University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code: UPNQ9R-30-3 Title: English Language Project Version: 1

Level: 3 UWE credit rating: 30 ECTS credit rating: 15

Module type: Project

Owning Faculty: SSH

Field: Linguistics

Valid from: September 2008

Contributes towards: Awards up to BA (Hons)

Pre-requisites: None

Co-requisites: None

Excluded combinations: Linguistics Project

Learning outcomes:

At the end of the taught part of the module the successful student will:

• Demonstrate an understanding of a variety of research methods, including quantitative, qualitative, and fieldwork methods (Component A, Element 1)

• Develop skills in designing tools for data collection (interviews, questionnaires, recordings) (Component A, Element 1)

• Demonstrate an understanding of the processes of data coding and analysis and the problems involved in collecting, transcribing and analysing samples of naturally-occurring speech (Component A, Element 1).

• Have an awareness of ethical issues in research and fieldwork (Component A, Element 1).

• Structure a detailed research design reflecting understanding of the chosen method and its suitability for the research in question (Component A, Element 1).

Upon successful completion of this module, students will be able to demonstrate:

• An ability to carry out a research project, including planning, data collection (or sampling of texts), analysis and writing up (Component A, Element 2).

Syllabus outline:

• Literature Reviews

• Research problems, questions and hypotheses

• Quantitative vs. Qualitative approaches.

• Mixed method approaches –Triangulation

• Interviews, Questionnaires and Observations

• Recording and Transcribing naturally- occurring speech

• Ethics

• Research designs will be developed and discussed.

• This syllabus will be adapted to the specific needs of the students.

Teaching and learning methods:

The delivery mode for the taught part is through lectures, seminars/workshops and reading. Exercises and tasks will be set, carried out by the students and commented on by the tutor. Upon completion of the taught part, each student will plan and carry out an empirical research project, under supervision of a member of the staff. The students are encouraged to work independently, but will regularly meet with their supervisors to discuss progress and receive expert advice.

Reading Strategy

Essential reading: students will be expected to purchase the essential textbooks. In addition, chapters or articles will be made available via the Digital Collections or through the UWE Library Services collection of electronic resources, or as printed study packs. Material could be placed in the short loan collection for students completing their dissertation at UWE. Further reading: Suggestions for further reading will be supplied. Copies of journal articles will be available electronically as above. Students will receive appropriate skills development to ensure they are able to identify and locate relevant material.

Indicative Reading List:

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.

    • Bachman, Lyle F. (2004). Statistical Analysis for Language Assessment. Cambridge: Cambridge University Press.

    • Cameron, D. (2001). Working with Spoken Discourse. London: Sage

    • DeVaus, D.A. (2002). Research Design in Social Research. Thousand Oaks, CA: Sage

    • Duff, P. (2002). Research approaches in applied linguistics. In R. A. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 13-23). Oxford: Oxford University Press.

    • Dörnyei, Z. (2007) Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press

    • Dörnyei,Z. (2003). Questionnaires in second language research: construction, administration, and processing. Mahwah,N.J.:Lawrence Erlbaum Associates.

    • Ellis, R. & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press.

    • Hatch, E. and Lazaraton A. (1991) The research manual: design and statistics for applied linguistics. Boston, Mass.: Heinle & Heinle.

    • Hussey, J. & Hussey, R. (1997). Business Research. London: McMillan.

    • Mackey, A. & Gass, S. M. (2005). Second language research methodology and design. Mahwah, NJ: Lawrence Erlbaum.

    • Marshall, C & Rossman, G. B. (2006). Designing qualitative research. 4th ed. Thousand Oaks: Sage.

    • Mason J. (2002) Qualitative Researching (2nd ed.). London: Sage.

    • McDonough, J. and McDonough, S. (1997). Research Methods for Language Teachers. London: Arnold.

    • Nunan, D. (1992). Research Methods in Language Learning. Cambridge University Press.

    • Richards, K. (2003). Qualitative inquiry in TESOL.  Basingstoke, Hampshire: Palgrave Macmillan

    • Seliger, H. & Shohamy, E. (1989). Second Language Research Methods. Oxford University Press.

    • Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.

    • Wengraf, T. (2001). Qualitative Research Interviewing. London: Sage.

    • Woods, A., Fletcher, P. and Hughes A. (1986). Statistics in language studies. Cambridge: University Press (Cambridge Textbooks in Linguists)

NB Other suggestions will be made to students in the module handbook (or equivalent) and as the course progresses.

Assessment

Weighting between components A and B (standard modules only) A: 100% B: n/a

ATTEMPT 1

First Assessment Opportunity

Description of each element Element weighting

1. Research Design –appr. 2000 words 30%

Element weighting

2. Project- 5000 -6000 words 70%

Second Assessment Opportunity (further attendance at taught classes is not required)

Description of each element Element weighting

1. Research Design –appr. 2000 words 30%

Element weighting

2. Project- 5000-6000 words 70%

SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is/is not required.

Specification confirmed by …Approved by Chair’s action following VARC meeting

Date: ….19 June 2008 ….

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