Modules for course R181 | BA/FPIE
BA French with Psychology (with International Experience)

These are the modules currently offered on this course in the 2018–19 academic year.

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

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Year 1 Modules

Compulsory Modules

40 credits from:

  • LZF-1001: French Written Language Skills (20) (Semester 1 + 2) Core
    This module has been designed in order to enable post 'A' level students to develop written communicative skills in French by extending linguistic competence acquired at 'A' level. It comprises a text-based class in which students have the opportunity to develop translation skills and paraphrasing techniques. Students also have the opportunity to revise and consolidate key areas of grammar in a second class which constitutes the grammatical spine of the module. The texts used in this module are chosen from a range of sources including the media and literary works in order to familiarise students with variations in tone and register. A thematic approach is used in the text-based class in order to enable students to gain an insight into particular French themes and issues while developing the various written communicative skills outlined. Key texts We use the following as a course book: Simone Renaud and Dominique van Hooff. En Bonne Forme (8th edition) (New York: John Wiley and Sons, 2008) We also recommend the students purchase the following: - A large bilingual dictionary, such as the latest edition of the Collins-Robert or the Oxford-Hachette. - A large monolingual dictionary, such as the latest edition of Le Petit Robert. - A detailed French grammar reference book to complement the course book. We recommend the latest edition of Hawkins and Towell’s French Grammar and Usage or Glanville Price’s A Comprehensive French Grammar. Although it is somewhat briefer than the two previous books, we also suggest that Ferrat’s A French Reference Grammar is suitable for first year purposes.”
    or
    LCF-1001: Sgiliau Iaith Ffrangeg (20) (Semester 1 + 2) Core
    Yn yr wythnosau cyntaf, byddwn yn cadarnhau 'blociau adeiladu' yr iaith ysgrifenedig (rhannau ymadrodd, cenedl enwau, cytundeb gramadegol ayyb), yn ogystal â chyflwyno'r prif werslyfr. Wedyn, bydd y dosbarthiadau'n cael eu rhannu rhwng cyflwyno iaith o "En bonne forme", darllen a thrafod testunau mewn Ffrangeg, ac adborth ar yr aseiniadau hynny y rhoddir marc iddynt. Byddwch yn cael rhaglen o flaen llaw sy'n nodi'r gwaith darllen a'r aseiniadau sydd i'w gwneud yn yr wythnosau i ddod. Trwy'r flwyddyn bydd cyfres o ymarferion i'w gwneud ar gyfrifiadur yn y Ganolfan Ieithoedd; dylai hynny olygu rhyw awr o waith yr wythnos. Key texts We use the following as a course book: Simone Renaud and Dominique van Hooff. En Bonne Forme (8th edition) (New York: John Wiley and Sons, 2008) We also recommend the students purchase the following: - A large bilingual dictionary, such as the latest edition of the Collins-Robert or the Oxford-Hachette. - A large monolingual dictionary, such as the latest edition of Le Petit Robert. - A detailed French grammar reference book to complement the course book. We recommend the latest edition of Hawkins and Towell’s French Grammar and Usage or Glanville Price’s A Comprehensive French Grammar. Although it is somewhat briefer than the two previous books, we also suggest that Ferrat’s A French Reference Grammar is suitable for first year purposes. Any other learning resources Students are required to complete grammar exercises on a programme called Lingu.
  • LZF-1002: French Communication Skills (20) (Semester 1 + 2) Core
    This topic-based module complements LZF1001 by developing proficiency in spoken French acquired at 'A' level. A range of audio and visual aids is used in each class in order to stimulate group discussions, debates and individual presentations on a particular theme. Aural skills are also developed through audio and video comprehension exercises. The purpose of this module is to enable students to defend themselves orally in a range of topics relating to contemporary French and Francophone life and society and to improve comprehension of different French accents. Key texts This module involves oral comprehension classes and conversation classes. At the start of each semester, students are given a course booklet containing the questions for the listening comprehension exercises, general module information, and lists of websites that they can use in order to watch French television and listen to French radio. We also recommend the students purchase the following: - A large bilingual dictionary, such as the latest edition of the Collins-Robert or the Oxford-Hachette. - A large monolingual dictionary, such as the latest edition of Le Petit Robert. - A detailed French grammar reference book to complement the course book. We recommend the latest edition of Hawkins and Towell’s French Grammar and Usage or Glanville Price’s A Comprehensive French Grammar. Although it is somewhat briefer than the two previous books, we also suggest that Ferrat’s A French Reference Grammar is suitable for first year purposes. Webpages: Students are expected to be regularly keeping up-to-date with new stories in France via websites such as the following: www.lemonde.fr www.liberation.fr www.figaro.fr French television news programmes - Daily 8am, 1pm and 8pm national news bulletins from France 2: http://jt.france2.fr - Regional and local news bulletins from France 3 (also available as podcasts): http://jt.france3.fr/ - International news bulletins and short docu-films from TV5: www.tv5.org - iTélé: http://www.itele.fr/ - BFM TV : http://www.bfmtv.fr/ French radio stations - Europe 1 (news and discussion): http://www.europe1.fr/ - France Info (news): http://www.radiofrance.fr/chaines/france-info/accueil/ - France Inter (news): http://www.radiofrance.fr/franceinter/accueil/ - France Culture (news and culture, bit like BBC Radio 4): http://www.radiofrance.fr/chaines/france-culture2/sommaire/ - Radio France Internationale (international news): http://www.rfi.fr/
    or
    LCF-1002: Sgiliau Cyfathrebu Ffrangeg (20) (Semester 1 + 2) Core
    Mae'r modiwl hwn yn mynd law yn llaw â LCF1001, ac mae'n canolbwyntio ar sgiliau llafar a gwrando'r myfyrwyr. Yn ogystal â dosbarthiadau sgwrsio traddodiadol a gwaith yn seiliedig ar arddweud, mae pytiau o deledu Ffrangeg yn cyflwyno'r myfyrwyr i Ffrangeg fel y caiff ei siarad go iawn heddiw gan siaradwyr brodorol o amrywiaeth o gefndiroedd. Bydd gwaith yn y Ganolfan Ieithoedd yn golygu gwrando ar ffeiliau sain a recordio eu hunain ar gyfrifiadur, a hynny dan arolygiaeth y staff er mwyn gallu rhoi adborth unigol. Nod y modiwlau iaith yw cael y myfyrwyr i gael meistrolaeth gadarn o ramadeg, a gallu defnyddio'r Ffrangeg ar lafar ac yn ysgrifenedig, gan ddod yn fwy medrus a hyderus wrth siarad ac ysgrifennu. Key texts This module involves oral comprehension classes and conversation classes. At the start of each semester, students are given a course booklet containing the questions for the listening comprehension exercises, general module information, and lists of websites that they can use in order to watch French television and listen to French radio. We also recommend the students purchase the following: - A large bilingual dictionary, such as the latest edition of the Collins-Robert or the Oxford-Hachette. - A large monolingual dictionary, such as the latest edition of Le Petit Robert. - A detailed French grammar reference book to complement the course book. We recommend the latest edition of Hawkins and Towell’s French Grammar and Usage or Glanville Price’s A Comprehensive French Grammar. Although it is somewhat briefer than the two previous books, we also suggest that Ferrat’s A French Reference Grammar is suitable for first year purposes.
  • LZF-1003: French for Beginners I (20) (Semester 1) Core
    The module is devised to suit 'ab initio' and post-GCSE students of French and focuses on the development of basic oral, aural and written communicative skills. The module involves an introduction to and [in the case of those with GCSE knowledge of the language] a revision of key areas of grammar (present and past tenses, the future and conditional tenses, nouns, adjectives, prepositions). Students will acquire general vocabulary and key expressions relating to self, family, daily routine, hobbies, likes and dislikes, in part through role-play situations. Using appropriate audio/visual aids, students will also be introduced to modern and contemporary French culture and society. Key texts: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
    or
    LCF-1003: Ffrangeg i Ddechreuwyr I (20) (Semester 1) Core
    Mae'r modiwl hwn yn addas ar gyfer dechreuwyr a myfyrwyr sydd wedi astudio Ffrangeg at TGAU. Mae'n canolbwyntio ar ddatblygu sgiliau llafar, gwrando ac ysgrifennu. Mae'r modiwl yn cynnwys cyflwyniad ac adolygu (yn achos rhai sydd eisoes wedi gwneud TGAU) y rhannau allweddol o ramadeg (yr amser presennol a'r gorffennol, y dyfodol a'r amodol, enwau, ansoddeiriau, arddodiaid). Bydd y myfyrwyr yn dysgu geirfa gyffredinol a'r ymadroddion allweddol sy'n ymwneud â'r hunan, y teulu, gweithgareddau bob-dydd, diddordebau, yr hyn maent yn ei hoffi/gasáu, a hynny yn rhannol trwy sefyllfaoedd chwarae rôl. Gan ddefnyddio'r cymhorthion sain/gweledol priodol, bydd y myfyrwyr yn cael eu cyflwyno i'r diwylliant a'r gymdeithas Ffrengig heddiw. Key texts The following textbooks are used: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
  • LZF-1004: French for Beginners II (20) (Semester 2) Core
    This module is aimed at all first year students who have completed French for Beginners 1. The module aims to develop the basic oral, aural and written communicative skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level. Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video tape comprehension exercises and students are required to make individual presentations on more sophisticated topics. Key texts: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
    or
    LCF-1004: Ffrangeg i Ddechreuwyr II (20) (Semester 2) Core
    Bydd y modiwl hwn, a gynhelir yn yr ail semester, yn cynnwys pedair awr o oriau cyswllt yr wythnos. Mae wedi ei anelu at fyfyrwyr yn y flwyddyn gyntaf sydd wedi cwblhau Ffrangeg i Ddechreuwyr 1 a Myfyrwyr Canolradd 1. Nod y modiwl yw datblygu'r sgiliau sylfaenol mewn siarad, gwrando ac ysgrifennu a gafwyd yn semester 1 er mwyn dod â hwy i'r lefel hyfedredd sy'n cyfateb i Lefel A. Bydd y myfyrwyr yn defnyddio'r egwyddorion gramadeg a ddysgwyd yn semester 1 wrth ysgrifennu darnau mwy estynedig, gan ganolbwyntio ar gystrawennau mwy cymhleth (Y Goddefol, y Dibynnol a'r Gorchmynnol). O ran datblygu sgiliau llafar, bydd y myfyrwyr yn trafod mwy yn yr iaith darged. Caiff sgiliau gwrando eu datblygu hefyd trwy ymarferion tâp sain a fideo. Key texts The following textbooks are used: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
  • Students with A-level French must take LZF-1001/2 Students without A-Level French must take LZF1003/4

40 credits from:

  • PPP-1001: Psychology as a Science (10) (Semester 1)
    Recommended reading for this module is as follows: Dienes, Z. (2008). Understanding Psychology as a Science. London: Pan-McMillan. ISBN: 9780230542310 Gleitman, H., Reisberg, J., & Gross, D. (2010). Psychology (8th Edition). New York, US: W W Norton & Company. ISBN: 9780393116823 British Psychological Association. (2004). Guidelines for minimum standard of ethical approval in psychological research. http://www.bps.org.uk/the-society/code-of-conduct/code-of-conduct_home.cfm Goldacre, B. (2009). Bad Science. UK: Harper Perennial. ISBN: 978-0007284870
  • PPP-1002: Stress & Distress (10) (Semester 1)
    Reading List Health Psychology. Core text: Morrison, V., & Bennett, P. (2012). An Introduction to Health Psychology (3rd ed.). Essex: Pearson. The first edition of this text will be suitable. Clinical Psychology. Core text: Kring, A. M., Johnson, S. L., Davison, G. C., & Neale, J. M., (2010/2012). Abnormal Psychology (11th/12th ed.). Hoboken, NJ: Wiley. Previous editions of the core text and other Abnormal Psychology texts will be suitable.
  • PPP-1003: Scientific Writing & Comm I (10) (Semester 1)
    Recommended reading for this module is as follows: American Psychological Association. (2010). The Publication Manual of the American Psychological Association (6th Edition).Washington, DC: Author. The general online handbook: Essay Writing Guide; APA & Writing Research Reports; Edit, acknowledgements & choosing resources. Further reading materials and guidance will be provided in class and additional resources will be accessible on Blackboard.
    or
    PCC-1001: Ysgrifennu Gwyddonol I (10) (Semester 1)
    Dyma'r deunydd darllen a argymhellir ar gyfer y modiwl hwn: American Psychological Association. (2010). The Publication Manual of the American Psychological Association (6th Edition). Washington, DC: Awdur. Y llawlyfr ar-lein cyffredinol: Arweiniad ar Ysgrifennu Traethodau; APA ac Ysgrifennu Adroddiadau Ymchwil, cydnabyddiaethau a dewis adnoddau. Bydd deunyddiau darllen pellach yn cael eu darparu yn y dosbarth a bydd adnoddau ychwanegol i'w cael ar Blackboard.
  • PPP-1005: Brain & Mind (10) (Semester 2)
    Recommended reading for this module is as follows: Carlson N. R. Physiology of Behaviour (10th Edition) London: Allyn and Bacon. ISBN 9781408227992
  • PPP-1006: Scientific Writing & Comm II (10) (Semester 2)
    Recommended reading for this module is as follows: American Psychological Association. (2010). The Publication Manual of the American Psychological Association (6th Edition).Washington, DC: Author. POPPS handbook Further guidance will be provided in class, and additional resources will be made accessible on Blackboard.
    or
    PCC-1003: Ysgrifennu Gwyddonol II (10) (Semester 2)
    Dyma'r deunydd darllen a argymhellir ar gyfer y modiwl hwn: American Psychological Association. (2010). The Publication Manual of the American Psychological Association (6th Edition).Washington, DC: Author. Llawlyfr Sgiliau Ymarfer Cyflwyniadau Llafar Seicoleg (POPPS) Rhoddir rhagor o gyfarwyddyd yn y dosbarth, a threfnir i adnoddau ychwanegol fod ar gael ar Blackboard.
  • PPP-1007: Learning to be Happy (10) (Semester 2)
    Recommended reading for this module is as follows: Carr A (2003) Positive Psychology: The Science of Happiness and Human Strengths. Brunner-Routledge ISBN-10: 1583919910 Miltenberger, R.G. (2007). Behaviour Modification: Principles and Procedures. (5th edition). Wadsworth. (4th edition also fine). can be brought by chapter.

Optional Modules

40 credits from:

  • LXC-1100: Intro. to Chinese Studies (20) (Semester 1 + 2)
  • QXL-1112: Language, Literature & Culture (20) (Semester 2)
    1. the relationship between language, culture and thought processes, 2. the relationship between language and identity, 3. the structures of bilingual societies, 4. the different manifestations of multilingualism, particularly in relation to the concepts of bilingualism and diglossia, 5. the cultural, political, and anthropological issues surrounding minority languages & language policy.
  • LXE-1600: Transnational Cultures (20) (Semester 2)
  • LXE-1700: Creating National Histories (20) (Semester 1)
  • Students with A-levels in any of the above languages must take the intermediate options, e.g. LZ..1001/1002 (if language modules are chosen)

Year 2 Modules

Compulsory Modules

Semester 1

  • LZF-2040: French Language Skills (40) Core
    Building on the foundations of the first year language course, classes on written language skills, listening comprehension and translation into English, and oral communication skills will further develop proficiency and fluency in French. Written language skills include grammar review, paraphrasing, translation into French and essay-writing, and will focus on journalistic, literary and professional language. Listening comprehension classes will draw from modern, authentic material including recent French TV reports, and involve comprehension and paraphrasing exercises. The language materials used will concern the following topics: media, employability, the arts and socio-cultural debates. Oral skills will develop fluency across different registers of spoken French. All classes seek to develop the skills students will need for their third year in a French-speaking country.
    or
    LCF-2040: Sgiliau Iaith Ffrangeg (40) Core
    Gan adeiladu ar sylfaeni cwrs iaith y flwyddyn gyntaf, bydd y dosbarthiadau ar sgiliau ysgrifenedig, gwrando a deall a chyfieithu i'r Gymraeg/Saesneg, a sgiliau llafar yn datblygu hyfedredd a rhuglder yn y Ffrangeg. Bydd y sgiliau iaith ysgrifenedig yn cynnwys adolygu pwyntiau gramadegol, aralleirio, cyfieithu i'r Ffrangeg ac ysgrifennu traethodau, ac yn canolbwyntio ar yr iaith newyddiadurol, lenyddol a phroffesiynol. Bydd y dosbarthiadau gwrando a deall yn defnyddio ffynonellau dilys oddi ar y teledu, ac yn cynnwys trawsgrifio i'r Gymraeg/Saesneg. Bydd pob dosbarth yn datblygu'r sgiliau y bydd ar y myfyrwyr eu hangen yn eu trydedd flwyddyn pan fyddant mewn gwlad lle siaredir Ffrangeg.

Semester 2

  • PPP-2016: Aspects of Clinical Psychology (10)
    Reading List Core Textbooks Davey, G. (2014). Psychopathology: Research, Assessment and Treatment in Clinical Psychology (BPS Textbooks in Psychology Series). BPS Blackwell The 1st Edition (2008) is also fine, but it may not be completely in line with the 2nd Edition (2014). Journal Articles and additional book chapter readings: A number of core readings will be posted on Blackboard for each module topic, when required. You can also use your Year 1 'Abnormal Psychology' textbook by Kring, Johnson, Davison and Neal (2013).
  • LZF-2040: French Language Skills
    Building on the foundations of the first year language course, classes on written language skills, listening comprehension and translation into English, and oral communication skills will further develop proficiency and fluency in French. Written language skills include grammar review, paraphrasing, translation into French and essay-writing, and will focus on journalistic, literary and professional language. Listening comprehension classes will draw from modern, authentic material including recent French TV reports, and involve comprehension and paraphrasing exercises. The language materials used will concern the following topics: media, employability, the arts and socio-cultural debates. Oral skills will develop fluency across different registers of spoken French. All classes seek to develop the skills students will need for their third year in a French-speaking country.
    or
    LCF-2040: Sgiliau Iaith Ffrangeg
    Gan adeiladu ar sylfaeni cwrs iaith y flwyddyn gyntaf, bydd y dosbarthiadau ar sgiliau ysgrifenedig, gwrando a deall a chyfieithu i'r Gymraeg/Saesneg, a sgiliau llafar yn datblygu hyfedredd a rhuglder yn y Ffrangeg. Bydd y sgiliau iaith ysgrifenedig yn cynnwys adolygu pwyntiau gramadegol, aralleirio, cyfieithu i'r Ffrangeg ac ysgrifennu traethodau, ac yn canolbwyntio ar yr iaith newyddiadurol, lenyddol a phroffesiynol. Bydd y dosbarthiadau gwrando a deall yn defnyddio ffynonellau dilys oddi ar y teledu, ac yn cynnwys trawsgrifio i'r Gymraeg/Saesneg. Bydd pob dosbarth yn datblygu'r sgiliau y bydd ar y myfyrwyr eu hangen yn eu trydedd flwyddyn pan fyddant mewn gwlad lle siaredir Ffrangeg.

40 credits from:

  • PPP-2010: Social Psychology (10) (Semester 1)
    ONE of the following textbooks will provide you with a basic overview of the topic to support your learning through this course. However, please remember that it is expected that you will read original papers (research or review articles from peer reviewed journals) rather than relying on the textbook whenever possible. Please refer to the word documents that accompany each lecture to see a comprehensive list of original sources in the reference sections – consider these references as your reading lists for each topic. Sutton, R. & Douglas, K. (2013). Social Psychology. London: Palgrave MacMillan. ISBN-10: 0230218032 ISBN-13: 978-0230218031 Hogg, M.A. & G.M. Vaughan. (2011). Social Psychology 6th Edition. London: Prentice Hall. ISBN-10: 0273741144 ISBN-13: 978-0273741145 Please note that the most recent edition of the above textbook is preferred, but the previous edition (5th) is acceptable Aronson, E. (2008). The Social Animal 10th Edition. New York: Worth. ISBN-10: 1429203161 ISBN-13: 978-1429203166
  • PPP-2011: Developmental Psychology (10) (Semester 2)
    Recommended reading for this module is as follows: Shaffer, D.R., & Kipp, K. (2012). Developmental Psychology: Childhood and Adolescence. (9th Ed.) International Edition. London: Thompson. (Previous edition is also acceptable as they cover much the same ground.) Additional reading will be made available to students through Blackboard. Required reading for each lecture topic will be presented in class.
  • PPP-2012: Cognitive Psychology (10) (Semester 1)
    Ashcraft, M. H., & Radvansky, G. A. (2010). Cognition. NJ, US: Pearson Education. ISBN 10: 0-13-508168-8 ISBN 13: 978-0-13-508168 Core textbook for the whole module Baddeley. A, D. (1999). Essentials of Human Memory. Hove, England: Psychology Press. ISBN 0863775454 (pbk.) 0863775446 Alternative core textbook for the topic of Memory Styles, E. A. (1997). The Psychology of Attention. Hove UK: Psychology Press. ISBN 0863774652 (PBK) 0863774644 Alternative core textbook for the topic of Attention Goldstein, E.B. (1999). Sensation and Perception. Belmont, CA: Wadsworth Publishing. ISBN 0534346804 (alk. paper) Alternative core textbook for the topic of Perception Harley, T. (2009). Talking the talk. Hoboken: Taylor & Francis Alternative core textbook for the topic of Language; ~15 hard copies available in the library, also available as an e-book. The author’s The Psychology of Language textbook offers more advanced coverage of the same topics, for those who wish to delve deeper.
  • PPP-2013: Biological Psychology (10) (Semester 2)
    Reading List All readings Carlson (10th edition) – Physiology of Behavior K & W=Kolb and Whishaw Fundamentals of Human Neuropsychology, 6th edition (in parenthesis page numbers from the 5th edition)
  • PPP-2014: Personality & Indiv Diffs (10) (Semester 1)
    Recommended reading for this module includes the following text, however additional texts may be also be given prior to the module and during the module. Maltby, J., Day, L., Macaskill, A. (2013). Personality, Individual Differences and Intelligence. Pearson Education Limited.
  • PPP-2015: Behavioural Psychology (10) (Semester 1)
    This module comprises two independent, equally-weighted, components, one on language and one on learning. The learning component examines learning and behaviour change from the prespective of contemporary learning theory and behaviour analysis. The module will examine how motivating states and reinforcement theory can help us understand how people learn, how habits develop, and why it can be so hard to change behaviour. We will also discuss the field of applied behaviour analysis, and how it is used to improve learning in the regular classroom and for people with autism and learning disabilities. The language compnent is designed to provide students with an introduction to the scientific study of language. It will cover the central theories and issues in the psychology of language, including a) the structure and function of language, b) what cognitive and neural processes allow us to understand and produce spoken and written language and c) language disorder (e.g., dyslexia).

Optional Modules

40 credits from:

  • LXF-2101: Paris (20) (Semester 1)
    The 2,300 year story of the city of Paris is a rich and varied one, played out at the heart of French history, culture, and national identity; this is reflected in the variety of material covered in this module. We will study elements drawn from the following list (though not necessarily all of them in a given year): general history of the development of Paris, with particular emphasis on the Second Empire and the cultural très grands chantiers of recent decades; episodes of conflict in Paris (e.g. Siege and Commune, the Liberation, May 1968); Paris by 'monuments' - significance of major (and some minor) sites on the tourist trail; and highlights such as the 'expositions universelles'. It is not necessary to have visited Paris before taking this module; one aim of the course is to help you appreciate the city, and get more out of time spent there subsequently. Key texts Primary texts and films include: Code Inconnu. Dir. Michael Haneke. Artificial Eye. 2000 Le fabuleux destin d’Amélie Poulain. Dir. Jean-Pierre Jeunet. UGC. 2001 Patrick Modiano’s Dora Bruder Leïla Sebbar’s Métro Instantanés (2007) Main secondary materials include: Margaret Atack. ‘L’imaginaire de mai’ in May 68 in French fiction and film: rethinking society, rethinking representation (Oxford: Oxford University Press, 1999) Jean Baudrillard’s ‘The Beaubourg Effect’ Matthew Moran, ‘Power Relations and Representation: the Power of the Media’ in The Republic and the Riots: Exploring Urban Violence in French Suburbs, 2005-2007 (Bern: Peter Lang, 2012) Pierre Nora, ‘Between Memory and History’
  • LXF-2104: French Cinema 1895-1950 (20) (Semester 1)
    The French hold cinema in greater esteem than perhaps any other nation, both as an art form and as popular entertainment; since its inception, the septième Art has produced a wealth of talent and many films of world standing. In this course we will look - on the big screen - at prominent examples of French cinema from its first decades, from the earliest work of the Lumière brothers in the 1890s to the mid-20th Century. The course looks at the general development of French cinema in the period, concentrating on: (i) a major classic from the silent era; (ii) a film from the Poetic Realism movement of the 1930s; (iii) an artistic, non-realist film from the end of the period covered. Key texts Main films studied Luis Buñuel’s Un Chien andalou Jean Vigo’s Vigo’s Zéro de conduite Jean Renoir’s Boudu sauvé des eaux Jean Renoir’s La Grande Illusion Marcel Carné’s Hôtel du Nord Marcel Carné’s Le Jour se lève Main secondary texts Andrew, James Dudley. Mists of regret: culture and sensibility in classic French film (Princeton: Princeton University Press, 1995). Armes, Roy. French Cinema (London: Secker and Warburg, 1985). Hayward, Susan. French National Cinema, (London and New York: Routledge, 2005). Hayward , Susan and Ginette Vincendeau (eds.). French Film: Texts and Contexts (London and New York: Routledge, 2002). Martin, John. The Golden Age of French Cinema, 1929-1939 (London: Columbus Books, 1983). Powrie, Phil and Keith Reader (eds.). French Cinema: A Student's Guide (London: Arnold, 2002). Williams, Alan. Republic of images: a history of French film making (Cambridge, MA: Harvard University Press, 1992).
  • LXF-2105: Race and Immigration in France (20) (Semester 2)
    This module will begin by providing a brief history of immigration and debates about immigration in France, before looking at how race is conceptualized in France and assessing how France's Republican political traditions influence perceptions of race. The module will include a variety of texts and films, such as Frantz Fanon's seminal text "Peau noire, masques blancs" (1952), Alain Gomis's 2001 film "L'Afrance", Kamini's 2006 rap video "Marly-Gomont", Azouz Begag's 1989 novel "Béni ou le paradis privé", and two recent doocumentary films by Carole Sionnet, "Parmi Nous" (2004) and "Pour le meilleur" (2007). Main texts and films studied Laurent Cantet’s Entre les murs (2008). Alain Gomis’s L’Afrance (2001). Begag, Azouz. Béni ou le paradis privé (Seuil: Paris, 1989). Pineau, Gisèle. L’Exil selon Julia (LG : Paris, 1996). Main secondary materials Sam Haigh (ed), An introduction to Caribbean francophone writing, (Oxford: Berg, 1999). Hargreaves, Alec. Multi-ethnic France: Immigration, Politics, Culture and Society (Abingdon: Routledge, 2007). Hargreaves, Alec. Voices from the North African Community in France: Immigration and Identity in Beur Fiction (Oxford: Berg, 1997) Jennings, Jeremy. 2000. ‘Citizenship, Republicanism and Multiculturalism in Contemporary France’, British Journal of Political Science, 30(4): 575-598. Tarr, Carrie. Reframing difference: beur and banlieue filmmaking in France (Manchester, UK : Manchester University Press, 2005).

Year 4 Modules

Compulsory Modules

Semester 1

  • LZF-3030: French Language Skills (30) Core
    This 30 credit module running throughout the year promotes appropriate use of style and register in all written and oral work and ensures that students can deal with variations in register and idiomatic expression in a confident and accurate manner. Through exposure to selected texts, complex grammatical structures and audiovisual materials, students acquire reading, writing, aural and oral skills which match the required standard of final year linguists.
    or
    LCF-3030: Sgiliau Iaith Ffrangeg (30) Core
    Ar ôl cwblhau blwyddyn dramor, dylai'r myfyrwyr fod eisoes wedi cyrraedd lefel uchel ar lafar yn Ffrangeg. Caiff rhan lafar y modiwl hwn ei ddysgu gan siaradwr brodorol, a'r nod yw cynnal a gwella'r sgiliau hyn wrth baratoi ar gyfer yr arholiad terfynol a'r byd tu allan. Canolbwyntir ar sgiliau cyflwyno ar lafar a rhyngweithio â siaradwyr brodorol. Bydd y rhan fideo'n defnyddio ffynonellau sydd 100% oddi ar deledu Ffrangeg, a bydd y modiwl yn hyfforddi ac yn arholi'r myfyrwyr mewn tair sgil sef deall materion gwahanol a'r iaith a ddefnyddir i'w trafod; sgiliau trawsgrifio manwl gywir; a sgiliau cyfieithu yn seiliedig ar waith trawsgrifio'r myfyrwyr. Bydd y cwrs yn talu sylw arbennig i ddadleuon ac i gael ymwybyddiaeth a dealltwriaeth o sawl agwedd ar yr iaith gyfoes. Mae llawer o gefnogaeth i'w chael yn y Ganolfan Ieithoedd. Mae'r rhan ar gyfieithu yn fwy traddodiadol, ac mae rhoi hyfforddiant a phrofiad i'r myfyrwyr mewn cyfieithu darnau Cymraeg a Saesneg i Ffrangeg idiomatig, ac fel arall. Mae'r testunau'n dod o amryw o ffynonellau.

Semester 2

  • LZF-3030: French Language Skills
    This 30 credit module running throughout the year promotes appropriate use of style and register in all written and oral work and ensures that students can deal with variations in register and idiomatic expression in a confident and accurate manner. Through exposure to selected texts, complex grammatical structures and audiovisual materials, students acquire reading, writing, aural and oral skills which match the required standard of final year linguists.
    or
    LCF-3030: Sgiliau Iaith Ffrangeg
    Ar ôl cwblhau blwyddyn dramor, dylai'r myfyrwyr fod eisoes wedi cyrraedd lefel uchel ar lafar yn Ffrangeg. Caiff rhan lafar y modiwl hwn ei ddysgu gan siaradwr brodorol, a'r nod yw cynnal a gwella'r sgiliau hyn wrth baratoi ar gyfer yr arholiad terfynol a'r byd tu allan. Canolbwyntir ar sgiliau cyflwyno ar lafar a rhyngweithio â siaradwyr brodorol. Bydd y rhan fideo'n defnyddio ffynonellau sydd 100% oddi ar deledu Ffrangeg, a bydd y modiwl yn hyfforddi ac yn arholi'r myfyrwyr mewn tair sgil sef deall materion gwahanol a'r iaith a ddefnyddir i'w trafod; sgiliau trawsgrifio manwl gywir; a sgiliau cyfieithu yn seiliedig ar waith trawsgrifio'r myfyrwyr. Bydd y cwrs yn talu sylw arbennig i ddadleuon ac i gael ymwybyddiaeth a dealltwriaeth o sawl agwedd ar yr iaith gyfoes. Mae llawer o gefnogaeth i'w chael yn y Ganolfan Ieithoedd. Mae'r rhan ar gyfieithu yn fwy traddodiadol, ac mae rhoi hyfforddiant a phrofiad i'r myfyrwyr mewn cyfieithu darnau Cymraeg a Saesneg i Ffrangeg idiomatig, ac fel arall. Mae'r testunau'n dod o amryw o ffynonellau.

10 credits from:

Optional Modules

40 credits from:

  • LXF-3014: France and the Mediterranean (20) (Semester 2)
  • LXE-3101: Approaching Translation (10) (Semester 2)
    This module aims to further develop and consolidate translation skills students have acquired in their language courses. By approaching translation as a process, it examines translation at different textual levels, from the lexico-grammatical level such as words and grammar, to the textual-pragmatic level such as cohesion, register and text types. It provides students with a framework to reflect on the translational difficulties in their chosen language pairs and explore strategies and their implications. Key texts Baker, Mona. In Other Words: A Coursebook on Translation, 2nd edition (London: Routledge, 2011). Hatim, Basil and Munday, Jeremy. Translation: an Advanced Resource Book (London: Routledge, 2004). Students will also require language specific resources such as a bilingual and monolingual dictionaries.
    or
    LCE-3101: Trin a Thrafod Cyfieithu (10) (Semester 2)
    Bwriad y modiwl hwn yw datblygu ac atgyfnerthu ymhellach sgiliau cyfieithu a enillwyd gan fyfyrwyr yn eu cyrsiau iaith. Trwy ystyried cyfieithu fel proses, mae'n craffu ar gyfieithu ar wahanol lefelau testunol, o lefel geiriau a gramadeg, i'r lefel destunol a phragmataidd sy'n ystyried cydlyniad, cywair a mathau o destun. Mae'n rhoi fframwaith i'r myfyrwyr i ystyried yr anawsterau cyfieithu yn y parau iaith a ddewiswyd ganddynt ac i ymchwilio i strategaethau a'u goblygiadau. Key texts Baker, Mona. In Other Words: A Coursebook on Translation, 2nd edition (London: Routledge, 2011). Hatim, Basil and Munday, Jeremy. Translation: an Advanced Resource Book (London: Routledge, 2004). Students will also require language specific resources such as a bilingual and monolingual dictionaries.
  • LXE-3102: Culture and the Body (10) (Semester 1)
  • LXF-3106: French Cinema since 1960 (20) (Semester 2)
    In chronological terms, this course follows on from module LXF2104 French Cinema 1895-1950. However, students who have not taken LXF2104 or have not previously studied cinema are more than welcome to take this module. This course will focus on French cinema from the New Wave period of the 1950s and 1960s to the new millennium. Through analysis of films by four different directors from four different decades, key cinematic trends will be identified, analysed and contextualized. Key trends / periods to be studied include 1950s/60s New Wave cinema, the "cinéma du look" of the 1980s, and the renewal of social and political cinema in France since 1995. This will expose students to key concepts in film studies and encourage critical reflection on how the range of techniques utilised by a director contribute to cinematic meaning. The films studied will be situated both in relation to cinematic and political trends contemporary to their production. Key texts Austin, Guy. 1996. Contemporary French Cinema: An Introduction . (Manchester and New York: Manchester University Press). Ezra, Elizabeth. 2004. European Cinema (Oxford and New York: Oxford University Press). Hayward, Susan. 2005 (or 1993). French National Cinema, (London and New York: Routledge). This book is available on the library website as an e-book: click here. Hayward , Susan and Ginette Vincendeau (eds.). 2002. French Film: Texts and Contexts (London and New York: Routledge). Hjort, Mette and Scott Mackenzie. 2000. Cinema and Nation (London and New York: Routledge). See chs. 4-7, esp. Ch.6 on 'Framing National Cinemas' by Susan Hayward. This book is available via the library website as an e-book: click here. Kline, T. Jefferson. 2010. Unravelling French Cinema (Oxford: Wiley-Blackwell). Available as an e-book via the Bangor University website: http://www.bangor.eblib.com/patron/FullRecord.aspx?p=485677. Powrie, Phil (ed.). 1999. French cinema in the 1990s : continuity and difference (Oxford: Oxford University Press). Powrie, Phil and Keith Reader (eds.). 2002. French Cinema: A Student's Guide (London: Arnold). See esp. pp. 3-53. This book is available on the library website as an e-book: click here. Any other learning resources The core films studied are Jean-Luc Godard's A Bout de souffle (1960), Jean-Luc Godard's Week-end (1967), Claude Chabrol's Le Boucher (1970), Luc Besson's Subway, Jacques Martineau and Olivier Ducastel's Drôle de Félix (1999) and Nicolas Philibert's Etre et avoir (2002) and Michel Haznavicius' The Artist (2011).
  • LXF-3111: French Travel (20) (Semester 2)
    This module examines changing conceptions and practices of travel and engages students in analysis of some of the core tropes in approaches to travel and travel writing. Students will engage with the travel writing of a range of authors from the Renaissance to the present and with a variety of geographical locations in order to trace developments in the epistemologies and ontologies of travel. The course will begin by asking what we mean by the term ‘travel’, exploring critical thinking around the differences between, for example, tourism and migration. The module’s introductory phase will demonstrate the importance of travel in constructing categories of knowledge and narratives of identity before moving, in the weeks that follow, to look at issues of interpretation, examining through close reading how travellers frame their encounter with otherness, and how the travel encounter might become a means of disrupting such discursive frameworks. Key areas for investigation include the role played by travel writing in establishing structures of cultural hierarchy and resistance; the relationship between travel writing and various kinds of nationalisms; how travel writing informs global networks of modern capitalism; how travel writing constructs as well as calls into question gendered subjects and subjectivities; and, finally, the traffic between travel writing and other genres and media such as fiction, film and photography. Key texts A set of six core texts is drawn from the following authors’ work: Claude Lévi-Strauss, Simone de Beauvoir, Jean-Paul Sartre, André Gide, Georges Perec, Roland Barthes, Michel Butor, Jean Baudrillard, Marc Augé and Michel de Certeau. Students are provided with copies of the relevant extracts / articles as part of a module dossier. See list of extracts / articles mentioned in module documentation printed from the Gazette. Main secondary reading: Chris Bongie, Exotic Memories: Literature, Colonialism, and the Fin de Siècle (Stanford: Stanford University Press, 1991) Michel de Certeau ([1980] 1990) L’Invention du quotidien, vol. 1: Arts de faire (Paris : Folio, 1980) [HN8 .C43 1990 v.1] Umberto Eco, Faith in Fakes: Travels in hyperreality (London: Minerva, 1995) Charles Forsdick, Ludmilla Kostova and Corinne Fowler (eds) Travel Writing and Ethics: Theory and Practice (London: Routledge, 2012) Charles Forsdick, Travel in Twentieth-Century French and Francophone Cultures: The Persistence of Diversity (Oxford: OUP, 2005) Charles Forsdick and David Murphy (eds), Francophone Postcolonial Studies: A Critical Introduction (London: Arnold, 2003) Clifford Geertz, Works and Lives: The Anthropologist as Author (Cambridge: Polity, 1988) Peter Holland and Graham Huggan, Tourists with Typewriters: critical reflections on contemporary travel writing (Ann Arbor: University of Michigan Press, 1998 Mary Louise Pratt, Imperial Eyes: Travel Writing and Transculturation (London: Routledge, [1992] 2008) [D34.L29 P73 2008] Edward W. Said, Orientalism (Harmondsworth: Penguin, 1995) Michael Sheringham, Everyday Life: Theories and Practices from Surrealism to the Present (Oxford: OUP, 2009) Guillaume Thouroude, ‘Towards generic autonomy: the récit de voyage as mode, genre and form’, Studies in Travel Writing, 13:4 (2009), 381-390 C.W. Thompson, French Romantic Travel Writing: Chateaubriand to Nerval (Oxford: OUP, 2012)
  • LXF-3112: Bande Dessinee & Adaptation (20) (Semester 1)
    Topics to be covered in this module include: history of bande dessinée and the status of the medium in contemporary Francophone culture; how to analyse bande dessinée; key concepts in adaptation studies; case study 1: adaptation of a cultural myth; case study 2: autobioBD / autographics and the intertwining of the private and political; case study 3: adaptation from bande dessinée to animation; case study 4: post-colonialism and bande dessinée adaptation: Algeria; case study 5: post-colonialism and bande dessinée adaptation: Brittany. Key texts Primary texts and film: Peter Pan (Régis Loisel) Persépolis (Marjane Satrapi) Persépolis (Marjane Satrapi and Vincent Paronnaud) [film] L’étranger (Jaques Ferrandez, adapted from Albert Camus) Histoires de Bretagne (Collective, adapted from Anatole Le Braz) Recommended reading material : Ann Miller, Reading Bande Dessinée: Critical Approaches to French-Language Comic Strip Laurence Grove, Comics in French: The European Bande Dessinée in Context Linda Hutcheon, A Theory of Adaptation Julie Sanders, Adaptation & Appropriation
  • LXE-3200: Press Dossier (20) (20) (Semester 1 + 2)
    This module provides single honours students with the opportunity to examine a topical issue relevant to one or more countries/regions in which the target language is spoken. The chosen issue will be examined through the prism of the press and media, in order to develop an understanding not only of the specific issue in question, but also of the media landscape of the relevant society. The resulting dossier will comprise the analysis of contrasting media and press types in their coverage of the chosen topic, as well as an assessment of their importance in influencing public opinion. The dossier will be written in the target language. Busà, M. Grazia, Introducing the Language of the News: a Student's Guide (London: Routledge, 2014) Stevenson, Nick, Understanding Media Cultures: Social Theory and Mass Communication (London; Thousand Oaks: Sage, 1995) Harrison, Martin, TV news, Whose Bias? : a Casebook Analysis of Strikes, Television and Media Studies (Hermitage, Berks.: Policy Journals, 1985) Stocchetti Matteo and Karin Kukkonen, Critical Media Analysis: an Introduction for Media Professionals (Frankfurt am Main ; New York: Peter Lang, 2011) Van Dijk, Teun A., Discourse and Communication: New Approaches to the Analysis of Mass Media Discourse and Communication (Berlin; New York: W. de Gruyter, 1985) Websites: This section of SMLC website lists some of the major newspaper, TV and radio sites in German, French, Spanish and Italian media: http://www.bangor.ac.uk/ml/uglinks.php
    or
    LCE-3200: Astudio'r Cyfryngau (20) (Semester 1 + 2)
    Mae'r modiwl hwn yn rhoi cyfle i fyfyrwyr astudio pwnc cyfoes sy'n berthnasol i un neu fwy o wledydd/rhanbarthau lle y siaredir yr iaith darged. Gwyntyllir y pwnc a ddewisir drwy brism y wasg a'r cyfryngau, er mwyn magu dealltwriaeth o'r pwnc penodol ond hefyd o'r cyhoeddiadau a chyfryngau sydd ar gael yn y gymdeithas dan sylw. Bydd yr adroddiad terfynol yn cynnwys dadansoddiad o sut y mae mathau cyferbyniol o gyhoeddiadau a chyfryngau yn ymdrin â'r pwnc, yn ogystal ag asesiad o'u pwysigrwydd wrth ddylanwadu ar farn y cyhoedd. Ysgrifennir yr adroddiad yn yr iaith darged, ac atodir y deunyddiau a drafodir wrtho. Busà, M. Grazia, Introducing the Language of the News: a Student's Guide (London: Routledge, 2014) Stevenson, Nick, Understanding Media Cultures: Social Theory and Mass Communication (London; Thousand Oaks: Sage, 1995) Harrison, Martin, TV news, Whose Bias? : a Casebook Analysis of Strikes, Television and Media Studies (Hermitage, Berks.: Policy Journals, 1985) Stocchetti Matteo and Karin Kukkonen, Critical Media Analysis: an Introduction for Media Professionals (Frankfurt am Main ; New York: Peter Lang, 2011) Van Dijk, Teun A., Discourse and Communication: New Approaches to the Analysis of Mass Media Discourse and Communication (Berlin; New York: W. de Gruyter, 1985) Websites: This section of SMLC website lists some of the major newspaper, TV and radio sites in German, French, Spanish and Italian media: http://www.bangor.ac.uk/ml/uglinks.php
  • LXE-3210: Press Dossier (10) (10) (Semester 1)
    This module provides students with the opportunity to examine a topical issue relevant to one or more countries/regions in which the target language is spoken. The chosen issue will be examined through the prism of the press and media, in order to develop an understanding not only of the specific issue in question, but also of the media landscape of the relevant society. The resulting dossier will comprise the analysis of contrasting media and press types in their coverage of the chosen topic, as well as an assessment of their importance in influencing public opinion. The dossier will be written in the target language, and should contain an appendix of materials which have been examined. Busà, M. Grazia, Introducing the Language of the News: a Student's Guide (London: Routledge, 2014) Stevenson, Nick, Understanding Media Cultures: Social Theory and Mass Communication (London; Thousand Oaks: Sage, 1995) Harrison, Martin, TV news, Whose Bias? : a Casebook Analysis of Strikes, Television and Media Studies (Hermitage, Berks.: Policy Journals, 1985) Stocchetti Matteo and Karin Kukkonen, Critical Media Analysis: an Introduction for Media Professionals (Frankfurt am Main ; New York: Peter Lang, 2011) Van Dijk, Teun A., Discourse and Communication: New Approaches to the Analysis of Mass Media Discourse and Communication (Berlin; New York: W. de Gruyter, 1985) Websites: This section of SMLC website lists some of the major newspaper, TV and radio sites in German, French, Spanish and Italian media: http://www.bangor.ac.uk/ml/uglinks.php
    or
    LCE-3210: Astudio'r Cyfryngau (S1) (10) (Semester 1)
    Mae'r modiwl hwn yn rhoi cyfle i fyfyrwyr astudio pwnc cyfoes sy'n berthnasol i un neu fwy o wledydd/rhanbarthau lle y siaredir yr iaith darged. Gwyntyllir y pwnc a ddewisir drwy brism y wasg a'r cyfryngau, er mwyn magu dealltwriaeth o'r pwnc penodol ond hefyd o'r cyhoeddiadau a chyfryngau sydd ar gael yn y gymdeithas dan sylw. Bydd yr adroddiad terfynol yn cynnwys dadansoddiad o sut y mae mathau cyferbyniol o gyhoeddiadau a chyfryngau yn ymdrin â'r pwnc, yn ogystal ag asesiad o'u pwysigrwydd wrth ddylanwadu ar farn y cyhoedd. Ysgrifennir yr adroddiad yn yr iaith darged, ac atodir y deunyddiau a drafodir wrtho. Busà, M. Grazia, Introducing the Language of the News: a Student's Guide (London: Routledge, 2014) Stevenson, Nick, Understanding Media Cultures: Social Theory and Mass Communication (London; Thousand Oaks: Sage, 1995) Harrison, Martin, TV news, Whose Bias? : a Casebook Analysis of Strikes, Television and Media Studies (Hermitage, Berks.: Policy Journals, 1985) Stocchetti Matteo and Karin Kukkonen, Critical Media Analysis: an Introduction for Media Professionals (Frankfurt am Main ; New York: Peter Lang, 2011) Van Dijk, Teun A., Discourse and Communication: New Approaches to the Analysis of Mass Media Discourse and Communication (Berlin; New York: W. de Gruyter, 1985) Websites: This section of SMLC website lists some of the major newspaper, TV and radio sites in German, French, Spanish and Italian media: http://www.bangor.ac.uk/ml/uglinks.php
  • LCF-3301: Ymerodraethau Prydain+Ffrainc (20) (Semester 1)
    Yn y modiwl hwn, bydd myfyrwyr yn astudio effaith imperialaeth ar ddiwylliant a chymdeithas Ffrainc a Phrydain, gan ganolbwyntio hefyd ar effaith ymerodraeth ar Gymru. Byddwn yn astudio sawl pwnc, gan gynnwys y berthynas rhwng gwladychu a choloneiddio; cymunedau Cymraeg ar draws yr Ymerodraeth Brydeinig, perthnasau rhwng Ffrainc imperialaidd a’r trefedigaethau, portreadu’r ‘ymerodraeth’, dadwladychu, cofio’r ymderodraeth ac hunaniaeth ôl-wladychol. Aldrich, R., Greater France: a History of French Overseas Expansion (1996). Betts, R., Tricouleur: the French Overseas Empire (1977) Betts, R., Assimilation and Association in French Colonial Theory (2005). Betts, R., France and Decolonization (London: Macmillan, 1991).Brunschwig, H., Mythes et réalités de l’impérialisme colonial français 1871-1914 (Paris: Armand Colin, 1960).Clay Sorum, P., Intellectuals and Decolonization in France (1977). Constantine, Stephen ed., Emigrants and Empire: British Settlement in the Dominions Between the Wars (Manchester, 1990) Cooper N., ‘French Colonial Thought’ An Encyclopedia of French Thought (2004) Conklin, A Mision to Civilize: the Republican Idea of Empire in France and West Africa (1997). Evans, M., (ed) Empire and Culture: The French Experience, 1830-1940, (2004). Fanon, F., The Wretched of the Earth (2001). Johnston, W. Ross ‘The Welsh Diaspora: Emigrating around the World in the Late Nineteenth Century,’ Llafur Cyf. 6, Rhif 2 (1993) 50-74 Jones, Aled and Jones, Bill, 'The Welsh World and the British Empire, c.1851-1939: An Exploration', Journal of Imperial and Commonwealth History, Cyf.31 Rhif 2 (Mai 2003) 57-81 (available online on http://www.tandfonline.com/doi/pdf/10.1080/03086530310001705606 ) Jones, Bill, 'Cymry "Gwlad yr Aur": Ymfudwyr Cymreig yn Ballarat, Awstralia, yn ail hanner y bedwaredd ganrif ar bymtheg', Llafur, Cyf. 8 Rhif 2 (2001) Gethin Matthews, ‘“Y Dynion Mwyaf Diniwed ar Wyneb y Greadigaeth” – Y Cymry a Brodorion Columbia Brydeinig’, Y Traethodydd (Gorffennaf 2009) 147-156 Naylor, P., France and Algeria: a history of Decolonization and Transformation (Florida: UPF, 200). The Oxford History of the British Empire, pum cyfrol, yn enwedig cyfrol 3 (The Nineteenth Century) a chyfrol 4 (The Twentieth Century) Wagstaff, P., and Scriven, M., War and Society in Twentieth Century France (1991).

40 credits from:

  • PLP-3001: Applied Behaviour Analysis (20) (Semester 2)
    Recommended reading for this module is as follows: Skinner, B. F. (1974). About Behaviorism. New York: Alfred Knopf. Daniels, A. C. (2000). Other People's Habits: How to Use Positive Reinforcement to Bring Out the Best in People Around You. New York: McGraw-Hill. www.behavior.org Additional readings will be placed on Blackboard for students to download, or given out in class.
  • PHP-3002: Psyc of Addictive Behaviours (20) (Semester 1)
    Reading List A reading list will be distributed at the start of the course.
  • PLP-3002: Brain and Language (20) (Semester 2)
    Reading List The following is a list of recommended course reference books for use as background/supplementary reading. There is no assigned textbook. A detailed week-by-week list of readings for the weekly seminars will be distributed in Week 1. Readings will be available through the library (either in hard copy or electronically) and/or via the module Blackboard site. Goldrick, Ferreira, & Miozzo (2014). The oxford Handbook of Language Production. Oxford University Press. Harley, T. A. (2014). The Psychology of Language (4th edition). Psychology Press. Hillis, A. E. (2002). The handbook of adult language disorders. Psychology press. http://aalfredoardila.files.wordpress.com/2013/07/ardila-a-2014-aphasia-handbook-miami-fl-florida-international-university1.pdf
  • PSP-3002: Evolution & Human Soc Beh (20) (Semester 1)
    Reading List Required texts are: The Selfish Gene by Richard Dawkins, and The Mating Mind, by Geoffrey Miller Students will be provided with reading lists for each lecture. Other required and recommended readings include approximately 0-4 journal articles per week, all freely available through the university library website. Students may find the book In Your Face, by David Perrett helpful for the second half of the course.
  • PLP-3003: Evidence-based Ed. Methods (20) (Semester 1)
    Recommended reading for this module is as follows: All reading for this module will be available in Blackboard using Talis Aspire. Additionally, there will be readings made available as PDF publications as well as web links to useful resources from within Blackboard. Following is a list of all library books purchased for this module, though you may choose to not read all of them: Barrett, B. H. (2002). The technology of teaching revisited: A reader's companion to B. F. Skinner's book. Concord, MA: Cambridge Centre for Behavioral Studies. Flesch, R. (1986). Why Johnny can't read: And what you can do about it: Harper Paperbacks. Johnson, K. R., & Street, E. M. (2004). The Morningside model of generative instruction: What it means to leave no child behind. Concord, MA: Cambridge Centre for Behavioral Studies. Johnson, K. R., & Street, E. M. (2013). Response to Intervention and Precision Teaching: Creating synergy in the classroom. London: The Guilford Press. (Available as e-book in our library). Johnston, J. M., & Pennypacker, H. S. (2004). Strategies and tactics of behavioral research (3rd ed.): Routledge. Kubina, R. M., & Yurich, K. K. L. (2012). The Precision Teaching Book. Lemont, PA: Greatness Achieved. Lindsley, O. R. (2010). Skinner on measurement. Kansas City: KA: Behavior Research Company. Maloney, M. (1998). Teach your children well: A solution to some of North America's educational problems. Cambridge, MA: Cambridge Center for Behavioral Studies. Moran, D. J., & Malott, R. W. (Eds.). (2004). Evidence-based educational methods. California: Elsevier Academic Press. (Available as e-book in our library). Peal, R. (2014). Progressively worse: The burden of bad ideas in British schools. London: Civitas. Pennypacker, H. S., Gutierrez Jr, A., & Lindsley, O. R. (2003). Handbook of the Standard Celeration Chart: Deluxe edition. Concord, MA: Cambridge Center for the Behavioral Sciences. Skinner, B. F. (1968). The technology of teaching: Appleton Century Crofts. Snider, V. E. (2006). Myths and misconceptions about teaching: What really happens in the classroom. Lanham, Maryland: Rowman & Littlefield Education. Stein, M., Silbert, J., & Carnine, D. (2005). Designing effective mathematics instruction: A direct instruction approach (4th ed.). Upper Saddle River, New Jersey: Prentice Hall. Vargas, J. S. (2009). Behavior analysis for effective teaching. New York: Routledge.
  • PCP-3004: Cognitive Neuroscience (20) (Semester 2)
    Reading List Many of the topics covered are discussed in Gazzaniga, M., Ivry, R., & Mangun, G., (2008), Cognitive Neuroscience: The biology of Mind (3rd Edition). MIT Press. Shallice, T. & Cooper, R.P. (2011). The organization of mind. Oxford University Press. Additional readings will be given in class.
  • PCP-3005: Consumer & Applied Psychology (20) (Semester 2)
    Readings Possibly Required (still TBD): Blackwell, R.D., Miniard, P.W., & Engel, J.F (2006). Consumer Behavior, 10th edition. International Student Edition. Mason, Ohio: Thomson Higher Education. ISBN: 0324271972 Possibly Required (still TBD): Case studies (About 1 per week – mostly included in required text). Scientific Papers (About 1 per week - distributed during the course). Recommended: Strunk and White, The Elements of Style. Available for ~£6 or online at: http://www.bartleby.com/141/