SYLLABUS / BREAK DOWN OF THE PROGRAMME OF STUDY

FOR

MASTER’S DEGREE

IN

ENGLISH LANGUAGE TEACHING AND LINGUISTICS

FOR

REGULAR CANDIDATES

Faculty of English Language, Literature and Applied Linguistics

Department of English - Graduate Studies

National University of Modern Languages

Islamabad, Pakistan

Dated: 07. 06. 2005

SEMESTER-WISE BREAKDOWN OF COURSES AND SYLLABUS

NOTE: ALTHOUGH THE BREAKDOWN PROGRAMME IS DIVIDED INTO THREE PORTIONS, IT MUST BE REMEMBERED THAT THE STUDENTS WILL BE TESTED ON THE ENTIRE SYLLABUS FOR THE END-TERM EXAM.

FIRST SEMESTER

ELT-501 History of English Language

Scope:English as a world Language (an introduction); The concept of a Language family; Indo-European beginnings ; European Sub-divisions of I.E family; Proto Germanic, invasion & settlements by Germanic tribes, displacement of local Celtic Language, the Viking invasions; Norman Conquest, development of English in Modern times; English today, where used as the first language, where used as a second or foreign language, extent, distribution;

Course Outline

Prelim:

1. English as a world language

a. The Importance of Englishb. General Character of English

2. Language families

a. The Indo-European Family of Languagesb. The sub-divisions of Germanic, Celtic and language families.c. English in the Germanic Familyd. Land marks in the History of English

Mid Term:

3. First thousand years

a. Development of English from 5th to 8th centuriesi. Anglo Saxon invasions and its impact of their languageii. The Viking invasions and its impact of Englishiii. The influences of Latiniv. Greek Influencesv. Scandinavian Elements

b. Development of English in the Middle Agesi. She impact of Norman Conquestii. The general character of English in the Middle English

period and the vowel shift.

c. English in the modern period.i. The beginnings of standardization.ii. The making of Modern English

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End Term:

4. The development of English Vocabulary and Spellings

a. The shaping, building and ordering of words.b. Spelling & Pronunciationc. English Syntaxd. The Development of Dictionaries

5. The English Language today

a. American Influenceb. Other influences on English languagec. Good and Bad English

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ELT-502 English in Pakistan

Course Outline

Prelim:

1. English in South Asia- A historical Perspective.a. Colonial reasons for introducing English in the Indo-Pak sub-

continent. 2. The position and status of English in Pakistan

a. The spread and importance of English in Pakistan as an official language.

3. Language planning and the English languagea. Present practices in the teaching of the English language

Mid Term:

4. The Indigenisation of English in Pakistan5. Pakistani English as a variety.

a. Description of Pakistani English 6. Lexical variation in Pakistani English

a. Lexical and semantic features

End Term:

7. Native and non-native grammars of English a. Morphological and Syntactic features.

8. The effect of Pakistani languages on English.9. A Pedagogical Model of English for Pakistan

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ELT-503 Phonetics and Phonology

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

Course Outline

Prelim:

1. Phoneticsa. Areas of studyb. Phonetic universality and diversityc. Usefulness of study

2. Concepts of ‘Sounds of Language’3. Problems of English pronunciation

a. Lack of correspondence between spelling and pronunciation

b. Acoustic quality of speech sounds c. Proper articulation of speech sounds d. Mother tongue interference e. Supra segmental featuresf. Types of pronunciation

4. Requirements of foreign learners5. Phonetic symbols6. Process of articulation 7. Organs of speech-description and function8. Classification of sounds9. Articulation of vowels10. Cardinal vowels 11. Vowel diagram

Mid Term:

12. Description of English vowelsa. Pure vowelsb. Diphthongs c. Triphthongs

13. Articulation of consonants

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14. Place of articulation15. Manner of articulation16. Description of English consonants

a. Plosivesb. Affricatesc. Nasalsd. Laterals e. Fricatives f. Frictionless continuant/Liquids

17.Semi vowels 18.Consonant clusters in English19.Phonology

a. Relationship with phonetics b. Areas of study

20.Phonemea. Phonemic theoryb. Phonemic test

21. Allophonea. Complementary distributionb. Phonetic similarity

End Term:

22. Syllablea. Structure b. Syllabic division of wordsc. Permissible and non-permissible sound sequences\d. Conventional character of syllabic distribution

23. Word stress a. Levels of stressb. Variabilityc. Mobilityd. Rules and exceptions

24. Sentence stress25. Strong and weak forms

a. Formation of weak forms b. Importance of using weak forms c. Weak form words d. Use of strong forms

26. Assimilation

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a. Historical assimilationb. Contextual assimilationc. Consonant change in assimilation

27. Elision 28. Intonation

a. English tones b. Functions

29. Phonemic transcription30. Pakistani speakers of English

a. Problems of pronunciation b. Strategies to solve the problem c. Socio linguistic environmentd. Intelligibility as a learning goal

31. American English: some basic differences between RP and standard American English

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ELT-504 English Syntax

Course Outline

Prelim: Chapter-1:Concept of language and linguistics Prescriptive and descriptive GrammarDifference between animal and human communication

Chapter-2Morphology: The study of the structure of wordsUnit: 2.1 to 2.4

Chapter-5Syntax: The study of sentences structure Unit:5.1 – 5.2Generative Grammar Substantive and Formal UniversalsSurface and Deep Structure Phrase Structure RulesTransformational RulesConstituent Structure Embedding and RecursionTree - Diagram

Mid Term:

Chapter-6 Semantics (Unit 6.1 to Unit 6.3)Chapter-7 Language variation Chapter-8 Language change

End-term

Chapter-9 Pragmatics Chapter-10 Psychology of language (Unit: 10.1 to Unit: 10.3)Chapter-11 Language acquisition in children (Unit 11.1 and Unit 11.2)

Core Text:

An introduction to language and communication Fifth Edition Authors Adrian AkmajianRichard A-Demers

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Ann K. FarmerRobert M. Harnish

Ref Book:

Syntax-A Linguistics Introduction to Sentences Structure

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

A-Writing Skill

Prelims

1. Basics of good writing 2. Paragraph writing techniques, How paragraphs are put together

Mid Term:

3. Communicative strategies in writing. 4. Different forms of writing:

a. Descriptive, Narrative and Expositoryb. Argumentative writing: Developing an argument, answering an

argument.c. Writing for academic purposes.

End Term:

5.Composition and comprehension skills. 6.Communicative approach and application in writing class.

7.Designing writing tasks for ESL/EFL/ESL learners. 8.Testing writing skills effectively.

B-EssayAn Analytic Essay on any aspect related to language, ELT practices or current social and ethical issues.

Presentation ___ 50% marksStudents are required to prepare and present topics chosen in

consultation with the teaching staff on aspects of the course covered during the semester. Depending on the number of students in the class, the work may be undertaken individually or in groups, and presented in accordance with a schedule decided by the teaching staff. If done in groups, each member is expected to make a contribution both in preparing the presentation and defending it in a question-answer session with the class.

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SECOND SEMESTER

ELT-511 Theories of Learning / Language Learning

Theories of Learning (The entire module of Theories of Learning to be completed before mid term)

Course Outline

Prelim:

1. Perspectives on learning: the Cognitive Approach2. Piaget’s theory of Cognitive Development

a. Piaget’s four stages of child and adolescent development3. Bruner’s Theory of learning4. Information Processing and Cognitive Development5. Gestalts influence on cognitive learning6. Perspectives on learning: the Behaviourist and the Humanistic approaches

Mid Term:

7. Behavioural learning theory and its applicationa. Pavlov and classical conditioningb. Watson’s Learned Habits

8. Humanistic approach and its application:a. Carl Roger’s person-centred approach

9. Assessing educational performance a. Psychometrics and the value of psychometric tests.

10. Learning and teaching styles

Language Learning (The entire module to be completed before the end term)

Course Outline

End Term

1. The brain, its functions: The brain and Language2. Human language, comparison with animal communication

a. Characteristics of human communication

3. The first language acquisition:a. A pre-ordained language b. Stages in language development in a child

4. The Behaviorist and the Mentalist theory as applied to language learning5. Chomsky and the Nativists:

a. LAD / LASb. Deep and surface structurec. Language universals

6. Second Language Learning:a. Factors affecting second language learning

7. Speech disorders – Aphasia and Dyslexia

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

Course Outline

Prelim:

1. Definition of all the Technical Termsa. Method, Technique, Principle, Strategies, etc.b. The Importance of Methods in an ESL Situation

2. Grammar Translation Method a. Introduction of Grammar Translation Method with the glimpse of the application of the activities and classroom situation. b. Discussion.

3. The Direct Methoda. Introduction; Techniques and Principles used in the Direct

Methodb. Experience of an English Class with the Application of Direct

Method.c. Discussion

Mid Term:

4. The Audio-Lingual Methoda. Introduction: The Techniques and Principles Used in Audio-Lingual

Methodb. Discussion in the Light of the Glimpse of the Experience of a Class.

5. The Silent Waya. Introductionb. Experiencec. Discussion about the experience of the class with reference to

observations and principles6. Suggestopedia

a. Introduction and a glimpse of a classb. Discussion in the light of observations made.c. Reviewing the techniques and the classroom set up.d. Discussion regarding the activities used in the class

End Term:

7. Community Language Learninga. Introductionb. Discussion of the techniques and principles used in the class.

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8. Total Physical Response Methoda. Introductionb. Discussion in the light of the experience of the classc. Discussion regarding techniques and principles used in the class.

9. The Communicative Approacha. Introductionb. Discussion as how the class is conducted while applying

Communicative Approachc. Reviewing the techniques and principles used in the class

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

Contents

Prelim:

1. What listening entails:a. Sound recognition and sound discrimination; b. The Listener’s processing of soundsc. Decoding and Reconstructiond. The Closing of Speech Patternse. Comprehending, Guessing, Taking Actionf. Weak Formsg. Abbreviations, contractionsh. The Resolution of Ambiguities

2. Study Approaches that take Cognizance of these Factors3. Types of Listening Materials for these Factors4. Types of Listening Material for the Classroom5. Vocabulary Building for Listening

Mid Term:

6. A/V Accessoriesa. Televisionb. Cassette Playerc. The Self-Study Orderd. The Language Laboratorye. Computer Films, Videos, f. Students’ Input

End Term:

7. What Speaking entailsa. Codingb. Enunciatingc. Repairingd. Deep and Surface Structures

8. The Speech Organs9. Basic Phonemics and IPA of English10. The Sounds of English

a. Consonants b. Vowelsc. Diphthongsd. Triphthongs

11. Teaching:a. Stress

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b. Intonationc. Weak Formsd. Elisione. Abbreviationsf. Contractions

12. Problem Areas for Pakistani Students13. Vocabulary Building For Speech14. Classroom Techniques15. Educational Technology for Speech Training16. Student Input

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ELT-514 The Skills of Language (Teaching Reading and Writing Skills)

Contents

Prelim:

1) The Implications of the Reading Processi) Reading as a passive Processii) Reading as an Active Processiii) Bottom-Up/Top-Down Theoriesiv) Form and Content Schematav) Discourse Analysisvi) Reading as a Source for the Development of Other Language Skills

Mid Term:

vii)Techniques for Teaching Reading(a) Anticipatory Reading(b) Skimming and Scanning(c) Questioning(d) Follow up Reading(e) Intensive and Extensive Reading(f) Vocabulary for Reading(g) Students Inputs

End Term:

2) The Implications of Writingi) Letter Formationii) Sentence Combiningiii) Sentence and Discourseiv) Short and Longv) Outliningvi) Planningvii)Paragraphingviii) Sequencing ix) Punctuationx) Writing Stylesxi) Kinds of Writing xii)Subjective and objective Writingxiii) Technical Writingxiv) Controlled, Guided and Free Writingxv) Rhetorical Devicesxvi) Vocabulary for Writingxvii) Cohesion and Coherencexviii) Students’ Inputs

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ELT-515 Micro-Teaching/Action Research

Action Research (The module of Action Research to be covered by the mid term)

Contents

Mid Term:

1. Introductiona. What is Action Research?b. What it is not. c. Why is it called Action Research?d. Action Researchere. Action Research vs. Formal Researchf. Action Research Process

2. Benefits of Action Researcha. Action Research Spiralb. Teacher-as-Researcher

3. Why is Teacher Research important?4. What are the Effects of Action Research?

End Term:

Micro Teaching (The module of Micro Teaching to be covered by the End Term)

Students are required to develop and present teaching modules for some aspects of English Language Teaching, in accordance with a schedule decided by the university. In the normal course of events, topics for microteaching will be chosen from problem areas in ELT within the Pakistani context. Depending on the number of students, the work may be undertaken individually or in groups and each student is expected to make a contribution. Evaluation is done by class teachers or by panels of examiners appointed by the university for this purpose.

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THIRD SEMESTER

ELT-521 Teaching of Vocabulary and Grammar

Teaching of Vocabulary (The entire module of Vocabulary to be covered before the Mid Term)

Course Outline

Prelim:

1. Words and their meaningsa. Conceptual meaning.b. Affective meaning c. Style, register and dialectd. Sense relationse. Synonymsf. Hyponymyg. Antonymyh. Other types of relationsi. Translation equivalentsj. Multi-word verbsk. Idiomsl. Collocationm. Componential analysis

2. Words and their formsa. The grammar of vocabulary b. Word building c. Pronunciation

Principles in Learning and Teaching Vocabulary

Mid Term:

3. Decisions about contenta. Student responsibility and teacher responsibilityb. Criteria for selection c. Frequencyd. Cultural factorse. Need and level f. Expediency g. Receptive versus productive vocabularyh. How many items to teachi. Grouping of items of vocabulary

4. How the learner discovers meaning

a. Traditional approaches and techniques used in the presentation of new vocabulary items

b. Visual techniquesc. Verbal techniques

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d. Translation e. Student-centered learning f. Asking othersg. Using dictionary h. Contextual guess work

Classroom Activities5. Using visual aids

a. Using pictures to guide to meaningb. Using pictures for further practice

6. Using authentic reading texts

7. Teacher designed context and the use of the dictionary

8. Speaking activitiesa. Role playb. Narrativec. Processes, priorities and appropriacy

9. Vocabulary in course books a. Checklistb. Extracts from course books c. Vocabulary related to: The world around us

People Daily life Work Leisure and entertainment Communication and technology Social concerns Tourism Countries & nationalities Global problems Computers & internet The Press & the media Politics & public institutions Idiomatic expressions

Teaching Grammar (The entire module of grammar to be covered before the End Term)

Course Outline

1. Introduction: What is Grammar?2. The role of grammar in language teaching 3. Identifying grammar: problems & solutions4. Presenting grammatical items5. Discovery techniques 6. Practice techniques7. Testing grammar

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ELT-522 ESP-Business English

ESPPrelim:

1. Definitions of ESP2. The Origins of ESP3. The Development of ESP4. Course Design5. Application of ESP6. Materials Production7. Methodology8. The Role of ESP Teacher

Mid Term:

Business English1. Basic English Skills

a. The Sentence b. The Paragraphc. Punctuationd. Spelling

2. Business Lettersa. Formatting Business Lettersb. Planning Your Contentc. Everyday Letters

What are ‘Everyday’ Letters? Organization of Everyday Letters Request Letters Transmittal Letters Acknowledgement Letters Claim Letters Editing of Everyday Letters Communication Laboratory

d. Letters that Refuse Requests or Bring Bad Newse. Sales Letters and Public Relations Lettersf. Social-Business letters

End Term:

3. Memoranduma. Planning Routine Memosb. Preparing Special Memos

4. Business Reports and other Written Messagesa. Informational and Analytical Reportsb. Minutes, News Releases and other form messages

5. Oral Communicationa. Developing effective listening skillsb. Developing effective speaking skillsc. Using speaking skills on the job

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ELT-523 Computer Assisted Language Learning/Teaching (CALL/CALT)

Course Outline

Prelim:

1. Computers and language teaching a. The computer as an educational aid b. Computer assisted instruction in language teaching c. The choice facing the teacher

Hardware Software

d. Starting up and running the BASIC system

2. Elementary techniques and their implementation in BASICa. Communicating with the learner

Displaying informationb. Stringsc. Processing the learner’s response-matching and branching d. The End and Stop statementse. Fundamental exercise format

Mid Term:

3. Marking and keeping score-arithmetic in BASICa. Numeric variables and constantsb. Arithmetic and conditional expressionsc. Manipulation of score counters

4. Matching techniques5. Drills & repetition

End Term:

6. Help response & lesson files7. CALT programming techniques8. Writing CALT materials9. CALT today

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ELT-523 Computer Assisted Language Learning/Teaching (CALL/CALT)

Course Outline

Prelim:a. What is computer?b. Types of computer?c. Definition of CALL.d. General Introduction of CALL.e. Laboratory practice of skills e.g. TOEFL IBT, online stories,

online activities for listening, reading, writing and speaking skills.

Mid Term:a. Software

Types of Softwareb. Hardware

(i) Central processing unit (CPU)(ii) Input devices (iii) Output devices

c. Working on sound cloud. Com for practicing speaking skills. (Both theory and practical)

d. Working on skype for Speaking Skillse. Todaysmeet.com for writing skills and sharing notes. (practical and theoretical)f. Facebook and twitter (used in improving languages skills).g. What is multimedia? Use of multimedia in language class (especially listening

skills)h. Practicing Lab work.

End Term:a. MS Office

MS WordMS PowerPoint

b. Introduction to CALLPhases / History of CALLRole of StudentsRole of Teachers

c. Use of Podcasts in Listening Skills class room / CALL d. Hot polato (software) e. Introducing Dropbox (software for saving data)f. Internetg. Browsersh. Emailsi. Instant messagingk. Practicing lab work

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ELT-524 Language and Literature (Selections) Poetry, Essays and short stories

Contents:

Prelim:

The Eagle Lord Alfred TennysonSea Fever John MansfieldDover Beach Matthew ArnoldWords and Behaviour Aldous Huxley

Mid Term:

The Village Schoolmaster Oliver GoldsmithJacque’s Seven Ages of Man William ShakespeareThe Novel and the Fairy Tale John BuchanIs Silence Golden? W. R. IngeLondon Cries Joseph Addison

End Term:

Before Agincourt William ShakespeareThe Pied Piper of Hamilen Robert BrowningOvercoat GogolThe Black cat Edgar Allan PoeThe Once Million Pound Note Mark Twain

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ELT-525 Curriculum Planning and Syllabus Design

Course Outline

Prelim:

1) Defining Syllabus Designa. Introductionb. A General Curriculum Modelc. Defining Syllabusd. The Role of the Classroom Teachere. Conclusion

2) Points of Departurea. Introductionb. Basic Orientationsc. Learning Purposesd. Learning Goalse. Conclusion

3) Production-Oriented Syllabusesa. Introductionb. Analytic and Synthetic Syllabus Planningc. Grammatical Syllabusd. Criticising Grammatical Syllabuse. Functional Notional Syllabusesf. Criticising Functional and Notional Syllabusesg. Analytic Syllabuses h. Conclusion

Mid Term:

4) Process-Oriented Syllabusesa. Introductionb. Procedural Syllabusc. Task-based Syllabusd. Content Syllabuse. The Natural Approachf. Syllabus Design and Methodologyg. Grading Taskh. Conclusion

5) Objectivesa. Introductionb. Types of Objectivesc. Performance Objectives in Language Teachingd. Criticising Performance Objectivese. Process and Product Objectivesf. Conclusion

6) Needs and Goalsa. Introductionb. Need Analysisc. From Needs to Goalsd. Conclusion

End Term:

7) Selecting and Grading Contentsa. Introductionb. Selecting Grammatical Contentc. Selecting Functional and Notional Componentsd. Relating Grammatical Functional and Notional Components

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e. Grading Contentf. Conclusion

8) Selecting and Grading Learning Tasksa. Introduction b. Goals, Objectives and Tasksc. Procedural Syllabusesd. The Natural Approache. Content –Based Syllabus f. Levels of Difficultyg. Teaching Grammar as Processh. Conclusion

9) Selecting and Grading Objectivesa. Introduction b. Product-Oriented Objectivesc. Process-Oriented Objectivesd. Conclusion

10) General Principlesa. Curriculum and Syllabus Modelsb. Purposes and Goalsc. Syllabus productsd. Experiential Contentse. Tasks and Activitiesf. Objectives

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ELT-526 Breakdown DA (Discourse Analysis)

Book: An Introduction to Discourse Analysis by Malcolm Courlthard.

Preliminary:

1. Speech Acts and Conversational Maxims2. The Ethnography of Speaking

Mid-term:

1. Conversational Analysis2. Intonation3. A Linguistic Approach

End-Term

1. Discourse Analysis and Language Teaching 2. The Acquisition of Discourse 3. The Analysis of Literary Discourse

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FOURTH SEMESTERELT-531 Literature in Language Classroom

Course Outline

Mid Term:

1. Introduction2. Using literature in the language classroom: The Issues

a. What is literature?b. What is distinctive about the language of literature?c. The reader and the textd. Literature competence and the language classroome. Why use literature in the language classroom?

3. Approaches to using literature with the language learnersa. An overviewb. A language-based approach to using literaturec. Stylistics in the classroomd. Literature as context: How far to go?e. Literature for personal enrichment: involving studentsf. The role of metalanguage

4. Selecting and evaluating material a. Selecting textsb. Evaluating learning material which make use of literary texts

5. Reading literature cross-culturally a. Being a studentb. A consideration of cultural aspects in text c. Strategies for overcoming cultural problems

6. Materials design and lesson planning: Novels and Short storiesa. Writing your own story b. Distinctive features of a short storyc. Anticipating student problem when using a short storyd. Planning a lesson for use with a short storye. Further tasks and activities for use with a short storyf. Using novels in the language classroom

End Term:

7. Material design and lesson planning: Poetrya. Putting a poem back together b. What is distinctive about poetry?c. Why use poetry with the language learners?d. Exploiting unusual language features

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e. Helping students with figurative meaningf. Using poetry with lower level g. Using poetry to develop oral skillsh. Using a poem with students at higher level i. Anticipating student problemj. Other tasks and activities

8. Material design and lesson Planning: Playsa. What is distinctive about plays?b. The language of a playc. The performance of a playd. Why use plays in the language classroom?e. Using plays’ extracts for conversation f. Using plays’ extracts for improving students’ oral skills g. Using plays’ extracts at the lower level h. Anticipating students’ problems i. Further activitiesj. Using a whole play with students

9. Reflecting o the literature lesson a. Thinking about observation b. General observation of the literature lessonc. Micro tasks for reflecting on specific areas of teaching d. Observing a student e. Other ways of monitoring teaching

10. Literature and self-accessa. What is a literature self-access centre? b. Why have literature self-access centre?c. Setting up a literature self-access centre? d. Worksheets to guide students in their reading

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ELT-532 Error Analysis/Testing and Assessment

a. Error Analysis (The entire module of Error Analysis to be covered before the Mid Term)

Mid Term:

Course Outline

1. Definition & delimitation

a. Human error. b. Successive paradigms.c. Inter language and errors.d. Learners and native speakers.e. Mounting criticism of EA.f. Data collection for EA.

2. The Scope of Error Analysisa. Good English for the English.b. Good English for the FL/SL learners.c. The native speaker and thed. Power dimension. e. The incompleteness hypothesis.

3. Defining ‘Error’

a. Ignorance.b. Measures of deviancec. Other dimensions: errors & mistakesd. Errors: mistakes & acquisitione. Lapsology

4. The Description of Errorsa. Errors detectionb. Locating errorsc. Describing errorsd. Error classificatione. Errors taxonomies f. Counting errorsg. Profiling & Error analysish. Computerized corpora of errors

5. Level of Errorsi. Substance errors

ii. Text errors

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iii. Lexical errorsiv. Classifying lexical errorsv. Grammar errors

vi. Discourse errors

6. Diagnosing Errorsa. Descriptionb. Ignorance and avoidancec. Mother-tongue influence: Inter lingual errorsd. Target language causes: Inter lingual errorse. Communication strategy-based errorsf. Induced errorsg. Compound and ambiguous errors

7. Error Correctiona. What is correction?b. Whether to correct: pros & consc. How to do errors correction: some options and principlesd. Noticing errore. Rules and the role of corrective explanation

8. Errors Analysis and Remedial teaching

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

Course Outline

End Term:

1. Teaching & testing 2. Purposes and methods of language testing 3. Kinds of test & testing 4. Characteristics of a good test

a. Reliability b. Validity c. Practicality

5. Stages of test construction.6. Test techniques and testing overall ability 7. Testing functional English 8. Testing Grammar & Vocabulary9. Testing Auditory discrimination & Comprehension

a. Tests of Sound Discrimination b. Tests of auditory Comprehension

10. Testing reading comprehension

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11. Testing writing 12. Testing oral production/speaking13. Constructing the test 14. Test administration

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ELT-533 Textbook Adaptation and Use of Audio-Visual Aids

Course Outline

Mid Term:

1. Aims and Purposes of Language Teaching Aids2. Aids to Aural Comprehension3. Aids to Speech Production

End Term:

4. Reading Aids5. Writing Aids6. Multi-Skill Aids

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ELT-534 Research Methodology

MID TERM1. Introduction to Research

Definition of Research Basic and Applied research Types of research Qualitative Research Quantitative Research

2. Introduction of terms related to research project. Hypothesis, variables and sampling

3. Selecting and Defining a Research Topic

4. Review of the literature What, why and how to contextualize Locating the source of the literature review Organizing and report the review of the literature

5. Preparing and Evaluating a Research Introduction: Statement of the problem Review of related Literature Statement of the Hypothesis

Methods research: Subjects Research tools Design

Data Analysis: Tabulation Graphing Time Schedule

(Difference between qualitative and quantitative research proposal)

END TERM:6. Qualitative Data Collection

Questionnaire Interview Observation Document Study

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7. Qualitative Research: Content Analysis and Interpretation Data Collection Procedures Checking the validity & reliability of data Analyzing different types of data

8. Conclusion

Summarizing the whole project Suggestions & recommendations Bibliography & Searching Techniques MLA style

Reference Books:a. Educational Research by L.R. Gayb. Writing the Modern Research Paper by Robert Dees c. A Manual for the writers of theses dissertation and research paper By

Kate Turabian

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ELT-535 Dissertation (No paper in the Mid Term. Submission of the dissertation to be followed by viva voce examination in the End Term)

In continuation of course EP-94/4, students are required to produce a properly supervised, researched and formatted dissertation from 60 to 80 pages long on an approved topic relevant to ELT. Preference will be given to topics that take the Pakistani context into account. In terms of context it is expected that the dissertation will show evidence of original contributions in material or thought. In terms of format the dissertation should be in line with recent recommendations with regard to layout, referencing and indexing. Evaluation is in two phases, (a) through a system of internal and external marking and (b) through a face-to-face defence with a panel of examiners appointed by the University.

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ELT-536 (Critical Discourse Analysis)

Mid Term:

1. Discourse Analysis: What makes it critical? by Paul James Gee

2. Figured Worlds & Discourses of Masculinity by Josephine Marsh &

Lammers

End Term:

3. Semiotic aspects of Social transformation & learning by Norman

Fairclough.

4. Learning a Social Interaction: Interdiscursivity in teacher and researcher

study Group by Cynthia Lewir & Ketter

5. Locating the role of Critical Discourse Analyst.

Core text: Introduction to CDA in Education by Rebecca Rogers.

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