This MA builds on the expertise of staff in the School who are leading authorities in Applied Linguistics. Students are introduced to the key ideas in linguistics and trained in research techniques. You then go on to choose from a wide range of optional modules, covering the areas of text and discourse analysis, corpus linguistics, vocabulary and teaching, the study of spoken and written language, as well as related options in world Englishes, literary linguistics, language and culture. You complete the course with a supervised dissertation. Entry dates: September and February.
Like many people, commencing study on an MA in Linguistics was for me part and parcel of a career change. I had worked in TV news for over ten years and decided that I wanted a complete change. I had a long standing interest in language, and so teaching English overseas seemed the obvious escape route. However, while teaching at a private language school may offer the opportunity to change course, it doesn’t generally offer much in the way of long terms career prospects. If you are looking for a meaningful career, you need more than just a CELTA qualification.
I am now approaching completion of the MA and have recently started teaching English at a Japanese university, but my choice of modules on the MA has not been directly related to teaching. I think that this is one of the strengths of the Nottingham English programme, in that you don’t have to decide before you begin what kind of degree you want to end up with. Nottingham offers an impressive array of modules, from medieval literature to cutting edge research technologies such as corpus analysis, and this gives you a great deal of freedom and means you can either specialize or chose modules from a variety of subject areas – you can pretty much make your degree whatever you want it to be.
Studying by distance presents its own particular challenges, the greatest of which for me is the inability to discuss ideas and concerns with fellow students, although the recent emergence of an online community of distance learners may go some way towards alleviating this. But while distance learning comes with its own difficulties, it also brings its own rewards in that it forces you to develop independent research skills – skills that will be invaluable to anyone wishing to go on to study for a PhD. But perhaps more importantly in my own case, distance learning offered an opportunity to undertake post-graduate study that simply would not have been available to me otherwise.
2:1 (or international equivalent in an arts, humanities or social science subject. IELTS: 7.0 (no less than 6.0 in any element)
Recipient: University of Nottingham
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