Decoding English Language

EDUC33011 Decoding English Language 20 Semester 1 Undergraduate Level 3 Steven Jones Unit coordinator School of Environment, Education and Development 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 Area covered include:Ø  Narrative Patterns (how we tell stories);Ø  Narrative Techniques (how we encode speech and thought);Ø  Metaphors (how we encode reality);Ø  The Language of News Media (how we decode public discourses);Ø  The Language of Social Media (how we engage on-line);Ø  The Language of Conversations (how we interact);Ø  The Language of Contemporary Politics (how we decode ideology).Approaches include:Ø  The cross-disciplinarity and historical development of approaches to discourse, conversation and narrative analysis;Ø  Micro- and macro- approaches to analysing language;Ø  Speech act theory and pragmatics, including relevance theory;Ø  Narratological systems, including problem-solution patterning and Labov’s classificatory model;Ø  Conversation Analysis, including politeness and cooperation principles;Ø  Ideological issues in discourse and narrative analysis;The TVG (tenor, vehicle, ground) system of analysis and Lakoff & Johnson’s views on the ubiquity of metaphor. This course unit aims to help students uncover how language works at the level of narrative, discourse and interaction. The unit begins with the premise that language involves sets of patterns and codes and communication is premised on shared understanding of what they mean. The patterns provide structure beyond the level of grammar and the codes allow meanings to be conveyed beyond the level of vocabulary. The specific aims of the course are therefore:<ul> <li> To build on and, where appropriate, to critique knowledge and understanding of how language operates that students have already acquired, with particular emphasis on textual description and linguistic interaction;</li> <li> To increase students’ understanding and critical awareness of the theoretical systems and models designed to account for discourse and text;</li></ul>To allow students to generate their own hypotheses and conduct their own research in the field, thereby promoting greater methodological self-awareness and scholarly independence.Area covered include:Ø  Narrative Patterns (how we tell stories);Ø  Narrative Techniques (how we encode speech and thought);Ø  Metaphors (how we encode reality);Ø  The Language of News Media (how we decode public discourses);Ø  The Language of Social Media (how we engage on-line);Ø  The Language of Conversations (how we interact);Ø  The Language of Contemporary Politics (how we decode ideology).Approaches include:Ø  The cross-disciplinarity and historical development of approaches to discourse, conversation and narrative analysis;Ø  Micro- and macro- approaches to analysing language;Ø  Speech act theory and pragmatics, including relevance theory;Ø  Narratological systems, including problem-solution patterning and Labov’s classificatory model;Ø  Conversation Analysis, including politeness and cooperation principles;Ø  Ideological issues in discourse and narrative analysis;The TVG (tenor, vehicle, ground) system of analysis and Lakoff & Johnson’s views on the ubiquity of metaphor.  This course unit aims to help students uncover how language works at the level of narrative, discourse and interaction. The unit begins with the premise that language involves sets of patterns and codes and communication is premised on shared understanding of what they mean. The patterns provide structure beyond the level of grammar and the codes allow meanings to be conveyed beyond the level of vocabulary. The specific aims of the course are therefore:<ul> <li> To build on and, where appropriate, to critique knowledge and understanding of how language operates that students have already acquired, with particular emphasis on textual description and linguistic interaction;</li> <li> To increase students’ understanding and critical awareness of the theoretical systems and models designed to account for discourse and text;</li> <li> To allow students to generate their own hypotheses and conduct their own research in the field, thereby promoting greater methodological self-awareness and scholarly independence.</li></ul> <table border="1" cellpadding="0" cellspacing="0" width="631"> <tbody> <tr> <td style="width:158px;"> Category of outcome</td> <td style="width:473px;"> Upon completion of the unit, students should be able to: </td> </tr> <tr> <td style="width:158px;"> Knowledge and understanding</td> <td style="width:473px;"> <ul> <li> Demonstrate a knowledge and understanding of the various approaches to narratology, textual analysis, conversation analysis and discourse analysis.</li> <li> Explain how communication is achieved, or not, in particular interactional settings.</li> <li> Explain how meaning is created and negotiated, or not, in particular interactional settings.</li> </ul> </td> </tr> <tr> <td style="width:158px;"> Intellectual skills</td> <td style="width:473px;"> <ul> <li> Analyse and compare the structure of language uses from various sources.</li> <li> Develop a wider awareness of how language operates as a consequence of making connections between the range of linguistic topics explored and various methodologies applied.</li> <li> Put theoretical awareness into practice by collecting and analysing appropriate data.</li> </ul> </td> </tr> <tr> <td style="width:158px;"> Practical skills</td> <td style="width:473px;"> <ul> <li> Reflect knowledgeably on language use, drawing on a range of linguistic expertise, including detailed investigation of style, register, function and grammar.</li> <li> Undertake close, theoretically-aware linguistic analysis of self-selected data.</li> </ul> </td> </tr> <tr> <td style="width:158px;"> Transferable skills and personal qualities</td> <td style="width:473px;"> <ul> <li> Think critically.</li> <li> Crunch data in a theoretically-aware fashion.</li> <li> Describe, interpret and deconstruct patterns of language usage.</li> </ul> </td> </tr> </tbody></table>   This course unit aims to help students uncover how language works at the level of narrative, discourse and interaction. The unit begins with the premise that language involves sets of patterns and codes and communication is premised on shared understanding of what they mean. The patterns provide structure beyond the level of grammar and the codes allow meanings to be conveyed beyond the level of vocabulary. The specific aims of the course are therefore: <ul> <li> To build on and, where appropriate, to critique knowledge and understanding of how language operates that students have already acquired, with particular emphasis on textual description and linguistic interaction;</li> <li> To increase students’ understanding and critical awareness of the theoretical systems and models designed to account for discourse and text;</li> </ul> To allow students to generate their own hypotheses and conduct their own research in the field, thereby promoting greater methodological self-awareness and scholarly independence.  This course unit aims to help students uncover how language works at the level of narrative, discourse and interaction. The unit begins with the premise that language involves sets of patterns and codes and communication is premised on shared understanding of what they mean. The patterns provide structure beyond the level of grammar and the codes allow meanings to be conveyed beyond the level of vocabulary. The specific aims of the course are therefore: <ul> <li> To build on and, where appropriate, to critique knowledge and understanding of how language operates that students have already acquired, with particular emphasis on textual description and linguistic interaction;</li> <li> To increase students’ understanding and critical awareness of the theoretical systems and models designed to account for discourse and text;</li> </ul> To allow students to generate their own hypotheses and conduct their own research in the field, thereby promoting greater methodological self-awareness and scholarly independence.  This course unit aims to help students uncover how language works at the level of narrative, discourse and interaction. The unit begins with the premise that language involves sets of patterns and codes and communication is premised on shared understanding of what they mean. The patterns provide structure beyond the level of grammar and the codes allow meanings to be conveyed beyond the level of vocabulary. The specific aims of the course are therefore: <ul> <li> To build on and, where appropriate, to critique knowledge and understanding of how language operates that students have already acquired, with particular emphasis on textual description and linguistic interaction;</li> <li> To increase students’ understanding and critical awareness of the theoretical systems and models designed to account for discourse and text;</li> </ul> To allow students to generate their own hypotheses and conduct their own research in the field, thereby promoting greater methodological self-awareness and scholarly independence.  This course unit aims to help students uncover how language works at the level of narrative, discourse and interaction. The unit begins with the premise that language involves sets of patterns and codes and communication is premised on shared understanding of what they mean. The patterns provide structure beyond the level of grammar and the codes allow meanings to be conveyed beyond the level of vocabulary. The specific aims of the course are therefore: <ul> <li> To build on and, where appropriate, to critique knowledge and understanding of how language operates that students have already acquired, with particular emphasis on textual description and linguistic interaction;</li> <li> To increase students’ understanding and critical awareness of the theoretical systems and models designed to account for discourse and text;</li> </ul> To allow students to generate their own hypotheses and conduct their own research in the field, thereby promoting greater methodological self-awareness and scholarly independence.  Area covered include:<ul style="list-style-type: circle"> <li> Narrative Patterns (how we tell stories);</li> <li> Narrative Techniques (how we encode speech and thought);</li> <li> Metaphors (how we encode reality);</li> <li> The Language of News Media (how we decode public discourses);</li> <li> The Language of Social Media (how we engage on-line);</li> <li> The Language of Conversations (how we interact);</li> <li> The Language of Contemporary Politics (how we decode ideology).</li></ul>Approaches include:<ul style="list-style-type: circle"> <li> The cross-disciplinarity and historical development of approaches to discourse, conversation and narrative analysis;</li> <li> Micro- and macro- approaches to analysing language;</li> <li> Speech act theory and pragmatics, including relevance theory;</li> <li> Narratological systems, including problem-solution patterning and Labov’s classificatory model;</li> <li> Conversation Analysis, including politeness and cooperation principles;</li> <li> Ideological issues in discourse and narrative analysis;</li></ul>The TVG (tenor, vehicle, ground) system of analysis and Lakoff & Johnson’s views on the ubiquity of metaphor. <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="width:329px;"> Activity</td> <td style="width:302px;"> Hours Allocated</td> </tr> <tr> <td style="width:329px;"> Lectures and tutorials</td> <td style="width:302px;"> 22 hours contact, plus opportunities for follow-up discussions and on-line engagement.</td> </tr> <tr> <td style="width:329px;"> Private study</td> <td style="width:302px;"> 30</td> </tr> <tr> <td style="width:329px;"> Directed Reading</td> <td style="width:302px;"> 62</td> </tr> <tr> <td style="width:329px;"> Course work preparation</td> <td style="width:302px;"> 86</td> </tr> <tr> <td style="width:329px;height:35px;"> Total hours</td> <td style="width:302px;height:35px;"> 200</td> </tr> </tbody></table>  0 Other 100% <table border="1" cellpadding="0" cellspacing="0" width="631"> <tbody> <tr> <td style="width:307px;"> Assessment task</td> <td style="width:174px;"> Word Length </td> <td style="width:150px;"> Weighting </td> </tr> <tr> <td style="width:307px;"> Formative data analysis exercise(to be undertaken individually or collaboratively)</td> <td style="width:174px;"> 1,000 -1,250 words of analysis per person</td> <td style="width:150px;"> 30%</td> </tr> <tr> <td style="width:307px;"> Summative data analysis exercise(to be undertaken individually)</td> <td style="width:174px;"> 2,300 -2,750 words of analysis</td> <td style="width:150px;"> 70%</td> </tr> </tbody></table>  <span style="font-size: 11pt; font-family: "Calibri Light", "sans-serif"; layout-grid-mode: line; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA">The approach adopted in this course is a mixture of didactic and participative learning. Students will receive one lecture per week, which will contain elements of seminar-like discussions and group work. Students are also encouraged to take advantage of individual or small-group consultations with the course tutor in order that concepts, skills and terminology – especially that relating to their project – may be explained in more detail. Practical work will also be undertaken by students outside of the classroom. BA (Hons) Eng Lang for Educ BA (Hons) Eng Lang for Educ Third Year Optional Y There are no core texts for this unit. The following list indicates useful background reading, and further suggestions will be given during the course.Aitchison, J. (1987). Words In The Mind: an introduction to the mental lexicon. Oxford: Blackwell.Baldinger, K. (1980). Semantic Theory. Blackwell.Bartsch, R. & Vennemann, T. (1972). Semantic Structures. Athenaum Verlag.Blommaert, J. (2005). Discourse: A critical introduction. Cambridge University Press.  Burton, D. (1980) Dialogue and Discourse. Routledge.Cameron, D. (2001) Working With Spoken Discourse. Sage Carnap, R. (1946). Introduction to Semantics. Harvard University Press. Carter, R. & M. McCarthy (1997) Exploring Spoken English. Cambridge University Press. Carter, R. (1987) Vocabulary. Allen & Unwin. Chilton, P. (2004) Analysing Political Discourse. Routledge Coates, J. & D. Cameron (1988) Women in their Speech Communities. Longman Cobley, P. (2001) Narrative. Routledge. Cohan, S. & Shires, L.M. (1988) Telling Stories. Routledge Coulthard, M. (ed) (1992) Advances in Spoken Discourse Analysis. Routledge Fairclough, N. (2003) Analysing Discourse. Routledge Fairclough, N.& I. Fairclough (2012) Political Discourse Analysis. Routledge Fludernik, M. (2006) An Introduction to Narratology. Routledge Fodor, U.D. (1982). Semantics, Harvester Press. Frawley, W. (1992). Linguistic Semantics. Erlbaum. Gee, J. P. (2011) An introduction to discourse analysis.  Routledge. Gee, J.P. (2011) How to do Discourse Analysis. Routledge. Genette, G. (1980) Narrative Discourse. Blackwell Grundy, P. (1995) Doing Pragmatics. Edward Arnold Gumperz, J. (1982). Discourse strategies. Cambridge University Press. Hoey, M. (2001) Textual Interaction. Routledge Hoey, M. (2005). Lexical Priming. Routledge. Hoffman, T.R. (1993). Realms of Meaning. Longman. Hurford, J.R. & Heasley, B. (1983). Semantics: A Coursebook. Cambridge University Press. Jackendoff, R.S. (1990). Semantic Structures. MIT Press. Jackson, H. & Ze Amvela, E. Words, Meaning and Vocabulary. Continuum. Jackson, H. (1988). Words and their Meaning. Longman. Jaworski and Coupland. (1999). The Discourse Reader. Routledge. Jones, R.H. (2012) Discourse Analysis. Routledge Jones, S. (2002). Antonymy: a corpus-based perspective. Routledge. Katamba, F. (2002). English Words. Routledge. Katz, J.J. (1972). Semantic Theory. Harper & Row. Kempson, R.U. (1977). Semantic Theory. Cambridge University Press. Kimball, J.P. (1975). Syntax and Semantics. Academic Press. Labov, W. (1972) Language in the Inner City. Uni. of Pennsylvania Press. Lakoff, G. & Johnson, M. (1980). Metaphors We Live By. University of ChicagoLandau, S.I. (1984). Dictionaries: the art and craft of lexicography. Cambridge University Press.Leech, G. & Short, M. (1981) Style in Fiction. Longman Levinson, S.C. (1983). Pragmatics. Cambridge University Press. Lyons, J. (1981). Language, Meaning and Context. Fontana Paperbacks. McCarthy, M. (1990). Vocabulary. Oxford University Press. Nunan, D. (1993) Introducing Discourse Analysis. Penguin. Pinker, S. (1995). The Language Instinct. Penguin. Richards, I. A. (1936). The Philosophy of Rhetoric. Oxford University Press. Rimmin-Kenan, S. (1983) Narrative Fiction. Me Lectures 22 0 178 Learning Hours:<table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="width:329px;"> Activity</td> <td style="width:303px;"> Hours Allocated</td> </tr> <tr> <td style="width:329px;"> Lectures and tutorials</td> <td style="width:303px;"> 22 hours contact, plus opportunities for follow-up discussions and on-line engagement.</td> </tr> <tr> <td style="width:329px;"> Private study</td> <td style="width:303px;"> 30</td> </tr> <tr> <td style="width:329px;"> Directed Reading</td> <td style="width:303px;"> 62</td> </tr> <tr> <td style="width:329px;"> Course work preparation</td> <td style="width:303px;"> 86</td> </tr> <tr> <td style="width:329px;"> Total hours</td> <td style="width:303px;"> 200</td> </tr> </tbody></table>