The following is a sample of typical modules that we offer, not a definitive list. Due to the passage of time between commencement of the course and subsequent years of the course, modules may change, for example due to curriculum developments.
Descriptive Linguistic Analysis (20 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.
Psycholinguistics 1 (20 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 (20 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).
Old Norse Texts (20 credits)
This module offers students the opportunity to explore the culture of medieval Scandinavia through the surviving literature in Old Norse. Seminars will concentrate on the reading and analysis of selected extracts from prose and poetry of Icelanders in the original, using A New Introduction to Old Norse. Students will be expected to read, and be prepared to discuss, complete texts read in translation, and the most important critical studies.
Research Methods in Applied Linguistics (20 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.
Investigating Health Communication (20 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.
Intercultural Communication (20 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.
Literary Linguistics 1 (20 credits)
This module explores the use of linguistic frameworks to investigate literary texts. Through a series of practical analyses, students will be introduced to a range of linguistic explorations of poetry, prose, and drama from a wide range of historical periods. The course will invite students to use the analyses as an occasion for the critical evaluation of the various approaches to language and literature, to investigate the notions of literariness and interpretation, and to consider the scope and validity of stylistics in relation to literature and literary studies.
Literary Linguistics 2 (20 credits)
This module further explores the use of linguistic frameworks to investigate literary texts.
Teaching Language and Literature 1 (20 credits)
The module will examine the use of representational materials in language teaching and the development of creative reading, processing and interpretative skills; language awareness, text awareness and cultural awareness will be seen as contributory factors to a five-skills approach to the teaching and learning of English as second or foreign language. This will involve the study of a wide range of texts and text-types, from both an analytical and a pedagogic viewpoint. Various approaches to language, linguistic and literary study will be considered, with their application to various pedagogic situations.
Teaching Language and Literature 2 (20 credits)
The module will further develop the use of representational materials in language teaching and the development of creative reading, processing and interpretative skills; language awareness, text awareness and cultural awareness will be seen as contributory factors to a five-skills approach to the teaching and learning of English as a second or foreign language. This will involve the study of a wide range of texts and text-types, from both an analytical and a pedagogic viewpoint. Various approaches to language, linguistic and literary study will be considered, with their application to various pedagogic situations. The module builds on Teaching Language and Literature I and develops a greater depth of knowledge.
World Englishes 1 (20 credits)
The module will examine the historical and social development of the English language in contexts largely but not exclusively outside the traditional boundaries of Great Britain and the United States. This will involve an examination of language development, nativisation and acculturation in different contexts; social, political and ideological aspects of the phenomenon will be examined.
Discourse Analysis 1 (20 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 (20 credits)
The module develops approaches to the study of spoken language, building on 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 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 contexts) are considered in greater depth.
Vocabulary: Teaching and Learning (20 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.
Language and Gender 1 (20 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.
Syllabus Design and Methodology 1 (20 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 (20 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.
Narratology (20 credits)
This module surveys key work in narratology, from literary, stylistic and sociolinguistic perspectives, with each unit written by an area specialist. The module introduces key approaches to the study of narratology and offers students insight into the development of narrative from Chaucer to the present day. The emphasis will be on literary narratives, though comparative exploration of non-literary and narratives will also appear.
Cognition and Literature (20 credits)
This module represents a course in cognitive poetics. It draws on insights developed in cognitive science, especially in psychology and linguistics, in order to develop an understanding of the processes involved in literary reading. The module also develops skills in stylistics and critical theory.
Research Methods: Corpus Linguistics (20 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.
English Place-Names: Language, Landscape, History (20 credits)
English place-names are short texts, coined as transparent descriptions in the languages spoken in Britain over the past millennia. Many of them originated in the speech of everyday people, and therefore record perspectives unrecoverable from early texts which emanate from centres of power or learning. They therefore provide valuable evidence of all sorts – about early language(s) (British, Latin, English, Scandinavian, and French), history, historical geography, and landscape. This module will provide a background in onomastic research methodology and the ways in which place-names can be used to explore questions about the past. Students will complete assessments to demonstrate that they are able to take a sound historical-linguistic approach to place-name evidence, and undertake a project which will assess the value of that evidence for research into the past.
More information on the above modules is available in the Module Catalogue.
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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.