TRINITY COLLEGE DUBLIN
School of Linguistic, Speech and
Communication Sciences
2010–11
Course handbook
for
Visiting and Exchange Students
Courses in Linguistics, Applied Linguistics, and Speech
Science available to visiting and exchange students
This handbook is also available electronically from the CLCS website:
http://www.tcd.ie/slscs/clcs/visiting.php
A note on this handbook
This handbook lists and describes the CLCS courses that may be
taken by visiting and exchange students. Please retain it for future
reference.
The information provided in this handbook is accurate at the time of
preparation. Any necessary revisions are notified to students via email or by notices on the notice board outside the CLCS office (Arts
Building, Room 4091). Please note that in the event of any conflict or
inconsistency between the general regulations published in the
Calendar of the University of Dublin and the information contained in
the course handbook, the provisions contained in the Calendar will
prevail.
Introduction
The courses that may be taken by visiting and exchange students fall
into three categories:
(i) two courses specially designed for visiting and exchange
students (The Applied Linguistics of English Language
Teaching I and The Applied Linguistics of English Language
Teaching II);
(ii) courses that form part of the B.A. Moderatorship in Computer
Science, Linguistics and a Language;
(iii) courses that form part of the M.Phil. programmes in
Linguistics, Applied Linguistics, Speech and Language
Processing, and English Language Teaching.
CLCS’s co-ordinator for visiting and exchange students is Christer
Gobl (Arts Building, Room 4038, cegobl@tcd.ie). At the beginning of
the academic year, in Freshers’ Week, he arranges to see all visiting
and exchange students who wish to take CLCS courses (see notice
on notice board outside Room 4091 in the Arts Building). Visiting and
exchange students who arrive in Dublin at some other time in the
academic year should make their own arrangements to see Dr. Gobl
as soon as possible after their arrival.
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Admission to CLCS courses depends on the availability of places and
in some instances on the applicant’s academic background. Note also
that some of the M.Phil. courses listed may not be available if they are
undersubscribed.
Courses are taught for one term, two hours per week. Timetables are
displayed on the notice board outside Room 4091.
All courses are assessed by exercises and/or term essays only.
Visiting and exchange students to CLCS do not sit examinations. The
grades awarded for exercises/term essays are automatically
communicated to the student’s home university via the TCD
International Office.
List of courses
Michaelmas Term
LI 1006 (5 ECTS) The Applied Linguistics of English Language
Teaching I
LI 233A (5 ECTS) Language Learning
LI 237A (5 ECTS) Aspects of Written Language
LI 7856 (10 ECTS) Describing Grammar
LI 7861 (10 ECTS) Language Variation and Change
LI 7864 (10 ECTS) Corpus Linguistics
LI 7865 (10 ECTS) History and Globalization of English
LI 7866 (10 ECTS) Bilingualism and the Maintenance of Irish
LI 7872 (10 ECTS) Formal Foundations of Linguistic Theories
LI 7874 (10 ECTS) Speech Production, Hearing and Perception
LI 7878 (10 ECTS) Describing English Grammar
Hilary Term
LI 1007 (5 ECTS) The Applied Linguistics of English Language
Teaching II
LI 231A (5 ECTS) Aspects of Vocabulary
LI 234A (5 ECTS) Sociolinguistics
LI 7808 (10 ECTS) Lexicology
LI 7857 (10 ECTS) Language Acquisition
LI 7860 (10 ECTS) Technology, Language and Communication
LI 7862 (10 ECTS) Linguistic Pragmatics
LI 7869 (10 ECTS) Describing Meaning
LI 7870 (10 ECTS) Advanced Syntactic Theory
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LI 7873 (10 ECTS) Computational Theories of Grammar and
Meaning
LI 7876 (10 ECTS) The English Sound System
LI 7877 (10 ECTS) The Pedagogical Grammar of English
Michaelmas Term
(i) Special course for visiting and exchange students
LI1006 (5 ECTS) The Applied Linguistics of English Language
Teaching I (Stergiani Kostopoulou) is concerned with communicative
approaches to language learning and teaching; English for Specific
Purposes; theory and practice of learner needs analysis; different
types of language teaching syllabuses; syllabus design; theoretical
underpinnings of learner-centredness and learner autonomy; the use
of the Common European Framework of Reference for Languages
and the European Language Portfolio in foreign language pedagogy.
(ii) B.A. courses
LI233A (5 ECTS) Language Learning (David Singleton) presents
research findings relative to various aspects of language learning and
examines their practical implications. Although account is taken of first
language acquisition, the main focus is on second language
acquisition.
Textbook:
Littlewood, W., 1998: Foreign and Second Language Learning:
Language Acquisition Research and its Implications for the
Classroom. Cambridge: Cambridge University Press.
LI237A (5 ECTS) Aspects of Written Language (Breffni O’Rourke)
is concerned with the study of written texts as communicative acts. It
begins with an exploration of the criteria by which we may determine
the cohesion and coherence of a text, and goes on to consider some
of the central psychological and psycholinguistic issues in the
comprehension and production of written texts. Finally, the
development of written language and its relation to thought, society
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and culture are considered. There is no textbook: instead, students
will be recommended selected readings for the different topics
covered.
(iii) M.Phil. courses
LI 7856 (10 ECTS) Describing Grammar (Brian Nolan)
Aims
The course’s main aims are (i) to introduce students to the ideas and
principles of generative grammar; (ii) to familiarize students with one
important current theoretical framework – Lexical Functional
Grammar; (iii) to give students experience of the practical description
of the grammatical structures of languages; and (iv), to familiarize
students with the tasks of formulating and evaluating syntactic
argumentation.
Working methods
The topics of the course are introduced in lectures and explored and
developed in workshops and seminars. Exercises and discussion will
focus on a range of languages in addition to English.
Syllabus
The course topics include the basic features of sentence structure:
syntactic categories, constituency, dependency, agreement, the
subordination and co-ordination of sentences. The course also covers
relationships within sentences (word order, grammatical relations and
case systems) and valency processes (for example, passives,
causatives and applicatives). A major theme is the relationships
between syntactic and lexical rules. The course includes exercises in
the syntactic description of English and other languages.
Learning outcomes
On successful completion of the module, students should be able to:
 Demonstrate a knowledge of the basic theoretical framework of
generative grammar (L1, L2, L4)
 Apply the tools of Lexical Functional Grammar to the description of
simple sentences in English and one or more other languages (L1,
L2, L4)
 Explain how competing syntactic analyses may be evaluated (L1,
L2, L3, L4, L5)
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 Analyse how syntactic rules and processes interface with other
levels of linguistic knowledge, in particular with the semantics of
verbal argument structure. (L1, L2, L3)
Assessment
Students write an assignment of 3-4,000 words developing themes
introduced in the course and applying them to the syntactic description
of one or more languages.
Suggested reading
Kroeger, P. R., 2004: Analyzing Syntax: a Lexical-Functional
Approach. Cambridge: Cambridge University Press. (textbook)
Payne, Thomas E. 2006: Exploring Language Structure: A Student's
Guide. Cambridge: Cambridge University Press (textbook)
Tallerman, Maggie. 2005. Understanding Syntax. Second edition.
London: Hodder Arnold
Van Valin Jr., R. D., 2001: Introduction to Syntax. Cambridge:
Cambridge University Press.
Van Valin Jr., R. D, 2005: Exploring the Syntax-Semantics Interface.
Cambridge: Cambridge University Press
LI 7861 (10 ECTS) Language Variation and Change
(Jeffrey Kallen)
Aims
This module has three main aims: (i) to examine the principles of
language change, including both internally- and externally-motivated
change, (ii) to understand language change in relation to linguistic
variation, and (iii) to explore the insights arising from different methods
in studying language variation. Assignments encourage students to
gain first-hand experience in the observation of language variation.
Syllabus
Specific themes addressed in the module include:
 Linguistic structure and language variation
 Dialectology: models of language change and variation
 Real- and apparent-time indications of change
 Speaker variables: age, gender, social class, ethnicity
 Social networks and communities of practice
 Standardization as a social process
 Dialect convergence and divergence
 Language contact and language change
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Learning outcomes
On successful completion of the module, students should be able to:
 Understand the relationships between linguistic theory and
language variation
 Identify socially-significant variables within languages and to
examine these in the light of hypotheses on historical change
 Critically discuss language standardization as a social process
 Critically discuss processes of language contact, creolisation,
diffusion, and death
Assignment
Students write an assignment of 3,000 to 4,000 words that presents
and analyses a problem in (a) internal and external factors in historical
change, (b) conflicts between standard and 'non-standard' realizations
of a sociolinguistic variable, or (c) the outcome of dialect or language
contact in a particular setting. Direct observation will be encouraged
for any of these essay topics.
Suggested readings
Chambers, J. K. and Peter Trudgill. 1998. Dialectology. 2nd ed.
Cambridge: Cambridge University Press.
Chambers, J. K. et al. (eds.). 2002. The Handbook of Language
Variation and Change. Oxford: Blackwell.
Labov, William. 1972. Sociolinguistic Patterns. Philadelphia: University
of Pennsylvania Press.
Milroy, Lesley and Matthew Gordon. 2003. Sociolinguistics: Method
and Interpretation. Oxford: Blackwell.
LI 7864 (10 ECTS) Corpus Linguistics (Elaine Uí Dhonnchadha)
Aims
Corpus Linguistics is a methodology which touches on all aspects
linguistics, both theoretical and applied. A corpus consists of a large
body of language samples which is held electronically in text, audio
or video form. Corpora can be used to provide evidence for linguistic
research (in syntax, morphology, stylistics, pragmatics etc.), they can
be used to generate authentic language teaching materials and
language testing materials, and they are widely used in the generation
and testing of natural language processing tools.
This course will introduce students to the principles of corpus design
and annotation. Students will gain experience of using a variety of
existing corpora as well as having the opportunity to create and
automatically annotate their own corpus.
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Syllabus
The module will cover:
 corpus design, and collection and preparation of corpus materials
 various levels of linguistic annotation, e.g. part-of-speech, phrase
structure, phonetic, prosodic, gesture, etc.
 manual and automatic methods of annotation, and the evaluation of
annotations
 practical work on various corpora using various corpus query tools
Learning outcomes
On successful completion of the module, students should be able to:
 Identify the benefits and limitations of using corpora in various
linguistic domains.
 Use various types of corpora and corpus query tools
 Analyse requirements in order to formulate a corpus creation plan
 Examine the current annotation standards and tools and
select/develop appropriate standards and annotation tools for a
particular annotation task.
Assessment
Assessment for this module will consist of a written assignment
(amounting to approximately 3-4,000 words) which elaborates on a
specific aspect of the course or on an aspect of corpus linguistics
which is of particular interest to the student
Suggested readings
Abeillé, A., 2003. Treebanks: Building and Using Parsed Corpora.
Dordrecht, Boston, London: Kluwer Academic Publishers
Biber, Douglas, Susan Conrad, and Randi Reppen. 1998. Corpus
Linguistics: Investigating Language Structure and Use. Cambridge:
Cambridge University Press.
Kennedy, G. 1998. An Introduction to Corpus Linguistics. Harlow:
Addison Wesley Longman.
Meyer, Charles F. 2002. English Corpus Linguistics. Cambridge:
Cambridge University Press.
McEnery, T. & A. Wilson. 1996, 2001. Corpus Linguistics. Edinburgh:
Edinburgh University Press.
McEnery, T. Xiao & Tono. 2006. Corpus-based Language Studies.
Edinburgh: Routledge.
Renouf, A. & A. Kehoe. 2006. The Changing Face of Corpus
Linguistics. Amsterdam: Rodopi.
Sinclair, John M. 2004. Trust the Text: Language, Corpus and
Discourse. London: Routledge.
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http://www.corpus-linguistics.de/
http://www.ahds.ac.uk/creating/guides/linguistic-corpora/index.htm
LI 7865 (10 ECTS) History and Globalization of English
(Jeffrey Kallen)
Aims
This module has four principal aims: (i) to give an overview of the
linguistic history of English, covering the major developments in
syntax, phonology, the lexicon, and aspects of the writing system, (ii)
to show the relationship between variation within English and the
historical development of the language, (iii) to survey the spread of
English as a world language, and (iv) to examine world Englishes
within the context of social, historical, and linguistic theory.
Throughout the course, students are encouraged to provide relevant
examples of variation in English from their experience of English as a
world language.
Syllabus
Specific themes addressed in the module include:
 The ancestries of English from early times to the present
 Periods of English: what are 'Old', 'Middle', and 'Modern' English?
 Development and variation in English phonology and spelling
 The lexicon, word-formation, and lexical expansion in English
 The development of English morphology and syntax
 Regional variation in English dialects
 Is there – or was there ever – a Standard English?
 The spread of English: Scotland and Ireland
 The growth of national Englishes: social and linguistic aspects
 English and other languages: outcomes of language contact
 Beyond colonization: English as a global language
Learning outcomes
On successful completion of the module, students should be able to:
 Outline major stages in the history of the English language
 Compare and contrast varieties of English as a world language
 Analyse models for the diffusion of English in the context of
globalization
 Develop an appreciation of variation – whether at 'standard' level or
at the level of dialect, vernacular, or creole – within the English
language as a whole
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 Apply a critical perspective on the use of English as a mother
tongue, language for special purposes, official language, lingua
franca, or other code of communication
Assessment
Students write an assignment of 3,000 to 4,000 words that presents
and analyses a problem in (a) the historical development of English,
(b) the role of contact between English and other languages, or (c) the
social and political status of English in a newly-independent nation
state.
Suggested readings
Brinton, Laurel J. and Leslie K. Arnovick. 2006. The English
Language: A Linguistic History. Oxford: Oxford University Press.
Crystal, David. 2003. The Cambridge Encyclopedia of the English
Language. 2nd ed. Cambridge: Cambridge University Press.
Hogg, Richard M. (general ed.) 1992-2001. The Cambridge History of
the English Language. 6 vols. Cambridge: Cambridge University
Press.
Kachru, Braj B., Yamuna Kachru, and Cecil L. Nelson (eds.). 2006.
The Handbook of World Englishes. Oxford: Wiley-Blackwell.
McArthur, Tom. 2003. Oxford Guide to World English. Oxford: Oxford
University Press.
Mugglestone, Lynda. 2006. The Oxford History of English. Oxford:
Oxford University Press.
Schneider, Edgar W. et al. (eds.). 2004. A Handbook of Varieties of
English. 3 vols. Berlin: Mouton de Gruyter.
Wells, John. 1982. Accents of English. 3 vols. Cambridge: Cambridge
University Press.
LI 7866 (10 ECTS) Bilingualism and the Maintenance of Irish
(John Harris)
Aims
This module has four aims: (1) to introduce key concepts and theories
in bilingualism and to relate them specifically to Irish-English
bilingualism, (2) to examine bilingualism and language maintenance in
Ireland in historical and comparative context, (3) to critically evaluate
successes and failures in national efforts to revitalise Irish, and (4) to
assess the contribution of the education system to the
intergenerational transmission of the language. The course is intended
as an introduction to psycholinguistic and sociolinguistic research for
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students who are considering research either on bilingualism or on the
Irish language.
Working methods
The topics are presented in lectures and explored in class
discussions. Each student also presents a brief paper to the class on
an aspect of bilingualism, on a particular bilingual situation or on a
language planning/maintenance issue with which he or she is familiar.
Syllabus
Specific themes addressed in the module include:
 General issues and concepts in individual and societal bilingualism
 Early bilingual acquisition; bilingualism and thought
 Minority and endangered languages, language loss and language
attrition
 The nature and extent of Irish/English bilingualism
 Number of speakers; ability in and use of Irish
 National efforts to revitalise Irish since the foundation of the state;
levels of support for various measures
 Successes and failures in learning Irish at primary level; Long-term
trends in attainment
 Classroom learning of Irish; attitudes of teachers, children and
parents
 Irish and English in Gaeltacht areas and in Northern Ireland
 Bilingual education and immersion
 Evaluating bilingual programmes
Learning outcomes
On successful completion of the module, students should be able to:
 Analyse general issues and concepts in research on individual and
societal bilingualism AL2, ELT3, ELT4, L3, SLP3, SLP4.
 Assess research on early bilingual acquisition of language and on
bilingualism and thought AL2, ELT3, ELT4, L3, SLP3, SLP4.
 Critically analyse the factors affecting minority and endangered
languages, and the circumstances in which language loss and
language attrition are likely to occur AL3, ELT3, ELT4.
 Describe and assess the nature and extent of Irish/English
bilingualism AL2, AL3, AL4.
 Examine the history of the Irish language and assess efforts to
revitalise it AL3, AL4.
 Appraise the current position of Irish in comparative minoritylanguage context and evaluate the potential of language planning
and maintenance initiatives AL3, AL4, ELT4, L3.
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 Assess the role of the education system in ensuring
intergenerational transmission of the Irish language. AL3, AL4,
ELT5, L3.
 Evaluate theory and research in psycholinguistics, sociolinguistics
and education that are relevant to bilingualism and the promotion of
Irish. AL2, AL3, AL4, ELT5, L3, SLP3, SLP4.
Assessment
Students write an assignment of 3-4,000 words that addresses one of
the topics discussed during the module or that arises in one of the
recommended readings.
Suggested readings
Baker, C. 2006. Foundations of Bilingual Education and Bilingualism.
(Third Edition). Clevedon: Multilingual Matters.
Bhatia, T. & W. C. Ritchie (eds.). 2004. The Handbook of Bilingualism.
Oxford: Blackwell.
Cenoz, J. & F. Genesee. 2001. Trends in Bilingual Acquisition.
Amsterdam: John Benjamins.
Fishman, J. A. (Ed.) 2001. Can Threatened Languages be Saved?
Clevedon: Multilingual Matters.
Harris, J. (Ed.) 2007. Special Issue: Bilingual education and
bilingualism in Ireland North and South. International Journal of
Bilingual Education and Bilingualism, 10(4).
Harris, J., Forde, P., Archer, P., Nic Fhearaile, S. & O Gorman, M.
2006. Irish in primary school: Long term national trends in
achievement in Irish. Dublin: Department of Education and
Science.
McCardle, P. & Hoff, E. (Eds.) 2006. Childhood bilingualism: Research
on infancy through school age. Clevedon: Multilingual
Matters.Ó Riagáin, P. 1997. Language Policy and Social
Reproduction: Ireland 1893-1993. Oxford: Oxford University Press.
LI 7872 (10 ECTS) Formal Foundations of Linguistic Theories
(Carl Vogel)
Aims
The course is designed to establish competence in foundational
mathematical concepts used in contemporary cognitive science and
computationally-oriented approaches to linguistic theory. Basic
concepts of discrete mathematics are reviewed with attention to their
relevance in linguistics: sets, operators, relations, trees, logic, formal
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language theory. Emphasis is placed on finite recursive specification
of infinite formal languages as an idealization of grammar specification
for natural languages (each of which is thought to be infinite but
managed by finite brains). Natural languages are modelled as
uninterpreted sets of grammatical sentences whose internal structural
complexity has implications related to constraints on human syntactic
processing. Human languages are also modelled via their translation
into logical languages supplied with deductive mechanisms supplying
representational and denotational semantic analysis. Logical
languages within a range of expressivity classes are considered in
terms of their syntax, semantics, and inference mechanisms as
simulations of human recognition, interpretation, and reasoning with
natural language expressions. Thus, the aims of the course are to (i)
establish competence with the core concepts and analytical tools, (ii)
develop awareness of the range of applicability of the tools and
concepts within linguistic theory and cognitive science, (iii) foster
confident and fluent use of formal methods in analysing human
language and reasoning..
Working methods
The course is divided into 2/3 lecture and 1/3 hands-on practice with
the formal tools. Self-access practice with the tools is essential. An
automated theorem prover is introduced to facilitate specification of
formal theories of natural language syntax and semantics within one
of the logical languages addressed in the lectures in order to use the
theorem prover to test the consequences of theories of language on
natural language inputs. Thought-problems designed to test
understanding of key concepts will be offered at the end of each
session.
Syllabus
 Sets, characteristic functions, operators, relations
 Languages as sets of sentences
 Propositional logic: syntax, semantics & valid inference
 Deductive inference and human reasoning
 Predicate logic: syntax, semantics & valid inference
 First order logic (FOL): syntax & semantics & valid inference
 Translating natural language utterances into FOL
 Axiomatizing theories in Prolog (Horn Logic).
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Learning outcomes
On successful completion of the module students should be able to:
 Define the basic constructs in discrete mathematics: sets (finite,
infinite and impossible), algebraic operations on sets (intersection,
union, complement, difference), characteristic functions, relations
(e.g. reflexivity, transitivity, symmetry), partial orders, total orders,
equivalence classes; properties of trees; propositional logic,
predicate logic, first order logic, Horn logic (syntax, semantics, limits
and valid inference in each case).
 Demonstrate the relevance to syntax of human languages in
idealizing natural languages as infinite sets of grammatical
sentences;
 Demonstrate the relevance to syntax of human languages in
providing finite recursive definitions for infinite logical languages;
 Demonstrate the relevance to semantics of human languages in
providing a compositional denotational semantics (with a syntaxsemantics interface) to infinite logical languages;
 Explain how natural language semantics may be represented
indirectly using formal logical languages and their model-theoretic
semantics;
 Specify clear theories of grammar as axioms in a deductive
framework capable of testing theoretical predictions;
 Transfer abstract competence to practical
Assessment
Students complete a take-home assignment with a mixture of
problems intended to elicit demonstration of mastery of core concepts
and ability to reason with those concepts in representing relevant
phenomena.
Recommended readings
Course handouts and sources in their bibliographies.
Partee, B. A. ter Meulen and R. Wall. 1993. Mathematical Methods in
Linguistics. Dordrecht: Kluwer Academic Press.
LI 7874 (10 ECTS) Speech Production, Hearing and Perception
(Christer Gobl, Ailbhe Ní Chasaide)
Aims
This course aims to provide (i) an understanding of the whole process
of speech communication, encompassing the speaker and the listener
and (ii) an understanding of some of the major models of production,
perception and hearing, and (iii) practical, hands-on, experience in
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conducting production and perception experiments. Central to the
course is an understanding of the acoustic theory of speech
production, and of the acoustic characteristics of speech sounds.
Speech materials are analysed to illustrate the acoustic properties of
speech, provide insight into to the underlying mechanisms of speech
production, while also providing a basis for speech perception
experimentation. The processes of hearing are dealt with along with
the auditory transforms of the acoustic signal. Students are introduced
to speech synthesis, and through synthesis based experimentation to
the methods that may be used to explore the perceptual correlates of
speech sounds.
Syllabus
Specific themes addressed within the module include:
 Acoustic theory of speech production
 Resonance
 Hearing and the auditory system
 Synthesis and its applications in speech perception
 Perception of stops: locus theory
 Categorical perception
 Analysis and synthesis of the voice source
 Perception of voice quality
Learning outcomes
On successful completion of this module, students should be able to:
 Explain the process of speech communication
 Describe the acoustic theory of speech production and have
knowledge of the acoustic properties of speech sounds
 Assess some of the competing theories concerning the perception
of speech
 Conduct speech production or perception experiments
 Interpret, present and write up experimental data
Assessment
The assessment is based on the conducting and writing up of
experimental work on a key topic of the course, equivalent to 3-4,000
words.
Suggested readings
Hayward, K., 2000: Experimental Phonetics. Longman.
Borden, G.J., Harris, K.S., & Raphael, L.J., 2003: Speech science
primer: Physiology, acoustics, and perception of speech. 4th ed.
Lippincott Williams & Wilkins.
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Johnson, K., 2003. Acoustic and Auditory Phonetics. Oxford:
Blackwell.
Kent, R & Read, C., 2002: The Acoustic Analysis of Speech. 2nd ed.
Singular Publishing Group.
Moore, B. C. J., 2005: An Introduction to the Psychology of Hearing.
5th ed. New York: Academic Press.
LI 7878 (10 ECTS) Describing English Grammar (Jeffrey Kallen)
Aims
This module has three principal aims: (i) to examine the major
syntactic and morphological features of English, using insights from
more general linguistic theory, (ii) to understand the principles that
account for grammatical variation across the different national
varieties, styles, and registers that characterize English, and (iii) to
develop a critical perspective on the role of standardization in English
grammar. Students are encouraged to make use of data from their
own experience as teachers or learners of English.
Syllabus
Specific themes addressed in the module include:
 Grammar: description and prescription
 Words: characteristics and classification
 Clauses: simple, embedded, finite and non-finite
 Tense, voice, and aspect
 Adjectives, adverbs, adverbials: pre- and post-modification
 Stylistics: variation as a function of text type and register
 Discourse markers in speech and writing
 Variation and standardization in world and national Englishes
 Insights from English-language corpora
Learning outcomes
On successful completion of this module, students should be able to:
 Analyse the syntax of English sentences using insights from
linguistic theory
 Compare and contrast major grammatical variations in English as a
world language
 Assess the role of register and text type in conditioning grammatical
choices
 Evaluate critically the position of grammatical standardization in
English
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 Be familiar with the use of electronic corpora in studying English
grammar
 Evaluate the relationships between grammar in learner English and
available English-language models
Assessment
Students write an assignment of 3,000 to 4,000 words that presents
and analyses a problem in (a) register variation in English, (b) the
effects of language contact in national varieties of English, or (c)
variability of form and function across different varieties of English.
Suggested readings
Biber, Douglas et al. 1999. Longman Grammar of Spoken and Written
English. London: Longman.
Carter, Ronald and Michael McCarthy. 2006. Cambridge Grammar of
English. Cambridge: Cambridge University Press.
Kortmann, Bernd et al. (eds.). 2004. A Handbook of Varieties of
English. Vol. 2: Morphology and Syntax. Berlin: Mouton de Gruyter.
Thomas, Linda. 1993. Beginning Syntax. Oxford: Blackwell.
Hilary Term
(i) Special course for visiting and exchange students
LI1007 (5 ECTS) The Applied Linguistics of English Language
Teaching II (Stergiani Kostopoulou) explores the following topics:
evaluation and development of pedagogical materials for particular
learner groups; the use of authentic texts; approaches to learning /
teaching grammar; applications of media technologies to language
education; Corpus Linguistics and English language teaching; models
of language tests; issues in test administration and scoring; designing
language tests; the social dimension of language testing.
(ii) B.A. courses
LI231A (5 ECTS) Aspects of Vocabulary (David Singleton)
introduces students to a number of different perspectives on the word
as a linguistic unit and to a number of the areas in which the study of
vocabulary has practical applications.
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Textbook:
Singleton, D., 2000: Language and the Lexicon: an Introduction.
London: Arnold.
LI234A (5 ECTS) Sociolinguistics (Jeffrey Kallen) is an introduction
to the study of language in relation to society. Topics include: dialects,
registers, standard languages, variation and social class, bilingualism,
language planning, and language and sex.
Textbook:
Holmes, J., 2001: An Introduction to Sociolinguistics, second edition.
London: Longman.
(iii) M.Phil. courses
LI 7808 (10 ECTS) Lexicology (David Singleton)
Aims
The general aim of this module is to introduce students to the lexical
dimension of language in the broadest possible sense. Its leitmotiv will
be a claim that the lexicon and lexical issues are implicated in every
aspect of language and every domain of language study. It will
accordingly explore a wide variety of dimensions of the linguistic
system and a wide range of linguistic phenomena from a lexical
perspective.
Working methods
The topics of the module will be presented in lecture form and will be
further explored in group discussion. Students will be pointed towards
readings dealing with aspects of material covered in class and will be
encouraged to link such material to their own experience as language
users.
Syllabus
Specific themes addressed in the module will include:
 The word concept and the domain of the lexicon
 Lexis and syntax
 Lexis and morphology
 Lexical partnerships,
 Lexis and meaning
 Lexis and phonology
 Lexis and orthography
 Lexis and language variation
18




Lexis and language change
Lexical acquisition and processing
Lexicography
Teaching vocabulary
Learning outcomes
On successful completion of this module, students should be able to:
 Define the domain of the lexicon taking account of its full range of
attributes (AL1, AL2; ELT1, ELT2)
 Demonstrate the interaction between the lexicon and other core
areas of language (AL1, AL2, AL3; ELT1, ELT2, ELT4)
 Engage in informed debate about the lexical dimensions of major
issues surrounding language variation, language change and
language acquisition and processing (AL3; ELT4)
 Relate lexicology to lexicography and language teaching (AL4;
ELT3, ELT5)
 Approach with confidence the practicalities of researching the
lexicon (AL5, AL6; ELT6, ELT7)
Assessment
Students will write an assignment of 3-4,000 words on one of the
syllabus themes.
Suggested reading
Carter, Ronald. 1998. Vocabulary: Applied Linguistic Perspectives.
2nd ed. London: Routledge.
Jackson, Howard and Etienne Ze Amvela. 2007. Words, Meaning and
Vocabulary: An Introduction to Modern English Lexicology. 2nd ed.
London: Continuum.
Lardiere, Donna. 2006. Words and their parts. In Ralph W. Fasold and
Jeff Connor-Linton (eds.), An Introduction to Language and
Linguistics, pp. 55-96. Cambridge: Cambridge University Press.
Portner, Paul 2006. Meaning. In Ralph W. Fasold and Jeff ConnorLinton (eds.), An Introduction to Language and Linguistics, pp. 138168. Cambridge: Cambridge University Press.
Schmitt, Norbert and Michael McCarthy (eds.). 1997. Vocabulary:
Description, Acquisition and Pedagogy. Cambridge: Cambridge
University Press.
Singleton, David. 2000: Language and the Lexicon: An Introduction.
London: Edward Arnold.
19
LI 7857 (10 ECTS) Language Acquisition (David Singleton)
Aims
The general aim of this module is to introduce students to the known
facts, the principal theoretical issues and the current areas of debate
relative to language acquisition. The module will include within its
purview child language development involving a single language, the
acquisition in childhood of two or more languages, and the learning of
additional languages later in life. As well as examining the above
acquisitional phenomena themselves, the module will outline the
research methodologies deployed in their investigation.
Working methods
The topics of the module will be presented in lecture form and will be
further explored in group discussion. Students will be pointed towards
readings dealing with aspects of material covered in class and will be
encouraged to link such material to their own experience as language
learners and teachers.
Syllabus
Specific themes addressed in the module will include:
 The major milestones of child language development
 Conceptual and lexical development
 Behaviourist and Nativist perspectives
 Constructionist and Interactionist perspectives
 Input modification and its effects
 The Critical Period Hypothesis
 Bi-/multilinguality
 Cross-linguistic and developmental aspects of multiple language
learning
Learning outcomes
On successful completion of this module, students should be able to:
 AL1, AL2: Discuss language acquisition on the basis of the agreed
central facts of monolingual child language development,
simultaneous bi-/multilingual acquisition and additional language
learning.
 AL3, AL5, AL6: Engage in informed debate about the controversial
questions associated with the above and of a range of theoretical
perspectives attempting to address such question.
 AL5, AL6 Provide evidence of a critical awareness of the range of
research methodologies used by language acquisition researchers.
20
Assessment
Students will write an assignment of 3-4,000 words on one of the
syllabus themes.
Suggested readings
Baker, Colin. 2006. Foundations of Bilingual Education and
Bilingualism. 4th ed. Clevedon: Multilingual Matters Ltd.
Clark, Eve V. 2003. First Language Acquisition. Cambridge:
Cambridge University Press.
Cook, Vivian. (ed.) 2002. Portraits of the L2 User. Clevedon:
Multilingual Matters.
Cook, Vivian and Mark Newson. 1996. Chomsky’s Universal
Grammar. 2nd ed. Oxford: Blackwell.
Larsen-Freeman, Diane and Michael H. Long. 1992. An Introduction to
Second Language Acquisition Research. London: Longman.
Ringbom, Håkan. 2007. Cross-linguistic Similarity in Foreign
Language Learning. Clevedon: Multilingual Matters.
Singleton, David. 1999. Exploring the Second Language Mental
Lexicon. Cambridge: Cambridge University Press.
Singleton, David and Lisa Ryan. 2004. Language Acquisition: the Age
Factor. 2nd ed. Clevedon: Multilingual Matters.
LI 7860 (10 ECTS) Technology, Language and Communication
(Breffni O’Rourke)
Aims
Participants in this module will explore how language and
communication are mediated by various technologies, including that of
writing. Students will be encouraged to reflect on the relationship
between language, communication and technologies on one hand and
individual language processing, interactional processes, and the
nature of discourse on the other. Lectures, readings and discussions
will range over historical, socio-cultural and individual-cognitive levels
of analysis as appropriate. Through student presentations, there will
be opportunities for individual students to focus on what these issues
imply for the enterprise of language learning and language teaching.
Working methods
The module will be taught through a combination of lectures,
workshop activities based on sample authentic texts, and student-led
discussion.
Syllabus
Specific themes addressed in the module include:
21
 The historical development of writing; the properties of writing
systems
 The effects of literacy on our perception of language
 The historical and cultural significance of the printing press
 Audio and video technologies
 Computer-mediated communication
 Mobile-phone text messaging
Learning outcomes
On successful completion of this module, students should be able to:
 Explain the key steps in the historical emergence of writing
 Explain, with examples, how each of the major writing systems
represents language structure
 Discuss the social, cognitive and linguistic significance of writing
itself and of the printing press
 Explain the linguistic differences between spoken and written
language
 Discuss the nature of written language as used in several
communication technologies
 Analyse the linguistic and discourse structure of linguistic interaction
in a number of different communication technologies
Assessment
Students write an assignment of 3-4,000 words exploring one or more
aspects of language and communication as mediated by technologies.
Suggested readings
Coulmas, F. 1989. The Writing Systems of the World. Oxford:
Blackwell.
Crystal, D. 2001. Language and the Internet. Cambridge: Cambridge
University Press.
Eisenstein, E. L. 2005. The Printing Revolution in Early Modern
Europe. Second edition. Cambridge: Cambridge University Press.
Hutchby, I. 2001. Conversation and Technology: From the Telephone
to the Internet. Cambridge: Polity.
Olson, D. R. 1994. The World on Paper: The Conceptual and
Cognitive Implications of Reading and Writing. Cambridge:
Cambridge University Press.
Rogers, H. (2005). Writing systems: A linguistic approach. London:
Blackwell.
Sproat, R., 2010. Language, Technology, and Society. Oxford: Oxford
University Press.
22
LI 7862 (10 ECTS) Linguistic Pragmatics (John Saeed)
Aims
The course’s main aims are (i) to introduce students to inferential
theories of pragmatics; (ii) to familiarize students with Relevance
Theory in particular; and (iii) to give students experience of the
practical description of conversational data.
Working methods
The topics of the course are introduced in lectures and explored and
developed in workshops and seminars. Practical description will focus
on English but student speakers of other languages will be
encouraged to apply their analyses to their first languages.
Syllabus
Specific topics included in this module include:
 Grice and conversational maxims
 the principle of Relevance
 conceptual and procedural meaning
 the under-specification of meaning and processes of contextual
enrichment
 lexical pragmatics
 coherence relations in discourse
 metaphor, irony and humour
 the functions of discourse connectives
Learning outcomes
On successful completion of this module, students should be able to:
 demonstrate a theoretically informed awareness of the importance
of inference and context to linguistic communication
 demonstrate an understanding of attempts to classify
communication types
 explain Relevance Theory
 apply Relevance Theoretical analyses to conversational data
Assessment
Students write an assignment of 3-4,000 words developing themes
introduced in the course and applying them to the pragmatic
description of conversation in a language.
Suggested readings
Blakemore, Diane. 1992. Understanding Utterances: An Introduction
to Pragmatics. Oxford: Blackwell.
Carston, Robyn. 2002. Thoughts and Utterances: The Pragmatics of
Explicit Communication. Oxford: Blackwell.
23
Grice, H. P. 1989. Studies in the Way of Words. Cambridge, MA:
Harvard University Press.
Leech, Geoffrey N. 1983. Principles of Pragmatics. London: Longman.
Levinson, Stephen C. 1983. Pragmatics. Cambridge: Cambridge
University Press.
Levinson, Stephen C. 2000. Presumptive Meanings: The Theory of
Generalized Conversational Implicature. Cambridge, MA: MIT
Press.
Sperber, D. & D. Wilson 1995. Relevance: Communication and
Cognition. Second edition. Oxford: Blackwell.
LI 7869 (10 ECTS) Describing Meaning (Brian Nolan)
Aims
The course’s main aims are (i) to introduce students to the basic
challenges facing the linguist seeking to analyze meaning
communicated through language; (ii) to familiarize students with some
leading representational and denotational approaches to semantics;
and (iii) to give students experience of the practical description of the
semantic structures of languages.
Working methods
The topics of the course are introduced in lectures and explored and
developed in workshops and seminars. Exercises and discussion will
focus on a range of languages in addition to English.
Syllabus
Specific topics included in this module include:
 theories of reference
 lexical relations and the dictionary
 the logical structure of language
 verbal argument structure
 event structure
 information structure
 metaphor and metonymy
Learning outcomes
On successful completion of this module, students should be able to:
 Apply the arguments for distinguishing the fields of semantics and
pragmatics (L.1, L.4, L.5)
 Describe the basic aspects of lexical semantics, including the status
of lexemes and major lexical relations in English and one or more
other languages (L1, L2)
24
 Describe, analyse and apply formal approaches to semantics (L1,
L4)
 Assess the relationship between context and meaning (L4, L5)
 Describe some cognitive accounts of figurative uses of language
(L2, L3)
Assessment
Students write an assignment of 3-4,000 words developing themes
introduced in the course and applying them to the semantic
description of one or more languages.
Suggested readings
Allen, K. 1996. Linguistic Meaning. 2 volumes. London: Routledge
Kegan Paul.
Cruse, D. A. 1986. Lexical Semantics. Cambridge: Cambridge
University Press.
Lakoff, George. 1987. Women, Fire and Dangerous Things: What
Categories Reveal about the Mind. Chicago: University of Chicago
Press.
Larson, Richard, and Gabriel Segal. 1995. Knowledge of Meaning: An
Introduction to Semantic Theory. Cambridge, MA: MIT Press.
Lyons, John. 1977. Semantics. 2 volumes. Cambridge: Cambridge
University Press.
Saeed, John I. 2003. Semantics. Second edition. Oxford: Blackwell.
(textbook)
LI 7870 (10 ECTS) Advanced Syntactic Theory (Carl Vogel)
Aims
The course should provide students with practice in addressing recent
literature in syntax and the syntax-semantics interface, leading to the
possibility of contributing to that literature. The focus in 2010/2011 will
be on categorization. Many semantic categories have graded
structure; for example, in terms of membership, a piano is less clearly
a piece of furniture than a desk is. In contrast, the primitive categories
of syntactic theories are generally discussed as if the membership
criteria offer clear binary distinctions. Linguistic categories will be
examined with respect to their underlying structure. The relationships
among graded categories, degrees of grammaticality and linguistic
innovation will be explored. The analysis will be conducted with
respect to the background linguistic frameworks like Head-driven
Phrase Structure Grammar and Lexical Functional Grammar, with
25
reference to the Minimalist paradigm, and will be informed by recent
work in cognitive science and corpus linguistics.
Working methods
Participants will digest and present articles, and in doing so will hone
abilities in extracting the theoretical relevance of published articles
and sharpen competence in providing constructive critique of the
claims, methods and argumentation adopted. Readings will draw
upon chapters from the readings list, a number of related articles to be
announced, partly determined by the prior background of each
participant.
Syllabus
Atomic categories in linguistic theories; gradience in cognition;
gradience in linguistic categories; argument structure and the
syntax/semantics interface; “quirky case”; degrees of grammaticality
and eliciting grammaticality judgements; linguistic innovation vs. error;
corpus-driven and computational methods of detecting category
change.
Learning outcomes
On successful completion of this module students should be able to:
 critically discuss recent literature in advanced syntactic theory
 discriminate contrasting features of presentation of novel research
about syntax used within psycholinguistics, theoretical syntax, or
computational approaches to syntactic theory
 critically evaluate the concepts and theories addressed in the
module
 develop arguments in linguistic theory in line with standard practice
in the field
Assessment
The course will be based on the evaluation of a 3 to 4,000 word essay
connected to the theme addressed within the course, the literature
addressed specifically in the seminar, and secondary literature on the
topic, synthesizing the material addressed.
Recommended readings
Aarts, B. 2007. Syntactic Gradience: The Nature of Grammatical
Indeterminacy. Oxford: Oxford University Press.
Aarts, B. et al. 2004. Fuzzy Grammar: A Reader. Oxford: Oxford
University Press.
Baker, M.C. 2003. Lexical Categories: Verbs, Nouns, and
Adjectives. Cambridge: Cambridge University Press.Sag, Ivan A.,
26
Wasow, T. and Bender, E.M. 2003. Syntactic Theory: A Formal
Introduction. 2nd ed. Stanford, CA: CSLI.
LI 7873 Computational Theories of Grammar and Meaning (Carl
Vogel)
Aims
The course expands on an earlier module which provides
mathematical foundations for linguistic theory, particularly
computational linguistics: formal syntax, formal semantics,
computational morphology. The course aims to (i) extend participants'
abilities to describe natural language phenomena as computationally
oriented grammars that model natural language parsing, generation,
and construction of semantic representation in a deductive logical
setting; (ii) apply the tools of formal language theory to analysing the
syntactic complexity of human languages in its syntax and morphology
with reference to ramifications for human language processing; (iii)
develop skill in grammar development for extensive fragments of
natural language encompassing important syntactic domains: complex
noun phrase structure, relative clauses, arguments and adjuncts,
embedding verbs, topic focus constructions and questions.
Working methods
The course is divided into 3/4 lecture and 1/4 hands-on practice with
the formal tools. Self-access practice is essential. Prolog is used as a
theorem prover in which to develop definite clause grammars for
recognizers, parsers, and constructors of semantic representations for
natural language utterances. A grammar for a fragment is constructed
iteratively and evaluated against test suites, with considerable focus
on unbounded dependency constructions.
Syllabus
 Basics of definite clause grammars applied to recognizing natural
language
 DCGs with parsing and semantic construction
 DCGs and complement subcategorization frames
 Formal language theory and the complexity of natural language
syntax
 Unbounded dependency constructions
 Parsing, interpreting and answering questions
 Formal language theory
27
Learning outcomes
On successful completion of the module students should be able to:
 Operate as grammar developers capable of working within syntactic
description or formal semantic analysis;
 distinguish the relationship between the Chomsky hierarchy of
expressivity of formal languages, grammars that generate those
languages, and the formal expressivity of natural language syntax;
 analyse the human language processing ramifications of formal
language theory;
 transfer formal language theory to the representation of natural
language morphology.
Assessment
A fragment grammar will be evaluated with respect to its coverage of a
test suite of sentences. Training test suites will be provided covering
the essential constructs, and success of the suite will be measure by
its coverage of an suite of unseen constructions drawn on the same
terminal vocabulary. Discursive text provided with the grammar will
address ways in which the test suite could be reasonably be
expanded, and evaluate the adequacy of the grammar in covering the
test suite with respect to the criteria developed throughout the course.
Recommended readings
Nugues, Pierre M. 2006. An Introduction to Language Processing with
Perl and Prolog. Berlin: Springer.
Course handouts and sources in their bibliographies
LI 7876 (10 ECTS) The English Sound System (Jeffrey Kallen)
Aims
This module examines the phonological system of English from two
distinct, yet inter-related, points of view: (i) the grammatical, where the
rules and constraints which define what is and is not possible in
English phonology are understood in a universal framework, and (ii)
the descriptive, which relies on accounts of phonological variation in
the English-speaking world. The aim of the course is thus to
encourage an understanding of English phonology which incorporates
both grammatical and descriptive perspectives. Students will be
encouraged to make use of data from their own experience as
teachers or learners of English.
Syllabus
Specific themes addressed in the module include:
 Articulatory phonetics and the sound pattern of English
28







English phonemic contrasts and distinctive feature systems
Syllables in English
English stress placement
Relationships between English spelling and phonological patterns
Comparing English world-wide: lexical sets and reference accents
Irish English: a special case
Major features of variation: looking backwards and forwards in
history
 English phonology and contact with other languages: systems and
learners
Learning outcomes
On successful completion of the module students should be able to:
 Identify the major sound patterns of English
 Assess critically the relationship between English spelling and
English phonology
 Compare and contrast the main 'reference accents' of English as a
world language
 Analyse the major features of phonological variation within English
 Evaluate the relationships between phonology in learner English
and in available English-language models
Assessment
Students write an assignment of 3,000 to 4,000 words that presents
and analyses a problem in (a) variation within a national variety of
English, (b) teaching and learning of English phonology for non-native
speakers, or (c) the relationship between phonological theory and an
aspect of English phonology.
Suggested readings
Collins, Beverley and Inger M. Mees. 2003. Practical Phonetics and
Phonology: A Resource Book for Students. London: Routledge.
Giegerich, Heinz. 1992. English Phonology: An Introduction.
Cambridge: Cambridge University Press.
Hughes, Arthur et al. (eds.). 2005. English Accents and Dialects. 4th
ed. London: Hodder Arnold.
Schneider, Edgar W. et al. (eds.). 2004. A Handbook of Varieties of
English. Vol. 1: Phonology. Vol. 3: CD-ROM. Berlin: Mouton de
Gruyter.
Wells, J. C. 1982. Accents of English. 3 vols. Cambridge: Cambridge
University Press.
29
LI 7877 (10 ECTS) The Pedagogical Grammar of English
(Breffni O’Rourke)
Aims
This module is concerned with the nature and development of L2
grammar, and with grammar as pedagogical content, with specific
reference to English. The principal aims are to foster in students a
critical awareness of a range of factors affecting the acquisition of L2
grammar, and to provide them with a basis for critically assessing a
range of approaches to the teaching of grammar.
Working methods
The module will be taught through a combination of lecture, workshop
activities based on English grammar points and ELT materials, and
student-led discussion.
Syllabus
Specific themes addressed in the module include:
 the nature of grammatical rules
 declarative and procedural knowledge
 the roles of conscious and unconscious grammatical knowledge in
learning a second or foreign language
 the relationship between grammar and lexis
Learning outcomes
On successful completion of the module students should be able to:
 critically discuss a range of conceptions of “grammar” in relation to
the enterprise of language learning and teaching (ELT3)
 critically discuss a range of factors affecting the acquisition of L2
grammar (ELT3, ELT5)
 compare and evaluate a range of approaches to the teaching of
grammar (ELT3, ELT4, ELT5)
 summarise and critically engage with the current research literature
on the acquisition and pedagogy of L2 grammar (ELT3, ELT4,
ELT5, ELT6)
 evaluate the challenges posed by specific features of English
grammar for the learner of English (ELT1, ELT2, ELT5)
 apply the theoretical insights gained to the teaching of English
grammar (ELT2, ELT5)
 evaluate pedagogical tasks and materials for English teaching
(ELT5)
30
Assessment
Students write an assignment of 3-4,000 words exploring one aspect
of the theory of grammar pedagogy, underpinned by an understanding
of language acquisition. The essay should draw on one or more topics
in English grammar by way of illustration and propose a systematic
approach to its teaching in a stated context.
Suggested readings
Fotos, S. and H. Nassaji (eds.). 2007. Form-focused Instruction and
Teacher Education. Oxford: Oxford University Press.
Hinkel, E. and S. Fotos (eds.). 2002. New Perspectives on Grammar
Teaching in Second Language Classrooms.
Hughes, R., and M. McCarthy. 1998. From sentence to discourse:
discourse grammar and English language teaching. TESOL
Quarterly 32(2): 263-287.
Larsen-Freeman, D. 2003. Teaching Language: From Grammar to
Grammaring. Boston: Thomson Heinle. (Textbook)
Odlin, T. (ed.). 1994. Perspectives on Pedagogical Grammar.
Cambridge: Cambridge University Press.
Thornbury, S. 1999. How to Teach Grammar. London: Longman.
31
Presentation of term essays
REFERENCES
In term essays references should be given in the main body of the
argument thus:
(Chomsky 1965, p. 3)
(Kasper 1979, pp. 269f.)
(Snow 1977, pp. 39-43)
A complete alphabetical list of references must be appended to each
essay thus:
Chomsky, N., 1965: Aspects of the Theory of Syntax. Cambridge,
Mass.: M.I.T. Press.
Kasper, G., 1979: Communication strategies: modality reduction,
Interlanguage Studies Bulletin 4, pp. 266-83.
Snow, C. E., 1977: Mothers’ speech research: from input to
interaction, in C. E. Snow and C. A. Ferguson (eds.), Talking to
Children, pp. 31-50. Cambridge: Cambridge University Press.
ATTRIBUTION AND PLAGIARISM
All quotations from published and unpublished sources must begin
and end with quotation marks and be accompanied by a full reference
(see above). The following practices are unacceptable and will be
treated as plagiarism:
• copying without acknowledgement;
• selective copying (which omits words, phrases or sentences from
the original) without acknowledgement;
• close summary without acknowledgement.
See also the College regulations on plagiarism printed in the appendix
to this handbook.
32
Appendix
Extract from General Regulations and Information,
Calendar 2009–2010, pp. H17–H18
75 Plagiarism is interpreted by the University as the act of presenting
the work of others as one’s own work, without acknowledgement.
Plagiarism is considered as academically fraudulent, and an offence
against University discipline. The University considers plagiarism to be
a major offence, and subject to the disciplinary procedures of the
University.
76 Plagiarism can arise from deliberate actions and also through
careless thinking and/or methodology. The offence lies not in the
attitude or intention of the perpetrator, but in the action and in its
consequences. Plagiarism can arise from actions such as:
(a) copying another student’s work;
(b) enlisting another person or persons to complete an assignment
on the student’s behalf;
(c) quoting directly, without acknowledgement, from books, articles
or other sources, either in printed, recorded or electronic format;
(d) paraphrasing, without acknowledgement, the writings of other
authors.
Examples (c) and (d) in particular can arise through careless thinking
and/or methodology where students:
(i)
fail to distinguish between their own ideas and those of others;
(ii) fail to take proper notes during preliminary research and
therefore lose track of the sources from which the notes were
drawn;
(iii) fail to distinguish between information which needs no
acknowledgement because it is firmly in the public domain, and
information which might be widely known, but which
nevertheless requires some sort of acknowledgement;
(iv) come across a distinctive methodology or idea and fail to record
its source.
All the above serve only as examples and are not exhaustive.
Students should submit work done in cooperation with other students
only when it is done with the full knowledge and permission of the
lecturer concerned. Without this, work submitted which is the product
of collusion with other students may be considered to be plagiarism.
77 It is clearly understood that all members of the academic
community use and build on the work of others. It is commonly
accepted also, however, that we build on the work of others in an
open and explicit manner, and with due acknowledgement. Many
33
cases of plagiarism that arise could be avoided by following some
simple guidelines:
(i)
Any material used in a piece of work, of any form, that is not the
original thought of the author should be fully referenced in the
work and attributed to its source. The material should either be
quoted directly or paraphrased. Either way, an explicit citation of
the work referred to should be provided, in the text, in a footnote,
or both. Not to do so is to commit plagiarism.
(ii) When taking notes from any source it is very important to record
the precise words or ideas that are being used and their precise
sources.
(iii) While the Internet often offers a wider range of possibilities for
researching particular themes, it also requires particular
attention to be paid to the distinction between one’s own work
and the work of others. Particular care should be taken to keep
track of the source of the electronic information obtained from
the Internet or other electronic sources and ensure that it is
explicitly and correctly acknowledged.
78 It is the responsibility of the author of any work to ensure that
he/she does not commit plagiarism.
79 Students should ensure the integrity of their work by seeking
advice from their lecturers, tutor or supervisor on avoiding plagiarism.
All departments should include, in their handbooks or other literature
given to students, advice on the appropriate methodology for the kind
of work that students will be expected to undertake.
80 If plagiarism as referred to in §75 above is suspected, in the first
instance, the head of school will write to the student, and the student’s
tutor advising them of the concerns raised and inviting them to attend
an informal meeting with the head of school6, and the lecturer
concerned, in order to put their suspicions to the student and give the
student the opportunity to respond. The student will be requested to
respond in writing stating his/her agreement to attend such a meeting
and confirming on which of the suggested dates and times it will be
possible for the student to attend. If the student does not in this
manner agree to attend such a meeting, the head of school may refer
the case directly to the Junior Dean, who will interview the student and
may implement the procedures as referred to under CONDUCT AND
COLLEGE REGULATIONS §2.
6
The director of teaching and learning (undergraduate) may also attend the
meeting as appropriate. As an alternative to their tutor, students may nominate a
representative from the Students’ Union to accompany them to the meeting.
34
81 If the head of school forms the view that plagiarism has taken
place, he/she must decide if the offence can be dealt with under the
summary procedure set out below. In order for this summary
procedure to be followed, all parties attending the informal meeting as
noted in §80 above must state their agreement in writing to the head
of school. If the facts of the case are in dispute, or if the head of
school feels that the penalties provided for under the summary
procedure below are inappropriate given the circumstances of the
case, he/she will refer the case directly to the Junior Dean, who will
interview the student and may implement the procedures as referred
to under CONDUCT AND COLLEGE REGULATIONS §2.
82 If the offence can be dealt with under the summary procedure, the
head of school or department will recommend to the Senior Lecturer
one of the following penalties:
(a) that the piece of work in question receives a reduced mark, or a
mark of zero; or
(b)
if satisfactory completion of the piece of work is deemed
essential for the student to rise with his/her year or to proceed to
the award of a degree, the student may be required to re-submit
the work. However the student may not receive more than the
minimum pass mark applicable to the piece of work on
satisfactory re-submission.
83 Provided that the appropriate procedure has been followed and all
parties in §80 above are in agreement with the proposed penalty, the
Senior Lecturer may approve the penalty and notify the Junior Dean
accordingly. The Junior Dean may nevertheless implement the
procedures as referred to under CONDUCT AND COLLEGE
REGULATIONS §2.
35