FIRST YEAR – ENGLISH              SEMESTER –I

Foundation Course

မ ၁၀၁   ျမန္မာစာ

Core Courses

Eng 1101      English Literature – 1 (19^th and 20^th Century Prose and 20^th Century Short Stories)

Eng 1102      English Literature – 2 (20^th Century Poetry and Drama)

Eng 1103      Communicative Skills -1

Elective Courses (for English Specialisation)

Psy 1001      Public Relations

Phil 1001      Logic in Practice – 1

OS 1001       Fundamentals of the Pali Language

IR 1002        Introduction to International Relations – 1

Hist 1003     World History to 1500 – 1

AM 1001      Aspects of Myanmar

* An English specialisation student will have to take two electives (one elective, and AM 1001) from among those offered.

ENG 1101: English Literature – 1 (19^th& 20^th Century Prose and 20^th Century Short Stories)

Course Description

This module introduces students to English literature through selected 19^th& 20^th century prose passages and the 20^th century short stories by well-known authors. The selection is based on the inclusion of a variety of themes. This module will help students to explore various types of prose passages, styles of writing and characteristics of short stories such as plot, setting, mode of development, and literary devices. Prose writing and short stories being mirrors of a particular period or age, these selections will raise students’ awareness of the historical, social and cultural background of the story. This module will also train students to read literary texts closely, and appreciate them and express their understanding of texts both in class discussion and in writing. 

Learning Outcomes

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

• identify salient features of literary texts
• analyze works by authors who represent diverse world cultures
• appreciate literature and express their understanding of texts both in class discussion and in writing, and
• discuss the connections between literature and its historical, social and cultural contents.

Assessment

Assessment will be done through the following modes:

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

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

• active participation in class and group discussions
• completion of tutorials, which test the students’ understanding of theories in analyzing prose passages
• completion of one written assignment/ project and one group presentation
• completion of one individual assignment
• completion of the closed book final written examination
  

Coursebook

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

References for Prose

Abrams, M. H. (1986). The Norton Anthology of English Literature. (Fifth edition). New York: Norton & Company.

Armour, J. S. (1958). Standard English Essays. Bombay: Blackie and Son Ltd.

Boas, G. (1954). Modern English Prose. London: Macmillan & Co. Ltd.

Conlin, M.L. (1990). Patterns Plus: A Short Prose Reader with Argumentation. Boston: Houghton Mifflin Company.

D’oyley, E. (1934). Modern Prose. London: Edward Arnold & Co.

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

Stafford, W. & Candelaria, F. (1966). The Voices of Prose. USA: McGraw. Hill, Inc.

References for Short Stories

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

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

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

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

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

Eng 1102: English Literature – 2 (20^th Century Poetry and Drama)

 Course Description

This module deals with 20^th century poetry and drama. It will acquaint students with various styles of literary texts and enable them to gain the socio-cultural knowledge of that period as reflected in the selected texts. Students have to study a variety of 20^th Century poems, both British and American, which are representative of the period, being presented through a thematic approach. It aims at helping students to appreciate modern English poems. It is hoped that students’ language skills will be enhanced through literature learning. Moreover, students will be able to appreciate and write poems while learning different types of poems. A collection of 20^th century English Drama will enable students to read plays not only for pleasure but also to understand life as presented by playwrights This module includes the plays, written in a variety of styles, for the stage, making it possible for them. It makes it possible for students to study plays to get a glimpse of play-acting and the theatre from the mid-nineteenth century to the present, encompassing such radical movements as realism, naturalism and symbolism. It also introduces them to the theatre of the absurd, and post-modernism. 

Learning Outcomes

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

1. recite poems with correct pronunciation, stress, intonation, rhyme and rhythm
2. appreciate poems and plays by classifying, interpreting and discussing them
3. criticize and compare the situations in poems and plays which reflect different themes, cultures, social economic and educational aspects
4. express their ideas and feelings and defending to highlight their standpoints.
5. write poems and display and illustrate them in attractive and creative ways
6. write skits and perform on the stage improving their language skills.

Assessment

Assessment will be done through the following modes:

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

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

1. active participation in the class and group discussions for each poem and play
2. completion of tutorials, which test the students’ understanding of what they have learnt
3. completion of one group activity: poem writing / play performance
4. completion of the closed book final examination
   

References

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

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

Allison, A. W. et al. (1986) Masterpieces of Drama. USA: Macmillan Publishing Co.

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

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

Leech, Geoffrey N, A linguistic guide to English poetry, (1^st ed.) London, Longman, 1969.

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

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

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

Vaughan-Rees, Michael, Rhymes and rhythm: A poem-based course for English pronunciation, (1^st edn.) UK, Macmillan Publishers Ltd,1994.

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

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

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

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

Eng 1103: Communicative Skills – 1  

Course Description

This module aims to develop students’ communicative skills. It contains Grammar, Vocabulary, Reading, Listening, and Speaking/Pronunciation components. Grammar is contextualized and introduced through an inductive approach. A variety of authentic and semi-authentic reading and listening texts will be given to introduce grammar and vocabulary. Vocabulary section focuses on word building and lexical patterns and recycled through activities in each unit. Regular pronunciation sections are integrated with the presentation of new language to practice word and sentence stress, difficult sounds, contractions and intonation. The Scenario lessons are included to extend speaking practice with important communicative features in a real-life situation. Study Skills section enhance students’ learning outside the classroom, participation in discussions, note-taking skills, presentation skills, and so on. Different genres of written texts are introduced to develop students’ writing through analysis of models and practice.

 Learning Outcomes

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

1. use language phrases and vocabulary appropriately to express their opinions, agree or disagree with others, and make suggestions in a ‘real-life’ situation.
2. improve their pronunciation in English and be confident enough to speak English.
3. develop their problem solving skills, critical thinking skills and creativity.
4. write argumentative essays, biographical profiles, job advertisements, typical covering letters and CVs
5. apply strategies for better comprehension skills such as: listen for gist and for specific information, uses of tenses, different methods of note-taking, etc.

Assessment Criteria

Assessment will be done through a combination of tutorial-based assessment (20%) and a final examination (80%).

For tutorial-based assessment, the students are asked to do some quizzes, give group presentation, take some mini-tests based on reading, writing, listening, vocabulary, and grammar they have learned.

In the final examination, they will be assessed through such components as reading, vocabulary, grammar, language use, and writing.

References

Cotton, D., Falvey, D. & Kent, S. (2014). New Language Leader 1: Coursebook. Pearson Education Limited.

MyEnglishLab: english.com/activate

FIRST YEAR  – ENGLISH                          SEMESTER –II

Foundation Course

မ ၁၀၂   ျမန္မာစာ

Core Courses

Eng  1104     English Literature – 3 (19^thand 20^th Century Prose and 20^th Century Short Stories)

Eng  1105     English Literature – 4 (20^th Century Poetry and Drama)

Eng  1106     Communicative Skills – 2

Elective Courses (for English Specialisation)

OS 1007       Pali Literature

Phil1003       Logic in Practice – 2

Psy1004       Understanding Human Interaction

IR 1005        Introduction to International Relations – 2

Hist 1006     World History 1500 – 2

AM 1002      Aspects of Myanmar

* An English specialisation student will have to take two electives (one elective and AM 1002) from among those offered.

ENG 1104: English Literature – 3 (19^th& 20^th Century Prose and 20^th Century Short Stories)

Course description

This module introduces literature through a selection of 19^th& 20^th century prose passages and short stories by well-known writers in the 20^th century. The selection of literary texts is based on a variety of themes. This module helps students to understand the style of various types of prose passages and the characteristics of short stories such as plot, setting, mode of development, and literary devices. This module focuses on analyzing the narrative features and tension and suspense of a literary work.  As short stories are mirrors of the age in which they were written, the selection helps students to gain the historical, social and cultural knowledge of the story. This module trains students to read literary texts intensively and to express their understanding of these texts both in class discussion and in writing. 

Learning Outcomes

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

• identify salient features of literary texts
• analyze works by authors who represent diverse world cultures.
• discuss the connections between literature and its historical, social and cultural content.
• appreciate literature and express their understanding of texts both in class discussion and in writing.
  

Assessment

Assessment will be done through the following modes:

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

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

1. active participation in class and group discussions
2. completion of tutorials, which test the students’ understanding of theories on analyzing prose and short stories
3. completion of one group assignment
4. completion of one individual assignment
5. completion of the final closed book examination
   

Prescribed Coursebook

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

References for Prose

Abrams, M. H. (1986). The Norton Anthology of English Literature. (Fifth edition). New York: Norton & Company.

Armour, J. S. (1958). Standard English Essays. Bombay: Blackie and Son Ltd.

Boas, G. (1954). Modern English Prose. London: Macmillan & Co. Ltd.

Conlin, M.L. (1990). Patterns Plus: A Short Prose Reader with Argumentation. Boston: Houghton Mifflin Company.

D’oyley, E. (1934). Modern Prose. London: Edward Arnold & Co.

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

Stafford, W. & Candelaria, F. (1966). The Voices of Prose. USA: McGraw. Hill, Inc.

References for Short Stories

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

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

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

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

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

Eng 1105: English Literature – 4 (19^th and 20^th Century Poetry & Drama)

 Course Description

This module deals with the study of a rich variety of poems, both British and American, which are representative of the century, being selected and presented in a thematic approach.  Students will be able to appreciate the selected poems expressed in modern English so that their language development in speaking and writing will be enhanced.

This module also deals with selections from English Drama of 20^th century. Students will be able to read not only for pleasure but also to tackle conventional themes in the light of a new understanding of the theory and development of tragedy, comedy, and other modes of dramatic expression. It aims at helping students to develop their language through an intensive study of the style of writing in these plays, which introduce the on-setting element of modernism. 

Learning Outcomes

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

1. appreciate and evaluate poems and plays by classifying, interpreting and discussing them
2. identify the theme of the literary texts and reflect on their personal development
3. express their ideas and feelings and defending to highlight their standpoints
4. write poems and display and illustrate them in attractive and creative ways, and
5. write skits and perform on the stage, improving their language skills.

Assessment

Assessment will be done through the following modes:

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

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

1. active participation in the class and group discussions for each lesson
2. completion of tutorials, which test the students’ understanding of what they have learnt.
3. completion of one group activity: poem writing / play performance
4. completion of the closed book final examination
   

References

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

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

Allison, A. W. et al. (1986) Masterpieces of Drama. USA: Macmillan Publishing Co.

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

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

Leech, Geoffrey N, A linguistic guide to English poetry, (1^st edn.) London, Longman, 1969.

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

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

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

Vaughan-Rees, Michael, Rhymes and rhythm: A poem-based course for English pronunciation, (1^st edn.) UK, Macmillan Publishers Ltd,1994.

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

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

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

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

Eng 1106: Communicative Skills – 2

Course Description

This module aims to develop students’ communicative skills and language skills: grammar, vocabulary, reading, listening, speaking, pronunciation, critical thinking skills, problem solving skills and creativity. Authentic and semi-authentic reading and listening texts are used to teach grammar in inductive approach and introduce vocabulary. The scenario in real-life situation is given to make students practise the language they have learned in different contexts.  Students are introduced to different genres and develop their writing through analysis of models and practice in producing different text styles. Throughout the course, engaging class activities will be given to make students communicate in English and develop their language skills. 

Learning Outcomes

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

1. use the English language appropriately in giving presentations, describing things and evaluating qualities in a real-life situation
2. write an opinion-led essay, a formal letter and a product report in a systematic way
3. apply strategies of skimming, scanning and proofreading
4. use such grammar patterns as defining relative clauses and non-defining relative clauses, modal verbs, second conditional for unreal situations in the present or future, comparative and superlative structures in real contexts
5. develop their critical thinking skills, problem solving skills and creativity

Assessment

Assessment will be done through a combination of tutorial-based assessment (20%) and a final examination (80%).

Tutorial-based assessment includes quizzes, give group presentation, mini-tests based on reading, writing, listening, vocabulary, and grammar they have learned.

In the final examination, they will be assessed through such components as reading, vocabulary, grammar, language use, and writing.

References

Cotton, D., Falvey, D. & Kent, S. (2014). New Language Leader 1: Coursebook. Pearson Education Limited.

MyEnglishLab: english.com/activate

SECOND YEAR  – ENGLISH                 SEMESTER –I

Foundation Course

မ ၂၀၀၁ ျမန္မာစာ

Core Courses

Eng  2101     English Literature – 5 (16^th to 20^th Century Prose and 19^th and 20^th Century Short Stories)

Eng  2102     English Literature – 6  (19^th and 20^th Century Poetry and Drama)

Eng  2103     English Language Studies – 1 (Introduction to General Linguistics and Phonetics)

Eng  2104     Communicative Skills – 3

Elective Courses (for English Specialisation)

Hist 2003     Social History of England

Psy  2001     Language and Thought

Phil 2001      History of Western Intellectual Development – 1

IR   2001      Elements of Political Institutions – 1

OS 2001       Pali Language

OS 2003       Pali Literature (Prose)

Elective Courses (for Other Specialisations)

Eng  2003 Developing Communicative Skills – 1

 * An English specialisation student will have to take one elective

Eng  2101: English Literature – 5  (16^th to 20^th Century Prose and 19^th& 20^th Century Short Stories)

 Course Description

This module introduces students to literature through a selection of 16^th to 20^th century prose passages and 19th& 20th century short stories by well-known writers in these periods. The selection is done from a variety of themes. This module helps students to extend their knowledge of styles of various types of prose passages and characteristics of short stories.

This module focuses more on characterization and tone of the text in particular. As short stories are mirrors of a certain age, the selection helps the students to gain knowledge about the author’s life, and the historical, social and cultural background of the story. This module trains students to read literary texts intensively, express their understanding of these texts both in class discussion and in writing, and develop language skills through literature.

16^th& 20^th Century Prose

Close reading (Prose)

1. Chapter 15 – Characterization

15.1. Character types and roles

15.2. Character analysis

2. Chapter 16 – The tone of the text: Comic, Tragic or Ironic

16.1.    Comedy

16.2.    Tragedy

16.3.    Irony 

19^th& 20^th Century Short Stories

1. A Clean Well-Lighted Place               Earnest Hemingway
2. The Jockey                                          Carson McCullers
3. The Purloined Letter                           Edgar Allan Poe
4. The Voyage                                         Katherine Mansfield
5. The Pomegranate Trees                       William Saroyan
   

Learning Outcomes

After this module, students will be able to:

• identify and analyze characterization techniques used by the different writers
• analyse a character in a short story
• identify and analyze the comic, tragic and ironic elements in a story
• create stories with different tones and characters using different characterization techniques
  

Assessment Criteria

Assessment will be done through a combination of tutorial-based assessment, class and group discussion and formal written assignments and a final closed book written examination.

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

1. active participation in class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt
3. completion of one written assignment/ project and one group presentation, and
4. completion of the final closed book written examination
   

Prescribed Coursebook

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

References for Prose

Abrams, M. H. (1986). The Norton Anthology of English Literature. (Fifth edition). New York: Norton & Company.

Armour, J. S. (1958). Standard English Essays. Bombay: Blackie and Son Ltd.

Boas, G. (1954). Modern English Prose. London: Macmillan & Co. Ltd.

Conlin, M.L. (1990). Patterns Plus: A Short Prose Reader with Argumentation. Boston: Houghton Mifflin Company.

D’oyley, E. (1934). Modern Prose. London: Edward Arnold & Co.

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

Stafford, W. & Candelaria, F. (1966). The Voices of Prose. USA: McGraw. Hill, Inc.

 References for Short Stories

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

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

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

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

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

Eng  2102: English Literature – 6  (19^th& 20^th Century Poetry & Drama)

Course Description

This module deals with the study of a rich variety of poems, both British and American, which are representative of the period. The poems are selected and presented using a thematic approach.  Students will be able to appreciate the selected poems expressed in English so that their language power in speaking and writing will be enhanced.

This module also deals with selections from English Drama of 19^th and 20^th centuries. Students will be able to read not only for pleasure but also to tackle conventional themes in the light of a new understanding of the theory and development of tragedy, comedy, and other modes of dramatic expression. It aims at helping students to develop their language through an intensive study of the style of writing in these plays, which introduce the on-setting element of modernism.

19^th& 20^th Century Poetry

1. The World is Too much with us          William Wordsworth
2. The Road not Taken                           Robert Frost
3. Invictus                                               William Ernest Henley
4. A Red, Red, Rose                               Robert Burns
5. When I was One and Twenty             A. E. Housman
6. How Do I Love Thee                          Elizabeth Barrett Browning

19^th& 20^th Century Drama 

1. The Princess and the Swineherd                     Nicholas Stuart Gray
   

Learning Outcomes

After completing the course, students will be able to:

1. gain knowledge of the culture-specific conventions of both British and American literatures
2. appreciate the selected poems expressed in modern English so that their speaking and writing skills will be enhanced

1. analyze the functions of texts and their relations with historical, social and political contexts, and
2. analyze how purpose, style and genre function in texts to achieve particular literary, rhetorical and aesthetic effects.

 Assessment 

Assessment will be done through a combination of tutorial-based assessment (20%), and a final closed book written examination (80%).

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

1. completion of tutorial-based assessment; group works, written assignments, poster competition/ role play and the presentations
2. completion of final closed book examination
   

References for Poetry

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

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

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

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

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

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

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

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

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

References for Drama

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

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

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

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

Eng 2103: English Language Studies – 1 (Introduction to General Linguistics and Phonetics)

Course Description

This module introduces general linguistics and phonetics. The first part consists of the definition of language, the origin and development of human languages, characteristics and varieties of language, as well as animal and human language. It also focuses on the definition, the scope of linguistics, types of linguistics and its related fields. The second part deals with the definition of phonetics, its branches, and the description of vowels and consonants.

Contents

Part A:

Language

• Definition
• Origin and development of human language
• Characteristics
• Varieties

Linguistics

• Animal communication and human language
• The origin and development of human language
• Varieties of language
• Speech and writing
• What is language?
• What is linguistics?
• Is linguistics a science?
• The scope of linguistics
• Linguistic levels
• Linguistics and related fields
• Types of linguistics or linguistics and other branches of knowledge
• Descriptive, historical and comparative linguistics

Part B:

Phonetics

• Definition of phonetics
• History of phonetics
• Branches of phonetics
• The production of speech: the speech mechanism
• The description of speech
• Vowels
• Consonants
  

Learning Outcomes

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

• discuss the history and characteristics of human language and animal communication
• use linguistic and phonetic knowledge in language learning
• distinguish speech sounds in English: for example, British English and American English, and
• transform words into phonemic scripts and vise visa.
  

Assessment

Assessment will be done through a combination of tutorial-based assessment, class and group discussion, formal written assignments (20%) and a final examination (80%).

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

1. active participation in the class and group discussions for each lesson
2. completion of three tutorials, which test the students’ understanding of what they have learnt
3. completion of two written assignments, and
4. completion of the final closed book written examination
   

References

Introduction to General Linguistics and Phonetics

Verma, S.K. &  Krishnaswamy, N. (1989). Modern Linguistics: An Introduction. Dehli: OUP.

Radhey L.Varshney (2003). An Introductory Textbook of Linguistics and Phonetics. Bareilly: Student Store. Chapter 2 & 4

Kelly, G. (2000)How to teach pronunciation. England: Pearson Education Ltd.Chapter 1, 3, 4

Fromkin, V. Rodman, R. & Hyams, N. (2003). An Introduction to Language.  Heinle. Chapter 6

Clark, J. & Yallop. C (1997). An Introduction and Phonetics and Phonology. UK: Blackwell Publishers Ltd. Chapter 2.

Eng- 2104: Communicative Skills -3

Course description

This module aims to develop students’ communicative skills and language skills: grammar, vocabulary, reading, listening, speaking, pronunciation, critical thinking skills, problem solving skills and creativity. Authentic or semi-authentic reading and listening texts taken from a variety of text types will be used to develop their reading and listening skills. In grammar section, students are encouraged to analyse and understand grammar through an inductive approach regarding examples in reading and listening texts and the vocabulary component pays attention to word building and lexical patterns and they are recycled through the speaking activities. The speaking section includes a variety of activities, which enable the students to comment on the topics and discuss the issues that arise, as well as talk about more personal experiences and knowledge and the writing section will develop students’ writing through analysis of models and practice in producing different text styles. 

Learning Outcomes

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

1. utilize the language phrases for giving presentations, describing and evaluating qualities in a real-life situation
2. produce a cause-effect essay, an online review, and a short formal report in a systematic way
3. apply reading strategies: skimming, scanning, and proofreading
4. use grammar patterns learned in real contexts

5. develop their critical thinking skills, problem solving skills and creativity

Assessment

Assessment will be done through a combination of tutorial-based assessment, class and group discussion, formal written assignments, presentations (20%) and a final examination (80%).

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

1. active participation in the class and group discussions for each lesson
2. completion of six tutorials based on reading, writing, listening, speaking, vocabulary, and grammar.
3. completion of individual written assignments and group presentation on a Mega Project
4. completion of the final closed book written examination

Prescribed Coursebook

Cotton, D., Falvey, D. & Kent, S. (2014). New Language Leader 2: Coursebook. England: Pearson Education Limited. 

References

https://english-dashboard.pearson.com

SECOND YEAR  – ENGLISH                             SEMESTER –II

Foundation Course

မ ၂၀၀၂ ျမန္မာစာ

Core Courses

Eng  2105     English Literature – 7 (16^th to 20^th Century Prose and 19^th and 20^th Century Short Stories)

Eng  2106     English Literature – 8 (19^thand 20^th Century Poetry and Drama)

Eng  2107     English Language Studies – 2 (Introduction to English Phonology)

Eng  2108     Communicative Skills – 4

Elective Courses (for English Specialisation)

Hist 2006      Social History of England

Psy  2004      Stress and Stress Management

Phil 2006      History of Western Intellectual Development – 2

IR   2004      Elements of Political Institutions – 2

OS 2006       Pali Language

OS 2008       Pali Literature (Poetry)

Elective Courses (for Other Specialisations)

Eng  2004 Developing Communicative Skills – 2

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

Eng  2105: English Literature – 7  (16^th to 20^th Century Prose & 19^th& 20^th Century Short Stories)

This module extends students’ knowledge of literature through a selection of 16^th to 20^th century prose passages and 19th& 20th century short stories by well-known writers in these centuries. Literary works with various themes were selected. This module helps students to study the style of various types of prose passages and the characteristics of short stories.

This module focuses more on prose genres and on the works of the great essayists. As short stories are mirrors of the age, the selection helps the students to gain knowledge about the author’s life, and the historical, social and cultural background of the story. This module trains students to read literary texts intensively and express their understanding of the selected texts both in class discussion and in writing.

16^th to 20^th Century Prose

1. How to put off doing a job Andy Rooney
2. August Andrei Codrescu
3. Of studies Francis Bacon
4. From the diary(the great fire) Pepys
5. On familiar style Hazlitt

19^th& 20^th Century Short Stories

1. Before the End of Summer Grant Moss Jr.
2. Learn to Say Good-by Jessamyn West
3. Odor of Chrysanthemums H. Lawrence
4. The Lady or the Tiger? Frank R. Stockton
   

Learning Outcomes

After this module, students will be able to:

• compare and contrast essays and other forms of prose passages
• create prose passages on familiar topics and recreating the simplicity and style of the model prose passages
• detect underlying and foreshadowing techniques used in narration
• compare and contrast the stories based on their plot structure and other elements of narration and characterization
  

Assessment

Assessment will be done through a combination of tutorial-based assessment, class and group discussion and formal written assignments (20%) and a final examination (80%).

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

1. active participation in class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt.
3. completion of one written assignment/ project and one final quiz
4. completion of the final closed book written examination
   

References for Prose

Abrams, M. H. (1986). The Norton Anthology of English Literature. (Fifth edition). New York: Norton & Company.

Armour, J. S. (1958). Standard English Essays. Bombay: Blackie and Son Ltd.

Boas, G. (1954). Modern English Prose. London: Macmillan & Co. Ltd.

Conlin, M.L. (1990). Patterns Plus: A Short Prose Reader with Argumentation. Boston: Houghton Mifflin Company.

D’oyley, E. (1934). Modern Prose. London: Edward Arnold & Co.

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

Stafford, W. & Candelaria, F. (1966). The Voices of Prose. USA: McGraw. Hill, Inc. 

References for Short Stories

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

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

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

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

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

Eng  2106: English Literature – 8  (19^th& 20^th Century Poetry & Drama)

Course Description 

This module deals with the study of a rich variety of poems, both British and American, which are representative of the century, being selected and presented in a thematic approach.  Students will be able to appreciate the selected poems expressed in modern English so that their language power in speaking and writing will be enhanced.

This module also deals with selections from English Drama of 19^th&20^th centuries. Students will be able to read not only for pleasure but also to tackle conventional themes in the light of a new understanding of the theory and development of tragedy, comedy, and other modes of dramatic expression. It aims at helping students to develop their language through an intensive study of the style of writing in these plays, which introduce the on-setting element of modernism.

19^th& 20^th Century Poetry

1. Stopping By Woods On A Snowy Evening Robert Frost
2. It Is A Beauteous Evening, Calm And Free William Wordsworth
3. A Slumber Did My Spirit Seal William Wordsworth
4. The Splendour Falls On Castle Walls Alfred Tennyson
5. Spring And Fall Gerard Manly Hopkins
6. Loveliest Of Trees E. Housman
   

19^th& 20^th Century Drama

1.      The Miracle Worker                                                    William Gibson 

Learning Outcomes

After completion the course, students will be able to:

1. acquire knowledge of culture-specific conventions of both British and American literatures
2. appreciate the selected poems expressed in modern English so that their language power in speaking and writing will be enhanced

1. analyze the functions of texts and their relations with historical, social and political contexts, and
2. analyze how purpose, style and genre function in texts to achieve particular literary, rhetorical and aesthetic effects.

 Assessment

Assessment will be done through a combination of tutorial-based assessment (20%), and a final closed book written examination (80%).

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

1. completion of tutorial-based assessment; group works, written assignments, poster competition/ role play and the presentations
2. completion of final closed book examination
   

 References for Poetry

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

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

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

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

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

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

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

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

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

References for Drama

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

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

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

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

Eng 2107: English Language Studies – 2 (Introduction to English Phonology)

 Course Description

The module deals with two sub-disciplines in linguistics, namely phonetics and phonology. It also describes the International Phonetic Alphabet (IPA), English consonants and vowels, and phonemes. It focuses on the smallest of the superordinate units, the syllable and the phonological units above the syllable such as the phonetic characteristics of stress, stress position, segmental phonology of the phrase and word.

Contents

1. Phonetics and Phonology
2. Variation
3. The International Phonetic Alphabet
4. Describing English Consonants
5. Describing Vowels
6. Vowel phonemes
7. Syllables: Phonology above the segment
8. The word and above: Phonological unit above the syllable

 Learning Outcomes

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

• classify levels of language structure
• describe English vowels and consonants
• indicate position of stress, and construct tree diagrams to show primary stress and secondary stress positions, and
• describe syllable and the phonological units above the syllable.
• apply knowledge of phonology in producing sounds

Assessment

Assessment will be done through a combination of tutorial-based assessment, class and group discussion and formal written assignments (20%) and a final examination (80%).

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

1. active participation in class and group discussions for each lesson
2. completion of three tutorials, which test the students’ understanding of what they have learnt.
3. completion of two written assignments
4. completion of the final closed book written examination
   

References

McMahon, A. (2002) An Introduction to English Phonology. Edinburgh: EUP. Chapter 3, 6

Clark, J. & Yallop, C (1997). An Introduction and Phonetics and Phonology. UK: Blackwell Publishers Ltd. Chapter 1.

McMahon, A. (2002) An Introduction to English Phonology. Edinburgh: EUP. Chapter 1, 3, 6, 9, 10

Yule, G. (2006). The Study of Language. Cambridge: CUP. Chapter 5.

Eng- 2108: Communicative Skills -4

Course Description

This module aims to develop students’ communicative skills and language skills: grammar, vocabulary, reading, listening, speaking, pronunciation, critical thinking skills, problem solving skills and creativity. Authentic or semi-authentic reading and listening texts taken from a variety of text types will be used to develop their reading and listening skills. In the grammar section, students are encouraged to analyse and understand grammar through an inductive approach regarding examples in reading and listening texts and the vocabulary component pays attention to word building and lexical patterns and they are recycled through the speaking activities. The speaking section includes a variety of activities, which enable the students to comment on the topics and discuss the issues that arise, as well as talk about more personal experiences and knowledge, and the writing section will develop students’ writing through analysis of models and practice in producing different text styles. 

Learning Outcomes

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

1. utilize the language phrases for giving presentations, describing and evaluating qualities in a real-life situation
2. write argumentative essays, summary, and a questionnaire in a systematic way
3. apply reading strategies: skimming, scanning, and proofreading
4. use grammar patterns learned in real contexts

5. develop their critical thinking skills, problem solving skills and creativity
   

 Assessment

Assessment will be done through a combination of tutorial-based assessment, class and group discussion, formal written assignments, presentations and a final examination.

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

1. active participation in the class and group discussions for each lesson
2. completion of six tutorials based on reading, writing, listening, speaking, vocabulary, and grammar.
3. completion of individual written assignments and group presentation on a specific topic
4. completion of the final closed book written examination

Prescribed Coursebook

Cotton, D., Falvey, D. & Kent, S. (2014). New Language Leader 2: Coursebook. England: Pearson Education Limited.

References

https://english-dashboard.pearson.com

THIRD YEAR – ENGLISH         SEMESTER – I

Foundation Course

မ ၃၀၀၁ ျမန္မာစာ

Core Courses

Eng  3101     English Literature – 9 (19^thand 20^th Century Short Stories and The Novel)

Eng 3102      English Literature – 10(18^th and 19^th Century Poetry and Drama)

Eng 3103      English Language Studies – 3  (Morphology)

Eng 3104      Translation & Interpretation – 1

 Elective Courses (for English Specialistion)

 Eng 3105      Communicative Skills – 5

Eng 3106      Business English – 1

Eng 3107      Introducing ELT Methodology – 1

 Elective Courses (for Other Specialisations)

Eng 3003      Developing Communicative Skills– 3

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

Eng 3101: English Literature – 9 (19th & 20th century Short Stories & The Novel)

Course Description

This module includes a selection of the 19^th and 20^th century English short stories and novels.  Setting, plot, characterization, literary devices, climax, point of view, theme, symbols, conflicts, and development of the story are the focus of this module. This module will enhance the students’ ability to arrive at the correct interpretation of the writer’s message and to appreciate literature from different points of view.

The novels in the 19^th and 20^thcenturies particularly engaged the students in the events, circumstances, beliefs and attitudes in those periods. It concentrates on a critical study of works by the centuries’ major literary figures like Katherine Mansfield, Graham Greene, George Orwell, etc.  The focus is on understanding the role of the novel in representing life and people and exploring socio-cultural changes, the flexibility of the genre and how it developed aesthetically, stylistically and structurally. This module also expands students’ literary vocabulary, and exercises critical reading and writing.

19th& 20th Century (Short Stories)

1. Bliss (1918) Katherine Mansfield
2. The Destructors Graham Greene

19^th& 20^th Century (The Novel)

1. Animal Farm George Orwell

Learning Outcomes

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

1. read and write critically and reflectively
2. respond logically and creatively orally and in writing to what they read
3. understand the literary aspects of the novel through written assignments
4. develop critical thinking and creative thinking of the students.

Assessment

There are six assignments / presentations (individual and group work) that make up 20%, and the final closed book written examination of 80%. The assignments / presentations are based on the materials used in class.

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt
3. completion of one written assignment and one group project
4. completion of the final examination.

References for Short Stories

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

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

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

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

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

 References for The Novel

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

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

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

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

Eng-3102: English Literature 10 – (19^th & 20^th Century Poetry & Drama)

Course Description

This module deals with the study of poems and a play which are representative of 19^th and 20^th century poetry and drama. Studying selected English poems enables students to extend their knowledge of English poetry that they have already garnered in their academic pursuit. While pursuing the scholarly studies in English poetry, students simultaneously perceive the development of English poetry over the centuries. This module also engages students to learn a farcical comedy of Oscar Wilde, a famous Irish playwright. Through Wilde’s popular Victorian drama, students observe Wilde’s trademarks ‘satiric epigrams, paradoxes and puns’. It is Wilde’s popular work that represents the finest literature in the English language written during the 19^th century and questions Victorian social values and norms. Moreover, how nineteenth-century intellectuals think through the relationship between dramatic form and the social world, and how nineteenth-century drama mobilizes new images of gender and the family can be learned through Wilde’s famous drama.

18^th& 19^th Century Poetry

1.  ‘Break, break, break’                                      Alfred Lord Tennyson

2. The Tyger (from songs of experience) William Blake

1. I wandered lonely as a cloud                          William Wordsworth (1804)

4. Opening extract from ‘song of myself’ Walt Whitman
5. Ozymandias Peter Bysshe Shelly

Drama

The Importance of Being Earnest                                           Oscar Wilde

Learning Outcomes

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

• recognize and explain the elements of poetry and drama through selected literary texts
• interpret critically certain ideas or messages that the authors of selected literary works are trying to illustrate
• evaluate the selected literary works and write reflections on them

Assessment

Class discussions during the lectures – 5%: Active engagement of students in class discussion is requested. Their active participation will be highly appreciated or graded.

Attendance – 5%:  Students are to attend all lectures and their attendance will be one of the criteria in assessment.

Written Assignment – 5% of the grade is for written tasks assigned for the respective poems or acts in the play. Students are asked to work in groups so that they can learn from each other by sharing their own ideas in groups.

Presentation – 5%: 5% of the grade is allotted for students’ group presentation on the assigned tasks. In assessing group presentation, three-fold group assessment will be carried out. The teacher gives a grade to the group’s final product, group members give a grade to each other, and each group member gives a grade to him/herself, and justifies it. Every student’s grade is then a combination of: the teacher’s grade, average of peer grades, and self-assigned grades.

Exam – 80%: The grade is for students’ achievement in the final exam.

 References for Poetry

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

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

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

Kloeppel, L. A Teacher’s Guide to ‘The Importance of Being Earnest and Other Plays’. The Signet Classic Edition.

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

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

References for Drama

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

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

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

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

Eng 3103: English Language Studies – 3 (Morphology)

Course Description

This module acquaints learners of English with some background concepts of words and rules of word formation. Moreover, it also deals with morphemes: free and bound morphemes, lexical and functional morphemes, inflectional versus derivational morphology, and morphological analysis. The objective of this module is to provide an introduction to major concepts in the study of morphology and discusses its place within linguistic theory.

  Morphology

• Words: Some background concepts
• Complex words and morphemes
• How are new words created?
• Inflectional versus derivational morphology
• Problematic aspects of morphological analysis
• Morphemes: The Minimal Units of Meaning
• (Bound and Free Morphemes, Prefixes and Suffixes, Infixes, Circumfixes, Roots and Stems, Huckles and Ceives)
• Rules of Word Formation
• (Derivational morphology, the hierarchical structure of words, more about derivational morphemes, lexical gaps)
• Sign Language Morphology
• Word Coinage (Compounds, Meaning of Compounds)
• Grammatical morphemes (Inflectional morphemes, exceptions and suppletions, morphology and syntax)
• Morphological analysis: Identifying morphemes

Learning Outcomes

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

1. identify different types of morphology
2. demonstrate how morphology is used across languages in a theoretically-informed way
3. make informed judgements on the basis of cross-linguistic evidence to better understand the properties of their own native language
4. discuss the relationship between morphology and other components of language, such as phonology, syntax and semantics
5. engage in relevant research work.

Assessment

Assessment will be done through a combination of tutorial-based assessment: quizzes, group presentations, individual/group assignments (20%) and a final closed book examination (80%).

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt
3. completion of one written assignment and one group project
4. completion of the final examination.

References

Akmajan, A. et al. (2001). Linguistics: An Introduction to Language and Communication. Chapter 2

Fromkin, V. Rodman, R. & Hyams, N. (2003). An Introduction to Language.  Heinle. Chapter   2

Thomas, W. Stewart, Jr. & Vaillette, N. (eds). Language Files. Columbus: The Ohio State University Press. File 5

Eng 3104: Translation and Interpretation – 1

Course Description

This module deals with the theoretical aspect of translation and translation studies, the background history of translation, general types of translation, features of a good translation, and directives by different translators. It trains students to apply their theoretical knowledge to the practice of translation. It also focuses on conceptual bases required to understand both the principles and recurrent issues, and difficulties in professional translation and interpreting.

1. Introduction to Translation and Interpretation
2. Translation: Definition and General Types

• Translation Equivalence

1. Main Issues of Translation Studies
2. The concepts of translation
3. What is translation studies?
4. A brief History of the Discipline
5. The Holmes/ toury ‘map’
6. Development since the 1970s
7. Summary
8. Discussion and Research Points
9. Translation Theory Before the Twentieth Century
10. Introduction
11. ‘Word-for-word’ or ‘Sense-for-sense’
12. Martin Luther
13. Faithfulness, spirit and truth
14. Early attempts at systematic translation theory: Dryden, Dolet and Tytler
15. Schleiermacher and valorization of the foreign
16. Translation theory of the nineteenth and early twentieth centuries in Britain
17. Towards contemporary translation theory
18. Summary
19. Discussion and research points
20. The Components of Translation Competence

• Types of Interpretation
• Translation and Interpretation Exercises

Learning Outcomes

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

• identify the differences between translation and interpretation and identify the different set skills required.
• analyze and evaluate translation works in terms of extent, level and rank based on the linguistic theory of translation
• apply the word-for-word, literal and free translation methods and choose the suitable one to translate a particular text
• define the two different types of interpretation and apply the voice shadowing and sight interpretation

 Assessment

Assessment will be done through a combination of tutorial-based assessment, class and group discussions and formal written assignments and a final closed book written examination.

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

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

 References

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

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

Gile, D. (2009) Basic Concepts and Models for Interpreters and Translator Training. John Benjamins Publishing Company. Denmark.

Munday, J (2001) Introducing Translation Studies Routledge.

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

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

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

Eng 3105: Communicative Skills – 5

 Course Description

This Module aims at developing students’ language proficiency, communicative skills and study skills. It introduces language items in authentic and semi-authentic engaging reading and listening texts. It also exposes students to different styles of written texts. Engaging activities will be given to make students practise the language structure, vocabulary and grammar rules in a variety of meaningful contexts to develop their reading, writing, speaking, pronunciation and writing skills with strong emphasis on the area of critical thinking skills. This module enables students to express their ideas and develop their communicative abilities through its engaging content and systematic skills work.

 Learning Outcomes

After the course, students will be able to:

1. apply grammar rules and vocabulary appropriate to their communication needs
2. integrate study skills to improve their language and communication skills
3. identify appropriate language styles for different social contexts

1. produce different types of written texts systematically

5. confidently use English in any social context

 Assessment

Assessment will be done through a combination of tutorial-based assessment, class and group discussion, formal written assignments, presentations and a final examination.

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

1. active participation in the class and group discussions for each lesson
2. completion of six tutorials based on reading, writing, listening, speaking, vocabulary, and grammar.
3. completion of final closed book examination on all language skills

 Prescribed Coursebook

Clandfield, L (2010) Global.  Level 3 Course book, T’s book, Work book), Macmillan Publishing House.

 References

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

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

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

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

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

Eng 3106 Business English – 1

Course Description

This module covers all the four language learning skills, grammar points and vocabulary that are used in business communication.  It also focuses on different areas of business that closely reflect business undertakings.  It aims to develop students’ spoken and written English, enabling them to use it accurately and appropriately. The course provides updated content and a significantly enhanced range of authentic resource material, reflecting the latest trends in the business world.

 Learning Outcomes

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

• develop their language skills as well as the content knowledge regarding respective business functions, and
• develop confidence to deal with people and business issues in the business world.

Assessment

Exam 80 marks + Tutorial 20 marks

There will be at least 5 tutorials for each semester.  Group presentations, role plays, group or individual assignments will also be counted as tutorial.

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt
3. completion of one written assignment and one group project
4. completion of the final examination.

Prescribed Coursebook

Market Leader (Intermediate Business English Course Book, 3^rd Edition), David Cotton, David Falvey & Simon Kent, Pearson Longman Press

 References

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

Naunton, Jon (2005) Profile 1Pre-intermediate, Oxford Business English. OUP.

Eng 3107: Introducing ELT Methodology – 1

Course description

This module introduces the theoretical background to the practice of English language teaching. It also aims to develop students’ awareness of learner differences and its importance in language teaching, different roles of teacher and different teaching methods that are helpful in the realization of teaching methodology. 

Learning Outcomes

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

1) classify learners according to their age;

2) analyse learners based on learner differences such as aptitude, learning styles, language levels, motivation, etc.;

3) identify teacher’s roles in language teaching;

4) determine the appropriate teaching methods. 

Assessment

Assessment will be done through the following modes:

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

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

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

References

Harmer, J (1998) The Practice of English Language Teaching. Longman group Ltd.   Pg 37 -197.

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

THIRD YEAR  – ENGLISH       SEMESTER – II

Foundation Course

မ ၃၀၀၁၂      ျမန္မာစာ

Core Courses

Eng 3108      English Literature – 11 (19^th and 20^th Century Short Stories and The Novel)

Eng 3109      English Literature – 12 (18^th and 19^th Century Poetry and Drama)

Eng 3110      English Language Studies – 4 (Syntactic Theory – 1)

Eng 3111       Translation & Interpretation – 2

Elective Courses (for English Specialisation)

Eng 3112      Communicative Skills – 6

Eng 3113      Business English – 2

Eng 3114      Introducing ELT Methodology – 2

Elective Courses (for Other Specialisations)

Eng 3004      Developing Communicative Skills – 4

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

Eng 3108: English Literature – 11 (19th & 20th century Short Stories & The Novel)

Course Description

This module includes a selection of the 19^th and 20^th century English short stories and a novel. Short stories are studied with particular attention to setting, plot, characterization, literary devices, climax, point of view, theme, symbols, conflicts, and development of the story. This module will enhance the students’ ability to arrive at the correct interpretation of the writer’s message and to appreciate literature from different points of view.

This module deals with the novel in the 19^th and 20^thcenturies which were particularly engaged with the events, circumstances, beliefs and attitudes of their time. It concentrates on a critical study of works by the centuries’ major literary figures like RK Narayan, H.G.Wells, Harper Lee,

etc.  The focus is on the role of the novel in representing life and people, and exploring social and cultural changes, the flexibility of the genre and how it developed aesthetically, stylistically and structurally. This module also expands literary vocabulary, and exercises critical reading and writing skills.

19^th& 20^th Century (Short Stories)

1. A Horse and Two Goats RK Narayan
2. The Door in the Wall H.G.Wells

19^th& 20^th Century (The Novel)

To Kill a Mockingbird                                    Harper Lee

Learning Outcomes

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

1. read and write literary works critically and reflectively
2. respond to what they read logically and creatively in writing
3. analyse the literary aspects of the novel through written assignments

 Assessment

There are six assignments / presentations (individual and group work) that make up 20% and the other 80% goes to the completion of the final closed book written examination of this course. The assignments / presentations are related to the material covered in class.

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt
3. completion of one written assignment and one group project
4. completion of the final examination.

References for Short Stories

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

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

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

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

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

 References for The Novel

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

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

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

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

Eng-3109: English Literature – 12 (19th & 20th Century Poetry & Drama)

Course Description

This module deals with the study of poems and a play which are representative of 19^th and 20^th century poetry and drama. Studying selected 19^th century English poems enables students to extend their knowledge of English poetry that they have already garnered in their academic pursuit. While pursuing the scholarly studies in English poetry, students simultaneously perceive the development of English poetry over the centuries. This module also engages students to learn a 20^th century modern American tragedy of Arthur Miller, a famous American playwright. Through Miller’s play, students study what he is trying to say about ‘the American Dream’ of his time.

18^th& 19^th Century Poetry

1. Porphyria’s Lover                                                       Robert Browning
2. Ode to a Nightingale                                                  John Keats
3. Pied Beauty                                                                Gerald Manley Hopkins
4. A certain slant of Light                                               Emily Dickinson
5. She Walks in Beauty                                                   Lord Byron

 Drama

Death of A Salesman                                                              Arthur Miller

Learning outcomes

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

• recognize and explain the elements of poetry and drama through selected literary texts
• critically interpret ideas or messages that the authors of selected literary works are trying to communicate with the readers
• evaluate the selected literary works and write reflections on them

 Assessment

Class discussions during the lectures – 5%: Active engagement of students in class discussion is requested. Their active participation will be highly appreciated or graded.

Attendance – 5%:  Students are to attend all lectures and their attendance will be one of the criteria in assessment.

Written Assignment – 5% of the grade is for written tasks assigned for the respective poems or acts in the play. Students are asked to work in groups so that they can learn from each other by sharing their own ideas in groups.

Presentation – 5%: 5% of the grade is allotted for students’ group presentation on the assigned tasks. In assessing group presentation, three-fold group assessment will be carried out. The teacher gives a grade to the group’s final product, group members give a grade to each other, and each group member gives a grade to him/herself, and justifies it. Every student’s grade is then a combination of: the teacher’s grade, average of peer grades, and self-assigned grades.

Exam – 80%: The grade is for students’ achievement in the final exam.

 References for Poetry

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

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

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

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

Tetu, R. A Teacher’s Guide to the Arthur Miller’s ‘Death of a Salesman’. The Penguin Edition.

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

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

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

 References for Drama

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

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

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

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

 Eng 3103: English Language Studies – 4 (Syntactic Theory – 1)

 Course Description

This module concerns preliminaries to syntactic structure such as the goals of syntactic theory, the importance of syntactic theory, introduction to constituent structure, ways of representing constituent structure, investigation of constituent structure and phrasal categories. It also deals with types of syntactic rules, the relation between rules and sentences.  Moreover, it also looks at the subcategorization through different approaches such as the Aspects approach, Principles and Parameters (P&P) approach and Phrase Structure Grammar (PSG) approach.

    Syntactic Theory – 1

• Preliminaries (The goals of syntactic theory, acceptability and grammaticality, syntactic theory and traditional grammar, the importance of syntactic theory)
• Constituent structure (The motivation for constituent structure, the representation of constituent structure, the investigation of constituent structure, intermediate categories, some further categories)
• Syntactic rules (Phrase structure rules, rules and sentences, immediate dominants and linear precedence rules, non-local conditions on trees)
• Syntactic categories (Additional information about expressions, phrasal categories and word level categories, cross-categorical generalizations, features, categories in rules and the lexicon and categories in trees)

Learning Outcomes

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

1. understand the basic terminology and concepts of syntactic description and theory
2. identify syntactic categories and their features
3. determine syntactic structure by constituency tests, representing the information in syntactic tree diagrams and labelled bracketing
4. apply logical reasoning and problem-solving techniques in order to analyze new data

Assessment

Assessment will be done through a combination of tutorial-based assessment: quizzes, group presentations, individual/group assignments (20%) and a final closed book examination (80%).

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt
3. completion of one written assignment and one group project
4. completion of the final examination.

References

Akmajan, A. et al. (2001). Linguistics: An Introduction to Language and Communication. Chapter 5

Borsley, R. (1999). Syntactic Theory: A Unified Approach. London: Aronold. Chapter 1- 4 (Pg 1- 64)

Fromkin, V. & Rodman, R. (1993).  An Introduction to Language.  Chapter 3

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

Eng 3111: Translation and Interpretation – 2

Course Description

This module deals with the theoretical aspect of the process of translating and translation procedures. Students will be able to put their theoretical knowledge into practice through the translation of lexis, proper names, idioms and proverbs, abbreviations and acronyms, first at the sentence level, and then at the paragraph level. It also focuses on basic theoretical components in interpreter and translator training, similarities and differences between interpreting and translation.

1. Introduction to Translation and Interpretation
2. Translation: Definition and General Types

• Translation Equivalence

1. Main Issues of Translation Studies

The concepts of translation

What is translation studies?

A brief History of the Discipline

The Holmes/ Toury ‘map’

Development since the 1970s

Summary

Discussion and Research Points

1. Translation Theory Before the Twentieth Century

Introduction

‘Word-for-word’ or ‘Sense-for-sense’

Martin Luther

Faithfulness, spirit and truth

Early attempts at systematic translation theory: Dryden, Dolet and Tytler

Schleiermacher and valorization of the foreign

Translation theory of the nineteenth and early twentieth centuries in Britain

Towards contemporary translation theory

Summary

Discussion and research points

1. The Components of Translation Competence

• Types of Interpretation
• Translation and Interpretation Exercises

 Learning Outcomes

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

• demonstrate the understanding of the concept of translation and translation studies
• compare and contrast the different assessment criteria and relate them to the practices
• apply various translation techniques in translation
• apply the summarizing and note taking techniques in interpretation

 Assessment

Assessment will be done through a combination of tutorial-based assessment, class and group discussion and formal written assignments (20%) and a final examination (80%).

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials which assess the students’ understanding of what they have learnt and their ability to apply the theoretical knowledge in their own translation and assessing others’ works
3. completion of two case studies
4. completion of the final examination.

References

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

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

Gile, D. (2009) Basic Concepts and Models for Interpreters and Translator Training. John Benjamins Publishing Company. Denmark.

Munday, J (2001) Introducing Translation Studies Routledge.

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

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

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

 Eng 3112: Communicative Skills – 6

 Course Description

This Module aims at developing students’ language skills, communicative skills and study skills. It introduces language items in authentic and semi-authentic engaging reading and listening texts. It also exposes students to different styles of written texts. Engaging activities will be given to make students practise the language structure, vocabulary and grammar rules in a variety of meaningful contexts to develop their reading, writing, speaking, pronunciation and writing skills with strong emphasis on the area of critical thinking skills. So, this module enables students to express their ideas and develop their communicative abilities through its engaging content and systematic skills work.

 Learning Outcomes

After the course, students will be able to:

1. apply grammar rules and vocabulary appropriate to their communication needs
2. integrate study skills to improve their language and communication skills
3. identify appropriate language styles for different social contexts

1. produce different types of written texts systematically

5. confidently use English in any social context

 Assessment

Assessment will be done through a combination of tutorial-based assessment, class and group discussion, formal written assignments, presentations (20%) and a final examination (80%).

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

1. active participation in the class and group discussions for each lesson
2. completion of six tutorials based on reading, writing, listening, speaking, vocabulary, and grammar.
3. completion of closed book examination on all language skills

Prescribed Coursebook

Clandfield, L (2010) Global. Level 3 Course book, T’s book, Work book, Macmillan Publishing House.

References

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

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

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

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

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

Eng 3113 Business English – 2

Course Description

This module covers all the four language learning skills, grammar and vocabulary that are used in business communication.  It also focuses on different areas of business that closely reflect business undertakings.  It aims to develop students’ spoken and written English, enabling them to use it accurately and appropriately. The course provides updated content and a significantly enhanced range of authentic resource material, reflecting the latest trends in the business world.

Learning Outcomes

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

• develop their language skills as well as the content knowledge regarding respective business functions, and
• develop confidence in deal with people and business issues in the business world.

Assessment

Exam 80 marks + Tutorial 20 marks

There will be at least 5 tutorials for each semester.  Group presentations, role plays, group or individual assignments will also be counted as tutorial.

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt
3. completion of one written assignment and one group project
4. completion of the final examination.

Prescribed Coursebook

Market Leader (Intermediate Business English Course Book, 3^rd Edition), David Cotton, David Falvey & Simon Kent, Pearson Longman Press

References

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

Naunton, Jon (2005) Profile 1Pre-intermediate, Oxford Business English. OUP.

Eng 3114 (Introducing ELT Methodology – 2)

Course Description

This module deals with studying and researching language to increase knowledge of the English language system. It also focuses on teaching pronunciation techniques and the assessment of students’ performance and giving feedback. It explores various aspects of task-based teaching and learning and gives insights into ways in which tasks can be designed, adapted and implemented in a range of teaching contexts and illustrates ways in which tasks and task-based learning can be investigated as a research activity.

Learning Outcomes

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

• apply knowledge and skills on their classroom technique
• discuss methodology for teaching all the skill sectors in ELT
• demonstrate a variety of ways in which teachers use tasks to better understand their teaching and their students’ learning
• continue their professional development alone or with others

Assessment

This module will be assessed through a combination of tutorial-based assessment: quizzes, group presentations, individual/group assignments (20%) and a final closed book examination (80%).

References

Harmer, J. (1998) The Practice of English Language Teaching Longman group Ltd.    Pg 37-197.

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

FOURTH YEAR – ENGLISH         SEMESTER – I

Foundation Course

မ ၄၀၀၁         ျမန္မာစာ

 Core Courses

Eng 4101    Research Paper Writing

Eng 4102    English Literature – 13 (19^th Century Short Stories and The Novel)

Eng 4103    English Language Studies – 5 (Syntactic Theory – 2 and Introduction to Semantics)

Eng 4104    Translation and Interpretation – 3

 Elective Courses (for English Specialisation)

Eng 4105    ASEAN Literature in English – 1

Eng 4106    Communicative Skills – 7

Eng 4107    Business English – 3

Eng 4108    English Language Teaching – 1

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

Eng 4101: Research Paper Writing

 Course description

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

Learning Outcomes

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

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

Assessment

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

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

Prescribed Coursebook

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

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

References

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

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

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

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

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

Eng 4102: English Literature – 13 (19th Century Short Stories & The Novel)

 Course description

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

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

 Short Stories

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

Novel

Pride and Prejudice                                                                 Jane Austen (1775-1817)

Learning Outcomes

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

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

Assessment

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

References for Short Stories

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

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

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

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

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

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

References for The Novel

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

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

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

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

Eng 4103: English Language Studies – 5 (Syntactic Theory & Introduction to Semantics)

Course Description

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

Learning outcomes

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

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

Assessment

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

Prescribed text:

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

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

References

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

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

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

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

Eng 4104:  Translation and Interpretation – 3

Course Description

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

Part A: Translation

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

 Part B: Interpretation

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

 Learning Outcomes

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

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

Assessment

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

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

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

References

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

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

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

Munday, J (2001) Introducing Translation Studies Routledge.

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

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

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

Eng 4105: ASEAN Literature in English – 1

Course Description 

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

Learning Outcomes

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

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

Assessment

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

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

References

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

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

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

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

Websites

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

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

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

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

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

Eng 4106: Communicative Skills – 7 

 Course Description

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

 Learning Outcomes

After the course, students will be able to:

1. apply grammar rules and vocabulary appropriate to their communication needs
2. integrate study skills to improve their language and communication skills
3. identify appropriate language style for different social context

1. write different types of written texts systematically and comprehend listening and reading text well

5. be confident to use English in any different social context

Assessment

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

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

Prescribed Text

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

MyEnglishLab: english.com/activate

References

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

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

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

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

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

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

Eng 4107: Business English – 3

Course Description

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

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

Learning Outcomes

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

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

Assessment

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

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

Coursebook

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

References

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

Eng 4108:  English Language Teaching – 1

 Course Description

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

Learning outcomes

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

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

Assessment

Assessment will be done through the following modes:

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

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

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

Reference:

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

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

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

FOURTH YEAR – ENGLISH                 SEMESTER – II

Foundation Course

မ ၄၀၀၂    ျမန္မာစာ

Core Courses

Eng 4109      Public Speaking and Presentation Skills

Eng 4110      English Literature – 14 (17^th and 18^th Century Poetry and Drama)

Eng 4111      English Language Studies – 6 (Syntactic Theory – 3 and Introduction to Discourse Analysis)

Eng 4112      Translation and Interpretation – 4

Elective Courses (for English Specialisation)

Eng 4113      ASEAN Literature in English – 2

Eng 4114      Communicative Skills – 8

Eng 4115      Business English – 4

Eng 4116      English Language Teaching – 2

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

* It is compulsory for all students to submit term papers at the end of the semester.

Eng 4109: Public Speaking and Presentation Skills

Course description

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

Learning outcomes

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

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

Assessment will be done through the following modes:

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

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

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

 Prescribed Coursebook

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

Malcolm Goodale (1998) Professional Presentations. CUP.

 References

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

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

Eng 4110: English Literature – 14 (17^th& 18^th Century Poetry & Drama)

 Course Description

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

Learning Outcomes

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

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

Assessment

Assessment will be done through the following modes:

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

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

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

References

17^th& 18^th Century Poetry

1. A Poison Tree                                                          William Blake (1757–1827)
2. When We Two Parted                                               George Byron
3. She Was a Phantom of Delight William Wordsworth
4. Evening In Autumn James Thomson (1700-1748)
5. Easter Songs George Herbert (1593-1633)
6. Death, be not proud (Holy Sonnet 14)                       John Donne (1572-1631)

 References for Poetry

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

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

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

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

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

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

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

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

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

 Drama

The Tempest                                                                            William Shakespeare

References for Drama

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

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

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

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

Eng 4111:  English Language Studies – 6 (Syntactic Theory & Introduction to Discourse Analysis)

Course Description

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

Learning outcomes

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

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

Assessment

Assessment will be done through the following modes:

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

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

9. active participation in class and group discussions
10. completion of 4 tutorials
11. completion of 3 written assignment
12. completion of the formal written examination

Prescribed texts:

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

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

References

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

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

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

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

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

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

Eng 4112: Translation and Interpretation – 4

Course Description

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

Learning Outcomes

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

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

Assessment

Assessment will be done through the following modes:

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

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

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

References

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

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

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

Munday, J (2001) Introducing Translation Studies Routledge.

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

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

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

Eng 4113: ASEAN Literature in English – 2

Course Description

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

Learning Outcomes

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

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

Assessment

Assessment will be done through the following modes:

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

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

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

References

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

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

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

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

Websites

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

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

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

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

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

Eng 4114: Communicative Skills – 8 

Course Description

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

Learning Outcomes

After the course, students will be able to:

1. apply grammar rules and vocabulary appropriate to their communication needs
2. integrate study skills to improve their language and communication skills
3. identify appropriate language style for different social context

1. write different types of written texts systematically and comprehend listening and reading text well

5. be confident to use English in any different social context

Assessment

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

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

Prescribed Text

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

MyEnglishLab: english.com/activate

References

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

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

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

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

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

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

Eng 4115: Business English 4

Course Description

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

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

Learning Outcomes

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

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

Assessment

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

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

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

References

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

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

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

Eng 4116:  English Language Teaching – 2

Course Description

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

Learning outcomes

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

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

Assessment

Assessment will be done through the following modes:

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

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

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

References

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

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

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

FIRST YEAR HONOURS – ENGLISH                                  SEMESTER – I

Foundation Course

မ ၃၀၀၁       ျမန္မာစာ

Core Courses

Eng  3201     English Literature – 9   (19^th and 20^th Century Short Stories and The Novel)

Eng 3202      English Literature – 10 (18^th and 19^th Century Poetry and Drama)

Eng 3203      English Language Studies –3 (Morphology)

Eng 3204      Translation and Interpretation – 1

Elective Courses (for English Specialisation)

Eng 3205      Communicative Skills – 5

Eng 3206      Business English – 1

Eng 3207      Introducing ELT Methodology– 1

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

Eng 3201: English Literature – 9 (19th & 20th century Short Stories & The Novel)

Course Description

This module includes a selection of the 19^th and 20^th century English short stories and novel.  Setting, plot, characterization, literary devices, climax, point of view, theme, symbols, conflicts, and development of the story are the focus in studying short stories. This module will enhance the students’ ability to arrive at the correct interpretation of the writer’s message and to appreciate literature from different points of view.

The novels in the 19^th and 20^thcenturies are particularly engaged with the events, circumstances, beliefs and attitudes of their time. It concentrates on a critical study of works by the centuries’ major literary figures like Katherine Mansfield, Graham Greene, George Orwell, etc.  The focus is on understanding the role of the novel in representing life and people and exploring socio-cultural changes, the flexibility of the genre and how it developed aesthetically, stylistically and structurally. This module also expands literary vocabulary, exercise critical reading and writing skills and comfort important themes suggested by the literature.

19th& 20th Century (Short Stories)

1. Bliss (1918) Katherine Mansfield
2. The Destructors Graham Greene
   

19^th& 20^th Century (The Novel)

1. Animal Farm George Orwell

Learning Outcomes

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

1. read and write critically and reflectively
2. respond logically and creatively orally and in writing to what they read
3. understand the literary aspects of the novel through written assignments

Assessment

There are six assignments / presentations (individual and group work) that make up 20%, and the final closed book written examination of 80%. The assignments / presentations are based on the materials covered in class.

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt
3. completion of one written assignment and one group project
4. completion of the final examination.
   

References for Short Stories

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

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

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

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

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

References for The Novel

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

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

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

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

Eng-3202 English Literature –10 (19^th & 20^th Century Poetry & Drama)

Course Description

This module deals with the study of poems and a play which are representative of 19^th and 20^th century poetry and drama. Studying selected English poems enables students to extend their knowledge of English poetry that they have already garnered in their academic pursuit. While pursuing the scholarly studies in English poetry, students simultaneously perceive the development of English poetry over the centuries. This module also engages students to learn a farcical comedy of Oscar Wilde, a famous Irish playwright. Through Wilde’s popular Victorian drama, students observe Wilde’s trademarks ‘satiric epigrams, paradoxes and puns’. It is Wilde’s popular work that represents the finest literature in the English language written during the 19^th century and questions Victorian social values and norms. Moreover, how nineteenth-century intellectuals think through the relationship between dramatic form and the social world, and how nineteenth-century drama mobilizes new images of gender and the family can be learned through Wilde’s famous drama.

Learning Outcomes

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

recognize and explain the elements of poetry and drama through selected literary texts

• interpret critically certain ideas or messages that the authors of selected literary works are trying to illustrate
• evaluate the selected literary works and write reflections on them.

Assessment

Class discussions during the lectures – 5%: Active engagement of students in class discussion is requested. Their active participation will be highly appreciated or graded.

Attendance – 5%:  Students are to attend all lectures and their attendance will be one of the criteria in assessment.

Written Assignment – 5% of the grade is for written tasks assigned for the respective poems or acts in the play. Students are asked to work in groups so that they can learn from each other by sharing their own ideas in groups.

Presentation – 5%: 5% of the grade is allotted for students’ group presentation on the assigned tasks. In assessing group presentation, three-fold group assessment will be carried out. The teacher gives a grade to the group’s final product, group members give a grade to each other, and each group member gives a grade to him/herself, and justifies it. Every student’s grade is then a combination of: the teacher’s grade, average of peer grades, and self-assigned grades.

Exam – 80%: The grade is for students’ achievement in the final exam.   

References for Poetry

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

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

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

Kloeppel, L. A Teacher’s Guide to ‘The Importance of Being Earnest and Other Plays’. The Signet Classic Edition.

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

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

References for Drama

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

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

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

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

Eng 3203: English Language Studies – 3 (Morphology)

Course Description

This module acquaints learners of English with some background concepts of words and rules of word formation. Moreover, it also deals with morphemes: free and bound morphemes, lexical and functional morphemes, inflectional versus derivational morphology, and morphological analysis. The objective of this module is to provide an introduction to major concepts in the study of morphology and discusses its place within linguistic theory.

    Morphology

• Words: Some background concepts
• Complex words and morphemes
• How are new words created?
• Inflectional versus derivational morphology
• Problematic aspects of morphological analysis
• Morphemes: The Minimal Units of Meaning
• (Bound and Free Morphemes, Prefixes and Suffixes, Infixes, Circumfixes, Roots and Stems, Huckles and Ceives)
• Rules of Word Formation
• (Derivational morphology, the hierarchical structure of words, more about derivational morphemes, lexical gaps)
• Sign Language Morphology
• Word Coinage (Compounds, Meaning of Compounds)
• Grammatical morphemes (Inflectional morphemes, exceptions and suppletions, morphology and syntax)
• Morphological analysis: Identifying morphemes

Learning Outcomes

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

1. identify different types of morphology
2. demonstrate how morphology is used across languages in a theoretically-informed way
3. make informed judgements on the basis of cross-linguistic evidence to better understand the properties of their own native language
4. point out the relationship between morphology and other components of language, such as phonology, syntax and semantics
5. take more advanced option course(s) on the subject and be able to engage in relevant research work.

Assessment

Assessment will be done through a combination of tutorial-based assessment: quizzes, group presentations, individual/group assignments (20%) and a final closed book examination (80%).

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt
3. completion of one written assignment and one group project
4. completion of the final examination.

References

Akmajan, A. et al. (2001). Linguistics: An Introduction to Language and Communication. Chapter 2

Fromkin, V. Rodman, R. & Hyams, N. (2003). An Introduction to Language.  Heinle. Chapter   2

Thomas, W. Stewart, Jr. & Vaillette, N. (eds). Language Files. Columbus: The Ohio State University Press. File 5 

Eng 3204: Translation and Interpretation – 1

Course Description

This module deals with the theoretical aspect of translation and translation studies, the background history of translation, general types of translation, features of a good translation, and directives by different translators. It trains students to apply their theoretical knowledge to the practice of translation. It also focuses on conceptual bases required to understand both the principles and recurrent issues and difficulties in professional translation and interpreting.

1. Introduction to Translation and Interpretation
2. Translation: Definition and General Types

• Translation Equivalence

1. Main Issues of Translation Studies
2. The concepts of translation
3. What is translation studies?
4. A brief History of the Discipline
5. The Holmes/ toury ‘map’
6. Development since the 1970s
7. Summary
8. Discussion and Research Points
9. Translation Theory Before the Twentieth Century
10. Introduction
11. ‘Word-for-word’ or ‘Sense-for-sense’
12. Martin Luther
13. Faithfulness, spirit and truth
14. Early attempts at systematic translation theory: Dryden, Dolet and Tytler
15. Schleiermacher and valorization of the foreign
16. Translation theory of the nineteenth and early twentieth centuries in Britain
17. Towards contemporary translation theory
18. Summary
19. Discussion and research points
20. The Components of Translation Competence

• Types of Interpretation
• Translation and Interpretation Exercises

Learning Outcomes

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

• identify the differences between translation and interpretation and identify the different set skills required.
• analyze and evaluate translation works in terms of extent, level and rank based on the linguistic theory of translation
• apply the word-for-word, literal and free translation methods and choose the suitable one to translate a particular text
• define the two different types of interpretation and apply the voice shadowing and sight interpretation
  

Assessment

Assessment will be done through a combination of tutorial-based assessment, class and group discussions and formal written assignments and a final closed book written examination.

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

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

References

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

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

Gile, D. (2009) Basic Concepts and Models for Interpreters and Translator Training. John Benjamins Publishing Company. Denmark.

Munday, J (2001) Introducing Translation Studies Routledge.

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

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

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

Eng 3205: Communicative Skills – 5

 Course Description

This Module aims at developing students’ language proficiency, communicative skills and study skills. It introduces language items in authentic and semi-authentic engaging reading and listening texts. It also exposes students to different styles of written texts. Engaging activities will be given to make students practise the language structure, vocabulary and grammar rules in a variety of meaningful contexts to develop their reading, writing, speaking, pronunciation and writing skills with strong emphasis on the area of critical thinking skills. This module enables students to express their ideas and develop their communicative abilities through its engaging content and systematic skills work.  

Learning Outcomes

After the course, students will be able to:

1. apply grammar rules and vocabulary appropriate to their communication needs
2. integrate study skills to improve their language and communication skills
3. identify appropriate language styles for different social contexts

1. produce different types of written texts systematically

5. confidently use English in any social context
   

Assessment

Assessment will be done through a combination of tutorial-based assessment, class and group discussion, formal written assignments, presentations and a final examination.

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

1. active participation in the class and group discussions for each lesson
2. completion of six tutorials based on reading, writing, listening, speaking, vocabulary, and grammar.
3. completion of final closed book examination on all language skills
   

Prescribed Coursebook

Clandfield, L (2010) Global.  Level 3 Course book, T’s book, Work book), Macmillan Publishing House. 

References

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

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

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

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

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

Eng 3206 Business English – 1

Course Description

This module covers all the four language learning skills, grammar points and vocabulary that are used in business communication.  It also focuses on different areas of business that closely reflect business undertakings.  It aims to develop students’ spoken and written English, enabling them to use it accurately and appropriately. The course provides updated content and a significantly enhanced range of authentic resource material, reflecting the latest trends in the business world.

Learning Outcomes

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

• develop their language skills as well as the content knowledge regarding respective business functions, and
• develop confidence to deal with people and business issues in the business world.

Assessment

Exam 80 marks + Tutorial 20 marks

There will be at least 5 tutorials for each semester.  Group presentations, role plays, group or individual assignments will also be counted as tutorial.

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt
3. completion of one written assignment and one group project
4. completion of the final examination.
   

Prescribed Coursebook

Market Leader (Intermediate Business English Course Book, 3^rd Edition), David Cotton, David Falvey & Simon Kent, Pearson Longman Press 

References

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

Naunton, Jon (2005) Profile 1Pre-intermediate, Oxford Business English. OUP.

Eng 3207: Introducing ELT Methodology – 1

Course description

This module introduces the theoretical background to the practice of English language teaching. It also aims to develop students’ awareness of learner differences and its importance in language teaching, different roles of teacher and different teaching methods that are helpful in the realization of teaching methodology. 

Learning Outcomes

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

1) classify learners according to their age;

2) analyse learners based on learner differences such as aptitude, learning styles, language levels, motivation, etc.;

3) identify teacher’s roles in language teaching;

4) determine the appropriate teaching methods. 

Assessment

Assessment will be done through the following modes:

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

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

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

References

Harmer, J (1998) The Practice of English Language Teaching. Longman group Ltd.   Pg 37 -197.

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

FIRST YEAR HONOURS – ENGLISH                              SEMESTER – II

Foundation Course

မ ၃၀၀၂       ျမန္မာစာ

Core Courses

Eng 3208      English Literature – 11 (19^th and 20^th Century Short Stories and The Novel)

Eng 3209      English Literature – 12 (18^th and 19^th Century Poetry and Drama)

Eng 3210      English Language Studies – 4 (Syntactic Theory – 1)

Eng 3211      Translation and Interpretation – 2

Elective Courses (for English Specialisation)

Eng 3212         Communicative Skills – 6

Eng 3213         Business English – 2

Eng 3214         Introducing ELT Methodology – 2

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

Eng 3208: English Literature – 11 (19th & 20th century Short Stories & The Novel)

Course Description

This module includes a selection of the 19^th and 20^th century English short stories and novel. Short stories are studied with particular attention to setting, plot, characterization, literary devices, climax, point of view, theme, symbols, conflicts, and development of the story. This module will enhance the students’ ability to arrive at the correct interpretation of the writer’s message and to appreciate literature from different points of view.

This module deals with the novel in the 19^th and 20^thcenturies which were particularly engaged with the events, circumstances, beliefs and attitudes of their time. It concentrates on a critical study of works by the centuries’ major literary figures like RK Narayan, H.G.Wells, Harper Lee,

etc.  The focus is on the role of the novel in representing life and people and exploring social and cultural changes, the flexibility of the genre and how it developed aesthetically, stylistically and structurally. This module also expands literary vocabulary, exercise critical reading and writing skills and comfort important themes suggested by the literature.

19^th& 20^th Century (Short Stories)

1. A Horse and Two Goats RK Narayan
2. The Door in the Wall H.G.Wells
   

19^th& 20^th Century (The Novel)

To Kill a Mockingbird                                    Harper Lee

Learning Outcomes

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

1. read and write literary works critically and reflectively
2. respond to what they read logically and creatively in writing
3. analyse the literary aspects of the novel through written assignments

Assessment

There are six assignments / presentations (individual and group work) that make up 20% and the other 80% goes to the completion of the final closed book written examination of this course. The assignments / presentations are related to the material covered in class.

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt
3. completion of one written assignment and one group project
4. completion of the final examination.
   

References for Short Stories

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

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

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

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

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

References for The Novel

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

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

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

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

Eng-3109: English Literature – 12 (19th & 20th Century Poetry & Drama)

Course Description

This module deals with the study of poems and a play which are representative of 19^th and 20^th century poetry and drama. Studying selected 19^th century English poems enables students to extend their knowledge of English poetry that they have already garnered in their academic pursuit. While pursuing the scholarly studies in English poetry, students simultaneously perceive the development of English poetry over the centuries. This module also engages students to learn a 20^th century modern American tragedy of Arthur Miller, a famous American playwright. Through Miller’s play, students study what he is trying to mean ‘the American Dream’ of his time.  

18^th& 19^th Century Poetry

1. Porphyria’s Lover                                                       Robert Browning
2. Ode to a Nightingale                                                  John Keats
3. Pied Beauty                                                                Gerald Manley Hopkins
4. A certain slant of Light                                               Emily Dickinson
5. She Walks in Beauty                                                   Lord Byron
   

Drama

Death of A Salesman                                                              Arthur Miller 

Learning Outcomes

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

• recognize and explain the elements of poetry and drama through selected literary texts
• critically interpret ideas or messages that the authors of selected literary works are trying to communicate with the readers
• evaluate the selected literary works and write reflections on them
  

Assessment

Class discussions during the lectures – 5%: Active engagement of students in class discussion is requested. Their active participation will be highly appreciated or graded.

Attendance – 5%:  Students are to attend all lectures and their attendance will be one of the criteria in assessment.

Written Assignment – 5% of the grade is for written tasks assigned for the respective poems or acts in the play. Students are asked to work in groups so that they can learn from each other by sharing their own ideas in groups.

Presentation – 5%: 5% of the grade is allotted for students’ group presentation on the assigned tasks. In assessing group presentation, three-fold group assessment will be carried out. The teacher gives a grade to the group’s final product, group members give a grade to each other, and each group member gives a grade to him/herself, and justifies it. Every student’s grade is then a combination of: the teacher’s grade, average of peer grades, and self-assigned grades.

Exam – 80%: The grade is for students’ achievement in the final exam.

 References for Poetry

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

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

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

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

Tetu, R. A Teacher’s Guide to the Arthur Miller’s ‘Death of a Salesman’. The Penguin Edition.

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

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

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

References for Drama

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

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

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

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

Eng 3210: English Language Studies – 4 (Syntactic Theory – 1)

Course Description

This module concerns preliminaries to syntactic structure such as the goals of syntactic theory, the importance of syntactic theory, introduction to constituent structure, ways of representing constituent structure, investigation of constituent structure and phrasal categories. It also deals with types of syntactic rules, the relation between rules and sentences.  Moreover, it also looks at the subcategorization through different approaches such as the Aspects approach, Principles and Parameters (P&P) approach and Phrase Structure Grammar (PSG) approach.

    Syntactic Theory – 1

• Preliminaries (The goals of syntactic theory, acceptability and grammaticality, syntactic theory and traditional grammar, the importance of syntactic theory)
• Constituent structure (The motivation for constituent structure, the representation of constituent structure, the investigation of constituent structure, intermediate categories, some further categories)
• Syntactic rules (Phrase structure rules, rules and sentences, immediate dominants and linear precedence rules, non-local conditions on trees)
• Syntactic categories (Additional information about expressions, phrasal categories and word level categories, cross-categorical generalizations, features, categories in rules and the lexicon and categories in trees)

Learning Outcomes

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

1. understand the basic terminology and concepts of syntactic description and theory
2. identify syntactic categories and their features
3. determine syntactic structure by constituency tests, representing the information in syntactic tree diagrams and labelled bracketing
4. apply logical reasoning and problem-solving techniques in order to analyze new data

Assessment

Assessment will be done through a combination of tutorial-based assessment: quizzes, group presentations, individual/group assignments (20%) and a final closed book examination (80%).

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt
3. completion of one written assignment and one group project
4. completion of the final examination.

References

Akmajan, A. et al. (2001). Linguistics: An Introduction to Language and Communication. Chapter 5

Borsley, R. (1999). Syntactic Theory: A Unified Approach. London: Aronold. Chapter 1- 4 (Pg 1- 64)

Fromkin, V. & Rodman, R. (1993).  An Introduction to Language.  Chapter 3

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

Eng 3211: Translation and Interpretation – 2

Course Description

This module deals with the theoretical aspect of the process of translating and translation procedures. Students will be able to put their theoretical knowledge into practice through the translation of lexis, proper names, idioms and proverbs, abbreviations and acronyms, first at the sentence level, and then at the paragraph level. It also focuses on basic theoretical components in interpreter and translator training, similarities and differences between interpreting and translation.

1. Introduction to Translation and Interpretation
2. Translation: Definition and General Types

• Translation Equivalence

1. Main Issues of Translation Studies

The concepts of translation

What is translation studies?

A brief History of the Discipline

The Holmes/ Toury ‘map’

Development since the 1970s

Summary

Discussion and Research Points

1. Translation Theory Before the Twentieth Century

Introduction

‘Word-for-word’ or ‘Sense-for-sense’

Martin Luther

Faithfulness, spirit and truth

Early attempts at systematic translation theory: Dryden, Dolet and Tytler

Schleiermacher and valorization of the foreign

Translation theory of the nineteenth and early twentieth centuries in Britain

Towards contemporary translation theory

Summary

Discussion and research points

1. The Components of Translation Competence

• Types of Interpretation
• Translation and Interpretation Exercises
  

Learning Outcomes

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

• demonstrate the understanding of the concept of translation and translation studies
• compare and contrast the different assessment criteria and relate them to the practices
• apply various translation techniques in translation
• apply the summarizing and note taking techniques in interpretation
  

Assessment

Assessment will be done through a combination of tutorial-based assessment, class and group discussion and formal written assignments (20%) and a final examination (80%).

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials which assess the students’ understanding of what they have learnt and their ability to apply the theoretical knowledge in their own translation and assessing others’ works
3. completion of two case studies
4. completion of the final examination.

References

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

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

Gile, D. (2009) Basic Concepts and Models for Interpreters and Translator Training. John Benjamins Publishing Company. Denmark.

Munday, J (2001) Introducing Translation Studies Routledge.

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

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

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

Eng 3212: Communicative Skills – 6

Course Description

This Module aims at developing students’ language skills, communicative skills and study skills. It introduces language items in authentic and semi-authentic engaging reading and listening texts. It also exposes students to different styles of written texts. Engaging activities will be given to make students practise the language structure, vocabulary and grammar rules in a variety of meaningful contexts to develop their reading, writing, speaking, pronunciation and writing skills with strong emphasis on the area of critical thinking skills. So, this module enables students to express their ideas and develop their communicative abilities through its engaging content and systematic skills work.  

Learning Outcomes

After the course, students will be able to:

1. apply grammar rules and vocabulary appropriate to their communication needs
2. integrate study skills to improve their language and communication skills
3. identify appropriate language styles for different social contexts

1. produce different types of written texts systematically

5. confidently use English in any social context
   

Assessment

Assessment will be done through a combination of tutorial-based assessment, class and group discussion, formal written assignments, presentations (20%) and a final examination (80%).

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

1. active participation in the class and group discussions for each lesson
2. completion of six tutorials based on reading, writing, listening, speaking, vocabulary, and grammar.
3. completion of closed book examination on all language skills
   

Prescribed Coursebook

Clandfield, L (2010) Global. Level 3 Course book, T’s book, Work book, Macmillan Publishing House.

References

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

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

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

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

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

Eng 3213 Business English – 2

Course Description

This module covers all the four language learning skills, grammar points and vocabulary that are used in business communication.  It also focuses on different areas of business that closely reflect business undertakings.  It aims to develop students’ spoken and written English, enabling them to use it accurately and appropriately. The course provides updated content and a significantly enhanced range of authentic resource material, reflecting the latest trends in the business world.

Learning Outcomes

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

• develop their language skills as well as the content knowledge regarding respective business functions, and
• develop confidence to deal with people and business issues in the business world.

Assessment

Exam 80 marks + Tutorial 20 marks

There will be at least 5 tutorials for each semester.  Group presentations, role plays, group or individual assignments will also be counted as tutorial.

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

1. active participation in the class and group discussions for each lesson
2. completion of four tutorials, which test the students’ understanding of what they have learnt
3. completion of one written assignment and one group project
4. completion of the final examination.

Prescribed Coursebook

Market Leader (Intermediate Business English Course Book, 3^rd Edition), David Cotton, David Falvey & Simon Kent, Pearson Longman Press 

References

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

Naunton, Jon (2005) Profile 1Pre-intermediate, Oxford Business English. OUP.

Eng 3214 (Introducing ELT Methodology – 2)

Course Description

This module deals with studying and researching language to increase knowledge of the English language system. It also focuses on teaching pronunciation techniques and the assessment of students’ performance and giving feedback. It explores various aspects of task-based teaching and learning and gives insights into ways in which tasks can be designed, adapted and implemented in a range of teaching contexts and illustrates ways in which tasks and task-based learning can be investigated as a research activity.

Learning Outcomes

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

• apply knowledge and skills on their classroom technique
• discuss methodology for teaching all the skill sectors in ELT
• demonstrate a variety of ways in which teachers use tasks to better understand their teaching and their students’ learning
• continue their professional development alone or with others

Assessment

This module will be assessed through a combination of tutorial-based assessment: quizzes, group presentations, individual/group assignments (20%) and a final closed book examination (80%).

References

Harmer, J. (1998) The Practice of English Language Teaching Longman group Ltd.    Pg 37-197.

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

SECOND YEAR HONOURS – ENGLISH                                SEMESTER – I

Foundation Course

မ ၄၀၀၁       ျမန္မာစာ

 Core Courses

Eng 4201         Research Paper Writing

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

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

Eng 4204 Translation & Interpretation – 3

 Elective Courses (for English Specialisation)

Eng 4205         ASEAN Literature in English – 1

Eng 4206         Communicative Skills – 7

Eng 4207         Business English – 3

Eng 4208         English Language Teaching – 1

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

Eng 4201: Research Paper Writing

Course description

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

Learning Outcomes

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

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

Assessment

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

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

Prescribed Coursebook

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

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

References

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

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

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

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

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

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

 Course description

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

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

Short Stories

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

Novel

Pride and Prejudice                                                                 Jane Austen (1775-1817) 

Learning Outcomes

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

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

Assessment

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

References for Short Stories

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

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

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

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

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

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

References for The Novel

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

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

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

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

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

 Course Description

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

 Learning outcomes

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

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

Assessment

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

Prescribed text:

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

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

References

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

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

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

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

Eng 4204:  Translation and Interpretation – 3

Course Description

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

Part A: Translation

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

Part B: Interpretation

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

Learning Outcomes

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

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

Assessment

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

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

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

References

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

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

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

Munday, J (2001) Introducing Translation Studies Routledge.

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

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

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

Eng 4205: ASEAN Literature in English – 1

Course Description

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

Learning Outcomes

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

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

Assessment

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

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

References

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

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

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

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

Websites

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

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

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

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

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

 Eng 4206: Communicative Skills – 7 

 Course Description

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

Learning Outcomes

After the course, students will be able to:

1. apply grammar rules and vocabulary appropriate to their communication needs
2. integrate study skills to improve their language and communication skills
3. identify appropriate language style for different social context

1. write different types of written texts systematically and comprehend listening and reading text well

5. be confident to use English in any different social context

Assessment

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

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

Prescribed Text

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

MyEnglishLab: english.com/activate 

References

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

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

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

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

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

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

Eng 4207: Business English – 3

Course Description

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

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

Learning Outcomes

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

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

Assessment

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

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

 Coursebook

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

References

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

Eng 4208:  English Language Teaching – 1

 Course Description

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

Learning outcomes

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

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

Assessment

Assessment will be done through the following modes:

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

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

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

Reference:

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

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

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

SECOND YEAR HONOURS – ENGLISH                                SEMESTER – II

Foundation Course

မ ၄၀၀၂      ျမန္မာစာ

 Core Courses

Eng 4209      Public Speaking and Presentation Skills

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

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

Eng 4212      Translation and Interpretation – 4

Elective Courses (for English Specialisation)

Eng 4213      ASEAN Literature in English – 2

Eng 4214      Communicative Skills – 8

Eng 4215      Business English – 4

Eng 4216      English Language Teaching – 2

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

Eng 4209: Public Speaking and Presentation Skills

 Course description

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

Learning outcomes

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

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

Assessment

Assessment will be done through the following modes:

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

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

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

Prescribed Coursebook

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

Malcolm Goodale (1998) Professional Presentations. CUP. 

References

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

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

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

 Course Description

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

Learning Outcomes

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

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

 Assessment

Assessment will be done through the following modes:

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

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

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

 References

17^th& 18^th Century Poetry

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

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

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

References for Poetry

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

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

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

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

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

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

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

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

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

 Drama

The Tempest                                                                            William Shakespeare

References for Drama

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

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

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

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

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

 Course Description

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

Learning outcomes

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

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

 Assessment

Assessment will be done through the following modes:

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

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

9. active participation in class and group discussions
10. completion of 4 tutorials
11. completion of 3 written assignment
12. completion of the formal written examination

Prescribed texts:

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

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

 References

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

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

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

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

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

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

Eng 4212: Translation and Interpretation – 4

 Course Description

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

Learning Outcomes

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

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

Assessment

Assessment will be done through the following modes:

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

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

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

References

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

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

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

Munday, J (2001) Introducing Translation Studies Routledge.

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

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

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

Eng 4213: ASEAN Literature in English – 2

 Course Description 

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

 Learning Outcomes

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

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

Assessment

Assessment will be done through the following modes:

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

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

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

References

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

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

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

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

Websites

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

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

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

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

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

 Eng 4214: Communicative Skills – 8 

 Course Description

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

 Learning Outcomes

After the course, students will be able to:

1. apply grammar rules and vocabulary appropriate to their communication needs
2. integrate study skills to improve their language and communication skills
3. identify appropriate language style for different social context

1. write different types of written texts systematically and comprehend listening and reading text well

5. be confident to use English in any different social context

Assessment

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

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

Prescribed Text

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

MyEnglishLab: english.com/activate

 References

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

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

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

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

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

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

Eng 4215: Business English 4

Course Description

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

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

 Learning Outcomes

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

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

 Assessment

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

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

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

 References

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

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

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

Eng 4216:  English Language Teaching – 2

 Course Description

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

 Learning outcomes

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

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

 Assessment

Assessment will be done through the following modes:

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

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

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

References

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

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

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

THIRD YEAR HONOURS – ENGLISH                           SEMESTER – I

Core Courses

Eng 5201      English Literature – 15

Eng 5202      Intercultural Communication –1

Eng 5203      English Language Studies – 7 (Introduction to Sociolinguistics and Psycholinguistics)

Eng 5204      Effective Negotiating and Effective Meetings

Elective Courses (for English Specialisation)

Eng 5205      World Literature in English – 1

Eng 5206      Communicative Skills – 9

Eng 5207      Business English – 5

Eng  5208     English for Hospitality and Tourism – 1

 * An English specialisation student will have to take two electives (elective 1*and 2*) from among those offered.

Eng 5101: English Literature – 15 (Short Stories, Novel, Poetry & Drama in the Themes of Feminism)

 Course Description

This module deals with the study of the theme of feminism and the role of women in life and literature. It focuses on the social construction of gender: the gendered division of labour, production, and reproduction; intersections of gender, race, class, and ethnicity. Students will be able to analyse texts in relation to each other – across genres, countries and historical and social contexts. It allows students to track changes in thinking, beliefs and literary conventions which can aid in their understanding and analyses of texts. The repetition of ideas, themes, language and vocabulary across the genres can boost students’ confidence in building up to and dealing with longer and more complex texts, something which is very important for second language learners of literature. The order of study is designed to contribute to this gradual building of the necessary language, reading and critical thinking skills to deal with increasingly more complex texts.

A non-fiction text is introduced in this module. Students will read extracts from this text to develop their understanding of the women’s life at that time and how the works of the writers they are studying reflect and analyse the events of the time and their effects on different peoples around the world. The remaining texts are spread across the 18^th, 19^th and early 20^th centuries to broaden students’ experiences of literature and to allow them to analyse how literature, like politics, beliefs, attitudes etc., and often because of them, change over time.

Short Stories

1. ‘A Jury of Her Peers’                                        Susan Keating Glaspell (1876 – 1948)
2. ‘New Directions’                                                 Maya Angelou (1928-2014)
3. ‘Regret’                                                                 Kate Chopin(1850-1904)

Novel

1. ‘Prelude’             Katherine Mansfield(1888-1923)

 Poems   

1. ‘No, Thank you, John’                                           Christina Rossetti (1830 – 1894)
2. ‘Patterns’ Amy Lowell (1874 – 1925)
3. ‘Regret’ Katherine Mansfield(1888-1923)

 Drama

1. ‘The Merchants of Venice’                               William Shakespeare (1564 – 1616)

Learning Outcomes

After completing the course, students will be able to:

articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.

demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts.

explore connections and comparisons between different literary texts, informed by interpretations of other readers.

demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

Assessment

Assessment will be done through a combination of tutorial-based assessment, and a final closed book written examination.

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

1. completion of tutorial-based assessment; group works, written assignments, poster competition/ role play and the presentations
2. completion of closed book examination

References

 Alpers (editor), Antony (1984). The Stories of Katherine Mansfield. Auckland: Oxford University Press.

Bloom, Harold (2007). Heims, Neil (ed). The Merchant of Venice. New York: Infobase.

Bryan, Patricia L. (1997). “Stories in Fiction and in Fact: Susan Glaspell’s A Jury of Her Peers and the 1901 Murder Trial of Margaret Hossack”. Stanford Law Review.

https://www.ukessays.com/essays/english-literature/regret-by-kate-chopin-english-literature-essay.php?vref=1

Eng 5202: Intercultural Communication – 1

 Intercultural Communication focuses on the importance of culture in our everyday lives, and the ways in which culture interrelates with and influences communication processes. This module covers such topics as intercultural communication flexibility, cultural value, cultural and ethnic identities, cultural shock, verbal communication and non-verbal communication across cultures, cultural influences on the expression and perception of emotions, intergroup communication and biases against outgroups. It is intended to help students find out how people from different cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavour to communicate across cultures.

Learning Outcomes

By the end of the course, students are expected to

• have awareness of self and awareness of others
• apply knowledge of intercultural communication concepts to investigate the situation by reflecting, and discussing with others
• explore different cultural identities, perception, practices, linguistic differences, stereotyping, and intercultural communication in various fields: education, medicine, business etc.
• investigate how people from different cultural backgrounds communicate, in similar and different ways among themselves
• have better communication with others through intercultural awareness

Assessments

Total                           : 100 %

Final Examination     : 70%

Class Work                : 30 %

1. Class discussions during the lectures: 5% Active engagement of students in class discussion is requested. During the lectures, students are expected to give proper response when the teacher asks questions that check their understanding of the elements of intercultural communication they are dealing and to give their own opinion, comment and examples enthusiastically in analysing it. The instructor leads the class discussion to check understanding and help them to have intercultural awareness. Their active participation will be highly appreciated or graded.
2. Attendance: 5% Students are to attend all lectures and their attendance will be one of the criteria in assessment.
3. Written Assignment: 10% of the grade is for written tasks assigned for elements of intercultural communication (reasons to flexibility, cultural value, verbal communication, nonverbal communication). Students are asked to discuss in groups so that they can learn from each other by sharing their own ideas in groups. The teacher gives a grade to the paper submitted by groups or individuals.
4. Presentation: 10% Another 10% of the grade is allotted for students’ group presentation on the assigned tasks, (cultural and Ethnic identities, biases against outgroup, nonverbal communication across cultures). In assessing group presentation, Three-fold group assessment will be carried out. The teacher gives a grade to the group’s final product, group members give a grade to each other, and each group member gives a grade to him/herself, and justifies it. Every student’s grade is then a combination of: 50% teacher’s grade, 30% average of peer grades, and 20% of self-assigned grades.

 Coursebook

Ting-Toomey & Chung. (1999). Understanding Intercultural Communication. 2^nd ed. OUP.

 References

Holliday, Adrian. (2013). Understanding Intercultural Communication: Negotiating a Grammar of Culture. Routledge: London. (H)

Eng 5203: English Language Studies – 7 (Introduction to Sociolinguistics and  Psycholinguistics)

 Course Description

This module introduces Sociolinguistics and Psycholinguistics. The first part focuses on how language and societies are mutually constitutive and they both have impact on each other. In this part students will learn language variation such as dialects, regional dialects, social dialects, pidgin, creole, registers, second language education, language contact and language in use. The second part focuses on language acquisition. In this part students will be provided with Stages in Language Acquisition.

 Learning Outcomes

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

• use specific functions of language to convey social meaning
• classify real-life attitudes and social situations
• analyze the structures and processes which underlie a human’s ability to speak and understand language
• explain the errors students do in the language learning

Assessment

Assessment will be done through tutorials and examination. They will be given 20% for tutorials and 80% for examination. There will be group assignments, group activities, presentations and individual assignments for tutorials. At the end of the module, there will be an examination.

 References

Fromkin, Victoria, Robert Rodman, Nina Hyams(2011) Inroduction to Language. Cengage

Learning: Canada (Page324-374, 430-539)

Radhey L.Varshney(2003). An Introductory Textbook of  Linguistics and Phonetics.

Bareilly: Student Store. Chapter 20,21,22

Thomas, W. Stewart, Jr. & Vaillette, N. (eds). Language Files. Columbus: the Ohio State

University Press. File 9,10, 11, 12

Yule, G. (2006). The Study of Language. Cambridge: CUP. Chapter14,15,16,18,19

Eng 5204: English for Negotiating & English for Meetings

 Course Description

This module will equip students with important skills that they will need at work: negotiation and meeting skills. Effective negotiating component will provide students with the language they need to hand the typical scenario encountered on the way to successful negotiations. Effective meetings will present all the speaking skills that they students in order to participate in a meeting with confidence. It will also provide them with expressions needed in typical everyday business meetings.

Learning Outcomes

English for Negotiating

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

• set objectives for a successful negotiation and draw up the agenda
• approach to get the best goal and respond a proposal and offer counterporposal
• clarify position, introduce new ideas and resolve the differences
• handle conflicts and finalize the agreement and set up action plan for closing

English for Meetings

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

• arrange a meeting, confirm a meeting by email and schedule a meeting.
• open a meeting , set the objectives and interrupt and deal with interruptions
• ask for comments and contribution and express strong and tentative opinions and agreeing and disagreeing.
• respond to offer and summarize the results of a meeting , confirm decisions and action points and end a meeting.

Assessment

The assessment will be done through a combination of tutorial-based assessment, presentations and formal written assignment and a final examination.

1. Tutorial based assessment: Short answer tests (10%)
2. Written assignments (5%)
3. Project / presentation: Short oral presentation delivered during tutorials (5%)
4. Final Examination: Closed book long and short answer questions (80%)

Prescribed Coursebooks

1. Lafond, Charles, Sheila Vine & Brigit Welch (2010) English for Negotiating. Oxford: OUP.
2. Kenneth Thomson (2007) Effective Meetings. Oxford: OUP.

 Eng 5205: World Literature – 1

 Course Description

This module introduces students a vast collection of literary works produced by authors from different nations. It enables students to study different literary genres of international authors in global contexts. Students dealing with this module will have a chance to enjoy different taste given by the world’s national literatures and the circulation of works in the wider world beyond their country of origin.

 Learning outcomes

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

• recognize the main ideas that express the commonality of human spirit and experience across culture
• respond critically to literary works across the world, analysing and evaluating texts’ messages based on international contexts

Assessment

Class discussions during the lectures: 5% Active engagement of students in class discussion is assessed. During the lectures, students are expected to give critical response through discussion.

Attendance: 5% Students are to attend all lectures and their attendance will be one of the criteria in assessment.

Written Assignment: 5% of the grade is for written tasks assigned for the respective literary work. The teacher gives a grade to the paper submitted by groups.

Presentation: 5% Another 5% of the grade is allotted for students’ group presentation on the assigned tasks. In assessing group presentation, three-fold group assessment (the teacher’s grade, average of peer grades, and self-assigned grades will be carried out.

Exam: 80% of the grade is for students’ achievement in the final exam.

References

Allison, A.W. et al. (1986) Masterpieces of the Drama. Macmillan. Fifth Edition

Barnet, S. et al. (1997)Types of Drama: Plays and Context. Longman

Bowler et. al. (1996) Literature: World Masterpieces. Prentice-Hall

Eng 5206: Communicative Skills – 9

Course Description

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

 Learning Outcomes

After the course, students will be able to:

• apply grammar rules and vocabulary appropriate to their communication needs
• integrate study skills to improve their language and communication skills
• identify and choose appropriate language style for different social context
• write different types of texts systematically
• use English in any different social context with confidence

Assessment

Assessment will be done through the following modes:

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

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

1. regular attendance and active participation in class and group discussion
2. completion of tutorials testing students’ knowledge about language items they have learned
3. completion of formal written examination

 Prescribed Text

Cotton, D., Falvey, D. & Kent, S. (2014). New Language Leader 5: Coursebook. Pearson Education Limited.

MyEnglishLab: english.com/activate

 References

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

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

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

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

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

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

Eng 5207: Business English – 5

 Course Description

This module covers all the four language learning skills featuring completely updated content and a significantly enhanced range of authentic materials which reflect the latest trends in the business world. It is based on topics of great interest to everyone involved in or studying international business. This module presents business-related vocabulary, grammar points and functions students will need to use in the workplace. It aims to develop students’ spoken and written English, enabling them to use it accurately and appropriately. Students will be able to develop their language skills as well as the content knowledge regarding respective business functions.

 Learning Outcomes

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

• use business vocabulary they have learnt through authentic interviews with business people in real context
• develop reading skills through discussion on the ideas and responding to the issues in the authentic articles which include a variety of contemporary topics from the Financial Times and other newspapers and books on business management
• develop essential business communication skills such as giving presentations, dealing with questions, taking an active part in meetings, negotiating, strategies for telephoning and teleconferences, English for networking, as well as using the language for a variety of business writing tasks
• practise speaking, listening, reading and writing skills in realistic contexts
• raise awareness of potential problems or misunderstandings that may raise when doing business with people from different cultures

Assessment

• Tutorials (4 times ) – 10 marks

In terms of tutorials, the questions will mostly be based on writing (Case Study) of each unit. Before the tutorials, students have to discuss the discussion questions given in the text concerning with the respective case study in pairs or in groups to get some ideas or to share their ideas together. Only after that, they have to take the tutorials individually.

• Presentations – 5 marks

In terms of presentations, students are asked to do mainly on the questions of discussion part. Group presentations are preferred because of time constraints. Before they do presentations, they have to discuss with their group members so that active participation is one of the important factors in presentation. Students are assessed on relevancy, accuracy, and organization of the content, presentation, pronunciation as well as the effective use of power point.

• Assignments + Attendance – 5 marks

In terms of assignments, students are mainly asked to do on tasks of reading and sometimes on writing. Depending on the allotted time and types of task, they will be done at home or in class.

Attendance is thought to be one of the key factors for the students.

References

Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

North, B. (2000) The Development of a Common Framework Scale of Language Proficiency. New York: Peter Lang.

Schneider, Guenther and Brian North (1999) ‘In anderen Sprachen kann ich’. Skalen zur Beschreibung, Beurteilung und Selbsteinschätzung der fremdsprachlichen Kommunikationmsfähigkeit. Berne, Project Report, National Research Programme 33, Swiss National Science Research Council.

Schneider, G., North, B. (2000) Fremdsprachen können – was heißt das? Chur / Zürich: Rüegger

Eng 5208: English for Hospitality and Tourism – 1

Course Description

This module focuses on the needs of professionals working in the tourism industry. This course builds learner confidence in the professional skills needed for the tourist industry whilst developing their language awareness. Students practise these skills in realistic Case Studies that reflect topical tourism issues.

 Learning Outcomes

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

• apply the interpersonal and business skills which are essential job requirements in the travel and tourism industries
• demonstrate their professional skills such as dealing with enquires, marketing destinations, preparing guided tour, meeting clients’ needs, offering advice, negotiating, writing emails, problem solving, and speaking to groups
• use the specialized vocabulary needed for tourism profession

Assessment 

Assignment                 20 marks

Final Exam                  80 marks

Students need to complete five written assignments and they also need to do some in-class activities for the first semester. They are given all the necessary information to write the assignments. Some assignments are group work and some are individual work on writing a brochure and designing an itinerary for a package, describing different options of transportation in region, holding a meeting and writing a meeting-minute, writing a letter of apology, and writing geographical description of their country. Written assignments will be assessed based on the format and criteria for each particular type of writing.

Prescribed Text

Strutt, Peter (2013) English for International Tourism, Intermediate Coursebook (New Edition). Pearson.

References

Agar, M. Culture. In Language Shock: Understanding the Culture of Conversation, 108-139, New York: Perennial, 1994.

Braithwaite, C. A. Communicative Silence: A Cross-cultural Study of Basso’s Hypothesis. In Cultural Communication and Intercultural Contact, ed. D. Carbaugh, 321-327. Hilsdale, NJ: Lawrence Erlbaum, 1990.

Daun, A. Swedishness as an Obstacle in Cross-cultural interaction. In Intercultural Discourse and Communication: The Essential Readings.eds. S. F. Kiesling and C. B. Paulston, 150-163. Oxford: Blackwell, 2005.

Tannen, D. New York Jewish Conversational Style. In Intercultural Discourse and Communication: The Essential Readings. eds. S. F. Kiesling and C. B. Paulston, 135-149. Oxford: Blackwell, 2005.

THIRD YEAR HONOURS – ENGLISH                                        SEMESTER – II

Core Courses

Eng 5209      English Literature – 16

Eng 5210      Intercultural Communication – 2

Eng 5211      English Language Studies – 8 (Introduction to Stylistics and Pragmatics)

Eng 5212      English in the Media

Elective Courses (for English Specialisation)

Eng 5213      World Literature in English – 2

Eng 5214      Communicative Skills – 10

Eng 5215      Business English – 6

Eng  5216     English for Hospitality and Tourism – 2

 * An English specialisation student will have to take two electives (elective 1*and 2*) from among those offered.

* It is compulsory for all students to submit term papers at the end of the semester.

Eng  5209: English Literature – 16  (Short Stories, Novel, Poetry & Drama in the themes of Colonialism)

Course Description

This module deals with the study of the theme of colonialism and the effects of civil war.  Students will be able to analyse texts in relation to each other – across genres, countries and historical and social contexts. It allows students to track changes in thinking, beliefs and literary conventions which can aid in their understanding and analyses of texts. Also, the repetition of ideas, themes, language and vocabulary across the genres can boost students’ confidence in building up to and dealing with longer and more complex texts, something which is very important for second language learners of literature. The order of study is designed to contribute to this gradual building of the necessary language, reading and critical thinking skills to deal with increasingly more complex texts.

A non-fiction text is introduced in this module. Students will read extracts from this text to develop their understanding of the history of colonialism and post colonialism and how the works of the writers they are studying reflect and analyse the events of the time and their effects on different peoples around the world. The remaining texts are spread across the 18^th, 19^th and early 20^th centuries to broaden students’ experiences of literature and to allow them to analyse how literature, like politics, beliefs, attitudes etc., and often because of them, change over time.

Short Stories

1. ‘The Outstation’     Somerset Maugham (1874 – 1865)
2. ‘The Monkey’s Paw’     W. Jacobs (1863 – 1943)
3. ‘The Man Who Would be King’     Rudyard Kipling (1865 – 1936)

Novel

1. ‘The Heart of Darkness’     Joseph Conrad (1857 – 1924)

 Poems   

1. ‘A Far Cry from Africa’ Henry Walcott (1869 – 1947)
2. ‘To the Right Honourable William, Earl of Dartmouth’ Phillis Wheatley (1753 – 1784)
3. ‘The Second Coming’       B. Yeats (1865 – 1947)

Drama

1. ‘Peace in Our Time’                                                          Noel Coward (1899 – 1973)

Learning Outcomes

After completing the course, students will be able to:

• articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.
• demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts.
• explore connections and comparisons between different literary texts, informed by interpretations of other readers.
• demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

Assessment

Assessment will be carried out through a combination of tutorial-based assessment, and a final closed book written examination.

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

1. Completion of tutorial-based assessment; group works, written assignments, poster competition/ role play and the presentations
2. Completion of closed book examination

References

Barton, Thomas F., Robert C. Kingsbury, and Gerald R. Showalter (1970).  Southeast Asia in Maps.  Chicago:  Denoyer-Geppert Company.

Lesley, Cole (1976). The Life of Noël Coward. London: Cape.

Olson, James S., ed. (1996) Historical Dictionary of the British Empire

Osborne, M. 2000, Southeast Asia : An introductory history, 8th edn. Sydney: George Allen & Unwin.

Eng 5210: Intercultural Communication – 2

 Course Description

This module focuses on gaining an advanced understanding of the concepts associated with culture and communication. It provides students the opportunity to develop intercultural awareness and patterns of perception and thinking to enable effective communication across cultural boundaries. Topics discussed include the effect of cultural differences on communication styles, personal identities, and various organizational contexts. Students will learn strategies to manage intercultural conflict flexibly, the challenges in developing intercultural-intimate relationship, the communication issues facing a global identity and the practices to become ethical intercultural communicator.

 Learning Outcomes

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

• identify and summarize the fundamental concepts, multiple perspectives, and theories about culture and communication, and the influence of culture and communication on interpersonal and cultural interactions
• explain how culture shapes human perception, communication and conflict styles, behaviours, and ways of thinking
• apply knowledge of intercultural communication concepts to analyze intercultural communication scenarios regarding styles and methods of communication in different cultural settings
• manage cultural conflict flexibly
• cope with challenges in developing an intercultural-intimate relationship
• deal with cultural bumps appropriately/ successfully through intercultural awareness

Assessments

Total                           : 100 %

Final Examination     :  70 %

Class Work                :  30 % (which includes the following a, b, c, and d)

1. Class discussions during the lectures: 5% Active engagement of students in class discussion is requested. During the lectures, students are expected to give proper response when the teacher asks questions that check their understanding of the elements of intercultural communication they are dealing and to give their own opinion, comment and examples enthusiastically in analyzing it. The instructor leads the class discussion to check students’ understanding and help them to have intercultural awareness. Their active participation will be highly appreciated or graded.
2. Attendance: 5% Students are to attend all lectures and their attendance will be one of the criteria in assessment.
3. Written Assignment: 10% Written tasks assigned for elements of intercultural communication (reasons to flexibility, cultural value, verbal communication, nonverbal communication). Students are asked to discuss in groups so that they can learn from each other by sharing their own ideas in groups. The teacher gives a grade to the paper submitted by groups or individuals.
4. Presentation: 10% Students’ group presentation on the assigned tasks, (cultural and Ethnic identities, biases against outgroup, nonverbal communication across cultures). In assessing group presentation, Three-fold group assessment will be carried out. The teacher gives a grade to the group’s final product, group members give a grade to each other, and each group member gives a grade to him/herself, and justifies it. Every student’s grade is then a combination of: 50% teacher’s grade, 30% average of peer grades, and 20% of self-assigned grades.

Prescribed Coursebook

Ting-Toomey & Chung. (1999). Understanding Intercultural Communication. 2^nd ed. OUP.

 References

Agar, M. Culture. In Language Shock: Understanding the Culture of Conversation, 108-139, New York: Perennial, 1994.

Braithwaite, C. A. Communicative Silence: A Cross-cultural Study of Basso’s Hypothesis. In Cultural Communication and Intercultural Contact, ed. D. Carbaugh, 321-327. Hilsdale, NJ: Lawrence Erlbaum, 1990.

Daun, A. Swedishness as an Obstacle in Cross-cultural interaction. In Intercultural Discourse and Communication: The Essential Readings.eds. S. F. Kiesling and C. B. Paulston, 150-163. Oxford: Blackwell, 2005.

Holliday, Adrian. (2013). Understanding Intercultural Communication: Negotiating a Grammar of Culture. Routledge: London. (H)

Tannen, D. New York Jewish Conversational Style. In Intercultural Discourse and Communication: The Essential Readings. eds. S. F. Kiesling and C. B. Paulston, 135-149. Oxford: Blackwell, 2005.

Eng 5211: English Language Studies – 8 (Introduction to Stylistics and Pragmatics)

 Course Description 

This module introduces Stylistics and Pragmatics. The first part focuses on the interpretation of texts of all types and/or spoken language in regard to their linguistics and tonal style. In this part, students will learn the main concepts and definition of stylistics such as the scope of stylistic study, the definitions of style and stylistics, and stylistic analysis. The second part focuses on how context and convention contribute to meaning and understanding. In this part, students will be provided such definitions as deixis, references, presupposition, and implicature.

Learning Outcomes

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

• construct discourse peculiarities
• analyze language habits, identifying linguistics features common to English
• explain why these features have been used
• point out language use in context
• explain the aspects of meaning which cannot be found in the plain sense of words or structures

Assessment

Students will be assessed through tutorials and examination. They will be given 20% for tutorials and 80% for examination. There will be group assignments, group activities, presentations and individual assignments for tutorials. At the end of the semester, there will be an examination.

 References

Verdonk, Peter (2014) Stylistics. Series Editor H.G. Widdowson. Oxford University Press. (Page 1-40)

Simpson, Paul (2004) Stylistics. Aresource book for sutdents.(Page 1-13, 53-65)

Yule, George (1996) Pragmatics. Series Editor H.G. Widdowson. Oxford University Press

Radhey L.Varshney (2003). An Introductory Textbook of  Linguistics and Phonetics.

Bareilly: Student Store. Chapter 17

Rodman, R. & Hyams, N. (2003).  An Introduction to Language. Chapter 3

Thomas, W. Stewart, Jr. & Vaillette, N. (eds). Language Files. Columbus: the Ohio State

University Press. File 8

Yule, G. (2006). The Study of Language. Cambridge: CUP. Chapter 11

Eng 5212: English in the Media

 Course Description

This module will improve students’ communication skills at work and their language knowledge in key areas of the media. it will also give students opportunity to discuss the media topic, to participate in listening activities reflecting media scenarios, realistic speaking activities, reading and writing practices based on authentic media documents and engage them in topics and articles which ensure that learning is interesting and motivating.

Learning Outcomes

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

• plan and write a newspaper article, true life story, film review and plan and write a blog.
• organize a film schedule, a shoot and the relaunch of a podcast.
• create a podcast, a print advert and a screen advert.
• analyse problems and provide solutions, edit a TV documentary and evaluate the success of a relaunch.

Assessment

The assessment will be carried out through a combination of tutorial-based assessment, presentations and formal written assignment and a final examination.

1. Tutorial based assessment: Short answer tests (10%)
2. Written assignments (5%)
3. Project / presentation: Short oral presentation delivered during tutorials (5%)
4. Final Examination: Closed book long and short answer questions (80%)

References

Ceramella, Nick and Lee, Elizabeth (2009) Cambridge English for the Media. Cambridge University Press

Eng 5213: World Literature in English – 2

 Course Description 

This module introduces students a vast collection of literary works produced by authors from different nations. This module deals with short story, poetry, drama, prose and the novel ranging from 17^th century to 20^th century, written by writers of great prominence: Russia, France, China, India, Japan, Nigeria, Vietnam, Chile, Spain, South Korea, Norway, Germany, and America. Students are introduced to a rich variety of selections both from the East and the West, written in a variety of styles so that they will get a panorama of the World Literature.

Learning outcomes

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

• recognize the main ideas that express the commonality of human spirit and experience across culture
• respond critically to literary works across the world, analysing and evaluating texts’ messages based on international contexts

Assessment

Class discussions during the lectures: 5% Active engagement of students in class discussion is assessed. During the lectures, students are expected to give critical response through discussion.

Attendance: 5% Students are to attend all lectures and their attendance will be one of the criteria in assessment.

Written Assignment: 5% of the grade is for written tasks assigned for the respective literary work. The teacher gives a grade to the paper submitted by groups.

Presentation: 5% Another 5% of the grade is allotted for students’ group presentation on the assigned tasks. In assessing group presentation, three-fold group assessment (the teacher’s grade, average of peer grades, and self-assigned grades will be carried out.

Exam:80% of the grade is for students’ achievement in the final exam.

References

Allison, A.W. et al. (1986) Masterpieces of the Drama. Macmillan. Fifth Edition

Barnet, S. et al. (1997)Types of Drama: Plays and Context. Longman

Bowler et. al. (1996) Literature: World Masterpieces. Prentice-Hall

Eng 5214: Communicative Skills – 10

Course Description

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

Learning Outcomes

After the course, students will be able to:

• apply grammar rules and vocabulary appropriate to their communication needs
• integrate study skills to improve their language and communication skills
• identify and choose appropriate language style for different social context
• write different types of texts systematically and comprehend listening and reading text well
• use English in any different social context with confidence

Assessment

Assessment will be done through the following modes:

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

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

1. regular attendance and active participation in class and group discussion
2. completion of tutorials testing students’ knowledge about language items they have learned
3. completion of formal written examination

 Prescribed Text

Cotton, D., Falvey, D. & Kent, S. (2014). New Language Leader 5: Coursebook. Pearson Education Limited.

MyEnglishLab: english.com/activate

References

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

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

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

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

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

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

Eng 5215: Business English – 6

 Course Description

 This module covers all the four language learning skills featuring completely updated content and a significantly enhanced range of authentic materials which reflect the latest trends in the business world. It is based on topics of great interest to everyone involved in or studying international business. This module presents business-related vocabulary, grammar points and functions students will need to use in the workplace. It aims to develop students’ spoken and written English, enabling them to use it accurately and appropriately. Students will be able to develop their language skills as well as the content knowledge regarding respective business functions.

 Learning Outcomes

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

• increase business vocabulary through authentic interviews with business people
• develop reading skills through discussion on the ideas and responding to the issues in the authentic articles which include a variety of contemporary topics from the Financial Times and other newspapers and books on business management
• develop essential business communication skills such as giving presentations, dealing with questions, taking an active part in meetings, negotiating, strategies for telephoning and teleconferences, English for networking, as well as using the language for a variety of business writing tasks
• practise speaking, listening, reading and writing skills in realistic contexts
• raise awareness of potential problems or misunderstandings that may raise when doing business with people from different cultures

Assessment

• Tutorials (4 times ) – 10 marks

In terms of tutorials, the questions will mostly be based on writing (Case Study) of each unit. Before the tutorials, students have to discuss the discussion questions given in the text concerning with the respective case study in pairs or in groups to get some ideas or to share their ideas together. Only after that, they have to take the tutorials individually.

• Presentations – 5 marks

In terms of presentations, students are asked to do mainly on the questions of discussion part. Group presentations are preferred because of time constraints. Before they do presentations, they have to discuss with their group members so that active participation is one of the important factors in presentation. Students are assessed on relevancy, accuracy, and organization of the content, presentation, pronunciation as well as the effective use of power point.

• Assignments + Attendance – 5 marks

In terms of assignments, students are mainly asked to do on tasks of reading and sometimes on writing. Depending on the allotted time and types of task, they will be done at home or in class.

Attendance is thought to be one of the key factors for the students.

References

Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

North, B. (2000) The Development of a Common Framework Scale of Language Proficiency. New York: Peter Lang.

Schneider, Guenther and Brian North (1999) ‘In anderen Sprachen kann ich’. Skalen zur Beschreibung, Beurteilung und Selbsteinschätzung der fremdsprachlichen Kommunikationmsfähigkeit. Berne, Project Report, National Research Programme 33, Swiss National Science Research Council.

Schneider, G., North, B. (2000) Fremdsprachen können – was heißt das? Chur / Zürich: Rüegger

Eng 5216: English for Hospitality and Tourism – 2

 Course Description 

This module focuses on the needs of professionals working in the tourism industry. This course builds learner confidence in the professional skills needed for the tourist industry whilst developing their language awareness. Students practise these skills in realistic Case Studies that reflect topical tourism issues.

Learning Outcomes

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

• apply the interpersonal and business skills which are essential job requirements in the travel and tourism industries
• demonstrate their professional skills such as dealing with enquires, marketing destinations, preparing guided tour, meeting clients’ needs, offering advice, negotiating, writing emails, problem solving, and speaking to groups
• use the specialized vocabulary needed for tourism profession

Assessment 

Assignment                 20 marks

Final Exam                  80 marks

Students need to complete five written assignments and they also need to do some in-class activities for the first semester. They are given all the necessary information to write the assignments. Some assignments are group work and some are individual work on writing a brochure and designing an itinerary for a package, describing different options of transportation in region, holding a meeting and writing a meeting-minute, writing a letter of apology, and writing geographical description of their country. Written assignments will be assessed based on the format and criteria for each particular type of writing.

Coursebook

Strutt, Peter (2013) English for International Tourism, Intermediate Coursebook (New Edition). Pearson.