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

在阿斯顿大学，与许多其他大学一样，语言学/应用语言学作为英语，英语语言（EL）和现代外语（MFL）本科课程（UG）的一部分教授，后者在阿斯顿大学包括法语，德语，西班牙语和翻译研究。大学学生可以选择单独或联合荣誉课程。UG的EL和MFL课程位于同一学院，语言和社会科学学院（LSS）。学院内学科的结合并不常见，这使得EL和MFL的同事，特别是德国的同事，能够在以教学为重点的联合研究项目上合作（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，本项目可以在制作QM学习和教学（L&T）材料时借鉴这些数据集。因此，本提案首先是在阿斯顿大学的EL和MFL：德语UG课程中设计、实施和整合QM，以期将QM教学传播到这些群体之外的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岁时就放弃了以数学为基础的课程，并且在GCSE水平之后就没有学习过数学。考虑到多学科学位，这对大多数通过16年级以上人文学科课程学习语言和语言学本科课程的学生来说是一个问题。更具体地说，语言学、语言学和应用语言学的本科课程似乎也越来越远离质量管理的教学，几乎完全专注于原始数据的收集和分析。因此，正如machines（2009:2）所指出的那样，社会科学UG项目中脆弱的QM教学基础在包含EL/MFL/语言学/应用语言学模块的UG项目中几乎是不存在的。然而，越来越多的这些学科的研究生和研究生被要求或想要将质量管理方法应用于数据分析，当这些学生不具备进行此类活动所需的基本技能时，随之而来的是技能差距。目前，在阿斯顿大学，英语和德语的QM：德语在UG级别少量教授，主要通过语料库语言学和法律语言学的第二和第三级模块。学生在这些模块中完成了优秀的课程作业，并可以通过结合质量管理数据和方法进一步提高。这在“作为证据的语言”和“个人语言学”等课程中尤其如此。然而，总体而言，EL和MFL的同事都回避将质量管理纳入其模块的课程和评估，主要是因为他们自己的教育和研究缺乏质量管理。因此，指数和共同指数承认，我们的大学本科课程在这方面较弱，并且由于将质量管理纳入所有级别的大学本科课程，我们毕业生的就业能力将得到加强。在整个项目期间，将研究学生围绕该倡议的学习经历，并在项目开始和结束时评估质量管理教学对质量管理和更普遍的计算能力的态度。

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.