Students

LING399 – Language as Evidence

2017 – S2 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convenor and Lecturer
Linda Cupples
Contact via Email
Australian Hearing Hub Level 3 North, Room 517
By appointment
Administration
Margaret Wood
Contact via 9850 8740
C5A
Tutor and Lecturer
Titia Benders
Contact via Email
Australian Hearing Hub Level 3 North, Room 435
By appointment
Lecturer
Maria Herke
Contact via Email
C5A
By appointment
Tutor
Sue Spinks
Contact via Email
C5A
By appointment
Tutor
Deanna Wong
Contact via Email
C5A
By appointment
Tutor
Thembi Dube
Contact via Email
Australian Hearing Hub Level 3 North
By appointment
Tutor
Kelly Miles
Contact via Email
Australian Hearing Hub Level 1 Audiology Section
By appointment
Credit points Credit points
3
Prerequisites Prerequisites
39cp at 100 level or above including 6cp from [(LING210 or LING217) or (LING211 or LING218) or LING214 or PSY238 or (LING216 or LING219 or LING220)]
Corequisites Corequisites
6cp in LING or SPH units at 300 level
Co-badged status Co-badged status
Unit description Unit description
This unit integrates material covered in previous units to help students understand, as they approach graduation, how their program of study fits together. We explore the use of different types of empirical linguistics data to investigate aspects of language as small as the phoneme or as large as whole texts. The unit is project-based, enabling students to prepare for postgraduate and research studies in linguistics or for a wide range of professions in which collection or analysis of language data is relevant. Also covered are topics relating to the research process more generally, including: critical evaluation of the literature; ethical issues in research; defining research questions; collecting, presenting, analysing and interpreting quantitative and qualitative data; providing constructive peer feedback; and effective oral and written presentation skills.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • Identify research methods relevant to the study of Linguistics, and Speech Hearing and Language Sciences
  • Describe the strengths and limitations of various linguistic research techniques
  • Identify methods for collecting and analysing empirical linguistic data
  • Formulate and refine linguistic research questions
  • Develop research proposals for presentation in both oral and written form, and revise proposals in light of peer feedback
  • Critically evaluate published research, and provide constructive peer feedback on linguistic research proposals

General Assessment Information

Assignment Submission

Please note that assessments 2, 3, and 5 must be submitted electronically via the LING399 iLearn website by the time specified on the due date. 

Tutorial Attendance

Although no mark is assigned for participation in this unit, attendance at tutorials is expected and class rolls will be taken. In addition, please note that tutorial attendance in weeks 4, 8 and 9 is essential for successful completion of assessment tasks 1, 3, and 4 (i.e., formal oral presentations and peer feedback). 

Late Penalties

There are several points to note in regard to late submission of assignments:

  1. Unless students have negotiated an extension based on documented evidence of significant disruption to their studies, a penalty of 5% per day will apply to late submission of assignments.
  2. Again, unless otherwise negotiated, assignments will not be accepted at all AFTER the date on which marked assignments are returned to all students in the unit.
  3. Requests for extensions for assignments are submitted online via Ask (http://ask.mq.edu.au) and granted by the Unit Convenor. Ordinarily, no extensions of time for submission of written work will be granted since ample time for its preparation will have been given. If an extension is required for medical or other extenuating circumstances, an application must be made in accordance with the Macquarie University Disruptions to Study Policy (see http://www.mq.edu.au/policy/docs/disruption_studies/policy.html). The Professional Authority Form (PAF) is the officially required documentation, which must be completed by a registered health professional or professional within Macquarie University Campus Wellbeing and Support Services. A copy of the PAF is available online from: http://www.mq.edu.au/policy/docs/disruption_studies/policy.html. All requests for extensions should be made prior to the due date for the assignment. If an extension is granted the authorisation section of the form must be submitted with the assignment. Failure to do so will result in a late penalty being applied as the marker will not know that an extension has been granted.

Academic Honesty

Academic honesty is an integral part of the core values and principles contained in the Macquarie University Ethics Statement. The Policy covering Academic Honesty is available on the web at: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

Plagiarism is an example of dishonest academic behaviour and is defined by the Policy on Academic honesty as: “Using the work or ideas of another person and presenting this as your own without clear acknowledgement of the source of the work or ideas”.

Plagiarism is a serious breach of the University's rules and carries significant penalties.  The Academic honesty Procedure is available at http://www.mq.edu.au/policy/docs/academic_honesty/procedure.html

This procedure notes the following responsibilities for students:

  • Act in accordance with the principles of the Academic Honesty Policy.
  • Become familiar with what academic dishonesty is, what are appropriate referencing techniques and the consequences of poor practice.
  • Seek assistance from the unit convenor (or their nominee) to remedy any deficits or if you are unsure of discipline specific practice.
  • Submit only work of which you are the author or that properly acknowledges others.
  • Do not lend your original work to any other person for any reason.
  • Keep drafts of your own authored work and notes showing the authorship or source of ideas that are not your own.

The penalties which can be applied for academic dishonesty are outlined in the Academic Dishonesty – Schedule of Penalties which can be found at:http://www.mq.edu.au/policy/docs/academic_honesty/schedule_penalties.html 

The penalties range from applying a fail grade for the assessment task or requiring the student to re-submit the assessment task for a mark no greater than 50 to applying a fail grade to the unit of study and referral to the University Discipline committee.

You must read the University's Policy and Procedure on Academic Honesty.

In summary, remember that you, as a good student, are responsible for ensuring academic integrity practices are followed at all times. Your first step is to read the University's Academic Honesty Policy, and make sure you know what constitutes good practice. Then make sure you know how to reference and cite correctly. There are other practices we need to consider, and one of these is the potential for collusion.

Informal study groups are encouraged as a good way to assist your learning, but please remember that all your independently assessed assignments must be totally independently completed. Unless you are doing a group project where each member contributes to producing one piece of work, for which you get the one mark, using part or all of someone else's work constitutes collusion and breaches the University's Academic Honesty policy.

Do not collude with any other student by selling, giving, lending, explaining or showing all or parts of your independently assessed work/answers/past or current assignments, and do not ask to buy, borrow, see and use all or parts of the work of another student.

University Policy on Grading

Academic Senate has a set of guidelines for the achievement of grades across the range from fail to high distinction.  Your final result will include one of these grades plus a standardised numerical grade (SNG). 

On occasion your raw mark for a unit (i.e., the total of your marks for each assessment item) may not be the same as the SNG which you receive. 

For more information please refer to the Macquarie University Handbook.

Assessment Tasks

Name Weighting Hurdle Due
Literature search 5% No Tutorials in wk 4
Reflections I and II 20% No Friday 15/9 and 3/11
Oral Presentation 25% No 2pm Monday Oct 9
Peer Feedback 10% No Tutorials in weeks 9 and 10
Project Proposal 40% No Midday Friday Nov 10 (wk 13)

Literature search

Due: Tutorials in wk 4
Weighting: 5%

In-class presentation of the results of a database search related to your proposed individual research topic. The presentation should include: your draft research question or area, database name(s), search terms, ten (10) journal articles in APA format, and journal impact factors for individual journals, where available. 


On successful completion you will be able to:
  • Formulate and refine linguistic research questions

Reflections I and II

Due: Friday 15/9 and 3/11
Weighting: 20%

Two (2) reflections, each worth 10% of the unit mark, will be submitted throughout semester. Each one is to be no more than 300 words in length (12 point font, double-spaced).

Reflection I relates to weeks 1-7 of the unit content. It is due at the end of week 7, on Friday 15th September. It should address the following questions. (1) Why is it essential to critically evaluate published information, in both academic and non-academic contexts, even when it has been peer-reviewed? (2) What have you learned about ethical conduct of research, linguistic or otherwise; and how can you apply your new knowledge of ethical behaviour to other aspects of your work or personal life? (3) If you were responsible for allocating funds to individual projects where there were more projects proposed than funds available, which aspect(s) of the projects would have the greatest impact on your decisions and why?

Reflection II relates to weeks 8-12 of the unit and your program of study as a whole. It is due at the end of week 12, on Friday November 3rd. It should address the following questions. (1) How do you think you will use your knowledge of language structure and/or processing in your future work or personal life? (2) What do you see as the benefits and possible shortcomings of a peer review process? (In considering this question, it may help you to reflect on how your final project proposal changed as a result of the peer review process used in this unit and how that process resulted in a better proposal.) (3) What did you learn in this unit and your program as a whole about providing effective and constructive feedback to your peers? How will you use that knowledge in your future work or personal life?


On successful completion you will be able to:
  • Identify research methods relevant to the study of Linguistics, and Speech Hearing and Language Sciences
  • Describe the strengths and limitations of various linguistic research techniques
  • Identify methods for collecting and analysing empirical linguistic data
  • Formulate and refine linguistic research questions
  • Critically evaluate published research, and provide constructive peer feedback on linguistic research proposals

Oral Presentation

Due: 2pm Monday Oct 9
Weighting: 25%

Each student will deliver a 4-minute oral presentation with two (2) accompanying PowerPoint slides in their tutorial class of week 9 or week 10. Regardless of the week in which the oral presentation is delivered, all students must submit the final version of their PowerPoint slides via the iLearn website by 2pm on Monday October 9th (i.e., week 9). The oral presentation and PowerPoint slides should provide a summary of the essential aspects of the student's project proposal under the following headings.

  • Project Title
  • Aims and Background
  • Significance and Innovation
  • Conceptual Framework, Design, Methods
  • National Benefit

On successful completion you will be able to:
  • Identify research methods relevant to the study of Linguistics, and Speech Hearing and Language Sciences
  • Describe the strengths and limitations of various linguistic research techniques
  • Identify methods for collecting and analysing empirical linguistic data
  • Formulate and refine linguistic research questions
  • Develop research proposals for presentation in both oral and written form, and revise proposals in light of peer feedback

Peer Feedback

Due: Tutorials in weeks 9 and 10
Weighting: 10%

Each student will provide (anonymous) peer feedback in the form of comments and/or questions on the oral presentations delivered by other students during tutorials in weeks 9 and 10. The comments will be submitted at the time of the presentations and passed on to each speaker by the tutor.

Notes: Full marks for this assessment will be awarded to students who provide feedback to all other students in their tutorial group. Otherwise, a percentage of the nominated 10% will be allocated; for example, if feedback were provided for 20 out of 25 students, a mark of 8% would be awarded (i.e., 20/25 X 10%). If you miss one of your allocated tutorials in week 9 or 10 due to illness or unavoidable circumstance, and if special consideration is granted, your mark for this assessment will be based on feedback provided in the tutorial you attended. If you miss both weeks, your final mark for the unit will be based on all other assessment components (i.e., a mark out of 90 will be computed and then converted to a percentage).


On successful completion you will be able to:
  • Identify research methods relevant to the study of Linguistics, and Speech Hearing and Language Sciences
  • Describe the strengths and limitations of various linguistic research techniques
  • Identify methods for collecting and analysing empirical linguistic data
  • Formulate and refine linguistic research questions
  • Critically evaluate published research, and provide constructive peer feedback on linguistic research proposals

Project Proposal

Due: Midday Friday Nov 10 (wk 13)
Weighting: 40%

Each student will prepare and submit an 8-page proposal for an individualised research project that s/he has designed over the course of this unit. The application will be based loosely on that required for an Australian Research Council Discovery Project (ARC DP). It will cover the following aspects.

  • PROJECT TITLE
  • AIMS AND BACKGROUND
    • Include information about national/international progress in the field of research and its relationship to your proposal
  • SIGNIFICANCE AND INNOVATION
    • Describe how the research is significant and how it addresses an important problem.
    • Describe how the anticipated outcomes will advance the knowledge base of the discipline.
    • Describe how the proposal aims and concepts are novel and innovative
  • CONCEPTUAL FRAMEWORK, DESIGN, METHODS
    • Outline the conceptual framework, design and methods and demonstrate that these are adequately developed, well integrated and appropriate to the aims of the proposal. Include research plans and proposed timeline.
    • Detail any new methodologies or technologies that will be developed in the course of the research and how they will advance knowledge
    • Outline the feasibility of the project, in terms of design, and proposed timeline
  • NATIONAL BENEFIT
    • Describe the expected outcomes and likely impact of the proposed research
    • Describe how the proposal might result in national economic, environmental, and/or social benefits.

On successful completion you will be able to:
  • Identify research methods relevant to the study of Linguistics, and Speech Hearing and Language Sciences
  • Describe the strengths and limitations of various linguistic research techniques
  • Identify methods for collecting and analysing empirical linguistic data
  • Formulate and refine linguistic research questions
  • Develop research proposals for presentation in both oral and written form, and revise proposals in light of peer feedback
  • Critically evaluate published research, and provide constructive peer feedback on linguistic research proposals

Delivery and Resources

Classes

Lectures: For this unit, students attend one 1-hour lecture per week from weeks 1 to 7, which is scheduled for Mondays from 11 am to 12 pm in W5A Price Theatre. The lecture programme is outlined in this guide.

Tutorials: There is one 2-hour tutorial per week for this unit. Tutorials begin in the second week of semester and run until week 13. Six optional tutorial times are offered as indicated below.

Note: Students will be able to access the recording of the lecture through iLearn, but no recordings will be available for the interactive and problem-based weekly tutorial classes. Students are, therefore, strongly encouraged to attend all tutorials during semester if at all possible.

Tutorial Options

 

 

 

Day

Start Time

Room

Tutor

Monday

4 pm

E5A 110

Kelly Miles

Wednesday 

12 pm

C5A 301

Sue Spinks

Wednesday 

4 pm

X5B 143

Thembi Dube

Thursday

9 am

C5A 232

Deanna Wong

Thursday

3 pm

E8A 188

Titia Benders

Required and recommended texts and/or materials

The recommended text for this unit is: Litosseliti, L. (Ed.) (2010). Research methods in linguistics. London, U.K.: Bloomsbury. 

A secondary (recommended) text is: Wray, A., & Bloomer, A. (2013). Projects in linguistics and language studies (3rd Edition). New York, N.Y.: Routledge 

See the unit website for details of other required readings for tutorials and assessment exercises.

Unit web page

The web page for this unit can be found at: https://ilearn.mq.edu.au

Technologies used and required

Word processing is needed for completing assessments 1, 2, 3, and 5; internet access is needed for downloading lecture and tutorial materials and for uploading assignments.

No other technologies.

Unit Schedule

Week

Beginning

Lecture Topic

Tutorial Activities

1 Jul 31 

Introduction to LING399

  • rationale for the unit
  • introduction to the assessments
  • introduction to the teaching staff and their areas of interest/expertise
  • plagiarism and how to avoid it

(Linda Cupples) 

No Tutorials in week 1
2 Aug 7

Asking answerable research questions (Linda Cupples)

Welcome to the unit!

  • Student introductions

Group discussion of topics including:

  • what do students expect of the unit; what do they want; what are they dreading (if anything); and what are they looking forward to?
  • individuals' areas of research interest and proposed research questions (e.g., How answerable are they? What would be good search terms? What are the relevant variables and how can they be operationalised? What sort of data will be required?)
  • What makes a good "reflection"?
3 Aug 14

Critical evaluation of research (Linda Cupples)

Reading: Peach, R. K. (2002). Treatment for phonological dyslexia targeting regularity effects. Aphasiology, 16, 779-789.

Critique guidelines are available on iLearn.

Searching the literature

  • Tutorials for this week will be held in the library training rooms on Level 4
  • You should attend during your regular tutorial times as follows:
    • Monday 4pm - Training room M4.02
    • Wednesday 12pm - Training room M4.02
    • Wednesday 4pm - Training room M4.02
    • Thursday 9am - Training room M4.02
    • Thursday 3pm - Training room M4.03
  • Jane Van Balen will be the main trainer
  • If you wish to use your own device during the session, you will need to have a bibliographic management tool (such as Mendeley or EndNote) set up beforehand
4 Aug 21

Ethical issues in linguistic research (Linda Cupples)

Note: You will be asked to complete a number of tasks before this session. See the iLearn website for details.

Students' oral presentations, briefly summarising the results of their database search (see Assessment Task 1)

Group Discussion of topics including:

5 Aug 28 Research design I: Quantitative (Titia Benders)
  • Activities around presenting and interpreting quantitative data
  • Continued group discussion of students' individual research questions (focusing on potential associated designs, especially quantitative)
  • Introduction to the structure of the oral presentation assessment (due in weeks 8 and 9).
6 Sept 4 Research design II: Qualitative (Maria Herke)
  • Activities around presenting and interpreting qualitative data
  • Continued group discussion of students' individual research questions (focusing on potential associated designs, especially qualitative)
  • Discussion of any issues surrounding preparation of your oral presentations.
7 Sep 11

Structuring a research proposal (Colm Halbert; Linda Cupples)

Group discussion of topics including:

  • How to give an engaging and informative oral presentation (to shed light, we will watch some presentations and consider questions such as: How would you provide feedback to the speaker? If you were that presenter and you received that feedback, what would you change?
  • Any other issues surrounding oral presentations
  • Students' individual research questions, potential associated designs, and proposed data analysis.
   

 

Mid-semester Break

8 Oct 2

Public Holiday NSW

No Tutorials in week 8 (Monday Public Holiday)
9 Oct 9 No Lecture Students' oral presentations
10 Oct 16 No Lecture Students' oral presentations
11 Oct 23

No Lecture

Group and peer discussion of project proposals with a focus on aims, background, significance, and innovation (using expanded oral presentations as a stimulus for discussion). 
12 Oct 30 No Lecture

Group and peer discussion of project proposals with a focus on conceptual framework, design, methods, and national benefit (using expanded oral presentations as a stimulus for discussion).

13 Nov 6 No Lecture

Wrap up!

  • Unit evaluations
  • Class discussion covering aspects such as:
    • what have you learned this semester within your linguistic focus?
    • what have you learned about how the study of language can contribute to our knowledge and understanding of other disciplines and aspects of human life?
    • your experience of the unit and ideas for future years

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

  • Formulate and refine linguistic research questions
  • Develop research proposals for presentation in both oral and written form, and revise proposals in light of peer feedback
  • Critically evaluate published research, and provide constructive peer feedback on linguistic research proposals

Assessment tasks

  • Literature search
  • Reflections I and II
  • Oral Presentation
  • Peer Feedback
  • Project Proposal

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcomes

  • Identify research methods relevant to the study of Linguistics, and Speech Hearing and Language Sciences
  • Describe the strengths and limitations of various linguistic research techniques
  • Identify methods for collecting and analysing empirical linguistic data
  • Formulate and refine linguistic research questions
  • Develop research proposals for presentation in both oral and written form, and revise proposals in light of peer feedback
  • Critically evaluate published research, and provide constructive peer feedback on linguistic research proposals

Assessment tasks

  • Literature search
  • Reflections I and II
  • Oral Presentation
  • Peer Feedback
  • Project Proposal

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcomes

  • Identify research methods relevant to the study of Linguistics, and Speech Hearing and Language Sciences
  • Describe the strengths and limitations of various linguistic research techniques
  • Identify methods for collecting and analysing empirical linguistic data
  • Formulate and refine linguistic research questions
  • Develop research proposals for presentation in both oral and written form, and revise proposals in light of peer feedback
  • Critically evaluate published research, and provide constructive peer feedback on linguistic research proposals

Assessment tasks

  • Literature search
  • Reflections I and II
  • Oral Presentation
  • Peer Feedback
  • Project Proposal

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • Identify research methods relevant to the study of Linguistics, and Speech Hearing and Language Sciences
  • Describe the strengths and limitations of various linguistic research techniques
  • Identify methods for collecting and analysing empirical linguistic data
  • Formulate and refine linguistic research questions

Assessment tasks

  • Literature search
  • Reflections I and II
  • Oral Presentation
  • Peer Feedback
  • Project Proposal

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • Identify research methods relevant to the study of Linguistics, and Speech Hearing and Language Sciences
  • Describe the strengths and limitations of various linguistic research techniques
  • Identify methods for collecting and analysing empirical linguistic data
  • Formulate and refine linguistic research questions
  • Develop research proposals for presentation in both oral and written form, and revise proposals in light of peer feedback
  • Critically evaluate published research, and provide constructive peer feedback on linguistic research proposals

Assessment tasks

  • Literature search
  • Reflections I and II
  • Oral Presentation
  • Peer Feedback
  • Project Proposal

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcomes

  • Identify research methods relevant to the study of Linguistics, and Speech Hearing and Language Sciences
  • Describe the strengths and limitations of various linguistic research techniques
  • Identify methods for collecting and analysing empirical linguistic data
  • Formulate and refine linguistic research questions
  • Develop research proposals for presentation in both oral and written form, and revise proposals in light of peer feedback
  • Critically evaluate published research, and provide constructive peer feedback on linguistic research proposals

Assessment tasks

  • Literature search
  • Reflections I and II
  • Oral Presentation
  • Peer Feedback
  • Project Proposal

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

  • Describe the strengths and limitations of various linguistic research techniques
  • Formulate and refine linguistic research questions
  • Develop research proposals for presentation in both oral and written form, and revise proposals in light of peer feedback
  • Critically evaluate published research, and provide constructive peer feedback on linguistic research proposals

Assessment tasks

  • Literature search
  • Reflections I and II
  • Oral Presentation
  • Peer Feedback
  • Project Proposal

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcomes

  • Develop research proposals for presentation in both oral and written form, and revise proposals in light of peer feedback
  • Critically evaluate published research, and provide constructive peer feedback on linguistic research proposals

Assessment tasks

  • Reflections I and II
  • Oral Presentation
  • Peer Feedback
  • Project Proposal

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcome

  • Critically evaluate published research, and provide constructive peer feedback on linguistic research proposals

Assessment tasks

  • Reflections I and II
  • Peer Feedback
  • Project Proposal