Julie Boland – University of Michigan
Lauren Squires – Ohio State University
Course time: Monday/Wednesday 1:30-3:20 pm
2333 Mason Hall
Knowing the grammar of your language entails understanding how meanings map to syntactic structures, but these mappings are not strictly one-to-one. We know, for example, that “Chris gave the book to Kim” and “Chris gave Kim the book” are semantically equivalent and interchangeable. Likewise, we know “That car don’t run” is semantically equivalent to “That car doesn’t run,” but the two expressions are not interchangeable because the former is sociolinguistically marked. In this class, we explore the intersection of syntactic variation and sentence processing. Our approach assumes that knowledge of syntactic alternants, and of the social patterning of those alternants, is incorporated into our mental representations of grammar. As such, this knowledge should also be reflected in psycholinguistic theories. We will consider current theorizing that bears on this topic, and its limitations. Readings and discussion will address the following set of issues:
1. How do children deal with syntactic variation in the input?
2. How do adults represent and acquire syntactic variants that they themselves don’t use?
3. What is the role of language variation in sentence processing?
4. How do/can current models of linguistic competence and processing accommodate syntactic variation?
This course will be taught seminar-style, with students leading some of the discussions. The readings will focus on recent experimental research using a variety of online and offline methodologies. Students will work together to develop research proposals, which they will present to the class and write up as a final paper.