Year one

In your first year at Swansea you need to take 120 credits or 6 modules.

Single honours English Language,  English language and TESOL, and BSc Applied Linguistics and English Language students should all take a minimum of 100 credits (5 modules) from the list below.

Students can also take up to 20 credits of college electives – these are modules offered in other departments.

Joint honours students should take 60 credits (3 modules) from the list below. and 60 credits (3 modules) from their other department’s list of modules.

The academic year is divided into two teaching blocks called TB1 and TB2. You need an equal number of credits (60) in each teaching block. Each module runs once in a teaching block.

Compulsory modules for all degree schemes

ALE100 Grammar and meaning

The module will cover the core areas of English Language: word classes, morphology, grammar and semantics. A significant part of this module consists of learning the language to deal with the scientific study of human languages. Mastering this metalanguage is essential for any course that involves language and forms the basis for the formal study of English language and literature, modern foreign languages and linguistics.

Suggested reading:

  • Duran Eppler, E. & Ozon, G. (2013). English Words and Sentences. Cambridge and New York: Cambridge University Press.

ALE114: The sounds of English

This module will teach the International Phonetic Association symbols for phonetic transcription. Other aspects of speech will be studies, such as sounds in citation and connected speech, assimilation and elision, stress and rhythm, and elements acoustic phonetics.

Suggested reading:

  • Roach, P. (2010). English Phonetics and Phonology: A Practical Course. 4th Edition. Ernst Klett Sprachen.

Compulsory for TESOL degree schemes. Optional for other schemes

In addition to the two compulsory modules above, if you are doing a degree with TESOL in the title, then you also need to take:

ALE108 Language teaching methods

Learners of English as a Foreign, Other, Additional, Second Language – EFL, EOL, EAL, ESL? There are so many acronyms for this subject, reflecting the huge numbers of learners the world over. Given this, is there just one way of teaching and learning English or are the approaches as diverse as the learners, their backgrounds and their reasons for wanting to use English? These are some of the questions we will be addressing as part of this module. To do this in an informed way, we will first look back at the history of English language teaching to find out how it evolved and why it is still important to be aware of past developments in order to understand current practices. Following that, we will chart contemporary changes and innovations in order to arrive at a clear understanding of the complex, diverse and international English language learning context in which learners and teachers operate today.

Suggested reading:

  • Scrivener, J. (2011) Learning teaching: The essential guide to English language teaching (3rd Edition). Oxford: Macmillan Education.
  • Nation, I.S.P. & Newton, J. (2009) Teaching ESL/EFL Listening and Speaking. Routledge: London.
  • Nation, I.S.P. (2009) Teaching ESL/EFL Reading and Writing. Routledge: London.

Compulsory for BSc Applied Linguistics and English Language degree. Optional for other schemes

ALE122 Language myths and linguistic truths

This module introduces students to a range of deep-rooted myths and misconceptions about language, which are widespread among the general public or perpetuated by popular media. It invites students to critically examine the claims surrounding these myths and the evidence from empirical findings. The module guides students to gain an informed understanding of the issues implicated in these myths and become an informed consumer of popular science. Myths and misconceptions considered in the module will range from issues concerning the nature of language, to issues in language processing, language acquisition, and language use. Students will be introduced to tools for conducting principled searches on published materials on these myths, including popular science reports (e.g., magazine and newspaper articles) as well as academic sources (including reviews and empirical reports). Students will be expected to synthesize research-based findings surrounding these issues, and present them in written and oral assignments.

Suggested reading:

  • Kaplan, A. (2016). Women talk more than men…And other myths about language explained.  Cambridge and New York: Cambridge University Press.

ALE123 Language in mind

This module introduces the field of psycholinguistics and its concerns; how do we produce and understand spoken language? How is language stored in the brain? We will also look at the effects of various disorders that affect language (e.g. aphasia, dementia).

Suggested reading:

  • Sedivy, J. (2019) Language in mind: an introduction to psycholinguistics (2nd Edition). Canada: University of Calgary. [provisional]

Students can also choose from the following options:

ALE120 Studying the English language

How did English become a global language? What exactly is Standard English? What do slips of the tongue reveal about language? ALE120 Studying the English Language answers these questions and many more. The module is an introduction to the diversity and history of English, and to relevant contemporary and classic work in linguistics. Other topics discussed in lectures and the accompanying course-book include the effects of dialect and accent on identity, swearing and offensive names in English, language and gender, language planning and theories about the origin of language.

Suggested reading:

  • Penhallurick, R. (2010). Studying the English language (2nd Edition). London: Palgrave Macmillan.

ALE123 Language in mind

This module introduces the field of psycholinguistics and its concerns; how do we produce and understand spoken language? How is language stored in the brain? We will also look at the effects of various disorders that affect language (e.g. aphasia, dementia).

Suggested reading:

  • Sedivy, J. (2019) Language in mind: an introduction to psycholinguistics (2nd Edition). Canada: University of Calgary. [provisional]

Please note:

  • This is not a comprehensive list and may be subject to change.
  • It is not necessary to buy these books in advance. The university library has copies available (including many online).
  • If you have not previously studied English Language A-level, we would recommend you read the following:
    • Crystal, D. (2002). The English language: A guided tour of the language. Penguin UK.
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