School of Linguistic, Speech and

Communication Sciences

Programme
Handbook for
M.Phil. courses in:
- Applied Linguistics
- English Language Teaching
- Linguistics
- Speech and Language
Processing

AY 2024/25
TABLE OF CONTENTS
1. General Course Information ...................................................................................................1
1.1 Introduction.................................................................................................................................. 1
1.2 Course Descriptions ...................................................................................................................... 1
1.2.1 Applied Linguistics ................................................................................................................ 1
1.2.2 Linguistics ............................................................................................................................. 1
1.2.3 English Language Teaching ................................................................................................... 2
1.2.4 Speech and Language Processing ......................................................................................... 2
1.3 Contact Details ............................................................................................................................. 3
1.4 Timetable of taught modules ....................................................................................................... 3
1.4.1 Core modules........................................................................................................................ 4
1.4.2 Elective modules................................................................................................................... 5
1.5 Admissions.................................................................................................................................... 5

2. Teaching and Learning ............................................................................................................6

2.1 Programme Structure ................................................................................................................... 6
2.1.1 The P.Grad.Dip. award.......................................................................................................... 6
2.1.2 The M.Phil. award................................................................................................................. 7
2.2 Learning Outcomes....................................................................................................................... 7
2.2.1 Applied Linguistics ................................................................................................................ 7
2.2.2 Linguistics ............................................................................................................................. 8
2.2.3 English Language Teaching ................................................................................................... 8
2.2.4 Speech and Language Processing ......................................................................................... 9
2.3 Module Descriptors ...................................................................................................................... 9
2.4 Staff contributing to the MPhil courses........................................................................................ 9
2.5 Coursework Requirements ......................................................................................................... 12
2.5.1 Presentation ....................................................................................................................... 12
2.5.2 Submission.......................................................................................................................... 13
2.5.3 Marking Criteria .................................................................................................................. 14
2.5.4 Reassessment of failed coursework ................................................................................... 16
2.6 Attendance Requirements.......................................................................................................... 16
2.7 Absence from Examinations ....................................................................................................... 16
2.8 External Examiners ..................................................................................................................... 17
2.9 Student Feedback and Evaluation .............................................................................................. 17
2.10 MPhil Course Committee ........................................................................................................... 18
2.11 Class Representatives and the MPhil Staff-Student Liaison Committee .................................... 18

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3. The dissertation / research element .....................................................................................18
3.1 Models for MPhil research projects ........................................................................................... 19
3.2 Supervision ................................................................................................................................. 19
3.3 Timeline ...................................................................................................................................... 20
3.4 Presentation ............................................................................................................................... 20
3.5 Submission ................................................................................................................................. 22
3.6 Examination ................................................................................................................................ 22
3.7 Fail result .................................................................................................................................... 22
3.8 Topic areas in which dissertations / research elements may be written ................................... 24

4. Academic Standards ..............................................................................................................27

4.1 Attribution and Academic Integrity ............................................................................................ 27
4.2 Referencing ................................................................................................................................ 28
4.3 Glossing Conventions and Presenting Non-English Data ............................................................ 29
4.4 Research Ethics ........................................................................................................................... 30

5. Student Support ....................................................................................................................30

5.1 Postgraduate Advisory Service ................................................................................................... 31
5.2 Postgraduate Supports for Students with Disabilities ................................................................ 31
5.3 Academic Support ...................................................................................................................... 32
5.4 Health and Wellbeing Support ................................................................................................... 32

6. General information ..............................................................................................................32

6.1 Emergency procedure ................................................................................................................ 32
6.2 Data Protection .......................................................................................................................... 33
6.3 European Credit Transfer System (ECTS) .................................................................................... 33
6.4 Links to Further University Policies and Procedures .................................................................. 33
6.5 Requesting Transcripts ............................................................................................................... 34

7. Appendix: College Regulations on Academic Integrity .........................................................34

7.1 General ....................................................................................................................................... 34
7.2 Academic misconduct in the context of group work .................................................................. 35
7.3 Avoiding Academic Misconduct ................................................................................................. 36
7.4 Procedure in cases of suspected academic misconduct............................................................. 36
7.5 Academic integrity meeting ....................................................................................................... 37
7.6 Consequences in cases of suspected academic misconduct ...................................................... 38

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1. GENERAL COURSE INFORMATION
1.1 Introduction
This handbook applies to all students pursuing a postgraduate degree in Applied Linguistics,
English Language Teaching, Linguistics, and Speech and Language Processing. It provides a
guide to what is expected of you and the academic and personal support available to you.
Please retain it for future reference.
The information provided in this handbook is accurate at the time of preparation. Any
necessary revisions are circulated to students via e-mail or Blackboard. Please note that in the
event of any conflict or inconsistency between the General Regulations published in the
University Calendar and information contained in this handbook, the provisions of the General
Regulations in the Calendar will prevail.

1.2 Course Descriptions

1.2.1 Applied Linguistics
The discipline of applied linguistics investigates a range of issues around language in
contemporary society. Among these, the most prominent issues – and the central topics of the
M.Phil. in Applied Linguistics – are those surrounding second and foreign language education.
It is often said that globalisation has made the learning of additional languages an essential
goal in education, but in truth, language learning has been important in most places at most
times. In spite of this, language education in its various aspects was under-researched until the
1960s, so that applied linguistics is a relatively young, but increasingly important field.
There are two central strands in the applied linguistics of language teaching and learning. One,
usually called second language acquisition, investigates the psychology of language learning,
which is a phenomenon that is not confined to the classroom or other instructed contexts. The
other, second language pedagogy, focuses on instruction at various different scales: language
education policy, curriculum, teaching methods, learning tasks. Given this educational focus,
applied linguistics draws not only on linguistics, but also on educational psychology,
educational philosophy, social psychology, cognitive psychology, language policy, language
planning, literacy and writing practices, and language and technology, among other disciplines.

1.2.2 Linguistics
Linguistics is the systematic study of human language. It has its roots in antiquity, though the
twentieth century saw an explosion of research and the development of new theories and

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approaches. Linguistics has become an exciting and vigorous area of study, with strong
connections to many fields including psychology, sociology, anthropology, cognitive science,
computer science, and philosophy.
Language is complex, and linguistics attempts to describe and explain the full range of that
complexity, especially speech sounds, the grammar of words and sentences, and how meaning
relates to words, grammar and context. The M.Phil. in Linguistics gives due weight to all of
these, with core modules in Describing Grammar, Describing Meaning, Describing the Sounds
of Languages, and Laboratory Phonetics and Phonology. A varied menu of optional modules
gives students the opportunity to investigate social, psychological, historical and advanced
topics in linguistic theory.

1.2.3 English Language Teaching

As the importance of English as a global language has continued to grow, English teachers have
increasingly sought to deepen their understanding of the nature of language teaching and
learning in light of the diverse challenges they face. The M.Phil. programme in English Language
Teaching is aimed at meeting the needs of teachers who wish to enhance their career options,
and at aspiring English teachers who can benefit from elective modules in English Language
Teaching Practice.
The programme will give practising and aspiring teachers the opportunity to explore current
issues in ELT, and to deepen their understanding of the theoretical and practical concerns that
underlie their teaching. The programme benefits in particular from the CLCS’s involvement in
the development and implementation of Council of Europe tools that are important in the
current debate about language learning, teaching and assessment world-wide: the Common
European Framework of Reference for Languages and its Companion Volume.

1.2.4 Speech and Language Processing

Speech processing is the science concerned with how speech communication works: how
speech is produced by the speaker and understood by the listener. It is also concerned with
how these processes can be analysed and modelled, and with how these models can be used
to develop technologies that also produce and understand speech (synthetic voices, speech
recognisers). The science and technology involved are fundamental to the understanding and
remediation of disordered speech. The science of speech is thus at the intersection of many
disciplines, particularly linguistics, psychology, acoustics, and engineering.
Language processing, in parallel, deals with computational theories of grammar and meaning,
and provides access to fundamentals of linguistics as a science and as an engineering discipline.
As a science, it is concerned with the fact that language is used as a medium for thought as

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well as for communication. As an engineering discipline, it is concerned with tools that work:
predictive text in telephones, automated personal assistants, web search, and so on. The fact
that you are reading this sentence entails that you have taken advantage of one or more
language technologies; it would not be visible to you otherwise. The fact that you understand
this sentence (or any sentence) begs all of the questions of cognitive science such as what
“meanings” are and how people reason with them.

1.3 Contact Details

For inquiries relating to the academic aspects of the MPhil programmes, contact the
Programme Director at mphil.clcs@tcd.ie.
For inquiries relating to the administrative aspects of the MPhil programmes, contact the
School Administrative Officer at KWOKCK@tcd.ie.
Staff Name Role/Title Email
Prof Craig Sailor MPhil Programme Director mphil.clcs@tcd.ie
Prof Elaine Uí Dhonnchadha MPhil Admissions Director clcs_mphil_info@tcd.ie
Prof Breffni O’Rourke Head of Discipline CLCS.HeadDept@tcd.ie
Prof Paul Conroy Director of Teaching & Learning (PG) slscs_dtlp@tcd.ie
Prof Lorna Carson Head of School slscs_hos@tcd.ie
Dr Chung (George) Kwok School Administrative Officer (PG) KWOKCK@tcd.ie
Ms Natalia Cwik Senior Executive Officer CWIKN@tcd.ie
Ms Dara O Siochain School Manager SLSCS@tcd.ie

1.4 Timetable of taught modules

Each student takes a total of six taught modules for their course: four obligatory core modules,
and two elective modules selected from a list of options.
Generally speaking, all modules for our courses meet once per week on either Mondays or
Thursdays, though some exceptions may arise due to timetabling conflicts (see below). Elective
modules are held in the morning, while core modules are in the afternoon. Most of our
modules meet for two hours each week, but some may meet for three hours (e.g. LIP12003
Experimental Analysis of Sound Systems) or have a separate lab-based meeting scheduled each
week. Students’ personal timetables are accessible through the Trinity student portal.
Full-time students: each term involves two core modules (one on Monday afternoon and one
on Thursday afternoon) and one elective (either Monday morning or Thursday morning).
Part-time students: each term involves one core module: either on Monday of both terms or
on Thursday of both terms in Year 1, followed by the remaining two core modules in Year 2. In

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addition, they take one elective each year, which may be on Monday or Thursday morning in
either Michaelmas term or Hilary term.
Michaelmas term (September-December)

Monday Thursday (or Tues)

Morning [Elective modules] [Elective modules]

Afternoon [Core modules] [Core modules]

Hilary term (January-April)

Monday Thursday

Morning [Elective modules] [Elective modules]

Afternoon [Core modules] [Core modules]

For the complete list of module options available in each term, view the module catalogue at
https://www.tcd.ie/slscs/postgraduate/taught-courses/module_catalog.php.

1.4.1 Core modules

The schedule of core modules is below. (Note that LI7856 Describing Grammar [AL-only] is
exceptionally scheduled on Tuesdays this year due to a timetabling conflict.)

Applied Linguistics English Language Linguistics Speech and Language

Teaching Processing
MT Mon LI7858: Second LIP12025: Second LI7868: Describing the LI7871: Speech
Language Curriculum Language Curriculum Sounds of Languages Processing 1: spectral
Planning and Planning and analysis
Implementation [AL] Implementation [ELT]
MT Thurs LI7856: Describing LI7878: Describing LIP12027: Describing LI7872: Formal
(or: †Tues) Grammar [AL]† English Grammar Grammar [LING] Foundations of Linguistic
Theories
HT Mon LI7859: Language LIP12026: Language LIP12003: LIP12028: Datasets in
Testing [AL] Testing [ELT] Experimental Analysis Natural Language
of Sound Systems Processing
HT Thurs LI7857: Language LI7877: Pedagogical LI7869: Describing LI7867: Laboratory
Acquisition Grammar of English Meaning Phonetics and
Phonology

MT = Michaelmas Term (September-December); HT = Hilary Term (January-April)

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1.4.2 Elective modules
Some elective modules are available to all students, and some are only available to students
registered on particular MPhil courses. Please check availability below. Other electives may be
offered; for the latest information on availability, check the relevant MPhil course webpages
at https://www.tcd.ie/slscs/postgraduate/taught-courses/.

Applied Linguistics English Speech and

Linguistics Language Language
Teaching Processing
MT *LI7884: English Language Available
Mon Teaching Practice 1
LI7883: Multilingualism Available Available Available Available
MT LI7864: Corpus Linguistics Available Available Available
Thurs LI7897: Speech and Language Available Available Available Available
Technology in Education
**LI7874: Speech production, Available
hearing, and perception
HT LI7895: Computer-Assisted Available Available Available Available
Mon Language Learning
*LI7885: English Language Available
Teaching Practice 2
LI7862: Linguistic Pragmatics Available Available Available
LI7875: Speech processing 2: Available
acoustic modelling
HT LIP12008: Psychology of Available Available Available Available
Thurs Language Learning and Teaching
LI7860: Technology, Language Available Available Available Available
and Communication
* Either LI7884 English Language Teaching Practice 1 (MT) or LI7885 English Language Teaching
Practice 2 (HT) may be chosen, but not both.
** Strongly advised for those wishing to pursue a research dissertation in Phonetics or Speech
Analysis. This module also provides a foundation for the core module LI7867 Laboratory
Phonetics and Phonology.

1.5 Admissions
Applicants are normally required to possess a good primary degree or equivalent qualification.
Previous knowledge of the field of interest is not a requirement. The following are additional
requirements for Applied Linguistics and English Language Teaching:

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Applied Linguistics
Applicants are expected to have at least 6 months of language teaching experience.
English Language Teaching
Preference may be given to applicants with experience of teaching English. Those with limited
teaching experience may be advised to choose an elective in English Language Teaching
Practice.
Application for admission should be made through the University’s online admissions portal.
Links to the portal, as well as further information on general admission requirements, language
requirements, application procedures, fees, and other matters, can be found on the website
of the Trinity College Graduate Studies Office: https://www.tcd.ie/graduatestudies/.

2. TEACHING AND LEARNING

2.1 Programme Structure
We offer four Postgraduate Taught courses of study within CLCS (not counting Chinese Studies;
see https://www.tcd.ie/Asian/courses/chinese_studies/):

• Applied Linguistics
• English Language Teaching
• Linguistics
• Speech and Language Processing
Each of these courses can be taken either full-time or part-time. The full-time course option
lasts one calendar year (from September to August); the part-time course option lasts two
calendar years. The part-time option is available only to students who remain in employment
while taking the course.
Both course options involve a total of six taught course modules (four core and two optional
at 10 ECTS credits each, totalling 60 credits) lasting from September to May, as well as an
optional research dissertation / research element component lasting from May to August. The
pass mark of 40% applies to all module assignments; the dissertation / research element is
graded on a fail/pass/distinction basis (see Section 3.6).

2.1.1 The P.Grad.Dip. award

Students who earn at least 50 credits through their taught modules (where the failed module
has a mark of not less than 30%) qualify for the award of P.Grad.Dip. (Postgraduate Diploma),
a Level 9 qualification according to the National Framework of Qualifications (NFQ). Students

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 may choose to exit at that point; if they do, they are deemed to have completed their minimum
course requirements, and are presented in due time with their P.Grad.Dip. degree certificate.
The P.Grad.Dip. with Distinction may be awarded to candidates who:
a) have passed all modules,
b) have an overall average mark of 68% or above, and
c) have a mark of at least 70% for each of three course modules.

Students wishing to exit with a P.Grad.Dip. should contact the Programme Director after
completion of their final coursework assignments in May.

2.1.2 The M.Phil. award

Most students choose to complete the optional research dissertation / research element
component as part of the LI7881 Research Dissertation module (which has no timetabled
lectures). Students whose dissertation / research element earns a ‘pass’ or ‘distinction’ receive
30 credits in this module.
To qualify for the award of the MPhil degree (also an NFQ Level 9 qualification), students must:
a) obtain an average of at least 40% over all taught modules,
b) obtain a ‘pass’ or ‘distinction’ grade in the dissertation / research element, and
c) either pass modules amounting to 60 credits, or pass modules amounting to at least 50
credits where the failed module has a mark of not less than 30%.

Students may be awarded the MPhil with Distinction (NFQ Level 9) if they:
a) pass all modules;
b) achieve a result of ‘distinction’ in the dissertation (see Section 3.6);
c) achieve at least 68% in the unrounded overall average mark for the taught modules; and
d) achieve at least 70% in each of three course modules.

2.2 Learning Outcomes

2.2.1 Applied Linguistics
On successful completion of the course, graduates should be able to:

• engage in the description and analysis of language

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 • debate central concepts in applied linguistics and language acquisition
• discuss more advanced topics in the study of language and demonstrate the
application of this knowledge to the solution of linguistic problems
• integrate theory and practice in areas of applied linguistics such as language teaching
and learning, language policy, language and technology, and the role of language in
society
• undertake research in applied linguistics, having due regard to the ethical, empirical,
and theoretical aspects of this research
• communicate the results of their research on topics in applied linguistics through
written papers, oral presentations, and other means where appropriate

2.2.2 Linguistics
On successful completion of the course, graduates should be able to:

• engage in the description and analysis of language

• debate central concepts in linguistics
• discuss advanced topics in linguistics, incorporating cognitive, formal, and social
perspectives on language
• undertake research in linguistics, having due regard to the ethical, empirical, and
theoretical aspects of this research
• communicate the results of their research on topics in linguistics through written
papers, oral presentations, and other means where appropriate

2.2.3 English Language Teaching

On successful completion of the course, graduates should be able to:

• engage in the description and analysis of the English language

• analyse aspects of English in relation to other languages
• debate central concepts in the applied linguistics of English language teaching
• discuss more advanced topics in the study of the English language and demonstrate
the application of this knowledge to the solution of linguistic problems
• integrate theory and practice in the teaching of English such as English language
teaching and learning, language policy, language and technology, and the
globalisation of English
• undertake research relevant to the applied linguistics of English language teaching,
having due regard to the ethical, empirical, and theoretical aspects of this research
• communicate the results of their research on topics in the linguistics of English
language teaching through written papers, oral presentations, and other means
where appropriate

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2.2.4 Speech and Language Processing
On successful completion of the course, graduates should be able to:

• engage in the description and analysis of language

• debate central concepts in speech science
• debate central concepts in language processing, with particular regard to
computational models of language
• discuss more advanced topics in speech science or language processing
• undertake research in a chosen field of speech science or language processing,
having due regard to the ethical, empirical, and theoretical aspects of this research
• communicate the results of their research on topics in speech science and language
processing through written papers, oral presentations, and other means where
appropriate

2.3 Module Descriptors

A description of each of our postgraduate modules can be found in the MPhil Module
Handbook available on the department’s website (https://www.tcd.ie/slscs/postgraduate/).
Students should familiarise themselves with this material, as they will be required to indicate
their choice of module options at a specified time before the start of the academic year.

The School reserves the right to amend the list of available modules and, in particular, to
withdraw and add modules. Timetabling may restrict the availability of modules to individual
students.

2.4 Staff contributing to the MPhil courses

Below is a list of CLCS-affiliated staff contributing to one or more of our MPhil courses, along
with their research interests and areas of expertise. Students may wish to consult this list when
seeking out potential supervisors for their dissertation / research element (see Section 3).
(in alphabetical order)
Lorna Carson – Professor in Applied Linguistics
Research interests: autonomy in language learning; second language syllabus and course
design; sociolinguistics; language and immigration; multilingualism.
Bronagh Ćatibušić – Assistant Professor in Applied Linguistics (TESOL)
Teaches the modules LI7859 Language Testing [AL-only] and LI7885 English Language Teaching
Practice 2. Research interests include second language acquisition and curriculum
development, language pedagogy and assessment, English for academic purposes, child

9
language acquisition, language and migration, multilingualism and intercultural education.
Valentina Colasanti – Assistant Professor in Linguistics
Teaches the module LIP12027 Describing Grammar [LING-only]. Research interests include:
generative syntax, syntax-pragmatics interface, language variation and change, and
comparative Romance linguistics (especially Italo-Romance).
Colin Flynn – Assistant Professor in Applied Linguistics
Teaches the modules LI7857 Language Acquisition and LI7883 Multilingualism. Research
interests: second language acquisition, language pedagogy, the psychology of language
learning (e.g., attitude, motivation, identity), bi-/multilingualism, Irish-language learning and
use, minority language maintenance.
Christer Gobl – Associate Professor in Speech Science
Has previously taught the modules LI7871 Speech Processing 1: spectral analysis and LI 7874
Speech Production, Hearing and Perception. Research interests: the acoustics of speech
production; glottal source analysis and modelling; voice quality; auditory/speech perception;
vocal expression of emotion; systems for speech analysis/synthesis/ coding; signal processing.
Nathan Hill – Sam Lam Professor in Chinese Studies
Professor Hill’s research interests centre on Tibeto-Burman/Sino-Tibetan historical linguistics,
including Old Tibetan descriptive linguistics, Tibetan corpus linguistics, Tibeto-Burman
reconstruction and comparative linguistics, the history of Chinese, and the typology of
evidential systems. He is also interested in applying natural language processing (NLP) to low-
resource languages of Asia.
Rowland Imperial – Assistant Professor in Applied Linguistics (TESOL)
Teaches the modules LI7858 Second Language Curriculum Planning and Implementation [AL-
only] and LIP12026 Language Testing [ELT-only]. Research interests: critical sociolinguistics and
applied linguistics (TESOL and English for Academic Purposes); sociology and philosophy of
education; liberation philosophy and ethics, and reparative justice in language education.
Emanuela Mileva – Adjunct Lecturer
Teaches the module LI7878 Describing English Grammar. Research interests: language and
medicine, interactive sociolinguistics, discourse analysis, Balkan linguistics, bilingualism, and
intercultural communication.
Neasa Ní Chiaráin – Assistant Professor in Irish Speech and Language Technology
[On leave in 2024-25.] Has previously taught the modules LI7895 Computer-Assisted Language

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Learning: Design, Implementation and Evaluation and LI7897 Speech and Language Technology
in Education. Research interests: Computer-Assisted Language Learning (CALL), second
language acquisition, text-to-speech synthesis, dialogue systems, speech recognition,
multimodal interactive language learning platforms, game-based learning, literacy acquisition,
Irish, minority languages.
Maria O’Reilly – Teaching Fellow
Teaches the modules LI 7867 Laboratory Phonetics and Phonology, LI 7874 Speech Production,
Hearing, and Perception, and LIP12003 Experimental Analysis of Sound Systems.
Breffni O’Rourke – Associate Professor in Applied Linguistics
Teaches the modules LI 7877 The Pedagogical Grammar of English and LI 7860 Technology,
Language, and Communication. Research interests: second language acquisition and
pedagogy; computers in language learning; language and discourse in computer-mediated
communication.
Conor Pyle – Teaching Fellow
Teaches the modules LI 7862 Linguistic Pragmatics and LI 7856 Describing Grammar [AL-only].
Research interests: Syntax-semantics-pragmatics interfaces, linguistic typology, dialectology,
spoken to sign language machine translation, Australian languages.
Antoin Rodgers – Teaching Fellow
Teaches the modules LI 7884 English Language Teaching Practice 1 and LIP12025 Second
Language Curriculum Planning and Implementation [ELT-only]. Research interests include
phonetics and phonology (particularly intonation, voice quality, and prosodic modelling),
varieties of Irish English, and English language pedagogy and assessment.
Craig Sailor – Assistant Professor in Linguistics
Current MPhil Programme Director and module coordinator for LI7881 Research Dissertation.
Research interests include: linguistic theory; the architecture of grammar; syntax, phonology,
and their interface; cognitive science; non-standard dialects of English.
Sarah Sheridan – Assistant Professor in Deaf Studies
Teaches the module LIP12008 Psychology of Language Learning and Teaching. Research
interests: psychology of the language learner (e.g., motivation, learner anxiety, learner
strategies), translation and interpreting studies, positive psychology in the classroom, and Irish
Sign Language.
John Sloan – Assistant Professor in Speech and Language Technology

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Teaches the modules LI7895 Computer-Assisted Language Learning: Design, Implementation
and Evaluation and LI7897 Speech and Language Technology in Education. Research interests:
Computer-Assisted Language Learning (CALL), second language acquisition, affect in language
learning, game-based learning, and virtual learning environments.
Thomas Stephen – Teaching Fellow
Teaches the module LI7869 Describing Meaning. Research interests: compositional semantics,
the syntax-semantics interface, clausal embedding, argument structure, grammar and
cognition, and formal logic.
Elaine Uí Dhonnchadha – Assistant Professor in Computational Linguistics
Teaches the module LI 7864 Corpus Linguistics and LIP12028 Datasets and Natural Language
Processing. Research interests: natural language processing (morphological
analysis/generation, part-of-speech tagging, parsing, chunking etc.), corpus linguistics,
including learner corpora and spoken corpora, and Irish linguistics.
Carl Vogel – Associate Professor in Computational Linguistics
Teaches the MPhil module LI7872 Formal Foundations of Linguistic Theories. Research
interests: syntax, semantics, reasoning, stylistics (see https://www.tcd.ie/slscs/staff/vogel).
Irena Yanushevskaya – Assistant Professor in Linguistics
Teaches the module LI 7868 Describing the Sounds of Languages. Research interests: voice
source analysis and parameterisation; voice source dynamics in linguistic and paralinguistic
functions of prosody; perception of voice quality and communication of affect; cross
language/cultural variation in the decoding of vocal expression of emotions; prosodic analysis;
segmental phonetics and phonology.

2.5 Coursework Requirements

Each taught module has its own assessment structure. Unlike undergraduate modules,
postgraduate modules tend to involve fewer total assignments; in some cases, the overall mark
for a module may be based on just a single substantial assignment (e.g. an essay of 4,000
words). Students should consult the MPhil Module Handbook as well as the syllabus for a
breakdown of each individual module’s assessment structure.

2.5.1 Presentation
Language. The discursive component of assignments must be written in English. Illustrative
materials and examples may be in any appropriate language, but must be formatted according
to the guidelines for presenting non-English data in Section 4.3.

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Length. The discursive component of assignments, including quotations from secondary
sources, must not exceed 4,000 words. Word limits for smaller pieces of assessment may be
set by individual lecturers. Students are required to note the word count on the front of each
assignment. They will be penalized for exceeding the stated word limit.
Formatting requirements. Assignments should be word-processed, using double or 1.5
spacing, with a margin of at least one inch (2.5 cm) at the top, bottom, left, and right of the
page. For instructions on how to format data and examples from languages other than English,
see Section 4.3. Examiners will pay particular attention to the presentation of assignments, and
candidates whose work is deficient in this regard will be penalized.
Title page. Each assignment must begin with a title page that contains the following
information (in this order): the full name of its author; the student number of the author; the
title of the assignment or the task that it fulfils; the degree for which it is submitted (e.g. “MPhil
in Applied Linguistics”); the part of the course to which it is attached (where applicable); the
term and year in which it is submitted.
Pagination. All pages must be clearly and sequentially numbered.
References. Every assignment must include an alphabetical list of references, presented
according to the conventions set out in Section 4.2.
Doubtful cases. Candidates who are uncertain how to apply the above conventions to any of
their assignments should consult with the member(s) of staff responsible for the part(s) of the
course in question.

2.5.2 Submission
Assignments must be submitted electronically via Blackboard/Turnitin.
Coursework deadlines are set individually for each module, but will not be later than Tuesday
10 December (for Michaelmas term assignments) and Tuesday 22 April (for Hilary term
assignments).
Students may request an extension of up to one week only on the grounds of medical need or
other extraordinary circumstances. Any such request must be made to the Programme
Director prior to the assignment deadline, with a copy of the request supplied to the relevant
lecturer. Extensions on medical grounds are given in accordance with general College
regulations and must include medical certificates as appropriate.
A request for an extension of more than one week can only be approved by a CLCS committee
established to review cases that require extraordinary consideration. A student requesting an
extension of more than one week should consult with the Programme Director in the first
instance. The committee will only consider requests for a maximum extension of two weeks;

13
any such request must be supported by adequate documentation.
Unless granted an extension in advance of the submission deadline, students will automatically
be penalized for late submission of an assignment: 5 marks for assignments late by a week or
less, 10 marks for assignments late by more than a week. Under no circumstances will an
assignment be accepted later than two weeks after the submission date. In keeping with
College regulations, students who are not able to submit assignments within two weeks of the
deadline will normally be expected to go 'off books' and continue their studies in the following
year.

2.5.3 Marking Criteria

Although the final degree result is not classified, all coursework assignments are graded
according to the scale in general use across College:

Grade Marks (%) Grade descriptor

I 70+ Full understanding of key issues, an ability to construct a
detailed argument on the basis of that understanding, and a
capacity for developing innovative lines of thought
II.1 60-69 Full understanding of key issues and an ability not only to
construct a detailed argument on the basis of that
understanding, but to generate additional insights
II.2 50-59 Full understanding of key issues and an ability to construct a
detailed argument on the basis of that understanding
III 40-49 Adequate understanding of key issues and an ability to
construct a basic argument
Fail (F1/F2) <40 Coursework not of a passing standard for a postgraduate
programme. A student may fail because of: serious
misunderstanding of the question; serious misunderstanding of
the main issues and concepts; serious weaknesses in use of
sources; poor presentation; poor internal consistency; or poor
presentation and/or style. Marks of <30 (F2) are non-
compensatable.

14
Unless stated otherwise for a particular type of assessment, the following general rubric forms
the basis for evaluation of all assessed work across the MPhil programmes:

F III II.2 II.1 I

There may be The student has The student has The student has The student has
serious weakness in presented ideas and organised ideas and organised ideas and masterfully
the internal arguments, although arguments in a arguments in a organized ideas and
consistency and the work lacks structured and structured and arguments for
Structure organisation of the coherence of clarity logical format, logical format, maximum clarity
assignment. in places. following an following an following an
adequate academic appropriate appropriate
writing style. academic style. academic style.

There may be The student has The student has The student has The student has
serious weakness in demonstrated a demonstrated an demonstrated a demonstrated a full
coverage of content. limited adequate good understanding understanding of key
understanding of key understanding of key of key concepts concepts related to
Content
concepts related to concepts related to related to the the assignment.
the assignment. the assignment. assignment topic.

There may be The student The student has The student has The student has
serious weakness in constructs a basic supported claims drawn sound constructed a
the organisation of argument on the with evidence. conclusions based on sustained argument
Coherence of
arguments. basis of their clear evidence. based on a superior
argument understanding of the understanding of the
subject matter. subject matter.

The assignment may The assignment may There is some The student has The student has
be wholly be largely evidence of generated additional shown a capacity for
Independence descriptive. descriptive. independent insights. developing
of thought thought. innovative lines of
thought.

Use of sources may The student has The student used a The student has The student has
be inadequate, made minimal use of range of sources in demonstrated a demonstrated a
uncritical, irrelevant reliable, relevant their explanation of systematic use of critical use of
and/or casually sources. key concepts. sources through sources through
paraphrased or Arguments were research of key extensive research of
Use made of
plagiarised. supported but could concepts, and in key concepts, and in
relevant have been support of their support of their
literature strengthened arguments and arguments and
through more claims. claims.
systematic use of
sources.

There may be The assignment The assignment is The assignment The assignment
serious weakness in achieves a minimal presentable, but adheres to an approaches a
style of presentation standard of does not adhere fully academic style of professional editorial
(i.e. punctuation, presentation in spite to an academic style formatting, standard.
Presentation spelling, grammar, of errors in of formatting, referencing, and
referencing, etc.). formatting, referencing, and writing.
referencing, or writing.
writing.

Students should note that all coursework marks received as part of student feedback are
provisional. Final marks are agreed at an examiners’ meeting after Hilary term and reflect the

15
evaluations of both Internal and External Examiners. Students are notified of their final module
results shortly after this examiners’ meeting.

2.5.4 Reassessment of failed coursework

As provided for by College regulations (Section I, §64), a student who receives a fail mark on
their coursework due to mitigating circumstances may request permission from the
Programme Director to be reassessed. This request must be made within one week of
notification of the failing mark.
If permission for reassessment is granted, the module coordinator will provide the student
with the details for the reassessment assignment (if different from the original). Work
submitted for reassessment must be received within two weeks following notification of this
permission. The mark for reassessed coursework will be capped at pass (40%).
Only one reassessment attempt per assignment is permitted; a failing result on any assignment
submitted for reassessment will result in no credits being awarded for that module. Following
reassessment, students lacking the minimum 50 credits on the taught module component of
the programme will be deemed to have failed the course, and may appeal to the School for
permission to repeat the year (see Section 3.7 for related information on appeals).

2.6 Attendance Requirements

Students are required to attend all components of the course and to comply with all course
requirements. A student who is unable to attend due to illness or any other reason should
immediately inform the Programme Director and the relevant lecturer(s).
It is the responsibility of students to remain in touch with their supervisor and attend
supervision meetings at mutually agreed times. They should immediately notify their
supervisor and the Programme Director if for any reason they become unable to receive
regular supervision.

2.7 Absence from Examinations

College regulation regarding absences from examination (including all forms of assessed
coursework) is quoted below from the Calendar (Part III, Section III).
Postgraduate students who consider that illness may prevent them from attending an
examination (or any part thereof) should consult their medical advisor and request a medical
certificate for an appropriate period. If a certificate is granted, it must be presented to the
student’s Programme Director within three days of the beginning of the period of absence from
the examination. Such medical certificates must state that the student is unfit to sit

16
examinations. Medical certificates will not be accepted in explanation for poor performance;
where an examination has been completed, subsequent withdrawal is not permitted. Further
details of procedures subsequent to the submission of medical certificates are available in
programme handbooks or from Programme Directors.
Postgraduate students who consider that other grave cause beyond their control may prevent
them from attending an examination (or any part thereof) must consult and inform their
Programme Director. The Programme Director will then make representations to the Dean of
Graduate Studies requesting that permission be granted for absence from the examination.
The acceptance of medical disability is entirely at the discretion of the Dean of Graduate
Studies, who may ask for a report from the medical officers in charge of the Student Health
Service. The report will be strictly confidential to the Dean of Graduate Studies.

2.8 External Examiners

As part of College regulation concerning the examination of postgraduate work, students’
coursework and dissertations will be shared with the appropriate External Examiner (including
some who are located outside the EU/EEA; see below).
Our External Examiners this year are as follows:

Name Title and Affiliation Course

Terry Lamb Professor of Languages and Interdisciplinary Pedagogy Applied Linguistics
University College London
Jim McKinley Professor of Applied Linguistics English Language Teaching
University of Westminster
Paolo Acquaviva Associate Professor of Italian Linguistics
University College Dublin
Abeer Alwan Professor of Electrical and Computer Engineering Speech & Language Processing
UCLA

2.9 Student Feedback and Evaluation

By College regulation, students are entitled to receive feedback on all assessed coursework
as well as on the dissertation / research element.

Students will have opportunities to provide feedback to the School on their experience with
the programme as a whole, as well as with individual modules. All module feedback surveys
are anonymous, and the results are used in reviewing and improving aspects of each module
and its delivery. These anonymized module feedback results are collated and made available
to the lecturer who taught the module, the Head of Department, the Head of School, the

17
 School’s Director of Teaching and Learning (UG/PG), and the School Manager.

2.10 MPhil Course Committee

Curriculum review is the responsibility of CLCS and the School, acting on the recommendation
of the MPhil Course Committee. This committee meets at least once per term to review the
running of the four courses. The committee comprises the following:

• MPhil Programme Director [as Chair]

• Head of Discipline, CLCS
• PG Director of Teaching and Learning (DTLP)
• CLCS staff representative
• MPhil Admissions Coordinator

2.11 Class Representatives and the MPhil Staff-Student Liaison Committee

Every year, each MPhil course cohort is expected to elect a student representative. This takes
place early in Michaelmas term, and is arranged in coordination with the TCD Students’ Union.
Information from TCDSU about the nomination/election process will be presented during the
Orientation session (Week 0 of Michaelmas term), slides for which will be made available to
students after the session.
The class representatives provide a means by which students’ interests and concerns can be
communicated to the staff in the interest of improving the overall student experience in our
programmes. The MPhil Staff-Student Liaison Committee meets once per term for this
purpose. This committee comprises the following members:

• MPhil Programme Director [as Chair]

• Head of Discipline, CLCS
• AL/ELT staff representative
• LING/SLP staff representative
• Four student class representatives, one from each of the four MPhil courses

3. THE DISSERTATION / RESEARCH ELEMENT

The dissertation / research element represents the most significant component of the MPhil
programme. Students undertake a substantial research project of not more than 15,000 words
as part of the LI7881 Research Dissertation module (which has no timetabled lectures) and are
expected to work on this project part-time during Hilary term and full-time over the summer.
Each student will have a supervisor to provide guidance and feedback, but students are

18
expected to conduct the majority of the work on their project independently.
Topics for the dissertation / research element are not normally assigned, although in some
cases the supervisor may suggest possible topics (particularly in cases where a student’s choice
of topic is deemed inappropriate for the dissertation / research element).

3.1 Models for MPhil research projects

To qualify for the degree of MPhil in their course, students must complete a substantial
research project in satisfaction of the requirements of the 30-credit LI7881 module. Based on
Trinity’s 5 Model Framework for Postgraduate Taught Research, the Programme Director has
made three models of research project available for this purpose. In consultation with their
supervisor, students select one of these models to pursue in satisfaction of the dissertation /
research element component of their course. The available research models are:

1. The research dissertation model: involves an extended piece of academic writing on a

specific topic using a research methodology agreed between the student and the
supervisor. This model is available to students on all MPhil courses.
2. The practical dissertation model: involves research carried out and analysed by the
student, where the research output is produced in the form of a case study. This model
is not normally appropriate for students on the Linguistics or Speech and Language
Processing courses.
3. The portfolio model: involves original critical and reflective writing. This model is not
normally appropriate for students on the Linguistics or Speech and Language
Processing courses.
More information about each of these research models (including the process for choosing
among them, rubrics, etc.) will be provided by the end of Michaelmas term.

3.2 Supervision
Each student will have a supervisor to provide guidance and feedback about the dissertation /
research element. However, students are expected to conduct the majority of the work on
their project independently.
By the end of Week 2 in Hilary term, students should have contacted appropriate potential
supervisors (see Sections 2.4 and 3.4 for relevant information). Students who have not secured
a supervisor by this date will be assigned one by the Programme Director.
Supervisors for the MPhil dissertation/research element are normally recruited from the
School’s lecturing staff, including staff not lecturing on the MPhil courses. The School may also

19
recruit adjunct supervisors from outside its core lecturing staff.
All individuals nominated as supervisors by the Programme Director are deemed to have the
relevant expertise and necessary qualifications to supervise student research. If students
encounter any difficulties in working with their supervisor, they should contact the Programme
Director in confidence at mphil.clcs@tcd.ie (see also Calendar Section III, Part III, §15).
More information about what students can expect from the supervision process (e.g. contact
hours, timelines for receiving feedback, etc.) will be provided by the end of Michaelmas term.

3.3 Timeline
Students select the general topic area in which they will write their dissertation / research
element, and should begin considering possible topics during Michaelmas term. Students will
be asked to register the general topic area and/or provisional title of their dissertation one
week prior to the start of instruction for Hilary term. (For part-time students, all deadlines here
and below apply in the first year, with the exception of the submission deadline.)
By the end of Week 2 in Hilary term, students should have contacted appropriate potential
supervisors (see Sections 2.4 and 3.4 for relevant information). Students who have not secured
a supervisor by this date will be assigned one by the Programme Director.
Students may begin to receive supervision later in Hilary term. By the second week of May,
students are expected to submit a draft table of contents and a rough timeline for completing
their dissertation work to their supervisor for approval.
The deadline for final submission of dissertations / research elements is 11:59pm (Ireland time)
on 31 August of the year in which the course is completed. In exceptional circumstances,
students may request an extension by contacting the Programme Director after having
consulted with their supervisor. If a student is granted an extension but is still unable to submit
by the agreed-upon deadline, a request can be made to the Dean of Graduate Studies on
medical or ad misericordiam grounds (supported by documentary evidence) for a further
extension. Any dissertation submitted after 30 September will be examined in the following
academic year, delaying the student’s graduation.

3.4 Presentation
Language. The discursive component of dissertations must be written in English. Illustrative
materials and examples may be in any appropriate language, but must be formatted according
to the guidelines for presenting non-English data in Section 4.3.
Length. Dissertations / research elements must not exceed 15,000 words (excluding the

20
bibliography / works cited). There are no word limits for individual chapters, nor is there a
minimum word count for the work overall. Students are required to indicate the total word
count in the frontmatter of the submission. They will be penalized for exceeding the word limit.
Formatting requirements. Dissertations / research elements must be word-processed and
formatted as follows: A4 format, with double or 1.5 spacing, and margins of at least one inch
(2.5 cm) at the top, bottom, left, and right of the page.
Cover sheet. Every dissertation / research element must be submitted with a completed cover
sheet attached to the beginning of the document. The cover sheet form can be found on the
LI7881 Research Dissertation module page on Blackboard.
Title page. Every dissertation / research element must begin with a title page that contains the
following information (in this order): the title; the full name of its author; the degree for which
it is submitted (e.g. ‘M.Phil. in Applied Linguistics’); the year in which it is submitted.
Declaration. Immediately following the title page, every dissertation / research element must
contain the following declaration, signed and dated:
Declaration
I declare that this dissertation has not been submitted as an exercise for a degree at this or any
other university and that it is entirely my own work.
I agree that the Library may lend or copy this dissertation on request.
Signed: Date:

Abstract. Immediately following the declaration, every dissertation / research element must
contain an abstract which summarizes the methods used and the conclusions reached. The
abstract must be headed with the title of the work and the author’s full name (in that order),
and must not exceed one page of single-spaced typescript.
Table of contents. Immediately following the abstract, every dissertation / research element
must contain a table of contents listing the main divisions (parts, chapters, sections, sub-
sections, etc., as appropriate) and the pages on which they begin.
Pagination. All pages must be clearly and sequentially numbered.
References. Every dissertation must include a full alphabetical list of references, presented
according to the conventions set out in Section 4.2.
Doubtful cases. Candidates who are uncertain how to apply the above conventions to their
dissertation should consult with their supervisor.

21
3.5 Submission
Students must submit their dissertation before the deadline (see above) using the Turnitin link
provided on the LI7881 Research Dissertation Blackboard module page. A hardcopy version is
not required. On submitting the dissertation, students will also be required to fill out an end-
of-course survey. They should also submit the Research Ethics End of Project Report Form if
Ethics approval was required for the dissertation.

3.6 Examination
Following the submission deadline, each dissertation / research element is assigned an Internal
Examiner and an Internal Moderator. After reviewing the submission using the criteria in
Section 2.5.3, an Examiner’s Report is produced containing a grade recommendation
(pass/fail/distinction) as well as a set of feedback on the examined dissertation / research
element. All Examiners’ Reports are then made available to the appropriate External Examiner,
who reviews the recommendation and feedback in each (and who may propose adjustments).
All results for the dissertation / research element are provisional until confirmation at the
relevant Court of Examiners in late October. Following publication of the final results, each
student will receive a copy of the Examiner’s Report for their dissertation / research element.
A dissertation / research element may be awarded a grade of ‘distinction’ if, in the view of both
the Internal and External Examiners, it demonstrates exceptional rigour and critical insight in
(i) the literature review; (ii) the formulation of research objectives; and (iii) the design,
execution and reporting of an original research study. Such a dissertation / research element
will represent an appreciable original contribution to the field and, with appropriate but not
extensive revision, might plausibly merit publication.

3.7 Fail result

Students whose dissertation / research element receives a result of ‘fail’ following the final
Court of Examiners have the following options:
a) They may choose to exit the programme with the P.Grad.Dip. degree award, assuming
the other requirements for that award have been met (see Section 2.1.1).
b) They may choose to undertake an oral examination of their dissertation / research
element in keeping with applicable College regulations. Students wishing to avail of this
option should notify the Programme Director promptly after receiving their result.
c) They may choose to appeal the decision to the School Appeals Committee (chaired by
the Head of School: slscs_hos@tcd.ie). Students making such appeals can request

22
 either reexamination of the submitted dissertation / research element, or permission
to undertake a second attempt (following registration for an additional year and
payment of a reexamination fee as specified in the Calendar). College regulations
concerning these appeals are quoted below (from Calendar Part I, Section I, §56).
Academic Appeals will be granted in exceptional circumstances only and normally only with
appropriate documentary evidence. An Appellant must specify the grounds on which their case
is being made. An Academic Appeal will only be heard where the student’s case:
i. is not adequately covered by the ordinary regulations of the College, or
ii. is based on a claim that the regulations of the College were not properly applied in the
applicant’s case, or
iii. Represents an ad misericordiam appeal.
[…]
Where a graduate student has passed the coursework component but has failed on the
assessment of the dissertation (including an oral examination), and where the student is
dissatisfied with the manner in which the dissertation was examined, he/she may appeal in
writing, to the relevant School Appeals Committee (chaired by the Head of School:
slscs_hos@tcd.ie) for a re-examination of the dissertation. The grounds ((i) to (iii) listed above)
for the appeal must be clearly stated and supported by appropriate documentary evidence.
Where a graduate student has passed the coursework component but has failed on the
assessment of the dissertation (including an oral examination) and where the student feels
that there are mitigating circumstances, he/she may appeal, in writing, to the relevant School
Appeals Committee (chaired by the Head of School: slscs_hos@tcd.ie) for permission to repeat
the dissertation. The grounds ((i) to (iii) listed above) for the appeal must be clearly stated and
supported by appropriate documentary evidence.
If the School Appeals Committee refuses to grant the appeal, or the student is not satisfied
with the outcome of the appeal process, he or she may appeal the decision of the School in
writing to the Dean of Graduate Studies, clearly stating under what grounds of (i) to (iii) listed
above they are appealing and what remedy they are seeking. If the Dean of Graduate Studies
denies the appeal, the student may appeal this decision to the Academic Appeals Committee
for Graduate Students (Taught).

23
3.8 Topic areas in which dissertations / research elements may be written
LANGUAGE ACQUISITION
(Bronagh Ćatibušić, Colin Flynn, Antoin Rodgers, Sarah Sheridan)
This area covers all aspects of learning and using (i) a spoken or signed language other than the
mother tongue, (ii) two mother tongues, or (iii) three or more languages. Typically,
dissertations involve a survey of a particular dimension of the research literature together with
some observational or experimental work, the latter often focusing on easily available subjects
such as the student’s own children or pupils.

SECOND LANGUAGE PEDAGOGY

(Lorna Carson, Bronagh Ćatibušić, Colin Flynn, Rowland Imperial, Neasa Ní Chiaráin, Breffni
O’Rourke, Antoin Rodgers, Sarah Sheridan)
Within this area, which in principle has to do with all aspects of the organization of language
learning in formal educational contexts, staff are particularly interested in: the development
of learner autonomy; the exploitation of media and communication technologies in language
learning and teaching; analysis of teacher and pupil performance in the second/foreign
language classroom (surveys, testing, interviews, learner consultation, classroom observation,
etc.); analysis of factors which impact on second language learning in formal educational
contexts (attitude/motivation studies of teachers, pupils, parents, etc. and the interactive
effect of various home and school factors on pupil performance in the second/foreign
language); educational language planning; computer-assisted language learning; and the
teaching and learning of Irish.

SOCIOLINGUISTICS
(Lorna Carson, Valentina Colasanti, Rowland Imperial, Emanuela Mileva, Antoin Rodgers)
Research in sociolinguistics frequently falls into one of three groupings: socially-situated
linguistics (e.g. study of the relationship between language and social factors such as
socioeconomic class, age, gender, ethnicity, and social network); the sociology of language (e.g.
language planning and language rights, language ideologies, language and ethnicity, and the
linguistic landscape); and interactive sociolinguistics, which examines the use of language to
encode and establish relationships of power, solidarity, and group membership.

COMPUTATIONAL LINGUISTICS
(Elaine Uí Dhonnchadha, Carl Vogel)
Computational linguistics is a cognitive science which attends to formal rigour in linguistic
description and processing issues associated with the resulting models. Natural language

24
processing addresses language technology and representational and efficiency concerns of
software systems. Topics across subject areas of linguistics can be treated from the perspective
of computational linguistics: e.g. morphology, syntax, semantics, pragmatics.

CORPUS LINGUISTICS
(Neasa Ní Chiaráin, Nathan Hill, Elaine Uí Dhonnchadha, Carl Vogel)
Corpus linguistics is a methodology which touches on virtually all areas of Linguistics and
Natural Language Processing. Dissertations using corpus based studies from a wide range of
topic areas including linguistic and applied linguistic studies, language
teaching/learning/assessment, text processing and understanding, speech recognition and
speech synthesis, development of language processing tools and language-learning resources,
can be considered.

PHONETICS
(Maria O'Reilly, Irena Yanushevskaya, Antoin Rodgers)
This area of research involves theoretical studies and/or the use of instrumental techniques to
describe aspects of languages and of speech focussing on topics that relate to the areas of
ongoing research in the Phonetics and Speech Laboratory. The studies may be descriptive,
involving analysis of features of the sound system in terms of their production or perception,
and should allow inferences on the mental organization of language. The same instrumental
techniques may also be applied to the description and remediation of speech disorders.

SPEECH SCIENCE
(Christer Gobl, Neasa Ní Chiaráin, John Sloan)
This area covers a range of topics concerning the description and modelling of speech
production as well as the development of techniques that can be used for that end. Ongoing
research in the phonetics and speech laboratory is focused particularly on speech analysis
methods, modelling of the human voice source/voice quality, and aspects of speech synthesis
and perception.

LINGUISTIC THEORY: SYNTAX, PHONOLOGY, SEMANTICS, PRAGMATICS

(Valentina Colasanti, Conor Pyle, Craig Sailor, Thomas Stephen, Elaine Uí Dhonnchadha, Carl
Vogel)
Work in these areas seeks to explore current theories of language: what possible forms
grammar can take in languages; how different components of grammar (e.g. syntax and
phonology) interact with each other; how meaning is conveyed through language; etc. Within

25
this large range, staff research concentrates on a number of issues, including: the formal
properties of grammatical systems; theories of phrase structure and the lexicon; generative
and functional approaches to linguistic universals; lexical and compositional semantics;
attempts in pragmatics to explain contextual features of meaning, implication, and inference;
discourse and narrative-level grammars; computational stylistics and text classification, and
computational models of language evolution. Projects in all areas of theoretical linguistics
(syntax, semantics, phonology, etc.) may employ a variety of different empirical
methodologies, including the use of data from acceptability judgments, psycholinguistic
measurements, corpus-based approaches, etc.

TECHNOLOGY IN EDUCATION
(Neasa Ní Chiaráin, Breffni O’Rourke, John Sloan)
The relatively new discipline of Computer-Assisted Language Learning (CALL), is an integrative
one that draws on a number of disciplines. Technology is seen as a medium which can be a
facilitator in a variety of language learning contexts, including self-directed and classroom-
based learning. Exploration of the potential of integrating speech and language technologies
in adaptive/personalised learning scenarios is of interest. Dissertations will be welcomed on
topics that relate to the areas of ongoing research in the Phonetics and Speech Laboratory and
can take various forms, ranging from practical tool development and/or software evaluation
through to critical analyses of technologies currently in use, and to more abstract/theoretical
considerations in the field of CALL.

BILINGUALISM AND MULTILINGUALISM

(Lorna Carson, Rowland Imperial)
Work in this area may focus on bilingualism or individual and societal multilingualism. Research
may be conducted with human subjects (children, adults or seniors) or it may involve the use
of online data and policy documents. Research may be in the area of language development,
language policy, language testing and assessment, languages in the workplace and languages
in education.

LANGUAGE VARIATION AND CHANGE

(Valentina Colasanti, Nathan Hill, Rowland Imperial)
Variation and change are basic properties of language: all languages are subject to variation in
different ways across geographic space and between social groups. Since language change is a
type of language variation, in modern linguistics the study of these two converge: studying
language change helps us to understand variation, and the nature of language variation helps
us understand how language changes.

26
NOTE: Students may seek permission to write their dissertation / research element in some
other area provided that the Programme Director deems it relevant and appropriate.

4. ACADEMIC STANDARDS
4.1 Attribution and Academic Integrity
All quotations from published and unpublished sources must begin and end with quotation
marks and be accompanied by a full reference (see below). The following practices are
unacceptable and will be treated as plagiarism:

• copying without acknowledgement;

• selective copying (which omits words, phrases or sentences from the original) without
acknowledgement;

• close summary without acknowledgement

To ensure that you have a clear understanding of what plagiarism is, how Trinity deals with cases
of plagiarism, and how to avoid it, you will find a repository of information at
https://www.tcd.ie/teaching-learning/academic-affairs/academic-integrity/
We ask you to take the following steps:
i. Visit the online resources to inform yourself about how Trinity deals with academic
integrity and plagiarism at https://libguides.tcd.ie/academic-integrity. You should also
familiarize yourself with the Calendar entry on plagiarism located on this website and the
sanctions which are applied;
ii. Complete the ‘Ready, Steady, Write’ online tutorial at https://libguides.tcd.ie/academic-
integrity/ready-steady-write. Completing the tutorial is compulsory for all students.
iii. Familiarise yourself with the declaration that you will be asked to sign when submitting
course work at https://libguides.tcd.ie/academic-integrity/declaration
iv. Contact the Programme Director or your Lecturer if you are unsure about any aspect of
academic integrity or plagiarism.
Plagiarism is a serious disciplinary offence: see also the College regulations on plagiarism printed
at the end of this handbook. Please note that all instances of plagiarism will be recorded as
part of your Student Academic History.
In cases of suspected plagiarism, the examiners reserve the right to ask the student to present
at an oral examination.

27
4.2 Referencing
Students should ensure that they follow good academic practice in the presentation of their
written work. In assignments and dissertations / research elements, references should be given
in the main body of the text, giving the author and year of publication of the material being
cited. Specific page references must be given for quotations. Using the 'author/date' system
yields references such as:

• Bialystok (2001) [for reference to a work as a whole]

• Coleman (2002, p. 115) [for reference to one page in a work]
• Tonhauser (2007, pp. 838-841) [for reference to several pages]

For example, ‘Research on bilingualism in the home (Hoskins, 2010, pp. 17-20) suggests...’
A complete alphabetical list of references (i.e. a Bibliography, References, or Works Cited
section) must be included at the end of each piece of work. Each type of work cited (book, article
in a book, article in a journal, etc.) has a particular format which should be followed carefully.
Wherever possible, references in non-Latin scripts should be transliterated into the Latin
alphabet.
The following formats should be remembered as a guide to the most commonly-used published
sources:
Bialystok, Ellen. 2001. Bilingualism in Development: Language, Literacy, and Cognition.
Cambridge: Cambridge University Press.
Coleman, J. 2002. Phonetic representations in the mental lexicon, in J. Duran and B. Laks
(eds.), Phonetics, Phonology, and Cognition, pp. 96-130. Oxford: Oxford University Press.
Tonhauser, Judith. 2007. Nominal tense? The meaning of Guaraní nominal temporal markers.
Language 83: 831-869.
Whenever you refer to an author by name, it should be immediately followed by the year of
publication and page number. Make a distinction between direct quotations and paraphrase:
• (direct quotation) Milroy (1992, p.151) states: ‘These rules, however, are not categorical,
but variable’.

• (paraphrase) According to Milroy (1992, p.39), such rules are variable.

In the above example, the complete reference to Milroy must go in the References at the end
of the work. The list of references must be in alphabetical order of (first) author’s/editor’s
name):

28
 Milroy, L., 1992: Linguistic Variation and Change. Oxford: Blackwell. (Always include place of
publication and name of publisher, in that order.)
If you cite a study you read about in Milroy, you might say in the main text: ‘A study by Bertz
(1974, cited Milroy 1992, p. 67) shows that…’. Then include as a separate entry in your
References list a proper reference for Bertz, taking all the details from the reference list in
Milroy. (Remember that primary sources are preferable to secondary references: if the work by
Bertz, in this case, is important, then you should try to read it first-hand for yourself.)
If you cite an internet source, you may use one of the following formats.

• If you refer to a website as a whole you might say 'According to the Ethnologue (n.d.)
website, ….' in the body of the essay. In your References you should include:
Ethnologue (n.d.) https://www.ethnologue.com/. Accessed 29 June 2024.

• Alternatively, if you refer to an item where a specific page title and date is available, you
might refer to it by a short title such as Cave art (2016) in the text, and include a form in
your list of references which includes the page title and the name of the website that
hosts the page, as in:
Cave art (2016). 'Cave art: Etchings hailed as 'Iberia's most spectacular'. BBC News website
http://www.bbc.com/news/world-europe-37654544. Accessed 29 June 2024.

• Alternatively, if you refer to an article with a named author and a specific title, you might
refer to the article as if it were a printed paper, as in Liberman (2016), and include a
reference such as:
Liberman, Mark (2016). Definiteness, plurality, and genericity. Language Log website
http://languagelog.ldc.upenn.edu/nll/?p=28792 . Last accessed 29 June 2024.

Make a final check that you have a complete match between sources you refer to in your text
and those listed in your References. Don’t add to the list extra authors you have read but not
cited.

4.3 Glossing Conventions and Presenting Non-English Data

If you wish to include data from languages other than English in your written work, you must
present it in interlinear gloss format (https://en.wikipedia.org/wiki/Interlinear_gloss), and give
it a unique example number that you can refer back to in the text if you wish.
Interlinear glosses involve at least three lines: the first line presents the example transliterated
into the Latin alphabet, the second line presents a word-by-word (or morpheme-by-morpheme)
translation or gloss, and the third line presents a free translation in English. Here is an example

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from Portuguese:

(1) Não gosto deste vinho

not like of.this wine
‘I don’t like this wine.’

Because Portuguese is traditionally written with the Latin alphabet, the language line of
example (1) requires no transliteration. However, for a language like Mandarin, the language
line will require transliteration. In such cases, if there is a standard transcription system for the
language (e.g. pinyin), then this should be used. Here is a glossed example from Mandarin:

(2) nǐ kàn shénme?

you look.at what
‘What are you looking at?’

If you wish, you may optionally include the original orthography of the language in the first line,
in which case the transliterated language line should come second. For example:

(3) 你 看 什麼
nǐ kàn shénme?
you look.at what
‘What are you looking at?’

For more information about glossing conventions in linguistics, see the Leipzig Glossing Rules
(https://www.eva.mpg.de/lingua/resources/glossing-rules.php).

4.4 Research Ethics

All research projects involving human participants require approval by our School’s Research
Ethics Committee. Ethics approval must be obtained prior to the commencement of data
collection; it cannot be applied for or granted retrospectively. Obtaining prior ethical approval
is an essential requirement for the acceptance of postgraduate dissertations involving research
with human participants.

Students are responsible for ensuring that they obtain ethics approval in a timely manner
for any research involving human participants. For more information, including how to apply
and the deadlines for application, see the School’s Research Ethics Committee website here:
http://www.tcd.ie/slscs/research/ethics/.

5. STUDENT SUPPORT
In the first instance, all questions and concerns relating to the academic policies, procedures,
etc. of the MPhil courses should be addressed to the MPhil Programme Director, Professor

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Craig Sailor, at this address: mphil.clcs@tcd.ie. All administrative queries, e.g. requesting
transcripts, should be directed to the School Administrative Officer for postgraduate matters,
Dr Chung (George) Kwok: KWOKCK@tcd.ie.
Additional resources are available for postgraduates in need of support. Student Services has
developed a Student Services Handbook outlining the support services provided to
postgraduate (and undergraduate) students. Information about some of these services can be
found below.

5.1 Postgraduate Advisory Service

The Postgraduate Advisory Service (PAS) offers free, independent, and confidential support,
guidance, and advocacy to registered postgraduate students. They are here to provide support
on any matter that may impact upon students’ time as a postgraduate at Trinity.
Some of the most common issues students come to PAS to discuss include: study-related stress
or worry; concerns about academic progress; supervisor-relationship concerns; extensions and
going off-books; queries regarding regulations and academic appeals; bullying; plagiarism and
disciplinary cases, financial assistance.

5.2 Postgraduate Supports for Students with Disabilities

Postgraduate students who have a disability are encouraged to apply to the Disability Service
for reasonable accommodation.
Supports for Postgraduate Students include:

• Academic Support
• Assistive Technology
• Occupational Therapy
• Support on Placements and Internships
• Preparation for Viva Voce examinations
An application can be made through http://my.tcd.ie/ via the ‘My Disability Service’ tab.
Additional information is available in a step-by-step How to apply for Reasonable
Accommodations guide.
Any postgraduate student in Trinity (or prospective student) is welcome to contact the
Disability Service to informally discuss their needs prior to making a formal application. Please
email askds@tcd.ie or visit the following Disability Service links:
• https://www.tcd.ie/disability/contact/
• https://www.tcd.ie/disability/current/Postgrad.php

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Students already registered with the Disability Service are required to initiate contact with the
School/Department and request reasonable accommodations as per their LENS report.
Students are advised to make contact at least two weeks prior to the assessment date to
enable adjustments to be implemented.

5.3 Academic Support

Student Learning Development https://student-learning.tcd.ie/postgraduate/

The Library http://www.tcd.ie/library/
Language Learning Centre http://www.tcd.ie/slscs/clcs/llc/
English for Academic Purposes https://www.tcd.ie/slscs/english/
Disability Service http://www.tcd.ie/disability/
Careers Service http://www.tcd.ie/Careers/

5.4 Health and Wellbeing Support

Student Counselling http://www.tcd.ie/Student_Counselling/

Postgraduate Advisory Service https://www.tcd.ie/seniortutor/students/postgraduate/
Health Centre http://www.tcd.ie/collegehealth/
Sport http://www.tcd.ie/Sport/
Healthy Trinity http://www.tcd.ie/healthytrinity/
Student2Student http://student2student.tcd.ie/
Chaplaincy http://www.tcd.ie/Chaplaincy/

6. GENERAL INFORMATION
6.1 Emergency procedure
In the event of an emergency, dial Security Services on Extension 1999.
Security Services provide a 24-hour service to the College community, 365 days a year. They
are the liaison to the Fire, Garda and Ambulance services and all staff and students are advised
to always telephone Extension 1999 (+353 1 896 1999) in case of an emergency.

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Should you require any emergency or rescue services on campus, you must contact Security
Services. This includes chemical spills, personal injury or first aid assistance.
It is recommended that all students save at least one emergency contact in their phone under
ICE (In Case of Emergency).
It is also recommended that students download the SafeZone app to access alerts for closures
in inclement weather, etc.

6.2 Data Protection

Information on data protection concerning student data is available here.

6.3 European Credit Transfer System (ECTS)

The European Credit Transfer and Accumulation System (ECTS) is an academic credit system
based on the estimated student workload required to achieve the objectives of a module or
programme of study. It is designed to enable academic recognition for periods of study, to
facilitate student mobility and credit accumulation and transfer. The ECTS is the recommended
credit system for higher education in Ireland and across the European Higher Education Area.
The ECTS weighting for a module is a measure of the student input or workload required for
that module, based on factors such as the number of contact hours, the number and length of
written or verbally presented assessment exercises, class preparation and private study time,
laboratory classes, examinations, clinical attendance, professional training placements, and so
on as appropriate. There is no intrinsic relationship between the credit volume of a module
and its level of difficulty.
The European norm for full-time study over one academic year is 60 credits. Within
Postgraduate courses, 1 credit represents 25 hours estimated student input, so a 10-credit
module will be designed to require 200-250 hours of student input including class contact time,
assessments and examinations.
ECTS credits are awarded to a student only upon successful completion of the programme year.
Progression from one year to the next is determined by the programme regulations. Students
who fail a year of their programme will not obtain credit for that year even if they have passed
certain components. Exceptions to this rule are one-year and part-year visiting students, who
are awarded credit for individual modules successfully completed.

6.4 Links to Further University Policies and Procedures

The following are links containing further information on University regulations, policies, and

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procedures that you may find useful as a student:

• Calendar, Part III: Graduate Studies and Higher Degrees (contains all official regulations
and policies concerning postgraduate students at Trinity)
• All other academic policies
• Student Complaints Procedure
• Dignity & Respect Policy
• Equality Policy

6.5 Requesting Transcripts

Provisional transcripts (i.e., those showing only the module marks/results) may be requested
at any time following the Court of Examiners in mid-May. Final transcripts (i.e., those showing
the final overall results and award for the course) become available after the final Court of
Examiners in mid-November.
Requests for transcripts can be made using the form provided on Blackboard for the
Postgraduate General Module (LIP11000), or by emailing the School Administrative Officer at
KWOKCK@tcd.ie. Please include your student number and course of study when requesting a
transcript. Transcripts are never issued to a third party, such as a parent or prospective
employer without the consent of the person named on the transcript.

7. APPENDIX: COLLEGE REGULATIONS ON ACADEMIC INTEGRITY

Below are the College regulations on academic integrity (Calendar Section III, Part I, §50).

7.1 General
It is clearly understood that all members of the academic community use and build on the work
and ideas of others. However, it is essential
that we do so with integrity, in an open and explicit manner, and with due acknowledgement.
Any action or attempted action that undermines academic integrity and may result in an unfair
academic advantage or disadvantage for any member of the academic community or wider
society may be considered as academic misconduct. Examples of academic misconduct
include, but are not limited to:

• Plagiarism: presenting work / ideas taken from other sources without proper
acknowledgement. Submitting work as one’s own for assessment or examination,
which has, been done in whole or in part by someone else, or submitting work which

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 has been created by using artificial intelligence tools, where this has not been expressly
permitted.

• Self-plagiarism: recycling or borrowing content from the author’s own previous work
without citation and submitting it either for an assignment or an examination.

• Collusion: undisclosed collaboration of two or more people on an assignment or task,

or examination, which is supposed to be completed individually.
• Falsification/fabrication.

• Exam cheating: action or behaviour that violates examination rules in an attempt to

give one learner an unfair advantage over another.

• Fraud/impersonation - actions that are intended to deceive for unfair advantage by

violating academic regulations. Using intentional deception to gain academic credit.

• Contract cheating: form of academic misconduct in which a person uses an undeclared

and/or unauthorised third party to assist them to produce work for academic credit or
progression, whether or not payment or other favour is involved. Contract cheating is
any behaviour whereby a learner arranges to have another person or entity (‘the
provider’) complete (in whole or in part) any assessment (e.g., exam, test, quiz,
assignment, paper, project, problems) for the learner. If the provider is also a student,
both students are in violation.

Further examples of the above available at https://www.tcd.ie/teaching-learning/academic-

integrity/.

7.2 Academic misconduct in the context of group work

Students should normally submit assessments and/or examinations done in co-operation with
other students only when the cooperation is done with the full knowledge and permission of
the lecturer concerned. Without this permission, submitting assessments and/or examinations
which are the product of collaboration with other students may be considered to be academic
misconduct. When work is submitted as the result of a group project, it is the responsibility of
all students in the group to ensure, so far as is possible, that no work submitted by the group
is plagiarised, or that any other academic misconduct has taken place. In order to avoid
academic misconduct in the context of collaboration and group work, it is particularly
important to ensure that each student appropriately attributes work that is not their own.
Should a module coordinator suspect academic misconduct in a group assignment, the
procedure in cases of suspected academic misconduct must be followed for each student.

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7.3 Avoiding Academic Misconduct
Students should ensure the integrity of their work by seeking advice from their module
coordinator or supervisor on avoiding academic misconduct. All schools and departments must
include, in their handbooks or other literature given to students, guidelines on the appropriate
methodology for the kind of work that students will be expected to undertake. In addition, a
general set of guidelines for students on avoiding academic misconduct is available at
https://libguides.tcd.ie/academic-integrity/.

7.4 Procedure in cases of suspected academic misconduct

If academic misconduct as referred to in Section 7.1 above is suspected, in the first instance,
the module coordinator may choose to arrange an informal meeting with the student to
discuss the instance of concern. Following this informal meeting, or if a meeting is not
necessary, the module coordinator must complete the Academic Integrity Form accessed via
https://www.tcd.ie/teaching-learning/academic-integrity/) which will provide an indicative
score and level, as below:

• Level 1: (0 - 200) – Poor academic practice

• Level 2: (201 – 250) – Academic misconduct (minor)

• Level 3: (351 – 500) – Academic misconduct (major)

• Level 4: (500+) – Academic misconduct (severe)

Levels 1 – 3 are normally managed by the School, and all Level 4 cases will be referred directly
to the Junior Dean.

Level 1 (0 – 200)
Scores in the range 0-200 are considered to reflect poor academic practice and level 1
consequences should apply. The module coordinator must inform their School’s Director of
Teaching and Learning (Postgraduate), or their designate, who will either approve the
outcome, or if they form the view that the misconduct is more serious, agree an alternative
level with the module coordinator.
Levels 2 – 3 (201 – 500)
The module coordinator must inform their School’s Director of Teaching and Learning
(Postgraduate) or designate of the suspected infringement and proposed consequence. If the
Director or designate approves the recommended consequences, the module coordinator will
write to the student advising them of the suspected infringement of academic integrity,
offering them the option of an appropriate consequence should they admit that misconduct

36
has taken place.
If the Director or designate forms the view that the alleged misconduct requires further
investigation, or if the student disputes the academic misconduct or the consequence, it will
proceed to the Academic Integrity Meeting.

7.5 Academic integrity meeting

The Director of Teaching and Learning (Postgraduate), or their designate, writes to the student
indicating the nature of the suspected academic misconduct and the evidence for it, and
inviting the student to:
a) respond to the suspicions by completing and submitting the Academic Integrity Response
Form (accessed via https://www.tcd.ie/teachinglearning/academic-integrity/ within an
appropriate timeline determined by the School.
b) indicate whether or not they (and a representative) plan to attend an Academic Integrity
Meeting on a specified date.
c) If the student and or/representative is unable to attend, or chooses not to attend, the
meeting will take place as planned. The Academic Integrity Response Form will be the
student’s submission to the meeting.

The Academic Integrity Meeting is attended by:

d) DTLP or their designate (Chair)
e) two academic colleagues from the School (at least one from the discipline to which the
module belongs)
f) the student (and/or a representative of the SU), if they wish
g) the coordinator of the module, if they wish, but only to present additional evidence

The Academic Integrity Meeting considers:

h) the assessment or examinations(s) in question
i) the Academic Integrity Form (and any verbal submissions by the module coordinator, if
present)
j) the student’s Academic Integrity Response Form (and any verbal submissions by the
student if present)

The Academic Integrity Meeting assesses the abovementioned evidence in order to determine
at what level (if at all) academic misconduct has occurred and selects a consequence

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appropriate to that level, giving due consideration to any mitigating circumstances. Minutes of
the meeting must be recorded. The Chair completes the Academic Integrity Meeting Decision
Form (accessed via https://www.tcd.ie/teachinglearning/academic-integrity/) which is
submitted for approval to the Dean of Graduate Studies. The Dean of Graduate Studies may
approve or reject the recommended penalty or seek further information before making a
decision. If they consider that the consequences provided for under the above procedure are
inappropriate given the circumstances of the case, they may also refer the matter directly to
the Junior Dean who will interview the student and may implement the procedures as referred
to under Calendar Section 5 (Other General Regulations). If the Dean of Graduate Studies
approves the recommended consequence, the Chair communicates the decision to the
student.

7.6 Consequences in cases of suspected academic misconduct

If the instance of concern can be dealt with under the above procedure, one of the following
consequences will be recommended:

Level 1 (0-200): Poor Academic Practice/Conduct

• Mandatory academic integrity training is required.

• Informal warning – a record is kept for the duration of the learner’s enrolment on the
programme of study to inform any future instances of concern.

• The work must be corrected. The student is required to amend all elements identified
as poor academic practice. Other content may or may not be altered as appropriate to
the assessment and as determined by the School. The corrected work will be assessed.
In the case of examinations, the work must be reassessed. The mark for the
component/assessment/examination may or may not be reduced.

Level 2 (201-350): Academic Misconduct (Minor Infringement)

• Mandatory academic integrity training is required.

• Formal warning – a written warning is issued by the DTLP or designate, and the instance
of academic misconduct is recorded for the duration of the learner’s enrolment on the
programme of study.

• The work must be resubmitted. The student is required to amend all elements
identified as breaching academic integrity. Other content may or may not be altered as
appropriate to the assessment and as determined by the School. The resubmitted work
will be assessed. In the case of examinations, the work must be reassessed. The
component/assessment/examination mark will be reduced or capped at the pass mark

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 and might not be confirmed until the reassessment Court of Examiners.

Level 3 (351-500): Academic Misconduct (Major Infringement)

• Mandatory academic integrity training is required.

• Formal warning – a written warning is issued by the DTLP or designate, and the instance
of academic misconduct is recorded for the duration of the learner’s enrolment on the
programme of study.
• The work must be resubmitted at the reassessment session. The student is required to
amend all elements identified as breaching academic integrity. Other content may or
may not be altered as appropriate to the assessment and as determined by the School.
In the case of examinations, the work must be reassessed. The mark for the module will
be capped at the pass mark and will not be confirmed until the reassessment Court of
Examiners.

Level 4 (501-615): Academic Misconduct (Severe)

• The Case will be referred directly to the Junior Dean.

If the facts of the case are in dispute, or if the Director of Teaching and Learning (Postgraduate),
or designate, feels that the consequences provided for under the academic misconduct
procedure are inappropriate given the circumstances of the case, they may refer the case
directly to the Junior Dean, who will interview the student and may implement the procedures
as referred to under conduct and college regulations §2. Nothing provided for under the
summary procedure diminishes or prejudices the disciplinary powers of the Junior Dean under
the 2010 Consolidated Statutes.

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