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:
Learning Outcomes
At the end of the course, students will be able to:
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:
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:
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:
Assessment:
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
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:
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:
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:
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:
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:
Tutorial based assessment:
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:
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:
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:
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:
Developing Literary Skills
By the end of the course, students will be able to:
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:
Assessment
Students’ performance will be assessed by a combination of tutorial-based assessments, presentations, formal written assignment, and a final examination.
Tutorial based assessment:
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:
Assessment
Final Examination : 70 %
Class work : 30 % (which includes the following a, b, c & d)
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:
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.
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
Assessment
Assessment will be done through the following modes:
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:
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:
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:
Assessment
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:
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.
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:
Assessment
Assessment will be done through the following modes:
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:
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:
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:
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:
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:
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:
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.
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.
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.