67175 - Historical and Comparative Linguistics (LM)

Learning outcomes

At the end of the course, the student will have acquired an in-depth knowledge of methods of comparison and linguistic reconstruction, of the mechanisms of language change (at the phonological, morphological, syntactic, and semantic levels), as well as of the principal and most current theories concerning the evolution of linguistic forms and structures. Furthermore, they will be able to resolve certain basic problems (such as the application of sound laws, issues of the relative chronology of phenomena, dynamics of interference, and the evaluation of etymologies) and to reflect independently on the historical dimension and variation of languages.

 

Course contents

This course offers an introduction to diachronic historical-comparative linguistics for those who have never taken a course in this discipline, as well as a more in-depth exploration for those who have already attended a relevant course. Diachronic historical-comparative linguistics is presented as a discipline, tracing the development of its theories and methods up to the present day, also through practical exercises. The advanced part of the course focuses on the phenomenon of language borrowing, with particular attention to its diachronic dimension, not only within a single language but also in the transmission of borrowings across different languages.

The course assumes basic knowledge of linguistics, usually acquired through a General Linguistics course. The lessons will cover the following topics (the list is not exhaustive): the birth of historical linguistics and the comparative method; theories and methods of analyzing linguistic change in diachrony; language contact; types of borrowing; lexical borrowing; morphological borrowing; syntactic borrowing; the graphical visualization of the history of borrowings.

Readings/Bibliography

General part (for those who have never taken a course in diachronic historical-comparative linguistics): 

Magni, Elisabetta (2014), Linguistica storica. Bologna: Pàtron editore (ristampa 2015).

 

For those who have already taken a course in diachronic historical-linguistics: 

Napoli, Maria (2019). Linguistica diacronica: la prospettiva tipologica. Roma: Carocci, 

or:

Fanciullo, Franco (2022). Introduzione alla linguistica storica. 4. ed. Bologna: il Mulino. 

 

For the thematic part: 

Haspelmath, Martin - Tadmor, Uri (2009, ed.). Loanwords in the World's Languages: A Comparative Handbook. Berlino/Boston: De Gruyter Mouton (chapter 2 of the general section + another chapter on a language chosen by the student).

Gardani, Francesco - Peter, Arkadiev - Amiridze, Nino (2015). Borrowed morphology. Berlino: Mouton de Gruyter (chapter 3:  Yaron Matras, "Why is the borrowing of inflectional morphology dispreferred?").

 

Optional readings:

Baglioni, Daniele (2016), L'etimologia. Roma: Carocci.

Durkin, Philip (2014), Borrowed words: a history of loanwords in English. Oxford: Oxford University Press.

Treps, Marie (2003). Les mots voyageurs: petite histoire du francais venu d’ailleurs. Paris : Editions du Seuil.

Additional texts may be suggested based on the student’s specialisation.

Attendance is strongly recommended. No additional readings are required for non-attending students.

Teaching methods

The course is primarily based on traditional lectures supported by slide presentations. Students will also be required to prepare and present a short project aimed at illustrating the history of one or more borrowings in different languages.

Assessment methods

The assessment of the knowledge and skills acquired by the student will take place through an oral exam consisting of an interview aimed at evaluating their understanding of the topics covered during the course, as well as their ability to analyse, reflect, and compare materials and examples. The oral presentation in class will be taken into account in the overall evaluation.

An excellent grade requires in-depth knowledge, terminological mastery, and the ability to analyse and make connections. Accurate knowledge but with some uncertainties leads to a fair evaluation, while learning that is mainly based on memorisation with analytical difficulties corresponds to a pass. Serious gaps and inadequate language will result in a fail.

Teaching tools

Computer, projector, materials available online, among which Pygmalion: https://woposs.unine.ch/pygmalion.html.

 

Students with SLD or temporary or permanent disabilities. It is suggested that they get in touch as soon as possible with the relevant University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en) and with the lecturer in order to seek together the most effective strategies for following the lessons and/or preparing for the examination.

Office hours

See the website of Francesca Dell'Oro