Language and learning
Tim Moore
12 points
* 2 hours per week
* Second semester
* Clayton
Objectives On completing this subject, students should: have a good elementary working knowledge of the functional grammar of MAK Halliday, have a grasp of the varying theories of language, of knowledge and of learning and how these might relate to each other, be able to apply these approaches both to the analysis and interpretation of texts in which they have an interest.
Synopsis There are two broad questions to which this subject will seek answers: (1) What role does language play in learning? and (2) Which conceptions of language (and linguistics analysis) and which conceptions of learning (and the study of learning) best enable us to establish useful connections between language and learning. The subject will pursue these questions on two levels: learning to use the systemic-functional grammar and discourse analysis of M A K Halliday and to apply it to texts produced by learners; as well as by analysing the broader issues raised in linguistics, learning theory, cognitive science and the theory of knowledge.
Assessment Two practical text analysis assignments (2500 words): 40%
* Class paper (1500 words): 15%
* Essay (3000 words): 45%
| Published by Monash University, Clayton, Victoria
3168 Copyright © Monash University 1996 - All Rights Reserved - Caution Authorised by the Academic Registrar December 1996 |