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Wed Jul 28 10:53:42 EST 1999
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Copyright © Monash University 1998 - All Rights Reserved - Caution
Language
is an integral part of our daily lives, our culture, and indeed of being human.
Linguistics is the study of the structure and function of language, of how
languages differ, of what they all share, and of the techniques and principles
used when investigating any given language. Knowledge of linguistics is central
to the study of languages (eg English, Australian Aboriginal languages,
Chinese, French, German, Japanese, Russian, Thai, Vietnamese etc.). Linguistics
also offers students of anthropology, mathematics, philosophy, sociology,
engineering, psychology and computer science useful insights into the nature of
language in their particular area of interest. Examples of the practical
applications of linguistics include communications within organisations,
communications interfaces with electronic systems, the preparation of materials
for language teaching, the development of language policies in government and
in education, and in the areas of business, professional and technical
communication and speech therapy.
The first year provides students with an introduction to the nature of
language, including the manner in which sounds are produced and represented
(phonetics), the organisation and relationship of sounds in language
(phonology), the grammatical forms of words (morphology), the organisation of
words in sentences (syntax), the analysis of meaning (semantics), language
change (historical linguistics) and language variation and the uses of language
in social contexts (sociolinguistics). In the second and third years the areas
of syntax, semantics, pragmatics, phonetics, phonology, and sociolinguistics
are developed on a general and comparative basis and there are also subjects
exploring varieties of English, historical and comparative linguistics,
Aboriginal languages, discourse analysis, applied linguistics,
psycholinguistics, first and second language acquisition, language and the
sexes, inter-cultural communication, language in education and the structure of
English.
Through the in-depth study of language, the Department of Linguistics aims to produce students who have acquired a range of cognitive, practical and interpersonal skills and abilities including:
These are achieved by
(1) imparting and developing knowledge of the structural properties, the
functions and uses of language; (2) providing students with the basic
concepts and tools for exploring any language or language situation; and
(3) familiarising students with a range of applications of linguistics in
other areas of knowledge as well as in the solving of practical language
problems. All courses in linguistics ranging from the study of sound systems,
grammar and meaning to the study of language use in society contribute in more
than one way towards achieving these aims.
Furthermore, the study of linguistics should provide students with analytical
and problem-solving skills that can be transferred to other areas of study and
knowledge. These include categorisation, problem identification, the ability to
relate theory to practice, making judgement on accuracy, developing arguments
to their conclusion, evaluating arguments and knowledge.
Since linguistics is linked closely to several other disciplines
(eg sociology, anthropology, philosophy and psychology) students'
acquisition of the linguistics knowledge base and methodology is beneficial to
an understanding of these disciplines and makes it possible for students to
engage in cooperative work with people from those disciplines.
Language being closely linked to culture, the study of linguistics enables
students to develop not only knowledge of, but also a critical perspective on,
a range of cultures, including Australian cultures.
At
first-year undergraduate level (LIN1010 and LIN1020 or LIN1030 and LIN1040),
students are expected to acquire an appreciation of the key areas of
linguistics: phonetics, phonology, morphology, syntax, semantics,
pragmatics/communication, sociolinguistics, historical linguistics,
psycholinguistics and applied linguistics, and to the methods of analysis
relevant to each.
At second/third-year level, students will build on this foundation by
specialising in particular areas of linguistics. Students majoring in
linguistics are explicitly guided when selecting units. At least one designated
core unit from each of three different areas must be included in a major, thus
ensuring students acquire breadth as well as depth. In other second/third-year
subjects, students can explore a particular theme or set of applications. These
subjects serve to (1) consolidate the students' understanding of several
different areas within linguistics, (2) help them see unifying threads,
and (3) reinforce the relevance of the discipline to their current and
future activities.
At fourth-year level, students (1) are responsible for the development and
presentation of a research project (thesis) in a particular area of
linguistics, (2) explicitly discuss theorising in linguistics, and
(3) acquire specialist knowledge and skills to support or complement the
above.
A
major sequence normally consists of not less than LIN1010 and LIN1020 or
LIN1030 and LIN1040 (first-year linguistics), sixteen points of linguistics at
second-year level and twenty-four points of linguistics at third-year level. A
minor sequence consists of LIN1010 and LIN1020 or LIN1030 and LIN1040 and
sixteen points of linguistics at second-year level. It is expected that
students who major in linguistics will have the experience of learning or
acquiring a language other than their first language. This can be achieved by
taking LIN2370/LIN3370 (Aboriginal languages of Australia) as part of their major
sequence.
It will normally be expected that students majoring in linguistics will have
passed at least one of the subjects from each of the following groups:
Students are encouraged to discuss their course structure or any other matter related to their linguistics study with the relevant year coordinator. In 1999 the coordinators will be:
The Linguistics department offers a postgraduate diploma program, an MA in Applied Linguistics, an MA in Linguistics and a PhD program. The department can supervise students in the areas of descriptive linguistics, applied linguistics, Australian Aboriginal languages, bilingualism, first and second language acquisition, discourse analysis, dialectology, sociolinguistics, pragmatics, forensic linguistics, language and gender, language and race, and educational linguistics. For details of postgraduate courses offered by the department, please refer to the Arts graduate handbook for 1999.
Offered
every year.
Coordinator: Dr Joanne Winter First year normally comprises LIN1010 followed by
LIN1020 or LIN1030 followed by LIN1040. However a student may start linguistics
in second semester by taking LIN1020 or LIN1040 followed by LIN1010 or LIN1030
the next year.
Coordinator: Dr Heather Bowe
Coordinator: Dr Heather Bowe
Coordinator:
Dr Heather Bowe
There are four components in the fourth-year-level honours course. Students
will take LIN4660, LIN4680, LIN4720 and LIN4740.
In exceptional circumstances the department may grant an extension of time for submission of the honours thesis or for final coursework into the following year. Application for such extensions must be made to the Committee for Undergraduate Studies through the Department of Linguistics.
Philosophy
is the study of fundamental ideas about the world we live in, about what would
constitute a good life in such a world, and about what could be done to make it
better.
Students are not expected to be persuaded by the doctrines of any one school or
tradition. Rather, we seek to deepen the understanding of a variety of
different world views. Students are encouraged to express any conclusions that
they themselves may have reached concerning foundational questions, but they
are also expected to try to understand some of the influential conclusions that
others have reached. Furthermore, it is essential that students try to
understand what reasons people have had for reaching those conclusions. Thus,
we require students to study the theory of reasoning (logic) as a core
topic.
The following are other areas of study which are central to philosophy.
Metaphysics is the study of what sorts of things exist in the world, and how
they are related: for instance, whether there is a mind or soul and if so, how
it is related to the body. Epistemology is the study of what constitutes
knowledge of the world, and of what methods can be used to obtain it. Ethics
and aesthetics investigate what it is to make value judgements, and how such
judgements can be justified. Political philosophy investigates the principles
which underlie the structure of a good society.
Every human inquiry rests on general assumptions which we take for granted
while we pursue more particular goals. At times however, in any discipline,
foundational questions arise. Anyone facing such questions, in any discipline,
is doing philosophy. Thus for any discipline there is an area of study
appropriately described as the philosophy of that discipline. There is the
philosophy of history, of psychology, of biology, of science, of law, of
mathematics, and so on.
Sometimes these foundational questions within a discipline can profitably be
explored by philosophers as well as by specialists in that discipline.
Philosophers can draw connections between the foundational problems arising in
one discipline and those arising in other disciplines. Philosophers can also
attempt to integrate different disciplines, at a foundational level, into a
coherent overall world-view.
Thus, the focus of philosophical concerns varies enormously. Consequently we
provide a wide range of options for study while at the same time attempting to
ensure that every student has some acquaintance with the central problems and
traditions in philosophy.
For an indication of some of the most central issues in current philosophy,
read What does it all mean? by Thomas Nagel, OUP, 1987.
Philosophy
has a long and proud history, and continues to have pervasive and widespread
influence. The teaching program in philosophy makes available, to students in
many disciplines, an acquaintance with influential writings and traditions,
from ancient times through to the cutting edge of current work in the
discipline. Courses are offered on a wide range of subject matter, and a wide
variety of philosophers and traditions. For students who choose to major in the
discipline, cumulative sequences of subjects are offered which aim to equip
them with a deep and extensive mastery of current work and its historical
perspective in different areas of the discipline.
Courses in philosophy aim to equip students not only with an acquaintance with
a variety of world views but also with an understanding of the reasons which
can be offered in justification of those views. Students are encouraged to
develop capabilities of mounting and assessing coherent arguments for or
against a position, discriminating among rival interpretations of difficult
materials, and effectively articulating a viewpoint. They are also expected to
acquire skills in the use of original sources and secondary literature. The
courses aim to foster attitudes that are highly prized in a liberal society: a
disposition to ask profitable questions and to adopt a positive but critical
attitude to the answers, and to seek to understand not only what other people
think but also what rational grounds can be given for their views.
Students are also encouraged to adopt a positive but critical stance towards
their own positions, acknowledging any contributions of others, and seeking as
far as possible to find or reach a measure of rational agreement.
Our wide-ranging teaching programs are designed to help students achieve these
objectives by (i) concentrating on works of acknowledged importance, and
striking a good balance between contemporary writings and influential
historical contributions in the same area; (ii) aiming to give students
prompt feedback on assessment tasks which are designed to develop relevant
understanding, skills and attitudes; and (iii) providing cumulative
sequences of subjects leading to a major in different areas of the
discipline.
The objectives of the teaching program in philosophy are traditional for the
discipline. Students are set achievable goals of recognised value in a rapidly
changing liberal democracy. Pursuit of these goals is of personal value, in
fostering a healthy balance of enthusiasm and rational scepticism, and in
seeing other studies and pursuits in the wider perspective of fundamental,
abiding human concerns.
Students wanting advice should first approach their tutors or lecturers in individual subjects. If problems persist the students should approach the appropriate year coordinator. Year coordinators for 1998 will be:
Some
philosophy units are now offered flexibly and in distance education mode:
PHL1070, PHL1080, PHL2090, PHL2110, PHL2150, PHL2850, PHL3850, PHL3880 and
PHL3890. Where this is the case, an alternative teaching strategy is available
which makes use of the resource materials prepared for the open learning
courses and allows more flexible scheduling of classes. It is possible for
students to take any of these courses without need to attend regular classes on
campus, and to take them in any semester or over the summer. Students
interested in this option should contact the department.
Closely associated with resource-based teaching is an alternative assessment
program. The Keller Plan is used in most of these subjects. In the plan, a
series of assessment tasks are completed in a specified order. Typically, the
series involves short exercises, an essay, and tests. Each task has to be
completed at a satisfactory standard before moving on to the next, but students
nominate the standard to count as satisfactory (pass, credit or distinction)
and can retry on any task until that standard is achieved.
The
normal minor sequence in philosophy comprises a first-year sequence (typically
PHL1010 and PHL1020) followed by second-year philosophy subjects to the value
of sixteen points. In special circumstances a minor sequence may be completed
without including a first-year sequence. In such cases, second and third-year
level subjects to the value of at least twenty-eight points must be completed,
including at least twelve points of third-year level subjects.
A major sequence in philosophy comprises a first-year sequence followed by
second and third-year level subjects to the value of at least forty points,
including at least twenty-four points at third-year level.
A
fourth or honours year offers an opportunity for more specialised and advanced
work in philosophy leading to the degree of BA(Hons). The fourth year can also
serve as the first part of a two-year MA by coursework program in
philosophy.
Intending honours students are required to have completed a major sequence in
philosophy with credit grades in subjects to the value of at least twenty-four
points at second or third-year level, including at least sixteen points at
third-year level.
Science students who have completed a Bachelor of Science degree with at least
sixteen points of philosophy at each of second and third-year levels may seek
approval from the chairperson of the department to count up to eight points of
relevant science subjects towards a philosophy major.
The department suggests that the above requirements should be seen very much as
minimum requirements only. Intending honours students are strongly
recommended to:
(i) take an extra philosophy subject at either second or third-year level,
worth at least eight points, in addition to a major sequence in philosophy;
(ii) take at least two of the following four subjects at second-year
level:
(iii) plan their undergraduate
course so as to prepare themselves adequately to take six of the department's
fourth-year subjects (see the relevant section in this handbook).
Mid-year entry is offered by this department.
The department can provide supervision in most areas of philosophy.
Coordinator:
Jeanette Kennett
The department offers five first-year subjects:
* PHL1070 AND PHL1080
EMPLOY THE RESOURCE-BASE TEACHING STRATEGY EXPLAINED ABOVE.
In order to undertake studies in PHL1020 (Introduction to philosophy B),
students should have satisfactorily completed either PHL1010 (Introduction to
philosophy A) or PHL1070 (Philosophy: life, death and morality) by the
time the course commences.
Alternatively PHL1020 may be taken concurrently with PHL1040 (Introduction to
philosophy C) with the approval of the first-year coordinator. This
combination of subjects (PHL1020 and PHL1040) may be accepted as comprising a
first-year sequence in philosophy.
For a detailed description of these subjects consult First-year philosophy
at Monash 1999, which is available from the Department of Philosophy and
from enrolment advisers.
All students must go to the department during the week before the semester
begins to arrange tutorials.
Students may enrol in one subject (in either semester) or in an approved pair of subjects (usually, one in first semester, the other in second semester) to form a first-year sequence in philosophy. The latter would be the normal first-year enrolment in philosophy. Any student may enrol in two philosophy subjects in second semester, provided that the second subject is PHL1040. Approved first-year sequences in philosophy are:
A first-year sequence in philosophy is the normal prerequisite for later-year philosophy subjects. However, some later-year subjects have only one (semester) philosophy subject as a prerequisite, and some others have no philosophy prerequisite at all.
_ STUDENTS MAY NOT TAKE 1010 AND 1070 WITHOUT SPECIAL PERMISSION FROM THE HEAD OF THE DEPARTMENT.
** STUDENTS MAY NOT TAKE 1020 AND 1080 WITHOUT SPECIAL PERMISSION FROM THE HEAD OF DEPARTMENT.
Each
second-year level subject is taught within a single semester and is valued at
eight points (except PHL2090 which is valued at four points).
The normal prerequisite for each second-year subject is a first-year sequence
in philosophy, but this may be waived in special circumstances and for some
subjects. It is possible that a subject may be cancelled if there is difficulty
in staffing. Any such decision will be announced before classes in the subject
are due to begin.
Each
third-year level subject is taught within a single semester, and is valued at
eight points.
The normal prerequisite for a third-year level subject is a first-year level
sequence in philosophy and any two second-year level subjects. In special
circumstances this requirement may be waived. A subject may be cancelled if
enrolments are small or there is difficulty in staffing. Any such decision will
be announced before classes in the subject are due to begin.
In
the fourth year, students must take
(a) in the first semester, three of the following subjects:
(b) in the second semester
and two of the following:
In addition to these
formal seminars, there is a weekly research seminar where honours and
postgraduate students discuss their current work. Attendance at this research
seminar is strongly recommended.
It is possible for part-time students to spread their work for honours over two
years, normally by taking an approved twenty-four point selection of the
subjects for fourth year in each of the two years. The research paper must in
that case be taken in the second of the two years.
Assessment for philosophy honours is based on the year's work, taken as a
whole. In arriving at a final grade, however, the department may give greater
weight to especially distinguished work - particularly on the research paper -
than would result from the allocation of a fixed percentage of marks. The
research paper is to be 6000 words. Each of the other fourth-year subjects
requires either a 6000-word essay or a 3000-word essay and a 3-hour
examination.
The department may grant an extension of time for submission of the honours
thesis or for final coursework up to the last day of the examination period of
the semester in which the work is due. Applications for extensions beyond this
date must be made to the Committee for Undergraduate Studies.
The selection of coursework and research paper topics must be approved by the
head or the honours coordinator. Except with the special permission of the
head, second semester 'B' subjects have first-semester 'A' subjects as a
prerequisite.
Students who intend taking fourth-year honours level subjects should make an
appointment with the honours coordinator to discuss their plans. More detailed
information on fourth-year level subjects is available at the beginning of each
year.
Combined honours may be taken in philosophy and another discipline, provided all honours requirements are met in both disciplines and subject to the approval of the heads of both departments/centres.
Mid-year entry is offered by this department.
wwwdev@monash.edu.au
Wed Jul 28 10:53:42 EST 1999