To introduce selected language concepts, theories and elements which are relevant to language teaching and learning, but which do not always figure in traditional language courses
To introduce the idea that language and discourse structures can be (a) motivated, meaningful or purposeful and (b) flexible or fuzzy, rather than fixed or black and white
To introduce ways in which language structure is used, with other concepts, to create meaningful discourse and interactions
Module learning outcomes
Be aware of language-related and social topics (like gender, power, creativity and language variation) that are important, but currently problematic, with respect to second language education.
Carry out a simple empirical analysis of the structure of aspects of spoken and written language.
To demonstrate an awareness of how the structure of English relates to the teaching and learning of English.
Academic and graduate skills
Engage critically with academic and language teaching publications
Formulate critical and balanced arguments orally and in writing
Participate in groupwork and problem-solving activities
Undertake and report appropriately short, empirical data collection and analysis work
Demonstrate effective planning and time management
Word-process, use a concordancer, manage files, use e-mail, VLE and the Web
% of module mark
Special assessment rules
% of module mark
Written feedback on assignment report sheet (within 6 weeks) and face to face feedback in supervisions
Coates, J. (2004). Women, men and language (3rd ed.). London: Longman. Lakoff, G. & Johnson, M. (1980/2003). Metaphors we live by. Chicago: Chicago University press. Schmitt, N. (Ed.) (2010). An introduction to applied linguistics (2nd ed.). London: Arnold. Yule, G. (1996). Pragmatics. Oxford introductions to language study. Oxford: OUP.