AHL05001 Syntax

Hiroshima University Syllabus

Japanese

Academic Year 2025Year School/Graduate School School of Integrated Arts and Sciences Department of Integrated Arts and Sciences

Lecture Code AHL05001 Subject Classification Specialized Education

Subject Name 統語論

Subject Name
（Katakana）トウゴロン

Subject Name in
English Syntax

Instructor KANEKO MAKOTO,KANEKO MAKOTO

Instructor
(Katakana) カネコ　マコト,カネコ　マコト

Campus Higashi-Hiroshima Semester/Term 2nd-Year,  Second Semester,  Second Semester

Days, Periods, and Classrooms (2nd) Tues1-2：IAS K313

Lesson Style Lecture Lesson Style
(More Details) Face-to-face

Credits 2.0 Class Hours/Week 2 Language of Instruction J : Japanese

Course Level 2 : Undergraduate Low-Intermediate

Course Area（Area） 23 : Arts and Humanities

Course Area（Discipline） 06 : Linguistics

Eligible Students

Keywords Mechanism of Language, Structure of Phrases and Sentences, Generative Grammar, Comparison of English, Japanese, and Other Languages, Syntax and Semantics, Syntax and Pragmatics

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students) a course on the role of language in the exploration of the human mind and foundational knowledge for the study of language communication
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students) Integrated Arts and Sciences
（Knowledge and Understanding）
・Knowledge and understanding of the importance and characteristics of each discipline and basic theoretical framework.
（Abilities and Skills）
・The abilities and skills to summarize one's own research in reports or academic papers, and to deliver presentations at a seminar or research meetings, and to answer questions.
（Comprehensive Abilities）
・The general ability to discover issues based on the ethics in research and subjective intellectual interests, and make planning to solve them.

Class Objectives
/Class Outline In this class, we first confirm that sentences consist not only of words arranged in order but also of structures. Then, guided by the assumption of generative grammar, which posits that the structures of various languages are fundamentally similar, we explore why differences exist between languages in aspects such as word order, question formation, and the presence of articles. Through the examination of various phenomena outlined in the course plan, primarily observed in English but also in other languages such as Japanese and French, students will develop the basic ability to analyze linguistic structures.

Class Schedule lesson1  introduction: syntax defined with respect to morphology, semantics, and pragmatics
lesson2　constituent analysis 1: four tests to verify if a string of words forms a constituent (or a phrase)
lesson3  constituent analysis 2: structure of verb phrases and sentences
lesson4  constituent analysis 3: structure of interrogative sentences (comparison between English and Japanese)
lesson5  differences in interrogative and negative sentences between "be" and other verbs in English　from a French perspective
lesson6  semantic roles (thematic roles) given by various verbs to their arguments
lesson7  control and raising: "want to do" vs. "seem to do"
lesson8  Exceptional Case Marking (ECM), subject control, object control: differences among "believe NP to do", "promise NP to do", "persuade NP to do", "want NP to do"
lesson9  the semantics of Control
lesson10  two types of intransitive verbs: unaccusative verbs (e.g., "work") and unergative verbs (e.g., "come")
lesson11  distinction between unaccusative / unergative verbs and lexical aspect of verbs (Aktionsart)
lesson12  structure of noun phrases: roles of articles, classifiers
lesson13  syntax and semantics: the role of LF (Logical form)
lesson14  syntax and pragmatics
lesson15  review and summary.

A final report will be assigned at the end of the semester.

Text/Reference
Books,etc. handout (pdf files)
recommended reading:
Baker, M. (2002). The Atoms of Language: The Mind's Hidden Rules Of Grammar. Oxford University Press.
Radford, A. (1997). Syntax: A minimalist introduction. Cambridge University Press.

PC or AV used in
Class,etc. Handouts

(More Details) PC is useful.

Learning techniques to be incorporated Post-class Report

Suggestions on
Preparation and
Review Please review handouts before each class. I will give you several small assignments after classes

Requirements None

Grading Method around 50% assignment tasks in the class and around 50% final report

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message Please consider to what extent the content presented in the class applies to the languages you know (such as those you learned as a first foreign language).

Other

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2025Year	School/Graduate School	School of Integrated Arts and Sciences Department of Integrated Arts and Sciences
Lecture Code	AHL05001	Subject Classification	Specialized Education
Subject Name	統語論
Subject Name （Katakana）	トウゴロン
Subject Name in English	Syntax
Instructor	KANEKO MAKOTO,KANEKO MAKOTO
Instructor (Katakana)	カネコ　マコト,カネコ　マコト
Campus	Higashi-Hiroshima	Semester/Term	2nd-Year, Second Semester, Second Semester
Days, Periods, and Classrooms	(2nd) Tues1-2：IAS K313
Lesson Style	Lecture	Lesson Style (More Details)	Face-to-face

Credits	2.0	Class Hours/Week	2	Language of Instruction	J : Japanese
Course Level	2 : Undergraduate Low-Intermediate
Course Area（Area）	23 : Arts and Humanities
Course Area（Discipline）	06 : Linguistics
Eligible Students
Keywords	Mechanism of Language, Structure of Phrases and Sentences, Generative Grammar, Comparison of English, Japanese, and Other Languages, Syntax and Semantics, Syntax and Pragmatics
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)	a course on the role of language in the exploration of the human mind and foundational knowledge for the study of language communication
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)	Integrated Arts and Sciences （Knowledge and Understanding）・Knowledge and understanding of the importance and characteristics of each discipline and basic theoretical framework. （Abilities and Skills）・The abilities and skills to summarize one's own research in reports or academic papers, and to deliver presentations at a seminar or research meetings, and to answer questions. （Comprehensive Abilities）・The general ability to discover issues based on the ethics in research and subjective intellectual interests, and make planning to solve them.
Class Objectives /Class Outline	In this class, we first confirm that sentences consist not only of words arranged in order but also of structures. Then, guided by the assumption of generative grammar, which posits that the structures of various languages are fundamentally similar, we explore why differences exist between languages in aspects such as word order, question formation, and the presence of articles. Through the examination of various phenomena outlined in the course plan, primarily observed in English but also in other languages such as Japanese and French, students will develop the basic ability to analyze linguistic structures.
Class Schedule	lesson1 introduction: syntax defined with respect to morphology, semantics, and pragmatics lesson2　constituent analysis 1: four tests to verify if a string of words forms a constituent (or a phrase) lesson3 constituent analysis 2: structure of verb phrases and sentences lesson4 constituent analysis 3: structure of interrogative sentences (comparison between English and Japanese) lesson5 differences in interrogative and negative sentences between "be" and other verbs in English　from a French perspective lesson6 semantic roles (thematic roles) given by various verbs to their arguments lesson7 control and raising: "want to do" vs. "seem to do" lesson8 Exceptional Case Marking (ECM), subject control, object control: differences among "believe NP to do", "promise NP to do", "persuade NP to do", "want NP to do" lesson9 the semantics of Control lesson10 two types of intransitive verbs: unaccusative verbs (e.g., "work") and unergative verbs (e.g., "come") lesson11 distinction between unaccusative / unergative verbs and lexical aspect of verbs (Aktionsart) lesson12 structure of noun phrases: roles of articles, classifiers lesson13 syntax and semantics: the role of LF (Logical form) lesson14 syntax and pragmatics lesson15 review and summary. A final report will be assigned at the end of the semester.
Text/Reference Books,etc.	handout (pdf files) recommended reading: Baker, M. (2002). The Atoms of Language: The Mind's Hidden Rules Of Grammar. Oxford University Press. Radford, A. (1997). Syntax: A minimalist introduction. Cambridge University Press.
PC or AV used in Class,etc.	Handouts
(More Details)	PC is useful.
Learning techniques to be incorporated	Post-class Report
Suggestions on Preparation and Review	Please review handouts before each class. I will give you several small assignments after classes
Requirements	None
Grading Method	around 50% assignment tasks in the class and around 50% final report
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message	Please consider to what extent the content presented in the class applies to the languages you know (such as those you learned as a first foreign language).
Other
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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