《語言與思維》課程教學(xué)大綱

課程教學(xué)大綱課程基本信息（CourseInformation）課程代碼（CourseCode）*學(xué)時(shí)（CreditHours）32*學(xué)分（Credits）2*課程名稱（CourseName）LanguageandThought語言和思維LinguisticDiversityandRevival,SocialWellbeingandCriticalThinking語言多樣性和復(fù)興,社會(huì)福利和批判性思維課程性質(zhì)(CourseType)32hours(orless,ifpossible)32小時(shí)授課對(duì)象（Audience）Universitystudents大學(xué)學(xué)生授課語言(LanguageofInstruction)English英語*開課院系（School）外國語學(xué)院先修課程（Prerequisite）無*課程簡(jiǎn)介（Description）本課程將分析道德、倫理、審美、認(rèn)識(shí)論、認(rèn)知、心理和經(jīng)濟(jì)福利的語言多樣性。隨著文化殖民和均質(zhì)化,將會(huì)有越來越多人加入被遺棄的群體。當(dāng)人們?cè)噲D恢復(fù)他們的文化自主權(quán),激發(fā)他們的精神和知識(shí)主權(quán),并改善他們的健康和心理健康時(shí)，作為最極端例子的語言復(fù)興,變得越來越重要。本課程將向?qū)W生介紹復(fù)古派,一個(gè)新的、先進(jìn)的跨學(xué)科的研究領(lǐng)域。它將探索當(dāng)前試圖恢復(fù)的Barngarla等澳大利亞土著語言。它將分析來自許多其他語言的例子,如毛利(新西蘭),夏威夷(美國)和梵文(印度)的例子Thisfascinatingandmultifacetedcoursewillanalyzethemoral,ethical,aesthetic,epistemological,cognitive,psychologicalandeconomicbenefitsoflanguagediversity.Withcoca-colonizationandhomogenizationtherewillbemoreandmoregroupsaddedtotheforlornclubofthelost-heritagepeoples.Languagerevival,themostextremecaseoflanguagelearning,willbecomeincreasinglyrelevantaspeopleseektorecovertheirculturalautonomy,empowertheirspiritualandintellectualsovereignty,andimprovetheirwellbeingandmentalhealth.Thereisanurgentneedtoofferperspicaciouscomparativeinsights,forexamplefromtheHebrewrevival,whichissofarthemostsuccessfulknownlinguisticreclamation.ThecoursewillintroducestudentstoRevivalistics,anew,cutting-edgetrans-disciplinaryfieldofenquiry.ItwillexplorecurrentattemptstoreclaimAustralianAboriginallanguagessuchasBarngarla.ItwillprovideexamplesfrommanyotherlanguagessuchasMaori(NewZealand),Hawai'i(USA)andSanskrit(India).*課程簡(jiǎn)介（Description）在整個(gè)課程中,學(xué)生將學(xué)習(xí)猶太人思想的特點(diǎn)和其獨(dú)到的見解。課程將通過黑格爾的(費(fèi)希特的)的辯證法,解釋音樂或語言理論的發(fā)展。課程會(huì)提出一個(gè)“另一方面”——“另一方面”(猶太人)的思維方式,而不是黑色和白色(黑與白),正確與錯(cuò)誤的心態(tài)。分析二分黑與白如何導(dǎo)致跨文化誤解。Throughoutthecourse,studentswilllearnaboutthecharacteristicsofcritical(Jewish)thinkingandthemakingoforiginalideas.ThecoursewillprovideexamplesofHegelian(actuallyFichte's)thesis-antithesis-synthesisdialectic,whichcanexplainthedevelopmentof,forexample,musicorlinguistictheories.Thecoursewillchampionan'ontheonehand'–'ontheotherhand'(Jewish)wayofthinking,asopposedtoaBlack&White(B&W),Right&Wrongmindset.ItwilldemonstratehowadichotomousB&Wapproachresultsincross-culturalmiscommunication,forexamplemisunderstandingBritishEnglishbyfailingtorecognizeDoubleLanguage,inwhichtheactualandliteralmeaningsofthestatementdiverge.Thecoursewillalsoarguetheadvantagesofatrans-disciplinaryapproachasawayofgeneratingnew,hybridtheories.ItwillalsocharacterizewhatconstitutesagoodacademicthesisandexplainhowthethesisoughttobeAttractive,Scholarly,Clear,Original&Thoughtful(ASCOT).課程教學(xué)大綱（coursesyllabus）*學(xué)習(xí)目標(biāo)(LearningOutcomes)完成本課程后，學(xué)生將完成以下目標(biāo)：批判性思維和分析敏銳的語言復(fù)興。意識(shí)到語言的重要性,幸福,知識(shí)和精神文化自治和主權(quán)。能參與復(fù)興的研究。意識(shí)到傳統(tǒng)文化的表達(dá)方式的問題和知識(shí)產(chǎn)權(quán)所有者和管理者的語言。擁有語言分析能力來解釋和評(píng)價(jià)歷史源材料。進(jìn)行語言對(duì)比。寫作涉及語言復(fù)興的，邏輯性強(qiáng)的論文。研究語言復(fù)興的各個(gè)方面。Aftersuccessfullyundertakingthecourse,studentswillthinkcriticallyandanalyseperspicaciouslylanguagerevival.beawareoftheimportanceoflanguageforwell-being,culturalautonomyandintellectualandspiritualsovereignty.beabletoparticipateinrevivaleffortsinIndigenous,minorityandotherendangered-heritagecommunitiesallovertheglobe.beawareofissuesoftraditionalculturalexpressionsandIntellectualPropertyofownersandcustodiansofthelanguage.possesslinguisticanalyticalskillstointerpretandassesshistoricalsourcematerial.drawcomparisonsbetweenarangeoflanguagereclamationmovementssuchasHebrew,BarngarlaAboriginalAustralianlanguageandHawaiian,andidentifycommonfeaturesandpointsofdifference.writeacoherentandlogically-arguedessayinvolvinglanguagereclamation,drawingonarangeofperspectivesandsourcematerialinanswertoaquestionposed.InvestigatethewaysinwhichthelanguagessuchasBarngarlaarebeingrevived,includingcreative,technologicalandtalknologicalinnovations.*教學(xué)內(nèi)容、進(jìn)度安排及要求(ClassSchedule&Requirements)Lecture1(4HOURS)語言復(fù)興:為什么?:道德、倫理和審美理由語言復(fù)興和功利性，語言復(fù)興的緣由LanguageRevival:WHY?:Moral,EthicalandAestheticJustificationsforLanguageRevivalandUtilitarianJustificationsforLanguageRevivalRelevantmaterial:Zuckermann,Shakuto-NeohandQuer2014,Skutnabb-KangasandPhillipson1995,Phillipson2000,BoroditskyandGaby2010Lecture2(4HOURS)語言復(fù)興:為什么?:認(rèn)識(shí)論、認(rèn)知、心理和經(jīng)濟(jì)理由語言復(fù)興LanguageRevival:WHY?:Epistemological,Cognitive,PsychologicalandEconomicJustificationsforLanguageRevivalKovácsand

Mehler2009,Keysaretal.2012,Hallettetal.2007Lecture3(4HOURS)語言復(fù)興：如何復(fù)興？作為新型跨學(xué)科領(lǐng)域的復(fù)興派LanguageRevival:HOW?:RevivalisticsasaNewTrans-DisciplinaryFieldofEnquiryFishman1991,2001Lecture4(4HOURS)語言和根源：基因組學(xué)和復(fù)古派的相似之處。LanguageandDNA:WhatarethesimilarprocessesinGenomicsandRevivalistics?,TheStammbaum(FamilyTree)ModelvstheCongruencePrinciple:TreeofLifeorNetworkofLife?Cross-Fertilization,NaturalSelectionandGeneticMix&MatchinLanguageRevivalAllOvertheGlobeLópez-García2005,Trask1996,Chapter7Lecture5(4HOURS)希伯來語：語法TheCaseofHebrew:GrammarZuckermann2009,Zuckermann&Walsh2011Lecture6(4HOURS)希伯來語：詞匯、語音-語義對(duì)應(yīng)TheCaseofHebrew:Vocabulary,Phono-SemanticMatchingZuckermann2004Lecture7(4HOURS)Barngarla土著語TheCaseoftheBarngarlaAboriginalLanguage(Australia)ZuckermannandWalsh2014,ZuckermannandAmery2015Lecture8(4HOURS)批判性思維，創(chuàng)新性，跨學(xué)科和交流CriticalThinking,Originality,Trans-DisciplinarityandCommunication*考核方式(Grading)Essay70%論文70%Attendance&Contribution(PositiveParticipation) 30%出席&課堂參與30% *教材或參考資料(Textbooks&OtherMaterials)Ash,Anna;Hooler,Pauline,Williams,Gary;andWalker,Ken2011.‘MaamNgawaala:BiinduNgaawaNyangganBindaayili.LanguageCentres:KeepingLanguageStrong’inJohnHobson,KevinLowe,SusanPoetschandMichaelWalsh(eds),Re-Awakeninglanguages:Theory&practiceintherevitalisationofAustralia'sIndigenouslanguages.Sydney:SydneyUniversityPress.Clark,I.D.&Kostanski,2005,‘ReintroducingIndigenousPlacenames–LessonsfromGariwerd,Victoria,Australia,Or,Howtoaddresstoponymicdispossessioninwaysthatcelebrateculturaldiversityandinclusiveness’,Abstractsubmittedto‘NamesinTimeandSpace’,TwentySecondInternationalCongressofOnomasticSciences,28August–4September2005,UniversitàDiPisa,Italy.Crystal,David2000.LanguageDeath.Cambridge,UK:CambridgeUniversityPress.Dalby,Andrew2003.LanguageinDanger:TheLossofLinguisticDiversityandtheThreattoourFuture.NewYork:ColumbiaUniversityPress.Fishman,Joshua

A.1980.'MinorityLanguageMaintenanceandtheEthnicMotherTongueSchool,'ModernLanguageJournal,64(2):167-172.Gunstone,Andrew2008.'AustralianUniversityapproachestoIndigenouspolicy'.AustralianJournalofIndigenousEducation37:103-108.Hagège,Claude2009.OntheDeathandLifeofLanguages.NewHaven:YaleUniversityPress.Harlow,Ray1993.‘LexicalExpansioninMaori’.JournalofthePolynesianSociety102.1:99-107.Hinton,Leanne1994.FlutesofFire.EssaysonCaliforniaIndianLanguages.HeydeyBooks,Berkeley.Hinton,Leanne&KenHale(eds)2001.TheGreenBookofLanguageRevitalizationinPractice.AcademicPress,SanDiegoetc.Hinton,LeannewithMattVeraandNancySteele2002.HowtoKeepyourLanguageAlive.Acommonsenseapproachtoone-on-onelanguagelearning.HeydeyBooks,Berkeley.Hinton,LeanneandAhlers,Jocelyn1999.‘TheIssueof"Authenticity"

inCaliforniaLanguageRestoration’.Anthropology&EducationQuarterly(AuthenticityandIdentity:LessonsfromIndigenousLanguageEducation,March1999)30.1:56-67.Hobson,John,KevinLowe,SusanPoetsch&MichaelWalsh(eds)2010.Re-AwakeningLanguages.TheoryandpracticeintherevitalisationofAustralia’sIndigenouslanguages.SydneyUniversityPress.Lewis,GeoffreyL.1999.TheTurkishLanguageReform:ACatastrophicSuccess.Oxford:OxfordUniversityPress.McKay,Graham2007.'Languagemaintenance,shiftandplanning',pp.101-130ofGerhardLeitnerandIanMalcolm(eds),TheHabitatofAustralia'sAboriginalLanguages:past,present,andfuture.Berlin:MoutondeGruyter.McKay,Graham2009.'EnglishandIndigenouslanguagesintheAustralianlanguagepolicyenvironment',pp.283-297ofHonglinChenandKenCruickshank(eds),MakingaDifference:ChallengesforAppliedLinguistics.NewcastleuponTyne:CambridgeScholarsPress.Mühlh?usler,Peter&RichardDamania2004EconomicCostsandBenefitsofAustralianIndigenousLanguages..au/indigenous/MILR/publicationsNgarritjan-Kessaris,T.&Ford,L.2007.Tyikim/Blekbalaperspectivesonlanguage.InG.Leitner&I.Malcolm(eds).ThehabitatofAustralia'sAboriginallanguages:Past,presentandfuture.Berlin:MoutondeGruyter,355-369.Penfield,SusanD.,AngelinaSerratos,BenjaminV.Tucker,AmeliaFlores,GilfordHarper,JohnHillJr.andNoraVasquez2008Communitycollaborations:bestpracticesforNorthAmericanIndigenouslanguagedocumentation.InternationalJournaloftheSociologyofLanguage191,187–202.Proctor,JoandGale,Mary-Anne(eds)1997.Tauondispeaksfromtheheart:AboriginalpoemsfromTauondiCollege.PortAdelaide:TauondiCollege,1997.Reid,Nicholas2011.‘EnglishInfluenceonthePronunciationofRe-awakenedAboriginalLanguages’inJohnHobson,KevinLowe,SusanPoetschandMichaelWalsh(eds),Re-Awakeninglanguages:Theory&practiceintherevitalisationofAustralia'sIndigenouslanguages.Sydney:SydneyUniversityPress.Sapir,Edward1921.Language.AnIntroductiontotheStudyofSpeech.NewYork:Harcourt,Brace.Thieberger,Nicholas1990.‘LanguageMaintenance:WhyBother?’.Multilingua-JournalofCross-CulturalandInterlanguageCommunication9.4:333-358.Truscott,AdrianoandIanMalcolm2011.'ClosingthePolicy-PracticeGap:MakingIndigenousLanguagePolicyMorethanEmptyRhetoric'inJohnHobson,KevinLowe,SusanPoetschandMichaelWalsh(eds),Re-Awakeninglanguages:Theory&practiceintherevitalisationofAustralia'sIndigenouslanguages.Sydney:SydneyUniversityPress.Walsh,Michael2002.'Languageownership:akeyissueforNativeTitle',inJohnHendersonandDavidNash(eds)LanguageandNativeTitle.Canberra:NativeTitleResearchSeries,AboriginalStudiesPress,230-244.Walsh,Michael2003.'RaisingBabel:languagerevitalizationinNSW,Australia',inJoeBlytheandR.McKennaBrown(eds)MaintainingtheLinks.Language,IdentityandtheLand.ProceedingsoftheSeventhConferencePresentedbytheFoundationforEndangeredLanguages.Broome,WesternAustralia,22-24September2003.Bath:FoundationforEndangeredLanguages,113-117.Walsh,Michael2005.'WillIndigenouslanguagessurvive?',AnnualReviewofAnthropology34:293-315.Walsh,Michael2007.'Indigenouslanguages:Transitionsfromthepasttothepresent'inGerhardLeitnerandIanMalcolm(eds.)TheHabitatofAustralia'sAboriginalLanguages:Past,PresentandFuture.Berlin:MoutondeGruyter,79-99.Walsh,Michael2011.'Whylanguagerevitalizationsometimesworks'inJohnHobson,KevinLowe,SusanPoetschandMichaelWalsh(eds),Re-Awakeninglanguages:Theory&practiceintherevitalisationofAustralia'sIndigenouslanguages.Sydney:SydneyUniversityPress.Walsh,Michael&Troy,Jakelin2005.'LanguagesOffCountry?Revitalizingthe'Right'IndigenousLanguagesintheSouthEastofAustralia',inNigelCrawhallandNicholasOstler(eds.)CreatingOutsiders:EndangeredLanguages,MigrationandMarginalization.(ProceedingsofNinthConferenceoftheFoundationforEndangeredLanguages,Stellenbosch,SouthAfrica,18-20November2005).Bath:FoundationforEndangeredLanguages,71-81.Wong,Laiana1999.‘AuthenticityandtheRevitalizationofHawaiian’.Anthropology&EducationQuarterly(AuthenticityandIdentity:LessonsfromIndigenousLanguageEducation,March1999)30.1:94-115.Zuckermann,Ghil'ad2004‘CulturalHybridity:MultisourcedNeologizationin“Reinvented”LanguagesandinLanguageswith“Phono-Logographic”Script’.LanguagesinContrast4.2:281-318.Zuckermann,Ghil‘a(chǎn)d2009.'HybridityversusRevivability:MultipleCausation,FormsandPatterns.'JournalofLanguageContact,Varia2:40-67.Zuckermann,Ghil‘a(chǎn)d&Walsh,Michael2011."Stop,Revive,Survive!:LessonsfromtheHebrewRevivalApplicabletotheReclamation,MaintenanceandEmpowermentofAboriginalLanguagesandCultures".AustralianJournalofLinguistics31:111-127./pdf/Revival_Linguistics.pdfAlsopublishedasChapter28ofMakingSenseofLanguageReadingsinCultureandCommunication(2012),SecondEdition,editedbySusanD.Blum.Zuckermann,Ghil‘a(chǎn)d,ShioriShakuto-NeohandGiovanniMatteoQuer2014.‘NativeTongueTitle:ProposedCompensationfortheLossofAboriginalLanguages’,AustralianAboriginalStudies(AAS)2014/1:55-71.Zuckermann,Ghil‘a(chǎn)d&Walsh,Michael2014.‘“OurAncestorsAreHappy!”:RevivalisticsintheServiceofIndigenousWellbeing’,pp.113-119ofFoundationforEndangeredLanguagesXVIII:IndigenousLanguages:ValuetotheCommunity.Naha,RyukyuanIsland,Okinawa,Japan.Zuckermann,Ghil‘a(chǎn)dandRobAmery2015.MOOC:Lang101x:LanguageRevival:SecuringtheFutureofEndangeredLanguages./course/language-revival-securing-future-adelaidex-lang101x.au/news/news79582.html/Revivalistics.au/adelaidex/2015/06/23/new-adelaidex-mooc-explores-how-to-revive-endangered-languages/其它（More）Ghil‘a(chǎn)dZuckermann教授(牛津大學(xué)哲學(xué)博士,劍橋大學(xué)博士)是就職于澳大利亞阿德萊德大學(xué)。他在由澳大利亞國家衛(wèi)生和醫(yī)學(xué)研究委員會(huì)(NHMRC)支持的大型評(píng)估語言復(fù)興和心理健康研究項(xiàng)目中，擔(dān)任首席研究員。他是暢銷書IsraelitSafaYafa(以色列——一個(gè)美麗的語言;Oved,2008)的作者。他的著作有：《以色列希伯來語中的語言接觸和詞法濃縮》(PalgraveMacmillan,2003),《以色列Tingo語言》中的三章(克倫,2011)，并制作了第一個(gè)Barngarla土著語言的在線詞典(2016)。他編輯了《Afro-Asiatic語言學(xué)》的熱點(diǎn)話題(2012),《猶太語言接觸》(2014),《語言社會(huì)學(xué)國際期刊》(2014)。他是復(fù)興派的創(chuàng)始人,復(fù)興派是一個(gè)新的跨領(lǐng)域?qū)W科，探索語言的復(fù)興。他擔(dān)任多所學(xué)校的杰出客座教授，包括上海外國語大學(xué)和劍橋大學(xué),昆士蘭大學(xué),新加坡國立大學(xué),上海交通大學(xué)、華東師范大學(xué)、上海外國語大學(xué)、耶路撒冷希伯來大學(xué),以色列內(nèi)蓋夫的本-古里安大學(xué)和邁阿密大學(xué)。ProfessorGhil‘a(chǎn)dZuckermann(DPhilOxford;PhDCambridge,titular;MATelAviv,summacumlaude)isChairofLinguisticsandEndangeredLanguagesattheUniversityofAdelaide,Australia.Heisachiefinvestigatorinalargeresearchprojectassessinglanguagerevivalandmentalhealth,fundedbyAustralia'sNationalHealthandMedicalResearchCouncil(NHMRC).HeistheauthoroftheseminalbestsellerIsraelitSafaYafa(Israeli–ABeautifulLanguage;AmOved,2008),LanguageContactandLexicalEnrichmentinIsraeliHebrew(PalgraveMacmillan,2003),threechaptersoftheIsraeliTingo(Keren,2011),Engaging–AGuidetoInteractingRespectfullyandReciprocallywithAboriginalandTorresStraitIslanderPeople,andtheirArtsPracticesandIntellectualProperty(2015)andthefirstonlineDictionaryoftheBarngarlaAboriginalLanguage(2016).HeistheeditorofBurningIssuesinAfro-AsiaticLinguistics(2012),JewishLanguageContact(2014),aspecialissueoftheInternationalJournaloftheSociologyofLanguage,andtheco-editorofEndangeredWords,SignsofRevival(2014).HeisthefounderofRevivalistics,anewtrans-disciplinaryfieldofenquirysurroundinglanguagereclamation,revitalizationandreinvigoration.Hehaslaunched,withtheBarngarlaAboriginalcommunitiesofEyrePeninsula,SouthAustralia,thereclamationoftheBarngarlalanguage.ProfessorZuckermanniselectedmemberoftheAustralianInstituteofAboriginalandTorresStraitIslanderStudies(AIATSIS)andtheFoundationforEndangeredLanguages(FEL).HewasPresidentofAustraLexin2013-2015,AustralianResearchCouncil(ARC)DiscoveryFellowin2007–2011,andGulbenkianResearchFellowatChurchillCollegeCambridgein2000-2004.HehasbeenConsultantandExpertWitnessin(corpus)lexicographyand(forensic)linguistics,incourtcasesallovertheglobe.HehasbeenDistinguishedVisitingProfessoratShanghaiInternationalStudiesUniversityandtaughtattheUniversityofCambridge,UniversityofQueensland,NationalUniversityofSingapore,ShanghaiJiaoTongUniversity,EastChinaNormalUniversity,ShanghaiInternationalStudiesUniversity,HebrewUniversityofJerusalem,Ben-GurionUniversityoftheNegevandMiamiUniversity.HehasbeenResearchFellowattheWeizmannInstituteofScience;TelAvivUniversity;RockefellerFoundation’sStudyandConferenceCenter,VillaSerbelloni,Bellagio,Italy;HarryRansomHumanitiesResearchCenter,UniversityofTexasatAustin;IsraelInstituteforAdvancedStudies,HebrewUniversityofJerusalem;InstituteforAdvancedStudy,LaTrobeUniversity;InstituteofLinguistics,ShanghaiInternationalStudiesUniversity;andKokuritsuKokugoKenkyūjo,NationalInstituteforJapaneseLanguageandLinguistics,Tokyo.HehasbeenDeniseSkinnerScholaratStHugh'sCollegeOxford,ScatcherdEuropeanScholarattheUniversityofOxford,andscholarattheUnitedWorldCollegeoftheAdriatic(Italy).HisMOOC(MassiveOpenOnlineCourse),LanguageRevival:SecuringtheFutureofEndangeredLanguages,hasattractedmorethan7,500studentsfrommorethan150countries:/course/language-revival-securing-future-adelaidex-lang101x.au/news/news79582.html/ProfessorZuckermann備注（Notes）備注說明：1．帶*內(nèi)容為必填項(xiàng)。2．課程簡(jiǎn)介字?jǐn)?shù)為300-500字；課程大綱以表述清楚教學(xué)安排為宜，字?jǐn)?shù)不限。RELEVANTMEDIAITEMSBBC:http://www.bbc.co.uk/programmes/p03fslbjA5-minuteclipontherevivaloftheBarngarlaAboriginallanguage(PortAugusta):/watch?v=DZPjdNaLChoApp:.au/news/2017-01-01/dying-language-brought-back-to-life/8156772Clip(PortLincoln):/watch?v=3LPlWc4f_zM&feature=youtu.beAn8-minuteclipofStephenFryinterviewingProfessorZuckermannontheHebrewRevival:Minute47onwards:/video/x3nlh21***/channels/357807/44019045******AnarticlebyAnnaGoldsworthyontheBarngarlalanguagereclamation(TheMonthly,September2014):.au/issue/2014/september/1409493600/anna-goldsworthy/voices-land./watch?v=h3VvxOtd5IU.*****AninterviewwithStolenGenerationBarngarlamanHowardRichardsandhiswifeIsabel:/watch?v=H-lURCA_ErM.AblogonRevivalistics,languagereclamationandwellbeing:/2013/06/26/historical-and-moral-arguments-for-language-reclamation/Newsitems:.au/am/content/2013/s3810408.htm.au/radionational/programs/drive/waking-up-australia27s-sleeping-beauty-languages/4844316**.au/news/news63281.html**.au/story/1669125/reclaiming-their-language/**.au/storyDetail.aspx?ID=10618.au/story/1660205/cultural-historical-event-begins/**.au/story/1673958/group-moves-to-preserve-barngarla-language/?cs=12**.au/blog/2013/07/rejoicing-at-australex/ScottyMorrisonInterviewingProfessorZuckermannonTeReoMaori:tvnz.co.nz/marae-investigates/extra-full-intervie