(i) Evaluate the role of specific language analytics in explaining linguistic behaviour.
(ii) Evaluate and select relevant models for constructing efficient theories and descriptions of linguistic data.
(iii) Identify relevant research questions in linguistics, in order to establish logical research processes.
(iv) Evaluate the value of linguistic analysis in applied contexts.

Teaching/Learning Methods and Strategies

Cognitive skills are developed in particular through class discussions, presentations and practical exercises, wherein students test and shape their understanding of linguistic concepts and methods, and learn to evaluate existing/counter-arguments on the basis of evidenced analysis and awareness of appropriate contextual information. Assessed essays, portfolios and longer research pieces test students' sustained application of cognitive skills in extended pieces of written work.

Methods of Assessment

Formally assessed through oral presentations, mini-conferences, group exercises, data analysis, and performance in essay/portfolio tasks. Informally assessed through class participation and discussion.

(i) Situate work undertaken in the programme within relevant traditions and contexts in linguistic analysis and description.
(ii) Understand the cross-disciplinary potential and relevance of linguistic approaches in studies of language data.
(iii) Interrogate the role of language in a range of social practices.
(iv) Specialise in linguistic aspects of English, or French or Irish, or adopt a broader-based approach which is not language-inflected.
(v) Acquire a set of technical analytic skills for handling language data.
(vi) Understand and articulate the relevance of linguistic accounts in applied contexts.
(vii) Understand the ethical conduct of research with human participants when investigating linguistic behaviour.
(viii) Identify key research questions in relevant areas of linguistics research and sustain work on a research project dedicated to answering those questions.

Teaching/Learning Methods and Strategies

The acquisition of core knowledge and understanding in linguistics is enabled principally through training and practice in relevant analytic and descriptive methods and techniques, directed reading and guided preparation for coursework, seminar discussions and presentations, and by feedback provided by tutors throughout the programme.

Methods of Assessment

Formally assessed through oral presentations, discussion, group participation, mini-conferences, group exercises, data analysis, performance in essay/portfolio tasks and the dissertation component (with particular relevance to viii). Informally assessed through class participation and discussion.

(i) Focus on a wider range of areas in linguistics than was possible at undergraduate level.
(ii) Apply cross-disciplinary perspectives and methods in linguistics.
(iii) Select appropriate approaches and models for analysing language data from a range of contexts.
(iv) Demonstrate technical expertise in selecting, analysing and explaining linguistic data.
(v) Adopt a systematic approach to the collection of linguistic data.
(vi) Critically assess existing accounts of linguistic data.
(vii) Communicate findings appropriately, in oral and written modes, according to disciplinary norms.
(viii) Complete and extended research project on a chosen area in linguistics.
(ix) Apply knowledge of ethical research procedures in collection of data.

Teaching/Learning Methods and Strategies

All modules on the programme offer seminar-based contexts for exploring issues in linguistics across a range of disciplinary areas, with the teaching and learning modalities therein inflected according to the task in hand. In each area, training is provided in applying appropriate analytic models, and in selecting data for students' own original datasets according to systematic principles. By way of directed reading, students gain critical awareness and understanding of key analytic, descriptive and theoretical trends in linguistic analysis. In preparation for the dissertation, students are provided with a series of milestones, to enable them to begin the dissertation promptly in the third semester.

Methods of Assessment

In-seminar discussion, group work, mini-conferences and oral presentations allow students to communicate their findings in oral form (using a mixture of informal and formal assessment), while written assessed elements allow students to demonstrate skills in textual print mode. The dissertation component enables students to demonstrate their skills in the context of an extended piece of independent research.

(i) Harness insights from a variety of cross-disciplinary areas in order to elucidate aspects of human practice and behaviour.
(ii) Identify potential of cognate areas to enhance understanding of one another.
(iii) Undertake informed decision making in selection of analytic tools, according to set research questions.
(iv) Demonstrate ability to design research tasks on the basis of clear research questions.
(v) Critically evaluate the respective value and demerits of competing analytic frameworks.
(vi) Provide synthesised, evidenced accounts of diverse datasets.
(vii) Communicate findings efficiently in oral and written modes.
(viii) Work independently and collaboratively in order to complete and present findings.

Teaching/Learning Methods and Strategies

Recommended/core readings in a given area provide a basis for students to engage in independent research across a range of optional modules, and with the guidance of the programme team, they can construct a coherent programme of work across cognate areas in the programme. Analytic tasks, undertaken independently and as part of a group, allow students to develop skills in negotiating and presenting a variety of perspectives on a given task. The 'real world' relevance of the modules in Linguistics draws on a variety of applied contexts, thereby enabling students to apprehend the transferability of insights gained in the subject.

Methods of Assessment

In-seminar discussion, group work, mini-conferences and oral presentations allow students to articulate and establish the relevance of their work for a range of contexts beyond the programme (assessed using a combination of informal and formal methods). Written assessed elements allow students to demonstrate skills in applying their insights to data of various sorts. The dissertation component enables students to demonstrate their skills in the context of an extended piece of independent research.