Curriculum Innovation: Integrating QM into undergraduate programmes in Linguistics in the School of Languages and Social Sciences, Aston University.

在阿斯顿，与许多其他大学一样，语言学/应用语言学是英语，英语语言（EL）和现代外语（MFL）本科课程（UG）的一部分，后者在阿斯顿，包括法语，德语，西班牙语和翻译研究。大学生可选修这些科目作为单一或联合荣誉课程。EL和MFL的UG课程位于同一所学校，语言和社会科学学院（LSS）。这种学科在学校内的组合并不常见，并使EL和MFL的同事，特别是在德国，以教学为重点的联合研究项目合作（见下文第6节）。此外，在EL的各种其他研究项目已经产生了各种数据集，这个项目可以在生产质量管理学习和教学（L&T）材料。因此，这项建议首先是在阿斯顿的EL和MFL：德语UG课程中设计、实施和整合质量管理，以期将质量管理教学的传播范围扩大到这些群体之外，扩大到学习其他语言的语言学学生。语言学的学生不同于其他社会科学的学生，如心理学家或社会学家，因为许多人在16岁时放弃了数学科目，并且不会学习超过GCSE水平的数学。鉴于多学科学位，这是一个问题，对于大多数学生谁来语言和语言学UG程序通过后16人文课程。更具体地说，在MFL，语言学和应用语言学的UG程序也越来越多地从QM的任何教学和重点几乎完全集中在收集和分析的原始数据。因此，MacInnes（2009：2）确定的社会科学UG方案中QM的脆弱教学基础，在包含EL/MFL/语言学/应用语言学模块的UG方案中几乎不存在。然而，越来越多的研究生和研究生在这些科目要么被要求，或想，应用质量管理方法来分析数据，随之而来的技能差距时，这些学生不具备所需的基本技能进行这样的活动。目前在阿斯顿，英语和MFL的QM：德语在UG水平少量教授，主要是通过语料库语言学和法律语言学的第二和第三级模块。学生在这些模块中制作优秀的课程，可以通过QM数据和方法的结合进一步改进。这是特别真实的模块，如：语言作为证据和个人的语言学。然而，总体而言，在EL和MFL的同事回避将质量管理纳入课程和评估他们的模块，主要是因为他们自己的教育和研究缺乏质量管理。因此，PI和Co-PI承认，我们在EL和MFL的UG课程较弱，我们的毕业生的就业能力将由于将QM纳入UG课程的所有级别而得到加强。学生的学习经验，周围的倡议将在整个项目的持续时间进行研究，并在开始和结束时的QM教学对QM和算术的态度更普遍将进行评估。

At Aston, in common with many other universities, Linguistics/Applied Linguistics is taught as part of undergraduate programmes (UG) in English, English Language (EL) and Modern Foreign Languages (MFL), the latter of which at Aston, comprises of French, German, Spanish and Translation Studies. UG students may take these subjects as single or joint honours programmes. UG programmes in EL and MFL sit within the same School, the School of Languages and Social Sciences (LSS). This combination of disciplines within a School is not common, and has enabled colleagues in EL and MFL, particularly in German, to collaborate on joint research projects with a pedagogical focus (see section 6 below). In addition, various other research projects in EL have produced various data sets upon which this project can draw in producing QM learning and teaching (L&T) materials. This proposal, therefore is, in the first instance, to design, implement and integrate QM within the EL and MFL:German UG programmes at Aston with a view to extend dissemination of QM teaching beyond these groups to linguistics students studying other languages. Linguistics students are different from other social science students such as psychologists or sociologists for example, because many will have given up maths based subjects at 16 and will not have studied maths beyond GCSE level. Given multidisciplinary degrees, this is an issue for the majority of students who come to languages and linguistics UG programmes via a post 16 humanities curriculum. More specifically, UG Programmes in MFL, Linguistics and Applied Linguistics have also appeared increasingly to move away from any teaching of QM and focus almost exclusively on the collection and analysis of primary data. Thus, the fragile teaching base of QM in social science UG programmes as identified by MacInnes (2009:2), is virtually absent in UG programmes which contain modules in EL/MFL/Linguistics/Applied linguistics. However, increasingly, postgraduate and research students in these subjects are either being required to, or want to, apply QM methods to the analysis of data, with an ensuing skills gap when such students do not have the foundational skills required to undertake such activity. Currently at Aston, QM in EL and MFL:German is taught at UG level in small amounts, mainly through second and third level modules in corpus linguistics and forensic linguistics. Students produce excellent coursework in such modules, which could be further improved by the incorporation of QM data and methods. This is particularly true of modules such as: Language as Evidence and The Linguistics of the Individual. However, on the whole, colleagues in both EL and MFL shy away from incorporating QM into the curriculum and assessment of their modules, mainly because their own education and research have lacked QM. As a result, the PI and Co-PIs acknowledge that our UG programmes in EL and MFL are weaker for this, and that the employability of our graduates would be strengthened as a result of incorporating QM into the UG curriculum at all levels. The students' learning experiences surrounding the initiatiative will be researched throughout the duration of the project and at the beginning and end of periods QM teaching attitudes towards QM and numeracy more generally will be evaluated.