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This year we focused on incorporating more activities into the lecture sessions so that students could try some of the techniques and gain experience with different research methods. Students reported that this was helpful and getting students involved in activities (e.g. transcribing interviews, setting up a survey using Nettskjema) seemed to be a more effective approach to teaching than simply telling students about the benefits and challenges of different methods. The course evaluation survey and reference group reports indicate that these activities were helpful, but it should be noted that students appreciate knowing in advance that activities will take place in lectures. For some tasks, students were encouraged to work in groups outside of class time, but students pointed out that this can be inconvenient due to the diversity of study programs in the class and the conflicting schedules this results in. It should be noted that two hours a week of lecture time is not really enough time to include detailed information in a lecture format as well as extensive activities. One possible solution would be to include seminars for the course to give students more opportunities to engage with and gain experience with the course material, which would be helpful later in designing their research projects. One of the lecture sessions this year was used as a poster session. Participation in this session and presentation of a poster was one part of the obligatory assignment. The first part of the session included talks from previous and current master's students who came to talk about their projects, including what methods they used/are using to conduct their research and challenges they have experienced in the process. Feedback from students indicated that it was helpful to have an opportunity to get some insights into the process of conducting a master's research project and to learn about how fellow students experienced and overcame challenges in the process. In the second part, students presented posters they had designed in which they describe the research methods used in a previously written master's thesis (which is the same topic as their written assignment). The reference group and the course evaluation survey indicate that these activities were considered interesting and relevant and good opportunities to practice discussing research and to get ideas for their own master's projects. Several of the course teachers were also present for this session and experienced that it was a good opportunity to talk to everyone in the course and get to know what they were interested in and to give feedback on ideas about the students' own research plans. It was also an opportunity to encourage students to get to know each other and to get some experience with talking to each other and to teaching staff about research design. Students seemed very engaged and it seemed like the quality of written assignments improved compared to previous years which did not include opportunities to discuss this before submitting the written assignment.

This is a challenging course to design because the goal is to give students an introduction to research methods that could be used in a master project, but the students are working in very different fields of linguistics (6 different degree programs across 4 languages, and both qualitative and quantitative research), are at different stages of their degree program, and have quite different backgrounds, goals and needs. Therefore, the course design emphasised trying to include information on a diverse range of methods while also discussing general principles of research design and ethics throughout the course in a way that would be relevant to students regardless of their actual method choice. Based on feedback from the reference group and an online course evaluation survey conducted at the end of the semester (see attached), it appears that students were generally satisfied or very satisfied with the course and found that it was taught at an appropriate level for them. They reported believing that the course material will be useful when they begin to conduct research for their master projects, although some pointed out that it would make more sense for this course to occur sooner in their degree program as many (mostly students in the Nordic Lektor program) have already started on their master projects, so this would have been useful information to have prior to that. Several lectures throughout the course involved practical exercises where students had the opportunity to try using a research method or apply the critical thinking skills we were teaching. Students reported that these were helpful and that they would appreciate the opportunity for even more practice with applying the theory to practical examples. Most lectures also included quizzes or other interactive activities where students could check their understanding of concepts covered in the lecture and these were well received and reported as a good way to ensure students were keeping up with the lecture content. Students reported that the readings were generally relevant for the course and appreciated that many of them could be found in the same book and the others were available on Blackboard. Following feedback in previous years, the pensum texts were categorised as 'obligatory' and 'additional' readings, and this seemed to work well for the goals of the course. The balance of Norwegian and English is always a challenge for this course. Most of the reading and most lectures for this course have been in English, and some students reported finding this difficult since they are used to reading and having classes in Norwegian. Since there have always been international students in the course, having obligatory texts and lectures in Norwegian would also not be practical. Some optional readings and one of the lectures were given in Norwegian this year. A textbook in Norwegian about master's research was also recommended for students who prefer to read in Norwegian and who will write their exams in Norwegian and therefore need to know terminology in Norwegian. It might be helpful in future years to explicitly discuss language practices for the course, for example whether students are welcome to respond to questions in Norwegian if they prefer even if the lecture is in English. This may help to increase student engagement since the reference group reported that some students are not used to conducting class discussions in English and may feel reluctant to respond due to concerns about speaking in front of the class in a language they are not used to speaking. The exam for this year is an essay-style home exam over 5 days. We have tried to design questions that will enable students to demonstrate their understanding from different parts of the course. However, there is a limit to how much can be demonstrated by responding to a single essay prompt. Next year, the course will change to having a portfolio assessment in order to enable students to demonstrate understanding of more topics and to hopefully encourage more engagement with topics outside of the specific research method(s) that students plan to use in their own projects. Initial thoughts from the course coordinator and discussions with the reference group for suggestions for tasks that could contribute to the portfolio assessment include: the existing written obligatory assignment (discuss methods used in a previous master's thesis), an oral presentation (in either Norwegian or English), written reflections on how they could use one or more of the research methods discussed for their own research projects, quizzes (e.g. on Blackboard) to check understanding of key points from the readings, and participation in some activities that are part of lectures (and seminars if these can be included in future years). The course coordinator and the reference group believe that seminars where students could practice and gain experience using different research methods would be a valuable addition to the course. This could also include an introduction to quantitative analysis and statistics, since this is potentially relevant to many students and is not really covered elsewhere in MA programs in linguistics at NTNU.

NTNU:TIA:REST

Department of Language and Literature

Institutt for språk og litteratur

Norsk

Mer om vurdering

Emnet har hjemmeeksamen på 3000-4000 ord som besvares i løpet av 5 dager. Eksamen besvares på norsk eller engelsk.

Anbefalte forkunnskaper

Relevante basisemner og påbyggingsemner i språkvitenskap. Det forventes at studenter som gjennomfører arbeidskrav og eksamen i emnet på engelsk har gode språkferdigheter i engelsk, slik at de kan kommunisere godt på et akademisk nivå. Studentenes nivå i engelsk språkferdighet bør være minst B2, helst C1, som beskrevet i Det felles europeiske rammeverket for språk.

Forkunnskapskrav

Minimum 7,5 studiepoeng med emner i språkvitenskap på påbyggingsnivå i engelsk, fransk, lingvistikk, nordisk eller tysk.

Faglig innhold

Emnet gir en innføring i sentrale metodologiske spørsmål innenfor det språkvitenskapelige forskningsfeltet. Et hovedformål er at studentene skal tilegne seg en forståelse av det metodemangfoldet som preger språkvitenskapen. Kurset vil derfor omfatte tilnærmingsmåter fra en rekke deldisipliner, samtidig som det åpner opp for fordypning i minst én mer spesifikk metode. Emnet har som ambisjon å gi studentene trening i å formulere forskningsspørsmål og å vurdere anvendeligheten og relevansen til ulike forskningsmetoder, og slik gi dem et grunnlag for å utvikle sine individuelle masterprosjekter. Emnet tar opp temaer som induktive vs. deduktive metoder, kvalitative vs. kvantitative data, forskningsetikk og kildekritikk. Videre vil studentene bli presentert for et bredt utvalg metodiske tilnærminger, som for eksempel forskningsintervju, deltakende observasjon, korpusstudier, introspeksjon, ulike typer eksperimenter, spørreskjema og dokumentstudier.

Kursmateriell

Læringsutbytte

KunnskapKandidater som har bestått dette emnet- har kjennskap til det metodemangfoldet som kjennetegner språkvitenskapen. FerdigheterKandidater som har bestått dette emnet- kan vurdere anvendeligheten og relevansen av ulike forskningsmetoder i egne og andres forskningsarbeid.- kan formulere språkvitenskapelige problemstillinger og samtidig beskrive hvilke metoder som kan anvendes for å undersøke ulike problemfelt.- er i stand til å begrunne hvorfor visse metodiske valg kan være å foretrekke i tilknytning til spesifikke forskningsspørsmål.- har tilegnet seg kompetanse i forskningsmetoder som kan være relevante for deres eget masterarbeid. Generell kompetanseKandidater som har bestått dette emnet- kan reflektere over ulike etiske aspekter ved metodevalg.- kan finne informasjon i digitale og fysiske arkiv.

Læringsformer og aktiviteter

Forelesninger, praktiske øvinger i seminarform og eventuelt i laboratorium. Undervisningen vil foregå på norsk eller engelsk. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform. Studenter bør forvente at dette emnet på 7,5 studiepoeng tilsvarer omtrent 10 timers arbeid per uke, inkludert undervisningstid. Obligatorisk aktivitet: Presentasjon av metodevalg i en konkret språkvitenskapelig studie, fortrinnsvis i grupper. Faglærer avgjør om presentasjonen skal gjennomføres muntlig eller skriftlig. Ca. 3000 ord. Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester).

Presentasjon av metodevalg i en konkret språkvitenskapelige studie, fortrinnsvis i grupper.

Forskningsmetoder i språkvitenskap

Tysk språk

Engelsk

Engelsk språkvitenskap

Fransk

Fransk språkvitenskap

Nordisk

Nordisk språkvitenskap

Språkfag

Tysk

Nordisk språk og litteratur - masterstudium

Fransk - masterstudium

English Linguistics and Language Acquisition (Master's Programme)

Lektorutdanning i språkfag for trinn 8 – 13

Tysk - masterstudium

Engelsk - masterstudium

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This is a challenging course to design because the goal is to give students an introduction to research methods that could be used in a master project, but the students are working in very different fields of linguistics (6 different degree programs, both qualitative and quantitative research), are at different stages of their degree program, and have quite different backgrounds, goals and needs. Therefore, the course design emphasised trying to include information on a diverse range of methods while also discussing general principles of research design and ethics throughout the course in a way that would be relevant to students regardless of their actual method choice. Based on feedback from the reference group and an online course evaluation survey conducted at the end of the semester (see attached), it appears that students were generally satisfied or very satisfied with the course and found that it was taught at an appropriate level for them. They reported believing that the course material will be useful when they begin to conduct research for their master projects, although some pointed out that it would make more sense for this course to occur sooner in their degree program as many (mostly students in the Lektor program) have already started on their master projects, so this would have been useful information to have prior to that.Several lectures throughout the course involved practical exercises where students had the opportunity to try using a research method or apply the critical thinking skills we were teaching. Students reported that these were helpful and that they would appreciate the opportunity for even more practice with applying the theory to practical examples. Most lectures also included quizzes or other interactive activities where students could check their understanding of concepts covered in the lecture and these were well received and reported as a good way to ensure students were keeping up with the lecture content.Some students reported the number of readings to be high, but also acknowledged that there are a lot of topics to cover and appreciated having the broad pensum as a useful resource in the exam. Following feedback in previous years, the pensum texts were categorised as 'obligatory' and 'additional' readings, and this seemed to work well for the goals of the course. Potential suggestions for future iterations of the course:Include some more practical exercises, possibly including topics like searching for literature and critical discussions of methods choices together as a class.A lecture/seminar on quantitative analysis and statistics would be beneficial to include in the future, since this is potentially relevant to many students and is not really covered elsewhere in MA programs in linguistics at NTNU.Another suggestion would be to have a poster session as part of the obligatory assignment, in addition to the written part of the assignment, which would give students an opportunity to discuss with others

Forelesninger, praktiske øvinger i seminarform og eventuelt i laboratorium. Undervisningen vil foregå på norsk eller engelsk. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform. Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester).Obligatorisk aktivitet: Presentasjon av metodevalg i en konkret språkvitenskapelig studie, fortrinnsvis i grupper. Faglærer avgjør om presentasjonen skal gjennomføres muntlig eller skriftlig.

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The course was run similarly to the previous year since students reported being generally satisfied with the previous arrangement. The COVID-related infection control measures were less restrictive than in the previous year, which meant that we were able to arrange for students to visit the eye-tracking and EEG laboratories. We were also able to hold the lectures in a more appropriately-sized classroom which meant student-teacher interaction could be improved. Following the student feedback last year, we focused on making lectures more interactive (including Mentimeter quizzes and some small group discussion activities), categorising pensum texts into 'obligatory' and 'optional' readings, and making the expectations for writing and referencing in the exam even clearer. Following feedback from last year that there was some overlap in topics with the course SPRÅK3100 Sociolinguistic theory, which many students are taking at the same time, we coordinated with the instructor of that course to ensure minimal overlap. This pertained especially to topics such as transcription and other qualitative research methods that are particularly relevant to sociolinguistics. However, some students who were not taking both courses reported that they felt they were missing out. We did give a list of relevant readings that would have been covered in the other course, even though these topics were not discussed in detail during lectures. The lectures were streamed and recorded via Panopto, which students reported appreciating. Unfortunately, this solution was not set up at the start of the semester, so not all lectures were recorded, but the majority were available for students who were unable to or uncomfortable attending lectures on campus.

The course consisted of 12 lectures, a selection of readings available via Blackboard, and an optional visit to the eye-tracking and EEG laboratories. The lectures included interactive activities such as quizzes on Mentimeter and small group discussions to engage students and to check comprehension of the course content. Students reported that they appreciated these activities and would like even more group exercises and discussions in future. Hopefully this will be easier to plan with less COVID-related restrictions since it was difficult to determine the infection risks associated with asking students to move around the room and interact in groups. Incorporating more activities and practice exercises would certainly be beneficial to consider in the future.This is a challenging course to design because the students are working in very different fields of linguistics (5 different degree programs, both qualitative and quantitative research) and have quite different backgrounds, goals and needs. Therefore, we have focused on trying to include information on a diverse range of methods while also discussing general principles of research design and ethics throughout the course in a way that would be relevant regardless of their actual method choice. Based on feedback from the reference group and an online course evaluation survey conducted at the end of the semester (see attached), it appears that students were generally satisfied or very satisfied with the course and found that it was taught at an appropriate level for them. They reported appreciating the structure and organisation of the course and the relevance of the readings to the lectures and for planning their masters research. They also appreciated the focus on training in critical thinking, awareness of bias, and designing ethical research.Students seemed generally happy with the readings for the course. Some reported that they were happy that they did not need to purchase a book. Others reported that they would have liked to have a book. Many of the readings were taken from the same book (Podesva &amp; Sharma (2013) Research methods in linguistics. Cambridge University Press), so if a course book is required, this one might be a good choice. Some students reported that they found it difficult to find appropriate terminology when writing their exams in Norwegian since most of the pensum texts were in English. Therefore, it might be helpful to provide a list of terminology and/or more readings in Norwegian. One suggestion for relevant information in Norwegian might be Neteland &amp; Aa. (2020). Master i norsk. Metodeboka 1 &amp; 2. Universitetsforlaget.Students reported that the obligatory assignment, in which they were asked to discuss the methods used in a master thesis of their choice, was relevant for the course and helpful in planning their own research. They also reported appreciating the opportunity to work in groups and the fact that the assignment was available already at the start of the semester, giving them some flexibility in balancing their workload. Some students reported that they would also have liked to have several smaller assignments throughout the semester, especially more practical exercises. Although it might be helpful to have more assignments to encourage more student engagement throughout the course, it could also be challenging to design assignments that will be equally relevant to all students, given the diversity in the group. We also believe that the process of reading a master thesis and discussing the methods provides valuable training in preparing for the students' own thesis planning, both in terms of giving an idea of the expectations of the contents of a master thesis as well as training in critical thinking, so the current arrangement is not without its benefits. Including more in-class exercises and activities may fulfil the same role of keeping students engaged and giving them an opportunity to apply new skills, although this is probably mostly of help to students who attend class on campus rather than those who choose to watch lectures digitally.The learning outcomes for the course were up-to-date and relevant and mainly focused on developing knowledge of research methods and the critical thinking skills needed to apply them to the students' own research. The learning outcomes were discussed with students several times in lectures including in preparation for the exam. The students' responses to the obligatory assignment and exam questions indicated that they had gained some important understanding of research design and methods and generally included frequent and relevant references to the pensum texts, which suggests that they found these texts relevant to the assessment and the goals of the course.

Relevante basisemner og påbyggingsemner i språkvitenskap.

Emnet gir en innføring i sentrale metodologiske spørsmål innenfor det språkvitenskapelige forskningsfeltet. Et hovedformål er at studentene skal tilegne seg en forståelse av det metodemangfoldet som preger språkvitenskapen. Kurset vil derfor omfatte tilnærmingsmåter fra en rekke deldisipliner, samtidig som det åpner opp for fordypning i minst én mer spesifikk metode. Emnet har som ambisjon å gi studentene trening i å formulere forskningsspørsmål og å vurdere anvendeligheten og relevansen til ulike forskningsmetoder, og slik gi dem et grunnlag for å utvikle sine individuelle masterprosjekter. Emnet tar opp temaer som induktive vs. deduktive metoder, kvalitative vs. kvantitative data, forskningsetikk og kildekritikk. Videre vil studentene bli presentert for et bredt utvalg metodiske tilnærminger, som for eksempel forskningsintervju, deltakende observasjon, korpusstudier, introspeksjon, ulike typer eksperimenter, spørreskjema og dokumentstudier.

Forelesninger, praktiske øvinger i seminarform og eventuelt i laboratorium. Undervisningen vil foregå på norsk eller engelsk. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform. Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester).Obligatorisk aktivitet: Presentasjon av metodevalg i en konkret språkvitenskapelig studie, fortrinnsvis i grupper. Faglærer avgjør om presentasjonen skal gjennomføres muntlig eller skriftlig.

KunnskapKandidater som har bestått dette emnet- har kjennskap til det metodemangfoldet som kjennetegner språkvitenskapen. FerdigheterKandidater som har bestått dette emnet- kan vurdere anvendeligheten og relevansen av ulike forskningsmetoder i egne og andres forskningsarbeid.- kan formulere språkvitenskapelige problemstillinger og samtidig beskrive hvilke metoder som kan anvendes for å undersøke ulike problemfelt.- er i stand til å begrunne hvorfor visse metodiske valg kan være å foretrekke i tilknytning til spesifikke forskningsspørsmål.- har tilegnet seg kompetanse i forskningsmetoder som kan være relevante for deres eget masterarbeid. Generell kompetanseKandidater som har bestått dette emnet- kan reflektere over ulike etiske aspekter ved metodevalg.- kan finne informasjon i digitale og fysiske arkiv.

Lektorutdanning i språkfag - masterstudium (5-årig)

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The students reported that they were generally satisfied or very satisfied with the course, that it was taught at an appropriate level, and that the course was well-designed and interesting. The lectures for this course were given by 3 teachers who each specialised in different fields of linguistics, meaning that a number of topics could be well covered by staff who are familiar with, and have some degree of personal experience with using the research methods covered in the course, although limited time meant that we could still not cover every type of research method used in linguistics. There was a strong feeling of cooperation between the teaching staff involved and all members worked together on designing the schedule, assignment and exam questions, which seemed to result in a cohesive course overall.

The learning outcomes for the course were up-to-date and relevant and mainly focused on developing knowledge of research methods and the critical thinking skills needed to apply them to the students' own research. The learning outcomes were discussed with students several times in lectures.Some students noted that the Nordic study program includes a course (SPRÅL3500) that also introduces students to some of the concepts covered in SPRÅK3001 such as designing research projects and understanding ethical considerations in research, so expressed a concern that students who were taking/had taken that course were more advanced in planning their own research projects and may have been better prepared for this course and may have gotten more out of it as a consequence. Students suggested that a similar course could be offered to students in other programs so that they could benefit more from this research methods course.

The pandemic situation presented some challenges in the teaching of the course. Because we had to have a very large room for a relatively small number of students, the students reported feeling somewhat disconnected from the teachers and each other, and it also made engaging the class in group discussions somewhat more challenging. The social distancing restrictions also meant that we were not able to visit the research laboratories as a class as would normally occur, although students were offered the opportunity to arrange individual or small group visits. Since some students were not always able to attend lectures in person, efforts were made to ensure that the lectures slides (later posted on Blackboard) contained as much information as possible. Unfortunately, some students found that this meant the slides were slightly too busy and contained too much text for those who attended in person. Overall, however, students gave positive feedback about the lectures, syllabus, and interactions between teachers and students.Some students suggested that more interactive exercises might help them to feel more engaged with the research methods, although this would have been difficult to fit into a schedule that was already covering many topics and would have meant that some topics would have been covered in less depth. It was also challenging to prepare exercises for the students to do in class because the number of students attending lectures on campus varied throughout the semester (and including exercises to be done in class would have meant less information for those who did not attend). Group work exercises that could have been helpful were also difficult to organise due to social distancing restrictions. Students also asked if the lectures could be recorded or streamed for students who could not attend in person, and this might be something to consider for the future, although this wouldn't necessarily help with encouraging or enabling participation in exercises done in class.Students also suggested that the readings could be marked as essential or in-depth so that they would have a better idea of what to focus on, especially since they have different backgrounds and needs and some are not used to reading extensive academic texts in English. Including more information about how to prioritise the readings might be helpful for future courses, although it is difficult to know what effect this might have on the overall amount of reading the students would engage in.

The obligatory assignment and the exam were designed with the objectives of the course in mind as well as giving students an opportunity to focus on topics they found interesting and relevant for their own future research. Students reported finding the assessment for the course was very helpful in enabling them to prepare for their master projects, and appreciated the opportunity to work in groups for the obligatory assignment. They also reported that the relationship between the exam questions, the expected word count and the time given were appropriate.

Emnet har hjemmeeksamen på ca. 4000 ord som besvares i løpet av 5 dager. Eksamen besvares på norsk eller engelsk.



Emnet gir en innføring i sentrale metodologiske spørsmål innenfor det språkvitenskapelige forskningsfeltet. Et hovedformål er at studentene skal tilegne seg en forståelse av det metodemangfoldet som preger språkvitenskapen. Kurset vil derfor omfatte tilnærmingsmåter fra en rekke deldisipliner, samtidig som det åpner opp for fordypning i minst én mer spesifikk metode. Emnet har som ambisjon å gi studentene trening i å formulere forskningsspørsmål og å vurdere anvendeligheten og relevansen til ulike forskningsmetoder, og slik gi dem et grunnlag for å utvikle sine individuelle masterprosjekter.

Emnet tar opp temaer som induktive vs. deduktive metoder, kvalitative vs. kvantitative data, forskningsetikk og kildekritikk. Videre vil studentene bli presentert for et bredt utvalg metodiske tilnærminger, som for eksempel forskningsintervju, deltakende observasjon, korpusstudier, introspeksjon, ulike typer eksperimenter, spørreskjema og dokumentstudier.

Forelesninger, praktiske øvinger i seminarform og eventuelt i laboratorium. Undervisningen vil foregå på norsk eller engelsk. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform.
	
Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester).

Obligatorisk aktivitet: Presentasjon av metodevalg i en konkret språkvitenskapelig studie, fortrinnsvis i grupper. Faglærer avgjør om presentasjonen skal gjennomføres muntlig eller skriftlig.



Kandidater som har bestått dette emnet
- kan vurdere anvendeligheten og relevansen av ulike forskningsmetoder i egne og andres forskningsarbeid.
- kan formulere språkvitenskapelige problemstillinger og samtidig beskrive hvilke metoder som kan anvendes for å undersøke ulike problemfelt. 
- er i stand til å begrunne hvorfor visse metodiske valg kan være å foretrekke i tilknytning til spesifikke forskningsspørsmål. 
- har tilegnet seg kompetanse i forskningsmetoder som kan være relevante for deres eget masterarbeid. 
- kan reflektere over ulike etiske aspekter ved metodevalg.
- kan finne informasjon i digitale og fysiske arkiv.

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Forskningsmetoder i språkvitenskap - SPRÅK3001