Modules for course Q1BB | MSC/LAD
MSc Language Acquisition & Development

This is a provisional list of modules to be offered on this course in the 2019–20 academic year.

The list may not be complete, and the final course content may be different.

You can also view the modules offered in the years: 2017–18; 2018–19.

Find out more about studying and applying for this degree.

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Year 1 Modules

Compulsory Modules

Semester 1

  • QXL-4432: Linguistics Research Methods (20) Core
    1. The basics of research: Properties of good research (empirical methods, validity, falsifiability), aims, research questions and hypotheses, testing hypotheses (null & alternative hypothesis) – The empirical cycle 2. Constructs and operationalisation through variables; Sampling and validity 3. Types of methods: Quantitative, qualitative and mixed methodology 4. Experimental research design & basic statistical concepts (within- & between-subjects, power and effect size, parametric/non-parametric data) 5. Statistical concepts explained 6. Research methods (1): Questionnaire and survey design & data analysis 7. Research methods (2): Experimental design in language acquisition research & data analysis 8. Research methods (3): Corpus linguistics 9. Research methods (4): Qualitative research methods in linguistics: Linguistic Ethnography or Discourse Analysis – Analysis of qualitative data 10. The Master’s dissertation proposal
  • QXL-4435: Bilingual & Acquisition Issues (20) Core
    Topics will change from year to year and may include: 1. Bilingual social interaction 2. Bilingual first language acquisition 3. Second language acquisition 4. Multilingualism 5. Issues of identity 6. The bilingual brain.

Semester 2

  • QXL-4432: Linguistics Research Methods
    1. The basics of research: Properties of good research (empirical methods, validity, falsifiability), aims, research questions and hypotheses, testing hypotheses (null & alternative hypothesis) – The empirical cycle 2. Constructs and operationalisation through variables; Sampling and validity 3. Types of methods: Quantitative, qualitative and mixed methodology 4. Experimental research design & basic statistical concepts (within- & between-subjects, power and effect size, parametric/non-parametric data) 5. Statistical concepts explained 6. Research methods (1): Questionnaire and survey design & data analysis 7. Research methods (2): Experimental design in language acquisition research & data analysis 8. Research methods (3): Corpus linguistics 9. Research methods (4): Qualitative research methods in linguistics: Linguistic Ethnography or Discourse Analysis – Analysis of qualitative data 10. The Master’s dissertation proposal

credits from:

60 credits from:

  • QXL-4413: EFL Theory (20) (Semester 1)
    This module provides an overview of TEFL theory by examining a wide range of contexts in which language teaching and learning takes place. Topics will include the following: 1. The use of English within a global context. 2. Language awareness in the classroom. 3. English teaching methodologies in the classroom context. 4. Analysis of teaching English to speakers of other languages based on research articles and DVD material: affective factors and classroom interaction. 5. Implementing and evaluating curriculum change.
  • QXL-4416: Language Disorders &Bilinguals (20) (Semester 2)
    This module will cover the following topics: 1. Introduction to language impairment 2. language impairment and autism 3. Specific Language Impairment 4. Assessing language impairment in bi or multi-lingual children 5. Language impairment in Williams Syndrome 6. Acquired language disorders – Neurolinguistics 7. Aphasia.
  • QXL-4418: L2 speech learning (20) (Semester 2)
    Topics will include: 1. Major concepts in the field 2. Contrastive analysis 3. The role of the first language 4. Transfer 5. Interlanguage 6. Current L2 speech learning models 7. Cross-language phonetic similarity 8. Foreign accent and the factors involved in (un)successful learning 9. Segmental and suprasegmental production and perception 10. Implications for foreign language teaching.
  • QXL-4420: SLA and Language Teaching (20) (Semester 2)
    The topics covered in this module would be the following: 1. Background to SLA Research 2. Individual differences in L2 users and L2 learners 3. L1 transfer: Code-switching and Second Language Learning 4. Theories of L2 acquisition 5. The role of age in L2 acquisition 6. The goals of language teaching and assessment 7. The L2 user and the native speaker 8. Embedding SLA research into Language teaching
  • QXL-4449: Psycholinguistics (20) (Semester 1)
    This module provides an overview of how the mind and the brain process language. There are three goals for this course. The first goal is to introduce students to key findings and central debates in psycholinguistic research. The second goal is to provide students with the tools to critically examine the existing literature. The third goal is to equip the students with the ability to select appropriate experimental techniques for psycholinguistic studies and to be applied for their own research. The lectures will provide students with the “big picture”, i.e. central topics are summarized, important studies discussed and open questions outlined. In the tutorials, students discuss key studies in detail and reflect on methodologies, results and implications. The following topics will be covered: 1: Introduction to Language Science and what is psycholinguistics? 2: Speech production and comprehension 3: Word processing 4: Sentence processing 5: Discourse processing 6: Reference and non-literal language 7: Language Acquisition 8: Reading 9: Bilingualism 10: Aphasia 11: Right Hemisphere Language Functions

Optional Modules

20 credits from:

  • QXL-4413: EFL Theory (20) (Semester 1)
    This module provides an overview of TEFL theory by examining a wide range of contexts in which language teaching and learning takes place. Topics will include the following: 1. The use of English within a global context. 2. Language awareness in the classroom. 3. English teaching methodologies in the classroom context. 4. Analysis of teaching English to speakers of other languages based on research articles and DVD material: affective factors and classroom interaction. 5. Implementing and evaluating curriculum change.
  • QCL-4470: Agweddau ar Ddwyieithrwydd (20) (Semester 2)
    • Cymru a’r Gymraeg yn y cyd-destun dwyieithog • Diffinio dwyieithrwydd • Dwyieithrwydd unigol vs. dwyieithrwydd cymdeithasol • Caffael iaith mewn cyd-destun dwyieithog • Addysg ddwyieithog yng Nghymru a thu hwnt • Polisïau iaith yn y cyd-destun dwyieithog Cymreig • Cyfnewid côd o safbwynt cymdeithasol a gramadegol • Agweddau seicoieithyddol o ddwyieithrwydd • Agweddau pobl ar ddwyieithrwydd ac ieithoedd lleiafrifol • Newid iaith, marwolaeth iaith a dyfodol y Gymraeg
  • QXL-4472: Welsh Linguistics (20) (Semester 2)
    Topics covered in this module include the following: 1. The grammatical structure of Welsh (syntax, phonology, semantics, etc.) 2. Variation in spoken Welsh 3. Welsh-English bilingualism and its reflexes (e.g. code-switching) 4. The history of Welsh 5. Attitudes to Welsh 6. The Welsh diaspora 7. Language change in Welsh 8. Minority language maintenance and the future of Welsh
  • QXL-4476: Cognitive Discourse Analysis (20) (Semester 1)
    The module will start by considering what kinds of thoughts, concepts, and cognitive processes can be accessed through language, and then discuss each step of a research process that involves verbalisation of thought: from identifying a suitable research question via data collection and transcription to analysis, interpretation, and triangulation with other kinds of data. The main emphasis will lie on the systematic analysis of linguistic choices, aiming to identify indicators for specific cognitive phenomena that are of interest for the research purpose at hand. In this process, insights from the wider field of cognitive linguistics highlight the significance of specific linguistic choices. While lectures will provide the theoretical and conceptual foundations needed for doing CODA, the tutorials will be used to critically assess and extend each procedural step based on the participants' insights gained through experience and literature research. The following topics will be covered: 1. Introduction: CODA and its purposes 2. Scientific background I: Cognitive Linguistics 3. Scientific background II: Cognitive Psychology 4. Research questions for CODA 5. Data collection techniques and data preparation (transcription and unitisation) 6. Content analysis 7. Resources for linguistic analysis I: Cognitive Linguistics 8. Resources for linguistic analysis II: Functional grammar and discourse structure analysis techniques 9. Linguistic feature analysis I: Mental representations 10. Linguistic feature analysis II: Problem solving processes 11. Interpreting results and establishing relations to other findings
  • QXL-4477: Using Corpora: Theory&Practice (20) (Semester 2)
    This module introduces students to the theoretical and practical issues of using corpora in linguistic studies and helps them to develop the background, knowledge and skills needed in order to develop and utilize a corpus based approach in their own research projects. The goals of this module are two-fold. First the students will be introduced and become familiar with the technical aspects of course based approaches and research. Then, attention will be directed to looking at how corpora and corpuses based approaches are used in a range of linguistic and language oriented studies. The lectures will provide students with the “big picture”, i.e. different research domains will be explored, central topics are summarized, important studies discussed and open questions outlined. In the tutorials, students discuss key studies in detail and reflect on methodologies, results and implications. The following topics will be covered: 1. Introducing corpus linguistics, corpus design, types of corpora and corpus annotation 2. Corpus analysis: concordance, wordlist, keyword analysis 3. Integrating stats and making statistic claims 4. Corpora in grammatical studies 5. Corpora in diachronic studies 6. Metaphor and Corpus Linguistics (A. Deignan) 7. Corpus Approaches to Critical Metaphor Analysis (J. Charteris-Black) 8. Corpora in critical discourse analysis (C. Hart) 9. Corpora language variation research 10. Corpora in sociolinguistic studies 11. Corpora in language education - focus on TEFL.

0 credits from:

  • QXS-9002: Academic Writing & Grammar (Semester 1)
  • QXS-9003: Ad. Vocabulary Use & Reading (Semester 2)
    This course is suitable for Non-native speakers of English with an IELTS of less than 7.0 It is a non-credit bearing equivalent to module QXS4003
  • QXS-9004: Academic Writing and Grammar 2 (Semester 2)
    This module develops more effective postgraduate academic writing skills for overseas students to enable them to write up their own research effectively, appropriately and correctly. Writing skills There will be particular emphasis on the structure of postgraduate writing texts with a focus on planning, introduction, literature review, methodology, results, discussion and conclusion sections. Critical thinking and referencing skills, synthesis, paraphrasing, register, citation, proof-reading, editing and subject specific skills will also be included on the course. Grammar skills Essential grammar skills for postgraduate writing will be reviewed including article use, connectors, sentence structure, noun phrases, subject verb agreement, preposition use, subject/verb agreement and relative clauses. Reading Skills for Writing A wide variety of academic reading texts will be used to enhance reading, grammar and writing skills. It is a non-credit bearing equivalent to module QXS4004
  • QXS-9100: Speaking & Listening (Semester 1)
    Course suitable for non native Speakers of English with an IELTS of less than 7.0 This is a non-credit bearing equivalent to module QXS4100
  • Non-native English speakers must take zero-credit modules with ELCOS to help with their English (unless exempted by their tutor). This should be discussed with the tutor in Welcome Week.