Applied Linguistics, MA

University of Greenwich

This module will give students a sound understanding of contemporary theoretical perspectives in Second Language Acquisition. The module helps students develop an understanding of the relationship between empirical research methods and theories of acquisition. The module provides students with the necessary analytical and reasoning skills to examine issues in second language acquisition. It explores the evaluation of data and proposal of hypothesis to solve a range of linguistics problems.

To provide students with the opportunity to carry out an original and substantial piece of work on an individual research topic of their own choosing (with supervisor approval), relating to the overarching themes of either applied linguistics or TESOL; • To enable students to manage their work effectively, with a high level of autonomy; • To enable students to carry out a rigorous literature review, and analyse data; • To enable students to present research findings in an appropriate manner; • To provide students with an understanding of issues related to ethical considerations in research.

Aims: To extend students? knowledge of a range of key contemporary issues within the field of English Language Teaching; To familiarise students with different approaches and methods used in English Language Teaching since the mid-20th century; To encourage students to engage critically with current thinking concerning English Language Teaching; To analyse the social and cultural factors which influence English language teaching in specific contexts; To encourage students to reflect on their own experiences as learners and/or teachers, to evaluate their own understanding and proficiency, and to help them to further their professional development by extending their analytical, critical and global outlook.

• To provide students with knowledge about language variation. • To develop students’ understanding about how language variation may impact second language acquisition • To develop students’ technical knowledge on the processes driving second language acquisition further • To sharpen students’ ability to formulate hypotheses based on data relating to language variation and acquisition • To hone students’ ability to make predictions on acquisition issues based on the variation between the native language of the learner and the target language • To develop students’ confidence with the use of empirical research methods to resolve language questions.

In part one, students will be introduced to the principles of syllabus and materials design while engaging in the practical development of classroom materials for general EFL and specific purposes in language classrooms. Students will also be expected to engage in critical debates on the role and future of material development and publishing in the era of digital communication and translation machines as well as in critical debates on biases and stereotypes portrayed in language textbooks. In part two, students will engage in a critical appreciation of the differences between assessing and teaching - their rationale and ethics - against the background of current assessment and testing practices. The practical focus of the course expects students to demonstrate ability in assessing language proficiency in the four skills as well as in designing and administering language assessments and tests.

This course will give students a sound understanding of the history of translation and key concepts in Translation Studies. The course explores translation both as a product and process taking into account different text types and genre. Students will learn about translation strategies in the transposition of language and culture. The course will conceptualise translation as a norm-influenced rewriting or even manipulation of the source text and will also provide an insight into the professional environment of the translator.

This module aims to: • develop an awareness of the role of scientific enquiry in language learning; • introduce students to the principles of data collection and analysis; • provide students with an opportunity to carry out a critical enquiry using an appropriate methodology in second language research; • enable students to manage their work effectively, by following stage-by-stage the initial components and elements of research project (e.g., Introduction, Background, Method); • enable student to analyse and present their conclusion in an appropriate manner (e.g., Analysis, Interpretation, Conclusion); • enable students to integrate knowledge and data in order to provide an appropriate critical analysis.

The aims of this module are: to sharpen a scientific reflection on the properties of human language; to extend students? knowledge in syntax and its relation to meaning; to sharpen students? ability to formulate theoretical hypotheses based on data; to sharpen analytical skills and logical reasoning by examining complex linguistic issues where different factors interfere; and to develop students? confidence with the use of empirical research methods to resolve language questions.