Entry requirements

Linguistics I, 7.5 credits, or 30 credits in a language subject

Learning outcomes

For the grade Pass, after completing the course the student should be able to

• explain the relationship between semantics, pragmatics, and grammar such as it is seen in different theoretical frameworks
• discuss the relationship between the sense and reference of a linguistic expression, between concepts and the world, and discuss various theoretical and empirical complications associated with the idea that concepts capture the meaning of words and the world
• discuss the major sense relations, and apply this knowledge in an analysis of a set of linguistic expressions
• discuss the major types of inference, and apply this knowledge in an analysis of a set of linguistic expressions
• discuss how the meaning and/or reference of a linguistic expression can depend on the context in which it is used, and apply this knowledge in an analysis of a set of linguistic expressions
• discuss various types of semantic change, and apply this knowledge in an analysis of a set of linguistic expressions.

Content

The course introduces the scientific description of linguistic meaning, both lexical and compositional, from a broad perspective. It starts with an introduction of basic semiotics, followed by a review of various approaches within semantics and pragmatics (for example, classical philological semantics, generativist semantics, (neo)structuralist semantics, cognitive semantics, speech act theory, conversational maxims), and a discussion of (types and mechanisms of) meaning change, and semantic typology.

Instruction

The teaching consists of lectures, practicals and assessment. The student's own learning activities are of crucial importance for the work on the course.

Assessment

Assessment for the course has four parts

1. active participation in training sessions
2. written assignment 1
3. written assignment 2
4. an oral presentation

Information about the content and format of the oral and written assignments is provided at the start of the course.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.