First and Second Language Sentence Processing
Rhedir gan School of Arts, Culture and Language
20.000 Credyd neu 10.000 Credyd ECTS
Trefnydd: Dr Anouschka Foltz
The aim of this module is to introduce you to current models of sentence processing. The module covers reanalysis- and constraint-based models of sentence processing. It also explores various aspects of sentence processing, including how context and semantic interpretation relate to sentence processing, and how children, bilinguals, and individuals with neurological disease process sentences. The lectures will provide you with the “big picture” and will be based on the readings. During the tutorials, you will discuss key studies in detail and reflect on methodologies, results and implications. Both lectures and tutorials will be highly interactive and require active participation.
• to develop students’ understanding of the mental processes involved in sentence processing.
• to enhance students’ appreciation of the various theoretical models proposed concerning sentence processing.
• to enhance students’ awareness of the implications of the research findings for linguistic theory.
• to introduce students to the research techniques used in this area of study.
This module provides a basic overview of how people process sentences. There are two goals for this course. The first goal is to introduce students to different models of sentence processing and key facts about how different populations process sentences as well as which factors influence sentence processing. The second goal is to provide students with the tools to critically examine the existing literature. The lectures will provide students with the “big picture”, i.e. central topics are summarized, important studies discussed and open questions outlined. A part of the lectures may also involve partner-work, group-work activities, and/or in-class experiments. In the tutorials, students discuss key studies in detail and reflect on methodologies, results and implications.
The following topics will be covered:
1: Sentence processing: an introduction
2: Grammars and parsers
3: Syntax in sentence processing
4: Constraint-based models of sentence processing
5: The role of working memory in sentence processing
6: Putting syntax in context
7: Semantic interpretation of sentences
8: Children’s sentence processing
9: Sentence processing in bilinguals
10: Sentence processing in aging and individuals with neurological disease
The answer must address the question.
The answer must show a basic knowledge and understanding of the relevant key areas and principles of Sentence Processing.
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 relevant areas of Sentence Processing.
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 know the central ideas and mechanisms behind different models of sentence processing.
Students will understand what research methods (behavioural, computational, neuroscientific) are commonly used to study sentence processing.
Students will understand the basic principles underlying the scientific method in general and scientific experimentation in particular.
Students will be able to present and discuss key facts, concepts, ideas and approaches relating to the study of sentence processing.
Students will know what the central questions in research on sentence processing are.
Students will know how sentence processing may differ in different populations.
Students will know how to critically evaluate empirical studies on different aspects of sentence processing.
Strategaeth addysgu a dysgu
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.
Fortnightly 1 hour seminar (5 over the 11 weeks)
Weekly 2 hour lecture (for 11 weeks)
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
- Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
- Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
- Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
- Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
- Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
- Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
- Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
Sgiliau pwnc penodol
- 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.
- 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.
- 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.
- 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.
- 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.
- 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
- Learning to learn - students will learn to reflect, modify and improve their learning strategies
- 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
- 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.
- 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.
- 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.
Goblygiadau o ran adnoddau ar gyfer myfyrwyr
Rhestrau Darllen Bangor (Talis)http://readinglists.bangor.ac.uk/modules/qxl-3308.html
Rhagofynion a Chydofynion
Cyrsiau sy’n cynnwys y modiwl hwn
Gorfodol mewn cyrsiau:
- Q102: MArts Bilingualism year 3 (MARTS/BILING)
Opsiynol mewn cyrsiau:
- 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)
- 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)
- QR3C: BA English Language and French year 4 (BA/ELFR)
- Q3WP: BA Eng Lang with Film Studs year 3 (BA/ELFS)
- QR3F: BA English Language and German year 4 (BA/ELG)
- QR3H: BA English Language and Italian year 4 (BA/ELIT)
- PQ54: BA English Lang & Journalism with International Experience year 3 (BA/ELJIE)
- 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)
- QQCF: BA English Language & English Lit [with Foundation Year] year 3 (BA/ELLITF)
- Q3P3: BA English Lang with Media Stds year 3 (BA/ELMS)
- 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)
- Q315: BA English Language for TEFL year 3 (BA/ELT)
- Q3Q2: BA English Language w English Lit year 3 (BA/ENGEL)
- PQ3J: BA Film Studies and English Language year 3 (BA/FSELAN)
- QR13: BA Italian/Linguistics year 4 (BA/ITL)
- Q1Q3: BA Ling with Eng Lit year 3 (BA/LEL)
- Q140: BA Ling & the Eng Lang year 3 (BA/LELA)
- QR11: BA Linguistics/French year 4 (BA/LFR)
- QR15: BA Linguistics and French with International Experience year 3 (BA/LFRIE)
- QR12: BA Linguistics/German year 4 (BA/LG)
- Q100: BA Linguistics year 3 (BA/LING)
- Q104: BA Linguistics (with International Experience)) year 4 (BA/LINGIE)
- Q3R8: BA Linguistics and Modern Languages year 4 (BA/LML)
- Q1C8: BA Linguistics and Psychology year 3 (BA/LP)
- QR14: BA Linguistics/Spanish year 4 (BA/LSP)
- QQ31: BA Linguistics & the English Language with International Exp year 4 (BA/LWEL)
- LQ31: BA Sociology/Linguistics year 3 (BA/SL)
- QQ15: BA Cymraeg and Linguistics year 3 (BA/WL)
- Q105: MArts Linguistics with International Experience year 3 (MARTS/LIE)
- Q101: MArts Linguistics year 3 (MARTS/LING)