MEDIA

MA First_Second_Qualifying

MA FIRST YEAR – ENGLISH SEMESTER – I
Module No. Name of Module Credit Points Hours per Week
Lecture Tutorial
E 611 Grammar and Syntax 4 4 2
E 612 Sociolinguistics and Discourse Analysis 4 4 2
E 613 Thematic Studies – 1 4 4 2
E 614 Methodology 4 4 2
Total 16 16 8
Total Credit: 16 Total Hours: 24

E 611: Grammar and Syntax

Course Description

This module is designed to introduce different types of grammar, and aims and attitudes of modern linguistics. It also discusses the basic grammar notions, the goals of linguistic theories and the role of grammar in language teaching. This module helps students to discover prominent linguists. They also have to learn classic definitions of language, language in communication and role of grammar in defining a language. Students have to compare and contrast what language, linguistics and its role in modern society with its classic definition of language, traditional aspects of language. The course will include lectures, presentation, discussion and sharing sessions on the following:

  • Different types of grammar: Descriptive grammar, Pedagogical grammar, Prescriptive grammar, Reference grammar, Theoretical grammar, Traditional grammar
  • Aims and attitudes of modern linguistics
  • Basic grammatical notions: Morphology, Morpheme problems, Inflectional and derivational, Word classes, Grammatical categories, The sentence, Aspects of sentence syntax, Immediate constituent, Phrase structure, Rules, Word order
  • The goals of linguistic theories
  • Grammar and language teaching: Correlates of Grammar and language teaching, Traditional grammar, Taxonomic grammar, Phrase structure grammar, Transformational grammar, Case grammar, Prepositional and modal information in a grammar, Halliday’s functional grammar, Transformational and systemic models of grammar, Communicative competence, Functional grammar and functional language teaching

Learning Outcomes

At the end of the course, students will be able to:

  • discuss the different types of grammar
  • analyze the relationship between the structure and the meaning of English sentences
  • distinguish linguistic aspects to explain language, grammar and its structures
  • apply appropriate theoretical approaches in language teaching and learning context
  • combine their knowledge of language with grammar and structure to produce appropriate or effective utterances in different contexts in real-life situation.

Assessment

Total                           :  100 %

Final Examination     : 70 %

Class work                 :  30%

Class work includes attendance (5%), active participation in class discussion and group work (5 %), group- presentations and sharing sessions (10%) and written assignments and tutorials (10 %).

Coursebooks

Allen, J. P. B., & Widdowson, H. G. (1975) Grammar and Language Teaching: Edinburgh Course in Applied Linguistics. Vol. II. London: OUP

Burns, A., & Caroline, C. (2001). Analysing English in Global Context. London: Routledge.

Lyons, John. (1970). Chomsky. London:  Fontana Modern Masters.

References

Butt,D. et  al.  Using Functional Grammar (an explorer’s guide) (3rd ed). (2012) Palgrave Macmillan.

Eggins, S. (2004) Introduction to Systemic Functional Linguistics (2nd ed). Bloomsbury.

Halliday, M.A.K. (1985).  An Introduction to Functional Grammar  (2nd ed). London: Arnold.

Kim, J-B., & Sells, P. (2008). English Syntax: An Introduction. Center for the Study of Language and Information.

Miller, J. (2002). An Introduction to English Syntax. Edinburgh University Press.

Newson, M. (2006). Basic English Syntax with Exercises. Bolcsesz Konzorcium.

Valin, R. D. V., & Lapolla. R. J. (2004). Syntax: Structure, Meaning & Function. Cambridge University Press.

E 612: Sociolinguistics and Discourse Analysis

Sociolinguistics

Course Description

This module improves students’ understanding of relationship between language and sociology, how social norms and values affect linguistic behaviour, how variety and diversity of language is related to the social framework of its speakers and how language is used by people. The course includes lectures, presentations, discussions and sharing sessions on the following:

Differences between linguistics and sociolinguistics

Key Terms: Speech, Speech Community, Language Community, Dialect (Regional, Social, Temporal)

Language contact & Language change: Bilingualism (Stable/ Unstable), Pidgin, Creole, Lingua franca, External change (Borrowing, Loan translation), Internal change (Coining, Combining, Extending)

Speech event, Speech factors, Speech functions, Paralinguistic behaviour, Code switching

Learning Outcomes

By the end of the course, students will be able to:

  • predict the consequences of the language used in societies
  • recognize that language and society are mutually constitutive
  • examine the impact that society and language have on each other
  • use language in society effectively.

Discourse Analysis   

This module explores the ways in which language varies according to subject areas, social settings, communicative purposes and the social roles and identities of people. The course includes lectures, presentation, discussion and sharing sessions on the following:

What is discourse analysis?: What is discourse?; Discourse versus context; Spoken versus written language; Types of discourse

Linguistic elements in discourse: Cohesion; Information structure; ‘Given’ and ‘new’ information; Theme and rheme; Genre; Propositional analysis

Making sense of discourse: Discourse coherence; Speech acts; Background knowledge; How we process discourse; Conversation analysis; Negotiating meaning; Intercultural communication

Developing discourse competence: The early years: oral competence; School years

Learning Outcomes

By the end of the course, students will be able to:

  • interpret the relationship between sentences and social meaning and action
  • analyse language in use (structure, function)
  • investigate the formal devices used to connect sentences together
  • interpret the relationship between sentences and such different actions as requesting, ordering, promising, predicting and so on.

Assessment

The assessment of this module is through a combination of tutorial-based assessment, presentations and formal written assignment, (03%) and a final examination (70%).

Students will be able to demonstrate the completion of learning outcomes by:

  1. several pieces of research work and presentations during tutorial sessions that cover the basic theories and components of Sociolinguistics and Discourse analysis.
  2. producing written assignments and project work.
  3. A closed book examination on Sociolinguistics and Discourse Analysis.

Assessment:

  1. Tutorial based assessment (10%)
  2. Written assignments (10%)
  3. Project work / presentation: Short oral presentation delivered during tutorials (10%)
  4. Final Examination (70%)

References for Sociolinguistics

Allen, J. P. B. & S. P. Corder (1975). Papers in Applied Linguistics: Vol. 2. OUP (P.155 –)

Romaine, S. (1994). Language in Society: An Introduction to Sociolinguistics. Oxford: OUP

Wardhaugh, R. (1998). An Introduction to Sociolinguistics. Blackwell Publishers Inc.

References for Discourse Analysis

Coulthard, M. & Montgomery, M. (1981). Studies in Discourse Analysis. London: Routledge & Kegan Paul Ltd.

Halliday, M. A. K. & Hasan, R. (1976) Cohesion in English. Longman Group Ltd.

Kimberly L. G. & Long, A.Y. (2014). Sociolinguistics and Second Language Acquisition: Learning to Use Language in Context.  Routledge

McCathy, M. (1991). Discourse Analysis for Language Teachers. Cambridge Teaching Library. CUP.

Nunan, D. (1993) Discourse Analysis: Penguin Books Ltd.

Platridge. B (2012) Discourse Analysis: An Introduction (Bloomsbury Discourse) 2nd Edition. Bloomsbury Publishing

E 613: Thematic Studies – 1

Course Description

This module deals with the study of different genres of literature (poetry, prose and short story) through a thematic approach. It introduces students to 20th Century poems with interesting and recurring themes, different types of prose passages that describe, narrate and reveal cause and effect, and also short stories that address various contemporary themes. This module provokes students into critical and analytical thinking about the central themes to be explored in literary texts. Thematic studies enable students to examine themes or patterns of meaning within qualitative data.

Learning Outcomes

By the end of the course, students will be able to

  • formulate their thoughts and ideas about the selected literary works of different genres
  • explore themes of the literary texts and analyse the theme development

Assessment

Class discussions during the lectures: 5% Active engagement of students in class discussion is compulsory. During the lectures, students are expected to give proper response when the teacher asks questions that check their understanding of the literary text they are dealing and to give their own opinion and comment enthusiastically in analysing it. The instructor leads the class discussion to check students’ understanding and help them to get ideas about the theme of each literary text in the respective genre. Their active participation will be graded.

Attendance: 5% Attendance of students will be one of the criteria in assessment.

Written Assignment: 10% of the grade is for written tasks assigned for each genre of literature. Students are asked to work in groups so that they can learn from each other by sharing their own ideas in groups. The teacher gives a grade to the paper submitted by groups.

Presentation: 10% The another 10% of the grade is allotted for students’ group presentation on the assigned tasks. In assessing group presentation, Three-fold group assessment will be carried out. The teacher gives a grade to the group’s final product, group members give a grade to each other, and each group member gives a grade to him/herself, and justifies it. Every student’s grade is then a combination of: 50% teacher’s grade, 30% average of peer grades, and 20% of self-assigned grades.

Exam:70% of the grade is for students’ achievement in the final exam.   

References

Abrams, M.H. (1993). A Glossary of Literary Terms. Rhinehart and Winston Inc.

Abrams, M.H & Harpham, G.G (2009) A Handbook of Literary Terms. Cengage Learning India Private      Limited: New Delhi.

Conlin, M. L. (1992). Pattern Plus: A Short Prose Reader with Argumentation. Boston: Houghton Mifflin Co.

Hoeper, J. D. & Pickering, J. H. (1986). Literature. (Pg. 591-682). Second Edition. Macmillan Publishing Co.

Hoeper, J. D., & Pickering, J. H. (1990) Poetry. An Introduction. New York. Macmillan Publishing Co.

E 614: Methodology

Course Description

This module focuses on different language teaching methods which dated from the very first Grammar Translation to the more commonly used approach, Communicative Approach. This module also provides the common nature of approaches and method in language teaching from three aspects: approach, design and procedure. It also focuses on lesson objectives, materials, the role of teachers and students, the role of native language, and the most outstanding features of each method.

Learning Outcomes

By the end of the course, students will be able to:

  • identify different language teaching methods
  • demonstrate knowledge and understanding of past and current approaches of language teaching methodology
  • apply a variety of approaches and techniques by adapting them to the teaching context of their country

Assessment

Class discussions during the lectures: 5%

During the lectures, students are expected to give their own opinion and comment enthusiastically when theories on different methods are discussed. They need to think and give comments on whether a certain method is suitable for the teaching context in our country, and how they can adapt this method. Their active participation will be highly appreciated or graded.

Attendance: 5%

Students are to attend all lectures and their attendance will be one of the criteria in assessment.

Written Assignment: 10%

Students are asked to write assignments in groups so that they can learn from each other by sharing their own ideas in groups. The teacher gives a grade to the paper submitted by groups.

Presentation: 10%

Another 10% of the grade is allotted for students’ group presentation on the assigned tasks. In presentation session, every student is to ask question, discuss on the ideas presented, or give comment. All these activities are graded.

Exam: 70%

70% of the grade is for students’ achievement in the final exam.

Coursebook

Richards, J. C. & Theodore S. Rogers (1986) Approaches and Methods in Language Teaching. Cambridge: CUP.

References

Freeman, Diane Larsen (1998) Techniques and Principles on Language Teaching. OUP.

Lightbown. P.M & Spada.N (2006) How Languages are Learned (Third Edition) Oxford University Press. New York.

Nation. I.S.P (2009) Teaching ESL/ EFL Reading and Writing. Routledge.

Nation. I.S.P & Newton. J (2009) Teaching ESL/EFL Listening and Speaking. Routledge.

Willis & Willis (2007) Doing Task-based Teaching. Oxford University Press. Oxford.

MA FIRST YEAR – ENGLISH SEMESTER – II
Module No. Name of Module Credit Points Hours per Week
Lecture Tutorial
E 621 Research Methodology 4 4 2
E 622 Error Analysis and Psycholinguistics 4 4 2
E 623 Academic Writing 4 4 2
E 624 Stylistics and Semantics 4 4 2
Total 16 16 8
Total Credit: 16 Total Hours: 24

E 621: Research Methodology

Course Description

This module is designed to guide students to do research; to impart terms and types of research, methods, procedures and methodology. Moreover, students will be trained to be able to write essential components of a research report: research proposal, introduction, literature review, methodology, discussion, conclusion, references, and abstract. Students have to analyze different research articles and theses so that they will be well aware of the formats, essential components, and common mistakes in writing a research report. This practice session will help students to be confident to start their own research for their thesis in the next semester. The course components will include the following:

Designing a Research Study: introduction (the nature of research), qualitative research, quantitative research, conclusion (course evaluation: combining research types)

Writing a Research Paper: proposal writing, outlining, abstract, introduction, literature review, research methodology, finding and discussion, conclusion, bibliographies, citing sources, paraphrasing, summarizing and quoting.

Learning Outcomes

At the end of the course, students will be able to:

  • distinguish different types of research, essential parts of a research report, different types of data and methods
  • write a systematic research proposal
  • design their own research for their MA degree
  • carry out their research project successfully and
  • write up their own research report successfully

Assessment:

Final Examination     :  60 %

Class work                 :   40 %

Class work includes attendance (5%), active participation in class activities: writing book reviews, group discussions, presentations (5 %), writing a proposal (10 %), writing tasks for introduction, abstract, literature review, etc. (10 %) and an analysis of a research report/ article / thesis in terms of the format, essential elements of each part in the report (10 %).

Coursebooks

Arkin, M., & Macheski, C. (2001). Research Papers: A Practical Guide. Houghton Mifflin Company.

Brown, J. D., & Rodgers, T.S. (2009). Doing Second Language Research. Oxford University Press.

Bitchener, J. (2010) Writing an Applied Linguistics Thesis or Dissertation: A Guide to Presenting Empirical Research. Palgrave Macmillan.

Feak, C. B., & Swales, J.M. (2009).  Telling A Research Story: Writing a Literature Review. The University of Michigan Press.

McMillan, K., & Weyers, J. (2011). How to write Dissertations & Project Reports (2nded). Pearson Education Inc.

Swales. J.M., & Feak, C. B. (2009). Abstracts and the Writing of Abstracts. The University of Michigan Press.

Swales. J.M., (2011). Aspects of Article Introductions. The University of Michigan Press

Yagelski, R. P. (2015). The Essentials of Writing: Ten Core Concepts. Cenage Learning.

References

Bell, J., (2005). Doing Your Research Project (4th ed). Open University Press. McGraw-Hill Education.

Brown. J.D., & Coombe, C.  (2015). Research in Language Teaching and Learning. Cambridge University Press. UK.

Creswell, J. W. (2014). Research Design (Fourth Edition) SAGE Publications. Inc. USA.

Leedy, P.D., & Ormrod, J. E. (2015). Practical Research: Planning and Design (11th ed). Pearson Education Limited. UK.

Swales, J.M., & Feak, C. B. (2012). Academic Writing for Graduate Students. (3rded).The University of Michigan Press.

Weissberg, R., & Buker, S. (1990). Writing Up Research. Englewood Cliffs: Prentice Hall Regents.

E 622: Error Analysis and Psycholinguistics

Error Analysis

Course Description

This module introduces error analysis, constructive analysis, non-constructive, types of errors and different types of errors and remedial work. The course will include lectures, presentation, discussion and sharing sessions on the following:

The study of learners’ language: Error Analysis: Lapses, mistakes and errors, Expressive and receptive errors, The practical uses of error analysis; Attitudes towards errors: Aims and uses of error analysis, Aims of research workers Aims of teachers, syllabus designers and materials writers;

Data for error analysis: Both correct and incorrect instances should be included, Data from individuals or groups, Variety of data; The significance of learners’ errors: The process of error analysis, Recognition, Interpretation, Reconstruction, Linguistic classification; Explanation of causes: Interlingual causes of errors, Intralingual causes of errors, Cross-association, Wrong analogy and over-generalization, Other possible causes of errors, Carelessness, Other errors ‘encouraged’ by teaching

Non-contrastive approach to error analysis: Types and causes of intralingual and developmental errors, Over-generalisation, Ignorance of rule restriction, Incomplete application of rules, False concepts hypothesized

Remedial work: The need for remedial teaching, Selection of problem areas for remedial work, Errors for incidental correction, Selecting errors for more intensive remedial work

Learning Outcomes

At the end of the module, students will be able to:

  1. identify types and patterns of errors to establish error taxonomies.
  2. identify common difficulties in second language acquisition.
  3. determine whether those errors are systematic and explain their causes.

Psycholinguistics

This module is designed to introduce students with psycholinguistic principles: how a person acquires his/her mother tongue or first language, how he/she learns his/her second language or third language, perceives a language and produces language, the basic theories in developing language teaching methods and the errors students do in the language teaching. The course will include lectures, presentation, discussion and sharing sessions on the following:

Introduction: View of language from psycholinguistic perspective, Criteria for correct language usage, Behaviourist views of language; Child language acquisition: Milestones and patterns in development, How children learn language, Speech production, Speech comprehension, Relation of speech production, comprehension and thought, Early childhood bilingualism, Developmental sequences; Theoretical approaches to explaining L1 acquisition: Behaviorism, Analyses of Children’s speech samples, Biological basis for the innatist position, The Critical period hypothesis, The interactionist position, Child directed speech; Theoretical approaches to explaining L2 acquisition: Criteria for distinction of L2 acquisition from L1 acquisition, Innatism, Behaviorism, Universal Grammar, Krashen’s ‘monitor model’, Factors affecting L2 learning, Recent psychological theories, Information processing; Factors affecting L2 learning: Characteristics of a good language learner, Research on learner characteristics; Learner language: The concept, Developmental sequences; Second language teaching: Instructional and natural settings, Characteristics in the two settings, Classroom observation schemes, Feedback in the classroom, Teaching methods; Second language learning in the classroom: The implications of classroom research for teaching; Facts and opinions on language teaching.

Learning Outcomes

At the end of the module, students will be able to:

  1. use the most effective ways to teach and learn a second language in the classroom
  2. teach language to their students effectively as they understand the first language acquisition and second language acquisition of the children
  3. teach the lessons to their students successfully as they clearly know the individual learner characteristics

Assessment

This module will be assessed through a combination of tutorial-based assessment, presentations and formal written assignment and a final examination.

Students will be able to demonstrate the completion of learning outcomes by:

  1. several pieces of research work and presentations during tutorial that cover the basic theories and components of Error Analysis and Psycholinguistics.
  2. written assignments and project work.
  3. a closed book examination on Error Analysis and Psycholinguistics.

Tutorial based assessment:

  1. Tutorial based assessment (10%)
  2. Written assignments (10%)
  3. Project work / presentation: Short oral presentation delivered during tutorials (10%)
  4. Final Examination: Closed book long and short answer questions (70%)

References for Error Analysis

Corder, S. P. (1973) Introducing Applied Linguistics. Harmondsworth: Penguin.

James, Carl (1998) Errors in Language Learning and Use: Exploring Error Analysis. USA. Addison Wesley Longman Limited.

Keshavarz, M.H (2006) Error Analysis: A Practical Course for English students and teachers. SAMT, Tehran.

Richards, J. C. (1971) A Non-contrastive Approach to Error: Analysis. English Language Teaching. Vol. 25.

Windgard, Peter & Abbott Gerry (1981) The Teaching of English as an International Language: Glasgow: William Collins Sons and Co. Ltd. 

References for Psycholinguistics 

Allen, J. P. B. & Corder, S. Pit. (1975) Papers in Applied Linguistics: The Edinburgh Course in Applied Linguistics (Vol.2). London: OUP.

Demers, Richard A. et al. (2001) Linguistics: An Introduction to Language and Communication. U.S.A: Massachusetts Institute of Technology.

Fromkin Victoria et al. (2003) An Introduction to Language. USA: Heinle.

Fromkin. V & Rodman. R & Hyams. N (2010) An Introduction to Language. Wordsworth.

Lightbown, Patsy & Spada, Nina (1999) How Languages are Learned (Revised Edition). Oxford: OUP.

Steinberg, Danny & et al. (2001) Psycholinguistics: Language, Mind and World (Second Edition). (Chapter 1 and 6). Essex: Pearson Education Ltd.

E 623: Academic Writing

Course Description

This module introduces unique features of academic writing to students and guides them through the writing process to produce well-organized, adequately developed different types of paragraphs, opinion essays, argumentative essays and critical book reviews (critiques). It also provides students with knowledge about formal and informal registers, the use of transition signals and academic vocabulary. Moreover, this module helps students learn how to write concisely by eliminating wordiness together with extensive practical exercises and activities. Paraphrasing and summary writing are also useful components students need to master in this module.  Students will be given a variety of writing assignments, and evaluation of various tasks will necessarily be carried out through students’ peer feedback, their group-work discussion and the instructor’s constructive suggestions. This module will familiarize students with principles of academic writing.

Learning Outcomes

By the end of the course, students will be able to:

  • recognize the characteristics of academic writing and the features of different types of paragraphs, opinion essays, argumentative essays, summaries, critiques and formal and informal language
  • display ability to concisely write academic essays, summary papers and critiques in correct formats with a wide range of academic vocabulary, employing their acquired knowledge about writing and also their logical thinking or/ and critical thinking
  • analyze and evaluate their weaknesses and strengths in their own writing and others’ writing

 Assessment

Class discussions during the lectures: 5% Active engagement of students in class discussion is a must. During the lectures, students are expected to recognize the structures and features of writing genres they are dealing thorough detailed examination of given models together with the instructor. The instructor leads the class discussion and checks students’ understanding about different text types and writing genres.

Attendance: 5% Students are to attend all lectures and their attendance will be one of the criteria in assessment.

Participation and Performance in class work: 10% of the grade is for students’ active participation and performance in practical writing in pairs or in groups. In writing paragraphs and essays, students are asked to go through all writing processes, starting from brain-storming, and moving to outlining and then writing a draft. They are expected to display their ability to write logically, critically, sensibly and concisely in doing their assigned writing tasks together. The teacher will give a grade for the product of each pair or group.

Peer-feedback:10% After writing drafts, students have to do formative peer-feedback activity Students review and comment on each other’s work. Then, each group must rewrite for the improved version based on the comments and suggestions of their peers. Next, the teacher also gives constructive feedback for further improvement. Finally, they have to write a fair/final copy. For book reviews, individual work is requested and peer-feedback is to be done for this.

(*Students have to keep all the written assignments done in class in portfolios so that they can see their progress in writing.)

Examination: 70% of the grade is for students’ achievement in the final exam.

References

Ede, L. (2008). The Academic Writer: A Brief Guide. Bedford / St. Martin’s. USA.

Folse, K. S., & Pugh, T. (2015). Great Writing: From Great Essays to Research 5. (3rd ed). National Geographic Learning/ Cengage Learning. USA.

Godfrey, J. (2013). The Student Phrase Book: Vocabulary for Writing at University. Palgrave Macmillan

Oshima, A. & Hogue, A. (2007). Introduction to Academic Writing. (3rd ed). Level 3.  Pearson Education.

Oshima, A., & Hogue, A. (2006). Writing Academic English. (4th ed). Level 4. Pearson Education.

Oshima, A. & Hogue, A. (2017). Longman Academic Writing Series 4. (5th ed). Pearson Education, INc. USA.

Swales, J.M., & Feak, C. B. (2012). Academic Writing for Graduate Students. (3rd ed).

The University of Michigan Press.

Yagelski, R. P. (2015). The Essentials of Writing: Ten Core Concepts. Cenage Learning.

 

E 624: Stylistics and Semantics

 Course Description

Stylistics

This module focuses on linguistic features to be considered in carrying out a stylistic analysis, and practical analysis. First, students need to learn linguistic description and stylistic features in analysis. Next, they learn sample analysis of different types of texts as examples. Finally, they have to carry out an analysis in groups.

Learning Outcomes

After completing the course, students will be able to:

  • demonstrate knowledge and understanding of theoretical preliminaries for stylistic analysis
  • point out the stages in analyzing different texts
  • analyse the style of different types of texts

Semantics

The second part focuses on what “semantics” means, general principles of semantics, and semantic structure. Students can learn meanings of “meaning”, different types of meaning and general principles of semantics from which they can learn how to carry out semantic analysis.

Learning Outcomes

After completing the course, students will be able to:

  • demonstrate knowledge and understanding of principles for semantic analysis
  • apply the general principles of semantics
  • analyse the meaning of word, phrases, and sentences in different types of texts

 Assessment

Class discussions during the lectures: 5%

During the lectures, students are expected to recognize the theoretical preliminaries and principles so that they will be able to carry out analyses. So their active participation in class discussion will be highly appreciated or graded.

Attendance: 5%

Students are to attend all lectures and their attendance will be one of the criteria in assessment.

Written Assignment: 10%

Students are asked to write assignments in groups so that they can learn from each other by sharing their own ideas in groups. The teacher gives a grade to the paper submitted by groups.

Presentation: 10%

Another 10% of the grade is allotted for students’ group presentation on the assigned tasks. In presentation session, every student is to ask questions, discuss the ideas presented, or give comments. All these activities are graded.

Exam: 70%

70% of the grade is for students’ achievement in the final exam.

Coursebooks for Stylistics

Crystal, David & Derek Davy (1969) Investigating English Style. New York: Longman English Language Series.

Simpson,P. (2004). Stylistics: A resource book for students. Routledge.

Coursebooks for Semantics

Leech, G. (1985). Semantics: The Study of Meaning (2nd ed). Middlesex Penguin. (Chapter 1& 2)

Palmer, F. R. (1976) Semantics. Great Britain. CUP.

Riemer, N. (2012). Introducing Semantics. Cambridge University Press.

References

Allen, J. P. B & S. P. Corder (1975) Papers in Applied Linguistics. (pp. 122 – 153). Vol. 2, OUP.

Crystal, D. (1987) The Cambridge Encyclopedia of  Language. (pp. 100-113). Cambridge: CUP.

Jackson. H & Amvela. E.Z (2001) Words, Meaning and Vocabulary: An Introduction to Modern English Lexicology. The Cromwell Press, Trowbridge.

Lyons, John (1971) Introduction to Theoretical Linguistics. (pp. 400-405). London and New York: CUP.

MA SECOND YEAR – ENGLISH SEMESTER – I
Module No. Name of Module Credit Points Hours per Week
Lecture Tutorial
E 631 Developing Language and Literary Skills 4 4 2
E 632 Syllabus Design 4 4 2
E 633 Thematic Studies – 2 4 4 2
E 634 Assessment 4 4 2
Total 16 16 8
Total Credit: 16 Total Hours: 24

E 631: Developing Language and Literary Skills

 

Course Description

This module consists of two parts: developing language skills and developing literary skills. The main focus of this module is to help students discover more about ideas in English language teaching, gain an overview of theory and practice in ELT, develop a thoughtful and principled approach to using literature in the language classroom and provide with the tools for developing own classroom materials which are relevant to the learners. Developing Language Skills will deal with (1) the framework for teaching and learning: learners and learning, classroom and context, communicative classroom, learner autonomy and learner training (2) teaching and learning systems: vocabulary and grammar (3) developing language skills: listening, speaking, reading and writing and (4) planning and assessing learning: course design and classroom assessment.  Developing Literary Skills consists of (1) approaches to using literature with the language learner, (2) selecting and evaluate materials, (3) Material design and lesson planning, and (4) reflecting on the literature lesson.

 

Learning Outcomes

Developing Language Skills

By the end of the course, students will be able to:

  • identify factors that affect vocabulary acquisition and create activities that can develop for the teaching of vocabulary.
  • apply approaches to the teaching of grammar to meet the learners’ needs and design the grammar component of a course.
  • establish goals for the reading and listening classes, select appropriate texts and devise tasks that help students to develop reading and listening abilities.
  • devise accuracy-based and fluency-based activities in speaking and apply the policy for treating errors in speaking.
  • analyze the structure of written texts and apply process approach to writing.
  • establish goals and objectives of a course, and apply criteria in choosing and evaluating a course, and analyze issues for communicative curriculum
  • apply characteristics of good assessment practice

 

Developing Literary Skills

By the end of the course, students will be able to:

  • apply approaches to using literature in their teaching.
  • evaluate literary materials for a language classroom.
  • design materials and lesson plans for novels, short stories, poems and plays.
  • assess students’ performance by using observational sheets and discuss literary competence and the language classroom.

 

Assessment

Attendance: 5%

Students are to attend the lectures and be engaged in discussions and presentation done in the class.

 

Presentation: 10%

10% of the grade is allotted for students’ group presentation on the assigned tasks.  In assessing group presentation, it includes assessing the product and assessing the process. 5% will be given for the quality of the product which includes fulfillment of the objectives, language, organization and originality. 5% will be given for the process of the presentation including delivery, pronunciation, posture, timing, visual aids and handling questions.

 

Classroom Participation: 5%

Giving 5% of the grade for classroom participation can stimulate the students’ interest in the topics they are discussing especially they have to give peer feedback on the group presentation.  It also makes them the active listeners in the class.

 

Written Assignment: 10%

10% of the grade is allotted for written assignment.

 

Examination: 70% of the grade is for students’ achievement in the final examination.

 

Coursebooks

Hedge, Tricia (2000) Teaching and Learning in the Language Classroom. Oxford: OUP.

Lazar, Gillian (1993) Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge: CUP

 

References

Carter, Ronald & Michael N. Long (1991) Teaching Literature. Assessment in Literature Teaching Review of ELT. Longman.

Harmer, Jeremy (1998) How to Teach English. Longman.

Ur, Penny (1997) A Course in the Language Teaching. Trainer Book. Cambridge: CUP.

Windgard, Peter & Abbott Gerry (1981) The Teaching English as a Foreign Language. Collins.

 

 

 

E 632: Syllabus Design

 

Course Description

In this module, students will be taught key stages and procedures in curriculum development including needs analysis, syllabus design, planning goals and outcomes, course planning, material development and evaluation. The prescribed textbook, “Curriculum Development in Language Teaching” reflects contemporary issues in curriculum development.

 

Learning Outcomes

At the end of the module, students will be able to:

  • discuss the differences between curriculum development and syllabus design,
  • explain the importance of need analysis in preparing language program.
  • plan a course, design a syllabus, plan goals and outcomes and  evaluate a course.

 

Assessment

Students’ performance will be assessed by a combination of tutorial-based assessments, presentations, formal written assignment, and a final examination.

Tutorial based assessment:

  1. Tutorial-based assessment (10%)
  2. Written assignments (10%)
  3. Presentation: Short oral presentation delivered during tutorials (10%)

 

Final Examination: Closed book long and short answer questions. (70%)

 

References

Bell, Roger T. (1981) An Introduction to Applied Linguistics: Approaches and Methods in Language Teaching. London: Batsford Academic and Education Ltd.

Clark, John L. (1987) Curriculum Renewal in School Foreign language Learning. Oxford: OUP.

Kelly, A. V. (1977) The Curriculum: Theory and Practice. Harper and Row Ltd.

Lawton, Denis (1983) Curriculum Studies and Educational Planning. Hodder and Stoughton Education.

Munby, John (1978) Communicative Syllabus Design. Cambridge: CUP.

Nation. I. S.P & Macalister. J (2009) Language Curriculum Design. Routledge.

Richards, J. C. (2001) Curriculum Development ion Language Teaching. Cambridge: CUP.

Stenhouse, Lawrence (1975) An Introduction to Curriculum Research and Development. Heinemann Educational Books Ltd.

Strevens, Peter (1978) New Orientations in the Teaching of English. Oxford: OUP.

U Thi-Ha (1999) The ELT Curriculum: An Overview. (In-house Training for YU and YIOE Staff.) (Keynote Address presented at INCELT, IFL, Yangon.)

Ur, Penny (1996) A Course in Language Teaching: Practice and Theory. Cambridge: CUP.

Willis, Dave (1990) The Lexical Syllabus: A New Approach to Language Teaching. Collins Cobuild.

White, Ronald V. (1988) The ELT Curriculum: Design, Innovation and Management. Oxford: Basil Blackwell Ltd.

Yalden, Janice (1983) The Communicative Syllabus: Evaluation, Design and Implementation. New York: Pergammon Press Ltd.

 

 

E 633: Thematic Studies – 2

 

Course Description

This module deals with the study of different genres of literature: two novels by the 19th and 20th centuries’ major literary figures, Chinua Achebe  and Scott Fitzgerald, and a tragedy by Shakespeare which mark the apex of Renaissance literature, through a thematic approach. Thematic studies enable students to examine themes or patterns of meaning within qualitative data, analyze language and literary devices used in novels and plays, explore the historical, cultural, and political practices, the morality of society at those times, generalize cause and effect in that society, draw conclusions, referring to the evidences in the literary texts. This module provokes students into critical and analytical thinking about the central themes to be explored in literary texts.

Learning Outcomes

By the end of the course, students are expected to be able to:

  • analyse literary texts including Shakespeare’s works critically.
    • compare and contrast the different styles, themes and the theme development of various texts.
    • formulate their thoughts and ideas about the literary works of different genres from different ages.
    • explore the unique aspects of the diverse literatures of the world, a perspective of the trends and literary aspects of the period.
    • understand and appreciate the aesthetic, moral and cultural trends of Literatures in English Language.
    • investigate the relationship between literature and the historical/cultural contexts, Arts/Humanities in that time.
    • relate the social, cultural practices, lifestyle and moral, ethical concept presented in novels and play to their daily activities, and practices.
    • respond the ideas on a piece of literature analytically, critically and find out better solution with logical reasons.

Assessment

Final Examination     :   70 %

Class work                 :   30 % (which includes the following a, b, c & d)

  1. Class discussions during the lectures: 5% Active engagement of students in class discussion is required. During the lectures, students are expected to give proper response when the teacher asks questions that check their understanding of the literary text they are dealing and to give their own opinion and comment enthusiastically in analyzing it. The instructor leads the class discussion to check students’ understanding and help them to get ideas about the theme of each literary text in the respective genre. Their active participation will be graded.
  2. Attendance: 5% Students are to attend all lectures and their attendance will be one of the criteria in assessment.
  3. Written Assignment: 10% Written tasks are assigned for each genre of literature (characterization, script writing, literary devices, letter sending to authors/ characters, recommendation to readers, review etc.). Students are asked to do individual as well as in groups, and the teacher gives a grade to the paper submitted by groups or individuals.
  1. Presentation: 10% Students will be assigned to give presentations on the assigned topics, dramatization, script writing and play performance. In assessing group presentations and performances, Three-fold group assessment will be carried out: the teacher gives a grade to the group’s final product; each group gives a grade to the other group, and each group member gives a grade to him/herself, and justifies it. Every student’s grade is then a combination of: 50% teacher’s grade, 30% average of peer grades, and 20% of self-assigned grades.

Coursebooks

Achebe, C. (1971). Things Fall Apart. St. Paul’s Press Ltd. Malta.

Fitzgerals, F. S., (1968). The Great Gatsby. Charles Scribner’s Sons.

Shakespeare, W. (1960).  Macbeth. Ed. Hunter, G. K. Penguin International Edition.

References

Abrams, M.H. (1993). A Glossary of Literary Terms. Rhinehart and Winston Inc.

Abrams, M.H & Harpham, G.G (2009) A Handbook of Literary Terms. Cengage Learning India Private      Limited: New Delhi.

Brooks, C. & Robert Penn Warren (1938). Understanding Poetry. An Anthology for College Students. New York: Henry Holt.

Conlin, M. L. (1992). Pattern Plus: A Short Prose Reader with Argumentation. Boston: Houghton Mifflin Co.

De Laney. D, Ward. C & Fiorina C.R (2003) Fields of vision, Literature in the English Language. Volume 1 and 2. Longman Pearson Education Limited. UK.

Hoeper, J. D. & Pickering, J. H. (1986). Literature. (Pg. 591-682). Second Edition. Macmillan Publishing Co. Ltd.

Hoeper, J. D., & Pickering, J. H. (1990) Poetry. An Introduction. New York. Macmillan Publishing Co. Ltd.

Peden, W. (2010) Short Fiction: Shape and Substance. Boston: Houghton Mifflin Co. Ltd.

Wiggins. G at el. (2010) Literature (Language and Literacy). Teacher’s Edition. Pearson.

E 634: Assessment

Course Description

This module is designed to introduce the fundamental concepts of assessment, an important aspect of language teaching. Moreover, students will have to evaluate tests and types of assessment they have experienced with reference to theories and practices introduced in this module. They also have to practise designing sample tests, analyzing texts in terms of characteristics of good tests, and to identify possible ways of assessment for their teaching learning context.

 Learning Outcomes

At the end of the course, students will be able to:

  • define testing, assessment, and identify characteristics of good test, types of test, etc.
  • distinguish testing from assessment, and formative assessment from summative assessment
  • apply appropriate modes of assessment for testing a specific language skill: reading, writing, speaking or listening
  • evaluate the reliability and validity of tests
  • design appropriate, reliable and valid tests for their own language class

Assessment

Class work                :  30 % (Tutorial-based assessment 10%, Presentations and Discussion 10% and Designing a test and evaluation 10%)

Final Examination:  70%

Coursebooks

Hughes, A. (2003). Testing for Language Teachers.  UK: Cambridge.

Brown, H. D. (2010). Language Assessment: Principles and Classroom Practices. Pearson Education. Inc. USA.

Reference

Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques: A Handbook for College Faculty. John Wiley & Sons. Inc. USA.

MA SECOND YEAR – ENGLISH SEMESTER – II
Module No. Module Name Credit Unit Credit Point
E 641 Research Progress Report and Seminar 8 4
E 642 Thesis and Viva Voce 8 4
Total 16 8

 

Distribution of Marks for Seminar and Research Progress Report (E 641)

No. Description Mark
1 Research Progress Report 20
2 Organization of the paper 20
3 Originality and Creativity 20
4 Presentation 20
5 Response to Questions 20
100

 

Distribution of Marks for Thesis and Viva Voce (E 642)

No. Description Mark
1 Organization of the Thesis 20
2 Organization and Creativity 20
3 Contribution of research outcome to academic and national interest 20
4 Presentation 20
5 Response to Questions 20
100

 

Conversion from Marks to Grade Point

No. Marks Grade Point
1 75 to 100 5
2 65 to 74 4
3 50 to 64 3
4 0 to 49 2

 

POST-GRADUATE DIPLOMA – ENGLISH SEMESTER – I
Module No. Name of Module Credit Points Hours per Week
Lecture Tutorial
DE 1 Developing Communicative Skills – 1 4 3 2
DE 2 Linguistics and Grammar – 1 4 3 2
DE 3 Methodology – 1 4 3 2
DE 4 Teaching Listening and Speaking Skills 4 3 2
DE 5 Phonetics 4 3 2
DE 6 Teaching Pronunciation, Vocabulary and Grammar 4 3 2
Total 24 18 12
Total Credit: 24 Total Hours: 30

DE 1: Developing Communicative Skills – 1

Course Description

This module aims at developing students’ communicative skills: listening skills, speaking skills, reading skills and writing skills. Reading component familiarizes students with a variety of texts that develop students’ information gathering skills, thinking skills, literal as well as inferential comprehension skills. Writing component provides students with a firm foundation in writing formal, informal business letters and academic papers. Speaking component provides students with useful expressions that can be used in different social, academic and business contexts. Listening component provides students with opportunities to listen to authentic listening materials from a variety of sources to promote understanding. Vocabulary component deals with developing students’ ability to infer meaning from words as used in the context and in building up their vocabulary. Grammar component introduces a variety of sentence structures which will help students improve their reading as well as writing skills.

Learning Outcomes

At the end of the module, students will be able to:

–     identify the main ideas in a text through skimming and scanning.

–     generate different types of questions based on the reading text.

  • produce well-organized academic essays and cover letters.
  • identify key functions and principles of communication.
  • apply adequate speaking skills to communicative effectively and participate in interviews.
  • apply specific strategies to show their teamwork skills while in teams.

Assessment

There are six assignments / tutorials (individual and group work) that make up 30% of the final marks of this course. The assignments / tutorials are related to the materials covered in class. The final written examination will count 70% of the total marks.

Prescribed Coursebook

Dummett, P, Hughes, J & Stephenson, H (2014) Life Advanced, T’s book, Work book, St’ book. Cheriton House,United Kingdom.

References

Acklam, R.& Crace, A. (2008) Total English, Advanced, Students’ Book.London:  Pearson Longman.

Clare,A.& Wilson,J. J. (2008) Total English, Advanced, Work Book.London:  Pearson Longman.

Naughton,D. (2008) Total English, Advanced, Teacher’s Resource Book.London: Pearson Longman.

DE 2: Linguistics and Grammar – 1

Course Description

This module introduces the fundamental concepts of linguistics and the major areas of linguistics on phonology (the sound systems of languages), semantics (the study of meaning), as well as pragmatics and social variation. It introduces students to the techniques of linguistic analysis and equips them with knowledge and skills for future linguistic research and studies.

This module also offers excellent materials and a wide range of grammatical topics with very accessible theoretical explanations along with numerous examples followed by several exercises. Based on the materials, it also explains the role of grammar in language teaching and explores ways to teach grammar effectively.

Learning Outcomes

At the end of the module, students will be able to

  • demonstrate sound knowledge of the different areas of linguistics
  • describe and explain linguistic phenomena
  • analyze the structure of different languages
  • collect and process language data for language research
  • discuss critically the linguistic issues in the areas of semantics, phonology, phonetics and pragmatics
  • express the importance of grammar in teaching a language and apply ways of teaching grammar effectively

Assessment

Assessment will be done through the following modes:

  • a formal written examination (70%)
  • a combination of tutorial-based assessment (10%), presentations and discussion (10%) and formal written assignments (10%)

References

Eastwood, J. (1992). Oxford Practice Grammar. OUP

Poole, S. C. (1999). An Introduction to Linguistics. Macmillan

Other learning resources:  Websites like you-tube

DE 3: Methodology – 1

 Course Description

This module focuses on different language teaching methods which date from the very first Grammar Translation to the more commonly used approach, Communicative Approach. This module not only presents a variety of techniques to students but also encourages them to apply these techniques by providing suggestions and indications for their practical classroom application. It also focuses on the role of teachers and students, culture-specific teaching practice, the role of native language, and the most outstanding features of each method. Therefore, this module is a solid introduction for novice teachers or anyone starting ESL teaching.

Learning Outcomes

After completion of the course, students will be able to:

  • discuss past and current theories of language teaching methodology.
  • apply a variety of techniques by adapting them to their teaching context.
  • develop a greater awareness of their own teaching approach and beliefs about language and language teaching.

Assessment

In this module, students will be assessed through a combination of tutorial-based assessment, micro-teaching, and a final closed book written examination.

Students will be able to demonstrate the completion of learning outcomes by:

  1. tutorial-based assessment, group works, written assignments and the presentations (20%)
  2. individual micro-teaching (10%)
  3. a closed book examination (70%)

References

 Larsen-Freeman, D. & Anderson, M. (2011) Techniques and Principles in Language Teaching. Oxford: Oxford University Press

Other learning resources including websites, and videos are provided.

DE 4: Teaching Listening and Speaking Skills

Course Description

This module introduces students the factors involved in English language teaching. It familiarizes students with classroom management, different seating arrangements and different types of listening and speaking activities. It enhances students’ understanding of the qualities of a good teacher and learners’ differences.  It also provides students with the knowledge of different teaching methodologies and nature of English language. It enables students to teach listening and speaking lessons effectively using different activities.

Learning Outcomes

At the end of the module, students will be able to:

–     identify the nature of their students.

–     choose the appropriate teaching materials.

–     create engaging activities.

–     conduct effective and interactive listening and speaking lessons.

Assessment

In this module, students will be assessed through a combination of tutorial-based assessment, assignments, discussions, Presentations (30%) and a final written examination (70%).

Prescribed Coursebook

Jeremy Harmer (2007) How to Teach English (new edition). Pearson Education Ltd.

Reference

Abbott, G. (1981) Teaching English as an International Language. Pearson Education Ltd.

DE 5: Phonetics

Course Description

This module aims to develop students’ English pronunciation and to introduce ways to help their own learners to be able to pronounce English words and English expressions correctly. It introduces the basic terms and theories in phonetics and phonology. Students will learn phonetic symbols or phonemic scripts so that they could check the correct pronunciation of English words in dictionaries. Students will become conscious of correct English pronunciation and will be able to correct their learners’ mispronunciation in English by doing interactive classroom activities like group work, pair work and presentation. Moreover, students will also be provided with sound knowledge of phonetics pedagogy that they can apply in their teaching context, prepare lesson plans and do micro-teaching.

Learning Outcomes

After completion of the course, the participants will be able to:

  • communicate with the world effectively with clear pronunciation in any context
  • apply the knowledge of phonetics and pedagogy in their teaching context.
  • teach phonetics and improve their learners’ pronunciation successfully with a sound knowledge of phonetics and effective teaching strategies.

Assessment

  1. Class work : 30%
  2. Class discussions during the lectures: 5% (Active engagement of students in class discussion is requested. During the lectures, students are expected to give proper response when the teacher asks questions that check their understanding of the elements of phonetics they are studying and to give their own examples enthusiastically. The instructor leads the class discussion to check students’ understanding and help them to get ideas and examples of each element through practices in pairs and in groups. Their active participation will be highly appreciated or graded.)
  3. Attendance: 5% (Students are to attend all lectures and their attendance will be one of the criteria in assessment.)
  4. Written Assignment and recording: 5% (written tasks assigned for elements of phonetics: vowels, consonants, stress, intonation, assimilation, etc. Students are asked to work in groups, so that they can learn from each other by sharing their own ideas, examples in groups. The teacher gives a grade to the paper submitted by groups and sometimes individuals. Students are also asked to record their pronunciation of consonants, vowels, stress in words/phrases/ sentences and stress and intonation in sentences and texts, then send to teacher via email or in google drive. Teacher will send the sample pronunciation recording so that students can check their pronunciation.)
  5. Presentation: 5% (Three-fold group assessment will be carried out. The teacher gives a grade to the group’s final product, group members give a grade to each other, and each group member gives a grade to him/herself, and justifies it. Every student’s grade is then a combination of: 50% teacher’s grade, 30% average of peer grades, and 20% of self-assigned grades.)
  6. Micro-teaching: 10% (The teacher gives a grade to the lesson plan and teaching procedures, each peer student gives a grade to the demonstrator, and justifies it. Every student’s grade is then a combination of: 60% teacher’s grade: (30% on lesson plan, 30% on micro-teaching), and 40% average of peer grades.)
  7. Final Examination: 70%

References

Basic Phonetics (YIOE)

Clark,John, Yallop, Colin. An Introduction to Phonetics and Phonology. UK: Blackwell

Publishers Ltd.

Stewart, Thomas W. Language Files: Materials for an Introduction to Language and

               Linguistics.

Yule, G. (2010) The Study of Language: Fourth edition, Cambridge University Press

DE 6: Teaching Pronunciation, Vocabulary and Grammar

 Course Description

This module introduces methods and techniques to teach English grammar, vocabulary and pronunciation in different contexts. Students will be first introduced to various techniques for teaching grammar, vocabulary and pronunciation. Then, students have to evaluate the methods they are introduced and reflect their own experience of language learning. Finally, students have to practise these techniques in class and in microteaching sessions.

Learning Outcomes

After completing the module successfully, the students will be able to:

  • describe various theories, methods and techniques to teach English grammar, vocabulary and pronunciation.
  • evaluate and apply appropriate methods and techniques for their students.
  • integrate appropriate techniques to teach English grammar, vocabulary and pronunciations for Myanmar learners of English.
  • carry out research to find insights of teaching English grammar, vocabulary and pronunciation in Myanmar.

 Assessment

In this module, students will be assessed through a combination of attendance, discussions, presentations and micro-teaching (30%) and a final written examination (70%).

References

Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge, CUP.

Websites

https://www.researchgate.net/publication/320571421.

www2.vobs.at/ludescher/pdf files/grammar.pdf ·

https://www.eduhk.hk/ele/programmes/professional.

https://americanenglish.state.gov/files/ae/.

POST-GRADUATE DIPLOMA – ENGLISH SEMESTER – II
Module No. Name of Module Credit Points Hours per Week
Lecture Tutorial
DE 1 Developing Communicative Skills – 2 4 3 2
DE 2 Linguistics and Grammar – 2 4 3 2
DE 3 Methodology – 2 4 3 2
DE 4 Teaching Reading and Writing Skills 4 3 2
DE 5 Managing the Teaching and Learning Process 4 3 2
DE 6 Basic Research Methodology and Project 4 3 2
Total 24 18 12
Total Credit: 24 Total Hours: 30

 

DE 7: Developing Communicative Skills – 2

 Course Description

This module aims at developing students’ communicative skills: listening skills, speaking skills, reading skills and writing skills. Reading component familiarizes students with a variety of texts that develop students’ information gathering skills, thinking skills, literal as well as inferential comprehension skills. Writing component provides students with a firm foundation in writing formal, informal business letters and academic papers. Speaking component provides students with useful expressions that can be used in different social, academic and business contexts. Listening component provides students with opportunities to listen to authentic listening materials from a variety of sources to promote understanding. Vocabulary component deals with developing students’ ability to infer meaning from words as used in the context and in building up their vocabulary. Grammar component introduces a variety of sentence structures which will help students improve their reading as well as writing skills.

Learning Outcomes

At the end of the module, students will be able to:

–     identify the main ideas in a text through skimming and scanning.

–     generate different types of questions based on the reading text.

  • produce well-organized academic essays and cover letters.
  • identify key functions and principles of communication and participate in interviews.
  • apply adequate speaking skills to communicative effectively.
  • apply specific strategies to show their teamwork skills while working in teams.

Assessment

There are six assignments / tutorials (individual and group work) that make up 30% of the final mark of this course. The assignments / tutorials are related to the material covered in class. The final written examination will count 70% of the total marks.

Prescribed Coursebook

Dummett, P, Hughes, J & Stephenson, H (2014) Life Advanced, T’s book, Work book, St’ book. Cheriton House,United Kingdom.

 References

Acklam, R.& Crace, A. (2008) Total English, Advanced, Students’ Book.London:  Pearson Longman.

Clare,A.& Wilson,J. J. (2008) Total English, Advanced, Work Book.London:  Pearson Longman.

Naughton,D. (2008) Total English, Advanced, Teacher’s Resource Book.London: Pearson Longman.

DE 8: Linguistics and Grammar – 2

 Course Description

This module introduces the fundamental concepts of linguistics and the major areas of linguistics on morphology (the structure of words) and syntax. It introduces the techniques of linguistic analysis and equips students with knowledge and skills for future linguistic research and studies. This module also offers excellent materials and a wide range of grammatical topics with accessible theoretical explanations along with numerous examples followed by several exercises. Based on the materials, it also explains the role of grammar in language teaching and explores ways to teach grammar effectively.

Learning Outcomes

At the end of the module, students will be able to:

  • demonstrate sound knowledge of different areas of linguistics.
  • describe and explain linguistic phenomena.
  • analyze the structure of different languages.
  • collect and process language data for language research.
  • discuss critically linguistic issues in the areas of morphology and syntax.
  • understand the importance of grammar in teaching a language and apply ways of teaching grammar effectively in any context.

Assessment

Assessment will be done through the following modes:

  • a formal written examination (70%)
  • a combination of tutorial-based assessment (10%), presentations and discussion (10%) and formal written assignments (10%)

References

Eastwood, J. (1992). Oxford Practice Grammar

Poole, S. C. (1999). An Introduction to Linguistics. Macmillan

Other learning resources:  Websites like you-tube

DE 9: Methodology – 2

 This module deals with classroom management techniques. It trains learners to create the most engaging and positive-learning environment, creating and maintaining rapport with their students. It also trains learners to anticipate and avoid problems in the classroom, allowing more time to be devoted to meaningful activities. By analysing the classroom from three perspectives: the classroom, the teacher and the learners, this module presents a ground-breaking analysis of 14 kinds of teacher intervention, allowing learners to examine the way they communicate with their students. It also deals with critical teaching issues including mixed level classes in difficult physical conditions.

Learning Outcomes

After completion of the course, students will be able to:

  • choose the best techniques to deal with their students in different backgrounds, ages and language levels.
  • solve any unforeseeable problems in their real teaching contexts.
  • create a positive working model whereby their students are motivated to try their best in all class activities.

Assessment

This module will be assessed through a combination of tutorial-based assessment, classroom observation, (30%) and a final closed book written examination (70%).

Students will be able to demonstrate the completion of learning outcomes by:

  1. tutorial-based assessment, group works and written assignments
  2. classroom observation and giving feedbacks
  3. a closed book examination

References

Scrivener, J. (2012) Classroom Management Techniques. Cambridge: Cambridge University Press

Other learning resources including websites, and videos are provided.

DE 10: Teaching Reading and Writing Skills

Course Description

This module introduces students not only to different reading strategies and activities but also to different writing genres and writing issues. It enables students to choose a coursebook and to use it effectively in teaching. It enhances students’ understanding of the use of lesson plan in language teaching.  It provides students with assessment knowledge and different test items.

Learning Outcomes

At the end of the module, students will be able to:

  • select an appropriate coursebook for their teaching.
  • devise a detailed lesson sequence.
  • create engaging activities.
  • design reliable tests.
  • create effective and interactive reading and writing lessons.

Assessment

In this module, students will be assessed through a combination of tutorial-based assessment, assignments, discussions, presentations, and micro-teaching (30%) and a final written examination (70%).

Prescribed Coursebook

Jeremy Harmer (2007) How to Teach English (new edition). Pearson Education Ltd.

References

Abbott, G. (1981) Teaching English as an International Language

Regier, N. (2012) Book Two: 60 Formative Assessment Strategies. Regier Educational Resources

 

 DE 11: Managing the Teaching and Learning Process

Course Description

This module provides an overall insight into the principles and practices of the teaching and learning process. It aims at broadening the students’ understanding of approaches to levels of understanding and learning styles, outcomes-based course planning and designing, and monitoring and evaluation in classrooms. It will enhance students’ skills in writing learning goals and outcomes and statements. It will also address issues related to student motivation and reflective practice, and provide strategies for enhancing student motivation and reflective practice.

Learning Outcomes

At the end of the module students will be able to:

  • distinguish different learning styles of students.
  • write learning goals and outcomes statements for a course or a module.
  • design a course or a module that they are particularly interested in.
  • prepare for pre-observation conference, observation and post-observation conference.
  • define types of motivation and explain different motives and behaviours.
  • apply the theoretical knowledge to become reflective practitioners.

Assessment

In this module, students will be assessed through a combination of tutorial-based assessment, class and group discussion, presentations, formal written assignments and a final examination.

Students will be able to demonstrate the completion of learning outcomes by:

  1. active participation in the class and group discussions for each lesson (10%)
  2. four tutorials, which test the students’ understanding of the theories they have learnt (10%)
  3. producing assignments which require them to apply theories into practice (5%)
  4. giving presentations on the assigned group work for designing a course (5%)
  5. a closed book examination (70%)

References

Fry, H., Ketteridge, S., Marshall, S. (2009). A Handbook for Learning & Teaching in Higher Education, Second Edition, London, Routledge.

Department of Education (2008), Managing teaching and learning A module of the Advanced Certificate: Education (School Management and Leadership), Department of Education.

Resources for English Language Training and Supervision for University Lecturers in Myanmar. SEAMEO RELC, Singapore.

DE 12: Basic Research Methodology and Project

Course Description

This module is designed to guide students to do research; to impart terms and theories of research methods and procedures; and train them to become confident to do their own research in the field of language teaching and learning. At the end of the course, students will have experienced in doing projects in groups while studying the methods, procedures and practices in language teaching; in writing up the report of their project work (a related topic in English language teaching and learning); and doing presentation on their research project.

Learning Outcomes

At the end of the module, students will be able to:

  • discuss the terms, research methods and procedure to carry out a research project.
  • choose the appropriate method and procedure for their own research.
  • conduct research for their action research project.
  • write up a research report in a proper format.

Assessment

In this module, students will be assessed through a combination of tutorial-based assessment, assignments, discussions, presentations, (30%) and a final written examination (70%).

References

Walliman, N.  (2011). Your Research Project: Designing and Planning Your Work. Sage Publications Ltd.

Weissberg, R & Buker, S. (1990). Writing up Research. Prentice Hall Printing.

Dawson, C. (2002). Practical Research Methods. How To Books Ltd. UK.

MA QUALIFYING  – ENGLISH                                                   SEMESTER – I

Core Courses

Eng 5201      English Literature – 15

Eng 5202      Intercultural Communication – 1

Eng 5203      English Language Studies – 7 (Introduction to Sociolinguistics and Psycholinguistics)

Eng 5204      Effective Negotiating and Effective Meetings

 Elective Courses (for English Specialisation)

Eng 5205      World Literature in English – 1

Eng 5206      Communicative Skills – 9

Eng 5207      Business English – 5

Eng  5208     English for Hospitality and Tourism – 1

* An English specialisation student will have to take two electives (elective 1*and 2* ) from among those offered.

 

MA QUALIFYING  – ENGLISH                                                   SEMESTER – II

Core Courses

Eng 5209      English Literature – 16

Eng 5210      Intercultural Communication – 2

Eng 5211      English Language Studies – 8 (Introduction to Stylistics and Pragmatics)

Eng 5212      English in the Media

Elective Courses (for English Specialisation)

Eng 5213      World Literature in English – 2

Eng 5214      Communicative Skills – 10

Eng 5215      Business English – 6

Eng 5216      English for Hospitality and Tourism – 2

 * An English specialisation student will have to take two electives (elective 1*and 2*) from among those offered.