Code:
B6226
SCQF Level: 8
Credit Points: 20
Title:
LINGUISTICS: THEORY, DEVELOPMENT AND CLINICAL APPLICATION
Contact Hours:
Module Leaders:
Timetable:
Assessment Scale:
24
Dr Claire Timmins
Semester 1
% marking
Rationale
In order to make appropriate clinical decisions and approach client management in a holistic way,
students need good background knowledge in linguistic analysis. This will help them to choose the
right assessment method, evaluate performance correctly and make appropriate management
decisions. The first year modules on phonetics, phonology and pragmatics will have introduced
them to the theory relevant to speech disorders. The current module supplements this information
in all areas related to language, encompassing semantics, prosody and grammar. Students will be
provided with a wide range of fundamental information on these topics, including basic theories
and developmental norms. In addition, they will be introduced to the clinical application of these
areas through means of data analysis exercises and workshops. The module will link closely to all
other modules, and the clinical application of knowledge will be ensured by requiring students to
evaluate clinical data for their assessment.
Learning Outcomes
On successful completion of this module students will be expected to be able to:
i.
ii.
iii.
iv.
v.
vi.
understand and analyse the grammatical structure of English;
describe a variety of approaches to word and sentence meaning as well as word retrieval
models;
show awareness of a range of linguistic analysis frameworks and analyse data linguistically
for clinical evaluation;
show awareness of common linguistic problems in developmental as well as acquired
language disorders;
understand the various components and functions of prosody and how these can be
affected clinically;
demonstrate ability to transcribe the prosodic aspects of speech production at a basic level,
carry out an assessment of prosody and make appropriate treatment decisions on the
basis of these data in the light of other speaker characteristics.
Key/Transferable Skills
Work on this module will contribute towards the development in students of the following
key/transferable skills:
Communication and Presentation
Write clearly, correctly and concisely for a range of contexts (including report writing) and for
different audiences
Make effective oral presentations
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Use effective presentational aids and techniques
Problem-Solving and Creativity
Use strategies for achieving realistic solutions to a range of problem types
Research and manage a wide range of information
Identify key issues and questions
Select and adopt effective methods of analysis including statistics
Recognise trends and cause-effect relationships in data
Draw logical conclusions
Information Technology
Use word processing
Make appropriate use of communication technologies - Internet, e-mail
Use appropriate software eg spreadsheets
Use on-line bibliographic search facilities
Teamwork/Collaboration
Support the achievement of consensus in a group
Collaborate in learning and share information
Show respect towards, and interest in, the views of others
Perform agreed tasks or roles
Co-ordinate and take leading roles in tasks
Assess own work and work of others
Project Planning and Organising
Develop and implement formal task plans
Show consistency of commitment
Make decisions on a rational basis
Personal Development
Manage time and meet deadlines
Work on own initiative
Reflect on, and record, own work and skills
Plan personal development
Learn independently
Develop inter-personal networks
Take an ethical approach in actions
Take account of environmental issues
Outline of Module (Module Content)
Morphemes, words, phrases, clauses and sentences;
Theories of word meaning;
Word retrieval models;
Meaning in context;
Semantic, prosodic and grammatical problems in children and adults
Clinical application of linguistic theory
Learning and Teaching Approach(es)
Most teaching in this module will be lecture based. In addition, students will complete self study
tasks and collaborative group tasks through MyPlace and other media. An important part of the
module will be student led data evaluation workshops where clinical management will be related to
linguistic theory.
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Assessment Method(s)
The assessment for this module consists of a number of parts, which will be aggregated to one
grade:
1
A 2000 word assignment in the form of an analysis and interpretation of the linguistic
difficulties present in a clinical case study. This is to be presented with a discussion of
linguistic norms within the age range of the case study.
The assignment is marked on a percentage scale.
Each of the components needs to be passed. If the aggregate grade is higher than 40% but one
component falls below this threshold, a capped grade of 30% will be awarded. Only the failed
component needs to be overtaken.
Supplementary Information (Pattern of Delivery)
Most of the module will be taught over semester one in 2 hours per week patterns.
Resources
The module will be taught entirely be SLT Division staff.
Students are expected to make use of the library. In addition, the department has developed a
number of online resources for students to access.
Supplementary Information (Space management & planning)
A lecture room with standard audiovisual requirements are required (including PPT and
sound/video playback facilities).
Regulations
This is a core module for the BSc Speech and Language Pathology which is not available as
elective.
Pre-requisite Class(es)
Normally all core BSc (Hons) year 1 classes.
Co-requisite Class(es)
All core BSC (Hons) year 2 classes
Bibliography
Aitchison, J. (2005). Words in the mind. Oxford: Blackwell
Crystal, D., Fletcher, P., Garman. (1989) The grammatical analysis of language disability. Cole &
Whurr.
Hargrove, P.M. and MacGarr, N.S. (1994). Prosody Management of Communication Disorders.
San Diego: Singular
Justice, L.M. & Edzell, H.K. (2002) The syntax handbook. Thinking Publications, Eau Claire:
Winsconsin.
McLaughlin, S. (2006). Introduction to language development. Singular, San Diego.
Müller, N. (2006). Multilayered Transcription. San Diego:Plural Publ. Inc.
Palmer, F. (1997) Semantics. Cambridge: CUP
Retherford, K.S. (2000) Guide to analysis of language transcripts (3rd. ed.).Thinking Publications,
Eau Claire: Wisconsin.
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