Projects matching your search criteria
Embedding Interdisciplinarity: Developing a Generic Undergraduate EBL Team Project Module
Global and societal issues are best addressed by
interdisciplinary teams. This requires graduates to be able to communicate their knowledge and skills across interdisciplinary boundaries. Building on previous work, this project will develop an undergraduate interdisciplinary EBL module which will be open to all disciplines across the university. 24 students from 5 disciplines will work together and provide feedback on their experiences of the module so as to identify institutional issues, including support for WebCT.
Project Team: Julia McMorrow, Charlotte Woods, Isobel Braidman, Susana Lorenzo, Caroline Bowsher Faculty: Humanities, Medical and Human Sciences, Life Sciences
Funding year: 2005
Keywords: interdisciplinary, undergraduate, webct, medicine, geography, spanish, languages, education, biology, teamwork, poster
Case Study (PDF, 137.4Kb)
Using j-Dorama in EBL language study in Japanese
This project is to develop and trial materials to foster a (2 or 3 student) team EBL approach to grammatical and socio-cultural issues that must be addressed in understanding and ‘translating’ texts (Japanese TV dramas). The aim is assist learners in becoming confident and autonomous in both group and individual study. The development of higher level skills in using dictionaries, online, human and other resources is expected to emerge as part of the outcome of a group presentation project.
Project Team: Jonathan Bunt Faculty: Humanities
Funding year: 2006
Keywords: japan, japanese, languages, j-Dorama, translation, translating, drama, television (tv), grammar, video, teamwork, undergraduate
Case Study (PDF, 139.8Kb)
EBL for EBL: Enquiry-Based Learning for an End to being Bored with Language Learning
To encourage students to engage actively with continuous independent language-learning, particularly the perfection of grammar and mastery of pronunciation in French, and to reflect upon their own learning process.
Project Team: Julie Lawton, Annie Morton, Catherine Franc Faculty: Humanities
Funding year: 2006
Keywords: french, languages, grammar, phonetics, pronunciation, undergraduate, teamwork, first year
Case Study (PDF, 154.2Kb)
Introducing Principles and Practices of Phonetics Through Enquiry-Based Learning
Phonetics is the study and description of human speech sounds, their articulatory and acoustic properties, and how the speech signal is conveyed from the speaker to hearer. This project aims to introduce first-year undergraduate students to the practice of phonetic transciption, description and data analysis, and to the concepts of 'linguistic fieldwork' using self-collected and analysed data. The data will come from the participation of Language Informants, whose representative phonetic properties will enrich the students' ear training and analytical skills. We aim to create a digital corpus of audio-visual data to be used across a range of taught modules at undergraduate and postgraduate levels.
Project Team: Dr Kristine Hildebrandt, Martin Barry Faculty: Humanities
Funding year: 2007a
Keywords: language, linguistics, phonetics, transcription, english
Development of an Enquiry-Based Learning Approach for Training Translators in the Commercial Domain
The project will develop a new EBL component for the delivery of the course unit Commercial Translation on the MA in Translation Studies. EBL materials will be developed with the aim of engaging students directly with the professional translation environment through completion of a real-life translation project. Following an initial briefing from an experienced translator/translation project manager and a briefing on EBL, the student group will assume the various roles which might figure in a professional enterprise, e.g. translation project manager, translation technologist, terminology researcher, translator and reviser. They will complete the translation task, as a group, recording and reflecting upon their experiences as they proceed.
Project Team: Dr Maeve Olohan, Dr Sandra Torres Faculty: Humanities
Funding year: 2007a
Keywords: language, translation
EBL for the year abroad learning log for languages degrees
Pilot project for language-based year abroad students to help them engage with native speakers and make the most of their year abroad to develop language skills as well as other key skills: problem-solving, research, communication, information compilation and presentation skills. The Blackboard VLE will be used throughout the project for two-way communication between the University and the students abroad.
Project Team: Dr Catherine Franc, Dr Floriane Place-Verghnes, Dr Darren Waldron Faculty: Humanities
Funding year: 2008
Keywords: languages, French, year abroad
Aspects of Vedic and Greek Poetics
In this project I will study the synchronic poetics of the Rg-Veda, the oldest collection of hymns in Sanskrit, and offer notes towards its relationship to poetics in other Indo-European languages, with special reference to Ancient Greek and Latin. As these three languages, amongst others, derive from a common source and share cognate forms, institutions, etc., so they also show elements of a poetic language that can often be proved to have been inherited from a common source, namely Indo-European (circa 4000BC). To exemplify this relationship and common inheritance, I propose to read closely a few of the hymns from the collection, above all those concerning the ancient myth of the dragon-slaying, which, following work by the American scholar Calvert Watkins, can be linked to such forms as heroic song in ancient Greece, as well as myth and saga in Anglo-Saxon England. However, I will focus on the Sanskrit evidence, and seek to explicate some of the formal techniques employed by the poets, especially concerning lexical fields, and derivational morphology.
The outcomes would include a closer appreciation of poetics in an ancient language; a clarification of inherited and innovated poetics, both in Sanskrit and in its wider relationship to Greek and Latin especially; and an exploration of some of the formal linguistic means by which the poets practised their craft. These means include, but are not limited to, the use of various meters, semantic relationships, and syntactic expressions, all of which characterize the respective poetic grammars.
This study I would disseminate primarily through a cross-disciplinary event I am organizing, jointly run between Classics (in which department I am enrolled), and South Asian Studies (for whom I currently run a group for grammar support in Sanskrit). The event is at the moment named ‘Sanskrit Day in Manchester’, and will include seminars on Sanskrit and Indo-European by Prof. David Langslow (dept. of Classics, Manchester), as well as sessions on reading hymns of the Rg-Veda, one of which I am co-teaching and in which I would be able to share some of the finds of my study. It should be emphasized that this event is being jointly organized, so the expected attendance will show a breadth of disciplines represented. This event will be coinciding with a conference on Sanskrit to be held the following day, namely the Sanskrit Tradition In The Modern World. Further discussion of my study within Manchester could be held in the undergraduate reading group for Classical languages, which I began and currently run, as well as at upcoming conferences and language schools I am to attend in Leiden, Netherlands, and Berlin, Germany.
Project Team: Jesse Lundquist Faculty: Humanities
Funding year: 2009
Keywords: undergraduate research vedic greek poetics linguistics classical languages
