| Unit name | General Linguistics |
|---|---|
| Unit code | MODL20016 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Havinga |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Modern Languages |
| Faculty | Faculty of Arts |
Why is this unit important?
How does language work? How do we string sounds together to make meaningful words and sentences? And how is this different across languages? This unit will introduce you to the discipline of linguistics, taking you on a journey through sounds, grammar and meaning. You will learn about how our bodies produce sound, how we process grammar in our brains, and how all of this allows us to understand one another. Together, we will undertake problem-solving activities, draw on examples from languages around the world, and learn more about how the scientific study of language increases our understanding of the people around us.
How does this unit fit into your programme of study?
This unit fits into your degree whether you’re taking other linguistics units or not. If this is your only linguistics unit, great! You’ll learn more about how language functions in the brain, and you’ll develop presentation and research skills at the same time. If you’re taking other linguistics units too, also great! This unit slots in neatly with other linguistics units offered at Year 2 in French, German, Spanish and the School as a whole, so you’ll be able to relate what you know about sound and grammar to other parts of your degree. You’ll be able to use new methods in the study of your degree language(s), develop problem-solving skills, and engage critically with scholarly literature in the subject area.
An overview of content
The field of linguistics studies human languages with an aim to understand their underlying structures and principles, both within any given language and comparatively across related and unrelated languages. In this unit we will study Language, i.e. the cognitive system steering the processing of linguistic in- and outputs of our native and any foreign languages we use, by learning about principal analytical tools to study sound and grammar. We will draw on examples from a wide range of languages, though principally from European ones, including English. You will learn how to analyse complex utterances and divide them up into meaningful units, and compare similarities and differences across languages. The unit aims to introduce you to the formal aspects of linguistic description and analysis, as well as to enhance your foreign language skills, close reading skills and powers of analysis, research and presentation.
How will students, personally, be different as a result of this unit?
Having taken this unit, you will have developed a broad range of skills. In terms of knowledge and intellectual abilities, you are not only set on the path to becoming subject-specific experts, but you also will be able to apply this knowledge to specific real-world situations. In terms of engagement and influence, the group presentation component of the summative assessment allows you to work collaboratively and become effective communicators. This in turn results in development in personal wellbeing, meaning you will be more confident, reflective, self-motivated and adaptive.
Learning Outcomes
On successful completion of this unit students will be able to:
This unit will be taught by a combination of in-person activities and directed study:
Tasks which help you learn and prepare you for summative tasks (formative)
Each week’s seminar consists of a range of practical group tasks, allowing you to arrive at answers to questions together. Most of these activities are modelled on the work you will undertake in the Timed Assessment, meaning that you will be exceptionally well-prepared for this. The group discussions in seminars will allow us all the chance to discuss the topics raised in recorded group presentations.
Tasks which count towards your unit mark (summative)
For the group presentation, you will be provided with a particular context (such as a podcast, an informative YouTube video, a radio interview, etc.) You will then be expected to match your content to the brief, demonstrating awareness of how to tailor your work based on real-world demands, and making the assessment authentic. Presentations are to be recorded and uploaded to Blackboard, and not delivered live in front of classmates – this is helpful for students who would suffer unnecessary stress in public speaking, while not disadvantaging those who thrive in oral presentations. This is an example of how the assessment is designed for all.
This piece of assessment consists of a series of problem-solving tasks and short essay style questions. This is to allow you to apply the knowledge you have acquired during the course and is directly linked to the content of the seminars.
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the form or number of reassessments required. Details of reassessments are normally confirmed by the School shortly after the notification of your results at the end of the academic year.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MODL20016).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
