In this module we will explore the real time processing of language, focusing on the underlying skills which enable the comprehension and production of speech. A psycholinguistic perspective of language will be adopted, exploring the links between the brain, behaviour and cognition and the experimental research techniques used in this field. We will begin by asking how we recognise words, before moving on to sentences and the organisation of conversation. In order to fully understand the processing of language we will look at what happens when it breaks down; representative disorders may include dyslexia, autism, aphasia and dementia.
Permit a detailed and extensive study of an area in applied linguistics, focusing on developing an understanding of the key issues at stake and of the range of theoretical positions taken on those issues in the literature.
On successful completion of the module, students will be able to:
Teaching will be conducted via weekly two-hour interactive lectures in Teaching Block 1 and fortnightly seminars,reading groups, and personal tutorials in Teaching Block 2. Activities within the two hour interactive lectures will involve tutor-led presentations of key theories and principles relevant to the specialised area of study and student-led discussions of readings, work-in-progress or language data samples.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Interactive lectures | 14 |
| Scheduled learning and teaching | Seminars/Reading Groups/Personal Tutorials | 12 |
| Guided independent study | 274 | |
| Total (number of credits x 10) | 300 | |
Assessment will comprise (i) an extended piece of writing, in which students will be expected to present their own ideas, drawing appropriately on a wide range of scholarly sources, (ii) one piece of practical work that will allow students to explore their chosen topic creatively, independently and practically in a range of possible formats, such as web based, audiovisual, textual, etc. and (iii) an oral presentation on the topic of the extended essay.
| Learning Outcome | Assessment Strategy |
|---|---|
| Understand and discuss key ideas in the area of applied linguistics studied | Assessed formatively through in-class discussions and summatively through the extended essay. |
| Develop their own original ideas on the central issues discussed; | Assessed formatively and summatively through both assessment components |
| Display an ability to work independently and to manage their time efficiently; | Assessed summatively through the extended essay and practical project. |
| Demonstrate the ability to conceptualise and structure an extended piece of writing. | Assessed summatively through the extended essay. |
It IS a requirement that the major category of assessment is passed in order to achieve an overall pass for the module.
Harley, T. (2014) Psychology of Language: From Data to Theory (4th Ed). Hove: Psychology Press
Stackhouse, J and Wells, B (1997) Children's Speech and Literacy Difficulties: A Psycholinguistic Framework,
Book 1, Hoboken Wiley
Aitchison, J (2008) The articulate mammal : an introduction to psycholinguistics (5th ed) London : Routledge
Harley, T. (2014) Psychology of Language: From Data to Theory (4th Ed). Hove: Psychology Press
Stackhouse, J and Wells, B (1997) Children's Speech and Literacy Difficulties: A Psycholinguistic Framework,
Book 1, Hoboken Wiley
Aitchison, J (2008) The articulate mammal : an introduction to psycholinguistics (5th ed) London : Routledge