29383 - Verbal Communication (LM)

Learning outcomes

At the end of the course the student knows the linguistic theory related to the coding of the liguistic message into sounds. He/she has acquired the basic principles and methods of general phonetics and of segmental and prosodic phonology. In particular, he/she is able to analyze the phonetic and phonological aspects of a language or linguistic variety from different perspectives: synchronic, diachronic, sociolinguistic, acquisitional (L1 and L2); Moreover, he/she is able to analyze phenomena of phonetic and phonological loss in pathological speech; Finally, he/she is able autonomously and properly to set up a theoretical and experimental research in the fields outlined above.

Course contents

Between phonetics and phonology

The main goal of this course is on one hand to introduce the students to the principles and methods of today’s phonology and experimental phonetics, on the other hand to present the ongoing debate on the relation and the multiple interfaces between phonetics and phonology

We will face the issue of the categorical vs. gradual nature of phonological processes, in the perspective of a recent and very influential unified theory of phonetics and Phonologt named Articulatory Phonology.

We will discuss different types of speech sounds’ variation: sociophonetic variation (internal to a linguistic system); inter-speakers variation (variation between speaker of the same linguistic community); intra-speaker variation (variation internal to the same speaker); contex dipendent variation (mainly due to coarticulation and other spontaneous speech processes).

We will also introduce the general topic of the phonetic diversity in the world’s languages and we will discuss the possible social and/or linguistic functions of such a diversity, focusing on phonetic diversity among dialectal varieties spoken in Italy.

The basic tenet of Articulatory Phonology is that a phonological description cast in terms of “articulatory gestures” instead of distinctive features can capture both the physical properties of the speech signal (i.e. its phonetic, gradient and variable properties) and the cognitive ones (its phonological, categorical and invariant, properties). In the light of this model I will present some current research themes at the crossroad of the debate on the phonetics/phonology relationship:

- the inception and evolution of Sound Change: assimilation, lenition and strengthening processes in Romance;

- articulatory foundations of syllable and stress structure;

- intonation and information structure: focalization processes in an inter-linguistic perspective;

- phonology and perception: acquisition of a second language (L2) and constraints on the formation of new L2 phonological categories.

Students and, specifically, non-attending students, are warmly invited to consult the "Notices" Section in the teacher Web Page (http://www.unibo.it/docenti/mario.vayra) for updates on class related activities (lessons, workshops, talks), on supplementary materials assignments, and possible changes in office hours.

Readings/Bibliography

Bibliography is in preparation

1) A choice between:

- L. M. Savoia, Introduzione alla fonetica e alla fonologia, Bologna, Zanichelli, 2014: chapts. 1-12; moreover one chapt. chosen among chapts 13, 14, 15, 16; or

- M. Nespor e L. Bafile, I suoni del linguaggio, Bologna, Il Mulino, 2008.

2) D. Byrd, T. H. Mintz, Discovering speech, words and mind, Wiley-Blackwell, 2010: chats. 1, 2, 3, 5, 7; moreover one chapt. chosen among chapts 9, 10, 11, 12.

- Supplementary materials will be made available on-line in pdf format, during the course (Unibo's Student Guide: Glottology: “Teaching Material”). Moreover, further readings will be assigned to students choosing, as final examination modality, to present a paper on a topic of the course: i.e, a topic discussed in class or in some of the course's references (see Assessment Methods' Section).

A basic knowledge in the field of phonetics is assumed. As further reading in this field, I suggest, if necessary, one of the following texts:

- F Albano Leoni e P. Maturi, Manuale di fonetica, Roma, Carocci (capp.1-2). (The book includes a CD-ROM with audio files which allow the student to exercise in listeninig and phonetic trascription tests of utterances in Italian, English, French and German); or

- P. Maturi, I suoni delle lingue, i suoni dell'italiano. Introduzione alla fonetica, Bologna, Il Mulino, 2006.

NON ATTENDING STUDENTS

Non attending students: will have the following assignements:

1) L. M. Savoia, Introduzione alla fonetica e alla fonologia, Bologna, Zanichelli, 2014: chapts. 1-2-3-4-6-7-8-9-10-11-12; and a chapter chosen among chapts. 13, 14, 15, 16.

2) M. Nespor e L. Bafile, I suoni del linguaggio, Bologna, Il Mulino, 2008.

3) D. Byrd, T. H. Mintz, Discovering speech, words and mind, Wiley-Blackwell, 2010: chats. 1, 2, 3, 5, 7; moreover one chapt. chosen among chapts 9, 10, 11, 12.

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Teaching methods

Lessons will be given as lectures. Supplementary materials will be made available during the course and further readings on lesson's topics or on topics relevant to the course's program can be assigned, on request. The student has the choice to present a critical discussion of those readings as part of the course assessment (see the section "Assessment methods"). Supplementary materials and readings will be made available during the course in pdf format.

Assessment methods

The student can choose between two possibilities:

a) a "traditional" colloquium, aimed to check the knowledge of the topics presented in the lessons and in the bibliography (as well as in the supplementary materials distributed during the course); or

b) an essay on a topic selected from the ones covered during the course, agreed upon with the teacher, and prepared on the base of supplementary readings suggested or approved by the teacher. Supplementary materials of lectures (slides) and scientific papers to be used for the preparation of the essay the will be available in pdf format. The essay will be presented to the teacher and to all classmates that choose the same form of exam, and will have the format of a seminar. It is recommended that the student present the essay as Power Point (or equivalent software) presentation. The student can choose to present the essay as Power Point (or equivalent software) presentation.

Choosing to prepare an essay does not exempt the student from knowing the basic bibliography of the course.

The acquisition by the student of an organic vision of the topics covered in class and the ability to expose them critically with specific language mastery move the student to the top rankings. A knowledge of the matter learned mainly by heart and expressed with a correct by not always appropriate lexicon moves the student over medium-low ratings. Sporadic gaps in content, lack of ability to critically frame the arguments in a sufficiently specific language move the student in to??? minimum assessments. Large gaps in content, lack of guidance in the topics and inappropriate language will result in negative ratings.

Foreign students can arrange with the teacher a written test.

Teaching tools

Lessons will be given as lectures with Power Point presentations

Office hours

See the website of Mario Vayra