Blog post written by Liz Morrish co-author of Exploring Language and Linguistics
When we contemplated producing a new introductory textbook in Linguistics, we wanted to offer students something different. Engagement and learning gain are hot topics in higher education circles at the moment, and we feel this book is ahead of the curve. Introductory textbooks can sometimes leave the curious student unsatisfied. They can open up a subject, and then leave the reader wondering where to go next. We decided that students should begin their experience of linguistics with high-quality chapters written by internationally-recognized experts in each of the different fields. The authors have been selected for their experience in writing for an introductory undergraduate audience, to present each sub-discipline of linguistics in an accessible manner. Universities should offer research-led teaching right from day one, and we wanted to capture that aspiration in this textbook.
We also wanted to make sure that students were as engaged by theoretical chapters as much as by chapters in applied linguistics. To ensure this, we have asked authors to structure their chapters around text-box summaries, and frequent exercises (yes, the answers are in the back of the book). There is also an interactive website to support the book, with even more exercises for students to confirm understanding and get feedback. In response to an excellent suggestion by a reviewer, we have also included a group exercise for each chapter.
We were aware that linguistics courses in the US tend to emphasize more structural approaches (phonology, syntax etc.), while those in the UK feature more applied and discourse analytical approaches. In the introductory module which we as editors have co-taught for many years, we have always treated these two approaches equally. We know that students need a thorough grounding in the levels of linguistic description and the tools of linguistic analysis before they are fully prepared to progress to more advanced courses and apply their learning to real-world settings.
To give some examples of how we offer students engaging and challenging exercises:
The phonetics chapter explains the articulation of consonants and vowels, and leads students to a group exercise in making sociophonetic observations. Students will be able to confirm their understanding in the sociolinguistics chapter where the group exercise asks them to make judgements drawing on concepts in phonology, grammar, lexis and discourse in investigating data from the archive of the British Library’s website Sounds Familiar? The language and ideology chapter introduces students to analytical techniques which uncover ideologies in texts, and their relationship to power structures. In the web exercise on language and the media, groups of students are invited to bring these concepts to an examination of a website of a news organisation and critically evaluate the meanings inherent in choices of language, attribution and even pictures as they affect the reading of stories.
It could be argued that the authors of the structural chapters have had a tougher challenge in engaging students, but this has been fully met with some excellent resources and exercises:
The syntax chapter invites students to solve problems by playing with word order in noun phrases; the pragmatics chapter presents data of children with pragmatic disorders so that students can use concepts such as presupposition to diagnose clinical problems; the semantics chapter requires students to question the basis of antonymy and contrast in the lexicon.
This book is fascinating and accessible. It will structure the learning of all students, and extend the conceptual abilities of the most able. We are definitely expecting to see great results in our own modules.
Find out more about this textbook written by Natalie Braber, Liz Morrish & Louise Cummings here