Course+Outline+English+Graduate+Studies

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Faculty of FELL&AL Department of English - Graduate Studies Programs: The department offers the following programs:

MA English Literature and Linguistics MA ELT Advanced Diploma (Language) Advanced Diploma (Literature and Linguistics) PGD TEFL IELTS Special Certificate and Special Diploma in English

Morning and Evening Morning and Evening Morning and Evening Morning and Evening Evening Evening Evening

MA ENGLISH LITERATURE AND LINGUISTICS The program covers areas from both literature and linguistics and the focus is on introducing students to seminal works in the disciplines of literature and linguistics.

Program Objectives: To make students 1) Sensitive Sensitive to literature literature enabling enabling them to to respond to to literary literary works through through analysis analysis and evaluation in the light of socio-political, economic, religious and historical contexts. 2) Aware of all the core literar literary y concepts and and theories, theories, enabling them them to apply apply the said concepts when and where required. 3) Analyze Analyze lite literar rary y texts texts stylist stylistical ically. ly. 4) Able to teach teach literatur literaturee and linguistics linguistics at all all levels levels 5) Aware of core linguistic linguistic concepts concepts enabling enabling apply apply them to apply apply them in in their own own social and psychological contexts. 6) Realize and acknowledge acknowledge the importance importance of psychological psychological,, social and and linguistic linguistic aspects of English language learners’ learning process, and be able to design their  own teaching/learning techniques with the help of available resources. 7) Employa Employable ble in various various fields. fields.

Program Requirements BA with second division, or BA with Third Division plus Advanced Diploma – NUML with 65 % marks.

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Justification for Deviation :  NUML English Advanced Diploma is of one year (2 semesters) semesters) duration, focusing on various aspects of Literature Literature and Linguistics, Linguistics, designed to develop students’ language and analytical skills essential for the MA English program. Program Details FIRST SEMESTER  ENG-501: History of English Language and Historical Linguistics Core Text: 1. Baugh, A.C. A History of the English Language 2. Freeborn, Dennis From Old English to Standard English 3. Hadumod, Bussmann Routledge Dictionar nary of Language & Linguistics 4. Hassan, Riaz Remaking of English in Pakistan 5. Lehma hmann, nn, Wi Winfr nfred,P. ,P. Historical ical Lingui nguisstics: An An Int Intrroducti ction Prelim: 1) Language a.

b. c. d. e.

Defi Defini niti tion on of of a huma human n lang langua uage ge.. Expl Explan anat atio ion n of the the cha chara ract cter eris isti ticc features English as a World Language Assets an and Liabilities of English Importance of English Defi Defini niti tion ons: s: Infl Inflec ecti tion ons, s, noun noun cas cases es,, synt synthe heti ticc and and ana analy lyti tica call languages etc

2) Genealogical Classification of a language a. Concept of a language family  b.  b. Descr escrip ipti tion on of of the the Ind Indoo-Eu Euro rope pean an lan langu guag agee fam family ily c. Deta Detail iled ed desc descri ript ptio ion n of of Ita Itali lic, c, Celt Celtic, ic, and Germ Germani anicc Lang Languag uagee fam famil ilie iess Mid term: 3) Diachronic Study of English A historical survey of the development of English language since the 5th Century: Old, Middle, and Modern English periods with the description of external and internal changes i.e. (the changes in the events and their impact on the language) 4) Synchronic Study of the English Language English at present: Various Englishes i.e. native and non-native. a. An unde unders rsta tand ndin ing g of of Bri Briti tish sh and and Ame Ameri rica can n Sta Stand ndar ard d Eng Engli lish sh..   b. A detailed description of Pakistani English End term:

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Justification for Deviation :  NUML English Advanced Diploma is of one year (2 semesters) semesters) duration, focusing on various aspects of Literature Literature and Linguistics, Linguistics, designed to develop students’ language and analytical skills essential for the MA English program. Program Details FIRST SEMESTER  ENG-501: History of English Language and Historical Linguistics Core Text: 1. Baugh, A.C. A History of the English Language 2. Freeborn, Dennis From Old English to Standard English 3. Hadumod, Bussmann Routledge Dictionar nary of Language & Linguistics 4. Hassan, Riaz Remaking of English in Pakistan 5. Lehma hmann, nn, Wi Winfr nfred,P. ,P. Historical ical Lingui nguisstics: An An Int Intrroducti ction Prelim: 1) Language a.

b. c. d. e.

Defi Defini niti tion on of of a huma human n lang langua uage ge.. Expl Explan anat atio ion n of the the cha chara ract cter eris isti ticc features English as a World Language Assets an and Liabilities of English Importance of English Defi Defini niti tion ons: s: Infl Inflec ecti tion ons, s, noun noun cas cases es,, synt synthe heti ticc and and ana analy lyti tica call languages etc

2) Genealogical Classification of a language a. Concept of a language family  b.  b. Descr escrip ipti tion on of of the the Ind Indoo-Eu Euro rope pean an lan langu guag agee fam family ily c. Deta Detail iled ed desc descri ript ptio ion n of of Ita Itali lic, c, Celt Celtic, ic, and Germ Germani anicc Lang Languag uagee fam famil ilie iess Mid term: 3) Diachronic Study of English A historical survey of the development of English language since the 5th Century: Old, Middle, and Modern English periods with the description of external and internal changes i.e. (the changes in the events and their impact on the language) 4) Synchronic Study of the English Language English at present: Various Englishes i.e. native and non-native. a. An unde unders rsta tand ndin ing g of of Bri Briti tish sh and and Ame Ameri rica can n Sta Stand ndar ard d Eng Engli lish sh..   b. A detailed description of Pakistani English End term:

3 5) Historical Linguistics a. Introduction b. The comparative method c. The method hod of internal nal reconst nstructio ction n d. Broadenin ning of language material e. Dialect geography f. Models of language and linguistics g. Communit unitiies with reference nce to chang hangee h. Soun Sound d chan change ge - chan chang ge in phono honollogic ogical al syst systeem i. Semanti ntic chang anges and and chang hangees in lexico icon ENG-502: Phonetics and Phonology Core Text: 1. Roach, Peter English Phonetics and Phonology 2. Jones, Daniel & Gimson, A.C.A Dictionary of English pronunciation( 14th Edition) 3. Jones, Daniel An Outline Of English Phonetics Prelim: 1. Phonetics a. Areas of study  b.  b. Phone honettic univ niversality ity and and div diversity ity c. Usefulness of study 2. Concepts of ‘Sounds of Langu nguage’ 3. Problems of of En English pr pronunciation a. Lack Lack of corr corres espo pond nden ence ce betw betwee een n spe spell llin ing g and and pron pronun unci ciat atio ion n b. Acoustic qu quality of of sp speech so sounds c. Prope oper articulat ulatio ion n of speech sound oundss d. Mother tongue interference e. Supra segmental features f. Types of pronunciation 4. Requirements of of fo foreign le learners 5. Phonetic symbols 6. Process of articulation 7. Orga Organs ns of speec peechh-de desc scri ript ptio ion n and func functtion ion 8. Classification of sounds 9. Articulation of of vowels 10. Cardinal vowels 11. Vowel diagram 12. Descriptio ption n of of Eng Engllish ish vo vowels a. Pure vowels b. Diphthongs c. Triphthongs Mid term: 13. Articul culatio ation n of cons conso onant nantss 14. Place of of ar articulation 15. Manner of articulation

4 16.

17. 18. 19.

20.

21.

End term: 22.

23.

24. 25.

26.

27. 28.

29. 30.

Description of English consonants a. Plosives b. Affricates c. Nasals d. Laterals e. Fricatives f. Frictionless continuant Semi vowels Consonant clusters in English Phonology a. Relationship with phonetics b. Areas of study Phoneme a. Phonemic theory b. Phonemic test Allophone a. Complementary distribution b. Phonetic similarity Syllable c. Structure d. Syllabic division of words e. Permissible and non-permissible sound sequences f. Conventional character of syllabic distribution Word stress a. Levels of stress b. Variability c. Mobility d. Rules and exceptions Sentence stress Strong and weak forms a. Formation of weak forms   b. Importance of using weak forms c. Weak form words d. Use of strong forms Assimilation a. Historical assimilation   b. Contextual assimilation c. Consonant change in assimilation Elision Intonation a. English tones   b. Functions Phonetic transcription Pakistani speakers of English a. Problems of pronunciation

5   b. Strategies for solving problems c. Sociolinguistic environment d. Intelligibility as a learning goal ENG-503: History of English Literature Core Text: 1. Alexander, Michael A History of English Literature Prelim: a) Old English Literature b) Middle English Literature c) Tudor Literature Midterm: d) Shakespeare and the Drama e) Stuart Literature f) Augustan Literature g) The Romantics h) The Age and its Sages End term: i) Poetry j) Fiction k) Late Victorian Literature l) Ends and Beginnings: The Twentieth Century m) From Post-War to Post-War  n) New Beginnings ENG-504:Poetry A Core Text: A Quintessence of Classical Poetry-NUML Prelim: 1. Geoffrey Chaucer  a. Introduction to The Prologue  b. The Prologue to the Canterbury Tales 2. Edmund Spenser  Faerie Queene: Book 1, Canto 1 Midterm: 3. John Milton a. The Argument: Paradise Lost Book 1 b. Paradise Lost, Book I 4. Alexander Pope The Rape of the Lock  End term: 5. John Donne a. Love Poems: Song; The Sunne Rising; Love’s Alchemy; A Valediction – Of Weeping

6  b.

Holy Sonnets: Thou hast made me, and shall thy work decay; I am a little world made cunningly; If poisonous minerals, and if that tree; Death be not proud.

ENG-505. Drama A Prelim: 1. Sophocles Midterm: 2. Marlowe, Christopher 3. Shakespeare, William End term: 4. Shakespeare, William

King Oedipus (The Theban Plays: Penguin Classics)

Dr. Faustus Twelfth Night

King Lear  SECOND SEMESTER 

ENG-511: General Linguistics Core Text: 1. Crystal, David What is Linguistics? 2. Yule, George The Study of Language 3. D’Saussure, FerdinandA Course in General Linguistics Prelim: 1. Introduction to Linguistics a. What is linguistics? b. Who is a linguist? c. Scope of linguistics d. Difference between traditional grammar and linguistics 2. Introduction to language a. Origin of language b. Properties of language c. Development of writing systems d. Difference between human and animal language 3. Sound patterns of language a. Introduction to Phonetics  b. Introduction to basic concepts of Phonology c. Practice of phonetic transcription at word level 4. Lexis Word formation processes. 5. Morphology a. Morpheme and its classification b. Allomorph and its classification Mid term: 6. Grammar and Syntax a. Types of grammar   b. Traditional grammar   c. Descriptive grammar and methods of structural analysis

7 (Test frames, IC analysis, labeled bracketing, tree diagrams) d. Generative grammar   7. Semantics, Pragmatics and Discourse Analysis End term: 8. Psycholinguistics a. First language acquisition b. Second language learning 9. Sociolinguistics a. Language varieties b. Language, society and culture ENG-512: Poetry B Core Text: A Quintessence of Romantic Poetry -NUML Prelim: 1. William Wordsworth a. Tintern Abbey b. Ode on Intimations of Immortality 2. Samuel Taylor Coleridge a. The Rime of the Ancient Mariner    b. Kubla Khan Midterm: 3. Percy Bysshe Shelley a. Ode to the West Wind b. To a Skylark   4. John Keats a. Ode on a Grecian Urn b. Ode to a Nightingale c. Ode to Autumn 5. Mathew Arnold Dover Beach End term: 6. William Butler Yeats a. Second Coming b. Sailing to Byzantium c. Byzantium 7. Tennyson a. Lines from In Memoriam b. The Lady of Shallot c. Break, Break, Break   8. Browning My Last Duchess ENG-513: Drama B

8 Prelim:

1. Ibsen, Henrik 2. Shaw, George Bernard

A Doll’s House Arms and the Man

Midterm:

3. O’Casey, Sean 4. Pinter, Harold

Juno and The Paycock  The Caretaker 

End term: 5. Beckett, Samuel

Waiting For Godot

ENG-514: Novel A Prelim: 1. Fielding, Henry 2. Austen, Jane

Joseph Andrews Pride and Prejudice

Midterm:

3. Bronte, Emile 4. Eliot, George

Wuthering Heights The Mill on the Floss

4. Eliot, George 5. Hardy, Thomas

The Mill on the Floss Return of the Native

End term:

ENG-515: Prose A Core Text: An Anthology of English Essays-NUML Prelim: 1.

Bacon, Francis  Of Truth  Of Marriage and Single Life  Of Studies  Of Friendship  The New Year 

2.

Lamb, Charles  Dream-Children: A Reverie  Poor Relations  In Praise of Chimney-Sweepers

Midterm: 3. Hazlitt, William  Selection from Mr. Wordsworth  My First Acquaintance with Poets

4. Ruskin, John

Work 

9 End term: 4. Ruskin, John

Work  5. Emerson, Ralph Waldo Self-Reliance THIRD SEMESTER  ENG-521: Novel B Prelim: 1.

Conrad, Joseph

Heart of Darkness

2.

Forster, E. M.

A Passage to India

2. 3.

Forster, E. M. Joyce, James

A Passage to India A Portrait of the Artist as a Young Man

3. 4.

Joyce, James Woolf, Virginia

A Portrait of the Artist As A Young Man To the Light House

Midterm:

End term:

ENG-522: Prose B Core Text: 1. An Anthology of English Short Stories –NUML 2. Selections From Hazlitt, Huxley and Russell - NUML

Prelim: The Short Story - An Introduction by Brander Mathews 1. O’Henry a. Gift of the Magi b. The Last Leaf  2. Wilde, Oscar  a. The Devoted Friend b. The Happy Prince 3. Poe, Edgar Allan a. The Tell Tale Heart b. The Fall of the House of Usher  Midterm: 4. Mansfield, Katherine a. The Fly   b. The Doll’s House 5. Twain, Mark  a. A Dog’s Tale   b. A Helpless Situation 6. Wells, H.G. a. A Moonlight Fable b. The Diamond Maker 

10 End term: 7. Huxley, Thomas Henry a. From A Liberal Education b. From Science and Culture 8. Russel, Bertrand a. Politics b. Ethics c. Education d. Psychology ENG-523: Criticism Core Text:

1. Aristotle Poetics (Aristotle’s The Art of Poetry edited by Fyfe) 2. A Quintessence of Literary Criticsm-NUML Prelim:

1.Introduction to Literary Criticism 2. Aristotle Poetics 3. Johnson, Samuel a. Selection from Milton  b. Selection from Cowley Midterm:

4. Wordsworth, William Preface to Lyrical Ballads 5. Coleridge, Samuel Taylor Biographia Literaria: Chapters 16 & 17 End term: 6. Arnold, Mathew a. The Study of Poetry b. The Function of Criticism at the Present Time 7. Eliot, Thomas Stearns Tradition and the Individual Talent ENG-524: Grammar, Syntax and Semantics Core Text: 1. Palmer, Frank Grammar   2. Palmer, Frank Sementics Prelim: Grammar 1. Grammar and its Significance 2. Concepts of Traditional Grammar  a. Words b. Parts of speech c. Sentence d. Clause e. Phrase f. Grammatical Categories g. Concord and Government h. Inflection and Syntax

11 3. Comparison of Traditional Grammar with Modern Linguistic Grammar  (Linguistic allegations against traditional concepts) a. The Notion of Correctness and Incorrectness b. Speech and Writing c. Form and Meaning 4. Morphology Mid term: Syntax 1.

2.

3.

Theory of Syntax a. Theme  b. How is it an improvement on the traditional grammar? c. Its basic structure and emphasis Methods of Sentence Structure Analysis. i. IC analysis a. The Theory b. Methods of Display c. Indications of Constituency d. Limitations ii. Phrase Structure Grammar  a. The Theory b. Features of PS Grammar   c. Methods of Display d. Indications of Constituency iii. Lexicon Transformational Grammar  a. The founder and the theory b. Deep and surface structure c. Different types of transformation i. Questions ii. Negatives iii. Passivisation iv. Complex and compound sentences v. Conditionals

End term: Semantics 1. Introduction a. What is Semantics? b. Historical Semantics c. Semantics in other disciplines 2. The Scope of Semantics a. Naming b. Concepts c. Sense and reference d. The word e. The sentence

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Lexical Semantics: Fields and Collocation a. Paradigmatic and Syntagmatic b. Semantic field c. Color systems d. Collocation e. Idioms 4. Lexical Semantics: Sense relations a. Hyponymy b. Synonymy c. Antonymy d. Relational opposites e. Polysemy and Homonymy f. Components g. The Problem of Universals 5. Semantics and Grammar  a. Formal grammar   b. Grammatical categories c. Grammar and lexicon d. Grammatical relations e. Components and the sentence f. Predicates and arguments g. Case grammar   h. Sentence types and modality ENG-525: Teaching of English as a Foreign/Second Language-A Core Text: 1. Harmer, Jeremy The Practice of English Language teaching 2. Nunan, David Practice in English Teaching 3. Freeman, D. Larsen Teaching and principles In English Language Teaching 4. Ur, Penny A Course in Language Teaching Prelim: 1. 2. 3. 4.

The nature and principles of foreign language teaching. Approaches, methods and techniques of foreign language teaching Communicative language teaching Eclectic Approach

Mid term: 5. Teaching the four skills: Listening, Speaking, Reading, Writing 6. Integrated Skills 7. Textbook adaptation and Materials development 8. Using audio-visual aids 9. Using songs, stories, dialogues and games in ESL/EFL class End term: 10. Teaching of vocabulary and spelling

13 11. Teaching of grammar  12. Teacher development 13. Practical techniques in reflective language teaching: action research

FOURTH SEMESTER  ENG-531: Stylistics Mid-Term Core Text: Stylistics and the Teaching of Literature H.G Widdowson Ch.1-4 An introduction to Stylistics Style Aims & Perspectives Literature as Text Literature as Discourse Dennis Freeborn Ch. 6 Core Text: Style Figurative Language Literature • Core Text: Stylistics: A Practical Coursebook – Laura Wright. C. 2 The Noun Phrase • The Verb Phrase • END-Term Core Text: Stylistics and the Teaching of Literature H.G Widdowson Ch. 4-6 The Nature of Literary Communication • Literature as Subject & Discipline • Stylistic Analysis & Literary Appreciation • Core Text: Stylistics: A Practical Coursebook –Laura Wright Ch. 3-5 The clause Text structure Vocabulary Core Text

1. Wright, Laura 2. Widdowson, H.G 3. Freeborn, Dennis

Stylistics: A Practical Course Stylistics and the Teaching of Literature Style

ENG-532: Sociolinguistics and Psycholinguistics SOCIOLINGUISTICS Core Text: 1. Trudgill, Peter Sociolinguistics 2. Hudson, R.A. Sociolinguistics

14

Midterm: 1. 2. 3. 4.

5. 6. 7. 8. 9. 10. 11. 12.

The scope and utility of sociolinguistics Speech communities and language diversity The sociolinguistic development of a child Essential sociolinguistic concepts a) Language b) Standard Language c) Dialect d) Idiolect e) Register   f) Diglossia g) Lingua franca h) Esperanto i) Code Switching j) Borrowing k) Pidgins l) Creoles Language and Thought Influence of Culture on Language and vice versa The Sapir-Whorf Hypothesis Influence of Media on Language Language and Social Class Language and Ethnic Group Language and Gender  English Language Teaching and Learning in Pakistan and its Cultural Impact

PSYCHOLINGUISTICS Core Text: 1. Aitchison, Jean

The Articulate Mammal(An Introduction to Psycholinguistics) Psychology in Foreign Language Teaching Aspects of Psycholinguistics

2. McDonough, H.Steve 3. Hassan, Riaz End term: 1. Scope of Psycholinguistics as a discipline and its application in language learning and teaching 2. General theories of language acquisition 3. Behaviorism and Mentalism: A comparison and contrast 4. First language acquisition – A preordained language program 5. Content Cuthbert or Process Peggy 6. Second language learning 7. Individual variations in language learning performance 8. Aphasia and other disorders of speech 9. Language and thinking. How does language affect thinking?

15 10.

Practical importance of psycholinguistics and the future of psycholinguistics

ENG-533: Teaching of English as a Foreign/Second Language-B Core Text: 1. Tony Wright Role of Teachers and Learners 2. Norrish, John Language Learners and their Errors 3. Edge, Julian Mistakes and Correction 4. Hughes, Arthur Testing for Language Teachers Midterm: 1. 2. 3. 4. 5.

Principles, procedures and practice of student-centered approach Teacher-learner relationships and their impact on the classroom Text Book Adaptation and Materials Development Lesson Planning: Preparation, Presentation, Practice, Production Error Analysis: What, Why, When and How?

End term: 6. 7. 8. 9.

Mistakes and Correction Testing and Evaluation Classroom Management Microteaching

ENG-534: Essay Writing Core Text: 1. Langan, John College Writing Skills with Readings 2. Langan, John Patterns for College Writing Mid-Term  Narrative – incidents in daily life; dreams; journeys • Descriptive – persons; places; objects • End-Term Expository Argumentative/analytical – issues related to language, linguistics, literature , current social /ethical issues and their resolution ENG-535: American And Canadian Literature OR  Research Mechanics / Dissertation American And Canadian Literature Core Text: 1. An Antholgoy of American and Canadian Literatures-NUML 2. Eugene, O’Neil A Long Day’s Journey into Night 3. H. McLennan Two Solitudes

Midterm:

16 1. A Brief History of American Literature 2. Walt Whitman a. Give me the splendid silent sun b. There was a child went forth 3. Robert Lee Frost a. Birches b. The Death of a Hired Man 4. Thomas Stearns Eliot a. The Love Song of J. Alfred Prufrock  b. The Hollow Men 5. Ezra Loomis Pound Hugh Selwyn Mauberley 6. Eugene O’Neil

Long Day’s Journey Into Night

End term: 7. A Brief History of Canadian Literature 8. Stephen Leacock  Men Who Have Shaved Me 9. Margaret Atwood a. This is a Photograph of Me b. Morning in a Burned House 10. Emily Pauline Johnson a. Penseroso b. The Song my Paddle Sings 11. Charles Sangster  a. The Soldiers of the Plough b. Sonnet

12. H. McLennan

Two Solitudes

Research Mechanics / Dissertation 1) The technique of research writing. Organization & collection of material for the research course. 2) Documentation of the text 3) Format of bibliographies 4) Bibliography and reference-cited format 5) Dissertation

Assessment Criteria Students are assessed out of 150 marks:

Prelims: After a month, all students except for the ones in the fourth semester are assessed through written tests or assignments out of 25 marks.

17 Mid-Term Examination: Mid-term exams are held in the middle of the semester. The students of first, second and third semesters are given two hours for each subject, carrying 50 marks, whereas the students of fourth semester take a three hour exam for each subject, carrying 75 marks. End-Term Examination: All students are tested at the end of the semester. The tests are of  three hours duration and carry 75 marks each. Admission Criteria The candidates applying for MA English program are expected to have a Bachelors degree  preferably with English Literature as a main subject, along with good English language communication skills. Admission Schedule Admission to MA English are offered twice every year, in January and July/August

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MA ENGLISH LANGUAGE TEACHING Program Description The program aims at developing good English language teachers with polished language  proficiency, having a thorough knowledge of the principles and practice of ELT, recent developments in teaching methodology, with an ability to re-examine their own teaching situation and modify their own views on learning, teaching and teacher education so that they can perform the role of teachers as model-facilitators. Program Objectives To polish the Ss language proficiency • To review the principles and practice of ELT • Critical consideration of recent developments in methodology • To enable participants to re-examine their own teaching situation • To enable them to uncover and clarify their own views on learning, teaching and • teacher education To highlight the role of teacher as a model-facilitator  • To focus on the role of lesson planning & research in teaching • To raise awareness of the facilitating styles • To identify means of continuing professional development • To consider how materials are developed for teaching & to review a range of  • teaching materials Helping student-teachers become capable of independent self-evaluation & • resultant action planning Program Requirements B.A /B.Sc with minimum 2nd div or 3rd plus Advanced Diploma (NUML) with at • least 65% marks MA English + one year diploma in TEFL/TESL/ELT or Adv. Dip from NUML • with 65% marks are eligible for exemption from 1 st and 2nd semesters Program Details

FIRST SEMESTER  ELT-501 History of the English Language

The The scop scopee of the the hist histor ory y of Engl Englis ish h Lang Langua uage ge.. Engl Englis ish h as a worl world d lang langua uage ge (an (an introduction); The concept of a language family; Indo-European beginnings; European Sub-divisions of I.E family; Proto Germanic, invasion & settlements by Germanic tribes, displacement of local Celtic language, Viking invasions; Norman Conquest, development

19 of English in Modern times; English today, where used as the first language, where used as a second or foreign language, extent, distribution; Prelim:

1.

English as a world language a) The Impo Import rtanc ancee of Engli English sh  b) General General Characte Characterr of of Engli English sh

2.

Language families a) The IndoIndo-Eur Europe opean an Famil Family y of Languag Languages es   b) b) The The subsub-di divi visi sion onss of Germ German anic ic,, Celt Celtic ic and and othe otherr lang langua uage ge families. c) Engli English sh in the the Germ Germani anicc Famil Family y d) Land marks marks in in the the histor history y of Englis English h

Mid Term:

3.

First thousand years i.

Development of English from 5th to 8th centuries a)  b) c) d) e)

ii. ii.

Anglo Anglo Saxon Saxon invasio invasion n and its its impact impact on on language language The Viking Viking invas invasion ion and its its impact impact on on English English The influ influenc ences es of Lati Latin n Gree Greek k Infl Influe uenc nces es Scandi Scandinav navia ian n Elem Elemen ents ts

Deve Develop lopme ment nt of Engli English sh in the Midd Middle le Ages Ages a) Impac Impactt of the the Norm Norman an Conq Conque uest st  b) The general general chara character cter of Englis English h in the Middle Middle English English  period and the vowel shift.

iii. iii.

Engli nglissh in in the the Mode Moderrn Per Perio iod d a) The beginni beginnings ngs of standar standardiza dizatio tion. n.  b) The making making of modern modern Englis English h

End Term:

4.

The Dev Deveelopm lopmen entt of of Eng Engllish ish Voc Vocab abul ular ary y and and Spe Spell llin ing g a)  b) c) d)

5.

The shapi shaping, ng, build building ing and ordering ordering of of words. words. Spel Spelli ling ng & pronun pronunci ciat atio ion n Eng Englis lish syn synttax The Develo Developme pment nt of dictio dictionari naries es

English Language Today a) Amer Americ ican an Inf Influ luen ence ce

20  b) Other influences on English language c) Good and Bad English ELT-502 English in Pakistan Prelim:

1. English in South Asia - A historical Perspective. Colonial reasons for introducing English in the Indo-Pak sub-continent. 2. The position and status of English in Pakistan The spread and importance of English in Pakistan as an official language. 3. Language planning and the English language Present practices in the teaching of English language Mid Term:

4. The Indigenization of English in Pakistan 5. Pakistani English as a variety. a. Description of Pakistani English 6. Lexical variation in Pakistani English a. Lexical and semantic features End Term: 7. Native and non-native grammars of English Morphological and Syntactic features 8. The effect of Pakistani languages on English 9. A Pedagogical Model of English for Pakistan

ELT-503 Phonetics and Phonology

Scope of Phonetics and Phonology; Areas of study; Phonology of English and analysis of  the basic sounds; American English and its differences with RP; Pronunciation goals and   problems faced by Pakistani language learners; Analysis of vowels and consonants; Syllable, stress and intonation; Fluency devices; Problems of Pakistani speakers and their  remedies; Phonemic transcription. Prelim:

1. Phonetics a. Areas of study  b. Phonetic universality and diversity c. Usefulness of study 2. Concepts of ‘Sounds of Language’ 3. Problems of English pronunciation a. Lack of correspondence between spelling and pronunciation

21  b. Acoustic quality of speech sounds c. Proper articulation of speech sounds d. Mother tongue interference e. Supra segmental features f. Types of pronunciation 4. Requirements of foreign learners 5. Phonetic symbols 6. Process of articulation 7. Organs of speech-description and function 8. Classification of sounds 9. Articulation of vowels 10. Cardinal vowels 11. Vowel diagram Mid Term:

12. Description of English vowels a. Pure vowels  b. Diphthongs c. Triphthongs 13. Articulation of consonants 14. Place of articulation 15. Manner of articulation 16. Description of English consonants a. Plosives  b. Affricates c. Nasals d. Laterals e. Fricatives f. Frictionless continuant/Liquids 17. Semi vowels 18. Consonant clusters in English 19. Phonology a. Relationship with phonetics  b. Areas of study 20. Phoneme a. Phonemic theory  b. Phonemic test 21. Allophone a. Complementary distribution  b. Phonetic similarity End Term: 22. Syllable a. Structure  b. Syllabic division of words

22 c. Permissible and non-permissible sound sequences d. Conventional character of syllabic distribution 23. Word stress a. Levels of stress  b. Variability c. Mobility d. Rules and exceptions 24. Sentence stress 25. Strong and weak forms a. Formation of weak forms b. Importance of using weak forms c. Weak form words d. Use of strong forms 26. Assimilation a. Historical assimilation  b. Contextual assimilation c. Consonant change in assimilation 27. Elision 28. Intonation a. English tones  b. Functions 29. Phonemic transcription 30. Pakistani speakers of English a. Problems of pronunciation  b. Strategies to solve the problem c. Socio linguistic environment d. Intelligibility as a learning goal 31. American English: some basic differences between RP and standard American English ELT-504 English Syntax Prelim:

1. 2. 3. 4.

Constructions Sentences Words Constituency & dependency

Mid Term:

5. 6. 7. 8. 9.

Predication Objects & adverbs Phrases Clauses Co-ordination

23 10. Juxtaposition End Term:

11. 12. 13. 14. 15.

Realization Syntactic paradigms Constituent structure Morphology Functional relations

ELT-505 Essay Writing/Presentation (Essay Writing 50% marks) A-Writing Skills

Prelims 1.Basics of good writing 2. Paragraph writing techniques, how paragraphs are put together  Mid Term:

3. Communicative strategies in writing. 4. Different forms of writing: a. Descriptive, Narrative and Expository  b. Argumentative writing: Developing an argument, answering an argument. c. Writing for academic purposes. End Term:

5. Composition and comprehension skills. 6. Communicative approach and application in writing class. 7. Designing writing tasks for ESL/EFL/ESL learners. 8. Testing writing skills effectively.

B-Essay An Analytic Essay on any aspect related to language, ELT practices or current social and ethical issues. Presentation ___ 50% marks

Students are required to prepare and present topics chosen in consultation with the teaching staff on aspects of the course covered during the semester. Depending on the number of  students in the class, the work may be undertaken individually or in groups, and presented

24 in accordance with a schedule decided by the teaching staff. If done in groups, each member is expected to make a contribution both in preparing the presentation and defending it in a question-answer session with the class.

SECOND SEMESTER  ELT-511 Theories of Learning / Language Learning

Prelim:

1. Perspectives on learning: the Cognitive Approach 2. Piaget’s theory of Cognitive Development Piaget’s four stages of child and adolescent development 3. Bruner’s theory of learning 4. Information Processing and Cognitive Development 5. Gestalt’s influence on cognitive learning 6. Perspectives on learning: the Behaviourist and the Humanistic approaches Mid Term:

7. Behavioural learning theory and its application a. Pavlov and classical conditioning  b. Watson’s Learned Habits 8. Humanistic approach and its application: Carl Roger’s person-centered approach 9. Assessing educational performance Psychometrics and the value of psychometric tests 10. Learning and teaching styles

End Term 1. 2.

The brain, its functions: The brain and language Human language, comparison with animal communication Characteristics of human communication

3.

First language acquisition: a. A pre-ordained language  b. Stages in language development in a child

4. 5.

Behaviorist and Mentalist theories as applied to language learning Chomsky and the Nativists: a.LAD / LAS  b.Deep and surface structure

25 c.Language universals Second Language Learning: Factors affecting second language learning Speech disorders – Aphasia and Dyslexia

6. 7.

ELT-512 Language Teaching Methods: The Concept of Methods of Teaching English Prelim:

1.

Definition of Technical Terms a. Method, Technique, Principle, Strategies, etc.  b. The Importance of Methods in an ESL Situation

2.

Grammar Translation Method a. Introduction of Grammar Translation Method, application of  activities and classroom situation.  b. Discussion.

3.

Direct Method a. Introduction; Techniques and Principles used in the Direct Method  b. Experience of an English Class with the Application of Direct Method. c. Discussion

Mid Term:

4.

5.

6.

Audio-Lingual Method a. Introduction: Techniques and Principles Used in Audio-Lingual Method  b. Discussion in the Light of Classroom Experience. The Silent Way a. Introduction  b. Experience c. Discussion about classroom experience with reference to observations and principles Suggestopedia a. Introduction - glimpses of a classroom  b. Discussion in the light of observations made c. Reviewing the techniques and classroom set up d. Discussion regarding the activities used in class

End Term:

7.

Community Language Learning

26

8.

9.

a. Introduction  b. Discussion of the techniques and principles used in class. Total Physical Response Method a. Introduction  b. Discussion of the techniques and principles used in class. c. Techniques and principles used in class. Communicative Approach a. Introduction  b. Discussion on class conduction while applying Communicative Approach c. Reviewing the techniques and principles used in the class

ELT-513 The Skills of Language Teaching: Listening and Speaking Skills Prelim:

1. What listening entails: a. Sound recognition and sound discrimination; b. Listener’s processing of sounds c. Decoding and Reconstruction d. Closing of Speech Patterns e. Comprehending, Guessing, Taking Action f. Weak Forms g. Abbreviations, contractions h. The Resolution of Ambiguities 2. Study Approaches that take Cognizance of these Factors 3. Types of Listening Materials for these Factors 4. Types of Listening Material for the Classroom 5. Vocabulary Building for Listening Mid Term:

6. A/V Accessories a. Television  b. Cassette Player  c. The Self-Study Order  d. The Language Laboratory e. Computer Films, Videos, f. Students’ Input

End Term: 7. What Speaking entails a. Coding  b. Enunciating c. Repairing

27

a.  b. c. d. e. f.

d. Deep and Surface Structures 8. Speech Organs 9. Basic Phonemics and IPA of English 10. Sounds of English a. Consonants b. Vowels c. Diphthongs d. Triphthongs 11. Teaching: Stress Intonation Weak Forms Elision Abbreviations Contractions 12. Problem Areas for Pakistani Students 13. Vocabulary Building For Speech 14. Classroom Techniques 15. Educational Technology for Speech Training 16. Student Input ELT-514 The Skills of Language (Teaching Reading and Writing Skills) Prelim:

1. Implications of the Reading Process i. Reading as a Passive Process ii. Reading as an Active Process iii. Bottom-Up/Top-Down Theories iv. Form and Content Schemata v. Discourse Analysis vi. Reading as a Source for the Development of Other Language Skills Mid Term:

vii. Techniques for Teaching Reading a) Anticipatory Reading  b) Skimming and Scanning c) Questioning d) Follow up Reading e) Intensive and Extensive Reading f) Vocabulary for Reading g) Students’ Input End Term:

28 2. The Implications of Writing i. Letter Formation ii. Sentence Combining iii. Sentence and Discourse iv. Short and Long v. Outlining vi. Planning vii. Paragraphing viii. Sequencing ix. Punctuation x. Writing Styles xi. Kinds of Writing xii. Subjective and Objective Writing xiii. Technical Writing xiv. Controlled, Guided and Free Writing xv. Rhetorical Devices xvi. Vocabulary for Writing xvii. Cohesion and Coherence xviii. Students’ Inputs ELT-515 Micro-Teaching/Action Research Mid Term:

2.

3. 4.

1. Introduction a. What is Action Research? b. What it is not. c. Why is it called Action Research? d. Action Researcher   e. Action Research vs. Formal Research f. Action Research Process Benefits of Action Research a. Action Research Spiral b. Teacher-as-Researcher  Why is Teacher Research important? What are the Effects of Action Research?

End Term: Micro Teaching (The module of Micro Teaching to be covered by the End Term) Students are required to develop and present teaching modules for some aspects of English   Language Teaching, in accordance with a schedule decided by the university. In the normal course of events, topics for microteaching will be chosen from problem areas in  ELT within the Pakistani context. Depending on the number of students, the work may be undertaken individually or in groups and each student is expected to make a contribution.

29  Evaluation is done by class teachers or by panels of examiners appointed by the university  for this purpose.

THIRD SEMESTER  ELT-521 Teaching of Vocabulary and Grammar Vocabulary Prelim:

1.

Words and their meanings a. Conceptual meaning.  b. Affective meaning c. Style, register and dialect d. Sense relations e. Synonyms f. Hyponymy g. Antonymy h. Other types of relations i. Translation equivalents  j. Multi-word verbs k. Idioms l. Collocation m. Componential analysis

2.

Words and their forms a. The grammar of vocabulary  b. Word building c. Pronunciation

Principles in Learning and Teaching Vocabulary Mid Term:

3.

Decisions about content a. Student responsibility and teacher responsibility  b. Criteria for selection c. Frequency d. Cultural factors e. Need and level f. Expediency g. Receptive versus productive vocabulary h. How many items to teach? i. Grouping of items of vocabulary

30

4.

How the learner discovers meaning a. Traditional approaches and techniques used in the presentation of new vocabulary items  b. Visual techniques c. Verbal techniques d. Translation e. Student-centered learning f. Asking others g. Using dictionary h. Contextual guess work 

5.

Classroom Activities Using visual aids a. Using pictures as guide to meaning  b.Using pictures for further practice c.Using authentic reading texts d.Teacher designed context and the use of the dictionary Speaking activities a. Role play  b. Narrative c. Processes, priorities and appropriacy Vocabulary in course books a. Checklist  b. Extracts from course books c. Vocabulary related to: The world around us People • Daily life • Work  • Leisure and entertainment • Communication and technology • Social concerns • Tourism • Countries & nationalities • Global problems • Computers & internet • The press & the media • Politics & public institutions • Idiomatic expressions •

31 Teaching Grammar

1. 2. 3. 4. 5. 6. 7.

Introduction: What is Grammar? The role of grammar in language teaching Identifying grammar: problems & solutions Presenting grammatical items Discovery techniques Practice techniques Testing grammar 

ELT-522 ESP-Business English ESP Prelim:

1. 2. 3. 4. 5. 6. 7. 8.

Definitions of ESP The Origins of ESP The Development of ESP Course Design Application of ESP Materials Production Methodology The Role of ESP Teacher  

Mid Term:

Business English 1. a. b. c. d.

Basic English Skills The Sentence The Paragraph Punctuation Spelling 2.

• • • • • • •

Business Letters a. Formatting Business Letters  b. Planning Your Content c. Everyday Letters What are ‘Everyday’ Letters? Organization of Everyday Letters Request Letters Transmittal Letters Acknowledgement Letters Claim Letters Editing of Everyday Letters

32 Communication Laboratory d. Letters that Refuse Requests or Bring Bad News e. Sales Letters and Public Relations Letters f. Social/Business letters

•

End Term:

3.

Memorandum a. Planning Routine Memos  b. Preparing Special Memos 4. Business Reports and other Written Messages a. Informational and Analytical Reports  b. Minutes, News Releases and other forms of messages 5. Oral Communication a. Developing effective listening skills  b. Developing effective speaking skills c. Using speaking skills on the job ELT-523 Computer Assisted Language Learning/Teaching (CALL/CALT)

Prelim: 1.

2.

Computer and language teaching a. The computer as educational aid  b. Computer assisted instruction in language teaching c. The choice facing the teacher  i. Hardware ii. Software d. Starting up and running the BASIC system Elementary techniques and their implementation in BASIC a. Communicating with the learner  Displaying information b. Strings c. Processing the learner’s response - matching and  branching d. The End and Stop statements e. Fundamental exercise format

Mid Term: 3.

4. 5.

Marketing and keeping score - arithmetic in BASIC a. Numeric variables and constants  b. Arithmetic and conditional expressions c. Manipulation of score counters Matching techniques Drills & repetition

End Term:

33 6. 7. 8. 9.

Help response & lesson files CALT programming techniques Writing CALT materials CALT today

ELT-524 Language and Literature (Selections) Poetry, essays and short stories Prelim:

The Eagle Sea Fever Dover Beach Words and Behaviour

Lord Alfred Tennyson John Mansfield Matthew Arnold Aldous Huxley

Mid Term:

The Village Schoolmaster Jacque’s Seven Ages of Man The Novel and the Fairy Tale Is Silence Golden? London Cries

Oliver Goldsmith William Shakespeare John Buchan W. R. Inge Joseph Addison

End Term:

Before Agincourt The Pied Piper of Hamlin Overcoat The Black Cat The One Million Pound Note

William Shakespeare Robert Browning Gogol Edgar Allan Poe Mark Twain

ELT-525 Curriculum Planning and Syllabus Design

Prelim:

1) a.  b. c. d. e. 2)

Defining Syllabus Design Introduction A General Curriculum Model Defining Syllabus The Role of the Classroom Teacher  Conclusion Points of Departure a. Introduction b. Basic Orientations c. Learning Purposes d. Learning Goals

34 e. 3) a.  b. c. d. e. f. g. h.

Conclusion Production-Oriented Syllabuses Introduction Analytic and Synthetic Syllabus Planning Grammatical Syllabus Criticising Grammatical Syllabus Functional/Notional Syllabuses Criticising Functional and Notional Syllabuses Analytic Syllabuses Conclusion

Mid Term:

4)

Process-Oriented Syllabuses a. Introduction b. Procedural Syllabus c. Task-based Syllabus d. Content Syllabus e. The Natural Approach f. Syllabus Design and Methodology g. Grading Task   h. Conclusion 5) Objectives a. Introduction b. Types of Objectives c. Performance Objectives in Language Teaching d. Criticising Performance Objectives e. Process and Product Objectives f. Conclusion 6) Needs and Goals a. Introduction b. Need Analysis c. From Needs to Goals d. Conclusion End Term:

7) Selecting and Grading Content a. Introduction b. Selecting Grammatical Content c. Selecting Functional and Notional Components d. Relating Grammatical Functional and Notional Components e. Grading Content f. Conclusion 8) Selecting and Grading Learning Tasks a. Introduction

35 b. Goals, Objectives and Tasks c. Procedural Syllabuses d. The Natural Approach e. Content-Based Syllabus f. Levels of Difficulty g. Teaching Grammar as Process h. Conclusion 9) Selecting and Grading Objectives a. Introduction b. Product-Oriented Objectives c. Process-Oriented Objectives d. Conclusion 10) General Principles a. Curriculum and Syllabus Models b. Purposes and Goals c. Syllabus products d. Experiential Contents e. Tasks an d Activities f. Objectives FOURTH SEMESTER  ELT-531 Literatures in Language Classroom Mid Term:

1. 2. a. b. c. d. e. 3. a. b. c. d. e. f. 4. a. b. 5. a. b.

Introduction Using literature in the language classroom: The Issues What is literature? What is distinctive about the language of literature? The reader and the text Literature competence and the language classroom Why use literature in the language classroom? Approaches to using literature with the language learners An overview A language-based approach to using literature Stylistics in the classroom Literature as context: How far to go? Literature for personal enrichment: involving students The role of metalanguage Selecting and evaluating material Selecting texts Evaluating learning material which make use of literary texts Reading literature cross-culturally Being a student A consideration of cultural aspects in text

36 c. 6. a. b. c. d. e. f. End Term: 7.

8.

9. a. b. c. d. e. 10.

Strategies for overcoming cultural problems Materials design and lesson planning: Novels and Short Stories Writing your own story Distinctive features of a short story Anticipating student problems when using a short story Planning a lesson for use with a short story Tasks and activities for use with a short story Using novels in the language classroom

Material design and lesson planning: Poetry a. Putting a poem back together  b. What is distinctive about poetry? c. Why use poetry with language learners? d. Exploiting unusual language features e. Helping students with figurative meaning f. Using poetry with lower levels g. Using poetry to develop oral skills h. Using a poem with students at higher level i. Anticipating student problems j. Other tasks and activities Materials design and lesson planning: Plays a. What is distinctive about plays? b. The language of a play c. The performance of a play d. Why use plays in the language classroom? e. Using drama texts for conversation f. Using drama texts for improving students’ oral skills g. Using drama texts at the lower level h. Anticipating students’ problems i. Further activities j. Using a whole play with students Reflecting on the literature lesson Thinking about observation General observation of the literature lesson Micro tasks for reflecting on specific areas of teaching Observing a student Other ways of monitoring teaching Literature and self-access a. What is a literature self-access centre?  b. Why have literature self-access centres? c. Setting up a literature self-access centre d. Worksheets to guide students in their reading

37 ELT-532 Error Analysis/Testing and Assessment a. Error Analysis (The entire module of Error Analysis to be covered before the Mid Term) Mid Term:

1.

Definition & delimitation

a.  b. c. d. e. f.

Human error. Successive paradigms. Inter language and errors. Learners and native speakers. Mounting criticism of EA. Data collection for EA.

2.

The Scope of Error Analysis Good English for the English. Good English for the FL/SL learners. The native speaker and the power dimension. The incompleteness hypothesis.

3.

Defining ‘Error’

a.  b. c. d.

Ignorance. Measures of deviance Other dimensions: errors & mistakes Errors: mistakes & acquisition Lapsology 4. The Description of Errors Errors detection Locating errors Describing errors Error classification Errors taxonomies Counting errors Profiling & error analysis Computerized corpora of errors

5.

Level of Errors a. Substance errors  b. Text errors c. Lexical errors

38 d. Classifying lexical errors e. Grammar errors f. Discourse errors 6.

Diagnosing Errors a.Description  b.Ignorance and avoidance c.Mother-tongue influence: Inter lingual errors d.Target language causes: Inter lingual errors e.Communication, strategy-based errors f. Induced errors g.Compound and ambiguous errors

7.

Error Correction a.What is correction?  b.Whether to correct: pros & cons c.How to do errors correction: some options and principles d.Noticing error  e.Rules and the role of corrective explanation

8.

Errors Analysis and Remedial teaching

b. Testing And Assessment ( The entire module of Testing and Assessment to be covered  before the End Term) End Term:

1. 2. 3. 4.

5. 6. 7. 8. 9.

10. 11. 12. 13. 14.

Teaching & testing Purposes and methods of language testing Kinds of tests & testing Characteristics of a good test a. Reliability b. Validity c. Practicality Stages of test construction. Test techniques and testing overall ability Testing functional English Testing Grammar & Vocabulary Testing Auditory discrimination & Comprehension a. Tests of Sound Discrimination  b. Tests of auditory Comprehension Testing reading comprehension Testing writing Testing oral production/speaking Constructing the test Test administration

39 ELT-533 Textbook Adaptation and Use of Audio-Visual Aids Mid Term:

1. Aims and Purposes of Language Teaching Aids 2. Aids to Aural Comprehension 3. Aids to Speech Production End Term:

4. Reading Aids 5. Writing Aids 6. Multi-Skill Aids ELT-534 Research Methodology Mid Term:

1.

Critical Thinking and the Research Paper  a.Research teaches thinking  b.What is a research paper? c.Doing Research for your paper  d.Organizing your Research e.Including your own ideas in the Research paper  f. Working with others

2.

Using a Library for Research

a.Understanding Academic and Public Libraries  b.How Libraries are organized c.Library Classification systems d.Working with a Library Catalog e.Library Services and Resources 3.

Planning the Focus of your Research a. Understanding a subject and Topic  b. Finding a Research subject and Topic c. Selection an Appropriate Research Subject d. Using Library Sources to find a Research Subject e. Moving from a Subject to a Research Topic f. Using Discovery Techniques to Focus on a Topic g. Narrowing the Focus of the Research Topic h. Working with a Back-up Topic in the Mind

40 i.

A checklist for Topic selection

 j.

Formulating a Research Question

k. Using Critical Thinking Techniques to Focus on Research l.

Considering your Audience

m. Defining the Paper’s Purpose n. Working with a Preliminary Thesis 4.

Research Library Sources a. Preparing a Working Bibliography  b. Using Bibliographies to Locate Sources c. Using Indexes to Locate Sources d. Reviewing your Library Research

5.

6.

7.

Research Beyond the Campus Library a. Using Primary and Secondary Sources b. Observing Onsite c. Researching Society and Museum Libraries d. Finding other sources of Research e. Interviews f. Surveys g. Speeches and Lectures h. Radio and Television i. Public print sources Researching Online and Through the Internet a. Using a Database for Research  b. Researching through the Internet c. Using Online/Internet search Tools Reading and Recording Information a. Planning your reading  b. Types of reading c. Taking effective notes d. Critically evaluating sources

End Term:

8.

Planning Your Paper   a. Using your research notes  b. Devising a final thesis statement c. Working with an outline d. A review of the basic pattern of development e. Development of a title

41 9.

Writing your Paper   a. Reviewing your preparation for writing  b. Preparing to write c. Writing the paper  d. Preparing the final draft

10.

Acknowledging sources: Internet Citation and Context Notes (MLA Style) Following a standard documentation format MLA documentation

11.

Documentation sources: Works Cited (MLA Style) a. What to include  b. Works cited entries c. Index to works cited forms d. Works cited forms

a. b.

12. Alternate Documentation Style (APA) Understanding various styles APA Style

c. d. e. f.

Preparing the Final Manuscript Reviewing and strengthening the final manuscript Revising Editing Producing the final manuscript ELT-535 Dissertation ( No paper in the Mid Term. Submission of the dissertation to be followed by viva voce examination in the End Term)

 In continuation of course EP-94/4, students are required to produce a properly supervised, researched and formatted dissertation of 60 to 80 pages length on an approved topic relevant to ELT. Preference will be given to topics that take the Pakistani context into account. In terms of context it is expected that the dissertation will show evidence of  original contributions in material and method. In terms of format the dissertation should  be in line with recent recommendations with regard to layout, referencing and indexing.  Evaluation is in two phases, (a) through a system of internal and external marking and (b) through a face-to-face defense with a panel of examiners appointed by the department. Assessment Criteria 1. Assignments: Students are required to study material on ELT and come up with their  own analyses/ways of implementation of the text /tasks given.

2. Mid-Term Exam: A 50 marks exam, including questions on material studied before the middle of the semester; which require the students not to produce what they have crammed,  but to apply the knowledge gained and answer. They have to practically demonstrate

42 whatever they studied till midterm .The practical demonstration is compulsory + credit and the marks obtained are added to the total 50 marks 3. End-Term Exams: carrying 75 marks cover the whole syllabus and it is to make sure that all the language skills and teaching approaches have been integrated. 4. Presentations/ Micro Teaching: Students are required to prepare multiple topics related to various language skills and present it using AV aids required. Micro-teaching is a compulsory component of teaching of English as an International language in every semester, in which the students demonstrate all their skills and knowledge gained by teaching some language skill in the class. Admission Schedule Admission to MA ELT are offered twice every year, in January and July

POST- GRADUATE DIPLOMA IN TEFL Program Description

The course aims at introducing students to various methods, techniques and principles of  English Language Teaching, as a separate specialized field of study and research. It will familiarize students with the basic concepts and theories of the subject, and enable students to learn the methodology and practice of teaching English as a Foreign Language. Program Objectives

To introduce students to various methods, techniques and principles of English Language Teaching, as a separate specialized field of study and research To familiarize students with the basic concepts and theories of the subject To enable students to learn the methodology and practice of teaching English as a Foreign Language To facilitate amateur and potential language teachers by improving their skills Program Requirements

BA with at least second division, or BA with third Division plus Advanced Diploma with 65 % marks

Program Details

43 The program has been divided into 10 different modules, each of which will carry 100 marks. These shall be covered in two semesters in one year. The working hours shall be 03 hours daily in the evening for 5 days in a week. The detail of the subjects semester-wise with text books are given here: First Semester: Paper I:

Teaching of Phonology

Core Text:

A Course in Phonetics and Phonology By Peter Roach Teaching English Pronunciation By Joanne Kenworthy

Paper II:

Practical Techniques in Language Teaching

Core Text:

Paper III:

At the Chalk face

Teaching Error Analysis Core Text: Error Analysis By Jack C. Richards

Paper IV:

Teaching Literature in a Language Class Course Text: Stylistics and the Teaching of Literature By H.G. Widdowson

Paper V:

Approaches and Methods on TEFL Core Text: Approaches and Methods in Language Teaching By J C Richards Theodore S. Rodgers

Second Semester:

Paper VI:

Applied Linguistics Core Text: 1. Perspectives in Linguistics 2.

Paper VII:

Introduction to Linguistics, by Poole

Teaching of Reading and Writing Skills Core Text: 1. Teaching of Reading

44 2. Paper VIII:

Preparing to Teach Writing

Testing and Evaluation

Core Text:

1.

Testing English as a Second Language

2.

Testing for Language Teachers by Auther Hughes

Paper IX:

Syllabus Design and Adaptation of Teaching Material Core Text: Basic Principles of Curriculum by Ralph W Tyler 

Paper X:

Research Mechanics & Dissertation Core Text Educational Research by L.R. Gay

Assessment Criteria

i.

The evaluation of the candidates will be made in end-term and final term examination.

ii.

Only the candidates who have 80% attendance will be eligible to sit for the examination.

iii.

At the end of each semester, candidates will have to qualify in: a. Oral Exams (Speaking, Listening, Reading) 150 marks (Non-Credit)  b. Written Exam: 500 marks (Credit)

Thus, there will be 1000 credit marks and 300 non-credit total at the completion of  the program. The candidates who qualify in 10 written tests and 3 oral tests (at the end of each semester) separately and in aggregate will be declared successful. iv.

The candidates who fail to qualify in the semester exam shall be promoted to the next semester, and they shall take supplementary examination which shall  be held within 40 days of the announcement of the result.

v.

The candidates who fail to qualify at least 5 subjects in both semesters shall be ceased.

All these rules are in accordance with the approved rules and regulations for examinations of the university.

45 Admission Schedule

Admissions to PGD TEFL are offered twice every year, in January and July.

ADVANCED DIPLOMA IN ENGLISH - LINGUISTICS & LITERATURE Program Description The program focuses on introducing the basic concepts of linguistics & literature to the fresh graduates who have no background of both the filed Program objectives: To introduce students to the subject of linguistics as a science and teach them the basic concepts of the subject.

To familiarize students with major branches of linguistics in general and historical linguistics in particular. To teach the sound system of English in order to enable them to learn the pronunciation of English words. To acquaint students with the theoretical knowledge of the science of phonetics and  phonology. To provide them a chance for sufficient practice in the language laboratory. To make students increasingly independent in using techniques of ELT To guide students in acquiring specific study skills i.e. the use of dictionary, vocabulary development, note-taking, reading skills etc. To enable students to teach the methodology of teaching principles of ESL/EFL To enable students to teach the methodology of teaching English as a foreign language. To make learners aware of the linguistic aspects of literature through practical demonstration of language study with the help of literary texts To teach learners verse structure, rhyme and stress, similes and metaphors, word sets and changes of grammatical persons etc in the study of novel, prose and drama, diary and short stories

46 Program Requirements:

BA with second division, or BA with third Division plus Advanced Diploma with 65 % marks Program Details

Paper 1. GENERAL & HISTORICAL LINGUISTICS

The scientific nature of linguistic studies. History of the development of linguistics. Phonetics and Phonology Morpheme and Morphology. Pedagogical and Generative Grammar. Syntax and Semantics. Sociolinguistics and Psycholinguistics. Stylistics. Language and theories about its origin. Synchronic and diachronic linguistics change. The development of English from the 11th Century Language families. The status of linguistics in the present world.

TEXT BOOKS

1

Aitchinson, Jean

2

Baugh, Albert

3

Crystal, David

4

Elgin, Suzette Haden

5

Wilkins, D.A

REFERENCE BOOKS:

Teach Yourself: Linguistics (London: Edward Arnold, 1983 A History of English Language London: Routledge & Kegan Paul Linguistics (Middlesex: penguin, 1977) What is Linguistics? (London: Prentice Hall, 1979) Linguistics and Language Teaching (London: Edward Arnold, 1983

47

1

Ferguson, C.A & Heath S.B. Eds

2

Jackson, Howard

3

Lyons, Johr  

4

Robins, R.H

5

Lehmann, Winfred

6

Strang, Barbara

Language in the USA Cambridge: UP, 1984 Analysing English: An Introduction to Descriptive Linguistics (London: Pergamon, 1980) Language and Linguistics: An Introduction (Cambridge: UP, 1981) General Linguistics: An Introductory Survey (London: Longman, 1980 Historical Linguistics (N.Y: Holt & Rhinehart, 1962) A History of English Language (London: Mathuen, 1986

Paper 2: PHONETICS AND PHONOLOGY Phonemes and their place in the sound system of English.

Friction consonants. Stop consonants.  Nasal consonants Lateral consonants. Gliding consonants. Vowels and Dipthongs in English. Consonant and vowel sequences. Intonation and stress. Assimilation, similitudes and elision. Phonology: General rules derived from phonology. Pakistani students and their problems in learning Received Pronunciation (RP). Practice in Phonetic transcript

TEXT BOOKS:

1

Cook, V.J.

2

O’ Connor  

3

Mortimer, Colin

4

Mortimer, Colin

Using Intonation (London: Longaman, 1983) Better English Pronunciation Course (Cambridge: UP, 1982) Stress Time (Cambridge: UP, 1982) Weak Forms (Cambridge: UP, 1980)

48 REFERENCE BOOKS:

1

Abercombie, David

2

Gimson, A C

3

Mortimer, Colin

4

Nolan, Francis

5

Roach, Peter  

6.

Wilson, Ian Morris

Elements of General Phonetics (Edinbwegh: UP, 1980 Practical Course in Phoneitcs Elements of Pronunciation (with 4 cassettes) (Cambridge: Up, 1985) The Phonetic Bases of Speaker Recognition (Cambridge: UP, 1983 English Phonetics and Phonology A Practical Course (with 2 Cassettes) (Cambridge: Up, 1983) English Phonemic Transcription (Oxford : Basil Blackwell, 1984)

Paper 3: READING AND STUDY SKILLS Introduction to reading skills: skim reading, scan reading and speed reading.

Guide to important word skills. Vocabulary development. Use of dictionary. Textbook Note-taking. Building a powerful memory. How to use the Library. TEXT BOOKS:

1

Leo Jones

2

Langan, John

Progress to Proficiency (Cambridge, Up, 1986) Reading and Study Skills (U.S.A 1986)

REFERENCE BOOKS:

1

Adkins, Alex & Ian Mckeen

2

Daiches, David

3

Elliot Marion and Peter  Strutt

4

James, K.

5

Swan, Michael and Greenall, Simon

Text to Note (London: Edward Arnold, 1983 Telecommunications: Developing Reading skills in English (Oxford: Pergamman, 1985 The Times: An English Reader  (Glasgow: Collins, 1984 Speak to Learn : Oral English for Academic Purposes (London: Collins, 1981) Effective Reading: Reading Skills for advanced Students(Cambridge : UP, 1986)

49 6

Widdowson, H.G. ed.

Reading & Thinking in English (Oxford: UP, 1980)

Paper 4: TEACHING OF ENGLISH AS A FOREIGN LANGUAGE Introduction to TEFL.

First Principles of TEFL. Classroom techniques. Errors and Mistakes. Planning and Preparation. The teaching of language skills. Testing. Special techniques for problem classes. Recent approaches. TEXT BOOKS:

1

Broughton, G & etal

2

Brumfit, Christopher 

Teaching English as a Foreign Language (London : Routledge & kegan Paul, 1980 Communicative Methodology in Language Teaching (Cambridge : UP, 1984

REFERENCE BOOKS:

1

Brumfit, C etal

2

Dulay, Heidi etal

3

Littlewood, William

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Matthews, Allan etal eds.

5

Richard, Jack, C

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Stern, H.H

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Winn, Judy & Bell Oslen

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Wright, Andrew

Teaching English as a Foreign Language (London : Routledge & Kegan Paul, 1980) Language Two (Oxford : UP, 1982) Communicative Language Teaching (Cambridge : Up, 1985) At the Chalkface : Practical Techniques in Language Teaching (London : Edward Arnold, 1985) The Context of Language Teaching (Cambridge : UP, 1985) Fundamental Concepts of Language Teaching (Oxford : UP, 1984) Communication Starters. Techniques for the Languages Classroom (Oxford : Pergaman, 1982) Visual Materials for the Language (London : Longman, 1979)

50 Paper 5: LANGUAGE AND LITERATURE Language study of the selected pieces form different forms of literature. Poetry: George Crabb, Robert Southey, William Wordsworth Alexander  Pope. Novel: R.L. Stevenson, Joseph Conrad, George Eliot. Drama: Harold Pinter   Short Story: Rudyard Kipling, D. H. Lawrence. Essay: George Orwell Diary: Samuel Pepys. TEXT BOOK:

Lott, Bernard A Course in English Language and Literature (Singapore: Richard Clay, 1986) REFERENCE BOOKS:

1

Couper Kuhlen, E

2

Leech, Geoffrey

3 4

Press, J. ed Widdowson,

An Introduction to English Prosody (London ; Edward Arnold, 1986) A Linguistics Guide to English Poetry (London : Longmans, 1969) The Teaching of English Literature Overseas Stylistics and the Teaching of Literature

Assessment Criteria

The candidates who qualify in each of the written tests separately and in aggregate in the oral tests will be declared successful. The evaluation of tests will be done according to the approved rules regulations for  examinations. Admission Schedule

Admissions to Advanced Diploma in Literature and Linguistics are offered twice every year, in January and July.

ADVANCED DIPLOMA IN ENGLISH LANGUAGE Program Description The program focuses on the advanced development of English language skills alongwith   providing students with an opportunity to attain better pronunciation and improved structures in their linguistic expressions. Program Requirement

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Program Detail First Semester MODULE – 1: PHONETICS & PHONOLOGY COURSE DESCRIPTION: This interactive program provides an introduction to Phonetics & Phonology of English Language. The course will mainly focus on sharpening the learners’ phonetic ability, making them more efficient listeners/speakers, and consequently better communicators. It will provide students with an opportunity to attain a proficiency level of being easily understood in-less-than-ideal conditions and to be able to understand native speakers and users of the English language comfortably. REQUIRED TEXT: Ship or Sheep Better English Pronunciation (Peter Roach) COURSE OBJECTIVES:

to provide students the theoretical background concerning the sound system of the English Language. to help students identity their own pronunciation errors & advice on how to improve to give students knowledge of fluency devices. To introduce suprasegmental features of the English Language to the students & enable them to improve their production of continued speech. On completion of the program, each student will be able to i) Have knowledge & skill in the following areas: Phonemic symbols Long & short vowels Diphthongs Triphthongs Consonants Strong/weak forms Plural forms Past forms Elision Assimilation Linking devices Stress & Intonation ii) Use a phonetic dictionary correctly;

52 iii) Apply the knowledge of the course content to the speech as well use the fluency device correctly. COURSE ASSIGNMENT: Class Participation: The students are expected to actively participate in class by following the teacher, questioning, commenting and discussing various issues related to the subject. They are required to work cooperatively in group tasks; ask questions for clarification, exploration and discussions; speak English only, to maximize opportunities for the simultaneous development of oral language proficiency.

Journal: In an interactive learning environment, the students are required to keep a written journal during this program. Journal writings are short and informal. The instructor will read the journals of all students periodically during the course. The entries should be about the problem areas regarding the learning of English  pronunciation. The students should also write their expectations for this course . Presentations: The students are required to make a presentation at the end of the course in which they have to read a piece of writing of their own choice using all possible skills. MODULE- 2: INTEGRATED SKILLS COURSE DESCRIPTION: This course provides advanced level knowledge of language skills. It aims to polish learners’ English language skills providing exposure to creative classroom strategies and techniques.

This program is a combination of: A. Receptive language skills B. Productive language skills These are further divided into four segments - each based on the respective skills:  Listening Skill  Reading Skill  Speaking skill  Writing skill The participants of this program will be oriented towards using language skills creatively, adapting to their situations, and constantly engaging themselves in research. The details of the skills are given below:  Listening skill  The objective of this skill is to train learners to function successfully in target language listening situation. They will be able to complete advanced listening tasks based on real life situations.  Reading skill 

53 This skill attempts to clarify and illustrate aspects of the nature of reading. Learners’ reading skills will be fostered so that learners can cope with more sophisticated texts and tasks, and deal with them: Quickly, Appropriately, Efficiently, and Skillfully.  Speaking skill  Of all the four skills, speaking seems intuitively the most important. Foreign language learners are primarily interested in learning to speak. Learners are made to participate in classroom-speaking activities that develop their ability to express themselves through speech. Writing skill  The purpose of writing, in principle, is the expression of ideas and conveying of a message to the reader so that the ideas and the message themselves should arguably be seen as the most important. Higher standards of language are normally demonstrated in writing than in speech i.e. More careful constructions More precise and varied vocabulary Greater correctness of expression in general In short, learners are familiarized with advanced writing procedures and tasks stimulating writing and professional writing. REQUIRED TEXT: The Reader’s Choice (Course 1 & 2) Programme Consultants: Beverley Ann Chin, Denny Wolfe, Mary Ann Dudzinski, William Ray, Jacqueline Jones Royster and Jeffrey Wilhelm. Published by McGraw Hill © 2002 California Edition Write Idea! ( by three cover authors: Yoshiko Uchida, Ray Bradbury, Ashley Bryan) Authors: Elaine Mei Aoki, James Flood, James V. Hoffman, Diane Lapp Published by McMillan/ McGraw- Hill, New York, U.S.A © 1993

RECOMMENDED TEXT:

1. The Writer’s Workbook  Edited by: Jenny Newman, Edmund Cusick, & Aileen La Tourette. Published by Edward Arnold Ltd © 2000, London Writing as Craft and Magic By Carl Sessions Stepp Published by NTC/Contemporary Group, Inc. Illinois, USA © 2000

3.  Survival Reading Skills Wilma H. Miller 

54 Published by Jossey-Brass. San Francisco, USA © 2003 COURSE OBJECTIVES: Receptive Skills At the conclusion of the program, each participant will be able to:

Demonstrate effective listening skills, including: Listening to confirm expectations to extract specific information for communicative tasks for general understanding for recognizing function for deducing meaning to infer opinion and attitude and to demonstrate mastery of reading skills, including reading strategies. Productive Skills At the conclusion of the program, each participant will be able to: 1. Demonstrate the use of English in communicative, academic, social and cultural contexts. 2. Demonstrate the following productive skills: a. Reaching a consensus  b. Relaying instructions c. Discourse chains d. Communicative games e. Structured-conversation f. Problem solving g. Interpersonal exchange h. Story construction i. Simulation and role-play k. Exchanging letters l. Academic writing, including book reports, research.

COURSE REQUIREMENTS   In-class participation (Learners’ classroom performance will be monitored and graded according to how they perform in the classroom discussions/activities)   Keeping reflective journal  (learners have to give critical feedback based on their  experience in the classroom; to submit it to their instructor when asked. Entries in   journals will be regarded as part of classroom participation. Poor/insufficient entries will be considered passive participation)

MODULE-3: SPEAKING SKILLS

55 COURSE DESCRIPTION: The program aims at achieving communicative competence by focusing on ‘fluency” as well as ‘accuracy’. The course is divided into three parts.

In part one, speaking is integrated with listening and reading skills and involves a series of  activities including short intensive discussions, group work, pair work, structured conversations, discourse chains and information-gap activities. Part two focuses on public speaking. In this regard, declamation contests, debates and extempore speech competitions will be arranged, thus maximizing students’ talking time and providing them with ample opportunities to handle language independently. It will also enable the teacher to deal with individuals and monitor their performance minutely. Part three mainly concerns itself with presentations on selective subjects/topics manipulated from different sources i.e. social sciences, physical science, literature and linguistics or day to day life. The topics may be given by the teachers but students’ disposition and discretion may also be considered. REQUIRED TEXT: 1. New American Streamline by Bernard Hartly + two cassettes. 2. A Collection of Ten Short Stories / Articles + Five Poems . 3. Speaking (Advanced)  by Oxford Publications. 4. Challenge to Think  COURSE OBJECTIVES: At the end of the program the students will be able to: respond effectively to spontaneous and unpredictable situations. have the operational command and abilities to handle relatively complex language. • attain a level of pronunciation that ensures communicative efficiency. • use stress and intonation patterns appropriately. do reasoning and give arguments in short intensive discussion. • MODULE-4: GRAMMAR  •

•

COURSE DESCRIPTION: This course will focus on the intensive practice of grammar and detailed knowledge of  various grammatical rules and structures needed for effective communication in speech and writing. The course will include all parts of speech, explanation of their use and usage, and some very important expressions/ structures. Initially, the target is to make the learners feel relaxed in using the structure; later the focus would turn to the usage of the structures in order to have a clear understanding of them. REQUIRED TEXT: i) High School Grammar & Composition by Wren & Martin ii) Grammar by Michael Swan COURSE OBJECTIVES: The course has the following objectives:

56 a) To provide students with an easy-to-understand and detailed analysis of most commonly used English grammatical structures.  b) To provide students with an opportunity to learn to speak and write correct English through trial and error method. c) To give students intensive practice of English Grammar both in speech and writing. d) To give them the confidence of using grammatically and syntactically correct English. COURSE OUTLINE: a) Definitions: Sentence, Clause, Phrase, Word.   b) Parts of Speech: Nominal Phrases and Verbal Phrases, Nouns, Verbs, Adjectives, Adverbs, Articles, Prepositions, Conjunctions and Interjections. c) Tenses: Form & Function d) Voices e) Narration f) Conditional sentences COURSE DELIVERY: Course delivery is accomplished in a number of ways in order to meet the needs of the learners and the learning styles. Methods of instruction include: Brainstorming Presentations (i.e., lectures/mini-lectures assisted by Power Point and other visuals); Discussions (i.e., active involvement of participants in learning by asking questions to •  provoke critical thinking and verbal interaction); Cooperative learning (i.e., small group structure emphasizing learning from and with others); Student presentations; White Board Reflective journal writing. Class observation

MODULE-5: CREATIVE WRITING COURSE DESCRIPTION: The course will focus on the principles of effective writing. The four basic elements of  effective writing i.e. unity, support, coherence and sentence skills will be highlighted. These principles will be applied to paragraph development. The different patterns of   paragraph development such as comparisons and contrasts, explanation and description, cause and effect and narration of an event will be examined by participants and applied in essay writing and creative writing.

The program will reflect on the method of creative writing. The focus will be on critical issues and factors that influence creative writing. The two important phases of creative writing i.e. “gathering and shaping” will be examined and the role of plot, narrative constructions and characterization will be highlighted and discussed. CORE TEXT:

57 English Skills with Readings; Third edition, by John Langan. The Creative Writing Course Book; edited by Julie Bell & Paul Magrs. Additional Readings may be required and will be provided. COURSE OUTLINE: The program will cover the following main areas: Basic principles of effective writing

Four basic elements of evaluating writing: Base 1: Unity Base 2: Support Base 3: Coherence Base 4: Sentence Skills Paragraph development  Nine patterns of paragraph development Writer’s purpose and audience Tools for paragraph development Essay development What is an essay? Planning the essay Essay writing assignments Sentence Skills: Grammar  Word use - the focus is on effective word choice which will help in developing various options and methods available for composing sentences. Creative Writing: Gathering: Getting started Training the eye Shaping: Characterization Point of view Setting Second Semester

Module 6: Academic Skills Course Description: This course is designed to provide students with all the skills needed for better academic  performance in almost all subjects. In this regard, various skills like motivational skills, word skills, study skill, reading comprehension skills etc have been included in the course.

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In the learning process, the focus is more on practicing all these skills in class. Therefore, the teachers are advised to make use of additional material related to these skills in the class, including exercises based on cuttings from newspapers, articles, books apart from the text book and downloaded material, for some topics included in the course content, the students are required to be taken to the library under the supervision of the concerned teachers in order to ensure that students the make best use of the library facility.

Required text: Reading & study skills, by John Langan

Recommended Text Study skills for students of English, 2nd editions, by Richard E. Yorkey

Course objectives: All the conclusion of the course, each participant will be able to demonstrate Motivational skills Word skills Study skills Reading comprehension skills Using English Dictionary

Course Delivery: Course delivery is accomplished in a combination of ways in order to meet the requirements of all the learners and learning styles. Methods of instruction include: Brainstorming Presentations (i.e , lectures/mini-lectures by power point and other AVA aids i.e , audio visual aids) Paired/small group discussions/activities (active involvement of studnts in learning by making them practice all the skills) Cooperative learning (i.e small group structure emphasizing learning form and with others) Collaborative learning Student Presentations Paired/small group discussions/activities

Course Content: Motivational skills Word skills Study skills Reading comprehensive skills Using an English Dictionary

Module 7: Technical Writing and Presentation Skills

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Content Why communication remains imperfect. Barriers affecting communication Communicator’s Objectives: Styles and tones Audience Analysis: who they are and what they know and feel The composing process: Prewriting stage, Drafting and Editing Building Paragraphs  Nonverbal Communication How to present effectively: Building confidence, preparing Visuals, Delivering  presentations Three formats of written communication: letters, memos and reports How to write proposals and reports: Kinds of reports and practice etc Developing a Resume and Job Application letter 

Module 8: Public Speaking Course Objectives: This course is the extension and continuation of Speaking Skills, Part I & Phonetics & Phonology. It aims at focusing and improving the correct pronunciation of the students in the light of the phonological principles. The objectives for this course are as follow: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Helping the students to use their speech organs like native speakers do Improving learning, articulation and voice quality Approaching the sounds of English effectively and aesthetically Developing personal and physical awareness of word stress Varying stress patterns and their effect on the meaning of a sentence Practicing weak forms Practicing different pitches Practicing vowels and diphthongs cluster  Mastering rhythm progressively

Recommended Text

Pronunciation by Clement Leroy. Published by Oxford University Press

Module 9: Listening Skills The aim is to provide our students with sufficient listening practice to enable them to understand with reasonable ease both native and non-native speakers of English when they speak at normal speed in unstructured situations. Practice Techniques Listening practice through tape-recorders/CD players of conversations, monologues, dialogues etc. Exposure to a wide range of accents.

Module 10: Language and Literature