English Language and Linguistics BA

Core modules:

Varieties of English

This course explores the extraordinary diversity of the English language today, and is concerned with describing the features, use and status of contemporary varieties of English in Britain and around the world. Extraterritorial varieties are located within histories of expansion, colonialism, and globalisation, and considered in relation to the role of English as an international language. We investigate developments which led to the social and geographic distribution of certain present day varieties in Britain. Students will apply tools of description for all linguistic levels, and develop awareness of sociolinguistic aspects of language such as social indexing, attitudes and standardisation, as well as the relationship between variation and change.

20 credits

The Sounds of English

This module is an introduction to the subdisciplines of Linguistics known as Phonetics and Phonology, focusing specifically on the sounds of the English language. It is designed to provide a solid understanding of how speech sounds are made and how they function in use. The lectures will present descriptions of English speech sounds and theories to explain their behaviour in a range of different accents and contexts, and the workshop classes will provide hands-on experience in using and thinking about the sounds of English. The module serves as an essential basis for more advanced linguistic study.

10 credits

The Structures of English

This module is an introduction to the syntax of natural languages, focussing on the syntactic structure of contemporary English. This module is intended as a sister module to the 10-credit 'Sounds of English' module, which runs in parallel. It is designed to provide a firm grounding in the descriptions of English sentence structure(s), and to introduce students to the main theories and methods of syntactic argumentation. The lectures will cover major topics in the formal description of English sentences, while the workshop classes will provide hands-on experience in analysing and thinking about sentence structure. The module serves as an essential basis for more advanced linguistic study.

10 credits

History of English

This module traces the history of the English language of the Fifth century AD through to the present day. Students will learn about the development of English over this period, looking at the factors which have shaped the language, and learning a variety of techniques for studying the language. The module will also introduce students to the range and variety of the English language at all periods, and to the ways in which English influences, and is influenced by, other languages.

20 credits

Linguistic Theory

This module explores how language is structured by examining central issues in linguistic theory, building upon the concepts introduced in EL112 Sounds of English and ELL113 Structure of English. Students will be instructed in (1) foundational theories and concepts in areas such as phonology, morphology, syntax, and semantics, (2) the linguistic evidence that informs these approaches, (3) the analytical techniques required to apply these theories to language data, and (4) the relevance of such theoretical models for the wider study of language. The module will develop analytical tools in using linguistic theory, training students to rigorously interpret language data within theoretical frameworks

20 credits

Optional linguistics modules:

Early Englishes

Early Englishes works backward over a whole millennium of English, 1600 to 600. Each week's lectures and seminar focus on one century and one text representative of that century (for example, Beowulf and Piers Plowman). We will use a variety of techniques , literary, linguistic, anthropological, cultural historical, to analyse each text, thereby opening up discussion of the issues that preoccupied the English of the time, from glorious monster-slaying to the slow surrender of pagan belief to terror at the imminent arrival of Antichrist and on to the first expressions of love and desire. Texts will initially be studied in translation so no prior knowledge of Old or Middle English is necessary, but students will also be given the opportunity to examine texts in the original language.

20 credits

Exploring Literary Language

This module explores the language of literary texts. We will look at how different literary styles create particular effects and describe these styles and effects using linguistics. The course aims to provide students interested in English literature with a practical introduction to language, and to provide students interested in language with experience of applying linguistic analysis to literary texts. The emphasis is on a hands-on approach, and topics covered will include sentence structure, register, narrative structure, conversation analysis (with reference to drama and dialogue) and point of view in narrative fiction. The texts studied will be predominantly literary and twentieth century, and will include extracts from novels, plays, poetry and short stories.

20 credits

Other optional modules in the School of English:

Foundations in Literary Study: Biblical and Classical Sources in English Literature

This module provides foundational knowledge about the treatment of Biblical and Classical sources in English Literature. It is an important unit for the study of literature and the Humanities, preparing students for work at higher levels. Typically a Biblical or Classical source and a literary text will be discussed together, to expose a range of meanings and to prepare participants for their own research about both the Bible and Classical material as literature and the treatment of Bible and Classical material in Literature. It will also prepare students for independent research. It is recommended that all students of English take this module.

20 credits

Contemporary Literature

This module introduces students to a diverse range of texts in English (prose, poetry, and film) with a focus on texts published since 2000. Texts will be chosen to provoke thinking and debate on urgent and controversial topics that might include: globalisation and neoliberalism; ecology and animal lives; artificial intelligence and the posthuman; political activism and social justice; migration and displacement; state violence and armed conflict. We will discuss formally and conceptually challenging works, raise ethical and philosophical questions and begin to discover how current critical and theoretical approaches can help us to engage with contemporary texts.

20 credits

Studying Theatre: A History of Dramatic Texts in Performance

Covering classical, contemporary and popular texts, Studying Theatre; A History of Dramatic Text in Performance aims to turn an interest in theatre and theatre-going into a more thorough appreciation of the ways in which playwriting, acting, design and performance have shaped theatre's development. Each week students will study a particular play and the historical context that informed its first performances and its theatrical afterlife. The course emphasis is on theatre as a social practice and practical discipline. Seminars and lectures will focus on the play in performance, and the processes that underlie production. Students do not need previous knowledge or experience, but should be prepared to try some new approaches to texts, for example through practical workshops.

20 credits

Try a new subject:

The flexible structure of your first year at Sheffield means that you also have the chance to experience modules from outside of English - you can choose up to 40 credits of modules from a list approved by the Faculty of Arts and Humanities, which is made available to new students when you select your modules at registration.

Optional modules:

The History of Persuasion

This module focuses on why some written texts seem more persuasive (or authoritative) than others. To answer this question we will look at non-literary writing from a range of different contexts: journalism, advertising, political speaking, science writing, and religious communication. You'll look closely at the language used in each context, think about what constitutes persuasive writing in each, and talk about why this differs from context to context. You'll also have a chance to look at the histories of these different kinds of text. Examples from earlier periods look different from what we are used to in the 21st century and it is fascinating to explore how journalism, for example, has come to look as it does today. All these types of writing are associated with powerful institutions: journalism with the national press, advertising with big corporations, political speaking with the major political parties. But we will also explore how people with more marginalised identities use them, resist them, and are represented through them. The overall aim is help you become more critical in your response to the different kinds of written communication that surround us and this is valuable in many of the careers that English graduates go into.

20 credits

Phonetics

This module aims to provide a detailed understanding of speech sounds, how they are produced, how perceived, how they vary from one language to another, and how they are analysed. Lectures will deal with the three core areas of phonetics: articulation, acoustics and audition. The course has a practical as well as a theoretical component. There will be weekly classes in which students will learn to recognise, produce and transcribe the sounds of the International Phonetic Alphabet. The application and history of phonetics will also be covered.

20 credits

Syntax

This module builds on what students have learnt in ELL113 Structure of English at Level 1, providing a more in-depth look at the structure and organising principles of sentences. We develop the tree structures students learn in first year, and see how these structures form a system of representation that can be used for any language. This involves thinking about the universal constraints on the grouping of words into phrases, and consideration of various operations that move elements around inside sentences to generate the word orders we see written or hear spoken, while at the same time ensuring that sentences satisfy formal constraints. In other words, the module provides an opportunity for students to think in more depth about why sentences are structured the way that they are.

20 credits

Exiles and Monsters: An Introduction to Old English

This module explores the language and literature of Anglo-Saxon England, enabling you to read and understand the earliest English literature. You will learn how to read Old English, developing a good understanding of Old English grammar and gaining familiarity with the language and literature through translating a range of texts. We will examine the historical background and cultural contexts of these texts, introducing you to the breadth and variety of Old English texts, and to differing critical approaches to them.

20 credits

Language and Cognition

This module introduces students to the key theories and frameworks at the core of cognitive linguistics. The module explores the relationships between language and the human mind and considers how recent advances in the study of human cognition can enhance our understanding of the conceptual processes that underpin the production and reception of discourse. The module introduces students to such concepts as embodiment, prototypes, situated simulation, profiling, mental representation, conceptual mapping, and conceptual integration. The module equips students with the necessary knowledge and analytical skills to design and carry out their own investigations into language and cognition.

20 credits

Introduction to Interactive Digital Narrative

Interactive digital narratives are stories designed (a) to be read on screen and (b) to give the reader choice about how to navigate them. For example, you might have come across digital adventure stories that read like this: 'You are walking through the woods and hear a horrible noise coming from up ahead. Do you run forward to investigate or do you hide in the bushes?' Here both 'run forward' and 'hide' will be links so that you can choose what you want to do and find out what happens when you do it. The module includes both critical and creative work. You will read digital narratives - not just adventures but explorations of a wider range of experience - and think about how they are structured, how they evoke virtual spaces, and their relationship with games and gaming. You will also make a narrative of your own, using the creative process to learn more about the nature of digital stories. You don't need any special knowledge of computers or coding - everything necessary is taught in the module. Students from previous years have found it extremely helpful to be able to talk about their projects in interviews for jobs involving digital communication and content creation.

20 credits

Writing the Real

In both fiction and drama, there is an approach to writing called 'realism' (or, in the case of theatre, 'naturalism'). Realist writers make a commitment to telling their readers about the world as it actually is and this means avoiding supernatural or speculative material and instead focusing on the experiences of ordinary people in a world that is recognisably like our own. The hey-day of realism was the nineteenth century but, since then, virtually all writers have had to take up a position in relation to it and decide whether to write about a world in which people have guardian angels and animals can talk or focus instead on 'real life' in contemporary London or New York City or Lagos. The module examines how realist and non-realist styles work linguistically and you will learn to analyse both kinds of text in a fine-grained way. You will read examples by British authors from different backgrounds as well as writers from other parts of the world. Narrative is central to how we define ourselves and understand the world around us, so the module looks beyond the strictly academic and helps you understand more about how we respond to the world through story-telling.

20 credits

Sociolinguistics

This module explores the workings of language in its rich social setting. It includes an investigation of accent and dialect, register and style in relation to social class, gender, age, ethinicity, region and social networks. The module also examines sociolinguistic situations around the world, such as multilingualism and diglossia, pidgins and creoles, new Englishes and other globalised forms of language. The module is intended to be enabling and offers an opportunity for students to develop a sense of their own ethical responsibilities as language users and analysts. Students will be provided with the methodological tools necessary to carry out independent fieldwork and will be encouraged to undertake their own exploration of sociolinguistics.

20 credits

First Language Acquisition

This second-year module is aimed at students who have already taken Introduction to Linguistics at Level 1. In this course, we focus specifically on the first language acquisition of syntactic (and semantic) knowledge. Addressing both theoretical and methodological issues, the course explores the relationship between the logical problem of language acquisition -- how very young children manage to acquire quite abstract and subtle properties of their target grammars in the absence of clear positive evidence -- and the developmental problem of acquisition -- how children recover from systematic errors, and acquire subtle language-specific properties. We also explore the related tension between nativist vs. emergentist explanations for language acquisition and development.

20 credits

Phonology

This module aims to examine phonological theories and the data on which they are constructed, exploring phonological organisation and processes in different languages. Segmental and prosodic (e.g. syllable-based) phenomena will be investigated, using rule- and constraint-based frameworks. As well as being a core part of theoretical linguistics, an understanding of phonology is essential to the studies of historical linguistics, sociolinguistics, psycholinguistics, speech pathologies, language acquisition, and computerised speech synthesis and recognition technologies.

20 credits

Advanced Syntax

This module builds on the material covered in the module Syntax, focusing on both the universal and language-specific rules that govern syntactic structure in human language. The topics covered will expand our understanding of areas of structure that could not be explained in Syntax, including further instances of movement, a more nuanced understanding of verbal structure, and a greater emphasis on data from languages other than English.

20 credits

Historical Linguistics

Language change is a fact of all living languages, and historical linguistics is as much about the present and future as it is about its past. This module introduces the study of how and why languages change, and how languages are related. You are encouraged to reflect on the ways in which historical linguistics bears on other areas of linguistics. The subject will be approached by 1) levels of inquiry, e.g. semantic, phonological, morphological, syntactic and pragmatic change; and 2) 'big questions', e.g. language families and linguistic prehistory, the role of acquisition in change, linguistic reconstruction, and historical sociolinguistics.

20 credits

Try a new subject:

The flexible structure of your second year at Sheffield means that you also have the chance to experience modules from outside of English - you can choose up to 20 credits of modules from a list approved by the Faculty of Arts and Humanities, which is made available to new students when you select your modules at registration.

Optional modules:

Research Practice (English Language and Linguistics)

Research Practice' is normally taken in combination with the 'Dissertation' module. Taken together these two units give students the opportunity to spend a whole year researching a topic of particular interest to them, engaging with new data or primary sources, and working on material that is typically more advanced than that covered in taught modules. 'Research Practice' focuses on the planning of the larger project. Students receive support and training through whole-group workshops and one-to-one support from a supervisor. By the end of the module, students will have designed an appropriate programme of research and begun to implement it. Although support will be provided by supervisors and the module convenor, students will be expected to drive their projects forward themselves and be proactive in seeking guidance and help when they need it. The module is not suitable for students who do not enjoy independent research and reading. In preparation for the module, students will be required to submit a research proposal towards the end of Level 2. Students will receive guidance on this and may seek help with this part of the process from members of academic staff. Registration for this module depends on both the coherence of the research proposal and the availability of suitable supervisors.

20 credits

Exiles and Monsters: Reading Old English

This module explores the language and literature of early medieval England (500-1066), enabling you to read, translate, and understand the earliest English literature. You will learn Old English, developing a good understanding of Old English grammar and applying that knowledge as you translate Old English texts. You will also gain familiarity with Old English literature through translating a range of diverse texts. We normally start translating Old English prose in Week 2 and move on to poetry after a few weeks. Texts studied on this module might include Wulfstan's famous sermon to the English (in which he goes on about how sinful the English are), The Battle of Maldon (about a real battle in 991 in which the Vikings defeated the English), Judith (about a woman who chops off the head of the general whose army is besieging her city), and Beowulf (about a hero and several monsters). The module will briefly examine the historical background, cultural contexts, and stylistic features of these texts, introducing you to the breadth and variety of Old English texts and to differing critical approaches to them. No prior knowledge of Old English language or literature is required.

20 credits

Constructed Languages

This module builds on theories learned in Level 1 and 2 ELL and Language and Literature modules, applying them to the constructed languages ('conlangs') created specifically for books, television, and film. Topics covered will include the grammatical patterns underlying the sound and structural systems of conlangs, the similarities and differences between conlangs and 'natural' human languages, the representation of historical change in conlangs, and the textual use and representation of conlangs in literature.

20 credits

Narrative Style in the Contemporary Novel

On this module you will consider how the contemporary novel experiments with narrative style and technique, and the effects of this on you as a reader. We will be looking at writing in English from all over the world, and from a wide variety of backgrounds and perspectives. We will be looking at key narrative concepts, such as point of view, in order to enable appreciation of the ways in which contemporary writers play with traditional styles. Some of the experimental features we will look at include: disruptions to chronological sequence; the use of second-person ('you') narration; the use of multiple narrators. We will look at how such techniques increase or hinder such experiences as empathy and identification with characters. You will get a chance to work extensively on a contemporary novel of your choice and deepen your enjoyment of it by looking at how it is written.

20 credits

Language and Religion

This module examines the ways in which people talk about what they hold sacred, both in overtly religious and 'secular' contexts. This module takes a critical, functional approach to language, first asking, what does religious language do for us? Among the topics that will be covered are definitions of religion and religious language, a three-dimensional approach to studying religious language and common discursive strategies and linguistic features used to perform religion. The module will be of particular interest to students interested in language and power as well as language and ideology, but we will also be looking at language and religion as it enacts and represents the full range of human experience.

There will be opportunities each week to examine religious language in a variety of contexts, using specific analytic tools within three levels of critical discourse analysis (text, discourse practice and sociocultural practice). In the assessments, you will have the freedom to develop these skills further by analysing texts of your choice, taken from contexts that suit your interests. The tutor will provide support in finding and selecting these texts.Overall, this module aims to examine the porous boundaries between the sacred and the secular. In so doing, we will consider the language not just of those looking to a sacred supernatural but those who articulate ultimate significance to values and priorities without adherence to organized religion.

20 credits

Teaching English to Speakers of Other Languages

The module introduces and reviews the principles that underlie, and the methodology employed in the teaching of English to speakers of other languages. Among the topics discussed are the teaching of the four main language skills - reading, writing, listening, speaking - and the teaching of the language system - grammar and vocabulary. There are also sessions on the language learning process and the characteristics of communicative language teaching.

20 credits

Language and Gender

This module will explore the relationship between language use and gender identity. We will consider how gender has been defined in social and linguistic research and examine a variety of theoretical perspectives, methodologies and findings (incorporating both quantitiative and qualitative linguistic work). The approach is interdisciplinary (drawing upon sociolinguistics, linguistic anthropology and discourse analysis) and will address the issues of power, status, socialisation and ideology.

20 credits

Language and Power

In this module we take a critical look at the relationships between language, persuasion, and power in public life. Each week we take a different analytical framework with which to explore the ways in which we use language to shape our identities, (power) relations with others, and to persuade, manipulate, and deceive. Frameworks covered include pragmatics and conversation analysis, genre analysis, intertextuality, transitivity and multimodality. We will apply these to different types of social practice from advertising to journalism to politics. There are no pre-requisites for this module, although students who have studied English language A-level or taken 'Exploring the Language of Literature', may find some of the frameworks we cover familiar.

20 credits

Second Language Acquisition

This module will introduce students to major theoretical notions and assumptions in Second Language Acquisition (SLA) - a theory that investigates how language speakers acquire a second language both in adulthood and childhood. The module focuses on the SLA theories that are believed to be constrained by Universal Grammar. It provides a historical overview of how SLA theories have evolved and examines influential concepts to explore how different arguments have been developed and how they have been investigated empirically. At the same time, the module offers students hands-on training in analyzing second language learner data, using their knowledge of syntax and the opportunity to design an SLA project.

20 credits

Language and the Environment

This module will introduce students to a range of research focused on language and the natural environment. We will begin by exploring the discipline of Ecolinguistics and the concept of an 'ecosophy', the ecological philosophy underpinning environmental linguistic research. Students will have an opportunity to define their own key ethical principles and design a small-scale research project around their personal ecosophy. We will examine a range of different linguistic theories and their application in the rigorous and systematic analyses of language and the natural environment. We will also explore different linguistic methodologies which might enable these analyses, drawn from disciplines including discourse analysis, corpus linguistics, and empirical stylistics. We will investigate a variety of different discourse types in our lectures and seminars, including political speeches, the language of environmental documentaries, literary texts, social media, marketing and advertising, and everyday conversation. Students will have the opportunity at the end of the module to use their knowledge and skills to execute their own research project, investigating the relationships between language and the natural world in a discourse of their choice.

20 credits

Dissertation (English Language and Linguistics)

The 'Dissertation' module is always taken in combination with the 'Research Practice' module and, together, these two units give students the opportunity to spend a whole year researching a topic of particular interest to them, engaging with new data or primary sources, and working on material that is typically more advanced than that covered in taught modules. The final result is a dissertation of up to 7,000 words. Students receive support through whole-group workshops and one-to-one support from a supervisor. In the process, they develop research and communication skills valuable in academic and professional contexts. Although support will be provided by supervisors and the module convenor, students will be expected to drive their projects forward themselves and be proactive in seeking guidance and help when they need it. The module is not suitable for students who do not enjoy independent research and reading

20 credits

Conversation Analysis

In this module we will work with recordings of real conversation, analysing aspects of spoken interaction such as turn-taking, overlap, repair, sequence organisation and topic from the perspective of Conversation Analysis (CA). The module provides an opportunity to: deepen your understanding of how conversation is structurally organised; develop analyses of conversation which are inductive and do not rely on reading the minds of participants but are grounded in the observable linguistic-sequential properties of the talk; and explore the relationship between CA and linguistics.

20 credits

Language attitudes, perceptions and regard

This module examines the ways in which non-specialists react to language variation. Students taking the module will learn about why such reactions matter, both for speakers of stigmatised varieties and languages, but also in relation to theories of language variation and change. The module will introduce students to the field of language regard, which moves the study of non-specialists reactions to language beyond the traditional approaches taken in language attitudes research. Students taking the module will consider the theoretical underpinnings of language regard, and examine topics such as real-time reactions to regional speech, manipulating listener reactions, language attitudes findings, perceptual dialectology, and the sociolinguistic monitor.

20 credits

Researching Readers

Your studies so far will have given you many opportunities to think about how you interpret texts and how texts are discussed by professional critics. This module encourages you to engage with the responses of readers outside of University too, in the wider reading public. Academic discussions regularly make claims about the effects of a text on its 'readers' or 'audience', but these readers are often theoretical constructs rather than actual people. This module is a practical introduction to methods that can be used to collect data so that you can investigate the responses of real readers in a variety of contexts. Methods that we study might include experimental tasks, questionnaires, focus groups and internet resources. We focus on qualitative, verbal data: the things which people say or write about their reading experiences. You will learn how to use that data to test and develop your own textual analyses. For instance, we might use data to explore how readers engage with fictional characters, how they make sense of metaphors, or how they respond emotionally to patterns in language. You will be supported in designing, conducting and reflecting upon your own study of real readers, with free choice of the text you study and the method you use, so there is lots of scope for pursuing what interests you.

20 credits

Experiments in Interactive Digital Narrative

This module offers the chance to learn about and experiment with the possibilities of interactive digital narratives. What are interactive digital narratives? In brief, they are stories designed (a) to be read on screen and (b) to give the reader choice about how to navigate them. For example, you might have come across digital adventure stories that read like this: 'You walk up to the house but the door is locked. Do you search for a hidden key or do you break the door down?' Here both 'search' and 'break' will be links so you can choose what you want to do and find out what happens when you do it. Stories like this are widely available online but writers and artists have used the same approach to explore a wider range of human experience than fantasy adventures. Early in the semester we will think about various issues relating to digital narrative: the relationship between material and virtual worlds, the relationship between author and reader, our fears about Artificial Intelligence. Then you'll create an experimental narrative of your own inspired by your critical reading. You don't need any special knowledge of computers or coding - all that will be taught in the module. The learning you experience as you develop your project will be invaluable if you go on to work in any field where you need to make digital content.

20 credits

Advanced Phonetics

Increasingly it is necessary for linguists to provide acoustic evidence in support of claims they make about spoken data. In this module you will undergo training in the use of specialist computer software to provide robust analyses of a range of different phonetic parameters. This will involve working with waveforms, spectrograms, spectra and pitch traces. You will be shown how to write computer code to allow you to automate speech analysis tasks. The module is likely to be of particular interest to you if you are considering further study or a career in phonetics, speech science or speech technology.

20 credits

Advanced Syntax

This module builds on the material covered in ELL 221 Syntax, focusing on both the universal and language-specific rules that govern syntactic structure in human language. The topics covered will expand our understanding of areas of structure that could not be explained in Syntax, including further instances of movement, a more nuanced understanding of verbal structure, and a greater emphasis on data from languages other than English.

20 credits

Historical Linguistics

Language change is a fact of all living languages, and historical linguistics is as much about the present and future as it is about its past. This module introduces the study of how and why languages change, and how languages are related. You are encouraged to reflect on the ways in which historical linguistics bears on other areas of linguistics. The subject will be approached by 1) levels of inquiry, e.g. semantic, phonological, morphological, syntactic and pragmatic change; and 2) 'big questions', e.g. language families and linguistic prehistory, the role of acquisition in change, linguistic reconstruction, and historical sociolinguistics.

20 credits

Try a new subject:

The flexible structure of your third year at Sheffield means that you also have the chance to experience modules from outside of English - you can choose up to 20 credits of modules from a list approved by the Faculty of Arts and Humanities, which is made available to new students when you select your modules at registration.