Sub sections:
Supervision Areas and Teams
Here we list topics for postgraduate supervision currently offered by members of the Centre, along with the members' names. If you are interested in studying with us, please contact us on lcrc@une.edu.au .
A. Semantic and conceptual analysis across languages
- Typological semantics and the lexicon
- Formal modeling of linguistic meaning
B. The origins and evolution of language
- Communicative abilities of the 'hobbit', homo floresiensis.
- Emergent syntax
- Variation and selection in the evolution of language
C. Cognitive processes in language acquisition
- Genetic and environmental influences on language acquisition
- Phonology in language and literacy teaching
- Language teacher cognition and L2 learning experience
D. Models of rationality
A. SEMANTIC AND CONCEPTUAL ANALYSIS ACROSS LANGUAGES
Linguistics:
Prof. Cliff Goddard
, Dr Nicholas Reid,
Dr Brett Baker
Philosophy:
Dr Arcady Blinov,
Dr Drew Khlentzos
Typological semantics and the lexicon
Systematic cross-linguistic studies of the lexicon. Issues of interest include the extent of differences, the relationship between lexical-conceptual structure and cognition, and the grammar-lexicon interface. Possible areas of study, to be undertaken in cross-linguistic perspective, include the lexicon of mental states, moral and ethical concepts, classifiers and categorization, mass nouns and generics, physical properties and physical activity verbs. Languages which the current supervisory team has special interest or expertise include German, Russian, Malay, Chinese, Japanese, Korean, and Australian Aboriginal languages, but projects on any other languages are also welcome.
Formal modeling of linguistic meaning
Applicability of different formal techniques for modelling linguistic meanings of different kinds and for different purposes, including natural semantic metalanguage (NSM) as developed by Anna Wierzbicka and Cliff Goddard, the UER (Unified Eventivity Representation) under development by Andrea Schalley, variants of Jaako Hintikka's game-theory, and aspects of formal semantics.
B. THE ORIGINS AND EVOLUTION OF LANGUAGE
Archaeology:
Prof. Iain Davidson,
Prof. Mike Morwood,
Dr Mark Moore
Linguistics:
Dr Dorothea Cogill-Koez,
Prof. Cliff Goddard,
Dr Nicholas Reid
Philosophy:
Dr Drew Khlentzos
Communicative abilities of the 'hobbit', Homo floresiensis.
Speculations regarding the 'language' or communicative abilities of extinct hominins are usually hampered by lack of abundant and consistent evidence. The newly-discovered Homo floresiensis potentially offers an unusually rich evidence base from which to address the question of its communicative abilities. What evidence can be marshalled, and what arguments constructed, regarding the modes and the levels of communication among these diminutive hominins? According to the interests and strengths of the applicant, the question can be approached from many different standpoints, from the anatomical, to the indirect evidence for behaviour, to an integrative approach addressing a maximally broad evidence base. A necessary part of the research task, however, is explicit attention to different aspects of communicative abilities which constitute the concept of "language".
Emergent syntax
We assume that the evolution of language was a complex event sequence driven by chance, and that the language capacity that humans now have must be 'accidental' in some senses. Whatever transitions were involved, presumably there were before and after states that took us from 'no syntax' to 'syntax'. We are interested in supervising research that address a wide range of questions within this area, including: What kind of evidence can inform a perspective on such transition? How syntactic can single-word utterances be? How does the relationship between syntax and semantics fit in here - could structural complexity evolve independently of meaning? How could syntactic productivity arise? To what extent is language shaped by general characteristics of the human brain, and to what extent might syntax have co-opted capacities that serve other primary functions?
Variation and selection in the evolution of language
What was the variation on which selection operated in the evolution of language? Most arguments about the evolutionary emergence of language begin by looking at the communicative utterances of other modern animals, such as vervet monkeys. Most arguments also accept the view that all modern languages are, as one linguist has recently put it, "in some important sense equal", but that does not provide a very promising material to investigate variation in language that might lead to an evolutionary scenario. In recent work, Ray Jackendoff has argued that there may be aspects of modern languages that reflect earlier stages of human communication, much as some features of the skeleton provide evolutionary clues through comparative anatomy. Although Jackendoff was tentative, is it possible to take his argument further? Is it possible either (a) to identify in other ways those features of language that vary between languages so that we can construct arguments about evolution, or (b) to find cognitive associations for the "fossil" features of language that might provide insights into the variations in the archaeological record that could be interpreted in light of such understandings of cognitive change.
C. COGNITIVE PROCESSES IN LANGUAGE ACQUISITION
Psychology:
Prof. Brian Byrne,
Dr Bruce Stevenson,
Prof. Bill Noble
Linguistics:
Dr Helen Fraser,
Dr Liz Ellis,
Prof. Jeff Siegel
Genetic and environmental influences on language acquisition
Children, adolescents and adults vary in rates of acquisition of language, first and second. A research opportunity exists to study the relative influence of genes and environment on these rates. Using twin methodology, the project could select from a variety of linguistic process within first or second language acquisition, including but not limited to phonology, the lexicon, and syntax. The student would need a background in quantitative methods sufficient to master modern behaviour-genetic analyses, as well as in linguistics or psycholinguistics.
Phonology in language and literacy teaching
Pronunciation is one of the most problematical areas of L2 teaching. One topic in this area investigates the effectiveness of different modes of metalinguistic communication about prosody, given that prosody poses special problems for language learners. For example, is communication about "stress" best served by talking it in terms of length, loudness or pitch, or in some other terms? Is it best to teach schwa early or late? Is it better to focus first on rhythm and then on intonation, or vice versa? A second topic concerns what kind of phonological knowledge is most useful in literacy education and teacher training. Evidence suggests that giving teachers a better insight into the continuous phonetic nature of speech and the psycholinguistic processes that underlie phonemic awareness may be more useful than simply teaching phonemic transcription and improving phonemic awareness. Rigorous experimental testing of these issues will be of theoretical interest and practical value. A third topic would investigate the hypothesis that individuals who have difficulty acquiring phonemic awareness in their L1 will also have difficulty in acquiring the sound structures of an L2. A final topic might focus on the effectiveness of musical training protocols on the acquisition of prosodic and other phonological features of second language acquisition. Approaches to stutter control could be considered alongside existing approaches to training in the acquisition of prosodic patterns by L2 learners.
Language teacher cognition and L2 learning experience
The knowledge, beliefs and assumptions which teachers bring to their professional practice are a major contributor to the ways in which they conceive of their subject matter and attempt to foster learning in their students. This topic focuses on the influence of prior language learning experience on the linguistic concepts and beliefs teachers of language and literacy. Does early bilingualism, or the achievement of adult bilingualism, result in particular linguistic and sociolinguistic insights for teachers? Does experience of formal second language acquisition affect teachers' metalinguistic awareness? If so, in each case, how are these experiences and insights manifested in their professional practice and with what differential effects on outcomes?
D. MODELS OF RATIONALITY
Philosophy:
Dr Drew Khlentzos
Psychology:
Dr Don Hine,
Dr Bruce Stevenson,
Dr Nicola Schutte
Linguistics:
Prof. Cliff Goddard
Broadly speaking, this topic covers the nature and functioning of "rationality" at both the individual level and social level. Potential topics could include studies of risk-taking behaviours and delusional systems, the effects of adaptive perception, understanding and management of emotions in the form of emotional intelligence, the relationship between rationality and theories of mind, and the role of linguistic and cultural factors in constituting models of decision-making and life planning.