taught ma courses handbook

Department of Linguistics and English Language

Postgraduate Taught Courses Handbook 2012/2013

M.A. in Digital Language and Literacies

M.A. in Discourse Studies

M.A. in English Language and Literary Studies

M.A. in Language and Linguistics

MA Double-award MA in Language Studies with Shanghai Jiao Tong University

M.A. in Teaching English as a Foreign Language

M.A. in Teaching English to Speakers of Other Languages

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Table of Contents Sections Pages A Introductory Week Timetable Monday 1st October 3 Tuesday 2nd October 4-5 Wednesday 3rd October 6 Thursday 4th and Friday 5th October 7 B MA Courses Choosing your Courses/Courses by Term 8 MA in Digital Language and Literacies 9 MA in Discourse Studies 10-11 MA Double-award MA in Language Studies with Shanghai Jiao Tong University 12 MA in English Language and Literary Studies 13-14 MA in Language and Linguistics 15-17 MA in Teaching English as a Foreign Language 18 MA in Teaching English to Speakers of Other Languages 19 Course Descriptions in alphabetical order 20-47 MA in English Language and Literary Studies Courses in 2012/2013 48-50 C Department of Linguistics and English Language – Useful

information

Computing Facilities 51 Equal Opportunities 52 General Information 53 Student Course Meetings 54 Department of Linguistics and English Language, C Floor County South Map 1 55 Department of Linguistics and English Language, C Floor County South Map 2 56 Research Groups and Centres 57 D MA Teaching Team 2012-2013

Directors of Studies and Teaching Team 58 Office Hours and Advisors 59 E Assessment

Ethics in Research 60 Assignment Information 60-63 Plagiarism 63 How we Assess your Work 64-65 Faculty of Social Sciences Marking Criteria 66-69 F Timetables

Term 1 Timetable 70 Personal Timetable 71 MA Event Timetable 72

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A. Introductory Week Timetable - Monday 1st – Friday 5th October 2012

It is important that you follow this timetable

Please check the University ‘the guide2012 PG 2012 Edition’ for the University Introductory Week timetable for other activities. Monday 1st October 14.00 - 16.00 Introductory activities with your Director of Studies (part 1) Bring this handbook along MA in Teaching English as a Foreign Language MA in Teaching English to Speakers of Other Languages Room - Bowland North SR 20 with Dr Andrea Révész MA in Digital Language and Literacies MA in Discourse Studies

MA Double-award MA in Language Studies with Shanghai Jiao Tong University

MA in English Language and Literary Studies MA in Language and Linguistics Students Room - Bowland North SR 10 with Dr Julia Gillen 16.00 -17.30 Reception for all postgraduate students and staff in the

Department Room - The Conference Centre, Meeting Room 2

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Tuesday 2nd October 10.30 – 11.15 POSTGRADUATE REGISTRATION The Library Reading Room 11.15 – 13.00 Introduction to the courses for Terms 1 & 2 & Room - Frankland LT 14.00 – 15.00

Unless otherwise stated all modules are 20 credits. 11.15 Uta Papen and Language Literacies and Digital Communication David Barton 11.20 Karin Tusting Learning and Teaching in Digitally Mediated Spaces 11.25 Karin Tusting and Research Methods in Linguistics and English Language Uta Papen Core, credit course for MA programmes in the Department of Linguistics

and English Language (core alternative for MA in English Language and Literary Studies)

11.30 Mark Sebba Bilingualism

11.35 Mark Sebba Sociolinguistics 11.40 Willem Hollmann English Grammar

11.45 Elena Semino Stylistics

11.50 Jonathan Culpeper Pragmatics (Core Course for MA in DS)

11.55 Johnny Unger, Postgraduate Academic Study Skills (Support Module) Tineke Brunfaut and Jane Sunderland 12.00 Jane Sunderland Gender and Language 12.05 Julia Gillen for Corpus Linguistics Andrew Wilson 12.15 BREAK 12.30 Francis Katamba Investigating Spoken English 12.35 Greg Myers Introduction to Discourse Studies

(Core course for MA in DS and Prerequisite for Critical Discourse Analysis in Term 2)

12.40 Johnny Unger for Critical Discouse Analysis Ruth Wodak (Core course for MA in DS)

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13.00 LUNCH BREAK 14.00 Tineke Brunfaut Classroom Language Assessment (Core course for MA TEFL students) (MA TEFL Only) 14.05 Tineke Brunfaut Language Test Construction and Evaluation

(Not for MA TEFL Students who attend Classroom Language Assessment in term 2)

14.10 Diane Potts Introduction to Language Teaching 1 (Core course for MA TEFL students)

14.15 Diane Potts Teacher Development in Language Education (10 Credits) 14.20 Jenefer Philp Introduction to Language Teaching 2 (Core course for MA TEFL students) 14.25 Jenefer Philp Curriculum Design in Language Education (10 Credits) 14.30 Jenefer Philp Trends and Issues in Language Teaching Methodology (Core course for MA TESOL students) (MA TESOL Only) 14.35 Marije Michel Instructed Second Language Acquisition (10 Credits) 14.40 Marije Michel Task-based Language Teaching 14.45 Andrea Révész Pedagogical Grammar

14.50 Andrea Révész Second Language Acquisition (Core course for MA TESOL students) 15.15 – 16.45 Introductory activities with your Director of Studies (part 2) Bring this handbook along MA in Teaching English as a Foreign Language MA in Teaching English to Speakers of Other Languages Room - Bowland North SR 20 with Dr Andrea Révész MA in Digital Language and Literacies MA in Discourse Studies MA Double-award MA in Language Studies with Shanghai Jiao Tong

University MA in English Language and Literary Studies MA in Language and Linguistics Students Room - Bowland North SR 6 with Dr Julia Gillen

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Wednesday 3rd October Individual interviews with your Director of Studies

Please make your appointment by signing your name on the sheet outside your Director of Studies Office.

Please make sure that you check your Library Session time before making

your appointment:- Please take your module choices sheet to your interview 09.00 – 16.30 MA in Teaching English as a Foreign Language Dr Andrea Révész Room C70, County South Dr Jenefer Philp Room C74, County South 09.00 – 12.30 MA in Language and Linguistics Dr Julia Gillen Room C20, FASS 14.00 – 17.00 MA in Discourse Studies Dr Julia Gillen Room C20, FASS 10.00 - 11.00 An introduction to the University Library by Louise Tripp OR Room – Training Suite 2 in the Library 11.00 - 12.00 (You attend ONE session – Please see separate list of groups on your OR MA Notice board) 14.00 – 15.00 OR 15.00 – 16.00

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Thursday 4th October Individual interviews with your Director of Studies

Please make your appointment by signing your name on the sheet outside your Director of Studies Office.

Please make sure that you check your Library Session time before making

your appointment:- Please take your module choices sheet to your interview 09.00 – 12.30 MA in Teaching English to Speakers of Other Languages Dr Andrea Révész Room C70, County South 09.00 – 09.45 MA in Digital Language and Literacies Dr Julia Gillen Room C20, FASS 10.15 – 12.45 MA in English Language and Literary Studies Dr Julia Gillen Room C20, FASS 14.00 – 15.30 MA Double-award MA in Language Studies with Shanghai

Jiao Tong University Dr Julia Gillen Room C20, FASS 10.00 - 11.00 An introduction to the University Library by Louise Tripp OR Room – Training Suite 2 in the Library 11.00 - 12.00 (You attend ONE session – Please see separate list of groups on your OR MA Notice board) 14.00 – 15.00 Friday 5th October 13.00 – 14.00 An introduction to the Practice Assignment by Dr Johnny Unger Room - Elizabeth Livingston Lecture Theatre Please remember to register at the Health Centre and with the Police (if required) during introductory week.

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B. MA Courses Choosing your courses You will be given information about modules during presentations in Introductory week. You will have an interview with your Director of Studies in which you can discuss and then register for courses. However you can change your mind if you need to and switch term 1 courses by Thursday in week 2. (This must be submitted in writing to Marjorie Wood). Term 2 choices are provisional; final confirmation will be made by Thursday in week 2. ) Although we make every effort to ensure the accuracy of information about courses, there may be some unavoidable changes. Courses by term - (All modules carry 20 credits unless otherwise stated) Term 1 LING490 English Grammar LING442 Introduction to Discourse Studies (Core course for MA DS and Prerequisite for Critical

Discourse Analysis in term 2) LING415 Introduction to Language Teaching 1 (Core course for MA TEFL) LING432 Language, Literacies and Digital Communication (Core course for MA DLL) LING460 Language Test Construction and Evaluation (Teaching/Testing experience is required;

Not for MATEFL students - see Classroom Language Assessment in term 2) LING414 Pedagogical Grammar LING402 Postgraduate Academic Study Skills (Non-credit) LING434 Pragmatics (Core course for MA DS) LING401 Research Methods in Linguistics and English Language Core, credit course for MA

programmes in the Department of Linguistics and English Language (core alternative for MA in English Language and Literary Studies).

LING411 Second Language Acquisition (Core course for MA TESOL and Prerequisite for Instructed Second Language Acquisition)

LING435 Sociolinguistics LING410 Trends and Issues in LT Methodology (Core course for MA TESOL) (MA TESOL only) Term 2 LING430 Bilingualism LING421 Corpus Linguistics LING462 Classroom Language Assessment (Core course for MA TEFL) (MA TEFL only) LING440 Critical Discourse Analysis (Core course for MA DS) LING404 Curriculum Design in Language Education (10 credits) LING433 Gender and Language LING408 Instructed Second Language Acquisition (10 credits) LING424 Introduction to Language Teaching 2 (Core course for MA TEFL) LING422 Investigating Spoken English LING437 Learning and Teaching in Digitally Mediated Spaces (Core course for MA DLL) LING402 Postgraduate Academic Study Skills (Non-credit) LING401 Research Methods in Linguistics and English Language Core, credit course for MA

programmes in the Department of Linguistics and English Language (core alternative for MA in English Language and Literary Studies).

LING450 Stylistics LING407 Task-based Language Teaching LING406 Teacher Development in Language Education (10 credits) Term 3 LING402 Postgraduate Academic Study Skills (Non-credit)

Note that Research Methods in Linguistics and English Language counts as a Term 2 course for credit purpose.

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MA in Digital Language and Literacies

Choosing your modules You will take three compulsory core modules (60 credits) and three optional modules (60 credits). You should select your additional modules to make a coherent programme that supports your interests and your plans for the dissertation. Support for your studies is provided by the non-credit Postgraduate Academic Study Skills module which runs in terms 1, 2 and 3. All MA DLL students take the modules below – 60 credits.

In term 1 take 40 credits from the following modules.

In term 2 take 20 credits from the following modules.

Terms 1 & 2 • Research Methods in

Linguistics and English Language (20 credits)

Terms 1, 2 & 3 • Postgraduate Academic

Study Skills (non-credit) Term 1 • Language, Literacies and

Digital Communication (20 credits)

Term 2 • Learning and Teaching in

Digitally Mediated Spaces (20 credits)

Term 1 • English Grammar (20

credits) • Introduction to Discourse *

Studies (20 credits) • Introduction to Language

Teaching 1 (20 credits) • Language Test

Construction and Evaluation (20 credits)

• Pedagogical Grammar (20 credits)

• Pragmatics (20 credits) • Second Language

Acquisition (20 credits) • Sociolinguistics (20 credits)

Term 2 • Bilingualism (20 credits) • Corpus Linguistics (20

credits) • Critical Discourse Analysis

* (20 credits) • Curriculum Design in

Language Education (10 credits)

• Gender and Language (20 credits)

• Instructed Second Language Acquisition (10 credits)

• Introduction to Language Teaching 2 (20 credits)

• Investigating Spoken English (20 credits)

• Stylistics (20 credits) • Task-based Language

Teaching (20 credits) • Teacher Development in


* You must study Introduction to Discourse Studies in term 1 if you want to take Critical Discourse Analysis in term 2 You can also choose to audit one module per term, i.e. actively attend the module but not submit any work for assessment. Writing your dissertation Your dissertation will be worth 60 credits and will be up to 12,500 words in length. It provides an opportunity to specialise in one area of digital language and literacies and will be supervised by an appropriate member of staff.

http://www.ling.lancs.ac.uk/ma/courses/pragmat.htm

http://www.ling.lancs.ac.uk/ma/courses/socio.htm

http://www.ling.lancs.ac.uk/ma/courses/corpus.htm

http://www.ling.lancs.ac.uk/ma/courses/cda.htm

http://www.ling.lancs.ac.uk/ma/courses/gal.htm

http://www.ling.lancs.ac.uk/ma/courses/spoken.htm


http://www.ling.lancs.ac.uk/ma/courses/stylint.htm

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MA in Discourse Studies Choosing your modules In the MA Discourse Studies programme you normally take 6 modules (120 credits) of coursework for assessment. As the table below shows, there are four compulsory modules (80 credits); you choose a further two modules (40 credits) from the restricted list shown in the second and third columns. The core module on Research Methods in Linguistics and English Language, taken for credit in Term 2, provides an essential grounding in the research skills you will be using in the programme. Support for your studies is provided by the non-credit Postgraduate Academic Study Skills module which runs in terms 1, 2 and 3. All MA DS students take the modules below.

In Term 1 you take 20 credits from the following modules

In Term 2 you take 20 credits from the following modules




Study Skills (non-credit) Term 1 • Introduction to Discourse

Studies (20 credits) • Pragmatics (20 credits) Term 2 • Critical Discourse Analysis

(20 credits)

Term 1 • Language, Literacies and

Digital Communication (20 credits)

• Sociolinguistics (20 credits)

Term 2 • Corpus Linguistics (20

credits) • Gender and Language (20

credits) • Stylistics (20 credits)

You can also choose to audit one module per term, i.e. actively attend the module but not submit any work for assessment. In addition to the courses listed above, in term 2 we also offer Independent Study Units (ISUs). You have the option to replace one of your three credit-bearing courses with an ISU. ISUs offer a period of directed, but independent reading in an area you choose. The focus should be on key methodological and theoretical aspects of the chosen field. If you are interested in taking an ISU, please select a topic and approach a tutor. If you take an ISU, you will have to write an essay of the same type as those on taught courses. You can only take an ISU if you achieve no less than an average of 60 in your first three pieces of coursework, with no mark below 55.

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Writing your dissertation Your dissertation will offer an opportunity to specialise in a specific area of (critical) discourse analysis. Your dissertation will be worth 60 credits and will be up to 12,500 words in length Occasionally, students choose to write a longer dissertation, worth 120 credits (20,000-25,000 words). This opportunity is not available from the very start of the programme: it is a variant that you may discuss opting for if you demonstrate satisfactory performance in the first part of the programme, studying the compulsory courses. Very exceptionally students apply to take an MA in Discourse Studies by research worth 180 credits (40,000-50,000 words). In order to qualify for this option, you will need (a) a first class degree or very high 2i, and (b) prior research experience and aptitude in discourse analysis (verified by a supporting reference). If you have been accepted onto this route, you would still attend the Research Methods module, and would be encouraged to audit up to 3 other courses.

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MA Double-award MA in Language Studies with Shanghai Jiao Tong University Choosing your modules For the MA Double-award MA in Language Studies with Shanghai Jiao Tong University you have already taken 60 credits of Lancaster-recognised coursework in Shanghai: Pragmatics, Language Test Construction and Evaluation and Corpus Linguistics. At Lancaster you will take a further 60 credits of coursework in Term 1, making a total of 120 credits. Please refer to the list of modules available in term 1. You are also required to attend the non-credit bearing module on Research Methods in Linguistics and English Language in Term 1, which provides an essential grounding in research skills. Support for your studies is also provided in term 1 by the non-credit bearing module Postgraduate Academic Study Skills.

Term 1 modules • Research Methods in Linguistics and English Language • Postgraduate Academic Study Skills (non-credit) Choose 3 modules (60 credits) from the following: 20 credit courses: • English Grammar • Introduction to Discourse Studies • Introduction to Language Teaching 1 • Language, Literacies and Digital Communication • Pedagogical Grammar • Second Language Acquisition • Sociolinguistics

You can also choose to audit one module in term 1, i.e. actively attend the module but not submit any work for assessment. Writing your dissertation In the middle of term 1 you will be asked to complete an initial dissertation proposal to enable us to identify your Lancaster dissertation supervisor before you return to Shanghai Jiao Tong University. Your supervision will be joint as you will also be appointed a supervisor in Shanghai Jiao Tong. Your dissertation will be worth 60 credits and will be up to 12,500 words in length.

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MA in Language and Literary Studies Choosing your modules All students have to take a total of six modules for credit (120 credits). There are no compulsory credit-bearing modules but you will have to attend at least one of the following research methodology courses: Research Methods in Linguistics and English Language (offered by the Linguistics and English Language Department over terms 1 and 2 – 20 credits in term 2) or Research Methodology (offered by the English and Creative Writing Department over terms 1, 2 & 3) The six credit-bearing modules can be selected out of the choices offered by the Department of Linguistics and English Language and the Department of English and Creative Writing (see lists below). You will have to include at least two English Language modules (see LIST A below) and two Literary Studies modules (see LIST B below). You will take 3 credit modules in Term 1 and 3 credit modules in Term 2. Note that there is a possibility of timetable clashes between modules offered by the Linguistics and by the English Department, which may constrain your choices.

LIST A: English Language LIST B: Literary Studies All 20 credit Courses Terms 1 & 2 • Research Methods in Linguistics

and English Language (Core alternative)

Terms 1, 2 & 3 • Postgraduate Academic Study

Skills (non-credit) Term 1 • English Grammar • Introduction to Discourse *

Studies • Language, Literacies and Digital

Communication • Pragmatics • Sociolinguistics Term 2 • Bilingualism • Corpus Linguistics • Critical Discourse Analysis * • Gender and Language • Investigating Spoken English • Learning and Teaching in

Digitally Mediated Spaces • Stylistics

10 Credit Course Terms 1 & 2 • Research Methodologies: Introducing Postgraduate

English (Core Alternative) All 20 credit Courses Terms 1 & 2 • Special Subject Module Term 1 • Bodies and Spirits in Early Modern Literature • Contemporary British Fiction • Contemporary Literature and Technology • Post-colonial Women’s Writing in Film • Romance and Realism Term 2 • Contemporary Gothic: Text and Screen • Fusions • On Location in the Lakes • Politics and Place in Early Modern Literature • Victorian Extremes: The Coming of Modernity

* You must study Introduction to Discourse Studies in term 1 if you want to take Critical Discourse Analysis in term 2



http://www.ling.lancs.ac.uk/ma/courses/biling.htm






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You can also choose to audit one module per term, i.e. actively attend the module but not submit any work for assessment. Writing your dissertation Your dissertation will be worth 60 credits and will be up to 12,500 words in length. It provides an opportunity to specialise in a topic that interests you and will be supervised by an appropriate member of staff from either the Linguistics and English Language or English and Creative Writing Department.

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MA in English Language and Linguistics Choosing your modules For the MA in Language and Linguistics degree you normally take 120 credits of coursework for assessment, 60 credits in Term 1 and 60 credits in Term 2. In term 1 and term 2 you are required to attend the module on Research Methods in Linguistics and English Language, which provides an essential grounding in the research skills you will be using in the programme. You will take this module for credit (20 credits) in term 2. Support for your studies is provided by the non-credit Postgraduate Academic Study Skills module which runs in terms 1, 2 and 3.

Term 1 modules

Term 2 modules

• Research Methods in Linguistics and English Language

• Postgraduate Academic Study Skills (non-

credit) Choose 3 modules (60 credits) from the following: 20 credit courses: • English Grammar • Introduction to Discourse Studies* • Introduction to Language Teaching 1 • Language, Literacies and Digital

Communication • Language Test Construction and Evaluation • Pedagogical Grammar • Pragmatics • Second Language Acquisition • Sociolinguistics

• Research Methods in Linguistics and English Language (20 credits)

• Postgraduate Academic Study Skills (continues term 3)

Choose 40 credits from the following modules: 20 credit courses: • Bilingualism • Corpus Linguistics • Critical Discourse Analysis* • Gender and Language • Introduction to Language Teaching 2 • Investigating Spoken English • Learning and Teaching in Digitally Mediated

Spaces • Stylistics • Task-based Language Teaching 10 credit courses: • Curriculum Design in Language Education • Instructed Second Language Acquisition • Teacher Development in Language Education

* You must study Introduction to Discourse Studies in term 1 if you want to take Critical Discourse Analysis in term 2 You can also choose to audit one module per term, i.e. actively attend the module but not submit any work for assessment.

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If you do not want to specialise in a particular area, you can put together your own programme of studies. However If you wish to specialise in a specific area you will find it beneficial to follow one of the following recommended pathways. Corpus Linguistics Term 1 English Grammar Pragmatics Term 2 Corpus Linguistics Stylistics Literacy Studies Term 1 Introduction to Discourse Studies Language, Literacies and Digital Communication Term 2 Learning and Teaching in Digitally Mediated Spaces and Bilingualism or Critical Discourse Analysis Sociolinguistics Term 1 Sociolinguistics Term 2 Bilingualism Gender and Language Stylistics Term 1 Introduction to Discourse Studies Term 2 Stylistics and Corpus linguistics or Critical Discourse Analysis or Gender and Language Theoretical and Descriptive Linguistics Term 1 English Grammar Term 2 Corpus Linguistics Investigating Spoken English In addition to the modules listed above, we are able to offer Independent Study Units (ISUs). In term 2, you will have the option to replace one of your three taught modules (not Research Methods, which is compulsory) with an ISU. ISUs offer a period of directed, but independent reading in an area chosen by the student. The focus should be on key methodological and theoretical aspects of the chosen field. If you are interested in taking an ISU, you will have to select a topic and approach a tutor. If you take an ISU, you will have to write an essay of the same type as those written by students attending a taught course. You will only be allowed to take an ISU, if you have achieved no less than an average of 60 in your first three pieces of coursework, with no mark below 55.

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Writing your dissertation Your dissertation will be worth 60 credits and will be up to 12,500 words in length. Occasionally, students choose to write a longer dissertation, worth 120 credits (20,000-25,000 words). This opportunity is not available from the very start of the programme; it is a variant that you may discuss opting for if you demonstrate satisfactory performance in the first part of the programme, studying the compulsory courses. Very exceptionally students apply to take an MA in Language and Linguistics by research worth 180 credits (40,000-50,000 words). In order to qualify for this option, you will need (a) a first class degree or very high 2i, and (b) prior research experience and aptitude in language and linguistics (verified by a supporting reference). If you have been accepted onto this route, you would still attend the Research Methods module, and would be encouraged to audit up to 3 other courses.

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MA in Teaching English as a Foreign Language (TEFL) Choosing your modules In the MA TEFL programme, you take 120 credits of coursework for assessment. As the table below shows, there are four compulsory modules (60 credits); you choose a further 40 credits from a restricted list shown in the central column; and finally you are free to choose 20 further credits from any modules that are on offer in the department (unless otherwise indicated).

All MA TEFL students take the modules below

‘Restricted Choice’ modules: 20 credits must be selected from among these items

The remaining 20 credit module can be freely chosen




Study Skills (non-credit) Term 1 • Introduction to

Language Teaching 1 (20 credits)

Term 2 • Introduction to

Language Teaching 2 (20 credits)

Term 1 • Second Language Acquisition

(20 credits) • Pedagogical Grammar

(20 credits) Term 2 • Classroom Language

Assessment (20 Credits) • Curriculum Design in

Language Education (10 Credits) • Instructed Second Language

Acquisition (10 Credits) • Task-based Language

Teaching (20 credits) • Teacher Development in


Any other module including those offered in the second column (subject to any restrictions). Term 1 • English Grammar (20 credits) • Introduction to Discourse Studies

(20 credits) • Language, Literacies and Digital

Communication (20 credits) • Pragmatics (20 credits) • Sociolinguistics (20 credits)

Term 2 • Bilingualism (20 credits) • Corpus Linguistics (20 credits) • Critical Discourse Analysis (20

credits) • Gender and Language (20 credits) • Investigating Spoken English (20

credits) • Learning and Teaching in Digitally

Mediated Spaces (20 credits) • Stylistics (20 credits)

You can also audit one module per term (that is, actively attend the module but not submit the work for assessment). Writing your dissertation Your dissertation will be worth 60 credits and will be up to 12,500 words in length.








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MA in Teaching English to Speakers of Other Languages (TESOL)

Choosing your modules In the MA TESOL programme, you take 120 credits of coursework for assessment. As the table below shows, there are three compulsory modules (60 credits); you choose a further 40 credits from a restricted list shown in the central column; and finally you are free to choose 20 further credits from any modules that are on offer in the department (unless otherwise indicated).

All MA TESOL students take the modules below

‘Restricted Choice’ modules: 40 credits must be selected from among these items

The remaining 20 credits can be freely chosen




Study Skills (non-credit) Term 1 • Second Language

Acquisition (20 credits)

• Trends and Issues in Language Teaching Methodology (20 credits)

Term 1 • Language Test Construction

and Evaluation (20 credits) • Pedagogical Grammar

(20 credits) Term 2 • Curriculum Design in

Language Education (10 Credits)

• Instructed Second Language Acquisition (10 Credits)

• Task-based Language Teaching (20 credits)

• Teacher Development in Language Education (10 credits)

Any other module including those offered in the second column (subject to any restrictions). Term 1 • English Grammar (20 credits) • Introduction to Discourse

Studies (20 credits) • Introduction to Language

Teaching 1 (20 credits) • Language, Literacies and Digital

Communication (20 credits) • Pragmatics (20 credits) • Sociolinguistics (20 credits)

Term 2 • Bilingualism (20 credits) • Corpus Linguistics (20 credits) • Critical Discourse Analysis (20

credits) • Gender and Language (20

credits) • Introduction to Language

Teaching 2 (20 credits) • Investigating Spoken English (20

credits) • Learning and Teaching in

Digitally Mediated Spaces (20 credits)

• Stylistics (20 credits) You can also audit one module per term (that is, actively attend the module but not submit the work for assessment). Writing your dissertation Your dissertation will be worth 60 credits and will be up to 12,500 words in length.








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Course descriptions (in alphabetical order)

LING430 - Bilingualism Tutor: Mark Sebba Term taught: 2 Course Aims and Objectives About half the world’s population are bilingual, but what does this actually mean? This module provides an introduction to the subject of bilingualism and multilingualism, viewed from the perspectives of the individual (for example, how bilinguals code-switch or mix their languages in conversation), the community (what causes a group to give up their ancestral language and change to a new one, and what is the process for this) and the state (issues of language planning, policies and education). This module is designed to provide an introduction to the most important issues, methods and theoretical developments in the study of bilingual/multilingual societies. It aims to introduce different research approaches and to enable you to take a critical view of research in this field, drawing on examples from around the world.

In teaching we will draw on students’ own experiences of bilingualism and multilingual societies (even ‘monolingual’ societies are very often multilingual in reality) as well as looking at multilingual urban landscapes and multilingualism on the internet.

Course Content 1. The investigation of bilingualism in its social context. Here, we will be looking at: (a) different models of diglossia (sharp differences in status and function between languages in a bilingual society); (b) the use of social network analysis in research on language maintenance and shift; (c) studies of multilingual literacies, multimodal bilingualism and the multilingual landscape; (d) critical and historical perspectives on bilingualism. 2. Research on code-switching (mixing of languages) in bilingual discourse. In this part of the course, we will how bilinguals employ code-switching as a resource for displaying different dimensions of their identity and managing conversational interactions in bilingual and multilingual contexts. 3. Studies of language planning and policy. In this part of the course, we look at research on language policy, bilingual classroom discourse and on language education policy-making in different multilingual settings. The course is designed so as to take account of the particular interest of those who take it, so participants are encouraged to bring their own examples. Many of those who take it have recently lived in a bilingual/multilingual situation, have a family member or close friend who is bilingual or are bilingual themselves (in early childhood, during adolescence or as an adult). It is not necessary to be from a bilingual community or society to participate in this course. Organisation Of The Course The course consists of 9 two-hour lectures/seminars. The first part of each session will be more lecture-like and will be to introduce key concepts, descriptive frameworks and issues arising out of each area of research. The second part will consider concepts, frameworks and issues with reference to specific bilingual/multilingual situations or with reference to various kinds of bilingual data. Participants are asked to prepare a short presentation on the bilingual situation in a specific place (this can be, but doesn’t have to be, your own place of origin). These presentations take place in the second half of the term and provide a great deal of interesting information from diverse parts of the world.

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Recommended Reading Main Texts for the Course Romaine, S. (1995). Bilingualism (2nd ed.). Oxford: Blackwell. Li, W. (2000). The bilingualism reader. London: Routledge. Other Introductory Reading Appel, R., & Muysken, P. (1987). Language contact and bilingualism. London: Edward Arnold. Blackledge, A., & Creese, A. (2012). Multilingualism: A critical perspective. London: Continuum. Fasold, R., (1984). The sociolinguistics of society. Oxford: Blackwell. Heller, M. (Ed.). (2007). Bilingualism: A social approach. Basingstoke: Palgrave Macmillan. Myers-Scotton, C. (2006). Multiple voices: An introduction to bilingualism. Malden, MA: Blackwell

Publishing. Assessment A 5,000 word written assignment

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LING462 - Classroom Language Assessment (MA TEFL only) (Core course for MA TEFL) Tutor: Tineke Brunfaut Term taught: 2 Course Aims and Objectives This course will introduce basic notions underlying the design and use of language tests and other forms of classroom assessment. It will also provide experience in the construction and evaluation of language tests and other forms of classroom assessment. Course Content Relating assessment to learning objectives Developing and selecting tests for classroom use The testing of language skills Alternative forms of classroom assessment The impact of high-stakes tests on teaching and learning The course will consist of lectures, seminars and workshops. Students will be expected to do preparatory reading, and practical tasks will need to be completed before some of the sessions. Recommended Reading Core reading Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge: Cambridge University Press. Other recommended reading Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. New

York: Pearson Education. Cohen, A. D. (1994). Assessing language ability in the classroom (2nd ed.). Boston: Heinle & Heinle. Douglas, D. (2010). Understanding language testing. UK: Hodder Education. Genessee, F., & Upshur, J. A. (1996). Classroom-based evaluation in second language education. Cambridge:

Cambridge University Press. Weir, C. (1993). Understanding and developing language tests. London: Prentice Hall. Volumes from: Alderson, J. C., & Bachman, L. F. (Eds.). Cambridge language assessment series. Cambridge:

Cambridge University Press. Assessment A 5,000 word written assignment

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LING421 - Corpus Linguistics Tutor: Andrew Wilson Term taught: 2 Course Aims and Objectives Corpus linguistics is a methodology whereby large collections of electronically transcribed texts are used in conjunction with computer tools to investigate language. This course aims to provide a general introduction to corpus based language study. It centres around two main parts – corpus methods for exploring linguistic variation (concordances, collocations, frequency lists, keyness) and the applications of corpus linguistics (for example, in language teaching, forensic linguistics, or discourse analysis). Students will learn how to use corpus analysis packages such as BNCWeb and Antconc. (Note that a supplementary 3 week course in Research Methods will cover corpus building, statistical analysis and corpus annotation in more detail). Course Content The course consists of a series of lectures, supplemented by work in the computer lab. It is assumed that students entering the course have only a basic knowledge of computers. Topics covered will include:

Introduction to corpus linguistics Concordances Collocations

Frequency lists and bundles Keyness

Register variation Applications of corpus linguistics

Recommended Reading McEnery, T., & Wilson, A. (2001). Corpus linguistics. Edinburgh: Edinburgh University Press. McEnery, T., Xiao, R., & Tono, Y. (2006). Corpus-based language studies. London: Routledge. Further Reading Biber, D., Conrad, S., & Reppen, R. (1998). Corpus linguistics. Cambridge: Cambridge University Press. Granger, S., Hung, J., & Petch-Tyson, S. (Eds.). (2002). Computer learner corpora, second language

acquisition, and foreign language teaching. Amsterdam: John Benjamins. Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press. Sinclair, J. (1991). Corpus concordance collocation. Oxford: Oxford University Press. Chapter 1. Stubbs, M. (2002). Words and phrases. London: Blackwell. Assessment A 5,000 word written assignment

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LING440 - Critical Discourse Analysis (Core course for MA in DS) Tutor: Ruth Wodak Term taught: 2 Course Aims, Objectives and Content This course will focus upon several methods for ‘critical’ analysis of discourse (i.e. social use of language). The aim is to investigate links between linguistic features of texts, and the social and cultural structures, relations and processes they belong to. So, for instance, we look at texts in relation to power structures, ideology, and the construction of social and individual identities.

A particular concern of the course will be with the role of language in contemporary social and cultural change - for example, how do (changing) uses of language contribute to the ‘information society’, to the construction of regional, national, trans-national identities, or to effects of ‘globalisation’, as well as to functions and discursive manifestations of xenophobia, sexism, racism, anti-Semitism, and so forth?

You will be encouraged throughout the course to think about current social or political issues in terms of a critical approach to discourse (e.g. health care, political speeches, media events, questions of gender and sexuality), and your assessment for the course will arise from working on such issues in seminars.

Recommended Reading Chilton, P. (2004). Analyzing political discourse. London: Routledge. Reisigl, M., & Wodak, R. (2001). Discourse and discrimination: Rhetorics of racism and anti-Semitism.

London: Routledge. Van Leeuwen, T. (2004). Analyzing social semiotics. London: Routledge. Weiss, G., & Wodak, R. (Eds.). (2007). Critical discourse analysis: Theory and interdisciplinarity. Basingstoke:

Palgrave Macmillan. Wodak, R. (2011). The discourse of politics in action: Politics as usual. Basingstoke: Palgrave. Wodak, R., & Krzyzanowski, M. (Eds.). (2008). Qualitative discourse analysis in the social sciences.

Basingstoke: Palgrave. Wodak, R., & Meyer, M. (Eds.). (2009). Methods of Critical Discourse Analysis. London: Sage. Assessment A 5,000 word written assignment PLEASE NOTE Anybody registering for the Critical Discourse Analysis course (LING 440) is expected to have completed (LING442) Introduction to Discourse Studies. If this is not possible, please seek an appointment with Professor Ruth Wodak, to discuss what else might serve as a prerequisite.

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LING404 – Curriculum Design in Language Education (10 Credits) Tutor: Jenefer Philp Term taught: 2 Course Aims and Objectives This module provides an introduction to some of the main aspects of research, theorising and practice involved in the evaluation and design of curricula for English language education. It does so by looking in turn at each of the main levels of activity involved, i.e., needs analysis, course design, materials design, syllabus design and materials evaluation and adaptation. Relevant academic concepts for each of these areas will be studied, but the main emphasis will be attempting to understand and use the practical procedures involved. Course Content A. Module introduction B. Course design: basic principles C. Needs analysis D. Materials design E. Syllabus design and use F. Materials evaluation and adaptation Recommended Reading Alderson, J. C., & Beretta, A. (Eds.). (1992). Evaluating second language education. Cambridge: Cambridge

University Press. Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge:

Cambridge University Press. Johnson, R. K. (1989). The second language curriculum. Cambridge: Cambridge University Press. McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh

University Press. Nunan, D. (1999). Second language teaching and learning. Boston, MA: Heinle & Heinle. Richards, J. C. (2001). Curriculum development in language teaching. New York, NY: Cambridge University

Press. White, R. V. (1988). The ELT curriculum: Design, innovation, and management. Oxford: Blackwell. Assessment A 2,500 word written assignment

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LING490 - English Grammar Tutor: Willem Hollmann Term taught: 1 Course Aims and Objectives This course provides students with a solid foundation in the description and analysis of the grammar of English. Rather than restricting ourselves to a particular theoretical orientation, we explore the diversity of frameworks, by focussing on the status and role of meaning (and usage) in relation to grammatical structure. Course Content Throughout this course we will investigate the huge divide that has arisen in the study of English grammar (and actually the study of grammar In general) between scholars who study it mainly in structural/formal terms (e.g. Noam Chomsky and his followers), and those who prefer to view language in relation to its functions (e.g. Michael Halliday, Bob Dixon, and Talmy Givón, but especially cognitive linguists such as George Lakoff, Ronald Langacker, Adele Goldberg, and William Croft). The emphasis on language use brings with it another important aspect of this course. Compared to more traditional courses on English grammar we will spend more time exploring variation, e.g. geographic, social, and historical. We will supplement textbook examples with other kinds of data, often corpus data. We then examine these in the light of various theories, shedding light on both the grammar itself and on some of the strengths and weaknesses of the theoretical models. The introductory lecture provides a brief overview of the major theoretical approaches to (English) grammar. Most lectures in weeks 2 through 9 focus on an aspect of English grammar (e.g. word classes, grammatical functions, the passive), which is discussed in terms of the structuralist/formalist vs. functionalist/cognitive linguistic schools of thought. Unusually for a course on English grammar, there is also a lecture in which we explore and scrutinise the methods grammarians use to collect the data from which they derive their generalisations, e.g. introspection, corpus studies, and questionnaires. The final lecture will build a bridge to more concrete applications of grammatical theory, e.g. language teaching. This is usually a guest lecture by Prof. Geoffrey Leech, who has done work across almost every area of English grammar one might think of. Recommended Reading Berk, L. (1999). English syntax: from word to discourse. Oxford: OUP. Biber, D., Johannson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and

written English. New York: Longman. Croft, W., & Cruse, D. A. (2004). Cognitive linguistics. Cambridge: CUP. Dixon, R. M. W. (2005). A semantic approach to English grammar. Oxford: OUP. Givón, T. (2001). Syntax: An introduction (Vols. 1-2). Amsterdam: John Benjamins. Hollmann, W. B., & Siewierska, A. (2006). Corpora and (the need for) other methods in a study of

Lancashire dialect. Zeitschrift für Anglistik und Amerikanistik, 54, 203-216. Milroy, J., & Milroy, L. (1993). Real English: The grammar of English dialects in the British Isles. London:

Longman. Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of the English

language. London: Longman. Assessment A 5,000 word written assignment

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LING433 - Gender and Language Tutor: Jane Sunderland Term taught: 2 Course Aims and Objectives

• to familiarise students with relevant historical developments, contextualised findings and current concerns and questions in the study of language and gender

• to help students understand key concepts in current gender and language study, including discourse, construction and identity, together with different theoretical and methodological approaches

• to enable students to critique approaches to and findings of research in the field • to enable students to collect appropriate data in relation to gender and language research, and to

analyse it Course Content This course examines the relationship between gender and language, and in particular the role of discourse. The academic focus of the course is contemporary understandings, but we set these against the important contributions of the 1970s and 1980s to the field. We will explore gender representation and construction in several of: advertisements, magazines, newspapers, textbooks and children’s fiction, emphasising issues of masculinity as well as femininity throughout the course. We will also look at talk in different contexts (including the language classroom), and at the different ways this might be ‘gendered’, and at issues of language and gender characteristic of non-‘Western’ contexts. An additional strand of the course is language change: what has happened as a result of the ‘sexist language’ debate, and what has happened to the debate itself? Students will be encouraged to consider different research approaches in relation to all these topics throughout the course. Recommended Reading Cameron, D. (1992). Feminism and linguistic theory (2nd ed.). London: Macmillan. Coates, J. (1998). Language and gender: A reader. Oxford: Blackwell. Litosseliti, L. (2006) Language and gender: Theory and practice. London: Hodder Arnold. Sunderland, J. (2004). Gendered discourses. London: Palgrave. Sunderland , J. (2011). Language, gender and children’s fiction. London: Continuum. Talbot, M. (2010). Language and gender (2nd ed.). London: Polity. Assessment A 5,000 word written assignment

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LING408 – Instructed Second Language Acquisition (10 credits) (LING 411 Second Language Acquisition prerequisite) Tutor: Marije Michel Term taught: 2 Course Aims and Objectives Aim: The aim of this module is to enable participants to gain familiarity with key concepts in instructed second language acquisition research, as a basis for critically understanding and developing classroom instructional practices. Objectives: Participants will (i) develop an awareness of and ability to critique and design input-based and output-based classroom activities and tasks; (ii) develop an expert and personally relevant understanding of the role of conversational interaction and corrective feedback in SLA; (iii) gain familiarity with the concepts of implicit, explicit, incidental, and intentional teaching, and develop an ability to apply these concepts in classroom practice; (iv) to understand the relationship between theory, research, and classroom practice; (v) increase awareness of how a range of relevant research and research methods can be used for the development of participants’ own research projects in the area. Course Content • Key concepts in instructed second language acquisition; focus on meaning, focus on form, focus on

forms. • Input-based approaches: role of comprehensible input in SLA; overview of research on instructional

techniques such as textual enhancement, glossing, and processing instruction. • Output-based approaches: role of output in SLA; overview of research on instructional techniques such

as the dictogloss procedure, output enhancement, and meaningful practice in SLA. • Interaction: Interaction Hypothesis, negotiation of form versus negotiation of meaning, role of

corrective feedback in SLA. • Overview of research on implicit/explicit and incidental/intentional learning and teaching.

Recommended Reading DeKeyser, R. (2007). Practice in a second language: Perspectives from applied linguistics and cognitive

psychology. Cambridge: Cambridge University Press. Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge:

Cambridge University Press. Ellis, R., Loewen, S., Elder, C., Erlam, C., Philp, J., & Reinders, H. (2009). Implicit and explicit knowledge in

second language learning, testing, and teaching. Bristol: Multilingual Matters. Lightbown, P. (2000). Anniversary article: classroom SLA research and language teaching. Applied

Linguistics, 21, 431-462. Long, M., & Doughty, C. (Eds.). (2009). The handbook of language teaching. Malden, MA: Blackwell. Mackey, A. (2007). Conversational interaction in SLA. Oxford: Oxford University Press. Norris, J., & Ortega, L. (2001). Does type of instruction make a difference? Substantive findings from a

meta-analytic review. Language Learning, 51, 157-213. Robinson, P. (Ed.). (2001). Cognition and second language instruction. Cambridge: Cambridge University

Press. VanPatten, B. (2004). Processing instruction: Theory, research and commentary. Mahwah, NJ:

Lawrence Erlbaum and Associates. Assessment An individual research proposal of 2,500 words on a topic related to the topic of module.

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LING442 – Introduction to Discourse Studies (Core course for MA in DS) Tutor: Greg Myers (Convenor) and Johnny Unger Term taught: 1 Course Aims, Objectives and Content The term “discourse” is understood in various ways in the social sciences and humanities. In this module we approach discourse in two principal ways. On the one hand, we regard discourse as structured use of language consisting of more than one sentence. The analysis of discourse in this sense involves investigation of the ways in which words, phrases and sentences hang together and make sense in contexts of use. At this level linguistic theories and methods of linguistic description are of special relevance. On the other hand, discourse is often thought of as large-scale ways of thinking, talking and relating to others in a social context. In this sense, the focus is on the relationship between patterns of linguistic use that are related to and indeed create contexts or genres. Thus, for example, we speak of media discourse, nationalist discourse, discourses on the economy, legal discourse, and the like. Here we ask questions about the linguistic characteristics of these different discourses. The module aims to familiarise students with the range of theories in Discourse Studies. It also aims to provide practical analytical skills and methodologies for analyzing spoken, written and visual texts of different genres. Acquiring sufficient technical knowledge of linguistic description is regarded as an important practical goal. Hands-on practical work with texts will be an important element of the course. Recommended Reading Chilton, P. (2004). Analysing political discourse: Theory and practice. London: Routledge. Fauconnier, G., & Turner, M. (2002). The way we think: Conceptual blending and the mind's hidden

complexities. New York: Basic Books. Johnstone, B. (2008). Discourse analysis (2nd ed.). Oxford: Blackwell. Liddicoat, A. J. (2007). An introduction to conversation analysis. London: Continuum. Renkema, J. (2004). Introduction to discourse studies. Amsterdam: Benjamins. Schiffrin, D. (1995). Approaches to discourse. Oxford: Blackwell. Schiffrin, D., Tannen, D., & Hamilton, H. (Eds.). (2001). The handbook of discourse analysis. Malden, MA:

Blackwell. Titscher, S., Meyer, M., Wodak, R., & Vetter, E. (2001). Methods of text and discourse analysis. (B. Jenner,

Trans.). London: Sage. Van Dijk, T. (1997). Discourse studies: A multidisciplinary introduction (Vols. 1-2). Newbury Park, CA: Sage. Van Eemeren, F. H., Grootendorst, R., Johnson, R.H., Plantin, C. & Willard, C. (1996). Fundamentals of

argumentation theory: A handbook of historical backgrounds and contemporary developments. Mahwah, NJ: Lawrence Erlbaum Associates.

Wetherell, M., Taylor, S., & Yates, S. J. (Eds.). (2001). Discourse as data: A guide for analysis. London: Sage. Wodak, R., & Krzyżanowski, M. (Eds.). (2008) Qualitative discourse analysis in the social sciences.

Basingstoke: Palgrave Macmillan. Wodak, R., & Meyer, M. (Eds.). (2009). Methods of Critical Discourse Analysis (2nd ed.). London: Sage. Assessment A 5,000 word written assignment

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LING415 - Introduction to Language Teaching 1 (Core course for MA TEFL) Tutor: Diane Potts Term taught: 1 Course Aims and Objectives This course introduces you to the main theoretical principles and practical procedures involved in a number of core areas of English language teaching classroom methodology - lesson planning, teaching reading, and teaching the language system (grammar). You will be encouraged to acquire an academic perspective on these topics, that is, become aware of and able to critically evaluate the major debates underlying each of them. This work is complemented by a series of related 'Professional Practice and Review' sessions, comprising about 45% of the work of the course as a whole. Here, you will be given the opportunity to work in small groups to prepare and try out short language teaching lessons related to each of the the inputs and to subsequently discuss and reflect on the experience. In these ways, the course hopes to promote understanding and ability both through academic input and by related 'learning by doing’. Course Content

The following topics will be covered:

1. Introduction to Module, Professional Practice and Review component, and Assignment Topics 2. Lesson planning 3. Teaching comprehension 1 - reading 4. Professional Practice and Review (PPR) 1 - Lesson planning 5. PPR 2 - Peer teaching 1 6. Teaching the language system - 1 7. Teaching the language system - 2 8. PPR 3 - Peer teaching 2 9. PPR 4 - Peer teaching 3

Recommended Reading Carter, R., & Nunan, D. (Eds.). (2001). The Cambridge guide to teaching English to speakers of other

languages. Cambridge: Cambridge University Press. Harmer, J. (2007). The practice of English language teaching (4th ed.). Harlow, UK: Pearson Education. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press. Johnson, K. (2008). An introduction to foreign language learning and teaching (2nd ed.). Harlow, UK:

Pearson Education. Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching. Cambridge: Cambridge

University Press. Scrivener, J. (2005). Learning teaching (2nd ed.). Oxford: Macmillan. Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press. Assessment A 5,000 word written assignment

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LING424 - Introduction to Language Teaching 2 (Core course for MA TEFL) Tutor: Jenefer Philp Term taught: 2 Course Aims and Objectives This course serves as an extension of and follow-up to Introduction to Language Teaching 1. It focuses on completing the work begun in the previous course on the main classroom language teaching skill areas, by also covering the teaching of listening, of speaking and of writing. Work on the teaching of vocabulary is also included. In doing so, the course introduces you to the main theoretical principles and practical procedures involved in each of these areas. It also encourages you to acquire an academic perspective on the topics, that is, become aware of and able to critically evaluate the major debates underlying each of them. This work is complemented by a series of related 'Professional Practice and Review' sessions, comprising about 45% of the work of the course as a whole. Here, you will be given the opportunity to work in small groups to prepare and try out short language teaching lessons related to each of the the inputs and to subsequently discuss and reflect on the experience. In these ways, the course hopes to promote understanding and ability both through academic input and by related 'learning by doing'. Course Content The following topics will be covered:

Course introduction Teaching listening

Professional Practice and Review (PPR) 1 Teaching speaking

PPR (2) Teaching writing

PPR (3) Teaching vocabulary

PPR (4) Recommended Reading Harmer, J. (2007). The practice of English language teaching (4th ed.). Harlow: Pearson Education. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press. Johnson, K. (2008). An introduction to foreign language learning and teaching (2nd ed.). Harlow: Pearson

Education. Nunan, D. (1999). Second language teaching and learning. Boston, MA: Heinle & Heinle. Richards, J. C., & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge:

Cambridge University Press. Thornbury, S. (1997). About language. Cambridge: Cambridge University Press. Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press. Assessment A 5,000 word written assignment

http://www.ling.lancs.ac.uk/study/masters/modules/ling415.htm

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LING422 - Investigating Spoken English Tutor: Francis Katamba Term taught: 2 Course Aims and Objectives The aim of this course is to give you a solid grounding in English phonetics and phonology and to introduce aspects of English. We will investigate:

• the segmental and prosodic structure of English • the acoustic properties of English speech sounds • variation in English

The course will be concerned with a practical rather than theoretical study of the sound structure of the English language. Throughout we will bear in mind the importance of variation in the pronunciation of English by native speakers and second/foreign learners of the language. Using computers where appropriate, we will investigate the ways in which the speaker's meaning is conveyed in speech. In addition to studying the vowels and consonants of English, we will also explore stress, rhythm and intonation and other aspects of speech which are vital to the conveying and interpretation of meaning, but which cannot be represented in the conventional orthography.

Course content The production of speech sounds

Phonemes, transcription and orthography The description of vowels

The description of English consonants The syllable Word stress

Phrasal phonology The form of English intonation

Lexical Phonology: the morphology-phonology interface

Recommended Reading Ashby, M., & Maidment, J. (2005). Introducing phonetic science. Cambridge: Cambridge University Press. Carr, P. (1999). English phonetics and phonology. Oxford: Blackwell. Giegerich, H. J. (1992). English phonology. An introduction. Cambridge: Cambridge University Press. Gimson, A. C. (2001). Gimson's pronunciation of English (6th ed. rev. by Alan Cruttenden). London: Arnold. Kreidler, C. W. (2004). The pronunciation of English: A coursebook (2nd ed.). Oxford: Blackwell. Ladefoged, P. (2001). A course in phonetics (5th ed.). New York: Harcourt Brace College Publishers. Roach, P. (2008). English phonetics and phonology: a practical course (3rd ed.). Cambridge: Cambridge

University Press. Shockey, L. (2003). Sound patterns of spoken English. Oxford: Blackwell. Wells, J. C. (1982). Accents of English Vol. 1: An Introduction. Cambridge: Cambridge University Press. Wells, J. C. (1982). Accents of English Vol. 2: The British Isles. Cambridge: Cambridge University Press. Wells, J. C. (1982). Accents of English Vol. 3: Beyond the British Isles. Cambridge: Cambridge University

Press. Wells, J. C. (2006). English intonation: An introduction. Cambridge: Cambridge University Press. Assessment A 5,000 word written assignment

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LING432 – Language, Literacies and Digital Communication (Core course for MA DLL) Tutors: Uta Papen (Convenor) and David Barton Term taught: 1 Course aims and objectives The aim of the course is to examine contemporary language use online. We start from a social practice view of languages and literacies: that is we look at what people do online, what activities they engage in and what these mean to them. The course explores a range of platforms such as Wikipedia, Flickr, Blogs, Youtube and Facebook. We talk about languages and literacies in the plural, because we start from the idea that there are many different ways of reading, writing and communicating via online technologies. This also means that we will investigate how digital communication is changing the way we, as researchers, study language. On the course, you will explore your own practices and how you use the internet and you will be introduced to methods of researching language and literacies online. We will use a wide range of materials and readings, including videos, blogs and other online resources. Course content

Digital language and literacies: reading, writing and social networking ‘Internet Linguistics’ and the analysis of online communication

Discourses around digital communication Waves of internet research from Web 1.0 to Web 2.0

Online methodologies: Researching language and literacy practices online, including linguistic ethnography The online linguistic landscape: multimodal discourses and visual literacies

Vernacular writing practices online and offline ‘The multilingual internet’ Globalization, multilingualism and the changing role of English

Cross-cultural perspectives on online literacies: different practices and different levels of access Language, literacy and identity online

Indicative readings Baron, N. S. (2008). Always on: language in an online and mobile world. New York: Oxford University Press. Crystal, D. (2006). Language and the internet (2nd ed.). Cambridge: Cambridge University Press. Danet, B., & Herring, S. C. (2007). The multilingual internet: Language, culture and communication online:

New York and Oxford: Oxford University Press. Gee, J. P. (2008). Social linguistics and literacies (3rd ed.). London: Routledge. Hine, C. (2005). Virtual methods. Oxford: Berg. Machin, D. (2007). Introduction to multimodal analysis. London: Bloomsbury. Thurlow, C., & K. Mroczek (Eds.). (2011). Digital discourse: Language in the new media. Oxford: Oxford

University Press. Assessment A 5,000 word written assignment

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LING460 - Language Test Construction and Evaluation (Teaching/Testing experience is required; Not for MATEFL students - see Classroom Language Assessment in term 2) Tutor: Tineke Brunfaut Term taught: 1 Course Aims and Objectives The aim of the course is to: • familiarise students with the ways in which tests are constructed and validated • enable students to construct and validate their own tests • enable students critically to evaluate test items Course Content Topics to be covered during the course include: • basic concepts in language testing • the test design process • establishing test reliability • test validation procedures • analysing test performance qualitatively and quantitatively • the testing of reading, writing, listening and speaking The course will involve 18 contact hours, in seminars and workshops, with group and individual presentations. Students will be expected to do preparatory reading, and there will also be a number of practical tasks, sometimes involving group work, which students will be required to complete before particular sessions. Recommended Reading Core reading Alderson, J. C., Clapham, C., & Wall, D., (1995) Language test construction and evaluation. Cambridge:

Cambridge University Press Other recommended reading Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. New

York: Pearson Education. Douglas, D. (2010). Understanding language testing. UK: Hodder Education. Fulcher, G. (2010). Practical language testing. UK: Hodder Education. Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge: Cambridge University Press. Volumes from: Alderson, J. C., & Bachman, L. F. (Eds.). Cambridge language assessment series. Cambridge:

Cambridge University Press. Assessment A 5,000 word written assignment

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LING437 – Learning and Teaching in Digitally Mediated Spaces (Core course for MA DLL) Tutors: Karin Tusting (Convenor), Julia Gillen and Diane Potts Term taught: 2 Course aims and objectives This module aims to examine learning and teaching of language and literacies in digital environments: how practices are changing, how learning and teaching practices are evolving, what skills are required to teach and to learn in these spaces, and what new opportunities and challenges emerge from this. Students will gain knowledge and experience in modern digital environments and their applications, develop their communication and critical-analytical skills, and engage in effective group working. Course content The module will cover the following topics:

Changing aims of education in the twenty first century: theories, policies, practice Relationships between learning theories, pedagogic approaches and uses of technology in learning and

teaching in school environments Models of adult learning online: explorations of a range of models of learning, and how these are being

challenged and transformed by the shift to a digital world Online language learning and teaching

Introductions of new technologies into learning and teaching eg. mobile technologies, virtual worlds. New literacies for learning: crossovers between informal and formal practices

Vernacular learning: how people are drawing on online resources for their own purposes Recommended reading Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures.

London: Routledge. Gee, J. (2003). What video games have to teach us about learning and literacy. Basingstoke: Palgrave

Macmillan. Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices and social learning (3rd ed.).

Maidenhead & New York: Open University Press. Ludvigsen, S., Lund, A., Rasmussen, I., & Säljö, R. (Eds.). (2010). Learning across sites: New tools,

infrastructures and practices. London: Routledge. Assessment Written assessment, 60%, to be made up of a selection of your online contributions to the course equivalent to 1500 words (30%), and a short written assignment of 1500 words. Presentation, 40%, made up of a small group seminar presentation (30%) and an individually written piece of 500 words reflecting on the presentation process (10%).

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LING414 - Pedagogical Grammar Tutor: Andrea Révész Term taught: 1 Course Aims and Objectives Aims: The aim of this course is to introduce participants to issues at the core of describing, learning, and teaching second language grammars. Objectives: Participants will gain (i) an enhanced understanding of the issues at the core of describing, learning, and teaching second language grammars and, as a result, (ii) be able to contribute to the current practice, discussion, and research surrounding L2 grammar teaching. In addition, participants will develop (iii) their ability to engage in academic discussions by participating in in-class discussions and (iv) their critical thinking, logical reasoning, and academic writing skills by carrying out the class assignments. Course Content This course has three dimensions: it (i) examines particular grammatical features of English in terms of their forms, meanings, and use, (ii) explores potential difficulties involved in learning second language grammars, and (iii) considers the different ways in which teachers may help develop their learners’ ability to use second language grammatical features. The discussion will be informed by insights from linguistic theory and description, from second language acquisition research, from second language pedagogy, and from participants' own experience of learning and teaching grammar. Participants will be encouraged throughout the course to analyse their own samples of spoken and written language, to reflect on their own teaching practices, and to critically examine the grammatical information and learning activities that are offered in published instructional materials. Recommended Reading Biber, D., Conrad, S., & Leech, G. (2002). Longman student grammar of spoken and written English. Harlow:

Pearson Education Limited. Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teachers’ course (2nd ed.).

Boston: Heinle & Heinle. DeKeyser, R. (2005). What makes learning second language grammar difficult? A review of issues. Language

Learning, 55, 1-25. Doughty, C., & Williams, J. (1998). Pedagogical choices in focus on form. In C. Doughty & J. Williams (Eds.),

Focus on form in classroom second language acquisition (pp. 197-261). Cambridge: Cambridge University Press.

Ellis, R. (2006). Current issues in the teaching of grammar. TESOL Quarterly, 40, 83-107. Holden, R. (2009). Cognitive linguistics and language teaching. Basingstoke: Palgrave MacMillan. Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston: Heinle. Littlemore, J. (2009). Applying cognitive linguistics to second language learning and teaching. Basingstoke:

Palgrave MacMillan. Radden, G., & Dirven, R. (2007). Cognitive English grammar. Amsterdam: John Benjamins. Assessment A 5,000 word written assignment

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LING402 – Postgraduate Academic Study Skills Convenors: Term 1 Johann Unger, Term 2 Tineke Brunfaut and Term 3 Jane Sunderland Terms taught: 1, 2 and 3

Aims

This programme will help you learn about approaches to ‘study skills’ developed at Lancaster, alongside developing your own.

Content

TERM 1

Academic Discourse Practices: Developing a Critical Approach to Study

In this term the focus is on aspects of academic reading and writing, covering topics which are likely to be relevant to you as you prepare for and reflect upon your first postgraduate written assignments. Typical topics are:

• Managing reading • Developing critical reading practices • Consciousness-raising about the writing process • Getting started on an assignment • Relating reading to writing • Argumentation • Revising your own writing

TERM 2

Academic Discourse Practices and Research Planning

In this term the focus is on learning from the assignments in the first term, applying what you have learnt to the new assignments, planning for your dissertation, and writing your dissertation proposal. Typical topics are:

• Reflecting on the writing experience • Making use of feedback on writing • First thoughts about writing the dissertation

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TERM 3

Dissertation Writing

The focus will be on the issues involved in writing a dissertation. * What's in a dissertation? * Designing your Research Questions * Who are you, the dissertation writer? * Writing the Literature Review * Writing the Methodology chapter * Writing your Analysis and Discussion chapters * Making it all fit together * Presentation Recommended Reading Candlin, C., & Hyland, K. (Eds.). (1999). Writing: Texts, processes, and practices. London: Longman. Clark, R., & Ivanič, R. (1997). The politics of writing. London: Routledge. Cooley, L., & Lewkowicz, J. (2003). Dissertation writing in practice: turning ideas into text. Hong Kong: Hong

Kong University Press. Crème, P., & Lea, M. (2003). Writing at university: A guide for students (2nd ed.). Maidenhead: Open

University Press/McGraw-Hill. Hyland, K. (2004). Disciplinary discourses: social interactions in academic writing. Ann Arbor, MI: University

of Michigan Press. Ridley, D. (2008). The literature review: A step-by-step guide for students. London: Sage. Van de Poel, K. (2006). Scribende. Academic writing for students of English. Leuven/Voorburg: Acco. Van de Poel, K., & Gasiorek, J. (2007). All Write. An introduction to writing in an academic context.

Leuven/Voorburg: Acco.

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LING434 - Pragmatics (Core course for MA in DS) Tutor: Jonathan Culpeper Term taught: 1 Format The course involves one one-hour lecture per week, plus an associated seminar, there is no session in Reading week, Week 6). Course Aims and Objectives This course considers how meanings are constructed in communication. It aims (1) to cover the major areas in pragmatic theory, (2) to introduce the latest developments in those areas, and (3) to apply the theory to real data. Course Content Broadly speaking, the bulk of the course is organised so that it focuses in turn on various components that are central to communication. In the first two weeks, we focus on topics, such as referring expression and presuppositions, that more clearly overlap with the formal language system, falling on the border between semantics/grammar and pragmatics. The following two weeks, focus on topics that involve hearer inferencing and comprehension. Relevant frameworks include schema theory, Grice and Relevance Theory. Next we focus on speaker intention and frameworks for describing speech acts or pragmatic acts. The following week focuses on context, and considers various ways of describing it. We then focus on the interpersonal dynamics of interaction, and consider politeness and impoliteness theories. The final week concerns the application of pragmatics to cross-cultural situations. The emphasis of the course is on the application of pragmatic theory to 'real' data, and how that application affords insights into both the data and the theory. Data will mainly be spoken interactions, taken from films and documentaries, but will include other data types too. Weekly topic list Week Topic

1 Referential pragmatics

2 Informational pragmatics

3 Inferential pragmatics I: Associative knowledge-based inferencing

4 Inferential pragmatics II: Logical inferencing in conversation

5 Pragmatic acts

6 Reading week

7 Perspectives on context

8 Politeness

9 Impoliteness

10 Cross-cultural pragmatics

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Recommended reading Culpeper, J., & Haugh, M. (in press). The Pragmatics of the English language. Basingstoke: Palgrave

Macmillan. Thomas, J. (1995). Meaning in interaction: An introduction to pragmatics. Harlow: Pearson Education

Limited. Assessment A 5,000 word written assignment

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LING401 - Research Methods in Linguistics and English Language Core, credit course for MA programmes in the Department of Linguistics and English Language (core alternative for MA in English Language and Literary Studies). Tutors: Karin Tusting and Uta Papen (Co-convenors) Terms taught: 1 and 2

Course Aims and Objectives This course is essential preparation for undertaking the research involved in your course work assignments and dissertation and is taken by all students. It deals with theoretical, ethical and methodological issues that are central to research on language and language teaching, and has been designed to provide support for any postgraduate student undertaking research in the Department. Course Content The programme will run over Terms 1 and 2 as follows: Term 1 9 x one-hour lectures and associated activities, giving an overview of issues in research in Applied Linguistics, including what is research; different types of research methods; reading research papers; designing research questions; different approaches to collecting data; issues around working with people; and quantitative and qualitative approaches to data analysis. We will work with examples of published research articles to illustrate these points. Students are expected to read the set research papers in advance of the lectures. Term 2 Students on the MA TEFL and MA TESOL schemes will follow a course of 2 hour per week sessions focusing on research methods used in second language research and language learning and teaching. Students on other MA schemes will select three from a total of six optional workshops. Each will run for three weeks in either weeks 1, 2, 3, weeks 4, 5, 7 and weeks 8, 9 and 10. Each session will be two hours long. Workshops (Sample as run in 2011/2012 – other topics may be offered instead or in addition) Interviews and questionnaires Quantitative and statistical analysis Using language corpora Text analysis Ethnographic approaches Analysing spoken interaction data You will also attend a Library session (two hours) in either weeks 7, 8 or 9 which will give you more information about using the Library’s resources in your research. Recommended Reading Litosseliti, L. (2010). Research methods in linguistics. London: Continuum. Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ;

London: Lawrence Erlbaum. Assessment A 5,000 word written assignment reflecting on aspects of research methodology covered in the course. This will normally consist of a research proposal for the dissertation, outlining your proposed research questions, data collection and data analysis methods, comparing and contrasting methods and giving a rationale for the methods design drawing on the material covered in the course.

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LING411 - Second Language Acquisition (Core course for MA TESOL and Prerequisite for Instructed Second Language Acquisition in Term 2) Tutor: Andrea Révész Term taught: 1 Course Aims and Objectives Aims: The aim of this course is to introduce participants to second language acquisition research. Objectives: Participants will become familiar with contemporary theory, methodology, and empirical research in the field of second language acquisition. Course content This course provides a general introduction to theories and approaches in second language acquisition (SLA). Various theoretical and empirical issues in the field are discussed together with learner-internal and learner-external factors that influence the course of second language development. In particular, the course provides students with an understanding of UG, cognitive-interactionist, sociocultural, and frequency-based perspectives of SLA; and the roles of learner factors such as age, first language, and other individual difference variables. The application of SLA theory and research to aspects of second language teaching is also explored. Recommended Reading Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language

acquisition. Mahwah, NJ: Lawrence Erlbaum Associates. Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press. Gass, S., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). New York:

Routledge. Lightbown, P., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press. Long, M., & Doughty, C. (Eds.). (2003). The handbook of second language acquisition. Malden, MA:

Blackwell. Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd ed.). London: Arnold. Ortega, L. (2009). Understanding second language acquisition. London: Hodder Arnold. Randall, M. (2007). Memory, psychology, and second language learning. Amsterdam: John Benjamins. Robinson, P. (Ed.). (2001). Cognition and second language instruction. Cambridge: Cambridge University

Press. Robinson, P., & Ellis, N. (2008). Handbook of cognitive linguistics and second language acquisition. New

York and London: Routledge. VanPatten, B., & Williams, J. (2007). Theories in second language acquisition: An introduction. Mahwah, NJ:

Lawrence Erlbaum. (Chapter 1) Assessment A 5,000 word written assignment

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LING435 - Sociolinguistics Tutor: Mark Sebba Term taught: 1 Course Aims and Objectives This course introduces you to fundamental concepts and approaches involved in the study of the links between language and society. We will look at a number of important approaches to sociolinguistic research, and cover the topics most central to the discipline and its development. These include language variation and change, which usually refers to social, geographical and stylistic differences within a single language; language contact, including pidginisation and creolisation and societal multilingualism, including language shift, language death and language revival. Course Content The course will cover a selection of the following topics: Language, dialect and standard; variation within one speech community - the work of the variationist sociolinguists; language variation and social networks; sociolinguistics of speech communities - diglossia, code switching and language shift; language contact, pidginisation and creolisation; language death and revitalisation; language globalisation and localisation; sociolinguistics of orthography. Recommended Reading Chambers, J. K. (1995/2002). Sociolinguistic theory. Oxford: Blackwell. Coupland, N., & Jaworski, A. (1997). Sociolinguistics. A reader and coursebook. London: Macmillan. Fasold, R. (1984). The sociolinguistics of society. Oxford: Blackwell. Fasold, R. (1990). The sociolinguistics of language. Oxford: Blackwell. Hudson, R. (1996). Sociolinguistics (2nd ed.). Cambridge: Cambridge University Press. Wodak, R., Johnstone, B., & Kerswill, P. E. (Eds.). (2010). The Sage handbook of sociolinguistics. London:

Sage. Kiesling, S. F. (2011). Sociolinguistic variation and change. Edinburgh: Edinburgh University Press. Labov, W. (2001). Principles of linguistic change Vol. 2: Social factors. Oxford: Blackwell. Mesthrie, R., Swann, J., Deumert, A., & Leap, W. (2000). Introducing sociolinguistics. Edinburgh: Edinburgh

University Press. Meyerhoff, M. (2011). Introducing sociolinguistics. London: Routledge,. Milroy, L., & Gordon, M. (2003). Sociolinguistics: Method and interpretation. Oxford: Blackwell. Trudgill, P., & Cheshire, J. (1998). The sociolinguistics reader: Vol. 1: Multilingualism and variation. London:

Arnold. Wardhaugh, R. (2010). An introduction to sociolinguistics. (6th ed.). Oxford: Blackwell. Assessment A 5,000 word written assignment

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LING450 - Stylistics Tutor: Elena Semino Term taught: 2 Course Aims and Objectives This course is concerned with the linguistic analysis of literary texts. Its main aim is to enable students to use linguistic analysis in order to explain how literary texts achieve their effects (e.g. how they convey new views of reality, how they project text worlds and characters, how they convey different points of view). The course introduces the most central concepts in stylistics, including the most recent advances in the field (especially in cognitive stylistics). The focus is mostly on prose fiction, but poetry and drama will also be considered. Course Content

Creativity in language Metaphor: conventionality and creativity

Point of view Mind Style

Speech and thought presentation Text worlds 1: possible worlds

Text worlds 2: schemata and blends Characterisation 1: background knowledge and characterisation

Characterisation 2: textual clues and characterisation

Recommended Reading Jeffries, L., & McIntyre, D. (2010). Stylistics. Cambridge: Cambridge University Press. Leech, G. N., & Short, M. (2007). Style in fiction (2nd ed.). London: Longman. Semino, E., & Culpeper, J. (Eds.). (2002). Cognitive stylistics: Language and cognition in text analysis.

Amsterdam: John Benjamins. Short, M. (1996). Exploring the language of poems, plays and prose. London: Longman. Simpson, P. (2004). Stylistics. London: Routledge. Assessment A 5,000 word written assignment

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LING407 – Task-Based Language Teaching Tutor: Marije Michel Term taught: 2 Course Aims and Objectives The module provides an opportunity to study in depth an area of language pedagogy – TBLT - which engages all aspects of second language teaching, and which currently attracts significant interest worldwide. It provides a unique opportunity for the systematic study of a wide range of issues of language education, including approach, syllabus design, materials design, lesson implementation, language use, language development and assessment. The main aims of the module are to enable participants:

• To gain familiarity with key concepts in TBLT pedagogy and research, as a basis for critically understanding and developing TBLT practices;

• To develop an awareness of and ability to critique and design TBLT activities; • To develop an expert and personally relevant understanding of how tasks relate to discourse

processing, to interaction, to parameters of oral language, and to learning; • To gain familiarity with the ways in which tasks can be exploited in the language classroom; • To develop the ability to critique research in the area; • To understand the relationship between theory, research, and classroom practice in relation to the

development of a task-based methodology; • To increase awareness of how a range of relevant research and research methods can be used for

the development of participants’ own research projects in the area. Course Content

Introduction to TBLT: a principled approach to practice Tasks, needs and syllabus design

Tasks and language: a dynamic systems perspective Tasks and language performance

Tasks and learning Task and the learner

Tasks, teachers and classroom implementation Issues in task design

Tasks, development and assessment Recommended Reading Edwards, C., & Willis, J. (Eds.). (2005). Teachers exploring tasks in English language teaching. Basingstoke:

Palgrave. Ellis, R. (2003). Task-based language teaching. Oxford: Oxford University Press. Garcia Mayo, M. (Ed.). (2007). Investigating tasks in formal language learning. Clevedon, Avon: Multilingual

Matters Ltd. Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press. Samuda, V., & Bygate, M. (2008). Tasks and language learning. Basingstoke: Palgrave. Van den Branden, K. (Ed.). (2006). Task-based teaching in practice. Cambridge: Cambridge University Press. Van den Branden, K., Bygate, M., & Norris, J. (Eds.). (2009). TBLT: A reader. Amsterdam: John Benjamins. Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press. Assessment An assignment of 5,000 words on a topic related to the focus of the module

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LING406 – Teacher Development in Language Education (10 Credits) Tutor: Diane Potts Term taught: 2 Course Aims and Objectives This module provides an introduction to some of the main aspects of research, theorising and practice involved in facilitating teacher learning in English language education. It does so by looking in turn at conceptual frameworks for understanding the nature of teacher learning, the evaluation and design of teacher learning activities, strategies for observing and providing feedback on teaching performance, and teacher training course design. Relevant academic concepts for each of these areas will be studied, but the main emphasis will be attempting to understand and use the practical procedures involved. Course Content

A. Module introduction B. Teacher learning C. Teacher learning activities D. Observation and feedback on teaching E. Teacher training course design

Recommended Reading Burns, A., & Richards, J. C. (Eds.). (2009). The Cambridge guide to second language teacher education.

Cambridge: Cambridge University Press. Markee, N. (1997). Managing curricular innovation. Cambridge: Cambridge University Press. Roberts, J. (1998). Language teacher education: The reflective trainer. New York: Arnold. Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge

University Press. Wedell, M. (2009). Planning for educational change: Putting people and their contexts first. London:

Continuum. Assessment A 2,500 word written assignment

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LING410 - Trends and Issues in Language Teaching Methodology (Core course for MA TESOL) (MA TESOL Only) Tutor: Jenefer Philp Term taught: 1 Course Aims and Objectives The purpose of this module is to help you to become familiar with and critically evaluate the effects on ELT teaching methodology of a number of recent developments in applied linguistics for language teaching. In some cases, these have taken the form of re-conceptualisations of existing ideas, such as the emergence of the ‘Post-method Condition' as a challenge to the notion of a single ‘best' or ‘right' method. Others have occurred as a result of developments in our understanding of how both the wider educational environments and the classroom learning contexts in which ELT occurs can be conceptualised. In addition, because of the increasing rate of change in language teaching ideas, how innovation is approached in language teaching methodology has become an increasingly important issue. ‘Critical theory' has also begun to exert a strong influence on the landscape of ELT methodology in recent years. This course therefore explores the bases of these developments, examines the procedures by which underlying concepts have been translated into practice, and discusses some of the emergent professional issues.

Course Content

• Course introduction • Methods & methodology • Context and methodology – 1: the wider environment • Context and methodology – 2: the classroom environment • Innovation in methodology • Critical theory and methodology • Course conclusion

Recommended reading: Coleman, H. (Ed.). (1996). Society and the language classroom. Cambridge: Cambridge University Press. Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press. Nunan, D. (1999). Second language teaching and learning. Boston, MA: Heine & Heine. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). New York:

Cambridge University Press. Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthropology of

current practice. Cambridge: Cambridge University Press. Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.

Assessment A 5,000 word written assignment

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MA in English Language and Literary Studies Courses in 2012/2013 ENGL438: Bodies and Spirits in Early Modern Literature (Alison Findlay/Liz Oakley-Brown) How are bodies and souls configured differently in sixteenth and seventeenth century texts and how do we anatomise them from a twenty-first century perspective? The module shows how corporeal and spiritual identities are contingently constructed in a world of religious and political change, where mortality was tangibly ever-present. What cultural weight do bodies bear when represented as gendered; as icons of nationhood or mortality; as objects of desire, sometimes of violent desire, in literary texts? Is social identity inevitably shaped by corporeality or do the processes of bodily exposure and concealment offer ways of self-fashioning? The first half of the course addresses these questions with reference to a selection plays, poetry, speeches, medical texts and images from across the period. The second part of the course moves on to ask how early modern texts represent the immaterial, spiritual life. Week 6 begins by reviewing the representations of unworldly phenomena in the texts already studied, asking what relationships are produced between bodies and spirits? Weeks 7-8 explore the intellect and the unconscious or dreaming self as dimensions of the spirit. Doubts about the spirit and its significance are interrogated in stage representations of ghosts and parodies of ghosts alongside non-representations of ‘that within which passes show’, which are studied in Week 9. The course concludes by considering how much ideas of the spirit have changed in literary texts of the 1630s and the English Civil War. ENGL412 Contemporary British Fiction (Michael Greaney) This module explores the evolving contours of British fiction, focusing on novels published in the late 1990s and early 2000s. The seminar programme will investigate some of the most pressing issues faced by contemporary novelists and readers. Authors studied may include Martin Amis, Ian McEwan, John McGregor and Zadie Smith. ENGL423 Contemporary Gothic: Text and Screen (Catherine Spooner) This module addresses the ways that contemporary literature and film engages with the Gothic literary tradition. It will be loosely organised around two recurrent themes in contemporary discourses of the Gothic: monstrous bodies and hauntings. The former of these will explore the contemporary fascination with the grotesque, the abject, ‘transgressive’ sexualities, and bodies otherwise deemed excessive or outlandish within contemporary society. The latter will investigate notions of doppelgangers, possession, revenants and returns as they occur in both social and psychic histories. The continuing significance of imprisoning spaces, fragmented documents, unstable protagonists and dysfunctional families to Gothic texts will also be addressed. The course will seek to enquire why Gothic appears to be undergoing a Renaissance at this particular point in history, how meaningful it continues to be as a critical term, and what correspondences can be identified between Gothic discourses and those of postmodernism. ENGL422 Contemporary Literature and Technology (Arthur Bradley) This course explores the theme of technology in contemporary literary and cultural theory. It analyses how contemporary theory has moved from seeing technology as a simple prosthesis or instrument for human use to something that has an independent – or even originary – relation to the human. We will explore the following questions in the course. Firstly, how does contemporary theory explore scientific or philosophical discussions of technology, artificial intelligence and so on? To what extent do these texts affect our understanding of the relationship between the human and the inhuman? More generally, to what extent does technology impact upon questions of ethics, politics or religion such as the debates surrounding artificial intelligence, human rights, cloning etc.? In addition to exploring key debates within literary and cultural theory, we will also examine how these debates can be grounded within a reading of three paradigmatic literary texts about the impact of technology: Mary Shelley’s Frankenstein, Philip K. Dick’s Do Androids Dream of Electric Sheep? and Michel Houellbecq’s Atomised.

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ENGL433 Fusions (John Schad) This module explores one of the chief features of modern literature namely, writing that fuses traditional literary genres and, in so doing, calls into question what Jacques Derrida once called that strange institution literature. A key aspect of the module will be its focus on writing that fuses critical and creative writing; much of this writing has only recently been made conspicuous by the experimental or creative turn within contemporary literary theory, or what is sometimes called post-criticism. Students are free , if they wish, to submit work that that is itself experimental or critical-creative. ENGL426 On Location in the Lakes (Dr Sally Bushell) 10 weeks + Field Trip in Summer Term. This course is about enjoying and understanding poetry in relation to place. We will be combining close study of texts and ideas of how landscape was (and is) viewed, with use of actual locations and a strong sense of place on the summer term field trip. The course aims to provide participants with a strong sense of Eighteenth, Nineteenth and Twentieth Century perceptions of place, through close study of key concepts such as the Picturesque and the Sublime and travel writings about the Lake District. It will then go on to focus on a range of Romantic authors looking at poetic texts in relation to issues of place and space. The course will consider key issues in relation to texts: the representation of real places and people in literature; different ways of "dwelling"; the value and importance of place names; imaginative appropriation of the actual. At the same time it will also place such ideas within a wider context in terms of current methodologies, particularly links between Romanticism and the conservation movement ("Romantic Ecology") and phenomenology of place. The field trip part of the course aims to make the participants aware of the value of primary and secondary research "in the field" in a way that they might not otherwise encounter. We will be walking, talking and thinking about poems in the place where they were written. You will be given a prior reading pack of relevant poems and articles which we will use during the trip. In an informal way we will think about texts in the places around which they are set. The cost of the field trip is partly subsidised by The Wordsworth Centre. ENGL439: Politics and Place in Early Modern Literature (Liz Oakley-Brown/Alison Findlay) The course aims to demonstrate how a range of writings engage with the turbulent environment of early modern England in a period of unprecented social, religious and political change. We begin by exploring how, in More’s Utopia, a fantastic place, as literary setting, opens up space for trenchant social and political critique. Week 2 asks: is the early modern stage a public place in which political questions can be safely debated? The politics of sexual orientation are considered alongside the disruptive effects of desire in a political climate. Rape, incest and piracy are explored as particularly gendered disruptions to the order of government (Week 4). The course then offers students the opportunity to read and discuss a classic of seventeenth-century political thought in Hobbes’ Leviathan, which probes the constitution of national identity in the wake of revolution and civil war. How did religious belief, political change and gendered identity contribute to literary responses to the new England after King Charles I’s execution? The ‘politics’ section concludes by discussing these questions in the context of the earlier texts read. It also introduces questions of place. Week 7 reviews the previous texts’ settings to introduce theories of spatial practice and create working distinctions between place as physically or socially given and fixed, and space as more fluid, representing possibilities for change. Week 7 considers itinerant subjects (with connections back to piracy in Week 3). Relationships between public and private, court and rural spaces are discussed in Week 8, which offers opportunities to read the country house as a cultural conduit which women could utilise to liaise between domestic, regional, national and international politics. Week 9 explores how the chaotic environment of a world turned upside down through revolution and regicide is prefigured in the fictional settings of 1630s drama. The unit concludes by asking how writings about Barbados can be read as a troubled attempt to inscribe utopian visions onto the new world.

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ENGL421 Postcolonial Women’s Writing in Film (Lindsey Moore) In the past two decades there has been an explosion of women’s creative engagement with the complexities of postcolonial identity. This course will consider recent work by women writers and filmmakers from North and Southern Africa, South Asia, the Caribbean, New Zealand, Ireland, the USA and the UK. The course has an overarching emphasis on connections and tensions between gender and other aspects of identity such as ethnicity, generation, sexuality, religion and class. Through the primary texts, we will explore the following themes: colonialism, education and language; history, memory and trauma; the politics of the female body; space and place; migration, return and cross-cultural communication; and issues in representation and reception. Postcolonial and feminist theory will be used to illuminate the primary material. ENGL419 Research Methodologies: Introducing Postgraduate English The research methodology module is intended for all MA students and for new first year PhD student who have not taken an MA at Lancaster. It will run across all three terms, fortnightly, and is designed in accordance with AHRC research training requirements. The module will include generic sessions on research skills; archival sessions; sessions which address key theoretical questions and positions. Assessment is by tasks related to these sessions. The term by term structure culminates in a final conference for the students at which they each give a paper. Trips and the student conference will be funded by AHRC training money. ENGL428 Romance and Realism (Andrew Tate) This course explores the evolution of prose fiction from the late Romantic era through the first two decades of Victoria’s reign. A defining focus of the course will be on the ways in which the Victorian novel negotiates with Romantic legacies: the primacy of self, the necessity of intellectual and personal liberty and an ambivalence towards the past are crucial to the development of the genre. The historical frame of the course allows us to begin with James Hogg’s Confessions of a Justified Sinner (1824) and conclude with Herman Melville’s Moby Dick (1851), one of the first novels of the American ‘Renaissance’. We will consider the shaping presence of other genres in the development of nineteenth-century fiction, including spiritual autobiography and the long poem. Historical contexts will also be emphasised with particular reference to the religious and political debates of the period. We will explore the emergence of the novelist as a major cultural figure and interrogate the ways in which the writers under review both internalise and contest the ethical, spiritual and economic forces of their historical moment. ENGL432 Victorian Extremes: The Coming of Modernity (Jo Carruthers) The module seeks to challenge the conventional tendency to think of the Victorian era as an age of moderation, as 'a land / In which it seemed always the afternoon' (to quote Tennyson). We shall, therefore, be paying close attention to the many extremes and extremist energies within Victorian culture: extreme faith, extreme doubt, extreme chauvinism, extreme feminism, extreme desire, extreme loathing, extreme sense, extreme nonsense, etc. etc. Throughout we shall be exploring the ways in which these extremes represent the beginning, or coming of Modernity. This exploration will conclude through attention to writing beyond the chronological extreme of what we normally think of as the Victorian period - namely, to writing of the first twenty years of the twentieth century.

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C. Department of Linguistics and English Language – useful information Computing Facilities ISS Information As members of the university you have access to many other computing facilities around campus. Most labs are accessible via card lock and some are generally available in buildings such as the Library. Please check the following website for information on open access campus labs and their location http://www.lancs.ac.uk/iss/services/pclabs/labsdirections.htm Please note that the computers in these labs won’t necessarily have linguistics-specific software installed on them. For further details on the services which ISS provide check the following website http://www.lancs.ac.uk/iss/services/ For storage of documents etc. you are provided with 250MB of central file space that is accessible via the network from any campus machine and is backed up regularly. You can use USB based pen drives or any other such storage devices you might have in the labs. To print your essays, all the computers in the laboratories are connected to printers in that laboratory and via the network to others in the Library. If you have any computer-related problems or questions, contact the ISS Help Desk in the Learning Zone, telephone 10987 or for other methods of contact see http://www.lancs.ac.uk/iss/support/ Linguistics Laboratories We have our own Computer Laboratory (C12) within the Department, and we have a Teaching Laboratory (Faraday A36), which is situated in the Faraday building. The Computer Laboratory is a generalised laboratory; the machines are used for a wide variety of tasks. The facilities that are available are speech analysis packages on computer; large corpuses of written and spoken language for analysis by various packages; computerised dictionaries, speech recognition equipment; programming languages; database packages; grammatical tagging packages, and various sorts of recording equipment and computers. Faraday 36 is mainly used for teaching purposes, but the computers there also have linguistics specific software on them. Your Director of Studies will advise you the code to enable you to access the Computer Laboratory (C12) – PLEASE DO NOT GIVE THIS CODE TO ANYONE ELSE. You have 24 hour access to A36 Faraday by using your Library card as a swipe card. Please note that the Computer Laboratory C12 is for the use of the Linguistics Department postgraduate students only. The Teaching Laboratory is available to both undergraduate and postgraduate linguistics students out of teaching hours. Please do not leave the rooms unlocked if there is no-one in there (even for a short time). Printing A laser printer in the Computer Laboratory (C12) provides the main printing facility for Linguistics postgraduates. This printer can only be used to print out one final copy of each of your coursework assignments and your final dissertation, you must photocopy any additional copies. It must not be used to print out readings, handouts or any other material. Scanning A scanning machine is available for your use in the Linguistics Computer Laboratory (C12). Media Office The Department has a range of equipment which students can loan eg digital recorders etc. If you would like to loan equipment or you have any queries, please contact Federica Formato, the Media Equipment Assistant based in the Phonetics Laboratory.

http://www.lancs.ac.uk/iss/services/pclabs/labsdirections.htm

http://www.lancs.ac.uk/iss/services/

http://www.lancs.ac.uk/iss/support/

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Equal Opportunities Lancaster University is committed to diversity. We believe that a diverse student population contributes to a challenging and stimulating learning environment where one exchanges ideas with peers who may bring a different perspective on many of the topics investigated because of their different life experience. To foster diversity, the University has in place an Equal Opportunities Policy as well as a Disability Policy.(These are published on the University website. See details below). In implementing these policies, the Department of Linguistics and English Language promotes access to people from a wide range of social and racial backgrounds and those with disabilities, specific learning difficulties and long-term medical condition. Our aim is to offer to all our students parity of opportunity in their experience at Lancaster. You are admitted to the University on your academic record. The University welcomes all applicants with academic potential to succeed and has an array of support services to ensure no student feels disadvantaged. The Department strives to make itself an inclusive department. It is possible that you have already had support from the Disabilities Service as part of your admission process. Christine Quinn in the Disabilities Service will continue to provide guidance and support by working with the Department of Linguistics and English Language to ensure that your learning support needs are met, especially regarding exams and assessments. There is also financial help available. You can contact the Disabilities Service at any time if you feel you might need advice (for example, you might want to be assessed for dyslexia). The person to liaise within the department with any issue concerning disability, equal opportunities or unfair treatment (even harassment) is Francis Katamba, the Equal Opportunities / Disability Rep for the Department of Linguistics and English Language. You can e-mail Francis at [email protected] or visit him during his office hours, which are posted by his door. If you have any medical concerns or mental health issues that impact on your studies and that you would like the department to take into account, please get in touch with either Francis Katamba or Marjorie Wood your Postgraduate Secretary. If using the library is an issue because of dyslexia, a disability or medical condition, you can get in touch with Fiona Rhodes, [email protected], for advice and help. Confidentiality: if it's useful for you, do talk in confidence to any of the staff named here, but please remember that you may not be able to access all the support available to you unless we can inform other staff involved in support arrangements. You may also find it helpful to look at the following web pages for local and national background: • Lancaster University Disability policy: http://www.lancs.ac.uk/sbs/disabilities/disabilitypolicy.htm • Lancaster Disabilities Service: http://www.lancs.ac.uk/depts/disabilities/index.htm • Lancaster Equal Opportunities web pages: http://www.lancs.ac.uk/depts/equalopp/

Links to national equalities bodies and organisations: http://www.lancs.ac.uk/depts/equalopp/eolinks.htm

http://www.lancs.ac.uk/depts/equalopp/eopolpro.htm

http://www.lancs.ac.uk/sbs/disabilities/disabilitypolicy.htm

mailto:[email protected]


http://www.lancs.ac.uk/sbs/disabilities/disabilitypolicy.htm

http://www.lancs.ac.uk/depts/disabilities/index.htm

http://www.lancs.ac.uk/depts/equalopp/

http://www.lancs.ac.uk/depts/equalopp/eolinks.htm

53

General Information Department Access The County College Porters will lock the Department at 10.00 pm in the evening and will open the Department at 6.00 am. E-mail It is important that you check your Lancaster email address on a daily basis as this is our preferred form of communication. Mail Mail can be collected from the postgraduate pigeonholes in the department, which are located in the Mixing Bay near the student photocopying machine. Please check your mail regularly. If you receive any recorded mail an email will be forwarded to your Lancaster email address advising you where you can collect this from. MA Resource Room (Room C22 County South) Previous MA dissertations are kept in the MA Resource Room. If you wish to borrow any dissertations please sign the relevant sheet giving the author’s name, date borrowed, your contact details (phone or email) and date returned. DO NOT take anything away without signing it out. Please note that copies of all dissertations are kept in the University Library, however, you cannot take these out of the Library. As you will see in your introductory week programme you have been allocated a time to meet Louise Tripp, our Linguistics Librarian based in the University Library, who will explain how to use the facilities available. To access the MA Resource Room please see Marjorie Wood for the key. Notice Boards The MA notice board is situated near the student photocopier, please check this on a regular basis. Photocopying Photocopy cards can be purchased from Folio, situated in County College, County Avenue. The photocopier near your pigeonholes is for the use of students in the Department. Photocopying can also be done in other Departments or in the Library. However, if you photocopy in the Library, you will need a different card (available from the Library). Please note that the Library photocopy card cannot be used in Department photocopiers, and the Department photocopy card cannot be used in the Library. Postgraduate Secretary Name: Marjorie Wood Room: C63, C Floor, County South Telephone: 01524 (5) 93028 Email: [email protected] Office Hours: Monday to Wednesday 8.00 am – 4.30 pm (Closed from 12 – 2 pm) Thursday and Friday 8.00 am – 4.00 pm (Closed from 12 – 2 pm) Previous MPhil/PhD Theses Please note that copies of all MPhil/PhD theses are kept in the University Library, however, you cannot take these out of the Library. Smoking There is a NO smoking policy in the Department. Telephones An internal phone is situated in the Breakout Area C16 for your use. Telephones in the secretaries’ offices are NOT available for students’ use, although we will accept emergency calls.


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Student course meetings A feature of the programme at Lancaster is student course meetings. These are timetabled meetings for each programme, which are not attended by a staff member. As self-organised meetings these present a challenge for you to make them as effective as possible. The first meeting needs to elect the following: Departmental representative This person will attend postgraduate studies and departmental board meetings to represent the students to the department. It is likely this person will usually chair subsequent student course meetings. Library representative This person organises the MA dissertations in the MA Common/Reading room and liaises with staff about library issues. Future student course meetings may include some or all of the following as agreed:

Peer/group presentations, exploring matters experienced on the course in more depth; to check understandings and discuss points; and to practice presentation skills.

Other forms of academic discussion (e.g. everybody makes a two minute input). Discussions of general issues – to be then discussed in the first place with the Director of Studies and then if

appropriate brought to the MA Studies Committee by the student representative. Organisation of social events.

Arrangement of further meetings for specific purposes (outside timetabled hours and rooms) MA in Teaching English to Speakers of Other Languages Weeks 1, 3, 5, 7 and 9 in Faraday SR 3 MA in Language and Linguistics and Shanghai Jiao Tong Students in term 1 Weeks 1, 3, 5, 7 and 9 in Faraday SR 4 MA in Teaching English as a Foreign Language Weeks 2, 4, 6, 8 and 10 in Frankland LT MA in Discourse Studies, MA in Digital Language and Literacies and MA in English Language and Literary Studies Weeks 2, 4, 6, 8 & 10 in Faraday SR 3

Research Groups and Centres Past students tell us that one of the most valuable aspects of studying in the department is the opportunity to participate with staff in research group activities. Please check the following website for further details of the groups and centres: http://www.ling.lancs.ac.uk/research/groups.htm The groups' web pages give up to date details of forthcoming meetings and other events you can participate in. Current centres and groups include:

Language, Ideology and Power Language Testing

Literacy Research Centre - Literacy Research Discussion Group Pragmatics and Stylistics

Research in Gender, Language and Sexuality Second Language Learning and Teaching

UCREL Corpus Research Centre - University Centre for Computer Corpus Research on Language

http://www.ling.lancs.ac.uk/research/groups.htm

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D. MA Teaching Team 2012-2013 Directors of Studies Julia Gillen MA in Digital Language and Literacies MA in Discourse Studies MA Double-award MA in Language Studies with Shanghai Jiao Tong

University MA in English Language and Literary Studies MA in Language and Linguistics Students Andrea Révész (Term 1) MA in Teaching English as a Foreign Language Jenefer Philp (Terms 2 and 3) MA in Teaching English to Speakers of Other Languages Teaching Team David Barton On sabbatical in Terms 2 and 3 Silke Brandt Tineke Brunfaut Jonathan Culpeper Luke Harding On sabbatical in Term 3 Willem Hollmann Daniel Johnson Francis Katamba Sam Kirkham Veronika Koller On sabbatical in Term 1 Judit Kormos On sabbatical in Term 2 Alison Mackey Marije Michel Greg Myers Uta Papen Diane Potts Mark Sebba Elena Semino Jane Sunderland Karin Tusting Johnny Unger On sabbatical in Term 2 Andrew Wilson On sabbatical in Term 1 Ruth Wodak On sabbatical in Term 3 Richard Xiao

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Office hours Please check staff members’ doors for office hours. If you need a consultation please either go at the times listed or send them an e-mail (please check the staff web pages for e-mail addresses http://www.ling.lancs.ac.uk/profiles). Tutors will be happy to address your specific needs during their office hours, but please make sure that you prepare for the appointment. Normally students would meet a tutor once or twice a term. If you would like to discuss your coursework, you might want to write down a list of questions or bullet points to discuss during the meeting to help keep you focused. If you would like to clarify something that was covered in class, please make sure to read the required material, attempt to solve the problems on your own first, and review your notes before visiting your instructor. Again, you might want to write down specific questions that you would like to discuss. Advisors You will be assigned a personal advisor who provides a first point of contact. Your advisor will contact you for your first meeting, then it is your responsibility to contact them if you need to meet. You should see your advisor if you are experiencing academic or personal problems during term 1 and 2.

http://www.ling.lancs.ac.uk/profiles

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E. Assessment Ethics in research All research involving human participants requires informed consent to be obtained from participants. However, before any data is collected, the research needs to obtain ethical approval. This applies equally to Undergraduate and Taught Postgraduate assignments, as well as to dissertations, PhD theses and research undertaken by staff and visitors. See http://www.ling.lancs.ac.uk/study/masters/resources.htm#ethics This resource includes details of the faculty's procedures, guides and the necessary forms. Assignment Information The practice assignment The practice assignment gives you the opportunity to write an essay early in Term 1. You will be provided with feedback that will help you in further work. You will be provided with a grade, but this is for information only and does not count towards your final degree result. Presenting and Submitting your Coursework/Dissertation for assessment Your coursework should be word-processed, on A4 paper, double line-spaced, with a line break between each paragraph, page-numbered and on one side of each sheet of paper only. The title page should include your name, degree scheme ‘MATEFL/TESOL/MADLL/MADS/Shanghai/ MAELLS/MALL [as appropriate], the module mnemonic and coursework title. Your word count should be detailed on the title page or at the end of your main text. Please submit two copies, one with a cover sheet. Coversheets can be found in a box on top of your pigeonholes. Submit your work direct to Marjorie Wood in C63, County South by the deadlines given. Do NOT submit direct to the module tutor as your work needs to be recorded. You should also submit an electronic version, details on how to do this will be emailed to you nearer the time. One copy of your coursework will be returned to you after marking with the coversheet detailing the tutor’s comments. The other copy will be retained by the Department for a period of up to two years after the end of the scheme. Full details on how to submit your dissertations will be forwarded to you at the beginning of term 3. It is important that you keep back-ups of all your work just in case there are any computer problems. We expect you to avoid all forms of discriminatory language. If you need help in doing this satisfactorily, please consult your module tutors before submitting your work for assessment. If you do not already feel thoroughly familiar with current conventions for such presentational matters as in-text referencing and bibliographies, please refer to ‘Managing, Citation and Referencing in Assignments and Dissertations’ or consult your Postgraduate Academic Study Skills tutors.

http://www.ling.lancs.ac.uk/study/masters/resources.htm#ethics

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Drafts Please do not ask tutors to read draft versions of your coursework or dissertation. Tutors do not have time to read drafts of all students’ work, so it would be unfair if any student received such an advantage. Tutors may be prepared to look at an outline. Proof Reading Students who do not have English as their first language are encouraged to ask an English native speaker to read through their final drafts of assignments and the dissertation. The English native speaker should check the language, not the content. Please check with general notice board in the department for details of proof readers or consult your Postgraduate Academic Study Skills tutors. Please note that you can also make an appointment with Joanne Wood, Student Learning Advisor from the Faculty of Arts and Social Sciences if you have problems with your academic writing or structuring of assignments. Please note that Joanne Wood is not a proof reader. Word Limits The word length limit for assignments is 2500 words for 10 credit modules and 5000 words for 20 credit modules, and for the dissertation 12,500 words. These are absolute limits. If you exceed them then the assignment will be penalised. If you submit a piece of work that goes beyond 10% of the word limits, then not only will be the assignment be penalised but it is likely it will only be read up to the word limit length. The word limit includes footnotes and endnotes, but not the title page, abstract, table of contents, list of references/bibliography and appendices. Please state the number of words you have actually used at the end of each piece of written work or on your title page. Managing Citation and Referencing in Assignments and Dissertations: APA Style When you use material or ideas from other authors, it is vital that you tell your readers this, and show clearly what the source was. This process is called citation. If you fail to do this, you will be guilty of the serious offence of plagiarism. You must therefore always provide a complete list of books, papers and Web pages which you refer to and from which you have made direct quotations in your assignments. You should adhere to the following:

• You should list all and only the works you specifically mention. Do not provide a general bibliography of works you might have consulted.

• You should arrange the list in alphabetical order according to the first author’s surname. • The list should be given the heading: References. • This reference list should be placed at the end of the assignment (but before the appendices).

You may have noticed that there are slightly different ways of setting out the required information, depending on the discipline and the publisher. In our Department we require that MA students follow the guidelines of the American Psychological Association (APA). These are extensively described in the following book, of which there are many copies in the LU library: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. A summary of the APA style is available online: http://www.apastyle.org/index.aspx You will have a chance to learn more about using APA style during the LING402 PASS course. Guidelines, examples, and exercises will be available on the Moodle site for this course.

http://www.apastyle.org/index.aspx

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Submission Dates For Term 1 coursework, we ask you to submit 20 credits of coursework (you are free to choose which) by Friday 14th December 2012. You should submit 40 credits of coursework by Friday January 11th 2013, although of course you are welcome to submit earlier if you prefer. For Term 2 work, you must submit Research Methods coursework by Friday 22nd March, and the remaining 40 credits of coursework by Monday 22nd April. Again, of course you may choose to submit earlier. Part-time students should contact the Director of Studies regarding deadlines. We strongly advise you not to attempt to submit more than one assignment at the end of Term 1 or Term 2. Please also note that you will need to set aside time between the end of Term 1 and the start of Term 2, and the end of Term 2 and start of Term 3 to work on the remaining assignments. We recommend that you remain on campus at this time. You will work with your allocated supervisor on your dissertations after you have submitted your term 2 coursework. We strongly recommend that you do not take any holidays until after you have submitted your dissertation on the 19th August. Extensions, and Penalties for Late Submission of Coursework/Dissertations The Department recognises that sometimes, for some very good reasons, students may be unable to submit their work on time and should not therefore be penalised. Students can apply for extensions if the delay is due to one of the following reasons:

• Medical problems, with written evidence from an appropriate medical practitioner • Serious problems of a personal nature, with a letter supporting the case from your advisor or the

Counselling Service

(NB: The malfunctioning of computers does not normally constitute sufficient grounds to grant an extension. It is incumbent upon students to keep backup copies of work in progress.) If you are unable to make a coursework deadline because a relative or dependent is in hospital or ill then, as with cases of your own illness, we will require a doctor's letter or written proof of their hospitalisation/illness before allowing an extension. In the case of missing a deadline due to funeral attendance or the death of a close friend or relative, we will also need written evidence, e.g. notice from a newspaper, or a doctor's letter. Cases of missing a bus or cancelled trains etc. will not result in extensions being awarded. Students are advised to give themselves plenty of time to hand in coursework. If you need to apply for a formal extension for one of the reasons detailed, this should be done if at all possible no later than one week before the deadline. You should obtain a deadline extension form from Marjorie, ask your Director of Studies to sign it and then return it to Marjorie. If you submit coursework after the deadline without an extension, the following applies:

ten marks will be removed from the agreed final mark for up to three working days late.

Note that work given in any later, without a previously agreed extension, is deemed to have failed but can be resubmitted according to the current rules as detailed under 're-assessment of coursework and the dissertation on p. 64. The Return of Written Work Module co-ordinators are responsible for ensuring that you are given helpful feedback on your writing and that your written work is marked within four weeks of the submission deadline. This excludes vacations, and work submitted late. You may of course submit your work before the deadline, but this does not mean that it will be marked any sooner.

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Use of Your Work for the Benefit of Future Students The department sometimes may wish to make examples of students’ work available to future students, under strictly controlled conditions to prevent them from being used improperly. You will be asked to give explicit permission for this to be done each time you hand in a piece of work. You do not have to agree to allow your work to be used in this way if you would prefer it not to be. The permission will take the form of signing your agreement on a cover sheet, which is used when submitting your work. Reading Weeks Please note that MA courses may include a reading week. The timing of this is decided by the convenor or course tutor. Please ask about this if you have not already been informed. Plagiarism Plagiarism occurs when a writer appropriates the thoughts, writings or results of another, and presents these as his/her own. Assignments and dissertations must be the candidate’s own work and must acknowledge assistance given and major sources involved. In the Department we view all plagiarism extremely seriously, and we do not hesitate to apply appropriate sanctions in individual cases. You can expect severe penalties and disciplinary action if you indulge in plagiarism of any form. Plagiarism includes the following:

• collusion, where a piece of work prepared by a group is represented as if it were the student's own; • commissioning or use of work by the student which is not his/her own and representing it as if it

were: o purchase of a paper from a commercial service, including internet sites, whether pre-

written or specially prepared for the student concerned o submission of a paper written by another person, either by a fellow student or a person

who is not a member of the university; • duplication of the same or almost identical work for more than one module; • the act of copying or paraphrasing a paper from a source text, whether in manuscript, printed or

electronic form, without appropriate acknowledgement; • submission of another student's work, whether with or without that student's knowledge or

consent. Please be aware that patchwriting is also not acceptable. Patchwriting is a style of writing that uses sections of copied text often from a variety of sources (including internet resources), linked together with additional sentences. This is considered plagiarism unless all directly quoted text is indicated as such (with quotation marks or indents) and appropriate referencing is used. But even with proper referencing this is considered poor academic writing style. Instead, paraphrase. For more information on plagiarism, please consult the webpage on Malpractice in Undergraduate and Postgraduate Examinations and Coursework at: http://www.lancs.ac.uk/fass/gradschool/training/appendices/plagiarism/malpractice1.htm Details of penalties and procedures are set out at: http://www.lancs.ac.uk/users/celt/plagiarism/plagiarism_summary.doc (See especially pages 7–11.)

http://www.lancs.ac.uk/fass/gradschool/training/appendices/plagiarism/malpractice1.htm

http://www.lancs.ac.uk/users/celt/plagiarism/plagiarism_summary.doc

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How we Assess your Work Summary You will receive detailed feedback on your written work and a numerical mark. This mark is reached according to the Faculty of Arts and Social Sciences marking criteria as explained in detail below. Our scale of marks may be different from others you are familiar with. The majority of marks in Term 1 tend to fall within the 50 – 59% range. In summary, our grades are as follows: 70% + (Distinction) 60-69% (Merit) 50-59% (Pass) 40-49% (Fail with the possibility of condonation in accordance with Faculty regulations – see below) Marks below 40% (Fail without the possibility of condonation) Discussing feedback If there are points in your feedback you need to discuss with your tutor, you can request this by attending at an 'office hour' or emailing to ask for another appointment. Please note that in accordance with Faculty regulations, students do not have right of appeal against an academic judgement. Quality Assurance A proportion of coursework and all of the dissertations are double-marked. In addition, marks are monitored by the External Examiner who reads samples of work. All marks are subject to re-consideration/confirmation at the meeting sof the Board of Examiners in June and September. The ultimate arbiter is always the External Examiner. Achieving an Overall Pass The pass mark for each assessed module and for the dissertation is 50%. In order to achieve an overall pass in the scheme, you must pass all assessed modules and the dissertation. The Board of Examiners may condone marks for no more than 45 credits if they are awarded marks in the 40-49% range and if the overall average for the scheme is at least 50%. However, unless there are exceptional circumstances it is not possible for the Board of Examiners to condone a failed module or a failed dissertation. Re-assessment of Coursework and the Dissertation Students may re-submit work for no more than 50% of the scheme (i.e. no more than 90 credit units of coursework or 30 credit units of coursework plus the dissertation). Students may re-submit a failed piece of coursework or dissertation once only. Please note that the maximum mark which can then be awarded is 50% (i.e. the Pass mark). Students may not re-submit coursework or the dissertation they have already passed in order to achieve a higher mark.

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Fails Though we sincerely hope that our students will not find themselves in the following situation, you will be deemed to have failed your MA – and will have no right to further re-submission - if: a) the overall average (mean) mark of your coursework and the dissertation is below 50% and b) you have received a mark of below 50% for 90 credit units of coursework OR for 30 credits of coursework and the dissertation (whereby your original mark is counted in the case of re-submitted work). Distinction, Merit and Pass There will be three classes of awards: distinction, merit and pass. Only students who have not re-sat any part of the award are eligible for the classes of merit and distinction. When the overall average, calculated to one decimal place, falls within one of the following ranges, the exam boards will recommend the award stated: 70.0% distinction 60.0-69.9% merit 50.0-59.9% pass below 50.0% fail Requirement for Entry to Research Programmes Students wishing to continue their studies to PhD level at Lancaster are normally expected to have an overall average (mean) mark of 60% or over for their 6 pieces of coursework and the dissertation.

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Faculty of Social Sciences Marking/Grade Criteria for Masters Level Assignments These guidelines are intended to spell out the criteria that are used to assess written work. The criteria show the features we expect to see in work of a given mark or grade. To achieve a given grade, students do not have to have met all the criteria listed; however, they must have demonstrated a preponderance of those qualities in their work. Although modes of assessment vary (essays, dissertations, other forms of written output) the principles by which markers arrive at their judgements remain the same. Below is a list of aspects of students’ work which may be taken into account during assessment, as appropriate.

Relevance of material in the essay to the title of the assignment. Relevance to the content of the course. Understanding of issues or problems under discussion. Knowledge and understanding of relevant readings. Critical discussion of relevant readings. Use of suitable data. Clarity and depth in the analysis of theory, data and issues under discussion. Coherence of argument. Clarity and relevance of introduction and conclusion. Clarity and precision of expression. Use of appropriate and consistent conventions for referring to other people’s work. Clarity of presentation ( layout, including use of paragraphs and tables, for example). Clarity of writing including grammar, punctuation, spelling and sentence construction. Compliance with published regulations on the completion of assessed work by the coursework deadline

Criteria for the award of marks 70 + (distinction) A piece of written work in the 70+ range is one of exceptional quality, requiring a high level of conceptual ability and an extremely thorough and conscientious approach to study. Work in this range will clearly demonstrate the capacity to proceed to a higher research degree. It is distinguished by: Argument A clearly expressed and convincing argument which is used to develop a coherent and logical

framework within which to answer the question or address the topic, and which is well grounded in existing theory and research, leading to a reasoned conclusion fully supported by the foregoing material.

A capacity to relate consistently the theoretical and empirical material to the conceptual framework. Substantial evidence of independent research. The absence of irrelevant or extraneous material. Understanding A thorough understanding of the topic and its implications. A clear and consistent focus on the issues raised by the question/topic. An insightful argument showing signs of originality. Style Good grammar, punctuation, spelling and sentence construction. Thorough use of conventions of referring to other people’s work Marks within this classification may vary due to– An original capacity to develop arguments beyond those available in the literature. The depth and sophistication of the conceptual argument. The level of familiarity with the theoretical and research literature.

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60-69 (Good pass) A piece of written work of a good to very good standard requiring clarity of thought and expression. It will display an ability to handle the relevant literature in an analytical manner. It will be more than a good description of the various theories and/or studies relevant to the question – it will demonstrate a marshalling of relevant information by means of analysis and interpretation. It will not necessarily have a water-tight argument, but it will be clearly structured and its conclusions will not take the reader by surprise. Such a piece of work will generally show less independence of thought and mastery of detail that is required for a mark of 70 or over. There may be some errors or misjudgements with regard to issues which are not central to the argument. Work in this range will normally demonstrate the capacity to proceed to a higher research degree. It is distinguished by: Argument A logical, coherent framework within which to answer the question or address the topic. An ability to organise the data in a way that provides a clear and logical answer to, or discussion of, the

question/topic. A clearly expressed theme or argument developed from a critical consideration of relevant literature. Understanding A good understanding of the topic and its implications. Familiarity with the relevant literature and empirical data. The avoidance of irrelevant or extraneous material. Evaluation of competing arguments. Conclusion supported by the body of the argument and evidence. Some evidence of independent research. Avoidance of unsubstantiated assertions. Style Good grammar, punctuation, spelling and sentence construction. Good use of conventions of referring to other people’s work Marks within this category may vary due to– The clarity and cogency of the overall argument. The level of familiarity with the relevant literature and data. The depth and coherence of the answer. 50-59 (Pass) A piece of written work of a moderate to good standard. It will be descriptively strong. It is distinguished from the 60-69 piece by the level of analysis displayed and by the coherence with which the material is organised. There may be some significant errors, misjudgements or omissions of important details. A mark in this range would not normally demonstrate the capacity to proceed to a higher research degree. It is characterised by: Argument A genuine attempt to answer the question or address the topic, A conclusion not entirely supported by or relevant to the body of the essay. A good review of the literature but one which lacks critical analysis A theme or argument derived from a consideration of relevant literature, but which lacks coherence in

parts.

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Understanding A reasonable understanding of the topic and its implications. A level of empirical knowledge and relevant reading which demonstrates a conscientious attempt to

tackle the question/topic. The intrusion of some extraneous material. Incomplete grasp of some relevant points or incomplete consideration of relevant literature. Style Adequate grammar, punctuation, spelling and sentence construction. Referencing that is incomplete or fails to observe some conventions for referring to other people's

work. Marks within this category may vary due to– The level of empirical and theoretical knowledge displayed. The seriousness with which an attempt has been made to answer the question or address the topic. The number of major points that have been covered. The coherence of the essay. The degree of unsubstantiated assertion. Written style (grammar, spelling, punctuation and sentence construction). 40- 49 (Fail - with the possibility of condonation in accordance with the Faculty regulations.) A piece of written work in this category shows signs of engagement with the question or topic, but has inadequacies at Master’s level. It signals a failure to give sufficient thought to the work in hand, displaying inconsistent argument, unsubstantiated assertions, and a patchy acquaintance with the relevant literature. It may lack a convincing conclusion and it is likely to include significant errors, omissions and misunderstandings. It is characterised by: Argument A failure to order this material so as to provide an adequate answer to the question. An ability to pick out some of the points required for a satisfactory answer. A general lack of coherence and an inadequate conclusion. Understanding Some knowledge of appropriate empirical material. The intrusion of irrelevant material. An inadequate familiarity with relevant literature. A failure adequately to grasp relevant points or address relevant literature. Marks within this category may vary due to– The level of empirical knowledge displayed. The extent to which an effort has been made to answer the question or address the topic. Evidence of conscientious effort. The degree of unsubstantiated assertion. Written style (grammar, punctuation, spelling and sentence construction). Style Sub-standard grammar, punctuation, spelling and sentence construction. Inadequate use of conventions of referring to other people’s work

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Marks below 40 (Fail - without possibility of condonation.) Marks in the 30 - 39 range indicate that the piece of written work is inadequate in every respect with pronounced errors and misunderstandings. It is characterised by: Some empirical knowledge. Some evidence of study in the area concerned. An inability to develop any but the flimsiest answer to the question. Problematic conclusion. Using the full range of marks Departments are encouraged to make use of the full range of marks available, including using marks of below 30% and of above 80% where this is appropriate. High marks Marks above 80 (High distinction) Marks above 80% will given to work that demonstrates the strengths listed for marks above 70%. In addition, it will show original thinking going beyond that in the existing literature and backed up by appropriate evidence and reasoning. Marks above 90% will be given to work that is of a quality suitable for publication in an international refereed journal. Low marks Marks below 30 (A poor Fail) A mark below 30 means that the student has not given sufficient attention to study, has a lack of basic knowledge, and an inability to tackle the question or topic. It is characterised by – Inadequate knowledge of relevant literature. Inadequate understanding of relevant literature. No or totally flawed attempt to examine the issue(s) posed in the question. No or totally confused attempt to answer the question. Little or no structure in the presentation of argument. No, or irrelevant conclusion. Marks of below 20% will be given to work demonstrating almost no knowledge or understanding of the literature and of the subject area. Any knowledge displayed will be completely misinterpreted. Marks of below 10% will be given to work demonstrating almost complete incoherence and irrelevance.

Timetable - MA Term 1

9.00-10.00

10.00-11.00

11.00-12.00

12.00-1.00

1.00-2.00

2.00-3.00

3.00-4.00

4.00-5.00

5.00-6.00

MONDAY

Pragmatics

LING434 Lecture

JC

(Fylde LT 3)

Introduction to Discourse Studies

LING442 GM Lecture

(Marcus Merriman LT)

English Grammar LING490

WH (Bowland North SR 26) AND

Trends and Issues in LT Methodology LING410

(MA TESOL Only) JP (Bowland North SR 27)

Language, Literacies and Digital

Communication LING432 UP/DB

(Bowland North SR 15)

TUESDAY

Pragmatics

LING434 Seminar

JC (Bowland North

SR7)

Pragmatics

LING434 Seminar

JC (Bowland North SR7)

Language Test Construction and

Evaluation LING460

TB (LICA A05)

Postgraduate Academic Study Skills LING402

Lecture JU

(Cavendish LT)


LING442 GM Seminar

(Charles Carter A16)

Introduction to Language Teaching 1 LING415

DP (Furness LT 3)

PASS LING402 (None ELT)

See attached Schedule

WEDNESDAY

Pedagogical Grammar

LING414 AR

(Bowland North SR 15)

Pedagogical Grammar LING414

AR (Bowland North SR 15) And

Sociolinguistics LING435 MS (Fylde D 28)

MA Course Meetings

Please See Below for Full Details *

THURSDAY

Introduction to Language Teaching 1

LING415 DP

(Furness LT 3)

Second Language Acquisition

LING411 AR

(Fylde C34)

PASS

LING402 (None ELT)

See attached Schedule

Second Language Acquisition

LING411 AR

(George Fox LT 2)

FRIDAY

PASS

LING402 (ELT Degrees) See attached

Schedule


LING442 GM Seminar

(Fylde D31)

Research Methods Lecture LING401

KT/UP (Biology LT)

PASS

LING402 (ELT Degrees) See attached

Schedule

Career Planning (Elaine Davies) Wk 7 - Friday 23rd November

George Fox LT5

MA in Teaching English to Speakers of Other Languages (Faraday SR 3) - Weeks 1, 3, 5, 7 and 9, MA in Language and Linguistics and Shanghai Jiao Tong Students (Faraday SR 4) - Weeks 1, 3, 5, 7 and 9 MA in Teaching English as a Foreign Language (Frankland LT) - Weeks 2, 4, 6, 8 & 10 MA in Discourse Studies, MA in Digital Language and Literacies and MA in English Language and Literary Studies (Faraday SR 3) - Weeks 2, 4, 6, 8 & 10

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Personal Timetable

9.00-10.00

10.00-11.00

11.00-12.00

12.00-1.00

1.00-2.00

2.00-3.00

3.00-4.00

4.00-5.00

5.00-6.00

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

MA Event Timetable

Description Dates General Information Introductory Week 1st October - 5th October All Students should attend Timetabled Modules Term 1

8th October – 14th December Students follow Term 1 modules

Module Choices 18th October Any module changes for Term 1 should be made before this date

Deadline for Practice Assignment Collect Marked Practice Assignment

Monday 22nd October - By 3.00 pm Thursday 1st November

You will be given the opportunity, which we strongly recommend you to take, of submitting a practice assignment to enable you to receive feedback on your academic writing before submitting your credit coursework.

Module Choices 12th December Term 2 module choices should be made Coursework Deadline 14th December – 3.00 pm Deadline for submission of first piece of Term 1

coursework Coursework Deadline 11th January – 3.00 pm Deadline for submission of second and third

pieces of Term 1 coursework Timetabled Modules Term 2

14th January – 22nd March Students follow Term 2 modules

Module Choices 24th January Any module changes for Term 2 should be made before this date

Dissertation Proposals Term 2 - Week 4 You will be given an initial dissertation proposal form to be completed by Monday of week 8

Dissertation Proposals 4th March Deadline for the return of initial dissertation proposal forms

M.A. Group Photograph Term 2 - Week 8 Wednesday 6th March

MA Students should be available for the group photograph NB: The exact date may depend on the weather

Dissertation Supervisor Term 2 - Week 10 You will be advised the name of your dissertation supervisor

Coursework Deadline 22nd March – 3.00 pm Research Methods LING401

Deadline for submission of first piece of Term 2 coursework

Coursework Deadline 22nd April – 3.00 pm Deadline for submission of second and third pieces of Term 2 coursework

Support Course Term 3 22nd April – 28th June

Students now work on their dissertation, and attend Postgraduate Academic Study Skills wks 2 - 6 NOTE: In order to make progress with your dissertation it is important that you remain at the University during this period

External Examiners’ Meeting

Week 9 – Thursday 27th June Date to be confirmed

ATTENDANCE AT THIS MEETING IS COMPULSORY Students are expected to attend a group discussion with the External Examiners (30-45 minutes approx.) Coursework marks are confirmed at the examiners meeting.

Dissertation Deadline Monday 19th August Date to be confirmed

MA Students submit their dissertations

External Examiners’ Meeting

Monday 23rd September Date to be confirmed

Dissertation marks and overall marks are confirmed at this meeting. Official results will not be available until they have been confirmed by the Postgraduate Registry.

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Although we do our best to ensure the accuracy of this handbook, there may be some changes. We will do our best to let you know about these as soon as possible. If you have any problems, remember that you are not alone. The Department wishes you a fruitful year of study in 2012-2013. We wish you success and will do our best to support your hard work.

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