Module Catalogue 2026/27

Pre Requisite Comment

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Co Requisite Comment

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Aims

Language is an incredibly complex system of knowledge. Not only are there multiple levels of representation – of sounds and words and phrases and whole utterances - but within a given level, even simple forms can be derived from multiple interacting pieces of knowledge. Yet as speakers of any given language, we are often blissfully unaware of how much we need to know in order to be able to communicate through language.

Nonetheless, this is precisely the knowledge children must acquire. And their task is not simple. The patterns of knowledge can be difficult to discern from the available input and, to top it off, the data children learn from is often ambiguous and full of exceptions anyway. Yet despite all this, all typically-developing children learn their native language nearly effortlessly, generalizing from noisy input in very specific ways. The degree of proficiency attained by very young children in their native language is almost never achieved by adults who are far more cognitively developed. How is this possible?

In this class, we delve into the process of language acquisition, exploring the way in which infants and very young children unconsciously uncover the rich systematic knowledge of their native language and their capacity to deploy that knowledge. To put this knowledge into perspective, we pay additional attention to the target state of adults as it is understood from language processing. We focus on both experimental methods and computational studies that quantitatively investigate the manner and path of human language acquisition.

Outline Of Syllabus

This module will cover topics including, but not limited to, the following:
- Theoretical approaches to child language acquisition and development and the predictions generated from these approaches
- Computational and experimental methods for studying children’s language acquisition and adult language processing
- Advance topics on linguistic developmental milestones and major empirical discoveries in the field of child language acquisition and adult language processing through the lens of particularly linguistic subfields

Intended Knowledge Outcomes

By the end of this module, it is anticipated that you will be able to:
- Demonstrate knowledge and understanding of the theories, sources, and interpretations of human language acquisition and processing behavior at the individual level.
- Demonstrate an understanding of contemporary and historical perspectives on human language acquisition and processing behavior.
- Understand and explain the scientific/interpretive methods used in (i) the acquisition of knowledge about human language learning and processing behavior and (ii) the testing of competing theories about human language acquisition and processing.

Intended Skill Outcomes

By the end of this module, you will have developed the following skills:
1. Ability to critique theoretical perspectives and methodological approaches to studying how children apply learning strategies to acquire their native language and the mechanisms of processing said language
2. Ability to report on and synthesize research articles and identify research gaps in the field of child language acquisition and adult language processing
3. Ability to apply the Scientific Method to formulate research questions, consider the hypotheses and predictions and design appropriate language experiments for a given research question
4. Ability to apply computational and analytical tools (e.g., R) to a data set for developing models of child language acquisition and adult language processing
5. Ability to apply appropriate learning strategies for child language acquisition given sample data by performing mathmatical calculations.

Teaching Rationale And Relationship

Lectures are used, primarily, to impart subject content and provide a continuous point of contact between the module teaching team and all students throughout the module. Lectures focus on growing students’ knowledge base in linguistics and introducing students to new methods and approaches to language study.

Small-group teaching sessions, also known as seminars, are used to consolidate students’ understanding of the lecture and reading materials and to develop students’ skills in making sense of linguistic data, understanding academic writing and framing language investigations.

Guided independent study is used for the preparation of seminar exercises as well as for the preparation and completion of assignments.

Assessment Rationale And Relationship

The midterm assignment will measure students' understanding of foundational concepts and empirical discoveries presented during the first half of the module. Students will thus be able to demonstrate knowledge and understanding of the theories, sources, and interpretations of human language acquisition and processing behavior at the individual level. Students will also be able to demonstrate their ability to apply appropriate learning strategies and processing mechanisms to sample data.

The final assignment will probe students’ understanding of critical concepts learned throughout the semester, focusing on the development of research approaches and scientific reasoning.

General Notes

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