The modules we offer are inspired by the research interests of our staff and as a result, may change from year to year. The following list is therefore representative but should give you a flavour of the modules we offer.
Descriptive Linguistic Analysis (30 credits)
This module is a core course in language and linguistics. It introduces and then develops the key terms, theories, frameworks, ideological approaches and methodologies required in linguistic study and research. It includes a substantial research methods component. It also invites and encourages critical evaluation, reflection and response to linguistic thinking and analysis
World Englishes 1 (15 credits)
The module will examine the geographical, historical and social development of the English language in contexts largely but not exclusively outside the traitional boundaries of Great Britain and the United States. This will involve an examination of English and Englishes, language development, nativisation and acculturation in different contexts and areas such as Africa, the Caribbean and North America; literary, social, political and ideological aspects of the phenomenon will be examined.
Discourse Analysis 1 (15 credits)
The module looks at various approaches to the study of spoken language. These include structural models based on the work of the Birmingham discourse analysts, as well as more sociolinguistically inspired approaches to conversation analysis and recent developments in spoken corpus linguistics. Each learning unit takes a different kind of discourse and progressively builds up a classification of discourse types or genres. Real spoken data are used throughout, for exemplification and practical analysis tasks. Both quantitative (corpus-based) and qualitative approaches to analysis are covered, and the implications for language pedagogy and other branches of applied linguistics (e.g.applications in other professional contexts) are considered.
Discourse Analysis 2 (15 credits)
The module develops approaches to the study of spoken language, building on structural models based on the wor k of the Birmingham discourse analysts, as well as more sociolinguistically inspired approaches to conversaation analysis and recent developments in spoken corpus linguistics. Each learning unit takes a different kind of discourse and progressively builds up a further classification of discourse types or genres. Real spoken data are used throughout, for exemplification and practical analysis tasks. Both quantitative (corpus-based) and qualitative approaches to analysis are covered, and the implications for language pedagogy and other branches of applied linguistics (e.g. applications in other professional cntexts) are considered in greater depth.
Vocabulary: Teaching and Learning (15 credits)
The module will provide a broad overview of vocabulary studies, including description of how vocabulary is used, exploration of the processes of vocabulary acquisition, and discussions of current best practice in teaching pedagogy. Specific issues covered include: what it means to 'know a word'; how many and which words need to be taught; explicit vs. incidental learning of vocabulary and reading; vocabulary learning strategies; and testing vocabulary.
Intercultural Communication (15 credits)
This module will explore the use of language in interactions between speakers of different cultural and linguistic backgrounds from three different perspectives: Description, Development, and Assessment. With a growing proportion of interactions in the world today taking place between people of diverse cultural backgrounds, it is important to identify and describe language use which may lead to misunderstanding and communicative breakdown. This module will look at ways in which language barriers might be overcome in such interactions, and at the key factors in this process. We will examine intercultural interactions in a variety of contexts, e.g. business and other professional encounters, the language of the media, the foreign language classroom, etc.
Language and Gender 1 (15 credits)
The module will explore the relationship between language and gender in spoken interaction and written texts, drawing on key approaches in the areas of discourse analysis, sociolinguistics and pragmatics. The extent to which gender affects the language we produce when interacting with one another in a variety of contexts will be focused on, along with the issue of sexism in language use. Various theoretical paradigms that have been presented to explain language and gender differences will be critically examined, along with gender ideologies which operate in society. Students will be encouraged to combine theoretical thinking with hands-on analyses of data from authentic examples of spoken interaction and from a variety of publications including the popular media. The practical consequences of the discipline in terms of how findings can have a political impact on wider society are also discussed.
Language and Gender 2 (15 credits)
The module will build on the theoretical and critical knowledge gained in Language and Gender 1, in order to develop practical methodological and analytical skills in a range of discourse situations. These will include issues of language and gender in an educational and pedagogic context, in the cyberspace, in the media, in medical settings and the courtroom. With further reference to current work in the field, students will apply their knowledge of discourse analytic, sociolinguistic and pragmatic approaches to examining the inter-relations between language, gender and society.
Psycholinguistics 1 (15 credits)
This module considers three fundamental and interrelated questions about psycholinguistics: 1. acquisition, or how language is acquired; 2. comprehension, or how words, sentences, and discourse are understood; and 3. production, or how words, sentences, and conversations are produced. Potential topics include, but are not limited to: lexical influences on sentence comprehension and production; first and second language acquisition; reading; language disorders (e.g., dyslexia, aphasia).
Psycholinguistics 2 (15 credits)
This module further examines psycholinguistics in the areas of: 1. acquisition, or how language is acquired; 2. comprehension, or how words, sentences, and discourse are understood; and 3. production, or how words, sentences, and conversations are produced. Potential topics include, but are not limited to: lexical influences on sentence comprehension and production; first and second language acquisition; reading; language disorders (e.g., dyslexia, aphasia).
Research Methods in Applied Linguistics (15 credits)
The module looks at various approaches of collecting and processing data using both qualitative and quantitative methods of investigation. With a focus on the area of applied linguistics, students will be introduced to the process of hypothesis formulation and testing, issues of interpretation, evaluation and replicability of data and of research results, questionnaire and interview design, data gathering and recording, statistical description and analysis.
Syllabus Design and Methodology 1 (15 credits)
The module will examine the theory and practice of syllabus design. The emphasis is on developing practical strategies and thinking in order to design and teach ELT programmes to meet the needs of specific learners in a specified teaching context. The module explores the relationship between syllabus design and methodology, before going on to a critical appraisal of developments in ELT methodology. This includes the humanistic, social-constructivist and lexical approaches, and communicative methodology. Issues relating to the learner-centred syllabus are also be explored.
Syllabus Design and Methodology 2 (15 credits)
The module will further examine the theory and practice of syllabus design, building on the knowledge and skills developed in the first module. The emphasis in this advanced course is on developing practical strategies and thinking in relation to a wider range of classroom situations. The student's own teaching environment and context will inform the area of study, and further critical positions are explored.
Grammar in the Classroom (15 credits)
This module examines the role of grammar in language teaching. In the traditional language classroom, the study of grammar has often been seen as synonymous with the study of language itself. Grammar-translation was widely used as a method until the 60s, and learners were given little opportunity to use language meaningfully. In the 70s, audio-visual approaches were in vogue. Students were encouraged to practise language actively, but the syllabus was still often grammatical, and rote-learning was encouraged. In the 1980s, there was a move towards more communicative methodologies, and, as a result, explicit grammar teaching was treated to some extent as an outdated methodology. The pendulum has swung back, and there is now general acceptance that grammar teaching has an important role to play in classroom language learning.
Research Methods: Corpus Linguistics (15 credits)
Corpus linguistics provides methods for the study of collections of electronic texts (written texts, including literary texts, material from the internet, transcripts of spoken language, etc.). This module introduces fundamental corpus methods that include retrieving and interpreting word frequency information, studying patterns of words in the form of concordances, and analysing key words. The module will explain basic concepts and illustrate methods through case studies. Through exercises students will have the opportunity to use corpus tools and practice the analysis of data. Students are encouraged to reflect on the applicability of a range of methods to their own areas of interest (e.g. literary linguistics, discourse analysis, ELT, etc.). For the assessment, students will complete a small-scale corpus project. This project can function to test ideas that might be further developed in the dissertation.
Investigating Health Communication (30 credits)
This module is intended to introduce students to the rapidly expanding field of health communication. The module focuses on two key areas in the field: narratives of healthcare and healthcare documentation. It will equip students with a high level knowledge of narrative and documentation theory and explore how much of what takes place in healthcare exchanges is governed by the kinds of narratives and documents that are used. Students will also develop and practice skills in identifying and analysing narratives of, and documents relating to, patients, professionals and policy makers. Students will understand how knowledge of healthcare texts can be used to enhance therapeutic interventions and practices across a range of healthcare disciplines. Students will appreciate how healthcare environments, structures and practices are informed by broader, macro-level organisational narratives and policies.
Further information about the above modules can be found in the Module Catalogue.
The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. This list is an example of typical modules we offer, not a definitive list.