Course description
Course Description
The MA in Applied Linguistics explores the results of recent empirical studies of second language acquisition, focusing on how learners develop L2 knowledge and what role classroom practice plays in that development. Students learn how to apply the insights of current linguistic theory in understanding and explaining non-native language acquisition.
Modules and Options
The lists of modules below represent the range of options available for each year of study. This may not be a complete list of the options you will study, and may be subject to change, so please contact the department for further details.
Stage 1
ACQUISITION OF SECOND LANGUAGE PHONOLOGY
BLACK ENGLISHES
CHILDREN'S ENGLISH
COMMUNICATIVE LANGUAGE TESTING
Compulsory: APPROACHES TO SECOND LANGUAGE ACQUISITION
Compulsory: ASSIGNMENT WRITING AND DISSERTATION PREPARATION
Compulsory: FOUNDATIONS OF LINGUISTICS
Compulsory: LANGUAGE TEACHING
COMPUTATIONAL LINGUISTICS I
COMPUTATIONAL LINGUISTICS II
COMPUTER ASSISTED LANGUAGE LEARNING: THEORY, RESEARCH AND PRACTICE
CONSTRAINT BASED PHONOLOGY
CONVERSATION AND SOCIAL INTERACTION
Core: DISSERTATION: MA
CORPORA IN ENGLISH LANGUAGE TEACHING
CULTURE IN SECOND LANGUAGE LEARNING AND TEACHING
DESCRIPTIVE SYNTAX
DESIGN OF LANGUAGE TEACHING PROGRAMMES AND MATERIALS FOR YOUNG LEARNERS
DEVELOPMENT OF LANGUAGE PROCESSING
DEVELOPMENTAL LANGUAGE DISORDERS
DEVELOPMENTAL SECOND LANGUAGE SYNTAX
DISCOURSE AND LANGUAGE TEACHING
ELT PROFESSIONAL CONCERNS
ENGLISH PHONOLOGY
ENGLISH SYNTAX
EXPERIMENTAL DESIGN AND ANALYSIS
FOUNDATIONS OF COMPUTER ASSISTED LANGUAGE LEARNING
FOUNDATIONS OF ENGLISH FOR SPECIFIC PURPOSES
FOUNDATIONS OF INTERCULTURAL AND PROFESSIONAL COMMUNICATION
FOUNDATIONS OF LANGUAGE FOR ENGLISH LANGUAGE TEACHERS
FURTHER QUANTITATIVE RESEARCH METHODS IN LANGUAGE STUDY
GENRE ANALYSIS, ACADEMIC ENGLISH FOR ESP
GRADUATE RESEARCH ASSIGNMENT
GRAMMATICAL DEVELOPMENT IN FIRST, SECOND AND THIRD LANGUAGE LEARNERS
INDIVIDUAL DIFFERENCES IN L2 LEARNING
INPUT IN LANGUAGE LEARNING AND TEACHING
INTERCULTURAL PRAGMATICS
INTRODUCTION TO HEAD-DRIVEN PHRASE STRUCTURE GRAMMAR
INTRODUCTION TO LEXICAL FUNCTIONAL GRAMMAR
LANGUAGE ACQUISITION AND THE CRITICAL PERIOD
LANGUAGE AND GENDER
LANGUAGE DISORDERS IN ADULTS
LANGUAGE LEARNERS IN CLASSROOMS
LANGUAGE PROGRAMME EVALUATION
LANGUAGE TEACHER EDUCATION
LANGUAGE TEACHERS IN CLASSROOMS
LANGUAGE TESTING
LEARNER AUTONOMY
LEARNER PERSPECTIVES ON VOCABULARY
LEARNER STRATEGIES AND METALINGUISTIC KNOWLEDGE: EXPLICIT ASPECTS OF L2 LEARNING
LEXICAL CHANGE IN THE HISTORY OF ENGLISH
LITERACY DEVELOPMENT AND TEACHING OF READING TO YOUNG LEARNERS
MATERIALS DESIGN AND DEVELOPMENT
MATERIALS EVALUATION
MINIMALISM SYNTAX II
MINIMALIST SYNTAX I
MORPHOLOGY
MULTILINGUALISM
NON-EXPERIMENTAL QUANTITATIVE RESEARCH METHODS FOR ENGLISH LANGUAGE TEACHING
PEDAGOGICAL GRAMMAR
PHILOSOPHY OF LINGUISTICS
PHONOLOGICAL DEVELOPMENT AND PHONOLOGICAL DISORDERS
PHONOLOGICAL THEORY AND SECOND LANGUAGE PHONOLOGY
PIDGIN AND CREOLE LANGUAGES
PRAGMATICS: DISCOURSE AND RHETORIC
PROLOG I
PROLOG II
QUALITATIVE METHODOLOGY IN ENGLISH LANGUAGE TEACHING/APPLIED LINGUISITICS RESEARCH
RELEVANCE THEORY
RESEARCH TOPICS IN ENGLISH FOR SPECIFIC PURPOSES
RESEARCHING WRITING IN EFL/ESL
SEMANTICS
SENTENCE PROCESSING
SOCIOLINGUISTIC METHODS I
SOCIOLINGUISTIC METHODS II
SOCIOLINGUISTICS I
SOCIOLINGUISTICS II
SOCIOPHONOLOGY
SOCIOPHONOLOGY RESEARCH
SYLLABUS DESIGN
TEACHING ENGLISH FOR ACADEMIC PURPOSES
TEACHING PRACTICE I
TEACHING PRACTICE II
TEACHING WRITING IN EFL/ESL
TEACHING, LISTENING AND SPEAKING
THE MENTAL LEXICON
THEORETICAL AND DESCRIPTIVE PHONOLOGY
TOPICS IN HEAD-DRIVEN PHRASE STRUCTURE GRAMMAR
TOPICS IN LEXICAL FUNCITIONAL GRAMMAR
TOPICS IN PROFESSIONAL COMMUNICATION
VARIATION IN ARABIC 1
VARIATION IN ARABIC II
VARIATION IN ENGLISH I
VARIATION IN ENGLISH II
VERB MEANING AND SENTENCE STRUCTURE
Teaching and Assessment Methods
A: Knowledge and Understanding
Learning Outcomes
A1 : Systematic understanding of major research questions, leading ideas and controversies in research into second language acquisition.
A2 : Understanding of the rationale underlying the main language teaching methods.
A3 : Familiarity with the central concepts of modern generative grammar, and how they are applied to questions and problems in research into second language acquisition.
A4 : Understanding of the relationship between theory and evidence in research into language.
A5 : Knowledge of the techniques and methods of analysis used in linguistically informed research into second language acquisition.
Teaching Methods
Methods employed include: Lectures, seminars and classes (A1-5) Individual supervision for work leading to the dissertation (A1-5) Library and web materials (A1-5) Independent learning and research (A1-5) Computer lab sessions (A5) Written/oral feedback on assessed coursework (A1-5)
Assessment Methods
Assessment methods involve: Coursework essays (A1-5) Practical exercises (A3,4,5) Research dissertation (A1-5)
B: Intellectual/Cognitive Skills
Learning Outcomes
B1 : Analysis and description of complex language data.
B2 : Use of evidence to support argumentation.
B3 : Critical evaluation of argumentation.
B4 : Production of coherent, well-researched and well-argued writing.
B5 : Formulating research hypotheses, planning and managing a research project.
Teaching Methods
Methods employed include: Exercise material in seminars and classes (B1-4) Library and web materials (B2,3) Coursework essays and written/oral feedback (B1-5) Dissertation supervision (B1-5) Seminar in research design (B5) Independent learning and research (B1-5)
Assessment Methods
Assessment methods involve: Coursework essays (B1-5) Practical exercises (B1-5) Research dissertation (B1-5)
C: Practical Skills
Learning Outcomes
C1 : To use text-based and on-line resources to address specific research questions.
C2 : To analyse linguistic datasets in terms of their grammatical properties.
C3 : To apply descriptive statistics to results from language research and be aware of the role of inferential statistics in language research.
C4 : To initiate, plan and carry out an original research project.
Teaching Methods
Methods employed include: Lectures, seminars and classes (C1,2) Exercise material in seminars and classes (C1,2) Library and web materials (C1-4) Coursework essays and written/oral feedback (C1,2) Dissertation supervision (C1-4) Seminar in research design (C3,4) Independent learning and research (C1-4)
Assessment Methods
Assessment methods involve: Coursework essays (C1-4) Practical exercises (C1-4) Research dissertation (C1-5)
D: Key Skills
Learning Outcomes
D1 : (a) Ability to write coherent, concise and informed responses in essays, reviews, reports, using technical terms appropriately. (b) Ability to present a coherent, concise and informed line of argument orally.
D2 : (a) Basic word processing and internet skills. (b) Ability to communicate through e-mail. (c) Ability to use on-line library resources in investigating research questions.
D3 : (a) Ability to use descriptive statistics (b) Awareness of the role of basic inferential statistics
D4 : (a) Ability to apply linguistic tools in the analysis of unseen data (b) Ability to produce well-organised responses to new problems
D6 : (a) Ability to evaluate own written work critically. (b) Knowledge of the key resources in the discipline required for pursuing own learning further.
Teaching Methods
Methods employed include: Lectures, seminars and classes (D1,3) Non-assessed workshop and training courses (D1,2) Exercise material in seminars and classes (D4) Library and web materials (D6) Coursework essays and written/oral feedback (D1,2,4,6) Dissertation supervision (D1,2,3,4,6) Seminar in research design (D3,4,6) Independent learning and research (D2,6)
Assessment Methods
Assessment of key skills forms part of the assessment of coursework essays, practical exercises and the research dissertation.
