Courses

Concentrates on recent advances in phonological theory within a generative framework. Specific topics include constraint- vs. rule-based approaches to phonology, segmental representation, markedness, and the relation between phonetics and phonology.

This course aims at providing students with an in-depth understanding of the interaction between theoretical assumptions, analysis and data in syntax. The course concentrates primarily on Minimalist approaches to raising and control, PRO, Case features, (wh)-operators, and phases. Involves primary literature. Prerequisite: an upper level half-course (3000- or 4000-level) in syntax. Prerequisite: an appropriate upper-year one semester course in syntax. Integrated with the undergraduate course AP/LING 4140 3.00.

An examination of the relationship between linguistic theory and second language acquisition including the nature of second language learners' linguistic representations from both linguistic and neurolinguistic perspectives, the role of Universal Grammar, and elicitation and interpretation of second language data. In addition to considering the individual second language learner, the course also examines second language acquisition in a broader sense, including the implications of second language acquisition theory for contact and creole studies. Prerequisite: an appropriate upper-year half course in phonology and an appropriate upper-year one-semester course in syntax, or permission from the instructor. (Students who take this course may not enrol in Linguistics 5670.03: Second Language Instruction) Integrated with the undergraduate course Arts/Linguistics 4240.03.

A graduate-level introduction to the analysis of sound production and sound systems in human language, focusing on core aspects of phonetic and phonological analysis. Prerequisite: An undergraduate introductory course in Linguistics

Examines current perspectives in English for Specific Purposes (ESP) with particular emphasis on academic and occupational contexts. Course themes include content-based language instruction, corpus linguistics, genre studies, critical EAP, and intercultural communication as they relate to ESP.

This course critically examines the theoretical underpinnings of corrective feedback and how research has addressed some of the core issues relevant to processes of both learning and teaching. The course addresses corrective feedback in both written and oral production situated in a range of classroom contexts.

Multimodal literacies examines the changing face of literacy in our networked worlds, exploring contemporary literacy shapes, sites and practices. The course invites diverse theoretical and pedagogical perspectives on multimodal literacies, and contemplates new basics in twenty-first century literacy education.

Critically examines the potential and limitations of technology-mediated language teaching and learning (TMLL) in varied language learning contexts. Learning theories, the design of learning environments and instructional approaches are reviewed in relation to language teaching methodology, curriculum design and second language acquisition theories. Web-enhanced, blended and distance language learning environments are explored through a blended learning approach.

A graduate-level survey of language policy and planning, using a representative range of case studies from around the world, with special emphasis on the Canadian context.

This course explores some of the complex ways in which gender, sexuality and language interact, drawing upon a variety of theoretical perspectives, methodologies, and findings from recent research in feminist linguistics. The course traces the major debates in the field of language, gender and sexuality, from earlier perspectives that focused on gender difference to more recent approaches that view gender and sexuality as enacted through language.

The objective of this course is to develop students' awareness of the nature of research in general, and of the various approaches to research in applied linguistics in particular. Through readings, discussion, and assignments, students are equipped with the tools necessary to create their own research projects, and the skills to critically evaluate research in the field.