Run by School of Languages, Literatures and Linguistics.
40 Credits or 20 ECTS Credits
Semester 1 & 2
Organiser: Dr Christopher Shank
Overall aims and purpose
strong textThe 7000 word dissertation allows a student to identify a research question, and develop a significant piece of individual research in order to address the question. Each student is assigned a supervisor, a member of staff who has research interests most closely connected to that topic. The supervisor will liaise with the student to enhance their ability to focus the scope, methodology and content of the dissertation, and give advice throughout the duration of this research. The dissertation will be a substantial piece of written work, enabling students to develop an independent research project.
• Allow students to complete a major piece of independent learning and research in extended form.
• Reinforces key skills of research, critical analysis and academic writing.
• Require students to formulate a practical research project of their own; identify and utilise a relevant body of evidence; and produce a sustained argument in written form.
Topics vary depending on individual students choices and degree programme. They relate to a wide array of issues in linguistics but must be relevant to the degree programme that the student is registered on. Topics will include, but not be confined to, research in English Language Studies, Cognitive Linguistics, Bilingualism, Language Acquisition, Language Development, and Teaching English as a Foreign Language. Most topics will involve the collection and analysis of data, but the possibility of utilising exiting data or doing an extended literature review is not precluded if relevant to the topic and agreed with the supervisor. The School makes every effort to supervise the topic of the students' choice, however, on the rare occasions that the School does not have the capacity to supervise a topic, students will be advised to choose a new topic.
However, classes will include:
• How to formulate a research question.
• Producing a research proposal.
• Research methodologies.
Only students wishing to collect data involving children or vulnerable adults will need a DBS check (see below).
Student has achieved a better-than-average standard of understanding and/or knowledge in all LOs
Student has achieved a thorough standard of understanding and/or knowledge in all LOs; or student has demonstrated an exceptional level of achievement in one or more LOs
Student has achieved the minimum acceptable standard of understanding and/or knowledge in all the LOs
Students will be able to formulate a research proposal that will lead to a practical research project of significant scope of their own.
Students will be able to identify and utilise a relevant body of evidence.
Students will be able to evidence critical reading that reflects on a number of pieces of written research in an appropriate and thorough manner.
Students will be able to produce a sustained argument in extended written form.
Students will be able to engage in a sustained piece of individual, academic research on a chosen topic.
Students will be able to evidence an understanding of ethical constraints on research collection and reports.
Students will be able to evidence a consideration of varying methodological approaches and to adopt the necessary approaches suitable to the topic being researched
|FORMATIVE ASSESSMENT||Revise questions||
Students have two options. Option 1. Pick one of the three research questions from formative assessment 1 to address in a dissertation. Address the feedback received for this research question and reformulate the research question if needed. Submit your revised research question via email to the module convener. Supervisors will be then allocated based on submitted research questions. Option 2. Some members of staff offer topics that can be worked on for a UG dissertation. These projects and contact information will be sent to students email in a Word doc and posted on our BB page under the Assessments Tasks tab. Students must contact the staff member directly and inform the module dissertation convener if they have been accepted to work on a staff member’s dissertation topic.
Take-home assignments with questions about topics addressed in the workshops. Students will chose to complete 2 assignment set by the workshop convener. There are a total of 4 workshops for students to choose from. The assignments range for data set analysis, to essay to corpus based data sets that require working with available corpora. Assignments are handed out at the end of a workshop or uploaded to Blackboard
|ESSAY||Review of outstanding proposal||
Students will review of an outstanding dissertation proposal (250 words +/-). This small assessment task requires the student to read and review one of the outstanding dissertation proposals (all anonymized) submitted by past students in our School. All of these proposals received either an A, A+ or A* mark. The proposals are located under the Assessment Tasks tab in a folder labelled ‘Outstanding Proposals’ The review is guided by a series of comprehensive questions which can be answered informally. The questions force students to consider all aspects of a proposal – from abstract to references and everything in-between.
|Written assignment, including essay||Dissertation Proposal||
The dissertation proposal project includes the motivation for the topic, a preliminary literature review, the research questions, the methodology to be utilised, and an ethics statement – if appropriate. The explanation of methodology should include possible alternative methodologies if appropriate.
UG Linguistics Dissertation.
students will three research questions for different topics that could be addressed in a dissertation, and may be of interest to you. Submit via email to module convener. Students will get brief feedback by email within 7 days.
Teaching and Learning Strategy
Students will be preparing, researching and writing their dissertation through private study.
Two out of five 2 hour workshops on research methodologies in semester 1 (Students may attend all workshops, but must attend at least 2).
Two 2 hour workshops on analysing data and producing a dissertation in semester 2.
Whilst preparing, researching and writing the dissertation students will have eight 30 minute one-on-one supervisory meetings with a supervisor, 2 in semester 1 and 6 in semester 2.
Six 2 hour lectures in semester 1 on basics of research and producing a proposal.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
- Understanding of the nature of bi/multilingualism - students will demonstrate familiarity with phenomena and findings relating to the nature of bilingual and multilingual individuals and communities.
- Writing & scholarly conventions - students will be able to present data, argumentation, findings and references in written form in keeping with the conventions current in language science and English language studies.
- Analysis & interpretation skills - students will be able to analyse, interpret data accurately, and draw appropriate conclusions based on the application of appropriate analytic and theoretical frameworks available in linguistics and English language studies.
- Research skills - students will be able undertake independent research, involving formulating a research question, identifying and deploying appropriate linguistic methodology (theoretical or empirical) and data collection techniques (theoretical, experimental or field-based), and the selection and application of appropriate theoretical frameworks in order to adequately address the research question.
- Problem solving - students will be able to evidence problem-solving skills in formulating problems (factual, empirical, theoretical) in precise terms, identifying key issues, and developing the confidence to address challenging problems using a variety of different approaches
- Evaluation & reflection - students will be able to critically evaluate a particular position, viewpoint or argument in relation to a specific area of investigation. They will be able to reflect on the efficacy of a particular approach, practice or performance, and moderate these as a consequence in order to achieve specific goals.
- Knowledge of EFL (English as a Foreign Language) theory and practice - students will demonstrate familiarity with core terms, issues, principles, aspects and best practices related to the teaching of English as a foreign language.
- Independent investigation - students will develop the ability to plan, design and execute a significant piece of research or inquiry, either independently or as a member of a team in order to discover a specific solution to an outstanding issue or question through searching out and synthesizing written, visual and oral information. Students will also develop skills of independent investigation, including interacting with peers and subjects/informants.
- Fluency, confidence and proficiency in the use of English -students will demonstrate their ability and proficiency to use and understand and instruct others in English in a range of academic and classroom contexts.
- Awareness of and appreciation for linguistic and cultural differences - students will develop an awareness of and an appreciation for the range and nature of linguistic and cultural diversity
- Personal organisation - students will develop the ability to undertake self-directed study and learning with appropriate time-management
- Knowledge of the nature of language origins, change and use - students will demonstrate familiarity with phenomena and findings relating to the nature of language origins, the way language changes, and factors involved in and affecting language use.
- Understanding the nature of commonalities and differences across languages - students will demonstrate familiarity with phenomena and findings relating to universals and diversity exhibited by and across languages.
- Information technology - students will develop the ability to use computing and IT skills in order to find, store, interpret and present information, to produce a range of electronic documents and use software confidently
- Proficiency in the use of English in reading, writing, speaking and/or listening - students will demonstrate proficiency in their ability to use and understand English in a range of different contexts and via different media.
- Understanding of the nature and organization of language - students will demonstrate familiarity with observations and findings relating to various aspects of linguistic phenomena and organization.
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/qxl-3341.html
Pre- and Co-requisite Modules
Courses including this module
Compulsory in courses:
- Q301: BA English Language year 3 (BA/EL)
- 8G55: BA English Language with Creative Writing (with Int Exp) year 4 (BA/ELCIE)
- Q3WL: BA Eng Lang with Creat Writ year 3 (BA/ELCW)
- Q3WP: BA Eng Lang with Film Studs year 3 (BA/ELFS)
- Q3P3: BA English Lang with Media Stds year 3 (BA/ELMS)
- Q315: BA English Language for TEFL year 3 (BA/ELT)
- Q3Q2: BA English Language w English Lit year 3 (BA/ENGEL)
- Q314: BA International English Language for TEFL year 3 (BA/IELT)
- Q1Q3: BA Ling with Eng Lit year 3 (BA/LEL)
- Q140: BA Ling & the Eng Lang year 3 (BA/LELA)
- Q100: BA Linguistics year 3 (BA/LING)
- Q104: BA Linguistics (with International Experience)) year 4 (BA/LINGIE)
- QQ31: BA Linguistics & the English Language with International Exp year 4 (BA/LWEL)
- Q102: MArts Bilingualism year 3 (MARTS/BILING)
- Q103: MArts Cognitive Linguistics year 3 (MARTS/COGL)
- Q316: MArts English Language for TEFL year 3 (MARTS/ELT)
- Q101: MArts Linguistics year 3 (MARTS/LING)
Optional in courses:
- T101: BA Chinese and Linguistics year 4 (BA/CHL)
- WQ93: BA Creative Stds & English Lang. year 3 (BA/CSTEL)
- QQ3M: BA English Language & Cymraeg year 3 (BA/ELC)
- T123: BA English Language and Chinese year 4 (BA/ELCH)
- QR3C: BA English Language and French year 4 (BA/ELFR)
- QR3F: BA English Language and German year 4 (BA/ELG)
- QR3H: BA English Language and Italian year 4 (BA/ELIT)
- PQ53: BA English Language & Journalism year 3 (BA/ELJO)
- 1Q3Q: BA Linguistics and English Literature year 3 (BA/ELL)
- QQC3: BA English Lang and Lit year 3 (BA/ELLIT)
- CQ83: BA English Language & Psychology year 3 (BA/ELPSY)
- LQ3J: BA English Lang. & Sociology year 3 (BA/ELSOC)
- QR3K: BA English Language and Spanish year 4 (BA/ELSP)
- PQ3J: BA Film Studies and English Language year 3 (BA/FSELAN)
- QR13: BA Italian/Linguistics year 4 (BA/ITL)
- QR11: BA Linguistics/French year 4 (BA/LFR)
- QR12: BA Linguistics/German year 4 (BA/LG)
- Q1C8: BA Linguistics and Psychology year 3 (BA/LP)
- QR14: BA Linguistics/Spanish year 4 (BA/LSP)
- CQ81: BA Psychology/Linguistics year 3 (BA/PL)
- LQ31: BA Sociology/Linguistics year 3 (BA/SL)
- QQ15: BA Cymraeg and Linguistics year 3 (BA/WL)