The course will focus on teaching Icelandic as a second language to adults. The history of second language teaching will be reviewed and the four language skills, namely reading, writing, speaking and listening, and their interaction with the language system will be discussed. Special attention will then be paid to the inflection system, sentence structure and phonetics of Icelandic and how to teach the language system to adults and in what order. In this regard, the usefulness of explicit and implicit grammar and phonetics teaching to adults will be discussed. Consideration will be given to the description of grammar and pronunciation in the Common European Framework of Reference for Languages (CEFR), and students will be guided regarding teaching methods, task design and assessment.

The students write a concise project proposal for their MA thesis as well as selecting the subject and research metod with their teacher. They read academic journals on their subject/research method. The students will also make a teaching plan for six weeks, teach according to the plan and critically evaluate the result. This part of the course is in cooperation with teachers in The Faculty of Foreign Languages, Literature and Linguistics and teachers in Icelandic as a Second Language.

This is an overview course that introduces major theories of second language acquisition and how they influence language instruction. We will examine research on the cognitive, linguistic, individual, social and educational factors that affect the language learning process and language attainment. The role of input on language learning will be examined as well as the development of reading and writing skills in a second language. 

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

This course covers the nature of vocabulary acquisition: how vocabulary develops, is learned and taught. Various factors will be analyzed in detail, including, the role of pronunciation, word frequency, various learning strategies for vocabulary growth and considerable attention will be drawn to current research methodology in Vocabulary Acquisition. Students will review research as well as conduct a mini study.

Taught on Tuesdays and Thursdays at 10 am (2. and 3. year students only)

Training in various aspects of the writing and editing of scientific texts. Various kinds of texts (non-fiction) examined and evaluated. Training in reviewing and commenting on scientific texts and in other aspects of editorial work. The main emphasis will be on the writing of articles, but other kinds of texts will also be considered, both shorter (conference abstracts, reviews) and longer (theses, books), as well as research proposals. Discussion of guidelines for the preparation of manuscripts. Types of plagiarism and how to avoid them and find them. Texts on different subjects will be used as examples, especially writings in linguistics, literature and history. The book Skrifaðu bæði skýrt og rétt will be used as a textbook (Höskuldur Þráinsson 2015).

This course is open to students of many MA programmes in the School of Humanities, cf. the regulations of the individual subjects. Students in the MA programmes in Icelandic literature, Icelandic linguistics, Icelandic studies and Icelandic teaching can take the course as part of the MA course requirements in Icelandic literature or Icelandic linguistics. Students in the MA programme in Icelandic teaching can, however, not have this course as the only linguistics or literature course in their MA.

Course Description

This course focuses on teaching Icelandic as a second language for adults, specifically vocabulary in spoken and written language. The topics covered include both international and domestic discussions on vocabulary instruction and acquisition.

Attention will be given to teaching methods, vocabulary acquisition, and instructional strategies in formal educational settings as well as outside the classroom. The course will explore aspects such as input, output, and communication, along with active and passive vocabulary usage in a broader linguistic context. Research on Icelandic academic vocabulary will be examined, and vocabulary projects and assessment methods will be discussed. The Common European Framework of Reference for Languages (CEFR) will also be addressed. Additionally, the course will consider key aspects of Icelandic language policy, different linguistic registers, and word choice in specific contexts related to teaching and instructional materials.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

Recent years have seen an increased focus on data collection and statistical analysis within the humanities. This is particularly apparent in growing branches such as psycholinguistics, cognitive literary studies and experimental philosophy, to name a few. The push towards quantitative methods occurs at a time where the validity and reliability of well-established statistical methods are called into question in other fields, with increased demands of replicability and open access as well as data protection and responsibility. In this course, students explore the value of quantitative methods in their field while getting training in the collection and analysis of data. A diverse set of research methods will be introduced, ranging from surveys to corpus analysis and experiments in which participants’ response to stimuli (such as words, texts or audio-visual materials) is quantified. Basic concepts in statistics will be reviewed, enabling students to know the difference between descriptive and inferential statistics, understand statistical significance and interpret visual representations of data in graphs. The course will be largely practical and students are expected to apply their knowledge of data collection and analysis under the instructor’s guidance. Students will work on a project within their own discipline but will also explore the possibility of cross-disciplinary work. Open source tools such as R Studio will be used for all assignments but no prior knowledge of the software or statistics in general is required. The course is suitable for all students within the humanities who want to collect quantitative data to answer interesting questions and could therefore be a useful preparation for a BA or MA project.

The course will focus on teaching Icelandic as a second language to adults. The history of second language teaching will be reviewed and the four language skills, namely reading, writing, speaking and listening, and their interaction with the language system will be discussed. Special attention will then be paid to the inflection system, sentence structure and phonetics of Icelandic and how to teach the language system to adults and in what order. In this regard, the usefulness of explicit and implicit grammar and phonetics teaching to adults will be discussed. Consideration will be given to the description of grammar and pronunciation in the Common European Framework of Reference for Languages (CEFR), and students will be guided regarding teaching methods, task design and assessment.

The students write a concise project proposal for their MA thesis as well as selecting the subject and research metod with their teacher. They read academic journals on their subject/research method. The students will also make a teaching plan for six weeks, teach according to the plan and critically evaluate the result. This part of the course is in cooperation with teachers in The Faculty of Foreign Languages, Literature and Linguistics and teachers in Icelandic as a Second Language.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

This course covers the nature of vocabulary acquisition: how vocabulary develops, is learned and taught. Various factors will be analyzed in detail, including, the role of pronunciation, word frequency, various learning strategies for vocabulary growth and considerable attention will be drawn to current research methodology in Vocabulary Acquisition. Students will review research as well as conduct a mini study.

Taught on Tuesdays and Thursdays at 10 am (2. and 3. year students only)

Training in various aspects of the writing and editing of scientific texts. Various kinds of texts (non-fiction) examined and evaluated. Training in reviewing and commenting on scientific texts and in other aspects of editorial work. The main emphasis will be on the writing of articles, but other kinds of texts will also be considered, both shorter (conference abstracts, reviews) and longer (theses, books), as well as research proposals. Discussion of guidelines for the preparation of manuscripts. Types of plagiarism and how to avoid them and find them. Texts on different subjects will be used as examples, especially writings in linguistics, literature and history. The book Skrifaðu bæði skýrt og rétt will be used as a textbook (Höskuldur Þráinsson 2015).

This course is open to students of many MA programmes in the School of Humanities, cf. the regulations of the individual subjects. Students in the MA programmes in Icelandic literature, Icelandic linguistics, Icelandic studies and Icelandic teaching can take the course as part of the MA course requirements in Icelandic literature or Icelandic linguistics. Students in the MA programme in Icelandic teaching can, however, not have this course as the only linguistics or literature course in their MA.

.MA-thesis in Second Language Studies

Course Description

This course focuses on teaching Icelandic as a second language for adults, specifically vocabulary in spoken and written language. The topics covered include both international and domestic discussions on vocabulary instruction and acquisition.

Attention will be given to teaching methods, vocabulary acquisition, and instructional strategies in formal educational settings as well as outside the classroom. The course will explore aspects such as input, output, and communication, along with active and passive vocabulary usage in a broader linguistic context. Research on Icelandic academic vocabulary will be examined, and vocabulary projects and assessment methods will be discussed. The Common European Framework of Reference for Languages (CEFR) will also be addressed. Additionally, the course will consider key aspects of Icelandic language policy, different linguistic registers, and word choice in specific contexts related to teaching and instructional materials.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

Recent years have seen an increased focus on data collection and statistical analysis within the humanities. This is particularly apparent in growing branches such as psycholinguistics, cognitive literary studies and experimental philosophy, to name a few. The push towards quantitative methods occurs at a time where the validity and reliability of well-established statistical methods are called into question in other fields, with increased demands of replicability and open access as well as data protection and responsibility. In this course, students explore the value of quantitative methods in their field while getting training in the collection and analysis of data. A diverse set of research methods will be introduced, ranging from surveys to corpus analysis and experiments in which participants’ response to stimuli (such as words, texts or audio-visual materials) is quantified. Basic concepts in statistics will be reviewed, enabling students to know the difference between descriptive and inferential statistics, understand statistical significance and interpret visual representations of data in graphs. The course will be largely practical and students are expected to apply their knowledge of data collection and analysis under the instructor’s guidance. Students will work on a project within their own discipline but will also explore the possibility of cross-disciplinary work. Open source tools such as R Studio will be used for all assignments but no prior knowledge of the software or statistics in general is required. The course is suitable for all students within the humanities who want to collect quantitative data to answer interesting questions and could therefore be a useful preparation for a BA or MA project.

.MA-thesis in Second Language Studies

The course will focus on teaching Icelandic as a second language to adults. The history of second language teaching will be reviewed and the four language skills, namely reading, writing, speaking and listening, and their interaction with the language system will be discussed. Special attention will then be paid to the inflection system, sentence structure and phonetics of Icelandic and how to teach the language system to adults and in what order. In this regard, the usefulness of explicit and implicit grammar and phonetics teaching to adults will be discussed. Consideration will be given to the description of grammar and pronunciation in the Common European Framework of Reference for Languages (CEFR), and students will be guided regarding teaching methods, task design and assessment.

The students write a concise project proposal for their MA thesis as well as selecting the subject and research metod with their teacher. They read academic journals on their subject/research method. The students will also make a teaching plan for six weeks, teach according to the plan and critically evaluate the result. This part of the course is in cooperation with teachers in The Faculty of Foreign Languages, Literature and Linguistics and teachers in Icelandic as a Second Language.

This is an overview course that introduces major theories of second language acquisition and how they influence language instruction. We will examine research on the cognitive, linguistic, individual, social and educational factors that affect the language learning process and language attainment. The role of input on language learning will be examined as well as the development of reading and writing skills in a second language. 

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

This course covers the nature of vocabulary acquisition: how vocabulary develops, is learned and taught. Various factors will be analyzed in detail, including, the role of pronunciation, word frequency, various learning strategies for vocabulary growth and considerable attention will be drawn to current research methodology in Vocabulary Acquisition. Students will review research as well as conduct a mini study.

Taught on Tuesdays and Thursdays at 10 am (2. and 3. year students only)

Training in various aspects of the writing and editing of scientific texts. Various kinds of texts (non-fiction) examined and evaluated. Training in reviewing and commenting on scientific texts and in other aspects of editorial work. The main emphasis will be on the writing of articles, but other kinds of texts will also be considered, both shorter (conference abstracts, reviews) and longer (theses, books), as well as research proposals. Discussion of guidelines for the preparation of manuscripts. Types of plagiarism and how to avoid them and find them. Texts on different subjects will be used as examples, especially writings in linguistics, literature and history. The book Skrifaðu bæði skýrt og rétt will be used as a textbook (Höskuldur Þráinsson 2015).

This course is open to students of many MA programmes in the School of Humanities, cf. the regulations of the individual subjects. Students in the MA programmes in Icelandic literature, Icelandic linguistics, Icelandic studies and Icelandic teaching can take the course as part of the MA course requirements in Icelandic literature or Icelandic linguistics. Students in the MA programme in Icelandic teaching can, however, not have this course as the only linguistics or literature course in their MA.

Course Description

This course focuses on teaching Icelandic as a second language for adults, specifically vocabulary in spoken and written language. The topics covered include both international and domestic discussions on vocabulary instruction and acquisition.

Attention will be given to teaching methods, vocabulary acquisition, and instructional strategies in formal educational settings as well as outside the classroom. The course will explore aspects such as input, output, and communication, along with active and passive vocabulary usage in a broader linguistic context. Research on Icelandic academic vocabulary will be examined, and vocabulary projects and assessment methods will be discussed. The Common European Framework of Reference for Languages (CEFR) will also be addressed. Additionally, the course will consider key aspects of Icelandic language policy, different linguistic registers, and word choice in specific contexts related to teaching and instructional materials.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

Recent years have seen an increased focus on data collection and statistical analysis within the humanities. This is particularly apparent in growing branches such as psycholinguistics, cognitive literary studies and experimental philosophy, to name a few. The push towards quantitative methods occurs at a time where the validity and reliability of well-established statistical methods are called into question in other fields, with increased demands of replicability and open access as well as data protection and responsibility. In this course, students explore the value of quantitative methods in their field while getting training in the collection and analysis of data. A diverse set of research methods will be introduced, ranging from surveys to corpus analysis and experiments in which participants’ response to stimuli (such as words, texts or audio-visual materials) is quantified. Basic concepts in statistics will be reviewed, enabling students to know the difference between descriptive and inferential statistics, understand statistical significance and interpret visual representations of data in graphs. The course will be largely practical and students are expected to apply their knowledge of data collection and analysis under the instructor’s guidance. Students will work on a project within their own discipline but will also explore the possibility of cross-disciplinary work. Open source tools such as R Studio will be used for all assignments but no prior knowledge of the software or statistics in general is required. The course is suitable for all students within the humanities who want to collect quantitative data to answer interesting questions and could therefore be a useful preparation for a BA or MA project.

The course will focus on teaching Icelandic as a second language to adults. The history of second language teaching will be reviewed and the four language skills, namely reading, writing, speaking and listening, and their interaction with the language system will be discussed. Special attention will then be paid to the inflection system, sentence structure and phonetics of Icelandic and how to teach the language system to adults and in what order. In this regard, the usefulness of explicit and implicit grammar and phonetics teaching to adults will be discussed. Consideration will be given to the description of grammar and pronunciation in the Common European Framework of Reference for Languages (CEFR), and students will be guided regarding teaching methods, task design and assessment.

The students write a concise project proposal for their MA thesis as well as selecting the subject and research metod with their teacher. They read academic journals on their subject/research method. The students will also make a teaching plan for six weeks, teach according to the plan and critically evaluate the result. This part of the course is in cooperation with teachers in The Faculty of Foreign Languages, Literature and Linguistics and teachers in Icelandic as a Second Language.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

This course covers the nature of vocabulary acquisition: how vocabulary develops, is learned and taught. Various factors will be analyzed in detail, including, the role of pronunciation, word frequency, various learning strategies for vocabulary growth and considerable attention will be drawn to current research methodology in Vocabulary Acquisition. Students will review research as well as conduct a mini study.

Taught on Tuesdays and Thursdays at 10 am (2. and 3. year students only)

Training in various aspects of the writing and editing of scientific texts. Various kinds of texts (non-fiction) examined and evaluated. Training in reviewing and commenting on scientific texts and in other aspects of editorial work. The main emphasis will be on the writing of articles, but other kinds of texts will also be considered, both shorter (conference abstracts, reviews) and longer (theses, books), as well as research proposals. Discussion of guidelines for the preparation of manuscripts. Types of plagiarism and how to avoid them and find them. Texts on different subjects will be used as examples, especially writings in linguistics, literature and history. The book Skrifaðu bæði skýrt og rétt will be used as a textbook (Höskuldur Þráinsson 2015).

This course is open to students of many MA programmes in the School of Humanities, cf. the regulations of the individual subjects. Students in the MA programmes in Icelandic literature, Icelandic linguistics, Icelandic studies and Icelandic teaching can take the course as part of the MA course requirements in Icelandic literature or Icelandic linguistics. Students in the MA programme in Icelandic teaching can, however, not have this course as the only linguistics or literature course in their MA.

.MA-thesis in Second Language Studies

Course Description

This course focuses on teaching Icelandic as a second language for adults, specifically vocabulary in spoken and written language. The topics covered include both international and domestic discussions on vocabulary instruction and acquisition.

Attention will be given to teaching methods, vocabulary acquisition, and instructional strategies in formal educational settings as well as outside the classroom. The course will explore aspects such as input, output, and communication, along with active and passive vocabulary usage in a broader linguistic context. Research on Icelandic academic vocabulary will be examined, and vocabulary projects and assessment methods will be discussed. The Common European Framework of Reference for Languages (CEFR) will also be addressed. Additionally, the course will consider key aspects of Icelandic language policy, different linguistic registers, and word choice in specific contexts related to teaching and instructional materials.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to register for a study of this kind.

Recent years have seen an increased focus on data collection and statistical analysis within the humanities. This is particularly apparent in growing branches such as psycholinguistics, cognitive literary studies and experimental philosophy, to name a few. The push towards quantitative methods occurs at a time where the validity and reliability of well-established statistical methods are called into question in other fields, with increased demands of replicability and open access as well as data protection and responsibility. In this course, students explore the value of quantitative methods in their field while getting training in the collection and analysis of data. A diverse set of research methods will be introduced, ranging from surveys to corpus analysis and experiments in which participants’ response to stimuli (such as words, texts or audio-visual materials) is quantified. Basic concepts in statistics will be reviewed, enabling students to know the difference between descriptive and inferential statistics, understand statistical significance and interpret visual representations of data in graphs. The course will be largely practical and students are expected to apply their knowledge of data collection and analysis under the instructor’s guidance. Students will work on a project within their own discipline but will also explore the possibility of cross-disciplinary work. Open source tools such as R Studio will be used for all assignments but no prior knowledge of the software or statistics in general is required. The course is suitable for all students within the humanities who want to collect quantitative data to answer interesting questions and could therefore be a useful preparation for a BA or MA project.

.MA-thesis in Second Language Studies