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MA English Language and Linguistics

Why we're great

  • Pursue what matters to you by choosing from a wide range of specialist subjects
  • Get stuck in with our hands-on approach to research and theory
  • Immerse yourself in our thriving research culture – we are ranked Top 10 in the UK for research quality

Course options

Duration: 1 year
Start month: October
Location: Colchester Campus
Based in: Language and Linguistics
Fee (Home/EU): £5,950
Fee (International): £14,950

Duration: 2 years
Start month: October
Location: Colchester Campus
Based in: Language and Linguistics
Fee (Home/EU): £2,975
Fee (International): £7,475

Course enquiries

Telephone 01206 872719
Email pgadmit@essex.ac.uk

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About the course

Conduct an in-depth study of the grammar of English. Learn about dialectal and social variation, language change and the pragmatics of language use, and study varieties of English used around the world.

If you wish to focus specifically on the linguistics of the English language then our MA English Language and Linguistics should interest you. “Grammar” is the body of knowledge that enables a speaker to produce and understand the language(s) they speak. We study that knowledge, taking a practical approach to our research through analysis of English corpora, recordings and texts.

Our course allows you to cover a wide range of topics related to English, including:

  • Dialectal and social variation
  • Conversation analysis
  • Language change
  • Language rights
  • Pragmatics

You also have the choice of optional topics including American languages, language and gender, multilingualism and language disorders.

We are one of the largest and most prestigious language and linguistics departments in the world, a place where talented students become part of an academic community in which the majority of research is rated ‘world-leading’ or ‘internationally excellent’, placing us firmly within the top 10 departments in the UK and among the top 150 departments on the planet (QS World University Rankings 2016).

If you want a global outlook, are interested in human communication, and want to study for a degree with real-world practical value in a world-class department, welcome to Essex.

Our expert staff

Our staff maintain excellent student-staff ratios with capped language-specific seminars.

In theoretical linguistics, Doug Arnold, Bob Borsley, Louisa Sadler, and Mike Jones work on the structure of sentences, focusing on English and other languages; Andrew Spencer investigates how complex words are created; and Nancy Kula and Wyn Johnson work on sound structure.

In sociolinguistics, Peter Patrick, Rebecca Clift, Enam Al Wer and Vineeta Chand all work on different aspects of how language varies, and investigate which factors cause such variation. Peter is also involved in language rights, and offers expert opinions in asylum cases where language is used to determine origin.

In applied linguistics, Florence Myles, Monika Schmid, Sophia Skoufaki, Karen Roehr-Brackin, Adela Gánem-Gutiérrez, and Roger Hawkins focus on the learning of second and further languages, whilst Julian Good, Christina Gkonou and Tracey Costley focus on issues to do with the classroom teaching of English as a foreign language.

In psycholinguistics, Sonja Eisenbeiss, Claire delle Luche and Fang Liu use experimental techniques to understand how children learn language, how adults process language, and what happens when language ability is impaired by brain disorders.

Specialist facilities

  • An exciting programme of research seminars and other events
  • Our Languages for All programme offers you the opportunity to study an additional language alongside your course at no extra cost
  • Our ‘Visual World’ Experimental Lab records response times and eye movements when individuals are presented with pictures and videos
  • Our Eye-Tracking Lab monitors eye movement of individuals performing tasks
  • Our Psycholinguistics Lab measures how long it takes individuals to react to words, texts and sounds
  • Our Linguistics Lab has specialist equipment to analyse sound
  • Our Albert Sloman Library houses a strong collection of books, journals, electronic resources and major archives

Your future

Our course can lead to careers in areas such as academic research, publishing, journalism, administration, public service and teaching. You develop key employability skills including research design, data analysis, thinking analytically, report writing and public speaking.

We work with the University’s Employability and Careers Centre to help you find out about further work experience, internships, placements, and voluntary opportunities.

Within our Department of Language and Linguistics, we also offer supervision for PhD and MPhil. We offer supervision in areas including language acquisition, language learning and language teaching, culture and communication, psycholinguistics, language disorders, sociolinguistics, and theoretical and descriptive linguistics.

Our graduates are successful in a wide variety of career paths. They leave Essex with a unique set of skills and experience that are in demand by employers.

One Masters not enough for you?

We offer a number of postgraduate taught double degrees with our international partners. You work for two Masters degrees, one at Essex and another at a prestigious university across the globe, gaining them both in a shorter time than studying them separately. This unique opportunity gives you a competitive edge when applying for jobs or prepares you for PhD study.

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Example structure

Postgraduate study is the chance to take your education to the next level. The combination of compulsory and optional modules means our courses help you develop extensive knowledge in your chosen discipline, whilst providing plenty of freedom to pursue your own interests. Our research-led teaching is continually evolving to address the latest challenges and breakthroughs in the field, therefore to ensure your course is as relevant and up-to-date as possible your core module structure may be subject to change.

For many of our courses you’ll have a wide range of optional modules to choose from – those listed in this example structure are, in many instances, just a selection of those available. Our Programme Specification gives more detail about the structure available to our current postgraduate students, including details of all optional modules.

Year 1

What interests you? Write a 16,000-word dissertation on a research topic of your choosing, with supervision from our expert staff. Gain research planning, organisational and project management skills while increasing your knowledge of the subject. Build your research abilities for future employment or a PhD.

Can sounds be analysed in terms of their constituent components of voicing, place and manner of articulation? Which features of sound are relevant for distinguishing word meanings? Is there a set of universal constraints on the way that sounds are related to mental representations? Acquire a solid understanding of phonological analysis, and apply that understanding to new data in a variety of languages.

Why are English modal verbs ‘tricky’ and how can we elucidate their properties? How can infinitival constructions be analysed? Gain a sound understanding of the clause structure of English. Learn how to solve grammatical problems for yourself.

What is Optimality Theory? Why is it regarded as superior to other phonological theories? Gain an understanding of this influential theory, and apply it to the analysis of phonological data in a variety of languages.

How can we capture the structural similarities between clauses and nominal expressions? Are gerunds nouns or verbs? Gain a sound understanding of the English nominal system. Develop your skills in exploring the grammar of English as an object of intellectual inquiry.

How did the accents and dialects of English develop? What are the differences between them? Become skilful in identifying where speakers are from on the basis of their accent. Gain a sound understanding of the major changes which have affected English over the last 1,000 years.

What factors determined the varieties of English which evolved in Wales, Scotland and Ireland? How can you tell a New Zealander from an Australian? Investigate the different accents of English spoken outside England. Understand how English changed as it spread across the globe.

What is language? How should language be investigated? What is the relation between language and mind? Explore some broad general issues in linguistics, and learn what contemporary mainstream linguistics has to say about them.

Why might speakers of English interpret “It’s hot in here” spoken in a crowded meeting room as a request to open the window? What unconscious inference do we draw about the poor from a statement like “She is poor but honest”? Find out how Relevance Theory, a general theory of pragmatics, explains phenomena like these and others that arise when speakers use language.

Wish to run experiments on child-language acquisition? Examine research on children’s acquisition of English. Understand and critically evaluate the data analysis techniques available. Develop and present your own arguments in a variety of formats, building your knowledge and professional skills for future research.

How do children develop phonologically? And how does this change if they have delayed or disordered speech? Examine how phonological theories have been applied to first language data. Apply the knowledge you gain to sample data sets of child speech.

How is semantic information represented and organised in the mind? How much detail about the phonological and morphological structure of words is stored in our brain? How do we access the mental lexicon? Examine current topics and research findings that study the organisation and function of the mental lexicon.

Want to work as a language teacher? Or conduct second language vocabulary research? Study how second language vocabulary can be taught, assessed and researched. Examine the latest research on how second language learners use vocabulary. Learn how to examine the vocabulary knowledge of EFL learners.

Is learning all about cognitive processes? What is the role of psychological factors in successful language learning and teaching? Why do foreign language teachers need to know about their learners?

Explore North America’s language history. Study language contact and conflict beginning with Native American languages. Why did English dominate other colonial languages? Why is Spanish expanding today but French contracting? How has US English – including Southern, African American, Midwestern and New England dialects – spread and changed? Should English be official?

What are the linguistic differentiations of women and men? Critically evaluate sociolinguistic explanations of sex differences in linguistic behaviour and language use. Understand how this research impacts on sociolinguistic theory, methodology and practice. Conduct your own research into gender differentiation.

Why do speakers of English initially think that sentences like “The horse raced past the barn fell” are ungrammatical? Why are sentences like “The mouse the cat chased stole the cheese” more difficult to understand than “The mouse stole the cheese and the cat chased the mouse”? Learn about the principles of sentence and discourse processing that guide language understanding. Conduct experiments testing how speakers respond to structurally different types of sentences.

How do you undertake research with multilingual children? How does this change if these children have language impairments? Study empirical research methods and results on multilingualism and language impairment. Examine theoretical models and evaluate the effectiveness of research. Understand the implications this research has on clinical practice and teaching.

What types of word structure are there in the world’s languages? Study the principal descriptive and theoretical questions in morphology. Analyse morphological phenomena in a variety of languages and understand differences in competing approaches to morphology.

From a human rights perspective, what kinds of conflicts occur around languages? Are there linguistic human rights? What are they? How do governments, lawmakers, schools, courts and international organisations identify and treat language problems? Can language planners and policymakers address conflicts involving indigenous peoples, national minorities, ethnic or racial groups?

What do you know about semantics? Wish to understand this key component of modern linguistics? Study formal semantics, working on examples and exercises that use logic in the analysis of natural language semantics. Examine the main topics on word and sentence meaning in contemporary semantics.

Why should we use computers in the language classroom? When is their use appropriate? And how do you best use them? Study computer-assisted language learning (CALL), so that you understand the arguments for and against. Create CALL tasks using available tools and become familiar with a range of CALL resources.

What is the distinction between a speaker's words and what a speaker might mean by those words? We examine the relationship between language and the world, and the sort of knowledge we need to have to understand language in use.

How do we bring off the everyday miracle of having a conversation? This introduction to Conversation Analysis (CA) will examine the mechanics of interaction, showing us with how verbal and non-verbal actions are coordinated in time.

How are institutional contexts - the political interview, doctor-patient interaction, calls to the emergency services, amongst others - created in interaction? We use conversation-analytic methods to show how social institutions are constructed in talk itself.

How do you select literature for a language class? What are the distinctive features of literature for classroom use? What practical activities can language teachers undertake using literature? Learn to incorporate literature into the language classroom. Examine novels, poetry and drama, and understand how to use drama in the classroom.

What are the similarities between first and second language acquisition? And what are the differences? How does this change between child and adult second language acquisition? Study the key concepts around language acquisition. Evaluate, compare and contrast the main theories and empirical research.

How do you respond to learner questions about language? What do you understand about the nature of language? Build the linguistic vocabulary and analytical tools needed to talk about the English language effectively and accurately in second language learner classrooms.

What are the main phenomena of syntax and how can we describe and explain them? Study the properties of syntactic categories, subjects, complements and adjuncts, raising and control sentences, and long distance dependencies. Learn the importance of precise and explicit descriptions, of dealing with the full range of relevant data, and of accommodating different kinds of languages.

How does language change over time, vary across communities, and what do social alignments help explain about language variation and change? Explore the relationship between sociolinguistic theories and social groupings. Examine current sociolinguistic debates regarding language variation and change.

Wish to undertake psycholinguistic experiments? Work as a group on designing and preparing your own psycholinguistic research. As a team, collect and organise your experimental data. Use descriptive and inferential statistics to analyse your findings. Produce your own report that discusses your theoretical and methodological outcomes.

What teaching materials should you use? How does this change when you are teaching young learners? And what about adult learners? Develop a critical approach in deciding which course books or other available materials are most appropriate for a specific class or particular context.

Learn sociolinguistic research approaches to dialectology, variation, ethnography of speech, and discourse analysis by actually doing them. You’ll sample speaker populations, approach informants ethically, carry out participant observation, design questionnaires and other instruments, use digital recorders in sociolinguistic interviews to elicit natural speech, collect personal narratives, and analyse linguistic variation.

How important is empirical data in syntactic theorising? What are the norms of syntactic argumentation? Examine one of three contemporary syntactic theories – Lexical Functional Grammar, Head Driven Phrase Structure Grammar, and Minimalism. Build your knowledge of the core topics behind the theory.

How do you teach listening and speaking in a second language? Understanding the cognitive aspects and the teaching and learning strategies. Looking at and evaluating the different methodological approaches to teaching second language speaking and listening in relation to learner context, and choosing appropriate materials for your class.

How important is age when learning another language? Study the role that age plays in bilingual development. Examine second language acquisition in both naturalistic and classroom settings, alongside first and second language attrition. Explore current theories on bilingual development, evaluating the empirical evidence and learning implications from such research.

How do you use qualitative and quantitative methodologies to code and analyse sociolinguistic data? What software programs can assist with this? Understand the primary data coding and analysis methods for sociolinguistic research. Gain preparation in data analysis and presentation of your research and findings.

Are you ready for your dissertation? What qualitative research methods are suitable for your research? Learn more about the qualitative research methods and statistical techniques that you could use for your MA dissertation or other future research projects.

Do you want to explore in some depth a research question that has emerged from one of your modules? Are you keen to do some independent research? Survey the existing literature on a topic that has intrigued you. Prepare the ground for your MA dissertation, under the watchful eye of a supervisor.

Want to write lesson plans for different lesson types? Keen to make use of classroom resources and teaching aids? Understand the principles of teaching before embarking on classroom-based practice. Examine key topics like choosing materials, lesson planning, and classroom management. Learn to work as a member of a teaching team.

How do you manage a group of adult learners? Can you select and adapt teaching materials? Are you able to evaluate your lessons? Gain practical experience of teaching and observing teaching. Learn to plan lessons and provide opportunities for your learners to develop their speaking, writing, reading and listening skills.

What are the differences and similarities between music and language? How are language and music represented in the brain? Learn how to compare musical and linguistic sound systems. Understand the relationship between rhythm, meaning and emotion in speech and in music. Discover how music and language have evolved.

Teaching

  • Teaching methods include lectures, demonstrations and learning by teaching others
  • We run a weekly departmental seminar, attended by both staff and students

Assessment

  • Your eight one-term modules are assessed by coursework and you are also assessed on your dissertation

Dissertation

  • Your 16,000-word dissertation allows you to focus in-depth on your chosen topic from April onwards
  • Close supervision by a member of staff within our Department

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Qualifications

UK entry requirements

We will consider applications with an overall grade of 2:2 and above.

International and EU entry requirements

We accept a wide range of qualifications from applicants studying in the EU and other countries. Email pgadmit@essex.ac.uk for further details about the qualifications we accept. Include information in your email about the undergraduate qualification you have already completed or are currently taking.

IELTS entry requirements

IELTS 6.5 overall with a minimum component score of 5.5 except for 6.0 in writing

If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.

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Visit us

Open days

We hold postgraduate events in February/March and November, and open days for all our applicants throughout the year. Our Colchester Campus events are a great way to find out more about studying at Essex, and give you the chance to:

  • tour our campus and accommodation
  • find out answers to your questions about our courses, student finance, graduate employability, student support and more
  • meet our students and staff

If the dates of our organised events aren’t suitable for you, feel free to get in touch by emailing tours@essex.ac.uk and we’ll arrange an individual campus tour for you.

Virtual tours

If you live too far away to come to Essex (or have a busy lifestyle), no problem. Our 360 degree virtual tour allows you to explore the Colchester Campus from the comfort of your home. Check out our accommodation options, facilities and social spaces.

Exhibitions

Our staff travel the world to speak to people about the courses on offer at Essex. Take a look at our list of exhibition dates to see if we’ll be near you in the future.

Applying

You can apply for our postgraduate courses online. You’ll need to provide us with your academic qualifications, as well as supporting documents such as transcripts, English language qualifications and certificates. You can find a list of necessary documents online, but please note we won’t be able to process your application until we have everything we need.

There is no application deadline but we recommend that you apply before 1 July for our taught courses starting in October. We aim to respond to applications within two weeks. If we are able to offer you a place, you will be contacted via email.

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Although great care is taken in compiling our course details, they are intended for the general guidance of prospective students only. The University reserves the right to make variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses, if such action is reasonably considered to be necessary by the University.

The full procedures, rules and regulations of the University are set out in the Charter, Statues and Ordinances and in the University Regulations, Policy and Procedures.