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CURRICULUM OF ENGLISH

For

M. Phil Applied Linguistics (02 Years Program)

Department of English, Hazara University Mansehra

Program Objectives:

The M.Phil program in Applied Linguistics is an advanced degree program to prepare students,

researchers, and teacher trainers who will be able to work independently and in leadership positions with

the learning and teaching English as second language, the analysis of language, and the design of

language-related research. This degree combines a strong research and theoretical foundation in applied

linguistics with practical training in the teaching of English as a second language and L2 pedagogy. The

principal goals of the program are to provide the linguistic theory necessary for ESL teachers, to equip

students with theoretical and methodological procedures used in second language research as well

as practical skills of language teaching, and to prepare students for further study in English language

teaching and applied linguistics.

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

1. Demonstrate knowledge of advanced linguistic concepts, theoretical and

methodological procedures used in various fields of second language research and

applied linguistics, and research-based practices as well as state-of-the-art teaching

techniques

2. Conduct original research in their selected area of study/interest

3. Apply their specialist knowledge of applied linguistics for improving their practices

4. Analyze issues related to Applied Linguistics and second language acquisition and

teaching and respond effectively using linguistic concepts and terminology with

understanding.

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Scheme of Studies: M. Phil Applied Linguistics ( 02-Years Program)

YEAR-01

SEMESTER-I

YEAR-01

SEMESTER-II

YEAR-02

SEMESTER - III + IV

Total Credits:50

(24 C.Hr Course Work

+ 1 C.Hr Seminar &

+ 25 C.Hr Thesis)

(Course Work)

12 CH

(Course Work)

12 CH

(MLing-831. Seminar +

MLing -841. Thesis)

1 + 25 = 26 CHr

Core Courses

(Total:04 in both

semesters / 2 in each

semester)

MLing-711* Topics in Linguistics

MLing-712 . Fundamentals of Second

Language Teaching

Methods & Applied

Linguistics

MLing-721. Research Methods in Applied

Linguistics

MLing-721. Second Language Acquisition

Elective

Courses

(Total:04 in both

semesters / 2 in each

semester)

MLing-713. Teaching and Researching

Reading and Writing

MLing-714. Sociolinguistics

MLing-715. Teaching and Learning

English in Large Classes

MLing-716. Testing and Assessment:

Assessing Second Language

Skills

MLing-717. Semantics

MLing-718. Corpus Linguistics

MLing-719. Phonetics and Phonology

MLing-721. ESL Curriculum Development

MLing-721. English Syntax

MLing-721. Technology in Language Teaching

MLing-721. Discourse Analysis

MLing-721. Pragmatics

MLing-721. Psycholinguistics

MLing-721. Teaching and Researching Speaking

and Listening

Thesis Writing

(20,000 to 25,000 Words)

*In course code ‘MLing-711’ ‘MLing’ stands for ‘M.Phil Applied Linguistics’, first figure (7) shows the year,

second figure (1) represents the semester and the third figure (1) stands for the course number. The rest

of the courses are numbered in the same manner.

NOTE: Students will study eight courses, four courses in each semester over a period of one year. They must

study FOUR core courses, two in each semester. They can select two elective courses in each semester from the

courses offered to complete their course work for M. Phil Applied Linguistics (24 credit hours). Students will

have the option to select the elective courses that pertain to their own individual research interest when

appropriate arrangements will be made. Till that time, they will have to study those courses that will be offered

by the Department according the available expertise. Each course is of 3 CH., except Seminar and Thesis. A

student will be required to complete total 50 CHs: 24 CHs in taught courses and 26 CHs in Seminar (1 CH) plus

thesis (25 CHs) in accordance with Hazara University Semester Rules/Regulations. The candidates will be

advised to take the available elective courses or the ones that pertain to their individual research interests from the

list of the approved courses. However, if the university policy, the concerned departments, and the concerned

course coordinators permit and if it goes to the interest of the candidate’s research, the candidate may be allowed

to audit one or two (credit or non-credit) courses in the areas beyond their selected courses. Students’ evaluation

will be based on a point system (100 points/marks for each course) and a corresponding letter grading in all

courses, including Seminar and thesis, as stated in Hazara University Semester Rules/Regulations.

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Details of courses for M. Phil in Applied Linguistics

Semester I: Core Courses

Topics in Linguistics

Course description: This course is a core/required first semester course in the M. Phil Applied

Linguistics program which aims to introduce the students to fundamentals of language and

linguistics. Students will be familiarized with the advanced topics in linguistics, with particular

focus on the nature of human language, the organization of speech sounds into pattern and

system (phonology), the internal structure of words (morphology) and the relation of

morphology to the syntactic relevance. The course includes topics related to meaning (semantics)

and contextual use (pragmatics) of the language with reference to the social and aspects of

language and how language is acquired by children. These concepts will provide the students

with sufficient grounding in linguistics to enable them to cope better with other courses (e.g.

Syntax, SLA, and Research etc) which presuppose some background in linguistics. This course

will help the students to understand and appreciate the relation between linguistic theory and

data. The course provides a step-by-step, hands-on introduction to linguistics. Illustrative

material will largely be drawn from the standard variety of English in collaboration with the

necessary examples from the indigenous languages spoken in Pakistan.

Objectives: On the completion of this course students will:

1. be familiar with advanced topics in linguistics

2. have read the some of the major works on linguistics

3. be able to understand the nature of language.

4. have the ability to choose appropriate topics of their interest from the wide arrays of

topics in linguistics for their research work in the final two semesters.

5. will be able to find the application of the theoretical concepts in linguistics to a variety of

practical tasks.

Contents:

The Properties of Language o Arbitrariness, Displacement

o Discreteness, Productivity

o Cultural transmission, Duality

The Sounds of Language

o Phonetics, Articulation

o Place of Articulation, Manner of Articulation

o Voiced and Voiceless Sounds

The Sound Pattern of Language

o Phonology, Phonemes

o Phones and Allophones, Syllables and Clusters

Words and Word-Formation Processes

o Borrowing, Compounding Blending, Clipping

o Backformation, Conversion, Acronyms

Morphology

o Morphemes, Morphs and Allomorphs

o Morphological Description

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Semantics

o Conceptual versus associative meaning

o Semantic features, Semantic roles, Lexical relations

Pragmatics

o Context, Speech acts, Reference

o Presupposition, Anaphora, Politeness

Discourse Analysis

o Cohesion, Coherence, Speech events,

o Conversational Interaction

o The Co-operative Principles

Language Acquisition

o First Language Acquisition

o Second Language Acquisition/Learning

Language, Society and Culture

o Language and Dialects, Accent, Dialect and Register

o Bilingualism, Language Contact

o Pidgin and Creoles

Recommended Reading 1. Yule, J. (2010). The Study of Language: 4

th edition. Cambridge University Press.

2. Radford, A et al (1999). Linguistics an Introduction. Cambridge University Press.

3. Fromkin, V. (2005). An Introduction to Language: 5th edition. Merlbourne: Nelson

Thomson Learning Pty.

Fundamentals of Second Language Teaching Methods & Applied Linguistics

Course Description: The course is another core/required first semester course in the M. Phil

Applied Linguistics program. It provides a comprehensive introduction to the study of language

learning, acquisition, teaching methodology, and applied linguistics. It familiarizes students with

approaches and methods that are used in second/foreign language teaching, key issues related to

second language acquisition and learning, and recurrent themes in the field of Applied

Linguistics.

Objectives: At the end of the course students will:

know about different methods and approaches that are widely used in second/foreign

language teaching

understand principles of second language (L2) learning and teaching as well the rationale

for various approaches to L2 teaching

be able to describe learner factors that influence L2 teaching and learning

know about the history of Applied Linguistics as well as the key issues and major themes

in the field

write and speak about L2 teaching and learning and the basics of applied linguistics

Contents:

Methods of language teaching

Approach, Method and Technique

Selected ELT Methods: Grammar-Translation, Direct Method, Audio- lingual

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Method, The Silent way, Suggestopedia, Community language Learning, Total

Physical Response Method, The Communicative Approach,

Theory and practice of teaching four language skills

The basics of second language acquisitions and factors that affect second language

acquisition

Key issues in second language acquisition

First and second language acquisition

Factors affecting second language acquisition

Age

Crosslinguistic influences

The linguistic environment

Cognition

Development of leaner language

Foreign language aptitude

Motivation

Affect and other individual differences

Social dimensions of L2 learning

History of Applied Linguistics

An Overview of Applied Linguistics

Recurrent themes

Second Language Acquisition

Grammar

Discourse Analysis

Pragmatics

Corpus Linguistics

Language learning and teaching

L2 reading and writing

Speaking and listening

Language assessment

Sociolinguistics

Technology and language

Recommended Readings:

1. Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New York:

Oxford University Press

2. Nunan, D. (2003). Practical English language teaching. McGraw-Hill Education

3. Schmitt, N. (2010). An introduction to Applied Linguistics. Hodder & Stoughton Ltd

4. Ortega, L. (2009). Understanding second language acquisition. London: Hodder.

5. Grabe, W. & Kaplan, R. (1996). Theory and Practice of Writing. London: Longman.

6. Grabe. W. (2004). Perspectives in applied linguistics. AILA Review 17: 105-132.

7. Harmer, J. (2003). Practice of English Language Teaching. London Longman.

8. Harmer, J. (1998). How to Teach English. London: Longman.

9. Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching

(Second edition). Cambridge: CUP.

10. Schmitt, N. (2010). An Introduction to Applied Linguistics. Hodder & Stoughton Ltd.

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Semester I: Optional Courses

Teaching and Researching Reading and Writing

Course Description: The course provides an overview of second language (L2) and foreign

language (FL) methods and materials, focusing specifically on the teaching/learning and

researching of L2 literacy skills: reading and writing. It will also focus on vocabulary teaching.

Class sessions will focus on theory, research, and practice related to these three important

components of language learning/teaching. As part of the course, students will develop materials

and lesson plans and engage in short demonstration lessons that showcase state-of-the-art

teaching techniques. This practice will serve both as a demonstration of students’ control of the

course material and a preparation in their future careers as ESL/EFL reading and writing

teachers, material developers, researchers, and applied linguists.

Objectives: At the end of the course students will have:

knowledge and understanding of theories and practices related to the teaching and

learning of L2 literacy skills (reading and writing) as well as vocabulary

understanding of the fundamental state-of-the-art techniques and practices in teaching

reading and writing, including vocabulary and their application in the classrooms

ability to develop materials and lesson plans

ability to teach vocabulary, reading, and/or writing using state-of-the art techniques Contents:

Teaching vocabulary: Context, Issues, trends,

Foundations of reading

o The nature of reading

o How reading works

o Cognitive issues in reading

o Explaining reading: models of reading

Understanding L2 reading

o The nature of reading abilities

o Comparing L1 and L2 reading

o Dilemmas for L2 reading research and instruction

Developing reading comprehension abilities

o Building main idea comprehension

o Becoming strategic reader

o Building awareness of discourse structure

o Vocabulary and reading comprehension

Expanding reading comprehension skills o Reading fluency and rate

o Extensive reading

o The reading curriculum and instruction

o Further topics and issues in reading

Exploring research in reading

o Key studies in L1 and L2 reading

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Researching reading in the classroom o The reading teacher as classroom researcher

o Vocabulary, fluency, and rate development

o Strategic reading and discourse organization: Action research project

o Reading instruction and student affect: Action research

Issues in writing research and instruction

o Writing process approaches

o Writing process research and recent extension

o Towards a theory of writing

o From theory to practice: Teaching writing at the beginning, intermediate, and

advanced levels

Recommended Readings:

1. Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. New York:

Longman

2. Zimmerman, C. B. (2009). Word knowledge: A vocabulary teacher’s handbook. New

York: Oxford University Press.

3. Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New

York: Cambridge University Press.

4. Grabe, W. & Kaplan, R. (1996). Theory and practice of writing. An applied linguistics

perspective. New York: Longman

5. Thornbury, S. (1999). How to teach grammar. Harlow, UK: Longman

Required Electronic Readings:

Anderson, N. J. (1999); Badger & White, (2000); Brantmeier, C. (2004); Crawford, M.

(2005); Diab, R. L. (2006); Eldredge, (2005); Eyraud et al. (2000); Folse, K. S. (2008);

Grabe, (2004); Grabe, (1991); Grabe, (2010); Grabe, W., & Stoller, F. L. (2001). Reading

for academic purposes: guidelines for the ESL/EFL teacher. In M. Celce-Murcia (Ed.),

Teaching English as a second or foreign language (3rd

ed., pp. 187-203). Boston: Heinle

& Heinle; Jiang & Grabe, (2007); Johari, (2008); Koda, (1994); Mercer, (2005); Ono et

al. (2004); Robonson. (2009); Stoller, F. L. (1993). Developing word and phrase

recognition exercises. In R. Day (Ed.), New ways in teaching reading (pp. 230-233).

Alexandria, VA: TESOL; Stoller, (1994); Hunt & Beglar. (2005), Yamashita. (2008),

Susser & Robb (1990).

Sociolinguistics

Course description: This course is an overview of approaches to the study of language in its

social context: sociology of language, ethnography of speaking, and discourse analysis. Students

will learn about various theoretical and methodological procedures used in sociolinguistic

research and be able to apply them in actual research context. More precisely, it will focus on the

many levels of meaning communicated in our everyday use of language with specific reference

to the linguistic marking of speaker characteristics (social class, region of residence, and gender,

etc) and the role relations, the linguistic choices affected by varying purposes, topics, and

settings. Students will also learn about the English ‘rules of speaking’, conversational styles, and

genre, register, and style. As part of the course, students will collect and analyze data sets,

prepare project proposals outlining specific issues/questions that they want to investigate, and

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write research/review papers. This practice will serve both as a demonstration of their knowledge

and understanding of the theoretical and methodological approaches in sociolinguistic research

and a preparation as researchers in the field.

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

understand the range of methodologies and theories associated with sociolinguistic

research and the ability to apply them to address a wide range of issues/questions

recognize the theoretical and methodological choices when conducting sociolinguistic

research

develop research proposals and having practical experience with all important stages in

developing a detailed sociolinguistic study/research paper

use a variety of methodological tools to conduct research on specific sociolinguistic

issue/question and reporting as well as discussing their results and findings. Contents:

Dialects

Dialectology: Dialect mapping and models

Perceptual dialectology

Regional dialects

Social dialects

Ethnic dialects

Sociolinguistics and TESOL

Sociolinguistic relativity

Communicative competence and ‘rules of speaking’

Investigating spoken interaction and Speech acts: traditions and methods

Sociolinguistic behavior of English speakers, Speech behavior, Social dynamics;

and Miscommunication

Multilingualism

Conversation analysis (Thanksgiving dinner conversation)

Conversational style: theoretical background

Linguistic devices in conversational style

Narrative strategies

Register, genre, and style

Analytical Framework: Situational and linguistic characteristics of registers and

genres

Spoken and written registers

Theoretical issues in register, genre, and style

Baby talk; Teacher talk; Sports announcer talk

Gender and language

New/World Englishes and the spread of English

Language planning and policy; Language attitudes, motivation, and standards

Recommended Readings: 1. Biber, D. & Conrad, S. (2009). Register, genre, and style. Cambridge: Cambridge

University Press

2. Tannen, D. (2005). Conversational style: Analyzing talk among friends. Oxford: Oxford

University Press

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3. Wolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. New York: Newbury

House Publishers. Electronic readings:

Preston, 1986; Davis, (1985); Kroch, (1978); Wardhaugh, (2010); Romaine (nd);

Cameron, (2003); Ferguson, (1974); Cullen, (1998); Ferguson, (1983); Schneider, (2003);

Kachru, (1996 and 1997); Canagaraj, (2006), Canagaraj, (2007); McGroarty, (1996); Wiley,

(1996);

Teaching and Learning English in Large Classes

Course description: The Course is an overview of the current research on issues related

teaching large classes and the research-based state-of-the-art techniques for teaching English

in large classes. The aim of this course is twofold: 1) to review current research on class size to

identify the issues in teaching and learning in large classes; and 2) to explore techniques and

strategies for teaching English in large classes.

Objectives: At the end of the course students will have:

knowledge and understanding of the range of issues related to teaching English in large

classes

learned techniques and strategies to teach English in large classes

recognized ways in which large class affect teaching and learning environment

Contents:

Research on class size

o What is large class? Why do large classes occur?

o Does class size affect learning and achievement?

o Teacher-learner behavior and classroom processes in small and large

classes

o Learner strategies in large classes

o Teacher’s view of and response to large classes

o Methodological issues in research on large classes

Rethinking teaching and learning of English in large classes

o Teaching the language skills

o Group work

o Materials and resources

o Assessment procedures

o Approaches to the management of large classes

The class size question: Politics and/or pedagogy

Recommended Reading

1. Shamim, F. (1994). “Teachers and Learners Beliefs about Large and Smaller Size

Classes in Pakistan.” In the Journal of English Language Teaching and Studies. 1

(2)

2. Weimer, M. G. Ed. (1987). Teaching Large Classes Well. London: Jossey-Bass.

3. Coleman, H. (1987). “Little Tasks Make Large Returns: Language Teaching

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in Large Crowds.” In Murphy, D. & Candlin, C. N. (Eds.), Task and Exercise

Design. (Lancaster Practical papers in English Language Education. London:

Prentice-Hall. 21-145.

4. Biddle, B.J. & Berliner, D.C. (2002). “Small Class.” Educational Leadership. 12-

23.

5. Biggs, J. (2004). Teaching for Quality Learning at University. UK: Open UP. Chap

6. Blatchford, P. (2003). The Class Size Debate: Is Small Better? Philadelphia: Open

UP.

7. Blatchford P, Bassett, P. & Goldstein, H. (2003). Are Class Size Differences

Related to Pupils’ Educational Progress and Classroom Processes?” From the

Institute of Education Class Size Study of Children Aged 5-7 years. British

Educational Research. 29 (5)

8. O’ Sullivan, M. C. (2006). “Teaching Large Classes: The International Evidence

and a Discussion of Some Good Practice in Ugandan Primary Schools.”

International Journal of Educational Development. 24-37

9. Research Points. (2003). Class size: Counting Students Can Count. Essential

Information for Education Policy. 1 (2).

10. Teaching Large Classes Project 2001. (2003) Australian Universities Teaching

Committee (AUTC): Teaching and Educational Development Institute

11. Urquiola, M. (2000). Identifying Class Size Effects in Developing Countries:

Evidence from Rural Schools in Bolivia. Development Research Group. The World

Bank Wilcockson,

12. D. A. & Wilcockson, M. A. (2002). “Does Class Size Matter?” Education Today. 51

(3): 15-21

Testing and Assessment: Assessing Second Language Skills

Course Description: The course will provide students with an overview of the goals, concepts,

principles and concerns of language assessment. The course will also offer practice in designing

and constructing useful language assessments. This practice will serve both as a demonstration of

students’ control of the course material and a preparation for on-the-job development of

language assessments in their future careers as English language teachers/applied linguists.

Objectives: At the end of this course students will have:

knowledge of standardized English as a second language tests

understanding of the fundamental concepts, principles, and concerns of language testing

ability to plan and construct language tests

ability to analyze and interpret the results of language tests

ability to explain how test results can be used to describe student performance and/or

improve the quality of tests

ability to write clearly about language testing

Contents:

Situating Language Testing in Time and Place

Conceptual bases for test development

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o Objectives and expectations

o Test usefulness

o Describing tasks

o Describing language ability

Language test development

o Overview of test development

o Describing, identifying, and defining

o Developing a plan for the evaluation of usefulness

o Operationalization

o Preparing effective instruction

o Scoring method

o Language test administration

Educational testing and assessment: context, issues, and trends

o The role of measurement and assessment in teaching

o Instructional goals and objectives

o Validity, reliability, and other desired characteristics

o Planning classroom test and assessments

o Constructing objective test items: simple and multiple choice items

o Measuring complex achievement: Essay questions

o Measuring complex achievement: Performance-based assessments

o Assembling, Administering, and appraising classroom test and assessments

o Grading and reporting

o Selecting and using published test

Recommended Readings:

1. Bachman, L., & Palmer, A. (1996). Language testing in practice. New York: Oxford

University Press.

2. Miller, M. D., Linn, R., & Gronlund, N. (2009). Measurement and evaluation in

teaching. (10th Edition). Upper Saddle River, NJ: Merrill, Prentice Hall.

3. Alderson, J. C. Assessing reading. New York: Cambridge University Press.

4. Buck, G. (2001). Assessing listening. New York: Cambridge University Press.

5. Douglas, D. (2000). Assessing languages for specific purposes. New York: Cambridge

University Press.

6. Luoma, S. (2004). Assessing speaking. New York: Cambridge University Press.

7. Purpura, J. (2004). Assessing grammar. New York: Cambridge University Press.

8. Read, J. (2000). Assessing vocabulary. New York: Cambridge University Press.

9. Weigle, S. (2002). Assessing writing. New York: Cambridge University Press.

Supplementary Electronic readings:

1. Spolsky, B. (1978). Introduction: Linguists and language testers. In B. Spolsky, (Ed.),

Approaches to language testing, (pp. v-x). Washington, D.C.: Center for Applied

Linguistics.

2. Spolsky, B. (2008). Language assessment in historical and future perspective. In

Encyclopedia of language and education. Volume 7.

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3. McNamara, T. (1997). Performance testing. In C. Clapham & D. Corson (Eds.),

Encyclopedia of language and education: Vol. 7. Language testing and assessment (pp.

131-139). Norwell, MA: Kluwer Academic Publishers.

4. Douglas, D. (1997). Language for specific purposes testing. In C. Clapham & D. Corson

(Eds.), Encyclopedia of language and education: Vol. 7. Language testing and

assessment (pp. 111-119). Norwell, MA: Kluwer Academic Publishers.

5. Rea-Dickins, P. (1997). The testing of grammar in a second language. In C. Clapham &

D. Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language testing and

assessment (pp. 87-98). Norwell, MA: Kluwer Academic Publishers.

6. Purpura, J. (2004). Chapter 3: The role of grammar in models of communicative

language ability (pp. 49-82)

7. Roever, C. (2006). Validation of a web-based test of ESL pragmalinguistics. Language

Testing, 23, 229-256.

8. Chapter 5: Designing test tasks to measure L2 grammatical ability. In assessing

grammar (pp. 100-145). New York: Cambridge University Press.

9. Brindley, G. (1989). Assessing achievement in the learner-centered curriculum (pp. 56-

84). Macquarie University, Australia: NCELTR.

10. Oscarson, M. (1997). Self assessment of foreign and second language proficiency. In C.

Clapham & D. Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language

testing and assessment (pp. 175-187). Norwell, MA: Kluwer Academic Publishers.

11. Read, J. (1997). Assessing vocabulary in a second language. In C. Clapham & D.

Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language testing and

assessment (pp. 99-107). Norwell, MA: Kluwer Academic Publishers.

12. Read, J. (2000). Chapter 6: The design of discrete vocabulary tests. In Assessing

vocabulary (pp. 117-149). New York: Cambridge University Press.

13. Alderson, J. C. (2000). Chapter 7: Techniques for testing reading. In Assessing reading

(pp. 202-270). New York: Cambridge University Press.

14. Weir, C. J. (1997). The testing of reading in a second language. In C. Clapham & D.

Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language testing and

assessment (pp. 39-49). Norwell, MA: Kluwer Academic Publishers.

15. Brindley, G. (1998). Assessing listening abilities. Annual Review of Applied

Linguistics, 18, 171-191.

16. Buck, G. (1997). The testing of listening in a second language. In C. Clapham & D.

Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language testing and

assessment (pp. 65-74). Norwell, MA: Kluwer Academic Publishers.

17. Buck, G. (2001). Chapter 5: Creating tasks. In assessing listening (pp. 116-153). New

York: Cambridge University Press.

18. Douglas, D. (2000). Ch. 6, Specific purpose tests of listening and speaking. In assessing

languages for specific purposes (pp. 129-188). NY: Cambridge University Press.

19. Fulcher, G. (1997). The testing of speaking in a second language. In C. Clapham & D.

Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language testing and

assessment (pp. 75-86). Norwell, MA: Kluwer Academic Publishers.

20. Clark, J. & Clifford, R. (1988). The FSI/ILR/ACTFL proficiency scales and testing

techniques. Studies in Second Language Acquisition, 10, 129-147.

21. Luoma, S. (2004) Chapter 4, Speaking scales. Chapter 7, Developing speaking tasks.

Assessing Speaking. New York: Cambridge University Press.

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22. Cohen, A. (1994). Assessing written expression. In assessing language ability in the

classroom (pp. 303-357). Boston: Heinle & Heinle Publishers.

23. Weigle, S. (2002). Chapter 5: Designing writing assessment tasks. Chapter 6: Scoring

procedures for writing assessment. In assessing writing (pp. 77-107). NY: Cambridge

University Press.

24. Cumming, A. (1997). The testing of writing in a second language. In C. Clapham & D.

Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language testing and

assessment (pp. 51-64). Norwell, MA: Kluwer Academic Publishers.

25. Test Service Bulletin No. 50. (1956). How accurate is a test score? NY: The

Psychological Corporation.

26. Subkoviak, M. (1988). A practitioner’s guide to computation and interpretation of

reliability indices for mastery tests. Journal of Educational Measurement, 25, 47-55.

27. Chapelle, C., Enright, M. & Jamieson, J. (2008). Test score interpretation and use. In C.

A. Chapelle, M. K. Enright, & J. M. Jamieson (Eds.), Building a validity argument for the

Test of English as a Foreign Language (pp. 1-25). Mahwah, NJ: Lawrence Erlbaum

Publishers.

Semantics

Course description: The aim of this course is to introduce students to various theories of

semantics and different aspects of meaning of lexical items. By the end of the course the students

will be able to conceptualize the relationship between words and their meaning as well as study

factors that govern choice of words for conveying specific meanings.

Contents:

Language and Signs

The Different Aspects of Meaning of lexical items

o Logical or Denotative Meaning

o Contextual / Social Meaning

o Thematic Meaning

o Reference or Referential Meaning

Bearers of Linguistic Meaning

Sense Relation

o Homonymy

o Homography

o Homophony

o Polysemy

o Synonymy

o Antonymy

o Hyponymy

o Metonymy

o Meronymy

Sentence meaning and Utterance meaning

Entailment

Presupposition

Semantic Theories

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o Prototype Theory

o Definitional Theory

o The Componential Theory of Meaning

o Truth- conditional Theory

o Generative Theory of Semantics

o Contextual Theories

o Context of situation theory

Recommended Reading

1. Lyon, J. (1995). Linguistic Semantics: An Introduction. Cambridge: Cambrige University

Press.

2. Saeed, J. I. (1997) Semantics. Oxford: Blackwell.

3. Cruse, A. (2011). Meaning in Language: An Introduction to Semantics and

Pragmatics. (Third edition). Oxford Textbooks in Linguistics.

4. Hurford, R. J., Heasley, B. & Smith, B. M. (2007). Semantics: a course book.

(Second edition) Cambridge: CUP.

Corpus Linguistics

Course description: The course will examine issues in corpus linguistics, both as a research

methodology and as a field of study within applied linguistics. The course has two major

objectives: to present an overview of the current state of research findings in this field; and to

develop analytical techniques required for students to carry out their own corpus linguistic

research projects. Students will learn how empirical investigations of corpora can shed new light

on previously intractable research questions in linguistics. They will survey the kinds of research

questions that can be investigated using a corpus linguistic approach and know about the corpus-

analysis tools. This part of the course will discuss how corpus linguistics differs from other

research traditions in linguistics, emphasizing the advantages of this approach for studies of

language use. In addition, a number of published case studies illustrating the range of linguistic

research questions that have been studied from a corpus linguistic perspective and

methodological issues relating to corpus design and construction will be discussed.

Objectives: At the end of the course learners will be able to:

know about the research questions that can be investigated using a corpus linguistic

approach

understand methodological issues and techniques used in corpus-based research

use corpus-analysis tools that are used to investigate language use

Contents:

Goals and methods of the corpus-based approach

Investigating the use of language features

o Lexicography

o Grammar

o Lexico-grammar

o The study of discourse characteristics

Investigating the characteristics of varieties

o Register variation and English for Specific Purposes

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o Language acquisition and development

o Historical and stylistic investigations

Methodology

o Issues in corpus design

o Issues in diachronic corpus design

o Concordancing packages versus programming for corpus analysis

o Characteristics of tagged corpora

o The process of tagging

o Norming frequency counts

o Statistical measures of lexical associations

o The unit of analysis in corpus-based studies

o Significance tests and the reporting of statistics

o Factor loadings and dimension scores

Recommended readings

1. Biber, D., Conrad, S. & Reppen. R. (1998). Corpus linguistics: Investigating language

structure and use. Cambridge. (BCR)

2. McEnery, T., R. Xiao, & Y. Tono. (2006). Corpus-based language studies: An

advanced resource book. Routledge. (MXT)

Phonetics and Phonology

Course description: The course aims at providing students with descriptive, analytical and

applied knowledge about the sound system in general and sound system of English in particular

and the varieties of English so that they may know how English is spoken (acceptable

pronunciation) and be able to teach it the way it has to be taught . Moreover, the course will also

focus on developing students’ background knowledge of phonological description & theory in

order to help them explain the theories & the principles regulating the use of sounds in spoken

language. This will enable the students to analyze and describe not only the sound system of

English language and its various dialects but also of their own language/s and identify the

problems of English pronunciation.

Contents:

Introduction

Stages in the production of speech

Speech Organs

Manner and Place of articulation

Segmental Phonology

Phonemes and allophones (consonants, vowels, diph/triphthongs)

The Cardinal Vowel System

Syllable and syllabic structure (consonant clusters, syllable, word stress)

Sounds in connected speech (weak forms, elision and assimilation)

Suprasegmental Phonology

Word and Sentence stress and intonation

Contrastive Phonology

Teaching of pronunciation

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Application of phonetic and phonological rules in daily life

Pakistani English

Phonetic/Phonemic Transcription

Recommended readings:

1. P. Roach, English Phonetics and Phonology: A Practical Course. Cambridge: Cambridge

UP, 1991

2. J. Kenworthy, Teaching English Pronunciation. London: Longman, 1987

3. D.A. Burquest, Phonological Analysis: A Functional Approach, Dallas: SIL, 2001

4. Celce-Murcia, M., Brinton, D. & Goodwin, J. (1996). Teaching Pronunciation:

reference for Teachers of English to speakers of Other Languages. Cambridge:

CUP.

Semester II: Core Courses

Research Methods in Applied Linguistics

Course Description: The course is a core/required second semester course. It is a survey of the

techniques and approaches used in second/foreign language research and applied linguistics as

well as qualitative and quantitative research. It familiarizes students with techniques and

methods of selecting topics, developing questions, collecting and analyzing data, and preparing

the research proposal and report. Moreover, the course provides students with an opportunity to

know and practice how to construct, analyze, and report quantitative data as well as use SPSS to

analyze data.

Objectives: The course is intended to prepare students to:

know about the selected research techniques and approaches used in the qualitative and

quantitative research paradigms

have knowledge of the basic concepts underlying the use of statistics

develop an understanding of ways of constructing, analyzing and reporting quantitative

data and using SPSS for analysis of data

identify a researchable problem statement, develop an understanding of the key elements

of the research process (i.e., design methodology; population & sampling;

instrumentation, etc)

develop a defensible research proposal

Contents:

Research: An introduction

The dissertation process: The research roadmap

Key parts of a research proposal

Research paradigms/families: types of research

Research ethics and ethical issues in research involving human subjects

Common data collection measures/tools

Data collection and analysis procedures

How to choose your topic?

Where do research topics come from?

Myths and misnomers regarding research and its process

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Specifying your problem statements/research questions: the WHAT, WHY, and SO

WHAT

Designing a quantitative study and qualitative research design

How to write the INTRODUCTION?

What is review of literature and how to write it?

The research design methodology

Population and Sampling procedures

Some specialized qualitative sampling terminology

Questions and issues related to Validity and reliability

Sources of information

The Basics of Statistics

Variables, Research problems, and questions

Data coding, entry, and checking

Measurement and descriptive statistics

Analyzing quantitative/qualitative data

Selecting and interpreting inferential statistics

Correlation and Regression

t Tests and ANOVA

Recommended readings:

1. Mackey, A. & Gass, S. (2005). Second language research: Methodology and design.

New York: Routledge.

2. Dörnyei, Z. (2007). Research methods in Applied Linguistics: Quantitative, Qualitative,

and Mixed methodologies. Oxford: OUP

3. Morgan, G.A., Leech, N.C., Gloeckner, G.W., & Barret, K.C. (2007). SPSS for

introductory statistics: Use and interpretation. Mahwah, NJ: Lawrence Erlbaum

Associates, Inc.

4. Research Design & Methodology (Electronic textbook/materials) developed by Dr. Mary

I Dereshiwsky at Northern Arizona University College of Education.

5. Caelli, K., Ray, L., & Mill, J. (2003). Clear as Mud: Towards Greater Clarity in

Qualitative Research. International Journal of Qualitative Methods. 2:2. Retrieved 5

August 2004 from www.ualberta.ca/iiqm/backissues/pdf/caellietal.pdf

6. Holliday, A. (2002). Doing and writing qualitative research. London: Sage.

7. Maxwell, J.A. (2005). Qualitative research design: An Interactive Approach. (2nd ed).

Thousand Oaks, CA: Sage.

8. Tesch, R. (1990). Qualitative research: Analysis types and software tools. London:

Falmer.

Second Language Acquisition

Course description: The course is a second semester core course that introduces the graduate

students in applied linguistics to the broad issues comprising the field of second language

acquisition (SLA). It is an overview of the field of SLA as it relates to language teaching and

theories o second language learning. Students will review early approaches to SLA before

studying SLA theories and investigating a number of different theoretical and empirical positions

adopted by SLA researchers.

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Objectives: At the end of the course students will have knowledge and understanding of the:

issues within the field of SLA

theories of SLA

questions investigated by SLA researchers

empirical positions adopted by leading SLA researchers

how to design and develop studies related to second language acquisition/learning

Contents:

SLA and language teaching

The nature of theories

Language emergence: Implications for Applied Linguistics

Early theories in SLA

Universal Grammar

Functional Approaches to SLA

Associative-cognitive Creed

Morpheme Acquisition

Skill Acquisition Theory

Implicit and explicit knowledge in grammar

Input, Output, and Interaction in SLA

Input Processing in Adult Second Language Acquisition

Processability Theory

Autonomous Induction Theory

Lexical knowledge and SLT: Formulaic sequences

Sociocultural Theory and Second Language Learning

Recommended readings:

VanPattan, B. & Williams, J. (2007). Theories in Second Language Acquisition: An

introduction. Mahwah, NJ: Lawrence Earlbaum.

Electronic readings:

Lightbown (2000); Sheen (2002); Lightbown (2002); Long (1990); Ellis & Larsen Freeman

(2006); Lakshmanan & Selinker (2001); Inagaki (2002); Sugaya & Shirai (2007); Goldschneider

& Dekeyser (2001); Ellis(2002 and 2006); Morgan-Short & Bowden (2006); Mackey (2006);

Philp (2003);Toth (2006); Wray (2000).

Semester II: Optional Courses

ESL Curriculum Development

Course description: ESL Curriculum Development provides a survey and analysis of L2

curriculum and syllabus design, development, and evaluation. It familiarizes students with

theoretical and practical issues related to the curriculum and course development process,

including the selection of content and the development of corresponding instructional materials

for ESL/EFL instruction. The course provides students with an opportunity to engage in a

semester-long project that highlights real-life curriculum- and course-planning issues.

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Objectives: At the end of the course students will have:

knowledge and understanding of theoretical and practical issues related to the curriculum

and course development process

understanding of the principles, techniques, and practices involved in curriculum/course

and syllabus design

ability to select and develop instructional materials

ability to conduct curriculum and course evaluation

ability to conduct a semester-long project and develop a course

Contents:

Curriculum Development

Language curriculum design

Course development and the role of environment (situation) and needs analyses

Principles guiding the curriculum and course design process

Goals, content, and sequencing

Format and presentation: Principles guiding materials selection, adoption, adaptation, and

development

Monitoring and assessment

Evaluation

Approaches to curriculum design

Negotiated and other syllabi types

Adopting and adapting an existing course book

Introducing change

Teaching and curriculum design

Approaches to ESP

Approaches to EAP

Approaches to task-based Instruction

Approaches to project-based and problem-based instruction

Approaches to content-based instruction

Introducing change in the curriculum and course design process

Recommended readings:

1. Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York:

Routledge.

2. Alan, B., & Stoller, F. L. (2005). Maximizing the benefits of project work in foreign

language classrooms. English Teaching Forum, 43(4), 10–21.

3. Bigelow, M., Ramney, S., & Hebble, A. M. (2005). Choosing depth over breadth in a

content-based ESOL program. In D. Kaufman & J. A. Crandall (Eds.), Content-based

instruction in primary and secondary settings (pp. 179–193). Alexandria, VA: TESOL.

4. Brown, J. D. (1995a). Figure 1.2. Systematic approach to designing and maintaining

language curriculum. In The elements of language curriculum: A systematic approach to

program development (p.20). Boston: Heinle & Heinle.

5. Brown, J. D. (1995b). Ways of organizing: Syllabuses. In The elements of language

curriculum: A systematic approach to program development (pp. 6–14). Boston: Heinle

& Heinle.

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6. Burns, A. (2010). What is action research? In Doing action research in English language

teaching: A guide for practitioners (pp. 1–21). New York: Routledge.

7. Donley, K. M. (2006). Curriculum at the next level. In M. A. Snow & L. Kamhi-Stein

(Eds.), Developing a new course for adult learners (pp. 219–242). Alexandria, VA:

TESOL.

8. Evans, H. (2006). Animals in the language classroom? Teaching English and critical

thinking in a social issues class. In M. A. Snow & L. Kamhi-Stein (Eds.), Developing a

new course for adult learners (pp.167–195). Alexandria, VA: TESOL.

9. Flowerdew, J., & Peacock, M. (2001). The EAP curriculum: Issues, methods, and

challenges. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for

academic purposes (pp. 177–194). New York: Cambridge University Press.

10. Graves, K. (1996). Table 1: Framework components. In K. Graves (Ed.), Teachers as

course developers (p. 13). New York: Cambridge University Press.

11. Miller, L. (2001). English for engineers in Hong Kong. In J. Murphy & P. Byrd (Eds.),

Understanding the courses we teach: Local perspectives on English language teaching

(pp. 236–255). Ann Arbor, MI: University of Michigan Press.

12. Morgan, B. (2001). Community-based ESL: Exploring “critical citizenship”. In J.

Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on

English language teaching (pp. 115–134). Ann Arbor, MI: University of Michigan Press.

13. Nation, P. (2000). Designing and improving a language course. English Teaching Forum,

38(4), 2–11.

14. Nunan, D. (1989). Hidden agendas: The role of the learner in programme

implementation. In R. K. Johnson (Ed.), The second language curriculum (pp. 176–186).

NY: Cambridge University Press.

15. Pica, T.(2008). Task-based instruction. In N. Van Deusen-Scholl & N. H. Hornberger

(Eds.), In Encyclopedia of language and education (2nd ed., pp. 71–82). New York:

Springer.

16. Richards, J. C. (2001a). Emergence of a curriculum approach in language teaching. In

Curriculum development in language teaching (pp. 39–43). New York: Cambridge

University Press.

17. Richards, J. C. (2001b). Example of a course rationale. In Curriculum development in

language teaching (pp. 146). New York: Cambridge University Press.

18. Richards, J. C. (2001c). Selecting a syllabus framework. In Curriculum development in

language teaching (pp. 152–165). New York: Cambridge University Press.

19. Shaila, M. Y., & Trudell, B. (2010). From passive learners to critical thinkers: Preparing

EFL students for university success. English Teaching Forum, 48(3), 2–9.

20. Smoak, R. (2003). What is English for specific purposes? English Teaching Forum,

41(2), 22–27.

21. Snow, M. A., & Kamhi-Stein, L. (2006). Developing a new course for adults:

Transforming challenges into solutions. In Developing a new course for adult learners

(pp. 1–15). Alexandria, VA: TESOL.

22. Stoller, F. L. (2006). Establishing a theoretical foundation for project-based learning in

second and foreign language contexts. In G. H. Beckett & P. C. Miller (Eds.), Project-

based second and foreign language education: Past, present, future (pp. 19–40).

Greenwich, CT: Information Age.

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23. Stoller, F. L. (2008). Content-based instruction. In N. Van Deusen-Scholl & N. H.

Hornberger (Eds.), Encyclopedia of language and education (2nd ed., pp. 59–70). New

York: Springer.

24. Stoller, F. L., & Grabe, W. (1997). A six-T's approach to content-based instruction. In M.

A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on

integrating language and content (pp.78–94). NY: Longman.

25. Terdal, M., Ruhl, J., & Armstrong, C. (2001). English in the workplace at Goodwill

Industries. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local

perspectives on English language teaching (pp. 72–91). Ann Arbor, MI: University of

Michigan Press.

26. Tomlinson, B. (2010). Principles of effective materials development. In N. Harwood

(Ed.), English language teaching materials: Theory and practice (pp. 81–108). New

York: Cambridge University Press.

27. Willis, J. R. (2004). Perspectives on task-based instruction: Understanding our practices,

acknowledging different practitioners. In B. L. Leaver & J. R. Willis (Eds.), Task-based

instruction in foreign language education: Practices and programs (pp. 3–44).

Washington, D. C.: Georgetown University Press.

28. Graves, K. (2008). The language curriculum: A social contextual perspective. Language

Teaching, 41(2), 147-181.

29. Stoller, F. L. (1999). Time for change: A hybrid curriculum for EAP programs. TESOL

Journal, 8(10), 9–13.

English Syntax

The course is an optional course. It aims to familiarize the students with some of the major

theories and issues in syntax. The course will help them understand and appreciate the

relation between syntactic theories and linguistic analysis.

Contents:

Universal Grammar

o Principles and parameters o categories and features

o X-Bar Theory

Syntactic Structure

Merger; empty categories

Movement

o Head movement

o Verb Movement

o Negation

o Case and agreement

Operator Movement

o Economy Principle

o Split projections

Recommended Readings:

1. Baker, L. C. (1995). English Syntax. The MIT Press.

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2. Chomsky, N. (2004). Beyond Explanatory Adequacy. Structures and Beyond. In

Belletti Adriana (Ed.), The Cartography of Syntactic Structure. Vol 3. Oxford:

OUP. (104-131).

3. Haegeman, L. (1994). Introduction to Government and Binding Theory. Blackwell.

4. Miller, J. (2008). An Introduction to English Syntax. Edinburgh Textbooks on the

English Language.

5. Radford, A. (1997a). A Minimalist Introduction. CUP.

6. Radford, A. (1997b). Syntactic Theory and the Structure of English: A Minimalist

Approach. Cambridge University Press.

Technology in Language Teaching

Course description: The course aims to introduce students to the theoretical and practical issues

related to the use of technology for second language teaching and the diverse uses of technology

in the context of English language learning.

Contents

Computer assisted language learning (CALL)

Introduction to essential computer applications

Effective uses of internet resources in the language class

Using e-mail in the language curriculum

Use of multi-media in the language class

Use of audio-visual and web resources

Developing a web-site

Recommended Reading:

1. Boswood, T. (Ed.). (1998). New Ways of Using Computers in Language Teaching.

Alexandria, VA: Teachers of English to Speakers of Other Languages.

2. Ely, P. (1984). Bring the Lab Back to Life. Oxford: Pergamon Press.

3. Hanson-Smith, E. Technology in the Classroom. Alexandria, VA: Teachers of English to

Speakers of Other Languages.

4. Hardisty, D., & Windeatt, S. CALL. Oxford: Oxford University Press.

5. Healey, D., & Johnson, N. (Eds.). (1997). CALL IS Software List. Alexandria, VA:

Teachers of English to Speakers of Other Languages.

6. Lomicka, L, & Cooke-Plagwitz, J. (Eds) (2003) Teaching with Technology. Heinle and

Heinle.

7. Stempleski, S., & Arcario, P. (Eds.). (1992). Video in Second Language Teaching: Using,

Selecting, and Producing Video for the Classroom. Alexandria, VA: Teachers of English

to Speakers of Other Languages.

8. Stempleski, S., & Tomalin, B. (1990). Video in Action. New York: Prentice Hall.

9. Teachers of English to Speakers of Other Languages. (1996). Computer-Enhanced

ESL/EFL Language Instruction Archive. Alexandria, VA.

10. Warschauer, M. (1995). E-Mail for English Teaching. Alexandria, VA: Teachers of

English to Speakers of Other Languages.

11. Beauvois, Margaret Healy. “Computer-Mediated Communication: Technology for

Improving Speaking and Writing.” Bush and Terry. 165-84.

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12. Bush, Michael D., and Robert M. Terry. Eds. Technology-Enhanced Language Learning.

Lincolnwood: Natl. Textbook, 1997.

13. Chun, Dorothy M., and Jan L. Plass. Cyberbuch. CD-ROM. New York: St. Martin’s,

1997.

14. Joiner, Elizabeth. “Teaching Listening: How Technology Can Help.” Bush and Terry. 77-

120.

15. Kassen, Margaret Ann, and Christopher J. Higgins. “Meeting the Technology Challenge:

Introducing Teachers to Language-Learning Technology.” Bush and Terry 263-85.

16. Martinez-Lage, Ana. “Hypermedia Technology and the Teaching of Reading.” Bush and

Terry. 121-63.

Discourse Analysis

Course description: People use language in context, yet linguistic models of language

structure and processing tend to focus on language in isolation, all else being equal. The

focus of this course is on charting what it means for all else not to be equal in order to better

understand how language works in larger discourse contexts. The focus will be organization

of language above the sentence-level, considering a variety of cross-sentence discourse

phenomena (coreference, ellipsis, information structure) and the types of models that have

been proposed to capture cross-sentence relationships (coherence, discourse markers,

conversational organization). The course also explores a variety of approaches and discusses

their theoretical assumptions, methodological tools, and empirical strengths and weaknesses.

Contents:

Introduction to Discourse Analysis

o What is discourse and discourse analysis?

o Semantics vs. Pragmatics

Role of Context in Interpretation

o Ambiguity in Reference

o Centering theory, Coherence and coreference

o Coherence, Bilingualism

o Information structure and non-canonical syntax

Representation of Discourse Structure

o Coherence relations: local and global coherence

o Discourse trees vs. graphs

o Discourse Markers

o What are discourse markers?

o Do discourse markers always help?

Conversational Organization

o Coordination between speakers

o Cooperativeness or consistency

Turn-taking

o Information flow in conversation

o Turn-taking across cultures and online

o “Well” as a discourse marker

Recommended readings:

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1. Brown, G. & Yule, G. (1983). Discourse Analysis. Preface & Ch 1. Halliday, M. A.

K. & Hasan, R. (1976). Cohesion in English. Ch 1.

2. Green, G. M. (1996). Pragmatics and Natural Language Understanding. Ch 4 & 5.

3. Noveck, I. A. & Reboul, A. (2008). Experimental pragmatics: A Gricean turn in the

study of language. TRENDS in CogSci, 12, 425-431.

4. Miltsakaki, E. (2002). Towards an aposynthesis of topic continuity and intra-sentential

anaphora. Computational Linguistics, 28, 319-355.

5. Hobbs, J. (1979). Coherence and coreference. Cognitive Science, 3, 67-90.

6. Rohde, H., Kehler, A. & Elman, J. L. (2007). Pronoun Interpretation as a Side Effect of

Discourse Coherence. Proceedings of the 29th Annual CogSci Conference.

7. Sorace, A., Serratrice, L. Filiaci, F. & Baldo, M. (2009). Discourse conditions on

subject pronoun realization: linguistic intuitions of older bilingual children. Lingua,

119, 460-477.

8. Prince, E.F. (1992). The ZPG letter: subjects, definiteness, and information-status.

In Thompson, S. and Mann, W., eds. Discourse description: diverse analyses of a

fund raising text. pp. 295-325.

9. Ward, G., & Birner, B. (2004). Information structure and non-canonical syntax. In L.

R. Horn & G. Ward (Eds.), The Handbook of Pragmatics. pp. 153-174.

10. Kehler, A. (2004). Discourse coherence. In L. R. Horn & G. Ward (Eds.), The

Handbook of Pragmatics. pp. 241-265.

11. Polanyi, L. (1988). A formal model of the structure of discourse. Journal of

Pragmatics, 12, 601-638.

12. Wolf, F. & Gibson, E. (2005). Representing discourse coherence: A corpus-based

analysis. Computational Linguistics, 31, 249-288.

13. Fraser, B. (1999). What are discourse markers? Journal of Pragmatics, 31, 931-952.

Blakemore, D. (1989). Denial and Contrast: A Relevance Theoretic Analysis of “But”.

Linguistics and Philosophy, 12(1), 15-37.

14. Kamalski, J., Sanders, T., & Lentz, L. (2008). Coherence Marking, Prior Knowledge,

& Comprehension of Informative & Persuasive Texts: Sorting Things Out. Discourse

Processes, 45, 323-345.

15. Holtgraves, T. M. (2002). Language as social action: Social psychology and language

use. Ch4.

16. Clark, H. H. (1985). Language use and language users. In G. Lindzey & E. Aronson

(Eds.), Handbook of social psychology (3rd ed.). pp. 179-231.

17. Garrod, S. & Pickering, M. J. (2004). Why is conversation so easy? TRENDS in

CogSci, 8, 8-11.

18. Shintel, H. & Keysar, B. (2007). You Said It Before and Youll Say It Again: Ex-

pectations of Consistency in Communication. Journal of Experimental Psychology:

Learning, Memory, and Cognition, 33(2), 357-369.

19. Chafe, W. (1987). Cognitive constraints on information flow. In R. Tomlin (Ed)

Coherence and Grounding in Discourse. pp 21-51.

20. Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the

organization of turn-taking for conversation. Language, 50, 696-735.

21. Stivers, T., Enfield, N. J., Brown, P., Englert, C., Hayashi, M., Heinemann, T., Hoy-

mann, G., Rossano, F., de Ruiter, J. P., Yoon, K., Levinson, S. C. (2009). Universals

and cultural variation in turn-taking in conversation. PNAS, 106(26), 10587-10592.

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22. Baron, N. (2010). Discourse Structures in Instant Messaging: The Case of Utterance

Breaks. Language@Internet, 7.

23. Blakemore, D. (2002). “Well”. Relevance and Linguistic Meaning: The Semantics

and Pragmatics of Discourse Markers. pp128-148.

24. Watts, R. (1989). Taking the pitcher to the “well”: native speakers’ perception of

their use of discourse markers in conversation. Journal of Pragmatics, 13, 203-237.

Pragmatics

Course description: In this course students will be able to study factors that govern choice of

language in social interaction and the effects of these choices on others in addition to the

theoretical and methodological approaches used in the study social interactions. Contents:

Speech act theory – complex speech acts

Felicity conditions

Cooperation and Conversational implicature

Reference and Inference

Presupposition and Entailment

Discourse and Culture

The cooperative principle

Conversational maxims

Relevance

Politeness

Phatic tokens

Deixis

Recommended Reading:

1. Grice, H.P. (1989) Studies in the Way of Words, Harvard University Press

2. Leech, G.N (1983) Principles of Pragmatics, Longman

3. Levinson, S. (1983) Pragmatics, Cambridge University Press

4. Levinson, S. (2000) Presumptive Meanings: The Theory of Generalized Conversational

Implicature, MIT Press

5. Verscheuren, J. (1999) Understanding Pragmatics, Arnold

Psycholinguistics

Course description: The course aims at developing understanding of different psychological

variables that interact with and upon the teaching, acquisition, and learning of language and of

the relation of language and mind/psychology. This will enable the students to develop the

theoretical background of learning and teaching English as a second language.

Contents:

Psychology and language

Basic Psycholinguistics

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o Comprehension and Memory

o Forms and Functions

o Basic Syntax and Production

o Production and Memory

o Meaning, Memory and Recognition of Words

o Articulation and Perception

Developmental Psycholinguistics

o Phonological Development

o Syntactic Development

o Semantic Development

o Discourse Skill

Applied Psycholinguistics

o Bilingual Language processing

o Language and Brain

Theories of language Acquisition/Learning: Behaviourism, Cognitivism,

Interactionism

Recommended Readings:

1. Taylor, I. (1990). Psycholinguistics: Learning and Using Language, Printice Hall, INC. 2. Clark, Herbert, et al, (1984). Psychology and Language: An Introduction to

Psycholinguistics. London: Harcourt Brace Teaching and Researching Speaking and Listening

Course description: This course provides an overview of ESL/EFL methodology and research

focusing on aural/oral skills. It provides students with some knowledge of current methods and

materials used for listening and speaking instruction in ESL/EFL teaching and the issues related

to teaching speaking and listening. It also covers related topics such as pronunciation and group

formation for language practice. The course aims to:

provide knowledge about the research and theoretical bases of the methods and

techniques used in the teaching of oral/aural skills in EFL/ESL

promote knowledge of current trends and materials for oral/aural skill building in

ESL/EFL instruction

provide practice in identifying learner needs at the individual and classroom level and

evaluating teaching methods and materials to develop oral/aural skills

enable students to practice and get feedback on lesson preparation in oral/aural skills

consider how aural/oral skill development can form part of an integrated skills approach

illustrate ways to integrate content and oral/aural language skills instruction

Contents:

Approaches to and models of Listening

What’s involved in listening?

Listening styles and strategies

Listening: A pedagogical model & what is listening?

Listening: Case studies; Technology & films; key issues in teaching listening

Listening: Principles & practices

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Pronunciation & listening comprehension

Pronunciation: English sound system

Issues in connected speech

Pronunciation: Common problems and solutions

Pronunciation: Classroom practices

Speaking: Overview and fundamentals

Speaking: What is speaking? & Characteristics of a conversation class

Speaking: Research findings

Speaking: Cooperative learning

Speaking: Successful speaking activities

Key issues in teaching speaking

Recommended readings:

1. Avery, P., & Ehrlich, S. (1992). Teaching American English pronunciation. Oxford:

Oxford University Press. (A&E in syllabus)

2. Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice.

New York: Cambridge University Press. (F&M in syllabus)

3. Folse, K. S. (2006). The art of teaching speaking: Research and pedagogy for the

ESL/EFL classroom. Ann Arbor, MI: University of Michigan Press.

4. Bailey, K. (2005). Practical English Language Teaching: Speaking. New York, NY:

McGraw Hill.

5. Helgesen, M., & Brown, S. (2006). Practical English Language Teaching: Listening.

New York, NY: McGraw Hill.

6. Celce-Murcia, M., Brinton, D., Goodwin, J., & with Barry Griner (2010). Teaching

pronunciation: A course book and reference guide. Cambridge University Press

Electronic readings:

1. Bassano, S. (2003). Helping ESL students remember to speak English during group

work. TESOL Journal, 12(1), 35–36.

2. Derwing, T. M. (2003). What do ESL students say about their accents? The Canadian

Modern Language Review, 59, 547-566.

3. Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation

teaching: A research-based approach. TESOL Quarterly, 39 (3), 379-397.

4. Gibert, J. (1995). Pronunciation practice as an aid to listening comprehension. In D. J.

Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language listening (pp.

97-112). San Diego, CA: Dominie Press.

5. Goodwin J. (2001). Teaching pronunciation. In M. Celce-Murcia (Ed.), Teaching English

as a second or foreign language (pp. 117-137). Boston: Heinle & Heinle.

6. Ishihara, M., & Chi, J. C. (2004). Authentic video in the beginning ESOL classroom:

Using a full-length feature film for listening and speaking strategy practice. English

Teaching Forum, 42(1), 30–35.

7. Iwashita, N., Brown, A., McNamara, T., O’hagan, S. (2008). Assessed levels of second

language speaking proficiency: How difficult? Applied Linguistics, 29, 24–49.

8. Jacobs, G., & Hall, S. (2002). Implementing cooperative learning. In J. Richards & W.

Renandya (Eds.), Methodology in language teaching (pp. 52–58). Cambridge: Cambridge

University Press.

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9. Jenkins, J. (2005). Implementing an international approach to English pronunciation: The

role of teacher attitudes and identity. TESOL Quarterly, 39, 535-543.

10. Kang, O. (2010). Relative salience of suprasegmental features on judgments of L2

comprehensibility and accentedness. System. 38, 301-315.

11. Kang, O., & Rubin, D. (2009). Reverse linguistic stereotyping: Measuring the effect of

listener expectations on speech evaluation. Journal of Language and Social Psychology,

28, 441-456.

12. Ladefoged, P. (2001, 2006, 2010). A course in Phonetics. Wadsworth Publishing,

Chapters 1-2.

13. Lazaraton, A. (2001). Teaching oral skills. In M. Celce-Murcia (Ed.), Teaching English

as a second or foreign language (pp. 103-116). Boston: Heinle & Heinle.

14. Levis, J. M. (2007). Computer technology in teaching and researching pronunciation.

Annual Review of Applied Linguistics, 27, 184-202. It's available in our Cline library.

15. Levis, J. M., & Grant, L. (2003). Integrating pronunciation into ESL/EFL classrooms.

TESOL Journal, 12, 13–19.

16. McGroarty, M., & Calderón, M. (2005). Cooperative learning for second language

learners: Models, applications, and challenges. In P. Richard-Amato & M.A. Snow

(Eds.), Academic success for English language learners: Strategies for K-12 mainstream

teachers (pp. 174–194). White Plains, NY: Longman.

17. Meldelsohn, D. (1995). Applying learning strategies in the second/foreign language

listening comprehension lesson. In D. J. Mendelsohn & J. Rubin (Eds.) A guide for the

teaching of second language listening ( pp. 132-150). San Diego, CA: Dominie Press.

18. Morley J. (2001). Aural comprehension instruction: Principles and practice. In M. Celce-

Murcia (Ed.), Teaching English as a second or foreign language (pp. 69-86). Boston:

Heinle & Heinle.

19. Murphy, J. (1991). Oral communication in TESOL: Integrating Speaking, listening &

pronunciation. TESOL Quarterly, 25(1), 51-75.

20. Nation, I.S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking (chapters

3 & 9). New York, NY: Routledge.

21. Peterson, P. W. (2001). Skills and strategies for proficient listening. In M. Celce-Murcia

(Ed.), Teaching English as a second or foreign language (pp.87-100). Boston: Heinle &

Heinle.

22. Vela Izquierdo, A. F. (2004). Reciprocal teaching: A useful tool in increasing student-

talking time. English Teaching Forum, 42(2), 20–25. (Note: listed under Izquierdo in

Vista)

23. Wong, R. (1993). Pronunciation Myths and Facts. English Teaching Forum, pp. 45-46.

Semester III & IV Thesis Writing

This one-year writing process and 26 CHs course means serious research work. The candidates

will compose a research paper of about 20,000 to 25,000 words on a topic of choice in Applied

Linguistics.