MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
General Linguistics 2: Morphology and Syntax
Module code
LN433
Credit value
20
Level
Level 4 X Level 5
Level 6
Level 7
Mark the box to the right of the Level 0 (for modules at foundation
appropriate level with an ‘X’
level)
Level 8
Entry criteria for registration on this module
Pre-requisites
Specify in terms of module
codes or equivalent
Co-requisite modules
Specify in terms of module
codes or equivalent
None
None
Module delivery
Mode of delivery
Taught
Other
X
Distance
Placement
Pattern of delivery
Weekly
X
Block
Other
Online
When module is delivered
Semester 1
Semester 2
X
Throughout year
Other
Brief description of module This module presents the basic building blocks for developing students’
content and/ or aims
understanding of morphology and syntax. Descriptive analysis in the two
Overview (max 80 words)
branches of linguistics enables students to examine how different natural
languages can be, by illustrating a range of morphological and syntactic
features.
Module team/ author/
Dr Jelena Timotijevic
coordinator(s)
School
Humanities
Site/ campus where
Falmer
delivered
Course(s) for which module is appropriate and status on that course
Course
BA (Hons) English Language and Linguistics
BA (Hons) Linguistics
Status (mandatory/ compulsory/
optional)
Compulsory
Compulsory
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
The aims for this module are set into the context of the QAA
Framework for Higher Education Qualifications and they relate to the
SEEC level descriptors for Level 4 study. The module aims to:
Module descriptor template: updated Aug 2012

Develop students’ understanding of basic morphological and
syntactic concepts
 Introduce basic descriptive and analytical techniques in
morphology and syntax
Prepare students for more focused and in-depth linguistics study at
Level 5
Learning outcomes
In relation to the QAA Framework for Higher Education Qualifications
and the SEEC level descriptors for Level 4 study, by the end of the
module students should be able to:
1. Describe basic morphological processes from a variety of world’s
languages
2. Undertake basic morphological analyses in English and in a variety
of world’s languages
3. Describe the structure of a wide variety of sentential constructions
4. Undertake basic syntactic analyses in English based on the
principles of Generative grammar
Content
Morphology:
Inflectional and derivational morphology
Morphemes and distinctive features
Word formation
The basic techniques of field linguistics
Syntax:
Generative grammar
Phrase structure trees and context-free rule systems
Transformational rules
The basic techniques of field linguistics
Learning support
Books:
Aitchison, J. (1995) Linguistics: An Introduction. London: Hodder &
Stoughton.
Akmajian, A. et al (2001) Linguistics: An Introduction to Language and
Communication. 5th edn. Massachusetts: The MIT Press.
Brown, E. K. and Miller, J. (1992) Syntax: a linguistic introduction to
sentence structure. 2nd edn. London: Hutchinson.
Carstairs-McCarthy, A. (2002) An Introduction to English Morphology.
New York: Croom Helm.
Chomsky, N. (1965) Aspects of the Theory of Syntax. Cambridge:MA.:
The MIT Press.
Coates, R. (1999) Word Structure. London: Routledge.
Crystal, D. (1985) Linguistics. 2nd edn. London: Penguin Books.
Fromkin, V. et al (2003) An Introduction to Language. 7th edn. Boston:
MA.: Thomson Heinle.
Haspelmath, M. (2002) Understanding Morphology. London: Arnold.
Katamba, F. (1993) Morphology. Basingstoke: Palgrave.
Lyons, J. (1977) Chomsky. London: Fontana.
Lyons, J. (1981) Language and Linguistics. Cambridge: Cambridge
Module descriptor template: updated Aug 2012
University Press.
Maher, J. and Groves, J. (1996) Chomsky for Beginners. Cambridge:
Icon Books.
O’Grady, W. et al. (1996) Contemporary Linguistics. London:
Longman.
Palmer, F. R. (1983) Grammar. 2nd edn. London: Penguin Books.
Radford, A. (1981). Transformational Syntax: a students’ guide to
Chomsky’s extended standard theory. Cambridge: Cambridge
University Press.
Tallerman, M. (1998) Understanding Syntax. London: Arnold.
Trask, L. (1995) Language: The Basics. London: Routledge.
Yule, G. (1996) The Study of Language. 2nd edn. Cambridge:
Cambridge University Press.
Teaching and learning activities
Details of teaching and
learning activities
Contact Time: Lectures and workshops
Non-contact Time: Directed reading
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours
Study hours
SCHEDULED
This is an indication of the number of hours students
can expect to spend in scheduled teaching activities
including lectures, seminars, tutorials, project
supervision, demonstrations, practical classes and
workshops, supervised time in workshops/ studios,
fieldwork, external visits, and work-based learning.
40
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided
independent study which includes wider reading/
practice, follow-up work, the completion of assessment
tasks, and revisions.
160
PLACEMENT
The placement is a specific type of learning away from
the University that is not work-based learning or a year
abroad.
TOTAL STUDY HOURS
200
Assessment tasks
Details of assessment for
this module
Assessment will be in the context of the University of Brighton
Assessment Policy and the Faculty Code of Practice in Assessment,
and students will be required to complete the following tasks:
One assignment of approximately 1,500 words, which consists of two
short essay questions and practical exercises and data analysis in
Module descriptor template: updated Aug 2012
morphology and syntax (100%) (LO1, LO2, LO3, LO4).
The task will be marked on a percentage basis.
General criteria for assessment are framed by the SEEC descriptors for
Level 4. Against specific criteria, credit will be awarded for:
1. Successful description and understanding of morphological
and syntactic concepts
2. Successful analysis of morphological and syntactic data
3. Demonstrating ability to isolate morphemes and describe and
discuss problems associated with morphological structure in
world’s languages
4. Demonstrating ability to describe the syntactic structure of
sentences with specific application of tree diagrams
All learning outcomes must be achieved in order to pass the module at
the threshold level.
Types of assessment task1
Indicative list of summative assessment tasks which lead to the award of credit or
which are required for progression.
WRITTEN
Written exam
COURSEWORK
Written assignment/ essay, report, dissertation,
portfolio, project output, set exercise
PRACTICAL
Oral assessment and presentation, practical skills
assessment, set exercise
% weighting
(or indicate if
component is
pass/fail)
100%
EXAMINATION INFORMATION
Area examination board
English language and Linguistics
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name
Position and institution
Date appointed
Date tenure
ends
Professor Maggie Tallerman
Professor of Linguistics,
Newcastle University
September 2011
August 2015
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
Module descriptor template: updated Aug 2012
QUALITY ASSURANCE
Date of first approval
Only complete where this is
not the first version
September 2006
Date of last revision
Only complete where this is
not the first version
September 2006
Date of approval for this
version
April 2009
Version number
2
Modules replaced
Specify codes of modules for
which this is a replacement
n/a
Available as free-standing module?
Module descriptor template: updated Aug 2012
Yes
X
No