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SPCH12006 - Linguistics

General Information

Unit Synopsis

This unit will introduce you to the core linguistic components of English speakers' communication, including morphology, syntax, phonology, semantics and pragmatics. You will learn about the basic units and normal grammatical patterns of English speakers, including how people process language, encode meaning and communicate on a day to day basis. You will develop an understanding of the acquisition of language, its role in communication, and how the social or cultural environment interacts with language. You will then apply this knowledge to identify people with communication disorders versus people with culturally and linguistically diverse backgrounds.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2019

Term 2 - 2019 Profile
Rockhampton

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 35%
2. In-class Test(s) 30%
3. Written Assessment 35%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 2 - 2018 : The overall satisfaction for students in the last offering of this course was 3.6 (on a 5 point Likert scale), based on a 60% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: 'Have Your Say' unit evaluation survey
Feedback
Students reported that tutorials were extremely beneficial, fun, engaging and interactive, and that they provided the students with an opportunity to ask questions and practise certain tasks.
Recommendation
Tutorials will continue to be provided to students, with the aim of assisting them to understand the lecture content, to seek clarification regarding any specific areas they are unsure of, and to practise a range of relevant tasks in a fun and interactive way.
Action Taken
Students attended weekly tutorials which were designed to supplement the recorded lectures by providing opportunities to ask questions and seek clarification regarding any areas of uncertainty, to engage in practical and interactive tasks in a fun and supportive environment and, as a result, to gain a better understanding of the lecture content.
Source: 'Have Your Say' unit evaluation survey
Feedback
Students provided varying feedback regarding the scheduling of the tutorials. Whilst some really appreciated that the Unit Coordinator scheduled extra tutorial time to make up for a missed tutorial and also provided extra classes to assist students to prepare for their assessment tasks, others felt that the schedule was disruptive to their learning and that more tutorials were needed.
Recommendation
The Unit Coordinator will continue to communicate clearly to students regarding the schedule for tutorials throughout the term. Tutorials will generally be offered on a weekly basis, however if there are any exceptions to this, they will be communicated to students at the beginning of term. Any tutorials that are unexpectedly cancelled will be made up during the term, following negotiations between the students and the Unit Coordinator. If students feel that they require additional tutorial time to cover specific topics, this may be negotiated between the students and the Unit Coordinator.
Action Taken
The unit coordinator communicated clearly with students regarding the tutorial schedule for the term. Tutorials were offered on a weekly basis, with two exceptions during the term. These exceptions were explained to students, who were also provided with alternative arrangements as required.
Source: 'Have Your Say' unit evaluation survey
Feedback
Feedback provided by the Unit Coordinator regarding the assessment tasks was useful, and the assessment tasks complemented the learning material. For one particular assessment item, more timely feedback would have been helpful when completing an assessment task for another unit.
Recommendation
The Unit Coordinator will continue to provide timely, thorough and useful feedback following the completion of each assessment item. These assessment tasks will continue to be designed to complement the learning material.
Action Taken
The unit coordinator continued to ensure that assessment tasks were relevant and that they complemented the content of the lectures and tutorials. The provision of detailed, relevant and constructive feedback, designed to assist students to learn, was also prioritised by the unit coordinator.
Source: 'Have Your Say' unit evaluation survey
Feedback
The written assignment was not as clearly understood by students as the tests were, and the instructions regarding the written assignment could have been more thorough.
Recommendation
The Unit Coordinator will ensure that clear and thorough instructions regarding all assessment tasks are provided to students and they have ample opportunities to seek clarification if they are unsure of the requirements.
Action Taken
Further improvements to assessment task descriptions and rubrics were made, in an effort to improve the clarity and thoroughness of the instructions given for each assessment item. In addition, the lecturer specifically discussed in detail each assessment piece and the requirements during several recorded lectures, as did the unit coordinator during tutorials. Students were also encouraged to use the Moodle Q&A section to ask questions and to seek clarification regarding assessment task requirements.
Source: Have Your Say student satisfaction survey
Feedback
Students provided highly complimentary feedback regarding tutorials, reporting that they were extremely practical, interactive, fun and helpful in terms of clarifying information and assisting students to learn.
Recommendation
Regular tutorials will continue to be provided to students with the intention of complementing and further clarifying the lecture content and providing students with the opportunity to improve their understanding of this content.
Action Taken
Nil.
Source: Have Your Say student satisfaction survey and analysis of Echo 306 analytics data
Feedback
Some students reported that the recorded lectures were useful, well presented and included clear information and examples that were easy to follow. Several students however felt that these lectures were too long, that they were difficult to watch, and/or that the lecturer was a 'wasted resource' as the students self-reportedly did not prioritise the lectures and therefore chose not to view them.
Recommendation
The unit coordinator will endeavour to make it clear to students at all possible opportunities, including on the Moodle site, in the unit profile and in class, that tutorials are considered supplementary to the recorded lectures, and that it is these lectures that contain the key content which must be understood in order to pass the unit. The correlation between the level of engagement with the recorded lectures and the overall level of success in completing the unit will also be explained to students and they will be encouraged to take responsibility for their learning. In addition, although the lectures are recorded and available through the Moodle site and can be accessed at any time that is convenient for each student, a time slot for viewing these lectures will be allocated and included on the timetable, to assist students with their weekly time management. Both the students and the lecturer will also be encouraged to make full use of the interactive features that Echo 360 has to offer, in an effort to help students engage more effectively with the lecture content.
Action Taken
Nil.
Source: Have Your Say student satisfaction survey
Feedback
Students generally reported that although the assessment tasks were challenging, they were worthwhile, and students learnt a great deal from them. Some students however felt that parts of the assessment tasks were too complex, especially for students who were only in their first year of university, and reported that some of the requirements should have been modified and the instructions made clearer.
Recommendation
The unit coordinator will consult with the lecturer and the Head of the Course (Speech Pathology) when planning for 2019, and will make any adjustments to the assessment tasks that are considered necessary to ensure that they are appropriate for students enrolled in the first year of the course. Students will continue to be supported throughout the term by both the lecturer and the unit coordinator and will be encouraged to seek additional support and advice if required.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Describe and analyse the core linguistic components of morphology, syntax, phonology, semantics, and pragmatics within a speech pathology context
  2. Identify and analyse simple and complex English words and sentences using basic syntactic and morphological analysis skills
  3. Analyse communication skills with regard to language content, comprehension, processing and use
  4. Apply an introductory level of linguistic knowledge to describe communication across culturally and linguistically diverse settings.

Competency in linguistic analysis of communication samples is a foundation skill that is necessary for success as a practising speech pathologist. The following information describes the range of practice areas and competencies that are linked to this unit's learning outcomes, content and/or and assessments:

  • Speech Pathology Range of Practice Areas: Language and Multi-Modal Communication (Child and Adult)

  • Competencies: The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment
2 - In-class Test(s)
3 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment
2 - In-class Test(s)
3 - Written Assessment