Arkiv: Andre arrangementer

Purpose
The purpose of the course is to introduce the participants to statistical tools and methodologies that will enable them to conduct statistical analyses in their PhD dissertations and further linguistic research. The course focuses on the practical applications of statistics and includes a substantial amount of hands-on examples and exercises. The course is of interest to all students who are doing or plan to do quantitative research.

Prerequisites
The course builds to some extent on concepts and methods introduced in “Statistical methods in linguistic research. Module 1: Elementary methods". Participants who have not attended that course should read the course book (S. Rasinger, Quantitative Research in Linguistics. An Introduction, Continuum, 2008) for that module and do the exercises in the book. Further details about Module I may be found on http://gradeast.dk/kurser/statistik2010/. Some time will be devoted at the beginning of the course to brush up the main points of the first module.

The course does not assume any prior knowledge about mathematics or statistics. The course builds mainly on examples from linguistics, but a background in linguistics is not a prerequisite.


Learning outcome
The participants will learn how to conduct statistical analyses on real-world data sets from a range of linguistic domains, using the R statistics software package. In particular, they will learn how to utilize graphical data exploration, statistical hypothesis testing, and regression analysis with a focus on mixed-effect models that are well suited for addressing many questions in linguistics. Datasets from different subfields will be provided, but participants who have their own data will also get the chance to work on them.

Participants who want full credit for the course must write a final report in which they use the methods from the course to address a research problem within their own research area. The final report must describe the linguistic problem the participant wants to examine, the type of conclusions the participant would like to draw, and the data collection and statistical analysis that is needed in order to support the conclusions.

Form and language
The course will consist of a mixture of lectures, discussions and practical exercises. The course will be taught in English.

Course book
R.H. Baayen, Analyzing Linguistic Data. A Practical Introduction to Statistics using R, Cambridge University Press, 2008.

Preparation
The participants should bring a laptop with the R statistics package installed; the R package can be downloaded for free from www.r-project.org and runs under Windows, Mac and Linux. Participants who do not have access to a laptop should contact the organisers. For the first of the two modules (September 29-30), please read chapters 1 to 4 of Baayen’s book and try all the examples in the first two chapters in the R statistics package. The goal of the preparation is to make the participant familiar with R, and to allow the participant to formulate questions to the first two chapters. The remaining chapters will be discussed in the second of the two modules, more detail will be provided later.

Teachers
Laura Winther Balling (course coordinator), Søren Feodor Nielsen and/or Peter Dalgaard.

Together with his wife, Isabela Letcu-Fairclough, Norman Fairclough, who is honorary doctor at Aalborg University, will conduct a two-day workshop focusing on Critical Discourse Analysis of political texts in a broad sense. The workshop is organized by the doctoral programme Discourse and Contemporary Culture.

Isabela Letcu-Fairclough has specialized in argumentation theory, pragma-dialectics, Critical Discourse Analysis and Critical Thinking. Having spent most of her working life in Romania, she is now attached to the University of Lancaster, where she was a PhD-student until 2004, and she is currently working on a book (with Norman Fairclough) entitled 'Political Discourse Analysis' (forthcoming in 2011). Isabela letcu-Fairclough has published numerous journal articles, including e.g. 'Populism and the Romanian "Orange Revolution". A Discourse-Analytical Perspective on the Presidential Election of 2004'.

Purpose
The purpose of the course is to introduce the participants to statistical tools and methodologies that will enable them to conduct statistical analyses in their PhD dissertations and further linguistic research. The course focuses on the practical applications of statistics and includes a substantial amount of hands-on examples and exercises. The course is of interest to all students who are doing or plan to do quantitative research.

Prerequisites
The course builds to some extent on concepts and methods introduced in “Statistical methods in linguistic research. Module 1: Elementary methods". Participants who have not attended that course should read the course book (S. Rasinger, Quantitative Research in Linguistics. An Introduction, Continuum, 2008) for that module and do the exercises in the book. Further details about Module I may be found on http://gradeast.dk/kurser/statistik2010/. Some time will be devoted at the beginning of the course to brush up the main points of the first module.

The course does not assume any prior knowledge about mathematics or statistics. The course builds mainly on examples from linguistics, but a background in linguistics is not a prerequisite.


Learning outcome
The participants will learn how to conduct statistical analyses on real-world data sets from a range of linguistic domains, using the R statistics software package. In particular, they will learn how to utilize graphical data exploration, statistical hypothesis testing, and regression analysis with a focus on mixed-effect models that are well suited for addressing many questions in linguistics. Datasets from different subfields will be provided, but participants who have their own data will also get the chance to work on them.

Participants who want full credit for the course must write a final report in which they use the methods from the course to address a research problem within their own research area. The final report must describe the linguistic problem the participant wants to examine, the type of conclusions the participant would like to draw, and the data collection and statistical analysis that is needed in order to support the conclusions.

Form and language
The course will consist of a mixture of lectures, discussions and practical exercises. The course will be taught in English.

Course book
R.H. Baayen, Analyzing Linguistic Data. A Practical Introduction to Statistics using R, Cambridge University Press, 2008.

Preparation
The participants should bring a laptop with the R statistics package installed; the R package can be downloaded for free from www.r-project.org and runs under Windows, Mac and Linux. Participants who do not have access to a laptop should contact the organisers. For the first of the two modules (September 29-30), please read chapters 1 to 4 of Baayen’s book and try all the examples in the first two chapters in the R statistics package. The goal of the preparation is to make the participant familiar with R, and to allow the participant to formulate questions to the first two chapters. The remaining chapters will be discussed in the second of the two modules, more detail will be provided later.

Teachers
Laura Winther Balling (course coordinator), Søren Feodor Nielsen and/or Peter Dalgaard.

The University of Copenhagen is organizing a Summer School in Semantic and Multimodal Corpus Annotation and Evaluation.

The course is part of the EU Marie Curie ITN, CLARA: Common Language Resources and their Applications. See https://clara.uib.no/

The first week will focus on semantic corpus annotation (sense ambiguity, semantic roles) whereas the second week will focus on multimodal (verbal and non-verbal) annotation of video-recorded interactions.

The course is worth 10 ECTS credits (5 credits per week). It is also possible to register for one week only. Participation is free, but there is a charge for meals.

Course goal

Young researchers will be trained within different aspects of semantic and multimodal annotation as well as evaluation methods of these and application of machine learning techniques. The course will be a mixture of theoretical lectures and hands-on exercises. All participants will be trained in both semantic and multimodal annotation schemes, but they will also get the opportunity to present their own project and to focus on their preferred area of annotation. Tools: Stamp, Cornerstone, Jubilee, GATE, ANVIL, and others.

PROGRAM
12.30 Nina Møller Andersen byder velkommen

12.45 Anne Holmen og Charlotte Øhrstrøm: danskkurser for ansatte på Center for internationalisering og parallelsproglighed (CIP) ved Københavns Universitet

13.30 Juni Arnfast: Om at tale med en sølvske i munden – holdninger til accent hos Henri

14.15 Ursula Brøchner Kaufmann: Indlæreres teorier om sprogtilegnelse

15.00 PAUSE

15.15 Astrid Ag: 'Gadesprog' og 'integreret sprogbrug' på Amager Fælled Skole: om Sprogbrug og identitetsarbejde blandt senmoderne storbyunge

16.00 Louise Zinck Nielsen: Læsning på FVU

16.45 Lisbeth Egerod Hubbard og Anette Hagel-Sørensen: Læsning som mundtlig interaktion?

17.00 Afslutning v/ Nina Møller Andersen

Today many research universities produce more PhD scholars than they themselves can employ. Thus PhD graduates will face employment not only in universities, but also in research institutions, business, industry, ministries and governmental bodies. This accentuates the need for an updated skills package for research talent. As a consequence the LEADER summer programme addresses the training needs of future research leaders in the complementary skills required to lead large-scale, collaborative research programmes and projects involving partners from multiple sectors (industry, business and/or public sector as well as academic institutions).

Current training is often discipline-specific and rarely addresses the complexity of issues involved in multi-institutional, international collaborative research projects. However, the reality of young researchers’ future projects is that they will most likely be multidisciplinary, project-based, multi-cultural, require substantial external funding and need to be communicated to a non-scientific audience.

LEADER provides PhD students with skills such as intellectual property management, communication, networking, fundraising, intercultural collaboration, entrepreneurship, team work and leadership skills. It will deliver tailored, inspirational, professional skills training through facilitated workshops to small groups of young researchers. The training will be put into a context and exemplified in seminars led by internationally renowned academic researchers who themselves are engaged in collaborative research within various thematic areas. Colleagues from business and industry will be involved in the delivery of training to ensure diversity of delivery and focus as well as to establish strong outreach potential.

See more about the contents of the LEADER summer programme on the website listed below.

This combined symposium and PhD summer school is concerned with exploring the question of how to combine usage-based models of linguistic explanation with social theories of human behavior to gain a better understanding of long-term language learning.

Such an understanding is not only dependent on longitudinal data, but also a wide range of tools and methods for analysis, among other things tools and methods deriving from work in child language research. This event therefore draws on the expertise of scholars from both L1 and L2 research who take an interest in the role of usage in language learning – but view it from different angles.

The usage-based perspective on both first (L1) and second language (L2) learning assumes an intersubjective, dynamic view of language and its acquisition; linguistic knowledge is essentially embodied, emerging from particular, often recurring, usage events. Learning a language is therefore an iterative, non-linear process of expanding of a repertoire of interrelated linguistic patterns and constructions in response to environmental changes.

The symposium / summer school explores these complex and multi-causal processes of language learning by introducing different theories, methods and data, incl. probabilistic and frequency-based approaches, exemplar-based constructional approaches, trace-back and trace-forward methodologies, interactional data and conversation analytic approaches, and dynamic systems theory. By bringing these approaches together we aim to advance our understanding of what it means to take a usage-based perspective on language learning data.

The format of the event combines a one-day symposium with lectures by leading scholars and a four-day summer school with hands-on workshops, providing an opportunity to inform our theoretical stance and sharpen and broaden our analytical procedures. The lectures are open to the public, whereas the summer school is reserved for PhD students who also have the opportunity to present and discuss their own data and analytical procedures.

If you wish to bring data, please write a short application in which you briefly describe your data and method and state the topic of your dissertation. Submit the application electronically to Søren Wind Eskildsen (swe@sitkom.sdu.dk) no later than May 1st 2011. Acceptance notification will be given shortly thereafter.

The workshop addresses issues relating to conceptualizations of Culture and Identity mediated through a variety of situated discourses. Approaches relevant to this workshop include for instance Culture Studies, Identity Studies, Media Studies, Literature Studies, Membership Categorization Analysis, Conversation Analysis (CA), Multimodal Discourse Analysis, Stereotyping, Critical Discourse Analysis, etc.

In recent years psychology has seen the growth of two apparently antithetic ways of researching and understanding human thinking, feeling, acting and perceiving. On the one had neuroscience has made remarkable progress with the advent of scanning techniques which enable real time plotting brain activity. On the other hand, the realisation of the importance of cultural factors, social environments and linguistic practices in how people actually think and act has also made remarkable progress. However, it often happens that neuroscientists believe that cultural/discursive psychology is not a real science, while cultural / discursive psychologists accuse neuroscientists of eliminating the very subject of research, the person, from their projects. By careful attention to the way both forms of psychology are actually practiced the way to develop a hybrid science can be set out. There are three key ideas in this program,: the priority of cultural concepts in identifying neural processes, the use of cultural task and neural tool metaphors., and lately the use of computational modelling linking rule systems in life with programs in connectionist simulations, leading to hypotheses about the fine grain of possible neural structures.

The Graduate school Network for Studies of Language and Language Use offers yearly 2 Basic Courses providing, in Basic I, an advanced introduction to Linguistics (syntax, semantics, pragmatics, morphology, phonology) and, in Basic II, an advanced introduction to Applied Linguistics (language acquisition & pedagogy, discourse analysis, sociolinguistics, text linguistics, and conversation analysis).

Basic II will be held at SDU in 2011, May 23-27 to be exact. The following subjects will be offered:

Monday First & Second Language Acquisition and Pedagogy.
Teachers: Rineke Brouwer, Dorthe Bleses
Tuesday Discourse Analysis.
Teachers: Pirkko Raudaskoski
Wednesday Text Linguistics.
Teachers: Ole Togeby
Thursday Sociolinguistics.
Teachers: Anne Fabricius & Maria Maegaard
Friday Conversation Analysis.
Teachers: Birte Asmuss

The course will be held in English.

Readings for each day are listed under the course descriptions, see links above or in the menu to your left. They will be made available for you as Pdf files via Dropbox. We will send you an invitation to Dropbox (it's free!) using the email address you used when registering for the course. If you normally use another email address for Dropbox, please let us know.

The LETISS Center has been the first center in Italy (and in Europe) specifically dedicated to the linguistic situation of Europe, approached from a variety of perspectives. More information on the aims, the research topics and the activities of the Center can be found at the following URL: www.iusspavia.it/eng/LETiSS

The aim of the spring school is to enhance dialogue among young linguists interested in the topics announced in the title, under the guide of leading specialists. This is why the number of participants has been limited (see below), in order to facilitate interactions among them.

WHEN AND WHERE:
The Spring School will last one week, from Monday 18 until Friday 22 April 2011, at the IUSS Institute in Pavia (viale Lungo Ticino Sforza 56, 27100 Pavia, Italy – www.iusspavia.it).

WHO AND WHAT: TEACHERS AND COURSES
The everyday schedule, from Monday to Friday, will be as follows:

9-10.45: 1st course
11.15-13.00: 2nd course
15-16.45: 3rd course
17.15-19.00: 4th course
Friday evening there will be a farewell dinner at 20.00

1st course – Margot van den Berg (Radboud Universiteit Nijmegen): Creoles at birth? The role of nativization
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2nd course – Barbara Turchetta (Università della Tuscia): The contribution of Pidgin and Creole studies to the general theory of language change
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3rd course – Susanne Michaelis (University of Gießen/Max Planck Institute for Evolutionary Anthropology, Leipzig): Grammatical structures in creole language. First results from APiCS
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4th course – Bettina Migge (University College Dublin): The Sociolinguistics and Pragmatics of Creole languages

THE STUDENTS:
20 advanced students in linguistics and related fields will be selected by the Scientific Committee of the School. The main criterion will be the degree of relatedness/pertinence of their research interests with the topics of the School. In particular:
• applicants must have achieved at least the B.A. + M.A. level (= a five years cycle); therefore the students may be Ph.D. students, Post-docs, and young researchers;
• in the CV applicants should indicate any research activities and publications that may be relevant for the admission;
• applicants should also attach a short description of their past, ongoing and future research projects (up to three pages).

APPLICATION GUIDELINES:
Please send an e-mail to emanuele.miola@unipv.it with the following information:

• Name
• Contact info
• Position and affiliation
• CV (as a separate attachment)
• Brief description of past, ongoing and future research projects (as a separate attachment).

The Copenhagen field work will focus on language variation in a late modern urban setting exploiting primarily sociolinguistic methodology. Today, most Scandinavian cities exhibit a high de-gree of linguistic diversity, where variation is difficult to capture in terms of traditional sociolects or dialects: New linguistic features have emerged and old ones are used in new ways. Moreover, stylistic practices of the late modern society make it necessary for the student of linguistic varia-tion to include intra-individual variation, the social meaning of variation and locally defined social categories in the scope of the field work.

The 5 days of field work is organized by the N’CLAV Copenhagen group (http://spraakbanken.gu.se/swe/nclav/groups/denmark#Kobenhavn) and includes a two day seminar on sociolinguistic methodology and a concluding discussion concerning the question "What are linguistic data?". The participants will be accommodated in a hotel in central Copenhagen, and the operational base for the field work as well as the institution where the seminar will take place is the The LANCHART Centre at the University of Copenhagen (http://lanchart.hum.ku.dk/).

The field work and seminar is provisionally scheduled to take place from Monday to Friday in week 13, 2011 (March 28th - April 1st).

Seminar
Sociolinguistics may be said to be a cover term for several separate approaches to the study of language and human communication. These approaches may differ quite considerably as to their theoretical assumptions and interests as well as to their methods. Basically, however, they all place a strong emphasis on empirical data obtained through the observation of language use, rather than through experimental (self) elicitation of linguistic intuitions. During the seminar, we will look at how the two main research interests within sociolinguistics – how and why does language vary and change? and how is language variation used in social group and identity construction? – typically draw on different methods for data collection and data analysis. In other words, we will go through and discuss the central aspects of what is often referred to as the quantitative and qualitative approaches to data collection and analysis.

The first day of the seminar Tore Kristiansen and Marie Maegaard will focus on different kinds of sociolinguistic methodology, including the use of surveys, experiments, analyses of spoken dis-course, ethnography, interviews etc. The second day begins with an introduction by Tore Kristian-sen to the theory and methods used in language attitudes research, since this subject is closely linked to the 'how and why does language vary and change'-question mentioned above. Later, we will focus on the actual setting of the week's field work – speech communities in Copenhagen. Frans Gregersen will introduce the participants to different aspects of old and new communities in Copenhagen, and Janus Spindler Møller will present a perspective on polylingual interaction in Copenhagen youth communities. We will wrap up with a participant-driven discussion of what linguistic data are, depending on research interests and different theoretical positions.

Program
Day 1
o Introduction to sociolinguistic methodology (Tore Kristiansen)
o Designing an investigation (Tore Kristiansen)
o Ethnographic methods (Marie Maegaard)
o Sociolinguistic interviews (Marie Maegaard)

Day 2
o Methods in language attitudes research (Tore Kristiansen)
o General introduction to the Copenhagen speech community (Frans Gregersen)
o Poly-lingual repertoires (Janus Spindler Møller)
o What are linguistic data? (all participants)

Practical field work
The rest of the field work comprises hands-on activities during which the participants collect data in central Copenhagen exploiting primarily sociolinguistic methodology. The participants will work together in small groups, each studying a very small number of informants, possibly only one. Each informant will be subjected to one or more sociolinguistic methods of data collection e.g. socio-linguistic interviews, recording of group conversations with peers, matched-guise tests and, if possible, ethnographic observations, but there will also be an opportunity to use ScanDiaSyn style questionnaires (provided by the participants) eliciting acceptability judgements. The goal of the field work is on the one hand to shed light on intra-individual variation in a modern urban setting (by comparing the linguistic practice of the same informant in different situations), and on the other hand to evaluate the relationship between the description of linguistic competence via acceptability judgements and the description of language behaviour via observational and produc-tion data.