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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 | verplicht | LTC027M10 | Language and Speech Disorders Adults | Engels | 10 | variabel | |
| keuze | LTC025M05 | Language and Speech Disorders Adults | Engels | 5 | variabel | ||
| semester I a | keuze | LTC026M05 | Language and Speech Disorders Children | Nederlands | 5 | variabel | |
| semester II | verplicht | LTC024M10 | Ni&L | Engels | 10 | variabel | |
| Opmerkingen | After the propedeutic courses in Potsdam, all the first term courses for first year EMCL-students will take place in Joensuu, Finland, starting on the 1st of October 2014. | ||||||
| » Jaar 1 (ReMa Language and Cognition) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | 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 | LTR028M10 | Research Training 1 | Engels | 10 | 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 | verplicht | LTR024M05 | Corpus Linguistics | Engels | 5 | variabel | |
| semester I b en semester II a | keuze | LTX030M10 | The Structure of Language | Engels | 10 | 4 | |
| semester II | verplicht | LTR015M05 | Seminar/Summerschool/Winterschool 1 | Engels | 5 | variabel | |
| verplicht | LTR021M05 | Designing your Research Project | Engels | 5 | 2 | ||
| keuze | LTR002M10 | Methodology & Statistics Ling. Research | Engels | 10 | 4 | ||
| 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 | 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 | |
| semester I | verplicht | LTR026M10 | Linguistic Analysis | Engels | 10 | 4 | |
| semester I a | verplicht | LTR013M05 | Basic Statistics | Engels | 5 | 4 | |
| keuze | LIX002M05 | Semantic Web Technology | Engels | 5 | 4 | ||
| keuze | LIX016M05 | Learning from Data | Engels | 5 | 4 | ||
| keuze | LIX023M05 | Multichannel Management | Engels | 5 | 4 | ||
| keuze | WMCC003-05 | Language Modelling | Engels | 5 | |||
| keuze | WMCS005-05 | Web and Cloud Computing | Engels | 5 | |||
| semester I b | verplicht | LTR024M05 | Corpus Linguistics | Engels | 5 | variabel | |
| keuze | LIX021M05 | Computational Semantics | Engels | 5 | 4 | ||
| keuze | LIX022M05 | Computer-Mediated Communication | Engels | 5 | 4 | ||
| keuze | WMAI010-05 | Machine Learning | Engels | 5 | |||
| semester II | keuze | LTR002M10 | Methodology & Statistics Ling. Research | Engels | 10 | 4 | |
| keuze | LTR021M05 | Designing your Research Project | Engels | 5 | 2 | ||
| keuze | LTR022M10 | Language, Brain and Cognition | Engels | 10 | |||
| keuze | LTR025M10 | Experimental Pragmatics | Engels | 10 | variabel | ||
| semester II a | keuze | LIX001M05 | Natural Language Processing | Engels | 5 | 4 | |
| keuze | WMCC009-05 | Computational Simulations of Language | Engels | 5 | |||
| semester II b | verplicht | LIX025M05 | Language Technology Project | Engels | 5 | 2 | |
| » Jaar 2 (ReMa Clinical Linguistics (EMCL)) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | 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 | ||
| 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 this course, we will examine a variety of linguistic phenomena that are hotly debated in linguistics. Relevant topics include: • The distinction between production and comprehension, • Competence versus performance, • Recursion in language and limits on recursion, • The origin of islands for movement, • Gradient phenomena in language, • The status of information structure in linguistic theory. In class, we discuss articles that present interesting and often contradictory perspectives on the matter. Furthermore, students are to write a short paper reflecting on the subject. | |||||||||||||||||||||||||||||
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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 | Experimental Pragmatics | LTR025M10 | |||||||||||||||||||||||||||
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| 13 | 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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| 14 | Language and Speech Disorders Adults | LTC027M10 | |||||||||||||||||||||||||||
| 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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| 15 | Language and Speech Disorders Children | LTC026M05 | |||||||||||||||||||||||||||
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| 16 | Language, Brain and Cognition | LTR022M10 | |||||||||||||||||||||||||||
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| 17 | Language Comparison | LTX025M10 | |||||||||||||||||||||||||||
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| 18 | Language Development | LTX028M10 | |||||||||||||||||||||||||||
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| 19 | Language Modelling | WMCC003-05 | |||||||||||||||||||||||||||
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| 20 | 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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| 21 | Language var. in Europe | LTX023M10 | |||||||||||||||||||||||||||
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| 22 | 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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| 23 | Linguistic Analysis | LTR026M10 | |||||||||||||||||||||||||||
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| 24 | 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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| 25 | Machine Learning | WMAI010-05 | |||||||||||||||||||||||||||
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| 26 | Methodology & Statistics Ling. Research | LTR002M10 | |||||||||||||||||||||||||||
| This course is regularly attended by Research Master's students and PhD candidates and aims to enable participants to conduct statistical analyses of their data independently in R. The first half of the course follows on the first-semester course “Basic Statistics” and provides an introduction to multivariate statistics and visualization in R. Topics include one-way and factorial ANOVA, (multiple) regression, logistic regression, mixed-effects regression and generalized additive models. There are several R lab sessions in which these analyses are applied. The second half of the course revolves around seminar presentations (and practical sessions) by students on the use and application of various statistical statistical techniques or methodology in (their) research. See the following website for topics presented and discussed in 2004 through 2016: http://ww.let.rug.nl/nerbonne/teach/rema-stats-meth-seminar/. Compulsory literature:
Optional literature: Natalia Levshina (2015) How to do linguistics with R. Data exploration and statistical analysis John Banjamins: Amsterdam. | |||||||||||||||||||||||||||||
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| 27 | 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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| 28 | Natural Language Processing | LIX001M05 | |||||||||||||||||||||||||||
| De cursus is een gevorderde cursus op het gebied van de natuurlijke taalverwerking. In de cursus wordt een aantal belangrijke, fundamentele, onderwerpen uit het vakgebied behandeld (Reguliere Expressies, Finite state automata, Computationele Morfologie, computationele fonologie, N-grams, Hidden Markov Models, Part-of-Speech Tagging, Context-free Grammar, Parsing, Unification Grammar, Chomsky Hierarchy). | |||||||||||||||||||||||||||||
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| 29 | Neuroimaging and Language | LTC016M05 | |||||||||||||||||||||||||||
| The focus of this module is the relationship between Event Related Potentials (ERPs) as a neuroimaging technique and real time language processing. The course consists of lectures and practical sessions. The lectures are dedicated to theoretical issues regarding both language processing and methodological/technical aspects of ERP research. In the practical sessions the students will gain hands-on experience in creating and conducting an ERP experiment. They will also learn to analyze and interpret data. The course is split into two halves. In the first half, we will cover the basic neuroanatomy necessary for the course. After that, we will discuss (some of) the major neuroimaging techniques used in language research, for example, fMRI, MEG, EEG/ERPs, TMS… In the first half of the course, the focus will be on fMRI. The second half of the course will be dedicated to ERPs: their application in the language field and how to prepare a research proposal for an ERP study on language. | |||||||||||||||||||||||||||||
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| 30 | Ni&L | LTC024M10 | |||||||||||||||||||||||||||
| The central question of this module is what neuroimaging can tell us about how language is represented in the brain. First, an introduction will be given to the modern techniques of neuroimaging: ERP, PET scanning, and functional MRI scanning. Then older and more recent findings will be discussed and the merits and disadvantages of these techniques will be discussed. The students will visit the Neuro Imaging Center (NIC). By the end of the course, the students need to set up an experiment for testing language processing in their native language. This experiment can be conducted in the final term to meet the requirements for the Master thesis | |||||||||||||||||||||||||||||
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| 31 | 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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| 32 | ReMa Thesis Linguistics: EMCL | LTC999M30 | |||||||||||||||||||||||||||
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| 33 | Research Master's Internship Linguistics | LTR000M25 | |||||||||||||||||||||||||||
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| 34 | 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. Not just a research assistant: While this module is intended to also benefit scholars in our faculty, the primary goal is not to provide research assistants to faculty members but to provide research experience to students. Although the student need not participate in all phases of the research, situating the research process in the larger context of theory is a requirement of the experience provided for the student. Students will be evaluated on their work on the project and also a short essay and discussion of the research 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 Nadja Zadorina, the Research Master coordinator, who will enroll you in the module. | |||||||||||||||||||||||||||||
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| 35 | 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. Not just a research assistant: While this module is intended to also benefit scholars in our faculty, the primary goal is not to provide research assistants to faculty members but to provide research experience to students. Although the student need not participate in all phases of the research, situating the research process in the larger context of theory is a requirement of the experience provided for the student. Students will be evaluated on their work on the project and also a short essay and discussion of the research 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 Nadja Zadorina, the Research Master coordinator, who will enroll you in the module. | |||||||||||||||||||||||||||||
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| 36 | 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. Not just a research assistant: While this module is intended to also benefit scholars in our faculty, the primary goal is not to provide research assistants to faculty members but to provide research experience to students. Although the student need not participate in all phases of the research, situating the research process in the larger context of theory is a requirement of the experience provided for the student. Students will be evaluated on their work on the project and also a short essay and discussion of the research 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 Nadja Zadorina, the Research Master coordinator, who will enroll you in the module. | |||||||||||||||||||||||||||||
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| 37 | 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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| 38 | 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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| 39 | 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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| 40 | 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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| 41 | The Interpretation of Language | LTX031M10 | |||||||||||||||||||||||||||
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| 42 | 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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| 43 | 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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| 44 | Web and Cloud Computing | WMCS005-05 | |||||||||||||||||||||||||||
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| 45 | Writing: Context, Process and Text | LLS025M10 | |||||||||||||||||||||||||||
| 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, multilingual writing, 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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