L2 speech learning
Run by School of Languages, Literatures and Linguistics
20 Credits or 10 ECTS Credits
Organiser: Dr Sarah Cooper
Overall aims and purpose
This module provides an overview of the difficulties second language (L2) learners are faced with when acquiring a new sound system. It introduces students to core issues in L2 perception and production of segments and prosody, gives an overview of the main theories and methodologies characteristic of the field, and discusses some of its fundamental problems and controversies.
• To broaden students’ understanding of current issues and controversies in this field of study.
• To develop students’ ability to critically evaluate current theories of L2 speech learning.
• To develop students’ awareness of the variables affecting degree of foreign accent.
• To develop students’ ability to collect and analyse data and design an experiment in this area of study.
Topics will include:
- Major concepts in the field
- The role of the first language
- Current L2 speech learning models
- Foreign accent and the factors involved in learning
- Segmental and suprasegmental production and perception
- Implications for foreign language teaching.
The answer must address the question.
The answer must show a basic knowledge and understanding of the relevant key areas and principles of the foundational theories, constructs and methodologies of Linguistics.
The student must show evidence of being able to apply the principles to the analysis of language and linguistic examples and/or data.
The answer must show evidence of some background study.
The answer must be focussed and structured.
The answer must show a better-than-average standard of knowledge and understanding of the foundational theories, constructs and methodologies of Linguistics.
The linguistic examples used in the answer may be based upon examples from the literature but must also include original examples.
The answer must show evidence of background study with at least some from primary sources.
The answer must be highly focused and well-structured.
The answer must show comprehensive knowledge and detailed understanding.
The answer must show some original interpretation, new links between topics and/or a new approach to a problem.
The answer must show evidence of extensive background study using primary sources.
Students will demonstrate an understanding of the main issues, concerns and controversies employed in this field of study.
Students will be able to critically compare and evaluate the current theories and methodologies in L2 speech learning in light of existing evidence.
Students will be able to discuss the range of variables known to contribute to the degree of perception of foreign accentedness.
Students will be able to collect and critically analyse data and select an appropriate methodology for investigating specific L2 speech learning phenomena.
Students will design a poster on the data collection for the module, and give a 10 minute individual presentation to the class on it. The poster will be worth 20% of the marks for the module and the presentation 10% of the marks for the module.
Students will collect and analyse their own data and write it up as a 3500 word research report.
Teaching and Learning Strategy
|Practical classes and workshops||
Fortnightly 1-hour practicals (5 over the 11 weeks).
In their own time, students will be expected to do required readings for each class, do further research/reading on the topics and prepare assignments.
Weekly 2-hour lecture/seminars, which will include lectures, in-class discussion, presentations and data analysis.
- 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
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- 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.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Research skills - students will be able to undertake advanced independent research, involving formulating a research question, identifying and deploying appropriate linguistic methodology (theoretical or empirical), data collection techniques (experimental or field-based), as well as the selection and application of appropriate theoretical frameworks in order to adequately analyse and interpret data.
- 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 to an advanced standard.
- Oral presentation skills & scholarly conventions - students will be able to present data, argumentation, findings and references in oral form in keeping with the conventions current in language science and English language studies, to an advanced level.
- Analysis & interpretation skills - students will be able to analyse and interpret data accurately and to draw appropriate conclusions based on the application of appropriate analytic and theoretical frameworks available in linguistics and English language studies.
- Evaluation & reflection - students will be able to critically evaluate to an advanced standard 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.
- Independent investigation - students will develop the ability to plan, design and execute a highly original and 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 synthesising written, visual and oral information. Students will also develop skills of independent investigation, including interacting with peers and participants/informants.
- Learning to learn - students will learn to reflect upon, modify and improve their learning strategies
- Effective communication - students will develop the ability to communicate effectively, appropriately and confidently, in a range of contexts, to different audience types, and making use of a range of supporting materials
- 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.
- 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.
- Understanding of the nature and organisation of language - students will demonstrate detailed knowledge of observations and findings relating to various aspects of linguistic phenomena and organization.
- Understanding the nature of commonalities and differences across languages - students will demonstrate detailed knowledge of phenomena and findings relating to universals and diversity exhibited by and across languages.
- Knowledge of the relationship between language and society, culture, and/or embodied experience - students will demonstrate detailed knowledge of phenomena and findings relating to the complex interdependent relationship between language, society culture and/or embodied experience.
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/qxl-4418.html
Courses including this module
Compulsory in courses:
- Q1AN: MA Bilingualism year 1 (MA/BILING)
- Q1BB: MSc Language Acquisition & Development year 1 (MSC/LAD)