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Language & Psychology - EDU00016H

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  • Department: Education
  • Module co-ordinator: Prof. Danijela Trenkic
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2022-23

Module will run

Occurrence Teaching period
A Autumn Term 2022-23

Module aims

Although language use and language learning naturally occur in social contexts, they are, essentially, mental processes. Accordingly, this module examines the relationship between the human mind and language. It focuses on how language users (including language learners and bilingual speakers) process language, and based on research findings, draws implications for how language comprehension, production and acquisition can be facilitated in educational contexts.

Module learning outcomes

Subject content

By the end of the module, students will

  • be familiar with the main methods used to investigate language comprehension, production and acquisition
  • be aware of the complexities of language processing and the reasons why it is often difficult to manipulate them by conscious will or explicit instruction
  • be able to appreciate and discuss why certain things happen, or fail to happen in language processing and language learning
  • be able to evaluate the relevance of major research findings for language education, and voice informed opinions regarding teaching practice

Academic and graduate skills
Students will:

  • gain practice in leading group discussions
  • develop a critical approach to reading
  • learn to extract key points from articles
  • identify arguments and evidence
  • compare opposing viewpoints about controversial issues
  • reflect on their participation in psycholinguistic experiments

Module content

Although language use and language learning naturally occur in social contexts, they are, essentially, mental processes. Accordingly, this module examines the relationship between the human mind and language. It focuses on how language users (including language learners and bilingual speakers) process language, and based on research findings, draws implications for how language comprehension, production and acquisition can be facilitated in educational contexts.

 

An outline of the sessions week by week:

Week 2. Overview of the course. An introduction to key themes

Week 3. Language knowledge: vocabulary and grammar

Week 4. Visual word recognition; implications for teaching reading (I)

Week 5. Visual word recognition; implications for teaching reading (II)

Week 6. Spoken word recognition; implications for second language classroom

Week 7. Text comprehension

Week 8. Language production; implications for writing at word and text level

Week 9. Language acquisition and development

Week 10. Review of the key themes and concepts

 

Assessment

Task Length % of module mark
Essay/coursework
Essay - 3000 words		 N/A 100

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
Essay - 3000 words		 N/A 100

Module feedback

Written feedback on assignment report sheet and face-to-face feedback in supervisions. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Carroll, D. W. (2008) Psychology of language. 5th edition. Pacific Grove: Brooks/Cole Publishing Company.

Field, J. (2003) Psycholinguistics. A resource book for students. London: Routledge.

Harley, T. (2014) The Psychology of language. From data to theory. 4th edition. Hove: Psychology Press.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.