Course description
Course Description
The MA in Phonology examines universal and language-specific sound patterns, and provides the theoretical machinery for their description. It surveys all the main aspects of phonology: auto segmental architecture, distinctive features and their geometry, syllables, metrical structure, interaction with morphology, prosodic domains and their hierarchy, principles and parameters, and constraints.
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
APPROACHES TO SECOND LANGUAGE ACQUISITION
BLACK ENGLISHES
CHILDREN'S ENGLISH
COMMUNICATIVE LANGUAGE TESTING
Compulsory: CONSTRAINT BASED PHONOLOGY
Compulsory: PHONETICS
Compulsory: PHONOLOGY-SYNTAX INTERFACE
Compulsory: THEORETICAL AND DESCRIPTIVE PHONOLOGY
COMPUTATIONAL LINGUISTICS I
COMPUTATIONAL LINGUISTICS II
COMPUTER ASSISTED LANGUAGE LEARNING: THEORY, RESEARCH AND PRACTICE
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
FOUNDATIONS OF LINGUISTICS
FURTHER QUANTITATIVE RESEARCH METHODS IN LANGUAGE STUDY
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 TEACHING
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 PRACTICE I
TEACHING PRACTICE II
TEACHING WRITING IN EFL/ESL
TEACHING, LISTENING AND SPEAKING
THE MENTAL LEXICON
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 : familiarity with approaches to the study of language sound adopted in contemporary work in phonology
A2 : knowledge of key concepts, issues, ideas, theories, styles of argumentation and evaluation criteria used in contemporary research in phonology
A3 : knowledge of methods and tools employed in contemporary research in phonology to collect, analyse and present data with the goal of formulating and testing research hypotheses
Teaching Methods
A1-3 are addressed in lectures, as well as seminar, class and tutorials discussion. Web and instructional course materials, including library and internet materials are used to achieve A1 and 2. There is also office and email consultation with staff as well as written and oral feedback on work.
Assessment Methods
A1-3 are assessed by written coursework in the form of essays (usually a 3000 word essay per course) and exercises. The dissertation is instrumental in the achievement of A3, being the most significant form of assessment with respect to knowledge and understanding acquired in the taught part of the course.
B: Intellectual/Cognitive Skills
Learning Outcomes
B1 : Critically evaluate theories, accounts, explanations, approaches, demonstrating a comprehensive understanding of the relationship between theory and data
B2 : Abstract and synthesise information from a range of sources (lectures/seminars/classes, journals, books, internet etc.) identifying those ideas or findings which are most significant
B3 : Make observations and generalisations about behaviour (or data, or other materials), and analyse relevant types of behaviour, data, or materials using specialised techniques
Teaching Methods
B1 and B3 are developed in seminars, classes and tutorials. B2 is developed in directed reading of library and internet materials, as well as printed instructional course materials. there is also office and email consultation with staff, as well as written and oral feedback on work.
Assessment Methods
B1-3 are assessed by written coursework in the form of essays (usually a 3000 word essay per course) and exercises. In its development of advanced intellectual and cognitive skills, the dissertation is central in assessing B2 and B3.
C: Practical Skills
Learning Outcomes
C1 : retrieve information from a variety of sources (e.g. Library, WWW, CD-Rom)
C2 : utilise techniques and tools relevant to the collection, analysis and presentation of materials or data, with a minimum of guidance
C3 : Propose, plan, undertake, write up and present an independent survey or report (e.g. on research undertaken individually or in collaboration with others, or on a case study), with a minimum of guidance
Teaching Methods
Throughout the scheme practical skills C1-3 are developed through independent learning in preparation for classes, seminars, essays and presentations. In particular, these skills are mobilised in preparation for tutorials for the dissertation. Office and email consultation with staff, as well as written/oral feedback on work is provided through both the coursework and dissertation phases of the degree.
Assessment Methods
Coursework and essays play an important part in the assessment of all skills C1-3. It is in marking of the dissertation, however, that these skills - particular C2 and C3 - become particularly salient.
D: Key Skills
Learning Outcomes
D1 : Communicating complex ideas effectively in writing, writing essays, reports and reviews using the appropriate register and style.
D2 : using appropriate computational tools and software packages to obtain, store and process information stored in electronic form (e.g. from the Library, WWW or CD-rom), and (where appropriate) to analyse data and results
D3 : Under guidance, interpreting statistical information presented in the form of diagrams, tables and graphs
D4 : Analysing data-sets or behaviour, abstracting generalisations and testing hypotheses
D6 : Under guidance, working independently, demonstrating initiative, self-organisation and time-management, and undertaking a self-critical programme of self-directed study
Teaching Methods
The key skills, D1, D2, D4 and D6 are taught throughout the scheme in preparation for lectures, seminars, tutorials and coursework assignments. Oral presentations in class may be used to develop skills of oral communication in parallel with D1; students are also encouraged to collaborate with others to achieve common goals e.g. in project planning, management and presentation. Seminars and tutorials are used to develop D3 and D4. There is also office and email consultation with staff, as well as written/oral feedback on work.
Assessment Methods
Coursework essays are used in the development of all key skills D1 to D4 and D6. Coursework exercises specifically develop D3 and D4. The dissertation constitutes an overall assessment of these skills in judging communication, problem solving and independent learning.
