Part of the College of Arts
Honours courses from session 2012-13, for use by students working on dissertations in SH.
  • Aims: to study the origins and development of names of places and of people in England and Scotland, to investigate the special properties of names as lexical items, and to examine the function of names in contemporary discourse and literature. Intended learning outcomes: at the end of the course, students should have gained an understanding of (a) the origins and development of place-names and personal names in England and Scotland, (b) the historical and cultural contexts in which the place-names of England and Scotland were formed, (c) the lexical and semantic properties of names of various types, (d) patterns of name-giving and their implications for social identity, (e) the contribution of onomastic evidence to historical, demographic, literary and linguistic studies.
  • This site complements Honours course 4B.
  • The aim of the course is to examine the history and development of aspects of the Scots language from its origins to the present day. The first semester focuses on (a) Older Scots (b) Enlightenment theories of language and (c) contemporary Scots speech. The second semester focuses  on (a) the place-names of Scotland, (b) corpora of modern Scots (1700-present day), (c) contemporary language planning, with reference to the history and development of Scots in Ulster, (d) literary uses of Scots in translation, and (e) the representation of Scots in today’s media, particularly television. By the end of the course, students will be able to demonstrate a detailed knowledge and understanding of these topics.

  • This Moodle site supports the Honours course (7A) Written Text and Narrative.

  • Normally taken in Junior Honours. Aims: to provide (a) an appreciation of how theories of semantics have developed within linguistics; (b) an enhanced awareness of the problems involved in studying something as elusive as meaning; (c) the opportunity to develop skills in linguistic analysis and critical discussion; (d) an awareness of the importance of semantics in codifying our world and describing our interaction with it; (e) an in-depth analysis of selected areas of meaning, such as metaphor, dictionaries or colour semantics. Intended learning outcomes: at the end of the course, students should have (a) explored ways in which meaning can be described and discussed; (b) developed a critical response to differing theoretical perspectives; (c) increased awareness of language use in oneself and others
  • This website brings together teachers and students of language and culture in different countries around the world.
  • Normally taken in Junior Honours.

    Aims : to provide an understanding of (a) the operational capabilities of the vocal tract by a detailed study of the segmental and non-segmental features of English in various accents, and (b) the main techniques of experimental phonetics.

    Intended learning outcomes : At the end of the course, students should be able to

    (a) outline the respiratory, phonatory and articulatory possibilities of the vocal tract in speech;

    (b) explain and apply key terms and concepts in the phonetic analysis of speech;

    (c) describe the main phonetic and phonological patterns, both segmental and non-segmental, of varieties of English spoken within and outwith the UK;

    (d) summarize, illustrate and critically evaluate current theoretical approaches to phonetic theory, including speech perception, neurophonetics, and sociophonetics;

    (e) produce, identify and transcribe various forms of English speech;

    (f) make and record precise measurements from acoustic representations of speech;

    (g) use, interpret and evaluate data obtained by means of articulatory, acoustic, and perceptual techniques for investigating speech.