university of cambridge linguistics phd

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PhD in Linguistics: Theoretical and Applied Linguistics

University of cambridge, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, similar courses at different universities, key information data source : idp connect, qualification type.

PhD/DPhil - Doctor of Philosophy

Subject areas

Linguistics

Course type

The Linguistics Section is unique in the UK in that it integrates theoretical and applied linguistics in a single section. The Section provides great variety and flexibility in course contents as well as subject-specific training and diversity of intellectual interactions. PhD topics in the range of research specialisms represented in the section and beyond the section in the Faculty of MMLL are accepted. Thus, students may choose to focus on a theoretically oriented study of the language sciences (eg interest in the syntactic organisation or sound structure of different languages), but may also be interested in a more applied direction of Linguistics (language acquisition, language processing, data mining of language corpora), or may choose to look at Linguistics from a specific language point of view (Italian linguistics).

In British universities, the PhD (Doctorate of Philosophy) is traditionally awarded solely on the basis of a thesis, a substantial piece of writing which reports original research into a closely defined area of enquiry. Within linguistics, some PhD students may do most of their work in libraries, or spend part of their time collecting and analysing data, or carry out experiments or fieldwork. The completion of the PhD thesis is generally expected to take three years, and most funding is based on this assumption. In addition to providing special supervision, both the Section and the Faculty run a programme of professional training for the benefit of all research students.

The programme includes seminars and workshops on library resources, giving conference papers, publishing, applications and interviews, teaching skills, specialist linguistic training, and film-making. The School of the Arts and Humanities runs a central programme covering a range of topics from PhD skills training, to language training and writing and editing skills. If you wish, you are likely to be given the opportunity of gaining experience in small group teaching for colleges. There may also be opportunities to gain some experience in language teaching in the Faculty.

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

Applicants for this course should have achieved a UK Masters (Distinction). Ordinarily Applicants should hold a distinction or equivalent in a Master's degree, in addition to a strong honours degree in a relevant field, with clear evidence of research potential.

Teaching English to Speakers of Other Languages (TESOL) with Applied Linguistics MA

University of central lancashire, msc by research modern languages, linguistics and society, ma by research modern languages, linguistics and society, mphil modern languages, linguistics and society, ma linguistics, soas university of london.

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Latest news and events

Funded German and Film Taster Day, 19 September 2024

29 July 2024

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PerMaSC: Speech Perception through Masks in School Contexts

• Education First Research Lab

Welcome to the Phonetics Laboratory at the University of Cambridge

Based in the Raised Faculty Building in the Theoretical and Applied Linguistics Section of the Faculty of Modern and Medieval Languages and Linguistics , the Phonetics Laboratory is home to research staff and students in phonetics and phonology, covering a range of subdisciplines in linguistics including forensic phonetics, language acquisition, psycholinguistics, sociolinguistics, language variation and change, phonological theory, prosody, pragmatics, morphology, and more.

Improving Voice Identification Procedures (IVIP)

'Improving Voice Identification Procedures' (IVIP) is an interdisciplinary project on earwitness evidence funded by the UK Economic and Social Research Council (Grant Ref: ES/S015965/1). The project aims to improve the understanding of earwitness behaviour and to improve the interaction of the criminal justice system with the use of earwitness evidence. IVIP brings together researchers in phonetics, linguistics, psychology, criminology and law, from four universities: University of Cambridge, De Montfort University, Nottingham Trent University and University of Oxford.

The Phonetics Laboratory holds two regular activities: Phonetics and Phonology Seminar and Tone and Intonation Reading Group.

Here you can find links to news articles and features on members of the Phonetics Lab.

First results from the collaborative project ‘PerMaSC: Speech Perception through Masks in School Contexts’ were presented by Phonetics Lab member Julia Schwarz at the Cambridge Language Sciences Symposium 2021. The project, initiated by PhD Candidates Katrina Kechun Li and Julia Schwarz...

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Research in Second Language Education

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‘An interdisciplinary course on applied linguistics and language education.’

Overview of the course

The MPhil/MEd Research in Second Language Education (RSLE) is a one-year master's course with a strong focus on research and methodology training. It is designed for students who have a background in language (including English) and seek to develop substantial knowledge and skills in researching language education. A major part of the course involves developing a good understanding of a wide range of research methods in applied linguistics and in social sciences. The course provides an excellent transition to and a valuable introductory experience for full-scale PhD research.

The thematic route adopts a broad definition of the term 'second language education'. It considers issues relating to the teaching and learning of languages (e.g. Arabic, Chinese, French, German, Italian, Russian, Spanish, Urdu) as well as issues relating to the teaching of English as a Second/Foreign/Additional Language across the world. The curriculum covers different phases of education (school, tertiary and lifelong) and various contexts of learning (instructed, self-directed and digital).

A special feature of the course is its broad-based training which enables students to combine linguistic and social analysis in their research. The disciplines and perspectives that are heavily drawn upon in this route include applied/educational linguistics, sociolinguistics, second language acquisition, sociocultural theory, bilingualism in education, and language teacher development.

Why choose us?

• An applied/educational linguistics course catering for students with diverse language, professional and research backgrounds;
• Offer an interdisciplinary perspective on language and literacy drawing on insights from psychology, technology, sociology, linguistics, education, and international development;
• Participate in the Interdisciplinary Language Sciences Programme offering opportunities to attend modules offered by other language and linguistics departments;
• Well connected to the University's interdisciplinary research initiatives on Migration and Language Sciences ;
• Offer a programme of academic events including research seminars, masterclasses and distinguished lectures;
• Involve students in the activities organised by the Second Language Education Group (SLEG ),  Cambridge Research in Community Language Education Network (CRiCLE-Net)  and  We Are Multilingual (WAM) Initiative;
• Provide one-to-one supervisions and individual support by a dedicated team with specialist expertise;
• Support an international alumni network comprising former students and visitors for networking and collaboration;
• Offer a teaching practicum session and a professional development workshop in collaboration with RSLE alumni;
• Develop skills for employability across a range of institutions including universities, international bodies, research organisations and language testing agencies;

What does this course offer?

We aim to combine in-depth critical understanding of the main currents of conceptual thinking in second language education with practical training in conducting L2 empirical research.

• examine key theoretical perspectives which have influenced recent research in second language education and relate these to the wider context of social and educational research;
• develop critical skills with respect to the literature on research in second language education, focusing mainly on instructive examples of empirical research;
• analyse and develop effective methodologies to examine critical issues in second language teaching and learning across all phases of education;
• investigate language and cultural issues from an international and comparative perspective.

How is the course organised?

The course comprises two strands of modules.

Research Methods Strand (RMS)

The modules in this strand cover various research methods used in social and educational research. These sessions are taught across thematic routes in the Faculty by the research methods team. All sessions are compulsory, but the course is arranged for full and part-time students separately to cater to different needs.

Thematic Route Strand (RSLE)

This strand has four modules which are offered exclusively to RSLE students. The modules cover various topics in applied linguistics and languages education. Each module focuses on the themes of Learning, Teaching, Policy and Methodology respectively, providing overall structural coherence to the course. RSLE sessions are scheduled on Mondays and Wednesdays from 2:00 to 6:30/7pm. Part-time PGCE-MEd students are required to complete half of each module and attend the sessions on Wednesdays only.

• Module 1 - Learning Context: Second Language Learning Theories across Disciplines
• Module 2 - Pedagogical Context: Second Language Classroom Pedagogies across Cultures
• Module 3 - Policy Context: International Perspectives on Language Education Policy and Multilingualism
• Module 4 - Methodological Context: Multiple Approaches to Researching Language, Learning and Education

Please note that students on the MPhil pathway have teaching sessions throughout the week while those on the PGCE-MEd pathway have one teaching session per week on a Wednesday afternoon (2-6:30/7pm).

Research Method Strand

Alongside these modules, you will benefit from 32 hours of Research Methods teaching. This is taught across all thematic Masters within the Faculty of Education, allowing you to interact with others on different courses.

It covers a broad range of social science research methods and is essential for Masters level understanding and critical engagement with the research literature in many specialist areas and in education more generally.

Through this strand you will acquire the skills necessary for designing, conducting, analysing, interpreting and reporting a research study for thesis.

Who are the course team?

The course is staffed by a core team of established members in the University who provide teaching and supervision. Other colleagues also contribute one-off lectures and tutorial support:

Phung Dao  

Linda Fisher

Karen Forbes

Yongcan Liu  (route coordinator)

Karen Ottewell

Anne-Marie Watkinson

Where do our students go?

We aim to foster future leaders in the field of second language education. Our graduates follow a wide range of professional options, including:

• further doctoral study
• international NGOs
• government departments
• language testing and assessment services
• book publishers
• schools and universities

Before Applying

Please note that this is a popular course and the course is usually oversubscribed well before the deadline. Potential applicants are advised to make early application , preferably by the beginning of December.

Qualifications and experience

Applicants normally have a good BA or MA degree in a language, including English, and an interest in the educational aspects of applied linguistics. Some prior professional experience in second language education is desirable (for instance, in teaching, assessment and teacher training).

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Postgraduate linguistics courses at University of Cambridge

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Theoretical and Applied Linguistics by thesis

University of cambridge.

• Faculty of Modern and Medieval Languages and Linguistics

Theoretical and Applied Linguistics by Advanced Study

Computation, cognition and language, linguistics: theoretical and applied linguistics.

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Psycholinguistics

Mrs maria polychronidou.

Bilingualism and biculturalism;  Executive Functions;  Multilingualism across the lifespan

Dr Adil Ishag

Psycholinguistics;  Second Language Acquisition;  Language and Cognition;  Bilingualism

Zihang Yang

Second Language Acquisition; Psycholinguistics; Language Prediction; Language Comprehension

Julia Schwarz

Morphological Processing; Phonology; Psycholinguistics; Cognitive Linguistics; Language Acquisition; Language Communication and Comprehension; Natural Language Processing

2023 (No publication date)

• Schwarz, J., 2023 (No publication date). Sensitivity to (sub)lexical cues as a function of cognitive profile and language abilities Doi: 10.17863/CAM.100130
• Schwarz, J., Bozic, M. and Post, B., 2023. Individual differences in the auditory processing of morpho-phonological and semantic cues Language, Cognition and Neuroscience, v. 38 Doi: 10.1080/23273798.2023.2227297
• Schwarz, J., Li, KK., Sim, JH., Zhang, Y., Buchanan-Worster, E., Post, B., Gibson, JL. and McDougall, K., 2022. Semantic Cues Modulate Children's and Adults' Processing of Audio-Visual Face Mask Speech. Front Psychol, v. 13 Doi: http://doi.org/10.3389/fpsyg.2022.879156
• Schwarz, J., Li, KK., Hong Sim, J., Zhang, Y., Buchanan-Worster, E., Post, B., Gibson, J. and McDougall, K., 2021. Speech Perception through Face Masks by Children and Adults Doi: 10.33774/coe-2021-l88qk
• Li, KK., Schwarz, J., Sim, JH., Zhang, Y., Buchanan-Worster, E., Post, B. and McDougall, K., 2022. Recording and timing vocal responses in online experimentation Proceedings of the Annual Conference of the International Speech Communication Association, INTERSPEECH, v. 2022-September Doi: http://doi.org/10.21437/Interspeech.2022-10697

Zhilin Wang

Natural language processing; Psycholinguistics; Personality psychology; Human language technologies

Dr Ya-Ning Chang

Computational modelling (neural network models) of language processing, word reading, visual word recognition, Psycholinguistics, Semantics

James Algie

Language acquisition, bilingualism, psycholinguistics, corpus linguistics

2024 (No publication date)

• Algie, J., 2024 (No publication date). L1 Transfer in the L2 Acquisition and Processing of the English Genitive Alternation: Combining Learner Corpus and Psycholinguistic Methodologies

Melek Karadag

Language comprehension; language acquisition; morphological processing; speech perception; orthographic processing

Professor Ianthi Maria Tsimpli

Bilingualism and multilingualism; first and second language acquisition; psycholinguistics; language impairment

2024 (Published online)

• Cairncross, A., Vogelzang, M. and Tsimpli, I., 2024 (Published online). Evaluating the Pseudorelative-First Hypothesis: Evidence from self-paced reading and persistence effects Glossa Psycholinguistics, v. 3 Doi: http://doi.org/10.5070/g6011225
• Bosch, JE., Tsimpli, IM. and Guasti, MT., 2023. How English-Medium Instruction affects language and learning outcomes of children in the Maldives Journal of English-Medium Instruction, v. 2 Doi: 10.1075/jemi.22001.bos
• Wigdorowitz, M., Perez, AI. and Tsimpli, IM., 2023. High-level listening comprehension in advanced English as a second language: Effects of the first language and inhibitory control BILINGUALISM-LANGUAGE AND COGNITION, Doi: http://doi.org/10.1017/S1366728923000135
• Wigdorowitz, M., Pérez, AI. and Tsimpli, IM., 2023. A holistic measure of contextual and individual linguistic diversity International Journal of Multilingualism, v. 20 Doi: 10.1080/14790718.2020.1835921
• Tsimpli, IM., 2022. On how linguistically-informed research can further address heterogeneity in bilingualism and autism Linguistic Approaches to Bilingualism, v. 12 Doi: http://doi.org/10.1075/lab.21061.tsi
• Treffers-Daller, J., Mukhopadhyay, L., Balasubramanian, A., Tamboli, V. and Tsimpli, I., 2022. How Ready Are Indian Primary School Children for English Medium Instruction? An Analysis of the Relationship between the Reading Skills of Low-SES Children, Their Oral Vocabulary and English Input in the Classroom in Government Schools in India Applied Linguistics, v. 43 Doi: 10.1093/applin/amac003
• Cilibrasi, L., Adani, F., Pérez, AI., Schmidt, E., Wigdorowitz, M. and Tsimpli, IM., 2022. The role of number mismatch and exposure in the comprehension of relative clauses in bilingual children Applied Psycholinguistics, v. 43 Doi: http://doi.org/10.1017/S0142716422000078
• Wigdorowitz, M., Pérez, AI. and Tsimpli, IM., 2022. Sociolinguistic context matters: Exploring differences in contextual linguistic diversity in South Africa and England International Multilingual Research Journal, v. 16 Doi: http://doi.org/10.1080/19313152.2022.2069416
• Durrleman, S., Peristeri, E. and Tsimpli, IM., 2022. The language-communication divide Autism, Language, Communication and Cognition, v. 4 Doi: 10.1075/elt.00037.dur
• Peristeri, E., Silleresi, S. and Tsimpli, IM., 2022. Bilingualism effects on cognition in autistic children are not all-or-nothing: The role of socioeconomic status in intellectual skills in bilingual autistic children. Autism, v. 26 Doi: http://doi.org/10.1177/13623613221075097
• Andreou, M., Peristeri, E. and Tsimpli, IM., 2022. Reference maintenance in the narratives of Albanian–Greek and Russian–Greek children with Developmental Language Disorder: A study on crosslinguistic effects First Language, v. 42 Doi: http://doi.org/10.1177/0142723720948312
• Pérez, AI., Fotiadou, G. and Tsimpli, I., 2022. Preserved executive control in ageing: The role of literacy experience Doi: http://doi.org/10.1101/2022.04.29.489913
• Baldimtsi, E., Nicolopoulou, A. and Tsimpli, IM., 2021. Cognitive and Affective Aspects of Theory of Mind in Greek-Speaking Children with Autism Spectrum Disorders. J Autism Dev Disord, v. 51 Doi: http://doi.org/10.1007/s10803-020-04595-0
• Buckner, L., Carter, H., Crocombe, D., Kargbo, S., Korre, M., Bhar, S., Bhat, S., Chakraborty, D., Douglas, P., Gupta, M., Maitra-Nag, S., Muhkerjee, S., Saha, A., Rajput-Ray, M., Tsimpli, I. and Ray, S., 2021. 'Bhavishya Shakti: Empowering the Future': establishing and evaluating a pilot community mobile teaching kitchen as an innovative model, training marginalised women to become nutrition champions and culinary health educators in Kolkata, India. BMJ Nutr Prev Health, v. 4 Doi: http://doi.org/10.1136/bmjnph-2020-000181
• Chen, X., Alexopoulou, T. and Tsimpli, I., 2021. Automatic extraction of subordinate clauses and its application in second language acquisition research. Behav Res Methods, v. 53 Doi: http://doi.org/10.3758/s13428-020-01456-7
• 2020. CORRECTION. Clin Linguist Phon, v. 34 Doi: http://doi.org/10.1080/02699206.2018.1533681
• Kaltsa, M., Prentza, A. and Tsimpli, IM., 2020. Input and literacy effects in simultaneous and sequential bilinguals: The performance of Albanian–Greek-speaking children in sentence repetition International Journal of Bilingualism, v. 24 Doi: http://doi.org/10.1177/1367006918819867
• Peristeri, E., Tsimpli, IM., Dardiotis, E. and Tsapkini, K., 2020. Effects of executive attention on sentence processing in aphasia. Aphasiology, v. 34 Doi: http://doi.org/10.1080/02687038.2019.1622647
• Schmidt, E., Pérez, A., Cilibrasi, L. and Tsimpli, I., 2020. PROSODY FACILITATES MEMORY RECALL IN L1 BUT NOT IN L2 IN HIGHLY PROFICIENT LISTENERS Studies in Second Language Acquisition, v. 42 Doi: 10.1017/s0272263119000433
• Tsimpli, IM., Vogelzang, M., Balasubramanian, A., Marinis, T., Alladi, S., Reddy, A. and Panda, M., 2020. Linguistic diversity, multilingualism, and cognitive skills: A study of disadvantaged children in India Languages, v. 5 Doi: http://doi.org/10.3390/languages5010010
• Pérez, A., Schmidt, E., Kourtzi, Z. and Tsimpli, I., 2020. Multimodal semantic revision during inferential processing: The role of inhibitory control in text and picture comprehension. Neuropsychologia, v. 138 Doi: http://doi.org/10.1016/j.neuropsychologia.2019.107313
• Peristeri, E., Baldimtsi, E., Andreou, M. and Tsimpli, IM., 2020. The impact of bilingualism on the narrative ability and the executive functions of children with autism spectrum disorders. J Commun Disord, v. 85 Doi: http://doi.org/10.1016/j.jcomdis.2020.105999
• Andreou, M., Tsimpli, IM., Durrleman, S. and Peristeri, E., 2020. Theory of mind, executive functions, and syntax in bilingual children with autism spectrum disorder Languages, v. 5 Doi: http://doi.org/10.3390/languages5040067
• Fotiadou, G., Muñoz, AIP. and Tsimpli, IM., 2020. Anaphora resolution and word-order across adulthood: Ageing effects on online listening comprehension Glossa, v. 5 Doi: http://doi.org/10.5334/GJGL.997
• Tsimpli, I., Whitmarsh, T., Giannakidou, A. and Katsikas, S., 2020. Institutional developments in Greek linguistics Journal of Greek Linguistics, v. 19 Doi: http://doi.org/10.1163/15699846-01902008
• Mastropavlou, M., Petinou, K., Tsimpli, IM. and Georgiou, AM., 2019. Morphophonology and compensation in Specific Language Impairment: Evidence from Standard Modern Greek and Cypriot Greek. Clin Linguist Phon, v. 33 Doi: http://doi.org/10.1080/02699206.2018.1505956
• Torregrossa, J., Bongartz, C. and Tsimpli, IM., 2019. Bilingual reference production: A cognitive-computational account Linguistic Approaches to Bilingualism, v. 9 Doi: http://doi.org/10.1075/lab.17026.tor
• Tsimpli, I., Mukhopadhyay, L., Treffers-Daller, J., Alladi, S., Marinis, T., Panda, M., Balasubramanian, A. and Sinha, P., 2019. Multilingualism and multiliteracy in primary education in India: A discussion of some methodological challenges of an interdisciplinary research project Research in Comparative and International Education, v. 14 Doi: http://doi.org/10.1177/1745499919828908
• Lavidas, N. and Tsimpli, IM., 2019. Object Omission in Contact: Object Clitics and Definite Articles in the West Thracian Greek (Evros) Dialect Journal of Language Contact, v. 12 Doi: http://doi.org/10.1163/19552629-01201006
• Kaltsa, M., Tsimpli, IM. and Argyri, F., 2019. The development of gender assignment and agreement in English-Greek and German-Greek bilingual children LINGUISTIC APPROACHES TO BILINGUALISM, v. 9 Doi: http://doi.org/10.1075/lab.16033.kal
• Cilibrasi, L., Adani, F. and Tsimpli, I., 2019. Reading as a Predictor of Complex Syntax. The Case of Relative Clauses. Front Psychol, v. 10 Doi: http://doi.org/10.3389/fpsyg.2019.01450
• Prentza, A., Kaltsa, M., Tsimpli, IM. and Papadopoulou, D., 2019. The acquisition of Greek gender by bilingual children: The effects of lexical knowledge, oral input, literacy and bi/monolingual schooling International Journal of Bilingualism, v. 23 Doi: http://doi.org/10.1177/1367006917733066
• Kaltsa, M., Tsimpli, IM. and Argyri, F., 2019. The development of gender assignment and agreement in english-Greek and German-Greek bilingual children Linguistic Approaches to Bilingualism, v. 9 Doi: http://doi.org/10.1075/lab.16033.kal

2018 (Accepted for publication)

• Tsimpli, IM., Torregrossa, J. and Bongartz, C., 2018 (Accepted for publication). Bilingual reference production: A cognitive-computational account Linguistic Approaches to Bilingualism,

2017 (Accepted for publication)

• Tsimpli, IM., 2017 (Accepted for publication). Crosslinguistic influence is not necessarily Attrition Linguistic Approaches to Bilingualism, v. 7 Doi: http://doi.org/10.1075/lab.00021.tsi
• EGGER, E., HULK, A. and TSIMPLI, IM., 2017 (Accepted for publication). Crosslinguistic influence in the discovery of gender: the case of Greek–Dutch bilingual children* Bilingualism, Doi: http://doi.org/10.1017/S1366728917000207
• PERISTERI, E., TSIMPLI, IM., SORACE, A. and TSAPKINI, K., 2017 (Accepted for publication). Language interference and inhibition in early and late successive bilingualism* Bilingualism, Doi: http://doi.org/10.1017/S1366728917000372
• Kaltsa, M., Prentza, A., Papadopoulou, D. and Tsimpli, IM., 2017 (Accepted for publication). Language external and language internal factors in the acquisition of gender: the case of Albanian-Greek and English-Greek bilingual children International Journal of Bilingual Education and Bilingualism, Doi: http://doi.org/10.1080/13670050.2017.1385591
• Peristeri, E., Andreou, M. and Tsimpli, IM., 2017. Syntactic and story structure complexity in the narratives of high-and low-language ability children with autism spectrum disorder Frontiers in Psychology, v. 8 Doi: http://doi.org/10.3389/fpsyg.2017.02027
• Cunnings, I., Fotiadou, G. and Tsimpli, I., 2017. ANAPHORA RESOLUTION AND REANALYSIS DURING L2 SENTENCE PROCESSING Studies in Second Language Acquisition, Doi: http://doi.org/10.1017/S0272263116000292
• Rothou, KM. and Tsimpli, I., 2017. Biliteracy and reading ability in children who learn Greek as a second language International Journal of Bilingual Education and Bilingualism, Doi: http://doi.org/10.1080/13670050.2017.1386614
• Andreou, M. and Tsimpli, I., 2017. Aspectual distinctions in the narratives of bilingual children International Review of Applied Linguistics in Language Teaching, v. 55 Doi: http://doi.org/10.1515/iral-2017-0111

2016 (Accepted for publication)

• Kaltsa, M., Tsimpli, IM., Marinis, T. and Stavrou, M., 2016 (Accepted for publication). Processing Coordinate Subject-Verb Agreement in L1 and L2 Greek. Frontiers in Psychology, v. 7 Doi: http://doi.org/10.3389/fpsyg.2016.00648
• Gagarina, N., Klop, D., Tsimpli, IM. and Walters, J., 2016. Narrative abilities in bilingual children Applied Psycholinguistics, v. 37 Doi: http://doi.org/10.1017/S0142716415000399
• Tsimpli, I-M., Peristeri, E. and Andreou, M., 2016. Narrative production in monolingual and bilingual children with Specific Language Impairment Applied Psycholinguistics, v. 37 Doi: http://doi.org/10.1017/S0142716415000478
• Tsimpli, I-M., Andreou, M., Kaltsa, M. and Kapia, E., 2016. Albanian-Greek bilingual children in Albania and Greece: the effects on mother tongue literacy/education on cognitive abilities Albanohellenica, v. 6
• Tsimpli, IM., Peristeri, E. and Andreou, M., 2016. Object Clitic production in monolingual and bilingual children with Specific Language Impairment: A comparison between elicited production and narratives Linguistic Approaches to Bilingualism, v. 7 Doi: http://doi.org/10.1075/lab.15025.tsi
• Łuniewska, M., Haman, E., Armon-Lotem, S., Etenkowski, B., Southwood, F., Anđelković, D., Blom, E., Boerma, T., Chiat, S., de Abreu, PE., Gagarina, N., Gavarró, A., Håkansson, G., Hickey, T., de López, KJ., Marinis, T., Popović, M., Thordardottir, E., Blažienė, A., Sánchez, MC., Dabašinskienė, I., Ege, P., Ehret, I-A., Fritsche, N-A., Gatt, D., Janssen, B., Kambanaros, M., Kapalková, S., Kronqvist, B., Kunnari, S., Levorato, C., Nenonen, O., Fhlannchadha, SN., O'Toole, C., Polišenská, K., Pomiechowska, B., Ringblom, N., Rinker, T., Roch, M., Savić, M., Slančová, D., Tsimpli, IM. and Ünal-Logacev, Ö., 2016. Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words? Behav Res Methods, v. 48 Doi: http://doi.org/10.3758/s13428-015-0636-6
• Tsimpli, IM., Peristeri, E. and Andreou, M., 2016. Narrative production in monolingual and bilingual children with specific language impairment Applied Psycholinguistics, v. 37 Doi: http://doi.org/10.1017/S0142716415000478
• Blom, E., Schaeffer, J. and Tsimpli, IM., 2015. Reference and referentiality in native and learner grammars Lingua, Doi: http://doi.org/10.1016/j.lingua.2015.01.005
• 2015. Reference and Referentiality in Native and Learner Grammars [Special Issue] Lingua: International Review of General Linguistics, v. 155
• Andreou, M., Knopp, E., Bongartz, C. and Tsimpli, I-M., 2015. Character reference in Greek-German bilingual children’s narratives EuroSLA Yearbook,
• Papadopoulou, D., Peristeri, E., Tsimpli, I-M., Marinis, T. and Plemenou, E., 2015. Pronoun ambiguity resolution in Greek: evidence from monolingual adults and children Lingua, v. 155
• Kaltsa, M., Tsimpli, IM. and Rothman, J., 2015. Exploring the source of differences and similarities in L1 attrition and heritage speaker competence: Evidence from pronominal resolution Lingua, v. 164 Doi: http://doi.org/10.1016/j.lingua.2015.06.002
• Tsimpli, IM., 2014. Early, late or very late?: Timing acquisition and bilingualism Linguistic Approaches to Bilingualism, v. 4 Doi: http://doi.org/10.1075/lab.4.3.01tsi
• Tsimpli, IM., 2014. Early, late or very late: Timing acquisition and bilingualism: A reply to peer commentaries Linguistic Approaches to Bilingualism, v. 4 Doi: http://doi.org/10.1075/lab.4.3.17tsi
• Tsapkini, K., Peristeri, E., Tsimpli, IM. and Jarema, G., 2014. Morphological decomposition in Broca's aphasia GPS Solutions, v. 18 Doi: http://doi.org/10.1080/02687038.2013.853022
• Tsapkini, K., Peristeri, E., Tsimpli, IM. and Jarema, G., 2014. Morphological decomposition in Broca's aphasia Aphasiology, v. 28 Doi: http://doi.org/10.1080/02687038.2013.853022
• Unsworth, S., Argyri, E., Cornips, L., Hulk, A., Sorace, A. and Tsimpli, I-M., 2014. The role of age of onset and input in early child bilingualism in Greek and Dutch Applied Psycholinguistics, v. 35
• Prentza, A. and Tsimpli, IM., 2013. The interpretability of features in second language acquisition: Evidence from null and postverbal subjects in L2 english Journal of Greek Linguistics, v. 13 Doi: http://doi.org/10.1163/15699846-13130204
• Peristeri, E. and Tsimpli, IM., 2013. Pronoun processing in Broca's aphasia: Discourse-syntax effects in ambiguous anaphora resolution Aphasiology, v. 27 Doi: http://doi.org/10.1080/02687038.2013.828344
• Tsimpli, IM. and Hulk, A., 2013. Grammatical gender and the notion of default: Insights from language acquisition Lingua, v. 137 Doi: http://doi.org/10.1016/j.lingua.2013.09.001
• Peristeri, E., Tsimpli, IM. and Tsapkini, K., 2013. The on-line processing of unaccusativity in Greek agrammatism Applied Psycholinguistics, v. 34 Doi: http://doi.org/10.1017/S0142716411000683
• Prentza, A. and Tsimpli, IM., 2013. On the optionality in L2 pronominal production and interpretation EUROSLA Yearbook, v. 13 Doi: 10.1075/eurosla.13.04pre
• Tsimpli, IM., 2011. External interfaces and the notion of 'default' Linguistic Approaches to Bilingualism, v. 1 Doi: http://doi.org/10.1075/lab.1.1.17tsi
• Mastropavlou, M. and Tsimpli, IM., 2011. The role of suffixes in grammatical gender assignment in modern greek: A psycholinguistic study Journal of Greek Linguistics, v. 11 Doi: http://doi.org/10.1163/156658411X563685
• Mastropavlou, M. and Tsimpli, IM., 2011. Complementizers and subordination in typical language acquisition and SLI Lingua, v. 121 Doi: http://doi.org/10.1016/j.lingua.2010.10.009
• Tsimpli, IM., Papadopoulou, D. and Mylonaki, A., 2010. Temporal modification in Greek adverbial clauses: The role of aspect and negation Lingua, v. 120 Doi: http://doi.org/10.1016/j.lingua.2008.10.008
• Fotiadou, G. and Tsimpli, IM., 2010. The acquisition of transitivity alternations in Greek: Does frequency count? Lingua, v. 120 Doi: http://doi.org/10.1016/j.lingua.2010.06.011
• Tsimpli, IM., 2009. 'Critical' aspects of language: Complex syntax and morphology Zeitschrift fur Sprachwissenschaft, v. 28 Doi: http://doi.org/10.1515/ZFSW.2009.009
• Tsimpli, IM. and Dimitrakopoulou, M., 2007. The interpretability hypothesis: Evidence from wh-interrogatives in second language acquisition Second Language Research, v. 23 Doi: http://doi.org/10.1177/0267658307076546
• Roussou, A. and Tsimpli, IM., 2006. On Greek VSO again! Journal of Linguistics, v. 42 Doi: http://doi.org/10.1017/S0022226706003914
• Tsimpli, IM. and Papadopoulou, D., 2006. Aspect and argument realization: A study on antecedentless null objects in Greek Lingua, v. 116 Doi: http://doi.org/10.1016/j.lingua.2005.07.011
• Parodi, T. and Tsimpli, IM., 2005. 'Real' and apparent optionality in second language grammars: finiteness and pronouns in null operator structures SECOND LANG RES, v. 21 Doi: http://doi.org/10.1191/0267658305sr248oa
• Tsimpli, IM., 2001. LF-interpretability and language development: a study of verbal and nominal features in Greek normally developing and SLI children. Brain Lang, v. 77 Doi: http://doi.org/10.1006/brln.2000.2413
• Tsimpli, IM. and Stavrakaki, S., 1999. The effects of a morphosyntactic deficit in the determiner system: The case of a Greek SLI child Lingua, v. 108 Doi: http://doi.org/10.1016/S0024-3841(98)00041-2
• Tsimpli, IM. and Smith, N., 1998. Modules and quasi-modules: Language and Theory of Mind in a polyglot savant Learning and Individual Differences, v. 10 Doi: http://doi.org/10.1016/S1041-6080(99)80130-7
• Smith, N. and Tsimpli, IM., 1997. Reply to Bates International Journal of Bilingualism, v. 1 Doi: http://doi.org/10.1177/136700699700100205
• Tsimpli, IM. and Roussou, A., 1996. Negation and polarity items in Modern Greek Linguistic Review, v. 13 Doi: http://doi.org/10.1515/tlir.1996.13.1.49
• O'Connor, N., Smith, N., Frith, C. and Tsimpli, IM., 1994. Neuropsychology and linguistic talent Journal of Neurolinguistics, v. 8 Doi: http://doi.org/10.1016/0911-6044(94)90019-1
• Smith, NV., Tsimpli, IM. and Ouhalla, J., 1993. Learning the impossible: The acquisition of possible and impossible languages by a polyglot savant Lingua, v. 91 Doi: http://doi.org/10.1016/0024-3841(93)90002-E
• Smith, N. and Tsimpli, IM., 1991. Linguistic modularity? A case study of a 'Savant' linguist Lingua, v. 84 Doi: http://doi.org/10.1016/0024-3841(91)90034-3
• Peristeri, E., Baldimtsi, E., Tsimpli, IM. and Durrleman, S., 2024. Chapter 8. Bilingualism matters Doi: http://doi.org/10.1075/sibil.66.08per
• Tsimpli, IM., Mukhopadhyay, L., Balasubramanian, A. and Treffers-Daller, J., 2024. Chapter 4. Microstructural properties in the narrative retellings of young English learners in EMI schools in India Doi: http://doi.org/10.1075/sibil.66.04tsi
• Peristeri, E., Maria, K., Eleni, F. and Tsimpli, IM., 2023. On the interaction of age, cognitive abilities, print exposure and pronoun type in pronoun resolution Doi: http://doi.org/10.1075/lfab.18.03per
• Fotiadou, G. and Tsimpli, IM., 2023. Individual Differences in Anaphora Resolution Doi: http://doi.org/10.1075/lfab.18.intro
• Torregrossa, J., Bongartz, C. and Tsimpli, IM., 2021. Bilingual reference production Doi: 10.1075/bct.117.04tor
• Peristeri, E., Andreou, M., Tsimpli, IM. and Durrleman, S., 2020. Bilingualism effects in the narrative comprehension of children with Developmental Language Disorder and L2-Greek Doi: 10.1075/sibil.61.10per
• Andreou, M., Dosi, I., Papadopoulou, D. and Tsimpli, IM., 2020. Heritage and non-heritage bilinguals Doi: http://doi.org/10.1075/sibil.59.07and
• Andreou, M., Dosi, I., Papadopoulou, D. and Tsimpli, IM., 2020. Heritage and non-heritage bilinguals the role of biliteracy and bilingual education Doi: http://doi.org/10.1075/sibil.59.07and

2017 (Published online)

• Tsimpli, IM., Peristeri, E. and Andreou, M., 2017 (Published online). Cross-linguistic influence meets language impairment Doi: 10.1075/sibil.52.15tsi
• Fleva, E., Fotiadou, G., Katsiperi, M., Peristeri, E., Mastropavlou, M. and Tsimpli, IM., 2017. Language Experience and Memory Effects in Anaphora Resolution in Greek

2016 (Published online)

• Rothman, J., Tsimpli, IM. and Pascual y Cabo, D., 2016 (Published online). Formal linguistic approaches to heritage language acquisition Doi: 10.1075/sibil.49.02rot
• Dosi, I., Papadopoulou, D. and Tsimpli, IM., 2016. Issues in the Acquisition of Grammatical Aspect in Greek-English Bilingual Children
• Tsimpli, I-M., 2013. (Evidence for) the language instinct
• Papadopoulou, D., Tsimpli, I-M. and Amvrazis, N., 2013. Self-paced listening
• Grohmann, KK. and Tsimpli, IM., 2010. Introduction Doi: http://doi.org/10.1016/j.lingua.2008.11.012
• Tsimpli, IM. and Papadopoulou, D., 2009. Aspect and the Interpretation of Motion Verbs in L2 Greek Doi: 10.1075/lald.47.11tsi
• Tsimpli, IM., 2007. First language attrition from a minimalist perspective: Interface vulnerability and processing effects Doi: 10.1075/sibil.33.07tsi
• Tsimpli, IM., 2006. The acquisition of voice and transitivity alternations in Greek as native and second language Doi: 10.1075/lald.39.03tsi
• Tsimpli, IM., 1997. Resumptive Strategies and L2A: A Minimalist Account
• Tsimpli, IM., 1995. Focusing in Modern Greek
• Roussou, A. and Tsimpli, IM., 1994. On the interaction of Case and definiteness in Modern Greek
• Peristeri, E., Tsimpli, I-M., Jarema, G. and Tsapkini, K., 2016. Lexical representation and parsing of morphologically complex words in non-fluent variant PPA and non-fluent post-stroke aphasia JOURNAL OF NEUROCHEMISTRY, v. 138
• Peristeri, E., Tsimpli, I-M. and Tsapkini, K., 2016. Executive functions in non-fluent variant PPA: A comparison to non-fluent post-stroke aphasia JOURNAL OF NEUROCHEMISTRY, v. 138
• Peristeri, E., Tsimpli, I-M. and Tsapkini, K., 2016. The effect of verbal working memory capacity in sentence comprehension: a comparison between non-fluent post-stroke aphasia and non-fluent variant PPA JOURNAL OF NEUROCHEMISTRY, v. 138
• Tsimpli, I-M., Andreou, M., Masoura, E. and Agathopoulou, E., 2014. Narrative production, bilingualism and working memory capacity: a study of Greek-German bilingual children Proceedings of the 11th International Conference on Greek Linguistics,
• Peristeri, E., Tsimpli, I-M. and Williams, KD., 2014. OSTRACISM EFFECTS IN CHILDREN AND ADULTS WITH HIGH FUNCTIONING AUTISM INPACT 2014: INTERNATIONAL PSYCHOLOGICAL APPLICATIONS CONFERENCE AND TRENDS,
• Fotiadou, G., Fleva, E., Katsiperi, M. and Tsimpli, I-M., 2014. EXPLORING THE EFFECTS OF PRINT EXPOSURE ON LEXICAL PROCESSING AMONG GREEK ADULTS INPACT 2014: INTERNATIONAL PSYCHOLOGICAL APPLICATIONS CONFERENCE AND TRENDS,
• Peristeri, E. and Tsimpli, IM., 2013. Linguistic Processing and Executive Control: Evidence for Inhibition in Broca's Aphasia MAJOR TRENDS IN THEORETICAL AND APPLIED LINGUISTICS, VOL 2,
• Tsimpli, IM., Papakonstantinou, M. and Nicolopoulou, A., 2013. Linguistic Structure and Narrative Quality in Child L1 Production MAJOR TRENDS IN THEORETICAL AND APPLIED LINGUISTICS, VOL 2,
• Peristeri, E., Tsimpli, IM. and Tsapkini, K., 2011. Linguistic processing and executive control: Evidence for inhibition in Broca's aphasia Procedia - Social and Behavioral Sciences, v. 23 Doi: http://doi.org/10.1016/j.sbspro.2011.09.244
• Peristeri, E. and Tsimpli, IM., 2010. An interference method to investigate working memory in Greek-speaking patients with Broca's aphasia Procedia - Social and Behavioral Sciences, v. 6 Doi: http://doi.org/10.1016/j.sbspro.2010.08.034
• Peristeri, E., Tsimpli, IM. and Tsapkini, K., 2010. The processing of unaccusativity by eight greek-speaking agrammatic patients Procedia - Social and Behavioral Sciences, v. 6 Doi: http://doi.org/10.1016/j.sbspro.2010.08.087
• Tsimpli, IM., 2014. The prefunctional stage of first language acquisition: A crosslinguistic study Doi: http://doi.org/10.4324/9781315857190

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Course closed:

Theoretical and Applied Linguistics by Advanced Study is no longer accepting new applications.

The MPhil by Advanced Study is offered by the Linguistics Section within the Faculty of Modern and Medieval Languages and Linguistics (MMLL) as a full-time period of study and research, and introduces students to research skills and specialist knowledge.

The course aims:

• to provide students with the necessary background in linguistic theory and related topics at an intermediate and advanced level using a range of approaches and methodologies;
• to give students the opportunity to acquire expertise in their specific research interests in part by offering the opportunity of specialisation through pathways in the linguistics of particular languages;
• to provide foundations for continuation to PhD research;
• to offer the opportunity to participate in the research culture within and beyond the Faculty, for example within the Language Sciences community, by attending and contributing to postgraduate seminars and reading groups; and
• formulating a realistic research proposal, with suitably delineated aims, objectives, methods and scope;
• preparing written work based on the proposal;
• mastering the construction of a valid theoretical argument;
• selecting and mastering suitable research methods;
• collecting relevant bibliography;
• using computer databases and corpora;
• using the relevant software, including statistical packages where appropriate; and
• presenting well-argued academic material to the wider research community.

Learning Outcomes

By the end of the programme students will have developed:

• a deeper knowledge and understanding of linguistic theories and problems addressed in cutting-edge research in theoretical and applied linguistics and related areas;
• the skill of critically assessing current research and methods in theoretical and applied linguistics and related areas;
• the methodological and other technical skills necessary for research in their chosen area;
• improved presentation skills through presenting their research in progress; and
• the skills and confidence to engage in scholarly debate.

These outcomes are achieved through participation in lectures, research seminars, individual supervisions, and additionally through subject reading groups, discussion groups and meetings of scholarly societies.

In addition to these subject-specific skills, the following general transferable skills are also acquired.

General transferable skills

• The relatively intense timetable of the MPhil demands that students develop exemplary time-management skills. They work in collaboration with their supervisors to devise appropriate plans of study, and have to ensure that they meet all deadlines, formal and informal.
• The compulsory research methods course includes transferable skills, such as how to organise writing, how to formulate research questions appropriate to different methodologies, and general problem-solving skills. Written work is required to be concise, cogent, appropriately structured, and students are asked to adhere strictly to word limits, as in most areas of activity.
• Students are expected to make regular presentations in seminar situations. This develops their oral presentation skills, as does the assessed oral presentation on their "second seminar" at the end of the Lent term.

For those applying to continue from the MPhil to PhD, the minimum academic standard is normally an overall distinction on the MPhil.

The Postgraduate Virtual Open Day usually takes place at the end of October. It’s a great opportunity to ask questions to admissions staff and academics, explore the Colleges virtually, and to find out more about courses, the application process and funding opportunities. Visit the  Postgraduate Open Day  page for more details.

See further the  Postgraduate Admissions Events  pages for other events relating to Postgraduate study, including study fairs, visits and international events.

Departments

This course is advertised in the following departments:

• Faculty of Modern and Medieval Languages and Linguistics
• Department of Theoretical and Applied Linguistics

Key Information

9 months full-time, study mode : taught, master of philosophy, department of theoretical and applied linguistics this course is advertised in multiple departments. please see the overview tab for more details., course - related enquiries, application - related enquiries, course on department website, dates and deadlines:, michaelmas 2024 (closed).

Some courses can close early. See the Deadlines page for guidance on when to apply.

Funding Deadlines

These deadlines apply to applications for courses starting in Michaelmas 2024, Lent 2025 and Easter 2025.

Similar Courses

• Theoretical and Applied Linguistics by thesis MPhil
• Linguistics: Theoretical and Applied Linguistics PhD

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The list below links to details about every member of staff in Theoretical & Applied Linguistics.

For a general guide to research interests of members see Research Interests  and for those of PhD students see PhD Students ; general undergraduates enquiries should be addressed to [email protected]; general graduate enquiries should be sent to [email protected].

For details about others in the Faculty, see  How to Contact us  for general enquiries, or the full  Faculty Staff List  for specific individuals.

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