The Changing English Language

LELA20401 The Changing English Language 20 Semester 1 Undergraduate Level 2 Tine Breban Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 In this unit, we will explore some of the major changes to the words and grammar of English. We will discuss how semantic and grammatical changes are studied, modelled and explained, including cases of contact-induced change. As such, this unit is also an introduction to these topics in Historical Linguistics in general and to some of the methods, theories and discussions in this subdiscipline of Linguistics. In this unit, we will explore some of the major changes to the words and grammar of English. We will discuss how semantic and grammatical changes are studied, modelled and explained, including cases of contact-induced change. As such, this unit is also an introduction to these topics in Historical Linguistics in general and to some of the methods, theories and discussions in this subdiscipline of Linguistics. <ul><li>Study some of the major changes affecting the words and grammar of English  </li><li>Consider contexts and consequences of contact between English and other languages</li><li>Introduce students to (English) Historical Linguistics and prepare them for more advanced study as well as research projects in this area </li></ul> <ul> <li style="margin-bottom: 11px;">Sophisticated understanding of a number of major semantic and grammatical changes in English </li> <li style="margin-bottom: 11px;">Insight into the workings and effects of language change over a long period of time</li> <li style="margin-bottom: 11px;">Knowledge of main terms, as well as some theories and debates in (English) Historical Linguistics</li> <li style="margin-bottom: 11px;">Good understanding of the data and methods used in (English) Historical Linguistics</li></ul> <ul><li>Explain and apply key terms in Historical Linguistics to new data sets</li><li>Critically discuss different theoretical approaches to and debates about major changes affecting or involving English</li><li>Understand main claims in research papers on semantic and grammatical change, and contact-induced change.</li></ul> <ul> <li style="margin-bottom: 11px;">Collect data to study semantic and grammatical changes in English</li> <li style="margin-bottom: 11px;">Analyse and interpret sets of selected examples evidencing change in English</li> <li style="margin-bottom: 11px;">Speak and write about semantic and grammatical change</li></ul> <ul> <li style="margin-bottom: 11px;">Skills in linguistic analysis that can be applied to the study and analysis of other languages</li> <li style="margin-bottom: 11px;">Problem solving and analytical thinking skills, when faced with new data sets and grammatical puzzles</li> <li style="margin-bottom: 11px;">Oral and written communication skills, including essay writing and scholarly referencing</li> <li style="margin-bottom: 11px;">Attention to detail and precision in analysis and reporting</li></ul>  This unit equips students with skills of data analysis that can be applied in a wide range of contexts: students learn how to look for patterns and structures, and interpret change in terms of general cognitive, functional and structural pressures and constraints. These skills are relevant for all jobs that require data analysis. Students who go on to become teachers of English will have acquired the knowledge about earlier stages of English and about changes affecting English that forms the backbone for teaching modules on language change. Other This unit will develop students' capacities to understand, compare and evaluate different accounts of language changes. Many employment sectors require and value skills of analysing, evaluating and selecting from a range of possible options. The first week will be devoted to an introduction to (English) Historical Linguistics. After that, the unit is organised thematically with a first group of topics centred around semantic changes, a second group around grammatical changes, and a third considering contact-induced change. We also look at competing motivations for change.The seminars will introduce students to current methods in Historical Linguistics: historical corpora, data collection, data analysis, reading and writing linguistic analyses. Lectures 11x 2 hoursSeminars 11x 1 hourCanvas siteHomework including reading and data analysis2 x 1hr weekly consultation hours 0 Other 100% <table class="MsoTableGrid" style="border-collapse:collapse; border:none"> <tbody> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:1px solid black" valign="top">Assessment Task</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:none" valign="top">Formative or Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:none" valign="top">Weighting</td> </tr> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Written coursework, including data analysis</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Formative and Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">30%</td> </tr> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Data analysis and writing tasks (in seminars)</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Formative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">0%</td> </tr> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Exam, including a theory question and a data analysis question</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">70%</td> </tr> </tbody></table>     <figure class="table"><table style="width:662px;" border="1" cellpadding="0" cellspacing="0" width="662"><tbody><tr><td style="width:321px;"> Feedback method</td><td style="width:340px;"> Formative or Summative</td></tr><tr><td style="width:321px;"> Discussion and Q&A in lectures and seminars</td><td style="width:340px;"> Formative</td></tr><tr><td style="width:321px;"> Individual comments on coursework</td><td style="width:340px;"> Formative and Summative</td></tr><tr><td style="height:7px;width:321px;"> Seminar feedback on data question</td><td style="height:7px;width:340px;"> Formative</td></tr><tr><td style="height:7px;width:321px;"> Individual comments on exam (upon request)</td><td style="height:7px;width:340px;"> Summative</td></tr></tbody></table></figure>  LELA10342 History and Varieties of English Pre-Requisite Compulsory LELA10301 English Word and Sentence Structure Pre-Requisite Compulsory Pre-req for LELA20401 BA(Hons) English Language BA (Hons) English Language Second Year Optional BA(Hons) Linguistics BA (Hons) Linguistics Second Year Optional Y <ul><li>Kay, Christian & Kathryn L. Allan. 2015. English historical semantics. Edinburgh: Edinburgh University Press.</li></ul> <ul><li>Hopper, Paul J. and Elizabeth C. Traugott. 2003. Grammaticalization. 2nd ed. Cambridge: Cambridge University Press.</li></ul> <ul><li>Bybee, Joan. 2015. Language change. Cambridge: Cambridge University Press.</li></ul> <ul><li>Thomason, Sarah G. 2001. Language Contact: An Introduction. Edinburgh: Edinburgh University Press.</li></ul>          (Sections from) books and papers on individual topics will be added during lectures Assessment written exam 3 Lectures 22 Seminars 11 0 164