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

课程创新：将质量管理纳入阿斯顿大学语言与社会科学学院语言学本科课程。

• 批准号: ES/J011975/1
• 负责人: Timothy Grant
• 金额: $ 10.18万
• 依托单位: Aston University
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2012
• 资助国家: 英国
• 起止时间: 2012 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FJ011975%2F1
• 关键词: Curriculum; Innovation; Integrating; QM; into

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.

与许多其他大学一样，在阿斯顿，语言学/应用语言学作为本科课程(UG)的一部分教授英语、英语(EL)和现代外语(MFL)，后者在阿斯顿包括法语、德语、西班牙语和翻译学。华盛顿大学的学生可以选择这些科目作为单独或联合荣誉课程。UG在El和MFL的课程设在同一所学校--语言和社会科学学院(LSS)。学院内部学科的这种结合并不常见，这使得El和MFL的同事，特别是德语的同事，能够在以教学为重点的联合研究项目上进行合作(见下文第6节)。此外，EL的其他各种研究项目已经产生了各种数据集，该项目可以利用这些数据集来制作质量管理学习和教学(L&T)材料。因此，这项建议首先是在EL和MFL：阿斯顿的德语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扩展到这些群体之外，传播到学习其他语言的语言学学生。语言学专业的学生与其他社会科学专业的学生不同，比如心理学家或社会学家，因为许多人在16岁时就放弃了数学科目，而且他们的数学水平不会超过普通中等教育证书。鉴于拥有多学科学位，这对大多数通过16岁后的人文课程进入语言和语言学UG课程的学生来说是一个问题。更具体地说，MFL、语言学和应用语言学的普遍语法课程似乎也越来越不再教授质量管理，而是几乎完全专注于收集和分析原始数据。因此，在包含EL/MFL/语言学/应用语言学模块的UG课程中，如MacInnes(2009：2)所指出的，社会科学普遍语法课程中脆弱的质量管理教学基础实际上是不存在的。然而，这些学科的研究生和研究生越来越多地被要求或希望应用质量管理方法来分析数据，当这些学生不具备开展此类活动所需的基本技能时，就会出现技能缺口。目前在阿斯顿，EL和MFL的QM：德语在UG级别少量教授，主要通过语料库语言学和法医语言学的第二和第三级模块。学生在这样的模块中完成优秀的课程作业，通过结合质量管理数据和方法可以进一步改进。对于诸如：作为证据的语言和个人的语言学等模块来说，这一点尤其正确。然而，总的来说，EL和MFL的同事都不愿将质量管理纳入课程和对其模块的评估，主要是因为他们自己的教育和研究缺乏质量管理。因此，主计长和副主计长承认，我们在El和MFL的UG课程因此而较弱，而将品质管理纳入所有级别的UG课程，将会增强我们毕业生的就业能力。在整个项目期间，将研究学生围绕主动性的学习经验，在课程的开始和结束时，将评估质量管理教学对质量管理和更广泛的计算的态度。

项目成果

Verstehen, was zählt. Ein Forschungsbericht über quantitative Arbeitsformen im Linguistik- und Deutsch-als-Fremdsprache-Unterricht in Großbritannien.

Verstehen，是zählt。

• 期刊: Deutsch als Fremdsprache.
• 作者: Pollard, D. & Reershemius, G. (accepted For Publication ),