2017/18 Taught Postgraduate Module Catalogue

LING5440M Approaches to Linguistics and Language Acquisition

30 creditsClass Size: 36

Module manager: Clare Wright
Email: c.e.m.wright@leeds.ac.uk

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2017/18

This module is approved as an Elective

Module summary

This module explores the current fields of linguistics and language acquisition by evaluating the main branches of formal and functional linguistics, including generative, cognitive and functional linguistics. Attention will be paid to differences both among and within these approaches. The approaches will also be explored in terms of their understanding of language acquisition. Attention will also be paid to the range of options within research methodology that are relevant for different approaches to linguistics. The module will require extensive reading of primary sources in linguistics and language acquisition.

Objectives

The aim of this module is to present a critical overview of the current field of linguistics and the subfield of language acquisition. This will be done by evaluating the main branches of formal and functional linguistics. Starting with the academic context from which current theories have arisen historically attention will be paid to mainstream generative, cognitive and functional linguistics, with reference to differences among and within these approaches. In addition to the main principles of each approach, we will study how each theory views language acquisition. Another main focus will be to explore how choices of research method connect with the theoretical concerns of each theory. The overall aim is for students to develop a critical awareness of the formal study of language and the range of theories which currently exist to explain linguistic properties as currently understood.

Learning outcomes
On completion of this module, students should:
-know the range of mainstream approaches to linguistics well enough to identify how they differ and how they overlap.
-understand the relationship between language acquisition theory and linguistic theory
-be able to connect different linguistic approaches with specific theoretical questions
-understand how and why different linguistic theories have developed
-have an appreciation for the process of theory building, and how current understanding relates to context, both historically and in the present

Skills outcomes
Students will be able to:
-Read critically, both primary and secondary sources in linguistics
-Identify the theoretical stance of primary sources in linguistics and understand how specific findings contribute to the larger aims of the theory
-Read and make sense of findings from empirical studies in language acquisition, including an understanding of the conceptual import of statistics within these studies
-Articulate a logical argument in support of at least one of the mainstream approaches to linguistics, with both conceptual and empirical evidence

Syllabus

The syllabus will include:
-Historical Context: Linguistics/Structuralism and Psychology/Behaviourism
-Chomsky and Generative Linguistics
-Halliday and Functional Linguistics
-Cognitive Linguistics
-Language Acquisition in the three main approaches
-Questions of research method within each approach

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	10	2.00	20.00
Seminar	10	1.00	10.00
Independent online learning hours			20.00
Private study hours			250.00
Total Contact hours			30.00
Total hours (100hr per 10 credits)			300.00

Private study

The class time is divided between lectures and seminars. Lectures (2 hr/wk) will highlight key points from the background reading and push students to make connections between the different reading they will be required to do. Seminars (1 hr/wk) will require students to critically discuss primary source reading. Much time is needed in private study to do the reading for lectures (4-5 hrs/week x 10 weeks) and the weekly primary source reading (6-8 hrs/week x 10 weeks). Because of the daunting nature of the reading, some time will be given in class for teaching students how to read and understand difficult empirical research. Other guidance will be provided on the vle. While the reading will provide a basis for the assessed essays, students will be expected to explore one topic at much more depth. It is expected that 100 hours will be needed to do the two pieces of assessed work.

Opportunities for Formative Feedback

The seminars will provide a chance to monitor students. The first assignment is designed to teach and support students in essay writing as expected in linguistics and at MA level. This will be done in conjunction with the other assignments on the MA, especially the core Research Methods assignment which is also carefully designed to support students' development of MA-level skills. Care will be taken to monitor students' academic development in hopes that they will succeed on the whole degree course.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	Critical summary of primary source	33.00
Essay	.	67.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 02/03/2018 17:22:53

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