Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts


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Moro , Rome Italy, June , The aim of the conference is to approach gesture and sign language research in an interdisciplinary way by bringing together researchers working on these topics from the fields of linguistics, neuroscience, developmental psychology, developmental robotics, philosophy, and other related disciplines.

We invite abstracts information on submission below that address any aspect of the study of gesture and Sign Languages, including but not limited to:. We welcome papers on any aspect of bodily communication and are open to all theoretical and disciplinary perspectives. Abstracts must report previously unpublished work. Only one submission will be accepted by the same first-author and a maximum of 2 co-authored submissions. Poster presentations : Posters will be displayed during poster sessions, with ample opportunity for discussion.

Submissions that are not accepted for oral presentations will be considered for poster presentations. The course builds from developing core skills in analysis and linguistic investigation, to applying these skills in more advanced modules in your second and third year. In your first year, you learn the fundamentals of language.

Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts

In your second and third years, there are opportunities to customise your programme of study according to your own intellectual interests. You can choose from a broad range of topics focused on language structure, including grammar morphology, syntax , sound patterns phonetics, phonology or meaning semantics, pragmatics. You might also choose to explore the way we learn and understand language psycholinguistics , the relationship between language and society sociolinguistics , or between language and literature stylistics.

You can also study modules with a more vocational focus, such as language learning and teaching, creative and media writing, and language and media. It is possible to spend a year or a term abroad at one of our partner institutions in Asia, Europe or North America. The Linguistics Laboratory has facilities for experimental and quantitative research in acoustics, sociophonetics, and speech and language processing and acquisition. This includes a soundproof recording studio and eye-tracking software. The English Language and Linguistics Society is based around a common interest in language.

It provides excellent networking opportunities and access to valuable knowledge and resources that could enhance your studies. We also host the Centre for Language and Linguistics, which runs a programme of seminars, lectures and reading groups that you may join. Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students.

It is of the highest quality found in the UK. The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. On most programmes, you study a combination of compulsory and optional modules.

This module will focus specifically on the level of language we call grammar. Each week students will focus on a particular aspect of English grammar e. Students will be provided with analytical tools for understanding and constructing arguments about linguistic structure e. Through being provided with a conceptual framework for description and analysis, students will gain a deeper understanding of English grammar, whereas practical application will enable students to be more critical of their own written work, and thus also to develop and hone their writing skills.

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The module is particularly useful for students who are studying language or literature, as it enables them to compare styles in light of grammatical information and provides them with analytical skills for understanding language and language-related behaviour. Likewise, the module is also useful for students wanting to improve their writing in an academic context as well as those contemplating a career in publishing, journalism or teaching, in which the ability to express oneself accurately and succinctly is essential.

This module will begin by offering a basic description of speech sounds, with emphasis on those used in English and detailed descriptions first of consonants, and then of vowels. The gaps between sound and orthography will be highlighted as symbols of the International Phonetic Alphabet IPA are learned. The course will then move from phonetics the study of speech sounds to phonology the study of the sound systems in language , focusing on phonotactics and other phonological rules of English.

At the end of the term, basic prosodic concepts such as stress, rhythm, intonation and phrasing will be discussed. The main focus of the module will be on the standard variety of English spoken in the UK often referred to as Received Pronunciation, or RP , but phonetic and phonological variation in non-UK and non-standard varieties of English will also be discussed rhotic vs. This module presents and discusses the properties of human language, explaining how the discipline of Linguistics investigates and theorises about these properties.

It familiarises the students with the goals and principles of Linguistics, as well as their development over the years. Students will also learn about core concepts and debates e.

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The course offers an introduction to major themes in sociolinguistics. It will then consider how social relationships are reflected and encoded in different languages, for example in kinship terms, terms of address, or politeness forms, and how individuals are placed — or place themselves — socially through their linguistic choices. The middle part of the module will explore language variation and change, and the social parameters which correlate with them.

It will conclude by analysing issues arising from the interplay between language and identity in multilingual societies: bi- and multilingualism, code-switching, language death and its causes, language revival and language revitalisation. This module introduces linguistic approaches to the study of meaning and communication, emphasising the processes of decoding and inference through which interpretations are constructed.


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Relevant theoretical work in the fields of semantics and pragmatics is outlined, discussed and evaluated critically. Students explore intersections and differences between verbal meaning and meaning construction in both spoken and written discourse. The module also explores controversies over utterance or text meaning, connecting debates about how meanings are constructed with questions pertaining to boundaries of reasonable or warranted interpretation. The module introduces students to the study of Stylistics as a systematic way to explore and analyse literary texts.

Particular aspects of the structure of English will be related to literary texts from the three main genre. The first block considers linguistic choice and its relation to style and meaning, the levels of language, sound meaning and effect in poetry and figurative language and metaphor; the second block examines style and style variation in prose fiction, point of view and speech and thought presentation; the third block examines conversational structure and character, discourse structure and strategies, and impoliteness and characterisation in drama text.

The lectures introduce theoretical and methodological material and the seminars enable the student to produce their own analyses with reference to specific stylistic features. This module focuses on the global spread of the English Language as an aspect of historical and contemporary cultural and commercial events.

Students will get the opportunity to compare varieties of English both in Britain and other English speaking countries, examining the features that distinguish them from each other. These varieties will include British, American and Australian English in addition to other colonial and pidgin and creole varieties. The descriptive focus of the module will also give students the opportunity to apply the knowledge they have gained in other modules, in particular: language analysis, phonetics and phonology, morphosyntax and sociolinguistics.

This module will introduce students to key concepts in grammar, especially as exemplified by Latin and English and with reference to other languages as appropriate.


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The module will cover topics such as verbal tense and aspect, nominal case and gender, agreement, and word order. Students will be provided with the terminology and skills to describe these concepts as they encounter them in language samples. Students will not be required to learn the Latin language, but to understand the grammatical features they encounter during the course of the module.

Students will also learn about the development and meaning of grammatical terminology.

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Skills and knowledge gained on this module will be of use in language learning and in linguistic description and analysis, and for that reason it is recommended for those taking modules in English Language and Linguistics, Classical and Archaeological Studies, or Ancient History. This course will introduce students to one aspect of formal linguistics, specifically syntactic theory. Syntax will be defined as one aspect of a person's grammar, to be distinguished from the lexicon, semantics, morphology, and phonology.

Focusing on the structure of sentences, the course will examine the principles according to which phrases and structures are formed, as well as speakers' knowledge about the structural well-formedness of the sentences they hear and produce. Students will gradually learn to draw syntactic trees that can represent the syntactic operations that they will be introduced to.

They will learn to conduct syntactic tests on English and cross-linguistic data, thereby becoming versed with the empirical method. The course will combine both minimalist and earlier government and binding work. This course is an introduction to morphology and to the practice of morphological analysis.

By focusing on a range of phenomena, including those falling under inflection, derivation, and compounding both in English and in other languages , the course helps students develop tools for pattern observation in data, description and analysis of word structure, and hypothesis testing.

Students will also gain an understanding of the role of morphology in the grammar and how it relates to other components, such as phonology, syntax and semantics. This module will introduce the students to the study of meaning at the levels of semantics and pragmatics. The discussed topics will range from the study of word meaning to the study of sentence meaning and utterance contextualised meaning.

The module will introduce significant notions and theories for the field of semantics and pragmatics, such as theories of concepts, Truth Conditions, the Gricean theory of conversational implicatures, Speech Act theory, and Politeness theory. In this module, students develop a range of skills which will enable them to undertake the narratological and linguistic analysis of media texts the term 'text' is used broadly here, and will encompass both written and oral sources taken from a number of sources, including newspapers, magazines and online discourses.

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Areas covered include: genre theory, register, narrative theory, multimodality, dialogism and discourse analysis. Also discussed are complex and challenging ideas around the notion of words, signs, and grammar in context. Students will develop the ability to approach the language of the media critically and to read the press perceptively so as to understand the importance of the media in a democratic society.

Here, the focus is on semiotics as applied in the linguistic analysis of a wide range of media discourse types, but with particular emphasis on advertising. Areas covered include: semiotics, the work of Saussure, the British press, multimodality, the new media and social networking. Students will further develop the ability to approach the language of the media critically and to read the press perceptively so as to understand the acute importance of the media in a democratic society.

In this module students will be given the opportunity to gain experience in guided research, contributing to projects run by members of ELL staff, under their supervision. The research project will normally be relevant to a module that the student has taken or is currently taking. At the beginning of the term, students will meet with the module convenor, who will recommend a project that is suitable to their interests.

The assigned work may be affiliated to an on-going departmental research project documenting linguistic varieties. Alternatively, other guided research opportunities may be offered by members of staff carrying out investigations within their individual research interests. During the course of this module, students will have to complete research tasks set by their supervisor. Students will meet with the supervisor at agreed intervals, in order to set a timetable for the completion of each task.

Through these meetings, they will also receive advice and feedback on the progress of their research. Students will keep a log on the research process, which will be monitored by the supervisor. After having successfully completed the set research tasks, students will also write a report on the conducted research, demonstrating both their general understanding of the research process and their specific understanding of the project and the area of linguistic analysis that it belongs to.

This module examines the principles on which contemporary second language teaching methods are founded. It will analyse first and second language acquisition theories in the light of current developments in language learning and teaching theories. Students will analyse a range of language teaching methods taking into account the ways in which they reflect acquisition theory.

The module will give students the opportunity to compare L2 teaching methods from the perspective of: form, function and meaning and student and teacher roles.

Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts
Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts
Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts
Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts
Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts
Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts
Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts
Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts
Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts

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