| Unit name | Historical Linguistics |
|---|---|
| Unit code | MODL20017 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Havinga |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Modern Languages |
| Faculty | Faculty of Arts |
Why is this unit important?
How and why does language change? How do we know which languages are related? And how can knowledge of aspects of language change help you understand the languages you learn? In this unit, we explore how and why different levels of language (pronunciation, grammar, meaning) change. You will be introduced to historical methods that allow us to determine which languages are related to each other. You will see that understanding how language works and how it can change can help you to decipher words and meaning in languages you are learning.
How does this unit fit into your programme of study?
This unit supports your language learning as you will get the opportunity to look at examples of language change in these languages. But even if you are not taking any language units, this unit will be useful as it helps you to develop crucial skills, such as working collaboratively as well as independently and engaging with scholarly literature critically. The unit also links to other linguistics units in the School of Modern Languages (e.g. MODL20016 General Linguistics), but there will be minimal overlap between these. So, you can take this unit whether or not you have taken linguistics units previously.
An overview of content
We will start with an introduction to key linguistic terminology. We will then explore language change on different levels of language each week (sound, word structure, sentence structure, meaning). After that, you will be introduced to historical methods and we will discuss reasons for language change in more detail. In this second part of the unit, we will focus on societal aspects and look at historical pressures that languages have faced, which can result in ‘language death’.
How will students, personally, be different as a result of the unit?
This unit will encourage you to take responsibility for your own learning while also adapting your working style in a group setting when working collaboratively. The seminars and assignments develop your communication skills, both orally and in writing. You will be able to apply the knowledge you gained in the lectures and seminars in your assignment and use it beyond this unit (e.g. in your language classes). Your summative assignment allows you to work independently on an aspect that you personally find interesting, helping you to develop an enquiring mindset.
Learning Outcomes
On successful completion of this unit, students will be able to:
How you will learn:
Each week consists of one 1-hour lecture that introduces you to key terminology and concepts (with plenty of examples) and one 1-hour seminar that allows us to look at these concepts in more detail and link them to further examples. You will be asked to do preparatory tasks for the seminars. These can consist of problem-solving worksheets and/or reading of linguistic articles, allowing you to apply the knowledge you gained in the lectures. Both the lectures and seminars are designed to prepare you for your assignments, with plenty of opportunities to ask questions.
Tasks which help you learn and prepare you for summative tasks (formative):
This formative assignment allows you to practise for your summative assessment. Instead of working independently, this assignment allows you to work in a group and learn from your peers. You will be asked to create a group poster that explains specific language changes in a language you are unfamiliar with.
Tasks which count towards your unit mark (summative):
The summative assignment develops your independent research skills. You will be asked to write a linguistics essay that compares language changes across two languages of your choice, linking them to theories of language change.
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the form or number of reassessments required. Details of reassessments are normally confirmed by the School shortly after the notification of your results at the end of the academic year.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MODL20017).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
