This is a core module on the MA in Applied Linguistics for Language Teaching and the MA in Applied Linguistics for English Language Teaching and is taught as a combined cohort.
As per the requirement of entry to the MA in Applied Linguistics programmes, course participants should have a minimum one year’s teaching experience by the time they join the course.
|A||Autumn Term 2020-21|
|O1||Autumn Term 2020-21|
Be aware of language-related and social topics that are important, but currently problematic, with respect to second language education.
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 group work and problem-solving activities
Demonstrate effective planning and time management
Word-process, use a concordancer, manage files, use e-mail, VLE and the Web
Week 2 Applied linguistics and language education: how one affects the other
Week 3 The sounds of language
Week 4 Lexicogrammar and corpus linguistics
Week 5 Conversation analysis
Week 6 Pragmatics
Week 7 Text, context and schema
Week 8 Register and genre
Week 9 Language learning and interlanguage
Week 10 Revision and Assignment Planning
Course details - (week by week)
Week 2 - Applied linguistics and language education: how one affects the other
This session will outline the nature and goal of applied linguistics and show how it occupies a middle ground between basic linguistic disciplines and the world of professional practice.
Week 3 - The sounds of language
This session begins by reviewing English sounds and their categorisations (phonetics) and their systematic occurrences (phonology), as well as the sound patterns above the individual segments (prosody). Consideration is then given to the educational impact of topics such as the fact that people hear syllables not segments. The importance of the neural link between articulation mechanisms, quiet rehearsal and (a) interpreting speech and (b) grammar will be noted. A selection of sounds/ syllables of relevance to the English teacher will be examined.
Week 4 - Lexicogrammar and corpus linguistics
This session will explore the relationship between lexis and grammar and consider how the use of corpora has provided important insights into language description and changed our perceptions of language use. It will also discuss the impact this had had on the compilation and development of learner dictionaries and on language teaching materials.
Week 5 - Conversation Analysis
The session will explore a number of important features of conversations and how people structure them. The session will cover turn taking, changing topic and repairing conversations. It will also explore more generally how people manipulate conversations in order to achieve particular purposes. The session will, finally, examine why a purely observation-based Conversation Analysis is rarely adequate for examining classroom talk.
Week 6 - Pragmatics
This session will discuss meaning in context, emphasising the importance of shared knowledge and presupposition in everyday communication, in order to bridge the gap between sentence meaning and speaker meaning. Speech acts, co-operation, relevance and politeness will be considered.
Week 7 - Text, context and schema
This session will provide an introduction to written discourse analysis and discuss what is meant by ‘text’ and why it is worth studying. It will also consider what is implicit in our understanding of texts.
Week 8 - Register and genre
This session will introduce two far reaching concepts in text and discourse analysis and show how they are central for explaining how texts vary according to their social purpose, why they are being produced, who is involved in the interactive process and how they are being produced.
Week 9 - Language learning and interlanguage
This session will explore research into learner language development and interlanguage. Focus will be given to the expression of modality in novice and expert written academic texts in a variety of genres, and discuss the implications that learner research (particularly corpus-based research) has on teaching and learning.
Week 10 - Revision and Assignment Planning
The final session will bring together all the elements covered on the module and look to prepare participants for their assignments.
|Task||Length||% of module mark|
Essay 3500 words
The module will be assessed by an essay of 3500 words (=/- 10%) on a topic related to the module content, and demonstrating the learning outcomes.
|Task||Length||% of module mark|
Essay 3500 words
You will receive feedback in a range of ways throughout this module. This will include oral feedback in class, responses to posts on the VLE discussion board and written comments on work. You will have the chance to obtain feedback on your writing during the module, and you will have a short one-to-one meetings during set office hours with your module tutor to discuss questions about assessments and other queries.
You will be provided physical written feedback on assignment report sheets. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Jones, R.H.(2015). Discourse Analysis. A resource book for students. Abingdon, Oxon: Routledge.
Mullany, L. & Stockwell, P. (2015). Introducing English Language. Abingdon, Oxon: Routledge.
Schmitt, N. (Ed.) (2010). An introduction to Applied Linguistics (2nd ed.). London: Arnold.
Yule, G. (1996). Pragmatics. Oxford: OUP.
Coronavirus (COVID-19): changes to courses
The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.
Find details of the measures we're planning to protect our community.