Baker, Giulia

Start date:
October 2012
Research Topic:
Jokes/wordplay in the primary curriculum; children’s cognitive/humour/linguistic development and children’s ability to decode different types of verbal ambiguity in joking riddles across KS2
Research pathway:
Research Supervisor:
Michelle Aldridge-Waddon
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC Studentship

An investigation into different types of ambiguity used in children’s jokes and into when children understand these different types of ambiguity (using Piaget’s framework of cognitive development and an Incongruity Resolution theory of humour). Findings from the study are aimed at informing content planning and implementation of developmentally appropriate jokes in the primary curriculum – specifically KS2

Barber, Kate

Barber, Kate
Start date:
October 2017
Research Topic:
The reframing and recontextualisation of sexual violence cases as an online radicalisation tool by right wing extremists
Research pathway:
Research Supervisor:
Dr Amanda Potts and Dr Dawn Knight
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC Studentship

Right-wing extremism is growing, particularly within the present political climate. While previous academic focus has been on right-wing rhetoric on race, little has examined how its anti-feminist agenda presents itself, especially in relation to sexual offences against women. Recent campaigns to prevent rape on campuses, provide education on consent, and an increasing trend to look at ‘hookup culture’ from a feminist viewpoint have led to the Alternative-Right (Alt-Right) proclaiming that men are often victims of ‘rape paranoia’. Understanding how this extreme right-wing propaganda influences men’s views of rape and sexual assault is crucial in order to develop counter-measures.

The proposed research will be based on linguistic analyses of comments on Alt-Right websites which discuss convictions for rape and sexual assault. The analyses will examine portrayals of convicted rapists presented as being victims of feminist-driven ‘rape paranoia’. Such construals targeted towards young men will be investigated with reference to current radicalisation frameworks. The two main research questions to be addressed by the research are:

  1. How, linguistically, are rape and sexual assault cases recontextualised by promoters of right-wing extremism?
  2. Which of the recontextualised features are the most salient for audience members who comment within the online forums?

Bergstrom, Axel

Bergstrom, Axel
Start date:
September 2019
Research Topic:
Linguistic, pragmatic and relational determinants of effective communication in dementia care in Wales
Research pathway:
Research Supervisor:
Professor Alison Wray
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC Studentship
Research keywords:
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Dementia is a disease that very often causes communication difficulties which can be highly challenging for both for people with dementia and their carers. My project is aiming to evaluating and developing communication training for carers to people with dementia in Wales, mainly using relevant linguistic communication theory.

The project will investigate communicative obstacles preventing people with dementia and carers from reaching their communicative goals. Furthermore, linguistic theory relevant to the dementia context will be applied in order to detect supported ways of facilitating communication in the given setting. Lastly, ways of introducing new forms of communication to carers will be explored in collaboration with Six Degrees in Salford.

Bowen, Neil Evan

Neil Bowen
Start date:
October 2013
Research Topic:
The development of academic writing in the digital age
Research pathway:
Research Supervisor:
Lise Fontaine, Gerard O'Grady
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC Studentship

My thesis explores the dynamics of choice in digital text construction. Specifically, it focuses on the development of academic writing from a social semiotic viewpoint, drawing on Systemic Functional Linguistics (e.g. Halliday), semiotic sociology (e.g. Bernstein), and sociogenetic psychology (e.g. Vygotsky). Its primary aims are: (i) To contribute to the dearth of longitudinal studies that provide an emic understanding of the development of academic writing practices, particular with regard to L2 writers; (ii) To illustrate how the logogenesis of texture can reveal the ontogenetic development and potential of the individual with regard to context and co-text; (iii) Demonstrate how a more holistic approach to the study of writing development can be beneficial to advancing theory, educational practice, and interdisciplinary knowledge.

Bristow, Ellen

Start date:
September 2019
Research Topic:
Child vocabulary development - Explicit etymology and morphology teaching at the transition from primary to secondary school
Research pathway:
Research Supervisor:
Dr Lise Fontaine and Dr Sara Pons-Sanz
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC Studentship

My research is in the field of vocabulary development. I have designed a morphology and etymology focused Vocabulary Development Programme, which explores whether explicit teaching of word parts, word history and vocabulary decoding skill could influence pupils’ ability to comprehend complex, unfamiliar academic vocabulary at the transition from primary to secondary school.

Brookes, Charlie

Brookes, Charlie
Start date:
October 2023
Research Topic:
Domestic Abuse in the Courtroom: A corpus-aided discourse analysis of the construction of victimhood at trial
Research pathway:
Research Supervisor:
Dr Dawn Knight and Dr Chris Heffer
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC DTP Studentship

This research project explores the linguistic representation of domestic abuse in the courtroom, by examining how witnesses and trial lawyers discursively (co)construct victimhood in two key trial genres: witness examinations and opening and closing statements. More broadly, this project aims to determine the extent to which domestic abuse myths and stereotypes, particularly those pertaining to victimhood, are ingrained within trial discourse.

Campbell, Rowan

Rowan Campbell
Start date:
October 2016
Research Topic:
Dialect Levelling in Cardiff
Research pathway:
Research Supervisor:
Mercedes Durham
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC Studentship

This PhD project aims to examine the accents of English spoken in Cardiff from the perspective of dialect levelling – a process occurring across Britain whereby some regional accent variants are losing ground in favour of supralocal variants. Apparent-time methodology will be used along with archive data in order to see any changes that have occurred and are occurring in Cardiff English, which will be identified by a range of phonological and morphosyntactic features. Cardiff’s history of diversity and in-migration make it an interesting location to examine from this perspective, as it is accepted that these factors have already played a role in the difference and ‘non-Welshness’ of CE when compared to other South Walian Englishes.

The data will consist of sociolinguistic interviews with older and younger speakers from Cardiff, and archive audio recordings from the 1980s and 1990s. Mixed methods in variationist sociolinguistics will be used to analyse the rates of selected features across the datasets, as this approach can give a fuller understanding of any processes underlying language change.

Carr, Alexander

Carr, Alexander
Start date:
October 2018
Research Topic:
An Empirical Investigation into The Nature and Degree of Nominality
Research pathway:
Research Supervisor:
Lise Fontaine
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC Studentship

My research focuses on the nature and degree of nominality. While it is widely accepted that nouns and verbs constitute two separate lexical classes, this distinction has been shown to be unsatisfactory due to variably applied criteria which inconsistently mix morphology, syntax and semantics (Lyons 1977:423). For example, one problem is that semantic distinctions such as event vs object are not reliable, e.g. the noun ‘fire’ behaves verbally, like a deverbal noun, but this meaning is not inherited from a verb (Vendler 1967:141). Hanks (2013:73) suggests that lexical items, in isolation, do not possess inherent meaning, but “meaning potential”, which is activated when placed in a context. In the field of Lexical Semantics, the analysis of word meaning from the ‘Semasiological’ perspective provides a beneficial heuristic to view the various meanings a nominal can express. By exploring the multidimensional interconnections of meaning within lexical items, we can examine how such nominals can express both event and object semantics. Nevertheless, while this analysis has allowed us to explore the semantics of nominals at a level that cannot be attained from only looking at classifications of lexical class, it does not explicitly provide us with empirical data on how the semantics of these nominals generally behave.Therefore, the aims of this research are threefold: (1) to determine how the nature and degree of nominality can be evaluated, (2) to determine how object, state, and event meaning come to be expressed in nominal forms and (3) to examine the relationship between the syntactic behaviour and the semantic properties of underived event nominals (UENs).

Chrispin, Lucy

Lucy Chrispin
Start date:
October 2016
Research Topic:
A cognitive functional account of indeterminate verbal categories
Research pathway:
Research Supervisor:
Lise Fontaine
Supervising school:
Primary funding source:
ESRC Studentship

My proposed research focuses on the indeterminate nature of certain types of verbs. Theories address the categorisation of verbs in terms of grammatical and semantic approaches, however do not identify the language processes involved and whether these categories have any psychological validity. Certain verbs are problematic with regards to categorisation, for example in behavioural processes the grammar and the semantics encode different information. Therefore, this research proposes to merge what is already known about these problematic verbs with psycholinguistic testing, in order to identify how conceptual events that are being represented are processed and categorized by speakers.

Coffey, Milo

Coffey, Milo
Start date:
October 2022
Research Topic:
Investigating lay understanding of medical terminology
Research pathway:
Research Supervisor:
Professor Tess Fitzpatrick and Dr Alexia Bowler
Supervising school:
Language Research Centre,
Primary funding source:
ESRC Studentship

Patients’ understanding of medical terminology is crucial, as studies have shown that incomplete or misunderstanding of these words can lead to problems with treatment and adverse outcomes, as well as undermine consent.

My research aims to investigate the extent to which people understand medical terms, how confident they are in their understanding, and what kinds of associations they might have with these words. This will be accomplished by building on methods successfully employed in similar research focusing on cancer terminology.

This research will contribute to knowledge of which words and phrases cause problems with understanding when they are used in consultations. Identifying these issues will enable medical professionals to be more aware of the language they use and adapt it where necessary to ensure effective communication. This should in turn lead to patients being able to both better consent to and better participate in decision-making about their health.

Collier, Emma

Collier, Emma
Start date:
September 2020
Research Topic:
Motion construal in verbs and deverbal nouns
Research pathway:
Research Supervisor:
Dr Lise Fontaine
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC Studentship

This research centres around the relationship between motion verbs (for example, ‘leave’) and their noun – or nominal – counterparts (for example, ‘arrival’). The specific types of nominals focused on in this research are those which have been derived from verbs, referred to as ‘deverbal nouns’. Whilst literature in the field has given extensive attention to motion verbs, research on motion nouns is comparatively absent, leaving many questions regarding the lexical, grammatical and semantic features of these deverbal nouns unanswered. Work that has been carried out on the verb-deverbal noun relationship is also somewhat conflicting, with contradictory accounts of how these nominalisations behave.

The aims of this research are threefold, corresponding to the following research questions:

  1. What is the nature of the motion construal (i.e. lexico-grammatical and semantic properties) of motion nouns compared to their corresponding verbs?
  2. To what extent does the orientation and composition of the verb-noun pair play a role in the distribution of the semantic features between them (e.g. deverbal nouns, denominal verbs, conversion, borrowings, etc.)?
  3. How can we account for new meanings emerging from the nominal category, both in terms of type and frequency?

These research questions will be approached with a three-stage methodology. First, a large dataset of verb-noun pairs will be built, and a general corpus (such as the British National Corpus) will be used to extract approximately 250 concordance outputs. Secondly, etymological details will be added to the database, followed by a statistical analysis to identify semantic patterns across the pairs. Finally, drawing upon Systemic Functional Linguistics and Cognitive Linguistics, a lexico-grammatical analysis will be conducted to provide an insight into the new meanings which emerge from the deverbal motion noun category.

This research will have applications in fields such as computational linguistics, language learning and teaching, and translation, in addition to establishing a database for typological and contrastive work on motion verb-noun pairs.

Deeming, Atlee

Atlee,
Start date:
October 2020
Research Topic:
Readability
Research pathway:
Research Supervisor:
Dr Vivienne Rogers
Supervising school:
Language Research Centre,
Primary funding source:
ESRC Studentship

A study into the effectiveness of readability strategies on look-a-like words in first and second language users of English

To investigate how first and second language users of English read look-a-like words, for example, interlingual homographs, minimal pairs, and cognates.  To test the effectiveness of different reading strategy interventions through the measurement of reaction times and error rates in lexical decision tasks. To develop a model of lexical representation and processing of reading look-a-like words, leading to a real-world application experiment with TALLman lettering in medication.

Kavanagh, Katharine

Kavanagh, Katharine
Start date:
October 2018
Research Topic:
What Is So Special About The Circus: Mediating the Divide Between Elite and Populist Values
Research pathway:
Research Supervisor:
Dr Amanda Potts
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC Studentship

My proposed research will explore the potential for a bridging communicative stance that can allow for more effective communication between elite and populist discourse communities, using for its case study reports on the experience of circus-based performing arts events.

A multi-methodology approach will draw from the fields of Audience Research and Corpus-based Discourse Analysis, examining evaluative language use in corpora of ‘legitimate’ public texts (publicity materials and published reviews), and transcripts of ‘lay’ audience member responses (from focus group activity with circus attendees).

The thesis will highlight and address any issues of conflict between the value systems of text producers and target audiences, laying groundwork for more effective communication strategies to be developed that integrate multiple value systems.

Kelly, Paul

Paul Kelly
Start date:
October 2014
Research Topic:
An Analysis of Modern Conservative Party Rhetoric; Representing Politics/Economics in the Age of ‘Post-Democracy’
Research pathway:
Research Supervisor:
Dr Gerard O’Grady
Supervising school:
School of English, Communication & Philosophy,

Following the work of Fairclough on the political rhetoric of New Labour (2000; 2010), this research will attempt to diachronically analyse the rhetoric of the Conservative Party in order to examine the similarities and differences in the current rhetorical strategies of both political Parties. Fairclough connected rhetorical strategies of New Labour to changes in the mode of governance: the incorporation of marketing practices into the political decision making process was claimed to be connected to linguistic patterning in a corpus of New Labour texts. Since the modern Conservative Party also employs such marketing practices, there is reason to expect some aspects of linguistic continuity in rhetorical strategies. If continuity in rhetorical strategies of two major political Parties were taken to be damaging to the concept of political representation, this investigation could, therefore, have powerful implications for the state of democracy as we know it.

Langner, Alice

Research Topic:
Patterns of speech sounds after surgery: investigating infants’ phonological development following full cleft palate restorative surgery
Research pathway:
Research Supervisor:
Dr Michelle Aldridge-Waddon and Professor Gerard O’Grady
Supervising school:

In the UK, 1 in every 700 babies are born with cleft lip and/or palate (NHS, 2020). Most infants with cleft palate receive full restorative surgery, but up to half of them do not reach full speech proficiency (Wren 2017). My research aims to better understand why speech difficulties persist in infants who have had successful cleft palate repair surgery through an analysis of early vocal production. The methodology integrates an established theory of speech acquisition presented by Vihman (2014:121). The articulatory filter hypothesis (AFH) proposes that infants notice words in their input speech that match their production, which, in turn, encourages a matching behaviour of phoneme-babble resemblances that encourage further vocal production. The AFH foregrounds the significance of production in early speech and highlights the phonological feedback-loop as a key foundation for later linguistic advances. Exploration of this theory could elucidate the role of matching to the acoustic/phonetic properties of caregiver input for reaching target-like speech.

 

Research Questions:

-How do the acoustic-phonetic properties of babbled consonants at 13-14 months differ between typically developing infants and infants after cleft palate repair?

-To what extent do CP infants respond to the sounds of caregiver speech in their own babble?

-To what extent do patterns of babbling and caregiver input matching predict speech and language outcomes at 24 and 36 months?

 

My research will bring a new perspective to an established theory of speech acquisition by considering Vihman’s AFH framework in the context of a clinical speech disorder. It will explore the extent to which an infant’s own vocalisations support/disrupt their path to full phonological proficiency after cleft palate restoration. The research could impact our understanding of the articulatory feedback-loop in the developmental processes of children with speech disorders and may support clinical provisions for infants after cleft palate repair.

Lukic, Mihaila

Lukic, Mihaila
Start date:
October 2019
Research Topic:
Identity, Narrative Construction, and the Negotiation of Power in Investigative Interviews of Police Suspects
Research pathway:
Research Supervisor:
Dr Chris Heffer
Supervising school:
Primary funding source:
ESRC Studentship

Despite over 85,000 US law enforcement officers being investigated for misconduct over the past decade, there have been no academic studies that I know of on the discourse of interviews of police officers conducted as part of such investigations. This research is particularly vital because of the US public’s record low confidence in the police. The current study therefore aims to address societal concerns in relation to the perceived ‘blue wall of silence’, by adding greater transparency regarding the procedures in place during investigations of police officers.

Specifically, this project aims to develop an understanding of how identity, narrative and power are discursively managed during investigative interviews of police officers following their use of deadly force in the line of duty. This qualitative study will employ thematic analysis in order to identify themes of interest, with a pragmatic approach to analysis then being used to analyze key stretches of discourse.

Marsh-Rossney, Rosie

Marsh-Rossney, Rosie
Start date:
October 2020
Research Topic:
Online Child Sexual Abuse: A Focus on Offender-to-Offender Communication
Research pathway:
Research Supervisor:
Professor Nuria Lorenzo-Dus
Supervising school:
College of Arts and Humanities,
Primary funding source:
ESRC Wales DTP Studentship

Working in partnership with TARIAN ROCU this PhD will investigate online grooming language, focusing on offender-to-offender communication

In the past, most research into paedophile language has focused on offline grooming and the interactions between offenders and victims. Increasingly, research into online grooming communication has developed and linguists have become involved in the field. However, little research has been done on the communication between offenders online despite the potential for improving profiling, identification, and prevention.

Using data from real offender-to-offender interactions, this project will aim to understand the offender’s modus operandi and offending processes, as well as risk-taking practises and hierarchies in online grooming communities. Computer assisted discourse studies (CADS) methods will be employed to contribute to this under-researched area of the field by examining offender-to-offender communication separately from victim-to-offender communication. The direct impact of this research on law enforcement protocols and practice could manifest via improvements in coded-message detection, linguistic profiling of offenders, and enabling more successful infiltration of online grooming networks by undercover police.

Mathias, Erin

Mathias, Erin
Start date:
October 2022
Research Topic:
Refashioning confession: The recontextualisation of digital confession evidence in court
Research pathway:
Research Supervisor:
Dr Chris Heffer and Dr Frances Rock
Supervising school:
Primary funding source:
ESRC Wales DTP studentship

A confession is a highly valuable form of forensic evidence (Redlich et al. 2018: 147), and if a confession is recorded, it is more likely to be admitted to court as evidence (Solan and Tiersma 2005: 53-72). However, while research on confessions within contexts such as police interview is plentiful, little is known about how confessions are managed by legal and lay participants in the courtroom. Similarly, there has been much research on the impact of lawyers’ courtroom recontextualisation strategies on the interpretation of other legal evidence (see Heffer, Rock and Conley 2013), but no studies focus specifically on the recontextualisation of recorded confessions.

This project therefore takes as its broad central research question:

How – lexically, syntactically and paralinguistically – do lawyers and confession witnesses
re-, de- and co-construct the meaning, authority and significance of confessions during witness examination and closing arguments?

To investigate, I will gather data from three US trials with corresponding confession evidence. All instances where confessions are recontextualised at trial will be identified and analysed then, crucially, compared to the source confession to more fully assess recontextualisation practices. These will be analysed using interactional sociolinguistics, a method that lends itself to exploring the connection between “small-scale interactions” and “large-scale sociological effects” (Jaquement 2011: 475).

In terms of impact, topically, this study will enhance knowledge in three key research areas: recontextualisation, digital evidence, confessions. Methodologically, use of interactional sociolinguistics as analytical mode “promises to solve real-word problems involving communication 
 by shedding light on the nature of meaning in language” (Tannen 1992: 12). Societally, this project has potential for more wide-ranging impact. Presence of a confession increases conviction likelihood (Kassin and Neuman 1997) – a decision made in courtrooms dependent on how that evidence is recontextualised by legal and lay participants. Thus, by identifying areas requiring communicative reform, this study could improve judicial fairness.

References

Heffer, C., Rock, F. and Conley, J. Legal-lay communication: Textual travels in the law. New York: Oxford UP.
Jaquement, M. 2011. Crosstalk 2.0: Asylum and communicative breakdown. Take and Talk 31(4): 375-502.
Kassin, S. M. and Neumann, K. 1997. On the power of confession evidence: An experimental test of the fundamental difference hypothesis. Law and Human Behaviour 21: 469-484.
Redlich, A. D., Yan, S., Norris, R. J., and Bushway, S. D. 2018. The influence of confessions on guilty pleas and plea discounts. Psychology, Public Policy, and Law 24(2): 147-157.
Solan, L. M. and Tiersma, P. 2005. Speaking of crime: The language of criminal justice. Chicago: University of Chicago Press.
Tannen, D. 1992. Interactional sociolinguistics. In: Bright, W. ed. Oxford International Encyclopedia of Linguistics. Oxford and New York: Oxford University Press, 9-12.

Mills, Chloe

Chloe,
Start date:
October 2019
Research Topic:
Applied Linguistics
Research pathway:
Research Supervisor:
Dr Vivienne Rogers and Dr Cornelia Tschichold
Supervising school:
Language Research Centre,
Primary funding source:
ESRC Studentship

Vocabulary is one of the key predictors of academic success and vocabulary deficits can limit a child’s educational development. The ‘word gap’ has been a pervasive issue in vocabulary research since the nineties and remains an issue today. However, our understanding of these issues is limited by a lack of normative figures for vocabulary growth and development for children.

This research seeks to answer the following principal questions:

  1. How much vocabulary and which vocabulary is learned each year from three years’ old up to the age of eleven?
  2. Is there evidence from OUP’s Learner Corpus, which contains data over 20 years, that vocabulary knowledge is diminishing?
  3. How is the lexical acquisition observed in this project best explained through theories and models of lexical acquisition in young learners?

The vocabulary sizes of children in a school in Wales will be measured using a vocabulary size test that should be sensitive enough to measure the variation in scores which underlies variation in educational performance, and also identify lexical items that distinguish high performing learners from low performing learners.

The second stage of this research project will be to use the Oxford University Press corpus of child English to evaluate whether lexical knowledge has diminished over the last 20 years. Changes in lexical sophistication will be examined and if the number and range of words used by children is diminishing over time then this will support the hypothesis that overall vocabulary knowledge is also diminishing.

The experiments carried out in this research will shed more light upon the state of the vocabularies of young children.

Mouma, Walaa

Mouma,  Walaa
Start date:
September 2023
Research Topic:
Understanding Second Language Acquisition for Syrian Female Refugees
Research pathway:
Research Supervisor:
Vivieen Rogers and Gwennan Higham
Supervising school:
Primary funding source:
ESRC DTP

I aim to investigate the English language learning experiences of Syrian female refugees in Wales, specifically those with low-literacy skills in their first language, Arabic. The motivation for this research lies in the vulnerability of refugees and the UK government’s resettlement commitment for up to 20,000 Syrian refugees under the Vulnerable Person Resettlement Scheme (VPRS) (Home Office, 2017). Focusing on female refugees is essential, as they are particularly vulnerable and under-studied in the literature (Ennser-Kananen and Pettitt, 2017). Limited low-literacy skills in the learners’ first language can impede integration into new communities (Capps et al., 2017). My personal connection as a Syrian female refugee, coupled with my work experience assisting refugees with low-literacy skills, motivates this research. I have witnessed their struggles and challenges, emphasising the importance of exploring their unique experiences.

To systematically address this, two sub-questions shape my analysis:
1. What difficulties do they face while learning English as a second language (L2)?
2. How is their sense of identity re/shaped by learning L2?

The inquiry unfolds logically, with refugees arriving in Wales possessing transferable literacy skills in Arabic. My overarching objective is to examine how they navigate English learning challenges with limited literacy skills in their native language, followed by an exploration of evolving dynamics in identity transformation. This research aspires to contribute to improved language learning policies for female refugees, particularly in the Welsh context.

Mullineux, Ruth

Ruth Mullineux
Start date:
October 2018
Research Topic:
Online Grooming Communication: The Victim's Perspective. New Understandings for Professional Practice Enhancement
Research pathway:
Research Supervisor:
Professor Nuria Lorenzo-Dus
Supervising school:
Language Research Centre,
Primary funding source:
ESRC Studentship

Working in partnership with NSPCC Cymru/Wales, this PhD will linguistically analyse victims’ own accounts of being groomed online.

Research into how the grooming process operates has until recently focused on offline contexts. Progressively, there has been a growing awareness of the need to explore how grooming operates in online spaces. To date, much of this research has focused on offender profiling. Research into the victims’ perspective of online grooming remains scarce. The research that exists tends to focus on risk and vulnerability factors, often using qualitative interview or survey methods that provide secondary, retrospective accounts.

This project will build on research that identifies online grooming as a communicative process, specifically aiming to explore how the victim/child talks about the experience of being groomed online. It is envisaged that, by exploring the under-researched topic of the victim’s perspective using hitherto under-utilised methodologies (linguistics and action research), this research will both advance understanding of online grooming communication and apply its findings to practice enhancement geared towards better prevention and, ultimately, improved protection for children.

Paice, Susannah

Paice, Susannah
Start date:
September 2020
Research Topic:
Usage-Based L2 Learning
Research pathway:
Research Supervisor:
Dr Andreas Buerki
Supervising school:
Primary funding source:
ESRC Studentship
External Sponsor:
SaySomethingin

The project aims to investigate a radically usage-based approach to the learning of second languages (L2s), including Welsh as an L2. Usage-based theories of language and of language learning have become very influential over the past 15 years, including in explaining first language acquisition. However, its insights have not been widely applied to L2 learning where methodology still follows more traditional understandings of language learning. This project addresses this shortcoming by investigating how fully usage-based L2 learning would work.

It will use SaySomethingIn (SSi) as a case study of a potentially usage-based language learning programme to ascertain how the framework may or may not be an accurate and useful portrayal of second language acquisition. This will involve a mixed methods approach, including quantitative data from the SSi programme and qualitative data from participants.

Perkins, Keighley

Perkins,  Keighley
Start date:
October 2019
Research Topic:
Visual Extremism Online: A Discursive News Values Analysis of Social Media Images from Radical Right Groups
Research pathway:
Research Supervisor:
Professor Nuria Lorenzo-Dus
Supervising school:
Language Research Centre,
Primary funding source:
ESRC Wales DTP Studentship

Working with law enforcement, this PhD will investigate the images used by radical right-wing groups on social media.

Platforms, such as Facebook and Twitter, have proved to be valuable tools for radical right-wing groups in that they provide access to vast audiences for little cost and minimal risk. As such, social media platforms can now be described as “the weapon of choice for extremist propagandists” (Luckert, 2017).

In particular, images are an effective means of persuasion for radical right-wing groups as they are easier to for audiences to process and, therefore, remember (Sternberg, 2006; Messaris and Abraham, 2001). Additionally, images transcend language barriers (Kovacs, 2015) and have a lasting emotive impact on audiences (Zelizer, 2010), making them transferrable across different contexts.

This project will, therefore, build on a relatively under-explored area by identifying the linguistic and visual strategies that radical right-wing groups use to communicate their ideologies and radicalise new members.

Powell, Emily

Emily Powell
Start date:
October 2015
Research Topic:
A corpus stylistic analysis of agency in pre-crime narratives
Research pathway:
Research Supervisor:
Dr Chris Heffer and Dr Dawn Knight
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC Studentship

My project explores the use of linguistic features to navigate agency in narratives written by offenders before they commit crimes. It will take the form of a diachronic corpus stylistic analysis of pre-crime manifestos, diaries and vlogs, and will aim to analyse how agency changes as the perpetrators move closer to committing their crimes, with a view to developing a diachronic model of agency in pre-crime narratives.

Singh, Jaspal

Start date:
October 2011
Research Topic:
The uses of English in urban, middle-class India: social meaning and identity constructions
Research pathway:
Research Supervisor:
Dr Frances Rock and Dr Mercedes Durham
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC Studentship

The project presents a synchronic, local and group-specific report of the various uses of English in urban India. I chose to study the everyday interaction of young members of the so-called middle-class in one of India’s big cities. I regard the middle-class as a discursively constructed social stratum which is ideologically intertwined with language. I am planning to observe a community of practice (Lave and Wenger 1995) – ideally a friendship clique – and analyse their habitual uses of linguistic and social interaction. Thus speakers will not be studied individually but in an environment of collaborating actors who are jointly negotiating, contesting and refining personal and group identities. Above and beyond a description, the research is therefore able to explore the social meaning of linguistic performances.

Steel, Kate

Kate Steel
Start date:
October 2017
Research Topic:
Police-victim interactions at the scene during domestic abuse call-outs
Research pathway:
Research Supervisor:
Dr Michelle Aldridge-Waddon and Dr Frances Rock
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC Studentship

My thesis focuses on communication between police officers and alleged victims at the scene during domestic abuse call-outs in England and Wales. Having been a largely unexplored site of empirical research, call-out interactions are now accessible due to the proliferation of police body-worn video (BWV). The study takes a linguistic ethnographic approach to explore the interpersonal work done by both police and alleged victims at the scene.

This project is motivated by the belief that a more contextualised and nuanced understanding of these pivotal interactions could inform the improvement of services provided by the police and other agencies to those affected by domestic abuse.

Tita, Edith M

Tita, Edith M
Start date:
October 2018
Research Topic:
Pronoun deixis in interpreted police interviews
Research pathway:
Research Supervisor:
Chris Heffer
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC Studentship

Often in police interviews where an interpreter is present, the interviewers and interviewees address the interpreter instead of each other; occasionally they might switch from one to another (sometimes more than once) in the course of the same interview. This project aims to use naturally-occurring data to investigate, from a discourse-analytical perspective, the possible consequences of this phenomenon in terms of rapport-building and the achievement of conversational goals.

Williams, Lowri

Williams, Lowri
Start date:
October 2023
Research Topic:
A functional description of the Verb-Noun in Welsh
Research pathway:
Research Supervisor:
Dr Andreas Buerki, Dr David Schonthal and Dr Iwan Rees
Supervising school:
School of English, Communication & Philosophy,
Primary funding source:
ESRC

This project will build on preliminary work by Fontaine and Williams (2021) to develop a description of the Welsh language through the Systemic Functional Linguistics (SFL) framework.

I intend to focus my research primarily on the verb-noun (Welsh: berfenw): a word class which does not exist in most other Indo-European languages. The verb-noun has been an enduring interest for scholars owing to its perceived ambiguous nature as neither fully verbal nor nominal, although the dearth of analysis conducted to date has largely been through generative frameworks devoid of ‘real’ data, e.g. Willis (1988) and Borseley et al. (2007).

In contrast with these formal approaches, proponents of SFL view language as a meaning-making resource, placing function and context front-and-centre in their analysis. Language and context are therefore interdependent: a language simultaneously constructs – and is constructued by – the community or culture in which it’s used (Thompson 2014). There is, however, no expectation that all languages (or indeed cultures) will be constructued in the same way: for a theory to be considered robust and flexible, it must contain as many varieties as possible (Fontaine 2006). The need for a functional description of Welsh is therefore evident, not only to expand our understanding of Welsh and the wider Celtic language family, but also to enhance the SFL framework itself.

It will draw on methods developed in the field of corpus linguistics to conduct a study in which the relevant Welsh language data are systematically identified, collected, and analysed, thus responding to calls from Gibson and Fedorenko (2013) and Lindquist (2009) for the use of empirical research methods in the production of language descriptions.

Cardiff University’s Centre for Language and Communication Research and Swansea University’s Language Research Centre match compatibility with distinctiveness and complementary offerings. Swansea specialises in language testing and media discourse and memory. Cardiff offers sociolinguistics (especially variation), functional grammar, language and law (especially courtroom discourse and police-lay interaction), word association, formulaic language, language and ageing, including dementia interaction, multimodality including graphic novels and comics and corpus linguistics. The pathway is therefore located in a dynamic hub for the development of new theory at the interface of language form, function, use and processing, and corpus-based discourse linguistics.

The Linguistics pathway sits within a rich research environment, recognised in the 2014 Research Excellence Framework for its very high quality and containing several major externally-funded research projects.  It offers all students opportunities such as discourse analytic training, deepening understanding of the richness and potential of theoretically-informed and linguistically-mediated approaches to content analysis. Corpus linguistics training is also on offer, enabling the examination of large bodies of text for patterns.

Students on this pathway are fully engaged in broader research activities, including committed involvement in our research committee, student-staff panel, postgraduate research seminar series and other forums, and in social events, which, like the summer postgraduate research conference, are organised by the students themselves.

Students on the ‘1+3’ route complete the specialist Language and Communication Research Masters programme which has a linguistically-oriented exemplification of core concepts and techniques.  Subject-specific training and student development continues throughout the doctorate including two annual PhD conferences with external expert guests, providing students with feedback on the content and presentation of their research.