UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
…………… A. Stähler, 23 SEP 2014…………….(date)
MODULE SPECIFICATION
1.
Title of the module:
LL512 – Language Processing
2.
School which will be responsible for management of the module:
SECL (ELL)
3.
Start date of the module:
Autumn 2011 – revised for Sept 2014
4.
The number of students expected to take the module:
40
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal:
None
6.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]):
H Level
7.
The number of credits and ECTS value which the module represents
30 (15 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:
This module will be an option for students on the BA English Language and Linguistics
degree.
11. The intended subject specific learning outcomes
By the end of the module, students will be able to:
11.1 Demonstrate critical knowledge and undertstanding of key psycholinguistic
concepts
11.2 Show systematic understanding of the structure of the lexicon in terms of
phonological and morphological components
11.3 An ability to distinguish rigorously between comprehension and production in
linguistic processing
11.4 Show evidence of having further developed and consolidated practical linguistic
research skills by undertaking independent research experiments and
analysing and discussing their findings according to scientific protocol
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UNIVERSITY OF KENT
12. The intended generic learning outcomes
By the end of the module, students will be able to:
12.1 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
12.2 Develop their ability to work cooperatively with others, exercising personal
responsibility and sensitivity
12.3 Apply the advanced methods of psycholinguistic analysis learned from the
module in other relevant contexts
13. 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.
14. 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
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 two sessions, consisting of one lecture and one two hourworkshop. The lecture will address key psycholinguistic theories and concepts (learning
outcomes 11.1- 3), while the workshops will provide for practical investigations of the
topics introduced in the lectures (learning outcomes 11.4 and 12.1-3).
Total number of study hours per week: 300
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
100% coursework:
1)
2) Proposal (800 words): 20%
3) Presentation of forthcoming experiment: 20%
4) Report (2500words): 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
reliability (learning outcomes 11.1-4 and 12.1 & 12.3). the presentation will reflect
students’ ability to engage clearly and effectively in oral discussion and argument
(learning outcomes 12.1-3).
17. Implications for learning resources, including staff, library, IT and space
Large seminars with computer facilities and large whiteboards
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
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UNIVERSITY OF KENT
University’s disability/dyslexia support service, and specialist support will be
provided where needed.
19. Campus(es) where module will be delivered:
Canterbury
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