gcuf.edu.pk · · 2018-02-236 PSY-422 Introduction to Psychology 3(3-0) Total: 18 BS YEAR-3- Sr. No Semester-V Credit Hours 1 LNG-501 Task based Language Teaching 3(3-0) 2 LNG-502

Annexure II CURRICULUM

BS ENGLISH LITERATURE & LINGUISTICS

Department of Applied Linguistics

GOVERNMENT COLLEGE UNIVERSITY

FAISALABAD

Sr. No Semester-II Credit Hours

1 SOC-307 Introduction to Sociology 3(3-0)

2 LNG-306 Life Skills 3(3-0)

3 LNG-307 Phonetics and Phonology 3(3-0)

4 LNG-308 Poetry I 3(3-0)

5 LNG-309 History of English Literature 3(3-0)

6 PST-321 Pakistan Studies 2(2-0)

Total: 17

BS

YEAR-2

Sr. No Semester-III Credit Hours

1 LNG-401 Sociolinguistics 3(3-0)

2 LNG-402 Advance English Grammar 3(3-0)

3 LNG-403 ELT Methods and Approaches 3(3-0)

4 LNG-404 Drama -1 3(3-0)

5 STA-321 Introduction to Statistical Theory 3(3-0)

6 ISL-321 Islamic Studies / Ethics 2(2-0)

Total: 17

Sr. No Semester-IV Credit Hours

1 LNG-405 Stylistics 3(3-0)

2 LNG-406 CALL 3(2-1)

3 LNG-407 Teaching Language Skills 3(3-0)

4 LNG-408 Drama-II 3(3-0)

5 LNG-409 Academic Communication 3(3-0)

SCHEME OF STUDIES FOR BS (4 YEAR) ENGLISH LITERTURE &

LINGUISTICS

BS YEAR-1

Sr.

No

Semester-I Credit Hours

1 LNG-301 Introduction to Linguistics 3(3-0)

2 LNG-302 Study Skills 3(3-0)

3 LNG-303 Sentence Analysis/Grammar 3(3-0)

4 LNG-304 Introduction to Literary Studies 3(3-0)

5 LNG-305 English For Academic Purposes 3(3-0)

6 CSI-321 Introduction to Computing Applications 3(3-0)

Total: 18

6 PSY-422 Introduction to Psychology 3(3-0)

Total: 18

BS YEAR-3-

Sr. No Semester-V Credit Hours

1 LNG-501 Task based Language Teaching 3(3-0)

2 LNG-502 Psycholinguistics 3(3-0)

3 LNG-503 Language and Gender 3(3-0)

4 LNG-504 Stylistics-II 3(3-0)

5 LNG-505 Corpus Linguistics 3 (2-1)

6 LNG-506 American Literature 3(3-0)

Total: 18

Sr. No. Semester-VI Credit Hours

1 LNG-507 Testing and Evaluation 3(3-0)

2 LNG-508 Literary Criticism 3(3-0)

3 LNG-509 World Englishes 3(3-0)

4 LNG-510 Pakistani Literature in English 3(3-0)

5 LNG-511 Semantics and Pragmatics 3(3-0)

6 LNG-512 Second Language Acquisition 3(3-0)

Total: 18

BS YEAR-4

Sr. No. Semester-VII Credit Hours

1 LNG-601 Research Methodology 3(3-0)

2 LNG-602 Literary Theory 3(3-0)

3 LNG-603 Syllabus Design & Materials Development 3(3-0)

4 LNG-604 Discourse Analysis 3(3-0)

5 LNG-605 Forensic Linguistics 3(3-0)

6 LNG-606 English for Specific Purposes 3(3-0)

7 LNG-607 Tolerance 3(3-0)

Total: 21

Sr. No. Semester-VIII Credit Hours

1 LNG-607 Poetry-II 3(3-0)

2 LNG-608 Research Report 3(3-0)

3 LNG-609 Schools of Linguistics 3(3-0)

4 LNG-610 Novel 3(3-0)

5 LNG-611 English for Employment Purposes 3(0-3)

6 LNG-612 Translation Studies 3(3-0)

Total: 18

SCHEME OF STUDIES FOR BS (4 YEAR) ENGLISH

LITERTURE & LINGUISTICS

Semester-I Introduction to Linguistics

Course Code LNG-301 Credit Hours 3(3-0)

Course Description: This course is aimed to present a comprehensive survey of what isknown about language andalso of the methods

used by linguists in arriving at thatknowledge. It provides a detailed introduction to Linguistics a new discipline of

emerging sciences and an opportunity to explore development in linguistic thoughts. Students will read some

valuable material propounded by famous linguists concerning major branches of linguistics and try to describe

distinctive features of them. Then, they are required to understand the practical applications of these branches in the

field of language and literature. In the end, they should be able to have a comprehensive knowledge of the

fundamentals of Linguistics and its scope. To achieve the goals, they are required to present their reading and submit

their final paper.

Course Objectives: At the end of the course, the course participants are expected to be able to:

1) have a comprehensive and accessible approach towards the fundamentals of Linguistics.

2) have sufficient theoretical approach and profound knowledge of human language for further easy access to the

future practicum.

Course Description

Weeks Description of Topic

1st Week

1- what is Language and Linguistics

2- Language as a system of systems

3- Scope of Linguistics

2nd

Week

Origin of Language: Theories


Properties of Human Language

3rd

Week

Phonetics : Definition, Introduction

Branches of Phonetics

Draw the diagram of vocal organs

Description of consonant

Place of articulation of consonant sounds

4th

Week

Manner of articulation of consonant sounds

vowel sounds

Quadrilateral of vowel sounds and further description

Cardinal vowels & diphthongs

5th

Week

Phonology: sound patterns of language

Phonemes & Allophones , minimal pair

Syllable

Consonant cluster

Assimilation & Elision

6th

Week

Processes of word formation

Introduction of morphology

Morphemes Free morpheme and its types,

Lexical and functional morphemes Bound morphemes and its types

prefixes & suffixes

Derivational and inflectional morphemes

problems of Morphological

7th

Week

Grammar: a brief introduction

Traditional Grammar

Prescriptive & descriptive approaches

Structural vs constitutional analysis

8th

Week

presentations

presentations

presentations

9th

Week (Mid Term Exam)

Description of Topic

10th

Week

Syntax

Deep & Surface structure

Tree diagram

11th

Week

Semantics

Semantic features

semantic roles & Lexical relations

Lexical relations

Collocation

12th

Week

Pragmatics

Semantics & Pragmatics

Context

Deixis,Reference ,

Inference ,Anaphora ,Presupposition

13th

Week

speech acts

Speech events

Discourse analysis Interpreting discourse

Cohesion

Coherence

14th

Week

The co-operative principle

Hedges Implicatures

Psycholinguistics Language areas in brain

15th

Week

Language acquisition

Sociolinguistics

Language & Society

Social dialects

Speech accommodation

Register and jargon

16th

Week

Slang , idiolect Diglossia, isogloss

Linguistic relativity The Sapir–Whorf hypothesis

Language and Gender : Gendered words , Gendered speech , Gendered interaction

presentations

presentations

18th

Week (Final Term Examination)

Evaluation System:

Quizzes/Presentations/Viva Voice 10%

Assignment 10%

Mid Term Test 30%

Final Examination(at the end of the semester) 50%

Text Book:

The Study of Language, (4th

Edition) by George Yule

Suggested Books:

ndrew dford David Britain, LINGUISTICS: AN INTRODUCTION

Ingo Pl g M ri r un Sabine Lappe, INTRODUCTION TO ENGLISH LINGUISTICS

David Crystal, DICTIONARY OF LINGUISTICS & PHONETICS

Study skills Course code LNG-302 Credit Hours 3(3-0)


Quizzes/

Presentations/Viva

Voice

Assignments Practical HODs/Incharge

Sign

1st Week

Motivation and Goal Setting

2nd

Week

Train Brain

3rd

Week

Learning Style

Time Management

4th

Week Reading Skills

5th

Week Note Taking Skills

6th

Week

Writing Skills: Paragraph

Writing

7th

Week Essay Writing

8th

Week Quiz and Revision

9th

Week (Mid Term Exams)

10th

Week

Exams Strategies

11th

Week

Using Resources: Dictionary

12th

Week

Using Resources: Library

Internet

13th

Week

Preparation for Oral

Presentations

14th

Week

Practical activities for Oral

Presentations

15th

Week

Post-test, Post-presentation

activities

Own your Learning

16th

Week

Quiz and Revision

17th

Week

Practical Activities

18th


Text Books:

A Practical Guide to Study Skills by Amy Himsel

Test Taking Skills and Study Skills by Laurie Rozakis

The Study Skills Handbook by Stella Cottrell (Pg. 4-11)

Study Skills: M n ging your le rning by it O‟ Donoghue

Study Skills Guide by University of Newcastle

Study Skills Handbook by University of Hull

Evaluation System:


Assignment 10%

Mid Term Test 25%


Sentence Analysis Course code LNG-303 Credit Hours 3(3-0

Upon the successful completion of this course, students will be able to :

Understand all basic concepts of grammar related to different parts of speech, phrases and clauses

Give grammatical analysis of any sentence at word, phrase and clause level

Transform and compose any type of sentence

Week

s Description of Topic Reference

Assignment

s

Quizzes/

Presentations/Vi

va Voice

HODs/Incharg

e

Sign

1st

Week

Traditional

Grammar

Parts of

Speech

Basic

Principles of

Grammar

Wren and

Martin

High

School

English

Grammar

Parts of

Speech:

Introduction +

Evaluation of

Students‟

previous

knowledge

Noun and its

types

2nd

Week

Adjectives and

Pronouns

Adjectives and

its types

Wren and

Martin

High

School

English

Grammar

Quiz

Pronoun and

its types

Quiz

3rd

Week

Verb and

Adverb

The verb :

Person and

Number

Wren and

Martin

High

School

English

Grammar

Infinitive,

participle and

gerund

Adverb and its

position

4th

Week

Communicativ

e Functions

Chapter 1

& 2 from

Sentences

Typical

Patterns

book

English

Sentence

Analysis:

An

Introductor

y Course

by

Marjolijn

Verspoor

and Kim

Sauter

Sentence

Types

5th

Week

Function of

Verbs

Simple vs.

Complex

Chapter 3

from book

English

Sentence

Analysis:

An

Introductor

y Course

by

Marjolijn

Verspoor

and Kim

Sauter

Finite vs. Non

Finite

Auxillary

verbs

6th

Week

Function of

Verbs

Lexical verbs Chapter 4

from book

English

Sentence

Analysis:

An

Introductor

y Course

by

Marjolijn

Verspoor

and Kim

Sauter

Quiz

Transitive

verbs

Passive

Constructions

7th

Week

Word

Classes:

Identificatio

n

Nouns and

Adjectives

Chapter 5

from book

English

Sentence

Analysis:

An

Introductor

y Course

by

Marjolijn

Verspoor

and Kim

Sauter

Write

sample

paragraph

and identify

the word

class of

every word.

Verbs and

Adverbs

Articles and

Connectors

8th

Week

Phrase Analysis:

Noun Phrases

What is a

Phrase

Chapter 6

from book

English

Sentence

Analysis:

by

Marjolijn

Verspoor

and Kim

Sauter

Noun Phrases

Post modifiers

of a noun

9th


10th

Week

Verb Phrases

and Adverb

Phrases

Verb Phrases

Chapter 6

from book

English

Sentence

Analysis:

An

Introductor

y Course

by

Marjolijn

Verspoor

and Kim

Sauter

Quiz

Adverb Phrases

Quiz

11th

Week

Adjective

Phrases

Position of

Adjective Phrase

Chapter 6

from book

English

Sentence

Analysis:

An

Introductor

y Course

by

Marjolijn

Verspoor

and Kim

Sauter

Function of

Adjective Phrase

Identification

12th

Week

Prepositional

Phrases

Position of PP Chapter 6

from book

English

Sentence

Analysis:

An

Introductor

y Course

by

Marjolijn

Verspoor

and Kim

Sauter

Quiz

Function of PP

Quiz

13th

Week

Function

s of

Phrases

Functions Chapter 6

from book

English

Sentence

Analysis:

An

Introductor

y Course

by

Marjolijn

Verspoor

and Kim

Sauter

Differences

Identification

14th

Week

Clause

Analysis

Types Chapter 7

from book

English

Sentence

Analysis:

An

Adverbials

Function of

Punctuation

Introductor

y Course

by

Marjolijn

Verspoor

and Kim

Sauter

15th

Week

Sentence

Analysis at

all levels

Passive sentences Chapter 7

from book

English

Sentence

Analysis:

An

Introductor

y Course

by

Marjolijn

Verspoor

and Kim

Sauter

Ellipsis

Cleft Sentences

16th

Week

Sentence

Analysis at

all levels

Simple Sentences

Chapter 8

from book

English

Sentence

Analysis:

An

Introductor

y Course

by

Marjolijn

Verspoor

and Kim

Sauter

Analyze all

Sentences

of any

paragraph

selected by

you. (from

any

newspaper/

novel)

Compound

Sentences

Complex

Sentences

17th

Week

Sentence

Analysis

Exercises

Illustrations Chapter 8

from book

English

Sentence

Analysis:

An

Introductor

y Course

by

Marjolijn

Verspoor

and Kim

Sauter

Identification

Discussion

18th


Text Books:

English Sentence Analysis: An Introductory Course by Marjolijn Verspoor and Kim Sauter

Wren & Martin: High School English Grammar and Composition

Evaluation System:


Assignment 10%

Mid Term Test 25%


Introduction to literary studies Course code LNG 304 Credit hours 3(3-0)

Introduction of Course

This course introduces the basic concepts and ideas about literature and its various forms and genres.

Objectives of the Course

The course is designed:

To introduce the learners of literature to the various genres and literary terms

To sensitize them to themes and styles of literature

To inculcate reading skills and the reading habit in them

To enable the learners examine the reading of literature

Course Description


1st Week

What is literature, what is a text?

Genre, text type, and discourse

Primary and secondary sources

(Chapter 1 Introduction to Literary Studies , Pages 1-8)

2nd

Week

Introduction to major Genres in Literature

Fiction

Poetry

Drama

Film


3rd

Week

Studying poetry: Major Genres in Poetry: Narrative (i.e. epic) vs. Lyric (i.e. sonnet) poetry


4th

Week

Figures of speech: simile and metaphor, conceit, personification, symbols, image and imagery,

paradox and ambiguity (Penguin Dictionary of Literary Terms and Chapter 2 from Background

to English Literature (A study of Literary Terms)

5th

Week

Rhythmic-acoustic dimension (sounds of poetry)

Meter and variations in meter, rhyme and rhyme schemes, Stanza forms, end stopped and run on

lines, rhythm. Alliteration, consonance, assonance, onomatopoeia ambiguity (Penguin Dictionary

of Literary Terms and Chapter 3 from Background to English Literature (A study of Literary

Terms)

6th

Week Studying poem as a whole

7th

Week Studying Drama : Major Genres in Drama

8th

Week Character and plot , The language of drama

9th


10th

Week Studying Fiction : Major forms of fiction (novel, short story), Types of novel

11th

Week Narration , point of view (1

st person and 3

rd person narrator), Characterization ( Mastering

English Literature & Introduction to Literary Studies)

12th

Week Plot and its types, Story Setting (Mastering English Literature & Introduction to Literary

Studies)

13th

Week Themes (Mastering English Literature & Introduction to Literary Studies)

14th

Week Theoretical Approaches to Literature (Introduction to Literary Studies chapter 4)

15th

Week Interpretation of Literature (Mastering English Literature)

16th

Week Revision

17th

Week Revision

18th


Reading List

1) Richard Gill: Mastering English Literature

2) Mario Clarer: Introduction to Literary Studies

Further Reading

3) W. H. Hudson (2003). Introduction to the Study of Literature. India: A.I.T.B.S.

4) J.A.Cuddons: Penguin Dictionary of Literary Terms

Evaluation System:


Assignment 10%

Mid Term Test 25%


English for Academic purposes

Course code LNG 305 Credit hours 3 (3-0) Course Description: When students enter university, they need self-knowledge and academic skills to meet

successfully the challenges of university life and work. This course helps students in developing effective strategies

and practical skills needed to immediately see a positive difference in both their academic performance and the life

choices they make. The course also shows students how to create and use study systems, think critically,

concentrate, read with understanding and manage their learning to achieve the outcome they want. In brief this

course aids students to learn how to learn so that they can take immediate control of their learning and even long

after they leave the university. This is a compulsory course that must be taken by students in their first semester.

Course Objectives:

Upon completion of this course students will:

a. know and apply self-management skills to direct their academic performance and life choices

b. understand the ways in which they learn most easily and most enjoyable

c. define their own goals and preferences as they embark in their university career

d. embrace diversity and still be themselves

e. know and use the vital study skills and strategies they need to become confident and successful

f. create and use study systems, think critically, concentrate, read and listen with understanding,

g. develop and implement strategies to manage their time effectively,

h. develop effective test and examination taking skills

i. use skills to continue life-long learning on their own

Course Content:

WEEK1:

Sentence Structure 151

Clauses Independent Clauses 153

Dependent Clauses Compound Sentences (Coordination) versus Complex 153

Clause Connectors 153

Kinds of Sentences 155

Simple Sentences 155

Compound Sentences 155

Complex Sentences 160

Compound-Complex Sentences 162

Sentences (Subordination) 163

Types of Sentences 152

WEEK2:

The Process of Academic Writing 2

Introduction 2

The Writing Process. Stage I: Prewriting 3

Step 1: Choosing and Narrowing a Topic 3

Step 2: Brainstorming 4

The Writing Process. Stage II: Planning (Outlining) 8

Step 1: Making Sublists 8

Step 2: Writing the Topic Sentence 9

Step 3: Outlining 9

The Writing Process. Stage III: Writing and Revising Drafts 10

Step 1: Writing the First Rough Draft 10

Step 2: Revising Content and Organization 11

Step 3: Proofreading the Second Draft 12

Step 4: Writing the Final Copy 12

WEEK3:

What Is a Paragraph? An Overview 16

Introduction 16

Paragraph Structure 17

The Three Parts of a Paragraph 17

Unity and Coherence 18

The Finished Assignment Format 18

Writing on a Computer 19

How to Write a Title 20

WEEK4:

The Topic Sentence 20

Position of Topic Sentences 21

The Two Parts of a Topic Sentence 23

Writing Topic Sentences' 24

The Conc1uding Sentence 26

Review 28

WEEK5:

Unity and Outlining 30

Unity 30

Paragraph Outlining 35

The "Parallel Form" Rule 36

The "Equivalent Value" Rule: Outlines with Details 37

Review 38

WEEK6:

Coherence 40

Introduction 40

Repetition of Key Nouns 41

Use of Consistent Pronouns 42

Transition Signals 43

Types of Transition Signals 44

Logical order 51

Review 53

WEEK6:

Writing an Essay 99

The Essay 100

Writing an Essay 100

The Introductory Paragraph 101

The Concluding Paragraph 107

The Essay Body: Outlining 108

Transition Signals between Paragraphs 109

WEEK7:

The Writing Process 113

Writing and Revising an Essay 113

The Writer's Changes to the First Draft 114

The Writer's Changes to the Second Draft 116

Review 119

WEEK8:

Patterns of Essay Organization 121

Introduction 121

Chronological Order 122

Organization for Chronological Order 124

WEEK9:

Logical Division of Ideas 127

Organization for Logical Division of Ideas 129

Cause and Effect Order 130

WEEK10:

Organization for Cause and Effect Order 130

Block Organization with Transition Paragraphs 131

Chain Organization 134

WEEK11:

Cause and Effect Structure Words 135

Comparison and Contrast Order 141

Comparison Structure Vocabulary 142

WEEK12:

Contrast Structure Vocabulary 144

Organization for Comparison and Contrast Order 147

Review 149

Evaluation:

Class Participation 5%

Class Attendance 70%

Class/Academic Policies

Ple se refer to GCUF‟s policy on ttend nce incomplete gr des c demic dishonesty nd punctu lity.

Students are expected to use Standard English in both their oral and written communication.

Instructional Methodology:

Class Teaching, Lectures, Demonstrations

Class Discussions and Presentations

Group/ Peer Workshops

Written assignments: oral and written comprehension, essays, journals, library instruction, reading activities

Resources:

Writing Academic English. Third Edition

Addison Wesley Longman. 10 Bank Street, White Plains. NY 10606

Editorial director: Allen Ascher Acquisitions editor: Louisa Hellegers

Introduction to Computing Applications

Course code CSI-321 Credit hours 3(3-0)

Course Outline:

Basic Definitions & Concepts, Hardware: Computer Systems & Components.

Storage Devices, Number Systems, Software: Operating Systems,

Programming and Application Software, Introduction to Programming,

Databases and Information Systems, Networks, Data Communication, The

Internet, Browsers and Search Engines, The Internet: Email, Collaborative

Computing and Social Networking, The Internet: E-Commerce, IT Security

and other issues, Project Week, Review Week

Reference Materials:

1. Introduction to Computers 6th International Edition, Peter, N. McGraw-Hill

2. Using Information Technology: A Practical Introduction to Computer &

Communications, 6th Edition. Williams, S. McGraw-Hills.

3. Computers, Communications & information: A user's introduction, Sarah,

E. Hutchinson. Stacey, C. Swayer.

4. Fundamentals of Information Technology, Alexis L Mathewsleon Leon Press.

Semester-II

Introduction to Sociology Course code SOC-307 Credit hours 3(3-0)

Objective:

The course is designed to introduce the students with sociological concepts and the discipline. The focus

of the course shall be on significant concepts like social systems and structures, socio-economic changes

and social processes. The course will provide due foundation for further studies in the field of sociology.

Course Outline

1. Introduction

a. Definition, Scope, and Subject Matter

b. Sociology as a Science

c. Historical back ground of Sociology

2. Basic Concepts

a. Group, Community, Society

b. Associations

i. Non-Voluntary

ii. Voluntary

c. Organization

i. Informal

ii. Formal

d. Social Interaction

i. Levels of Social Interaction

ii. Process of Social Interaction

a) Cooperation

b) Competition

c) Conflict

d) Accommodation

e) Acculturation and diffusion

f) Assimilation

g) Amalgamation

3. Social Groups

a. Definition & Functions

b. Types of social groups

i. In and out groups

ii. Primary and Secondary group

iii. Reference groups

iv. Informal and Formal groups

v. Pressure groups

4. Culture

a. Definition, aspects and characteristics of Culture

i. Material and non material culture

ii. Ideal and real culture

b. Elements of culture

i. Beliefs

ii. Values

iii. Norms and social sanctions

c. Organizations of culture

i. Traits

ii. Complexes

iii. Patterns

iv. Ethos

v. Theme

d. Other related concepts

i. Cultural Relativism

ii. Sub Cultures

iii. Ethnocentrism and Xenocentrism

iv. Cultural lag

5. Socialization & Personality

a. Personality, Factors in Personality Formation

b. Socialization, Agencies of Socialization

c. Role & Status

6. Deviance and Social Control

a. Deviance and its types

b. Social control and its need

c. Forms of Social control

d. Methods & Agencies of Social control

7. Collective Behavior

a. Collective behavior, its types

b. Crowd behavior

c. Public opinion

d. Propaganda

e. Social movements

f. Leadership

Recommended Books:

1. Anderson, Margaret and Howard F. Taylor. 2001. Sociology the Essentials. Australia: Wadsworth.

2. Brown, Ken 2004. Sociology. UK: Polity Press

3. Gidden, Anthony 2002. Introduction to Sociology. UK: Polity Press.

4. Macionis, John J. 2006. 10th Edition Sociology New Jersey: Prentice-Hall

5. Tischler, Henry L. 2002. Introduction to Sociology 7th ed. New York: The Harcourt Press.

6. Frank N Magill. 2003. International Encyclopedia of Sociology. U.S.A: Fitzroy Dearborn

Publishers

7. Macionis, John J. 2005. Sociology 10th ed. South Asia: Pearson Education

8. Kerbo, Harold R. 1989. Sociology: Social Structure and Social Conflict. New York: Macmillan

Publishing Company.

9. Koening Samuel. 1957. Sociology: An Introduction to the Science of Society. New York: Barnes

and Nobel..

10. Lee, Alfred Mclung and Lee, Elizabeth Briant 1961. Marriage and The family. New York: Barnes

and Noble, Inc.

11. Leslie, Gerald et al. 1973. Order and Change: Introductory Sociology Toronto: Oxford University

Press.

12. Lenski, Gevbard and Lenski, Jeam. 1982. Human Societies. 4th edition New York: McGraw-Hill

Book Company.

13. James M. Henslin. 2004. Sociology: A Down to Earth Approach. Toronto: Allen and Bacon.

Life Skills LNG-306 Credit hours 3(3-0)

Weeks Description of Topic Materials

Week 1

Defining life skills: Skills and life skills defined, life skills

approach to teaching

Handouts

Week 2

Self-awareness, Positive Attitude, self-esteem, Critical

Thinking, Creativity, Empathy

Handouts

Critical Thinking Handouts (by

Tammy LeJune)

Week 3 Assertiveness, Multiple Intelligence Handouts

Week 4 Time Management Notes from Book (by Dianna L. Van

Blerkom)

Week 5 Time Management Notes from Book (by Dianna L. Van

Blerkom)

Week 6 Goal Setting Notes from Book (by Dianna L. Van

Blerkom)


Blerkom)


Blerkom)

9th


Week 9 Work team communication Notes from Book (by Marty Cielens &

Mary Aquino

Week

10

Conflict reolution Notes from Book (by Marty Cielens &

Mary Aquino

Week

11

Conflict resolution Notes from Book (by Marty Cielens &

Mary Aquino

Week

12

Negotiation skills Notes from Book (by Marty Cielens &

Mary Aquino

Week

13

Negotiation skills Notes from Book (by Marty Cielens &

Mary Aquino

Week

14

Personal Safety Handouts

Week

15

Formal Dining Handouts

Week

16

Team building Notes from Book (by Marty Cielens &

Mary Aquino

Week

17

Team building Notes from Book (by Marty Cielens &

Mary Aquino

18th


Text Books/materials:

Chapters from the Business of Communicating (by Marty Cielens & Mary Aquino)

Chapters from College Study Skills (by Dianna L. Van Blerkom)

Notes from Online Sources

Phonetics and Phonology Course code LNG-307 Credit hours 3(3-0)


Quizzes/

Presentations/Viva

Voice


Sign

1st

Week

Introduction The production of speech sounds

2nd

Week

Long vowels, short vowels Diphthongs

3rd

Week

Voicing and Consonants

English Plosives

4th

Week

Phoneme

Symbols and transcription

5th

Week

Fricatives and affricates

Fortis Consonants

6th

Week

Nasals and other consonants

7th

Week

The Syllable

8th

Week

Quiz

9th Week (Mid Term Exams)

10th

Week

Strong and weak syllable

11th

Week

Stress patterns

Stress in a simple word

12th

Week

Complex word stress

Problems in phonemic analysis

13th

Week

Intonation

14th

Week

Functions of Intonation

15th

Week

Weak forms of words

16th

Week

Aspects of connected

speech

17th

Week

Quiz

18th Week (Final Term Examination)

Text Books: English phonetics and phonology (2nd edition) by peter Roach

Evaluation System:


Assignment 10%

Mid Term Test 25%


Poetry-I

Course code LNG-308 Credit hours 3(3-0) Course Objectives:

Students will become familiar with various forms of poetry of many different periods including the

Renaissance, the 18th Century, the Victorian Era, and Modern periods. Students will learn various

methods of reading poetry and of analysis of poets and poems.

Course Description


1st Week

1- Introduction to poetry, Historical perspectives

2- Meter & its types

Metaphysical poets

3- A valediction: Forbidding mourning by John Donne

2nd

Week

Blank verse

Book-1 Paradise Lost

Explanation of the lines from Book-1 Paradise Lost

3rd

Week

Shakespearean Sonnet

All The World A Stage

Shepherd‟s Song by M rlow

4th Week

Romantic poetry

Features of Romantic poetry

Wordsworth , solitary Reaper

Explanation of the lines from the poem

5th Week

P.B.Shelly , Ode to The West Wind

Continuation of the poem

Explanation of the lines

6th Week

William Blake , The poison Tree

continuation of the poem


7th Week

Young Romantics

John Keats, Ode to Grecian Urn

continuation of the ode

8th Week

Ode to Melancholy



9th Week (Mid Term Exam)


10th Week

Introduction to dramatic monologue

Robert Browning , My Last Duchess

Explanation of lines from the poem

11th Wee

Imagery in poetic diction by Robert Frost

Stopping by woods on a snowy evening

Explanation

Continuation of the Explanation of lines from the poem

12th Week

Introduction to Modernism & features of modern poetry

The Second Coming by WB Yeats

Explanation


13th Week

Free verse

T.S.Eliot , The waste Land

The Burial of Dead

Explanation

The Fire Sermon

Explanation

14th Week

Death by Water

Explanation

What the thunder said

Explanation

Review of the waste Land

15th Week

Ted Hughes , the poet of his generation

The child is father of man

The thought-fox


16th Week

Sylvia Plath

The Morning song

Explanation of the poem

Presentations

presentations

presentations


Evaluation System:


Assignment 10%

Mid Term Test 30%


Suggested Books:

The Art of English Poetry by EWD. Bysshe

The C mbridge History of English Poetry by Mich el O‟Neill

History of English Literature

Course code LNG-309 Credit hours 3(3-0)

Course Description:

This is an interdisciplinary course which deals with some of the ways in which the

students are acquainted with the history of English Literature chronologically. The evolution of

British literature is the focus of this course. It will be seen how the present English fiction and

non-fiction genres have come to its excellent and complicated form retrospectively. A survey of

early British literature from Beowulf in the old English period through Chaucer in the middle

English period, and such authors as Spenser, Marlowe, Shakespeare, Jonson, Donne, and Milton

in the Renaissance and of later British literature from the Restoration and the Eighteenth century,

the Romantic and Victorian periods, modernism, and contemporary Anglophone

literature. Prerequisite: Fulfillment of the freshman writing requirement.

All such theoretical work will heavily draw on citations from literary texts, both poetic and

prose. In light of the above notions, the students will go on to analyze several literary texts,

poems, shorts stories, etc.

Course Aims:

The central aim of this course is to expose BS students of English Linguistics to realize

national curricular goals of awakening their desire and interest in reading books by creating a

classroom atmosphere that promotes open dialogue, develops a tolerance of different cultures

and encourages the sharing of different perspectives and interpretations. The inclusion of English

literature in the syllabus benefits language learning in educational, psycholinguistic and

linguistic w ys. ccording to Hill the study of liter ture contributes “both to the development of

the student s n individu l nd to his or her comm nd of the l ngu ge” (Hill 1986:12). For

teachers of English as a second language, their main concern is exposure to the language. The

reading of literature provides an opportunity for the language to be internalized whereby

grammar rules, phrases and vocabulary already learnt can be reinforced and at the same time new

words and phrases encountered. Furthermore, authentic texts give the reader a possibility to

experience a genuine language context and the motivation to want to use it themselves in speech.

One of the main benefits of literature is that it acts as a stimulus that ignites interest and

motivates the student by involving them on a personal, emotional level.

Teaching Methods:

The course will be delivered in the form of lectures and class discussions. Lectures will

provide a detailed review of the history of English Literature its development; the same issues

will be selected for class discussion. Each week students are expected to prepare for the lectures

and discussions by reading the particular extract of the theoretical material dealt with in the

course. The extracts will form the basis of close discussion and debate in the classroom. Each

student has to effectively contribute by giving presentations and later by papers on a chosen

topic.

Modes of Assessment Score Date

Mid-term Exam 18 8th week

Assignments, active class participation and paper 12 During course

Final Exam 30 To be announced later

Total 60

Course Outline

Week

Material to be covered

(1) Introduction to Literature

(2) Brief historical overview

(3) Anglo Saxon , Old English

(4) Middle English

(5) Renaissance 14th Century & Chaucerian style

(6) Elizabethen age

(7) Shakespeare’s contribution in English Literature

(8) Restoration & Miltonic age

MID-TERM EXAM

(9) Augustan age

(10) Romantics

(11) Victorian age

(12) Modern age

SUBMIT ESSAY ABOUT THIS TIME

(13) Salient features of Elizabetan drama

(14) Victorian Novel

(15) Modern fiction

(16) FINAL EXAM: TO BE ANNOUNCED BY REGISTRATION

Suggested readings

Students are motivated to quench the thirst of knowledge from on line sources.

1. WILLIAM J. LONG English Literature London and New York: Routledge; 1997

ISBN: 0415097681

2. A History of English Literature R.H.Fletcher Oxford: Oxford University Press; 2002

ISBN: 0194372405

3. A short Oxford history of English Literature Andrew Sanders Oxford University Press, 2000

4. A Companion to Old and Middle English Literature By Laura Cooner Lambdin; Robert

Thomas Lambdin: Greenwood Press, 2002

Pakistan Studies Course code PST-321 Credit hours 3(3-0)

Aims:

Develop vision of historical perspective, government, politics, contemporary Pakistan, ideological background of Pakistan.

Study the process of governance, national development, issues arising in the modern age and posing challenges to Pakistan.

Contents:

Historical Perspective Ideological rationale with special reference to Sir Syed Ahmed Khan, Allama Muhammad Iqbal

and Quaid-i-Azam Muhammad Ali Jinnah. Factors leading to Muslim separatism

People and Land

Indus Civilization

Muslim advent Location and geo-physical features. Government and Politics in Pakistan

Political and constitutional phases: 1947-58 1958-71

1971-77

1977-88

1988-99

1999 onward

Contemporary Pakistan

Economic institutions and issues

Society and social structure

Ethnicity

Foreign policy of Pakistan and challenges Futuristic outlook of Pakistan

Recommended Readings: j. Burki, Shahid Javed. State & Society in Pakistan, The Macmillan Press Ltd 1980. k. Akbar, S. Zaidi. Issue in Pakistan’s Economy. Karachi: Oxford University Press, 2000. l. S. M. urke nd L wrence Ziring. P kist n‟s Foreign policy: n

Historical analysis. Karachi: Oxford University Press, 1993. m. Mehmood, Safdar. Pakistan Political Roots & Development. Lahore, 1994. n. Wilcox, Wayne. The Emergence of Bangladesh., Washington: American Enterprise, Institute of Public

Policy Research, 1972. o. Mehmood, Safdar. Pakistan Kayyun Toota, Lahore: Idara-e-Saqafat-e-Islamia, Club Road, nd. p. Amin, Tahir. Ethno - National Movement in Pakistan, Islamabad: Institute of Policy Studies, Islamabad. q. Ziring, Lawrence. Enigma of Political Development. Kent England: WmDawson & sons Ltd, 1980. r. Zahid, Ansar. History & Culture of Sindh. Karachi: Royal Book Company, 1980. s. Afzal, M. Rafique. Political Parties in Pakistan, Vol. I, II & III. Islamabad: National Institute of

Historical and cultural Research, 1998. t. Sayeed, Khalid Bin. The Political System of Pakistan. Boston: Houghton Mifflin, 1967. u. Aziz, K. K. Party, Politics in Pakistan, Islamabad: National Commission on Historical and Cultural

Research, 1976. v. Muhammad Waseem, Pakistan Under Martial Law, Lahore: Vanguard, 1987. w. Haq, Noor ul. Making of Pakistan: The Military Perspective. Islamabad: National Commission on

Historical and Cultural Research, 1993.

Semester-III

Sociolinguistics



Quizzes/

Presentations/Viva

Voice


Sign

1st

Week

Language Dialect and

variation

2nd

Week

Language culture and

identity

3rd

Week

Diglossia as a

sociolinguistics situation

Multilingualism and

Bilingualism

4th

Week

Code switching and code

Mixing

5th

Week

Language contact and

Language Generation

Pidgin and creole

6th

Week

Language and gender

7th

Week

Endangered language

Language shift and

maintenance

8th

Week

Language Death


10th

Week

Language variation

Linguistic and social

variation

11th

Week

Words and culture

12th

Week

Ethnographies

Language and ethnicity

13th

Week

Solidarity and politeness

Talk and action

14th

Week


teaching

Sociolinguistics and

Education

15th

Week

Semiotics

Social semiotics

16th

Week

Language planning and

policy

17th

Week

Social factors in language

Change


Text Book: introduction to sociolinguistics (fifth Edition) by Ronald Wardaugh.

Suggested Reading: The Handbook of sociolinguistics by Florian Coulmas.

Evaluation System:


Assignment 10%

Mid Term Test 25%


Advance English Grammar-1



This course focuses primarily on the descriptive facts of English syntax, presented in a way that

encourages students to develop keen insights into the English data. It then proceeds with the basic,

theoretical concepts of generative grammar from which students can develop abilities to think, reason,

and analyze English sentences from linguistic points of view.


To help students enhance their understanding of the structure of English in a systematic and scientific way

To help them perform linguistic analyses for simple as well as complex English phenomena

Course Detail


1st Week

Phrases and categories (Phrase Structure Rules: NP Phrase, VP: Verb Phrase, Ad: Phrase ,

Adj: Phrase , Preposition: Phrase (Chapter 2 from English Syntax: An Introduction)

2nd

Week

Grammatical Functions: Subjects, Direct and Indirect, Predicative Complements, Oblique

Complements, Modifiers, Form and Function Together (Chapter 3 from English Syntax:

An Introduction)

3rd

Week

Projections from Lexical Heads to Phrases(Internal vs. External Syntax, Notion of Head,

Complements, and Modifiers), Differences between Complements and Modifiers (Chapter

4 from English Syntax: An Introduction)

4th Week

Subjects and Complements : Feature Specifications on the Complement Values,

Complements of Verbs, adjectives, Common Nouns, Clausal Complement or Subject

(Chapter 5 from English Syntax: An Introduction)

5th Week

Noun Phrases and Agreement: Classification of Nouns, Syntactic Structures, Projection of

Pronouns, Projection of Proper Nouns, Agreement Types and Morpho-syntactic Features,

Noun-Determiner Agreement, Pronoun-Antecedent Agreement, Subject-Verb Agreement,

Morpho-syntactic and Index (Chapter 6 from English Syntax: An Introduction)

6th Week

Auxiliary Constructions: Modals, Be/Have, Periphrastic do, Infinitival Clause Marker to;

Auxiliaries with Negation, inversion, contraction, ellipsis (Chapter 8 from English Syntax:

An Introduction)

7th Week

Passive Constructions: Relationships between Active and Passive; Three Approaches:

structural, Transformational, lexicalist; Prepositional Passive, Adjectival Passive, Get

Passive, Middle Voice (Chapter 9 from English Syntax: An Introduction)

8th Week

Wh-Questions: Clausal Types and Interrogatives, Indirect Questions, Non-Wh Indirect

Questions, Subject Wh-Questions, Infinitival Indirect Questions (Chapter 10 from English

Syntax: An Introduction)


10th Week

Relative Clause Constructions: Restrictive vs. Nonrestrictive Relative Clauses, Subject

Relative Clauses, That-relative clauses, Infinitival and Bare Relative Clauses ( Chapter 11

from English Syntax: An Introduction)

11th Week Introduction to Chomsky‟s Tr nsform tion l Gener tive Gr mm r (Ch pter 8 & 9 from

Linguistics for Beginners: Basic Concepts)

12th Week Practical/ sample Analysis of Sentences employing TGG Model

13th Week

Introduction to Systemic Grammar

erry‟s Model of n lysis Lexical-grammatical Constituency

The rank scale (clauses, phrase/groups, words, morphemes), Rank shift (Chapter 5

(Grammar : Structure) 6 (Grammar : Units) & 8 (Grammar : Rank) from Introduction to

Systemic Linguistics)

14th Week

Systemic Functional Grammar (M A K Halliday)

How speakers represent the world: Exploring experiential meanings

(Chapter 3 from Using functional grammar: An explorer's guide)

15th Week

How speakers interact with language and take a position: Exploring interpersonal

meanings

(Chapter 4 & 5 from Using functional grammar: An explorer's guide)

16th

Week How speakers organize their message: Exploring textual meanings


17th

Week Presentations


Suggested Reading

1. Jong-Bok Kim, J. and Sells, P. (2007). English Syntax: An Introduction. Stanford, Calif.: Center

for the Study of Language and Information.

2. Rahman, T. 2010). Linguistics for Beginners: Basic Concepts. Oxford University Press.

3. Butt, at al. (2000). Using functional grammar: An explorer's guide. Sydney, N.S.W: National

Centre for English Language Teaching and Research.

4. Berry, M.: An Introduction to Systemic Linguistics. London B. T. BATSFORD LTD

Evaluation System:


Assignment 10%

Mid Term Test 25%


ELT Methods and Approaches



Quizzes/

Presentations/Viva

Voice

Assignments Practical Referred

material

1st

Week

Practical English

Language Teaching

Introduction and

background of

Language Teaching

Methodology

Practical English

Language

Teaching by

David Nunan

P 3-21

2nd

Week

Theories regarding

practical English

language Teaching.

3rd

Week

Exploring skills

Principles for teaching

writing skills

Chapter# 5

Page -87

4th

Week

Exploring skills


speaking skills

Chapter#3

Page -47

5th

Week

Exploring Language

Principles of teaching

pronunciation

Chapter#6

Page -111

6th

Week

Exploring Language


Grammar task and

techniques.

Chapter# 8

Page-153

7th

Week

Syntax* Page 163-173

8th

Week

Quiz and revision


10th

Week

Exploring skills


listening skills

Chapter#2

Page 3-23

11th

Week

Exploring skills


reading skills

Interactive model of

reading

Chapter#4

Page 67-87

12th

Week

Exploring Language


Discourse

Chapter#9

Page 173

13th

Week

Exploring skills


vocabulary

Chapter#7

Page 129

14th

Week

Teaching methods and

Techniques for English

language learners

Chapter 13

247-258

15th

Week

Practical

implementation of

different techniques

and activities in real

Page 258-267

situation.

16th

Week

Learning style and

strategies

Learner Autonomy in

the classroom

Chapter#14

Page 289

17th

Week

Classroom based

assessment

Chaper#15

Page 309


Text Books; Practical English Language Teaching by David Nunan, 1st international Edition 2003.

Evaluation System:


Assignment 10%

Mid Term Test 25%


Drama -1 Course code LNG-404 Credit hours 3(3-0)

Weeks Greek Tragedy

1st Week

1- introduction to Greek Drama & Greek theater

2nd

Week

2-The contribution of Sophocles in Greek theater

Introduction of Oedipus Rex

3rd

Week

prologue of the drama Oedipus Rex

Reading of text

explanation with reference to the context

4th Week

scene-1,reading comprehension

reading of the text


5th Week

scene-II, reading comprehension

reading of the text


6th Week

scene-III, reading comprehension

reading of the text


7th Week

scene-IV, reading comprehension

reading of the text


8th Week

Irony in Oedipus Rex

Oedipus Rex as a tragedy

Oedipus Res as a tragic hero


Elizabethan Theatre

10th Week

Introduction to Renaissance

Shakespeare and Elizabethan theatre

Shakespeare as dramatist

11th Week

Introduction to Hamlet

plot summary of the play

language of the play

12th Week

Act-1,reading comprehension

reading of the text


13th Week

Act-II, reading comprehension

reading of the text


14th Week

Act-III, reading comprehension

reading of the text


15th Week

Act-IV,reading comprehension

reading of the text


16th Week

Act-V,reading comprehension

reading of the text


17th Week

Soliloquies of Hamlet

H mlet „s inner conflict

Greek tragedy vs Elizabethan tragedy


Text Book:

Oedipus the King ( Oedipus Rex )

Sophocles, E. A. Sophocles

Shakespeare: Hamlet

Paul A. Cantor

https://www.google.co.in/search?sa=X&hl=en-IN&gbv=2&tbm=bks&tbm=bks&q=inauthor:%22Sophocles%22&ved=0ahUKEwii9MCYjcjPAhVBbBoKHeuJBGEQ9AgIPzAI

https://www.google.co.in/search?sa=X&hl=en-IN&gbv=2&tbm=bks&tbm=bks&q=inauthor:%22E.+A.+Sophocles%22&ved=0ahUKEwii9MCYjcjPAhVBbBoKHeuJBGEQ9AgIQDAI

https://books.google.co.in/books?id=W-mfpfK4lUcC&printsec=frontcover&dq=hamlet+shakespeare&hl=en&sa=X&ved=0ahUKEwiz4fPwjcjPAhWPhRoKHVgMBMAQ6AEIKTAC

https://www.google.co.in/search?hl=en-IN&gbv=2&tbm=bks&tbm=bks&q=inauthor:%22Paul+A.+Cantor%22&sa=X&ved=0ahUKEwiz4fPwjcjPAhWPhRoKHVgMBMAQ9AgIKzAC

Evaluation System:


Assignment 10%

Mid Term Test 25%


Introduction to Statistical Theory

Course code STA-321 Credit hours 3(3-0)

The nature and scope of the Statistics, Variables and their types, Data and its sources, Scales of

measurements, Tabulation and classification of data, Graphs and Charts: Stem-and leaf diagram, Box and

Whisker plots and their interpretation. Measures of Central Tendency, Quantiles, Meaures of Dispersion:

Their properties, usage, limitations and comparison. Moments, Measures of Skewness and Kurtosis and

Distribution shapes. Rates and ratios, Standardized scores

Recommended Books

1. A basic course in statistics / G.M. Clarke, D. Cooke. Edition: 5th ed. Publisher: London : John Wiley,

2004

2. Ch udhry S.M. nd K m l S. (2008) “Introduction to St tistic l Theory” P rts I & II 8th ed Ilmi

Kitab Khana, Lahore, Pakistan.

3. Mann, P. S. (2010) Introductory Statistics. Wiley.

4. Mcl ve J.T. enson P.G. nd Snitch T. (2005) “St tistics for usiness & Economics” 9th ed. Prentice

Hall, New Jersey.

5. Schaum's outline of theory and problems of beginning statistics / Larry J. Stephens. Edition: 2nd ed.

Publisher: New York : McGraw- Hill, 2006

6. Spiegel, M.R., Schiller, J.L. and Sirinivasan .L. (2000) “Prob bility nd St tistics” 2nd ed. Sch ums

Outlines Series. McGraw Hill. NY.

7. Sullivan, M., Fundamentals of statistics, III. Edition: 3rd ed. Publisher: Boston: Prentice Hall, 2011.

8. Walpole, R.E., Myers, R.H and Myers, S.L. (1998), “Prob bility nd St tistics for Engineers nd

Scientist” 6th edition Prentice H ll NY.

9. Weiss N. .(1997) “Introductory St tistics” 4 th ed. ddison-Wesley Pub. Company, Inc.

Islamic Studies / Ethics

Course code ISL-321 Credit hours 2(2-0)

Aims:

To provide Basic information about Islamic Studies

To enhance understanding of the students regarding Islamic Civilization

To improve Students skill to perform prayers and other worships

To enhance the skill of the students for understanding of issues related to faith and religious life.

Contents:

Introduction to Quranic Studies

Basic Concepts of Quran

History of Quran

Uloom-ul -Quran

Study of Selected Text of Holy Quran

Verses of Surah Al-Baqra Related to Faith(Verse No-284-286)

Verses of Surah Al-Hujrat Related to Adab Al-Nabi (Verse No-1-18)

Verses of Surah Al-Mumanoon Related to Characteristics of faithful (Verse No-1-11)

Verses of Surah al-Furqan Related to Social Ethics (Verse No.63-77)

Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)

Study of Selected Text of Holy Quran

Verses of Surah Al-Ihzab Related to Adab al-Nabi (Verse No.6, 21, 40, 56, 57, 58.)

Verses of Surah Al-Hashar (18,19, 20) Related to thinking, Day of Judgment

Verses of Surah Al-Saf Related to Tafakar, Tadabar (Verse No-1,14)

Seerat of Holy Prophet (S.A.W) I

Life of Muhammad Bin Abdullah ( Before Prophet Hood)

Life of Holy Prophet (S.A.W) in Makkah

Important Lessons Derived from the life of Holy Prophet in Makkah

Seerat of Holy Prophet (S.A.W) II

Life of Holy Prophet (S.A.W) in Madina

Important Events of Life Holy Prophet in Madina

Important Lessons Derived from the life of Holy Prophet in Madina

Introduction to Sunnah

Basic Concepts of Hadith

History of Hadith

Kinds of Hadith

Uloom-ul-Hadith

Sunnah & Hadith

Legal Position of Sunnah

Introduction to Islamic Law & Jurisprudence

Basic Concepts of Islamic Law & Jurisprudence

History & Importance of Islamic Law & Jurisprudence

Sources of Islamic Law & Jurisprudence

Nature of Differences in Islamic Law

Islam and Sectarianism

Islamic Culture & Civilization

Basic Concepts of Islamic Culture & Civilization

Historical Development of Islamic Culture & Civilization

Characteristics of Islamic Culture & Civilization

Islamic Culture & Civilization and Contemporary Issues

Islam & Science

Basic Concepts of Islam & Science

Contributions of Muslims in the Development of Science

Quranic & Science

Islamic Economic System

Basic Concepts of Islamic Economic System

Means of Distribution of wealth in Islamic Economics

Islamic Concept of Riba

Islamic Ways of Trade & Commerce

Political System of Islam

Basic Concepts of Islamic Political System

Islamic Concept of Sovereignty

Basic Institutions of Govt. in Islam

Islamic History Period of khlaft-e-rashida

Period of Umayyads

Period of Abbasids

Social System of Islam Basic concepts of social system of Islam

Elements of family

Ethical values of Islam

Recommended Readings: H meed ull h Muh mm d “Emergence of Islam” I I Isl m b d

H meed ull h Muh mm d “Muslim Conduct of State”

H meed ull h Muh mm d „Introduction to Islam

Mul n Muh mm d Yous f Isl hi ”

Hussain Hamid Hassan, “An Introduction to the Study of Islamic Law” leaf Publication Islamabad,

Pakistan.

Ahmad Hasan, “Principles of Islamic Jurisprudence” Islamic Research Institute, International Islamic

University, Islamabad (1993)

Mir Waliullah, “Muslim Jurisprudence and the Quranic Law of Crimes” Islamic Book Service

(1982)

H.S. Bhatia, “Studies in Islamic Law, Religion and Society” Deep & Deep Publications New Delhi

(1989)

Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al Islamia”

Allama Iqbal Open University, Islamabad (2001)

Semester-IV

Stylistics Course code LNG-405 Credit hours 3(3-0)


Quizzes/

Presentations/Viva

Voice

Assignments

1st

Week

Stylistics and its

levels

Stylistic features of a

text

Assignment: Select some text

and apply the stylistic features

+ Presentation

2nd

Week

Difference between

literary and non-

literary texts

Difference between

literary criticism and

literary stylistics

Registers

Assignment: Justify the

differences with examples

+ Presentation

3rd

Week

Deviation

Foregrounding and

Interpretation

Assignment: Application

4th

Week

Rhythm and meter

Assignment: Application on

poem

5th

Week

Use of Figurative

Language

Quizz

6th

Week

Implications of context

Techniques of stylistic

analysis

Assignment:

Select poem of a particular

age/movement and pinpoint

influence of that movement

on text and writer

7th

Week

Stylistic analysis of poetry Assignment: Complete

stylistic analysis of a poem

8th

Week

Stylistic Analysis of Short

Story

Assignment: Practical

analysis


10th

Week

Stylistic Analysis of Drama

(1)

Techniques of Analysis

Assignment: Analyze the

drama discussed in class and

give your own judgments

11th

Week


(2)

Assignment: Select and

analyze any drama. Also

connect it with its particular

age

12th

Week

Stylistic Analysis of Novel (1)


Quizz

13th

Week



analyze any Novel. Also

connect it with its particular

age

14th

Week

Group Presentations

15th

Week

Group Presentations

16th

Week

Group Presentations

17th

Week

Revision/ Class Discussions


Text Books:

Leech, G. & Short, M. (1981). Style in Fiction. Longman

Leech, G.N. (1969). A Linguistic Guide to English Poetry. England; Longman

Suggested Reading

Leech, G. & Short, M. (2007). A Linguistic Introduction to English Fictional Prose (2nd

ed.). UK; Pearson

Education Limited

Wales, K. (1989). A Dictionary of Stylistics. Longman.

CALL Code LNG-406 Credit hours (2-1)

I. TITLE: Computer-Assisted Language Learning

II. II. CATALOG DESCRIPTION: An introduction to computer-assisted language learning (CALL), an

overview of its specialized vocabulary and a review of research regarding its effectiveness

III. III. PURPOSE: To provide students with hands-on experience in pedagogical applications of

computers, including using and evaluating software and internet resources. Students will be

introduced to the variety of computer resources available and will be required to design a unit which

includes a CALL component.

IV. IV. COURSE OBJECTIVES: (Coded for Kentucky Experienced Teacher Performance Standards,

NTPS; TESOL Standards, TESOL; KERA Initiatives KERA)

By the end of the course, students in this class are expected to

A. Understand the general operating principles of electronic technologies, hardware and software.

B. Learn vocabulary related to computer-assisted second and foreign language learning. Experiment with and

evaluate current computer applications in second and foreign language learning.

C. Learn how to design and integrate computer work into second and foreign language courses.

D. Review and evaluate current research in CALL. (NTPS 1; TESOL 3,5)

E. Develop and articulate a philosophy on the role and applications of computers in language learning

The EPBS Themes – Diversity, Assessment, and Closing the Gap are explored as course topic that students discuss,

and research to fully explore these topics. They investigate these themes and how they should be implemented in the

language classroom. Students design materials and assessment tools that address all of these themes.

V. CONTENT OUTLINE:

1. Structure and terminology of computers and CALL

2. Computer resources for classroom management

3. World Wide Web (WWW) resources

4. Designing web pages

5. Evaluation of instructional software, materials development

6. Designing instructional units: theory and practice

7. Professional development resources: electronic journals, listservs, conferences, etc.

VI. INSTRUCTIONAL ACTIVITIES: The primary format of this course will be discussion and workshop.

Students will participate in a variety of assignments and, as a final project, design a teaching unit integrating CALL

into second and foreign language methodology.

VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: None except as it pertains to the

projects/research that students conduct for class. The internet will be used extensively for research and information

relating to CALL.

VIII. RESOURCES: The Murray State University Library, the internet, the World Wide Web, listservs, and other

computer-based resources will be the principal resources for this course.

Note: Because of course requirements, each student must have a working e-mail account by the second class

meeting!

YOU MAY USE ANY EMAIL ACCOUNT AS YOUR PRIMARY CONTACT BUT IT MUST WORK

RELIABLY FOR THE ENTIRE SEMESTER.

Computer requirements: Any web-based course offered through the Murray State University TESOL program will

require you to have regular access to a computer with an internet connection and speakers (I also recommend a

microphone for the Elluminate class discussions, but it is not required). But for this class you will use more

multimedia functions of the computer and possibly download and use (free) software for certain assignements.

You will also need to have (or borrow) a digital camera for photos.

IX. GRADING PROCEDURES: Semester grades will be determined as follows:

Preparation and Class Participation (including

discussion board)

15%

Exam 10%

Article presentations (2 electronic) 2@5% 10%

Web site review 5%

Homework Assignments (various) 30%

Statement of Philosophy of CALL 5%

Final Project 25%

Total 100%

Grading Scale:

90-100% = A

80-89.9% = B

70-79.9% = C

60-69.9% = D

Below 60% = E

Note that this is a graduate-level course. Assignments are designed and assessed accordingly. Special permission

may be granted to upper-level undergraduates who wish to take the course, and those students will be subject to

fewer course requirements and a lower grading scale. However, undergraduate students should be aware that a

course taken at the undergraduate level cannot apply towards graduate study per university policy.

X. ATTENDANCE POLICY: Prompt and regular participation is required for this course. You need to attend one

synchronus Elluminate class discussion session (follow the link on the class blackboard site) per week and

participate accordingly.

XI. ACADEMIC HONESTY POLICY: This policy is provided in the Murray State Graduate Bulletin at the

following address: http://www.murraystate.edu/provost/catalogs/G601University.html#Honesty

Plagiarism or academic dishonesty will have consequences from failure of the assignment or exam to failure of the

entire course.

The biggest problem students often have is not attributing materials and ideas to the sources they are from. This is

http://www.murraystate.edu/provost/catalogs/G601University.html#Honesty

especially easy to do, even unintentionally, when the internet is used heavily in a course. If you do use outside

sources at anytime, be sure to provide full references. Copying even one sentence from a site or source without

saying where it is from is considered academically dishonest and IS plagiarism. If you have any questions about this

at any time while working on an assignment, please check with me before the due date for the assignment.

Another problem some students have with academic honesty is getting unauthorized help. There are times--

especially on quizzes, exams, and some projects--that you are supposed to work entirely on your own without

consulting anyone. Make sure you do so at those times. Rest assured that I am an expert in tracing plagiarism using

various computer programs and other resources and must and will treat all cases very seriously.

However, most times, I encourage you to discuss things with the people in your group and with me in class

whenever possible. In a successful classroom, students ask each other questions, discuss things about the class, and

bounce ideas off of each other all the time.

XII. TEXT AND REFERENCES:

Hanson-Smith, E and Riling S, eds.. (2006) Learning Languages through technology. Alexandria, VA: TESOL Inc.

ISBN:.978-193118536-3.

Other material related to computers, the internet, and technology and teaching as required for assignments will be

available via te class Blackboard site.

Teaching Language Skills Course code LNG-407 Credit hours 3(3-0)


Quizzes/

Presentations/Viva

Voice


material

1st

Week

Practical English

Language Teaching

Introduction and

background of

Language Teaching

Methodology

Practical English

Language

Teaching by

David Nunan

P 3-21

2nd

Week

Theories regarding

practical English

language Teaching.

3rd

Week

Exploring skills


writing skills

Chapter# 5

Page -87

4th

Week

Exploring skills


speaking skills

Chapter#3

Page -47

5th

Week

Exploring Language


pronunciation

Chapter#6

Page -111

6th

Week

Exploring Language


Grammar task and

techniques.

Chapter# 8

Page-153

7th

Week

Syntax* Page 163-173

8th

Week

Quiz and revision


10th

Week

Exploring skills


listening skills

Chapter#2

Page 3-23

11th

Week

Exploring skills


reading skills

Interactive model of

reading

Chapter#4

Page 67-87

12th

Week

Exploring Language


Discourse

Chapter#9

Page 173

13th

Week

Exploring skills


vocabulary

Chapter#7

Page 129

14th

Week

Teaching methods and

Techniques for English

language learners

Chapter 13

247-258

15th

Week

Practical

implementation of

different techniques

and activities in real

situation.

Page 258-267

16th

Week

Learning style and

strategies

Learner Autonomy in

the classroom

Chapter#14

Page 289

17th

Week

Classroom based

assessment

Chaper#15

Page 309


Text Books; Practical English Language Teaching by David Nunan, 1st international Edition 2003.

Evaluation System:


Assignment 10%

Mid Term Test 25%


Drama-II Course code LNG-408 Credit hours 3(3-0)

Weeks Modern Drama

1st Week

1- introduction to Modernism

2nd

Week

2-The contribution of Henry Ibsen & Bernard Shaw in modern drama

3rd

Week

Introduction of Pygmalion

Reading of text


4th Week


reading of the text


5th Week

Act-I, reading comprehension

reading of the text


6th Week


reading of the text


7th Week


reading of the text


8th Week


reading of the text



Theatre of Absurd

10th Week

Introduction to Absurdism

SAMUEL BECKET and existentialism

Backett as dramatist

11th Week

Introduction to Waiting For Godot



12th Week


reading of the text


13th Week


reading of the text


14th Week


reading of the text


15th Week

Act-II,reading comprehension

reading of the text


16th Week

Act-II,reading comprehension

reading of the text


17th Week

Quiz

Quiz

scholarly articles on Waiting for Godot


Text of both plays

Evaluation System:


Assignment 10%

Mid Term Test 25%


Academic -Communication Course code LNG-409 Credit hours 3(3-0)


Quizzes/

Presentations/Viva

Voice


Sign

1st

Week

Introduction to

Communication-

Importance of Effective

communication.

2nd

Week

Theories of Communication.

3rd

Week

Process of Communication.

Components of

Communication.

4th

Week

Areas of Human

Communication.

Verbal

Non-verbal

Classification of Non-Verbal

Communication

5th

Week

Barriers to Effective

Communication.

Physical barriers

Psychological barriers

Language barriers

6th

Week

What is Organization?

Formal Organization

Informal

organization

7th

Week

Flow of Communication-

inside & outside the

organization.

Internal Flow of

Communication.

External Flow of

Communication.

8th

Week

Verbal & Non-Verbal

Communication

Oral

Communication

Written

Communication


10th

Week

11th

Week

Traits of Good

Communicators.

12th

Week

Introduction & Assessment

of Language Skills.

Listening skill & speaking

skill

13th

Week


of Language Skills.

Reading skill

14th

Week


of Language Skills.

Writing skill

Process of writing.

15th

Week

Introduction to Oral

Presentation Skills.

Steps for preparing

effective presentation

Way of delivering

the oral message

16th

Week

Types of Oral Presentations

Extemporaneous

Reading

Memorization

Impromptu

17th

Week

Revision and quiz


Text Books: Effective Communication by Paul Newton & Helen Bristoll

Business Communication Strategy & Skills by Marry Munter 7th Edition 2008

Suggested Reading:

Effective Business Communication by Herta A. Murphy & Jane P. Thomas. 7th Edition, 2009. New

Delhi: McGraw-Hill

Evaluation System:


Assignment 10%

Mid Term Test 25%


Introduction to Psychology Course code PSY-422 Credit hours 3(3-0)

Course Objective:

Psychology is the scientific study of behaviour and cognitive processes.

Psychology is curious, interesting and pragmatic. It attempts to comprehend

human nature. The basic course in psychology will provide the basis for the

better comprehension of Management Sciences. Management is essentially

getting things done from other people and this is not possible without a

deeper understanding of human behaviour. The scope of psychology is an

ever-expanding phenomenon. Now psychological knowledge is applied to

solve the problems of such diverse areas as management, environment,

business, education, industry, and other important fields.

An introductory and modern course in psychology will help the students to

understand such applied and vital areas as organizational behaviour,

human resource management, consumer behaviour, marketing

management, advertising, and management in general. This course will also

help the students to have a deeper understanding of their own selves and

also to cope with the environment pressures and to improve their quality of

life.

• To improve cademic standard in this region through the generation,

assimilation, and dissemination of knowledge

• To m ke the students w re of recent trends in psychology

• To prep re people of this re to serve s intellectu l resource b se in

this region.

• To enable the students to apply psychological knowledge for the

economic and social betterment of Pakistan

• To develop high qu lity profession ls nd beh viour l scientists th t re

committed to pursuit of excellence, and are endowed with vision,

courage, and dedication

Course Contents:

• Introduction to Psychology

‰ Definition, applied fields, and goals of psychology

‰ The rise of psychology as a science

‰ Major trends in the development of psychology

• ese rch methods in psychology

‰ Naturalistic observation

‰ Experimental method

‰ Survey and interview

‰ Case study and focus group

‰ Meta analysis 22

• iologic l b sis of eh viour

‰ Neural structure and synaptic transmission

‰ Structure and functions of nervous system

‰ Endocrine system

• Sens tion

‰ Sensory processing

‰ Vision

‰ Audition

• Perception

‰ Attentional processes

‰ Organizational processes in perception

‰ Identification and recognition processes

• Le rning nd beh viour

‰ Classical conditioning

‰ Operant conditioning

‰ Cognitive learning

‰ Observational learning

• Memory

‰ Sensory memory

‰ Short-term memory

‰ Learning and encoding in long-term memory

‰ Remembering

• Motiv tion nd Emotion

‰ Definition and type of motives (primary, secondary, and general)

‰ Basic emotions and culture

‰ Theories of emotions

‰ Functions of emotions

• Life-styles, stress, and health

‰ Life-style choices and consequences

‰ Healthy and unhealthy life-styles

‰ Stress, causes, and effects of stress, and coping strategies

• Cognitive processes

‰ Studying cognition

‰ Language use

‰ Visual cognition

‰ Problem solving and reasoning

‰ Judging and deciding

• Person lity

‰ Definition and assessment of personality 23

‰ Psychodynamic, behaviouristic, humanistic, and trait theory of

personality

• Intelligence nd ssessment of intelligence

‰ The origin of intelligence testing

‰ IQ test

‰ Theories of intelligence

‰ The politics of intelligence

• bnorm l beh viour

‰ Nature and causes of mental disorders

‰ Brief introduction to classification and diagnosis of mental disorders

• Psychother py

‰ Psychoanalysis and modern psychodynamic approach

‰ Behaviour modification techniques

‰ Cognitive and eidetic therapy

• Soci l psychology

‰ Social cognition

‰ Attitudes and their formation

‰ Prejudice

‰ Social influences and group behaviour

‰ Interpersonal attraction and loving

Semester-V

Task based Language Teaching Course code LNG-501 Credit hours 3(3-0)

What is TBL?

What is TBL?

What are its objectives?

What are its theoretical supports?

What does TBL consist on? How does it work?

What are the advantages and disadvantages of TBL for learners and teachers?

How efficient is TBL?

How much of CLT is there in TBL?

What is the difference between TBL and CLT?

Where does TBL come from? Who created it and when and where? Who is/are its author(s)? What books

has he/have they written?

What audience is TBL addressed to?

How long has it been used?

What is a task?

What is a task?

What is the main difference between a task and an activity?

What makes a task a task?

Why should task be used? What is their rationale? What do they consist on?

What type of tasks?

Are tasks always oral, written or both?

Can tasks be used in all languages and for any topic?

Where can I get TBLT activities?

Pedagogical Frameworks for language teaching How can I use TBL in my classes?

How is grammar approached in TBL?

Does TBL allow for focus on form?

Does TBL have any implications in lesson planning?

How can I plan TBL classes?

How can activities be sequenced in TBL?

Can TBL be applied to the 4 skills?

What kind of activities does TBL suggest for learners to go beyond communication and be able to

automatize specific structures?

Evaluation and TBLT

How are learners evaluated in TBL?

Does TBL imply new evaluation instruments and procedures? Which ones?

How objective is it to evaluate through tasks?

Does TBL focus evaluation on linguistic skills only or does it care about cognitive skills too?

Others:

What can I do to get trained in TBL?

Why c n‟t T L be perfect?

Is it possible to move from an eclectic teaching to TBL?

Could I have clear, reliable examples of this kind of teaching?

yg te M. “Task Based Learning”. [on line] Subject Centre for Languages, Linguistics and Area

Studies. The Higher Education Academy. Last accessed 9/12/05. Available at

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=412

Crookes G. Gass, S. (1993). Tasks and Language Learning. Integrating Theory and Practice.

Multilingual Matters

Duggleby, Julia (2000) How to be an Online Tutor. Hampshire, Gower Publishing Limited.

Ellis, Rod. (2003). Task-based Language Learning and Teaching. OUP. China.

Head, K & Taylor, P. (1997). Readings in Teacher Development. Heinemann ELT. UK.

Johnson, Keith (2003). Designing Language Teaching Tasks. Palgrave Macmillan. NY

Markee, Numa. (1997). “Second Language Acquisition Research: a Resource for Changing

Teachers´ Professional Cultures?” The Modern Language Journal. vol. 81. p. 80-93

Nunan, D (1989). Designing Tasks for the Communicative Classroom. CUP. UK

Puren, C. (2004). De l’approche par les tâches à la perspective co-actionnelle. Les Cahiers de

l‟ PLIUT – Vol. XXIII n°1

einh rdt Jon thon & Isbell K th rine (2002). “Building Web Literacy Skills”. The Reading Matrix. Vol.

2, No. 2

Skehan, Peter (1998). A cognitive approach to language learning. OUP. Hong Kong.

Skehan, P (2000). “A non-marginal role for tasks” ELT Journal Vol. 56/3 OUP p. 289-295

Skehan P, Bygate M, Swain Merril (2001). Researching Pedagogic Tasks. Longman. England.

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=412

Schweizer, Heidi (1999). Designing and Teaching an Online Course. Spinning your Web Classroom.

Allyn & Bacon. USA

Willis, Jane. (1996). A Framework for Task-based Learning. Addison Wesley Longman. Malasya

Willis & Leaver (2004). Task-based Instruction in Foreign Language Education. Practices and

programs. USA. Georgetown University Press.

Psycholinguistics Course code LNG-502 Credit hours 3(3-0)

Aims & Objectives: The aim of the course is to develop in the students an awareness and understanding of different variables that interact with and upon the teaching and learning of language. This will enable the students to develop the

theoretical background of learning and teaching.

Contents:

Introduction to Psycholinguistics:

The scope of Psycholinguistics

The connection between Psycholinguistics & Neurolinguistics

How does Psycholinguistics differ from Neurolinguistics?

The Psychology of Learning Theories of language learning (Behaviourism, Mentalism, Interactionism) Memory Inter-language

Error Analysis

Individual Learner Factors Age

Affective and personality factors

Cognitive styles

Motivation Learner Strategies

Recommended Readings: Aitchison, J. (1998). The Articulate Mammal: An Introduction to Psycholinguistics.

Routledge. Brown, H. D. (2007). Principles of language learning and teaching, (Fifth edition). New York:

Longman. Cohen, A. D., & Dörneyei, Z. (2002). Focus on the language learner: Motivation, styles, and

strategies. In N. Schmitt (Ed.). An Introduction to Applied Linguistics. London: Arnold. (170-190). Lightbown, P., & Spada, N. (2006). How languages are learned, 3rd edition. New York: Oxford

University Press. Long, M. (2005). Methodological issues in learner needs analysis. In M. Long (Ed.). Second language

needs analysis. Cambridge: Cambridge University Press. (19-76). Long, M., & Robinson, P. (1998). Focus on form: Theory, research, practice. In C. Doughty

and J. Williams (Eds.), Focus on form in classroom second language acquisition. New York:

Cambridge University Press. (15-41). McLaughlin, B. (1987). Theories of Second-language Learning. London: Edward Arnold. Richards, J. (1993). Error Analysis: Perspectives on Second Language

Acquisition. London: Longman. Steinberg, D. & Sciarini, N. (2006). Introduction to Psycholinguistics. (Second edition). London:

Longman.

Language and Gender Course code LNG-503 Credit hours 3(3-0)

Aims & Objectives: The course aims to introduce students to a wide range of linguistic analyses of language used by and

used about women and men; examine models of explanation for gender differences, enabling students

to explore gender in the structure and use of language at different levels of linguistic analysis (speech

style/pronunciation, vocabulary, sentence construction, discourse) and in different social and cultural)

contexts.

Contents: The relationships between language, gender, and society:

In what ways do men and women use language differently? How do these differences reflect and/or maintain gender roles in

society? The primary linguistic approaches to gender and language Historical and contemporary issues and controversies in the field of language &

gender Different perspectives on language and gender: linguistic,

anthropological, sociological, psychological, feminist.

Recommended Readings: Coates, J. (1986). Women, Men and Language. Longman: London. Eckert, P. & McConnell, G. S. (2003). Language and Gender. CUP. Ember, R. C & Ember, M. (Eds.), (2004). Encyclopedia of Sex and Gender: Men and Women in the

world’s cultures. Kluwer Academic/Plenum Publishers Graddol, D. and J. Swann. (1989). Gender Voices. Blackwell: Oxford, UK. Johnson, S. & Ulrike, H. M. (1997). Language and Masculinity. Oxford: Blackwell.

(LAM).

ing, R. (1991). Talking Gender: A Guide to Non-Sexist Communication. Copp Clark Pitman Ltd.: Toronto.

Litosseliti, L. (2006). Gender and Language: Theory and Practice. London: Hodder Arnold.

Tannen, D. (1990). You Just Don’t Understand. New York: Ballantine Books (YJDU)

Tannen, D. (Ed.), (1993). Gender and Conversational Interaction. New York: OUP

Stylistics-II Course code LNG-504 Credit hours 3(3-0)


Quizzes/

Presentations/Viva

Voice


Sign

1st

Week

Stylistics and its

levels

Stylistic features

of a text

Assignment: Select

some text and apply the

stylistic features

+ Presentation

2nd

Week

Difference

between literary

and non-literary

texts

Difference

between literary

criticism and

literary stylistics

Registers


differences with

examples

+ Presentation

3rd

Week

Deviation

Foregrounding and

Interpretation

Assignment:

Application

4th

Week

Rhythm and meter

Assignment:

Application on poem

5th

Week

Use of Figurative

Language

Quizz

6th

Week



analysis

Assignment:

Select poem of a

particular

age/movement and

pinpoint influence of

that movement on text

and writer

7th

Week

Stylistic analysis of poetry Assignment: Complete

stylistic analysis of a

poem

8th

Week

Stylistic Analysis of Short

Story


analysis

9th


10th

Week


(1)


Assignment: Analyze

the drama discussed in

class and give your

own judgments

11th

Week


(2)


analyze any drama.

Also connect it with its

particular age

12th

Week

Stylistic Analysis of Novel

(1)


Quizz

13th

Week

Stylistic Analysis of Novel

(2)


analyze any Novel.

Also connect it with its

particular age

14th

Week

Group Presentations

15th

Week

Group Presentations

16th

Week

Group Presentations

17th

Week


18th


Text Books:



Suggested Reading


ed.). UK; Pearson

Education Limited


Corpus Linguistics Course code LNG-505 Credit hours 3 (2-1)


1st Week Chapter 1: Introduction to Corpus Linguistics: Defining corpus linguistics; What does the word corpus

mean? Origin & senses of the word corpus; Definitions of corpus linguistics by famous corpus linguists; Is

corpus linguistics a branch of linguistics or a methodology? Corpus-based methodology as a perspective of

looking at language: usage-based

Chapter 1: Introduction to Corpus Linguistics: Rationale behind the field; Emergence and development of

the field: Need for writing a descriptive grammar; Stages in the development of the Field: Shoeboxes era,

electronic era, major proponents, and important works; Advantages and disadvantages of using corpora for

linguistic research

Chapter 1: Introduction to Corpus Linguistics: Concordance, concordance lines, and benefits of using

concordance lines; Criticism from armchair linguists; Types of corpora; large and small corpora; Special

complications associated with spoken corpora; Incomparability of data from different corpora; Major corpora

2nd

Week Building A Corpus-I (See “Ch pter 1 & ppendix” of the work entitled HDS Guide) ( ccess the full guide

at icar.univ-lyon2.fr/ecole_thematique/contaci/documents/Baude/wynne.pdf)

Building A Corpus-II (See “Ch pter 1 & ppendix” of the work entitled “ HDS Guide”)

Building A Corpus-III (See “Ch pter 1 & ppendix” of the work entitled “ HDS Guide”) ( ccess full guide


3rd

Week Operating AntConc: Downloading AntConc (software: http://www.laurenceanthony.net/software/antconc/;

AntConc Manual: http://www.laurenceanthony.net/software/antconc/releases/AntConc344/help.pdf), Interface,

Loading files, Tools and shortcuts

Operating AntConc: Concordance tool, Concordance Plot tool, File View tool

Operating AntConc: Wordlist tool, Cluster-N-gram tool, Collocates tool, Keyword List tool

4th

Week Operating AntConc: Menue Options: File, Global Settings, Tool Preferences

Exploring BNC: Access http://corpus.byu.edu/bnc/old/help/syntax_e.asp

Exploring BNC (continued…)

5th

Week

Important Taggers: CLAWS (access http://ucrel.lancs.ac.uk/claws/trial.html): C-5 and C-7 tageset

Important Taggers: CLAWS (Access http://ucrel.lancs.ac.uk/claws/trial.html): tagging the data

Important Taggers: Semantic Tagger ASUS (Access ucrel.lancs.ac.uk/usas): ASUS tagset

6th

Week Important Taggers: MAT 1.3 (Download software https://sites.google.com/site/multidimensionaltagger/;

Download M nu l from the s me p ge by clicking on “ e d the m nu l” )

Introduction to MAT tagset; Tagging the data

Important Taggers: MAT: Beyond individual features towards co-occurring features

Important Taggers: MAT: Conducting multidimensional analysis

7th

Week

Chapter 2: Counting, calculating, and annotating: Qualitative and quantitative method; Frequency;

Comparing frequencies

Chapter 2: Counting, calculating, and annotating: distribution in the corpus; using percentages and

normalising; representivity

http://www.laurenceanthony.net/software/antconc/

http://corpus.byu.edu/bnc/old/help/syntax_e.asp

http://ucrel.lancs.ac.uk/claws/trial.html


https://sites.google.com/site/multidimensionaltagger/

Chapter 2: Counting, calculating, and annotating: corpus annotation: Part-of-speech tagging & parsing

8th

Chapter 3: Looking for lexis: the role of lexicon in language; how lexicographers use corpora; the meaning of

words

Chapter 3: Looking for lexis: semantic preference, semantic prosody and evaluation,

Chapter 3: Looking for lexis: how words change in frequency over time; How words spreads between

varieties of English; how authors use words

9th


10th

Week

Chapter 4: Checking collocations and colligations: two types of collocations; collocations in a window

Chapter 4: Checking collocations and colligations: adjacent collocations

Chapter 4: Checking collocations and colligations: colligations

11th

Week

Important Corpora for Pakistani Researchers-I: Introduction to ICNALE (access

http://language.sakura.ne.jp/icnale/)

Important Corpora for Pakistani Researchers-II: A Review of Research Conducted on ICNALE Corpus

Conducted Outside Pakistan

Important Corpora for Pakistani Researchers-III: A Review of Research on ICNALE Corpus by Pakistani

Researchers

12th

Week

Chapter 5:Finding Phrases: Phraseology

Chapter 5: Finding Phrases: Idioms

Chapter 5: Finding Phrases:Recurrent phrases; a literary application

13th

Week

Chapter 6: Metaphor and Metonymy: metaphor, simile, conceptual metaphors, metonymy

Chapter 6: Metaphor and Metonymy: Using corpora in the study of metaphor (continued)

Chapter 6: Metaphor and Metonymy: Using corpora in the study of metaphor

14th

Week

Chapter 7: Grammar: Introduction; Who and whom; get-passives

Chapter 7: Grammar: adjective complementation

Chapter 7: Grammar: prepositional gerund or directly linked gerund; Using a parsed corpus

15th

Week

Chapter 8: Male and Female: Referring to men and women; Describing males and females

Chapter 8: Male and Female: the way men and women use language (continued)

Chapter 8: Male and Female: the way men and women use language

16th

Week

Chapter 9: Language change: likely; Grammaticalisation: the history of beside(s)

Chapter 9: Language change: the OED as corpus

Chapter 9: Language change: sociolinguistic explanations of language change: the rise of 3rd

person singular

17th

Week

Chapter 10: Corpus linguistics in cyberspace: the web as corpus; using commercial search engines for

linguistic research ; Piggybacking: WebCorp

Chapter 10: Corpus linguistics in cyberspace: Regional variation: agreement with collective nouns, Grammar:

adjective comparison

Chapter 10: Corpus linguistics in cyberspace: Dialect and non-standard language, web-genres and compiling

corpora from the web

18th


Projects:

1- Collect a corpus of any variety.

2- Annotate the corpus using CLAWS or USAS and conduct a research based on the corpus using antconc.

3- Conduct a literature review of research conducted using the ICNALE Corpus.

Textbook:

Lindquist, H. (2009). Corpus Linguistics and the description of English. Edinburgh: Edinburgh

University Press.

Chapter (1 & Appendix from AHDS): Access at icar.univ-

lyon2.fr/ecole_thematique/contaci/documents/Baude/wynne.pdf

Note: “Ch pter” refers to ch pter from Lindquist (2009). Other sources h ve been identified within the outline

wherever appropriate.

Suggested Reading: McEnery, T. & Hardie, A. (2012). Corpus linguistics: method, theory and practice. Cambridge: Cambridge

University Press.

Evaluation System:


Assignment 10%

Mid Term Test 25%


American Literature Course code LNG-506 Credit hours 3(3-0)

Aims & Objectives:

The course focuses on connecting the diverse Western movements such as Realism, Naturalism,

Romanticism, Transcendentalism, Modernism, etc. as they influence multiple trends in American literary

heritage and nationalism. The course will highlight these emerging trends as they culminate into the opening

of democratic vistas along with repercussions of industrial and scientific expansion. Race gender and class

equations reinterpret the central meaning of America and of the changing social and economic values.

Basically there may be several ways to access American Literature, but whether we follow simple chronology

or connect through themes and genres, the final objective of this course is to look for the sense of democratic

diversity amid the constitutional unity of the US.

This part of the course surveys the origins of American literary movements with reference to the

representative writers chosen. It sets some direction to the study of specific trends in the American Novel. It

stresses the diversity and uniqueness of the American character and experience, and its foundational voices

of self-acclaimed Puritan holiness along with the revolutionary expansions of the so called patriots. It also

highlights various phases of the American Renaissance, Romantic awareness and Transcendentalism, the

Civil War, scientific progress, dreams of American success, and several voices of social protest.

Contents:

A. Poetry (three poems from any three poets)

Emerson, Selections

Walt Whitman: Selections from Leaves of Grass

Emily Dickinson: Selections

Robert Frost: Selections

Sylvia Plath: Selections

Recommended Readings:

Bloom, H. (1976) Figures of Capable Imagination.

Waggoner, H. H. (1984) American Poetry from the Puritans to the Present.

B. Novel (any two)

Nathaniel Hawthorne: The Scarlet Letter

Mark Twain: Huckleberry Fin

Fitzgerald: The Great Gatsby

Earnest Hemingway: A Farewell to Arms

William Faulkner: Absalom Absalom


Bloom, Harold. ed. (1987) Modern Critical Views: William Faulkner.

Bradbury, M. (1983) Modern American Novel.

Chase, R. (1958) The American Novel and its Traditions.

Colourise, J. Michel. (1983) New Essays on The Scarlet Letter, Cambridge University

Press.

Gray, R. (1983) American Fiction: New Reading.

Bloom, Harold Ed. (1980) Modern Critical views and Interpretations,

C. Drama (any One/extracts from any two)

Arthur Miller: All My Sons

Tennessee Williams: Cat on A Hot Tin Roof

Bullins: Goin’ a Buffalo

Valdez: The Dark Root of a Scream


Bigsby, C. W. E. (2000). Modern American Drama1945-2000.Cambridge: Cambridge University Press.

Bigsby, Christopher. (1999).Contemporary American Playwrights. Cambridge: Cambridge

University Press.

Pfister, Manfred. (1993). The Theory and Analysis of Drama. Cambridge: Cambridge University Press.

Cohn, Ruby. (1982). New American Dramatists.1960-1990. Hampshire: Macmillan.

Krasner, David. (2005). A Companion to 20th Century Drama. Oxford: Blackwell.

Semester-VI

Testing and Evaluation Course code LNG-507 Credit hours 3(3-0)

Weeks Description of Topic Quizzes/

Presentations/Viva Voice Practical

1st Week

Basic Concepts in Language Testing

2nd

Week Kinds of tests

3rd

Week Validity

4th

Week Reliability-I

5th

Week Reliability-II

6th

Week Achieving beneficial backwash

7th

Week Stages of test development

8th

Week Common test techniques

9th


10th

Week Test writing

11th

Week Testing oral ability

12th

Week Testing reading

13th

Week Testing listening

14th

Week Testing grammar and vocabulary

15th

Week Testing overall ability

16th

Week Testing for young learners

17th

Week Test administration

18th


Text Book(s):

Hughes, A. (2004) Testing for Language Teachers, 2nd Edition. New York: Cambridge University Press. Suggested

Reading:

Douglas D (2010) Understanding Language Testing. Abingdon: Hodder Education.

Allison, D. (1999) Language Testing and Evaluation: An Introductory Course. Singapore: Singapore University

Press.

Literary Criticism Course code LNG-508 Credit hours 3(3-0)

Aims & Objectives:

To familiarize students with texts that deal with theories about criticism, where they would encounter

philosophical and critical thoughts on selected topics. This course in line with the topics taken up in literary

movements would prepare the students for critical and analytical analysis of texts and help them in their

research work.

Contents:

Oscar Wilde: The Critic as an Artist (Norton, 900-913)

Plotinus: On the Intellectual Beauty (Norton, 174-185)

Horace: Ars Poetica (Norton, 124-135)

David Hume: Of the Standard of Taste (Norton, 486-499)

Ngugi Wa Thiongo: On Abolition of the English Department (Norton, 2092-2097)

Ronald Barthes: From Mythologies (Norton, 1461-1470)

G. W. Friedrich Hegel Lectures on Fine Arts (Norton, 636-645)

Mary Wollstonecraft A Vindication of the Rights of Woman(Norton 586-594)

Terry Eagleton: Introduction to Literary Theory: An Introduction

John Crowe Ransom: Criticism (Norton, 1108-1118)

Sigmund Freud: The Interpretation of Dreams (Norton, 919-956)

Charles Baudelaire: he Painter of Modern Life (Norton, 792-802)

Recommended Readings: Vincent B. Leitch (General Editor). (2001) The Norton Anthology of Theory and Criticism. New York

& London: W. W. Norton and Company.

K. M. Newton, ed. (1998) Twentieth Century Literary Theory: A Reader.

Second Edition. New York: St. M rtin‟s. Raman Selden & Peter Widdowson. (1993)A Reader’s Guide to

Contemporary Literary Theory. 3rd

Edition. Kentucky: Univ. of Kentucky Selected Terminology from any Contemporary Dictionary of Literary Terms.

World Englishes Course code LNG-509 Credit hours 3(3-0)

Week

s Description of Topic

Quizzes/

Presentations/Viv

a Voice

Assignments Practica

l

Referred

Material

1st

Week

1. Introduction to the course &

historical background

1) Interrelationship of World

Englishes to

Sociolinguistics

2) Major Trends in World

Englishes specifically in

ESL situation

2. English, both globalizing and

nativizing

3. World English versus World

Englishes

English

Around the

World

Chapter 1

2nd

Week

1. Basic notions in World Englishes

2. Language Variation

3. Levels of language variation

Preparation

of

Worksheet

for

Language

variation

English

Around the

World

Chapter 2

3rd

Week

1. Language change and language

contact

2. Ecology comes first


English

Around the

World

Chapter 2

4th

Week

1. Categorizing World Englishes


3. Categorizing World Englishes:

Activity:

Drawing

comparative

view of different

categorizing

schemes

English

Around the

World

Chapter2

Class Activity

5th

Week

1. Historical Background

European colonization

2. Types of colonization:

Motives and consequences for

communicative patterns

3. A Short survey of British

colonization

Class Activity:

Comparative

view of different

types of colonies

English

Around the

World

Chapter3

6th

Week

1. America Jumps in: the growth and

impact of superpower

2. Internationalization and

localization: post-independence

developments

3. Types of varieties on historical

grounds

The spread of global English: some

numbers

Class Activity:

Discussion on the

role of political

set-ups and up-

sets to place

languages on

globe

English

Around the

World

Chapter 3

7th

Week

1. British English: roots of English

and early expansions

2. Building a New World: American

English

3. Caribbean English: Plantation

wealth and misery

English

Around the

World

Chapter 4

8th

Week

1. Comparative view of British,

American and Caribbean varieties

of Englishes

2. Revision

3. Revision

Class Activity:

Group

Discussion

9th


10th

Week

1. Settlers and locals: Southern

hemisphere Englishes

Pride in being down under:

Australia and New Zealand

2. Nation building with language(s):

South African Englishes

3. Class Activity

Class Activity:

Comparative

study of

Australian and

South African

Englishes and

impact of

historical shifts

on these varieties

English

Around the

World

Chapter 5

11th

Week

1. South Asian Englishes

2. Pakistani English

3. Pakistani English: Class Activity

Baumgardner Book overview

Class Activity:

Group work for

umg rdner‟s

book overview

Assignment:

Role of

Language

policy and

planning to

select

English as

English

Around the

World

Chapter 6.2

Mubina

an official

language in

post-

independenc

e scenario

Talat

chapter on

Pakistani

English

Baumgardne

r

Book

overview

12th

Week

1. Language Developments: a general

perspective

2. The mechanism of producing new

varieties of English

3. Widespread outcomes

Discussion on the

linguistic and

social factors to

formulate a new

variety of any

language

English

Around the

World

Chapter 7

13th

Week

1. Issues and attitudes in World

Englishes

Getting ahead with english: the

tension between elitism and

grassroots spread

2. English as a killer language or

denial of access?

3. International English or English as

a Lingua Franca

Discussion on the

positive, negative

as well as neutral

role of English in

ESL situation

Assignment:

EIL

English as

an

international

Language:

Factors and

impacts

English

Around the

World

Chapter 8

14th

Week

1. Whose norms?

2. Whose language?

3. Language mixing and cultural

hybridity

Discussion on

native non-native

divide

Discussion on the

difference

between mother

tongue, first

language and

second language

English

Around the

World

Chapter 8

15th

Week

1. Pedagogical strategies and

considerations

2. Comparative view of native and

non-native varieties of English

3. English as a Lingua Franca

Group Activity

and presentations

for the analytical

perspective on

pedagogical

strategies

Class Discussion

English

Around the

World

Chapter 8

ELF by

Andy

Kirkpatrick

16th

Week

1. Presentations

2. Presentations

3. Presentations

Class Discussion

Group Work

Presentation

Port Folio

completion

17th

Week

1. Discussion on the practicality of

training in language teaching

methods for teachers and learners

with special reference to World

Englishes

2. Revision

3. Revision

Class Discussion

Group Work

Presentation

Port Folio

completion

18th


Text Books: English Around the World by Schneider (2008)

World Englishes by Andy Kirkpatrick

PhD thesis by Dr Mubina Talat

English Language in Pakistan by Baumgardner

Evaluation System:


Assignment 10%

Mid Term Test 25%


Pakistani Literature in English Course code LNG-510 Credit hours 3(3-0)

Aims & Objectives: English language is now a major world language. South Asia has a strong tradition of writing in English and

owing to its colonial history a great deal of its writing originally in its indigenous languages is translated into

English. It is appropriate to study and respond to this literary heritage. After studying the course the students

will be introduced to literature from the region. They will be able to appreciate the Pakistani literary

experience and the impact of cultural exchange towards its enrichment.

Contents: A. Works originally written in English

Ahmed Ali: Twilight in Delhi (novel)

Bapsi Sidhwa: Breaking it Up (essay)

Aamir Hussain: Sweet Rice (poem)

Tahira Naqvi: Attar of Roses (poem)

Daud Kamal : An Ode to Death

Alamgir Hashmi: In Cordoba Tariq Rahman: Short Stories (Any two)

Translations

Bulleh Shah: A Selection. Translated by Taufiq Rafat (Any three)

Shah Abdul Latif Bhittai: any five poems Sachal Sarmast: any five poems

Al-Hajweri: Revelation of the Mystery (prose) by R. A. Nicholson

Allama M. Iqbal: Poems From Iqbal a translation by V. G.Kiernan

Faiz Ahmad Faiz: Poems Translated by Ikram Azam (Any three) Ahmad Nadeem Qasmi: Short Stories Translated by Sajjad Shaikh (Any two)

Recommended Readings: Afzal-Khan, Fawzia. (1993) Cultural Imperialism and the Indo-English: Genre and ideology in R. K.

Narayan, Anita Desai, Kamla Das and Markandaya. Pennsylvania State University Press.

Bose, Sujata & Jalal Ayesha. (2004) Modern South Asia: History, Culture, Political, Economy. Oxford U P (2

nd Ed).

Hashmi, Alamgir. (1994) Kamal Daud‟s Entry in Encyclopaedia of Post-Colonial Literatures in English. Vol 1. Ed Benson E.& Connolly, L W. London: Routledge.

Jameson, Fredric. (1986) Third-World Literature in the Era of Multinational Capital in Social text15.

Khawaja Waqas A. Morning in the Wilderness: Reading in Pakistani Literature. Sang-e-Meel Publications, Lahore.

Rahman, Tariq A. (1991) History of Pakistani Literature in English. Vanguard Press (Pvt) Ltd, Lahore.

Said Edward W. (1993) Culture and Imperialism, Vintage London. Underhill, Evelyn. (2007).The Essentials of Mysticism. Oxford: Oxford Oneworld. Ernst, Carl W. (1997). The Shambhala Guide to Sufism. Delhi: India.

Semantics and Pragmatics Course code LNG-511 Credit hours 3(3-0)


Quizzes/

Presentations/Viva

Voice


Sign

1st

Week

Foundations of the

study of linguistic

meaning

Introduction to

Semantics and

Pragmatics

Assignment:

Scope: What is

the use of

studying

semantics and

pragmatics?

2nd

Week

Kinds of meaning

Lexical fields and

componential

analysis

Componential

analysis of a list

of words

3rd

Week

Lexical Relations:

Kinship,

synonymy,

antonymy,

hyponymy, binary

and non-binary

antonyms

Highlighting

lexical relations

in text

4th

Week

Referents and

referring

expressions

Kinds of referents

Deixis and its

types

Anaphoric and

cataphoric

references

Referential

ambiguity

Quiz Narrative

writing marking

primary and

secondary

references

5th

Week

Sense relations Book activities

as class

assignment

6th

Week

Denotation

Connotation

Lexical and

grammatical

meanings

Assignment:

Find out

individual

examples

7th

Week

Morphemes

Homonymy and

polysemy

Lexical ambiguity

Assignment:

Find out

individual

examples

8th

Week

Sentence and

proposition

Semantic roles and

valency

Revision

Assignment:

Find out

individual

examples

9th


10th

Week

Pragmatics:

Meaning and

interpersonal

context

Oral Quiz

11th

Week

Conversational

implicature

Conventional

implicature

Example

sentences for

each kind of

implicature

12th

Week

Speech act theory

Locutions,

perlocution and

Illocution

Felicity conditions

Assignment:

Individual

examples of

every speech

act

13th

Week

Politeness theory

and principles

Quizz Assignment:

Practical

implications of

politeness

principle

14th

Week

Discourse Analysis

15th

Week

Group

Presentations

16th

Week

Group

Presentations

17th

Week

Class Discussions/

Revision

18th


Text Books:

Hurford, J.R., Heasley, B., & Smith, M.B.(2007). Semantics: A Course Book (2nd

ed.). New York: Cambridge

University Press.

Kreidler, C.W. (1998) Introducing English Semantics. Routledge

Jacob L.Mey. Pragmatics, Oxford: Oxford University Press.

Suggested Readings:

Reimer, N. (2010) Introducing Semantics. Cambridge University Press

Palmer, F. Semantics. Cambridge University Press

May, J.L. (2004) Pragmatics: An Introduction. Blackwell

Second Language Acquisition Course code LNG-512 Credit hours 3(3-0)

Aims & objectives:

This course focuses on second language acquisition (SLA). It is divided into two parts. The first part outlines

some general concepts concerning the field of SLA and the second part provides an overview of some of the

most influential SLA theories. The aim of this course is to introduce participants to the major concepts and

theories of SLA. By the end of the course participants will gain an understanding of basic concepts of SLA.

They will be able to explore and evaluate SLA theories from the point of view of second language learners.

Course Contents:

Basic Concepts of SLA

Key issues in second language acquisition

Language, acquisition and learning

First language acquisition;

Comparing and contrasting first and second language acquisition

Factors affecting second language acquisition

Social factors and second language acquisition

Cognitive factors and second language acquisition

Individual differences and second language acquisition

Classroom second language acquisition

Formal instruction and second language acquisition

Classroom interaction and second language acquisition

Input, interaction and second language acquisition

Error analysis and second language acquisition

Theories of SLA:

The Monitor Model

The Acquisition versus Learning Hypothesis.

The Monitor Hypothesis.

The Natural Order Hypothesis.

The Input Hypothesis

The Affective Filter Hypothesis.

Inter-language Theories

Overgeneralisation

Transfer of Training

Strategies of Second Language Learning

Strategies of Second Language Communication

Language Transfer

Stabilization and Fossilization in Interlanguage

Language Socialization in SLA

Acculturation/Pidginization Theory

Sociocultural Theory

Processability Theory

Cognitive approaches to second language acquisition

Cognitive Processes in Second Language Learners

Universal grammar

Role of Universal Grammar in First and Second Language acquisition

Principle and Parameter Theory

Projection Principle

Language learning through association

Connectionism


Cook, V. (1993).Linguistics and Second Language Acquisition. London: MacMillan Cook, V.

(1991).Second Language Learning and Language Teaching. London: Edward Doughty, C. J. &.

Ellis, R. (1985).Understanding Second Language Acquisition. Oxford: Oxford University Press.

Ellis, R. (1992).Second language acquisition and language pedagogy. Clevedon: Multilingual Matters.

Ellis, R. (1994) The Study of Second Language Acquisition. Oxford: Oxford University Press.

Ellis, R. (1997).Second language acquisition. Oxford: Oxford University Press.

Gass, S. M. & Selinker, R. (2001) Second Language Acquisition: An

Introductory Course. London: Routledge.

Johnson, K. (2001) An Introduction to Foreign Language Learning and Teaching. London: Longman.

McLaughlin, B. (1987) Theories of Second-Language Learning. London: Edward Arnold.

Mitchell, R. & Myles, F. (1998) Second language learning theories. London: Arnold.

Long, M.H. (2002).The Handbook of Second Language Acquisition. Oxford: Blackwell.

Ortega, L. (2007) Understanding Second Language Acquisition. London: Hodder Arnold.

VanPatten, B. &Williams, J. (2006) Theories in Second Language Acquisition. An Introduction. Mahwah,

NJ: Lawrence Erlbaum Associates.

Semester-VII

Research Methodology Course code LNG-601 Credit hours 3(3-0)

Aims & Objectives: To enable students to conduct their own small scale research; the main aim is to get them familiarized with the techniques and methods of selecting topics, developing questions, collecting and analyzing data and also

preparing the research report.

Contents: Introduction: Qualitative and Quantitative Research Paradigms Identifying and Defining a Research Problem Ethical considerations Sampling Techniques Tools for Data Collection: Questionnaires, Interviews, Observation & Documents Some Aspects of the Research Report

Review of literature

Transcription and Transliteration Referencing and Citation

Recommended Readings: Allwright, D. & Bailey, K. (1991). Focus on the Language Classroom: An Introduction to Classroom

Research for Language Teachers. Cambridge: CUP. Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories

and methods. (Fifth edition.) Boston: Pearson Education, Inc. Brown, D. (2004). Doing Second Language Research. Oxford: OUP.

Brown, D. (1988). Understanding Research in Second Language Learning: A Teacher's

Guide to Statistics and Research Design. Cambridge: CUP. Brown, J. D. & Rogers, T. S. (2002). Doing Second Language Research. Oxford: OUP. Bryman, A. (2004). Research Methods for Social Sciences. Second edition. Oxford: Oxford

University Press. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five

approaches. (Second edition). Thousand Oaks: Sage Publications. Dornyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: OUP.

Drever, E. (1995). Using Semi-structured Interviews in Small-scale Research: A Teacher's Guide. Edinburgh: Scottish Council for Research in Education.

Fraenkel, J. & Wallen, N. (1995). How to Design and Evaluate Research in Education (Second

edition). New York: McGraw Hill. Hammersley, M. & Atkinson, P. (1995). Ethnography: Principles in

Practice. (Second edition). New York: Routledge. Miles, M. & Huberman, M. (1994). Qualitative Data Analysis. CA: Sage. Munn, P. & Drever, E. (1995). Using Questionnaires in Small- Scale Research. Edinburgh:

Scottish Council for Research in Education. Nunan. David. (1992). Research Methods in Language

Learning.Cambridge: CUP. Robson, C. (2002). Real world research Malden, MA: Blackwell Publishing. Schofield, J. W. (2007). Increasing the generalizability of qualitative research. In M. Hammersley.

(Ed.), Educational research and evidence-based practice. Thousand Oaks, CA: Sage. (181-203). Silverman, D. (Ed.), (1998). Qualitative Research: Theory, Method and

Practice. London: Sage. Silverman, D. (Ed.), (2002). Interpreting Qualitative Data: Text, Context

and Talk. London: Sage. Wallace, M. J. (1998). Action Research for Language Teachers. Cambridge: Cambridge University Press

Literary Theory Course code LNG-602 Credit hours 3(3-0)


1st

Week

What is Literature?

What is Criticism [Liberal Humanism]?

What is Literary Theory?

2nd

Week

Functions of criticism and Theory

Plato, Aristotle, Horace, Longinus, Sydney, Dryden, Samuel Johnson,

Wordsworth, Coleridge, Arnold, TS Eliot, Raymond Williams, Seamus Heaney:

A Brief Survey



A Brief Survey

3rd

Week



A Brief Survey



A Brief Survey



A Brief Survey

4th

Week

Russian Formalism (Viktor Shklovsky)

Russian Formalism ( Jan Mukarovsky)

Russian Formalism (Mikhail Bakhtin)

5th

Week

Russian Formalism (Roman Jakobson)

Structuralism

Structuralism (Ferdinand de Saussure)

6th

Week


…………….. (Semiotics)

…………….. (ICS Pierce)

7th

Week

Structuralism (Yuri Lotman)

…………….. (Vl dimir Propp)

…………….. ( J Greim s)

8th

Week

…………….( Tzvet n Todorov)

…………….. (Ger rd Genette)



10th

Week

Structuralist Poetics

Marxist Theory

………………. (George Luk cs)

11th

Week

……………. ( ertolt recht)

…………….. (The Fr nkfurt School)


12th

Week


Psychoanalysis

………………( Freud )

13th

Week

…………… (J cques L c n )

………….. (Juli Kristeva, CG Jung)

Hermeneutics and Reception Theory

14th

Week


Feminist Theory (First Wave)

Feminist Theory (Second Wave)

15th

Week

Postcolonialism

Postcolonialism

Post-structuralism and Deconstruction

16th

Week


Presentations

Presentations

17th

Week

Presentations

Presentations

Presentations


Suggested Reading:

Literary Theory-----The Basics: Hans Bertens

Peter Barry: Beginning Theory------An Introduction to Literary and Cultural Theory

Wimsatt and Brooks: Literary Criticism

Abercrombie, L.: Principles of Literary Criticism

David Carter: Literary Theory

Sainsburry, G.: History of Literary Criticism

Charles E. Bressler: Literary Criticism: An Introduction to Theory and Practice

Evaluation System:

Quizzes/Presentations/Assignment

Mid Term Test

Final Examination(at the end of the semester)

Syllabus Design & Materials Development Course code LNG-603 Credit hours 3(3-0)


Presentations/Viva Voice

1st Week

Defining syllabus design.

Scope of syllabus design.

2nd

Week Basic orientation.

Learning purpose and learning goals.

3rd

Week Product oriented syllabus.

Analytic and synthetic syllabus planning.

4th

Week Functional notional syllabus.

Critical analysis of product-oriented syllabus.

5th

Week Process oriented syllabus.

Task based syllabus.

6th

Week The natural approach

Syllabus design and methodology

7th

Week Grading tasks

8th

Week Revision and practice the material

10th

Week

Objectives

Performance objectives in language teaching.

Process and product objectives

11th

Week Demonstrating syllabus design.

12th

Week Needs and goals.

Needs and analysis.

13th

Week Selecting and grading contents.

14th

Week Teaching grammar as a process.

15th

Week Selecting and grading objectives.

16th

Week Exploring syllabus design.

Curriculum and syllabus models.

17th

Week Tasks and activities.

18th


Text Books: syllabus design by David Nunan 1988. Oxford University press.

Suggested Reading:

Curriculum, syllabus design and equity: A primer and Model by Allan Luke, Annette woods and Katie

weir.2013 Taylor and Francis.

Materials development in language teaching by Brian Tomlinson 2nd

Edition, 2011. Cambridge University

Press.

Evaluation System:


Assignment 10%

Mid Term Test 25%


Discourse Analysis Course code LNG-604 Credit hours 3(3-0)


Quizzes/

Presentations/Viva

Voice

Assignments Practical Referred Material

1st

Week

What is Discourse

Analysis:

Introduction

Origin of Discourse

Analysis

Discourse by Guy

Cook

Chapter 1

2nd

Week

Formal Links:

Cohesion

Cohesive Devices

Analysis of the

speech “I h ve

dre m”

Discourse by Guy

Cook

Chapter 2

3rd

Week

Functional Links:

Coherence

Macro Functions of

Language

Discourse by Guy

Cook

Chapter 3

4th

Week

Functional

Development

Co-operative

Principle

Flouting of Co-

operative Principle

Provide real-life

examples for co-

operative principle

and its flouting

Discourse by Guy

Cook

Chapter 3

5th

Week

Politeness Principle

Speech Act Theory

Implicature

Discourse by Guy

Cook

Chapter 3

6th

Week

Discourse: Process Discourse by Guy

Cook

or Product? Chapter 4

7th

Week

Discourse as

Dialogue

Analysis of talk

shows

Discourse by Guy

Cook

Chapter 5

8th

Week

Conversation

Analysis

Revision

Discourse by Guy

Cook

Chapter 6

9th


10th

Week

Class Activity: Write

a Story

Analysis of

Functional and

formal links in self-

written short stories

Birmingham Model

Class Activity:

Analysis of the

students‟ produced

material (Short

Stories)

Birmingham

Model by Sinclair

and Coulthard

Chapter 2

11th

Week

Birmingham Model Application of

Birmingham Model

of recorded data

Birmingham

Model by Sinclair

and Coulthard

Chapter 2

12th

Week

Critical Discourse

Analysis

Introduction, Aims,

Scope, Principles

What is CDA

Jaffer

Sheyholislami

Critical Discourse

Analysis by Van

Dijk

13th

Week

CDA of Mass Media

and News: Van Dijk

Selection of news

event and application

of V n Dijk‟s model

Aims of CDA by

Van Dijk

Principles of CDA

by Van Dijk

14th

Week

Discourse Historical

Method: Ruth

Wodak

Selection of news


of uth Wod k‟s

model

Text and Practices

Chapter 6

15th

Week

CDA of discursive

practices in the given

social structures:

Fairclough

Selection of news


of F irclough‟s

model

Methods of CDA

Chapter 6

16th

Week

Presentations

17th

Week

Revision

18th


Text Books:

Discourse by Guy Cook (Chapter 1-6) Text available only in hard form)

Birmingham Model by Sinclair and Coulthard (Text available only in hard form)

What is CDA Jaffer Sheyholislami

Critical Discourse Analysis by Van Dijk

Aims of CDA by Van Dijk

Principles of CDA by Van Dijk

Text and Practices Chapter 6

Discourse Analysis as Ideology Analysis

Methods of CDA Chapter 6

Evaluation System:


Assignment 10%

Mid Term Test 25%


Forensic Linguistics Course code LNG-605 Credit hours 3(3-0)

Aims

This module investigates the use of forensic linguistics in the modern world, focusing on two basic

areas: the use of speech analysis software to help identify a speaker; and the use of textbased

analysis to identify the writer of a text. In addition to considering the theory and practice behind

these two areas, the module will discuss various high-profile cases where forensic linguistics has

contributed to police investigations as well as on-going debates about the authorship of historical

documents and pieces of literature. Finally, there will be a consideration of tracing plagiarism,

particularly within the academic context.

Module Content:

Acoustic analysis in speaker identification

Limitations to the use of speaker identification in the legal system

Text-based analysis

The use of forensic linguistics in police investigations

Who wrote Shakespeare?

Tracing plagiarism

Textbook(s)/References

Coulthard, M., & Johnson, A. (2007). An introduction to forensic linguistics: Language in evidence.

Abingdon, UK: Routledge. Gibbons, J. P. (2003). Forensic linguistics: An introduction to language

in the legal system.

Malden, MA: Blackwell. Olsson, J. (2004). Forensic linguistics: An introduction to language, crime,

and the law. London: Continuum.

English for Specific Purposes Course code LNG-606 Credit hours 3(3-0)

Aims and Objectives: The basic aim of this course is to teach the learners how to design and implement ESP programme for

a group of students in a particular occupational or academic setting. Another aim is to examine

classroom practices for effective ESP instruction. By the end of the course, students will:

Develop an understanding of the major issues of concern for ESP practitioners;

Become aware of the methods currently practised in the teaching of ESP;

Be able to conduct needs analysis of the students they are designing the

syllabus for;

Be able to adapt or create authentic ESP material in a chosen professional or

occupational area.

Course Contents:

Introduction to ESP

Historical and theoretical perspectives on ESP

Conducting needs analysis (setting general goals and specific objectives)Course

and Materials: evaluation, design and development

Assessment of evaluation of ESP programs

Issues in ESP

Approaches to text analysis (register, discourse, and genre analysis)


rron C. (2003). “Problem solving nd ESP: Themes nd Issues in

a Collaborative Teaching Venture. In English for Specific Purposes,

22. (297-314).

Dudley-Evans, T. & tes M. (1987). “The Ev lu tion of n ESP Textbook.” In L. E.

Sheldon. (Ed.), ELT Textbooks and Materials: Problems in Evaluation and

Development. ELT Documents 126.

Dudley-Evans, T. & St. John, M. J. (1998). Developments in English for Specific Purposes.

Cambridge: CUP

F nning P. (1993). “ ro dening the ESP Umbrell .” English for Specific Purposes. 12 (2).

McDonough, J. (1984). ESP in Perspective: A Practical Guide. London: Collins.

Swales, J. (1990). Genre Analysis. Cambridge: Cambridge University Press.

Tolerance Course code LNG-000 Credit hours 3(3-0)

This particular course deals with good citizenship values and human rights components. Although the

course does not strictly or necessarily fall under the category of English curriculum and syllabi, the

contents/ topics designed for this course must be studied and used by the teachers of English language

and literature to offer a comparative study with the textbooks they use for their classes.

Aims:

To promote human values, in particular religious tolerance for others

To promote HR, in particular those of the minorities and ethnic groups

To develop a cross-cultural understanding, to recognize the value of difference

To relate human progress through a sense of diversity, good citizenship & tolerance for social

harmony.

Contents:

The Last address of the Holy Prophet (Peace be upon Him)

The United Nations Human Rights Charter.

The above may be studied for the understanding of the following:

What is Human Rights (HR)?

Evolution of the Concept of HR

Four Fundamentals in HR: freedom, equality, justice, and human dignity

Universal Declaration of HR

Three Key Principles in HR: inalienability, indivisibility and universality

Are HR Universal? (Debate/ discussion etc.)

HR in South Asia: Issues

Rights of Women

Rights of Children (debate/ discussion on child labour, etc.)


Dean, B. Joldoshalieva, R. & Sayani, F. (2006). Creating a Better World. Karachi, Pakistan: Aga

Khan University, Institute for Educational Development.

Ed. Williams, Isabel. (2008). Teaching Human Rights through English Education. Karachi: Oxford

University Press.

Semester-VIII

Poetry-II Course code LNG-607 Credit hours 3(3-0)

Rationale: This course aims to enable students to critically read and analyze poetry from the War and Post World

War II era and Modern and Contemporary times. Students will examine the poetic response to

developments in British and European history. They will also identify elements of poetic experimentation

in form, style and theme.

Suggested Texts: Ted Hughes: The Full Moon and Freedom, That Morning Her Husband

Seamus Heaney: A Constable Calls, Mid-Term Break, Personal Helicon Andrew Motion: Lines, Foundations, Ann Frank Huis

Sylvia Plath: Morning Song, Ariel, Poppies in October Elizabeth Jennings: Military Service

Suggested Secondary Readings: Alexander, Paul. Ariel Ascending: Writings about Sylvia Plath. New York: Harper and Row, 1985.

Blair, John G. The Poetic Art of W. H. Auden Cox, C. B. and Hinchliffe, A. P. Eds. The Waste Land: A Casebook. London 1968 Kermode, F. Modern Essays. Glasgow, 1981 Leavis, F. R. New Bearings in English Poetry. London: 1961

Unterecker J. W. B.Yeats: A Reader’s Guide. London: 1988

Research Report Course code LNG-608 Credit hours 3(3-0)

Objectives: Enhance language skills and develop critical thinking

Course Contents

Presentation skills

Essay writing

Descriptive, narrative, discursive, argumentative

Academic writing

How to write a proposal for research paper/term paper

How to write a research paper/term paper (emphasis on style, content, language, form,

clarity, consistency)

Technical Report writing

Progress report writing

Note: Extensive reading is required for vocabulary building

Recommended books:

Technical Writing and Presentation Skills

a) Essay Writing and Academic Writing

1. Writing. Advanced by Ron White. Oxford Supplementary Skills. Third Impression 1992. ISBN 0

19 435407 3 (particularly suitable for discursive, descriptive, argumentative and report writing).

2. College Writing Skills by John Langan. Mc=Graw-Hill Higher Education. 2004.

3. Patterns of College Writing (4th

edition) by Laurie G. Kirszner and Stephen R. Mandell. St.

M rtin‟s Press.

b) Presentation Skills

c) Reading

The Mercury Reader. A Custom Publication. Compiled by norther Illinois University. General

Editiors: Janice Neulib; Kathleen Shine Cain; Stephen Ruffus and Maurice Scharton. (A reader

which will give students exposure to the best of twentieth century literature, without taxing the taste

of engineering students).

Schools of Linguistics Course code LNG-609 Credit hours 3(3-0)

Course Description: This course is aimed to provide you an opportunity to explore development in linguistic

thoughts. You will read some readings concerning major schools of linguistics and try to describe distinctive

features of them. Then, you are required to compare and contrast several schools that you know quite well and

criticize their strengths and weaknesses. In the end, you should be able to assess the tradition or school of

thought followed by two linguistic works you choose to discuss. To achieve the goals, you are required to

present your reading and submit your final paper.


1) Identify and explain various schools of thought in linguistics.

2) Compare and contrast

similarities and differences of

two schools of linguistics

Topics of Discussion References

1 Introduction Sampson, Geoffrey (1980). School of

Linguistics: Stanford: Stanford University

Press Crowley,

Terry (1992) An Introduction to

Historical Linguistics: Oxford: Oxford

University

Freddy, Maria (2004) Functional

Grammar: An Introduction for EFL

students. E-book.

2 Historical linguistics

3 Saussure: language as a social

fact

4 The descriptivist

5 The Sapir-Whorf Hypothesis

6 Functionalist linguistics: The

Prague School

7 Functional Grammar: Halliday

SFG

8. Noam Chomsky and

Generative Grammar

9. Mid Test

10. Relational Grammar

11. Generative phonology

12. The London School

14 Presenttions

Week Topics Objectives Learning Activities Evaluation Sources

1 Introduction

Day 1: The

concept of

schools.

Origins of

schools

Day3: Effect of

the schools

on

Teaching,

Curriculu

m, Testing

&

Evaluation

After the

lesson, the

students are

expected to be

able to

understand the

course policy,

the topic they

should cover

and

assignment

they should do

1) Students identify

the course objectives

as written on the

syllabus


learning activities,

tasks and

assignments they

should do


how their work will

be assessed and

evaluated.

4) Students form

group work for their

presentation

Assignment ARTICLE??

Day2:

The school

effecting the

writers of that

time, their

philosophical

approaches

5. The

Descriptivists

After the lessons, the

students are expected

to be able to describe

the characteristics of

descriptive approach

to language studies

1) Students read chapter 2 of

Sampson (1980)

2) Students identify the

founder of descriptive

approach and its

characteristics 3) Students

identify the differences of

descriptive approach and

that of western European

tradition in linguistic

Assignment Sampson,

Geoffrey

(1980). Chapter

2.


After the

lesson, the

students are

expected to be

able to

explains the

approach to

linguistic

studies before

synchronic

approach as

proposed by

Saussure in the

late of 20th

century


the definition of

historical linguistics,

its approach and how

it is different from

diachronic approach


the factors causing

language change and

its related theories


some types of sound

changes.

Assignment Power Point

presentation

on “Historic l

Linguistics”

3 Historical linguistics After the

lesson, the

students are

expected to be

able to

explains the

approach to

linguistic

studies before

synchronic

approach as

proposed by

Saussure in the

late of 20th

century


the definition of




diachronic approach


the factors causing

language change and



some types of sound

changes.


presentation

on “Historical

Linguistics”

ADVANCED

SOURCE

4 Saussure: language as a

social fact

After the

lesson, the

students are

expected to be

able to

describe

Saussure ideas

concerning

synchronic and

diachronic

linguistics

1) Students clarify

the biography of

Saussure 2) Students

S ussure‟s ide s

concerning language

state, language and

parole, syntagmatic

and paradigmatic

relation 3) Students

identify S ussure‟s

attack on the

weaknesses of

diachronic approach

to linguistic study.

4) Students contrast

the differences

between parole and

langue from Saussure

and competence and

performance from

Chomsky.

Assignment Sampson,

Geoffrey

(1980).

Chapter 1

studies.

6. The Sapir-

Whorf

Hypothesis



to be able to explain

the Sapir-Whorf

Hypothesis

1) Students explain the main

framework of Sapir-Whorf

hypothesis

2) Students explain why the

theory is called after Sapir

and Whorf.

3) Students are able to

explain the relation between

Sapir and Whorf hypothesis

and linguistic determinism

and language universal

Assignment Sampson,

Geoffrey

(1980). Chapter

3.

7. The Sapir-

Whorf

Hypothesis




the Sapir-Whorf

Hypothesis



hypothesis



and Whorf.






Assignment Sampson,

Geoffrey

(1980). Chapter

3.

8. Functionalist

linguistics: The

Prague School



to be able to clarify the

founder of Prague

School and its main

idea

1) Students define explain

the meaning of functional

and functionalist 2) Students

explain who the founder of

Prague School is


tenet of Prague School 4)

Students give an example of

how to analyze language

according to Prague

Schools.

Assignment Sampson,

Geoffrey

(1980). Chapter

4.

9. Functional

Grammar:

Halliday SFG

After the lesson, the


to be able to

understand the general

idea of systemic and

functional grammar


distinction between Prague

School and Systemic and

Functional Grammar

2) Students explain some

basic terminologies in

functional grammar such

field, tenor, mode,

transitivity, and theme

Assignment Maria Freddi,

2004. e-book

TOPIC?????

ARTICLE???

10. Noam

Chomsky and

Generative

Grammar

After the

lesson, the

students are

expected to be

able to explain

Chomsky‟s

contribution to

the study of

language

1) Students

explain

Chomsky‟s ide

concerning

observatory and

adequacy policy

2) Students

distinguish

Chomsky‟s ide

on competence

and performance

3) Students

explain the main

theory and

generative and

transformational

grammar

4) Students

explain what is

meant by

Assignment Sampson,

Geoffrey

(1980).

Chapter 5.

BOOK BY

SIR ASIM

minimalist

syntax and

universal

grammar.

11

Mid Term Examination

12 Relational

Grammar

After the

lesson, the

students are

expected to

explain the

main idea of

relational

grammar.

1) Students

explain the

maim ideas of

relational

grammar

2) Students give

examples of

language

analysis based

on relational

grammar.

homework Sampson,

Geoffrey

(1980).

Chapter 6.

13 Generative

phonology

After the

lesson, the

students are

expected to be

able to explain

the main idea

of generative

phonology

1) Students

explain the

definition of

generative

phonology

2) Students

explain the main

idea of

generative

phonology

3) Students

identify the

influence of

generative

phonology on

how we view

language

homework Sampson,

Geoffrey

(1980).

Chapter 7.

14 The London

School

After the

lesson, the

students are

expected to be

able to explain

the main idea

of London

School ideas.

1) Students

define what is

meant by

London School

and who

established it.

2) Students

explain why the

school of

thought is called

London School.

3) Students

explain the next

development of

London School.

homework Sampson,

Geoffrey

(1980).

Chapter 8.

15 Revision/

Presentations

The students

are expected to

deliver their

respective

topics

effectively.

16

FINAL EXAMINATIONS

Novel Course code LNG-610 Credit hours 3(3-0)

Aims & Objectives: The Aim of introducing this course is to enable the readers to have a full view of 18

th to 19

th century

Novel which is rich in diversity, creativity and popular appeal.

Contents:

Henry Fielding: Joseph Andrews

Jane Austen: Pride and Prejudice

Charles Dickens: Great Expectations

George Eliot: Silas Mariner Thomas Hardy: Tess of the D’Urbervilles or The Mayor of Casterbridge

Recommended Readings: Allen, Walter. The Rise of the Novel. London: Penguin.

Allen, Walter. The English Novel. London: Penguin. Bloom Harold. (1987) Ed. Modern Critical Views: Thomas Hardy.

Bloom, Ed. (1987) Modern Critical Interpretations: Jane Austen. Bloom, Ed. (1987) Modern Critical Views: Charles Dickens. Kettle, Arnold. (1967) An Introduction to the English Novel. Vols.1&2. 2

nd ed. Hutchinson.

English for Employment Purposes Course code LNG-611 Credit hours 3(0-3)


Quizzes/

Presentations/Viva

Voice


Sign

1st

Week

Introduction to the

subject English for

Employment.

2nd

Week

Process of Recruitment.

Steps involved in the

recruitment process

3rd

Week

Searching for job and

advertisement.

•To develop skill of

reading and

understanding job

advertisement

How to apply according

to job advertisement

4th

Week

Application letter/

cover letter

Significance of cover

letter.

Samples

5th

Week

Cv/resume

Cv Writing

Resume writing.

Samples and Formats

Daily Break down of Lectures

Day 1: The concept of schools. Origins of schools

Day2: The school effecting the writers of that time, their philosophical approaches

Day3: Effect of the schools on Teaching, Curriculum, Testing & Evaluation

6th

Week

Letters

Format of letters.

Business letters

7th

Week

Letters involve in the

process of recruitment.

Call letters

Letter of acceptance

Letter of resignation.

Reference Letter

English Proficiency

Letters

8th

Week

Activities and Revision


10th

Week

Interview skills

Pre-interview stages.

Preparing steps for

successful interviews

11th

Week

Formal interviews

Informal interviews

12th

Week

Meetings, Minutes and

Agenda

13th

Week

Report Writing

Practical application of

Report Writing

14th

Week

Practice good non-

verbal communication.

Appearance body

language and oral

delivery

15th

Week

Practice Evaluation and

reflection.

16th

Week

Searching for

scholarships

How to apply for

National and

International

scholarships, criteria

and requirements

17th

Week

Revision and activities


Text Books: English for Employment by British Council latest Edition

English for employment communication by Steven J. Molinsky Ist Edition

Suggested Reading:

Evaluation System:


Assignment 10%

Mid Term Test 25%


Translation Studies


Course Description: This course is aimed to provide you an opportunity to explore development in

linguistic thoughts. You will read some readings concerning Translation Studies, and try to describe

distinctive features of various theories of Translation. Then, you are required to compare and

contrast several of those theories that you know quite well and criticize their strengths and

weaknesses. In the end, you should be able to assess the tradition of Translate thought followed by

two linguistic works you choose to discuss. To achieve the goals, you are required to present your

translation and submit your final paper.


1. Introduce students to translation studies as separate discipline of knowledge

2. Increase their awareness related to the nature of translation and arouse their interest to

independently pursue translation theory issues;

3. Enable students to deal with translation as linguistic procedure and as socially constructed

and oriented activity;

4. Incre se students‟ w reness rel ted to soci l functions of tr nsl tion;

5. Enable them to link theory and practice;

6. Develop students‟ contr stive knowledge nd their critical thinking skills;

7. Enable them to develop self-assessing and self-correcting techniques in order to monitor

their own progress.

Session Topics of Discussion References

1 Introduction Bassnett, Susan, Translation

Studies, London and New York,

1980 (revised edition 1991),

Routledge

Bell, Roger T. Translation and

Translating, Theory and Practice,

Longman, 1991

Gërmizaj, Shykrane, Translation

Theory in the Classroom, Prishtina,

2005

2 History of translation.

3 How is translation defined?

4 The nature of translation

5 Forms and types of translation

6 Human translation

7 Translation of speech

8. Consecutive translation

9. Literary and non-literary translation

10. Machine translation

11. Social functions of translation

12. Translation process and product

14 Techniques, strategies

Online Resource Names Resource Links

Selection of extracts from literary works http://www.fortunecity.com/

business/reception/19

Selection of extracts of various text types http://accurapid.com/journal/29acco

m.htm

Selection of extracts from daily newspaper http://www.ethnologue.com/show_p

roducts

Selection of websites: http://cslu.cse.ogi.edu/HL.Tsurvey/c

hnode4.html

http://fiat.gslis.utexas.edu/~palmquis

/courses/project98/translation/mtlink

s.htm

http://www.fortunecity.com/busines

s/reception/19

http://language.home.sprynet.com/li

ngdex/pwood1.ht



The rise and development

of translation

After the

lesson, the

students are

expected to

be able to

understand

the course

policy, the

topic they

should cover

and

assignment

they should

do


the course

objectives as

written on the

syllabus



tasks and

assignments they

should do


how their work

will be assessed

and evaluated.

4) Students form

group work for

their presentation

Assignment

2 How is translation

defined?

Linguistic definition of

translation; Philological

definition of translation;

Communicative definition

of translation

After the

lesson, the

students are

expected to

be able to

explains the

approach to

Translation

studies


the definition of

Translation

Studies, its

approach.


the factors causing

language change

and its related

theories


some types of

definitions for the

subject

Assignment


What is translation?

Translation as a form of

communication;

Information and message;

Communication channel:

The sender and the

receiver of the message

After the

lesson, the

students are

expected to

be able to

explain the

approach to

nature of

translation

studies, its

form, and

channel.


the nature of

translation studies,

its approach and

how it is different

from diachronic

approach


the factors

influencing the

change in

communication

channel and its

related theories

4 Forms of translation

Types of translation

After the

lesson, the

students are

expected to

be able to

explain the

forms &

types of

translation

studies, its

form, and

channel.

1) Students clarify

the Forms of

translation and also

Types of

translation

5 Human translation;

Translation of written

texts

After the

lesson, the

students are

expected to

be able to

explain the

Human

translation;

Translation

of written

texts

1) Students

translate the

given passages

6 Translation of speech or

interpreting;

Simultaneous translation

After the

lesson, the

students are

expected to

be able to

explain the

Translation

of speech or

interpreting;

Simultaneous

translation

7 Consecutive translation After the

lesson, the

students are

expected to

be able to

explain the

Consecutive

translation

8 Literary and non-literary

translation; Gain and loss

in translation;

Accommodation in

translation

After the

lesson, the

students are

expected to

be able to

explain the

Literary and

non-literary

translation;

Gain and loss

in translation;

Accommodat

ion in

translation

9 Machine translation;

Computer-assisted

translation

After the

lesson, the

students are

expected to

be able to

1) Students will

differentiate

between

machine and

human

explain the

Machine

translation;

Computer-

assisted

translation

translation.

10 Social functions of

translation;

The role of translation;

The role of translators

After the

lesson, the

students are

expected to

be able to

explain the

Social

functions of

translation;

The role of

translation;

11 General and particular

knowledge required for

translation;

Common background

experience as a

prerequisite for

communication;

Common background

experience as a starting

point in translation

After the

lesson, the

students are

expected to

be able to

explain the

General and

particular

knowledge

required for

translation;

Common

background

experience as

a prerequisite

for

communicati

on; Common

background

experience as

a starting

point in

translation

12 Translation process and

product; Looking at

translation as process and

as product;

Text types

After the

lesson, the

students are

expected to

be able to

explain the

Translation

process and

product;

Looking at

translation as

process and

as product;

Text types

13 Techniques,

Strategies, and

Procedures In Translation

After the

lesson, the

students are

expected to

be able to

explain the

Techniques,

1) Students will

apply a few

techniques to

their already

translated

passages from

week 5, and

Annexure III

Strategies,

and

Procedures In

Translation

evaluate their

own

improvisations.

14 Presentations

CURRICULUM

MA ENGLISH LINGUISTICS & LITERATURE

Department of Applied Linguistics

GOVERNMENT COLLEGE UNIVERSITY

FAISALABAD

Scheme of Studies

SCHEME OF STUDIES FOR M.A ENGLISH LINGUISTICS & LITERATURE Sr. No. Course Code Semester-I Credit Hours

1 LNG-551 Introduction to Linguistics 3(3-0)

2 LNG-552 Study Skills 3(3-0)

3 LNG-553 Language skills 3(3-0)

4 LNG-554 Advance English Grammar I 3(3-0)

5 LNG-555 Language Learning Theories, Methods & Approaches 3(3-0)

6 LNG-556 Poetry 3(3-0)

Total 18

Sr. No. Course Code Semester-II Credit Hours


2 LNG-558 Research Methodology 3(3-0)

3 LNG-559 History of English Literature 3(3-0)

4 LNG-560 Sociolinguistics 3(3-0)

5 LNG-561 Testing and Evaluation 3(3-0)

6 LNG-562 Drama 3(3-0)

Total 18

Sr. No. Course Code Semester-III Credit Hours

1 LNG-651 Material Development & syllabus design 3(3-0)


3 LNG-653 Corpus Linguistics 3(2-1)


5 LNG-655 Schools of Linguistics 3(3-0)

6 LNG-656 Novel 3(3-0)

Total 18

Sr. No. Course Code Semester-IV Credit Hours

1 LNG-657 Advance English Grammar-II 3(3-0)


3 LNG-659 Phonetics and Phonology 3(3-0)


5 LNG-661 Computer Assisted Language Learning 3(3-0)

6 LNG-662 Literary theory 3(3-0)

Total 18

Annexure IV SCHEME OF STUDIES FOR M.A ENGLISH LINGUISTICS &

LITERATURE

Semester-I

Introduction to Linguistics

Course Code LNG-551 Credit hours 3(3-0)

Course Description:

This course is aimed to present a comprehensive survey of what is known about language

and also of the methods used by linguists in arriving at that knowledge. It provides a

detailed introduction to Linguistics a new discipline of emerging sciences and an

opportunity to explore development in linguistic thoughts. Students will read some valuable

material propounded by famous linguists concerning major branches of linguistics and try to

describe distinctive features of them. Then, they are required to understand the practical

applications of these branches in the field of language and literature. In the end, they should

be able to have a comprehensive knowledge of the fundamentals of Linguistics and its

scope. To achieve the goals, they are required to present their reading and submit their final

paper.

Course Objectives: At the end of the course, the course participants are expected to be able

to:

1) have a comprehensive and accessible approach towards the fundamentals of Linguistics.

2) have sufficient theoretical approach and profound knowledge of human language for

further easy access to the future practicum.

Course Description


1st Week

1- what is Language and Linguistics

2- Language as a system of systems

3- Scope of Linguistics

2nd

Week



Properties of Human Language

3rd

Week

Phonetics : Definition, Introduction

Branches of Phonetics

Draw the diagram of vocal organs

Description of consonant

Place of articulation of consonant sounds

4th

Week

Manner of articulation of consonant sounds

vowel sounds

Quadrilateral of vowel sounds and further description

Cardinal vowels & diphthongs

5th

Week

Phonology: sound patterns of language

Phonemes & Allophones , minimal pair

Syllable

Consonant cluster

Assimilation & Elision

6th

Week

Processes of word formation

Introduction of morphology

Morphemes Free morpheme and its types,

Lexical and functional morphemes Bound morphemes and its types

prefixes & suffixes

Derivational and inflectional morphemes

problems of Morphological

7th

Week

Grammar: a brief introduction

Traditional Grammar

Prescriptive & descriptive approaches

Structural vs constitutional analysis

8th

Week presentations

presentations

presentations

9th



10th

Week

Syntax

Deep & Surface structure

Tree diagram

11th

Week

Semantics

Semantic features

semantic roles & Lexical relations

Lexical relations

Collocation

12th

Week

Pragmatics

Semantics & Pragmatics

Context

Deixis,Reference ,

Inference ,Anaphora ,Presupposition

13th

Week

speech acts

Speech events

Discourse analysis Interpreting discourse

Cohesion

Coherence

14th

Week

The co-operative principle

Hedges Implicatures

Psycholinguistics Language areas in brain

15th

Week

Language acquisition

Sociolinguistics

Language & Society

Social dialects

Speech accommodation

Register and jargon

16th

Week

Slang , idiolect Diglossia, isogloss

Linguistic relativity The Sapir–Whorf hypothesis

Language and Gender : Gendered words , Gendered speech , Gendered

interaction

presentations

presentations

18th


Evaluation System:


Assignment 10%

Mid Term Test 30%


Text Book:

The Study of Language, (4th

Edition) by George Yule

Suggested Books:

ndrew dford David Britain, LINGUISTICS: AN INTRODUCTION

Ingo Pl g M ri r un Sabine Lappe, INTRODUCTION TO ENGLISH

LINGUISTICS

David Crystal, DICTIONARY OF LINGUISTICS & PHONETICS

Study Skills Course Code LNG-552 Credit hours 3(3-0)


Quizzes/

Presentations/Viva

Voice


Sign

1st

Week

Motivation and Goal Setting

2nd

Week

Train Brain

3rd

Week

Learning Style

Time Management

4th

Week

Reading Skills

5th

Week

Note Taking Skills

6th

Week

Writing Skills: Paragraph

Writing

7th

Week

Essay Writing

8th

Week

Quiz and Revision

9th


10th

Week

Exams Strategies

11th

Week

Using Resources: Dictionary

12th

Week

Using Resources: Library

Internet

13th

Week

Preparation for Oral

Presentations

14th

Week

Practical activities for Oral

Presentations

15th

Week

Post-test, Post-presentation

activities

Own your Learning

16th

Week

Quiz and Revision

17th

Week

Practical Activities

18th


Text Books:

A Practical Guide to Study Skills by Amy Himsel

Test Taking Skills and Study Skills by Laurie Rozakis

The Study Skills Handbook by Stella Cottrell (Pg. 4-11)

Study Skills: M n ging your le rning by it O‟ Donoghue

Study Skills Guide by University of Newcastle

Study Skills Handbook by University of Hull

Evaluation System:


Assignment 10%

Mid Term Test 25%


Poetry


Course Objectives:

Students will become familiar with various forms of poetry of many different periods including the

Renaissance, the 18th Century, the Victorian Era, and Modern periods. Students will learn various methods of

reading poetry and of analysis of poets and poems.

Course Description


1st Week

1- Introduction to poetry, Historical perspectives

2- Meter & its types

Metaphysical poets

3- A valediction: Forbidding mourning by John Donne

2nd

Week

Blank verse

Book-1 Paradise Lost

Explanation of the lines from Book-1 Paradise Lost

3rd

Week

Shakespearean Sonnet

All The World A Stage

Shepherd‟s Song by M rlow

4th

Week

Romantic poetry

Features of Romantic poetry

Wordsworth , solitary Reaper

Explanation of the lines from the poem

5th

Week

P.B.Shelly , Ode to The West Wind

Continuation of the poem


6th

Week

William Blake , The poison Tree

continuation of the poem


7th

Week

Young Romantics

John Keats, Ode to Grecian Urn


8th

Week

Ode to Melancholy



9th



10th

Week

Introduction to dramatic monologue

Robert Browning , My Last Duchess


11th

Wee

Imagery in poetic diction by Robert Frost

Stopping by woods on a snowy evening

Explanation


12th

Week

Introduction to Modernism & features of modern poetry

The Second Coming by WB Yeats

Explanation


13th

Week

Free verse

T.S.Eliot , The waste Land

The Burial of Dead

Explanation

The Fire Sermon

Explanation

14th

Week

Death by Water

Explanation

What the thunder said

Explanation

Review of the waste Land

15th

Week

Ted Hughes , the poet of his generation

The child is father of man

The thought-fox


16th

Week

Sylvia Plath

The Morning song

Explanation of the poem

Presentations

presentations

presentations

18th


Evaluation System:


Assignment 10%

Mid Term Test 30%


Suggested Books:

The Art of English Poetry by EWD. Bysshe

The C mbridge History of English Poetry by Mich el O‟Neill

Advance Grammar-1


Course Objectives

Upon the successful completion of this course, students will be able to

Understand all basic concepts of grammar related to different parts of speech, phrases and clauses

Give grammatical analysis of any sentence at word, phrase and clause level

Transform and compose any type of sentence

Wee

ks Description of Topic Reference Assignments

Quizzes/

Presentations/V

iva Voice

HODs/Incha

rge

Sign

1st

Wee

k

Traditiona

l

Grammar

Basic

Principles of

Grammar

Wren and

Martin

High

School

English

Parts of

Speech:

Introduction

+ Evaluation

Parts of

Speech

of Students‟

previous

knowledge

Grammar

Noun and its

types

2nd

Wee

k

Adjectives and

Pronouns

Adjectives

and its types

Wren and

Martin

High

School

English

Grammar

Quiz

Pronoun and

its types

Quiz

3rd

Wee

k

Verb and

Adverb

The verb :

Person and

Number

Wren and

Martin

High

School

English

Grammar

Infinitive,

participle and

gerund

Adverb and

its position

4th

Wee

k

Sentences

Communicati

ve Functions

Chapter 1

& 2 from

book

English

Sentence

Analysis:

An

Introducto

ry Course

by

Marjolijn

Verspoor

and Kim

Sauter

Typical

Patterns

Sentence

Types

5th

Wee

k

Function of

Verbs

Simple vs.

Complex

Chapter 3

from book

English

Sentence

Analysis:

An

Introducto

ry Course

by

Marjolijn

Verspoor

and Kim

Sauter

Finite vs.

Non Finite

Auxillary

verbs

6th

Wee

k

Function of

Verbs

Lexical verbs Chapter 4

from book

English

Sentence

Analysis:

An

Introducto

ry Course

by

Marjolijn

Verspoor

and Kim

Quiz

Transitive

verbs

Passive

Constructions

Sauter

7th

Wee

k

Word

Classes:

Identificat

ion

Nouns and

Adjectives

Chapter 5

from book

English

Sentence

Analysis:

An

Introducto

ry Course

by

Marjolijn

Verspoor

and Kim

Sauter

Write sample

paragraph and

identify the

word class of

every word.

Verbs and

Adverbs

Articles and

Connectors

8th

Wee

k

Phrase

Analysis:

Noun Phrases

What is a

Phrase

Chapter 6

from book

English

Sentence

Analysis:

by

Marjolijn

Verspoor

and Kim

Sauter

Noun Phrases

Post

modifiers of a

noun

9th


10th

Wee

k

Verb Phrases

and Adverb

Phrases

Verb Phrases

Chapter 6 from

book English

Sentence

Analysis: An

Introductory

Course by

Marjolijn

Verspoor and

Kim Sauter

Quiz

Adverb

Phrases

Quiz

11th

Wee

k

Adjective

Phrases

Position of

Adjective

Phrase

Chapter 6 from

book English

Sentence

Analysis: An

Introductory

Course by

Marjolijn

Verspoor and

Kim Sauter

Function of

Adjective

Phrase

Identification

12th

Wee

k

Prepositional

Phrases

Position of

PP

Chapter 6 from

book English

Sentence

Analysis: An

Introductory

Course by

Marjolijn

Verspoor and

Kim Sauter

Quiz

Function of

PP

Quiz

13th

Wee

k

Functions

of Phrases

Functions Chapter 6 from

book English

Sentence

Analysis: An

Introductory

Course by

Marjolijn

Verspoor and

Differences

Identification

Kim Sauter

14th

Wee

k

Clause

Analysis

Types Chapter 7 from

book English

Sentence

Analysis: An

Introductory

Course by

Marjolijn

Verspoor and

Kim Sauter

Adverbia

ls

Function

of

Punctuati

on

15th

Wee

k

Sentence

Analysis at all

levels

Passive

sentences

Chapter 7 from

book English

Sentence

Analysis: An

Introductory

Course by

Marjolijn

Verspoor and

Kim Sauter

Ellipsis

Cleft

Sentences

16th

Wee

k

Sentence

Analysis at all

levels

Simple

Sentences

Chapter 8 from

book English

Sentence

Analysis: An

Introductory

Course by

Marjolijn

Verspoor and

Kim Sauter

Analyze

all

Sentences

of any

paragraph

selected

by you.

(from any

newspape

r/ novel)

Compound

Sentences

Complex

Sentences

17th

Wee

k

Sentence

Analysis

Exercises

Illustrations Chapter 8 from

book English

Sentence

Analysis: An

Introductory

Course by

Marjolijn

Verspoor and

Kim Sauter

Identification

Discussion

18th


Text Books:

English Sentence Analysis: An Introductory Course by Marjolijn Verspoor and Kim Sauter

Wren & Martin: High School English Grammar and Composition

Evaluation System:


Assignment 10%

Mid Term Test 25%


Language Learning Theories, Methods & Approaches


Weeks

Description of Topic Quizzes/

Presentations/Assignment

s Practic

al Referred Material

Viva Voice

1st Wee

k

4. Introduction to

the course &

historical

background

3) ELT:

English

Language

Teaching

and Place

of this

course in

ELT

4) ELT in ESL

classrooms

5) Major

Trends in

ELT

specifically

in

Language

Teaching

Methodolo

gies

5. GTM – Grammar

Translation

Method:

Principles

Reform

Movement

6. Objectives of IPA

DM – Direct

Method:

Principles

Comparative study of GTM and DM

Approaches and Methods in Language Teaching Chapter 1

2nd Wee

k

4. Class Activity 1

Class Activity 2

5. Nature of

approaches and

methods in ELT

1. Anthony’s

Activity 1. Presentation on the comparison of both the methods Activity 2. Criticism on the Use of GTM and

Preparation of Worksheet for Theory of Language and Language Learning

Approaches and Methods in Language Teaching Chapter1&2

Model

2. Mackey’s

Model

3. Introduction

to the first

Level in the

models:

Approach

6. Theory of

Language

Theory of

Language

Learning

DM in the classrooms

3rd Wee

k

1. Design: objectives:

ideal, general,

specific

Syllabus: Product

vs process

2. Types of teaching

and learning

activities

Role of

instructional

materials

3. Teacher and

Learners’ role

Level of Procedure

Preparation of worksheet for the components of Design


4th Wee

k

4. Class Activity 1

SLT: Situational

Language

Teaching :

Principles

5. SLT: Situational

Language

Teaching :

Approach and

Design: objectives

and syllabus

6. SLT: Situational

Activity: Drawing interrelationship of Approach, Design and Procedure

Assignment: Plan the procedure for ESL classroom environment by using SLT method and add it to portfolio

Approaches and Methods in Language Teaching Chapter3

Language

Teaching : Design:

Role of

instructional

materials,

Teaching and

learning

activities, Teacher

and Learners’ role

5th Wee

k

4. Class Activity

Introduction and

Background of

Audiolingual

Method

5. Audiolingual

Method (ALM):

Approach, Design:

objectives,

syllabus, Types of

teaching and

Learning

activities

6. Design: Types of

teaching and

learning

activities, role of

instructional

materials, role of

teacher and

learner

Class Activity: Discussion on the practical realization of SLT in ESL classroom

Assignment: Plan the procedure for ESL classroom environment by using ALM method and add it to portfolio

Approaches and Methods in Language Teaching Chapter4

6th Wee

k

4. Class Activity

Suggestopedia :

introduction and

Approach

5. Suggestopedia:

Design

6. Suggestopedia:

Procedure

(Activity 2:

Presentation)

Total Physical

Response (TPR):

Class Activity: Discussion on the practical realization of ALM in ESL classroom Class Activity: Discussion on the practical realization of Suggestopedia in ESL classroom

Assignment: Plan the procedure for ESL classroom environment by using Suggestopedia teaching method and add it to portfolio

Approaches and Methods in Language Teaching Chapter 8 Approaches and Methods in Language Teaching Chapter 5

Introduction

(Trace Theory of

Memory)

7th Wee

k

4. Total Physical

Response (TPR):

Approach

5. Total Physical

Response (TPR):

Design

6. Total Physical

Response (TPR):

Class Activity

The Silent Way:

Approach

Class Activity: Discussion on the practical realization of TPR in ESL classroom

Assignment: Plan the procedure for ESL classroom environment by using TPR method and add it to portfolio


8th Wee

k

4. The Silent Way:

Design

5. Discussion:

Drawing the

roadmap from

GTM to The Silent

Way, from

behaviorist to the

humanist

perspective

6. Discussion (Cont.)

Class Activity: Group Discussion

Assignment: Plan the procedure for ESL classroom environment by using The Silent Way teaching method and add it to portfolio



10th Wee

k

4. Community

Language

Learning (CLL):

Humanistic

approach

Approach

5. Community

Language

Learning (CLL):

Design

6. Communicative

Language

Teaching (CLT)

Class Activity: Discussion on the practical realization of CLL and CLT in ESL classroom

Assignment 1 and 2: Plan the procedure for ESL classroom environment by using CLL and CLT method and add it to portfolio

Approaches and Methods in Language Teaching Chapter 7 Approaches and Methods in Language Teaching Chapter 14

11th Wee

k

4. Class Activity

Communicative

Language

Teaching

5. Content based

instruction &

Content and

Language

integrated

learning (CLIL)

6. Content based

instruction

Class Activity: Discussion on the role of content in language teaching and learning

Assignment: Plan the procedure for ESL classroom environment by using CLIL method and add it to portfolio


12th Wee

k

1. Task based

language teaching

2. Cooperative

Language

Learning

3. Interrelationship

of Task and Text

based instruction

Discussion on task and text based approaches and drawing the link between these approaches and CLL&CLT

Assignment: Plan the procedure for ESL classroom environment by using Task and Text based instruction and add it to portfolio

Approaches and Methods in Language Teaching Chapter 16&18

13th Wee

k

4. The lexical

approach

5. Cooperative

Language

Learning (CoLL)

6. Class Activity:

Discussion and

Analysis of CoLL

and LA

Discussion on the roadmap from GTM to CoLL

Assignment: Plan the procedure for ESL classroom environment by using coLL method and add it to portfolio


14th Wee

k

4. The Natural

Approach

5. Class Activity 1

on the

comparative

study of

a. Theory of

Language in

Group Activity and presentations for the analytical perspective on Approach and Design (objectives and Syllabus) of already discussed

Assignment 1 Preparation of Work sheet for the week’s second session Assignment 2 Preparation


different methods

b. Theory of

language learning

6. Class Activity 2

on the

comparative

study of

a. objectives

b. syllabus in

various methods

teaching methods in the week’s second and third session

of Work sheet for the week’s third session Assignment 3 Preparation of Work sheet for the next week’s first session

15th Wee

k

4. Class Activity 1

on the

comparative

study of

a. types of

teaching and

learning activities

b. role of

instructional

materials

c.

interrelationship

of a and b

5. Class Activity 2

on the

comparative

study of

a.role of teacher

and learner in

different methods

b.interrelationshi

p of

teaching activities

& teacher and

learners’ role

instructional

materials &

teacher and

Group Activity and presentations for the analytical perspective on elements of Design (a. types of teaching and learning activities b. role of instructional materials and c. teacher and learner role) for already discussed teaching methods in week’s first and second week Class Discussion

Assignment 1 Preparation of Work sheet for the week’s second session Assignment 2 Preparation of Work sheet for the week’s third session Assignment 3 Preparation of Work sheet for the next week’s discussion

learners’ role

6. Discussion: How

does theory of

language and

language learning

affect design and

procedure?

16th Wee

k

4. Discussion:

reflection of

syllabus and

teaching activities

in the selection

instructional

materials with

major focus on

Language

textbooks



Class Discussion Group Work Presentation

Port Folio completion Assignment 1 Preparation of Work sheet for the next week’s first discussion

17th Wee

k

4. Discussion on the

interrelationship

of approaches,

methods and

curriculum


practicality of

training in

language teaching

methods for

teachers and

learners


practicality of

training in

language teaching

methods for

teachers and

learners (Cont.)


Port Folio completion


Semester-II

Translation Studies

Course Code LNG-557 Credit hours 3(3-0) Course Description: This course is aimed to provide you an opportunity to explore development in linguistic

thoughts. You will read some readings concerning Translation Studies, and try to describe distinctive features

of various theories of Translation. Then, you are required to compare and contrast several of those theories that

you know quite well and criticize their strengths and weaknesses. In the end, you should be able to assess the

tradition of Translate thought followed by two linguistic works you choose to discuss. To achieve the goals,

you are required to present your translation and submit your final paper.


8. Introduce students to translation studies as separate discipline of knowledge

9. Increase their awareness related to the nature of translation and arouse their interest to independently

pursue translation theory issues;

10. Enable students to deal with translation as linguistic procedure and as socially constructed and

oriented activity;

11. Incre se students‟ w reness rel ted to soci l functions of tr nsl tion;

12. Enable them to link theory and practice;

13. Develop students‟ contr stive knowledge nd their critical thinking skills;

14. Enable them to develop self-assessing and self-correcting techniques in order to monitor their own

progress.

Session Topics of Discussion References

1 Introduction Bassnett, Susan, Translation Studies, London and New York, 1980

(revised edition 1991), Routledge

Bell, Roger T. Translation and Translating, Theory and Practice,

Longman, 1991

Gërmizaj, Shykrane, Translation Theory in the Classroom, Prishtina,

2005




5 Forms and types of translation

6 Human translation

7 Translation of speech

8. Consecutive translation

9. Literary and non-literary translation

10. Machine translation

11. Social functions of translation

12. Translation process and product

14 Techniques, strategies

Online Resource Names Resource Links

Selection of extracts from literary works http://www.fortunecity.com/ business/reception/19

Selection of extracts of various text types http://accurapid.com/journal/29accom.htm

Selection of extracts from daily newspaper http://www.ethnologue.com/show_products

Selection of websites: http://cslu.cse.ogi.edu/HL.Tsurvey/chnode4.html

http://fiat.gslis.utexas.edu/~palmquis/courses/project98/translation/mtl

inks.htm

http://www.fortunecity.com/business/reception/19

http://language.home.sprynet.com/lingdex/pwood1.ht



The rise and development of

translation

After the

lesson, the

students are

expected to be

able to

understand the

course policy,

the topic they

should cover



as written on the

syllabus



tasks and

assignments they

should do

Assignment

http://fiat.gslis.utexas.edu/~palmquis/courses/project98/translation/mtlinks.htm

http://fiat.gslis.utexas.edu/~palmquis/courses/project98/translation/mtlinks.htm

and

assignment

they should do


how their work will

be assessed and

evaluated.

4) Students form


presentation


Linguistic definition of

translation; Philological

definition of translation;

Communicative definition

of translation

After the

lesson, the

students are

expected to be

able to

explains the

approach to

Translation

studies


the definition of

Translation Studies,

its approach.


the factors causing

language change and



some types of

definitions for the

subject

Assignment


What is translation?

Translation as a form of

communication;

Information and message;

Communication channel:

The sender and the receiver

of the message

After the

lesson, the

students are

expected to be

able to explain

the approach to

nature of

translation

studies, its

form, and

channel.


the nature of

translation studies,



diachronic approach


the factors

influencing the

change in

communication

channel and its

related theories

4 Forms of translation


After the

lesson, the

students are

expected to be

able to explain

the forms &

types of

translation

studies, its

form, and

channel.

1) Students clarify

the Forms of

translation and also


5 Human translation;

Translation of written texts

After the

lesson, the

students are

expected to be

able to explain

the Human

translation;

Translation of

written texts

2) Students

translate the

given passages

6 Translation of speech or

interpreting;

Simultaneous translation

After the

lesson, the

students are

expected to be

able to explain

the Translation

of speech or

interpreting;

Simultaneous

translation

7 Consecutive translation After the

lesson, the

students are

expected to be

able to explain

the

Consecutive

translation

8 Literary and non-literary

translation; Gain and loss in

translation;

Accommodation in

translation

After the

lesson, the

students are

expected to be

able to explain

the Literary

and non-

literary

translation;

Gain and loss

in translation;

Accommodatio

n in translation

9 Machine translation;

Computer-assisted

translation

After the

lesson, the

students are

expected to be

able to explain

the Machine

translation;

Computer-

assisted

translation

2) Students will

differentiate

between

machine and

human

translation.

10 Social functions of

translation;

The role of translation;

The role of translators

After the

lesson, the

students are

expected to be

able to explain

the Social

functions of

translation;

The role of

translation;

11 General and particular

knowledge required for

translation;

Common background

experience as a prerequisite

for communication;

Common background

experience as a starting

point in translation

After the

lesson, the

students are

expected to be

able to explain

the General

and particular

knowledge

required for

translation;

Common

background

experience as a

prerequisite for

communicatio

n; Common

background

experience as a

starting point

in translation

12 Translation process and

product; Looking at

translation as process and as

product;

Text types

After the

lesson, the

students are

expected to be

able to explain

the Translation

process and

product;

Looking at

translation as

Research Methodology



Quizzes/

Presentations/Viva

Voice

Assignments Materials/source

Chapters

1st

Week

Introduction to research

Understanding the Nature of

Research

What Is All This Research

About?

Who Is All This Research For?

Is All of This Research Really

That Important?

If Applied Linguistics Research

Is So Important,

How Can We Understand It

Better?

Chapter-1 (research in

applied

Linguistics by Fred l.

Perry, Jr.

American university in

Cairo)

2nd

Week

Who Is a Discerning Consumer

of Research?

Why Be a Consumer of

Research?

The Motivation Behind Research

Demythologizing Research


applied


Perry, Jr.


Cairo)

3rd

Week

The Meaning of True Research

Identifying Important Questions

Where Are the Answers?


applied


Perry, Jr.


Cairo)

4th

Week

Where to Look and What to

Look For

Preliminary Sources

Secondary Sources

Tables of

References/Bibliographies

Is All Primary Research of Equal

Weight?

Differentiating Primary From

Secondary

How to Obtain Research Articles

What Journals Are Related to

Applied Linguistics?


applied


Perry, Jr.


Cairo)

5th

Week

Understanding Where Data

Come From:

The Sample

Sampling Terminology

Sampling Paradigms

The Information-Rich Paradigm:

Sample Strategies

for Maximizing Information


applied


Perry, Jr.


Cairo)

process and as

product;

Text types

13 Techniques,

Strategies, and

Procedures In Translation

After the

lesson, the

students are

expected to be

able to explain

the

Techniques,

Strategies, and

Procedures In

Translation

2) Students will

apply a few

techniques to

their already

translated

passages from

week 5, and

evaluate their

own

improvisations.

14 Presentations

The Representative Sampling

Paradigm

Sampling Strategies for Making

Generalizations

Ethics in Sampling of Human

Participants

6th

Week

Understanding Research Designs

Classifying Research Designs

The Basic–Applied Continuum

The Qualitative–Quantitative

Continuum

The Exploratory–Confirmatory

Continuum


applied


Perry, Jr. American

university in Cairo

7th

Week

Questions and Designs

The WHAT Questions

The WHY Questions

Internal Validity

Chapter-5(research in

applied


Perry, Jr.


Cairo

8th

Week

Understanding Data Gathering

Procedures for Data Gathering

Observational Procedures

Instrumental Procedures

Qualities of Good Data-

Gathering Procedures

Reliability

Validity


applied


Perry, Jr.


Cairo

9th


10th

Week

Understanding Data Gathering

Research Results

Introduction to Data Analysis

Numerical Versus Verbal Data

Common Procedure

Presentation and Analysis of

Verbal Data

Evaluating the Quality of Data

Evaluating Patterns and Themes

Evaluating Explanations and

Conclusions

Presentation and Analysis of

Numerical Data

Overview of Statistics

Understanding Descriptive

Statistics

Understanding Inferential

Statistical Procedures


applied


Perry, Jr.


Cairo

11th

Week

Discerning Discussions and

Conclusions:

Completing the Picture

The Needed Ingredients

Questions Every Consumer

Should Ask


applied


Perry, Jr.


Cairo

12th

Week

Constructing a Literature Review

Why Do a Review of Research?

Where to Begin

Abstracting Primary Literature

Writing a Review of Research

13th

Week

Referencing/ Bibliography

14th

Week

Research Proposal

15th

Week

Understanding the Framework of

a Primary

Research Article

Chapter-3 (Research in

applied


Chapter Overview

The Framework of a Research

Article

The Title 42

The Abstract

The Introduction of a Study

Methodology

Results

Discussion/Conclusion

Perry, Jr.


Cairo

16th

Week

Revisions & Presentations

17th

Week

Revisions & Presentations

18th


Text Book:

Fred l. Perry, Jr. (2005). Research in applied Linguistics. New Jersey London: LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Mahwah; Suggested Reading:

Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.

Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.

Dörnyei, Z. (2003). Questionnaires in Second Language Research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum.

Nunan, D. (1992). Research Methods in Language Learning. Cambridge: CUP

Seliger, H. and Shohamy, E. (1989). Second Language Research Methods. Oxford: OUP.

Griffee, D. T. (2012). An Introduction to Second Language Research Methods: Design and Data. Berkeley:

TESL-EJ Publications.

Evaluation System:


Assignment 10%

Mid Term Test 25%


History of English Literature


Course Description:

This is an interdisciplinary course which deals with some of the ways in which the

students are acquainted with the history of English Literature chronologically. The evolution

of British literature is the focus of this course. It will be seen how the present English fiction

and non-fiction genres have come to its excellent and complicated form retrospectively. A

survey of early British literature from Beowulf in the old English period through Chaucer in

the middle English period, and such authors as Spenser, Marlowe, Shakespeare, Jonson,

Donne, and Milton in the Renaissance and of later British literature from the Restoration and

the Eighteenth century, the Romantic and Victorian periods, modernism, and contemporary

Anglophone literature. Prerequisite: Fulfillment of the freshman writing requirement.

All such theoretical work will heavily draw on citations from literary texts, both poetic and

prose. In light of the above notions, the students will go on to analyze several literary texts,

poems, shorts stories, etc.

Course Aims:

The central aim of this course is to expose BS students of English Linguistics to

realize national curricular goals of awakening their desire and interest in reading books by

creating a classroom atmosphere that promotes open dialogue, develops a tolerance of

different cultures and encourages the sharing of different perspectives and interpretations.

The inclusion of English literature in the syllabus benefits language learning in educational,

psycholinguistic and linguistic ways. According to Hill, the study of literature contributes

“both to the development of the student s n individu l nd to his or her comm nd of the

l ngu ge” (Hill 1986:12). For te chers of English as a second language, their main concern

is exposure to the language. The reading of literature provides an opportunity for the

language to be internalized whereby grammar rules, phrases and vocabulary already learnt

can be reinforced and at the same time new words and phrases encountered. Furthermore,

authentic texts give the reader a possibility to experience a genuine language context and the

motivation to want to use it themselves in speech. One of the main benefits of literature is

that it acts as a stimulus that ignites interest and motivates the student by involving them on

a personal, emotional level.

Teaching Methods:

The course will be delivered in the form of lectures and class discussions. Lectures

will provide a detailed review of the history of English Literature its development; the same

issues will be selected for class discussion. Each week students are expected to prepare for

the lectures and discussions by reading the particular extract of the theoretical material dealt

with in the course. The extracts will form the basis of close discussion and debate in the

classroom. Each student has to effectively contribute by giving presentations and later by

papers on a chosen topic.

Modes of Assessment Score Date

Mid-term Exam 18 8th week

Assignments, active class participation and paper 12 During course

Final Exam 30 To be announced later

Total 60

Course Outline

Week

Material to be covered

(1) Introduction to Literature

(2) Brief historical overview

(3) Anglo Saxon , Old English

(4) Middle English

(5) Renaissance 14th Century & Chaucerian style

(6) Elizabethen age

(7) Shakespeare’s contribution in English Literature

(8) Restoration & Miltonic age

MID-TERM EXAM

(9) Augustan age

(10) Romantics

(11) Victorian age

(12) Modern age

SUBMIT ESSAY ABOUT THIS TIME

(13) Salient features of Elizabetan drama

(14) Victorian Novel

(15) Modern fiction

(16) FINAL EXAM: TO BE ANNOUNCED BY REGISTRATION

Suggested readings

Students are motivated to quench the thirst of knowledge from on line sources.

1. WILLIAM J. LONG English Literature London and New York: Routledge; 1997

ISBN: 0415097681

2. A History of English Literature R.H.Fletcher Oxford: Oxford University Press; 2002

ISBN: 0194372405

3. A short Oxford history of English Literature Andrew Sanders Oxford University Press,

2000

4. A Companion to Old and Middle English Literature By Laura Cooner Lambdin; Robert

Thomas Lambdin: Greenwood Press, 2002

Sociolinguistics



Quizzes/

Presentations/Viva

Voice


Sign

1st

Week

Language Dialect and

variation

2nd

Week


identity

3rd

Week

Diglossia as a

sociolinguistics

situation

Multilingualism and

Bilingualism

4th

Week

Code switching and

code Mixing

5th

Week

Language contact and

Language Generation

Pidgin and creole

6th

Week

Language and gender

7th

Week

Endangered language

Language shift and

maintenance

8th

Week

Language Death


10th

Week

Language variation

Linguistic and social

variation

11th

Week

Words and culture

12th

Week

Ethnographies

Language and

ethnicity

13th

Week

Solidarity and

politeness

Talk and action

14th

Week


teaching

Sociolinguistics and

Education

15th

Week

Semiotics

Social semiotics

16th

Week

Language planning

and policy

17th

Week

Social factors in

language Change


Text Book: introduction to sociolinguistics (fifth Edition) by Ronald Wardaugh.

Suggested Reading: The Handbook of sociolinguistics by Florian Coulmas.

Evaluation System:


Assignment 10%

Mid Term Test 25%


Testing and Evaluation



Quizzes/

Presentations/Viva

Voice


Sign

1st Week

Basic Concepts in

Language Testing

2nd

Week

Kinds of tests

3rd

Week

Validity

4th

Week Reliability-I

5th

Week Reliability-II

6th

Week Achieving beneficial

backwash

7th

Week Stages of test development

8th

Week Common test techniques

9th


10th

Week

Test writing

11th

Week

Testing oral ability

12th

Week

Testing reading

13th

Week

Testing listening

14th

Week

Testing grammar and

vocabulary

15th

Week

Testing overall ability

16th

Week

Testing for young learners

17th

Week

Test administration

18th


Text Book(s):

Hughes, A. (2004) Testing for Language Teachers, 2nd Edition. New York: Cambridge University Press.

Suggested Reading:

Douglas D (2010) Understanding Language Testing. Abingdon: Hodder Education.

Allison, D. (1999) Language Testing and Evaluation: An Introductory Course. Singapore: Singapore

University Press.

Drama


Weeks Greek Tragedy

1st Week

1- introduction to Greek Drama & Greek theater

2nd

Week

2-The contribution of Sophocles in Greek theater

Introduction of Oedipus Rex

3rd

Week

prologue of the drama Oedipus Rex

Reading of text


4th Week

scene-1,reading comprehension

reading of the text


5th Week

scene-II, reading comprehension

reading of the text


6th Week

scene-III, reading comprehension

reading of the text


7th Week

scene-IV, reading comprehension

reading of the text


8th Week

Irony in Oedipus Rex

Oedipus Rex as a tragedy

Oedipus Res as a tragic hero


Elizabethan Theatre

10th Week

Introduction to Renaissance

Shakespeare and Elizabethan theatre

Shakespeare as dramatist

11th Week

Introduction to Hamlet



12th Week


reading of the text


13th Week


reading of the text


14th Week


reading of the text


15th Week

Act-IV,reading comprehension

reading of the text


16th Week

Act-V,reading comprehension

reading of the text


17th Week

Soliloquies of Hamlet

H mlet „s inner conflict

Greek tragedy vs Elizabethan tragedy


Text Book:

Oedipus the King ( Oedipus Rex )

Sophocles, E. A. Sophocles

Shakespeare: Hamlet

Paul A. Cantor

Evaluation System:


Assignment 10%

Mid Term Test 25%


Semester-III

Material Development & syllabus design




1st Week

Defining syllabus design.

Scope of syllabus design.

2nd

Week Basic orientation.

Learning purpose and learning goals.

3rd

Week Product oriented syllabus.

Analytic and synthetic syllabus planning.

4th

Week

Functional notional syllabus.

Critical analysis of product-oriented

syllabus.

5th

Week Process oriented syllabus.

Task based syllabus.

6th

Week The natural approach

Syllabus design and methodology

7th

Week Grading tasks

8th

Week Revision and practice the material

10th

Week

Objectives

Performance objectives in language teaching.

Process and product objectives

https://www.google.co.in/search?sa=X&hl=en-IN&gbv=2&tbm=bks&tbm=bks&q=inauthor:%22Sophocles%22&ved=0ahUKEwii9MCYjcjPAhVBbBoKHeuJBGEQ9AgIPzAI

https://www.google.co.in/search?sa=X&hl=en-IN&gbv=2&tbm=bks&tbm=bks&q=inauthor:%22E.+A.+Sophocles%22&ved=0ahUKEwii9MCYjcjPAhVBbBoKHeuJBGEQ9AgIQDAI

https://books.google.co.in/books?id=W-mfpfK4lUcC&printsec=frontcover&dq=hamlet+shakespeare&hl=en&sa=X&ved=0ahUKEwiz4fPwjcjPAhWPhRoKHVgMBMAQ6AEIKTAC

https://www.google.co.in/search?hl=en-IN&gbv=2&tbm=bks&tbm=bks&q=inauthor:%22Paul+A.+Cantor%22&sa=X&ved=0ahUKEwiz4fPwjcjPAhWPhRoKHVgMBMAQ9AgIKzAC

11th

Week Demonstrating syllabus design.

12th

Week Needs and goals.

Needs and analysis.

13th

Week Selecting and grading contents.

14th

Week Teaching grammar as a process.

15th

Week Selecting and grading objectives.

16th

Week Exploring syllabus design.

Curriculum and syllabus models.

17th

Week Tasks and activities.

18th


Text Books: syllabus design by David Nunan 1988. Oxford University press.

Suggested Reading:

Curriculum, syllabus design and equity: A primer and Model by Allan Luke, Annette woods and Katie

weir.2013 Taylor and Francis.

Materials development in language teaching by Brian Tomlinson 2nd

Edition, 2011. Cambridge University

Press.

Evaluation System:


Assignment 10%

Mid Term Test 25%


Semantics and Pragmatics



Quizzes/

Presentations/Viva

Voice


Sign

1st

Week

Foundations of

the study of

linguistic

meaning

Introduction to

Semantics and

Pragmatics

Assignment:

Scope: What

is the use of

studying

semantics and

pragmatics?

2nd

Week

Kinds of

meaning

Lexical fields

and

componential

analysis

Componential

analysis of a

list of words

3rd

Week

Lexical

Relations:

Kinship,

synonymy,

antonymy,

hyponymy,

binary and non-

binary antonyms

Highlighting

lexical

relations in

text

4th

Week

Referents and

referring

expressions

Kinds of

referents

Deixis and its

types

Anaphoric and

cataphoric

references

Referential

ambiguity

Quiz Narrative

writing

marking

primary and

secondary

references

5th

Week

Sense relations Book

activities as

class

assignment

6th

Week

Denotation

Connotation

Lexical and

grammatical

meanings

Assignment:

Find out

individual

examples

7th

Week

Morphemes

Homonymy and

polysemy

Lexical

ambiguity

Assignment:

Find out

individual

examples

8th

Week

Sentence and

proposition

Semantic roles

and valency

Revision

Assignment:

Find out

individual

examples

9th


10th

Week

Pragmatics:

Meaning and

interpersonal

context

Oral Quiz

11th

Week

Conversational

implicature

Conventional

implicature

Example

sentences for

each kind of

implicature

12th

Week

Speech act

theory

Locutions,

perlocution and

Illocution

Felicity

conditions

Assignment:

Individual

examples of

every speech

act

13th

Week

Politeness theory

and principles

Quizz Assignment:

Practical

implications

of politeness

principle

14th

Week

Discourse

Analysis

15th

Week

Group

Presentations

16th

Week

Group

Presentations

17th

Week

Class

Discussions/

Revision

18th


Text Books:

Hurford, J.R., Heasley, B., & Smith, M.B.(2007). Semantics: A Course Book (2nd

ed.). New York:

Cambridge University Press.

Kreidler, C.W. (1998) Introducing English Semantics. Routledge

Jacob L.Mey. Pragmatics, Oxford: Oxford University Press.

Suggested Readings:

Reimer, N. (2010) Introducing Semantics. Cambridge University Press

Palmer, F. Semantics. Cambridge University Press

May, J.L. (2004) Pragmatics: An Introduction. Blackwell

Corpus Linguistics

Course Code LNG-653 Credit hours 3(3-0) Weeks Description of Topic

1st Week Chapter 1: Introduction to Corpus Linguistics: Defining corpus linguistics; What does the word corpus

mean? Origin & senses of the word corpus; Definitions of corpus linguistics by famous corpus linguists; Is

corpus linguistics a branch of linguistics or a methodology? Corpus-based methodology as a perspective of

looking at language: usage-based

Chapter 1: Introduction to Corpus Linguistics: Rationale behind the field; Emergence and development of

the field: Need for writing a descriptive grammar; Stages in the development of the Field: Shoeboxes era,

electronic era, major proponents, and important works; Advantages and disadvantages of using corpora for

linguistic research

Chapter 1: Introduction to Corpus Linguistics: Concordance, concordance lines, and benefits of using

concordance lines; Criticism from armchair linguists; Types of corpora; large and small corpora; Special

complications associated with spoken corpora; Incomparability of data from different corpora; Major corpora

2nd

Week Building A Corpus-I (See “Ch pter 1 & ppendix” of the work entitled HDS Guide) ( ccess the full guide


Building A Corpus-II (See “Ch pter 1 & ppendix” of the work entitled “ HDS Guide”)

Building A Corpus-III (See “Ch pter 1 & ppendix” of the work entitled “ HDS Guide”) ( ccess full guide


3rd

Week Operating AntConc: Downloading AntConc (software: http://www.laurenceanthony.net/software/antconc/;

AntConc Manual: http://www.laurenceanthony.net/software/antconc/releases/AntConc344/help.pdf), Interface,

Loading files, Tools and shortcuts

Operating AntConc: Concordance tool, Concordance Plot tool, File View tool

Operating AntConc: Wordlist tool, Cluster-N-gram tool, Collocates tool, Keyword List tool

http://www.laurenceanthony.net/software/antconc/

4th

Week Operating AntConc: Menue Options: File, Global Settings, Tool Preferences

Exploring BNC: Access http://corpus.byu.edu/bnc/old/help/syntax_e.asp

Exploring BNC (continued…)

5th

Week

Important Taggers: CLAWS (access http://ucrel.lancs.ac.uk/claws/trial.html): C-5 and C-7 tageset

Important Taggers: CLAWS (Access http://ucrel.lancs.ac.uk/claws/trial.html): tagging the data

Important Taggers: Semantic Tagger ASUS (Access ucrel.lancs.ac.uk/usas): ASUS tagset

6th

Week Important Taggers: MAT 1.3 (Download software https://sites.google.com/site/multidimensionaltagger/;

Download M nu l from the s me p ge by clicking on “ e d the m nu l” )

Introduction to MAT tagset; Tagging the data

Important Taggers: MAT: Beyond individual features towards co-occurring features

Important Taggers: MAT: Conducting multidimensional analysis

7th

Week

Chapter 2: Counting, calculating, and annotating: Qualitative and quantitative method; Frequency;

Comparing frequencies

Chapter 2: Counting, calculating, and annotating: distribution in the corpus; using percentages and

normalising; representivity

Chapter 2: Counting, calculating, and annotating: corpus annotation: Part-of-speech tagging & parsing

8th

Chapter 3: Looking for lexis: the role of lexicon in language; how lexicographers use corpora; the meaning of

words

Chapter 3: Looking for lexis: semantic preference, semantic prosody and evaluation,

Chapter 3: Looking for lexis: how words change in frequency over time; How words spreads between

varieties of English; how authors use words

9th


10th

Week

Chapter 4: Checking collocations and colligations: two types of collocations; collocations in a window

Chapter 4: Checking collocations and colligations: adjacent collocations

Chapter 4: Checking collocations and colligations: colligations

11th

Week

Important Corpora for Pakistani Researchers-I: Introduction to ICNALE (access

http://language.sakura.ne.jp/icnale/)

Important Corpora for Pakistani Researchers-II: A Review of Research Conducted on ICNALE Corpus

Conducted Outside Pakistan

Important Corpora for Pakistani Researchers-III: A Review of Research on ICNALE Corpus by Pakistani

Researchers

12th

Week

Chapter 5:Finding Phrases: Phraseology

Chapter 5: Finding Phrases: Idioms

Chapter 5: Finding Phrases:Recurrent phrases; a literary application

Chapter 6: Metaphor and Metonymy: metaphor, simile, conceptual metaphors, metonymy

http://corpus.byu.edu/bnc/old/help/syntax_e.asp



https://sites.google.com/site/multidimensionaltagger/

13th

Week

Chapter 6: Metaphor and Metonymy: Using corpora in the study of metaphor (continued)

Chapter 6: Metaphor and Metonymy: Using corpora in the study of metaphor

14th

Week

Chapter 7: Grammar: Introduction; Who and whom; get-passives

Chapter 7: Grammar: adjective complementation

Chapter 7: Grammar: prepositional gerund or directly linked gerund; Using a parsed corpus

15th

Week

Chapter 8: Male and Female: Referring to men and women; Describing males and females

Chapter 8: Male and Female: the way men and women use language (continued)

Chapter 8: Male and Female: the way men and women use language

16th

Week

Chapter 9: Language change: likely; Grammaticalisation: the history of beside(s)

Chapter 9: Language change: the OED as corpus

Chapter 9: Language change: sociolinguistic explanations of language change: the rise of 3rd

person singular

17th

Week

Chapter 10: Corpus linguistics in cyberspace: the web as corpus; using commercial search engines for

linguistic research ; Piggybacking: WebCorp

Chapter 10: Corpus linguistics in cyberspace: Regional variation: agreement with collective nouns, Grammar:

adjective comparison

Chapter 10: Corpus linguistics in cyberspace: Dialect and non-standard language, web-genres and compiling

corpora from the web

18th


Projects:

4- Collect a corpus of any variety.

5- Annotate the corpus using CLAWS or USAS and conduct a research based on the corpus using

antconc.

6- Conduct a literature review of research conducted using the ICNALE Corpus.

Textbook:

Lindquist, H. (2009). Corpus Linguistics and the description of English. Edinburgh: Edinburgh

University Press.

Chapter (1 & Appendix from AHDS): Access at icar.univ-

lyon2.fr/ecole_thematique/contaci/documents/Baude/wynne.pdf

Note: “Ch pter” refers to ch pter from Lindquist (2009). Other sources h ve been identified within the

outline wherever appropriate.

Suggested Reading: McEnery, T. & Hardie, A. (2012). Corpus linguistics: method, theory and practice. Cambridge: Cambridge

University Press.

Evaluation System:


Assignment 10%

Mid Term Test 25%


Stylistics



Quizzes/

Presentations/Viva

Voice

Assignments

1st

Week

Stylistics and

its levels

Stylistic

features of a

text

Assignment: Select

some text and apply the

stylistic features

+ Presentation

2nd

Week

Difference

between

literary and

non-literary

texts

Difference

between

literary

criticism and

literary

stylistics

Registers


differences with

examples

+ Presentation

3rd

Week

Deviation

Foregrounding

and

Interpretation


4th

Week

Rhythm and

meter


on poem

5th

Week

Use of

Figurative

Language

Quizz

6th

Week



analysis

Assignment:

Select poem of a

particular age/movement

and pinpoint influence

of that movement on

text and writer

7th

Week

Stylistic analysis of

poetry

Assignment: Complete

stylistic analysis of a

poem

8th

Week

Stylistic Analysis of

Short Story


analysis

10th

Week

Stylistic Analysis of Drama (1)


Assignment: Analyze the

drama discussed in class

and give your own

judgments

11th

Week

Stylistic Analysis of Drama (2)


analyze any drama. Also

connect it with its

particular age

12th

Week



Quizz

13th

Week



analyze any Novel. Also

connect it with its

particular age

14th

Week

Group Presentations

15th

Week

Group Presentations

16th

Week

Group Presentations

17th

Week


18th


Text Books:



Suggested Reading


ed.). UK; Pearson

Education Limited


Schools of Linguistics Course Code LNG-655 Credit hours 3(3-0)

Course Description: This course is aimed to provide you an opportunity to explore development in linguistic

thoughts. You will read some readings concerning major schools of linguistics and try to describe distinctive

features of them. Then, you are required to compare and contrast several schools that you know quite well and

criticize their strengths and weaknesses. In the end, you should be able to assess the tradition or school of

thought followed by two linguistic works you choose to discuss. To achieve the goals, you are required to

present your reading and submit your final paper.


1) Identify and explain various schools of thought in linguistics.

2) Compare and contrast

similarities and differences of

two schools of linguistics

Topics of Discussion References

1 Introduction Sampson, Geoffrey (1980). School of Linguistics:

Stanford: Stanford University Press Crowley,

Terry (1992) An Introduction to Historical

Linguistics: Oxford: Oxford University

Freddy, Maria (2004) Functional Grammar: An

Introduction for EFL students. E-book.


3 Saussure: language as a social

fact

4 The descriptivist

5 The Sapir-Whorf Hypothesis

6 Functionalist linguistics: The

Prague School

7 Functional Grammar: Halliday

SFG

8. Noam Chomsky and

Generative Grammar

9. Mid Test

10. Relational Grammar

11. Generative phonology

12. The London School

14 Presenttions

Topics Objectives Learning Activities Evaluation Sources

1 Introduction

Day 1: The

concept of

schools.

Origins of

schools

Day3: Effect of

the schools

on

Teaching,

Curriculu

m, Testing

&

Evaluation

After the

lesson, the

students are

expected to be

able to

understand the

course policy,

the topic they

should cover

and

assignment

they should do



as written on the

syllabus



tasks and

assignments they

should do


how their work will

be assessed and

evaluated.

4) Students form


presentation

Assignment ARTICLE??

Day2:

The school

effecting the

writers of that

time, their

philosophical

approaches


After the

lesson, the

students are

expected to be

able to

explains the

approach to

linguistic

studies before

synchronic

approach as

proposed by

Saussure in the

late of 20th

century


the definition of




diachronic approach


the factors causing

language change and



some types of sound

changes.


presentation

on “Historic l

Linguistics”

3 Historical linguistics After the

lesson, the

students are

expected to be

able to

explains the

approach to

linguistic

studies before

synchronic

approach as

proposed by

Saussure in the

late of 20th

century


the definition of




diachronic approach


the factors causing

language change and



some types of sound

changes.


presentation

on “Historical

Linguistics”

ADVANCED

SOURCE

4 Saussure: language as a

social fact

After the

lesson, the

students are

expected to be

able to

describe

Saussure ideas

concerning

synchronic and

diachronic

linguistics

1) Students clarify

the biography of

Saussure 2) Students

S ussure‟s ide s

concerning language

state, language and

parole, syntagmatic

and paradigmatic

relation 3) Students

identify S ussure‟s

attack on the

weaknesses of

diachronic approach

to linguistic study.

4) Students contrast

the differences

between parole and

langue from Saussure

and competence and

Assignment Sampson,

Geoffrey

(1980).

Chapter 1

5. The

Descriptivists



to be able to describe

the characteristics of

descriptive approach

to language studies

1) Students read chapter 2 of

Sampson (1980)


founder of descriptive

approach and its

characteristics 3) Students

identify the differences of

descriptive approach and

that of western European

tradition in linguistic

studies.

Assignment Sampson,

Geoffrey

(1980). Chapter

2.

6. The Sapir-

Whorf

Hypothesis




the Sapir-Whorf

Hypothesis



hypothesis



and Whorf.






Assignment Sampson,

Geoffrey

(1980). Chapter

3.

7. The Sapir-

Whorf

Hypothesis




the Sapir-Whorf

Hypothesis



hypothesis



and Whorf.






Assignment Sampson,

Geoffrey

(1980). Chapter

3.

8. Functionalist

linguistics: The

Prague School



to be able to clarify the

founder of Prague

School and its main

idea

1) Students define explain

the meaning of functional

and functionalist 2) Students

explain who the founder of

Prague School is


tenet of Prague School 4)

Students give an example of

how to analyze language

according to Prague

Schools.

Assignment Sampson,

Geoffrey

(1980). Chapter

4.

9. Functional

Grammar:

Halliday SFG

After the lesson, the


to be able to

understand the general

idea of systemic and

functional grammar


distinction between Prague

School and Systemic and

Functional Grammar

2) Students explain some

basic terminologies in

functional grammar such

field, tenor, mode,

transitivity, and theme

Assignment Maria Freddi,

2004. e-book

TOPIC?????

ARTICLE???

performance from

Chomsky.

10. Noam

Chomsky and

Generative

Grammar

After the

lesson, the

students are

expected to be

able to explain

Chomsky‟s

contribution to

the study of

language

1) Students

explain

Chomsky‟s ide

concerning

observatory and

adequacy policy

2) Students

distinguish

Chomsky‟s ide

on competence

and performance

3) Students

explain the main

theory and

generative and

transformational

grammar

4) Students

explain what is

meant by

minimalist

syntax and

universal

grammar.

Assignment Sampson,

Geoffrey

(1980).

Chapter 5.

BOOK BY

SIR ASIM

11

Mid Term Examination

12 Relational

Grammar

After the

lesson, the

students are

expected to

explain the

main idea of

relational

grammar.

1) Students

explain the

maim ideas of

relational

grammar

2) Students give

examples of

language

analysis based

on relational

grammar.

homework Sampson,

Geoffrey

(1980).

Chapter 6.

13 Generative

phonology

After the

lesson, the

students are

expected to be

able to explain

the main idea

of generative

phonology

1) Students

explain the

definition of

generative

phonology

2) Students

explain the main

idea of

generative

phonology

3) Students

identify the

influence of

generative

phonology on

how we view

language

homework Sampson,

Geoffrey

(1980).

Chapter 7.

14 The London

School

After the

lesson, the

students are

expected to be

able to explain

the main idea

of London

School ideas.

1) Students

define what is

meant by

London School

and who

established it.

2) Students

explain why the

school of

thought is called

London School.

3) Students

homework Sampson,

Geoffrey

(1980).

Chapter 8.

Novel


Course Objectives:

This course is an introduction to the form of the novel and, in particular, to the

English novel tradition. The course has an unusually wide sweep, beginning in the 1740s and

closing in the 1920s. s result we‟ll be ble to tr ce the history of the form from its

beginnings to what can fairly be described as its culmination in the work of the modern and

post modern eras. The course will survey a number of important writers, but it will also give

special consideration to a few who made major contributions to the development of the

form. Moreover, theories of structural and psychoanalytical analysis will also be studies and

then applied to the textual material for comprehensive elaboration.

Course Description


1st Week

1- Introduction to novel, Historical perspectives

2-The rise of the novel

3- What distinguishes the novel from other kinds of writing

2nd

Week

Picaresque Novel

Henry Fielding‟s Joseph ndrews

Joseph Andrews a mock epic in prose

3rd

Week

Social Realism & Novel

J ne ustin‟s Pride nd prejudice

narrative Technique of Jane Austin

4th Week

Novel in Victorian era

explain the next

development of

London School.

15 Revision/

Presentations

The students

are expected to

deliver their

respective

topics

effectively.

16

FINAL EXAMINATIONS

Charles Dickens's A Tale of Two Cities

Panoramic vision and stereotypical art of characterization in novel

5th Week

George Eliot‟s innov tive ide s in fiction l prose

Autobiographic element in the narrative technique by George Eliot

Liberalism and limited range of George Eliot

6th Week

Naturalism of Thomas Hardy in English Novel

Feministic approach of hardy in his narration.

Hardy as early Modern fiction writer

7th Week

Impact of colonialism and imperialism on literature

Joseph Conr d‟s exposure in the context of imperi lism nd coloni lism

Heart of Darkness

8th Week

post colonialism and its impacts on Literature

Chinu chebe‟ Things F ll p rt

Exposure of coloni lism nd post coloni lism in chebe‟s work



10th

Week

Modernism: Features of modern novel

Incorporation of various isms in the narrative technique

Post war condition and the prose fiction

11th Wee

Narrative technique and the point of view

Various points of view of modern novelists

Impact of the point of view on reader

12th

Week

Jacques Derrida: Structuralism & Post structuralism

Evaluation and analysis of textual material in prose fiction by applying various theories.

Evaluation and analysis of textual material by applying various theories.

13th

Week

Sigmund Freud „psycho n lysis : The ice-berg model

Psycho n lysis of the prot gonist in “Things F ll p rt”

.

Textual analysis of the novel Things Fall apart

14th

Week

Symbolism in Modern fiction

Symbolism s modernist fe ture in „ P ss ge to Indi ‟

Analysis of the text of A passage to India

15th

Week

Stream of consciousness in the narrative technique

Virgini Woolf‟s contribution in the field of novel writing

Exposure of outer world through the ment lity of the ch r cter in “To the Light House”

Presentation

presentations

presentations

(Final Term Examination)

Evaluation System:


Assignment 10%

Mid Term Test 30%


Suggested Books:

The English Novel an Introduction by Terry Eagleton

The English Novel by Professor Timothy Spurgin

Semester-IV

Advance English Grammar-1I



This course focuses primarily on the descriptive facts of English syntax, presented in a way that

encourages students to develop keen insights into the English data. It then proceeds with the basic,

theoretical concepts of generative grammar from which students can develop abilities to think,

reason, and analyze English sentences from linguistic points of view.


To help students enhance their understanding of the structure of English in a systematic and

scientific way

To help them perform linguistic analyses for simple as well as complex English phenomena

Course Detail


1st Week

Phrases and categories (Phrase Structure Rules: NP Phrase, VP: Verb Phrase, Ad: Phrase ,

Adj: Phrase , Preposition: Phrase (Chapter 2 from English Syntax: An Introduction)

2nd

Week

Grammatical Functions: Subjects, Direct and Indirect, Predicative Complements, Oblique

Complements, Modifiers, Form and Function Together (Chapter 3 from English Syntax:

An Introduction)

3rd

Week

Projections from Lexical Heads to Phrases(Internal vs. External Syntax, Notion of Head,

Complements, and Modifiers), Differences between Complements and Modifiers (Chapter

4 from English Syntax: An Introduction)

4th Week

Subjects and Complements : Feature Specifications on the Complement Values,

Complements of Verbs, adjectives, Common Nouns, Clausal Complement or Subject

(Chapter 5 from English Syntax: An Introduction)

5th Week

Noun Phrases and Agreement: Classification of Nouns, Syntactic Structures, Projection of

Pronouns, Projection of Proper Nouns, Agreement Types and Morpho-syntactic Features,

Noun-Determiner Agreement, Pronoun-Antecedent Agreement, Subject-Verb Agreement,

Morpho-syntactic and Index (Chapter 6 from English Syntax: An Introduction)

6th Week

Auxiliary Constructions: Modals, Be/Have, Periphrastic do, Infinitival Clause Marker to;

Auxiliaries with Negation, inversion, contraction, ellipsis (Chapter 8 from English Syntax:

An Introduction)

7th Week

Passive Constructions: Relationships between Active and Passive; Three Approaches:

structural, Transformational, lexicalist; Prepositional Passive, Adjectival Passive, Get

Passive, Middle Voice (Chapter 9 from English Syntax: An Introduction)

8th Week

Wh-Questions: Clausal Types and Interrogatives, Indirect Questions, Non-Wh Indirect

Questions, Subject Wh-Questions, Infinitival Indirect Questions (Chapter 10 from English

Syntax: An Introduction)


10th Week

Relative Clause Constructions: Restrictive vs. Nonrestrictive Relative Clauses, Subject

Relative Clauses, That-relative clauses, Infinitival and Bare Relative Clauses ( Chapter 11

from English Syntax: An Introduction)

11th Week

Introduction to Chomsky‟s Tr nsform tion l Gener tive Gr mm r (Ch pter 8 & 9 from

Linguistics for Beginners: Basic Concepts)

12th Week Practical/ sample Analysis of Sentences employing TGG Model

13th Week

Introduction to Systemic Grammar

erry‟s Model of n lysis Lexical-grammatical Constituency

The rank scale (clauses, phrase/groups, words, morphemes), Rank shift (Chapter 5

(Grammar : Structure) 6 (Grammar : Units) & 8 (Grammar : Rank) from Introduction to

Systemic Linguistics)

14th Week

Systemic Functional Grammar (M A K Halliday)

How speakers represent the world: Exploring experiential meanings


15th Week

How speakers interact with language and take a position: Exploring interpersonal

meanings

(Chapter 4 & 5 from Using functional grammar: An explorer's guide)

16th

Week How speakers organize their message: Exploring textual meanings


17th

Week Presentations


Suggested Reading

5. Jong-Bok Kim, J. and Sells, P. (2007). English Syntax: An Introduction. Stanford, Calif.:

Center for the Study of Language and Information.

6. Rahman, T. 2010). Linguistics for Beginners: Basic Concepts. Oxford University Press.

7. Butt, at al. (2000). Using functional grammar: An explorer's guide. Sydney, N.S.W: National

Centre for English Language Teaching and Research.

8. Berry, M.: An Introduction to Systemic Linguistics. London B. T. BATSFORD LTD

Evaluation System:


Assignment 10%

Mid Term Test 25%


Discourse Analysis Course code LNG-658 Credit hours 3(3-0)

Weeks Description of

Topic

Quizzes/

Presentations/Viva

Voice


Material

1st

Week

What is Discourse

Analysis:

Introduction

Origin of

Discourse

Analysis

Discourse by

Guy Cook

Chapter 1

2nd

Week

Formal Links:

Cohesion

Cohesive Devices

Analysis of the

speech “I h ve

dre m”

Discourse by

Guy Cook

Chapter 2

3rd

Week

Functional Links:

Coherence

Macro Functions

of Language

Discourse by

Guy Cook

Chapter 3

4th

Week

Functional

Development

Co-operative

Principle

Flouting of Co-

operative

Provide real-life

examples for co-

operative

principle and its

flouting

Discourse by

Guy Cook

Chapter 3

Principle

5th

Week

Politeness

Principle

Speech Act

Theory

Implicature

Discourse by

Guy Cook

Chapter 3

6th

Week

Discourse:

Process or

Product?

Discourse by

Guy Cook

Chapter 4

7th

Week

Discourse as

Dialogue

Analysis of talk

shows

Discourse by

Guy Cook

Chapter 5

8th

Week

Conversation

Analysis

Revision

Discourse by

Guy Cook

Chapter 6


10th

Week

Class Activity:

Write a Story

Analysis of

Functional and

formal links in

self-written short

stories

Birmingham

Model

Class Activity:

Analysis of the

students‟

produced material

(Short Stories)

Birmingham

Model by

Sinclair and

Coulthard

Chapter 2

11th

Week

Birmingham

Model

Application of

Birmingham

Model of

recorded data

Birmingham

Model by

Sinclair and

Coulthard

Chapter 2

12th

Week

Critical Discourse

Analysis

Introduction,

Aims, Scope,

Principles

What is CDA

Jaffer

Sheyholislami

Critical

Discourse

Analysis by Van

Dijk

13th

Week

CDA of Mass

Media and News:

Van Dijk

Selection of news

event and

application of

V n Dijk‟s model

Aims of CDA

by Van Dijk

Principles of

CDA by Van

Dijk

14th

Week

Discourse

Historical

Method: Ruth

Wodak

Selection of news

event and

application of

uth Wod k‟s

model

Text and

Practices

Chapter 6

15th

Week

CDA of

discursive

practices in the

given social

structures:

Fairclough

Selection of news

event and

application of

F irclough‟s

model

Methods of

CDA Chapter 6

16th

Week

Presentations

17th

Week

Revision


Text Books:

Discourse by Guy Cook (Chapter 1-6) Text available only in hard form)

Birmingham Model by Sinclair and Coulthard (Text available only in hard form)

What is CDA Jaffer Sheyholislami

Critical Discourse Analysis by Van Dijk

Aims of CDA by Van Dijk

Principles of CDA by Van Dijk

Text and Practices Chapter 6

Discourse Analysis as Ideology Analysis

Methods of CDA Chapter 6

Evaluation System:


Assignment 10%

Mid Term Test 25%


Phonetics and Phonology



Quizzes/

Presentations/Viva

Voice


Sign

1st

Week

Introduction The production of speech sounds

2nd

Week

Long vowels, short vowels Diphthongs

3rd

Week

Voicing and Consonants

English Plosives

4th

Week

Phoneme

Symbols and transcription

5th

Week

Fricatives and affricates

Fortis Consonants

6th

Week

Nasals and other consonants

7th

Week

The Syllable

8th

Week

Quiz


10th

Week

Strong and weak syllable

11th

Week

Stress patterns

Stress in a simple word

12th

Week

Complex word stress

Problems in phonemic analysis

13th

Week

Intonation

14th

Week

Functions of Intonation

15th

Week

Weak forms of words

16th

Week

Aspects of connected

speech

17th

Week

Quiz


Text Books: English phonetics and phonology (2nd edition) by peter Roach

Evaluation System:


Assignment 10%

Mid Term Test 25%


World Englishes


Weeks

Description of Topic Quizzes/


Assignments

Practical

Referred Material

1st Wee

k

7. Introduction to the course & historical background

6) Interrelationship of World Englishes to Sociolinguistics

7) Major Trends in World Englishes specifically in ESL situation

8. English, both globalizing and nativizing

9. World English versus World Englishes

English Around the World Chapter 1

2nd Wee

k

7. Basic notions in World Englishes

8. Language Variation

9. Levels of language variation

Preparation of Worksheet for Language variation


3rd Wee

k

4. Language change and language contact




4th Wee

k



9. Categorizing World Englishes: Class Activity

Activity: Drawing comparative view of different categorizing schemes

English Around the World Chapter2

5th Wee

k

7. Historical Background

European colonization

8. Types of colonization:

Motives and consequences for communicative patterns

9. A Short survey of British colonization

Class Activity: Comparative view of different types of colonies

English Around the World Chapter3

6th Wee

k

7. America Jumps in: the growth and impact of superpower

8. Internationalization and localization: post-independence

Class Activity: Discussion on the role of political set-ups and up-sets to place languages on


developments

9. Types of varieties on historical grounds

The spread of global English: some numbers

globe

7th Wee

k

7. British English: roots of English and early expansions

8. Building a New World: American English

9. Caribbean English: Plantation wealth and misery


8th Wee

k

7. Comparative view of British, American and Caribbean varieties of Englishes

8. Revision

9. Revision

Class Activity: Group Discussion


10th Wee

k

4. Settlers and locals: Southern hemisphere Englishes

Pride in being down under: Australia and New Zealand

5. Nation building with language(s): South African Englishes

6. Class Activity

Class Activity: Comparative study of Australian and South African Englishes and impact of historical shifts on these varieties


11th Wee

k

7. South Asian Englishes

8. Pakistani English

9. Pakistani English: Class Activity

Baumgardner Book overview

Class Activity: Group work for Baumgardner’s book overview

Assignment: Role of Language policy and planning to select English as an official language in post-independence scenario

English Around the World Chapter 6.2 Mubina Talat chapter on Pakistani English Baumgardner Book

overview

12th Wee

k

7. Language Developments: a general perspective

8. The mechanism of producing new varieties of English

9. Widespread outcomes

Discussion on the linguistic and social factors to formulate a new variety of any language


13th Wee

k

7. Issues and attitudes in World Englishes

Getting ahead with english: the tension between elitism and grassroots spread

8. English as a killer language or denial of access?

9. International English or English as a Lingua Franca

Discussion on the positive, negative as well as neutral role of English in ESL situation

Assignment: EIL English as an international Language: Factors and impacts


14th Wee

k

7. Whose norms?

8. Whose language?

9. Language mixing and cultural hybridity

Discussion on native non-native divide Discussion on the difference between mother tongue, first language and second language


15th Wee

k

7. Pedagogical strategies and considerations

8. Comparative view of native and non-native varieties of English

9. English as a Lingua Franca

Group Activity and presentations for the analytical perspective on pedagogical strategies Class Discussion

English Around the World Chapter 8 ELF by Andy Kirkpatrick

16th Wee

k

7. Presentations

8. Presentations

9. Presentations



17th Wee

k

7. Discussion on the practicality of training in language teaching methods for teachers and learners with special reference to World



Englishes

8. Revision

9. Revision


Text Books: English Around the World by Schneider (2008)

World Englishes by Andy Kirkpatrick

PhD thesis by Dr Mubina Talat

English Language in Pakistan by Baumgardner

Evaluation System:

Quizzes/Presentations/Viva Voice 15% Assignment 10% Mid Term Test 25% Final Examination(at the end of the semester) 50%

Computer Assisted Language Learning Course Code LNG 661 course credit hours 3(3)

V. TITLE: Computer-Assisted Language Learning

VI. II. CATALOG DESCRIPTION: An introduction to computer-assisted language learning

(CALL), an overview of its specialized vocabulary and a review of research regarding its

effectiveness

VII. III. PURPOSE: To provide students with hands-on experience in pedagogical applications of

computers, including using and evaluating software and internet resources. Students will be

introduced to the variety of computer resources available and will be required to design a unit

which includes a CALL component.

VIII. IV. COURSE OBJECTIVES: (Coded for Kentucky Experienced Teacher Performance

Standards, NTPS; TESOL Standards, TESOL; KERA Initiatives KERA)

By the end of the course, students in this class are expected to

F. Understand the general operating principles of electronic technologies, hardware and software.

G. Learn vocabulary related to computer-assisted second and foreign language learning. Experiment with

and evaluate current computer applications in second and foreign language learning.

H. Learn how to design and integrate computer work into second and foreign language courses.

I. Review and evaluate current research in CALL. (NTPS 1; TESOL 3,5)

J. Develop and articulate a philosophy on the role and applications of computers in language learning

The EPBS Themes – Diversity, Assessment, and Closing the Gap are explored as course topic that students

discuss, and research to fully explore these topics. They investigate these themes and how they should be

implemented in the language classroom. Students design materials and assessment tools that address all of

these themes.

V. CONTENT OUTLINE:

1. Structure and terminology of computers and CALL

2. Computer resources for classroom management

3. World Wide Web (WWW) resources

4. Designing web pages

5. Evaluation of instructional software, materials development

6. Designing instructional units: theory and practice

7. Professional development resources: electronic journals, listservs, conferences, etc.

VI. INSTRUCTIONAL ACTIVITIES: The primary format of this course will be discussion and workshop.

Students will participate in a variety of assignments and, as a final project, design a teaching unit integrating

CALL into second and foreign language methodology.

VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: None except as it pertains to the

projects/research that students conduct for class. The internet will be used extensively for research and

information relating to CALL.

VIII. RESOURCES: The Murray State University Library, the internet, the World Wide Web, listservs, and

other computer-based resources will be the principal resources for this course.

Note: Because of course requirements, each student must have a working e-mail account by the second class

meeting!

YOU MAY USE ANY EMAIL ACCOUNT AS YOUR PRIMARY CONTACT BUT IT MUST WORK

RELIABLY FOR THE ENTIRE SEMESTER.

Computer requirements: Any web-based course offered through the Murray State University TESOL program

will require you to have regular access to a computer with an internet connection and speakers (I also

recommend a microphone for the Elluminate class discussions, but it is not required). But for this class you

will use more multimedia functions of the computer and possibly download and use (free) software for certain

assignements.

You will also need to have (or borrow) a digital camera for photos.

IX. GRADING PROCEDURES: Semester grades will be determined as follows:

Preparation and Class Participation (including

discussion board)

15%

Exam 10%

Article presentations (2 electronic) 2@5% 10%

Web site review 5%

Homework Assignments (various) 30%

Statement of Philosophy of CALL 5%

Final Project 25%

Total 100%

Grading Scale:

90-100% = A

80-89.9% = B

70-79.9% = C

60-69.9% = D

Below 60% = E

Note that this is a graduate-level course. Assignments are designed and assessed accordingly. Special

permission may be granted to upper-level undergraduates who wish to take the course, and those students will

be subject to fewer course requirements and a lower grading scale. However, undergraduate students should be

aware that a course taken at the undergraduate level cannot apply towards graduate study per university policy.

X. ATTENDANCE POLICY: Prompt and regular participation is required for this course. You need to attend

one synchronus Elluminate class discussion session (follow the link on the class blackboard site) per week and

participate accordingly.

XI. ACADEMIC HONESTY POLICY: This policy is provided in the Murray State Graduate Bulletin at the

following address: http://www.murraystate.edu/provost/catalogs/G601University.html#Honesty

Plagiarism or academic dishonesty will have consequences from failure of the assignment or exam to failure of

the entire course.

The biggest problem students often have is not attributing materials and ideas to the sources they are from.

This is especially easy to do, even unintentionally, when the internet is used heavily in a course. If you do use

outside sources at anytime, be sure to provide full references. Copying even one sentence from a site or source

without saying where it is from is considered academically dishonest and IS plagiarism. If you have any

questions about this at any time while working on an assignment, please check with me before the due date for

the assignment.

Another problem some students have with academic honesty is getting unauthorized help. There are times--

especially on quizzes, exams, and some projects--that you are supposed to work entirely on your own without

consulting anyone. Make sure you do so at those times. Rest assured that I am an expert in tracing plagiarism

using various computer programs and other resources and must and will treat all cases very seriously.

However, most times, I encourage you to discuss things with the people in your group and with me in class

whenever possible. In a successful classroom, students ask each other questions, discuss things about the class,

and bounce ideas off of each other all the time.

XII. TEXT AND REFERENCES:

Hanson-Smith, E and Riling S, eds.. (2006) Learning Languages through technology. Alexandria, VA: TESOL

Inc. ISBN:.978-193118536-3.

Other material related to computers, the internet, and technology and teaching as required for assignments will

be available via te class Blackboard site.

Literary Theory Course code LNG-662 Credit hours 3(3-0)


1st

Week

What is Literature?

What is Criticism [Liberal Humanism]?

http://www.murraystate.edu/provost/catalogs/G601University.html#Honesty

What is Literary Theory?

2nd

Week

Functions of criticism and Theory



A Brief Survey



A Brief Survey

3rd

Week



A Brief Survey



A Brief Survey



A Brief Survey

4th

Week

Russian Formalism (Viktor Shklovsky)

Russian Formalism ( Jan Mukarovsky)

Russian Formalism (Mikhail Bakhtin)

5th

Week

Russian Formalism (Roman Jakobson)

Structuralism


6th

Week


…………….. (Semiotics)

…………….. (ICS Pierce)

7th

Week

Structuralism (Yuri Lotman)

…………….. (Vl dimir Propp)

…………….. ( J Greim s)

8th

Week

…………….( Tzvet n Todorov)

…………….. (Gerard Genette)



10th

Week

Structuralist Poetics

Marxist Theory

………………. (George Luk cs)

11th

Week

……………. ( ertolt recht)


…………….. (The Frankfurt School)

12th

Week


Psychoanalysis

………………( Freud )

13th

Week

…………… (J cques L c n )

………….. (Juli Kristev CG Jung)


14th

Week


Feminist Theory (First Wave)

Feminist Theory (Second Wave)

15th

Week

Postcolonialism

Postcolonialism


16th

Week


Presentations

Presentations

17th

Week

Presentations

Presentations

Presentations


Suggested Reading:

Literary Theory-----The Basics: Hans Bertens

Peter Barry: Beginning Theory------An Introduction to Literary and Cultural Theory

Wimsatt and Brooks: Literary Criticism

Abercrombie, L.: Principles of Literary Criticism

David Carter: Literary Theory

Sainsburry, G.: History of Literary Criticism

Charles E. Bressler: Literary Criticism: An Introduction to Theory and Practice

Evaluation System:

Quizzes/Presentations/Assignment

Mid Term Test

Final Examination(at the end of the semester)

M PHIL/PH.D APPLIED LINGUISTICS SCHEME OF STUDIES FOR M.PHIL / PH.D APPLIED LINGUISTICS

Sr. # Course Codes Course Title Credit Hours

1 *LNG-701 Research Methodology-I 3(3-0)

2 *LNG-705 Research Methodology-II 3(3-0)

3 **LNG-709 Research Methods in Applied Linguistics-I 3(3-0)

4 **LNG-710 Research Methods in Applied Linguistics-II 3(3-0)

Other Mandatory Requirements for Mphil

5 LNG-730 Thesis 6(0-6)

Other Mandatory Requirements for PhD

6 LNG-760 Thesis

* Core Course for MPhil and 3 Elective Courses in Each Semester

** Core Course for PhD and 2 Elective Courses in Each Semester

List of Elective Courses for MPhil and PhD

7 **LNG-702 Corpus Linguistics 3(3-0)

8 LNG-703 Multidimensional Analysis 3(3-0)


10 LNG-724 Materials Evaluation and Development 3(3-0)

11 LNG-706 Applied Lexicology 3(3-0)

12 LNG-707 Advanced Stylistics 3(3-0)

13 LNG-708 Syntactic Theory 3(3-0)

14 LNG-712 Language and Gender 3(3-0)

15 LNG-713 Language, Culture and Identity 3(3-0)



18 LNG-716 Contrastive Rhetoric 3(3-0)

19 LNG-717 Systemic Functional Grammar 3(3-0)

20 LNG-718 Language in Social Context 3(3-0)


22 LNG-720 Genre Analysis 3(3-0)

23 LNG-721 Language Testing 3(3-0)

24 **LNG-722 Applied Linguistics 3(3-0)

25 LNG-723 Syntax 3(3-0)


27 LNG-726 Forensic Linguistics 3(3-0)

28 LNG-732 Advancement in Second Language Acquisition 3(3-0)

29 LNG-733 Bilingualism 3(3-0)

30 LNG-734 Computer Assisted Language Learning 3(3-0)

31 LNG-735 Language Teacher Education 3(3-0)

32 LNG-736 Class room Talk 3(3-0)

33 LNG-737 ELT Methodology 3(3-0)

34 LNG-738 Vocabulary 3(3-0)

Note ** Mandatory for PhD students if not studied in MPhil