• Apply vocabulary strategies (e.g., choosing appropriate definition; guessing meaning from context; identifying collocations, parts of speech, word parts, and word families; using an English-English dictionary)
•  Identify and differentiate between different contextualized grammatical structures in English using correct terminology
• Identify and correct common advanced-level grammatical errors
• Create original language consciously applying grammar rules
• Articulate target grammar rules in English

• MyGrammarLab Advanced. by Mark Foley & Diane Hall. Essex: Pearson, 2012 (Purchase this book with answer key and online access code)
• Thematischer Grund- und Aufbauwortschatz Englisch. Stuttgart: Klett Verlag, 2002. (Recommended, not required)

• Apply vocabulary strategies (e.g., choosing appropriate definition; guessing meaning from context; identifying collocations, parts of speech, word parts, and word families; using an English-English dictionary)
•  Identify and differentiate between different contextualized grammatical structures in English using correct terminology
• Identify and correct common advanced-level grammatical errors
• Create original language consciously applying grammar rules
• Articulate target grammar rules in English

• MyGrammarLab Advanced. by Mark Foley & Diane Hall. Essex: Pearson, 2012 (Purchase this book with answer key and online access code)
• Thematischer Grund- und Aufbauwortschatz Englisch. Stuttgart: Klett Verlag, 2002. (Recommended, not required)

• Apply vocabulary strategies (e.g., choosing appropriate definition; guessing meaning from context; identifying collocations, parts of speech, word parts, and word families; using an English-English dictionary)
•  Identify and differentiate between different contextualized grammatical structures in English using correct terminology
• Identify and correct common advanced-level grammatical errors
• Create original language consciously applying grammar rules
• Articulate target grammar rules in English

• MyGrammarLab Advanced. by Mark Foley & Diane Hall. Essex: Pearson, 2012 (Purchase this book with answer key and online access code)
• Thematischer Grund- und Aufbauwortschatz Englisch. Stuttgart: Klett Verlag, 2002. (Recommended, not required)

• have a solid foundation in the pronunciation of American English
• be able to use the International Phonetic Alphabet symbols for phonetic transcription
• be aware of typical interference problems facing the German speaker learning English

• have a solid foundation in the pronunciation of American English
• be able to use the International Phonetic Alphabet symbols for phonetic transcription
• be aware of typical interference problems facing the German speaker learning English

• have a solid foundation in the pronunciation of American English
• be able to use the International Phonetic Alphabet symbols for phonetic transcription
• be aware of typical interference problems facing the German speaker learning English
• gain knowledge about your own pronunciation by developing short dialogs

Students will learn to:

• Identify and analyze the main elements of an essay (thesis, topic sentences, argumentative structure) 
• Find and develop engaging topics using various idea-generating strategies (mind-mapping, cubing) 
• Plan an argumentative essay using an outline
• Formulate thesis statements and topic sentences that express a particular point of view
• Compose and develop coherent paragraphs with topic sentences, supporting arguments and evidence, and logical coherence
• Choose appropriate and reliable sources and cite them properly 
• Create a reverse outline to check essay structure
• Provide useful feedback for other writers
• Proofread and edit their own texts effectively 
• Articulate and discuss their ideas about current topics with other class members (based on the homework readings)

Readings for the course, which include model essays and current journal articles for weekly discussion, will be made available on Ilias.

The following writing resources are referred to during the course, but they are not required reading. 

• Aczel, Richard. How to Write an Essay. Klett Lerntraining, 2015.
• Douglas, Yellowlees. The Reader's Brain: How Neuroscience Can Make You a Better Writer. Cambridge University Press, 2015.
• Graff, Gerald, et al. “They Say / I Say”: the Moves That Matter in Academic Writing. W.W. Norton & Company, 2018.

• Three graded writing assignments with mandatory revision (one paragraph + two complete essays) 
• Final exam essay of ca. 850–1,000 words (due date after the official exam period to be arranged with the instructor)

Students will learn to:

• Identify and analyze the main elements of an essay (thesis, topic sentences, argumentative structure) 
• Find and develop engaging topics using various idea-generating strategies (mind-mapping, cubing) 
• Plan an argumentative essay using an outline
• Formulate thesis statements and topic sentences that express a particular point of view
• Compose and develop coherent paragraphs with topic sentences, supporting arguments and evidence, and logical coherence
• Choose appropriate and reliable sources and cite them properly 
• Create a reverse outline to check essay structure
• Provide useful feedback for other writers
• Proofread and edit their own texts effectively 
• Articulate and discuss their ideas about current topics with other class members (based on the homework readings)

Readings for the course, which include model essays and current journal articles for weekly discussion, will be made available on Ilias.

The following writing resources are referred to during the course, but they are not required reading. 

• Aczel, Richard. How to Write an Essay. Klett Lerntraining, 2015.
• Douglas, Yellowlees. Reader's Brain: How Neuroscience Can Make You a Better Writer. Cambridge University Press, 2015.
• Graff, Gerald, et al. “They Say / I Say”: the Moves That Matter in Academic Writing. W.W. Norton & Company, 2018.

• Three graded writing assignments with mandatory revision (one paragraph + two complete essays) 
• Final exam essay of ca. 850–1,000 words (due date after the official exam period to be arranged with the instructor)

• identify structural parts of an essay (thesis, argumentation, symmetry)
• identify the main thesis of an essay and topic sentences in paragraphs
• construct thesis statements and topic sentences that express a particular point of view
• support one’s point of view on the basis of arguments
• increase awareness of essay types and purposes
• compose paragraphs that have topic sentences, logical coherence/presentation of evidence, concluding statements
• plan an essay argument by creating an outline
• work with mind maps to develop ideas
• discuss ideas in English with members of the class based on selected texts and current events
• discover one’s own strengths and weaknesses as a writer.

• Describe and utilize appropriate sentence structure in English (simple, compound, & complex with adverbials)
• Evaluate grammatical differences between German and English usage
• Employ grammatical terminology when discussing the construction of sentences in English.
• Translate sentences of intermediate difficulty from German into English with attention to specific grammatical constructions (including, but not limited to: verb tense and aspect, conditionals, relative and noun clauses, articles, pronouns, and reported speech).
• Utilize an increased vocabulary in English.

• learn about the basics of synchronic linguistics,
• get to know some descriptive and analytic tools used in linguistics,
• practice linguistic analyses in the areas of sounds, words, and sentences,
• find out what is of interest to you in linguistics,
• learn to work with English textbooks,
• and learn to accumulate and aggregate information from different sources.

• There is one end of term exam for all students of all Introduction to Linguistics courses.
• The exam takes place in week 15 or 16 of the semester.
• All students must register for the exam via the online system Portal2 when registration is open. The examination office will inform you via email/newsletter about registration dates.
• If you have not successfully completed the requirements, you will be deregistered from the exam. You will know if you passed 2/3 tests in week 14 of the semester.
• Exam questions reflect the structure of the course. Major topic areas account for equal proportions of the exam, i.e., 1/3 of questions on Intro&Sounds, 1/3 on Words, 1/3 on Sentences. These proportions are reflected in the scoring of the exam.

• approach linguistic research in a methodical and systematic manner  
• understand why empirical research is important to gain scientific knowledge  
• be able to find and understand academic literature in linguistics  
• understand research designs and will be able to apply them to investigate their own (research) questions 
• understand the purpose of numbers and statistics in linguistics  
• make active use of statistics document their own (research) work in term papers and theses convincingly and in formally appropriate terms  
• transfer the methodological knowledge and skills acquired in this course to other and future areas of study and work  

• approach linguistic research in a methodical and systematic manner  
• understand why empirical research is important to gain scientific knowledge  
• be able to find and understand academic literature in linguistics  
• understand research designs and will be able to apply them to investigate their own (research) questions 
• understand the purpose of numbers and statistics in linguistics  
• make active use of statistics document their own (research) work in term papers and theses convincingly and in formally appropriate terms  
• transfer the methodological knowledge and skills acquired in this course to other and future areas of study and work  

• develop a comprehensive understanding of the linguistic study of meaning
• encounter different theoretical approaches to meaning
• make connections between Semantics and other related disciplines
• develop your critical thinking skills by assessing different theoretical approaches to meaning
• improve your academic reading and writing skills

• Klausur (written 90-min exam = recommended assessment option);
• Hausarbeit (15-page term paper);
• Prüfungsgespräch (20-min oral exam)

You will

• revise and deepen your knowledge of linguistic core concepts in the area of sounds

• learn to use state-of-the-art software for acoustic analysis

• be able to describe real speech sounds in terms of their phonetic characteristics

• be able to describe abstract speech sounds in terms of phonological features

• be able to detect patterns in real speech data

• be able to formulate rules for common phonological processes

• practice your skills in project and time managment, and critical thinking and analysis

• Ashby, M., & Maidment, J. (2005). Introducing Phonetic Science. Cambridge University Press.

• Edwards, J. G. H. (2023). The sounds of English around the world: an introduction to phonetics and phonology. Cambridge University Press.

• Nathan, G. S. (2008). Phonology: A cognitive grammar introduction. John Benjamins.

• Odden, D. (2005). Introducing Phonology. Cambridge University Press.

   

• Written exam (Klausur)
• Oral exam (muendliche Pruefung)

• developed a comprehensive understanding of the analysis of sentences
• the ability to analyze a range of different sentence types and syntactic phenomena
• improve your academic reading and presentations skills

• You will be introduced to the major varieties of English used around the world.
• You will learn to recognize, describe, and classify features of varieties of English.
• You will become familiar with the various models used in World Englishes research, including the most recent ones.
• You will apply the acquired knowledge and practice your skills in linguistic analysis, critical thinking, academic reading, data literacy, media skills, presenting, and teamwork.

• Burridge, K. (2008a). Synopsis: Phonetics and phonology of English spoken in the Pacific and Australasian region. In K. Burridge & B. Kortmann (Eds.), Varieties of English (Vol. 3, pp. 292–304). Mouton de Gruyter. https://doi.org/10.1515/9783110208412.1.292
• Burridge, K. (2008b). Synopsis: Morphological and syntactic variation in the Pacific and Australasia. In K. Burridge & B. Kortmann (Eds.), Varieties of English (Vol. 3, pp. 583–600). Mouton de Gruyter. https://doi.org/10.1515/9783110208412.2.583
• Buschfeld, S. (2020). Language Acquisition and World Englishes. In D. Schreier, M. Hundt, & E. W. Schneider (Eds.), The Cambridge Handbook of World Englishes (pp. 559–584). Cambridge University Press. https://doi.org/10.1017/9781108349406.024
• Buschfeld, S., Kautzsch, A., & Schneider, E. W. (2018). From Colonial Dynamism to Current Transnationalism: A Unified View on Postcolonial and Non-Postcolonial Englishes. In S. C. Deshors (Ed.), Modeling World Englishes: Assessing the interplay of emancipation and globalization of ESL varieties (pp. 15–44). John Benjamins Publishing Company. https://doi.org/10.1075/veaw.g61.02bus
• Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the World: Teaching and Learning the Language and Literatures (pp. 11–30). Cambridge University Press and The British Council.
• Kortmann, B. (2008). Synopsis: Morphological and syntactic variation in the British Isles. In B. Kortmann & C. Upton (Eds.), Varieties of English (Vol. 1, pp. 478–496). Mouton de Gruyter. https://doi.org/10.1515/9783110208399.2.478
• Kortmann, B., Lunkenheimer, K., & Ehret, K. (2020). The Electronic World Atlas of Varieties of English. https://ewave-atlas.org/.
• Mair, C. (2018). Stabilising domains of English-language use in Germany: Global English in a non-colonial languagescape. In S. C. Deshors (Ed.), Modeling World Englishes: Assessing the interplay of emancipation and globalization of ESL varieties (pp. 45–76). John Benjamins Publishing Company. https://doi.org/10.1075/veaw.g61.03mai
• Mesthrie, R. (2008a). Synopsis: Morphological and syntactic variation in Africa and South and Southeast Asia. In R. Mesthrie (Ed.), Varieties of English (Vol. 4, pp. 624–636). Mouton de Gruyter. https://doi.org/10.1515/9783110208429.2.624
• Mesthrie, R. (2008b). Synopsis: The phonology of English in Africa and South and Southeast Asia. In R. Mesthrie (Ed.), Varieties of English (Vol. 4, pp. 307–322). Mouton de Gruyter. https://doi.org/10.1515/9783110208429.1.307
• Percillier, M. (2018). The non-standard in writing: A look at West African and Southeast Asian literature. E-Rea, 15(2). https://doi.org/10.4000/erea.6312
• Schneider, E. W. (2003). The Dynamics of New Englishes: From Identity Construction to Dialect Birth. Language, 79(2), 233–281. https://doi.org/10.1353/lan.2003.0136
• Schneider, E. W. (2008a). Synopsis: Morphological and syntactic variation in the Americas and the Caribbean. In E. W. Schneider (Ed.), Varieties of English (Vol. 2, pp. 763–776). Mouton de Gruyter. https://doi.org/10.1515/9783110208405.2.763
• Schneider, E. W. (2008b). Synopsis: Phonological variation in the Americas and the Caribbean. In E. W. Schneider (Ed.), Varieties of English (Vol. 2, pp. 383–400). Mouton de Gruyter. https://doi.org/10.1515/9783110208405.1.383
• Schneider, E. W. (2020). English around the world: An introduction (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781108656726
• Sridhar, S. N., & Sridhar, K. K. (2018). Mixing, multilingualism, and intelligibility. World Englishes, 37(3), 511–522. https://doi.org/10.1111/weng.12340
• Upton, C. (2008). Synopsis: Phonological variation in the British Isles. In B. Kortmann & C. Upton (Eds.), Varieties of English (Vol. 1, pp. 269–284). Mouton de Gruyter. https://doi.org/10.1515/9783110208399.1.269
• Wells, J. C. (1982). Accents of English. Cambridge University Press.

• Fulfilling all the Studienleistungen
• Passing a final examination: written term paper (10–12 pages ≈ 4,000–5,000 words) or oral examination (15 minutes)

• analyse and interpret literary texts
• identify, explain and position themselves to the main claims and arguments of research articles
• formulate their own ideas on literary texts in the form of thesis statements

• Sarah Moss, Ghost Wall 
• Bram Stoker, The Snake's Pass

• Frank O'Connor, “Guests of the Nation”
• poems by Seamus Heaney
• Daisy Johnson, “Starver” 
• tbd

• an oral exam (20 minutes)
• a written exam (10 short answer questions and one essay question, 90 minutes, pen and paper)
• a term paper (12–15 pages, deadline August 1) 

• Mary Shelley, Frankenstein (1818), 1818 Text. Oxford World's Classics, ISBN 978-0-19-884082-4
• Robert Louis Stevenson, Strange Case of Dr Jekyll and Mr Hyde (1886), Oxford's World Classics, ISBN 978-0-19-953622-1
• Joseph Conrad, Heart of Darkness (1899), Reclam Fremdsprachentexte, ISBN 978-3150141281  
• Virginia Woolf, Mrs Dalloway (1925), Penguin Classics, ISBN 978-0-241371947

• You will revise and deepen your knowledge of a American literary history.
• You will develop a basic understanding of the relationship between romanticism, modernism and postmodernism as well as the relationship between poetry and politics. 
• You will familiarize yourself with canonical American poets, poems, and poetics. 
• You will analyze primary texts through specific historical and thematic frameworks 

• Students will familiarize themselves with queer literature, particularly in the 1950s-2020s time period, and gain a deeper understanding of how changes in the political and cultural context have impacted queer writing.
• Students will deepen their knowledge of the cultural and social history of the U.S. from the 1950s until today.
• Students will enhance their close-reading skills.
• Students will familiarize themselves with key concepts of Queer Theory and Gender Studies.

• situate American realism and regionalism within their historical, political, and social contexts
• analyze how literary texts represent everyday life and construct concepts of “reality”
• examine representations of race, class, and gender in realist and regionalist texts
• discuss the relationship between nation and region, including the role of local color and minor literatures
• apply basic methods of literary analysis in close readings and written interpretations.

• F. Scott Fitzgerald. The Great Gatsby. N.p.: Quaternion Books, 2021 [1925]. 978-9083127033
• Zora Neale Hurston. Their Eyes Were Watching God. Boston: Little, Brown Book Group, 1986 [1937]. ISBN 978-0-86068-524-1

• You will be introduced to the major theoretical concepts of language contact and language change.
• You will learn to use corpus linguistic methods and apply them to historical language data.
• You will become familiar with recent case studies on medieval language contact and carry out a small case study of your own.
• You will apply the acquired knowledge and practice your skills in linguistic analysis, critical thinking, academic reading, data literacy, media skills, presenting, and teamwork.
•  
•  

• Borik, O., & Mateu, J. (2014). Argument structure in morphology and syntax: An introduction. Lingua, 141, 1–7. https://doi.org/10.1016/j.lingua.2014.01.004
• Elter, W. J., & Shaw, M. (2025). Loan verb accommodation: A comparison of Old Norse and French in Middle English. English Language and Linguistics, 29(1), 35–58. https://doi.org/10.1017/S1360674324000029
• Levin, B. (1993). English verb classes and alternations: A preliminary investigation. University of Chicago Press.
• Levin, B. (2013). Argument Structure. In M. Aronoff (Ed.), Oxford Bibliographies: Linguistics. Oxford University Press. https://doi.org/10.1093/obo/9780199772810-0099
• Myers-Scotton, C. (2002). Contact linguistics: Bilingual encounters and grammatical outcomes. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198299530.001.0001
• Percillier, M., Schauwecker, Y., Stein, A., & Trips, C. (2024). Carrying Verbs Across the Channel: Modelling Change in Bilingual Medieval England. Palgrave Macmillan Cham. https://doi.org/10.1007/978-3-031-50806-6
• Schneider, E. W. (2007). Postcolonial English: Varieties Around the World. Cambridge University Press. https://doi.org/10.1017/CBO9780511618901
• Skaffari, J. (2017). Language Contact: French. In L. Brinton & A. Bergs (Eds), The History of English: Middle English (pp. 184–204). De Gruyter. https://doi.org/10.1515/9783110525328-010
• Thomason, S. G., & Kaufman, T. (1988). Language Contact, Creolization, and Genetic Linguistics. University of California Press.

• Fulfilling all Studienleistungen
• Writing a term paper (12–15 pages ≈ 5,000–7,000 words) or passing an oral exam (20 min)

• Theoretical foundations of the interfaces between language, cognition and consumer behavior
• How principles of sound symbolism and human word recognition can inform brand name construction
• How needs, expectations and ethics determine the potentials and limits of linguistic priming
• How linguistic framing can bias consumer decision making
• How exploiting semantic relations provides structure for consumer learning
• How semantic and pragmatic linguistic structures can be used to gain attention, raise awareness and foster persuasiveness in corporate and public communication
• How conceptual metaphors in marketing communications realize heuristic and decorative functions
• How bilingual language processing affects cognitive and emotional consumer reactions
• How narrative structure in commercials affects memory and emotions

• Discussing and reflecting on concepts and their embedded assumptions and implications in central areas of psycholinguistics and consumer behavior
• Applying relevant methods in analyzing language-related materials in marketing communication
• Producing results such as advertising campaigns under time constraints
• Reading and comprehending research articles and statistics
• Preparing a research proposal that builds on previous research and describes a feasible project
• Conducting an empirical or experimental study in a team

• Recognize and understand how relations between semantic and processing structures in language can influence consumer behavior
• Evaluate linguistic materials and psycholinguistic processes relevant for advertising and market research
• Apply the knowledge and skills gained and trained in this course analytically and constructively to create psycholinguistic research and to solve authentic marketing problems (e.g., to design brand names, persuasive advertising campaigns, or materials for empirical market research)

• Harley, T. A. (2014). The psychology of language: From data to theory (4 ed.). Hove, New York: Psychology Press.
• Saeed, J. I. (2015). Semantics (4 ed.). Malden, Mass.: Wiley Blackwell.

• revise and deepen your knowledge of core concepts in linguistics, with a focus on morphology and lexical semantics
• critically evaluate different theoretical approaches to the mental lexicon
• develop your ability to (critically) read and reflect upon scientific research articles
• be able to compare different psycho- and neurolinguistic methods that are used to investigate the mental lexicon
• practice project and time management skills

• Write your narrative literature review up as a term paper

• Discuss your research question and the available evidence gathered in your literature review in an oral exam

• analyze graphic novels as a distinct literary and visual genre
• interpret the interaction of text and image in graphic storytelling
• apply relevant literary and visual theories to the analysis of graphic novels
• examine graphic narratives in relation to autobiography, memory, and self-representation
• develop theoretically informed, research-oriented interpretations in oral and written form

• analyse and interpret literary texts by means of text-based (i.e., close reading), context-based, as well as theoretical approaches.
• reproduce, explain, and discuss scholarly theses.
• develop, articulate, and defend individual academic theses (orally and in written form).

• Donal Ryan, Heart, Be at Peace (2024)
• Evie Wyld, The Echoes (2024)
• Ali Smith, Gliff (2024)
• Karen Jennings, Crooked Seeds (2024)

• Explain how media representations of fatness influence ones beliefs and perceptions of fat people, specifically Americans
• Describe how representations of fatness has changed or developed over time in US film and media
• Explain philosophies influencing different views of fatness in the American psyche
• Apply approaches from cultural and media studies to analyze film and media representations of different bodies
• Describe common cinematic tropes of fatness and how they intersect with gender, race, sexuality, and class

Upon successful completion of this course, students will be able to:

- recognize trends in pop culture and their connections to historical events, contexts and social movements

– appropriately discuss the significance of cultural trends, including music, films and television

– provide analysis of how society has impacted culture and vice versa

 

- One mini-presentation

​​​​​​​- Regular attendance

– Active participation in class

• Describe the different educational systems and policies present in the US
• Explain philosophies influencing different educational practices and systems
• Use approaches from cultural and media studies to analyze media coverage of educational systems in the US to understand how educational institutions are presented and present themselves
• Apply this historical information and different approaches to current events / situations affecting US education today (such as the funding of public education, development of charter schools, and the student loan debt crisis)
• Evaluate the strengths, weaknesses, and possible future outcomes regarding education in the US

• you will have gained experience in writing various types of academic texts
• you will be able to analyze a text on hand from its structure and style
• you will be able to critique / review secondary sources on a key topic and express your opinion in academic terms
• you will gain a sensitivity to some of the problem areas in academic writing presented in sexist / racist language as well as become acquainted with current buzzwords in the field
• you will learn to apply these methods to your own research goals

• 1 final essay or research proposal (5–6 pages) with an annotated bibliography

• Practice reading research papers efficiently and extracting information from scientific texts
• Foster critical reflection on and discussion of linguistic theories as well as linking theoretical constructs to empirical research
• Gather an overview of current research methods used to investigate first language acquisition
• Deepen your understanding of core theoretical ideas in phonological development and the role of prosody in language acquisition

Assessment Options:

Oral Exam or Term Paper
(recommended assessment option: Term Paper)

• Theoretical foundations of the interfaces between language, cognition and consumer behavior
• How principles of sound symbolism and human word recognition can inform brand name construction
• How needs, expectations and ethics determine the potentials and limits of linguistic priming
• How linguistic framing can bias consumer decision making
• How exploiting semantic relations provides structure for consumer learning
• How semantic and pragmatic linguistic structures can be used to gain attention, raise awareness and foster persuasiveness in corporate and public communication
• How conceptual metaphors in marketing communications realize heuristic and decorative functions
• How bilingual language processing affects cognitive and emotional consumer reactions
• How narrative structure in commercials affects memory and emotions

• Discussing and reflecting on concepts and their embedded assumptions and implications in central areas of psycholinguistics and consumer behavior
• Applying relevant methods in analyzing language-related materials in marketing communication
• Producing results such as advertising campaigns under time constraints
• Reading and comprehending research articles and statistics
• Preparing a research proposal that builds on previous research and describes a feasible project
• Conducting an empirical or experimental study in a team

• Recognize and understand how relations between semantic and processing structures in language can influence consumer behavior
• Evaluate linguistic materials and psycholinguistic processes relevant for advertising and market research
• Apply the knowledge and skills gained and trained in this course analytically and constructively to create psycholinguistic research and to solve authentic marketing problems (e.g., to design brand names, persuasive advertising campaigns, or materials for empirical market research)

• Harley, T. A. (2014). The psychology of language: From data to theory (4 ed.). Hove, New York: Psychology Press.
• Saeed, J. I. (2015). Semantics (4 ed.). Malden, Mass.: Wiley Blackwell.

• Standard: Hausarbeit (term paper assessment including a 1500-word research proposal and a scientific poster on your research project)
• Alternative: Prüfungsgespräch (a 20-min oral exam based on the scientific poster)

 – You will deepen your understanding of the mechanisms underlying language and non-linguistic cognitive domains.

- You will become familiar with a variety of experimental paradigms used by psycholinguists to study the relationship between language and cognition.

- You will gain first-hand experience with designing experiments.

-You will practice your skills in critical thinking, academic reading, writing, presenting and teamwork.

Malt, B. C. & Wolff, P. (2010). Words and the mind – How words capture human experience. Oxford University Press. 

(This textbook is available as paper and online version at the library.) 

References to additional research articles will be provided in class.