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LN216 Sept 2006 Page 1 of 3 s Module Description Title Code Level Credit rating (points) Prerequisites Type of module Aims Linguistics and Grammar: concepts and analyses LN216 Two 20 Learning outcomes In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 2 study, by the end of the module students should be able to: None Double The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 2 study. Develop students’ understanding of grammatical concepts and grammatical analysis Investigate selected areas of English grammar Prepare students for the “Linguistics Research Project” module at level 3 1. 2. 3. 4. Content Learning and teaching strategies Understand and investigate grammatical problems Analyse grammatical data Distinguish between description and explanation in grammar Compare and evaluate different grammatical models and frameworks Syntactic and morphological marking of tense and aspect in English: Agreement and concord in English Modal and auxiliary verbs in English Tense and time reference Reichenbachian models of tense Aspect and temporal structure Theories of the English progressive construction Modality and mood Other modal expressions of English Contact Time: Lectures and workshops Non-contact Time: Reading parts of books from the learning support list LN216 Sept 2006 Learning support Page 2 of 3 Books: Beaumont, D & Granger, C. (1992) The Heinemann English Grammar. An Intermediate Reference and Practice Book. New Edition. London: Heinemann. Bennett, P. (2002) Semantics: an introduction to non-lexical aspects of meaning. Munich: Lincom. Biber, D. et al. (1999) Longman grammar of spoken and written English. London: Longman. Borsley, R. (1999) Syntactic Theory: a unified approach. 2nd edn. London: Arnold. Coates, J. (1983) The semantics of the modal auxiliaries. London: Croom Helm. Comrie B. (1985) Tense. Cambridge: CUP. Comrie, B. (1976) Aspect. Cambridge: CUP Huddleston, R. & Pullum, G. (2002) Cambridge Grammar of the English language. Cambridge: CUP. Huddleston, R. & Pullum, G. (2005) A students’ introduction to English grammar. Cambridge: CUP. Leech, G. (2004) Meaning and the English verb. 3rd edn. London: Longman. Lyons, J. (1977) Semantics. Volume 1. Cambridge: CUP. Palmer, F. (1990) Modality and the English modals. 2nd edn. London: Longman. Papafragou, A. (2000) Modality: issues in the semanticspragmatics interface (Current Research in the Semantics/Pragmatics Interface 6). Amsterdam: Elsevier. On-line resources: www.sciencedirect.com http://www.onestopenglish.com/section.asp?docid=146369 LN216 Sept 2006 Assessment task Page 3 of 3 Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and students will be required to complete the following tasks: One 1,500 – 2,000 word assignment. The task will be marked on a percentage basis. Assessment criteria General criteria for assessment are framed by the SEEC descriptors for level 2. Against specific criteria, credit will be awarded for: (LO1) Demonstrating an understanding of the nature of the problem. (LO2) Successful analysis of data (LO3) Clear grasp of the distinction between description and explanation (LO4) Competent evaluation of different models of grammar All learning outcomes must be achieved in order to pass the module at the threshold level. Brief description of module content and/or aims for publicity Area examination board to which module relates Module team/authors/coordinator Semester offered Timetable slot(s) Site where delivered Date of first approval Date of last revision Date of approval of this version Version number Replacement for previous module Route for which module is acceptable and status in that Route Course(s) which module is acceptable and status in course School home External examiner(s) This module develops students’ understanding of grammar by analysing selected areas of English grammar in depth. Students move from description to attempts at explaining grammatical phenomena, and will be in a good position to select their linguistics project at level 3. Language/Linguistics Raphael Salkie and Jelena Timotijevic Semester One Falmer Sept 2006 Sept 2006 Sept 2006 1 Yes (LN215) BA (Hons) Language Studies with Linguistics – Optional BA (Hons) Language Studies with Linguistics – Optional School of Languages Elizabeth Harrison