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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S Recommended reading Supplementary reading Teaching methods Assessment methods Language of instruction Quality assurance methods Course topics: stratification of English with the regard to social classes; language and ethnic groups; language and nation: the rise of autonomous standard languages and the heteronomy of dialects; language and sex (gender); ‘new sensibilities’ in the use of the (English) language, ‘political correctness’; Sapir-Whorf Hypothesis: language and thought, language and culture; speech communities repertoires: registers, styles, slang; language , power and solidarity: address, diglossia; conversation analysis: phatic communication, Grice’s maxims; bilingualism and multilingualism; code switching, code mixing (exemplified with the language usage of Croatian immigrants in the USA and Australia); languages in contact: pidgins and creoles. Trudgill, P. (2000). Sociolinguistics. Penguin. Stockwell, P. (2002). Sociolinguistics. London and New York: Routledge. Hudson, R. Sociolinguistics. (2nd edn.) Cambridge: Cambridge University Press. Romaine, S. Sociolinguistics. (2nd edn.) Oxford: Oxford University Press. Journal Language and Society. (Cambridge: Cambridge University Press) Lectures: student participation encouraged; Seminars: problem-solving tasks; student participation encouraged through various tasks and activities such as: individual work, pair work, group work, etc. The assessment of student knowledge will be based on the following: 1. Continuous assessment. 2. Exam: written and oral. English. Student feedback via questionnaires and surveys. Lecturers responsible for the same subject area collaborate closely and monitor each other’s work. Course title Psycholinguistics and cognitive aspects of language Course code HZE607 Type of course Lecture + Seminar / Advisory hours Elective course Level of course Intermediate level course Year of study First Semester One ECTS (Number of credits allocated) Name of lecturer Learning 3 ECTS Contact hours (15 lectures + 10 seminars + 5 advisory hours) = 0.75 credits. Student study time (67.5 hours) = 2.25 credits. Prof. Dr. Danica Škara The student will understand the state-of-the-art of our understanding of first and second language acquisition and language processing, using cognitive 21
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S outcomes and competences and computational models and linguistic theories. The student will be able to design basic experiments in the domain of language processing, perception and production, and in first and second language acquisition, and/or the student will be able to simulate the observed phenomena in computational simulations using existing computational tools or own developments. Prerequisites Competences and skills acquired upon the completion of Introduction to linguistics course. Course contents Psycholinguistic and cognitive research in the language domain is an interdisciplinary endeavour. In this course we will not only learn what the central questions and models in the domain of language acquisition and language processing are, we will also learn how to set up our own experiments on language perception and production, how to set up experiments in the domain of first and second language acquisition, and finally how to evaluate them and develop computational simulations that resemble the results. We will evaluate current linguistic and cognitive theories and models with respect to the questions like: How well do these models explain the language acquisition process and in particular the empirical observations found in language acquisition studies? How do these models explain online language processing phenomena and dynamic aspects of language? Recommended reading Supplementary reading Teaching methods 1. Gleason, J. B. & Ratner, N.B. (1998) (Eds.). Psycholinguistics (2nd Edition). Fort Worth, TX: Harcourt Brace College Publishers. 2. Harley, Trevor (2008) The Psychology of Language, 3rd Edition, Psychology Press, Taylor & Francis Group. 1. Scovel, T. (1998). Psycholinguistics. Oxford: Oxford University Press 2. Field, J. (2003). Psycholinguistics:A researchbook for students. London: Routledge. Journals: Applied Psycholinguistics (http://journals.cambridge.org/) Language and Cognitive Processes (http://www.tandf.co.uk/journals/) Journal of Psycholinguistic Research (http://www.springer.com/psychology/journal/) Memory&Language (http://www.elsevier.com/wps/find/journaldescription.cws_home/) Brain&Language,(http://www.sciencedirect.com/science/journal/) Journal of Child Language (http://journals.cambridge.org/action/displayJournal Lectures (traditional / student-participation-encouraged / on-line) / Seminars (discussion, seminar papers, reports, etc.) / Tutorials /Practical sessions / Workshops / Distance Learning / Advisory hours / Research project / Independent research / Independent study Student participation is encouraged through various tasks and activities, such as: problem-solving tasks, group work, pair work, online grammar development and testing tools, language games, etc. 22
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