MEDIA

Second Year (Honours)

SECOND YEAR HONOURS – ENGLISH                                SEMESTER – I

Foundation Course

မ ၄၀၀၁       ျမန္မာစာ

 Core Courses

Eng 4201         Research Paper Writing

Eng 4202         English Literature – 13 (19th Century Short Stories and The Novel)

Eng 4203          English Language Studies – 5 (Syntactic Theory – 2 and Introduction to Semantics)

Eng 4204 Translation & Interpretation – 3

 Elective Courses (for English Specialisation)

Eng 4205         ASEAN Literature in English – 1

Eng 4206         Communicative Skills – 7

Eng 4207         Business English – 3

Eng 4208         English Language Teaching – 1

* An English specialisation student will have to take one elective.

Eng 4201: Research Paper Writing

Course description

This module is designed to enable students to discover different and essential steps in writing a research paper.  It aims at developing students’ skills in writing research papers.  It familiarizes students with basic format of a research paper.  It enhances students’ understanding of the different approaches to research studies, making decisions on the appropriate approach to any research they undertake. It also helps the students to develop sound techniques and good practice which will serve them well in future research projects. It focuses on writing a research paper systematically with the correct format. It also enables students to find relevant references, to take notes, to develop a reference list and to indicate sources. This module provides students with language convention, instruction and practice. Moreover, this module helps students to write research proposal, literature reviews, summaries, abstract, and especially theses and dissertations.  

Learning Outcomes

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

  1. recognize essential elements of a research paper
  2. critically evaluate information for their research papers
  3. choose a topic for their research
  4. design their research, and
  5. write research papers systematically with the correct format and appropriate language.

Assessment

Assessment will be done through tutorials and classwork (30%) and the final examination (70%).  For the tutorials and classwork (30%) students have to:

  1. actively participate in class and group discussions for each lesson
  2. take of tutorials, which test the students’ understanding of what they have learnt, and
  3. complete a research proposal in groups

Prescribed Coursebook

Weissberg, Robert & Buker, Suzanna (1990) Writing Up Research. NJ: Prentice Hall Regents.

Lionel Menasche (1997) Writing a Research Paper (Revised Edition). University of Michigan. 

References

Bell, J. (1999) Doing Your Research Project. Buckingham, Open University Press. (Pages of Check List)

Renandua, W. (-) Qualitative and Quantitative Research in Applied Linguistics. Singapore, RELC.

Shepherd, J.F. (1982) The Houghton Mifflin Study Skills Handbook. Boston, Houghton Mifflin Company. (Pages 290- 311, 362-396).

Sweals, J.M. & Feak, C.B. (1994) Academic Writing for Graduate Students. Ann Arbor, The University of Michigan Press. (pages 131-217)

Sweals, J.M. & Feak, C.B. (2000) English in Today’s Research World: A Writing Guide. Ann Arbor, The University of Michigan Press. (Pages 114-147 Chapter 4) 

Eng 4202: English Literature – 13 (19th Century Short Stories & The Novel)

 Course description

This module offers students a selection of the 19th century short stories and the novel with particular attention to famous authors such as Leo Tolstoy, Mark Twain, Edgar Allan Poe and Jane Austen. It centers on the critical reading of the selected short stories, enabling students to develop conceptual learning and the critical thinking skills.

This module also deals with the evolution of the nineteenth-century novels through a consideration of the British novel’s historical, literary-historical and critical contexts. It introduces the disruptive pressure of increasingly powerful women and the intensifying pull of the past, which becomes more difficult to resist as modernity takes shape. This module focuses on the works concerned with social comedy and satire of the period, the 19th century. It concentrates on the works of Oscar Wilde, Jane Austen, Emily Bronte, Thomas Hardy, etc. 

Short Stories

  1. A problem                                                                               Anton Chekhov
  2. How much land does a man need                                           Leo Tolstoy
  3. From nature                                                                             Ralph Waldo Emerson
  4. The Californian’s Tale                                                 Mark Twain
  5. The Masque of the Red Death                                                Edgar Allan Poe

Novel

Pride and Prejudice                                                                 Jane Austen (1775-1817) 

Learning Outcomes

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

  • discuss the history and culture of the English language
  • express their opinions on the issue they want to address in different types of short stories and infer the author’s view on the same issue
  • identify the salient features of literary texts from a broad range of different literary works
  • describe how a character’s personality, attitudes, conflict and relationships change and explain why these changes are important to the novel
  • analyze and appreciate the underlying meanings of the novel by using the elements of novel analysis

Assessment

Students will be assessed through the final examination (80%) and class work, 20 % of total mark, which counts on students’ regular attendance, their active participation in class activities, completion of the assignments and group works, and presentation of their findings.

References for Short Stories

Choo, S & Yeo, R (2013). Mining for Meaning. Learners Publishing Private Limited.

Dolley, C. (1967). The Penguin Book of English Short Stories. Great Britain: Penguin Books Ltd.

Konigsberg, I. (1971) The Classic Short Story. U.S.A.: Harper and Row Inc.

Mizener, A. (1967). Modern Short Stories: The Uses of Imagination. U.S.A.: Norton & Company, Inc.

Chin, B. A. et. al. (2002). Glencoe Literature: The Reader’s Choice. U.S.A.: The McGraw-Hill Companies.

Ridout, A. K. & Stuart, J. (1968). Short Stories for Discussion. New York: Charles Scribner’s Sons.

References for The Novel

Alexander, Michael (2000) A History of English Literature. Macmillan. London

Drew, Elizabeth. (1967) The Novel: A Modern Guide to Fifteen English Masterpieces. Dell Publishing Co. Inc.

Lass, Abraham H. Ed. (1966) A Student’s Guide to 50 British Novels. Washington Square Press, Inc. New York.

Pickering, H. James, & Hoeper, D. Jeffrey. (1982) Literature. Macmillan Publishing Company. New York. 

Eng 4203: English Language Studies – 5 (Syntactic Theory & Introduction to Semantics)

 Course Description

This module will look at the behaviour of reflexives and reciprocals (known as anaphora) within P&P and PSG frameworks. It will also familiarize students with a variety of sentence types which involve either Noncanonical complements or subjects and canonical complements or subjects and they will be analysed through the monostratal approach (PSG) and multistratal approach (P&P). Moreover, it is also concerned with the notions of subject and object and how they are defined within the frameworks of Lexical Functional Grammar (LFG), Relational Grammar (RG) and Transformational Grammar (TG). Moreover, this module also introduces the area of Semantics which includes the meaning of Semantics, lexical and grammatical meaning, and different semantic theories.

 Learning outcomes

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

  1. analyse the structures of sentence with the scientific approaches and theories
  2. determine the meanings of words and how the meanings of sentences are derived.
  3. discuss theories and aspects of linguistics
  4. develop comprehension skills and English language proficiency.

Assessment

Throughout the course, students will be given 3 tutorials, a group presentation, 3 formal written assignments for classroom-based assessment. There is the final examination at the end of the semester. Mark allocation is 20% for classroom assessment and 80% for the semester-end examination. 

Prescribed text:

Borsley, R. (1999). Syntactic Theory: A Unified Approach. London: Aronold. Chapter 7 – 9 (Pg. 96 – 134)

Thomas, W. Stewart, Jr. & Vaillette, N. (eds) (2001). Language Files. Columbus: The Ohio State University Press. Chapter 6 & 7 

References

Borsley, R. (1999). Syntactic Theory: A Unified Approach. London: Aronold.

Burton-Roberts, N. (2016). Analysing Sentences: An Introduction to English Syntax. New York: Routledge.

Finegan, E. (2015). Language: Its Structure and Use. University of Southerrn California: CENGAGE. (Chapter 5: Syntax, Chapter 6: Semantics)

Dawson, H. C. & Phelm, M. (2016). Language Files 12: Materials for an Introduction to Language and Linguistics. Columbus: The Ohio State University Press. (Chapter 5 & 6) 

Eng 4204:  Translation and Interpretation – 3

Course Description

This module focuses on the methods and procedures of translation and interpretation. It imparts the knowledge of strategies of translation and interpretation. Regarding translation, this module trains students to be able to translate texts of various types from source language to target language efficiently at various levels of language. Regarding interpretation, students are trained to interpret different genres of speeches: authentic speeches made by public figures from the local and international arenas. With a special focus on skills development, this module will equip final year BA (English) students with translation and interpretation skills, which are and will be in great demand on the job market now and in the future. 

Part A: Translation

  1. What is Translation? (Hatim and Munday, 2004)
  2. Translation Strategies (A2) (Hatim and Munday, 2004)
  3. Literal Translation ( Newmark, 1988)
  4. The Other Translation Procedures (Newmark, 1988)
  5. The Unit of Translation (Hatim and Munday, 2004)
  6. Practical exercises

Part B: Interpretation

  1. Chapter 2: preparation/ Anticipating the Speaker
  2. Chapter 3: Complex Syntax/ Compression
  3. Chapter 4: Word Order/ Clusters
  4. Chapter 5: General Adverbial Clauses
  5. Chapter 9: Diction/ Register
  6. Chapter 10: Formal Style
  7. Chapter 11: A Policy Address
  8. Chapter 13: Political Discourse
  9. Chapter 17: Numbers
  10. Chapter 18: Note-taking (Nolan, 2005)
  11. Practical exercises

Learning Outcomes

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

  • understand and identify different translation strategies
  • choose and apply appropriate translation strategies for different text types
  • deal with different levels of grammatical and lexical units in interpretation
  • apply note-taking skills in both consecutive and simultaneous interpretation
  • explore and apply the technologies and software for both translation and interpretation

Assessment

This module will be assessed through a combination of class-based assessment (which counts 20% of total marks) which includes class and group discussions, formal written assignments, a group project presentation and a final examination (80%).

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

  1. active participation in the class and group discussions for each lesson
  2. completion of four tutorials, which test the students’ understanding of what they have learnt and their ability to apply the theoretical knowledge in their own translation and assessing others’ works
  3. completion of one written assignment and one group project that includes a presentation
  4. completion of the final examination.

References

Baker, Mona (1992) In Other Words: A Course book on Translation. Routledge.

Carford. J.C (1965) A Linguistic Theory of Translation. OUP.

Dollerup, C & Anne Loddegoard (1992) Teaching Translation and Interpreting: Training, Talent and Experience. Papers from the First Language International Conference, Elsinmore, Denmark, 31 May – 2 June 1991 (Copenhagen Studies in Translation)” John Benjamins B.V

Munday, J (2001) Introducing Translation Studies Routledge.

Newmark, P (1988) A Textbook of Translation. Prentice Hall International (UK) Ltd.

Newmark, P (1993) Paragraphs on Translation. Longman.

Win Pe, U, et al., (2008) Translators’ Reference.Volume I. Shwe Pyi Taw Press 

Eng 4205: ASEAN Literature in English – 1

Course Description

This module introduces ASEAN Literature in English to students and provides them with knowledge of ASEAN culture and a firm foundation of approaches to literary studies. The focus is on the different genres of literary works written by authors from ASEAN countries. In this module, students have to study several pieces of ASEAN literature that cover a wide range of socio-cultural aspects in Southeast Asian countries such as people, family ties and values, growing up, festivals, and so on. It helps students to gain a critical appreciation of the writer’s craft through close textual study. It also enhances students’ exploration of themes, characterization, setting, plot and point of view of literary texts.

Learning Outcomes

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

  1. discuss socio-cultural aspects and cultures of people in ASEAN region
  2. discover values of people in ASEAN countries
  3. compare the cultures of their neighbours with their own
  4. develop their communication, comprehension and literary skills

Assessment

Assessment will be done through tutorials and classwork (20%) and the final examination (80%).  For the tutorials and classwork (20%) students have to:

  1. actively participate in class and group discussions for each lesson
  2. take of tutorials, which test the students’ understanding of what they have learnt, and
  3. complete a written assignment.

References

Gill, Richard (2002) Mastering English Literature. Third Edition. Palgrave Master Series.

Hoeper, Jeffrey D. & Pickering, J. H. (1986)Literature. Second Edition. Macmillan Publishing Co. New York.

Salleh, Muhammad Haji (ed) (1997) Stories from South East Asia. Yayasan Penataran Ilmu.

Toh, Glenn (1999) Voices of Southeast Asia:  An Anthology of Southeast Asian Short Stories. Singapore :SEMEO Regional Language Centre. 

Websites

http://www.seasite.niu.edu/Tagalog/Literature/Short%20Stories/How%20My%20Brother%20Leon%20Brought%20Home%20A%20Wife.htm

http://literatureofthephilippines.blogspot.com/2011/09/mats-by-francisco-arcellana.html

http://www.vietnamwebsite.net/story/story18.htm

http://www.textetc.com/criticism.html

http://pages.prodigy.net/manila_girl/rizal

 Eng 4206: Communicative Skills – 7 

 Course Description

This Module aims at developing students’ language proficiency, communication skills and study skills. It introduces language items in authentic and semi-authentic engaging reading and listening texts. It also exposes students to different styles of written texts. The lessons will be conducted in communicative language teaching and deductive approach to present grammar and vocabulary items. Engaging activities will be given to make students practise the language structure, vocabulary and grammar rules in a variety of meaningful contexts to develop their reading, writing, speaking, pronunciation and writing skills. 

Learning Outcomes

After the course, students will be able to:

  1. apply grammar rules and vocabulary appropriate to their communication needs
  2. integrate study skills to improve their language and communication skills
  3. identify appropriate language style for different social context
  1. write different types of written texts systematically and comprehend listening and reading text well
  1. be confident to use English in any different social context

Assessment

Assessment will be done through tutorials and classwork (20%) and the final examination (80%).  For the tutorials and classwork (20%) students have to:

  1. actively participate in class and group discussions for each lesson
  2. take of tutorials, which test the students’ understanding of what they have learnt, and
  3. complete a written assignment (group work)

Prescribed Text

Cotton, D., Falvey, D. & Kent, S. (2014). New Language Leader 4: Coursebook. Pearson Education Limited.

MyEnglishLab: english.com/activate 

References

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

Clandfield, L (2010) Global.  Level 4 Course book, T’s book, Work book, Macmillan Publishing House.

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

Harris, M. et al. (2006) New Opportunities, Intermediate, Students’ Book. London: Longman.

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

Dean, M. et al. (2006) New Opportunities, Intermediate, Teacher Book. London: Pearson Education Ltd. 

Eng 4207: Business English – 3

Course Description

This module aims to develop students’ presentation and communication skills to be better able to communicate in a business environment. It enhances students’ exposure to English used in business context, bringing the real world of international business into the language-teaching classroom with topic-based units. Authentic reading texts, listening materials and specially-filmed interviews with business practitioners are included in each unit.

This module is designed to help students to prepare for a career in business and to develop their English communication skills especially in business contexts. Moreover, this module also tries to widen students’ knowledge of different business fields. 

Learning Outcomes

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

  1. select appropriate vocabulary and grammar structure for different fields of business
  2. develop communication skills especially for business contexts
  3. develop business related knowledge for their career and/ or their own business
  4. produce effective written texts for different business contexts

Assessment

Students will be assessed through classroom-based assessment (20%) and a final examination (80%). Classroom-based assessment includes the following:

  1. written assignments.
  2. group projects and case studies and presentation on them
  3. tutorial tests for language items they have learned
  4. completion of closed book examination on English for Business.

 Coursebook

Cotton, David .et al. (2011) Market Leader (Upper Intermediate), 3th Edition. England, Pearson Education Limited.

References

Learning resources including websites and video are included according to the topics. 

Eng 4208:  English Language Teaching – 1

 Course Description

This module introduces theoretical background to the practice of English language teaching. Moreover, it provides methodologies for developing the language skills: receptive and productive skills. It also deals with classroom management and tackling the problem behaviour of learners.  

Learning outcomes

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

  1. apply different teaching strategies that are necessary in ELT;
  2. recognize problems in teaching and learning of language skills;
  3. successfully manage a language class.

Assessment

Assessment will be done through the following modes:

  • a formal written examination (80%)
  • a combination of tutorial-based assessment, class and group discussion and formal written assignments (20%)

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

  1. active participation in class and group discussions
  2. completion of tutorials, which test the students’ understanding of theories
  3. completion of micro teaching
  4. completion of formal written examination

Reference:

Edwards, C & Willis, J. (2005) Teachers Exploring Tasks in English Language Teaching. New York: Palgrave Macmillan

Harmer, J (1998) The Practice of English Language Teaching. London: Longman group Ltd.

Celce-Murcia, M. (2001) Teaching English as a Second and Foreign Language. UK: Heinle & Heinle.

 

SECOND YEAR HONOURS – ENGLISH                                SEMESTER – II

Foundation Course

မ ၄၀၀၂      ျမန္မာစာ

 Core Courses

Eng 4209      Public Speaking and Presentation Skills

Eng 4210      English Literature – 14 (17th and 18th Century Poetry and Drama)

Eng 4211      English Language Studies – 6 (Syntactic Theory – 3 and Introduction to Discourse Analysis)

Eng 4212      Translation and Interpretation – 4

Elective Courses (for English Specialisation)

Eng 4213      ASEAN Literature in English – 2

Eng 4214      Communicative Skills – 8

Eng 4215      Business English – 4

Eng 4216      English Language Teaching – 2

* An English specialisation student will have to take one elective.

Eng 4209: Public Speaking and Presentation Skills

 Course description

This module enables students to speak clearly and confidently in different situations – in classrooms, in workplaces and in communities. It enables students to identify the elements of speech communication process and prepare an organized speech. It aims at developing students’ oral communication skills (speaking and listening) and written communication skills (reading and writing). It presents principles with applications emphasizing audience-centred communication so that students can learn how to talk to and with them and not at them. This module also provides students with key skills for effective presentation such as useful language expressions, voice and delivery, rhetorical techniques, question handling and visual preparation.

Learning outcomes

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

  1. speak clearly and confidently in different situations – in classroom, in workplaces and in communities
  2. prepare their presentation by themselves using visuals, and
  3. conduct an effective presentation.

Assessment

Assessment will be done through the following modes:

  • a formal written examination (80%)
  • a combination of tutorial-based assessment, class and group discussion and formal written assignments (20%)

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

  1. active participation in class and group discussions
  2. completion of tutorials and quizzes
  3. completion of assignments
  4. giving a group-presentation on a topic
  5. completion of formal written examination

Prescribed Coursebook

Hamilton Gregory (2018) Public Speaking for College and Career (11th Ed.). McGraw-Hill

Malcolm Goodale (1998) Professional Presentations. CUP. 

References

Gregory, H. (1999) Public Speaking (fifth Edition) McGraw- Hill

Powell, M. (2002) Presenting in English Thomson Heinle

Eng 4210: English Literature – 14 (17th& 18th Century Poetry & Drama)

 Course Description

This module deals with the study of a rich variety of theme-based selections of English poetry, which are presumably representative of 17th and 18th century.  Students, making an academic pursuit of English poetry over the past centuries, are able to get a broad perspective of how English poetry had developed over the centuries, as well as of how the poetic language in English had changed. This module also introduces students to outstanding literary piece of English Drama written before 1660. It explores the major literary genres of that period, as well as the socio-cultural contexts in which they were produced. It also examines how literary texts articulate changes in language and form, as well as in concepts of family, nation, and community during the medieval period. It deals with the creation of such gifted authors as William Congreve, and – supremely– Shakespeare. It will cover the publication of Shakespeare’s comedies which mark the apex of Renaissance literature. 

Learning Outcomes

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

  1. understand terminology and elements of poetry and drama
  2. recognize the history or culture of the English language
  3. analyze various aspects of poetry, such as diction, tone, form, genre, imagery, figures of speech, symbolism, theme, etc.
  4. explore the underlying meanings of a poem
  5. compare and contrast poems
  6. find out the underlying meanings of a play by using basic elements of drama

 Assessment

Assessment will be done through the following modes:

  • a formal written examination (80%)
  • a combination of tutorial-based assessment, class and group discussion and formal written assignments (20%)

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

  1. active participation in class and group discussions
  2. completion of two group-presentation: analysis of the poem ‘Death be not proud’ in terms of form, structure, speaker and listener, imagery and theme and ‘which character to as the central character of the play ‘The Tempest’
  3. completion of 4 assignments
  4. Assignment 1: Writing an autobiographical poem
  5. Assignment 2: Compare and contrast the two poems (Lord Byron’s “She walks in beauty” & Wordsworth’s “She was a Phantom of delight”)
  6. Assignment 3: Analyzing the relationship of the characters (Boatswain – Alonso/ Antonio/ Gonzalo/ Sebastian) in Act I of the drama “Tempest”.
  7. Assignment 4: What are three main themes in The Tempest? Write one paragraph for each of three main themes and explain each thoroughly.

 References

17th& 18th Century Poetry

       1.       A Poison Tree                                                            William Blake (1757–1827)

  1. When We Two Parted                                               George Byron
  2. She Was a Phantom of Delight William Wordsworth
  3. Evening In Autumn James Thomson (1700-1748)
  4. Easter Songs George Herbert (1593-1633)

6.      Death, be not proud (Holy Sonnet 14)                       John Donne (1572-1631)

References for Poetry

Abrams, M. H. (1986) The Norton Anthology of English Literature. Vol. 1. USA: Norton and Company, Inc.

Hewett, R. P. (1984) A Choice of Poets: An Anthology of Poets from Wordsworth to the present day. UK: Nelson House.

Hoeper, Jeffrey D & James H. Pickering (1990) Poetry: An Introduction. USA: Macmillan Publishing Company.

Peacock, W (1963) English Verse. Vol. V. Oxford: OUP

Pickering, James H. & Jeffrey D Hoeper (1986) Literature. USA: Macmillan Publishing Company.

Ward, Thomas Humphry (1883) The English Poets. Vol. IV. London: Macmillan and Co.

Weekes, A. R (year not mentioned) The Odes of John Keats. London: University Tutorial Press Ltd.

Wilkie, Brian & James Hurt (1998) Literature of the Western World. Vol. I. USA: Macmillan Publishing Company.

Wollman, Maurice (1948) Poems of Twenty Years: An Anthology. London: Macmillan and Co.

 Drama

The Tempest                                                                            William Shakespeare

References for Drama

Abrams, M. H. (1986) The Norton Anthology of English Literature. Norton & Com. Inc.

Alexander, Michael (2000) A History of English Literature. Macmillan Press Ltd.

Allison, Alexander W. et al. (1986) Masterpieces of Drama. Macmillan Publishing Co.

Pickering, James H. & Jeffrey D Hoeper (1986) Literature. USA: Macmillan Publishing Company.

Eng 4211:  English Language Studies – 6 (Syntactic Theory & Introduction to Discourse Analysis)

 Course Description

This module familiarizes students with the analysis of raising and control sentences using the classical transformational approach and P&P approach. It also discusses the main differences and the relation between P & P and PSG. Moreover, in this module, students will be provided with the definition of discourse, discourse versus text, types of discourse, interpreting discourse, linguistic elements in discourse such as cohesion, coherence, and conversation analysis.

Learning outcomes

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

  1. distinguish between raising and control sentences
  2. justify the structure of wh-questions and the constraints in the structure of wh-questions, and
  3. identify salient features of spoken and written texts
  4. analyze any text with high level of comprehension

 Assessment

Assessment will be done through the following modes:

  • a formal written examination (80%)
  • a combination of tutorial-based assessment, class and group discussion and formal written assignments (20%)

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

  1. active participation in class and group discussions
  2. completion of 4 tutorials
  3. completion of 3 written assignment
  4. completion of the formal written examination

Prescribed texts:

Borsley, R. (1999). Syntactic Theory: A Unified Approach. London: Aronold. Chapter 11- 15 (Pg. 157 – 244)

McCarthy, Michael (1991) Discourse Analysis for Language Teachers. Cambridge Language Teaching Library. Glasgow: CPU (Page 5 – 32) 

 References

Burton-Roberts, N. (2016). Analysing Sentences: An Introduction to English Syntax. New York: Routledge.

Dawson, H. C. & Phelm, M. (2016). Language Files 12: Materials for an Introduction to Language and Linguistics. Columbus: The Ohio State University Press. (Chapter 5: Syntax).

Finegan, E. (2015). Language: Its Structure and Use. University of Southerrn California: CENGAGE. (Chapter 5, The Structure and Function of Phrases and Sentences:  Syntax).

Nunan, D. (1993) Introducing Discourse Analysis. London: The Penguin Group Ltd.

Richards, J. C. (2015). Key Issues in Language Teaching. UK: Cambridge University Press. (Chapter 16: Discourse Analysis).

Thornbury, S. (2005). Beyond the Sentence: Introducing discourse analysis. Oxford: Macmillan Publishers Limited. (Chapter 3, What makes a text make sense ? & Chapter 4, Spoken text).

Eng 4212: Translation and Interpretation – 4

 Course Description

This module focuses on the methods and procedures of translation and interpretation. It imparts the knowledge of strategies of translation and interpretation. Regarding translation, this module trains students to be able to translate texts of various types from SL to TL efficiently at various levels of language. Regarding interpretation, students are trained to interpret different genres of speeches: authentic speeches made by public figures from the local and international arenas. With a special focus on skills development, this module will equip final year EPP students with translation and interpretation skills, which are and will be in great demand on the job market now and in the future.

Learning Outcomes

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

  1. analyze and evaluate translation works based on their theoretical understanding of the translation theories
  2. improve their own translations using different strategies
  3. apply the appropriate interpretation strategies that is suitable for the type of discourse and context
  4. explore and apply the technologies and software for both translation and interpretation

Assessment

Assessment will be done through the following modes:

  • a formal written examination (80%)
  • a combination of tutorial-based assessment, class and group discussion and formal written assignments (20%)

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

  1. active participation in the class and group discussions for each lesson
  2. completion of four tutorials which assess the students’ understanding of what they have learnt and their ability to apply the theoretical knowledge in their own translation and assessing others’ works
  3. completion of one written assignment and one group project that includes a presentation
  4. completion of the final examination.

References

Baker, Mona (1992) In Other Words: A Course book on Translation., Routledge.

Carford. J.C (1965) A Linguistic Theory of Translation. OUP.

Gile, D. (2009) Basic concepts and models for interpreters and translator training. John Benjamins Publishing Company. Denmark.

Munday, J (2001) Introducing Translation Studies Routledge.

Newmark, P (1988) A Textbook of Translation Prentice Hall International (UK) Ltd

Newmark, P (1993) Paragraphs on Translation. Longman.

Win Pe, U, et al., (2008) Translators’ Reference. Volume II. Shwe Pyi Taw Press.

Eng 4213: ASEAN Literature in English – 2

 Course Description 

This module introduces students to the study of ASEAN Literature in English and provides them with the knowledge of ASEAN culture and a firm foundation of approaches to literary study. The focus is on the different genres of literary works from ASEAN countries. This module covers a wide range of socio-cultural aspects in South East Asia countries such as people, family ties and values, growing up, festivals, and so on. It helps students to gain a critical appreciation of the writer’s craft through close textual study and through social aspects. It also enhances students’ exploration of themes, characterization, setting, plot and point of view.

 Learning Outcomes

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

  1. analyze and evaluate different genres of literary works from ASEAN countries
  2. explore themes, characterization, setting, plot and point of view of the stories
  3. give a critical appreciation of the writer’s craft through detailed textual analysis and social aspects

Assessment

Assessment will be done through the following modes:

  • a formal written examination (80%)
  • a combination of tutorial-based assessment, class and group discussion and formal written assignments (20%)

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

  1. active participation in the class and group discussions for each lesson
  2. completion of four tutorials which assess the students’ understanding of what they have learnt and their ability to apply the theoretical knowledge in their own translation and assessing others’ works
  3. completion of one written assignment and one group project that includes a presentation
  4. completion of the final examination.

References

Gill, Richard (2002) Mastering English Literature. Third Edition. Palgrave Master Series.

Hoeper, Jeffrey D. & Pickering, J. H. (1986) Literature. Second Edition. New York: Macmillan Publishing Co.

Salleh, Muhammad Haji (ed) (1997) Stories from South East Asia. Yayasan Penataran Ilmu.

Toh, Glenn (1999) Voices of Southeast Asia:  An Anthology of Southeast Asian Short Stories. Singapore: SEMEO Regional Language Centre.

Websites

http://www.seasite.niu.edu/Tagalog/Literature/Short%20Stories/How%20My%20Brother%20Leon%20Brought%20Home%20A%20Wife.htm

http://literatureofthephilippines.blogspot.com/2011/09/mats-by-francisco-arcellana.html

http://www.vietnamwebsite.net/story/story18.htm

http://www.textetc.com/criticism.html

http://pages.prodigy.net/manila_girl/rizal

 Eng 4214: Communicative Skills – 8 

 Course Description

This Module aims at developing students language skills, communicative skills and study skills. It introduces language items in authentic and semi-authentic engaging reading and listening texts. It also exposes students to different styles of written texts. The lessons will be conducted in communicative language teaching and deductive approach to present grammar and vocabulary items. Engaging activities will be given to make students practise the language structure, vocabulary and grammar rules in a variety of meaningful contexts to develop their reading, writing, speaking, pronunciation and writing skills.

 Learning Outcomes

After the course, students will be able to:

  1. apply grammar rules and vocabulary appropriate to their communication needs
  2. integrate study skills to improve their language and communication skills
  3. identify appropriate language style for different social context
  1. write different types of written texts systematically and comprehend listening and reading text well
  1. be confident to use English in any different social context

Assessment

Assessment will be done through tutorials and classwork (20%) and the final examination (80%).  For the tutorials and classwork (20%) students have to:

  1. actively participate in class and group discussions for each lesson
  2. take of tutorials, which test the students’ understanding of what they have learnt, and
  3. complete a written assignment (group work)

Prescribed Text

Cotton, D., Falvey, D. & Kent, S. (2014). New Language Leader 4: Coursebook. Pearson Education Limited.

MyEnglishLab: english.com/activate

 References

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

Clandfield, L (2010) Global.  Level 4 Course book, T’s book, Work book, Macmillan Publishing House.

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

Harris, M. et al. (2006) New Opportunities, Intermediate, Students’ Book. London: Longman.

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

Dean, M. et al. (2006) New Opportunities, Intermediate, Teacher Book. London: Pearson Education Ltd.

Eng 4215: Business English 4

Course Description

This module aims to develop students’ presentation and communication skills to be better able to communicate in a business environment. It enhances students’ exposure to English used in business context, bringing the real world of international business into the language-teaching classroom with topic-based units. Authentic reading texts, listening material and specially-filmed interviews with business practitioners are included in each unit.

This module is designed to help students to prepare for a career in business and to develop their English communication skills especially in business contexts. Moreover, this module also tries to widen students’ knowledge of different business fields.

 Learning Outcomes

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

  1. select appropriate vocabulary and grammar structure for different fields of business
  2. develop communication skills especially for business contexts
  3. develop business related knowledge for their career and/ or their own business
  4. produce effective written texts for different business contexts

 Assessment

Students will be assessed through classroom-based assessment (20%) and a final examination (80%). Classroom-based assessment includes the following:

  1. written assignments.
  2. group projects and case studies and presentation on them
  3. tutorial tests for language items they have learned
  4. completion of closed book examination on English for Business.

Cotton, D. et al. (2011) Market Leader (Upper Intermediate), 3th Edition. England, Pearson Education Limited.

 References

Mascull, B. (2002) Business Vocabulary in Use. CUP.

Naunton, J. (2005) Profile 2Intermediate,Oxford Business English. OUP.

Learning resources including websites and video are included according to the topics.

Eng 4216:  English Language Teaching – 2

 Course Description

This module introduces theoretical background to the practice of English language teaching. Moreover, it provides methodologies for developing the language skills: receptive and productive skills. It also deals with classroom management and tackling the problem behaviour of learners.

 Learning outcomes

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

  1. apply different teaching strategies that are necessary in ELT;
  2. recognize problems in teaching and learning of language skills;
  3. successfully manage a language class.

 Assessment

Assessment will be done through the following modes:

  • a formal written examination (80%)
  • a combination of tutorial-based assessment, class and group discussion and formal written assignments (20%)

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

  1. active participation in class and group discussions
  2. completion of tutorials, which test the students’ understanding of theories
  3. completion of micro teaching
  4. completion of formal written examination

References

Edwards, C. & Willis, J. (2005) Teachers Exploring Tasks in English Language Teaching. New York: Palgrave Macmillan

Harmer, J. (1998) The Practice of English Language Teaching. London: Longman group Ltd.

Celce-Murcia, M. (2001) Teaching English as a Second and Foreign Language. UK: Heinle & Heinle.