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Informatie over ReMa Taalwetenschappen / Linguistics
Hieronder staan het programma en de vakomschrijvingen van ReMa Taalwetenschappen / Linguistics Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 (ReMa Clinical Linguistics (EMCL)) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| semester I a | verplicht | LTC017M03 | Dutch Language and Culture | Engels | 3 | 4 | |
| keuze | LTC025M05 | Language and Speech Disorders Adults | Engels | 5 | variabel | ||
| keuze | LTC026M05 | Language and Speech Disorders Children | Engels | 5 | variabel | ||
| semester I b | verplicht | LTC016M05 | Neuroimaging and Language | Engels | 5 | 4 | |
| verplicht | LTC017M03 | Dutch Language and Culture | Engels | 3 | 4 | ||
| verplicht | LTC020M06 | LTABS | Engels | 6 | 4 | ||
| verplicht | LTC021M06 | DeSeGAIP | Engels | 6 | 4 | ||
| » Jaar 1 (ReMa Language and Cognition) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| hele jaar | keuze | LTR028M10 | Research Training 1 | Engels | 10 | variabel | |
| semester I | verplicht | LTR015M05 | Seminar/Summerschool/Winterschool 1 | Engels | 5 | variabel | |
| verplicht | LTR026M10 | Linguistic Analysis | Engels | 10 | 4 | ||
| keuze | LLS025M10 | Writing: Context, Process and Text | Engels | 10 | 4 | ||
| keuze | LTR028M05 | Research Training 1 | Engels | 5 | variabel | ||
| keuze | LTX023M10 | Language var. in Europe | Engels | 10 | 4 | ||
| keuze | LTX025M10 | Language Comparison | Engels | 10 | 4 | ||
| keuze | LTX028M10 | Language Development | Engels | 10 | 4 | ||
| keuze | LTX031M10 | The Interpretation of Language | Engels | 10 | 4 | ||
| semester I a | verplicht | LTR013M05 | Basic Statistics | Engels | 5 | 4 | |
| semester I b en semester II a | keuze | LTX030M10 | The Structure of Language | Engels | 10 | 4 | |
| semester II | verplicht | LTR021M05 | Designing your Research Project | Engels | 5 | 2 | |
| keuze | LTR022M10 | Language, Brain and Cognition | Engels | 10 | |||
| keuze | LTR027M10 | Discourse Analysis | Engels | 10 | 4 | ||
| keuze | LTR029M05 | Research Training 2 | Engels | 5 | variabel | ||
| semester II a | verplicht | LTR024M05 | Corpus Linguistics | Engels | 5 | variabel | |
| keuze | LTR031M05 | Methodology & Statistics Ling. Research | Engels | 5 | 2 | ||
| keuze | LTX029M05 | The Sound of Language | Engels | 5 | 4 | ||
| keuze | LTX032M05 | Architecture of the Language System | Engels | 5 | 4 | ||
| semester II b | keuze | LTX033M05 | Debates in Linguistics | Engels | 5 | 4 | |
| Opmerkingen | All courses from MA programs in the Faculty of Arts are accepted for inclusion in a program of study. In addition, the following courses have been approved for the ReMa Language and Cognition: | ||||||
| » Jaar 1 (ReMa Language and Communication Technologies (LCT); Erasmus Mundus) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| hele jaar | keuze | LTR015M05 | Seminar/Summerschool/Winterschool 1 | Engels | 5 | variabel | |
| keuze | LTR030M10 | ReMa-stage Taalwetenschappen | Engels | 10 | variabel | ||
| semester I | verplicht | LTR026M10 | Linguistic Analysis | Engels | 10 | 4 | |
| semester I a | verplicht | LTR013M05 | Basic Statistics | Engels | 5 | 4 | |
| keuzegroep A | LIX002M05 | Semantic Web Technology | Engels | 5 | 4 | ||
| keuzegroep A | LIX016M05 | Learning from Data | Engels | 5 | 4 | ||
| keuzegroep A | LIX023M05 | Multichannel Management | Engels | 5 | 4 | ||
| keuzegroep A | LIX026M05 | Shared Task Information Science | Engels | 5 | variabel | ||
| keuzegroep A | WMCC003-05 | Language Modelling | Engels | 5 | |||
| keuzegroep A | WMCS005-05 | Web and Cloud Computing | Engels | 5 | |||
| semester I b | keuzegroep B | LIX021M05 | Computational Semantics | Engels | 5 | 4 | |
| keuzegroep B | LIX022M05 | Computer-Mediated Communication | Engels | 5 | 4 | ||
| keuzegroep B | WMAI010-05 | Machine Learning | Engels | 5 | |||
| semester II | keuzegroep C | LTR021M05 | Designing your Research Project | Engels | 5 | 2 | |
| keuzegroep C | LTR022M10 | Language, Brain and Cognition | Engels | 10 | |||
| semester II a | verplicht | LIX001M05 | Natural Language Processing | Engels | 5 | 4 | |
| verplicht | LTR024M05 | Corpus Linguistics | Engels | 5 | variabel | ||
| keuze | LTR031M05 | Methodology & Statistics Ling. Research | Engels | 5 | 2 | ||
| keuze | WMCC009-05 | Computational Simulations of Language | Engels | 5 | |||
| semester II b | verplicht | LIX025M05 | Language Technology Project | Engels | 5 | 2 | |
| keuze | LIX025M05 | Language Technology Project | Engels | 5 | 2 | ||
| » Jaar 2 (ReMa Clinical Linguistics (EMCL)) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester II | verplicht | LTC000M10 | ReMa Internship Linguistics EMCL | Engels | 10 | variabel | |
| verplicht | LTC999M30 | ReMa Thesis Linguistics: EMCL | Engels | 30 | variabel | ||
| » Jaar 2 (ReMa Language and Cognition) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| hele jaar | verplicht | LTR016M05 | Seminar/Summerschool/Winterschool 2 | Engels | 5 | variabel | |
| semester I | verplicht | LTR000M25 | Research Master's Internship Linguistics | Engels | 25 | variabel | |
| semester II | verplicht | LTR999M30 | ResMa Thesis Linguistics, Thesis Class | Engels | 30 | variabel | |
| » Jaar 2 (ReMa Language and Communication Technologies (LCT); Erasmus Mundus) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | verplicht | Buitenlandverblijf / Exchange programme | Engels | 30 | variabel | ||
| semester II | verplicht | LTR999M30 | ResMa Thesis Linguistics, Thesis Class | Engels | 30 | variabel | |
| 1 | Architecture of the Language System | LTX032M05 | |||||||||||||||||||||||||||
| In this course we investigate the nature of the human language system by exploring its boundaries. Language may be defined, very broadly, as a system of signs by which we can transmit information. Written English, spoken Frisian, and signed ASL clearly fit this definition. But are gestures, facial expressions, emoji, gifs etc also (part of) a language? Drawings, paintings, photos, and diagrams are clearly meaningful, they can be used to communicate or even to tell stories, but does that mean there are ‘pictorial languages’? And to what extent is there a language of (instrumental) music, dance, film, or video games? In this course we’ll be using our theoretical and empirical linguistics toolkit, especially semantics and pragmatics, to explore to what extent all these phenomena are indeed language-like. In the course you’ll become acquainted with the emerging field of Super Linguistics, i.e., the application of linguistic theory to ‘non-standard objects’. Concretely, we’ll be reading and discussing a number of recent research papers about various Super Linguistics topics, ranging from the pragmatics of emoji, to the grammar of dance, the discourse structure of comics, and the semantics of music. | |||||||||||||||||||||||||||||
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| 2 | Basic Statistics | LTR013M05 | |||||||||||||||||||||||||||
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| 3 | Computational Semantics | LIX021M05 | |||||||||||||||||||||||||||
| Deze cursus introduceert een aantal fundamentele technieken voor het berekenen van semantische representaties voor natuurlijke taal. Zowel de onderliggende theorie als de implementatie worden besproken. De centrale vraag die in deze cursus aan bod komt is: Hoe kunnen we het proces automatiseren van het associëren van semantische representaties met uitdrukkingen van natuurlijke taal? Onderwerpen die aan bod komen zijn lexicale semantiek (woordbetekenissen, thematische rollen), event semantiek, logische semantiek (kwantificatie, bereik, negatie, discours), de syntaxis-semantiek interface, en compositionele semantiek (lambda-calculus, semantische tagging). | |||||||||||||||||||||||||||||
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| 4 | Computational Simulations of Language | WMCC009-05 | |||||||||||||||||||||||||||
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| 5 | Computer-Mediated Communication | LIX022M05 | |||||||||||||||||||||||||||
| Computer-Mediated Communication (CMC) kan worden gedefinieerd als elke menselijke symbolische, verbale of non-verbale, interactie die wordt vergemakkelijkt door communicatietechnologieën. Deze cursus laat de rol zien die technologie, individuele en sociale contexten, en taal spelen in CMC. Verschillende benaderingen om CMC te onderzoeken worden besproken. Herring's Computer-Mediated Discourse Analysis wordt meer in detail geïntroduceerd. Dit jaar wordt de nadruk gelegd op het concept van interactiviteit in een CMC-context. | |||||||||||||||||||||||||||||
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| 6 | Corpus Linguistics | LTR024M05 | |||||||||||||||||||||||||||
| In de cursus worden standaard technieken aangereikt voor het gebruik van corpora in taalkundig onderzoek. Diverse corpora en corpusannotaties worden besproken. Praktische methoden in R voor het zoeken en tellen van taalkundige patronen in corpora maken deel uit van de colleges. Ook zullen we een aantal eenvoudige statistische methoden belichten die vaak worden gebruikt in onderzoek in de corpustaalkunde. | |||||||||||||||||||||||||||||
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| 7 | Debates in Linguistics | LTX033M05 | |||||||||||||||||||||||||||
| In deze cursus zullen we verscheidene taalfenomenen onderzoeken die onderwerp zijn van hevige discussie in de taalkunde. N.B. Specifieke onderwerpen en de daarbij behorende keuze van artikelen/literatuur kunnen variëren afhankelijk van de interesses van de deelnemers en de docent. Mogelijke onderwerpen zijn: - Competentie (kennis) versus performance (verwerking) - De aard van universele grammatica en de evolutie van taal - Recursie in taal en beperkingen op recursie - De oorsprong van eilanden voor verplaatsing en syntactische domeinen - Het verschijnsel gradience (graduele overgangen) in taal - De status van de informatiestructuur in de taaltheorie - Asymmetrieën tussen taalproductie en -begrip - De status van taalkundige oordelen en aanvaardbaarheid In de colleges bespreken we artikelen uit de onderzoeksliteratuur die interessante en vaak tegenstrijdige perspectieven op deze kwesties weergeven. Verder schrijven de studenten een kort paper/essay waarin ze reflecteren op een gekozen onderwerp binnen het algemene thema. | |||||||||||||||||||||||||||||
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| 8 | DeSeGAIP | LTC021M06 | |||||||||||||||||||||||||||
| Modern technologies afford health care professionals and researchers more opportunities to design tests and tools that facilitate diagnostics and intervention. In this course, students are introduced to the fields of app development, serious gaming and VR in order to prepare them to take leading roles in development projects. The course is structured according to the steps of Design Thinking. During the course, examples of apps used in the area of clinical linguistics will be introduced as examples, but students will mainly focus on developing their own game concept. | |||||||||||||||||||||||||||||
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| 9 | Designing your Research Project | LTR021M05 | |||||||||||||||||||||||||||
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| 10 | Discourse Analysis | LTR027M10 | |||||||||||||||||||||||||||
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| 11 | Dutch Language and Culture | LTC017M03 | |||||||||||||||||||||||||||
| Within this course students will learn to use and understand the Dutch language in a very practical context. Meanwhile students will also learn more about the Dutch Culture. This means that the language will not only be learned in classes, but also for example during trips to the supermarket or the market place, to a museum or to one of the Dutch isles. | |||||||||||||||||||||||||||||
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| 12 | Language and Speech Disorders Adults | LTC025M05 | |||||||||||||||||||||||||||
| All students develop a relevant experiment or test in their own language. The experiment should be meant to test adult speakers with speech or language problems. The students learn how to develop a tool that can test their hypothesis, how to make a score form, think of the procedure, informed consent etc (25% of the final grade). For the final assignment, there will be essays and oral presentations. We distribute the division of the final assignments over two courses (Language and speech disorders in adults/Language and speech disorders in children). In both of these courses, half of the students will do an oral presentation and the other half will have to write an essay. These final assignments will be marked (75% of the final grade). Short description: In this course recently published and sometimes even unpublished research in the field of aphasia and related language and speech disorders will be presented. Topics that will be covered are syntactic disorders in aphasia, verb processing in aphasia and speakers with dementia, speech perception problems in aphasia, speech production problems in apraxia of speech, Parkinson’s dysarthria and the role of speech analysis in the diagnosis of dementia, spontaneous speech analysis and cognitive communication disorders. | |||||||||||||||||||||||||||||
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| 13 | Language and Speech Disorders Children | LTC026M05 | |||||||||||||||||||||||||||
| In this research module, students will learn about a range of advances in research relevant to the field of developmental language disorders. These concern novel definitions and terminology, as well as research uncovering the underlying nature of the impairments responsible for language symptoms observed in children with developmental language disorders. Furthermore, in several (guest) lectures, research in DLD regarding screening, diagnostics and therapy will be presented from both a practical and a theoretical background, and students are encouraged to discuss topics from their own backgrounds. Through guided work, conducted to complete class assignments, students will learn to write a critical review of the literature on a topic of interest to the field. Students will also develop a research proposal relevant to the field of developmental language disorders. Research tasks in the course of this project will involve a combination of several (but not necessarily all) of these steps: review the literature, design an experiment, writing a research report that answers the research question, and present your ideas. Practical seminars will help students acquire the research skills necessary to carry out the research tasks. Students will present their results individually and in small groups (oral presentations) and write an individual essay. | |||||||||||||||||||||||||||||
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| 14 | Language, Brain and Cognition | LTR022M10 | |||||||||||||||||||||||||||
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| 15 | Language Comparison | LTX025M10 | |||||||||||||||||||||||||||
| In this course, we will focus on linguistic phenomena, which show interesting differences among the European Languages. Phenomena that will be discussed are WH-movement, including in-situ variants and long-distance phenomena, strong and weak quantifiers, Tense & Aspect, word-order, numerals and more. The course will exist out of lecture-meetings on the phenomena, as well as working with the material on an individual basis. Each student will be assigned a specific European language and applies the course material to her or his "own" language. | |||||||||||||||||||||||||||||
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| 16 | Language Development | LTX028M10 | |||||||||||||||||||||||||||
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| 17 | Language Modelling | WMCC003-05 | |||||||||||||||||||||||||||
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| 18 | Language Technology Project | LIX025M05 | |||||||||||||||||||||||||||
| In deze projectgebaseerde cursus gaan studenten aan de slag met een uitdaging op het gebied van natuurlijke taalverwerking. Een challenge is een praktische taak in NLP gerelateerd aan een bepaald onderzoeksonderwerp. De taak wordt meestal geleverd met datasets voor training, evenals een precieze evaluatiemetriek. Het is de bedoeling dat studenten zich vertrouwd maken met een gekozen onderzoeksonderwerp, een oplossing implementeren en het resultaat kritisch presenteren in een term paper. De cursus is een mix van lezingen, oefeningen en projectmatig werk. De focus van deze cursus ligt op deep learning (neurale netwerken) voor NLP. | |||||||||||||||||||||||||||||
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| 19 | Language var. in Europe | LTX023M10 | |||||||||||||||||||||||||||
| Many different national and minority languages are spoken in Europe. The speakers of these languages use different strategies to communicate with each other. For example they can use a lingua franca such as English or they can turn to Receptive Multilingualism (in which each interlocutor uses his/her own language). In the first part of this course we will discuss the advantages and disadvantages of different communication strategies and we will look at linguistic and non-linguistic factors that may influence the extent to which the strategies are successful for communication. In the second half of the course we will carry out an experimental investigation on an aspect of communication in Europe. This ensures that students will get a broad theoretical background as well as the necessary methodological skills needed for conducting individual experimental research. | |||||||||||||||||||||||||||||
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| 20 | Learning from Data | LIX016M05 | |||||||||||||||||||||||||||
| Dit is een cursus over hoe modellen te leren van (grote hoeveelheden) data, met specifieke aandacht voor taaldata en Natural Language Processing (NLP) toepassingen. De cursus brengt een evenwicht theorie en praktijk, door zowel conceptuele als implementatie aspecten te behandelen. Dit is geen theoretische cursus over de wiskundige aspecten van leren, eerder een cursus gericht op het uitrusten van de studenten met praktische vaardigheden om machine learning experimenten uit te voeren, voortbouwend op een solide theoretische achtergrond. Theorie wordt behandeld tijdens de lezingen, die de belangrijkste kwesties en onderwerpen in verband met machinaal leren voor NLP, zoals de algemene instellingen van een leerexperiment, de belangrijkste algoritmen gebruikt in classificatie, zowel supervised als unsupervised (Naive Bayes, Decision Trees, SVM, KNN, lineaire regressie, perceptron, clustering), en het concept van feature en feature selectie. Ook evaluatiekwesties worden geïntroduceerd, zoals metriek, maar ook foutinterpretatie, om te begrijpen wat er fout gaat in theorie en praktijk (overfitting, hoeveelheid trainingsdata). Semi-gesuperviseerd leer technieken zoals leren op afstand actief leren en co-training worden ook besproken. We wijden ook twee volle weken aan de introductie van Neurale Netwerken en het werken ermee. Implementatie komt aan bod in de wekelijkse opdrachten, altijd gerelateerd aan de onderwerpen die in de les behandeld worden, die tijdens de Labs besproken en uitgewerkt worden. De studenten zullen leren om ML bibliotheken te gebruiken die Python van nature gebruiken, zoals NLTK en Scikit Learn. Voor de Neurale Netwerk-gerelateerde delen van de cursus, zullen we gebruik maken van de Keras en Gensim bibliotheken. Een laatste groter project zorgt ervoor dat zowel theorie als praktijk worden gebruikt om een werkend systeem op een echt (NLP) probleem. | |||||||||||||||||||||||||||||
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| 21 | Linguistic Analysis | LTR026M10 | |||||||||||||||||||||||||||
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| 22 | LTABS | LTC020M06 | |||||||||||||||||||||||||||
| Over the last few years, the number of hospitals that use extensive language testing in brain tumour patients before, during and after surgery has increased and clinical linguists are needed to develop test materials and to test the patients. EMCL+ will fill the gap by training specialized clinical linguists in this field. It will be the first course worldwide on this area. | |||||||||||||||||||||||||||||
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| 23 | Machine Learning | WMAI010-05 | |||||||||||||||||||||||||||
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| 24 | Methodology & Statistics Ling. Research | LTR031M05 | |||||||||||||||||||||||||||
| This course aims to enable participants to conduct statistical analyses of their data independently in R. The course follows on the first-semester course "Basic Statistics" (LTR013M05) and provides an introduction to multivariate statistics and visualization in R. Topics include a recap of basic statistical tests (including ANOVA), (multiple) regression, logistic regression, mixed-effects regression, logistic mixed-effects regression and generalized additive modeling. There are several R lab sessions in which these analyses can be applied. | |||||||||||||||||||||||||||||
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| 25 | Multichannel Management | LIX023M05 | |||||||||||||||||||||||||||
| Het college Multichannel Management introduceert verschillende theorieën die iets zeggen over kanaalkeuze, en wetenschappelijke studies die factoren aangeven die hierin een rol spelen. Het gaat vervolgens in op de vraag hoe theorieën over kanaalkeuze kunnen worden benut bij concrete vragen vanuit de maatschappij. Er is in dit college sprake van twee toepassingsgerichte foci. Een eerste toepassingsgerichte focus is de ‘multichannel management’ in de communicatie waarvoor overheidsinstanties in Nederland zich geplaatst zien, als er sprake is van een crisis. Sociale media nemen een belangrijke plaats in in deze media-mix. Sociale media beïnvloeden het werk van crisiscommunicatiedeskundigen. Burgers zijn nl. ook zelf actief op sociale media, bij crises. Overheidsinstanties zijn geïnteresseerd geraakt in de burgerbeleving na een crisis, en vragen zij zich af hoe ze deze het beste kunnen monitoren. Het monitoren van de burgerbeleving via sociale media vormt de tweede toepassingsgerichte focus van dit college. | |||||||||||||||||||||||||||||
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| 26 | Natural Language Processing | LIX001M05 | |||||||||||||||||||||||||||
| Deze cursus biedt een inleiding in de Natuurlijke-taalverwerking op een fundamenteel niveau. Verschillende fundamentele onderwerpen komen aan bod, zoals N-gram taalmodellen, Part-of-Speech tagging, Parsing, Neurale Netwerken for sequence modeling en sequence-to-sequence taken. | |||||||||||||||||||||||||||||
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| 27 | Neuroimaging and Language | LTC016M05 | |||||||||||||||||||||||||||
| The goal of this course is to provide an overview of how different neuroimaging techniques can be used to study language and the brain (i.e., localization and processing), as well as to enable students to formulate (original) research questions on language processing using one neuroimaging technique (i.e., event-related potentials). | |||||||||||||||||||||||||||||
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| 28 | ReMa Internship Linguistics EMCL | LTC000M10 | |||||||||||||||||||||||||||
| By doing a research internship, students learn to conduct independent neurolinguistic or clinical linguistic research. Students gain experience, under supervision, in applying specific methods and techniques for neurolinguistic and clinical linguistic research, and are involved in a research project. Typically there are two types of research internships, or a combination of both. A) Students complete a small research project in collaboration with the internship supervisor. Tasks may include: reviewing the relevant literature, designing an experiment, developing materials, collecting and analysing data, presenting results, writing a research report. B) Students participate in daily lab activities and/or learn special research techniques or analyses. In this case there is no small, dedicated project that is run by the intern. It is possible that an internship leads to a joint presentation of student and supervisor(s) at a national or international conference. Some studies may result in an article in a conference proceedings or journal. Occasionally students decide to connect their subsequent MA thesis to the research that was done during the internship, by extending the scope of investigation. | |||||||||||||||||||||||||||||
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| 29 | ReMa Thesis Linguistics: EMCL | LTC999M30 | |||||||||||||||||||||||||||
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| 30 | ReMa-stage Taalwetenschappen | LTR030M10 | |||||||||||||||||||||||||||
| In de stage dienen de studenten ervaring op te doen met de professionele ICT-praktijk. Dit kan gebeuren in de vorm van vooronderzoek, advisering, en/of implementatie van advies ten aanzien van ICT-producten, of in de vorm van het ontwikkelen en/of testen en evalueren van ICT-producten. Het is de bedoeling dat er in de stage-activiteiten een duidelijke relatie wordt gelegd met de vaardigheden en kennis die in de opleiding zijn verworven. | |||||||||||||||||||||||||||||
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| 31 | Research Master's Internship Linguistics | LTR000M25 | |||||||||||||||||||||||||||
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| 32 | Research Training 1 | LTR028M10 | |||||||||||||||||||||||||||
| The aim of this module is to provide the opportunity for students to work under the supervision of an experienced researcher and contribute to the researcher’s project. The goal is for students to get hands-on experience in data collection and data analysis in any or all of its phases. Students may do this module for 5 or 10 ETCS; it is available in every semester. What it entails: This module may include completing readings or compiling a bibliography, but may not focus solely on a literature review. While it will almost certainly be necessary for the student to gain background knowledge through reading specific texts, the goal of this module is for students to learn to carry out research using a particular methodology and approach to linguistic analysis in the context of the supervisor’s research program. Students will be evaluated on their work on the project and also a short final report which illustrates their understanding of the research in terms of its contribution to the field. Process: Information about research projects are posted on the ReMa Nestor page; you can find these in a folder labelled ‘Research Training’ on the ‘Content’ tab. (You may also work with other research supervisors who have not submitted descriptions, if you know a staff member who is doing a project you would be interested in; the point of these project descriptions is simply to improve information flow, not to limit who can supervise research training.) If you find a project you would like to participate in, contact the supervisor directly to work out the details. Please complete the Research Training form in consultation with the research supervisor, including both of your signatures. Please email this completed form to the ReMa Director of Studies, Janet Fuller (j.m.fuller@rug.nl) and after obtaining her approval you may register for the module. | |||||||||||||||||||||||||||||
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| 33 | Research Training 1 | LTR028M05 | |||||||||||||||||||||||||||
| The aim of this module is to provide the opportunity for students to work under the supervision of an experienced researcher and contribute to the researcher’s project. The goal is for students to get hands-on experience in data collection and data analysis in any or all of its phases. Students may do this module for 5 or 10 ETCS; it is available in every semester. What it entails: This module may include completing readings or compiling a bibliography, but may not focus solely on a literature review. While it will almost certainly be necessary for the student to gain background knowledge through reading specific texts, the goal of this module is for students to learn to carry out research using a particular methodology and approach to linguistic analysis in the context of the supervisor’s research program. Students will be evaluated on their work on the project and also a short final report which illustrates their understanding of the research in terms of its contribution to the field. Process: Information about research projects are posted on the ReMa Nestor page; you can find these in a folder labelled ‘Research Training’ on the ‘Content’ tab. (You may also work with other research supervisors who have not submitted descriptions, if you know a staff member who is doing a project you would be interested in; the point of these project descriptions is simply to improve information flow, not to limit who can supervise research training.) If you find a project you would like to participate in, contact the supervisor directly to work out the details. Please complete the Research Training form in consultation with the research supervisor, including both of your signatures. Please email this completed form to the ReMa Director of Studies, Janet Fuller (j.m.fuller@rug.nl) and after obtaining her approval you may register for the module. | |||||||||||||||||||||||||||||
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| 34 | Research Training 2 | LTR029M05 | |||||||||||||||||||||||||||
| The aim of this module is to provide the opportunity for students to work under the supervision of an experienced researcher and contribute to the researcher’s project. The goal is for students to get hands-on experience in data collection and data analysis in any or all of its phases. Students may do this module for 5 or 10 ETCS; it is available in every semester. What it entails: This module may include completing readings or compiling a bibliography, but may not focus solely on a literature review. While it will almost certainly be necessary for the student to gain background knowledge through reading specific texts, the goal of this module is for students to learn to carry out research using a particular methodology and approach to linguistic analysis in the context of the supervisor’s research program. Students will be evaluated on their work on the project and also a short final report which illustrates their understanding of the research in terms of its contribution to the field. Process: Information about research projects are posted on the ReMa Nestor page; you can find these in a folder labelled ‘Research Training’ on the ‘Content’ tab. (You may also work with other research supervisors who have not submitted descriptions, if you know a staff member who is doing a project you would be interested in; the point of these project descriptions is simply to improve information flow, not to limit who can supervise research training.) If you find a project you would like to participate in, contact the supervisor directly to work out the details. Please complete the Research Training form in consultation with the research supervisor, including both of your signatures. Please email this completed form to the ReMa Director of Studies, Janet Fuller (j.m.fuller@rug.nl) and after obtaining her approval you may register for the module. | |||||||||||||||||||||||||||||
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| 35 | ResMa Thesis Linguistics, Thesis Class | LTR999M30 | |||||||||||||||||||||||||||
| Studenten rapporteren over hun onderzoek in de vorm van een MA-scriptie. De scriptie moet geschikt zijn voor publicatie in een wetenschappelijk tijdschrift. De scriptie wordt individueel begeleid door een docent. Studenten dienen ook een scriptieklas bij te wonen waarin de voortgang van hun scriptie in de gaten wordt gehouden en de mogelijkheden van een promotietraject of andere beroepsperspectieven worden besproken. Zie het scriptiereglement voor de eisen die aan een scriptie worden gesteld. | |||||||||||||||||||||||||||||
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| 36 | Semantic Web Technology | LIX002M05 | |||||||||||||||||||||||||||
| In het eerste deel van de cursus wordt de motivatie voor het ontwikkelen van een "semantisch web" besproken, en worden verschillende XML-standaards en technieken voor het semantisch web behandeld. We gaan met name in op het gebruik van de Protégé Ontology editor, RDF, OWL and SPARQL. In het tweede deel van het college wordt in projectvorm een applicatie ontwikkeld op het gebied van de Letteren, die gebruik maakt van deze technieken. | |||||||||||||||||||||||||||||
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| 37 | Seminar/Summerschool/Winterschool 1 | LTR015M05 | |||||||||||||||||||||||||||
| De student neemt actief deel aan een module van de Landelijke Onderzoekschool Taalwetenschap LOT. Naar aanleiding van deze module schrijft de student een onderzoeksverslag. | |||||||||||||||||||||||||||||
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| 38 | Seminar/Summerschool/Winterschool 2 | LTR016M05 | |||||||||||||||||||||||||||
| De student neemt actief deel aan een module van de Landelijke Onderzoekschool Taalwetenschap LOT. Naar aanleiding van deze module schrijft de student een onderzoeksverslag. | |||||||||||||||||||||||||||||
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| 39 | Shared Task Information Science | LIX026M05 | |||||||||||||||||||||||||||
| Studenten nemen in groepjes of individueel deel aan een "gedeelde taak". Gedeelde taken worden vaak georganiseerd als onderdeel van wetenschappelijke conferenties of workshops. Verschillende teams van onderzoekers dienen systemen in met het doel de gedeelde taak op te lossen. De resultaten van de verschillende deelnemers worden vergeleken en geanalyseerd. De gegevens worden meestal verstrekt door de organisatoren van de taak (trainingsgegevens, ontwikkelingsgegevens, testgegevens), evenals een zeer duidelijke taakbeschrijving, evaluatiecriteria en de taakvereisten en deadlines voor indiening. De studenten werken in groepen van ten minste twee en ten hoogste vier leden. De teams bestaan hoofdzakelijk uit studenten, maar kunnen ook PhD studenten en docenten omvatten. Nadat een bepaalde gezamenlijke taak is geselecteerd, worden wekelijks plenaire sessies georganiseerd waarin de voortgang wordt besproken. Aan het eind van de cursus dienen de studenten hun programma voor de gedeelde taak in, en dienen ze ook een verslag in. | |||||||||||||||||||||||||||||
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| 40 | The Interpretation of Language | LTX031M10 | |||||||||||||||||||||||||||
| The interpretation of sentences depends on a variety of factors, including lexical and structural information (syntax, semantics) and information about the context of use (pragmatics). Focusing on the linguistic framework of Optimality Theory, we will see how sentence interpretation can be analyzed as the outcome of the interaction between violable and sometimes conflicting constraints of various sorts. Social-pragmatic aspects of sentence interpretation can be analyzed as the interplay between the hearer’s perspective and the speaker’s perspective. Based on this linguistic framework, we will consider the interpretation of word order, pronouns and other anaphoric expressions, and scalar implicatures. Furthermore, the relation will be considered between linguistic factors and cognitive factors such as theory of mind, i.e., the ability to take into account someone else’s perspective. The students will actively participate in class, present and discuss an article, and orally report on the progress of their own small theoretical analysis or empirical study. The course will be assessed by means of a paper. | |||||||||||||||||||||||||||||
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| 41 | The Sound of Language | LTX029M05 | |||||||||||||||||||||||||||
| In deze collegereeks leren de studenten buitenlandse accenten te meten en deze in verband te brengen met fonetische en fonologische verschillen tussen doeltaal (L2, L3, ...) en de moedertaal (L1) van de sprekers. Verschillen in spreeksnelheid, toonhoogte, intensiteit, duur en timbre worden gemeten aan de hand van een groot aantal parameters, o.a. occlusietijd, formantwaardes, syllabeduur, intensiteitshellingen en voice onset time. Verschillen in sterkte van deze invloeden worden uitgedrukt binnen het kader van Optimality Theory. De cursus begint met een aantal colleges om de nodige basiskennis te verwerven (b.v. op het gebied van de akoestische fonetiek, fonologische theorieën, tweedetaalverwerving), gevolgd door practicumcolleges om de software (o.a. Praat) onder de knie te krijgen. Daarna kunnen de studenten hun eigen onderzoek richten op accenten in de door hen bestudeerde taal. | |||||||||||||||||||||||||||||
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| 42 | The Structure of Language | LTX030M10 | |||||||||||||||||||||||||||
| This is a seminar in theoretical syntax. We want to understand the nature of the syntactic structure of natural languages, and explain its features in terms of the properties of the human language faculty. The theoretical framework is that of current generative linguistics, also known as the minimalist program. We use reading material from journals, conference proceedings, monographs and thematic collections of articles, to get a feel of the issues being debated currently, and to benefit from the wealth of empirical data presented and analysed in these sources. Students are encouraged to participate actively by participating in discussions and will get a taste of doing syntactic research by finding regularities and patterns in the data and relating these findings to predictions and expectations derived from current syntactic theory. | |||||||||||||||||||||||||||||
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| 43 | Web and Cloud Computing | WMCS005-05 | |||||||||||||||||||||||||||
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| 44 | Writing: Context, Process and Text | LLS025M10 | |||||||||||||||||||||||||||
| Written communication is an unique characteristic of the human species. Writing is a lifelong skill that equips us with communication and thinking skills and it is a fundamental skill for our participation in society. In this course writing will be looked at from different theoretical perspectives. Sociocultural, cognitive and linguistic approaches to the study of writing contexts, writing processes and texts will be discussed. Lectures, presentations and discussions will introduce the participants into theories, methods and current issues in writing research. In a series of practicals students will get acquainted with tools and technologies for the elicitation, registration and analysis of writing data. Students will conclude the course with a small-scale empirical study. The tentative syllabus of the course is outlined below. Topics for lectures and presentations include: theoretical approaches to writing, writing in the real world, cognitive and psycholinguistic models of writing, connections between writing, speaking and reading, technologies for writing, writing development, writing education, characteristics of writers, and assessing writing. Topics for practicals include ethnography of writing, think-aloud protocols, key-stroke logging, revision analysis, text analysis, questionnaires, and assessment techniques. | |||||||||||||||||||||||||||||
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