Table of Contents - Trinity College, Dublin...7 LI 8001 (10 Credits) China in Comparative...
Transcript of Table of Contents - Trinity College, Dublin...7 LI 8001 (10 Credits) China in Comparative...
2
Table of Contents Anoteonthishandbook.....................................................................................3EmergencyProcedure.........................................................................................4StudentInformationSystem...............................................................................4Introduction........................................................................................................5Listofmodules....................................................................................................5ModuleDescriptions-MichaelmasTerm...........................................................7(i)Specialmoduleforvisitingandexchangestudents.....................................7LI1006TheAppliedLinguisticsofEnglishLanguageTeachingI....................7
(ii)Undergraduatedegreecoursemodules.....................................................8LIU11001Language,theIndividual,andSociety..........................................8LI233ALanguageLearning..........................................................................10LI237A/LIU33002AspectsofWrittenLanguage.........................................10DFU11005IntroductiontotheDeafCommunity......................................12DFU108AIntroductiontoSignLinguistics.................................................13SLU11006IntroductiontoLanguageAcquisition......................................16DFU11003WorkingwiththeDeafCommunity1......................................17DF234A/DF2034TranslationandInterpreting,PhilosophyandPractice 18DF2020DeafEducation..............................................................................20
(iii)M.Phil.coursemodules...........................................................................21LI7872FormalFoundationsofLinguisticTheories....................................21LI7878DescribingEnglishGrammar..........................................................23LI7860Technology,LanguageandCommunication..................................24LI7874SpeechProduction,HearingandPerception.................................26LI7897SpeechandLanguageTechnologyinEducation............................27LI7883Multilingualism..............................................................................30LI7001ModernChineseHistory................................................................31LI7002ContemporaryChineseSocietyandPolitics...................................33LI7003LanguageandWritingSystemsinChina........................................34LI7005Mandarin1.....................................................................................35LIP12001TeachingChineseasaforeignlanguage.....................................36
ModuleDescriptions-HilaryTerm...................................................................38(i)Specialcoursesforvisitingandexchangestudents...................................38LIU23001IntroductiontoContemporaryAsianStudies.............................38LIU23002LanguageandMind....................................................................39LI1007TheAppliedLinguisticsofEnglishLanguageTeachingII.................41
(ii)Undergraduatedegreecoursemodules...................................................42LIU11003PhoneticsandPhonology..........................................................42DFU11008Modalityandsecondlanguagelearning*.................................44
3
LI234ASociolinguistics...............................................................................45(iii)M.Phil.coursemodules...........................................................................46LI7843LinguisticTypology.........................................................................46LI7857LanguageAcquisition.....................................................................47LI7862LinguisticPragmatics......................................................................49LI7869DescribingMeaning.......................................................................51LI7877PedagogicalGrammarofEnglish...................................................52LI 7895 Computer-Assisted Language Learning: Design, ImplementationandEvaluation............................................................................................53LI7866BilingualismandtheMaintenanceofIrish....................................56LI7864CorpusLinguistics..........................................................................58LI7886GovernanceandPoliticsofthePRC...............................................60LI7887BusinessandEconomyofContemporaryChina............................61LI7889ChineseLanguageVarietiesandDiasporainaGlobalContext......62LI8001ChinainComparativePerspective.................................................63LI7893Chinesetranslationinpracticalcontexts.......................................65LI7006Mandarin2.....................................................................................66
Academicstandardsinstudentwork................................................................68Assignments......................................................................................................69PRESENTATION..............................................................................................69SUBMISSION..................................................................................................70GRADES..........................................................................................................70
Appendix1–Plagiarism....................................................................................72Appendix2–EuropeanCreditTransferandAccumulationSystem(ECTS)......77Appendix3–LinkstoUniversityregulations,policies,andprocedures...........77Appendix4–FeedbackandEvaluation.............................................................78
A note on this handbook
Thishandbook listsanddescribes theCLCS (includingCentre forDeafStudiesand Trinity Centre for Asian Studies) course modules that may be taken byvisitingandexchangestudents.Pleaseretainitforfuturereference.
The information provided in this handbook is accurate at the time ofpreparation.Anynecessary revisionsarenotified tostudentsviae-mailorbynoticesonthenoticeboardoutsidetheCLCSoffice(ArtsBuilding,Room4091).Please note that in the event of any conflict or inconsistency between thegeneral regulations published in theUniversity Calendar and the informationcontained in programme or local handbooks, the provisions of the GeneralRegulationsintheCalendarwillprevail.
4
Thishandbook is also availableelectronically from theCLCSVisiting Studentswebpages:
http://www.tcd.ie/slscs/undergraduate/visiting/
AlternativeformatsoftheHandbookcanbemadeavailableonrequest.
Emergency Procedure
IntheeventInformationProcedureofanemergency,dialSecurityServicesonextension1999.SecurityServicesprovidea24-hourservicetothecollegecommunity,365daysayear.TheyaretheliaisontotheFire,GardaandAmbulanceservicesandallstaffandstudentsareadvisedtoalwaystelephoneextension1999(+35318961999)incaseofanemergency.Should you require any emergency or rescue services on campus, youmustcontactSecurityServices.This includeschemical spills,personal injuryor firstaidassistance.It is recommended that all students save at least one emergency contact intheirphoneunderICE(InCaseofEmergency).
Student Information System
College administrative processes, including registration, are integrated in astudent informationsystem,SITS,which isaccessibletoall staffandstudentsviathewebportalmy.tcd.ie.
All communications from College will be sent to you via your online portalwhichwillgiveyouaccesstoyourmessages.Youwillalsobeabletoviewyourtimetables online. Youwill be able to view your personal details in the newsystem–somesectionsofwhichyouwillbeabletoedityourself.
Full user helpline facilities, including emergency contact details, will beavailable fromwhen you register to guide you through these newprocessesandtoansweranyqueriesthatyoumayhave.
5
Introduction
Thecoursemodules thatmaybetakenbyvisitingandexchangestudents fallintothreecategories:i. Modulestakenonlybyvisitingandexchangestudentsii. ModulestakenbyTrinityundergraduatesinvariousdegreecourses
(degreesClinicalSpeechandLanguageStudies;DeafStudies;ComputerScienceandLanguage)
iii. SomeofthecoursemodulesthatformpartoftheM.Phil.programmesinLinguistics,AppliedLinguistics,SpeechandLanguageProcessing,EnglishLanguageTeaching,andChineseStudies
CLCS’s co-ordinator for visiting and exchange students is Professor Neasa NíChiaráin. At the beginning of the academic year, in Freshers’Week (weekof2nd September 2019), Professor Ní Chiaráin arranges to see all visiting andexchange studentswhowish to takeCLCScoursemodules (for times see thevisiting students web pages – URL on cover of this handbook – or thenoticeboard outside Room 4091 in the Arts Building). Visiting and exchangestudentswhoarrive inDublin in January should visit ProfessorNíChiaráinatthe nominated times in theweek of 13th January 2020 (see visiting studentswebpages).AdmissiontoCLCScoursemodulesdependsontheavailabilityofplacesandinsomeinstancesontheapplicant’sacademicbackground.Notealsothatsomeof the M.Phil. course modules listed may not be available if they areundersubscribed.Coursemodulesaretaughtforoneterm,twohoursperweek.TimetablesaredisplayedonthenoticeboardoutsideRoom4091.Allcoursemodulesareassessedbyexercisesand/ortermessaysonly.Visitingandexchange students toCLCSdonot sitexaminations.Thegradesawardedfor exercises/term essays are automatically communicated to the student’shomeuniversitybyAcademicRegistry.
List of modules
MichaelmasTermLI1006 (5Credits) TheAppliedLinguisticsofEnglishLanguageTeachingILIU11001 (5Credits) Language,theIndividual,andSocietyLI233A (5Credits) LanguageLearning
6
LI237A (5Credits) AspectsofWrittenLanguageDFU11005 (5Credits) IntroductiontotheDeafCommunityDF108A/DF1008 (5Credits) IntroductiontoSignLinguisticsSLU11006 (5Credits) IntroductiontoLanguageAcquisitionDFU11003 (5Credits) WorkingwiththeDeafCommunity1DF234A/DF2034 (5Credits) Translation and Interpreting, Philosophy andPracticeDF2020 (5Credits) DeafEducationLI7872 (10Credits) FormalFoundationsofLinguisticTheoriesLI7878 (10Credits)DescribingEnglishGrammarLI7860 (10Credits) Technology,LanguageandCommunicationLI7874 (10Credits) SpeechProduction,HearingandPerceptionLI7897 (10Credits) SpeechandLanguageTechnologyinEducationLI7883 (10Credits) MultilingualismLI7001 (10Credits) ModernChineseHistoryLI7002 (10Credits) ContemporaryChineseSocietyandPoliticsLI7003 (10Credits) LanguageandWritingSystemsinChinaLI7005 (10Credits)Mandarin1LIP12001 (10Credits) TeachingChineseasaforeignlanguageHilaryTermLIU23001 (5Credits) IntroductiontoContemporaryAsianStudiesLIU23002 (5Credits) LanguageandMindLI1007 (5Credits) TheAppliedLinguisticsofEnglishLanguageTeachingIILIU11003 (5Credits) PhoneticsandPhonologyDFU11008 (5Credits) Modalityandsecondlanguagelearning*LI234A (5Credits) SociolinguisticsLI7843 (10Credits) LinguisticTypologyLI7857 (10Credits) LanguageAcquisitionLI7862 (10Credits) LinguisticPragmaticsLI7869 (10Credits) DescribingMeaningLI7877 (10Credits) The PedagogicalGrammarofEnglishLI7895 (10Credits) Computer-Assisted Language Learning: Design,
ImplementationandEvaluationLI7866 (10Credits) BilingualismandthemaintenanceofIrishLI7864 (10Credits) CorpusLinguisticsLI7886 (10Credits)GovernanceandPoliticsofthePRCLI7887 (10Credits) BusinessandEconomyofContemporaryChinaLI7889 (10Credits) Chinese Language Varieties andDiaspora in a Global
Context
7
LI8001 (10Credits) ChinainComparativePerspectiveLI7893 (10Credits) ChinesetranslationinpracticalcontextsLI7006 (10Credits)Mandarin2
Module Descriptions - Michaelmas Term
(i)Specialmoduleforvisitingandexchangestudents
LI1006TheAppliedLinguisticsofEnglishLanguageTeachingICredits:5Lecturer:DanielaModrescu
AimsThismodule aims to introduce students to fundamental principles in Englishlanguage curriculum design, particularly learner-centred approaches tocurriculumdesign.ItdrawsontheCommonEuropeanFrameworkofReferencefor Languages and the European Language Portfolio in its exploration of thecurriculumplanningcycle.
SyllabusSpecific themes addressed in the module include exploring differentapproaches to languagecurriculumdesign ranging fromgrammar-translation,theaudiolingualmethodand the communicativeapproach; themove fromafocus on teaching to a focus on learning; the curriculum planning cycle;portfolio learning; the contribution of the Common European Framework ofReferencetothespecification,contentandassessmentof languagecurricula.The module uses regular group-work to explore the application of thesethemeswith reference to specific target learnergroups. Weekbyweek, keytopicsareintroducedwithreferencetocoursereadings.Topicsareexploredbythe student groups as they gradually develop their expertise in curriculumdesign. Students are expected to relate their growing understanding to theproficiency levels of the Common European Framework of Reference forLanguages(CEFR).
LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:
• Identify and analyse communicative approaches to language learningandteaching;
8
• Describe and evaluate different types of language teaching syllabusesandthetheoryandpracticeoflearner-centredcurriculumdesign
• RelatetheconcernsoftheCommonEuropeanFrameworkofReferenceforLanguagesandtheEuropeanLanguagePortfoliotoforeignlanguagepedagogy.
AssessmentStudentsarerequiredtosubmitatermessayof3,000words.
SuggestedreadingNation, I.S.P. & Macalister, J. (2009). Language Curriculum Design. London:
Routledge.Nation, I.S.P. & Macalister, J. (2011). Case studies in language curriculum
design: Concepts and approaches in action around the world. London:Routledge.
Johnston,K. (1989).TheSecondLanguageCurriculum.Cambridge:CambridgeUniversityPress.
Council of Europe. 2001. Common European Framework of Reference forLanguages: Learning, teaching, assessment. Cambridge: CambridgeUniversityPress.
(ii)Undergraduatedegreecoursemodules
LIU11001Language,theIndividual,andSocietyCredits:5Lecturers:variousModulecoordinator:BreffniO’Rourke
AimsHowdoweacquirelanguage?Howarewetointerpretthefactthatlanguageusevariesaccordingtogeography,socialclass,genderandcontext?Whydolanguagesdie?Whatistheimpactofimmigrationonlanguageattitudes,languageacquisitionandlanguagetransmission?Thismoduleattemptstoprovidethebeginningsofanswerstosuchquestions,aswellasmanyothersrelatingtolanguage,theindividualandsociety.Intheprocess,arangeoftheoriesandevidenceinthefieldsoflinguistics,appliedlinguistics,sociolinguisticsandpsycholinguisticswillbeexploredandtested.
9
SyllabusThemoduleincludestopicssuchasthefollowing(notethatthesearesubjecttochange):
• Howdobabieslearnlanguage?• Dochildrenlearnlanguagesbetterthanadults?• Arethererightandwrongwaysofusinglanguage?• Doesthewayyouthinkdependonthelanguageyouspeak?• Canthreatenedlanguagesbesaved?• Aresignedlanguagesreallanguages?• Ifyouwanttolivehereyoushouldspeakourlanguage!• Whatislinguisticlandscape?• Languageandgender
LearningOutcomesOnsuccessfulcompletionofthismodulestudentsshouldbeableto:
• Engageincriticaldiscussiononarangeofrelationshipsthatholdbetweenlanguage,theindividualandsociety
• Problematisetheideathatonlyspokenlanguagesare'real'languages• Evaluatetheimpactofageontherateandrouteoffirstandsecond
languageacquisition• Weighthemeritsofdifferentaccountsoftherelationshipbetween
languageandthought• Criticallyassessinformationandviewsrelatingtolanguageattitudes,
languageacquisitionandlanguagetransmissioninmultilingualcontexts• Criticallyanalyseissuesrelatingtolanguageandgender.• Criticallyassessdataandopinionsaboutlanguageendangermentand
languagerevitalisation.
AssessmentOne3000-wordessay
SuggestedReading• O’Grady,W.,J.ArchibaldandF.Katamba(2011).Contemporary
Linguistics:AnIntroduction.2nded.London:Longman.• Fromkin,V.,R.RodmanandN.Hyams(2007).Anintroductionto
language.Boston,MA:ThomsonWadsworth.
10
LI233ALanguageLearningCredits:5Lecturer:GessicaDeAngelis
AimsThismodule introducesstudents tokey issues in foreign language learning informalcontexts.
SyllabusTopics covered include theories of language learning, research findings inrelationtosuccessfulandunsuccessfullearners,theroleofthemothertongue.
LearningoutcomesOnsuccessfulcompletionofthemodule,studentsshouldbeableto:
• Relatethenature-nurturedebatetolanguageacquisitionresearch• Identify the central issues on which language acquisition research has
focused• Summarize the principal findings which have emerged from language
acquisitionresearch• Showtherelevanceofthefindingsoflanguageacquisitionresearch- in
particular second language acquisition research - to second languageteaching
• Applythefindingsoflanguageacquisitionresearchtothestudent'sownexperience as an observer of language acquisition and to his/her ownexperienceasalanguagelearner.
Assessment3000wordessay.
SuggestedreadingLittlewood, W., 1998: Foreign and Second Language Learning: Language
Acquisition Research and its Implications for the Classroom. Cambridge:CambridgeUniversityPress.(textbook)
Mitchell,R.,Myles,F.Marsden,E.(2013)SecondLanguageLearningTheories.ThirdEdition.Abingdon:Routledge
LI237A/LIU33002AspectsofWrittenLanguageCredits:5Lecturer:SarahSheridan
11
AimsThe aim of this course is to introduce students to a range of perspectives -historical, social, linguistic, discourse-analytic, and cognitive - on a pervasiveandhugelyimportantlinguisticphenomenonthatisoftentakenforgrantedbyliteratepeopleinliteratesocieties:writtenlanguage.
SyllabusThismoduleexamines thephenomenonofwritten language froma rangeofperspectives.Itbeginsbyexploringthebeginningsandhistoricaldevelopmentof writing, in the process considering the ways in which different writingsystems (e.g., logographic scripts, syllabaries, and alphabets) representdifferent aspects of language. Further points of discussion are the debatearoundthesocialand individualconsequencesof literacy;theorthographyofEnglish; themental processes involved in reading; written texts as coherentcommunicative acts; differences between the language of speech and thelanguage of writing; and the relationship between written language andcommunicationtechnologies.
LearningoutcomesOnsuccessfulcompletionofthemodule,studentsshouldbeableto:
• Explainthekeystepsinthehistoricalemergenceofwriting• Explain, with examples, how each of the major writing systems
representslanguagestructure• Discuss the social, cognitive and linguistic significance of writing itself
andoftheprintingpress• Analyse written texts for structures and devices of cohesion and
coherence• Explaintheroleofreaderknowledgeininterpretingwrittentext• Explainthelinguisticdifferencesbetweenspokenandwrittenlanguage• Discussthenatureofwrittenlanguageasusedinseveralcommunication
technologies.
AssessmentStudents are assessed by a mid-term presentation (50%) and a 2,500-wordassignment(50%).
SuggestedreadingBiber, D., & Vásquez, C. (2008).Writing and speaking. In C. Bazerman (Ed.),
Handbook of research on writing (pp. 657-672). New York: LawrenceErlbaum.
12
Fasold,R.W.,&Connor-Linton, J. (Eds.). (2006).An introduction to languageandlinguistics.Cambridge:CambridgeUniversityPress.
Fromkin, V., Rodman, R., & Hyams, N. (2003). An introduction to language.Boston:ThomsonWadsworth.
Sproat, Richard. (2010). Language, Technology, and Society. Oxford: OxfordUniversityPress.
DFU11005IntroductiontotheDeafCommunityCredits:5Lecturer:JohnBoscoConama
AimsThelearningaimsofthismodulearetofamiliarizestudentswiththepresenceofIrishdeafcommunityandtheexistenceofIrishSignLanguageinIrishlife.
ModuleContentThismoduleintroducesstudentstotherangeofwaysinwhichdeafnessandDeafpeoplearecategorised-bymedicalpersonnel,byhearingpeople,andbytheDeafcommunity.Weexaminethevarietyofsocietalresponsestodeafnessovertime.WebeginwithreferencestodeafpeopleinancienttimesandtracechangingattitudestoDeafness,signedlanguagesandDeafhoodupuntilcontemporarytimes.WealsoexplorethenotionofDeafcultureandcommunityandconsidertheobjectivesymbolsandbehaviouralnormsofthisculture.Thismoduleintroducesacontinuumofperspectivesofdeafness,andexaminestherangeofpracticalandpoliticalimplicationsoftheseviews.WealsoconsidertherangeofimplicationsthatthiscanhaveonaDeafperson'sself-image.ArangeofviewsfromDeafdeafenedandhardofhearingpeoplewhichhavebeenpre-recordedaresharedoverthecourseofthismodule.ThismodulealsoconsidersdifferentwaysofbeingDeafinthemodernworld.MajororganisationsfromtheIrishDeafcommunityaregivenattention,whileatthesametimetherelationshipbetweenthedevelopedandthedevelopingworlds,withspecialemphasisontheglobalexperienceofdeafnessanddeafcommunitiesareconsidered.
13
LearningOutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• Describe the historical context that notions about deaf people aregroundedwithinsociety.• Describe the major philosophical influences on responses to deafness(e.g. legal, religious, educational, rehabilitation, normalisation, eugenics,humanrights, socio-culturalviews,medical responses todeafness,Deafhood,DeafGain).
AssessmentThereisacontinuousformativeparttotheassessmentforthismodule:
1. Threeonlineassessmentquizzes(scorestobeaveraged)100%2. Assignmentof1500words(writtenorinISL)
SuggestedreadingKusters,A.,DeMeulder,M.,&O'Brien,D.(Eds.).(2017).Innovationsindeaf
studies:Theroleofdeafscholars.OxfordUniversityPress.Ladd,Paddy(2003).UnderstandingDeafCulture;insearchforDeafhood.
MultilingualMatters,Clevedon.Lane,H.,Hoffmeister,R.andB.Bahan(1996).AJourneyintotheDeafWorld.
SanDiego,California:DawnSignPress.Leeson,L.,&Saeed,J.I.(2012).IrishSignLanguage:Acognitivelinguistic
account.EdinburghUniversityPress.Marschark,M.,&Spencer,P.E.(2010).TheOxfordhandbookofdeafstudies,
language,andeducation(Vol.2).OxfordUniversityPress.Furtherreadingmaterialswillbeadvisedintheclasses.DFU108AIntroductiontoSignLinguisticsCredits:5ModuleCoordinator:LorraineLeeson
AimsThismoduleguidesthestudenttowardsabasicunderstandingofthelinguisticstructures of ISL. Thismodule introduces thebasic descriptiveparameters ofthe language. Focus is particularly on the phonetic, phonological,morphologicalandmorph-syntacticbreakdownofISL,withreferencetoothersignedlanguagegiventoprovideacross-linguisticcomparator.Topicscoveredincludeanalysisof thebasicparametersofa sign, compoundingprocesses in
14
ISL,verbcategoriesinISL,non-manualfeatures,anduseofspaceinISL.Later,particularfocuswillbeonthemorpho-syntax,semanticsandpragmaticsofISL.TopicsfordiscussionincludetheidentificationofwordorderinISL,useoftopicconstructions,questionmarking,negation,reflexivesandreciprocalsinISL,andpassive constructions. Other issues addressed include: iconicity and gestureandtheirrelationshiptosignedlanguages.
SyllabusThismoduleistaughtacrosstheacademicyearandguidesthestudenttowardsabasicunderstandingofthelinguisticstructuresofISL.Thismoduleintroducesthebasicdescriptiveparametersof the language.Focus isparticularlyon thephonetic,phonological,morphologicalandmorph-syntacticbreakdownof ISL,with reference to other signed language given to provide a cross-linguisticcomparator.Topicscoveredincludeanalysisofthebasicparametersofasign,compoundingprocessesinISL,verbcategoriesinISL,non-manualfeatures,anduse of space in ISL. Later, particular focus will be on the morpho-syntax,semanticsandpragmaticsofISL.Topicsfordiscussionincludetheidentificationofword order in ISL, use of topic constructions, questionmarking, negation,reflexives and reciprocals in ISL, and passive constructions. Other issuesaddressed include: iconicity and gesture and their relationship to signedlanguages.
LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• UseELANtosearchtheSignsofIrelanddigitalcorpus• DescribetheroleoficonicityinISL• DescribethephoneticfeaturesofISL• Describethe5phonologicalparametersthatmakeupasign• Describe the way in which new signs are created (borrowing, the
productivelexicon,compounding,etc.)• Describetheuseofsigningspaceinasignedlanguage• DescribethemajorcategoriesofverbsinISL• DescribethemajorNMFsthatoccurinISL• Describethefunctionofrole-shiftinginISL• DescribehowNMFsco-occurwithothermanualelementsinISL• RecognisehowtemporalreferenceismarkedinISL• DescribehowaspectfunctionsinISL• DemonstrateabilitytoglossISLtextsaccurately
15
• Describe the use of signing space in a signed language,with particularreference to verb agreement and role-shifting (also known as‘constructeddiscourse’and‘constructedaction’)strategies
• DemonstrateabasicunderstandingofsemanticroleassignmentinISL• Describethepreferredword-orderexpressedinISL• DescribehowreflexivesandreciprocalsaremarkedinISL• DescribehowpassivesaremarkedinISL• Describetheroleoftopic-markinginISL• DescribehowquestionsaremarkedinISL• Describethefunctionsofeye-gazeinISLwordorder• DescribefeaturesthatareevidentinnarrativestructureinISL• Describethesocio-culturalcontextthatsignedlanguagesoperatewithin,
withparticularreferencetoIrishSignLanguage.• OutlinethehistoricalcontextforISLdevelopment.
Assessment2xcoursework(40%)2hourwrittenexam(60%)
SuggestedreadingBrennan,MaryandGrahamH.Turner (eds.)1994:WordOrder Issues inSign
Language. Working Papers. Durham: The International Sign LinguisticsAssociation.
Crystal,David1988:RediscoverGrammar.Singapore:Longman.Fromkin,Victoria;Rodman,RobertandHyams,Nina2003:An Introductionto
Language.Seventhedition.ThomsonHeinle.Leeson, L and Saeed, J.I 2012: Irish Sign Language. Edinburgh: Edinburgh
UniversityPress.Leeson, L. and Saeed, J.I. 2012: Word Order. In R. Pfau, B. Woll and M.
Steinbach(eds.)HandbookofLinguisticsandCommunicationScience:SignLanguage.Berlin:deGruyter.
Liddell,S.K.2003:Grammar,GestureandMeaninginAmericanSignLanguage.Cambridge:CambridgeUniversityPress.
McDonnell,Patrick1996(b):HowSnowmenMove:AspectsofLexicalChoiceinIrishSignLanguage.Teanga16,121-134.
ÓBaoill,D.P.andMatthews,P.A.2000:The IrishDeafCommunity,Volume2:TheStructureofIrishSignLanguage.Dublin:ITE.
Perniss, P., Pfau, R. and Steinbach, M., 2007: Sign Languages: A Cross-LinguisticPerspective.Berlin:MoutondeGruyter.
16
Sutton-Spence, Rachel and Bencie Woll 1999: The Linguistics of British SignLanguage:AnIntroduction.CambridgeUniversityPress.
Valli, Clayton, Ceil Lucas, Kristin J. Mulrooney and Miako Villanueva. TheLinguisticsofAmericanSignLanguage.AnIntroduction.4thedition.
Vermeerbergen, Myriam 2006: Past and Current Trends in Sign LanguageResearch.Language and Communication 26 (2006) 168-192. Availableonlineatwww.sciencedirect.com
Vermeerbergen,M., Leeson, L. and Crasborn, O. (eds.) 2007: Simultaneity inSignedLanguages:FormandFunction.Amsterdam:JohnBenjamins.
Vermeerbergen, M. and Leeson, L. 2011: European Signed Languages –Towards a Typological Snapshot. In Bernd Kortmann and Johan van derAuwera(eds.):TheLanguagesandLinguisticsofEurope:AComprehensiveGuide,Berlin,MoutondeGruyter.
Additional readingswill be recommended linked to specific topics covered inclass.
SLU11006IntroductiontoLanguageAcquisitionCredits:5ModuleCoordinator:BreffniO’Rourke
AimsThismodulewillintroducestudentstocentralissuesinlanguageacquisitionanddevelopment.Theaimistoequipstudentswithanunderstandingofthenatureofnon-pathologicallanguageacquisitionanddevelopmentinvariousdomains,andanappreciationoftheratesandroutesofnormallanguageacquisition.
ModuleContentFollowinganinitialconsiderationofthemostinfluentialtheoreticalperspectivesonlanguageacquisition,thelectureswilldiscussthenatureandacquisitionalchallengessomeofthemaindomainsoflanguage(phonology,vocabularyandmorphology,syntax,semantics,andpragmatics).Wethenreviewpatternsofacquisitionanddevelopmentacrossdevelopmentalstages,andconsiderthecasesofbilingualandmultilingualfirstlanguageacquisition.
LearningoutcomesOnsuccessfulcompletionofthismodule,studentswillbeableto:
• Debatehistoricallyinfluentialtheoriesoffirstlanguageacquisition• Explainsomecentralconceptsinthelinguisticdomainsofphonology,
morphology,syntax,semantics,andpragmatics
17
• Describecentralaspectsoffirstlanguageacquisitioninrelationtoeachofthemajordomainsoflanguage
• Describecentralaspectsoffirstlanguageacquisitionanddevelopmentinrelationtoseveraldevelopmentalstages
• Discussthecharacteristicsofbilingualandmultilingualfirstlanguageacquisitionandthedifferencesbetweenthem.
AssessmentThe module is assessed through one 3,000 word essay (not includingreferences, submitted by Friday at 12 noon in Week 12 Michaelmas Term(Semester1).
RecommendedreferencelistSeeBlackboardforreadinglistDFU11003WorkingwiththeDeafCommunity1Credits:5ModuleCoordinator:JohnBoscoConama
AimsThis module explores the current issues that are shaped or experienced bythosewhoareworkingwiththeDeafcommunity;inparticular,itwillfocusonhow these issues affect the Irish Deaf community. The module is roughlydividedintotwomainareas:(i)afocusongeneralconceptsrelatingtopower,working relationships, etc., and (ii) themes and perspectives that can beidentifiedinthevariousfieldsofworkingwiththeDeafcommunity.
LearningoutcomesOncompletionofthismodule,studentswilldemonstrateanabilityto:• Classify differing perspectives on deafness impact on working
relationshipswith/withintheDeafcommunity• Compare and contrast the concepts and strategies adopted by
organisations / service providers to meet the needs / rights of Deafcommunity.
AssessmentTherearetwopartstoassessmentforthismodule:
(i) Examination(70%)(ii) (ii)Threeonlinequiz(tobeaveragedinto30%
18
SuggestedreadingAnderson,M.L.Glickman,N.S.,Mistlier,L.A.andGonzalez,M.2016:Working
therapeuticallywithdeafpeoplerecoveringfromtraumaandaddiction.Psychiatricrehabilitationjournal,39(1),p.27.
Andrews,JeanF.,IreneW.LeighandMaryT.Weiner2004:Deafpeople:EvolvingPerspectivesfromPsychology,Education,andSociology.BostonandLondon:Pearson.(2nded.)
Austen,SallyandSusanCrocker2004:DeafnessinMind:WorkingPsychologicallywithDeafPeopleAcrosstheLifespan.London:WhurrPublications.
Bragg,Lois2001:DeafWorld:AHistoricalReaderandPrimarySourcebookConama,JohnBoscoandCarmelGrehan2001:IsTherePovertyintheDeaf
Community?Dublin:IrishDeafSocietyPublications.Glickman,NeilS.andS.Gulati2003:MentalHealthCareofDeafPeople:A
CulturallyAffirmativeApproach.NewYork.NewYorkUniversityPress.Ladd,Paddy2003:UnderstandingDeafCulture:InSearchofDeafhood.
CleavdonMultilingualMatters.Lane,Harlan1999:TheMaskofBenevolence:DisablingtheDeafCommunity
NewYork.RandomHouse.Leeson,LorraineandMyriamVermeerbergen(eds)(2012)Workingwiththe
DeafCommunity:Education,MentalHealthandInterpreting.Dublin:InteresourceGroupPublishing.
Mullane,A.,Conama,J.B.,&Fourie,R.(2011).HumanrightsandthedeafcommunityinIreland.CLINICALSPEECH,78.
Rose,H.,&Conama,J.B.(2018).Linguisticimperialism:stillavalidconstructinrelationtolanguagepolicyforIrishSignLanguage.Languagepolicy,17(3),385-404.
DF234A/DF2034TranslationandInterpreting,Philosophyand
PracticeCredits:5Lecturer:SarahSheridan
ModuleContentThis module introduces students to current thought on translation andinterpretation, with respect to both spoken and signed languages. Seminarswillfocusonexploringtheliteraturewithrespecttointerpretationphilosophyandpractice,andconsiderthepracticalapplicationsofthesefindingsforsignlanguageinterpreters.Analysisofinterpretingperformanceswillformacentralcomponentof thismodule, relatingtheorytopractice.Wewillexplore issues
19
such as lexical equivalence, equivalence at word level, clause level anddiscourselevelandcompareandcontrastgrammaticalequivalencewithissuesofsituationalandculturalcontext.
LearningoutcomesOncompletionofthismodule,studentswillbeableto:• Describethenotionofequivalenceatwordlevel,clauselevel,sentence
level,grammaticallevelanddiscourselevel• Outline the impediments to attaining absolute equivalence between
languagepairsandbeabletogiveexamplesthereof• Describe the strategies that areusedby interpreters and translators in
dealingwithincongruencebetweenlanguagepairs• DescribehowcohesionoperatesinISLandinEnglish• Analyse and evaluate social factors that influence an interpreter's
activities(e.g.turn-taking,overlappingturns,powerrelations,etc.)• Appraisetheimpactthatculturaldifferenceplaysininterpretedevents• Demonstrate the ability to carry out an analysis of an interpreting
performance focusingon interpreter strategies tominimise source textinterference
• Demonstrate the ability to prepare an English language text fortranslationtoISL
• DemonstratetheabilitytoprepareanISLtextfortranslationtoEnglish
AssessmentTranslationtaskx2(60%)Coursework(40%)
SuggestedreadingBaker, M. 1992: In Other Words: A Coursebook on Translation. London and
NewYork:Routledge.Dean,RobynK.,andRobertQ,Pollard.2013:Thedemandcontrolschema:
Interpretingasapracticeprofession.CreateSpace.Janzen, T. (ed.) 2005: Topics in Signed Language Interpretation: Theory and
Practice.Amsterdam:JohnBenjaminsLeeson, Lorraine andMyriamVermeerbergen (eds) (2012).Workingwith the
Deaf Community: Education, Mental Health and Interpreting. Dublin:InteresourceGroupPublishing.
Mindess,A.1999:ReadingbetweentheSigns:InterculturalCommunicationforSignLanguageInterpreters.Maine:InterculturalPress.
20
Pochhacker,F.andShlesinger,M.(eds.)2002:TheInterpretingStudiesReader.LondonandNewYork:Routledge.
Robinson,D.1997:BecomingaTranslator:AnAcceleratedCourse.LondonandNewYork:Routeledge.
Importantnote:adetailedreadinglistandweeklyreadingswillbeadvisedbythelecturer.
DF2020DeafEducationCredits:5Lecturer:JohnBoscoConama
ModuleContentThismoduleexploresarangeofissuesrelevanttothedeliveryofeducationtoDeafpeopletoday.ThefocusispredominantlyontheIrishcontextandtracestheevolutionofeducationalprovisionfromtheestablishmentofeducationalservicesfortheDeafthroughtothecurrentdate.Topicsforconsiderationincludethemanual-oraldebate,bilingualismfordeafchildren,mainstreaming,educationalsupportservices(visitingteachersservice,hometutorsscheme),theeducationalreviewprocess,thevoiceoftheDeafcommunityinshapingeducationalpolicy,accessinginformationabouteducationaloptionsandtherighttochoiceofparents,preschoolprovision,primaryandpost-primaryeducationandaccesstothirdlevel.
LearningoutcomesOncompletionofthismodule,studentswillbeableto:
• AssessthestructureoftheIrisheducationalsystemfortheDeaf• AppraisebilingualeducationasitpertainstothesituationofDeafand
hardofhearingchildren• DescribethecontextforpoorliteracyoutcomesforDeafchildren
internationallysincetheintroductionoforaleducationpolicies• Defineoralism• SynthesizethemainpoliciesandpracticesappliedtoDeafeducationin
Irelandfrom1880tothepresentday• CritiquetheapproachestoDeafeducationinScandinaviaandEurope
Assessmenta. 1x2,500wordessay(70%)b. Threeonlineassessmentquizzes(threescorestobeaveraged)(30%)
21
SuggestedreadingCrean,EdwardJ.1997:Breakingthesilence:theeducationofthedeafin
Ireland1816-1996.Dublin:IrishDeafSocietyPublications.King,J.Freeman.2001:IntroductiontoDeafEducation:ADeafPerspective.
Oregon,USA.ButtePublications.Lane,Harlan,RobertHoffmeister&BenBahan1996:Ajourneyintothe
deafworld.SanDiego,Calif.:DawnSignPress.Lane,Harlan.1984:WhentheMindHears:AHistoryoftheDeaf.London.
Penquin.Leeson,LorraineandMyriamVermeerbergen(eds)(2012)Workingwiththe
DeafCommunity:Education,MentalHealthandInterpreting.Dublin:InteresourceGroupPublishing.
Marschark,MarcandPatricaE.Spencer(eds.)2003:OxfordHandbookofDeafStudies,Language,andEducation.Oxford.OxfordUniversityPress.
Mathews,E.S.(2017).Language,Power,andResistance:MainstreamingDeafEducation.GallaudetUniversityPress.
(iii)M.Phil.coursemodules
LI7872FormalFoundationsofLinguisticTheoriesCredits:10Lecturer:CarlVogel
AimsThecourseisdesignedtoestablishcompetenceinfoundationalmathematicalconcepts used in contemporary cognitive science and computationally-oriented approaches to linguistic theory. Basic concepts of discretemathematicsarereviewedwithattentiontotheirrelevanceinlinguistics:sets,operators, relations, trees, logic, formal language theory. Emphasis isplacedon finite recursivespecificationof infinite formal languagesasan idealizationofgrammarspecificationfornaturallanguages(eachofwhichisthoughttobeinfinite but managed by finite brains). Natural languages are modelled asuninterpreted sets of grammatical sentences whose internal structuralcomplexity has implications related to constraints on human syntacticprocessing. Human languages are also modelled via their translation intological languages supplied with deductive mechanisms supplyingrepresentationalanddenotationalsemanticanalysis.Logical languageswithina range of expressivity classes are considered in terms of their syntax,semantics, and inference mechanisms as simulations of human recognition,interpretation, and reasoning with natural language expressions. Thus, the
22
aimsofthecourseareto(i)establishcompetencewiththecoreconceptsandanalyticaltools,(ii)developawarenessoftherangeofapplicabilityofthetoolsand concepts within linguistic theory and cognitive science, (iii) fosterconfidentandfluentuseofformalmethodsinanalysinghumanlanguageandreasoning.
WorkingmethodsThecoursereliesonlecturesandhands-onpracticewiththeformaltools.Self-accesspracticewiththetoolsisessential.Anautomatedtheoremproverisintroducedtofacilitatespecificationofformaltheoriesofnaturallanguagesyntaxandsemanticswithinoneofthelogicallanguagesaddressedinthelecturesinordertousethetheoremprovertotesttheconsequencesoftheoriesoflanguageonnaturallanguageinputs.Thought-problemsdesignedtotestunderstandingofkeyconceptswillbeofferedattheendofeachsession.
SyllabusTopicsaddressedinthemoduleinclude:• Sets,characteristicfunctions,operators,relations• Languagesassetsofsentences• Propositionallogic:syntax,semantics&validinference• Deductiveinferenceandhumanreasoning• Predicatelogic:syntax,semantics&validinference• Firstorderlogic(FOL):syntax&semantics&validinference• TranslatingnaturallanguageutterancesintoFOL• AxiomatizingtheoriesinProlog(HornLogic).
LearningoutcomesOnsuccessfulcompletionofthemodulestudentsshouldbeableto:• Definethebasicconstructsindiscretemathematics:sets(finite,infiniteand
impossible),algebraicoperationsonsets (intersection,union,complement,difference), characteristic functions, relations (e.g. reflexivity, transitivity,symmetry), partial orders, total orders, equivalence classes; properties oftrees;propositionallogic,predicatelogic,firstorderlogic,Hornlogic(syntax,semantics,limitsandvalidinferenceineachcase).
• Demonstrate the relevance to syntax of human languages in idealizingnaturallanguagesasinfinitesetsofgrammaticalsentences;
• Demonstratetherelevancetosyntaxofhumanlanguagesinprovidingfiniterecursivedefinitionsforinfinitelogicallanguages;
23
• Demonstratetherelevancetosemanticsofhumanlanguagesinprovidingacompositionaldenotationalsemantics(withasyntax-semanticsinterface)toinfinitelogicallanguages;
• Explainhownaturallanguagesemanticsmayberepresentedindirectlyusingformallogicallanguagesandtheirmodel-theoreticsemantics;
• Specify clear theories of grammar as axioms in a deductive frameworkcapableoftestingtheoreticalpredictions;
• Transferabstractcompetencetopractical
AssessmentStudents complete a take-home assignment with a mixture of problemsintended to elicit demonstration of mastery of core concepts and ability toreasonwiththoseconceptsinrepresentingrelevantphenomena.
RecommendedreadingsCoursehandoutsandsourcesintheirbibliographies.Partee, B. A. ter Meulen and R. Wall. 1993. Mathematical Methods in
Linguistics.Dordrecht:KluwerAcademicPress.
LI7878DescribingEnglishGrammarCredits:10Lecturer:ValentinaColasanti
AimsThismodulehasfourprincipalaims:(i)toexaminethemajorsyntacticandmorphologicalfeaturesofEnglish,usinginsightsfrommoregenerallinguistictheoryandfromcorpus-basedapproachestolanguage,(ii)tounderstandtheprinciplesthataccountforgrammaticalvariationacrossthedifferentnationalvarieties,styles,andregistersthatcharacterizeEnglish,(iii)todevelopacriticalperspectiveonthequestionofwhatconstitutesEnglishgrammar,and(iv)tounderstandthebasisofcomparingEnglishgrammarwiththegrammarsofotherlanguages.
SyllabusStudents are encouraged tomake use of data from their own experience asteachers or learners of English. Specific themes addressed in the moduleinclude:• Grammar:descriptionandprescription• Words:characteristicsandclassification• Clauses:simple,embedded,finiteandnon-finite
24
• Tense,voice,andaspect• Adjectives,adverbs,adverbials:pre-andpost-modification• ContrastingEnglishsyntaxwithotherlanguages• Texttypeandregister:corpusversuscompetence• Discoursemarkersinspeechandwriting• VariationandstandardizationinworldandnationalEnglishes• Englishcontrastivelinguistics
LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• AnalysethesyntaxofEnglishsentencesusinginsightsfromlinguistictheory• Compare and contrastmajor grammatical variations in English as aworld
language• Assesstheroleofregisterandtexttypeinconditioninggrammaticalchoices• EvaluatecriticallythepositionofgrammaticalstandardizationinEnglish• BefamiliarwiththeuseofelectroniccorporainstudyingEnglishgrammar• ViewthegrammarofEnglishinacomparativeperspective
AssessmentStudentswillberequiredtodoonesyntaxexercised(markedonaPass/Failbasis)andone3,000wordessay(whichaccountsforthefinalmark).
SuggestedreadingsThomas,Linda.1993.BeginningSyntax.Oxford:Blackwell.Biber,Douglasetal.1999.LongmanGrammarofSpokenandWrittenEnglish.
London:Longman.Kortmann,Berndetal.(eds.).2004.AHandbookofVarietiesofEnglish.Vol.2:
MorphologyandSyntax.Berlin:MoutondeGruyter.Carter, Ronald andMichaelMcCarthy. 2006. CambridgeGrammar of English.
Cambridge:CambridgeUniversityPress.Comrie,Bernard.1989.LanguageUniversalsandLinguisticTypology.2ndedn.
Oxford:BasilBlackwell. LI7860Technology,LanguageandCommunicationCredits:10Lecturer:BreffniO’Rourke
AimsParticipantsinthismodulewillexplorehowlanguageandcommunicationaremediated by various technologies, including that of writing. Studentswill be
25
encouraged to reflect on the relationship between language, communicationandtechnologiesononehandandindividuallanguageprocessing,interactionalprocesses, and the nature of discourse on the other. Lectures, readings anddiscussions will range over historical, socio-cultural and individual-cognitivelevelsofanalysisasappropriate.
WorkingmethodsThemodulewill be taught through a combination of lectures andworkshopactivities.
SyllabusSpecificthemesaddressedinthemoduleinclude:• Thehistoricaldevelopmentofwriting;thepropertiesofwritingsystems• Theeffectsofliteracyonourperceptionoflanguage• Thehistoricalandculturalsignificanceoftheprintingpress• Audioandvideotechnologies• Computer-mediatedcommunication• Mobile-phonetextmessaging• Digitalliteracies
LearningoutcomesOnsuccessfulcompletionofthemodule,astudentshouldbeableto• Explainthekeystepsinthehistoricalemergenceofwriting• Explain,withexamples,howeachof themajorwritingsystemsrepresents
languagestructure• Discussthesocial,cognitiveandlinguisticsignificanceofwritingitselfandof
theprintingpress• Explainthelinguisticdifferencesbetweenspokenandwrittenlanguage• Discuss the nature ofwritten language as used in several communication
technologies• Analyse the linguistic and discourse structure of linguistic interaction in a
numberofdifferentcommunicationtechnologies
AssessmentStudentswriteanassignmentof3-4,000wordsexploringoneormoreaspectsoflanguageandcommunicationasmediatedbytechnologies.
SuggestedreadingsJoinson,A.N.(2003).UnderstandingthepsychologyofInternetbehaviour.
Basingstoke:PalgraveMacmillan
26
Rogers,H.(2005).Writingsystems:Alinguisticapproach.London:Blackwell.Schmandt-Besserat,D.,&Erard,M.(2008).Originsandformsofwriting.InC.
Bazerman(Ed.),Handbookofresearchonwriting(pp.7-26).NewYork:LawrenceErlbaum
Scott,K.(2015).Thepragmaticsofhashtags:InferenceandconversationalstyleonTwitter.JournalofPragmatics,81,8–20
Sproat,R.,2010.Language,Technology,andSociety.Oxford:OxfordUniversityPress.
Tagg,C.,2015.ExploringDigitalCommunication:LanguageinAction,1.Abingdon:Routledge.
Walther,J.B.,VanDerHeide,B.,RamirezJr.,A.,Burgoon,J.K.,andPeña,J.(2015).Interpersonalandhyperpersonaldimensionsofcomputer-mediatedcommunication.Thehandbookofthepsychologyofcommunicationtechnology,pp.4-22.NewYork:Wiley.
Yus,F.(2011).Cyberpragmatics:Internet-mediatedcommunicationincontext.Amsterdam:JohnBenjamins
LI7874SpeechProduction,HearingandPerceptionCredits:10Lecturers:ChristerGobl,AilbheNíChasaide
Aims This course aims to provide (i) an understanding of the whole process ofspeechcommunication,encompassingthespeakerandthelistenerand(ii)anunderstanding of some of the major models of production, perception andhearing,and(iii)practical,hands-on,experienceinconductingproductionandperception experiments. Central to the course is an understanding of theacoustic theory of speech production, and of the acoustic characteristics ofspeech sounds. Speech materials are analysed to illustrate the acousticproperties of speech, provide insight into to the underlying mechanisms ofspeech production, while also providing a basis for speech perceptionexperimentation. The processes of hearing are dealt with along with theauditory transformsof theacousticsignal.Studentsare introducedtospeechsynthesis, and through synthesisbasedexperimentation to themethods thatmaybeusedtoexploretheperceptualcorrelatesofspeechsounds.
SyllabusSpecificthemesaddressedwithinthemoduleinclude:
• Acoustictheoryofspeechproduction
27
• Sourcefiltertheory• Characteristicsofthevoicesource• Characteristicsofthefilter:resonance• Hearingandtheauditorysystem• Synthesisanditsapplicationsinspeechperception• Perceptionofstops:locustheory• Categoricalperception• Analysis,synthesisandperceptionofvoicequality
LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• Explaintheprocessofspeechcommunication• Describe theacoustic theoryof speechproductionandhaveknowledgeof
theacousticpropertiesofspeechsounds• Assesssomeofthecompetingtheoriesconcerningtheperceptionofspeech• Conductspeechproductionorperceptionexperiments• Interpret,presentandwriteupexperimentaldata
AssessmentThe assessment is based on the conducting and writing up of experimentalworkonakeytopicofthecourse,equivalentto3-4,000words.
SuggestedreadingsBorden, G. J., K. S. Harris & L. J. Raphael. 2003. Speech Science Primer:
Physiology, Acoustics, and Perception of Speech. 4th ed. Philadelphia:LippincottWilliams&Wilkins.
Hayward,K.2000.ExperimentalPhonetics.London:Longman.Johnson,K.,2003.AcousticandAuditoryPhonetics.Oxford:Blackwell.Kent, R & Read, C., 2002: The Acoustic Analysis of Speech. 2nd ed. Singular
PublishingGroup.Moore, B. C. J., 2005: An Introduction to thePsychologyofHearing. 5th ed.
NewYork:AcademicPress.LI7897SpeechandLanguageTechnologyinEducationCredits:10Lecturers:NeasaNíChiaráin
28
Aims Theaimofthismoduleistointroducestudentstohowspeechandlanguagetechnology,aswellascomputationalmodelsofspeechandlanguagecanbeusedintheteaching/learningoflanguage.TherewillbeaspecificfocusthroughoutontheIrishlanguageanditsparticularcontext,butanindepthknowledgeoftheIrishlanguageisunnecessaryforparticipation.Thefocusisboththeoreticalandpracticalandthecourseemphasizesthemultidisciplinaryperspectivesthatarerequiredforeffectivedeploymentoftechnologyineducation.Studentsareintroducedtoarangeofspeechandlanguagetechnologies,someofwhicharecurrentlyinuseforlanguageinstruction,andsomeofwhich,thoughripeforeducationaldeployment,arenotyetinuse.Learningtheoriesandpedagogicalmethodsareexploredintermsoftheirimplicationsforthedevelopmentoftechnologicalapplicationsinlanguageteaching.Thesociolinguisticcontextisafurthermajorfactorwhichisconsidered.Thebroaderquestionofdifferencesinthedeploymentofthetechnologyinminorityandmajorworldlanguagesarediscussed.Themodulewillbeinnovativeinencouragingstudentsfromtechnical,pedagogicandlinguisticbackgroundstoexploretheinterdependenceoftheseareasfortheproductionofmaterialswhichareinterdisciplinarybynature.Uponcompletionofthemodule,itisexpectedthatstudentswillhaveacquiredspecialisedknowledge,skillsandatheoreticalframeworkfordevelopingeducationaltechnologyforlanguageinstruction.
SyllabusThemodulewillequipstudentswithamultidisciplinarytheoreticalframeworkasabackgroundfortheresearchanddevelopmentofeducationalapplicationsof technology. Speech and language technology is explored in detail and itspotentialfortransformingtheeducationalprocessisdiscussed.Theneedforafirmtheoreticalfoundationinlanguageacquisitionandpedagogicaltheoryasaprecursortoeducationalcontentdevelopmentisamajortheme.Furthermore,attention is given the linguistic structure of the target language, the specificlinguistic goals for particular learner cohorts are central considerations.Students also consider the sociocultural context in which the educationaltechnologyisbeingdeployed.InthismodulethereisongoingreferencetoIrishspeech and language technology and the implications of technology forminority and endangered languages in comparison tomajorworld languagesare considered. While the module does not require students to haveknowledgeoftheIrishlanguage, illustrationswithaspecificreferencetoIrishwillbeusedthroughout.
29
LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:1:Articulatewhylinguisticanalysis/theoriesoflanguageacquisitionarefundamentaltothedevelopmentofcontentineducationaltechnology2:Debatehowspeechanalysis,speechmodelsandspeechtechnologiesarecurrentlyusedforlanguageinstruction.Articulatehowthecurrentstate-of-the-artintheseareasofferspotentialnewavenuesforfuturedevelopment3:Debatehowcomputationalanalysisandmodelsoflanguage,andlanguagetechnologiesarecurrentlyusedforlanguageinstructionandthedirectionsinwhichfuturedevelopmentsareenvisaged4:Discusshowthespecificlanguagecontextandthesocio-culturalsetting(e.g.,lesser-spokenvs.majorworldlanguages)impactsontheprovisionanduseofspeechandlanguagetechnologies5:Undertakeresearchinonespecificaspectoftechnology-basedlanguageinstruction6:Communicatetheresultsofthisresearchthroughwrittenpapersand/orpresentations
AssessmentAssessmentwillbeintheformofawrittenassignment.
SuggestedreadingsBeatty,K.(2003).Teachingandresearchingcomputer-assistedlanguage
learning.NewYork:Longman.Chapelle,C.(2001).Computerapplicationsinsecondlanguageacquisition:
Foundationsforteaching,testing,andresearch.Cambridge:CambridgeUniversityPress.
Handley,Z.(2009).Istext-to-speechsynthesisreadyforuseincomputer-assistedlanguagelearning?SpeechCommunication,51,906–919.doi:10.1016/j.specom.2008.12.004
Lightbown,P.&Spada,N.(2013)HowLanguagesareLearned.OxfordUniversityPress.ContemporaryComputer-AssistedLanguageLearning
Little,D.(2007).Languagelearnerautonomy:Somefundamentalconsiderationsrevisited.InnovationinLanguageLearningandTeaching,1,14–29.doi:10.2167/illt040.0
Long,M.H.(1996).Theroleofthelinguisticenvironmentinsecondlanguageacquisition.InW.C.Ritchie&T.K.Bhatia(Eds.),Handbookofresearchonlanguageacquisition:Secondlanguageacquisition.(Volume2.,pp.413–468).SanDiego,CA:AcademicPress.
30
NíChasaide,A.,NíChiaráin,N.,Berthelsen,H.,Wendler,C.,&Murphy,A.(2015).SpeechTechnologyasDocumentationforEndangeredLanguagePreservation:TheCaseofIrish.InICPhS2015:18thInternationalCongressofPhoneticSciences.Glasgow,Scotland.
NíChiaráin,N.(2014).Text-to-SpeechSynthesisinComputer-AssistedLanguageLearningforIrish:DevelopmentandEvaluation.(Doctoralthesis,CLCS,TrinityCollege,Dublin).
UíDhonnchadha,E.,NicPháidín,C.,&VanGenabith,J.(2003).Design,implementationandevaluationofaninflectionalmorphologyfinitestatetransducerforIrish.MachineTranslation,18,173–193.doi:10.1007/s10590-004-2480-9
LI7883MultilingualismCredits:10Lecturers:GessicaDeAngelis,SarahSheridan
AimsThe goal of this module is to introduce students to ideas and concepts ofmultilingualism,andtoexaminesituationswherethreeormorelanguagesarepresent in an individual’s language repertoire or speech community. Thismodule takes as its point of departuremultilingual individuals (children andadults) and their social context. It has three key themes: (1) to exploreconcepts and theories inmultilingual individuals, communities and societies,(2)tointroducecognitiveandacquisitionalaspectsofmultilingualism;and(3)toassesscritically successesand failures inpolicies toencouragemultilinguallanguagelearninganduse,particularlyineducation.Themoduleisintendedasan introduction to research for students who are considering research onmultilingualism in individualsandsocieties.Whilstdrawingonexamples fromacrosstheworld,themoduleneverthelesshasastrongEuropeanflavour,withreferences to the work of the European Union and Council of Europe inlanguage education policy, and case studies drawn from multilingualism inEurope.
SyllabusSpecificaspectsaddressedinthemoduleinclude:• Generalissuesandconceptsinindividualandsocietalmultilingualism• Multilingual language acquisition, the role of prior native and non-native
language knowledge in the language acquisition process, multilingualismandcognitivedevelopment,crosslinguisticinfluence
31
• Multilingual education programmes, tools to encourage multilinguallanguageuseandlearning,andevaluation/assessment
• Languagepolicyandlanguageeducationpolicyinmultilingualcontexts
LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• Analysegeneral issuesandconcepts in researchon individualandsocietal
multilingualism• Criticallyevaluatetheoryandresearchrelevanttomultilingualpracticesand
policies.• Assess research on acquisitional and cognitive aspects of multilingual
languageacquisition• Examinetheimpactofofficiallanguagepoliciesonmultilingualism• Critically assess the role of different types of educational systems and
policiesinaffordingopportunitiesformultilinguallanguagelearninganduse• Conductresearchonmultilingualismintheindividualandsociety
AssessmentThe module will involve a site visit to a local example of multilingualism inpractice.Afterthisvisit,studentswillwriteandsubmitareactionpaper(1000-1500words)whichisweightedat40%towardsthemarkforthemodule.Attheendofthecourseeachstudentwillsubmitaresearchpaper(2000-2500words)weightedat60%ofthefinalmark.
SuggestedreadingsAronin, L., & Singleton, D. (2012). Multilingualism. Amsterdam: John
Benjamins.De Angelis, G. (2007). Third or Additional Language Acquisition. Clevedon:
MultilingualMatters.Weber, J.-J., & Horner, K. (2012). Introducing Multilingualism: A Social
Approach.NewYork:Routledge.LI7001ModernChineseHistoryCredits:10Lecturer:PeterHamilton
Aims: Thismodule introduces students to the history ofmodern China in the 20thcentury.
32
Syllabus:Thismodule introduces students to the history ofmodern China in the 20thcentury, beginning with the fall of the last dynasty, the Qing, which ended2,000 years of imperial rule. We explore the causes and effects of theestablishment of the Chinese Republic, the SecondWorldWar in China, theemergence of Communism,Mao and the Cultural Revolution, and thewiderdevelopment of the People’s Republic of China. We use a range of originalprimary sources, from modernist literature to propaganda posters, tosupplement the understanding gained from reading and lectures to gain athoroughunderstandingofmodernChinesehistoryandhowitisstudied.
Learningoutcomes:1.OutlinekeyeventsanddevelopmentsinthehistoryofmodernChina2. Assess the causes and consequences of the establishment of the Chinese
Republic, theCommunistparty, theCulturalRevolutionandmodernizationwithinthePeople’sRepublicofChina
3. Analyse the impact of different aspects of political, social and culturaldevelopmentonmodernChina
4. Undertake a basic analysis and evaluation of selected primary sourcesrelatingto20thcenturyChinesehistory
5. Present and discuss in written and oral format analysis of key questionsrelatingtothehistoryofChinaduringthisperiod.
Assessment:(i)Continuousassessment(in-classpresentation)(20%)(ii)Assignmentof3,000-4,000words(80%)
Suggestedreadings:Bailey,P.J.2012.Womenandgenderintwentieth-centuryChina.Basingstoke:
PalgraveMacmillan.Fairbank, John King and Merle Goldman. 1992. China: A New History.
Cambridge,MA.Gittings, J. 2005. The changing face of China: fromMao to market. Oxford:
OxfordUniversityPress.Harrison,Henrietta.2005.TheManAwakenedfromDreams:oneman’slifein
anorthChinavillage,1857-1942.Stanford.Lieberthal,Kenneth.1995.GoverningChina:FromRevolutionthroughReform.
NewYork.Mitter, Rana, 2004. A Bitter Revolution: China’s Struggle with the Modern
World.Oxford.
33
Spence,JonathanD.1999.TheSearchforModernChina.NewYork.Zarrow,Peter.2005.ChinainWarandRevolution,1895-1949.London. LI7002ContemporaryChineseSocietyandPoliticsCredits:10Lecturer:ChungKamKwok
Aims:The aim of this module is to ensure that students will develop a detailedunderstandingofthemajorissuesincontemporaryChinesepoliticsandsocietyand be familiar with the main theoretical and empirical approaches to thestudyoftheseissues.
Syllabus:This module provides an introduction to the politics and society ofcontemporary China, with a focus on power relations within the ChineseCommunist Party and the interactions between politics and the society.Discussionsareorganizedaroundtopicsthathaveattractedgreatestacademicandpublicinterestsinrecentyears.Themoduleasksthefollowingquestions:Whataretherelationshipsamongmajorpower-holderswithintheParty?Whatchallenges does Party leaders face from both within the regime and thesociety? What institutional and non-institutional strategies does the Partyadopt to cope with these challenges? Will China face democratization orregime crisis in the near future?What impacts does the increasingly diverseandcomplexsocietyhaveonChina’spoliticalsystem?
Learningoutcomes:1.DescribethekeypoliticalandsocialchangesexperiencedinChinaduringthe
periodcoveredbythemodule2. Analyse, specify and appraise differing conceptions of power in China and
howitaffectsChinesesociety3. Discriminate between differing theoretical conceptions of the role of the
state in China and evaluate the impact of these differing conceptions onChinesesociety.
4. Differentiate between theories of international relations and evaluate theexplanatory power of these theories by reference to the role of China ininternationalpolitics.
Assessment:(i)Continuousassessment(in-classpresentation)(20%)
34
(ii)Assignmentof3,000-4,000words(80%)
Suggestedreadings:Callahan, W. A. 2009. China: The Pessoptimist Nation. Oxford: Oxford
UniversityPress.Callahan,W.A.2013.ChinaDreams:20Visionsof theFuture.Oxford:Oxford
UniversityPress.O’Brien,K. J. 2006.RightfulResistance inRuralChina. Cambridge:Cambridge
UniversityPress.Saich,T.2010.GovernanceandPoliticsofChina:ThirdEdition(3edition.).New
York:PalgraveMacmillan.Shambaugh, D. 2013. China Goes Global: The Partial Power.Oxford: Oxford
UniversityPressShirk, S. L. 2008.China: Fragile Superpower: The Fragile Superpower.Oxford:
OxfordUniversityPress. LI7003LanguageandWritingSystemsinChinaCredits:10Lecturer:NingJiang
Aims:ThismoduleintroducesstudentstoimportantissuesoftheChineselanguage,including its writing system. It covers these issues from various perspectivesandbringsotherissuesofhighrelevanceintothelargerpicture.
Syllabus:Thismodule introducesstudentstotheChinese language including itswritingsystems, fromvarious linguistic/applied linguisticperspectives and frombothlanguage-internal/external viewpoints. It aims to familiarise students toaspects of the history of Chinese language and its building blocks (soundsystem,wordformation,syntaxandmeaning),aswellassocialandfunctionalaspects.Theevolution,developmentandtransformationoftheChinesewritingsystemareexploredaspartofthis,includingessentialfeaturesoftheChinesecharacters and principles underlying their construction. Students areintroducedtodifferentvarietiesofChineseandfactorsleadingtolanguageandstandardisation. Important issues of high relevance such as culture areaddressedinthemodule.
Learningoutcomes:1. OutlinemajorstagesinthehistoryoftheChineselanguage
35
2. Understand theoretical perspectives within specific sub-domains (e.g.phonology, syntax, semantics and/or pragmatics) related to Chineselinguistics
3. DemonstrateunderstandingoftheevolutionanddevelopmentofChinesewritingsystems
4. DemonstratebasicknowledgeoflinguisticvariationandchangeinEastAsiarelatedtoChineselanguagevarieties
5. CompareandcontrastvarietiesofChinese6. Criticallydiscussissuesrelatedtolanguagevariationandstandardisation
Assessment:(i)Continuousassessment(in-classpresentation)(20%)(ii)Assignmentof3,000-4,000words(80%)
Suggestedreadings:Chen, P. 1999. Modern Chinese: History and Sociolinguistics. Cambridge:
CambridgeUniversityPress.Halliday,M.A.K.2005.StudiesinChineselanguage.London:Continuum.Huang,C.-T.J.,&Li,Y.A.(eds.)1996.NewHorizonsinChineseLinguistics(Vol.
36).Dordrecht:SpringerNetherlandsNorman,Jerry.1988.Chinese.Cambridge:CambridgeUniversityPress.Ramsey,R.S.1987.TheLanguagesofChina.NewJersey:PrincetonUniversity
Press.LI7005Mandarin1Credits:10Lecturers:HongfeiWangandChangZhang
Aims:ThismoduleintroducesstudentstoMandarinanddeliversteachingtotheCommonEuropeanFrameworkofReferenceforLanguages(CEFR).TheaimistobringstudentstocommonEuropeanproficiencylevelA1.1inproductiveskillsandA1.2inreceptiveskills.
36
Syllabus:
Thislanguagemoduleemploysalearner-centredcurriculumtomeetstudents’languagelearningneedsandtoencouragethedevelopmentofbasicproductiveandreceptiveskillsinMandarin.
Learningoutcomes:Oncompletionofthismodule,studentsshouldbeabletodemonstratethefollowinglinguisticcompetences:A.Productivelanguageskills1.BeabletouseaseriesofphrasesinMandarintodescribeinsimpletermshis/herfamilyandotherpeople,livingenvironment,his/hereducationalbackgroundandpresentormostrecentjob.2.Beabletorequestandrespondtorequestsforinformationonfamiliartopicsandactivities.3.Beabletomanageshortsocialconversations.B.Receptivelanguageskills4.Beabletounderstandphrasesandcommonvocabularyrelatedtoareasofgeneralpersonalknowledgee.g.informationabouthis/herself,family,occupation,shopping,andresidentialarea.5.Beabletocomprehendthemainpoint/sinshort,simplecommunicationandannouncements.
Assessment:(i)Continuousassessmentbasedonaproject(40%)(ii)Classtest(60%)LIP12001TeachingChineseasaforeignlanguageCredits:10Lecturer:NingJiang
Aims:ThismoduleprovidesstudentswiththeknowledgeandskillswhichwillenablethemtoteachChineseusingthecommunicativemethodstoabroadspectrumoflearnersfromdifferentlanguageandeducationalbackgrounds.
37
Syllabus:This module provides students with a thorough understanding of the keytheoreticalandpracticalissuesrelatedtoChineselanguagepedagogy,bothinrelation to general theories of foreign language teaching and learning and inthespecificcontextofteachingChineseasaForeignLanguage.Byfamiliarizingstudentswiththetheoreticalprinciplesunderlyingvariouscommunicativeteachingmethodsandtechniques,thismodulewilldevelopstudents’competenciesinthedesignandeffectiveuseofinstructionalmaterialsandlearningactivitiesforChineseasaforeignlanguage.Inaddition,thismodulewillintroducetheapproachestoexamineandarticulatelearningoutcomes,achievementandproficiencylevelsbyusingappropriateterminologyandanactionorientedapproach.Studentswillgetsupportintheapplicationofprinciplesofcurriculumdesignastheycreateeffectiveandinteractivelessonsthatareadaptedtolearners’languageneeds.Finally,thismodulewillguidestudentstoexplorehowtoevaluatesecondlanguagelearners’performancewithvalidityandreliability.
Learningoutcomes:Onsuccessfulcompletionofthismodule,studentsshouldbeableto:1.AnalysekeyissuesinChineselanguagepedagogyinrelationtogeneraltheoriesofforeignlanguageteachingandlearning.2.ExplaintheneedsofChineselanguagelearnersbasedonknowledgeofspecificareasofChineseteachingandlearning(linguistic,sociolinguistic,pragmatic)3.CriticallyanalyseanumberofChineselanguagetexttypesandauthenticresourcesinordertoevaluateappropriacyforstudents4.Reflectonteachingandassessmentmodelsinordertoselectanddesignappropriatetaskstodeveloprelevantlanguageskills5.PlanandpresentaspecificlessonwithreferencetocontemporarymethodologyandtheoriesofChineseasaForeignLanguage6.Identifyareasoflinguisticdifficultyforastudentinordertodesigntasksforimprovementwithinacurriculumstructure7. Conduct independent research on Chinese teaching methodologies,practicesandmaterials,andeffectivelyrelatethefindingstoawideraudience.
Assessment:(i)Continuousassessment(40%)(ii)WrittenAssignment(60%)
38
Suggestedreadings:Dam,L.1995.LearnerAutonomy3:FromTheorytoClassroomPractice.Dublin:Authentik.Johnson,R.K.(ed.)1989.TheSecondLanguageCurriculum.Cambridge:CambridgeUniversityPress.Little,D.1991.LearnerAutonomy1:Definitions,IssuesandProblems.Dublin:Authentik.LoBianco,J.(2007).EmergentChinaandChinese:Languageplanningcategories.LanguagePolicy,6(1),3-26.Long,M.H.(ed.)2005.SecondLanguageNeedsAnalysis.Cambridge:CambridgeUniversityPress.Macalister,J.&Nation,I.S.P.(eds.)2011.CaseStudiesinLanguageCurriculumDesign:ConceptsandApproachesinActionAroundtheWorld.NewYork:RoutledgeNation,I.S.P.&Macalister,J.2009.LanguageCurriculumDesign.London:Routledge.Tsung,L.,&Cruikshank,K.(Eds.).(2011).LearningandteachingChineseinglobalcontexts:Multimodalityandliteracyinthenewmediaage.London:Continuum.Wang,J.,Spencer,K.,&Xing,M.(2009).MetacognitivebeliefsandstrategiesinlearningChineseasaforeignlanguage.System,37(1),46-56.
Module Descriptions - Hilary Term
(i)Specialcoursesforvisitingandexchangestudents
LIU23001IntroductiontoContemporaryAsianStudiesCredits:5Lecturers:variousModulecoordinator:ChungKamKwok
AimsThiscourseaimstoprovideanintroductiontoAsianStudiesandinparticularamultidisciplinary exploration of language, thought, society, culture, businessanddiplomaticrelationsinChina,KoreaandJapan.
39
SyllabusThe course will introduce students to the discipline of contemporary AsianStudies,andwillexplorehowChina,JapanandKoreahaveevolvedasculturalandeconomicdriversinAsiaandinaglobalcontext.Itwillexaminekeyissuessuchasrelationshipsbetweentheindividual,societyandthought,andpopularculture.Students fromalldisciplineswillbeencouragedtoengagepracticallyand critically with the topics explored in the module through classroompresentationsanddiscussion.
LearningOutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:
• outlinethemaintheoriesofsociety,theindividualandthoughtrelevanttocontemporaryEastAsia
• describeandexplainthemaindifferencesincontemporaryculturebetweenChina,JapanandKorea
• describeandanalyseaccountsofthedevelopmentofthe‘AsianCentury’andtherolesofJapan,KoreaandChinaintheAsiaPacific
• makeoralpresentations,eitherindividuallyorinteams,toanaudienceoftheirpeers
AssessmentCoursework(in-classpresentations)–40%ofoverallgradeEndofmoduleassignment-60%ofoverallgrade
SuggestedReadingA readingpack comprising a rangeof articles relevant to the contentwill beavailablethroughBlackboardonjoiningthecourse.Furtherreadings:Buzo, Adam (2007). TheMaking ofModern Korea (Second Edition). London:
Routledge.Kingston,Jeff(2011).ContemporaryJapan:History,Politics,andSocialChange
sincethe1980s.Oxford:BlackwellSpence, Jonathan (2012). The Search for Modern China (Third Edition). New
York:W.W.Norton&Company.LIU23002LanguageandMindCredits:5Lecturers:variousModulecoordinator:GessicaDeAngelis
40
AimsThisgeneralcourseprovidesstudentswithanintroductiontokeyconceptsanddevelopments inmodernlinguistics,andinrelatedareasofappliedlinguisticsand psychology. Among the questions we are likely to consider are thefollowing:
• Whataretheessentialcomponentsoflanguage?• Whatarethebasiclinguisticcategoriesandstructures?• Howdoweanalyseanddescribespeechsounds?• Whataretheuniversalfeaturesinthephonological,morphologicaland
syntacticsystemsoflanguage?• Howdoeslanguageconveymeaning?• Islanguageuniquetohumans?• Whatarewetomakeofattemptstoteachotheranimalstouse
language?• Whatarethesocialandlinguisticmechanismsoflanguagechangeover
time?• Howdoweconstructourinterpretationofspeechasweparticipatein
conversations?• Howdoweacquiresecondandforeignlanguages?• Whydoadultsfindlanguagessohardtolearn?
SyllabusTopicsarelikelytoinclude:
• Islanguageuniquetohumans?• Learninglanguage:children,chimps,andotherprimates.Semantics:how
wordsandsentencesmediatemeaning• Syntax:how“visitingrelativescanbeanuisance”• Semantics:howwordsandsentencesmediatemeaning• Pragmatics:linguisticmeaningandlinguisticactionincontext• Modelsofsecondlanguageacquisition• Thepsychologyofthelanguagelearner• Soundsoflanguages:initiation,phonationandarticulation• Phonologicalconceptsandanalysis• Dynamicsoflanguagechange• Linguisticuniversals:morphologyandphonology
LearningOutcomesOnsuccessfulcompletionofthismodulestudentsshouldbeableto:
41
• Identifythekeyfeaturesofhumanlanguageandproblematisethequestionofwhetherlanguageisuniquetohumans
• Evaluatethewaysinwhichdifferentlanguagesusethestructureofwordsandtheorderingoflinguisticelementstoconveythespeaker'scommunicativeintent
• Definebasicsemanticrelationsandcategoriesandperformsimplesemanticanalysis
• Identifywhatfactorsimpactontherateandrouteofacquisitionofsecondandforeignlanguages
• Applytheprinciplesofthephoneticdescriptionofspeechsoundstoperformbasicphoneticanalysis
• Discussbasicphonologicalconceptsandstepsinvolvedinphonemicanalysis
• Understandthesocialandlinguisticdynamicsoflanguagechangeovertime
• Identifyuniversalfeaturesinthephonological,morphologicalandsyntacticsystemsoflanguage
AssessmentStudentsarerequiredtosubmitanessayofnotmorethan3,000words
SuggestedReadingO’Grady,W.,J.ArchibaldandF.Katamba.(2011)ContemporaryLinguistics:An
Introduction.2nded.London:LongmanFromkin, V., R. Rodman and N. Hyams. (2007) An introduction to language.
Boston,MA:ThomsonWadsworthLI1007TheAppliedLinguisticsofEnglishLanguageTeachingIICredits:5Lecturer:DanielaModrescuModulecoordinator:SarahSheridan
AimsThismodule aims to introduce students to fundamental principles in Englishlanguagecurriculumdesignandlanguagetesting,andtoapplythoseprinciplestothedesignoflanguagetasksandtests.
SyllabusSpecificthemesaddressedinthemoduleincludehowtoapproachtheteachingof grammar in the language classroom; the selection and use of authentic
42
materials at variousproficiency levels; theways thatmedia technologies cancontributetolanguagelearning;typesoflanguagetestandtheirpurpose;thetestingcycle;thedesignoftestitemsandtesttasks.Themoduleusesregulargroup-work to explore the application of these themes with reference tospecifictarget learnergroups. Weekbyweek,keytopicsare introducedwithreference to course readings. Topics are explored by the student groups asthey gradually develop their expertise in curriculum design. Students areexpectedtorelatetheirgrowingunderstandingtotheproficiencylevelsoftheCommonEuropeanFrameworkofReferenceforLanguages(CEFR).
LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• Identifyandevaluateapproachestolearning/teachinggrammarinlanguage
learning,pedagogicalmaterialsanduseofauthentictexts• Understand models of language tests, issues in test administration and
scoring,andthesocialdimensionoflanguagetesting• RelatetheconcernsoftheCommonEuropeanFrameworkofReferencefor
Languages and the European Language Portfolio to foreign languagepedagogy.
• Apply thisunderstanding to thedesignofappropriate language test itemsandtheirscoring.
AssessmentStudentsarerequiredtosubmitatermessayof3,000words.
SuggestedreadingNation, I.S.P. & Macalister, J. (2009). Language Curriculum Design. London:
Routledge.McNamara,T.2000.LanguageTesting.Oxford:OxfordUniversityPress.Council of Europe. 2001. Common European Framework of Reference for
Languages: Learning, teaching, assessment. Cambridge: CambridgeUniversityPress.
Shohamy, E. 2001. The Power of Tests. A Critical Perspective on the Use ofLanguageTests.Harlow:PearsonEducation.
(ii)Undergraduatedegreecoursemodules
LIU11003PhoneticsandPhonologyCredits:5Lecturer:IrenaYanushevskaya
43
Modulecoordinator:AilbheNíChasaide
ModuleContent:The course provides students with the foundations of systematic analysis ofspeech sounds and introduces the principles of articulatory phoneticdescriptionofspeechsoundsandofphonemicanalysis.
Learningoutcomes:Onsuccessfulcompletionofthecoursestudentsshouldbeableto:
• Describetheprocessesunderlyingproductionofspeechsounds(initiation,phonation,articulation)providingappropriateexamplestoillustratethedescription;
• Analyseandclassifyspeechsoundsintermsofarticulatoryphoneticsusingprinciplesandconventionsoftheinternationalphoneticassociation;
• Analyse,labelandtranscribesoundsofEnglishandotherlanguagesusingbroadandnarrowphonetictranscriptionwiththesymbolsoftheInternationalPhoneticAlphabet(IPA);
• Applythebasicprinciplesofphonemicanalysistophonologicaldata.
Assessment:Homework,consistingofexercises,iscarriedoutonaregularbasis.Aselectionoftheseexercisesismarkedandcontributes50%towardstheoverallmarkforthemodule.Ashortwrittenprojectcontributestheother50%.
Textbook:Ladefoged,P.,&Johnson,K.(2010).ACourseinPhonetics(6ed.):Wadsworth,
CengageLearning.
Andalso:International Phonetic Association (1999) Handbook of the International
PhoneticAssociation.Cambridge:CambridgeUniversityPress.Ní Chasaide, A. (2001) Phonetics (Ch.7), in Introduction to Language Study,
CLCS,TrinityCollegeDublin.Ní Chasaide, A. (2001) Phonology (Ch.8), in Introduction to Language Study,
CLCS,TrinityCollegeDublin.Ashby, M., Maidment, J. (2005) Introducing Phonetic Science. Cambridge:
CambridgeUniversityPress.Catford, J.C. (1990) A practical Introduction to Phonetics. Oxford: Oxford
UniversityPress.
44
Catford,J.C.(1977)FundamentalProblemsinPhonetics.Edinburgh:EdinburghUniversityPress.
Wells,J.C.(1982)AccentsofEnglish,Vol1-3,Cambridge:CambridgeUniversityPress.
Clark, J., Yallop, C., & Fretcher, J. (2007) An Introduction to Phonetics andPhonology,3rded.Oxfrord:BlackwellPublishing
Davenport, M., Hannahs, S. J. (2010) Introducing Phonetics and Phonology.Routhledge.
DFU11008Modalityandsecondlanguagelearning*Credits:5Lecturer:SarahSheridan*Note:studentsmusthaveinterpretingorDeafStudiesbackgroundasthereisatranslatingelementinthemodule
ModuleContent:Thismoduleaimstointroducestudentstokeyissuesinsecondlanguageacquisition(SLA).Thecoursewillcoverarangeoftheoreticalperspectivesonsecondlanguageteachingandlearning,researchonSLAandkeyissuesrelatingtothelanguageacquisitionofsignlanguages.Wewillcontrastdeafandhard-of-hearinglanguageusers,whohaveasignedlanguageasafirstorsecondlanguage,withhearinglanguageusers,particularlythosewholearnasignlanguage,orarespoken-signlanguagemultilinguals.Thebackdroptothediscussionwillentailreviewofthemajortheoreticalpositionsonsecondlanguageacquisition(e.g.behaviourismvsnativism,thecriticalperiodhypothesis,individualandgroupdifferences)andwilldrawonresearchonspokenandsignlanguageusers.Thiscoursealsoincludesreadingseminars,whichstudentswillbeexpectedtoparticipateinfully,basedonamoredetailedcourseoutlineandreadinglistdistributedatthebeginningofthecourse.
LearningOutcomes:Onsuccessfulcompletionofthismodule,studentsshouldbeableto:•Describesimilaritiesanddifferencesbetweenfirstlanguageacquisition,secondlanguageacquisitionandbilingualism;•Discusskeytheoriesandissuesrelatingtobilingualismandsecondlanguageacquisitionandtheirrelevanceinsecondlanguageresearchandteaching;•Describethehallmarksofthenativistandbehaviouristapproachestolanguageacquisitionandtheirrelevanceinsecondlanguageacquisition;•Discusswaysinwhichtheoriesofbilingualism/secondlanguageacquisitionhavedevelopedoverthelastcentury;•Describekey
45
issuesrelatingtosignlanguageacquisition;•Discussprincipalfindingswhichhaveemergedfromresearchonsecondlanguageacquisitionofsignlanguageusers;
AssessmentDetails:Onewrittenassignmentof2,500words.
RecommendedReading:Chamberlain, C., Morford, J., and Mayberry., R. (eds.), 2000. Language
AcquisitionbyEye.NewJersey:LawrenceErlbaumAssociates.Dörnyei,Z.andRyan,S.,2015.ThePsychologyoftheLanguageLearner
Revisited.Routledge.Marschark,M.,&Spencer,P.E.,2016.TheOxfordHandbookofDeafStudies
in.OxfordUniversityPress.Mitchell,R.,Myles,F.andMarsden,E.,2013.Secondlanguagelearning
theories.Routledge.Morgan,G.,andWoll,B.(eds.),2002.DirectionsinSignLanguage
Acquisition.Amsterdam/Philadelphia:JohnBenjamins.Napier,J.,Leeson,L.,2016.SignLanguageinAction.PalgraveMacmillan.Additionalreadingswillberecommendedforspecificlectures. LI234ASociolinguisticsCredits:5Lecturer:ValentinaColasanti
AimsThismoduleisanintroductiontothestudyoflanguageinrelationtosociety.
SyllabusTopics include regional and social variation in language, social factors inlanguage change, bilingualism and language planning, language and culture,andlanguagedisadvantageandrights.
LearningoutcomesOnsuccessfulcompletionofthismodulestudentsshouldbeableto:• Recognise the social significance of policy and conflict with regard to
minoritylanguages,languagerights,andlanguageplanning• Describesocially-significantvariation intheuseof languagewithinspecific
languagecommunities
46
• Identifysocially-significantvariableswithinlanguagesandtoexaminetheseinthelightofhypothesesonhistoricalchange
• Criticallydiscusslanguagestandardizationasasocialprocess• Critically review relationships between language and other aspects of
cultureandcognition• Conductlibraryorfieldresearchonlanguageinitssocialcontext.
Assessment3000wordessay.
SuggestedreadingR. Wardhaugh. 2010. An Introduction to Sociolinguistics. 6th edn. Oxford:Wiley-Blackwell.
(iii)M.Phil.coursemodules
LI7843LinguisticTypologyCredits:10Lecturer:JohnSaeed
Aims:The module’s mains aims are (i) to introduce students to the study of thestructuralsimilaritiesanddifferencesbetweenthelanguagesoftheworld;(ii)to familiarize students with the principles of research in linguistic typology,including how representative language samples are established; (iii) to givestudents experience of the practical analysis of cross-linguistic patterns thatarefoundinphonology,morphologyandsyntax;and(iv)tofamiliarizestudentswiththetasksofformulatingandevaluatingtypologicalargumentation.
Syllabus:Themoduletopicsincludethegeneticclassificationoflanguages,phonologicalinventories, word order, word classes, case marking, classication systems,ergativity, complex predication, and spatial language and lexicalization. Themodule also covers methodology and sampling. An important element isweekly exercises in the typological decription of languages unfamiliar to thestudents.
Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeableto:
• Describe in detail the basic theoretical framework for the systematicanalysisoflanguagediversity
47
• Applythetoolsoftypologicalanalysistogeneticallyunrelatedlanguages• Explainhowcompetingclaimsaboutcross-linguisticstructuralproperties
maybeevaluated• Analyse how typological analysis relates to historical linguistics, areal
linguisticsandlanguagecontact.
Assessment:Studentswriteanassignmentof4,000words.
Suggestedreadings:Moravcsik, Edith A. 2013. Introducing Language Typology. Cambridge:
CambridgeUniversityPress.(Textbook)Comrie, B. 1989. Language Universals and Linguistic Typology: Syntax and
Morphology.Chicago:UniversityofChicagoPress.Croft, W. 2002. Typology and Universals. (2nd ed.) Cambridge: Cambridge
UniversityPress.Dryer, M. S. & M. Haspelmath. (eds.) 2013. The World Atlas of Language
Structures Online. Leipzig: Max Planck Institute for EvolutionaryAnthropology.Athttp://wals.info
Payne,T.E.2006.ExploringLanguageStructure:AStudent’sGuide.Cambridge:CambridgeUniversityPress.
Shopen, Timothy (ed.) 2007. Language Typology and Syntactic Description.Threevolumes.Secondedition.Cambridge:CambridgeUniversityPress.
Song, Jae Jung. 2001. Linguistic Typology: Morphology and Syntax. Harlow:Longman.
Song,JaeJung(ed.)2011.TheOxfordHandbookofLinguisticTypology.Oxford:OxfordUniversityPress.
LI7857LanguageAcquisitionCredits:10Lecturer:GessicaDeAngelis
AimsThegeneralaimofthismoduleistointroducestudentstotheknownfacts,theprincipaltheoreticalissuesandthecurrentareasofdebaterelativetolanguageacquisition. The module will include within its purview child languagedevelopmentinvolvingasinglelanguage,theacquisitioninchildhoodoftwoormorelanguages,andthelearningofadditionallanguageslaterinlife.Aswellasexamining the above acquisitional phenomena themselves, the module willoutlinetheresearchmethodologiesdeployedintheirinvestigation.
48
WorkingmethodsThetopicsofthemodulewillbepresentedinlectureformandwillbefurtherexplored in group discussion. Students will be pointed towards readingsdealingwithaspectsofmaterialcoveredinclassandwillbeencouragedtolinksuchmaterialtotheirownexperienceaslanguagelearnersandteachers.
Syllabus• Specificthemesaddressedinthemodulewillinclude:• Themajormilestonesofchildlanguagedevelopment• Conceptualandlexicaldevelopment• BehaviouristandNativistperspectives• ConstructionistandInteractionistperspectives• Inputmodificationanditseffects• TheCriticalPeriodHypothesis• Bi-/multilinguality• Cross-linguisticanddevelopmentalaspectsofmultiplelanguagelearning
LearningoutcomesOnsuccessfulcompletionofthismodulestudentswillbeableto:• Discuss language acquisition on the basis of the agreed central facts of
monolingual child language development, simultaneous bi-/multilingualacquisitionandadditionallanguagelearning.
• Engage in informed debate about the controversial questions associatedwith the above and of a range of theoretical perspectives attempting toaddresssuchquestion.
• Provide evidence of a critical awareness of the range of researchmethodologiesusedbylanguageacquisitionresearchers.
AssessmentStudentswillwriteanassignmentof3500-4000wordsononeofthesyllabusthemes.
Suggestedreadings:Mitchell,R.,Myles,F.Marsden,E.(2013)SecondLanguageLearningTheories.
ThirdEdition.Abingdon:Routledge.(Textbook)Aronin, Larissa andDavid Singleton. 2012.Multilingualism. Amsterdam: John
Benjamins.Baker,Colin.2006.FoundationsofBilingualEducationandBilingualism.4thed.
Clevedon:MultilingualMattersLtd.
49
Clark, Eve V. 2003. First Language Acquisition. Cambridge: CambridgeUniversityPress.
Cook, Vivian. (ed.) 2002. Portraits of the L2 User. Clevedon: MultilingualMatters.
Cook, V., andD. Singleton (2014).Key topics in second language acquisition.Bristol:MultilingualMatters.
De Angelis, G. 2007. Third or Additional Language Acquisition. Clevedon:MultilingualMatters
Ellis,R.,andN.Shintani (2014).Exploring languagepedagogythroughsecondlanguageacquisitionresearch.London:Routledge.
Larsen-Freeman,DianeandMichaelH.Long.1991.An IntroductiontoSecondLanguageAcquisitionResearch.London:Longman.
Ringbom,Håkan.2007.Cross-linguisticSimilarityinForeignLanguageLearning.Clevedon:MultilingualMatters.
Singleton, David. 1999. Exploring the Second Language Mental Lexicon.Cambridge:CambridgeUniversityPress.
Singleton, David and Lisa Ryan. 2004. Language Acquisition: the Age Factor.2nded.Clevedon:MultilingualMatters.
LI7862LinguisticPragmaticsCredits:10Lecturer:JohnSaeed
AimsThecourse’smainaimsare(i) to introducestudentsto inferential theoriesofpragmatics;(ii)tofamiliarizestudentswithRelevanceTheoryinparticular;and(iii) to give students experienceof thepractical descriptionof conversationaldata.
WorkingmethodsThetopicsofthecourseareintroducedinlecturesandexploredanddevelopedin workshops and seminars. Practical description will focus on English butstudentspeakersofotherlanguageswillbeencouragedtoapplytheiranalysestotheirfirstlanguages.
SyllabusSpecifictopicsincludedinthismoduleinclude:• Griceandconversationalmaxims• theprincipleofRelevance
50
• conceptualandproceduralmeaning• theunder-specificationofmeaningandprocessesofcontextualenrichment• lexicalpragmatics• coherencerelationsindiscourse• metaphor,ironyandhumour• thefunctionsofdiscourseconnectives
LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• demonstrate a theoretically informed awareness of the importance of
inferenceandcontexttolinguisticcommunication• demonstrateanunderstandingofattemptstoclassifycommunicationtypes• explainRelevanceTheory• applyRelevanceTheoreticalanalysestoconversationaldata
AssessmentStudents write an assignment of 3500-4000 words developing themesintroduced in the course and applying them to the pragmatic description ofconversationinalanguage.
SuggestedreadingsHuang,Yan.2007.Pragmatics.Oxford:OxfordUniversityPress.(Textbook)Blakemore, Diane. 1992. Understanding Utterances: An Introduction to
Pragmatics.Oxford:Blackwell.Carston, Robyn. 2002. Thoughts and Utterances: The Pragmatics of Explicit
Communication.Oxford:Blackwell.Sperber, D. & D. Wilson 1995. Relevance: Communication and Cognition.
Secondedition.Oxford:Blackwell.Levinson,StephenC.2000.PresumptiveMeanings:TheTheoryofGeneralized
ConversationalImplicature.Cambridge,MA:MITPress.Levinson, Stephen C. 1983. Pragmatics. Cambridge: Cambridge University
Press.Grice, H. P. 1989. Studies in the Way of Words. Cambridge, MA: Harvard
UniversityPress.Leech,GeoffreyN.1983.PrinciplesofPragmatics.London:Longman.
51
LI7869DescribingMeaningCredits:10Lecturer:JohnSaeed
AimsThe course’smain aims are (i) to introduce students to the basic challengesfacing the linguist seeking to analyze meaning communicated throughlanguage; (ii) to familiarize students with some leading representational anddenotationalapproachestosemantics;and(iii)togivestudentsexperienceofthepracticaldescriptionofthesemanticstructuresoflanguages.
WorkingmethodsThetopicsofthecourseareintroducedinlecturesandexploredanddevelopedinworkshopsand seminars. Exercisesanddiscussionwill focusona rangeoflanguagesinadditiontoEnglish.
SyllabusSpecifictopicsincludedinthismoduleinclude:• theoriesofreference• lexicalrelationsandthedictionary• thelogicalstructureoflanguage• verbalargumentstructure• eventstructure• informationstructure• metaphorandmetonymy
LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• Apply the arguments for distinguishing the fields of semantics and
pragmatics• Describe the basic aspects of lexical semantics, including the status of
lexemes and major lexical relations in English and one or more otherlanguages
• Describe,analyseandapplyformalapproachestosemantics• Assesstherelationshipbetweencontextandmeaning• Describesomecognitiveaccountsoffigurativeusesoflanguage
52
AssessmentStudentswriteanassignmentof4,000wordsdevelopingthemesintroducedinthe course and applying them to the semantic description of one or morelanguages.
SuggestedreadingsSaeed, John I. 2009. Semantics. Third edition. Oxford: Wiley-Blackwell.
(textbook)Allen,K.1996.LinguisticMeaning.2volumes.London:RoutledgeKeganPaul.Cruse,D.A.1986.LexicalSemantics.Cambridge:CambridgeUniversityPress.Ungerer, F. and H.-J. Schmid. 2006. An Introduction to Cognitive Linguistics.
Secondedition.Harlow,England:PearsonEducation.Lakoff, George. 1987. Women, Fire and Dangerous Things: What Categories
RevealabouttheMind.Chicago:UniversityofChicagoPress.Lyons, John. 1977. Semantics. 2 volumes. Cambridge: Cambridge University
Press. LI7877PedagogicalGrammarofEnglishCredits:10Lecturer:BreffniO’Rourke
AimsThismodule is concernedwith the nature and development of L2 grammar,andwithgrammaraspedagogical content,with specific reference toEnglish.Theprincipalaimsare to foster instudentsacriticalawarenessofa rangeoffactors affecting the acquisition of L2 grammar, and to provide themwith abasisforcriticallyassessingarangeofapproachestotheteachingofgrammar.
WorkingmethodsThe module will be taught through a combination of lecture, workshopactivitiesbasedonEnglishgrammarpointsandELTmaterials,andstudent-leddiscussion.
SyllabusSpecificthemesaddressedinthemoduleinclude:• thenatureofgrammaticalrules• declarativeandproceduralknowledge• therolesofconsciousandunconsciousgrammaticalknowledgeinlearninga
secondorforeignlanguage• therelationshipbetweengrammarandlexis
53
LearningoutcomesOnsuccessfulcompletionofthemodule,studentswillbeableto• critically discuss a range of conceptions of “grammar” in relation to the
enterpriseoflanguagelearningandteaching• criticallydiscussarangeoffactorsaffectingtheacquisitionofL2grammar• compareandevaluatearangeofapproachestotheteachingofgrammar• summariseandcriticallyengagewiththecurrentresearchliteratureonthe
acquisitionandpedagogyofL2grammar• evaluate the challengesposedby specific featuresof English grammar for
thelearnerofEnglish• applythetheoreticalinsightsgainedtotheteachingofEnglishgrammar• evaluatepedagogicaltasksandmaterialsforEnglishteaching
AssessmentStudents write an assignment of 4,000 words exploring one aspect of thetheory of grammar pedagogy, underpinned by an understanding of languageacquisition.Theessayshoulddrawononeormoretopics inEnglishgrammarbywayof illustrationandproposea systematicapproach to its teaching inastatedcontext.
SuggestedreadingsLarsen-Freeman,D.2003.TeachingLanguage:FromGrammartoGrammaring.
Boston:ThomsonHeinle.(Textbook)Thornbury,S.1999.HowtoTeachGrammar.London:LongmanHinkel,E.(Ed.)2016.TeachingEnglishgrammartospeakersofotherlanguages.
London:Routledge.Fotos, S. and H. Nassaji (eds.). 2007. Form-focused Instruction and Teacher
Education.Oxford:OxfordUniversityPress.Hinkel,E.andS.Fotos(eds.).2002.NewPerspectivesonGrammarTeachingin
SecondLanguageClassrooms.Erlbaum:Mahwah,NJ.LI7895Computer-AssistedLanguageLearning:Design,
ImplementationandEvaluationCredits:10Lecturer:NeasaNíChiaráin
Aims:Thismodulecombinesboththeoryandpracticeandsetsouttoequipstudentswith practical experience and skills aswell as a theoretical understanding ofhowtodesign,implementandevaluateComputer-AssistedLanguageLearning
54
applications. The emphasis throughout is on encouraging interdisciplinarycollaboration among the students and on project-based group learning. Theprincipal focus is on CALL development for Irish language instruction butcontentdevelopmentforotherlanguagesisalsopossible.Specificaimsareto:(i) enable students from different (technical, pedagogical and linguistic)backgroundstodeveloptheirskillsaswellasabroadunderstandingofCALLasan interdisciplinary field, (ii) to familiarise students with some pedagogicalconsiderations and second language acquisition theory that should ideallyguidethedevelopmentofCALL,(iii)familiarisestudentswitharangeofspeechandlanguagetechnologiesthatcanbedeployedinCALL(iv)providestudentswith practical skills in the design/development of CALL content, (v) providestudents with practical skills in the implementation of CALL content, (vi) provide studentswith practical skills in the evaluation of CALL contentand(vii)givestudents,wherepossible,handsonexperienceofworkingaspartof a multidisciplinary team in order to create their own prototype digitalmaterials
Syllabus:This module introduces students to current Computer-Assisted LanguageLearning(CALL)resourcesandpresentsanoverviewofcurrentmajortrendsinCALLresearch. Inthiscontext,ongoingCALLresearchonIrish intheSchool ispresented.Abriefoverviewofessentialtheoreticalconsiderationsispresentedanddiscussionincludesthefundamentalplaceofsecondlanguageacquisitionand pedagogical theory in the design of CALL content. The specific languagecontext and the sociocultural context of the language learner is anotherfundamentalconsiderationthatisherebrieflyreviewedalongwiththeneedtoidentifyclearlinguisticgoalsinCALLdesign.TheimplementationofCALLdesignintermsofspecificlinguisticcontentorofa platform design, etc. is undertaken as group work and the emphasisthroughout is on maximising the interdisciplinary collaboration of studentswith different backgrounds and skills. Attention is also directed at howCALLmaterials can be evaluated. Themodule will encourage students to developinteractive and innovative CALL platforms which may make a significantcontribution to the use of new language teaching methodologies in whichtechnologycanplayaverysignificantrole.The impactofthemodulemaybesignificantindisseminatinginteractiveCALLmaterialsintoschools.
Learningoutcomes:Onsuccessfulcompletionofthismodulestudentswillbeableto:
55
1) explore how language structure as well as language acquisition andpedagogicaltheoryshouldideallybeusedasafoundationforCALLdesign;2) describehowconcepts,modelsandresourcesfromspeechandlanguagesciencescanbeexploitedtodesignpowerfullearningenvironmentsforCALL;3) engage in implementation of CALL resources/materials that exploitspeechandlanguagemodelsandtechnologies;4) discuss suitable evaluation frameworks for speech and language-basedCALLapplications;5) undertake research in either design or implementation of digitalmaterialsforCALL;6) communicate the results of this research through presentation andthrough a written account. This should, where appropriate, includesupplementarymaterials/contentdeveloped
Assessment:Module assessment will take the form either of (1) a prototype technicaldevelopment, (2) the design of a technical development, (3) contentdevelopment or (4) a review of theoretical issues surrounding CALLdevelopment. Thiswill be examined through an oral presentation (25%) andthrough a written account, which includes, where appropriate, anysupplementary materials/content developed, such as a web-basedtool/educationalprogram/languagelearningmaterialsorplatform(75%).
SuggestedreadingsMaterials are developed and tailored specifically for the course. RelevantmaterialwillbeprovidedinandthroughBlackboard:e-books,e-journalarticlesandonlinematerialsaretypicallyusedincombinationwithlectures.Theindicativereadinglistforthismoduleincludes:Beatty, K. (2003). Teaching and researching computer-assisted language
learning.NewYork:Longman.Chapelle, C. (2001). Computer applications in second language acquisition:
Foundations for teaching, testing, and research. Cambridge: CambridgeUniversityPress.
Handley, Z. (2009). Is text-to-speech synthesis ready for use in computer-assisted language learning? Speech Communication, 51, 906–919.doi:10.1016/j.specom.2008.12.004
Little, D. (2007). Language learner autonomy: Some fundamentalconsiderations revisited. Innovation in Language Learning and Teaching, 1,14–29.doi:10.2167/illt040.0
56
Long,M.H. (1996).Theroleofthe linguisticenvironment insecond languageacquisition. InW.C.Ritchie&T.K.Bhatia (Eds.),Handbookof researchonlanguage acquisition: Second language acquisition. (Volume 2., pp. 413–468).SanDiego,CA:AcademicPress.
Ní Chiaráin, N. (2014). Text-to-Speech Synthesis in Computer-AssistedLanguage Learning for Irish:Development andEvaluation. (Doctoral thesis,CLCS,TrinityCollege,Dublin).
NíChiaráin,N.,&NíChasaide,A.(2015).EvaluatingSyntheticSpeechinanIrishCALL Application: Influences of predisposition and of the holisticenvironment. In S. Steidl, A. Batliner, & O. Jokisch (Eds.), SLaTE 2015: 6thWorkshop on Speech and Language Technologies in Education (pp. 149–154).Leipzig,Germany
LI7866BilingualismandtheMaintenanceofIrishCredits:10Lecturer:SarahSheridan Aims:Onsuccessfulcompletionofthismodulestudentsshouldbeableto:• Analyse general issues and concepts in research on individual and societalbilingualism• Assessresearchonearlybilingualacquisitionoflanguageandonbilingualismandthought• Critically analyse the factors affectingminority and endangered languages,andthecircumstancesinwhichlanguagelossandlanguageattritionarelikelytooccur• DescribeandassessthenatureandextentofIrish/Englishbilingualism• ExaminethehistoryoftheIrishlanguageandassesseffortstorevitaliseit• Appraise the current position of Irish in comparative minority-languagecontext and evaluate the potential of language planning and maintenanceinitiatives• Assess the role of the education system in ensuring intergenerationaltransmissionoftheIrishlanguage• Evaluate theory and research in psycholinguistics, sociolinguistics andeducationthatarerelevanttobilingualismandthepromotionofIrish.Note:StudentsdonotneedtobeabletospeakIrishtotakethismodule.Themodule uses the Irish language in Ireland as a case study through which toexplorebilingualismandthemaintenanceofminoritylanguages.
57
This module has four aims: (i) to introduce key concepts and theories inbilingualism(2)toexaminebilingualismandlanguagemaintenanceinIrelandina historical and a comparative context, making reference to other minoritylanguagesituations;(3)tocriticallyevaluatesuccessesandfailuresinnationalefforts to revitalise Irish; and (4) to assess the contribution of the educationsystemtotheintergenerationaltransmissionofthelanguage.The course is intended as an introduction to sociolinguistic research forstudentswho are considering research either on bilingualism or on the Irishlanguage.The topics are presented in lectures and explored in class discussions. Eachstudentalsopresentsamidtermpapertotheclassoneithera)anaspectofbilingualism; b) on a particular bilingual or minority language situation withwhich the student is familiar; c) on a language planning/maintenance issuewithwhich the student is familiar. Specific themes addressed in themoduleinclude:•Generalissuesandconceptsinindividualandsocietalbilingualism•Bilingualfirstlanguageacquisitionandbilingualprocessing•Code-switching,code-mixingandborrowing•Minorityandendangeredlanguages,languagelossandlanguageattrition•ThenatureandextentofIrish/Englishbilingualismtoday•NationaleffortstorevitaliseIrishsincethefoundationofthestate;levelsofsupportforvariousmeasures•Successesandfailures in learningIrishatprimarylevel;Long-termtrendsinattainment•ClassroomlearningofIrish;attitudesofteachers,childrenandparents• Bilingual education and immersion; Educational models that promoteadditivebilingualism•BilingualismandIdentity;theroleofminoritylanguageproficiencyinidentitydevelopmentSuggestedReadings:Baker, C., (2006) Foundations of bilingual education and bilingualism (Third
Edition).Clevedon:MultilingualMatters.Bhatia, T. and W. C. Ritchie, (eds.), (2004) The Handbook of Bilingualism.
Oxford:Blackwell.Dornyei, Z. (2005) The Psychology of the language learner.NJ: Lawrence
ErlbaumAssociates.
58
Fishman, J. A., (ed.), (2001) Can Threatened Languages be Saved? Clevedon:MultilingualMatters.
Harris, J. (Ed) (2007) Special Issue: Bilingual education and bilingualism inIrelandNorth and South. International Journal of Bilingual Education andBilingualism,10(4).
Harris,J.,Forde,P.,Archer,P.,NicFhearaile,S.andOGorman,M.(2006)Irishin primary school: Long term national trends in achievement in Irish.Dublin:DepartmentofEducationandScience.
McCardle, P. and Hoff, E. (Eds) (2006) Childhood bilingualism: Research oninfancythroughschoolage.Clevedon:MultilingualMatters.
O'Riagain, P., (1997) LanguagePolicy andSocialReproduction: Ireland1893-1993.Oxford:OxfordUniversityPress.
Assessment:Finalterm3-4,000wordassignment(70%)MidtermPaperpresentation(30%)LI7864CorpusLinguisticsCredits:10Lecturer:ElaineUíDhonnchadha Aims:A corpus consists of a large body of language samples (written/spoken/signed/gestural) which are held electronically in text, audio and/orvideoform.Corporacanbeusedtoprovideevidenceforlinguisticresearch(insyntax,morphology, stylistics,pragmaticsetc.), they canbeused inhistoricaland sociolinguistic studies, they can be used to generate authentic languageteachingmaterials and language testingmaterials, and they are used in thegenerationandtestingofspeechandlanguageprocessingtools.Thismodulewill introduce students to the principles of corpus creation (i.e.design,collection,andannotation),andstudentswillgainexperienceofusingvarioustypesofcorpora,corpusquerytools,andcorpusannotationtools.
Syllabus:Themodulewillcover:
• Corpusdesign,andcollectionandpreparationofcorpusmaterials• Various levels of linguistic annotation, e.g. part-of-speech, phrase
structure,phonetic,prosodic,gestureetc.• Manualandautomaticannotation,andevaluation/verificationmethods• Use of corpora in Theoretical and Applied Linguistic Research, and in
LanguageTeaching/Learning
59
• IntheLab,varioustypesofcorporaandcorpusquerytools
LearningOutcomes:Onsuccessfulcompletionofthemodule,studentswillbeableto:
• Identifythebenefitsandlimitationsofusingcorporainvariouslinguisticdomains.
• Analysetherequirementsandformulateacorpuscreationplan• Examinethecurrentannotationstandardsandtoolsandselect/develop
appropriate standards and annotation tools for the particular researchtask
• Useofvarioustypesofcorporaandcorpusquerytools.
Assessment:Assessment for thismodule, amounting to approximately3-4,000words,willconsist of awritten assignment on an aspect of corpus development and/oruse.
SuggestedReadings:Relevantpapersarehandedouteachweek.Developing Linguistic Corpora: a Guide to Good Practice.
http://www.ahds.ac.uk/creating/guides/linguistic-corpora/index.htmAdolphs, A. 2006. Introducing electronic text analysis: a practical guide for
languageandliterarystudies.London:Routledge.Hoffmann,Sebastianetal.2008.Corpus linguisticswithBNCweb -apractical
guide.Oxford:PeterLang.O'Keeffe,AnneandMcCarthy,Michael(eds.)2010.TheRoutledgeHandbookof
CorpusLinguistics.London:Routledge.Pustejovsky,J.&Stubbs,A.2012. NaturalLanguageAnnotationforMachine
Learning:AGuidetoCorpus-BuildingforApplications.O'ReillyMediaMcEnery, T., R. Xiao and Y. Tono 2006. Corpus-based Language Studies.
London:Routledge.Hunston, Susan 2002. Corpora in Applied Linguistics. Cambridge University
PressAbeillé, A. 2003. Treebanks: Building and Using Parsed Corpora. London:
Kluwer.Sinclair, John M. 2004. Trust the Text: Language, Corpus and Discourse.
London:Routledge.Meyer, Charles F. 2002. English Corpus Linguistics. Cambridge: Cambridge
UniversityPress.
60
LI7886GovernanceandPoliticsofthePRCCredits:10Lecturer:HeidiNingkangWang-Kaeding
Aims:Thismodule introduces students to the governance andpolitical economy incontemporaryChina.
Syllabus:Thismoduleprovidesanexaminationofpoliticaleconomyandgovernance incontemporary China, two closely related topics that have drawn extensiveinterests in policy and business circles.More specifically, it seeks to analysehow the Chinese state has reformed organizationally and institutionally toadapttherapidlygrowingeconomy,whatchallengesthestatecurrentlyfacesin governance and regulation, and how political interests shape Chineseofficialsandotherstateactors’domesticandoverseaseconomicbehaviors,inAfrica for example. It also discusses major governance issues including theprovision of public goods, media management, corruption, and theenvironment, with a focus on the political logic behind the government’sresponsestotheseissues.
Learningoutcomes:1. Understand the evolution of China's political institutions and discuss their
rolesinthegovernanceofChina2.Articulate the different theoretical and ideological viewpoints on China’s
growthandstabilityinthelasttwentyyears3. Analyse the pressing public issues challenging the country in its path to
development.4.Debatetheimpactofgeography,nationalismandethnicstructureonstate-
buildinginChina5.AnalyseChina'sgrowthand importanceasapoliticalandeconomicpower
andanalyseitsroleontheworldstage.
Assessment:(i)Continuousassessment-In-classpresentation(20%)(ii)3,000–4,000wordassignment(80%)
Suggestedreadings:Brautigam,Deborah.2009.Thedragon'sgift:therealstoryofChina inAfrica.
OxfordUniversityPress.
61
Economy,ElizabethC.2011.Theriverrunsblack:theenvironmentalchallengetoChina'sfuture.CornellUniversityPress.
Huang, Yasheng. 2008. Capitalism with Chinese Characteristics:EntrepreneurshipandtheState.CambridgeUniversityPress.
Kroeber, Arthur R. 2016. China’s Economy:What Everyone Needs to Know?OxfordUniversityPress.
Tsai, Kellee S. 2007. Capitalism without Democracy: The Private Sector inContemporaryChina.IthacaandLondon:CornellUniversityPress.
LI7887BusinessandEconomyofContemporaryChinaCredits:10Lecturers:various
Aims:Thismodule introduces students to business and economy of contemporaryChina.
Syllabus:Thismodule introduces students to business and economy of contemporaryChina since 1978 and during the series of reforms. Themodule explores thekeymacro- andmicro- economic factors aswell as social aspects that shapebusiness in China today. Key issues covered include economic reform,agricultural and rural development, industrial development, exports andinvestment, services, state firms and state management of the economy,central-localrelationsandregionaldevelopment.
Learningoutcomes:1. Understand how business in China is influenced by its institutional and
economicenvironment2. UnderstandbusinesspracticesinChina3. DemonstrateabasicknowledgeofcurrenteconomictrendsinChina4. IdentifykeyissuesfacedbybusinessesincontemporaryChina5. Utilise different theoretical perspectives and types of evidence in
addressingquestionsrelatingtoChina'sbusinessenvironments6. Apply critical analytical skills in evaluating different explanations of
problems,issuesandtrendsinChina'sbusinessenvironment
Assessment:(i)Continuousassessment-In-classpresentation(20%)(ii)3,000–4,000wordassignment(80%)
62
Suggestedreadings:Guthrie, D. 2012.China and globalisation: the social, economic, and political
transformationofChinesesociety.NewYork:Routledge.Hamilton,G.G.2006.Commerceandcapitalism inChinese societies. London:
Routledge.Jeffries, I. 2006. China: a guide to economic and political developments.
London:Routledge.Krug, B. (ed.). 2004. China’s rational entrepreneurs: the development of the
newprivatebusinesssector.NewYork:Routledge.Kuhn,R.L.2010.HowChina’s leadersthink:theinsidestoryofChina'sreform
andwhatthismeansforthefuture.Singapore:JohnWiley&Sons.Zhang, W. 2011. Entrepreneurial and business elites of China: the Chinese
returneeswhohaveshapedmodernChina.Bingley:Emerald. LI7889ChineseLanguageVarietiesandDiasporainaGlobal
ContextCredits:10Lecturer:NingJiang
Aims:This module explores the nature of Chinese varieties as world languagesincluding Mandarin, Cantonese and Hokkien. It outlines the origins anddevelopment of Chinese varieties outside Chinawithin the context of social,historical,andlinguisticframework.
Syllabus:ThismodulelocatestheChinesediasporaandlanguageinaglobalperspective.It explores the nature of Chinese varieties as world languages includingMandarin, Cantonese and Hokkien. It also outlines the origins anddevelopment of Chinese varieties outside Chinawithin the context of social,historical,andlinguisticframework.ThemoduleaddressesthedevelopmentofChinese as a Heritage Language, and the international growth in interest inChineseasaForeignLanguage.
Learningoutcomes:Onsuccessfulcompletionofthismodule,studentsshouldbeableto:1. Analyse general issues and concepts in the growth of Chinese language
varietieswithinEastAsiaandinternationally.2. Evaluate theory and research in applied linguistics, sociolinguistics and
educationthatarerelevanttoChineseasagloballanguage.
63
3. DescribeandevaluatethedevelopmentofChineseasaHeritageLanguage4. Assesstheroleoffactorswhichmayensureintergenerationaltransmission
ofChineseasaHeritageLanguage5. Appraise the current position of Chinese as a Foreign Language in the
contexts presented in themodule and evaluate the potential for growthandcurriculuminitiatives
Assessment:(i)Continuousassessment-In-classpresentation(20%)(ii)3,000–4,000wordassignment(80%)
Suggestedreadings:Barret, Tracy C. 2012. The Chinese diaspora in Southeast Asia: The overseas
ChineseinIndo-China.London:Tauris.Lan, Shanshan. 2012. Diaspora and class consciousness: Chinese immigrant
workersinmultiracialChicago.NewYork:Routledge.Sun, Wanning (ed.) 2006. Media and the Chinese diaspora: Community,
communicationsandcommerce.Abingdon:Routledge.Tsu, Jing. 2010. Sound and script in Chinese diaspora. Cambridge, Mass.:
HarvardUniversityPress. LI8001ChinainComparativePerspectiveCredits:10Lecturers:JohnBlairandJerushaMcCormack
Aims:ThismoduleapproachesChinaasacivilisationincomparisonwiththewaysoflifecultivatedintheWestoverthelast3000yearsorso.Wefocusonbringingtogether specific comparative perspectives on education, on families, ongovernancesystems,oneconomicandecologicalattitudes,onhumannatureandpsychology,andfinallyonvaluesandworldviews.
Syllabus:ThismoduleapproachesChinaasacivilisationincomparisonwiththewaysoflife cultivated in theWest over the last 3000 years or so. This depth in timehelpstokeeppresent-daydevelopmentsinperspective.Trackingawholewayofliferequirestakingintoaccountdiverseconcernsthatarecommonlytreatedas the preserves of distinct academic disciplines. Here the focus bringstogether specific comparative perspectives on education, on families, on
64
governancesystems,oneconomicandecologicalattitudes,onhumannatureand psychology, and finally on values and world views. Students will beexpected toapply theapproaches theyhavealready learnedand todrawontheirStudyAbroadexperiences inmakingconnectionsbetweenthesevariousdomainsinbothChinaandtheWest.Thegoalisaricherandpossiblyamorecomplicated perspective on ways of life that have endured and grown formillennia.
Learningoutcomes:Onsuccessfulcompletionofthismodule,studentsshouldbeableto:1. Have a clear sense of the value and methods of comparing civilisations,
takingintoaccounttheimportanceofethnocentrismasahumanuniversal;2. Recognisethenatureofculturalchange inboth inChinaandtheWestby
tracinghowtraditionalpracticesandideasinbothworldscomparetotheirmoderncounterparts;
3. Describehowtheprocessesofabandoning traditional ideasandpracticesinbothcivilisationsresultinmultipleanddifferentlytimedmodernities;
4. Identify the ideas behind dominant worldviews that have the mostenduringeffectsonlifeinChinaandtheWest;
5. Relate to how most Chinese people look at the world and how thatperspectivediffersfromthatofmostpeopleintheWest;
6. Critique the thinking that lies behind Chinese actions in today’s world –how Western questions may easily miss the perspectives that guideChinesethinking;and
7. ExplainongoingconflictsbetweenChinaandWesternnations.
Assessment:(i)In-classpresentation(20%)(ii) Continuous assessment – consisting of a final test and twopapers of notmorethan4,000wordsonapprovedcomparativetopics(80%)
Suggestedreadings:Chang,L.T.2010.Factorygirls:VoicesfromtheheartofmodernChina.London:
Picador.Cockain,A.2011.YoungChineseinUrbanChina.London:RoutledgeGoody,J.2006.TheTheftofHistory.Cambridge:CambridgeUniversityPress.Harrison,H.2001.China(InventingtheNation).London:Arnold.Leonard,M.(2008).WhatDoesChinaThink?London:HarperCollins.McCormack, Jerusha and Blair, John G. 2016. Thinking through China. New
York/London:RowmanandLittlefield.
65
Peerenboom,R.2007.ChinaModernizes:ThreattotheWestorModelfortheRest?Oxford:OxfordUniversityPress.
Saich, T. 2010. Governance and Politics of China. Hampshire: PalgraveMacmillan.
Spence,J.D.1991.ThesearchformodernChina.NewYork:Norton.Stockman,N.2001.UnderstandingChineseSociety.Cambridge:PolityPress.Zarrow,P.2005.ChinainWarandRevolution,1895-1949.London:Routledge.LI7893ChinesetranslationinpracticalcontextsCredits:10Lecturer:NingJiang
AimsThe module introduces students to the skills that would be required of aChinese translator, learning to appraise translated texts and to translateselected pieces of texts on their own. Emphasis is placed on translation inpractice; that is, pieces of translated texts or texts awaiting translation thatstudentsmayexpecttocomeacrossintheirfuturecareerorfurtherstudiestodowith China or Chinese. Texts involving Chinese-English or English-Chinesetranslation are examined as they are actually found in everyday contexts ofcontemporary Chinese language, society and culture, identifying any pitfalls,shortcomings or praiseworthy aspects for in-depth discussion and learning.Therewillbeampleopportunity forstudentstohonetheir translationalskillsthrough practice, as they will be encouraged to identify any potentiallynoteworthytranslationtexts.
SyllabusThe module introduces students to some of the most typical challengesconfrontingcontemporaryChinesetranslation(translatingChineseintoEnglishor English into Chinese). Drawing from real-life primary sources relevant toaspects of Chinese language, society and culture, translated texts will beanalysedanddiscussedandselected textswillbe translated.Primarysourceswill also focus on those subject matters that relate to students’ areas ofinterestincontemporaryChineseStudies,includingbutnotlimitedtobusinessand economy, politics and governancemodern Chinese history and thought.Theseprimarysourcesconsistofnotonlywrittentextsbutalsotextsobtainedfrom multimedia and social media. Students will learn to appraise existingtranslationsaswellasthoseoftheirown.Criticalissuessuchasthetranslationof cultural key concepts and the implications of translations for crossculturalcommunicationarealsoaddressed.
66
Learningoutcomes1. RecognisetheskillsrequiredinChinesetranslation;2. IdentifykeychallengeswithChinese-EnglishorEnglish-Chinese
translations;3. Appraiseexistingpiecesoftranslatedtextsanddetermineanypitfall,
shortcomingormeritintranslation;4. HaveaclearsenseoftherelationbetweenChinesetranslationandthe
transmissionofChineselanguage,societyandculture;and5. ApplyknowledgeandskillsacquiredtocompletingChinese-Englishor
English-Chinesetranslation.
Assessment(i) In-classpresentation(20%)(ii) Continuousassessment,classexercises(20%)(iii) Assignment(anindividualtermpaper)(60%)
SuggestedreadingsChen, Shu Hua. 1990. English Rhetorics and Translation. Beijing: Beijing Post
AcademicPress.Chen, Zhong Sheng. 1984. Lexicon in Translation. Ji Lin: Ji Lin People’s
Publishing.Meng, Guan Ling. 1990. Translation Theory and Techniques. Beijing: Beijing
NormalUniversityPress.Pellat,ValerieandLiu,EricT.2010.ThinkingChineseTranslation:Acourse in
translationmethodChinesetoEnglish.London:Routledge.Si,Guo.2003.NewExplorationsinTranslation.Taipei:JiuYuPrinting.Wang, Guan Zhen, Tsai, Zheng Xiong and Dai, Jin Shan. Year Unknown.
SententialTypesinTranslation.HongKong:OverseasEnglishPublishing.Zhang,PeiJi.1983.AStudyonChineseIdiomaticUsage.HongKong:
CommercialPress.LI7006Mandarin2Credits:10Lecturers:HongfeiWangandChangZhang
AimsThismodulebuildsonworkcompletedinMandarin1andprovidestheopportunityforpost-beginnerstoconsolidatetheirbasicknowledge.Itfocuses
67
onfurtherdevelopingstudentskillwithintheframeworkoftheCEFRtofullachievementofthecompetencesoutlinedintheA1commonEuropeanproficiencyband.
SyllabusThislanguagemoduleemploysatask-basedcurriculumtoengagestudentsinlanguagelearning.Thetargetlanguageisusedasthemediumofcommunicationasmuchaspossible.Authentictextsareusedassourcematerials.
LearningoutcomesOncompletionofthismodule,studentsshouldbeabletodemonstratethefollowingskills:A.Productiveskills
1. Understandindividualsentencesandcommonlyusedexpressionsrelatedtoareasofinterestandrelevancei.e.basicpersonalandfamilyinformation,shopping,localgeographyandemployment.
2. RequestandrespondinbasicMandarinaboutinformationrelatingtofamiliarsituationsorroutinematters.
3. DescribeinbasicMandarinaspectsofhis/herbackground,presentenvironment,andexpresshis/herneeds.
4. Manageshortsocialconversations.5. Produceshort,simplenotesandmessages,e.g.athankyoutosomeone
forafavourdone,giftgiven,etc.
B.Receptiveskills6. Understandphrasesandcommonvocabularyrelatedtoareasofgeneral
personalknowledgee.g.informationabouthis/herself,family,occupationandresidentialarea.
7. Comprehendshort,simpleannouncementsandmainpoint/sincommunication.
Assessment(i) Continuousassessmentbasedonproject(40%)(ii) (ii)Classtest(60%)
68
Academic standards in student work
ATTRIBUTIONANDPLAGIARISMAll quotations from published and unpublished sourcesmust begin and endwithquotationmarksandbeaccompaniedbyafullreference(seebelow).Thefollowingpracticesareunacceptableandwillbetreatedasplagiarism:• copyingwithoutacknowledgement;• selective copying (which omits words, phrases or sentences from the
original)withoutacknowledgement;• closesummarywithoutacknowledgement.Nostudentfoundguiltyofplagiarismwillbe(i)awardedadegreeordiplomaor(ii)supportedinapplicationsforadmissiontoothercoursesofstudyeitheratTrinityCollegeorelsewhere.To ensure that you have a clear understanding of what plagiarism is, howTrinity deals with cases of plagiarism, and how to avoid it, you will find arepositoryofinformationathttp://tcd-ie.libguides.com/plagiarism Weaskyoutotakethefollowingsteps:
(i) Visit the online resources to inform yourself about how Trinitydeals with plagiarism and how you can avoid it at http://tcd-ie.libguides.com/plagiarism . You should also familiarize yourselfwith the 2015-16 Calendar entry on plagiarism located on thiswebsiteandthesanctionswhichareapplied;
(ii) Completethe‘Ready,Steady,Write’onlinetutorialonplagiarism
at http://tcd-ie.libguides.com/plagiarism/ready-steady-write.Completingthetutorialiscompulsoryforallstudents.
(iii) Familiariseyourselfwiththedeclarationthatyouwillbeaskedto
sign when submitting course work at http://tcd-ie.libguides.com/plagiarism/declaration
(iv) ContactyourCollegeTutor,yourCourseDirector,oryourLecturer
ifyouareunsureaboutanyaspectofplagiarism. Plagiarismisaseriousdisciplinaryoffence:seealsotheCollegeregulationsonplagiarismprintedattheendofthishandbook.
69
REFERENCESStudents should ensure that they follow good academic practice in thepresentation of essays and other written work. In assignments anddissertations references should be given in themain bodyof the text, givingthe author and year of publication of thematerial being cited. Specific pagereferencesmustbegivenforquotations.Usingthe'author/date'systemyieldsreferencessuchas:
Bialystok(2001)[forreferencetoaworkasawhole]Coleman(2002,p.115)[forreferencetoonepageinawork]Tonhauser(2007,pp.838-841)[forreferencetoseveralpages]
Acompletealphabeticallistofreferencesmustbeincludedattheendofeachpiece of work. Each type of work cited (book, article in a book, article in ajournal, etc.) has a particular format which should be followed carefully.Detailed information on references, essay format, and the use of linguisticexamples is given to students during orientation week: the following formsshould be remembered as a guide to the most-commonly used publishedsources. Bialystok, Ellen. 2001. Bilingualism in Development: Language, Literacy, and
Cognition.Cambridge:CambridgeUniversityPress.Coleman, J.2002.Phonetic representations in themental lexicon, in J.Duran
andB.Laks(eds.),Phonetics,Phonology,andCognition,pp.96-130.Oxford:OxfordUniversityPress.
Tonhauser, Judith. 2007. Nominal tense? The meaning of Guaraní nominaltemporalmarkers.Language83:831-869.
Assignments
PRESENTATION
Language. The discursive component of assignments must be written inEnglish. Illustrative materials and examples may be in any appropriatelanguage.Length. The discursive component of assignments, including quotations fromsecondarysources,mustnotexceedthe limitsstated inthemodulehandout.Studentsarerequiredtonotethewordcountonthefrontofeachassignment.Theywillbepenalizedforexceedingthestatedwordlimit.Printingrequirements.Assignmentsshouldbeword-processedandprintedonone side of the paper only, using double or 1.5 spacing,with amargin of atleast one inch (2.5 cm) at the top, bottom, left, and right of the page.
70
Examinerswillpayparticularattentiontothepresentationofassignments,andcandidateswhoseworkisdeficientinthisregardwillbepenalized.Title page. Each assignment must begin with a title page that contains thefollowing information (in thisorder): the full nameof its author; the studentnumberoftheauthor;thetitleoftheassignmentorthetaskthatitfulfils;thepartofthecoursetowhichitisattached(whereapplicable);thetermandyearinwhichitissubmitted.Pagination.Allpagesmustbeclearlyandsequentiallynumbered.Binding. Assignments need not be bound in any formal sense, but all pagesmustbefirmlyfixedtogether,e.g.byastrongstaple.References. Everyassignmentmust includeanalphabetical listof references,presentedaccordingtotheconventionssetoutabove.Doubtful cases. Candidates who are uncertain how to apply the aboveconventionstoanyoftheirassignmentsshouldconsultwiththemember(s)ofstaffresponsibleforthepart(s)ofthecourseinquestion.
SUBMISSION
AssignmentsmustbehandedinatRoom4091,ArtsBuildingonorbeforethedate they are due. Unless they present a medical certificate to the coursecoordinator, students are automatically penalized for late submission of anassignment – 5% if the assignment is up to oneweek late and 10% if theassignmentisbetweenoneandtwoweekslate.Withoutamedicalcertificate,no assignment will be accepted later than two weeks after the submissiondate.
GRADES
Assignmentsaregradedaccordingtothescaleingeneraluseintheuniversity:I 70+II.1 60-69II.2 50-59III 40-49F1 30-39(fail)F2 0-29(fail)Ingeneralthefourpassingclassesaretobeinterpretedasfollows:
71
I demonstratesafullunderstandingofkeyissues,anabilitytoconstructadetailed argument on the basis of that understanding, and a capacity fordevelopinginnovativelinesofthoughtII.1 demonstratesafullunderstandingofkeyissuesandanabilitynotonlytoconstruct a detailed argument on the basis of that understanding, but togenerateadditionalinsightsII.2 demonstrates a full understanding of key issues and an ability toconstructadetailedargumentonthebasisofthatunderstandingIII demonstratesanadequateunderstandingofkeyissuesandanabilitytoconstructabasicargument.Grades received as part of student feedback are provisional; final grades aredecided at the Court of Examiners meeting in late May. Results arecommunicatedtothestudent’shomeuniversitybyAcademicRegistry.
72
Appendix 1 – Plagiarism
ExtractfromGeneralRegulationsandInformation,UniversityCalendar,Paragraphs96-105
https://www.tcd.ie/calendar/undergraduate-studies/general-regulations-and-information.pdf Plagiarism
96General
It isclearlyunderstoodthatallmembersoftheacademiccommunityuseandbuildontheworkandideasofothers.Itiscommonlyacceptedalso,however,thatwebuildontheworkandideasofothersinanopenandexplicitmanner,andwithdueacknowledgement.
Plagiarism is theactofpresenting theworkor ideasofothers asone’sown,withoutdueacknowledgement.
Plagiarismcanarisefromdeliberateactionsandalsothroughcarelessthinkingand/ormethodology. The offence lies not in the attitude or intention of theperpetrator,butintheactionandinitsconsequences.
Itistheresponsibilityoftheauthorofanyworktoensurethathe/shedoesnotcommitplagiarism.
Plagiarismisconsideredtobeacademicallyfraudulent,andanoffenceagainstacademic integrity that is subject to the disciplinary procedures of theUniversity.
97ExamplesofPlagiarism
Plagiarismcanarisefromactionssuchas:
(a)copyinganotherstudent’swork;
(b) enlisting another person or persons to complete an assignment onthestudent’sbehalf;
(c)procuring,whetherwithpaymentorotherwise,theworkorideasofanother;
73
(d) quotingdirectly,without acknowledgement, frombooks, articles orothersources,eitherinprinted,recordedorelectronicformat,includingwebsitesandsocialmedia;
(e) paraphrasing, without acknowledgement, the writings of otherauthors.
Examples (d) and (e) in particular can arise through careless thinking and/ormethodologywherestudents:
(i)failtodistinguishbetweentheirownideasandthoseofothers;
(ii) fail to take proper notes during preliminary research and thereforelosetrackofthesourcesfromwhichthenotesweredrawn;
(iii) fail to distinguish between information which needs noacknowledgement because it is firmly in the public domain, andinformation which might be widely known, but which neverthelessrequiressomesortofacknowledgement;
(iv)comeacrossadistinctivemethodologyor ideaandfail torecord itssource.
Alltheaboveserveonlyasexamplesandarenotexhaustive.
98Plagiarisminthecontextofgroupwork
Students should normally submit work done in co-operation with otherstudentsonlywhen it is donewith the full knowledgeandpermissionof thelecturer concerned. Without this, submitting work which is the product ofcollaborationwithotherstudentsmaybeconsideredtobeplagiarism.
Whenworkissubmittedastheresultofagroupproject,itistheresponsibilityof all students in the group to ensure, so far as is possible, that no worksubmitted by the group is plagiarised. In order to avoid plagiarism in thecontextofcollaborationandgroupwork,itisparticularlyimportanttoensurethateachstudentappropriatelyattributesworkthatisnottheirown.
99Selfplagiarism
74
Noworkcannormallybesubmittedformorethanoneassessmentforcredit.Resubmitting the same work for more than one assessment for credit isnormallyconsideredself-plagiarism.
100Avoidingplagiarism
Studentsshouldensuretheintegrityoftheirworkbyseekingadvicefromtheirlecturers, tutor or supervisor on avoiding plagiarism. All schools anddepartments must include, in their handbooks or other literature given tostudents,guidelinesontheappropriatemethodologyforthekindofworkthatstudentswillbeexpectedtoundertake.Inaddition,ageneralsetofguidelinesfor students on avoiding plagiarism is available on http://tcd-ie.libguides.com/plagiarism.
101Ifplagiarismasreferredtoin§96aboveissuspected,inthefirstinstance,theDirectorofTeachingandLearning(Undergraduate),ortheirdesignate,willwrite to the student, and the student’s tutor advising them of the concernsraised. The student and tutor (as an alternative to the tutor, students maynominatearepresentativefromtheStudents’Union)willbeinvitedtoattendan informal meeting with the Director of Teaching and Learning(Undergraduate), or their designate, and the lecturer concerned, in order toput their suspicions to the student and give the student the opportunity torespond. The studentwill be requested to respond inwriting stating his/heragreementtoattendsuchameetingandconfirmingonwhichofthesuggesteddatesandtimesitwillbepossibleforthemtoattend.Ifthestudentdoesnotinthis manner agree to attend such a meeting, the Director of Teaching andLearning (Undergraduate), or designate, may refer the case directly to theJunior Dean, who will interview the student and may implement theproceduresasreferredtounderCONDUCTANDCOLLEGEREGULATIONS§2.
102 If the Director of Teaching and Learning (Undergraduate), or designate,forms the view that plagiarism has taken place, he/she must decide if theoffence can be dealt with under the summary procedure set out below. Inorder for this summary procedure to be followed, all parties attending theinformalmeetingasnotedin§101abovemuststatetheiragreementinwritingtotheDirectorofTeachingandLearning(Undergraduate),ordesignate.Ifoneofthepartiestotheinformalmeetingwithholdshis/herwrittenagreementtothe application of the summaryprocedure, or if the facts of the case are indispute, or if the Director of Teaching and Learning (Undergraduate), ordesignate,feelsthatthepenaltiesprovidedforunderthesummaryprocedurebelowareinappropriategiventhecircumstancesofthecase,he/shewillrefer
75
thecasedirectly to the JuniorDean,whowill interviewthestudentandmayimplement the procedures as referred to under CONDUCT AND COLLEGEREGULATIONS§2.
103 If the offence can be dealt with under the summary procedure, theDirector of Teaching and Learning (Undergraduate), or designate, willrecommendoneofthefollowingpenalties:
(a) Level 1: Student receives an informal verbal warning. The piece ofworkinquestionisinadmissible.Thestudentisrequiredtorephraseandcorrectlyreferenceallplagiarisedelements.Othercontentshouldnotbealtered. The resubmitted work will be assessed and marked withoutpenalty;
(b)Level2:Studentreceivesaformalwrittenwarning.Thepieceofworkin question is inadmissible. The student is required to rephrase andcorrectlyreferenceallplagiarisedelements.Othercontentshouldnotbealtered. The resubmitted work will receive a reduced or cappedmarkdependingontheseriousness/extentofplagiarism;
(c)Level3:Studentreceivesaformalwrittenwarning.Thepieceofworkinquestionisinadmissible.Thereisnoopportunityforresubmissionwithcorrections. Instead, the student is required to submit a new piece ofworkasa reassessmentduring thenextavailablesession.Provided theworkisofapassingstandard,boththeassessmentmarkandtheoverallmodulemarkwill be capped at the passmark.Discretion lieswith theSenior Lecturer in cases where there is no standard opportunity for areassessmentunderapplicablecourseregulations.
104Providedthattheappropriateprocedurehasbeenfollowedandallpartiesin §101 above are in agreement with the proposed penalty, the Director ofTeachingandLearning(Undergraduate)shouldinthecaseofaLevel1offence,informthecoursedirectorandwhereappropriatethecourseoffice.Inthecaseof a Level 2 or Level 3 offence, the Senior Lecturer must be notified andrequested to approve the recommended penalty. The Senior Lecturer mayapprove,reject,orvarytherecommendedpenalty,orseekfurtherinformationbeforemaking a decision. If the Senior Lecturer considers that the penaltiesprovided for under the summary procedure are inappropriate given thecircumstances of the case, he/shemay also refer thematter directly to theJuniorDeanwhowillinterviewthestudentandmayimplementtheproceduresas referred to under CONDUCT AND COLLEGE REGULATIONS §2.
76
Notwithstanding his/her decision, the Senior Lecturer will inform the JuniorDean of all notified cases of Level 2 and Level 3 offences accordingly. TheJuniorDeanmayneverthelessimplementtheproceduresasreferredtounderCONDUCTANDCOLLEGEREGULATIONS§2.
105Ifthecasecannotnormallybedealtwithunderthesummaryprocedures,itisdeemedtobeaLevel4offenceandwillbereferreddirectlytotheJuniorDean. Nothing provided for under the summary procedure diminishes orprejudices the disciplinary powers of the Junior Dean under the 2010ConsolidatedStatutes.
Seealso:
PlagiarismPolicy
AvoidingPlagiarism(LibraryGuide)
77
Appendix 2 – European Credit Transfer and Accumulation System (ECTS )
The European Credit Transfer and Accumulation System (ECTS) is anacademiccreditsystembasedontheestimatedstudentworkloadrequiredtoachieve theobjectives of amodule or programmeof study. It is designed toenableacademicrecognitionforperiodsofstudy,tofacilitatestudentmobilityand credit accumulation and transfer. The ECTS is the recommended creditsystem for higher education in Ireland and across the European HigherEducationArea.
The ECTS weighting for a module is ameasure of the student input orworkloadrequired for thatmodule, based on factors such as the number ofcontact hours, the number and length of written or verbally presentedassessment exercises, class preparation and private study time, laboratoryclasses, examinations, clinical attendance, professional training placements,andsoonasappropriate.Thereisnointrinsicrelationshipbetweenthecreditvolumeofamoduleanditslevelofdifficulty.
TheEuropeannormforfull-timestudyoveroneacademicyearis60credits.1creditrepresents20-25hoursestimatedstudent input,soa10-creditmodulewill be designed to require 200-250 hours of student input including classcontacttime,assessmentsandexaminations.
ECTScreditsareawardedtoastudentonlyuponsuccessfulcompletionofthecourseyear.Progressionfromoneyeartothenextisdeterminedbythecourseregulations. Studentswho faila yearof their coursewill notobtain credit forthat year even if they have passed certain component courses. Exceptions tothisruleareone-yearandpart-yearvisitingstudents,whoareawardedcreditforindividualmodulessuccessfullycompleted.
Appendix 3 – Links to University regulations, policies, and procedures
AcademicpoliciesStudentcomplaintsprocedureDignityandrespectpolicy