FR 392K

Experimental Research & Design in the Language Sciences

Spring 2012

David Birdsong  HRH 3.112B  Tel:  471-7299  e-mail:  birdsong@austin.utexas.edu

OVERVIEW 

This course introduces qualified graduate students to the design of experiments around linguistics-based hypotheses, the use and manipulation of various statistical measures, techniques of data gathering and reporting, and proper interpretation of results.  Emphasis will be placed on studies dealing with the processing and acquisition of Romance languages and English.

The course provides a foundation for conducting procedurally sound empirical research in the language sciences.  As such, it is not to be conceived as adequate preparation for all future quantitative research; for this, additional experience in statistics and experimental methodology will be required.

COURSE DESCRIPTION

In the language sciences, there is a rich interplay of theory and data.  Quantitative methods are critical to theory-based investigations of on-line sentence parsing, speech segmentation and perception, neurological representation of language processes, and language acquisition by infants, children, and adults, to mention just a few domains of inquiry.

            This course is designed to help students understand and evaluate this research--and to carry it out. To achieve these ends, one must become familiar with the pertinent literature, as well as fundamental principles of quantitative data gathering and statistical analysis.  Accordingly, the course aims to enhance students' abilities in three equally important domains:

(1) LINGUISTIC:  Ability to understand theoretical and descriptive accounts of the language in which people perform. Knowledge of language and linguistics is thus at the heart of the course, and is what distinguishes it from other experimental design and statistics courses on this campus. If acquisition and/or processing are involved in the study, familiarity with these areas is essential as well.  To put it simply, a project can’t be designed and executed without knowledge of the domain of research.

            Your progress in this area is measured in part by performance on projects (see handouts), particularly in terms of:  (a) thoroughness and accuracy in reporting the relevant linguistic issues in the literature review; (b) generation of testable hypotheses, derived from understanding the linguistic questions; (c) reasonable interpretation of results vis à vis the hypotheses; (d) insightful discussion of results and thoughtful suggestions for future study. 

(2) STATISTICAL:  Ability to work comfortably with basic statistical procedures (e.g. t-tests, ANOVAs, correlations) and familiarity with other procedures (e.g. multiple regression, ANCOVA).  Our two texts (see below) are good introductions to statistical methods and considerations of experimental design. They are relatively light on the pure mathematics of statistics and relatively heavy on execution of statistical analyses using software packages (Excel and SPSS).

(3) CONCEPTUAL/METHODOLOGICAL:  Ability to think like an experimental researcher.  This involves:  (a) cautious attribution of causality in linguistic behavior; (b) designing projects that do not ignore latent or intervening variables; (c) sensitivity to construct validity and ecological validity; (d) prudent interpretation of data with respect to stated hypotheses; (e) avoiding pitfalls of various kinds.  One must continually ask oneself "What is good evidence?"  The answer to this question depends as much on understanding the targeted behavioral / brain-based phenomena and linguistic issues as it does on statistics and experimental design. 

Your progress in (2) and (3) is measured mainly by performance on quizzes, homework, and a final exam.  (See components of the final grade, below.)

To contextualize and exemplify these three domains, we will examine closely and critically several noteworthy studies.  One set of studies we’ll read deals with the processing of Romance languages, another with age-related differences in second language (L2) acquisition.  In addition, the Larson-Hall text (see below) features summaries of and raw data from a variety of L2 studies.

REQUIRED TEXTS

Larson-Hall, J. (2009).  A Guide to Doing Statistics in Second Language Research Using SPSS. New York: Routledge.

Salkind, N. J. (2009). Statistics for People Who (think they) Hate Statistics, 2^nd edition, Excel 2007 edition.  Los Angeles: Sage Publications.

COMPONENTS OF THE FINAL GRADE

Quizzes (3 X 10%)                    30%

                                    Homework                                10%

                                    Project                                     30%

                                    Presentation of project             10%

                                    Final exam                                20%

• Quizzes cover the readings and classroom discussion.  At least one of the quizzes will require work on the computers in the classroom, using a statistical software package (SPSS, Excel).

• Homework may include exercises in the texts, mini-critiques of experimental studies (in addition to those already indicated on the syllabus), outlines of experimental designs and anticipated results, etc.

• The project is an exercise wherein students will create raw data.  You will be asked to motivate the experiment with reference to the relevant literature, state hypotheses, outline the experimental procedure(s), concoct all the raw data, statistically analyze these data, and interpret the results.   No actual subjects will be run.  Your projects will be presented in class using Power Point.  Please see accompanying handout for details.

• The final exam is comprehensive.  Details of format and content are given on a handout. There will be review materials, practice questions, and a review session.  The exam will be administered during the period assigned by the registrar.

Prerequisites 

FR 612, 312L, 312M, 312N, or the equivalent.

Course Description

This introductory course in French phonetics provides third-year students with an understanding of French sounds in isolation and in context. The basics of descriptive phonetics and phonetic notation are taught. Audio exercises will emphasize individual sounds such as nasal vowels, the /u/-/y/ constrast, the French /r/'s, etc., as well as prosodic features (intonation, syllabification, liaison, poetic recitation, etc.). The class is conducted in French.

Organization of the course:
There are two basic components of the course:
Descriptive linguistics. The text offers linguistic descriptions of the phenomena you will be studying, e.g., liaison, e muet, nasalisation, enchaînement, etc.

Practice in pronunciation and discrimination. With the background of linguistic description, you proceed to sharpen your pronunciation and auditory discrimination of French sounds.

Grading Policy

Homework, attendance, preparedness, participation, quizzes 10% 

Exam 1 (Chs. 1-2) 20%

Exam 2 (Chs. 3-4) 20%

Exam 3 (Chs. 5-6) 20%

Exam 4 (Ch. 7) 30%

*Since the chapters in the textbook build upon each other, all exams after the first one are to some degree cumulative.
*All exams will have an oral component. Some will have a comprehension/disrimination or diction component.

Texts

D. Dansereau, Savoir Dire + CD. Heath, 2nd edition, 1990.

Packet of handouts, available at Paradigm, 402 W. 24th St. (472-7986)

Prerequisites 

FR 612, 312L, 312M, 312N, or the equivalent.

Course Description

This introductory course in French phonetics provides third-year students with an understanding of French sounds in isolation and in context. The basics of descriptive phonetics and phonetic notation are taught. Audio exercises will emphasize individual sounds such as nasal vowels, the /u/-/y/ constrast, the French /r/'s, etc., as well as prosodic features (intonation, syllabification, liaison, poetic recitation, etc.). The class is conducted in French.

Organization of the course:
There are two basic components of the course:
Descriptive linguistics. The text offers linguistic descriptions of the phenomena you will be studying, e.g., liaison, e muet, nasalisation, enchaînement, etc.

Practice in pronunciation and discrimination. With the background of linguistic description, you proceed to sharpen your pronunciation and auditory discrimination of French sounds.

Grading Policy

Homework, attendance, preparedness, participation, quizzes 10% 

Exam 1 (Chs. 1-2) 20%

Exam 2 (Chs. 3-4) 20%

Exam 3 (Chs. 5-6) 20%

Exam 4 (Ch. 7) 30%

*Since the chapters in the textbook build upon each other, all exams after the first one are to some degree cumulative.
*All exams will have an oral component. Some will have a comprehension/disrimination or diction component.

Texts

D. Dansereau, Savoir Dire + CD. Heath, 2nd edition, 1990.

Packet of handouts, available at Paradigm, 402 W. 24th St. (472-7986)

Attachment