Projects in Linguistics and Language Studies
Alison Wray, Aileen Bloomer
- 336 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Projects in Linguistics and Language Studies
Alison Wray, Aileen Bloomer
About This Book
Projects in Linguistics and Language Studies, Third Edition, is your essential guide when embarking on a research project in linguistics or English language.It is clearly divided into the subject areas that most appeal to you as a student: psycholinguistics; first- and second-language acquisition; structure and meaning; sociolinguistics; language and gender; accents and dialects; and the history of English. New chapters on researching computer-mediated communication (CMC) and on preparing and delivering oral presentations are also included.It offers practical advice on
- identifying a topic
- making background reading more effective
- planning and designing a project
- collecting and analysing data
- writing up and presenting findings.With over 350 project ideas that you can use directly or adapt to suit different contexts and interests, and with chapters on how to reference effectively and how to avoid plagiarism, this third edition of Projects in Linguistics and Language Studies is a reference guide that you will use again and again during your studies.
Frequently asked questions
Information
Part I Areas of Study and Project Ideas
2 Psycholinguistics
- How does our brain organize the words that it stores?
- How does it access them so quickly and efficiently?
- What causes the tip-of-the-tongue phenomenon, when a word just won't come to mind?
- Why are we more likely to mishear something that is out of context?
- How do we know how to finish off a sentence that someone else starts?
- How similar are the processes of listening and reading?
- When the brain encounters a sentence it has never seen or heard before, does it have to look everything up in some vast dictionary and grammar store, or are there shortcuts that it can take to work out what it means?
- Does the brain process the words in the order in which it hears or sees them, or does it store up strings of words and then process them all at once?
- Why don't we take idioms like He's one sandwich short of a picnic literally?
- How do we know when someone has made a mistake in what they have said?
- What mechanisms operate during speech production to ensure that all the words come out in the right order and with the right intonation?
- What can the language of brain-damaged people tell us about how language-processing occurs?
Textbooks and major journals
JOURNALS |
---|
Applied Psycholinguistics |
Brain and Language |
Cognition |
Cognitive Linguistics |
Communication Disorders Quarterly |
International Journal of Language and Communication Disorders |
Journal of Communication Disorders |
Journal of Experimental Psychology: Learning, Memory, and Cognition |
Journal of Memory and Language |
Journal of Psycholinguistic Research |
Journal of Research in Reading |
Language and Cognitive Processes |
Language and Cognition |
Language and Communication |
Language and Speech |
Memory and Cognition |
Mind and Language |
Quarterly Journal of Experimental Psychology |
Reading and Writing |
The Mental Lexicon |
Written Communication |
Written Language and Literacy |
Central themes and project ideas
- If you have some experience of experimental research and have access to specialist equipment and supervision, you can plan to replicate or adapt a published experiment. Find references to such experiments by reading overviews, and go from there back to the original account, normally in a journal. Only the original paper will give you sufficient detail of the procedures and analyses to plan your own work. Get advice at an early stage from your supervisor, and ensure that you leave plenty of time. General guidance on experimental work can be found in Chapter 13.
- If you are not experienced, if you have little call on equipment, and/or if your supervisor has insufficient time or specialist knowledge to support you, you are not in a position to conduct research that is compatible with the complex procedures of the published work. However, there are plenty of projects that require less technical skill but which can still be used to shed light on the psychological processes of language. It is mostly projects of this sort that are suggested in the following sections.
How psycholinguists conceptualize language
- Investigate the hypothesis that some types of extraneous sound are more distracting to linguistic processing than others. Give a difficult linguistic task to three groups of participants, one with speech played in the background, one with non-vocal music and one, control, group with no sound. Use the literature to make a prediction about which condition will prove most distracting.
- Compare memory for objects with memory for words. Give one group of participants a set of household objects to memorize. Give a second group just a list of the names of the same objects to memorize. Use the literature to decide on your hypothesis, e.g. it is easier to remember the names of objects than it is to remember the objects themselves. Consider how your experiment might help establish whether the process of memorizing an object involves naming it. What sort of processing model is most consistent with your results?
- In order to find out if training on one linguistic task is transferable to another task, give one group of participants training in strategies for memorizing random lists of words, give a second group no training, and then ask both groups to memorize long lists of words and recall them. In a second test, give them long lists of numbers to recall. Use the literature to decide on the most robust hypotheses to test, e.g. the trained group will perform better in the words list than the untrained group; the memorization of words and numbers require different skills, so training in one task will not be an advantage in another. Consider the significance of an outcome where the untrained group performed better on: the word test; the number test; both.
How we understand language
Speech comprehension
- Ask as many friends and relatives as you can to jot down examples of slips of the ear (e.g. Hormone treatment should be available for postmen or pausal women: post-menopausal women), that is, when they mishear something (collect your own examples too). Give them as much time as possible – at least several weeks – and make sure they remember to make a note of things at the time. A taxonomy can be found in Garman (1990: 162–4). Use the examples to assess models of lexical processing. What characteristics do misheard items share with the items they are mistaken for? Are there any examples of mishearings that do not begin with the same sounds? If so, how can the standard models of processing account for them?
Reading
- Investigate whether reading is mediated by phonological processing. Present on a computer screen sentences that are (a) acceptable (e.g. Chess appeals to clever boys); (b) nonsense (e.g. Trees blossom during knives); and (c) nonsense, but sound identical to acceptable ones (e.g. Wardrobes and dressers differ in sighs). Time your participants pressing one or other of two keys, according to whether the sentence makes sense or not. Hypothesis: sentences in set (c) will take longer to judge as nonsense than those in set (b) because the phonological form will compete with the visual one. Alternative hypothesis: there is no phonological involvement in silent reading, so (b) and (c) will take the same amount of time to decode and respond to. To counter the problem of some se...