At the end of the taught phase of the IPhD in Applied Linguistics/ELT, you will work under supervision towards the preparation of a doctoral research proposal.
This is non-credit-bearing Masters-level module, however progression from year 1 of the IPhD (from the taught phase to the doctoral phase) is dependent upon successful completion of this proposal, which must be passed at 65% or higher.
Aims and Objectives
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- the topic you have selected in your chosen field of study;
- scholarly and (where relevant) policy debates relating to your topic.
- relevant theoretical approaches applicable to your topic;
- research design and techniques appropriate for your topic;
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- demonstrate interpersonal skills whilst working with others in the investigation of problems, and in the presentation of arguments and evidence;
- compose under deadline conditions an extended piece of writing which is logically structured, coherently argued, and clearly written, supported by a detailed bibliography;
- design an empirical research project in applied linguistics/English Language Teaching;
- demonstrate understanding of specific, as well as general research skills appropriate to a research project at doctoral level. This includes advanced information search/retrieval techniques and a relevant range of empirical fieldwork techniques;
- use information technology appropriately to support and present your research;
- demonstrate originality of thought and approach which moves beyond a simple synthesis of secondary materials.
- understand ethical and legal issues involved in applied linguistics research;
- critically assess some previous work on your chosen subject;
The IPhD proposal is an extended piece of work of 4,500 words, outlining the research questions and methodology for an independent doctoral research project.
Learning and Teaching
Teaching and learning methods
You learn primarily through research and independent study, accompanied by group meetings with the module coordinator, the PGR discussion group coordinator and individual tutorials with your PhD proposal supervisor. Group meetings provide a forum for discussion of possible topics and for addressing issues of common concern regarding project design. Individual supervisions address the scope of the project and design and methodology for investigation of the topic, and the structure of the proposal. Later meetings require you to have prepared a written section which will be discussed.
|Total study time||150|
Resources & Reading list
Keith Richards, Steven Ross and Paul Seedhouse (2011). Research Methods for Applied Language Studies. Routledge.
Nicholas Walliman (2001). Your Research Project: A step by step guide for the first-time researcher. SAGE Publications.
Judith Bell (2018). Doing Your Research Project: A guide for first-time researchers in education and social science.. Amacom.
James Dean Brown and Theodore S. Rodgers (2002). Doing Second Language Research. Oxford University Press.
Keith Richards (2003). Qualitative Inquiry in TESOL. Palgrave Macmillan.
The IPhD proposal must be passed at 65% or higher.
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
Repeat type: Internal & External