your use of features to describe natural classes and feature changes. Successor program to FeaturePad.
• PhonologyPad: Use a computer to implement and check solutions to classical paradigm-based phonology problems.
• English Phonology Search: search for words of English that match particular phonological descriptions, like ending in a voiced obstruent.
• Various little utility programs useful for doing phonology (string reversal, searching for compounds, token to type conversion, etc.)

Links

Below you'll find a complete list of undergraduate course offerings. You can also find a list of courses offered during the current school year.

LIGN 3

Language as a Social & Cultural Phenomenon

• Introduction to the study of language: language variation, change, and loss; multilingualism, pidginization, and creolization; language planning, standardization, and prescriptivism; writing systems; the role of language in thought, myth, ritual, advertising, politics, and the law.
  • With 2 of LIGN 4, 7, and 8: satisfies Muir Social Sciences Requirement. Counts towards Sixth College breadth requirement.

LIGN 4

Language, Communication, and the Mind

• Fundamental issues in language and cognition. Differences between animal communication, sign systems, and human language; origins and evolution of language; neural basis of language; language acquisition in children and adults.
  • With 2 of LIGN 3, 7, and 8: satisfies Muir Social Sciences Requirement. Counts towards Sixth College breadth requirement.

LIGN 5

Linguistics of Invented Languages

• Introduction to the study of language through the investigation of invented languages, whether conscious (Elvish, Klingon, Esperanto) or unconscious (creoles, twin/sibling languages). Students will participate in the invention of a language fragment. Topics discussed include language structure, history, culture, and writing systems.

LIGN 6

Computers and Language

Linguist 1 Stanford

• Computers and 'virtual assistants' are increasingly expected to understand, process, and interact with us using natural human language. In this course, we'll focus on the difficult computational and linguistic problems that working with natural language presents, and learn to implement some of the basic computational techniques used to model, process, and produce human language in Python.

LIGN 7

Sign Languages and Their Cultures

• Deaf history since the eighteenth century. The structure of American Sign Language and comparison with oral languages. ASL poetry and narrative and Deaf people's system of cultural knowledge. Basic questions concerning the nature of language and its relation to culture.
  • Satisfies: Muir cultural diversity requirement, Revelle American cultures requirement, Warren cultural diversity requirement. Counts toward Sixth College breadth requirement, Marshall disciplinary breadth requirement, ERC regional specialization requirement. With 2 of LIGN 3, 4, and 8: satisfies Muir Social Sciences Requirement. Satisfies the DEI requirement.

LIGN 8

Languages and Cultures of America

• Language in American culture and society. Standard and non-standard English in school, media, pop-culture, politics; bilingualism and education; cultural perception of language issues over time; languages and cultures in the 'melting pot', including Native American, Hispanic, African-American, Deaf.
  • Satisfies: Muir College cultural diversity requirement, Revelle College American Culture requirement, Warren cultural diversity requirement and the campuswide DEI requirement. Counts toward Marshall College disciplinary breadth requirement and Sixth College breadth requirements. Satisfies the DEI requirement.

LIGN 17

Making and Breaking Codes

• A rigorous analysis of symbolic systems and their interpretations. Students will learn to encode and decode information using progressively more sophisticated methods; topics covered include ancient and modern phonetic writing systems, hieroglyphics, computer languages, and ciphers (secret codes).
  • Satisfies Marshall College computational skills requirement, Roosevelt and Warren College formal skills requirement and lower-division formal skills requirement for HDP majors. Satisfies Sixth College Structured Reasoning requirement.

LIGN 101

Introduction to the Study of Language

• Language is what makes us human, but how does it work? This course focuses on speech sounds and sound patterns, how words are formed, organized into sentences, and understood, how language changes, and how it is learned.
  • Required for all majors. Serves as prerequisite for most Linguistics General courses. Satisfies psychological foundation requirement for HDP majors. Counts towards Sixth College breadth requirements.

LIGN 105

Law & Language

• The interpretation of language in understanding the law: 1) the language of courtroom interaction (hearsay, jury instructions); 2) written legal language (contracts, ambiguity, legal fictions); 3) language-based issues in the law (First Amendment, libel and slander).
  • Elective for majors. May be used as an elective course for the minor in Law & Society. Counts towards Sixth College breadth requirements.

LIGN 108

Languages of Africa

• Africa is home to an astonishing variety of languages. This course investigates the characteristics of the major language families as well as population movements and language contact, and how governments attempt to regulate language use.
  • Elective for majors.

LIGN 110

Phonetics

• The study of sounds that are used in human languages. How speech sounds are physically produced; acoustics of speech; speech perception; practical training in phonetic transcription and in interpreting visual representations of the acoustic signal. The class covers both English and its dialects and languages other than English.
  • Prerequisite: LIGN 101, concurrent enrollment in LIGN 101, or consent of instructor.

LIGN 111

Phonology I

• Why does one language sound different from another? This course analyzes how languages organize sounds into different patterns, how those sounds interact, and how they fit into larger units, such as syllables. Focus on a wide variety of languages and problem-solving.
  • Prerequisite: LIGN 110. Required for all majors.

LIGN 112

Speech Sounds and Speech Disorders

• How do we measure differences in the way sounds are produced and perceived? This course focuses on measuring and analyzing the acoustic and auditory properties of sounds as they accur in non-pathological and pathological speech.
  
  • Prerequisite: LIGN 110.

LIGN 119/EDS 119

First and Second Language Learning: From Childhood through Adolescence

• An examination of how human language learning ability develops and changes over the first two decades of life, including discussion of factors that may affect this ability.

LIGN 120

Morphology

• How do some languages express with one word complex meanings that English needs several words to express? Discovery of underlying principles of word formation through problem solving and analysis of data from a wide variety of languages.
  • Prerequisite: LIGN 101 or consent of instructor. Required for majors.

LIGN 121

Syntax I

• What universal principles determine how words combine into phrases and sentences? Introduction to research methods and results. Emphasis on how argumentation in problem-solving can be used in the development of theories of language.
  • Prerequisite: LIGN 101. Required for majors.

LIGN 130

Semantics

• Introduction to the formal study of meaning. The meanings of words and phrases have an intricate internal structure that is both logical and intuitive. How, precisely, do words mean what they do in isolation and in context?
  • Prerequisite: LIGN 101. Required for majors.

LIGN 139

Field Methods

• Methods and practice of gathering, processing and analyzing data based on working with a native speaker of a language. Students gain experience in learning to discriminate and transcribe sounds, and analyze grammatical features from their own collected data. Ethical and practical issues of working with native speakers and language communities are addressed.
  
  • Prerequisites: LIGN 101 and LIGN 110

LIGN 141

Language Structures

• Detailed investigation of the structure of one or more languages.
  • Prerequisite: LIGN 101. Elective for majors. May be repeated for credit as topics vary. Particularly recommended for Language Studies majors.

LIGN 143

The Structure of Spanish

• Surveys aspects of Spanish phonetics, phonology, morphology, and syntax. Topics include dialect differences between Latin American and Peninsular Spanish (both from a historical and contemporary viewpoint), gender classes, verbal morphology, and clause structure.
  • Prerequisite: LIGN 101. Elective for majors. Required for Language Studies majors with a concentration in Spanish.

LIGN 144

Discourse Analysis: American Sign Language Poetry and Performing Arts

• A discourse-centered examination of ASL verbal arts: rhyme, meter, rhythm, handedness, non-manual signals and spatial mapping; creation of scene and mood; properties of character, dialogue, narration and voice; cultural tropes; poetic constructions in everyday genres; transcription, body memory and performance.
  
  • Prerequisite: LISL 1C/1CX or consent of instructor.

LIGN 145

Pidgins and Creoles

• Pidgin and creole languages provide important insights into the processes arising from natural language contact. Origins of pidgins and creoles; detailed description of salient aspects of their structure; relevance of pidgins and creoles for theories of syntax, morphology, language acquisition.
  • Prerequisite: LIGN 101. Elective for majors. May be used towards Sixth College breadth requirements. May be used towards the language and ethnicity requirement in the Ethnic Studies major (see Ethnic Studies Dept. for details).

LIGN 146

Sociolinguistics in Deaf Communities

• An examination of sociolinguistic research on Deaf communities throughout the world, including:sociohistorical contexts for phonological, lexical and syntactic variation, contact between languages, multilingualism, language policies and planning, second language learning, language attitudes and discourse analysis of specific social contexts. Course will be conducted in ASL.
  • Prerequisite: LISL 1C/1CX or consent of instructor.

LIGN 148

Psycholinguistics of Sign Language

The study of how sign languages are structured, and how they are understood and produced by adults. Topics include the contrast between gesture and language, sign language acquisition, brain processing, sociolinguistics, and the role of sign language in reading.

• • Prerequisite: LIGN 101 or LISL 1CX or consent of instructor.

LIGN 150

Historical Linguistics

• Language is constantly changing. This course investigates the nature of language change, how to determine a language's history, its relationship to other languages, and the search for common ancestors or 'proto-language'.
  • Prerequisite: LIGN 101. Elective for majors.

LIGN 152

Indigenous Languages of the Americas

• This course is an introduction to the study of the indigenous languages of the Americas. Its goals are to offer orientation in a broad field and to prepare students for possible future research. Topics covered include grammatical structures, genetic classification, characteristics of major language families, and factors affecting language use and mother tongue transmission of these languages in contemporary societies.
  
  • Prerequisite: Upper-division standing of consent of instructor. Elective for majors.

LIGN 154

Language and Consciousness

• Origins of linguistic analysis (phonetics, phonology, morphology, thematic and grammatical relations, lexical semantics) in ancient India, history of naturalism vs. conventionalism, sound symbolism, relationship of language with myth and ritual, linguistic relativism, physical effects of language, metaphysical approaches to language.
  
  • Prerequisite: LIGN 101.

LIGN 155

Evolution of Language

• History of thought on language origins, genetic, neural, anatomical, and gestural theories of language evolution in relation to prior hominid and other species, the role of generational differences in language acquisition, and computatioal models.
  
  • Upper-division standing of consent of instructor. Elective for majors.

LIGN 160

Pragmatics

• n introduction to the context-dependent aspects of language meaning. Topics include given versus new information, Gricean maxims and rules of conversation, presupposition, implicature, reference and cognitive status, discourse coherence and structure, and speech acts.
  • Prerequisites: LIGN 101 or consent of instructor.

LIGN 165

Computational Linguistics

• An introduction to the fundamental concepts of computational linguistics, in which we study natural language syntax and semantics from an interpretation perspective, describe methods for programming computer systems to perform such interpretation, and survey applications of computational linguistics technology.
  • Recommended for majors interested in computational applications of linguistics.

LIGN 167

Deep Learning for Natural Language Understanding

• An introduction to neural network methods for analyzing linguistic data. Basic neural network architectures and optimization through backpropagation and stochastic gradient descent. Word vectors and recurrent neural networks, and their uses and limitations in modeling the structure of natural language.

• Prerequisites: MATH 10C or MATH 20C or MATH 31BH. No background in linguistics required.

LIGN 170

Psycholinguistics: Experimental Approaches to Language and Cognition

• The study of how humans learn, represent, comprehend, and produce language. Topics include visual and auditory recognition of words, sentence comprehension, reading, sentence production, language acquisition, neural representation of language, bilingualism, and language disorders.
  • Prerequisite: LIGN 101 or upper-division standing or consent of instructor. Particularly recommended for Cognition & Language majors.

LIGN 171

Child Language Acquisition

• A central cognitive, developmental mystery is how children learn their first language. Overview of research in the learning of sound systems, word forms and word meanings, and word combinations. Exploration of the relation between cognitive and language development.
  • Prerequisite: LIGN 101 or upper-division standing or consent of instructor. Particularly recommended for Cognition & Language majors. Satisfies psychological development requirement for HDP majors.

LIGN 174/SOC 116

Gender and Language in Society

• This course examines how language contributes to the social construction of gender identities, and how gender impacts language use and ideologies. Topics include the ways language and gender interact across the life span, within ethnolinguistic minority communities in the US, across sexual orientations and cultures.
  • Prerequisite: LIGN 101, or upper-division standing, or consent of instructor. Cross-listed with Sociology (SOC 116). Satisfies Socio-Cultural development requirement for HDP majors. Counts towards Warren College Cultural Diversity requirement. Counts towards Sixth College breadth requirements. May be used towards the language and ethnicity requirement in the Ethnic Studies major (see Ethnic Studies Dept. for details).

LIGN 175

Sociolinguistics

• The study of language in its social context, with emphasis on the different types of linguistic variation and the principles underlying them. Dialects, registers, gender-based linguistic differences, multilingualism, pidginization and creolization, factors influencing linguistic choice, formal models of variation; emphasis is given both to socially determined differences within the US and US ethnic groups and to cross-cultural differences in language use and variation.
  • Prerequisite: LIGN 101, or upper-division standing, or consent of instructor. Particularly recommended for Language & Society majors. Counts towards Sixth College breadth requirements. May be used towards the language and ethnicity requirement in the Ethnic Studies major (see Ethnic Studies Dept. for details). Satisfies the DEI requirement.

LIGN 176

Language of Politics and Advertising

• How can we explain the difference between what is literally said versus what is actually conveyed in the language of law, politics, and advertising? How people's ordinary command of language and their reasoning skills are used to manipulate them.
  • Particularly recommended for Cognition & Language majors or Language & Society majors.

LIGN 177

Multilingualism

• Official and minority languages, pidgins and creoles, language planning, bilingual education and literacy, code switching, and language attrition.
  • Prerequisite: LIGN 101 or upper-division standing of consent of instructor. Particularly recommended for Language Studies majors or Language & Society majors. Satisfies psychological development requirement for HDP majors. Counts towards Warren College Cultural Diversity requirement. Counts towards Sixth College breadth requirements. May be used towards the language and ethnicity requirement in the Ethnic Studies major (see Ethnic Studies Dept. for details).

LIGN 178

Spanish Sociolinguistics

• This course examines how social variables, such as age, education, gender, and social status may be linguistically expressed in different varieties of Spanish. Attitudes toward different linguistic variants and how these impact language policy will be studied. Special emphasis will be given to the varieties of Spanish spoken in the United States.
  • Prerequisite: LIGN 101 or consent of instructor. Satisfies the DEI requirement.

LIGN 179

Second Language Acquisition Research

• Topics in second language acquisition including the critical period, the processing and neural representation of language in bilinguals, theories of second language acquisition and creolization, exceptional language learners, and parallels with first language acquisition.
  • Prerequisite: LIGN 101. Particularly recommended for Cognition & Language majors. Satisfies psychological development requirement for HDP majors.

LIGN 180

Language Representation in the Brain

• The mind/body problem, modularity, basic neuroanatomy, cerebral lateralization, re-evaluation of classical language areas, aphasia, dyslexia, the KE family and FOXP2 gene, mirror neurons, sign language, brain development, cortical plasticity, and localization studies of language processing (electrical stimulation, MEG, fMRI, and PET). Student may not receive credit for both LIGN 172 and LIGN 180.
  • Prerequisite: LIGN 101 or upper-division standing or consent of instructor. Particularly recommended for Cognition & Language majors.

LIGN 181

Language Processing in the Brain

• Modularity and models of language processing, basic neurophysiology, EEG/MEG, linguistic event-related brain potentials (ERPs), cross-linguistic functional significance of ERP components and their MEG correlates: N400, N400-700, lexical processing negativity, slow anterior negative potentials, (early) left anterior negativity, and late positivity.
  • Prerequisite: LIGN 101 or upper-division standing or consent of instructor. Particularly recommended for Cognition & Language majors.

LIGN 195

Apprentice Teaching

• Students lead a class section of a lower-division linguistics course. They also attend a weekly meeting on teaching methods.
  • Prerequisites: consent of instructor, advanced standing. Does not count toward minor or major. May be repeated for credit, up to a maximum of 4 units (P/NP only).

LIGN 197

Linguist 167 Stanford University

Linguistics Internship

• The student will undertake a program of practical research in a supervised work environment. Topics to be researched may vary, but in each case the course will provide skills for carrying out these studies.
  • Prerequisite: consent of instructor.

LIGN 199

Independent Study in Linguistics

• The student undertakes a program of research or advanced reading in linguistics under the supervision of a faculty member of the Department of Linguistics.
  • Prerequisite: consent of instructor. May be repeated for credit (P/NP only).

LIGN 199H

Honors Independent Study in Linguistics

Linguist 167 Stanford Dr

• The student undertakes a program of research and advanced reading in linguistics under the supervision of a faculty member in the Department of Linguistics.
  • Prerequisite: Admission to Honors Program. (P/NP only.)