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Table of Contents Anoteonthishandbook.....................................................................................3EmergencyProcedure.........................................................................................4StudentInformationSystem...............................................................................4Introduction........................................................................................................5Listofmodules....................................................................................................5ModuleDescriptions-MichaelmasTerm...........................................................7(i)Specialmoduleforvisitingandexchangestudents.....................................7LI1006TheAppliedLinguisticsofEnglishLanguageTeachingI....................7

(ii)Undergraduatedegreecoursemodules.....................................................8LIU11001Language,theIndividual,andSociety..........................................8LI233ALanguageLearning..........................................................................10LI237A/LIU33002AspectsofWrittenLanguage.........................................10DFU11005IntroductiontotheDeafCommunity......................................12DFU108AIntroductiontoSignLinguistics.................................................13SLU11006IntroductiontoLanguageAcquisition......................................16DFU11003WorkingwiththeDeafCommunity1......................................17DF234A/DF2034TranslationandInterpreting,PhilosophyandPractice 18DF2020DeafEducation..............................................................................20

(iii)M.Phil.coursemodules...........................................................................21LI7872FormalFoundationsofLinguisticTheories....................................21LI7878DescribingEnglishGrammar..........................................................23LI7860Technology,LanguageandCommunication..................................24LI7874SpeechProduction,HearingandPerception.................................26LI7897SpeechandLanguageTechnologyinEducation............................27LI7883Multilingualism..............................................................................30LI7001ModernChineseHistory................................................................31LI7002ContemporaryChineseSocietyandPolitics...................................33LI7003LanguageandWritingSystemsinChina........................................34LI7005Mandarin1.....................................................................................35LIP12001TeachingChineseasaforeignlanguage.....................................36

ModuleDescriptions-HilaryTerm...................................................................38(i)Specialcoursesforvisitingandexchangestudents...................................38LIU23001IntroductiontoContemporaryAsianStudies.............................38LIU23002LanguageandMind....................................................................39LI1007TheAppliedLinguisticsofEnglishLanguageTeachingII.................41

(ii)Undergraduatedegreecoursemodules...................................................42LIU11003PhoneticsandPhonology..........................................................42DFU11008Modalityandsecondlanguagelearning*.................................44

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LI234ASociolinguistics...............................................................................45(iii)M.Phil.coursemodules...........................................................................46LI7843LinguisticTypology.........................................................................46LI7857LanguageAcquisition.....................................................................47LI7862LinguisticPragmatics......................................................................49LI7869DescribingMeaning.......................................................................51LI7877PedagogicalGrammarofEnglish...................................................52LI 7895 Computer-Assisted Language Learning: Design, ImplementationandEvaluation............................................................................................53LI7866BilingualismandtheMaintenanceofIrish....................................56LI7864CorpusLinguistics..........................................................................58LI7886GovernanceandPoliticsofthePRC...............................................60LI7887BusinessandEconomyofContemporaryChina............................61LI7889ChineseLanguageVarietiesandDiasporainaGlobalContext......62LI8001ChinainComparativePerspective.................................................63LI7893Chinesetranslationinpracticalcontexts.......................................65LI7006Mandarin2.....................................................................................66

Academicstandardsinstudentwork................................................................68Assignments......................................................................................................69PRESENTATION..............................................................................................69SUBMISSION..................................................................................................70GRADES..........................................................................................................70

Appendix1–Plagiarism....................................................................................72Appendix2–EuropeanCreditTransferandAccumulationSystem(ECTS)......77Appendix3–LinkstoUniversityregulations,policies,andprocedures...........77Appendix4–FeedbackandEvaluation.............................................................78

A note on this handbook

Thishandbook listsanddescribes theCLCS (includingCentre forDeafStudiesand Trinity Centre for Asian Studies) course modules that may be taken byvisitingandexchangestudents.Pleaseretainitforfuturereference.

The information provided in this handbook is accurate at the time ofpreparation.Anynecessary revisionsarenotified tostudentsviae-mailorbynoticesonthenoticeboardoutsidetheCLCSoffice(ArtsBuilding,Room4091).Please note that in the event of any conflict or inconsistency between thegeneral regulations published in theUniversity Calendar and the informationcontained in programme or local handbooks, the provisions of the GeneralRegulationsintheCalendarwillprevail.

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Thishandbook is also availableelectronically from theCLCSVisiting Studentswebpages:

http://www.tcd.ie/slscs/undergraduate/visiting/

AlternativeformatsoftheHandbookcanbemadeavailableonrequest.

Emergency Procedure

IntheeventInformationProcedureofanemergency,dialSecurityServicesonextension1999.SecurityServicesprovidea24-hourservicetothecollegecommunity,365daysayear.TheyaretheliaisontotheFire,GardaandAmbulanceservicesandallstaffandstudentsareadvisedtoalwaystelephoneextension1999(+35318961999)incaseofanemergency.Should you require any emergency or rescue services on campus, youmustcontactSecurityServices.This includeschemical spills,personal injuryor firstaidassistance.It is recommended that all students save at least one emergency contact intheirphoneunderICE(InCaseofEmergency).

Student Information System

College administrative processes, including registration, are integrated in astudent informationsystem,SITS,which isaccessibletoall staffandstudentsviathewebportalmy.tcd.ie.

All communications from College will be sent to you via your online portalwhichwillgiveyouaccesstoyourmessages.Youwillalsobeabletoviewyourtimetables online. Youwill be able to view your personal details in the newsystem–somesectionsofwhichyouwillbeabletoedityourself.

Full user helpline facilities, including emergency contact details, will beavailable fromwhen you register to guide you through these newprocessesandtoansweranyqueriesthatyoumayhave.

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Introduction

Thecoursemodules thatmaybetakenbyvisitingandexchangestudents fallintothreecategories:i. Modulestakenonlybyvisitingandexchangestudentsii. ModulestakenbyTrinityundergraduatesinvariousdegreecourses

(degreesClinicalSpeechandLanguageStudies;DeafStudies;ComputerScienceandLanguage)

iii. SomeofthecoursemodulesthatformpartoftheM.Phil.programmesinLinguistics,AppliedLinguistics,SpeechandLanguageProcessing,EnglishLanguageTeaching,andChineseStudies

CLCS’s co-ordinator for visiting and exchange students is Professor Neasa NíChiaráin. At the beginning of the academic year, in Freshers’Week (weekof2nd September 2019), Professor Ní Chiaráin arranges to see all visiting andexchange studentswhowish to takeCLCScoursemodules (for times see thevisiting students web pages – URL on cover of this handbook – or thenoticeboard outside Room 4091 in the Arts Building). Visiting and exchangestudentswhoarrive inDublin in January should visit ProfessorNíChiaráinatthe nominated times in theweek of 13th January 2020 (see visiting studentswebpages).AdmissiontoCLCScoursemodulesdependsontheavailabilityofplacesandinsomeinstancesontheapplicant’sacademicbackground.Notealsothatsomeof the M.Phil. course modules listed may not be available if they areundersubscribed.Coursemodulesaretaughtforoneterm,twohoursperweek.TimetablesaredisplayedonthenoticeboardoutsideRoom4091.Allcoursemodulesareassessedbyexercisesand/ortermessaysonly.Visitingandexchange students toCLCSdonot sitexaminations.Thegradesawardedfor exercises/term essays are automatically communicated to the student’shomeuniversitybyAcademicRegistry.

List of modules

MichaelmasTermLI1006 (5Credits) TheAppliedLinguisticsofEnglishLanguageTeachingILIU11001 (5Credits) Language,theIndividual,andSocietyLI233A (5Credits) LanguageLearning

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LI237A (5Credits) AspectsofWrittenLanguageDFU11005 (5Credits) IntroductiontotheDeafCommunityDF108A/DF1008 (5Credits) IntroductiontoSignLinguisticsSLU11006 (5Credits) IntroductiontoLanguageAcquisitionDFU11003 (5Credits) WorkingwiththeDeafCommunity1DF234A/DF2034 (5Credits) Translation and Interpreting, Philosophy andPracticeDF2020 (5Credits) DeafEducationLI7872 (10Credits) FormalFoundationsofLinguisticTheoriesLI7878 (10Credits)DescribingEnglishGrammarLI7860 (10Credits) Technology,LanguageandCommunicationLI7874 (10Credits) SpeechProduction,HearingandPerceptionLI7897 (10Credits) SpeechandLanguageTechnologyinEducationLI7883 (10Credits) MultilingualismLI7001 (10Credits) ModernChineseHistoryLI7002 (10Credits) ContemporaryChineseSocietyandPoliticsLI7003 (10Credits) LanguageandWritingSystemsinChinaLI7005 (10Credits)Mandarin1LIP12001 (10Credits) TeachingChineseasaforeignlanguageHilaryTermLIU23001 (5Credits) IntroductiontoContemporaryAsianStudiesLIU23002 (5Credits) LanguageandMindLI1007 (5Credits) TheAppliedLinguisticsofEnglishLanguageTeachingIILIU11003 (5Credits) PhoneticsandPhonologyDFU11008 (5Credits) Modalityandsecondlanguagelearning*LI234A (5Credits) SociolinguisticsLI7843 (10Credits) LinguisticTypologyLI7857 (10Credits) LanguageAcquisitionLI7862 (10Credits) LinguisticPragmaticsLI7869 (10Credits) DescribingMeaningLI7877 (10Credits) The PedagogicalGrammarofEnglishLI7895 (10Credits) Computer-Assisted Language Learning: Design,

ImplementationandEvaluationLI7866 (10Credits) BilingualismandthemaintenanceofIrishLI7864 (10Credits) CorpusLinguisticsLI7886 (10Credits)GovernanceandPoliticsofthePRCLI7887 (10Credits) BusinessandEconomyofContemporaryChinaLI7889 (10Credits) Chinese Language Varieties andDiaspora in a Global

Context

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LI8001 (10Credits) ChinainComparativePerspectiveLI7893 (10Credits) ChinesetranslationinpracticalcontextsLI7006 (10Credits)Mandarin2

Module Descriptions - Michaelmas Term

(i)Specialmoduleforvisitingandexchangestudents

LI1006TheAppliedLinguisticsofEnglishLanguageTeachingICredits:5Lecturer:DanielaModrescu

AimsThismodule aims to introduce students to fundamental principles in Englishlanguage curriculum design, particularly learner-centred approaches tocurriculumdesign.ItdrawsontheCommonEuropeanFrameworkofReferencefor Languages and the European Language Portfolio in its exploration of thecurriculumplanningcycle.

SyllabusSpecific themes addressed in the module include exploring differentapproaches to languagecurriculumdesign ranging fromgrammar-translation,theaudiolingualmethodand the communicativeapproach; themove fromafocus on teaching to a focus on learning; the curriculum planning cycle;portfolio learning; the contribution of the Common European Framework ofReferencetothespecification,contentandassessmentof languagecurricula.The module uses regular group-work to explore the application of thesethemeswith reference to specific target learnergroups. Weekbyweek, keytopicsareintroducedwithreferencetocoursereadings.Topicsareexploredbythe student groups as they gradually develop their expertise in curriculumdesign. Students are expected to relate their growing understanding to theproficiency levels of the Common European Framework of Reference forLanguages(CEFR).

LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:

• Identify and analyse communicative approaches to language learningandteaching;

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• Describe and evaluate different types of language teaching syllabusesandthetheoryandpracticeoflearner-centredcurriculumdesign

• RelatetheconcernsoftheCommonEuropeanFrameworkofReferenceforLanguagesandtheEuropeanLanguagePortfoliotoforeignlanguagepedagogy.

AssessmentStudentsarerequiredtosubmitatermessayof3,000words.

SuggestedreadingNation, I.S.P. & Macalister, J. (2009). Language Curriculum Design. London:

Routledge.Nation, I.S.P. & Macalister, J. (2011). Case studies in language curriculum

design: Concepts and approaches in action around the world. London:Routledge.

Johnston,K. (1989).TheSecondLanguageCurriculum.Cambridge:CambridgeUniversityPress.

Council of Europe. 2001. Common European Framework of Reference forLanguages: Learning, teaching, assessment. Cambridge: CambridgeUniversityPress.

(ii)Undergraduatedegreecoursemodules

LIU11001Language,theIndividual,andSocietyCredits:5Lecturers:variousModulecoordinator:BreffniO’Rourke

AimsHowdoweacquirelanguage?Howarewetointerpretthefactthatlanguageusevariesaccordingtogeography,socialclass,genderandcontext?Whydolanguagesdie?Whatistheimpactofimmigrationonlanguageattitudes,languageacquisitionandlanguagetransmission?Thismoduleattemptstoprovidethebeginningsofanswerstosuchquestions,aswellasmanyothersrelatingtolanguage,theindividualandsociety.Intheprocess,arangeoftheoriesandevidenceinthefieldsoflinguistics,appliedlinguistics,sociolinguisticsandpsycholinguisticswillbeexploredandtested.

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SyllabusThemoduleincludestopicssuchasthefollowing(notethatthesearesubjecttochange):

• Howdobabieslearnlanguage?• Dochildrenlearnlanguagesbetterthanadults?• Arethererightandwrongwaysofusinglanguage?• Doesthewayyouthinkdependonthelanguageyouspeak?• Canthreatenedlanguagesbesaved?• Aresignedlanguagesreallanguages?• Ifyouwanttolivehereyoushouldspeakourlanguage!• Whatislinguisticlandscape?• Languageandgender

LearningOutcomesOnsuccessfulcompletionofthismodulestudentsshouldbeableto:

• Engageincriticaldiscussiononarangeofrelationshipsthatholdbetweenlanguage,theindividualandsociety

• Problematisetheideathatonlyspokenlanguagesare'real'languages• Evaluatetheimpactofageontherateandrouteoffirstandsecond

languageacquisition• Weighthemeritsofdifferentaccountsoftherelationshipbetween

languageandthought• Criticallyassessinformationandviewsrelatingtolanguageattitudes,

languageacquisitionandlanguagetransmissioninmultilingualcontexts• Criticallyanalyseissuesrelatingtolanguageandgender.• Criticallyassessdataandopinionsaboutlanguageendangermentand

languagerevitalisation.

AssessmentOne3000-wordessay

SuggestedReading• O’Grady,W.,J.ArchibaldandF.Katamba(2011).Contemporary

Linguistics:AnIntroduction.2nded.London:Longman.• Fromkin,V.,R.RodmanandN.Hyams(2007).Anintroductionto

language.Boston,MA:ThomsonWadsworth.

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LI233ALanguageLearningCredits:5Lecturer:GessicaDeAngelis

AimsThismodule introducesstudents tokey issues in foreign language learning informalcontexts.

SyllabusTopics covered include theories of language learning, research findings inrelationtosuccessfulandunsuccessfullearners,theroleofthemothertongue.

LearningoutcomesOnsuccessfulcompletionofthemodule,studentsshouldbeableto:

• Relatethenature-nurturedebatetolanguageacquisitionresearch• Identify the central issues on which language acquisition research has

focused• Summarize the principal findings which have emerged from language

acquisitionresearch• Showtherelevanceofthefindingsoflanguageacquisitionresearch- in

particular second language acquisition research - to second languageteaching

• Applythefindingsoflanguageacquisitionresearchtothestudent'sownexperience as an observer of language acquisition and to his/her ownexperienceasalanguagelearner.

Assessment3000wordessay.

SuggestedreadingLittlewood, W., 1998: Foreign and Second Language Learning: Language

Acquisition Research and its Implications for the Classroom. Cambridge:CambridgeUniversityPress.(textbook)

Mitchell,R.,Myles,F.Marsden,E.(2013)SecondLanguageLearningTheories.ThirdEdition.Abingdon:Routledge

LI237A/LIU33002AspectsofWrittenLanguageCredits:5Lecturer:SarahSheridan

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AimsThe aim of this course is to introduce students to a range of perspectives -historical, social, linguistic, discourse-analytic, and cognitive - on a pervasiveandhugelyimportantlinguisticphenomenonthatisoftentakenforgrantedbyliteratepeopleinliteratesocieties:writtenlanguage.

SyllabusThismoduleexamines thephenomenonofwritten language froma rangeofperspectives.Itbeginsbyexploringthebeginningsandhistoricaldevelopmentof writing, in the process considering the ways in which different writingsystems (e.g., logographic scripts, syllabaries, and alphabets) representdifferent aspects of language. Further points of discussion are the debatearoundthesocialand individualconsequencesof literacy;theorthographyofEnglish; themental processes involved in reading; written texts as coherentcommunicative acts; differences between the language of speech and thelanguage of writing; and the relationship between written language andcommunicationtechnologies.

LearningoutcomesOnsuccessfulcompletionofthemodule,studentsshouldbeableto:

• Explainthekeystepsinthehistoricalemergenceofwriting• Explain, with examples, how each of the major writing systems

representslanguagestructure• Discuss the social, cognitive and linguistic significance of writing itself

andoftheprintingpress• Analyse written texts for structures and devices of cohesion and

coherence• Explaintheroleofreaderknowledgeininterpretingwrittentext• Explainthelinguisticdifferencesbetweenspokenandwrittenlanguage• Discussthenatureofwrittenlanguageasusedinseveralcommunication

technologies.

AssessmentStudents are assessed by a mid-term presentation (50%) and a 2,500-wordassignment(50%).

SuggestedreadingBiber, D., & Vásquez, C. (2008).Writing and speaking. In C. Bazerman (Ed.),

Handbook of research on writing (pp. 657-672). New York: LawrenceErlbaum.

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Fasold,R.W.,&Connor-Linton, J. (Eds.). (2006).An introduction to languageandlinguistics.Cambridge:CambridgeUniversityPress.

Fromkin, V., Rodman, R., & Hyams, N. (2003). An introduction to language.Boston:ThomsonWadsworth.

Sproat, Richard. (2010). Language, Technology, and Society. Oxford: OxfordUniversityPress.

DFU11005IntroductiontotheDeafCommunityCredits:5Lecturer:JohnBoscoConama

AimsThelearningaimsofthismodulearetofamiliarizestudentswiththepresenceofIrishdeafcommunityandtheexistenceofIrishSignLanguageinIrishlife.

ModuleContentThismoduleintroducesstudentstotherangeofwaysinwhichdeafnessandDeafpeoplearecategorised-bymedicalpersonnel,byhearingpeople,andbytheDeafcommunity.Weexaminethevarietyofsocietalresponsestodeafnessovertime.WebeginwithreferencestodeafpeopleinancienttimesandtracechangingattitudestoDeafness,signedlanguagesandDeafhoodupuntilcontemporarytimes.WealsoexplorethenotionofDeafcultureandcommunityandconsidertheobjectivesymbolsandbehaviouralnormsofthisculture.Thismoduleintroducesacontinuumofperspectivesofdeafness,andexaminestherangeofpracticalandpoliticalimplicationsoftheseviews.WealsoconsidertherangeofimplicationsthatthiscanhaveonaDeafperson'sself-image.ArangeofviewsfromDeafdeafenedandhardofhearingpeoplewhichhavebeenpre-recordedaresharedoverthecourseofthismodule.ThismodulealsoconsidersdifferentwaysofbeingDeafinthemodernworld.MajororganisationsfromtheIrishDeafcommunityaregivenattention,whileatthesametimetherelationshipbetweenthedevelopedandthedevelopingworlds,withspecialemphasisontheglobalexperienceofdeafnessanddeafcommunitiesareconsidered.

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LearningOutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• Describe the historical context that notions about deaf people aregroundedwithinsociety.• Describe the major philosophical influences on responses to deafness(e.g. legal, religious, educational, rehabilitation, normalisation, eugenics,humanrights, socio-culturalviews,medical responses todeafness,Deafhood,DeafGain).

AssessmentThereisacontinuousformativeparttotheassessmentforthismodule:

1. Threeonlineassessmentquizzes(scorestobeaveraged)100%2. Assignmentof1500words(writtenorinISL)

SuggestedreadingKusters,A.,DeMeulder,M.,&O'Brien,D.(Eds.).(2017).Innovationsindeaf

studies:Theroleofdeafscholars.OxfordUniversityPress.Ladd,Paddy(2003).UnderstandingDeafCulture;insearchforDeafhood.

MultilingualMatters,Clevedon.Lane,H.,Hoffmeister,R.andB.Bahan(1996).AJourneyintotheDeafWorld.

SanDiego,California:DawnSignPress.Leeson,L.,&Saeed,J.I.(2012).IrishSignLanguage:Acognitivelinguistic

account.EdinburghUniversityPress.Marschark,M.,&Spencer,P.E.(2010).TheOxfordhandbookofdeafstudies,

language,andeducation(Vol.2).OxfordUniversityPress.Furtherreadingmaterialswillbeadvisedintheclasses.DFU108AIntroductiontoSignLinguisticsCredits:5ModuleCoordinator:LorraineLeeson

AimsThismoduleguidesthestudenttowardsabasicunderstandingofthelinguisticstructures of ISL. Thismodule introduces thebasic descriptiveparameters ofthe language. Focus is particularly on the phonetic, phonological,morphologicalandmorph-syntacticbreakdownofISL,withreferencetoothersignedlanguagegiventoprovideacross-linguisticcomparator.Topicscoveredincludeanalysisof thebasicparametersofa sign, compoundingprocesses in

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ISL,verbcategoriesinISL,non-manualfeatures,anduseofspaceinISL.Later,particularfocuswillbeonthemorpho-syntax,semanticsandpragmaticsofISL.TopicsfordiscussionincludetheidentificationofwordorderinISL,useoftopicconstructions,questionmarking,negation,reflexivesandreciprocalsinISL,andpassive constructions. Other issues addressed include: iconicity and gestureandtheirrelationshiptosignedlanguages.

SyllabusThismoduleistaughtacrosstheacademicyearandguidesthestudenttowardsabasicunderstandingofthelinguisticstructuresofISL.Thismoduleintroducesthebasicdescriptiveparametersof the language.Focus isparticularlyon thephonetic,phonological,morphologicalandmorph-syntacticbreakdownof ISL,with reference to other signed language given to provide a cross-linguisticcomparator.Topicscoveredincludeanalysisofthebasicparametersofasign,compoundingprocessesinISL,verbcategoriesinISL,non-manualfeatures,anduse of space in ISL. Later, particular focus will be on the morpho-syntax,semanticsandpragmaticsofISL.Topicsfordiscussionincludetheidentificationofword order in ISL, use of topic constructions, questionmarking, negation,reflexives and reciprocals in ISL, and passive constructions. Other issuesaddressed include: iconicity and gesture and their relationship to signedlanguages.

LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• UseELANtosearchtheSignsofIrelanddigitalcorpus• DescribetheroleoficonicityinISL• DescribethephoneticfeaturesofISL• Describethe5phonologicalparametersthatmakeupasign• Describe the way in which new signs are created (borrowing, the

productivelexicon,compounding,etc.)• Describetheuseofsigningspaceinasignedlanguage• DescribethemajorcategoriesofverbsinISL• DescribethemajorNMFsthatoccurinISL• Describethefunctionofrole-shiftinginISL• DescribehowNMFsco-occurwithothermanualelementsinISL• RecognisehowtemporalreferenceismarkedinISL• DescribehowaspectfunctionsinISL• DemonstrateabilitytoglossISLtextsaccurately

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• Describe the use of signing space in a signed language,with particularreference to verb agreement and role-shifting (also known as‘constructeddiscourse’and‘constructedaction’)strategies

• DemonstrateabasicunderstandingofsemanticroleassignmentinISL• Describethepreferredword-orderexpressedinISL• DescribehowreflexivesandreciprocalsaremarkedinISL• DescribehowpassivesaremarkedinISL• Describetheroleoftopic-markinginISL• DescribehowquestionsaremarkedinISL• Describethefunctionsofeye-gazeinISLwordorder• DescribefeaturesthatareevidentinnarrativestructureinISL• Describethesocio-culturalcontextthatsignedlanguagesoperatewithin,

withparticularreferencetoIrishSignLanguage.• OutlinethehistoricalcontextforISLdevelopment.

Assessment2xcoursework(40%)2hourwrittenexam(60%)

SuggestedreadingBrennan,MaryandGrahamH.Turner (eds.)1994:WordOrder Issues inSign

Language. Working Papers. Durham: The International Sign LinguisticsAssociation.

Crystal,David1988:RediscoverGrammar.Singapore:Longman.Fromkin,Victoria;Rodman,RobertandHyams,Nina2003:An Introductionto

Language.Seventhedition.ThomsonHeinle.Leeson, L and Saeed, J.I 2012: Irish Sign Language. Edinburgh: Edinburgh

UniversityPress.Leeson, L. and Saeed, J.I. 2012: Word Order. In R. Pfau, B. Woll and M.

Steinbach(eds.)HandbookofLinguisticsandCommunicationScience:SignLanguage.Berlin:deGruyter.

Liddell,S.K.2003:Grammar,GestureandMeaninginAmericanSignLanguage.Cambridge:CambridgeUniversityPress.

McDonnell,Patrick1996(b):HowSnowmenMove:AspectsofLexicalChoiceinIrishSignLanguage.Teanga16,121-134.

ÓBaoill,D.P.andMatthews,P.A.2000:The IrishDeafCommunity,Volume2:TheStructureofIrishSignLanguage.Dublin:ITE.

Perniss, P., Pfau, R. and Steinbach, M., 2007: Sign Languages: A Cross-LinguisticPerspective.Berlin:MoutondeGruyter.

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Sutton-Spence, Rachel and Bencie Woll 1999: The Linguistics of British SignLanguage:AnIntroduction.CambridgeUniversityPress.

Valli, Clayton, Ceil Lucas, Kristin J. Mulrooney and Miako Villanueva. TheLinguisticsofAmericanSignLanguage.AnIntroduction.4thedition.

Vermeerbergen, Myriam 2006: Past and Current Trends in Sign LanguageResearch.Language and Communication 26 (2006) 168-192. Availableonlineatwww.sciencedirect.com

Vermeerbergen,M., Leeson, L. and Crasborn, O. (eds.) 2007: Simultaneity inSignedLanguages:FormandFunction.Amsterdam:JohnBenjamins.

Vermeerbergen, M. and Leeson, L. 2011: European Signed Languages –Towards a Typological Snapshot. In Bernd Kortmann and Johan van derAuwera(eds.):TheLanguagesandLinguisticsofEurope:AComprehensiveGuide,Berlin,MoutondeGruyter.

Additional readingswill be recommended linked to specific topics covered inclass.

SLU11006IntroductiontoLanguageAcquisitionCredits:5ModuleCoordinator:BreffniO’Rourke

AimsThismodulewillintroducestudentstocentralissuesinlanguageacquisitionanddevelopment.Theaimistoequipstudentswithanunderstandingofthenatureofnon-pathologicallanguageacquisitionanddevelopmentinvariousdomains,andanappreciationoftheratesandroutesofnormallanguageacquisition.

ModuleContentFollowinganinitialconsiderationofthemostinfluentialtheoreticalperspectivesonlanguageacquisition,thelectureswilldiscussthenatureandacquisitionalchallengessomeofthemaindomainsoflanguage(phonology,vocabularyandmorphology,syntax,semantics,andpragmatics).Wethenreviewpatternsofacquisitionanddevelopmentacrossdevelopmentalstages,andconsiderthecasesofbilingualandmultilingualfirstlanguageacquisition.

LearningoutcomesOnsuccessfulcompletionofthismodule,studentswillbeableto:

• Debatehistoricallyinfluentialtheoriesoffirstlanguageacquisition• Explainsomecentralconceptsinthelinguisticdomainsofphonology,

morphology,syntax,semantics,andpragmatics

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• Describecentralaspectsoffirstlanguageacquisitioninrelationtoeachofthemajordomainsoflanguage

• Describecentralaspectsoffirstlanguageacquisitionanddevelopmentinrelationtoseveraldevelopmentalstages

• Discussthecharacteristicsofbilingualandmultilingualfirstlanguageacquisitionandthedifferencesbetweenthem.

AssessmentThe module is assessed through one 3,000 word essay (not includingreferences, submitted by Friday at 12 noon in Week 12 Michaelmas Term(Semester1).

RecommendedreferencelistSeeBlackboardforreadinglistDFU11003WorkingwiththeDeafCommunity1Credits:5ModuleCoordinator:JohnBoscoConama

AimsThis module explores the current issues that are shaped or experienced bythosewhoareworkingwiththeDeafcommunity;inparticular,itwillfocusonhow these issues affect the Irish Deaf community. The module is roughlydividedintotwomainareas:(i)afocusongeneralconceptsrelatingtopower,working relationships, etc., and (ii) themes and perspectives that can beidentifiedinthevariousfieldsofworkingwiththeDeafcommunity.

LearningoutcomesOncompletionofthismodule,studentswilldemonstrateanabilityto:• Classify differing perspectives on deafness impact on working

relationshipswith/withintheDeafcommunity• Compare and contrast the concepts and strategies adopted by

organisations / service providers to meet the needs / rights of Deafcommunity.

AssessmentTherearetwopartstoassessmentforthismodule:

(i) Examination(70%)(ii) (ii)Threeonlinequiz(tobeaveragedinto30%

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SuggestedreadingAnderson,M.L.Glickman,N.S.,Mistlier,L.A.andGonzalez,M.2016:Working

therapeuticallywithdeafpeoplerecoveringfromtraumaandaddiction.Psychiatricrehabilitationjournal,39(1),p.27.

Andrews,JeanF.,IreneW.LeighandMaryT.Weiner2004:Deafpeople:EvolvingPerspectivesfromPsychology,Education,andSociology.BostonandLondon:Pearson.(2nded.)

Austen,SallyandSusanCrocker2004:DeafnessinMind:WorkingPsychologicallywithDeafPeopleAcrosstheLifespan.London:WhurrPublications.

Bragg,Lois2001:DeafWorld:AHistoricalReaderandPrimarySourcebookConama,JohnBoscoandCarmelGrehan2001:IsTherePovertyintheDeaf

Community?Dublin:IrishDeafSocietyPublications.Glickman,NeilS.andS.Gulati2003:MentalHealthCareofDeafPeople:A

CulturallyAffirmativeApproach.NewYork.NewYorkUniversityPress.Ladd,Paddy2003:UnderstandingDeafCulture:InSearchofDeafhood.

CleavdonMultilingualMatters.Lane,Harlan1999:TheMaskofBenevolence:DisablingtheDeafCommunity

NewYork.RandomHouse.Leeson,LorraineandMyriamVermeerbergen(eds)(2012)Workingwiththe

DeafCommunity:Education,MentalHealthandInterpreting.Dublin:InteresourceGroupPublishing.

Mullane,A.,Conama,J.B.,&Fourie,R.(2011).HumanrightsandthedeafcommunityinIreland.CLINICALSPEECH,78.

Rose,H.,&Conama,J.B.(2018).Linguisticimperialism:stillavalidconstructinrelationtolanguagepolicyforIrishSignLanguage.Languagepolicy,17(3),385-404.

DF234A/DF2034TranslationandInterpreting,Philosophyand

PracticeCredits:5Lecturer:SarahSheridan

ModuleContentThis module introduces students to current thought on translation andinterpretation, with respect to both spoken and signed languages. Seminarswillfocusonexploringtheliteraturewithrespecttointerpretationphilosophyandpractice,andconsiderthepracticalapplicationsofthesefindingsforsignlanguageinterpreters.Analysisofinterpretingperformanceswillformacentralcomponentof thismodule, relatingtheorytopractice.Wewillexplore issues

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such as lexical equivalence, equivalence at word level, clause level anddiscourselevelandcompareandcontrastgrammaticalequivalencewithissuesofsituationalandculturalcontext.

LearningoutcomesOncompletionofthismodule,studentswillbeableto:• Describethenotionofequivalenceatwordlevel,clauselevel,sentence

level,grammaticallevelanddiscourselevel• Outline the impediments to attaining absolute equivalence between

languagepairsandbeabletogiveexamplesthereof• Describe the strategies that areusedby interpreters and translators in

dealingwithincongruencebetweenlanguagepairs• DescribehowcohesionoperatesinISLandinEnglish• Analyse and evaluate social factors that influence an interpreter's

activities(e.g.turn-taking,overlappingturns,powerrelations,etc.)• Appraisetheimpactthatculturaldifferenceplaysininterpretedevents• Demonstrate the ability to carry out an analysis of an interpreting

performance focusingon interpreter strategies tominimise source textinterference

• Demonstrate the ability to prepare an English language text fortranslationtoISL

• DemonstratetheabilitytoprepareanISLtextfortranslationtoEnglish

AssessmentTranslationtaskx2(60%)Coursework(40%)

SuggestedreadingBaker, M. 1992: In Other Words: A Coursebook on Translation. London and

NewYork:Routledge.Dean,RobynK.,andRobertQ,Pollard.2013:Thedemandcontrolschema:

Interpretingasapracticeprofession.CreateSpace.Janzen, T. (ed.) 2005: Topics in Signed Language Interpretation: Theory and

Practice.Amsterdam:JohnBenjaminsLeeson, Lorraine andMyriamVermeerbergen (eds) (2012).Workingwith the

Deaf Community: Education, Mental Health and Interpreting. Dublin:InteresourceGroupPublishing.

Mindess,A.1999:ReadingbetweentheSigns:InterculturalCommunicationforSignLanguageInterpreters.Maine:InterculturalPress.

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Pochhacker,F.andShlesinger,M.(eds.)2002:TheInterpretingStudiesReader.LondonandNewYork:Routledge.

Robinson,D.1997:BecomingaTranslator:AnAcceleratedCourse.LondonandNewYork:Routeledge.

Importantnote:adetailedreadinglistandweeklyreadingswillbeadvisedbythelecturer.

DF2020DeafEducationCredits:5Lecturer:JohnBoscoConama

ModuleContentThismoduleexploresarangeofissuesrelevanttothedeliveryofeducationtoDeafpeopletoday.ThefocusispredominantlyontheIrishcontextandtracestheevolutionofeducationalprovisionfromtheestablishmentofeducationalservicesfortheDeafthroughtothecurrentdate.Topicsforconsiderationincludethemanual-oraldebate,bilingualismfordeafchildren,mainstreaming,educationalsupportservices(visitingteachersservice,hometutorsscheme),theeducationalreviewprocess,thevoiceoftheDeafcommunityinshapingeducationalpolicy,accessinginformationabouteducationaloptionsandtherighttochoiceofparents,preschoolprovision,primaryandpost-primaryeducationandaccesstothirdlevel.

LearningoutcomesOncompletionofthismodule,studentswillbeableto:

• AssessthestructureoftheIrisheducationalsystemfortheDeaf• AppraisebilingualeducationasitpertainstothesituationofDeafand

hardofhearingchildren• DescribethecontextforpoorliteracyoutcomesforDeafchildren

internationallysincetheintroductionoforaleducationpolicies• Defineoralism• SynthesizethemainpoliciesandpracticesappliedtoDeafeducationin

Irelandfrom1880tothepresentday• CritiquetheapproachestoDeafeducationinScandinaviaandEurope

Assessmenta. 1x2,500wordessay(70%)b. Threeonlineassessmentquizzes(threescorestobeaveraged)(30%)

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SuggestedreadingCrean,EdwardJ.1997:Breakingthesilence:theeducationofthedeafin

Ireland1816-1996.Dublin:IrishDeafSocietyPublications.King,J.Freeman.2001:IntroductiontoDeafEducation:ADeafPerspective.

Oregon,USA.ButtePublications.Lane,Harlan,RobertHoffmeister&BenBahan1996:Ajourneyintothe

deafworld.SanDiego,Calif.:DawnSignPress.Lane,Harlan.1984:WhentheMindHears:AHistoryoftheDeaf.London.

Penquin.Leeson,LorraineandMyriamVermeerbergen(eds)(2012)Workingwiththe

DeafCommunity:Education,MentalHealthandInterpreting.Dublin:InteresourceGroupPublishing.

Marschark,MarcandPatricaE.Spencer(eds.)2003:OxfordHandbookofDeafStudies,Language,andEducation.Oxford.OxfordUniversityPress.

Mathews,E.S.(2017).Language,Power,andResistance:MainstreamingDeafEducation.GallaudetUniversityPress.

(iii)M.Phil.coursemodules

LI7872FormalFoundationsofLinguisticTheoriesCredits:10Lecturer:CarlVogel

AimsThecourseisdesignedtoestablishcompetenceinfoundationalmathematicalconcepts used in contemporary cognitive science and computationally-oriented approaches to linguistic theory. Basic concepts of discretemathematicsarereviewedwithattentiontotheirrelevanceinlinguistics:sets,operators, relations, trees, logic, formal language theory. Emphasis isplacedon finite recursivespecificationof infinite formal languagesasan idealizationofgrammarspecificationfornaturallanguages(eachofwhichisthoughttobeinfinite but managed by finite brains). Natural languages are modelled asuninterpreted sets of grammatical sentences whose internal structuralcomplexity has implications related to constraints on human syntacticprocessing. Human languages are also modelled via their translation intological languages supplied with deductive mechanisms supplyingrepresentationalanddenotationalsemanticanalysis.Logical languageswithina range of expressivity classes are considered in terms of their syntax,semantics, and inference mechanisms as simulations of human recognition,interpretation, and reasoning with natural language expressions. Thus, the

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aimsofthecourseareto(i)establishcompetencewiththecoreconceptsandanalyticaltools,(ii)developawarenessoftherangeofapplicabilityofthetoolsand concepts within linguistic theory and cognitive science, (iii) fosterconfidentandfluentuseofformalmethodsinanalysinghumanlanguageandreasoning.

WorkingmethodsThecoursereliesonlecturesandhands-onpracticewiththeformaltools.Self-accesspracticewiththetoolsisessential.Anautomatedtheoremproverisintroducedtofacilitatespecificationofformaltheoriesofnaturallanguagesyntaxandsemanticswithinoneofthelogicallanguagesaddressedinthelecturesinordertousethetheoremprovertotesttheconsequencesoftheoriesoflanguageonnaturallanguageinputs.Thought-problemsdesignedtotestunderstandingofkeyconceptswillbeofferedattheendofeachsession.

SyllabusTopicsaddressedinthemoduleinclude:• Sets,characteristicfunctions,operators,relations• Languagesassetsofsentences• Propositionallogic:syntax,semantics&validinference• Deductiveinferenceandhumanreasoning• Predicatelogic:syntax,semantics&validinference• Firstorderlogic(FOL):syntax&semantics&validinference• TranslatingnaturallanguageutterancesintoFOL• AxiomatizingtheoriesinProlog(HornLogic).

LearningoutcomesOnsuccessfulcompletionofthemodulestudentsshouldbeableto:• Definethebasicconstructsindiscretemathematics:sets(finite,infiniteand

impossible),algebraicoperationsonsets (intersection,union,complement,difference), characteristic functions, relations (e.g. reflexivity, transitivity,symmetry), partial orders, total orders, equivalence classes; properties oftrees;propositionallogic,predicatelogic,firstorderlogic,Hornlogic(syntax,semantics,limitsandvalidinferenceineachcase).

• Demonstrate the relevance to syntax of human languages in idealizingnaturallanguagesasinfinitesetsofgrammaticalsentences;

• Demonstratetherelevancetosyntaxofhumanlanguagesinprovidingfiniterecursivedefinitionsforinfinitelogicallanguages;

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• Demonstratetherelevancetosemanticsofhumanlanguagesinprovidingacompositionaldenotationalsemantics(withasyntax-semanticsinterface)toinfinitelogicallanguages;

• Explainhownaturallanguagesemanticsmayberepresentedindirectlyusingformallogicallanguagesandtheirmodel-theoreticsemantics;

• Specify clear theories of grammar as axioms in a deductive frameworkcapableoftestingtheoreticalpredictions;

• Transferabstractcompetencetopractical

AssessmentStudents complete a take-home assignment with a mixture of problemsintended to elicit demonstration of mastery of core concepts and ability toreasonwiththoseconceptsinrepresentingrelevantphenomena.

RecommendedreadingsCoursehandoutsandsourcesintheirbibliographies.Partee, B. A. ter Meulen and R. Wall. 1993. Mathematical Methods in

Linguistics.Dordrecht:KluwerAcademicPress.

LI7878DescribingEnglishGrammarCredits:10Lecturer:ValentinaColasanti

AimsThismodulehasfourprincipalaims:(i)toexaminethemajorsyntacticandmorphologicalfeaturesofEnglish,usinginsightsfrommoregenerallinguistictheoryandfromcorpus-basedapproachestolanguage,(ii)tounderstandtheprinciplesthataccountforgrammaticalvariationacrossthedifferentnationalvarieties,styles,andregistersthatcharacterizeEnglish,(iii)todevelopacriticalperspectiveonthequestionofwhatconstitutesEnglishgrammar,and(iv)tounderstandthebasisofcomparingEnglishgrammarwiththegrammarsofotherlanguages.

SyllabusStudents are encouraged tomake use of data from their own experience asteachers or learners of English. Specific themes addressed in the moduleinclude:• Grammar:descriptionandprescription• Words:characteristicsandclassification• Clauses:simple,embedded,finiteandnon-finite

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• Tense,voice,andaspect• Adjectives,adverbs,adverbials:pre-andpost-modification• ContrastingEnglishsyntaxwithotherlanguages• Texttypeandregister:corpusversuscompetence• Discoursemarkersinspeechandwriting• VariationandstandardizationinworldandnationalEnglishes• Englishcontrastivelinguistics

LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• AnalysethesyntaxofEnglishsentencesusinginsightsfromlinguistictheory• Compare and contrastmajor grammatical variations in English as aworld

language• Assesstheroleofregisterandtexttypeinconditioninggrammaticalchoices• EvaluatecriticallythepositionofgrammaticalstandardizationinEnglish• BefamiliarwiththeuseofelectroniccorporainstudyingEnglishgrammar• ViewthegrammarofEnglishinacomparativeperspective

AssessmentStudentswillberequiredtodoonesyntaxexercised(markedonaPass/Failbasis)andone3,000wordessay(whichaccountsforthefinalmark).

SuggestedreadingsThomas,Linda.1993.BeginningSyntax.Oxford:Blackwell.Biber,Douglasetal.1999.LongmanGrammarofSpokenandWrittenEnglish.

London:Longman.Kortmann,Berndetal.(eds.).2004.AHandbookofVarietiesofEnglish.Vol.2:

MorphologyandSyntax.Berlin:MoutondeGruyter.Carter, Ronald andMichaelMcCarthy. 2006. CambridgeGrammar of English.

Cambridge:CambridgeUniversityPress.Comrie,Bernard.1989.LanguageUniversalsandLinguisticTypology.2ndedn.

Oxford:BasilBlackwell. LI7860Technology,LanguageandCommunicationCredits:10Lecturer:BreffniO’Rourke

AimsParticipantsinthismodulewillexplorehowlanguageandcommunicationaremediated by various technologies, including that of writing. Studentswill be

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encouraged to reflect on the relationship between language, communicationandtechnologiesononehandandindividuallanguageprocessing,interactionalprocesses, and the nature of discourse on the other. Lectures, readings anddiscussions will range over historical, socio-cultural and individual-cognitivelevelsofanalysisasappropriate.

WorkingmethodsThemodulewill be taught through a combination of lectures andworkshopactivities.

SyllabusSpecificthemesaddressedinthemoduleinclude:• Thehistoricaldevelopmentofwriting;thepropertiesofwritingsystems• Theeffectsofliteracyonourperceptionoflanguage• Thehistoricalandculturalsignificanceoftheprintingpress• Audioandvideotechnologies• Computer-mediatedcommunication• Mobile-phonetextmessaging• Digitalliteracies

LearningoutcomesOnsuccessfulcompletionofthemodule,astudentshouldbeableto• Explainthekeystepsinthehistoricalemergenceofwriting• Explain,withexamples,howeachof themajorwritingsystemsrepresents

languagestructure• Discussthesocial,cognitiveandlinguisticsignificanceofwritingitselfandof

theprintingpress• Explainthelinguisticdifferencesbetweenspokenandwrittenlanguage• Discuss the nature ofwritten language as used in several communication

technologies• Analyse the linguistic and discourse structure of linguistic interaction in a

numberofdifferentcommunicationtechnologies

AssessmentStudentswriteanassignmentof3-4,000wordsexploringoneormoreaspectsoflanguageandcommunicationasmediatedbytechnologies.

SuggestedreadingsJoinson,A.N.(2003).UnderstandingthepsychologyofInternetbehaviour.

Basingstoke:PalgraveMacmillan

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Rogers,H.(2005).Writingsystems:Alinguisticapproach.London:Blackwell.Schmandt-Besserat,D.,&Erard,M.(2008).Originsandformsofwriting.InC.

Bazerman(Ed.),Handbookofresearchonwriting(pp.7-26).NewYork:LawrenceErlbaum

Scott,K.(2015).Thepragmaticsofhashtags:InferenceandconversationalstyleonTwitter.JournalofPragmatics,81,8–20

Sproat,R.,2010.Language,Technology,andSociety.Oxford:OxfordUniversityPress.

Tagg,C.,2015.ExploringDigitalCommunication:LanguageinAction,1.Abingdon:Routledge.

Walther,J.B.,VanDerHeide,B.,RamirezJr.,A.,Burgoon,J.K.,andPeña,J.(2015).Interpersonalandhyperpersonaldimensionsofcomputer-mediatedcommunication.Thehandbookofthepsychologyofcommunicationtechnology,pp.4-22.NewYork:Wiley.

Yus,F.(2011).Cyberpragmatics:Internet-mediatedcommunicationincontext.Amsterdam:JohnBenjamins

LI7874SpeechProduction,HearingandPerceptionCredits:10Lecturers:ChristerGobl,AilbheNíChasaide

Aims This course aims to provide (i) an understanding of the whole process ofspeechcommunication,encompassingthespeakerandthelistenerand(ii)anunderstanding of some of the major models of production, perception andhearing,and(iii)practical,hands-on,experienceinconductingproductionandperception experiments. Central to the course is an understanding of theacoustic theory of speech production, and of the acoustic characteristics ofspeech sounds. Speech materials are analysed to illustrate the acousticproperties of speech, provide insight into to the underlying mechanisms ofspeech production, while also providing a basis for speech perceptionexperimentation. The processes of hearing are dealt with along with theauditory transformsof theacousticsignal.Studentsare introducedtospeechsynthesis, and through synthesisbasedexperimentation to themethods thatmaybeusedtoexploretheperceptualcorrelatesofspeechsounds.

SyllabusSpecificthemesaddressedwithinthemoduleinclude:

• Acoustictheoryofspeechproduction

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• Sourcefiltertheory• Characteristicsofthevoicesource• Characteristicsofthefilter:resonance• Hearingandtheauditorysystem• Synthesisanditsapplicationsinspeechperception• Perceptionofstops:locustheory• Categoricalperception• Analysis,synthesisandperceptionofvoicequality

LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• Explaintheprocessofspeechcommunication• Describe theacoustic theoryof speechproductionandhaveknowledgeof

theacousticpropertiesofspeechsounds• Assesssomeofthecompetingtheoriesconcerningtheperceptionofspeech• Conductspeechproductionorperceptionexperiments• Interpret,presentandwriteupexperimentaldata

AssessmentThe assessment is based on the conducting and writing up of experimentalworkonakeytopicofthecourse,equivalentto3-4,000words.

SuggestedreadingsBorden, G. J., K. S. Harris & L. J. Raphael. 2003. Speech Science Primer:

Physiology, Acoustics, and Perception of Speech. 4th ed. Philadelphia:LippincottWilliams&Wilkins.

Hayward,K.2000.ExperimentalPhonetics.London:Longman.Johnson,K.,2003.AcousticandAuditoryPhonetics.Oxford:Blackwell.Kent, R & Read, C., 2002: The Acoustic Analysis of Speech. 2nd ed. Singular

PublishingGroup.Moore, B. C. J., 2005: An Introduction to thePsychologyofHearing. 5th ed.

NewYork:AcademicPress.LI7897SpeechandLanguageTechnologyinEducationCredits:10Lecturers:NeasaNíChiaráin

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Aims Theaimofthismoduleistointroducestudentstohowspeechandlanguagetechnology,aswellascomputationalmodelsofspeechandlanguagecanbeusedintheteaching/learningoflanguage.TherewillbeaspecificfocusthroughoutontheIrishlanguageanditsparticularcontext,butanindepthknowledgeoftheIrishlanguageisunnecessaryforparticipation.Thefocusisboththeoreticalandpracticalandthecourseemphasizesthemultidisciplinaryperspectivesthatarerequiredforeffectivedeploymentoftechnologyineducation.Studentsareintroducedtoarangeofspeechandlanguagetechnologies,someofwhicharecurrentlyinuseforlanguageinstruction,andsomeofwhich,thoughripeforeducationaldeployment,arenotyetinuse.Learningtheoriesandpedagogicalmethodsareexploredintermsoftheirimplicationsforthedevelopmentoftechnologicalapplicationsinlanguageteaching.Thesociolinguisticcontextisafurthermajorfactorwhichisconsidered.Thebroaderquestionofdifferencesinthedeploymentofthetechnologyinminorityandmajorworldlanguagesarediscussed.Themodulewillbeinnovativeinencouragingstudentsfromtechnical,pedagogicandlinguisticbackgroundstoexploretheinterdependenceoftheseareasfortheproductionofmaterialswhichareinterdisciplinarybynature.Uponcompletionofthemodule,itisexpectedthatstudentswillhaveacquiredspecialisedknowledge,skillsandatheoreticalframeworkfordevelopingeducationaltechnologyforlanguageinstruction.

SyllabusThemodulewillequipstudentswithamultidisciplinarytheoreticalframeworkasabackgroundfortheresearchanddevelopmentofeducationalapplicationsof technology. Speech and language technology is explored in detail and itspotentialfortransformingtheeducationalprocessisdiscussed.Theneedforafirmtheoreticalfoundationinlanguageacquisitionandpedagogicaltheoryasaprecursortoeducationalcontentdevelopmentisamajortheme.Furthermore,attention is given the linguistic structure of the target language, the specificlinguistic goals for particular learner cohorts are central considerations.Students also consider the sociocultural context in which the educationaltechnologyisbeingdeployed.InthismodulethereisongoingreferencetoIrishspeech and language technology and the implications of technology forminority and endangered languages in comparison tomajorworld languagesare considered. While the module does not require students to haveknowledgeoftheIrishlanguage, illustrationswithaspecificreferencetoIrishwillbeusedthroughout.

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LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:1:Articulatewhylinguisticanalysis/theoriesoflanguageacquisitionarefundamentaltothedevelopmentofcontentineducationaltechnology2:Debatehowspeechanalysis,speechmodelsandspeechtechnologiesarecurrentlyusedforlanguageinstruction.Articulatehowthecurrentstate-of-the-artintheseareasofferspotentialnewavenuesforfuturedevelopment3:Debatehowcomputationalanalysisandmodelsoflanguage,andlanguagetechnologiesarecurrentlyusedforlanguageinstructionandthedirectionsinwhichfuturedevelopmentsareenvisaged4:Discusshowthespecificlanguagecontextandthesocio-culturalsetting(e.g.,lesser-spokenvs.majorworldlanguages)impactsontheprovisionanduseofspeechandlanguagetechnologies5:Undertakeresearchinonespecificaspectoftechnology-basedlanguageinstruction6:Communicatetheresultsofthisresearchthroughwrittenpapersand/orpresentations

AssessmentAssessmentwillbeintheformofawrittenassignment.

SuggestedreadingsBeatty,K.(2003).Teachingandresearchingcomputer-assistedlanguage

learning.NewYork:Longman.Chapelle,C.(2001).Computerapplicationsinsecondlanguageacquisition:

Foundationsforteaching,testing,andresearch.Cambridge:CambridgeUniversityPress.

Handley,Z.(2009).Istext-to-speechsynthesisreadyforuseincomputer-assistedlanguagelearning?SpeechCommunication,51,906–919.doi:10.1016/j.specom.2008.12.004

Lightbown,P.&Spada,N.(2013)HowLanguagesareLearned.OxfordUniversityPress.ContemporaryComputer-AssistedLanguageLearning

Little,D.(2007).Languagelearnerautonomy:Somefundamentalconsiderationsrevisited.InnovationinLanguageLearningandTeaching,1,14–29.doi:10.2167/illt040.0

Long,M.H.(1996).Theroleofthelinguisticenvironmentinsecondlanguageacquisition.InW.C.Ritchie&T.K.Bhatia(Eds.),Handbookofresearchonlanguageacquisition:Secondlanguageacquisition.(Volume2.,pp.413–468).SanDiego,CA:AcademicPress.

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NíChasaide,A.,NíChiaráin,N.,Berthelsen,H.,Wendler,C.,&Murphy,A.(2015).SpeechTechnologyasDocumentationforEndangeredLanguagePreservation:TheCaseofIrish.InICPhS2015:18thInternationalCongressofPhoneticSciences.Glasgow,Scotland.

NíChiaráin,N.(2014).Text-to-SpeechSynthesisinComputer-AssistedLanguageLearningforIrish:DevelopmentandEvaluation.(Doctoralthesis,CLCS,TrinityCollege,Dublin).

UíDhonnchadha,E.,NicPháidín,C.,&VanGenabith,J.(2003).Design,implementationandevaluationofaninflectionalmorphologyfinitestatetransducerforIrish.MachineTranslation,18,173–193.doi:10.1007/s10590-004-2480-9

LI7883MultilingualismCredits:10Lecturers:GessicaDeAngelis,SarahSheridan

AimsThe goal of this module is to introduce students to ideas and concepts ofmultilingualism,andtoexaminesituationswherethreeormorelanguagesarepresent in an individual’s language repertoire or speech community. Thismodule takes as its point of departuremultilingual individuals (children andadults) and their social context. It has three key themes: (1) to exploreconcepts and theories inmultilingual individuals, communities and societies,(2)tointroducecognitiveandacquisitionalaspectsofmultilingualism;and(3)toassesscritically successesand failures inpolicies toencouragemultilinguallanguagelearninganduse,particularlyineducation.Themoduleisintendedasan introduction to research for students who are considering research onmultilingualism in individualsandsocieties.Whilstdrawingonexamples fromacrosstheworld,themoduleneverthelesshasastrongEuropeanflavour,withreferences to the work of the European Union and Council of Europe inlanguage education policy, and case studies drawn from multilingualism inEurope.

SyllabusSpecificaspectsaddressedinthemoduleinclude:• Generalissuesandconceptsinindividualandsocietalmultilingualism• Multilingual language acquisition, the role of prior native and non-native

language knowledge in the language acquisition process, multilingualismandcognitivedevelopment,crosslinguisticinfluence

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• Multilingual education programmes, tools to encourage multilinguallanguageuseandlearning,andevaluation/assessment

• Languagepolicyandlanguageeducationpolicyinmultilingualcontexts

LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• Analysegeneral issuesandconcepts in researchon individualandsocietal

multilingualism• Criticallyevaluatetheoryandresearchrelevanttomultilingualpracticesand

policies.• Assess research on acquisitional and cognitive aspects of multilingual

languageacquisition• Examinetheimpactofofficiallanguagepoliciesonmultilingualism• Critically assess the role of different types of educational systems and

policiesinaffordingopportunitiesformultilinguallanguagelearninganduse• Conductresearchonmultilingualismintheindividualandsociety

AssessmentThe module will involve a site visit to a local example of multilingualism inpractice.Afterthisvisit,studentswillwriteandsubmitareactionpaper(1000-1500words)whichisweightedat40%towardsthemarkforthemodule.Attheendofthecourseeachstudentwillsubmitaresearchpaper(2000-2500words)weightedat60%ofthefinalmark.

SuggestedreadingsAronin, L., & Singleton, D. (2012). Multilingualism. Amsterdam: John

Benjamins.De Angelis, G. (2007). Third or Additional Language Acquisition. Clevedon:

MultilingualMatters.Weber, J.-J., & Horner, K. (2012). Introducing Multilingualism: A Social

Approach.NewYork:Routledge.LI7001ModernChineseHistoryCredits:10Lecturer:PeterHamilton

Aims: Thismodule introduces students to the history ofmodern China in the 20thcentury.

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Syllabus:Thismodule introduces students to the history ofmodern China in the 20thcentury, beginning with the fall of the last dynasty, the Qing, which ended2,000 years of imperial rule. We explore the causes and effects of theestablishment of the Chinese Republic, the SecondWorldWar in China, theemergence of Communism,Mao and the Cultural Revolution, and thewiderdevelopment of the People’s Republic of China. We use a range of originalprimary sources, from modernist literature to propaganda posters, tosupplement the understanding gained from reading and lectures to gain athoroughunderstandingofmodernChinesehistoryandhowitisstudied.

Learningoutcomes:1.OutlinekeyeventsanddevelopmentsinthehistoryofmodernChina2. Assess the causes and consequences of the establishment of the Chinese

Republic, theCommunistparty, theCulturalRevolutionandmodernizationwithinthePeople’sRepublicofChina

3. Analyse the impact of different aspects of political, social and culturaldevelopmentonmodernChina

4. Undertake a basic analysis and evaluation of selected primary sourcesrelatingto20thcenturyChinesehistory

5. Present and discuss in written and oral format analysis of key questionsrelatingtothehistoryofChinaduringthisperiod.

Assessment:(i)Continuousassessment(in-classpresentation)(20%)(ii)Assignmentof3,000-4,000words(80%)

Suggestedreadings:Bailey,P.J.2012.Womenandgenderintwentieth-centuryChina.Basingstoke:

PalgraveMacmillan.Fairbank, John King and Merle Goldman. 1992. China: A New History.

Cambridge,MA.Gittings, J. 2005. The changing face of China: fromMao to market. Oxford:

OxfordUniversityPress.Harrison,Henrietta.2005.TheManAwakenedfromDreams:oneman’slifein

anorthChinavillage,1857-1942.Stanford.Lieberthal,Kenneth.1995.GoverningChina:FromRevolutionthroughReform.

NewYork.Mitter, Rana, 2004. A Bitter Revolution: China’s Struggle with the Modern

World.Oxford.

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Spence,JonathanD.1999.TheSearchforModernChina.NewYork.Zarrow,Peter.2005.ChinainWarandRevolution,1895-1949.London. LI7002ContemporaryChineseSocietyandPoliticsCredits:10Lecturer:ChungKamKwok

Aims:The aim of this module is to ensure that students will develop a detailedunderstandingofthemajorissuesincontemporaryChinesepoliticsandsocietyand be familiar with the main theoretical and empirical approaches to thestudyoftheseissues.

Syllabus:This module provides an introduction to the politics and society ofcontemporary China, with a focus on power relations within the ChineseCommunist Party and the interactions between politics and the society.Discussionsareorganizedaroundtopicsthathaveattractedgreatestacademicandpublicinterestsinrecentyears.Themoduleasksthefollowingquestions:Whataretherelationshipsamongmajorpower-holderswithintheParty?Whatchallenges does Party leaders face from both within the regime and thesociety? What institutional and non-institutional strategies does the Partyadopt to cope with these challenges? Will China face democratization orregime crisis in the near future?What impacts does the increasingly diverseandcomplexsocietyhaveonChina’spoliticalsystem?

Learningoutcomes:1.DescribethekeypoliticalandsocialchangesexperiencedinChinaduringthe

periodcoveredbythemodule2. Analyse, specify and appraise differing conceptions of power in China and

howitaffectsChinesesociety3. Discriminate between differing theoretical conceptions of the role of the

state in China and evaluate the impact of these differing conceptions onChinesesociety.

4. Differentiate between theories of international relations and evaluate theexplanatory power of these theories by reference to the role of China ininternationalpolitics.

Assessment:(i)Continuousassessment(in-classpresentation)(20%)

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(ii)Assignmentof3,000-4,000words(80%)

Suggestedreadings:Callahan, W. A. 2009. China: The Pessoptimist Nation. Oxford: Oxford

UniversityPress.Callahan,W.A.2013.ChinaDreams:20Visionsof theFuture.Oxford:Oxford

UniversityPress.O’Brien,K. J. 2006.RightfulResistance inRuralChina. Cambridge:Cambridge

UniversityPress.Saich,T.2010.GovernanceandPoliticsofChina:ThirdEdition(3edition.).New

York:PalgraveMacmillan.Shambaugh, D. 2013. China Goes Global: The Partial Power.Oxford: Oxford

UniversityPressShirk, S. L. 2008.China: Fragile Superpower: The Fragile Superpower.Oxford:

OxfordUniversityPress. LI7003LanguageandWritingSystemsinChinaCredits:10Lecturer:NingJiang

Aims:ThismoduleintroducesstudentstoimportantissuesoftheChineselanguage,including its writing system. It covers these issues from various perspectivesandbringsotherissuesofhighrelevanceintothelargerpicture.

Syllabus:Thismodule introducesstudentstotheChinese language including itswritingsystems, fromvarious linguistic/applied linguisticperspectives and frombothlanguage-internal/external viewpoints. It aims to familiarise students toaspects of the history of Chinese language and its building blocks (soundsystem,wordformation,syntaxandmeaning),aswellassocialandfunctionalaspects.Theevolution,developmentandtransformationoftheChinesewritingsystemareexploredaspartofthis,includingessentialfeaturesoftheChinesecharacters and principles underlying their construction. Students areintroducedtodifferentvarietiesofChineseandfactorsleadingtolanguageandstandardisation. Important issues of high relevance such as culture areaddressedinthemodule.

Learningoutcomes:1. OutlinemajorstagesinthehistoryoftheChineselanguage

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2. Understand theoretical perspectives within specific sub-domains (e.g.phonology, syntax, semantics and/or pragmatics) related to Chineselinguistics

3. DemonstrateunderstandingoftheevolutionanddevelopmentofChinesewritingsystems

4. DemonstratebasicknowledgeoflinguisticvariationandchangeinEastAsiarelatedtoChineselanguagevarieties

5. CompareandcontrastvarietiesofChinese6. Criticallydiscussissuesrelatedtolanguagevariationandstandardisation

Assessment:(i)Continuousassessment(in-classpresentation)(20%)(ii)Assignmentof3,000-4,000words(80%)

Suggestedreadings:Chen, P. 1999. Modern Chinese: History and Sociolinguistics. Cambridge:

CambridgeUniversityPress.Halliday,M.A.K.2005.StudiesinChineselanguage.London:Continuum.Huang,C.-T.J.,&Li,Y.A.(eds.)1996.NewHorizonsinChineseLinguistics(Vol.

36).Dordrecht:SpringerNetherlandsNorman,Jerry.1988.Chinese.Cambridge:CambridgeUniversityPress.Ramsey,R.S.1987.TheLanguagesofChina.NewJersey:PrincetonUniversity

Press.LI7005Mandarin1Credits:10Lecturers:HongfeiWangandChangZhang

Aims:ThismoduleintroducesstudentstoMandarinanddeliversteachingtotheCommonEuropeanFrameworkofReferenceforLanguages(CEFR).TheaimistobringstudentstocommonEuropeanproficiencylevelA1.1inproductiveskillsandA1.2inreceptiveskills.

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Syllabus:

Thislanguagemoduleemploysalearner-centredcurriculumtomeetstudents’languagelearningneedsandtoencouragethedevelopmentofbasicproductiveandreceptiveskillsinMandarin.

Learningoutcomes:Oncompletionofthismodule,studentsshouldbeabletodemonstratethefollowinglinguisticcompetences:A.Productivelanguageskills1.BeabletouseaseriesofphrasesinMandarintodescribeinsimpletermshis/herfamilyandotherpeople,livingenvironment,his/hereducationalbackgroundandpresentormostrecentjob.2.Beabletorequestandrespondtorequestsforinformationonfamiliartopicsandactivities.3.Beabletomanageshortsocialconversations.B.Receptivelanguageskills4.Beabletounderstandphrasesandcommonvocabularyrelatedtoareasofgeneralpersonalknowledgee.g.informationabouthis/herself,family,occupation,shopping,andresidentialarea.5.Beabletocomprehendthemainpoint/sinshort,simplecommunicationandannouncements.

Assessment:(i)Continuousassessmentbasedonaproject(40%)(ii)Classtest(60%)LIP12001TeachingChineseasaforeignlanguageCredits:10Lecturer:NingJiang

Aims:ThismoduleprovidesstudentswiththeknowledgeandskillswhichwillenablethemtoteachChineseusingthecommunicativemethodstoabroadspectrumoflearnersfromdifferentlanguageandeducationalbackgrounds.

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Syllabus:This module provides students with a thorough understanding of the keytheoreticalandpracticalissuesrelatedtoChineselanguagepedagogy,bothinrelation to general theories of foreign language teaching and learning and inthespecificcontextofteachingChineseasaForeignLanguage.Byfamiliarizingstudentswiththetheoreticalprinciplesunderlyingvariouscommunicativeteachingmethodsandtechniques,thismodulewilldevelopstudents’competenciesinthedesignandeffectiveuseofinstructionalmaterialsandlearningactivitiesforChineseasaforeignlanguage.Inaddition,thismodulewillintroducetheapproachestoexamineandarticulatelearningoutcomes,achievementandproficiencylevelsbyusingappropriateterminologyandanactionorientedapproach.Studentswillgetsupportintheapplicationofprinciplesofcurriculumdesignastheycreateeffectiveandinteractivelessonsthatareadaptedtolearners’languageneeds.Finally,thismodulewillguidestudentstoexplorehowtoevaluatesecondlanguagelearners’performancewithvalidityandreliability.

Learningoutcomes:Onsuccessfulcompletionofthismodule,studentsshouldbeableto:1.AnalysekeyissuesinChineselanguagepedagogyinrelationtogeneraltheoriesofforeignlanguageteachingandlearning.2.ExplaintheneedsofChineselanguagelearnersbasedonknowledgeofspecificareasofChineseteachingandlearning(linguistic,sociolinguistic,pragmatic)3.CriticallyanalyseanumberofChineselanguagetexttypesandauthenticresourcesinordertoevaluateappropriacyforstudents4.Reflectonteachingandassessmentmodelsinordertoselectanddesignappropriatetaskstodeveloprelevantlanguageskills5.PlanandpresentaspecificlessonwithreferencetocontemporarymethodologyandtheoriesofChineseasaForeignLanguage6.Identifyareasoflinguisticdifficultyforastudentinordertodesigntasksforimprovementwithinacurriculumstructure7. Conduct independent research on Chinese teaching methodologies,practicesandmaterials,andeffectivelyrelatethefindingstoawideraudience.

Assessment:(i)Continuousassessment(40%)(ii)WrittenAssignment(60%)

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Suggestedreadings:Dam,L.1995.LearnerAutonomy3:FromTheorytoClassroomPractice.Dublin:Authentik.Johnson,R.K.(ed.)1989.TheSecondLanguageCurriculum.Cambridge:CambridgeUniversityPress.Little,D.1991.LearnerAutonomy1:Definitions,IssuesandProblems.Dublin:Authentik.LoBianco,J.(2007).EmergentChinaandChinese:Languageplanningcategories.LanguagePolicy,6(1),3-26.Long,M.H.(ed.)2005.SecondLanguageNeedsAnalysis.Cambridge:CambridgeUniversityPress.Macalister,J.&Nation,I.S.P.(eds.)2011.CaseStudiesinLanguageCurriculumDesign:ConceptsandApproachesinActionAroundtheWorld.NewYork:RoutledgeNation,I.S.P.&Macalister,J.2009.LanguageCurriculumDesign.London:Routledge.Tsung,L.,&Cruikshank,K.(Eds.).(2011).LearningandteachingChineseinglobalcontexts:Multimodalityandliteracyinthenewmediaage.London:Continuum.Wang,J.,Spencer,K.,&Xing,M.(2009).MetacognitivebeliefsandstrategiesinlearningChineseasaforeignlanguage.System,37(1),46-56.

Module Descriptions - Hilary Term

(i)Specialcoursesforvisitingandexchangestudents

LIU23001IntroductiontoContemporaryAsianStudiesCredits:5Lecturers:variousModulecoordinator:ChungKamKwok

AimsThiscourseaimstoprovideanintroductiontoAsianStudiesandinparticularamultidisciplinary exploration of language, thought, society, culture, businessanddiplomaticrelationsinChina,KoreaandJapan.

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SyllabusThe course will introduce students to the discipline of contemporary AsianStudies,andwillexplorehowChina,JapanandKoreahaveevolvedasculturalandeconomicdriversinAsiaandinaglobalcontext.Itwillexaminekeyissuessuchasrelationshipsbetweentheindividual,societyandthought,andpopularculture.Students fromalldisciplineswillbeencouragedtoengagepracticallyand critically with the topics explored in the module through classroompresentationsanddiscussion.

LearningOutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:

• outlinethemaintheoriesofsociety,theindividualandthoughtrelevanttocontemporaryEastAsia

• describeandexplainthemaindifferencesincontemporaryculturebetweenChina,JapanandKorea

• describeandanalyseaccountsofthedevelopmentofthe‘AsianCentury’andtherolesofJapan,KoreaandChinaintheAsiaPacific

• makeoralpresentations,eitherindividuallyorinteams,toanaudienceoftheirpeers

AssessmentCoursework(in-classpresentations)–40%ofoverallgradeEndofmoduleassignment-60%ofoverallgrade

SuggestedReadingA readingpack comprising a rangeof articles relevant to the contentwill beavailablethroughBlackboardonjoiningthecourse.Furtherreadings:Buzo, Adam (2007). TheMaking ofModern Korea (Second Edition). London:

Routledge.Kingston,Jeff(2011).ContemporaryJapan:History,Politics,andSocialChange

sincethe1980s.Oxford:BlackwellSpence, Jonathan (2012). The Search for Modern China (Third Edition). New

York:W.W.Norton&Company.LIU23002LanguageandMindCredits:5Lecturers:variousModulecoordinator:GessicaDeAngelis

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AimsThisgeneralcourseprovidesstudentswithanintroductiontokeyconceptsanddevelopments inmodernlinguistics,andinrelatedareasofappliedlinguisticsand psychology. Among the questions we are likely to consider are thefollowing:

• Whataretheessentialcomponentsoflanguage?• Whatarethebasiclinguisticcategoriesandstructures?• Howdoweanalyseanddescribespeechsounds?• Whataretheuniversalfeaturesinthephonological,morphologicaland

syntacticsystemsoflanguage?• Howdoeslanguageconveymeaning?• Islanguageuniquetohumans?• Whatarewetomakeofattemptstoteachotheranimalstouse

language?• Whatarethesocialandlinguisticmechanismsoflanguagechangeover

time?• Howdoweconstructourinterpretationofspeechasweparticipatein

conversations?• Howdoweacquiresecondandforeignlanguages?• Whydoadultsfindlanguagessohardtolearn?

SyllabusTopicsarelikelytoinclude:

• Islanguageuniquetohumans?• Learninglanguage:children,chimps,andotherprimates.Semantics:how

wordsandsentencesmediatemeaning• Syntax:how“visitingrelativescanbeanuisance”• Semantics:howwordsandsentencesmediatemeaning• Pragmatics:linguisticmeaningandlinguisticactionincontext• Modelsofsecondlanguageacquisition• Thepsychologyofthelanguagelearner• Soundsoflanguages:initiation,phonationandarticulation• Phonologicalconceptsandanalysis• Dynamicsoflanguagechange• Linguisticuniversals:morphologyandphonology

LearningOutcomesOnsuccessfulcompletionofthismodulestudentsshouldbeableto:

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• Identifythekeyfeaturesofhumanlanguageandproblematisethequestionofwhetherlanguageisuniquetohumans

• Evaluatethewaysinwhichdifferentlanguagesusethestructureofwordsandtheorderingoflinguisticelementstoconveythespeaker'scommunicativeintent

• Definebasicsemanticrelationsandcategoriesandperformsimplesemanticanalysis

• Identifywhatfactorsimpactontherateandrouteofacquisitionofsecondandforeignlanguages

• Applytheprinciplesofthephoneticdescriptionofspeechsoundstoperformbasicphoneticanalysis

• Discussbasicphonologicalconceptsandstepsinvolvedinphonemicanalysis

• Understandthesocialandlinguisticdynamicsoflanguagechangeovertime

• Identifyuniversalfeaturesinthephonological,morphologicalandsyntacticsystemsoflanguage

AssessmentStudentsarerequiredtosubmitanessayofnotmorethan3,000words

SuggestedReadingO’Grady,W.,J.ArchibaldandF.Katamba.(2011)ContemporaryLinguistics:An

Introduction.2nded.London:LongmanFromkin, V., R. Rodman and N. Hyams. (2007) An introduction to language.

Boston,MA:ThomsonWadsworthLI1007TheAppliedLinguisticsofEnglishLanguageTeachingIICredits:5Lecturer:DanielaModrescuModulecoordinator:SarahSheridan

AimsThismodule aims to introduce students to fundamental principles in Englishlanguagecurriculumdesignandlanguagetesting,andtoapplythoseprinciplestothedesignoflanguagetasksandtests.

SyllabusSpecificthemesaddressedinthemoduleincludehowtoapproachtheteachingof grammar in the language classroom; the selection and use of authentic

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materials at variousproficiency levels; theways thatmedia technologies cancontributetolanguagelearning;typesoflanguagetestandtheirpurpose;thetestingcycle;thedesignoftestitemsandtesttasks.Themoduleusesregulargroup-work to explore the application of these themes with reference tospecifictarget learnergroups. Weekbyweek,keytopicsare introducedwithreference to course readings. Topics are explored by the student groups asthey gradually develop their expertise in curriculum design. Students areexpectedtorelatetheirgrowingunderstandingtotheproficiencylevelsoftheCommonEuropeanFrameworkofReferenceforLanguages(CEFR).

LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• Identifyandevaluateapproachestolearning/teachinggrammarinlanguage

learning,pedagogicalmaterialsanduseofauthentictexts• Understand models of language tests, issues in test administration and

scoring,andthesocialdimensionoflanguagetesting• RelatetheconcernsoftheCommonEuropeanFrameworkofReferencefor

Languages and the European Language Portfolio to foreign languagepedagogy.

• Apply thisunderstanding to thedesignofappropriate language test itemsandtheirscoring.

AssessmentStudentsarerequiredtosubmitatermessayof3,000words.

SuggestedreadingNation, I.S.P. & Macalister, J. (2009). Language Curriculum Design. London:

Routledge.McNamara,T.2000.LanguageTesting.Oxford:OxfordUniversityPress.Council of Europe. 2001. Common European Framework of Reference for

Languages: Learning, teaching, assessment. Cambridge: CambridgeUniversityPress.

Shohamy, E. 2001. The Power of Tests. A Critical Perspective on the Use ofLanguageTests.Harlow:PearsonEducation.

(ii)Undergraduatedegreecoursemodules

LIU11003PhoneticsandPhonologyCredits:5Lecturer:IrenaYanushevskaya

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Modulecoordinator:AilbheNíChasaide

ModuleContent:The course provides students with the foundations of systematic analysis ofspeech sounds and introduces the principles of articulatory phoneticdescriptionofspeechsoundsandofphonemicanalysis.

Learningoutcomes:Onsuccessfulcompletionofthecoursestudentsshouldbeableto:

• Describetheprocessesunderlyingproductionofspeechsounds(initiation,phonation,articulation)providingappropriateexamplestoillustratethedescription;

• Analyseandclassifyspeechsoundsintermsofarticulatoryphoneticsusingprinciplesandconventionsoftheinternationalphoneticassociation;

• Analyse,labelandtranscribesoundsofEnglishandotherlanguagesusingbroadandnarrowphonetictranscriptionwiththesymbolsoftheInternationalPhoneticAlphabet(IPA);

• Applythebasicprinciplesofphonemicanalysistophonologicaldata.

Assessment:Homework,consistingofexercises,iscarriedoutonaregularbasis.Aselectionoftheseexercisesismarkedandcontributes50%towardstheoverallmarkforthemodule.Ashortwrittenprojectcontributestheother50%.

Textbook:Ladefoged,P.,&Johnson,K.(2010).ACourseinPhonetics(6ed.):Wadsworth,

CengageLearning.

Andalso:International Phonetic Association (1999) Handbook of the International

PhoneticAssociation.Cambridge:CambridgeUniversityPress.Ní Chasaide, A. (2001) Phonetics (Ch.7), in Introduction to Language Study,

CLCS,TrinityCollegeDublin.Ní Chasaide, A. (2001) Phonology (Ch.8), in Introduction to Language Study,

CLCS,TrinityCollegeDublin.Ashby, M., Maidment, J. (2005) Introducing Phonetic Science. Cambridge:

CambridgeUniversityPress.Catford, J.C. (1990) A practical Introduction to Phonetics. Oxford: Oxford

UniversityPress.

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Catford,J.C.(1977)FundamentalProblemsinPhonetics.Edinburgh:EdinburghUniversityPress.

Wells,J.C.(1982)AccentsofEnglish,Vol1-3,Cambridge:CambridgeUniversityPress.

Clark, J., Yallop, C., & Fretcher, J. (2007) An Introduction to Phonetics andPhonology,3rded.Oxfrord:BlackwellPublishing

Davenport, M., Hannahs, S. J. (2010) Introducing Phonetics and Phonology.Routhledge.

DFU11008Modalityandsecondlanguagelearning*Credits:5Lecturer:SarahSheridan*Note:studentsmusthaveinterpretingorDeafStudiesbackgroundasthereisatranslatingelementinthemodule

ModuleContent:Thismoduleaimstointroducestudentstokeyissuesinsecondlanguageacquisition(SLA).Thecoursewillcoverarangeoftheoreticalperspectivesonsecondlanguageteachingandlearning,researchonSLAandkeyissuesrelatingtothelanguageacquisitionofsignlanguages.Wewillcontrastdeafandhard-of-hearinglanguageusers,whohaveasignedlanguageasafirstorsecondlanguage,withhearinglanguageusers,particularlythosewholearnasignlanguage,orarespoken-signlanguagemultilinguals.Thebackdroptothediscussionwillentailreviewofthemajortheoreticalpositionsonsecondlanguageacquisition(e.g.behaviourismvsnativism,thecriticalperiodhypothesis,individualandgroupdifferences)andwilldrawonresearchonspokenandsignlanguageusers.Thiscoursealsoincludesreadingseminars,whichstudentswillbeexpectedtoparticipateinfully,basedonamoredetailedcourseoutlineandreadinglistdistributedatthebeginningofthecourse.

LearningOutcomes:Onsuccessfulcompletionofthismodule,studentsshouldbeableto:•Describesimilaritiesanddifferencesbetweenfirstlanguageacquisition,secondlanguageacquisitionandbilingualism;•Discusskeytheoriesandissuesrelatingtobilingualismandsecondlanguageacquisitionandtheirrelevanceinsecondlanguageresearchandteaching;•Describethehallmarksofthenativistandbehaviouristapproachestolanguageacquisitionandtheirrelevanceinsecondlanguageacquisition;•Discusswaysinwhichtheoriesofbilingualism/secondlanguageacquisitionhavedevelopedoverthelastcentury;•Describekey

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issuesrelatingtosignlanguageacquisition;•Discussprincipalfindingswhichhaveemergedfromresearchonsecondlanguageacquisitionofsignlanguageusers;

AssessmentDetails:Onewrittenassignmentof2,500words.

RecommendedReading:Chamberlain, C., Morford, J., and Mayberry., R. (eds.), 2000. Language

AcquisitionbyEye.NewJersey:LawrenceErlbaumAssociates.Dörnyei,Z.andRyan,S.,2015.ThePsychologyoftheLanguageLearner

Revisited.Routledge.Marschark,M.,&Spencer,P.E.,2016.TheOxfordHandbookofDeafStudies

in.OxfordUniversityPress.Mitchell,R.,Myles,F.andMarsden,E.,2013.Secondlanguagelearning

theories.Routledge.Morgan,G.,andWoll,B.(eds.),2002.DirectionsinSignLanguage

Acquisition.Amsterdam/Philadelphia:JohnBenjamins.Napier,J.,Leeson,L.,2016.SignLanguageinAction.PalgraveMacmillan.Additionalreadingswillberecommendedforspecificlectures. LI234ASociolinguisticsCredits:5Lecturer:ValentinaColasanti

AimsThismoduleisanintroductiontothestudyoflanguageinrelationtosociety.

SyllabusTopics include regional and social variation in language, social factors inlanguage change, bilingualism and language planning, language and culture,andlanguagedisadvantageandrights.

LearningoutcomesOnsuccessfulcompletionofthismodulestudentsshouldbeableto:• Recognise the social significance of policy and conflict with regard to

minoritylanguages,languagerights,andlanguageplanning• Describesocially-significantvariation intheuseof languagewithinspecific

languagecommunities

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• Identifysocially-significantvariableswithinlanguagesandtoexaminetheseinthelightofhypothesesonhistoricalchange

• Criticallydiscusslanguagestandardizationasasocialprocess• Critically review relationships between language and other aspects of

cultureandcognition• Conductlibraryorfieldresearchonlanguageinitssocialcontext.

Assessment3000wordessay.

SuggestedreadingR. Wardhaugh. 2010. An Introduction to Sociolinguistics. 6th edn. Oxford:Wiley-Blackwell.

(iii)M.Phil.coursemodules

LI7843LinguisticTypologyCredits:10Lecturer:JohnSaeed

Aims:The module’s mains aims are (i) to introduce students to the study of thestructuralsimilaritiesanddifferencesbetweenthelanguagesoftheworld;(ii)to familiarize students with the principles of research in linguistic typology,including how representative language samples are established; (iii) to givestudents experience of the practical analysis of cross-linguistic patterns thatarefoundinphonology,morphologyandsyntax;and(iv)tofamiliarizestudentswiththetasksofformulatingandevaluatingtypologicalargumentation.

Syllabus:Themoduletopicsincludethegeneticclassificationoflanguages,phonologicalinventories, word order, word classes, case marking, classication systems,ergativity, complex predication, and spatial language and lexicalization. Themodule also covers methodology and sampling. An important element isweekly exercises in the typological decription of languages unfamiliar to thestudents.

Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeableto:

• Describe in detail the basic theoretical framework for the systematicanalysisoflanguagediversity

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• Applythetoolsoftypologicalanalysistogeneticallyunrelatedlanguages• Explainhowcompetingclaimsaboutcross-linguisticstructuralproperties

maybeevaluated• Analyse how typological analysis relates to historical linguistics, areal

linguisticsandlanguagecontact.

Assessment:Studentswriteanassignmentof4,000words.

Suggestedreadings:Moravcsik, Edith A. 2013. Introducing Language Typology. Cambridge:

CambridgeUniversityPress.(Textbook)Comrie, B. 1989. Language Universals and Linguistic Typology: Syntax and

Morphology.Chicago:UniversityofChicagoPress.Croft, W. 2002. Typology and Universals. (2nd ed.) Cambridge: Cambridge

UniversityPress.Dryer, M. S. & M. Haspelmath. (eds.) 2013. The World Atlas of Language

Structures Online. Leipzig: Max Planck Institute for EvolutionaryAnthropology.Athttp://wals.info

Payne,T.E.2006.ExploringLanguageStructure:AStudent’sGuide.Cambridge:CambridgeUniversityPress.

Shopen, Timothy (ed.) 2007. Language Typology and Syntactic Description.Threevolumes.Secondedition.Cambridge:CambridgeUniversityPress.

Song, Jae Jung. 2001. Linguistic Typology: Morphology and Syntax. Harlow:Longman.

Song,JaeJung(ed.)2011.TheOxfordHandbookofLinguisticTypology.Oxford:OxfordUniversityPress.

LI7857LanguageAcquisitionCredits:10Lecturer:GessicaDeAngelis

AimsThegeneralaimofthismoduleistointroducestudentstotheknownfacts,theprincipaltheoreticalissuesandthecurrentareasofdebaterelativetolanguageacquisition. The module will include within its purview child languagedevelopmentinvolvingasinglelanguage,theacquisitioninchildhoodoftwoormorelanguages,andthelearningofadditionallanguageslaterinlife.Aswellasexamining the above acquisitional phenomena themselves, the module willoutlinetheresearchmethodologiesdeployedintheirinvestigation.

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WorkingmethodsThetopicsofthemodulewillbepresentedinlectureformandwillbefurtherexplored in group discussion. Students will be pointed towards readingsdealingwithaspectsofmaterialcoveredinclassandwillbeencouragedtolinksuchmaterialtotheirownexperienceaslanguagelearnersandteachers.

Syllabus• Specificthemesaddressedinthemodulewillinclude:• Themajormilestonesofchildlanguagedevelopment• Conceptualandlexicaldevelopment• BehaviouristandNativistperspectives• ConstructionistandInteractionistperspectives• Inputmodificationanditseffects• TheCriticalPeriodHypothesis• Bi-/multilinguality• Cross-linguisticanddevelopmentalaspectsofmultiplelanguagelearning

LearningoutcomesOnsuccessfulcompletionofthismodulestudentswillbeableto:• Discuss language acquisition on the basis of the agreed central facts of

monolingual child language development, simultaneous bi-/multilingualacquisitionandadditionallanguagelearning.

• Engage in informed debate about the controversial questions associatedwith the above and of a range of theoretical perspectives attempting toaddresssuchquestion.

• Provide evidence of a critical awareness of the range of researchmethodologiesusedbylanguageacquisitionresearchers.

AssessmentStudentswillwriteanassignmentof3500-4000wordsononeofthesyllabusthemes.

Suggestedreadings:Mitchell,R.,Myles,F.Marsden,E.(2013)SecondLanguageLearningTheories.

ThirdEdition.Abingdon:Routledge.(Textbook)Aronin, Larissa andDavid Singleton. 2012.Multilingualism. Amsterdam: John

Benjamins.Baker,Colin.2006.FoundationsofBilingualEducationandBilingualism.4thed.

Clevedon:MultilingualMattersLtd.

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Clark, Eve V. 2003. First Language Acquisition. Cambridge: CambridgeUniversityPress.

Cook, Vivian. (ed.) 2002. Portraits of the L2 User. Clevedon: MultilingualMatters.

Cook, V., andD. Singleton (2014).Key topics in second language acquisition.Bristol:MultilingualMatters.

De Angelis, G. 2007. Third or Additional Language Acquisition. Clevedon:MultilingualMatters

Ellis,R.,andN.Shintani (2014).Exploring languagepedagogythroughsecondlanguageacquisitionresearch.London:Routledge.

Larsen-Freeman,DianeandMichaelH.Long.1991.An IntroductiontoSecondLanguageAcquisitionResearch.London:Longman.

Ringbom,Håkan.2007.Cross-linguisticSimilarityinForeignLanguageLearning.Clevedon:MultilingualMatters.

Singleton, David. 1999. Exploring the Second Language Mental Lexicon.Cambridge:CambridgeUniversityPress.

Singleton, David and Lisa Ryan. 2004. Language Acquisition: the Age Factor.2nded.Clevedon:MultilingualMatters.

LI7862LinguisticPragmaticsCredits:10Lecturer:JohnSaeed

AimsThecourse’smainaimsare(i) to introducestudentsto inferential theoriesofpragmatics;(ii)tofamiliarizestudentswithRelevanceTheoryinparticular;and(iii) to give students experienceof thepractical descriptionof conversationaldata.

WorkingmethodsThetopicsofthecourseareintroducedinlecturesandexploredanddevelopedin workshops and seminars. Practical description will focus on English butstudentspeakersofotherlanguageswillbeencouragedtoapplytheiranalysestotheirfirstlanguages.

SyllabusSpecifictopicsincludedinthismoduleinclude:• Griceandconversationalmaxims• theprincipleofRelevance

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• conceptualandproceduralmeaning• theunder-specificationofmeaningandprocessesofcontextualenrichment• lexicalpragmatics• coherencerelationsindiscourse• metaphor,ironyandhumour• thefunctionsofdiscourseconnectives

LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• demonstrate a theoretically informed awareness of the importance of

inferenceandcontexttolinguisticcommunication• demonstrateanunderstandingofattemptstoclassifycommunicationtypes• explainRelevanceTheory• applyRelevanceTheoreticalanalysestoconversationaldata

AssessmentStudents write an assignment of 3500-4000 words developing themesintroduced in the course and applying them to the pragmatic description ofconversationinalanguage.

SuggestedreadingsHuang,Yan.2007.Pragmatics.Oxford:OxfordUniversityPress.(Textbook)Blakemore, Diane. 1992. Understanding Utterances: An Introduction to

Pragmatics.Oxford:Blackwell.Carston, Robyn. 2002. Thoughts and Utterances: The Pragmatics of Explicit

Communication.Oxford:Blackwell.Sperber, D. & D. Wilson 1995. Relevance: Communication and Cognition.

Secondedition.Oxford:Blackwell.Levinson,StephenC.2000.PresumptiveMeanings:TheTheoryofGeneralized

ConversationalImplicature.Cambridge,MA:MITPress.Levinson, Stephen C. 1983. Pragmatics. Cambridge: Cambridge University

Press.Grice, H. P. 1989. Studies in the Way of Words. Cambridge, MA: Harvard

UniversityPress.Leech,GeoffreyN.1983.PrinciplesofPragmatics.London:Longman.

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LI7869DescribingMeaningCredits:10Lecturer:JohnSaeed

AimsThe course’smain aims are (i) to introduce students to the basic challengesfacing the linguist seeking to analyze meaning communicated throughlanguage; (ii) to familiarize students with some leading representational anddenotationalapproachestosemantics;and(iii)togivestudentsexperienceofthepracticaldescriptionofthesemanticstructuresoflanguages.

WorkingmethodsThetopicsofthecourseareintroducedinlecturesandexploredanddevelopedinworkshopsand seminars. Exercisesanddiscussionwill focusona rangeoflanguagesinadditiontoEnglish.

SyllabusSpecifictopicsincludedinthismoduleinclude:• theoriesofreference• lexicalrelationsandthedictionary• thelogicalstructureoflanguage• verbalargumentstructure• eventstructure• informationstructure• metaphorandmetonymy

LearningoutcomesOnsuccessfulcompletionofthismodule,studentsshouldbeableto:• Apply the arguments for distinguishing the fields of semantics and

pragmatics• Describe the basic aspects of lexical semantics, including the status of

lexemes and major lexical relations in English and one or more otherlanguages

• Describe,analyseandapplyformalapproachestosemantics• Assesstherelationshipbetweencontextandmeaning• Describesomecognitiveaccountsoffigurativeusesoflanguage

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AssessmentStudentswriteanassignmentof4,000wordsdevelopingthemesintroducedinthe course and applying them to the semantic description of one or morelanguages.

SuggestedreadingsSaeed, John I. 2009. Semantics. Third edition. Oxford: Wiley-Blackwell.

(textbook)Allen,K.1996.LinguisticMeaning.2volumes.London:RoutledgeKeganPaul.Cruse,D.A.1986.LexicalSemantics.Cambridge:CambridgeUniversityPress.Ungerer, F. and H.-J. Schmid. 2006. An Introduction to Cognitive Linguistics.

Secondedition.Harlow,England:PearsonEducation.Lakoff, George. 1987. Women, Fire and Dangerous Things: What Categories

RevealabouttheMind.Chicago:UniversityofChicagoPress.Lyons, John. 1977. Semantics. 2 volumes. Cambridge: Cambridge University

Press. LI7877PedagogicalGrammarofEnglishCredits:10Lecturer:BreffniO’Rourke

AimsThismodule is concernedwith the nature and development of L2 grammar,andwithgrammaraspedagogical content,with specific reference toEnglish.Theprincipalaimsare to foster instudentsacriticalawarenessofa rangeoffactors affecting the acquisition of L2 grammar, and to provide themwith abasisforcriticallyassessingarangeofapproachestotheteachingofgrammar.

WorkingmethodsThe module will be taught through a combination of lecture, workshopactivitiesbasedonEnglishgrammarpointsandELTmaterials,andstudent-leddiscussion.

SyllabusSpecificthemesaddressedinthemoduleinclude:• thenatureofgrammaticalrules• declarativeandproceduralknowledge• therolesofconsciousandunconsciousgrammaticalknowledgeinlearninga

secondorforeignlanguage• therelationshipbetweengrammarandlexis

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LearningoutcomesOnsuccessfulcompletionofthemodule,studentswillbeableto• critically discuss a range of conceptions of “grammar” in relation to the

enterpriseoflanguagelearningandteaching• criticallydiscussarangeoffactorsaffectingtheacquisitionofL2grammar• compareandevaluatearangeofapproachestotheteachingofgrammar• summariseandcriticallyengagewiththecurrentresearchliteratureonthe

acquisitionandpedagogyofL2grammar• evaluate the challengesposedby specific featuresof English grammar for

thelearnerofEnglish• applythetheoreticalinsightsgainedtotheteachingofEnglishgrammar• evaluatepedagogicaltasksandmaterialsforEnglishteaching

AssessmentStudents write an assignment of 4,000 words exploring one aspect of thetheory of grammar pedagogy, underpinned by an understanding of languageacquisition.Theessayshoulddrawononeormoretopics inEnglishgrammarbywayof illustrationandproposea systematicapproach to its teaching inastatedcontext.

SuggestedreadingsLarsen-Freeman,D.2003.TeachingLanguage:FromGrammartoGrammaring.

Boston:ThomsonHeinle.(Textbook)Thornbury,S.1999.HowtoTeachGrammar.London:LongmanHinkel,E.(Ed.)2016.TeachingEnglishgrammartospeakersofotherlanguages.

London:Routledge.Fotos, S. and H. Nassaji (eds.). 2007. Form-focused Instruction and Teacher

Education.Oxford:OxfordUniversityPress.Hinkel,E.andS.Fotos(eds.).2002.NewPerspectivesonGrammarTeachingin

SecondLanguageClassrooms.Erlbaum:Mahwah,NJ.LI7895Computer-AssistedLanguageLearning:Design,

ImplementationandEvaluationCredits:10Lecturer:NeasaNíChiaráin

Aims:Thismodulecombinesboththeoryandpracticeandsetsouttoequipstudentswith practical experience and skills aswell as a theoretical understanding ofhowtodesign,implementandevaluateComputer-AssistedLanguageLearning

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applications. The emphasis throughout is on encouraging interdisciplinarycollaboration among the students and on project-based group learning. Theprincipal focus is on CALL development for Irish language instruction butcontentdevelopmentforotherlanguagesisalsopossible.Specificaimsareto:(i) enable students from different (technical, pedagogical and linguistic)backgroundstodeveloptheirskillsaswellasabroadunderstandingofCALLasan interdisciplinary field, (ii) to familiarise students with some pedagogicalconsiderations and second language acquisition theory that should ideallyguidethedevelopmentofCALL,(iii)familiarisestudentswitharangeofspeechandlanguagetechnologiesthatcanbedeployedinCALL(iv)providestudentswith practical skills in the design/development of CALL content, (v) providestudents with practical skills in the implementation of CALL content, (vi) provide studentswith practical skills in the evaluation of CALL contentand(vii)givestudents,wherepossible,handsonexperienceofworkingaspartof a multidisciplinary team in order to create their own prototype digitalmaterials

Syllabus:This module introduces students to current Computer-Assisted LanguageLearning(CALL)resourcesandpresentsanoverviewofcurrentmajortrendsinCALLresearch. Inthiscontext,ongoingCALLresearchonIrish intheSchool ispresented.Abriefoverviewofessentialtheoreticalconsiderationsispresentedanddiscussionincludesthefundamentalplaceofsecondlanguageacquisitionand pedagogical theory in the design of CALL content. The specific languagecontext and the sociocultural context of the language learner is anotherfundamentalconsiderationthatisherebrieflyreviewedalongwiththeneedtoidentifyclearlinguisticgoalsinCALLdesign.TheimplementationofCALLdesignintermsofspecificlinguisticcontentorofa platform design, etc. is undertaken as group work and the emphasisthroughout is on maximising the interdisciplinary collaboration of studentswith different backgrounds and skills. Attention is also directed at howCALLmaterials can be evaluated. Themodule will encourage students to developinteractive and innovative CALL platforms which may make a significantcontribution to the use of new language teaching methodologies in whichtechnologycanplayaverysignificantrole.The impactofthemodulemaybesignificantindisseminatinginteractiveCALLmaterialsintoschools.

Learningoutcomes:Onsuccessfulcompletionofthismodulestudentswillbeableto:

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1) explore how language structure as well as language acquisition andpedagogicaltheoryshouldideallybeusedasafoundationforCALLdesign;2) describehowconcepts,modelsandresourcesfromspeechandlanguagesciencescanbeexploitedtodesignpowerfullearningenvironmentsforCALL;3) engage in implementation of CALL resources/materials that exploitspeechandlanguagemodelsandtechnologies;4) discuss suitable evaluation frameworks for speech and language-basedCALLapplications;5) undertake research in either design or implementation of digitalmaterialsforCALL;6) communicate the results of this research through presentation andthrough a written account. This should, where appropriate, includesupplementarymaterials/contentdeveloped

Assessment:Module assessment will take the form either of (1) a prototype technicaldevelopment, (2) the design of a technical development, (3) contentdevelopment or (4) a review of theoretical issues surrounding CALLdevelopment. Thiswill be examined through an oral presentation (25%) andthrough a written account, which includes, where appropriate, anysupplementary materials/content developed, such as a web-basedtool/educationalprogram/languagelearningmaterialsorplatform(75%).

SuggestedreadingsMaterials are developed and tailored specifically for the course. RelevantmaterialwillbeprovidedinandthroughBlackboard:e-books,e-journalarticlesandonlinematerialsaretypicallyusedincombinationwithlectures.Theindicativereadinglistforthismoduleincludes:Beatty, K. (2003). Teaching and researching computer-assisted language

learning.NewYork:Longman.Chapelle, C. (2001). Computer applications in second language acquisition:

Foundations for teaching, testing, and research. Cambridge: CambridgeUniversityPress.

Handley, Z. (2009). Is text-to-speech synthesis ready for use in computer-assisted language learning? Speech Communication, 51, 906–919.doi:10.1016/j.specom.2008.12.004

Little, D. (2007). Language learner autonomy: Some fundamentalconsiderations revisited. Innovation in Language Learning and Teaching, 1,14–29.doi:10.2167/illt040.0

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Long,M.H. (1996).Theroleofthe linguisticenvironment insecond languageacquisition. InW.C.Ritchie&T.K.Bhatia (Eds.),Handbookof researchonlanguage acquisition: Second language acquisition. (Volume 2., pp. 413–468).SanDiego,CA:AcademicPress.

Ní Chiaráin, N. (2014). Text-to-Speech Synthesis in Computer-AssistedLanguage Learning for Irish:Development andEvaluation. (Doctoral thesis,CLCS,TrinityCollege,Dublin).

NíChiaráin,N.,&NíChasaide,A.(2015).EvaluatingSyntheticSpeechinanIrishCALL Application: Influences of predisposition and of the holisticenvironment. In S. Steidl, A. Batliner, & O. Jokisch (Eds.), SLaTE 2015: 6thWorkshop on Speech and Language Technologies in Education (pp. 149–154).Leipzig,Germany

LI7866BilingualismandtheMaintenanceofIrishCredits:10Lecturer:SarahSheridan Aims:Onsuccessfulcompletionofthismodulestudentsshouldbeableto:• Analyse general issues and concepts in research on individual and societalbilingualism• Assessresearchonearlybilingualacquisitionoflanguageandonbilingualismandthought• Critically analyse the factors affectingminority and endangered languages,andthecircumstancesinwhichlanguagelossandlanguageattritionarelikelytooccur• DescribeandassessthenatureandextentofIrish/Englishbilingualism• ExaminethehistoryoftheIrishlanguageandassesseffortstorevitaliseit• Appraise the current position of Irish in comparative minority-languagecontext and evaluate the potential of language planning and maintenanceinitiatives• Assess the role of the education system in ensuring intergenerationaltransmissionoftheIrishlanguage• Evaluate theory and research in psycholinguistics, sociolinguistics andeducationthatarerelevanttobilingualismandthepromotionofIrish.Note:StudentsdonotneedtobeabletospeakIrishtotakethismodule.Themodule uses the Irish language in Ireland as a case study through which toexplorebilingualismandthemaintenanceofminoritylanguages.

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This module has four aims: (i) to introduce key concepts and theories inbilingualism(2)toexaminebilingualismandlanguagemaintenanceinIrelandina historical and a comparative context, making reference to other minoritylanguagesituations;(3)tocriticallyevaluatesuccessesandfailuresinnationalefforts to revitalise Irish; and (4) to assess the contribution of the educationsystemtotheintergenerationaltransmissionofthelanguage.The course is intended as an introduction to sociolinguistic research forstudentswho are considering research either on bilingualism or on the Irishlanguage.The topics are presented in lectures and explored in class discussions. Eachstudentalsopresentsamidtermpapertotheclassoneithera)anaspectofbilingualism; b) on a particular bilingual or minority language situation withwhich the student is familiar; c) on a language planning/maintenance issuewithwhich the student is familiar. Specific themes addressed in themoduleinclude:•Generalissuesandconceptsinindividualandsocietalbilingualism•Bilingualfirstlanguageacquisitionandbilingualprocessing•Code-switching,code-mixingandborrowing•Minorityandendangeredlanguages,languagelossandlanguageattrition•ThenatureandextentofIrish/Englishbilingualismtoday•NationaleffortstorevitaliseIrishsincethefoundationofthestate;levelsofsupportforvariousmeasures•Successesandfailures in learningIrishatprimarylevel;Long-termtrendsinattainment•ClassroomlearningofIrish;attitudesofteachers,childrenandparents• Bilingual education and immersion; Educational models that promoteadditivebilingualism•BilingualismandIdentity;theroleofminoritylanguageproficiencyinidentitydevelopmentSuggestedReadings:Baker, C., (2006) Foundations of bilingual education and bilingualism (Third

Edition).Clevedon:MultilingualMatters.Bhatia, T. and W. C. Ritchie, (eds.), (2004) The Handbook of Bilingualism.

Oxford:Blackwell.Dornyei, Z. (2005) The Psychology of the language learner.NJ: Lawrence

ErlbaumAssociates.

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Fishman, J. A., (ed.), (2001) Can Threatened Languages be Saved? Clevedon:MultilingualMatters.

Harris, J. (Ed) (2007) Special Issue: Bilingual education and bilingualism inIrelandNorth and South. International Journal of Bilingual Education andBilingualism,10(4).

Harris,J.,Forde,P.,Archer,P.,NicFhearaile,S.andOGorman,M.(2006)Irishin primary school: Long term national trends in achievement in Irish.Dublin:DepartmentofEducationandScience.

McCardle, P. and Hoff, E. (Eds) (2006) Childhood bilingualism: Research oninfancythroughschoolage.Clevedon:MultilingualMatters.

O'Riagain, P., (1997) LanguagePolicy andSocialReproduction: Ireland1893-1993.Oxford:OxfordUniversityPress.

Assessment:Finalterm3-4,000wordassignment(70%)MidtermPaperpresentation(30%)LI7864CorpusLinguisticsCredits:10Lecturer:ElaineUíDhonnchadha Aims:A corpus consists of a large body of language samples (written/spoken/signed/gestural) which are held electronically in text, audio and/orvideoform.Corporacanbeusedtoprovideevidenceforlinguisticresearch(insyntax,morphology, stylistics,pragmaticsetc.), they canbeused inhistoricaland sociolinguistic studies, they can be used to generate authentic languageteachingmaterials and language testingmaterials, and they are used in thegenerationandtestingofspeechandlanguageprocessingtools.Thismodulewill introduce students to the principles of corpus creation (i.e.design,collection,andannotation),andstudentswillgainexperienceofusingvarioustypesofcorpora,corpusquerytools,andcorpusannotationtools.

Syllabus:Themodulewillcover:

• Corpusdesign,andcollectionandpreparationofcorpusmaterials• Various levels of linguistic annotation, e.g. part-of-speech, phrase

structure,phonetic,prosodic,gestureetc.• Manualandautomaticannotation,andevaluation/verificationmethods• Use of corpora in Theoretical and Applied Linguistic Research, and in

LanguageTeaching/Learning

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• IntheLab,varioustypesofcorporaandcorpusquerytools

LearningOutcomes:Onsuccessfulcompletionofthemodule,studentswillbeableto:

• Identifythebenefitsandlimitationsofusingcorporainvariouslinguisticdomains.

• Analysetherequirementsandformulateacorpuscreationplan• Examinethecurrentannotationstandardsandtoolsandselect/develop

appropriate standards and annotation tools for the particular researchtask

• Useofvarioustypesofcorporaandcorpusquerytools.

Assessment:Assessment for thismodule, amounting to approximately3-4,000words,willconsist of awritten assignment on an aspect of corpus development and/oruse.

SuggestedReadings:Relevantpapersarehandedouteachweek.Developing Linguistic Corpora: a Guide to Good Practice.

http://www.ahds.ac.uk/creating/guides/linguistic-corpora/index.htmAdolphs, A. 2006. Introducing electronic text analysis: a practical guide for

languageandliterarystudies.London:Routledge.Hoffmann,Sebastianetal.2008.Corpus linguisticswithBNCweb -apractical

guide.Oxford:PeterLang.O'Keeffe,AnneandMcCarthy,Michael(eds.)2010.TheRoutledgeHandbookof

CorpusLinguistics.London:Routledge.Pustejovsky,J.&Stubbs,A.2012. NaturalLanguageAnnotationforMachine

Learning:AGuidetoCorpus-BuildingforApplications.O'ReillyMediaMcEnery, T., R. Xiao and Y. Tono 2006. Corpus-based Language Studies.

London:Routledge.Hunston, Susan 2002. Corpora in Applied Linguistics. Cambridge University

PressAbeillé, A. 2003. Treebanks: Building and Using Parsed Corpora. London:

Kluwer.Sinclair, John M. 2004. Trust the Text: Language, Corpus and Discourse.

London:Routledge.Meyer, Charles F. 2002. English Corpus Linguistics. Cambridge: Cambridge

UniversityPress.

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LI7886GovernanceandPoliticsofthePRCCredits:10Lecturer:HeidiNingkangWang-Kaeding

Aims:Thismodule introduces students to the governance andpolitical economy incontemporaryChina.

Syllabus:Thismoduleprovidesanexaminationofpoliticaleconomyandgovernance incontemporary China, two closely related topics that have drawn extensiveinterests in policy and business circles.More specifically, it seeks to analysehow the Chinese state has reformed organizationally and institutionally toadapttherapidlygrowingeconomy,whatchallengesthestatecurrentlyfacesin governance and regulation, and how political interests shape Chineseofficialsandotherstateactors’domesticandoverseaseconomicbehaviors,inAfrica for example. It also discusses major governance issues including theprovision of public goods, media management, corruption, and theenvironment, with a focus on the political logic behind the government’sresponsestotheseissues.

Learningoutcomes:1. Understand the evolution of China's political institutions and discuss their

rolesinthegovernanceofChina2.Articulate the different theoretical and ideological viewpoints on China’s

growthandstabilityinthelasttwentyyears3. Analyse the pressing public issues challenging the country in its path to

development.4.Debatetheimpactofgeography,nationalismandethnicstructureonstate-

buildinginChina5.AnalyseChina'sgrowthand importanceasapoliticalandeconomicpower

andanalyseitsroleontheworldstage.

Assessment:(i)Continuousassessment-In-classpresentation(20%)(ii)3,000–4,000wordassignment(80%)

Suggestedreadings:Brautigam,Deborah.2009.Thedragon'sgift:therealstoryofChina inAfrica.

OxfordUniversityPress.

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Economy,ElizabethC.2011.Theriverrunsblack:theenvironmentalchallengetoChina'sfuture.CornellUniversityPress.

Huang, Yasheng. 2008. Capitalism with Chinese Characteristics:EntrepreneurshipandtheState.CambridgeUniversityPress.

Kroeber, Arthur R. 2016. China’s Economy:What Everyone Needs to Know?OxfordUniversityPress.

Tsai, Kellee S. 2007. Capitalism without Democracy: The Private Sector inContemporaryChina.IthacaandLondon:CornellUniversityPress.

LI7887BusinessandEconomyofContemporaryChinaCredits:10Lecturers:various

Aims:Thismodule introduces students to business and economy of contemporaryChina.

Syllabus:Thismodule introduces students to business and economy of contemporaryChina since 1978 and during the series of reforms. Themodule explores thekeymacro- andmicro- economic factors aswell as social aspects that shapebusiness in China today. Key issues covered include economic reform,agricultural and rural development, industrial development, exports andinvestment, services, state firms and state management of the economy,central-localrelationsandregionaldevelopment.

Learningoutcomes:1. Understand how business in China is influenced by its institutional and

economicenvironment2. UnderstandbusinesspracticesinChina3. DemonstrateabasicknowledgeofcurrenteconomictrendsinChina4. IdentifykeyissuesfacedbybusinessesincontemporaryChina5. Utilise different theoretical perspectives and types of evidence in

addressingquestionsrelatingtoChina'sbusinessenvironments6. Apply critical analytical skills in evaluating different explanations of

problems,issuesandtrendsinChina'sbusinessenvironment

Assessment:(i)Continuousassessment-In-classpresentation(20%)(ii)3,000–4,000wordassignment(80%)

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Suggestedreadings:Guthrie, D. 2012.China and globalisation: the social, economic, and political

transformationofChinesesociety.NewYork:Routledge.Hamilton,G.G.2006.Commerceandcapitalism inChinese societies. London:

Routledge.Jeffries, I. 2006. China: a guide to economic and political developments.

London:Routledge.Krug, B. (ed.). 2004. China’s rational entrepreneurs: the development of the

newprivatebusinesssector.NewYork:Routledge.Kuhn,R.L.2010.HowChina’s leadersthink:theinsidestoryofChina'sreform

andwhatthismeansforthefuture.Singapore:JohnWiley&Sons.Zhang, W. 2011. Entrepreneurial and business elites of China: the Chinese

returneeswhohaveshapedmodernChina.Bingley:Emerald. LI7889ChineseLanguageVarietiesandDiasporainaGlobal

ContextCredits:10Lecturer:NingJiang

Aims:This module explores the nature of Chinese varieties as world languagesincluding Mandarin, Cantonese and Hokkien. It outlines the origins anddevelopment of Chinese varieties outside Chinawithin the context of social,historical,andlinguisticframework.

Syllabus:ThismodulelocatestheChinesediasporaandlanguageinaglobalperspective.It explores the nature of Chinese varieties as world languages includingMandarin, Cantonese and Hokkien. It also outlines the origins anddevelopment of Chinese varieties outside Chinawithin the context of social,historical,andlinguisticframework.ThemoduleaddressesthedevelopmentofChinese as a Heritage Language, and the international growth in interest inChineseasaForeignLanguage.

Learningoutcomes:Onsuccessfulcompletionofthismodule,studentsshouldbeableto:1. Analyse general issues and concepts in the growth of Chinese language

varietieswithinEastAsiaandinternationally.2. Evaluate theory and research in applied linguistics, sociolinguistics and

educationthatarerelevanttoChineseasagloballanguage.

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3. DescribeandevaluatethedevelopmentofChineseasaHeritageLanguage4. Assesstheroleoffactorswhichmayensureintergenerationaltransmission

ofChineseasaHeritageLanguage5. Appraise the current position of Chinese as a Foreign Language in the

contexts presented in themodule and evaluate the potential for growthandcurriculuminitiatives

Assessment:(i)Continuousassessment-In-classpresentation(20%)(ii)3,000–4,000wordassignment(80%)

Suggestedreadings:Barret, Tracy C. 2012. The Chinese diaspora in Southeast Asia: The overseas

ChineseinIndo-China.London:Tauris.Lan, Shanshan. 2012. Diaspora and class consciousness: Chinese immigrant

workersinmultiracialChicago.NewYork:Routledge.Sun, Wanning (ed.) 2006. Media and the Chinese diaspora: Community,

communicationsandcommerce.Abingdon:Routledge.Tsu, Jing. 2010. Sound and script in Chinese diaspora. Cambridge, Mass.:

HarvardUniversityPress. LI8001ChinainComparativePerspectiveCredits:10Lecturers:JohnBlairandJerushaMcCormack

Aims:ThismoduleapproachesChinaasacivilisationincomparisonwiththewaysoflifecultivatedintheWestoverthelast3000yearsorso.Wefocusonbringingtogether specific comparative perspectives on education, on families, ongovernancesystems,oneconomicandecologicalattitudes,onhumannatureandpsychology,andfinallyonvaluesandworldviews.

Syllabus:ThismoduleapproachesChinaasacivilisationincomparisonwiththewaysoflife cultivated in theWest over the last 3000 years or so. This depth in timehelpstokeeppresent-daydevelopmentsinperspective.Trackingawholewayofliferequirestakingintoaccountdiverseconcernsthatarecommonlytreatedas the preserves of distinct academic disciplines. Here the focus bringstogether specific comparative perspectives on education, on families, on

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governancesystems,oneconomicandecologicalattitudes,onhumannatureand psychology, and finally on values and world views. Students will beexpected toapply theapproaches theyhavealready learnedand todrawontheirStudyAbroadexperiences inmakingconnectionsbetweenthesevariousdomainsinbothChinaandtheWest.Thegoalisaricherandpossiblyamorecomplicated perspective on ways of life that have endured and grown formillennia.

Learningoutcomes:Onsuccessfulcompletionofthismodule,studentsshouldbeableto:1. Have a clear sense of the value and methods of comparing civilisations,

takingintoaccounttheimportanceofethnocentrismasahumanuniversal;2. Recognisethenatureofculturalchange inboth inChinaandtheWestby

tracinghowtraditionalpracticesandideasinbothworldscomparetotheirmoderncounterparts;

3. Describehowtheprocessesofabandoning traditional ideasandpracticesinbothcivilisationsresultinmultipleanddifferentlytimedmodernities;

4. Identify the ideas behind dominant worldviews that have the mostenduringeffectsonlifeinChinaandtheWest;

5. Relate to how most Chinese people look at the world and how thatperspectivediffersfromthatofmostpeopleintheWest;

6. Critique the thinking that lies behind Chinese actions in today’s world –how Western questions may easily miss the perspectives that guideChinesethinking;and

7. ExplainongoingconflictsbetweenChinaandWesternnations.

Assessment:(i)In-classpresentation(20%)(ii) Continuous assessment – consisting of a final test and twopapers of notmorethan4,000wordsonapprovedcomparativetopics(80%)

Suggestedreadings:Chang,L.T.2010.Factorygirls:VoicesfromtheheartofmodernChina.London:

Picador.Cockain,A.2011.YoungChineseinUrbanChina.London:RoutledgeGoody,J.2006.TheTheftofHistory.Cambridge:CambridgeUniversityPress.Harrison,H.2001.China(InventingtheNation).London:Arnold.Leonard,M.(2008).WhatDoesChinaThink?London:HarperCollins.McCormack, Jerusha and Blair, John G. 2016. Thinking through China. New

York/London:RowmanandLittlefield.

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Peerenboom,R.2007.ChinaModernizes:ThreattotheWestorModelfortheRest?Oxford:OxfordUniversityPress.

Saich, T. 2010. Governance and Politics of China. Hampshire: PalgraveMacmillan.

Spence,J.D.1991.ThesearchformodernChina.NewYork:Norton.Stockman,N.2001.UnderstandingChineseSociety.Cambridge:PolityPress.Zarrow,P.2005.ChinainWarandRevolution,1895-1949.London:Routledge.LI7893ChinesetranslationinpracticalcontextsCredits:10Lecturer:NingJiang

AimsThe module introduces students to the skills that would be required of aChinese translator, learning to appraise translated texts and to translateselected pieces of texts on their own. Emphasis is placed on translation inpractice; that is, pieces of translated texts or texts awaiting translation thatstudentsmayexpecttocomeacrossintheirfuturecareerorfurtherstudiestodowith China or Chinese. Texts involving Chinese-English or English-Chinesetranslation are examined as they are actually found in everyday contexts ofcontemporary Chinese language, society and culture, identifying any pitfalls,shortcomings or praiseworthy aspects for in-depth discussion and learning.Therewillbeampleopportunity forstudentstohonetheir translationalskillsthrough practice, as they will be encouraged to identify any potentiallynoteworthytranslationtexts.

SyllabusThe module introduces students to some of the most typical challengesconfrontingcontemporaryChinesetranslation(translatingChineseintoEnglishor English into Chinese). Drawing from real-life primary sources relevant toaspects of Chinese language, society and culture, translated texts will beanalysedanddiscussedandselected textswillbe translated.Primarysourceswill also focus on those subject matters that relate to students’ areas ofinterestincontemporaryChineseStudies,includingbutnotlimitedtobusinessand economy, politics and governancemodern Chinese history and thought.Theseprimarysourcesconsistofnotonlywrittentextsbutalsotextsobtainedfrom multimedia and social media. Students will learn to appraise existingtranslationsaswellasthoseoftheirown.Criticalissuessuchasthetranslationof cultural key concepts and the implications of translations for crossculturalcommunicationarealsoaddressed.

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Learningoutcomes1. RecognisetheskillsrequiredinChinesetranslation;2. IdentifykeychallengeswithChinese-EnglishorEnglish-Chinese

translations;3. Appraiseexistingpiecesoftranslatedtextsanddetermineanypitfall,

shortcomingormeritintranslation;4. HaveaclearsenseoftherelationbetweenChinesetranslationandthe

transmissionofChineselanguage,societyandculture;and5. ApplyknowledgeandskillsacquiredtocompletingChinese-Englishor

English-Chinesetranslation.

Assessment(i) In-classpresentation(20%)(ii) Continuousassessment,classexercises(20%)(iii) Assignment(anindividualtermpaper)(60%)

SuggestedreadingsChen, Shu Hua. 1990. English Rhetorics and Translation. Beijing: Beijing Post

AcademicPress.Chen, Zhong Sheng. 1984. Lexicon in Translation. Ji Lin: Ji Lin People’s

Publishing.Meng, Guan Ling. 1990. Translation Theory and Techniques. Beijing: Beijing

NormalUniversityPress.Pellat,ValerieandLiu,EricT.2010.ThinkingChineseTranslation:Acourse in

translationmethodChinesetoEnglish.London:Routledge.Si,Guo.2003.NewExplorationsinTranslation.Taipei:JiuYuPrinting.Wang, Guan Zhen, Tsai, Zheng Xiong and Dai, Jin Shan. Year Unknown.

SententialTypesinTranslation.HongKong:OverseasEnglishPublishing.Zhang,PeiJi.1983.AStudyonChineseIdiomaticUsage.HongKong:

CommercialPress.LI7006Mandarin2Credits:10Lecturers:HongfeiWangandChangZhang

AimsThismodulebuildsonworkcompletedinMandarin1andprovidestheopportunityforpost-beginnerstoconsolidatetheirbasicknowledge.Itfocuses

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onfurtherdevelopingstudentskillwithintheframeworkoftheCEFRtofullachievementofthecompetencesoutlinedintheA1commonEuropeanproficiencyband.

SyllabusThislanguagemoduleemploysatask-basedcurriculumtoengagestudentsinlanguagelearning.Thetargetlanguageisusedasthemediumofcommunicationasmuchaspossible.Authentictextsareusedassourcematerials.

LearningoutcomesOncompletionofthismodule,studentsshouldbeabletodemonstratethefollowingskills:A.Productiveskills

1. Understandindividualsentencesandcommonlyusedexpressionsrelatedtoareasofinterestandrelevancei.e.basicpersonalandfamilyinformation,shopping,localgeographyandemployment.

2. RequestandrespondinbasicMandarinaboutinformationrelatingtofamiliarsituationsorroutinematters.

3. DescribeinbasicMandarinaspectsofhis/herbackground,presentenvironment,andexpresshis/herneeds.

4. Manageshortsocialconversations.5. Produceshort,simplenotesandmessages,e.g.athankyoutosomeone

forafavourdone,giftgiven,etc.

B.Receptiveskills6. Understandphrasesandcommonvocabularyrelatedtoareasofgeneral

personalknowledgee.g.informationabouthis/herself,family,occupationandresidentialarea.

7. Comprehendshort,simpleannouncementsandmainpoint/sincommunication.

Assessment(i) Continuousassessmentbasedonproject(40%)(ii) (ii)Classtest(60%)

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Academic standards in student work

ATTRIBUTIONANDPLAGIARISMAll quotations from published and unpublished sourcesmust begin and endwithquotationmarksandbeaccompaniedbyafullreference(seebelow).Thefollowingpracticesareunacceptableandwillbetreatedasplagiarism:• copyingwithoutacknowledgement;• selective copying (which omits words, phrases or sentences from the

original)withoutacknowledgement;• closesummarywithoutacknowledgement.Nostudentfoundguiltyofplagiarismwillbe(i)awardedadegreeordiplomaor(ii)supportedinapplicationsforadmissiontoothercoursesofstudyeitheratTrinityCollegeorelsewhere.To ensure that you have a clear understanding of what plagiarism is, howTrinity deals with cases of plagiarism, and how to avoid it, you will find arepositoryofinformationathttp://tcd-ie.libguides.com/plagiarism Weaskyoutotakethefollowingsteps:

(i) Visit the online resources to inform yourself about how Trinitydeals with plagiarism and how you can avoid it at http://tcd-ie.libguides.com/plagiarism . You should also familiarize yourselfwith the 2015-16 Calendar entry on plagiarism located on thiswebsiteandthesanctionswhichareapplied;

(ii) Completethe‘Ready,Steady,Write’onlinetutorialonplagiarism

at http://tcd-ie.libguides.com/plagiarism/ready-steady-write.Completingthetutorialiscompulsoryforallstudents.

(iii) Familiariseyourselfwiththedeclarationthatyouwillbeaskedto

sign when submitting course work at http://tcd-ie.libguides.com/plagiarism/declaration

(iv) ContactyourCollegeTutor,yourCourseDirector,oryourLecturer

ifyouareunsureaboutanyaspectofplagiarism. Plagiarismisaseriousdisciplinaryoffence:seealsotheCollegeregulationsonplagiarismprintedattheendofthishandbook.

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REFERENCESStudents should ensure that they follow good academic practice in thepresentation of essays and other written work. In assignments anddissertations references should be given in themain bodyof the text, givingthe author and year of publication of thematerial being cited. Specific pagereferencesmustbegivenforquotations.Usingthe'author/date'systemyieldsreferencessuchas:

Bialystok(2001)[forreferencetoaworkasawhole]Coleman(2002,p.115)[forreferencetoonepageinawork]Tonhauser(2007,pp.838-841)[forreferencetoseveralpages]

Acompletealphabeticallistofreferencesmustbeincludedattheendofeachpiece of work. Each type of work cited (book, article in a book, article in ajournal, etc.) has a particular format which should be followed carefully.Detailed information on references, essay format, and the use of linguisticexamples is given to students during orientation week: the following formsshould be remembered as a guide to the most-commonly used publishedsources. Bialystok, Ellen. 2001. Bilingualism in Development: Language, Literacy, and

Cognition.Cambridge:CambridgeUniversityPress.Coleman, J.2002.Phonetic representations in themental lexicon, in J.Duran

andB.Laks(eds.),Phonetics,Phonology,andCognition,pp.96-130.Oxford:OxfordUniversityPress.

Tonhauser, Judith. 2007. Nominal tense? The meaning of Guaraní nominaltemporalmarkers.Language83:831-869.

Assignments

PRESENTATION

Language. The discursive component of assignments must be written inEnglish. Illustrative materials and examples may be in any appropriatelanguage.Length. The discursive component of assignments, including quotations fromsecondarysources,mustnotexceedthe limitsstated inthemodulehandout.Studentsarerequiredtonotethewordcountonthefrontofeachassignment.Theywillbepenalizedforexceedingthestatedwordlimit.Printingrequirements.Assignmentsshouldbeword-processedandprintedonone side of the paper only, using double or 1.5 spacing,with amargin of atleast one inch (2.5 cm) at the top, bottom, left, and right of the page.

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Examinerswillpayparticularattentiontothepresentationofassignments,andcandidateswhoseworkisdeficientinthisregardwillbepenalized.Title page. Each assignment must begin with a title page that contains thefollowing information (in thisorder): the full nameof its author; the studentnumberoftheauthor;thetitleoftheassignmentorthetaskthatitfulfils;thepartofthecoursetowhichitisattached(whereapplicable);thetermandyearinwhichitissubmitted.Pagination.Allpagesmustbeclearlyandsequentiallynumbered.Binding. Assignments need not be bound in any formal sense, but all pagesmustbefirmlyfixedtogether,e.g.byastrongstaple.References. Everyassignmentmust includeanalphabetical listof references,presentedaccordingtotheconventionssetoutabove.Doubtful cases. Candidates who are uncertain how to apply the aboveconventionstoanyoftheirassignmentsshouldconsultwiththemember(s)ofstaffresponsibleforthepart(s)ofthecourseinquestion.

SUBMISSION

AssignmentsmustbehandedinatRoom4091,ArtsBuildingonorbeforethedate they are due. Unless they present a medical certificate to the coursecoordinator, students are automatically penalized for late submission of anassignment – 5% if the assignment is up to oneweek late and 10% if theassignmentisbetweenoneandtwoweekslate.Withoutamedicalcertificate,no assignment will be accepted later than two weeks after the submissiondate.

GRADES

Assignmentsaregradedaccordingtothescaleingeneraluseintheuniversity:I 70+II.1 60-69II.2 50-59III 40-49F1 30-39(fail)F2 0-29(fail)Ingeneralthefourpassingclassesaretobeinterpretedasfollows:

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I demonstratesafullunderstandingofkeyissues,anabilitytoconstructadetailed argument on the basis of that understanding, and a capacity fordevelopinginnovativelinesofthoughtII.1 demonstratesafullunderstandingofkeyissuesandanabilitynotonlytoconstruct a detailed argument on the basis of that understanding, but togenerateadditionalinsightsII.2 demonstrates a full understanding of key issues and an ability toconstructadetailedargumentonthebasisofthatunderstandingIII demonstratesanadequateunderstandingofkeyissuesandanabilitytoconstructabasicargument.Grades received as part of student feedback are provisional; final grades aredecided at the Court of Examiners meeting in late May. Results arecommunicatedtothestudent’shomeuniversitybyAcademicRegistry.

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Appendix 1 – Plagiarism

ExtractfromGeneralRegulationsandInformation,UniversityCalendar,Paragraphs96-105

https://www.tcd.ie/calendar/undergraduate-studies/general-regulations-and-information.pdf Plagiarism

96General

It isclearlyunderstoodthatallmembersoftheacademiccommunityuseandbuildontheworkandideasofothers.Itiscommonlyacceptedalso,however,thatwebuildontheworkandideasofothersinanopenandexplicitmanner,andwithdueacknowledgement.

Plagiarism is theactofpresenting theworkor ideasofothers asone’sown,withoutdueacknowledgement.

Plagiarismcanarisefromdeliberateactionsandalsothroughcarelessthinkingand/ormethodology. The offence lies not in the attitude or intention of theperpetrator,butintheactionandinitsconsequences.

Itistheresponsibilityoftheauthorofanyworktoensurethathe/shedoesnotcommitplagiarism.

Plagiarismisconsideredtobeacademicallyfraudulent,andanoffenceagainstacademic integrity that is subject to the disciplinary procedures of theUniversity.

97ExamplesofPlagiarism

Plagiarismcanarisefromactionssuchas:

(a)copyinganotherstudent’swork;

(b) enlisting another person or persons to complete an assignment onthestudent’sbehalf;

(c)procuring,whetherwithpaymentorotherwise,theworkorideasofanother;

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(d) quotingdirectly,without acknowledgement, frombooks, articles orothersources,eitherinprinted,recordedorelectronicformat,includingwebsitesandsocialmedia;

(e) paraphrasing, without acknowledgement, the writings of otherauthors.

Examples (d) and (e) in particular can arise through careless thinking and/ormethodologywherestudents:

(i)failtodistinguishbetweentheirownideasandthoseofothers;

(ii) fail to take proper notes during preliminary research and thereforelosetrackofthesourcesfromwhichthenotesweredrawn;

(iii) fail to distinguish between information which needs noacknowledgement because it is firmly in the public domain, andinformation which might be widely known, but which neverthelessrequiressomesortofacknowledgement;

(iv)comeacrossadistinctivemethodologyor ideaandfail torecord itssource.

Alltheaboveserveonlyasexamplesandarenotexhaustive.

98Plagiarisminthecontextofgroupwork

Students should normally submit work done in co-operation with otherstudentsonlywhen it is donewith the full knowledgeandpermissionof thelecturer concerned. Without this, submitting work which is the product ofcollaborationwithotherstudentsmaybeconsideredtobeplagiarism.

Whenworkissubmittedastheresultofagroupproject,itistheresponsibilityof all students in the group to ensure, so far as is possible, that no worksubmitted by the group is plagiarised. In order to avoid plagiarism in thecontextofcollaborationandgroupwork,itisparticularlyimportanttoensurethateachstudentappropriatelyattributesworkthatisnottheirown.

99Selfplagiarism

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Noworkcannormallybesubmittedformorethanoneassessmentforcredit.Resubmitting the same work for more than one assessment for credit isnormallyconsideredself-plagiarism.

100Avoidingplagiarism

Studentsshouldensuretheintegrityoftheirworkbyseekingadvicefromtheirlecturers, tutor or supervisor on avoiding plagiarism. All schools anddepartments must include, in their handbooks or other literature given tostudents,guidelinesontheappropriatemethodologyforthekindofworkthatstudentswillbeexpectedtoundertake.Inaddition,ageneralsetofguidelinesfor students on avoiding plagiarism is available on http://tcd-ie.libguides.com/plagiarism.

101Ifplagiarismasreferredtoin§96aboveissuspected,inthefirstinstance,theDirectorofTeachingandLearning(Undergraduate),ortheirdesignate,willwrite to the student, and the student’s tutor advising them of the concernsraised. The student and tutor (as an alternative to the tutor, students maynominatearepresentativefromtheStudents’Union)willbeinvitedtoattendan informal meeting with the Director of Teaching and Learning(Undergraduate), or their designate, and the lecturer concerned, in order toput their suspicions to the student and give the student the opportunity torespond. The studentwill be requested to respond inwriting stating his/heragreementtoattendsuchameetingandconfirmingonwhichofthesuggesteddatesandtimesitwillbepossibleforthemtoattend.Ifthestudentdoesnotinthis manner agree to attend such a meeting, the Director of Teaching andLearning (Undergraduate), or designate, may refer the case directly to theJunior Dean, who will interview the student and may implement theproceduresasreferredtounderCONDUCTANDCOLLEGEREGULATIONS§2.

102 If the Director of Teaching and Learning (Undergraduate), or designate,forms the view that plagiarism has taken place, he/she must decide if theoffence can be dealt with under the summary procedure set out below. Inorder for this summary procedure to be followed, all parties attending theinformalmeetingasnotedin§101abovemuststatetheiragreementinwritingtotheDirectorofTeachingandLearning(Undergraduate),ordesignate.Ifoneofthepartiestotheinformalmeetingwithholdshis/herwrittenagreementtothe application of the summaryprocedure, or if the facts of the case are indispute, or if the Director of Teaching and Learning (Undergraduate), ordesignate,feelsthatthepenaltiesprovidedforunderthesummaryprocedurebelowareinappropriategiventhecircumstancesofthecase,he/shewillrefer

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thecasedirectly to the JuniorDean,whowill interviewthestudentandmayimplement the procedures as referred to under CONDUCT AND COLLEGEREGULATIONS§2.

103 If the offence can be dealt with under the summary procedure, theDirector of Teaching and Learning (Undergraduate), or designate, willrecommendoneofthefollowingpenalties:

(a) Level 1: Student receives an informal verbal warning. The piece ofworkinquestionisinadmissible.Thestudentisrequiredtorephraseandcorrectlyreferenceallplagiarisedelements.Othercontentshouldnotbealtered. The resubmitted work will be assessed and marked withoutpenalty;

(b)Level2:Studentreceivesaformalwrittenwarning.Thepieceofworkin question is inadmissible. The student is required to rephrase andcorrectlyreferenceallplagiarisedelements.Othercontentshouldnotbealtered. The resubmitted work will receive a reduced or cappedmarkdependingontheseriousness/extentofplagiarism;

(c)Level3:Studentreceivesaformalwrittenwarning.Thepieceofworkinquestionisinadmissible.Thereisnoopportunityforresubmissionwithcorrections. Instead, the student is required to submit a new piece ofworkasa reassessmentduring thenextavailablesession.Provided theworkisofapassingstandard,boththeassessmentmarkandtheoverallmodulemarkwill be capped at the passmark.Discretion lieswith theSenior Lecturer in cases where there is no standard opportunity for areassessmentunderapplicablecourseregulations.

104Providedthattheappropriateprocedurehasbeenfollowedandallpartiesin §101 above are in agreement with the proposed penalty, the Director ofTeachingandLearning(Undergraduate)shouldinthecaseofaLevel1offence,informthecoursedirectorandwhereappropriatethecourseoffice.Inthecaseof a Level 2 or Level 3 offence, the Senior Lecturer must be notified andrequested to approve the recommended penalty. The Senior Lecturer mayapprove,reject,orvarytherecommendedpenalty,orseekfurtherinformationbeforemaking a decision. If the Senior Lecturer considers that the penaltiesprovided for under the summary procedure are inappropriate given thecircumstances of the case, he/shemay also refer thematter directly to theJuniorDeanwhowillinterviewthestudentandmayimplementtheproceduresas referred to under CONDUCT AND COLLEGE REGULATIONS §2.

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Notwithstanding his/her decision, the Senior Lecturer will inform the JuniorDean of all notified cases of Level 2 and Level 3 offences accordingly. TheJuniorDeanmayneverthelessimplementtheproceduresasreferredtounderCONDUCTANDCOLLEGEREGULATIONS§2.

105Ifthecasecannotnormallybedealtwithunderthesummaryprocedures,itisdeemedtobeaLevel4offenceandwillbereferreddirectlytotheJuniorDean. Nothing provided for under the summary procedure diminishes orprejudices the disciplinary powers of the Junior Dean under the 2010ConsolidatedStatutes.

Seealso:

PlagiarismPolicy

AvoidingPlagiarism(LibraryGuide)

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Appendix 2 – European Credit Transfer and Accumulation System (ECTS )

The European Credit Transfer and Accumulation System (ECTS) is anacademiccreditsystembasedontheestimatedstudentworkloadrequiredtoachieve theobjectives of amodule or programmeof study. It is designed toenableacademicrecognitionforperiodsofstudy,tofacilitatestudentmobilityand credit accumulation and transfer. The ECTS is the recommended creditsystem for higher education in Ireland and across the European HigherEducationArea.

The ECTS weighting for a module is ameasure of the student input orworkloadrequired for thatmodule, based on factors such as the number ofcontact hours, the number and length of written or verbally presentedassessment exercises, class preparation and private study time, laboratoryclasses, examinations, clinical attendance, professional training placements,andsoonasappropriate.Thereisnointrinsicrelationshipbetweenthecreditvolumeofamoduleanditslevelofdifficulty.

TheEuropeannormforfull-timestudyoveroneacademicyearis60credits.1creditrepresents20-25hoursestimatedstudent input,soa10-creditmodulewill be designed to require 200-250 hours of student input including classcontacttime,assessmentsandexaminations.

ECTScreditsareawardedtoastudentonlyuponsuccessfulcompletionofthecourseyear.Progressionfromoneyeartothenextisdeterminedbythecourseregulations. Studentswho faila yearof their coursewill notobtain credit forthat year even if they have passed certain component courses. Exceptions tothisruleareone-yearandpart-yearvisitingstudents,whoareawardedcreditforindividualmodulessuccessfullycompleted.

Appendix 3 – Links to University regulations, policies, and procedures

AcademicpoliciesStudentcomplaintsprocedureDignityandrespectpolicy

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Appendix 4 – Feedback and Evaluation

Allmoduleswill be evaluatedby anonymous survey of students towards theendofthemodule.Studentevaluationandfeedback