You will study four core modules and two optional modules before completing your 15,000 word dissertation.
You will study four core modules. You must study the following two modules:
This module provides a grounding in the analysis of the lexis and grammar of English. You are introduced to essential concepts and terminology in the field, and gain practice in analysing naturally-occurring language using the models (e.g. pattern grammar) discussed. There is some emphasis on the application of such analysis to the study of language in social context.
Assessment: 2 x 2,000-word essays
Syllabus Design & Language Teaching
This module critically evaluates a number of different syllabus designs and shows how different types of syllabus can be matched with particular teaching situations. We will be examining the relationship between teaching material and the syllabus and students will have the opportunity to design a syllabus for a specific teaching situation based on data obtained from a needs analysis. The module will also focus on developing specific teaching skills, in particular:
- Planning and evaluating a language lesson;
- Presenting and practising vocabulary and grammatical structures;
- Using educational technology and other teaching equipment;
- Asking questions, eliciting responses, and correcting errors;
- Teaching through task based learning;
- Teaching reading and writing;
- Teaching listening and speaking (including pronunciation);
- Managing classroom interaction and dealing with problem behaviour
Assessment: 2,000 word essay (50%) and 2,000 word portfolio (50%) containing; the lesson plan, example of teaching material and report of the proposed lesson.
You can then choose between either:
Research Methods in Applied Linguistics
This module aims to provide you with a grounding in approaches to and methods of research in Applied Linguistics.
Assessment: Three-hour computer-based class test
Classroom Research Methods
This module introduces the main concepts and techniques used in research in and into second language classrooms. In essence, this involves looking at two kinds of research traditions:
- experimental research, which is often quantitative, and involves looking at linguistic or other outcomes, often independently of classroom interaction, with the purpose of making general statements about, say, how language is (best) learnt and/or acquired
- ‘action’ research, which is usually qualitative, and involves examining specific classroom interactions in a single period of time, generally with the intent of modifying or improving teacher behaviour
The module examines the kinds of instruments used to examine and measure factors which influence or are part of classroom events, such as the investigation of attitudes and beliefs and the observation of interactions in the classroom. These research instruments will include questionnaires, interviews, classroom observation and transcription, learning diaries, journals etc.
Finally, students are given the opportunity to apply their knowledge of research design and research instruments by designing a piece of research which could form the basis of their dissertation or teaching project.
Assessment: 2 x 2,000-word assignments
You will also take one of the following:
This module explores the relationship between language and society, examining how variation in language structure is distributed across different aspects of society, for example, the correlation between the use of particular linguistic forms and social class groups, genders, age groups and geographical areas. The module considers the associations that develop between aspects of a speaker's identity and different linguistic forms, the role of prestige (overt and covert), stigmatisation and the significance of one's social networks and communities, and how these facets of variation lead to changes in the English language.
Assessment: One 4,000-word final project report or essay
Psychology of Language
The aim of this module is to provide an overview of major topics and issues in psycholinguistics and cognitive studies of language. We look at how people produce and understand language; how language is organised in the mind and brain; the embodied and metaphorical basis for language; the relationship between language and thought and the significance of linguistic diversity; the development and acquisition of language; and the connection between language and gesture.
Assessment: One 4,000-word final project report or essay
You will also choose two optional modules from a range which typically includes:
- Bilingualism and Multilingualism in the TESOL Classroom
- Business Discourse and Communication
- Corpus Assisted Language Learning
- English as an International Language
- Issues in Intercultural Communication
- Language and Politics
- Language and Gesture
- Language and New Media
- Language, Gender and Identity
- Language Teaching Training
- Psycholinguistics in TESOL
For more information, see our English Language and Linguistics module descriptions.
In addition to your taught modules, you will conduct a piece of independent research with the support of a supervisor, culminating in a 15,000-word dissertation.
Academic Writing Course
In addition, you will be offered a course in Academic Writing. Those whose first language is not English are particularly encouraged to follow this course.
Please note that the optional module information listed on the website for this programme is intended to be indicative, and the availability of optional modules may vary from year to year. Where a module is no longer available we will let you know as soon as we can and help you to make other choices.