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Assessment

This course does not involve any written exams. Students need to answer 5 assignment questions to complete the course, the answers will be in the form of written work in pdf or word. Students can write the answers in their own time. Each answer needs to be 200 words (1 Page). Once the answers are submitted, the tutor will check and assess the work.

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Course Credit: Georgetown University

Course Curriculum

Sign Language Structure, Learning, and Change 00:07:00
1.1.1 The legacy of American Sign Language 00:13:00
1.1.2 Structural requirements 00:02:00
1.1.3 Uniqueness of human speech challenged 00:02:00
1.1.4 Other misconceptions about ASL 00:03:00
1.2.1 Language evolution for best fit 00:11:00
1.2.2 Accommodating touch 00:05:00
1.2.3 Optimal layering of linguistic units 00:06:00
1.3.1 The history of ASL 00:02:00
1.3.2 The French method of pedagogy 00:10:00
1.3.3 Bilingual and literary traditions 00:05:00
1.3.4 Challenges through two centuries of ASL history 00:11:00
1.4.1 Language varieties 00:13:00
1.4.2 Introducing the Historical Sign Language Database 00:02:00
1.4.3 Analogy of the Rosetta Stone 00:11:00
1.5.1 Developing tools for lexicography 00:07:00
1.5.2 Notation with a slot and filler template 00:04:00
1.5.3 A Dictionary of ASL on Linguistic Principles 00:05:00
1.5.4 Chereology for sign notation 00:05:00
1.5.5 Organizing a sign language lexicon 00:08:00
1.5.6 Change in articulation across time 00:04:00
1.5.7 Variation versus change in articulation 00:06:00
1.5.8 Cross-linguistic difference in movement of hands 00:04:00
1.6.1 Lexical encoding 00:08:00
1.6.2 The psychological reality of sublexical processing 00:05:00
1.6.3 Sign recall performance 00:04:00
1.6.4 Spontaneous articulation errors 00:09:00
1.6.5 Pseudo Signs 00:03:00
1.6.6 Accent in sign language 00:05:00
1.7.1 Linguistic principles for acceptability 00:03:00
1.7.2 Process of change 00:12:00
1.7.3 Sign shift toward opaque morphology 00:03:00
1.7.4 Role of iconicity challenged 00:03:00
1.7.5 A historical viewpoint on S-L-C 00:03:00
1.8.1 Humanistic research on literary traditions 00:08:00
1.8.2 Poetic techniques 00:06:00
1.8.3 Change in prosody for percussion 00:03:00
1.8.4 Sign innovation by adults 00:07:00
1.8.5 Stylistics: A reflection of differing mindsets 00:02:00
1.8.6 Sign innovation by children 00:06:00
1.9.1 Not on the same page 00:05:00
1.9.2 Shedding light on ASL as a heritage language 00:09:00
Module 2: Factors Contributing to Natural Structure
2.1.1 The Succinctness of ASL 00:05:00
2.1.2 Information flow in the signer’s mind 00:05:00
2.1.3 Typologies for combining morphemes 00:03:00
2.1.4 Rate of transmission 00:02:00
2.2.1 Suprasegmentals for clausal and lexical levels 00:10:00
2.2.2 Sentence frame and constituents 00:05:00
2.2.3 Application of a contour pattern 00:05:00
2.2.4 Extending the scope of non-manual features 00:01:00
2.3.1 Parts of the Sentence 00:06:00
2.3.2 Conveying the non-manual adverb as verb inflection 00:01:00
2.3.3 L2 challenges with the use of suprasegmentals 00:05:00
2.4.1 Spatialized syntax and prosody 00:01:00
2.4.2 Fundamentals for discourse composition 00:05:00
2.4.3 Integrating multiple noun arguments into discourse 00:12:00
2.4.4 Spatial distribution for noun arguments 00:02:00
2.4.5 The vector grid in Early ASL 00:02:00
2.5.1 Syntactic mechanisms 00:10:00
2.5.3 Movement contours for transitive verbs 00:01:00
2.6.1 Variation in the Lexicon 00:02:00
2.6.2 Lexicalized complexity 00:05:00
2.6.3 Lexicalized derivatives 00:05:00
2.6.4 A review of inflection in modern ASL 00:03:00
2.6.5 Encoding Inflections 00:07:00
2.7.1 Disassociation of lexical articulation and inflection 00:07:00
2.7.2 Requiring an abstract underlying form 00:06:00
2.7.3 Creating surface forms 00:08:00
2.7.4 Basic set up of concatenative platform 00:03:00
2.7.5 A cognitive scaffold for integrating operations 00:05:00
2.8.1 Disassociation of inflectional and lexical space 00:06:00
2.8.2 Account for emergence of chereology 00:06:00
2.8.3 History of hand configuration in ASL 00:05:00
2.8.4 Loan words and lexical prosody 00:04:00
2.9.2 Lexicalizing Verbs 00:02:00
2.9.3 Verb Class Constraints 00:02:00
2.9.4 Notation Models 00:04:00
2.9.5 Underlying Representation 00:01:00
3.1.1 Nurture v. Innate Grammar 00:10:00
3.1.2 Emergent languages without schooling 00:03:00
3.1.3 Meeting Hockett’s other criterion 00:05:00
3.1.4 The naturalness of spatial grammar for sign language 00:03:00
3.2.1 Trends in sign language pedagogy 00:07:00
3.2.2 Morpho-cheremics in the DASL 00:02:00
3.2.3 Efforts to emulate English in the visual modality 00:05:00
3.2.4 Modifying sign features for a manual code of English 00:05:00
3.2.5 Natural preference for a spatial grammar 00:09:00
3.3.1 Best fit evolution of modality to language 00:05:00
3.3.2 Stages and milestones for acquiring language 00:09:00
3.3.3 Contributions from cognitive neuroscience 00:01:00
3.3.4 Structured depiction and phrasal sequencing 00:05:00
3.3.5 Scrutinizing the role of depiction in ASL grammar 00:02:00
3.3.6 The Ongoing Debate on the Status of Depiction 00:02:00
3.4.1 Checklist method for comparing word formation 00:03:00
3.4.2 Perspectives on the use of classifiers 00:04:00
3.4.3 Emergence of morphological continuum 00:06:00
3.4.4 Cross-linguistic comparisons for morphology 00:04:00
3.4.6 Discourse as interface of morphology and syntax 00:07:00
3.4.7 From narrative elaboration and discourse to morphological continuum 00:04:00
3.5.1 Morphocheremics for novel constructions 00:05:00
3.5.2 Resolving the dilemma for universal grammar theory 00:02:00
3.5.3 Promoting ASL as a heritage language 00:04:00
3.5.4 Variety of classifiers for noun incorporation 00:10:00
3.5.5 Reference frame and base grid contrasts 00:02:00
3.5.6 Base grid as metaphorical frame 00:03:00
3.6.1 Neurobiology of sign language 00:10:00
3.6.2 Hemispheric Specialization 00:07:00
3.6.3 What is the RH doing with spoken language? 00:02:00
3.6.4 Neurolinguistic research on processing discourse type 00:05:00
3.6.5 Effect of narrative elaboration on hemispheric activation 00:06:00
3.7.1 Natural experiment on biological clock 00:06:00
3.7.2 Verb of motion production mastery among adults 00:03:00
3.7.3 Influence of the depiction potential on language learning 00:03:00
3.7.4 Development phases in children learning sign language 00:02:00
3.7.5 Development of ASL morphology 00:05:00
3.7.6 Challenges for mastering this morphology 00:05:00
3.7.7 The acquisition of layered rules 00:03:00
3.7.8 Morpheme-to-word ratio 00:04:00
3.8.1 Robustness of ASL grammar 00:03:00
3.8.2 Working memory 00:08:00
3.8.3 Encoding morphemes from deep structure 00:03:00
3.8.4 Lexical activation and sentence trace 00:05:00
3.8.5 Experiential factors 00:05:00
3.9.1 Lexicon and morphology in contact registers 00:10:00
3.9.2 Natural polyglottism and code switching 00:08:00
3.9.3 Brain activation in signer vs. non-signer 00:06:00
3.9.4 Hemispheric lateralization and language processing 00:03:00
3.9.5 The demographics of signers 00:07:00
4.0.1 Goals and objectives for Module 4 00:09:00
4.1.1 Explaining misperceptions on status of ASL 00:05:00
4.1.2 Using the historical linguistic method 00:05:00
4.1.3 Resolving the generalist’s dilemma 00:06:00
4.1.4 Researching the dark period in ASL history 55577788844499 00:05:00
4.2.1 Gesture discourse 00:12:00
4.2.2 Emergence of lexicon 00:08:00
4.2.3 Gesture elicitation 00:11:00
4.3.1 Sequencing patterns 00:06:00
4.3.2 Ecosystem 00:11:00
4.3.3 Gesture conventionalization 00:09:00
4.3.4 A computerized database platform 00:09:00
4.3.5 Verifying historical links 00:09:00
4.3.6 Historical Linguistic Account of ASL 00:03:00
4.4.1 Historical sociolinguistics 00:08:00
4.4.2 Promoting the ideal sign language 00:04:00
4.4.3 Considering language imperialism 00:11:00
4.4.4 Benefit of archaeological approach 00:03:00
4.4.5 Revisiting the history of ideas 00:00:00
4.5.1 Pedagogy and diglossia 00:08:00
4.5.2 Dactylology: Talking hands 00:10:00
4.5.3 Positive and negative effects from intervention 00:12:00
4.5.4 ASL registers across generations 00:08:00
4.5.5 Promoting an ecological approach 00:03:00
4.6.1 Promoting an ecological approach 00:03:00
4.6.2 Reframing ASL heritage 00:07:00
4.6.3 Early pedagogical practice 00:09:00
4.6.4 Metaphorization and polysemy 00:07:00
4.7.1 The merit of historical linguistic methods 00:03:00
4.7.2 Metalanguage of 19th century scholars 00:05:00
4.7.3 Evidence of rich morphology in early ASL 00:03:00
4.7.4 Compounding signs 00:06:00
4.7.5 Reconstructing compounds from opaque polywords 00:06:00
4.7.6 Ongoing evolution of morphology 00:02:00
4.8.1 Origin of bound morphology 00:09:00
4.8.2 Sustaining paradigm for word formation 00:03:00
4.8.3 Revealing selective reduction 00:05:00
4.8.4 Evolution of gender and kinship morphemes 00:10:00
4.8.5 The French connection 00:03:00
4.9.1 The value of Deaf folklife films 00:12:00
4.9.2 Polyword variation across dialects 00:10:00
4.9.3 Morpheme sequence preservation 00:04:00
4.9.4 Reanalysis of word phrase as a paradigm 00:02:00
4.9.5 The grammaticalization process 00:03:00
4.10.1 Reconciling the epistemological divide 00:04:00
4.10.2 Viability of historical research 00:03:00
Assessment
Submit Your Assignment 00:00:00
Certification 00:00:00

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