TR4050 - Describing Language (2020/21)
| Module specification | Module approved to run in 2020/21 | ||||||||||||
| Module title | Describing Language | ||||||||||||
| Module level | Certificate (04) | ||||||||||||
| Credit rating for module | 15 | ||||||||||||
| School | Guildhall School of Business and Law | ||||||||||||
| Total study hours | 150 | ||||||||||||
|
|||||||||||||
| Assessment components |
|
||||||||||||
| Running in 2020/21(Please note that module timeslots are subject to change) |
|
Module summary
This module introduces students to the study of language, its various components and their description. The module aims at providing a solid foundation in the understanding of human communication and linguistic diversity. Interactive lectures, seminars and group discussions are designed to encourage student autonomy, enhance individual participation and develop the range of skills needed for effective study, self confidence and achievement. Included in these skills are oral and written communication, summarising, note taking, researching, time management, revision, critical reading and other transferable skills.
Prior learning requirements
N/A
Syllabus
The syllabus of this module will include:
• an introduction to the study of language and language use,
• a conceptual framework for thinking about and discussing language and communication as well as basic skills of linguistic analysis and description,
• an overview of the factors influencing language learning and language use.
Learning Outcomes LO1 - LO3
Balance of independent study and scheduled teaching activity
Weekly interactive lectures, seminars and discussions will cover the different themes outlined in the syllabus and also develop the various learning skills through practical exercises performed individually, in pairs and in groups. The teaching/facilitating process will focus on enhancing and boosting students’ confidence and commitment in their learning experience through self-evaluation (learning reflection) and collaborative work. Regular sessions will also be scheduled to improve such skills as note-taking, information seeking, critical reading and academic writing among others. Lecturers’ teaching notes will be made accessible to students on WebLearn and activity sheets will be provided to them during seminar sessions for problem-solving activities. The focus will also be put on self awareness of learning style and reflective skills in assessing both weaknesses and strengths in learning.
Learning outcomes
On successful completion of this module, students will be able to:
1. describe, explain and evaluate the development of their personal academic skills,
2. discuss and use linguistic meta-language as well as tools with which to analyse and describe language use.
3. demonstrate an awareness of the written skills required by the professional translation industry.
Assessment strategy
Summative assessment is based on a reflective report and a class test, preceded by formative elements which will provide students with ample opportunities to make full use of feedback received by the whole class and individually, both verbally and in written form.
The students receive formative feedback on work that they submit regularly throughout the semester, with the view of enabling them to feed forward, enhancing their existing strengths and avoiding repetition of any prior mistakes. This regular and in-depth feedback on draft work is given during seminar sessions.
The summative components will be a short reflective report and a 2 hour-long class test (including 30 minutes of Source Text reading).
Formative tasks will include reflective exercises on a variety of topics.
Bibliography
- Course book (essential)
Aitchison, J. (2010) Linguistics, teach yourself. London: Hodder.
- Reference: language and communication
Bauer, L., Holmes, J. and Warren, P. (2006) Language matters. Basingstoke, UK: Palgrave Macmillan.
Crystal, D. (2002) The English language. 2nd edition. Cambridge: Cambridge University Press.
Crystal, D. (2008) A dictionary of linguistics and phonetics. 6th edition. Oxford: Blackwell.
Crystal, D. (2003) The Cambridge encyclopaedia of the English language. Cambridge: Cambridge University Press.
Finch, G. (2000) Linguistic terms and concepts. Basingstoke, UK: Palgrave Macmillan.
Fromkin, V., Rodman R. and Hyams, N. (2017) An introduction to language. 11th edition. Boston, USA: Wadsworth Publishing Co Inc.
Graddol, D., Cheshire, J. and Swann, J. (1994) Describing language. 2nd edition. Buckingham: Open University Press.
Greenbaum, S. and Nelson, G. (2009) An introduction to English grammar. Third edition. London: Routledge.
Greenbaum, S. and Quirk, R. (1990) A student’s grammar of the English language. London: Longman.
Lightbown, P.M. and Spada N. (2013) How languages are learned. Oxford: Oxford University Press.
Littlewood, W. (1985) Foreign and second language learning. Cambridge: Cambridge University Press.
Pinker, S. (2015) The language instinct: how the mind creates language. London and New York: Penguin.
Saeed, J.I. (2015) Semantics. Oxford: Blackwell.
Yule, G. (2015) The study of language. Fifth edition. Cambridge: Cambridge University Press.
- Reference: academic skills
Burns, T. and Sinfield, S. (2016) Essential study skills. Fourth edition. London: Sage.
Crème and Lea, M. R. (2008) Writing at university: a guide for students. Buckingham:
Open University Press.
Lowes, R., Peters, H. and Turner, M. (2004) The international student's guide. London: Sage
Van Emden, J. and Becker, L. (2003) Effective communication for Arts and Humanities students. Basingstoke, UK: Palgrave.