UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Structure
2.
School which will be responsible for management of the module
SECL
3.
Start date of the module
Spring Term 2014
4.
The number of students expected to take the module
20
5.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
LL818 Principles of Language (30 credits)
6.
Level of the module
M
7.
The number of credits and the ECTS value which the module represents
15 credits [7.5 ECTS]
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
9.
Prerequisite and co-requisite modules
None
10. The programme(s) of study to which the module contributes
MA in Linguistics and MA in Applied Linguistics and TESOL
11. The intended subject specific learning outcomes
On successful completion of the module students will:
1. demonstrate an understanding of the central areas of linguistic theory, as well
as the basics of empirical enquiry
2. develop the skill of using analytic techniques, the purpose of which is to
provide a comprehensive representation of linguistic structure and operations
3. develop lines of argument and conduct theoretically informed cross-linguistic
analyses of data
4. develop their capacity for critical thought and their ability to express these
thoughts accurately to others through workshop discussions, pair work and
presentations
5. be able to assess the extent to which the linguistic theory they have been
introduced to can both describe and explain the linguistic properties of the data
they have been presented, using data sheets given out in class.
12. The intended generic learning outcomes
On successful completion of the module students will:
1
UNIVERSITY OF KENT
1. develop written and spoken fluency through presentations, pair work and
general contributions in lectures and seminars.
2. hone time management skills through weekly preparatory reading, conducting
informal data analyses during the term, and handing in assessments
punctually.
13. A synopsis of the curriculum
This course constitutes an in-depth introduction to syntax, focusing specifically on
the question of what constitutes knowledge of language. By examining a core area
of linguistic investigation (syntax), students will have the opportunity to explore
the form and structure of the various kinds of linguistic knowledge speakers
possess. The investigation will proceed from a theoretical as well as a descriptive
perspective, and students will be encouraged to evaluate theoretical claims in the
light of observations drawn from a wide range of languages. As such, the module
will equip students with the theoretical and methodological tools required in the
specialised modules and will highlight the crucial role of description in supporting
and testing theoretical claims.
14. Indicative Reading List
Carnie, A. (2006) Syntax: A Generative Introduction (2nd edn.). Oxford: Blackwell.
Haegeman, L. (2005). Thinking Syntactically: A Guide to Argumentation and
Analysis. Oxford: Blackwell.
Isac, D and C Reiss (2013) I-Language: an introduction to Linguistics as Cognitive
Science. Oxford: OUP.
Poole, G. (2011) Syntactic Theory (2nd edn.). New York: Palgrave.
15. Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
This module will be taught in one weekly two-hour session, consisting of a onehour lecture and a one-hour task-based workshop. The lecture will address key
linguistic theories and concepts (learning outcomes 11.1, 11.5, while the
workshops will provide for practical investigations of the topics introduced in the
lectures (learning outcomes 11.2, 11.5, 12.1).
Total number of contact hours: 20
Total number of study hours: 150, including two reading weeks (week 5 and 9)
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes:
100% Coursework
2 data-based tasks:
50%
Essay (2000 words):
50%
(25% each)
The data-based tasks will assess students’ knowledge and understanding of the
material (learning outcomes 11.1, 11.5, 12.1, 12.2) as well as their ability to use the
methodological tools when analysing data (learning outcomes 11.2, 11.5, 12.1,
12.2). The essay will assess students’ ability to reflect critically on the material
2
UNIVERSITY OF KENT
both at the theoretical and descriptive level (learning outcomes 11.3, 11.4, 11.5,
12.1, 12.2).
17. Implications for learning resources, including staff, library, IT and space:
The core text (Poole 2011) to be ordered for the library
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need
in its teaching. Within this module we will make reasonable adjustments wherever
necessary, including additional or substitute materials, teaching modes or assessment
methods for students who have declared and discussed their learning support needs.
Arrangements for students with declared disabilities will be made on an individual basis,
in consultation with the University’s disability/dyslexia support service, and specialist
support will be provided where needed.
19. Campus(es) where module will be delivered:
Canterbury
3