UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
1.
Title of the module
Language Processing
2.
School which will be responsible for management of the module
3.
Start date of the module
4.
The cohort of students (onwards) to which the module will be applicable 2011/2012
5.
The number of students expected to take the module
6.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
7.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M])
H Level
8.
The number of credits which the module represents 30
SECL
Autumn 2011
40
Note: undergraduate full-time students take modules amounting to 120 credits per year
and postgraduate full-time students take modules amounting to 180 credits per year for a
Masters award
9.
Which term(s) the module is to be taught in (or other teaching pattern) Term 1
10. Prerequisite and co-requisite modules
None
11. The programme(s) of study to which the module contributes
This module will be an option for students on the BA English Language and
Linguistics degree.
12. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
1. Ability to describe and evaluate psycholinguistic concepts (A2)
2. Examine the structure of the lexicon in terms of phonological and
morphological components (A3, A4)
3. Distinguish between comprehension and production in linguistic processing
(A5, A9)
4. Develop practical linguistic research skills by undertaking independent
research experiments and analysing and discussing their findings according to
scientific protocol (C19, C20, C21)
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
5. Communicate the results of study and work accurately, with well structured
and coherent arguments in an effective and fluent manner both in speech and
in writing (D24, D25).
6. Develop their ability to work cooperatively with others, exercising personal
responsibility and sensitivity (D23-D26, D30-32).
The module will activate the following key skills:
7.
Communication: seminars enable students to take part in discussions, making
clear and relevant contributions in a way that suits the situation and listening
and responding
appropriately to others. Reading and responding
to
reading enables students to extract necessary information and to summarise
coherently from the information obtained from different sources. Producing
written work enables students to present clear and relevant information in a
1
UNIVERSITY OF KENT
suitable format, organised coherently (B11, B12, B13, B16, B17,
C22, D24,
D25, D26).
8. IT: using IT skills to present information effectively; developing and
exchanging relevant information through the use of shared access to
documents and web-based learning (D29).
9. Working with others: students will be able to evaluate information obtained
from discussions with others and presentations; take a leading role in group
discussions; respond perceptively to contributions from others (D24, D25,
D26).
14. A synopsis of the curriculum
This course will focus on the structure of lexical items, the way in which these
different lexical items are stored and the nature of the relation between them.
Relevant theoretical work in the fields of psycholinguistics and language
processing is outlined and discussed. And students will evaluate the efficacy of
these theories on the basis of experimental investigations which they themselves
will construct and conduct, for example word association experiments, lexicon
decision tasks and parsing phenomena.
15. Indicative Reading List




Aitchison, J. (2007) Words in the Mind: An Introduction to the Mental Lexicon.
Oxford, Basil Blackwell Ltd.
Field, J, (2005) Language and the mind. London: Routledge
Field, J. (2005) Psycholinguistics: A Resource Book for Students. London:
Routledge
Harley, Trevor A. (2007) (3rd ed.) The Psychology of Language: From Data to
Theory: Psychology Press
16. 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 two sessions, consisting of one lecture and one two
hour-workshop. The lecture will address key psycholinguistic theories and
concepts (learning outcomes 1- 3), while the workshops will provide for practical
investigations of the topics introduced in the lectures (learning outcomes 4-9).
Total number of study hours per week: 300
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
100% coursework:
1) Seminar Participation: 10%
2) Proposal: 10%
3) Presentation of forthcoming experiment: 20%
4) Report: 60%
The proposal and the report will assess students’ knowledge and understanding of the
material as well as their ability to conduct experiments with both construct validity and
2
UNIVERSITY OF KENT
reliability (learning outcomes 1-5). The mark for seminar performance and presentation
will reflect students’ ability to engage clearly and effectively in oral discussion and
argument (learning outcomes 5-9).
18. Implications for learning resources, including staff, library, IT and space
Large seminars with computer facilities and large whiteboards
19. 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.
3