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: 2023/3/3 (13:16)

Course Overview

*Functional English Grammar"

Course Outline
This course explains what functional linguistics is, and how it differs from formal linguistics. We will survey the basic syntax and semantics of English clause- and phrase-level grammar from a functionalist perspective. Students will achieve a firm descriptive grounding in English grammar to augment work in linguistics, language and literature, English teaching, ESL/EFL, and related disciplines. The course focuses on analysis and critical reasoning about the grammar of English.

Goals
1.To understand the basic premises and approaches of functional linguistics, and how it differs from formal linguistics.
2.To learn to identify, describe, or explain those aspects of English grammar covered in class and in the text, readings, and video lectures, as well as the related theoretical issues.
3.To cultivate skills in analysis, problem solving, critical thinking, and argumentation.

Keywords : Functionalism, Grammatical description, Syntax, Semantics, Linguistic Theory

Prerequisites : There are no prerequisites - just try your best!
Required Ability : Your English listening should be good enough to understand most of the spoken English Carey uses in lectures (it's ok if you can't understand every idea immediately though). If not, you should record the lectures and listen to them again to review.

Notes

Remote/On-site		Information regarding Moodle
●	対面授業	We will use Moodle. More information will be given in class.
	リアルタイム-オンライン授業
	ハイブリッド授業（対面＋オンライン）
	オンデマンド型授業
	課題提出型授業

教職 :
資格 :

Course Objectives

	かなり優れている	優れている	及第である	一層の努力が必要
ML_A-a [言語データの分析] 言語を対象とする領域では、収集した言語データを言語学的な方法論にもとづいて的確に分析し、文法的な構造や特徴を理論的に説明できる。	Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus.	Organizes evidence to reveal important patterns, differences, or similarities related to focus.	Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities.	Lists evidence, but it is not organized and/or is unrelated to focus.
ML_B2-b [理論的思考力]	Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others' points of view are synthesized within position (perspective, thesis/hypothesis).	Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/hypothesis).	Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.	Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.
ML_B2-c [コミュニケーション能力]	Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language in stories is appropriate to audience.Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.)	Language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience. Central message is clear and consistent with the supporting material.	Language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to audience.Central message is basically understandable but is not often repeated and is not memorable.	Language choices are unclear and minimally support the effectiveness of the presentation. Language in presentation is not appropriate to audience. Central message can be deduced, but is not explicitly stated in the presentation.
DL_A-a [言語データの分析]	Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus.	Organizes evidence to reveal important patterns, differences, or similarities related to focus.	Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities.	Lists evidence, but it is not organized and/or is unrelated to focus.
DL_B2-b [理論的思考力]	Others' points of view are synthesized within position (perspective, thesis/hypothesis).	Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/hypothesis).	Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.	Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.
DL_B2-c [コミュニケーション能力]	Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language in stories is appropriate to audience.Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.)	Language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience. Central message is clear and consistent with the supporting material.	Language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to audience.Central message is basically understandable but is not often repeated and is not memorable.	Language choices are unclear and minimally support the effectiveness of the presentation. Language in presentation is not appropriate to audience. Central message can be deduced, but is not explicitly stated in the presentation.

九州大学文学部ディプロマ・ポリシー　　　九州大学人文科学府人文基礎専攻ディプロマ・ポリシー
九州大学人文科学府歴史空間論専攻ディプロマ・ポリシー　　　九州大学人文科学府言語・文学専攻ディプロマ・ポリシー
九州大学文学部哲学コース・カリキュラムマップ　　　九州大学文学部歴史学コース・カリキュラムマップ
九州大学文学部文学コース・カリキュラムマップ　　　九州大学文学部人間科学コース・カリキュラムマップ

Course Plan

授業形態（項目）		授業形態（内容）
●	講義	The course is mainly in the form of lecture by the instructor, with occasional question-and-answer sessions with students to deepen their related knowledge.
●	外国語演習
	原典資料演習
	実習／フィールド調査
●	Problem-Based Learning （問題発見・解決型学習）
	学生のプレゼンテーション
●	Moodle の使用
	学外実習
	野外実習

Textbooks : Berk, Lynn M. 1999. English Syntax: From Word to Discourse. Oxford: Oxford University Press.
ISBN-10 ‏ : ‎ 0195123530
ISBN-13 ‏ : ‎ 978-0195123531
(I see 16 used copies on Amazon from $1.57 as I write this. Please do not spend a lot of money on this book. If you cannot find it for less than $10 let's discuss the issue in class.)
Reference Books : Recommended Secondary Text (especially for beginning students): Hurford, James R. 1994. Grammar: A Student’s Guide. Cambridge: Cambridge University Press.

Quirk et a. 1989. A Comprehensive Grammar of the English Language (General Grammar) 2nd Revised ed.ISBN-10 ‏ : ‎ 1933108312
ISBN-13 ‏ : ‎ 978-0582517349
(This book is 1779 pages)
https://www.amazon.com/Comprehensive-Grammar-English-Language-General/dp/0582517346
Course Handouts : On Moodle

Course Plan ()

	Tentative Weekly Schedules	Lecture	Exercise, Field trip etc.	Comments, suggestions for the course preparation, review, etc.
1	Introduction to the course. Theoretical Prerequisites.	○		Watch before Apr 20: Univ-English lecture on Functional Linguistics https://www.youtube.com/watch?v=8Q2F-bEwylk (Suggestion: begin reading the Berk textbook)
2	Theoretical Prerequisites (cont)	○		Try to read before Apr 27 (but don’t spend more than 90 minutes on it): DeLancey lecture (paper) on functional syntax https://darkwing.uoregon.edu/~delancey/sb/LECT01.htm
3	Basic issues and perspectives in grammatical analysis. Categories.	○		Martin Hilpert lecture on categories: https://www.youtube.com/watch?v=G_tPdCBQSVc&t=1s (Suggestion: continue reading the Berk textbook)
4	Word classes. Syntactic structures.	○		Martin Hilpert lecture on word classes: https://www.youtube.com/watch?v=ld0hSrPl3aA (Suggestion: continue reading the Berk textbook)
5	Syntactic structures (cont.).	○		Berk chapter 1
6	Syntactic relations.	○		If you want to, you can watch Martin Hilpert’s lecture on Construction Grammar, though we won't discuss constructions until June 8: https://www.youtube.com/watch?v=9DllnszLuM0&t=1s (Suggestion: continue reading the Berk textbook)
7	Semantic relations. Three-level grammatical analysis. Homework 1 given out	○		Homework 1
8	Mapping. Transitivity. Constructions. Homework 1 due	○		Study for midterm exam
9	Midterm Exam	○		Berk chapter 3 (begin)
10	The basic verbal phrase. Tense, aspect, modality.	○		Berk chapter 3 (complete)
11	Tense, aspect, modality (cont.). Diachrony.	○		Berk chapter 2
12	The basic noun phrase. Quantifiers. Homework 2 given out	○		Homework 2
13	Adverbials. Adverbs and prepositional phrases. Homework 2 due	○		Berk chapter 4
14	Complementation. Discourse grammar/pragmatics	○		Berk chapter 5
15	Leftovers. Wrapping it up. Final thoughts. Exam preparation.	○		Study for final exam

Evaluation

Standpoint→ Evaluation Method ↓	ML_A-a [言語データの分析]	ML_B2-b [理論的思考力]	ML_B2-c [コミュニケーション能力]	DL_A-a [言語データの分析]	DL_B2-b [理論的思考力]	DL_B2-c [コミュニケーション能力]	Grading Percentage, Disqualification etc.
Final Exam	◎	◎	◎	◎	◎	◎	40%
Class tests	◎	◎	◎	◎	◎	◎	Midterm exam: 30%
Report	◎	◎	◎	◎	◎	◎	2 homework assignments 15% X 2 = 30%

GPA Evaluation

A	B	C	D	F
授業を通じて、総じて「かなり優れている」に相当する活動を行った。	授業を通じて、概ね「優れている」を超える活動を行った。	授業を通じて、「及第する」に相当する活動を行った。	授業を通じて、総じて「及第する」には達しないものの、それに近い活動を行った。	授業を通じて、「一層の努力が必要」の活動にとどまった。

Additional Information regarding Evaluation Method : Homework
There will be two homework assignments given. Each will be due one week after it is handed out. Group work is encouraged, but you must write up your own answers.
There will be readings and video recordings of lectures assigned as homework as well.

Grading
Grades will be assigned based on two homework assignments (15% each; total 30%) and a midterm exam (30%; given on June 15) and a final exam (40%; given on August 3).

An optional extra credit research paper is available.
A -10% penalty will be assessed for poor attendance (i.e. missing 2 classes). If a student misses 3 classes, a -20% penalty will be assessed (e.g. a final score of 80 will become a 60), and the student will be required to submit a research paper in order to pass the course.
All students must pass the final exam in order to pass the course.

Study Consultation (Office Hours)

Study Consultation (Office Hours) : Office Hours: Anytime I’m in my office, or feel free to make an appointment with me.

Contacting / Emailing Carey: If you would like to email Carey, please ONLY use my gmail address (careybenom (at) gmail.com). Please write “FEG ” or “Functional English Grammar as the subject of your email.

Suggestion for success (Specific) : If you want to succeed, you need to *care about* our class. Here are some specific suggestions: Don't miss class. Keep up with the homework. Keep up with the syllabus.
More suggestions: Keep your mind open. Engage with the material. Express yourself, the best you can. Don't be scared about whether your grammar or pronunciation is “good enough”. Just keep expressing yourself in English. It’s very lucky to be a student! (And I am lucky to be your teacher!) Let's make the most of our chance. Don't allow yourself to miss valuable opportunities because of shyness or laziness. Relax and enjoy yourself. What you get out of it depends on what you put into it, so work hard but happily!
Even more suggestions: After a good night’s sleep, on the morning of our class, meditate, exercise, and eat a healthy breakfast with protein (and a healthy lunch as well for afternoon classes). Then, be in class on time and ready to participate. If you are sleepy, drink some coffee or tea so you have the mental energy to fully participate in class.

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