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LINGUISTICS: FINAL HONOURS SCHOOL Papers for the Final Honours School The subjects below (papers IV, V, XII and XIII) comprise the ‘linguistics’ part of the Final Honours School in ‘Modern Language and Linguistics’. Some of these papers are also available individually to students who are not reading for that degree but are reading for the Final Honours School in either a sole language or in two languages. IV in the

language V in the language

XII marked as linguistics XIII Second XII

Modern language and linguistics

Compulsory Compulsory Compulsory Compulsory Optional

Sole language other than French

At least one Optional Optional Unavailable1

French sole Optional Optional Optional Optional Unavailable Two languages Optional Optional Unavailable2 Unavailable Unavailable1

Note (i) that all candidates offering Italian in any of these options must offer either Italian IV,

Italian V or Italian IX; (ii) that all candidates offering two languages must offer either IV or V or a pre-modern

paper in one of their two languages. Brief descriptions of all the papers are given below together with summaries of teaching and examining conventions. Please bear in mind that some of these subjects, especially the paper XII special subjects, are available subject to appropriate teaching being available and that details of courses may change at short notice. The name of one or two tutors who you can contact for further information about each paper is given at the end of the information about the paper. Please remember, however, that official contact regarding teaching for any paper should always be made through your college tutor, preferably in good time before the end of the previous term. Duplication of material Students are forbidden to repeat or reuse material in answering more than one examination question, either within the same examination or in two different examinations. However, it is likely, indeed expected, that there will often be overlap between material studied for paper XIII and the various linguistics paper XIIs, as well as papers IV and V in the language and the extended essay. In light of this, students are reminded that they may make use of any relevant

1 except for those offering Spanish who wish to offer XII Modern Catalan or XII Modern Galician 2 unless also marked with another language identifier

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material in answering questions on these papers, but can only use the same material once. In particular, students may choose to answer questions within the same area of linguistics in more than one paper: for example, a student is permitted to answer questions on Phonetics or Phonology in the General Linguistics Paper XIII, even if the student has also chosen the Phonetics and Phonology Special Option Paper XII, as long as no material is reused. To provide a concrete example: a candidate who answers a question on the analysis of French nasal vowels by reference to an autosegmental phonological framework could not also answer a question on autosegmental phonology by reference to French nasal vowels in the same or any other paper. However, such a candidate would be free to answer about other areas of phonology or other data in the same or other papers. Lectures and tutorials Normally, 8 hours of tutorials are provided as preparation for the General Linguistics Paper XIII, and 6 hours of tutorials are provided for each of the Paper XII options. The lectures for linguistics subjects are spread throughout the academic year, and some of them are regularly spread across two or even three terms. It follows, therefore, that you will not necessarily have tutorials in the same term as you attend the lectures, and it may even be necessary for you to have the tutorials before the lectures, for instance if a clash in your timetable prevents you attending a set of lectures in your second year. This is not of itself a problem, since tutorials and lectures are often intended to be complementary, and you should not normally expect them to cover all the same material, even if they sometimes do. Conversely, it is also important to ensure that you attend relevant lectures from the very first term of the course even if you will not be having tutorials until later in the year or even in your final year. Do not assume that when you return in your final year you will have time to attend all the lectures again! Linguistics tutors will be able to advise you on which lectures to attend at what stage in your course, depending on your choice of options: however, it is your responsibility to ask for that advice.

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GENERAL LINGUISTICS PAPER XIII This is a paper specially designed for students who have a strong interest in the theoretical underpinnings of linguistic analysis. It is compulsory for students taking the Modern Language and Linguistics course, and is available as an option to students taking a sole language for the Honour School of Modern Languages, as well as students for the Honour Schools of Experimental Psychology, and Psychology, Philosophy and Physiology. The paper requires students to show knowledge of contemporary linguistic theory regarding the different aspects of human linguistic capacity in the areas of phonology, phonetics, morphology, syntax, semantics and pragmatics. The student should also be able to examine the relation of these systems to issues of linguistic variation, language acquisition and language change. The paper is concerned largely with issue of theory and general techniques of analysis rather than the description of individual languages or language groups. It is intended to complement the linguistic study of individual languages (Papers IV and V) and also may be used to complement the general study of human cognitive systems and philosophy of mind. It is recommended that students wishing to offer this paper should have taken the Foundation Course in Linguistics, offered for the Preliminary Examination in the Faculty of Modern Languages, or some equivalent course of study. There is an annual course of twice-weekly lectures, with modules in all three terms, which is specifically geared to this paper. Tutorial teaching can be provided from among those lecturing on this course. Assessment is by way of a conventional three-hour exam. Although the course is not taught from a single textbook, prospective students may gain an idea of its scope and theoretical standard by looking at a general textbook such as Linguistics: An Introduction by Andrew Radford et al. (Cambridge University Press., 1999) or An Introduction to Language by Victoria Fromkin, Robert Rodman, and Nina Hyams (Thomson/Heinle, 8th ed., 2006). Contact: Prof. Mary Dalrymple (mary.dalrymple@ling-phil.ox.ac.uk)

Dr. David Cram (david.cram@ling-phil.ox.ac.uk) Paper XII. Phonetics and Phonology This course is aimed at those who wish to study how sound is used in language to a greater depth than is possible for paper XIII. The topics covered include: Coarticulation and models of speech production Approaches to speech perception Phonetic Acquisition Experimental methodology Prosody Non-linear phonology Constraint-based phonology The phonetics/phonology interface.

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This option is taught through seminars and practical sessions. Method of Assessment A* (Three-hour unseen written paper and a half-hour practical phonetic transcription exercise: 75%/25%) Contact: Dr. John Coleman, Phonetics Laboratory (john.coleman@phon.ox.ac.uk)

Dr. Elinor Payne, Phonetics Laboratory (e-mail t.b.a) Paper XII. Psycholinguistics Psycholinguistics is an interdisciplinary area of study which addresses the relation between language and cognition. Fields covered in this course include the study of the development of language in children and the investigation of the psychological mechanisms which underlie the production and understanding of speech. Teaching is through a combination of lectures and classes. Method of Assessment A. Contact: Dr. John Coleman, Phonetics Laboratory (john.coleman@phon.ox.ac.uk)

Prof. Kim Plunkett (kim.plunkett@psy.ox.ac.uk) Paper XII. Semantics This option is a thorough introduction for candidates who wish to explore the ways in which meaning is encoded in language. The areas under study will include: lexical meaning and lexical relationships, combinatorial and truth conditional semantics, the interaction between semantics and pragmatics, and the syntax-semantics interface. Suggested Reading: Saeed, John I. (2003) Semantics. [2nd edition] Oxford: Blackwell. This option is taught primarily through tutorials. Method of Assessment A. Contact: Dr. David Cram (david.cram@ling-phil.ox.ac.uk)

Prof. Mary Dalrymple (mary.dalrymple@ling-phil.ox.ac.uk) Paper XII. Sociolinguistics Sociolinguistics is the study of language variation and change, and their relationship to social phenomena (e.g. class, gender and ethnic divisions, patterns of migration and contact, social network structures). Topics covered include sociolinguistic methods, geographical and social dimensions of dialect variation, mechanisms of language change, code choice and code-switching in multilingual settings, pidgin and creole languages, language shift and language death. Teaching is through a combination of attendance at lectures and tutorials. Method of Assessment A. Contact: Prof. Deborah Cameron (deborah.cameron@worc.ox.ac.uk) Dr. Rosalind Temple (rosalind.temple@mod-langs.ox.ac.uk) Paper XII. Syntax

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This option is designed for candidates who wish to attain a more detailed knowledge of modern generative syntactic theory and syntactic typology. Attention will also be given to recent debates and developments within the field. The option is taught through lectures and tutorials or classes, as appropriate. Method of Assessment A. Contact: Prof. Mary Dalrymple (mary.dalrymple@ling-phil.ox.ac.uk)

Dr. Sandra Paoli (sandra.paoli@mod-langs.ox.ac.uk) Paper XII. Translation Theory This option is designed for those who are interested in the light which general linguistic theory can shed on both the theory and the practice of translation. Some reference will be made to literary discussions of translations, but the main emphasis will be on those sub-disciplines of linguistics which are concerned with texts (performance versus competence), and how the results of such analyses can be applied. Special attention will be given to stylistic analysis and discourse analysis, and to the ways in which texts in one register can be reformulated within other registers of the same language (intralingual as distinct from interlingual translation). The course will also consider a number of limiting cases, including verse translation and the translation of humour. The course will be taught primarily by tutorials, although a course of lectures/seminars will be offered on a two-yearly basis. Method of Assessment A.

For those interested in reading a general introduction to the field of translation studies, there is an accessible textbook (written by the professor in one of the few universities with a separate department in the subject): Translation Studies by Susan Bassnett (1991, London: Routledge). Another textbook which gives greater emphasis to the contribution of linguistic theory is: Translation and Translating: Theory and Practice by Roger Bell (1991, London: Longman). Contact: Dr. David Cram (david.cram@ling-phil.ox.ac.uk) Paper XII. Language Change and Historical Linguistics The course will examine major current issues in the areas of phonological, morphological, syntactic, and semantic change, looking at both internal developments and external changes resulting from contact between languages. Amongst topics likely to figure on the course in any given year are: comparative reconstruction; regularity and lexical diffusion in sound change; analogy; grammaticalization; the sociolinguistics of language change. Teaching will be by a combination of lectures, classes, and tutorials. Method of assessment A. Contact: Mr. J.C. Smith (johncharles.smith@mod-langs.ox.ac.uk)

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Paper XII. Romance Philology And Linguistics Candidates will be expected to show a detailed knowledge of the methods of comparative Romance linguistics and to illustrate their answers with examples from more than one Romance language. Texts for linguistic commentary in 'Vulgar Latin' (G. Rohlfs, Sermo vulgaris latinus, Tuebingen, 1969: II, VII, XIII, XVIII, XX, XXIX, XXXIV) and unseen passages from ‘lesser known’ Romance varieties (Sardinian, Romanian, Romansch and others) will also be set each year. Teaching for this option is through lectures and tutorials. Method of Assessment A. Introductory reading W. Elcock, The Romance Languages, 1975. M. Harris and N. Vincent (eds), The Romance Languages, 1988. Contact: Prof. Martin Maiden (martin.maiden@modern-languages.oxford.ac.uk) Dr. Sandra Paoli (sandra.paoli@mod-langs.ox.ac.uk) Paper XII. Linguistic Project This option allows a candidate to undertake a descriptive project, using the analytic tools acquired in other core areas of Linguistics. The report should document a piece of original research conducted by the student into some aspect of a particular dialect, language, or variety. The data may be collected at first hand by the student (possibly during the year abroad), or it may be from another credible source. The analysis of the data may focus on an aspect or combination of aspects of linguistic structure or usage. Topics must be discussed with a course co-ordinator, and are ratified by the Linguistics Sub-Faculty in the same manner as for other Longer Essays in the Faculty. More information is available at www.ling-phil.ox.ac.uk/pages/Ling-Project.html Examples of the sorts of topics which might be undertaken are: Idioms in Marseilles French The phonology of Swabian The Arabic component in Portuguese place names Code-switching in Swiss German. Method of Examination B (1). Contact: Dr John Coleman (john.coleman@phonetics.oxford.ac.uk) Dr Mary Dalrymple (mary.dalrymple@ling-phil.ox.ac.uk)

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CELTIC Paper XII. The Structure and History of the Welsh Language The course will be divided into two parts: first, a study of some of the main aspects of modern and earlier Welsh, notably the initial consonant mutations, the nominal and verbal systems, and, secondly, the main phases in the history of the language. In the first half of the course the focus will be on the modern language, but with one eye to the historical background; in the second half, the approach will be historical, with rather more attention being paid to phonology but still building on the topics covered in the first half. Particular attention will be paid to the differences between the language of prose and poetry, what can be learnt from various attempts made in the past, from the fourteenth century onwards, to analyse the language, and the relationship between standard forms of Welsh and the dialects. Tuition is by means of tutorials. Method of Assessment A. Introductory reading Paul Russell, An Introduction to the Celtic Languages, London: Longman, 1995 M. J. Ball with J. Fyfe (eds), The Celtic Languages , London: Routledge, 1993 D. MacAulay (ed.), The Celtic Languages, Cambridge: Cambridge University Press, 1992 Contact: Professor T. Charles-Edwards (79739) Paper XII The Structure and History of the Irish Language The course will combine a study of selected distinctive aspects of Irish in the first half with a look at some of the main stages in the history of the language in the second half. An examination of the phonology of Irish will concentrate on the exploitation in the grammar of such features as the palatalization of consonants, and initial mutations; this will lead straight to a consideration of word-boundaries and the phonology of nominal and verbal phrases. An examination of the verbal systems will pay particular attention to the relationship between the syntax of the finite verb and that of the verbal noun. Since the contemporary evidence for Irish stretches all the way from the fourth- or fifth-century inscriptions to the modern period, the historical section of the course will be correspondingly selective. It will concentrate, first, on the early period, from the fourth to the ninth century, and, secondly, on the relationships between the early-modern standard language and the separation of Scottish Gaelic from Irish and also modern Irish dialects. Tuition is by means of tutorials. Method of Assessment A. Introductory reading Paul Russell, An Introduction to the Celtic Languages, London: Longman, 1995 M. J. Ball with J. Fyfe (eds), The Celtic Languages, London: Routledge, 1993 D. MacAulay (ed.), The Celtic Languages, Cambridge: CUP, 1992 David Greene, The Irish Language: An Ghaeilge, Dublin, 1966; available only in libraries, but an excellent brief outline. Contact: Professor T. Charles-Edwards (79739)

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FRENCH Paper IV: Linguistic Studies I: The History of the French Language up to the Mid-Twentieth Century This paper offers the opportunity to study the development of the French language from Vulgar Latin to Modern French. Given the scope of the paper, coverage cannot be achieved in the eight tutorials normally allotted to its preparation. Regular attendance at lectures from the introductory course onwards is, therefore, strongly advised. Examination is by conventional three-hour paper. The paper is divided into two sections to enable you to combine study in breadth with the more detailed exploration of a particular period or periods. Section A includes a range of questions on the history of the language from earliest times to the present day, or relating to historical linguistics as applied to French. Questions may cover phonological, orthographical, morphological, syntactic, lexical, semantic, stylistic and sociolinguistic topics, as well as ideas about the French language in an historical perspective. Section B is divided into a number of parts starting with the transition from Latin to French and the early history of the language and moving on to periods which correspond, roughly speaking, to the literary periods offered in Paper VI (1100-1530), VII (1530-1715), VIII (1715-1940). This makes it possible for you, if you so choose, to make fruitful links between your study of language and literature. Introductory Reading You will find it useful to have read at least one of the following introductory works before beginning the course: M.S.R. Cohen, Histoire d'une langue: le français, 1967. A. Ewert, The French Language, 1966. G. Price, The French Language: present and past, 1971. P. Rickard, A History of the French Language, 1989. H. Walter, Le français dans tous les sens, 1989. See also Paper XII: Romance Philology and Linguistics in the General Linguistics section. Teaching is through lectures (attendance at these is essential) and tutorials. Assessment is through a three-hour examination. Contact: Mr. J. C. Smith, St Catherine’s (71748)

Dr. Ian Watson, Christ Church (76198)

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Paper V: Linguistic Studies II: Modern French You will study the structure and varieties of the modern French language, and learn to exploit and assess the usefulness of traditional and modern methods of linguistic analysis for this purpose. You will also become familiar with some of the most important developments in the history of French, when these illuminate modern usage. Except for the introductory reading (see below), there are no set texts, although for various topics there are a number of important studies about which tutors will advise you. You will learn how to analyse spoken and written French in terms of its sound system (phonetics and phonology), its spelling, its word structure (morphology), and its syntax. You will also have the opportunity to consider the nature and causes of social variation in French speaking communities, the way discourse is structured in French, the effect on French of other languages, and the relationship between linguistic analysis and literary studies. For linguistic topics, as for literature, you can expect to have a mix of lectures and (usually eight) tutorials. The lectures are vital in this area, as the basic knowledge to be absorbed is much more easily acquired from lecturers than from books. For all the tutorials you will have to produce written work, as for literary topics. This may sometimes involve practical analysis as well as essays. If you choose to go into phonetics in depth, you will also normally be offered additional classes in phonetic transcription. The examination consists of one three-hour paper, in which you have to answer three questions. The majority of these involve writing an essay. However, there are normally also questions demanding more practical skills including phonetic transcription and stylistic analysis. Introductory Reading A good general introduction to this area is: A. Battye and M.-A. Hintze, The French Language Today, 1992. Contact: Mr.J.C. Smith, St Catherine’s (71748)

Dr. Ian Watson, Christ Church (76198)

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GERMAN Paper IV: Linguistic Studies I: The Development of the German Language 1170 to the Present The history of the German language is a mirror of the literary, social, political and cultural history of the German-speaking countries. This paper covers the Middle High German (up to ca. 1450), the Early New High German (ca. 1450-1650) and Modern German periods. You are expected to familiarize yourself with the main phonological and grammatical aspects of these different periods, but in your study of the linguistic history of German you are encouraged to explore individual themes and topics rather than to attempt to survey everything. These topics include basic historical grammar, loan words from the various European languages at different times, the language of the medieval German mystics, the language of Bible translation (focusing on Luther), the Sprachgesellschaften in the seventeenth century, linguistic Purism (from the seventeenth century to the present day), the grammarians (Schottel, Gottsched, Adelung) the language of National Socialism, the language of a divided Germany (1945-1989). It is also possible to study topics with a more theoretical character, e.g. problems of the periodisation of the German language, the conceptual differences between historical grammar and linguistic history, the emergence of standard norms, grammatical codification, and the questions that arise from interaction with other speech communities. These are just examples. There are three prescribed texts (Werner der Gärtner, Helmbrecht, dating from ca. 1270, Reclam edn; Luther’s Sendbrief vom Dolmetschen - ed. K. Bischoff, pp. 6/7-28, l. 21/29, l. 22, and pp. 36-57; Gryphius, Verliebtes Gespenst--Die geliebte Dornrose, Reclam edn.) These should be studied individually for their intrinsic linguistic interest and should also be used as material for the study of the development of German phonology and grammar. The Gryphius text provides an opportunity to study a historical example of dialect literature, in this case exemplifying Silesian dialect in the seventeenth century. The Taylor Institution Library holds versions of the set texts in electronic form: http://www.fh-augsburg.de/~harsch/germanica/Chronologie/13Jh/Helmbrecht/hel_meir.html http://gutenberg.spiegel.de/gryphius/dornrose/dornrose.htm In the case of the Sendbrieff, however, it is important to study the A and B-prints in the facsimile edition of Bischoff. This paper is studied in eight tutorials, which it is necessary to augment by attendance at lecture courses. These cover the set texts and also provide a survey of the most important topics. In the examination there is a compulsory linguistic commentary from the prescribed texts (with a choice of one passage from three). In addition you must attempt either one further commentary and an essay, or two essays chosen from a wide range covering the history of the language during the whole period as well as the historical grammar of German. Assessment is by a three-hour written examination. Further Reading R.E. Keller, The German Language (London, 1978) Peter von Polenz, Deutsche Sprachgeschichte. Vom Spätmittelalter bis zur Gegenwart (Berlin, vol. 1 1991; vol. 2 1994; vol. 3 1999) Wilhelm Schmidt, Geschichte der dentschen Sprache, 9. Auflage von Helmut Langner u. Norbert R. Wolf, Stuttgart, Hirzel, 2004 C.J. Wells, German. A Linguistic History to 1945 (Oxford, 1985) o.o.p./German edn.: Niemeyer,

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Tübingen 1990 Contact: Mr. C.J. Wells, St. Edmund Hall (79035) Paper V (i): Linguistic Studies II: Old High German The Old High German paper provides an opportunity to study the earliest recorded stages of the German language, from the period ca. 800-1100. The course is based on prescribed texts, which have been chosen to demonstrate a range of different uses of the language, including examples of the heroic lay, secular and religious poetry, Bible translation and even a set of phrasebook-style conversations (with forthright expressions for give me my shield and get lost). At the centre of the work for this paper lies the acquisition of a basic reading knowledge of Old High German, but there is also considerable scope for acquiring a familiarity with the literary and cultural context in which written records in the vernacular have been preserved (especially the early German monasteries, such as Fulda and St. Gallen, and the Carolingian court). In addition to studying the set texts, students acquire a familiarity with the historical grammar of the earliest stages of German, with the principal differences between the Old High German dialects (as represented by the set texts), with the manuscript context of the individual surviving works, and with developments in vocabulary (including the early loan words). They also come to an understanding of the place of Old High German within the history of the German language. The prescribed texts, in W. Braune’s Althochdeutsches Lesebuch, comprise the following sections: V Gespräche, VIII Isidore, cap. iii; XX Tatian, subsections 2, 4 and 7; XXIII Notker, subsections 1 and 13; XXVIII Hildebrandslied; XXIX Wessobrunner Gebet; XXX Muspilli; XXXII Otfrid, subsections 7 (Missus est Gabrihel angelus) and 21 (De die judicii); XXXVI Ludwigslied; XLIII Ezzos Gesang, Strasbourg version only. The course is covered in eight tutorials, but much of the basic linguistic knowledge needs to be acquired from the lecture courses, which are repeated every year. It is also important to work systematically through the prescribed texts using the glossary in Braune’s Althochdeutsches Lesebuch and the Old High German grammars. Assessment is through a three-hour written examination. Further Reading J. Knight Bostock, Kenneth C. King, David R. McLintock, A Handbook on Old High German Literature (Oxford, 1976) Wilhelm Braune, Althochdeutsches Lesebuch, 17th edn., revised by Karl Helm and Ernst A. Ebbinghaus (Tübingen, 1994) Wilhelm Braune, Althochdeutsche Grammatik, 14th edn., revised by Hans Eggers (Tübingen, 1987) Cyril Edwards, The Beginnings of German Literature: Comparative and Interdisciplinary Approaches to Old High German, Rochester: Camden House, 2002 R.E. Keller, The German Language (London, 1978) Brian Murdoch (ed.) Camden House History of German Literature. 2. German Literature of the Early Middle Ages, Rochester: Camden House, Boydell & Brewer, 2004 C.J. Wells, German. A Linguistic History to 1945 (Oxford, 1985) Contact: Mr. C.J. Wells, St. Edmund Hall (79035)

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Paper V(ii): Descriptive Analysis of Contemporary German

Language, whether our own or a second language we learn, presents a wealth of often confusing data. For example, why should it be the case that German speakers pronounce Knig as if it rhymed with mglich but pronounce Knige in a way that no longer rhymes with mgliche? And why is it acceptable for a German speaker to say ‘Ich gehe babysitten’ but not ‘Ich babysitte’?

Paper V(ii) is concerned with revealing the form and structure of the kinds of linguistic knowledge that native speakers of German possess. You will learn about sounds, words and sentences and will see that a native speaker’s linguistic knowledge consists of a set of discrete units and a set of rules for combining them. This rule system is responsible for the infinite creativity of language and explains why there is no longest German word or sentence and why all German speakers can be language innovators. In other words, it is part of a speaker’s mental system and not to be confused with a set of prescriptive rules that tell German speakers how they should speak (as e.g. The preposition wegen may be used only with the genitive and not with the dative.). Given our interest in describing, rather than prescribing, a German speaker’s rule system, our focus will be on the spoken language, which, as you will learn, may differ considerably among speakers from different regions and social groupings. A second question that arises regarding linguistic knowledge is how it is acquired by children. Paper V(ii) provides an opportunity to learn about studies and theories of German child language, including what explains the perhaps surprising fact that German-speaking children acquire the word-final sound in ich long before the one in das, when it is the former and not the latter which English learners of German find difficult. Finally, a child must become not just a speaking but also a communicating member of society, i.e. the child must acquire the conventions which govern linguistic exchanges. A third question that arises regarding linguistic knowledge is then how it is put to use in communication. Regional and social factors are important here, thus you might consider the nature and status of Dialekt, Umgangssprache and Hochsprache; the German spoken in both the old and new Bundeslnder, some fifteen years after unification; the varieties of German spoken in Austria, Switzerland or Luxembourg. Other topic areas include: the influence of English on German (and the reactions against Neudeutsch, Denglish and Engleutsch by purist groups like the Verein Deutsche Sprache (www.vds-ev.de); the use of language to construct a sense of group identity by such sub-groups as schoolchildren, young people (Jugendsprache), the military etc; or the relationship between language and social identity with respect to variables like gender, class and age; language and politics and the construction of national identity; the treatment of outsiders: 'foreigner speakers' and language; ecological and technological effects in language. Materials or observations gathered during your year abroad, should you spend it in a German-speaking country, can be useful here, but judicious use of the internet can give immediate access to recent linguistic and sociolinguistic developments. The paper is taught in eight tutorials. In addition, it is essential to attend the two-term lecture course (Introduction to German Linguistics), which will cover basic concepts and techniques of linguistic analysis, and as such provides the foundation for the tutorial work. Further Reading Barbour, S. & Stevenson, P. (1990). Variation in German: a critical approach to German

sociolinguistics. Cambridge: Cambridge University Press. Boase-Beier, J. & Lodge, K. (2003). The German language: a linguistic introduction. Oxford:

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Blackwell. Clyne, M. (1995). The German language in a changing Europe. Cambridge: Cambridge

University Press. Fox, A. (1990). The structure of German. Oxford: Oxford University Press. Russ, C. (1994). The German language today. London & New York: Routledge. Stevenson, P. (1997). The German language and the real world: sociolinguistic, cultural and

pragmatic perspectives on contemporary German (2nd revised edn.). Oxford: Clarendon Press.

Contact: Mr. C.J. Wells, St. Edmund Hall (79035)

Dr K. Hoge, St Anne’s College (kerstin.hoge@st-annes.ox.ac.uk) Paper XII: Old High German, with either Gothic or Old English or Old Saxon The paper builds on a knowledge of Old High German and provides the opportunity to compare that language with another Germanic dialect from the East or West Germanic group as represented by specimens drawn from their most important texts: for Gothic, the Gospel according to St Mark, chapters 1-9; for Old Saxon, the Heliand lines 4025-5038; and for Old English, Beowulf, lines 1-1049. The basis for Old High German (if you have not offered this language as a separate paper, Paper Va) is taken to be that of the OHG Tatian translation. The rudiments of Germanic philology are discussed, as are theoretical issues of the nature of protolanguages, the genetic relationship of the dialects as it emerges from the earliest evidence, either within Ingvaeonic/West Germanic or between West and East Germanic. General philological and problems of interpreting the earliest sources are considered, and where possible these are related to the distribution of the German tribes and examined in the light of cultural and linguistic contacts, as well as through the detailed linguistic comparison of their phonologically and morphologically equivalent forms. The teaching consists of eight tutorials, split evenly between the two dialects, and analyzing the non-OHG text. Selected Old High German texts are regularly covered in lectures for the early texts paper (Paper V(a)) which complements both this paper and the Medieval German Period of Literature (Paper VI). Examination is by a portfolio of two essays. Areas to focus on might include theoretical issues of the nature of protolanguages, the genetic relationship of the dialects as it emerges from the earliest evidence, either within Ingvaeonic/West Germanic or between West and East Germanic, general philological and problems of interpreting the earliest sources, the issue of cultural and linguistic contacts between different Germanic tribes, and the detailed linguistic comparison of their phonologically and morphologically equivalent forms. Further Reading J.K. Bostock, revised by K.C. King and D.R. McLintock, A Handbook on Old High German Literature, 2nd edn. (Oxford, 1976) Wilhelm Braune, Gotische Grammatik, 19th edn., rev. Ernst A. Ebbinghaus (Tübingen, 1981) Wilhelm Braune, Althochdeutsche Grammatik, 14th edn., rev. Hans Eggers (Tübingen, 1987) Alistair Campbell, Old English Grammar (Oxford, 1983) F. Holthausen, Altsächsisches Elementarbuch, 2nd edn. (Heidelberg, 1921) Brian Murdoch & Malcolm Read (eds.) Camden House History of German Literature. 1. Early Germanic Literature and Culture, Rochester: Camden House, 2004 E. Prokosch, A Comparative Germanic Grammar (Philadelphia, Penn., 1939)

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Frans van Coetsem/Herbert L. Kufner, Toward a Grammar of Proto-Germanic (Tübingen, 1972) Orrin W. Robinson, Old English and its Closest Relatives (Stanford, Cal., 1992) Joseph Wright, Grammar of the Gothic Language, rev. O.L.Sayce, 2nd edn. (Oxford, 1954) For Gothic bibliography see the following websites managed by Christian T. Petersen: http://www.gotica.de and http://germa.germsem.uni-kiel.de/gotisch/gotisch.html The online edition of the Gothic Bible is at Project Wulfila = http://www.wulfila.be Contact: Mr. C.J. Wells, St. Edmund Hall (79035)

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GREEK Paper IV There are three options for this paper. Please consult your tutor as teaching may not be available.

(1) Early history of the language: Medieval Greek to AD 959 Three texts are set for detailed study from the sixth, seventh and tenth centuries. Useful for preliminary reading are: Robert Browning, Medieval and Modern Greek (2nd ed., Cambridge, 1983) Geoffrey Horrocks, Greek: a history of the language and its speakers (London, 1997). Contact: Professor E. Jeffreys (70483)

(2) The literary vernacular of the twelfth to fifteenth centuries Again three texts are set for detailed study. Useful for preliminary reading are: Robert Browning, Medieval and Modern Greek (2nd ed., Cambridge, 1983) Geoffrey Horrocks, Greek: a history of the language and its speakers (London, 1997). Contact: Professor E. Jeffreys (70483)

(3) The dialects of Modern Greece. Topics covered include the phonetics, phonology, morphology, syntax and vocabulary of the dialects traditionally spoken on the mainland and islands of Greece and Cyprus, except Tsakonia. Useful for introductory reading are: N.G. Kontosopoulos, Dialektoi kai idiomata tis neas ellinikis (revised ed., Athens, 1994) Robert Browning, Medieval and Modern Greek (2nd ed., Cambridge 1983). Geoffrey Horrocks, Greek: a history of the language and its speakers (London 1997). Contact: Dr. D. Papanikolaou (70482)

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Paper V There are two options available in this paper. Please consult your tutor as teaching may not be available.

(1) Contemporary Greek Topics covered include an examination of the structure of the Greek language as it is spoken and written today and an analysis of spoken and written Greek in terms of its sound system, inflectional system, syntax and vocabulary. Useful for introductory reading are: Peter Mackridge, The Modern Greek Language (Oxford, 1985) Robert Browning, Medieval and Modern Greek (2nd ed., Cambridge, 1983). Geoffrey Horrocks, Greek: a history of the language and its speakers (London, 1997). Contact: Dr P. Papanikolaou (70482)

(2) The Language Controversy From about the fourth century BCE onwards writers of Greek have been divided into those who used more or less the spoken language of their time, those who attempted to imitate Classical Greek and those who used a compromise between the two. This pluralism led to an outright language controversy towards the end of the eighteenth century, with clashes between the supporters of katharevousa (the official language with many archaic features) and demotic (the spoken language). This at times heated conflict was not resolved until 1976 when demotic was made the official language of the Greek state. The topic will be approached as a study in sociolinguistics (the social use of language) and the history of ideas. Useful for introductory reading is: Roderick Beaton, Introduction to Modern Greek Literature (2nd ed., Oxford, 1999), ch. 6: "Literature and Language: The 'Language Question'" Contact: Dr P. Papanikolaou (70482)

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ITALIAN Paper IV - Linguistic Studies I. History of the Italian Language from the earliest times to the twentieth century Italy is distinguished among western European nations by a profusion of widely divergent dialectal varieties which it conserves to this day, and by its lack, until very recent times, of a common language spoken and understood by the populace at large. This paper offers the opportunity to understand the nature and origins of Italy's linguistic fragmentation, and to chart, with especial reference to textual evidence, the complex processes by which one of the dialectal variants (Tuscan, and more specifically Florentine) rose to pre-eminence as a literary, scientific and administrative language, and subsequently to establish itself as the common language of the Italian people. The detailed study of the evolution of the lexicon, grammar and sound system of Italian will in turn illuminate many aspects of the grammar of the modern language, and an understanding of the structure of other dialects will throw light on much of the variation found in the modern language. Students will be expected to develop and display skills in formal linguistic analysis, and to apply the insights thus gained to the study of the historical interaction between the language and Italian culture and society. The three-hour exam paper is divided into 3 sections. One is concerned with texts, particularly from the late 10th century to the 15th, and covering a wide range of text-types from legal documents, through lyric poetry to private letters. A list of relevant texts, and copies of the texts themselves, may be obtained from Dr. Zancani and Professor Maiden. The other two sections deal, respectively, with the 'internal', structural evolution of Italian and the dialects, and the `external' history of Italian examining, for example, the rise of the standard language. Teaching is through lectures, at which attendance is essential, and tutorials. Introductory reading M. Dardano, Manualetto di linguistica italiana, 1991. M. Maiden, A Linguistic History of Italian, 1995. C. Marazzini, La lingua italiana. Profilo storico, 1998. Contact: Professor Martin Maiden, Trinity (70488)

Dr. D. Zancani, Balliol (77727) Paper V - Linguistic Studies II. Modern Italian About a third of the population of Italy does not habitually speak Italian. A small but significant proportion cannot speak it. Very many Italians speak varieties strikingly different from 'standard' Italian. Just over a century ago perhaps as few as 2.5% of Italians used any Italian at all. Against this background, reading for this paper should provide answer to the following questions: What is Italian?; What is its internal(grammatical and phonological) structure?; What are the varieties of Italian?; What are the Italian dialects? The study of the 'internal' structure of Italian (to which one section of the exam paper is principally dedicated) illuminates such topics as: the sound-system of Italian; the appropriate use of various verb forms, such as the subjunctive or the passato remoto; stylistic and other principles governing word order; the structure of the pronoun system. Such a study has both a practical side, in that it will help develop your knowledge of Italian grammar, idiom and pronunciation, and a theoretical side, in

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that it will introduce you to the techniques and problems involved in the structural description of a language. The study of the 'external’ structure (social, regional and contextual varieties of Italian - with which the other section of the exam paper is mainly concerned) deals with written vs spoken Italian, formal vs informal styles, standard language vs dialect and popular and regional vs literary Italian, specialist uses of Italian, for example in advertising or journalism, etc. Once again you will have the opportunity to expand your knowledge of the modern language, while at the same time gaining an initial understanding of the methods of sociolinguistic and stylistic analysis. Teaching for this paper is through lectures, at which attendance is essential, and tutorials. Assessment is through a three-hour examination. Introductory reading A-L. Lepschy and G. C. Lepschy The Italian Language Today. 1988 M. Dardano Manualetto di linguistica italiana, 1991 N. Vincent 'Italian' in M. Harris and N. Vincent (eds) The Romance Languages. 1988 Contact: Professor Martin Maiden, Trinity (70488) Paper XII - The 'Questione della Lingua' This paper, which includes aspects of the linguistic thinking of such figures such as Dante, Manzoni and Pasolini, examines the complex and often passionate debates concerning the identification and elaboration of one of the dialects of Italy (Tuscan - more specifically, Florentine) as the basis of the Italian literary language, and the means by which knowledge of Italian was best to be diffused. Teaching for this paper is through tutorials. Method of Assessment B (3). Introductory Reading M. Vitale La Questione della Lingua, 1978 See also Paper XII: Romance Philology and Linguistics in the General Linguistics section. Contact: Professor Martin Maiden, Trinity (70488)

Dr Diego Zancani, Balliol (77727)

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POLISH AND OTHER NON-RUSSIAN SLAVONIC LANGUAGES Paper XII - The structure and history of one of the following languages: Bulgarian/ Macedonian, Croatian/Serbian, Czech, Polish, Slovak, Slovene, Sorbian, Ukrainian. This paper surveys both the diachronic development and the synchronic state of one of the languages from the list given above. The diachronic part of the paper covers the development of the language from the earliest written texts to the present day, but is more limited in scope than papers dealing exclusively with the history of a language such as the Paper IV options. The synchronic section deals with the descriptive analysis of the phonetic, phonological, morphological, syntactic and lexical characteristics of the language today. Members of the Faculty may from time to time offer lectures or classes on the structure or the history of Polish, Ukrainian or another Slavonic language from the list above. In individual or small group tutorials, you will explore a range of clearly defined topics in more depth. You will also have an opportunity to study source material that illustrates different periods in the development of the language. The examination comprises a range of questions, of which you can choose three. One of the questions may be a commentary on a modern or pre-modern passage in the Slavonic language you have chosen. As a prerequisite, you need a passive command of the language. Method of Assessment A. See also Russian for other relevant Paper XII options. Contact: Dr. J. Fellerer, Wolfson (74126)

Dr C.M. MacRobert, LMH (74399) PORTUGUESE Paper IV: Portuguese Linguistic Studies I This course covers the history of Portuguese from its origins in the Vulgar Latin of Roman Iberia to the development of the modern forms of Portuguese in Portugal, Brazil, Africa and Asia. You need to acquire an understanding of the general principles of language change and of descriptive linguistics as ancillary subjects, and you are recommended to follow courses in Romance Philology, Historical Linguistics and General Linguistics provided by the Faculty of Medieval and Modern Languages and other Faculties. The principal topics covered by the course are: the place of Portuguese in the Romance Languages; the divergence of Portuguese and Galician and the formation of Portuguese and Galician dialects; the formation of overseas varieties of Portuguese and of Portuguese-based creoles; sociolinguistics and dialectology of the Portuguese-speaking world; the development of the Portuguese sound system(s) (with special reference to vowel systems, lenition and palatalisation, sibilants, and nasality); the development of Portuguese syntax (verb and noun morphology; tense, aspect and mood in the verb system; pronouns and pronoun position; the personal infinitive and the future subjunctive); the sources of the Portuguese lexicon; the development of systems of forms of address in Portugal and Brazil. Central elements of the course are covered by lectures in each term. These are organised in a four-year cycle, so that different topics will be covered in your second and final years. Lecture attendance during these two years is an important part of the course. If you have not taken the Linguistics course in the Prelim, you are strongly advised to attend lectures in the Foundation

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Course in Linguistics in your second year. You undertake a series of eight tutorials, usually spread over two terms in the Second and Final Year to enable you to benefit from a developing understanding of linguistic theory and method, and to apply it to the experience of your Year Abroad. Assessment is through a three-hour written paper. See also Paper XII: Romance Philology and Linguistics in the General Linguistics section. Contact: Dr. Stephen Parkinson, 47 Wellington Square (70495) Paper V: Linguistic Studies II: Modern Portuguese This Paper provides an introduction to the Descriptive Linguistics of Modern Portuguese. You are expected to acquire basic skills of phonetic transcription and syntactic analysis, and to understand the basic principles of Linguistics as applied to Portuguese. You are expected to follow lecture courses in General Linguistics as well as lectures devoted to Portuguese. The principal topics covered by the course are: Portuguese phonetics and phonology (with special reference to vowel quality, stress and vowel reduction, nasality); Portuguese morphology (verb morphology and stem alternations; noun inflection; derivational morphology); Portuguese syntax (noun phrases; verb complementation; tense and aspect; mood); the sociolinguistics and dialectology of the Portuguese-speaking world; Brazilian and European Portuguese; the Portuguese lexicon - word fields, lexical expansion; forms of address in Portugal and Brazil. Central elements of the course are covered by lectures in each term. These are organised in a four-year cycle, so that different topics will be covered in your second and final years. Lecture attendance during these two years is an important part of the course. If you have not taken the Linguistics course in the Prelim, you are strongly advised to attend lectures in the Foundation Course in Linguistics in your second year. You undertake a series of eight tutorials, usually spread over two terms in the Second and Final Year, to enable you to benefit from a developing understanding of linguistic theory and method, and to apply it to the experience of your Year Abroad. In these tutorials you will have the option of giving greater or lesser weight to practical phonetic and syntactic analysis or issues of linguistic theory. Assessment is through a three-hour written paper. Contact: Dr. Stephen Parkinson, 47 Wellington Square (70495)

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RUSSIAN Papers IV and V These papers deal with the diachronic and synchronic linguistic study of Russian and of Church Slavonic. They call for a modest basic knowledge of the techniques and terminology of linguistic analysis, but prior study of Linguistics (e.g. for the Preliminary Examination course) is not a prerequisite. You will have the opportunity both in tutorials and in the examination to address either theoretical issues or questions which apply specifically to the language under study. There are normally introductory courses of lectures on Papers IV and V(i) in the Michaelmas Term, followed by classes on the set texts in the Hilary Term. It is recommended that students should start attending these courses before they have tutorials (up to eight) on Paper IV or Paper V(i). In the Trinity Term there is normally a course of lectures on Paper V(ii), which is intended to serve both as introduction to the subject and as revision for Final Year students; other courses of lectures reflecting the research interests of members of the Sub-Faculty are given from time to time. It is recommended that students should have at least some of their tutorials for Paper V(ii) in the Final Year, when they can draw on an improved knowledge of modern Russian acquired during the year abroad. Paper IV: Linguistic studies I - The History of the Russian Language This paper covers the historical development of Russian from the earliest evidence to the modern period. A selection of short texts, ranging from the 11th to the 18th century, is prescribed for study. These reflect the development of Russian in its everyday use and introduce students to the problems in linguistic analysis and interpretation of source material. There is also a selection of supplementary texts which illustrate more formal linguistic registers. Some of these texts, in addition to their linguistic value, are of historical or literary interest, and the paper provides background information and ancillary skills for Papers VI, VII and IX. Copies of the sets of prescribed texts are available from the Faculty Office, on payment of a modest fee. You may study the whole historical period on the basis of the texts listed under (1) (a) and (1) (b). Alternatively you may specialize either in the linguistic history of medieval Novgorod, studying the texts under (1) (a) and (2) (a), or else in linguistic developments in Muscovy and 18th-century Russia, studying the texts under (1) (b) and (2) (b). (1) for linguistic comment: (a)

Marginalia to Novgorod service books (V. V. Ivanov et al., Khrestomatiya po istorii russkogo yazyka, Moscow, 1990, pp. 26-7). Novgorod birchbark texts nos. 247, 644, 605, 424, 724, 717, 731, 531, 705, 142, 370, 363, 361, 125, 43, 49, 154 (A. A. Zaliznyak, Drevnenovgorodskii dialekt, Moscow, 1995, pp. 223-4, 244-5, 246-8, 295-300, 325-9, 344-7, 349-51, 440-1, 494-5, 508-9, 514, 536, 542-3, 562-4).

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Vkladnaya Varlaama (Zaliznyak, pp. 374-7).

Treaty of Alexander Nevsky and Novgorod with the Germans, 1262-3 (S. P. Obnorsky and S. G. Barkhudarov, Khrestomatiya po istorii russkogo yazyka, part 1, 2nd ed., Moscow, 1952, pp. 51-2).

Novgorod First Chronicle, s.a. 6738-9 (ed. A. N . Nasonov, Novgorodskaya Pervaya letopis′ starshego i mladshego izvoda, Moscow-Leningrad, 1950, pp. 69-71).

(b)

Afanasy Nikitin, Khozhenie za tri morya (Ivanov et al., pp. 322-5).

Dukhovnaya gramota I. Yu. Gryaznogo (Ivanov et al., pp. 279-80).

Letter of T. I. Golitsyna to V. V. Golitsyn (S. I. Kotkov et al., Moskovskaya delovaya i bytovaya pis′mennost′ XVII veka, Moscow, 1968, p. 20).

Letters of D. V. Mikhalkov to M. I. Mikhalkova and P. D. Mikhalkov (Kotkov et al., pp. 39- 40(17b-v), 41(18b)).

Letters of U. S. Pazukhina to S. I. Pazukhin and E. Klement′ev to F. M. Chelishchev (S. I. Kotkov and N. P. Pankratova, Istochniki po istorii narodno-razgovornogo yazyka XVII- nachala XVIII veka, Moscow, 1964, pp.169-70, 233).

Letters of Peter I to Tsaritsa Natal′ya Kirillovna, to F. M. Apraksin, to B. P. Sheremetev (S. P. Obnorsky and S. G. Barkhudarov, Khrestomatiya po istorii russkogo yazyka, part 2:1, Moscow, 1949, pp. 83, 92, 96-7, 99-100).

Evidence of A. Turcheninov on fire of 29 May 1737 (A. I. Sumkina and S. I. Kotkov, Pamyatniki moskovskoi delovoi pis′mennosti XVIII veka, Moscow, 1981, pp. 159-60).

Letters of V. B. Golitsyn to Vl. B. Golitsyn, M. D. Kurakina to B. I. Kurakin, M. M. Shcherbatov to D. M. Shcherbatov (Sumkina and Kotkov, pp. 24-26, 49-50(50), 73-4).

(2) for translation and linguistic comment: (a)

Colophon to Ostromir Codex (Ivanov et al., pp. 15-16).

Mstislavova gramota (Ivanov et al., pp. 39-41) Colophon to Mstislav’s Gospel Book (Ivanov et al., pp. 49-50).

Treaty of Novgorod with Grand Prince Yaroslav Yaroslavich, 1264 or 1265 (Obnorsky and Barkhudarov, part 1, pp 52-4).

Russkaya Pravda (Ivanov et al., pp. 67-73).

Novgorod First Chronicle, s.a. 6633-8, 6675-7, 6700, 6712, 6777-80 (Nasonov, pp. 21-2,

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32-3, 40, 46-9, 87-90). (b)

Sudebnik of 1497 (Ivanov et al., pp. 169-172).

Domostroy (Ivanov et al., pp. 255-60).

Ulozhenie Alekseya Mikhailovicha Chapter 10 (Ivanov et al., pp. 380-1).

G. Kotoshikhin, O Rossii v tsarstvovanie Alekseya Mikhailovicha Chapter 4, Section 24, Chapter 13, Sections 1-4 (ed. A. E. Pennington, Oxford, 1980, pp. 65-7, 159-63).

Stateynyi spisok P. A. Tolstogo (Obnorsky and Barkhudarov, part 2:1, 1949, pp. 72-5).

There is normally a course of eight lectures on the subject in the Michaelmas Term, followed by a course of eight classes on the set texts in the Hilary Term. It is recommended that students should start attending these courses before they have tutorials on the subject.

The examination consists of two parts: One is an obligatory question on the prescribed texts: two passages for detailed linguistic comment, one from (1) (a), the other from (1) (b), and two passages for translation with linguistic comment on specific words or phrases, one from (2) (a), the other from (2) (b). Candidates are required to attempt two passages, either from (1) (a) and (1) (b), or from (1) (a) and (2) (a), or from (1) (b) and (2) (b). There is also a range of questions to be answered in essay form; candidates must attempt two of these.

Contact: Dr C.M. MacRobert, Lady Margaret Hall (74399) Paper V: Linguistic studies II This paper comprises two subjects: (1) The development of the Church Slavonic Language OR (2) Descriptive analysis of modern Russian Students may take one or the other, but not both. (1): The development of the Church Slavonic Language Church Slavonic was the medieval literary language of the Russians and other Orthodox Slavs and continues to be used as their liturgical language to this day. This paper offers you the opportunity to learn Church Slavonic, to find out about the historical circumstances which gave rise to Old Church Slavonic and to later varieties of the language, and to read and analyse a number of prescribed texts which reflect the historical and local development from Old Church Slavonic to modern Russian Church Slavonic and show how the Old Church Slavonic cultural tradition was passed on and reinterpreted. Studying Church Slavonic complements Paper IV and provides background information and

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ancillary skills for Papers VI, VII and IX. Students will be required to show knowledge of the texts listed under both (a) and (b). Copies of both sets of texts are available from the Faculty Office, on payment of a modest fee. The prescribed texts are: (a) for linguistic comment:

Kiev Missal and Euchologium Sinaticum (R. Auty, Handbook of Old Church Slavonic, London, 1968 and subsequent reprints, Pt. ii, Texts and Glossary, passages IV, pp. 52-7, and VI, pp. 64-9).

Luke x:25-37 (Auty, passage XIV, pp. 97-106; ed. L. P. Zhukovskaya et al., Aprakos Mstislava Velikogo, Moscow, 1983, p.131).

Psalm liv (ed. S. Sever′yanov, Sinayskaya Psaltyr′, Petrograd, 1922, pp. 67-68; ed. E. V. Cheshko et al., Norovskaya psaltyr′. Srednebolgarskaya rukopis′ XIV veka, Sofia, 1989, Pt. ii, pp. 387-91; Psaltir s posljedovanjem Đurđa Crnojevića 1494, reprinted Cetinje, 1986; the Synodal Bible of 1751 and subsequent editions, e.g. Moscow, 1815, St. Petersburg, 1820).

(b) for translation and linguistic comment:

Vita Constantini, xiv-xv, xvii-xviii, Vita Methodii, v-xvii, the Treatise on Letters, the Acrostich Prayer (A. Vaillant, Textes vieux-slaves, Paris, 1968, Pt. i, Textes et glossaire, passages I, pp. 30-33, 37-40, II, pp. 46-55, III, pp. 57-61, IV C, pp. 68-70).

Kniga Konstantina filosofa i grammatika o pismenex, sections 4-9 (V. Jagic, Codex slovenicus rerum grammaticarum, Berlin, 1896, reprinted Munich, 1968, V, pp. 108-113).

Zhitie sv. Stefana episkopa Permskogo (ed. V. Druzhinin, St. Petersburg, 1897, reprinted The Hague, 1959, pp. 69-74).

V. F. Burtsov′s Bukvar′ (V. V. Ivanov et al., Khrestomatiya po istorii russkogo yazyka, Moscow, 1990, pp. 369-74).

The examination consists of two parts. One is an obligatory question on the prescribed texts: one passage from group (a) for detailed linguistic comment, and two passages from group (b) for translation with linguistic comment on specific words or phrases. Candidates are required to attempt the passage from group (a) and one of the passages from group (b). There is also a range of questions to be answered in essay form; candidates must attempt two of these.

(2): Descriptive analysis of Russian as spoken and written at the present day This paper is devoted to the descriptive analysis of the phonetics, phonology, morphology, syntax, vocabulary, semantics and stylistics of modern Russian, with some consideration of recent or current linguistic variation and change.

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You choose a range of topics for study in the light of your interests and of guidance from tutors. If you wish, you may take the opportunity to investigate the application of linguistic theory to the analysis of Russian. Otherwise, you might choose to pursue topics which are of practical use in Russian language work.

The examination consists of a range of questions to be answered in essay form; passages for phonetic transcription or general linguistic commentary are normally set additionally to the usual number of essay questions. Candidates must attempt three questions.

Contact: Dr C.M. MacRobert, Lady Margaret Hall (74399)

PAPER XII Old Church Slavonic in Relation to Common Slavonic and Russian As the earliest written Slavonic language, Old Church Slavonic provides important evidence for the reconstruction of Common Slavonic, the prehistoric ancestor of the modern Slavonic languages. This paper offers the opportunity to study Old Church Slavonic in greater depth and detail than for Paper V, and to explore the ways in which it is related to Common Slavonic and to early Russian. Method of Assessment A. Contact: Dr C.M. MacRobert, Lady Margaret Hall (74399) Comparative Slavonic Philology This paper introduces students to the comparative methods used to reconstruct Common Slavonic, the prehistoric ancestor of the modern Slavonic languages. Students who take this course will find it helpful to have some knowledge of more than one Slavonic language. Method of Assessment A. Contact: Dr J. Fellerer, Wolfson (74126)

Dr C.M. MacRobert, Lady Margaret Hall (74399) The structure and history of one of the following languages: Bulgarian/ Macedonian, Croatian/Serbian, Czech, Polish, Slovak, Slovene, Sorbian, Ukrainian. See under POLISH above.

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SPANISH AND OTHER LANGUAGES OF THE IBERIAN PENINSULA (N.B. For Portuguese, see separate section above) Paper IV: Linguistic Studies I: The History of the Spanish Language This Paper enables you to study the history of the Spanish language. It is divided into three sections, one from the beginnings to 1250, one from 1250 to 1500, and one from 1500 to 1700. You choose two of these three sections, and it would be sensible to choose two consecutive ones: thus, you will specialise in early and medieval Spanish, up to 1500; or in medieval and Golden-Age Spanish, from 1250 to 1700. You will normally have eight tutorials, although if you are not also studying Paper V in Spanish or another language, or have not studied Linguistics as part of the course for Prelims, this will be increased to ten by including two introductory hours on basic phonetics and phonology. Lecture courses are given, on a rotating basis, on Old Spanish phonology and on the Language of the Golden Age, and these are complementary to the tutorials. Your work on this Paper is assessed by one three-hour examination. The following texts are prescribed in the examining conventions; each section of the Paper will contain a passage for linguistic commentary chosen from this list, but it is not compulsory to answer one of these questions: Section (a), up to 1250: Gifford and Hodcroft, Textos lingüísticos del medioevo español, Nos. 1, 5, 8, 10, 14, 15, 20, 43, 61, 95. Section (b), 1250-1500: Gifford and Hodcroft, Textos lingüísticos del medioevo español, Nos. 21, 23, 25, 27, 29, 31-35. Section (c), 1500-1700: Rojas, La Celestina, Aucto XXI; Santa Teresa de Avila, Vida, caps. 4-6; La vida de Lazarillo de Tormes, Tratado III; Góngora, De la toma de Larache, 1610; Quevedo, >El sueño del juicio final=, in Los sueños. Contact: Dr. Paloma Garcia-Bellido

Prof. Martin Maiden See also Paper XII: Romance Philology and Linguistics in the General Linguistics section. Paper V: Linguistic Studies II: Modern Spanish This paper which is concerned with the structure of contemporary Spanish, is divided into three sections. Section (a) is devoted to descriptive analysis, Section (b) to theoretical analysis, and Section (c) allows you to learn about ‘variation’ in Spanish due to developmental and social interaction factors. Section (a) will cover Standard Spanish • Phonetics (articulatory and auditory processes of sound integration) • Phonology (processes of sound sequencing) • Morphology (processes of morpheme sequencing) • Syntax (processes of word sequencing) • Semantics and pragmatics (processes of meaning integration and resolution)

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Section (b) will cover theoretical analysis Section (c) will cover variation: • Sociolinguistics (social factors) • Language development (maturation factors) • Comparative systems (differentiation in Spain and the Americas) There will be an introductory lecture course in the Michaelmas Term of your second year in which you will be introduced to the basic approach taken in the study of the different areas of research which are developed over the course of your second and final years. During each term of your second and final year there will be at least one series of lectures. Each series is different, and some lecture courses offered in your second year may complement other courses offered in your final year. This pattern is designed to help you to cover as much ground as possible in all three Sections of the Paper. The core teaching will consist of eight tutorials covering the basics of these eight areas of research. Four more will be offered in your final year when your aim will be to concentrate on developing a critical understating of the main areas which you wish to answer in Finals. There will also be a revision class in the Hilary Term of your final year. Practical classes will be offered. Your work on this Paper is assessed by one three-hour examination. You have to answer three questions in total; these must be taken from at least two sections, and you will be required to show knowledge of the descriptive analysis of the structure of the contemporary language as used in Spain and the Americas. Section (a) and (b) contain questions on five principal areas of research. Section (c) allows you to answer questions on its three major areas of study. There may be a question with a passage for phonetic, phonological, etc. analysis. Contact: Dr. Paloma Garcia-Bellido, 47 Wellington Square (70490) Paper XII. Bilingualism: Spanish and English In this course you will have the opportunity to investigate how a bilingual mind copes with the tension between its innate creative linguistic ability and the different integrative mechanisms imposed by each linguistic system and by the social context in which they both have to coexist. We will focus on current studies investigating the Spanish-English bilingual mind. The paper addresses questions like: how is a bilingual system emerging from the brain? How does a child express it as opposed to an adult? What social, psychological or linguistic factors induce a bilingual to code-switch? You are encouraged to carry out an experiment in your year abroad to assess the validity of theoretical approaches to these questions. The analysis of the data you have gathered should constitute the basis for the development of an original essay of about 6,000 words and not exceeding 8,000 words. This option is taught through eight tutorials. Method of assessment B(3). Contact: Dr. Paloma Garcia-Bellido, 47 Wellington Square (70490) Paper XII Modern Catalan This course is divided into two parts: a description of the internal structure of Catalan and the study of the historical and social context where it is used. The main focus is on the analysis of the structure of modern Catalan as it is currently spoken and written, including a detailed description of

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its phonetics, phonology, syntax and semantics. Secondly, the course offers an overview of the external history of Catalan, its main regional varieties, and the current sociolinguistic situation, concentrating on issues of language contact, standardization and language policy, as all this influences and illuminates the internal structure and use of contemporary Catalan. Teaching is predominantly by means of tutorials. Method of Assessment B(3). Contact: Mr Antoni Bernadó i Mansilla (antoni.bernadomansilla@mod-langs.ox.ac.uk) Paper XII Modern Galician This course is divided into two parts: a description of the internal structure of Galician and the study of the historical and social context where it is used. The main focus is on the analysis of the structure of modern Galician as it is currently spoken and written, including a detailed description of its phonetics, phonology, syntax and semantics. Secondly, the course offers an overview of the external history of Galician, its main regional varieties, and the current sociolinguistic situation, concentrating on issues of language contact, standardization and language policy, as all this influences and illuminates the internal structure and use of contemporary Galician. Teaching is predominantly by means of tutorials. Method of Assessment B(3). Contact: Dr. J. Rutherford, Queen’s (79159)

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YIDDISH Paper XII. Yiddish Linguistics Candidates will be expected to show knowledge of the methods and findings of Yiddish linguistic research with respect to any three of the following five topics: (i) origins and history of Yiddish; (ii) interrelationships with German dialects and standard German; (iii) the Semitic component in Yiddish; (iv) Yiddish dialectology; (v) Yiddish sociolinguistics. Required readings for each of these topics will be in Yiddish, English, and German. The course will be taught by tutorial. Method of Assessment A. Contact: Dr. K. Hoge, St Anne=s College (kerstin.hoge@st-annes.ox.ac.uk)

� WHEN DRAWING UP THIS HANDBOOK WE HAVE TRIED TO BE AS

ACCURATE AND CLEAR AS POSSIBLE, BUT REMEMBER THAT IT IS ONLY AN INFORMAL GUIDE. THE REVISED EDITION OF THE UNIVERSITY=S EXAMINATION DECREES AND REGULATIONS WILL BE THE OFFICIAL AUTHORITATIVE SOURCE OF INFORMATION AND YOU SHOULD CHECK ALL DETAILS IN THE RELEVANT COPY OF THAT PUBLICATION. COURSES AND REGULATIONS ARE CONSTANTLY UNDER REVIEW, SO ALWAYS CHECK ALSO WITH YOUR COLLEGE TUTOR TO CONFIRM WHAT IS WRITTEN HERE.

IN ADDITION, DO NOT HESITATE TO ASK FOR CLARIFICATION ABOUT THE COURSE FROM ANY MEMBER OF THE SUB-FACULTY WHO IS LECTURING TO YOU OR TUTORING YOU; WE WILL ALWAYS DO OUR BEST TO HELP.

Trinity Term 2007

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