1 SCHOOL OF ENGLISH LITERATURE, LANGUAGE AND LINGUISTICS MA Applied Linguistics 2013-2014 Optional Modules Booklet
2 Optional Modules Booklet: Introduction This booklet contains short descriptions of the optional modules that are on offer during the Spring Semester. Its purpose is to provide you with information to help you decide which four modules you would like to take. Please note that if fewer than four students have enrolled for a module, it may be withdrawn. You will then be provided with a further opportunity to select an alternative module from those still on offer. It is possible to transfer from one module to another up to the end of the first week of the second semester, but to do this you need the permission of both the lecturer from whose module you are withdrawing and that of the lecturer whose module who wish to join. You should also inform Jackie Elkington once a transfer has taken place. Transfers between modules are not permitted after the end of the first week of the Spring semester. It is possible, however, to audit modules that you are not officially enrolled on. Auditing means you can sit in on a class and listen, though you should not expect to participate in tutorial discussion. You can only audit a maximum of three modules. Again, it is necessary to obtain the permission of the lecturer whose course you wish to audit, and he or she is perfectly entitled to decline your request. There is no significance whatsoever to the sequence of module descriptions in this booklet. Finally, please read the whole of this booklet carefully. The module choices you make are important both for your enjoyment of the course and for what you gain from the year. Jane Mulderrig November 2013
3 MAAL Optional Modules on Offer Spring 2014 ELL 6421 Discourse and Genre Analysis ELL 6413 Theory and Practice of Language ELL 6416 Current Issues in Second Language Acquisition ELL 6411 Language Testing ELL 6422 English to Young Learners EGH 6080 Using Corpora in Applied Linguistics ELL 6419 Development and Evaluation of Language Materials ELL 6721 Intercultural Communication ELL 6199 World Englishes ELL 6019 Sociolinguistics
4 ELL6421 Discourse and Genre Analysis Jane Mulderrig : The module aims to introduce you to the critical analysis of spoken and written discourse in contemporary social contexts. It provides a range of resources and techniques for analysing texts and dialogue, enabling you to apply them to real life data drawn from a wide variety of settings. You will be introduced to the key concepts and theoretical approaches both classical and contemporary in the field of discourse analysis. There is an emphasis throughout on the analysis of authentic data. of discourse analysis covered include functional grammatical analysis of clauses and sentences, the representation of social actors and actions, conversational and pragmatic analysis of dialogue, politeness theory, the ethnography of communication, and intertextual and interdiscursive analysis. The first half of the module will focus on spoken discourse; the second half on written discourse. Throughout, you will also be encouraged to reflect upon the role of language use in the (re)production of power relations. Throughout the module and in its assessment you will be encouraged to collect your own examples of data for analysis. TESOL applications: Some of the discussion will highlight the applications of discourse analysis in language teaching, although this will not be the only focus. Those students wishing to pursue this in more depth are recommended to read in particular those texts in the bibliography preceded by an asterisk (*). The whole group will meet for two hours each week involving a combination of lecture-style input in interactive mode and group discussions and practical tasks. Note that the analysis of data is a key component of this module. It is vital that you participate fully in these practical tasks (to be prepared in advance of each session). will be by one research project task of 3000 words.
5 ELL6413 Theory and Practice of Language Harry Kuchah The overall module aim is to present a coherent portrait of contemporary concerns and developments in language teaching. It should be emphasised, however, that this is not a course in methodology. It deals rather with ideas (e.g. appropriate methodology) that impact on how language teaching/learning is conceived, and ultimately, therefore, on how language courses are delivered. In short, it is a topic and issues-based course exploring ideas that have animated debate, and sometimes controversy, in the applied linguistics and language teaching community in recent years. Topics covered during the course are likely to include: Task-based language teaching and the focus on form issue large classes Learner autonomy Computers and corpora: applications for language awareness and language teaching Context-based methodology and the politics of English language teaching Age and language learning: implications for language education policy /outcomes: To familiarise students with: task based methodology: issues and limitations the use and abuse of corpora in language description and language teaching the debate over appropriate methodology the socio-cultural context of language education in a range of countries world wide critical pedagogy in language teaching By the end of module students should be able to: demonstrate a greater understanding of cutting edge issues in applied linguistics and language teaching demonstrate a greater understanding of the theoretical and historical background to recent developments in language teaching demonstrate a greater understanding of the socio-cultural context of language education in a range of countries re-assess their professional practice and previous experience in the light of input on current thinking on a range of applied linguistics issues Workshops/seminars, discussion, lectures Written assignment of 3,000 words
6 ELL6416 Current Issues in Second Language Acquisition Kook-Hee Gil Topics This is an optional module which builds on extension of the core module: Introduction to Second Language Acquisition. This course provides an overview of the most current research trends on Second Language Acquisition (SLA) in depth, through the main theories and the most important research findings, especially focusing on the part of second language acquisition thought to be constrained by principles of Universal Grammar. It also provides the opportunity to critically evaluate theoretical models and hypotheses by applying them to the analysis of real data produced by second language learners; and to learn relevant methodological and practical aspects involved in the experiment design. Learning Outcomes: By the end of the unit, students should be able to demonstrate: - an in-depth understanding of current issues and most important approaches on second language acquisition - an ability to critically evaluate the theoretical models and hypotheses, articulate their understanding clearly and to formulate critical questions arising from their understanding and reading the assigned articles - an ability to find research questions and hypotheses based on the theoretical issues covered in the course and to design an optimal experimental framework to test their hypothesis - The course consists of lectures and seminars. Lectures will provide necessary input for students to understand the essential theoretical concepts and research issues involved in second language acquisition. In seminars, students will lead the discussion of selected questions from what students submit based on assigned readings in the following topics. Typically, the topics covered in this module may include the following: L2 Acquisition of article system (morphology and semantics interface) L2 Acquisition of tense and agreement (syntax and morphology interface) Role of negative evidence and classroom instructions and poverty of stimulus problems Age factor in Second language acquisition (testing fundamental difference hypothesis) Attainment of L2 knowledge from classroom instructions and naturalistic input Submission of questions for seminar discussion (20%), 3000 word essay (80%)
7 ELL6411 Language Testing Oksana Afitska This course introduces students to essential concepts in language testing and educational measurement. It reviews the test design and validation process and explores a variety of methods for the testing of grammar, vocabulary, reading, writing, listening and speaking. By the end of the course students should have the necessary knowledge and skills to critically evaluate test items, and to begin to design and validate their own language tests. The topics covered by the course include: Basic concepts in language testing and educational measurement Test types and testing purposes Concepts in test validation The test design process and validation procedures Test methods in testing grammar, vocabulary, reading, writing, listening, speaking Statistics for the analysis of test scores Current developments in language testing /Outcomes: Students will be familiarised with: Basic concepts in language testing and educational measurement Different types of language and the main purposes for testing The test design process and some basic validation procedures Test methods for the testing of grammar, vocabulary, listening, reading, writing, speaking By the end of the module students should be able to: Demonstrate an understanding of basic concepts in language testing and educational measurement Demonstrate an understanding of basic test design and test validation processes Demonstrate an awareness of current developments in language testing Critically evaluate published tests and test items Apply simple statistics for the analysis of test scores Design satisfactory classroom language tests and validate them Workshops/seminars, discussion, lectures Written assignment of 3,000 words
8 ELL6422 English to Young Learners Harry Kuchah This module introduces students to major principles, theoretical frameworks and practical approaches which inform practice in EYL (English for young learners) language classrooms. It familiarises students with core theories underlying learning and development of young learners, explores processes involved in children s acquisition of first and second languages from a socio-cognitive perspective, and demonstrates ways in which most suitable classroom environments can be created in order to support and promote young learners acquisition of second language and their ability to learn generally (learning to learn). In line with introducing students to core principles of teaching major language skills (speaking, reading, listening, writing, vocabulary and grammar), the unit demonstrates ways in which assessment and evaluation can be managed and carried out in EYL classrooms. It also familiarise students with methods of evaluation and design of materials for young learners, discusses current research in EYL classrooms, reviews its trends and highlights areas for further investigation. The unit provides ample opportunities for group and whole class discussions with various hands-on activities allowing exploration and design of materials and tasks for young learners in specific contexts and according to students individual needs. /outcomes: This unit aims to: Develop students knowledge and understanding of major principles and approaches to teaching English language to young learners; Familiarise students with processes involved in children s acquisition of first and second languages; Demonstrate to students ways in which classroom environments can be created to support and promote young learners acquisition of second language; Illustrate to students core principles of teaching major language skills to young learners; Demonstrates to students ways in which assessment and evaluation can be managed and carried out in EYL classrooms; Familiarise students with methods of evaluation and design of materials for young learners; Increase students awareness of current research in EYL classrooms and its trends; Train students in developing own teaching methods, materials and tasks for young language learners to suit their specific contexts. By the end of the unit, students will be able to: Understand and explain major principles and approaches to teaching English language to young learners; Demonstrate a sound understanding of processes involved in children s acquisition of first and second languages; Demonstrate an awareness of ways in which classroom environments can be created to support and promote young learners acquisition of second language; Demonstrate a sound understanding of core principles of teaching, assessment and materials evaluation and design in the context if EYL classrooms; Demonstrate an awareness of current research in EYL classrooms and its trends; Critically evaluate and re-assess own teaching practices and demonstrate ability to develop new teaching techniques, materials and tasks to suit own specific EYL contexts. 2 hour seminars 3000 word essay
9 EGH6080 Gabriel Ozon Using Corpora in Applied Linguistics This module introduces the theoretical and practical issues of using language corpora in linguistic studies and explores how the corpus-based approach and other methodologies can be combined in the study of language, including TESOL. The module builds on the knowledge students have acquired from other modules but focuses on the actual phenomena of English rather than on issues relevant primarily to descriptive models. In this light, the module attempts to provide a balance for other, more theory-based modules. Students will be introduced to the notion of the linguistic corpus and will be expected to become familiar with at least one of the major computerised corpora currently in the public domain. This will be instrumental for the study of different applications of corpus linguistics in, e.g. dictionaries and grammars, register variation, language education and research, and many others. While the methodology employed will be largely quantitative, provision is also made for discussion and implementation of qualitative research methods. This module aims to: 1. equip students with a critical understanding of what corpora are, and how they can be used as both a pedagogical tool in the TESOL classroom and to address a range of different applied linguistic research questions 2. enable students to organise and conduct data analysis, focusing on language at a variety of different levels and perspectives 3. train students to use corpus software programs and tools to discover patterns of language structure, use and meaning, 4. illustrate how to design appropriate investigations for corpus-based analyses, 5. develop in students an ability to evaluate and interpret qualitative/quantitative data 6. encourage students to think about applied linguistic research situations in which they may want to design their own corpora, and provide them with the necessary skills and knowledge in order to do so. 7. make students understand and be aware of theory development in different academic communities of enquiry You be asked to prepare and present to the group, one journal article from the list provided discussing research using Corpus Linguistics. 2 Seminars and Practical Laboratory Sessions Written assignment of 3,000 words
10 ELL6419 s Development and Evaluation of Language Materials Oksana Afitska This module introduces students to theoretical and practical approaches to materials design, evaluation and development. It familiarizes students with, and develops their practical understanding of, the principles and procedures involved in design, piloting, adaptation, implementation and evaluation of language teaching materials. This part of the module pays particular attention to issues of materials authenticity, role of students in materials design, cultural and linguistic appropriacy of materials. It also covers such core areas in the subject as: materials for target groups (age and L2 proficiency specific materials, materials for specific purposes, self-access materials, internet-based materials, materials for teaching and developing various language skills). During this part of the module, through individual and group work, students will be provided with ample opportunities for evaluating a range of published teaching materials, adapting them for a variety of specific contexts and creating materials for their specific needs. The processes and outcomes of these tasks will be discussed at each session and will serve as basis for students written assignments at the end of semester. /Outcomes: To develop students knowledge and understanding of core theoretical and practical approaches to materials design, evaluation and development. 2 hour seminars Written assignment of 3,000 words. A selection of assignment titles will be provided by the lecturer; if a student has a particular area of interest, the assignment may be negotiated between tutor and student
11 ELL6721 Intercultural Communication Jane Mulderrig This module introduces students to some of the key concepts and issues in intercultural communication, and critically evaluates the dominant schools of thought that have been most influential in the field. The module will also assess how academic theories of ICC have been and could be applied in society. To this end, we will discuss a range of different sociolinguistic variables and social practices, in which ICC is relevant (for example race, gender, age, as well as language acquisition and instruction, business communication). Students will be encouraged to critically engage with some of the key academic literature in this field in order to a) identify its distinctive theoretical perspective and the implications thereof, and b) explore the social/cultural/linguistic issues it raises from their own cultural and professional perspective. To facilitate this, each student will lead a group discussion on one of the readings set. Seminars (input and discussion) and Prepared Group Discussions 25% - Group Discussion (prepare discussion Qs based on 1 recommended reading and lead a 30 minute small group discussion) 75% - 2000 word essay on one of a set of topics provided
12 ELL 6199 World Englishes Gabriel Ozon Description The module gives an introduction to the historical and social development of the English language, leading on to consideration of global spread of English in different parts of the world, including postcolonial contexts and the development of new Englishes and creoles. The module provides an analysis of linguistic features (phonology, grammar and lexis) of several varieties of Englishes, and leads on to critically examine issues such as multilingualism, language contact and change, language planning/policy, attitudes towards variation; and globalisation and identity in the classroom. Throughout the module, students are encouraged to draw on their own experiences of linguistic diversity. This unit aims to provide the analytical tools with which to describe, explore and critically evaluate the social and cultural implications of the emergence of varieties of English from multilingual settings around the world. The module provides an overview of these contemporary varieties of English, focusing on their structural characteristics, and considering the form, function, and politics of English in a global context. In particular the module aims to help students develop the following skills: Sharpen observational and analytical skills Apply academic knowledge and analysis to authentic language data Develop a critical stance towards different methods of analysing the links between language and society Raise awareness of the value and diversity of regional language. Outcomes By the end of the unit, a candidate will be able to demonstrate the ability to, the capability for: Demonstrate a comprehensive knowledge of the current state of World Englishes in many countries and situations worldwide Demonstrate factual knowledge of the phonological, grammatical and lexical variation found in English Understand the key issues (e.g. varieties of English, identity and culture) and research agendas in the field Develop an awareness of how social history and contact shape language Reflect critically on the educational implications of English as a world language will be delivered through 2-hour interactive, seminar-style sessions involving both input and practical discussion tasks. The module engages students in extensive reading and interaction with data and resources outside of class. An introduction to state-of-the-art tools and resources for the study of World Englishes will be provided in class. Students will also be encouraged to contribute short presentations on essential readings. will be in the form of a 3,000-word written assignment (research project task, essay).
13 ELL6019 Sociolinguistics Gabriel Ozon Description The module aims to introduce students to the fundamental concepts, approaches, and analytical tools involved in studying the relationship between language and society. Students will examine some of the principal methods and theories associated used to describe language variation. After looking at the range of variation that exists in different language domains (phonology, syntax, lexicon ) and ways to describe and to quantify it, we will look at aspects of regional and social variation, including social class, gender, ethnicity and age. Variation within a single language and in various speech communities will be examined (geographic, social and stylistic), as well as parallels between this type of variation and bilingualism. In the final part of this module, we will see how this variation can lead to change, looking at how innovative features can diffuse through a speech community. While there will be a focus on variation in English, other languages will also be used for comparison and illustration, whenever appropriate. The module aims to help students develop the following skills: Critical thinking and reading Develop a critical stance towards different methods of analysing the links between language and society Apply academic knowledge and analysis to authentic language data Acquire skills in collecting, recording and analysing language data Outcomes By the end of the unit, a candidate should: Be familiar with a range of classical and contemporary ways of analysing language variation and change Understand the key issues and research agendas in contemporary sociolinguistics Be able to demonstrate critical reading skills in assessing different approaches to the analysis of language variation Use cogent arguments and appropriate academic sources to support analysis will be delivered through 2 hour interactive, seminar-style sessions involving both input and practical discussion tasks. The students will also be encouraged to contribute short presentations on essential readings. will be in the form of a 3,000 word essay/research project. This assignment allows students to choose from a range of topics covered during the course and either (i) provide a critical discussion of a salient issue in contemporary sociolinguistics, or (ii) provide a piece of language analysis, supporting their arguments with academic sources and empirical evidence.