Studying at York
Language & Psychology - EDU00016H
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Autumn Term 2022-23 |
Module aims
Although language use and language learning naturally occur in social contexts, they are, essentially, mental processes. Accordingly, this module examines the relationship between the human mind and language. It focuses on how language users (including language learners and bilingual speakers) process language, and based on research findings, draws implications for how language comprehension, production and acquisition can be facilitated in educational contexts.
Module learning outcomes
Subject content
By the end of the module, students will
- be familiar with the main methods used to investigate language comprehension, production and acquisition
- be aware of the complexities of language processing and the reasons why it is often difficult to manipulate them by conscious will or explicit instruction
- be able to appreciate and discuss why certain things happen, or fail to happen in language processing and language learning
- be able to evaluate the relevance of major research findings for language education, and voice informed opinions regarding teaching practice
Academic and graduate skills
Students will:
- gain practice in leading group discussions
- develop a critical approach to reading
- learn to extract key points from articles
- identify arguments and evidence
- compare opposing viewpoints about controversial issues
- reflect on their participation in psycholinguistic experiments
Module content
Although language use and language learning naturally occur in social contexts, they are, essentially, mental processes. Accordingly, this module examines the relationship between the human mind and language. It focuses on how language users (including language learners and bilingual speakers) process language, and based on research findings, draws implications for how language comprehension, production and acquisition can be facilitated in educational contexts.
An outline of the sessions week by week:
Week 2. Overview of the course. An introduction to key themes
Week 3. Language knowledge: vocabulary and grammar
Week 4. Visual word recognition; implications for teaching reading (I)
Week 5. Visual word recognition; implications for teaching reading (II)
Week 6. Spoken word recognition; implications for second language classroom
Week 7. Text comprehension
Week 8. Language production; implications for writing at word and text level
Week 9. Language acquisition and development
Week 10. Review of the key themes and concepts
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Written feedback on assignment report sheet and face-to-face feedback in supervisions. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
Carroll, D. W. (2008) Psychology of language. 5th edition. Pacific Grove: Brooks/Cole Publishing Company.
Field, J. (2003) Psycholinguistics. A resource book for students. London: Routledge.
Harley, T. (2014) The Psychology of language. From data to theory. 4th edition. Hove: Psychology Press.