This course offers a number of influential essays in the history of literary and cultural criticism that explained and have shaped the composition and interpretation of literary discourses. By studying these texts, students should be able to trace the historical development of various critical schools, develop an understanding of the terminology associated with literary criticism, and explore different ways in which literature and culture coalesce.

Samuel Johnson - Preface to Shakespeare (selection)

William Wordsworth - Preface to Lyrical Ballads

Samuel Taylor Coleridge - Biographia Literaria, Chapters XIII, XIV

Virginia Woolf  - “Shakespeare’s Sister”

Thomas Stearns Eliot - “Tradition and the Individual Talent”

Edward Said - Introduction to Orientalism

Terry Eagleton - “The Rise of English”

Recommended Reading

Bennett, Andrew and Nicholas Royle. An Introduction to Literature, Criticism and Theory. 4th edition. London and New York: Routledge, 2009.  

Leitch, Vincent B et al (Ed.). The Norton Anthology of Theory and Criticism. New York: W W Norton & Company, 2001.

Ryan, Michael. Literary Theory: A Practical Introduction. Second Edition. Massachusetts: Blackwell Publishing, 2007.

Selden, Raman, Peter Widdowson and Peter Brooker. A Reader’s Guide to Contemporary Literary Theory. Fifth Edition. New Delhi: Pearson, 2007.

The course is designed to offer/make a short survey covering English literature from the Renaissance period to the Victorian Age. It demonstrates the development and changing forms of poetry, drama, and prose as well as the emergence and transformations of a number of literary genres and kinds with their generic characteristics. 

Edmund Spenser - Faerie Queene, Book I, Canto I

Christopher Marlowe - Doctor Faustus

William Shakespeare - Hamlet

John Milton - Paradise Lost, Books I, IX

Alexander Pope - The Rape of the Lock

William Wordsworth - “I Wandered Lonely as a Cloud,” “Lines Composed a Few Miles above Tintern Abbey”

Charles Dickens - Great Expectations

Recommended Reading

Baugh, Albert C. (Ed.). A Literary History of England. London and New York: Routledge, 1959.

Bradbrook, Malcolm. Themes and Conventions of Elizabethan Tragedy. 1935. Cambridge: CUP, 1994.

Daiches, David. A Critical History of English Literature. Ronal Press Company, 1970.

Ford, Boris (Ed.). The New Pelican Guide to English Literature Vol. 7. London: Penguin, 1961.

Tillyard, E M W. The Elizabethan World Picture. London: Random House, 2011.

The course includes some major topics in the acquisition/learning of first and second language, and looks at them in detail: 

    a. Child language acquisition: babbling stage, holophrastic stage, two-word stage, etc

    b. L1 acquisition theories: bebaviourist theory, mentalist theory, biological theory, and cognitive theory

    c. L2 learning theories: monitor model, interlanguage theory, linguistic universals, acculturation theory, and cognitive theory

    d. Individual factors in L2 learning: age, aptitude, attitude, motivation, personality, cognitive style, memory, etc

Recommended Reading

Understanding Second Language Acquisition. Ellis, R. Oxford: OUP. 1986.

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

Individual Differences in Second Language Learning. Skehan, P. London: Edward Arnold. 1989.

Instructed Second Language Acquisition. Ellis, R. Oxford: OUP. 1990.

The Study of Second Language Acquisition. Ellis, R. Oxford: OUP. 1994.

Principles of Language Learning and Teaching. Brown, H. D. London: Longman.2000.

Teaching English to Speakers of Other Languages. Carter, R. and Nunan, D. Cambridge: CUP. 2001.

This course samples major works of seven major British playwrights and poets of the 20th century. Incorporating Irish and Welsh writers, the course offers a panoramic view of the wonderful diversity of British drama and poetry. Knowledge of the socio-political background of the 20th century UK as well as significant literary movements, for example, surrealism, regionalism, and modernist and postmodernist ideas, ranging from Brechtian ‘alienation effect’ to the theatre of the ‘absurd,’ is required.

DRAMA

Samuel Beckett - Waiting for Godot

George Bernard Shaw - Saint Joan

POETRY

William Butler Yeats - “The Lake Isle of Innisfree”, “No Second Troy”, “Easter 1916”, “The Second Coming”, “Leda and the Swan”, “Byzantium”

Thomas Stearns Eliot - “The Love Song of J Alfred Prufrock”, The Waste Land

Wystan Hugh Auden - “Spain 1937”, “Musée des Beaus Arts”, “In Memory of W. B. Yeats”, “The Shield of Achilles”

Dylan Thomas - “After the Funeral”, “Fern Hill”

Ted Hughes - “Pike,” “Jaguar,” “Thought Fox,” “Examination at the Womb-Door”

Recommended Reading

Frank, Joseph. The Widening Gyre: Crisis and Mastery in Modern Literature. New Brunswick: Rutgers UP, 1963.

Levenson, Michael (Ed.). The Cambridge Companion to Modernism. Cambridge: CUP, 1999. 

Levenson, Michael. A Genealogy of Modernism: A Study of English Literary Doctrine, 1908-1922. Cabridge, CUP, 1986.

Shattock, Joanne (Ed.). The Cambridge Companion to English Literature, 1830-1914. Cambridge: CUP, 2010.

This course offers five seminal novels written by five modernist luminaries of the 20th century British literature. The objective is to introduce students to the dominant trends in the narrative technique, structure, style, and theme of modern fiction. Students are required to become familiar with modernism and other different significant theories developed in the 20th century.

Joseph Conrad - Heart of Darkness

James Joyce - A Portrait of the Artist as a Young Man

Virginia Woolf - Mrs Dalloway

D H Lawrence - Sons and Lovers

Zadie Smith - White Teeth

Recommended Reading

Clarke, Peter. Hope and Glory: Britain 1900-2000. London: Penguin, 2004.

Frank, Joseph. The Widening Gyre: Crisis and Mastery in Modern Literature. New Brunswick: Rutgers UP, 1963.

Levenson, Michael (Ed.). The Cambridge Companion to Modernism. Cambridge: CUP, 1999. 

Levenson, Michael. A Genealogy of Modernism: A Study of English Literary Doctrine, 1908-1922. Cambridge, CUP, 1986.

Shattock, Joanne (Ed.). The Cambridge Companion to English Literature, 1830-1914. Cambridge: CUP, 2010.

This course samples the major American writers of the 20th century. The course incorporates novels, short stories, and plays with a view to cover a wide range of stylistic, structural, and narrative trends that dominated 20th century American literature. Students are required to have knowledge about the dominant literary modes and movements as well as socio-political scenario of the 20th century USA, ranging from the ‘Roaring Twenties’ and ‘Lost Generation’ to the Black Rights and feminist movements.

DRAMA

Eugene O’Neill - Long Day’s Journey Into Night

Arthur Miller - Death of a Salesman

POETRY

Robert Frost “Mending Wall,” “Death of a Hired Man,” “The Road Not Taken,” “Stopping by the Woods on a Snowy Evening,” “Design”

William Carlos Williams - “The Red Wheelbarrow,” “A Sort of a Song,” “Pictures from Brueghel: Poems I and II”

Sylvia Plath “Daddy”, “Lady Lazarus”, “Ariel”

FICTION

William Faulkner - As I Lay Dying

Ernest Hemingway - “A Clean, Well-lighted Place”

Toni Morrison - A Mercy 

Recommended Reading

Gray, Richard. A History of American Literature. NJ: Wiley, 2004.

Bradbury, Malcolm. The Modern American Novel. Oxford, OUP, 1995.

Gelpi, Albert. A Coherent Splendor: The American Poetic Renaissance 1910-1950. Cambridge, CUP: 1988.

Gray, Richard. American Poetry of the Twentieth Century. Cambridge, CUP, 1990.

Adler, Thomas. American Drama, 1940-1960: A Critical History. Connecticut: Twayne Publishers, 1994.

Berkowitz, Gerald. American Drama in the Twentieth Century. Boston: Addison-Wesley Longman, Limited, 1992.

This course samples the major American writers of the 20th century. The course incorporates novels, short stories, and plays with a view to cover a wide range of stylistic, structural, and narrative trends that dominated 20th century American literature. Students are required to have knowledge about the dominant literary modes and movements as well as socio-political scenario of the 20th century USA, ranging from the ‘Roaring Twenties’ and ‘Lost Generation’ to the Black Rights and feminist movements.

DRAMA

Eugene O’Neill - Long Day’s Journey Into Night

Arthur Miller - Death of a Salesman

POETRY

Robert Frost “Mending Wall,” “Death of a Hired Man,” “The Road Not Taken,” “Stopping by the Woods on a Snowy Evening,” “Design”

William Carlos Williams - “The Red Wheelbarrow,” “A Sort of a Song,” “Pictures from Brueghel: Poems I and II”

Sylvia Plath “Daddy”, “Lady Lazarus”, “Ariel”

FICTION

William Faulkner - As I Lay Dying

Ernest Hemingway - “A Clean, Well-lighted Place”

Toni Morrison - A Mercy 

Recommended Reading

Gray, Richard. A History of American Literature. NJ: Wiley, 2004.

Bradbury, Malcolm. The Modern American Novel. Oxford, OUP, 1995.

Gelpi, Albert. A Coherent Splendor: The American Poetic Renaissance 1910-1950. Cambridge, CUP: 1988.

Gray, Richard. American Poetry of the Twentieth Century. Cambridge, CUP, 1990.

Adler, Thomas. American Drama, 1940-1960: A Critical History. Connecticut: Twayne Publishers, 1994.

Berkowitz, Gerald. American Drama in the Twentieth Century. Boston: Addison-Wesley Longman, Limited, 1992.

This course samples the major works (in English translation) five non-English European writers. Spanning three countries, the course covers writers as diverse as the realist Flaubert to the absurdist Camus, thus, offering a wonderful survey of the development of fiction in Europe.

Gustave Flaubert - Madame Bovary

Lev Tolstoy - Death of Ivan Ilyich

Fyodor Dostoyevsky - Notes from the Underground

Franz Kafka - The Trial

Albert Camus - The Outsider

Recommended Reading

Arnold Hauser. The Social History of Art. Vintage, 1957.

Gaskell, Philip. Landmarks in Continental European Literature. Edinburgh: EUP, 1999.

Lewis, P. (Ed.). The Cambridge Companion to European Modernism. Cambridge: CUP, 2011.

Linda, Ochlin. Realism and Tradition in Art 1848-1900. NJ: Prentice-Hall, 1966.

This course introduces students to the vibrant field of contemporary critical theory. Offering six critical schools and theories as diverse as formalism and poststructuralism, the course is intended both to study the basic tenets of select theories and to learn how these theories are applied to read literary, popular, and other discourses.

FORMALISM

Major focus: defamiliarization, foregrounding

STRUCTURALISM AND SEMIOTICS

Major focus: sign, binary oppositions, mythoi, archetypal criticism, narratology, mythologies

MARXIST LITERARY THEORY

Major focus: base and superstructure; ideology; ISA; hegemony; Cultural Materialism

FEMINIST LITERARY THEORY

Major focus: androgyny; Other; ‘Images of Women’ criticism; gynocriticism; l’écriture féminine; black feminist criticism; postcolonial feminism

PSYCHOANALYTIC CRITICISM

Major focus: the unconscious; Oedipus complex; Imaginary, Symbolic and Real; trauma

POST-STRUCTURALISM AND DECONSTRUCTION

Major focus: logocentrism; différance; jouissance; aporia; the death of the author; heteroglossia; carnivalesque; rhizome; territorialization; disciplinarity

Recommended Reading

Barry, Peter. Beginning Theory. Manchester: Manchester University Press, 1995.

Brooker, Peter, Raman Selden and Peter Widdowson, A Reader’s Guide to Contemporary Literary Theory. London: Prentice Hall, 1997.

Eagleton, Terry. (1983) Literary Theory: An Introduction. Minnesota: UMP, 2008.

Leitch, Vincent B. The Norton Anthology of Theory and Criticism. London and New York: W W Norton & Company, 2001.

Rivkin, Julie and Michael Ryan. Literary Theory: An Anthology. Oxford: Blackwell, 1998.

Ryan, Michael. Literary Theory: A Practical Introduction. Oxford: Blackwell, 2004.

Tyson, Lois. Critical Theory Today, 2nd Edition, New York and London: Routledge, 2008.

Waugh, Patricia (Ed.). Literary Theory and Criticism: An Oxford Guide. Oxford: OUP, 2006.

Wolfreys, Julian (Ed.). Introducing Literary Theories: A Guide and Glossary. New Delhi: Atlantic Publishers, 2005.

This course intends to locate and analyze how postcolonial criticism and literatures respond to and reconstruct imperial/colonial symbolic and political domination and repression. The course, thus, provides students with a theoretical framework within which they could read critically and politically, both colonial and post-colonial discourses. It also examines if and how the colonial experiences have impacted upon the type, form and content of postcolonial literatures.

CRITICAL DISCOURSE 

Chinua Achebe - “The African Writer and the English Language”

Homi K Bhabha - “Remembering Fanon”

Stuart Hall - “Cultural Identity and Diaspora”

Gayatri Chakravarty Spivak “Can the subaltern speak?”

LITERARY WORKS

J M Coetzee - Waiting for the Barbarians

Wole Soyinka - The Road

R K Narayan - Waiting for the Mahatma

Derek Walcott - “A Far Cry from Africa,” “Ruins of a Great House,” Another Life (select sections)

Recommended Reading

Bill Ashcroft - Gareth Griffiths and Helen Tiffin. 1995. The Post-colonial Studies Reader. London & New York: Routledge. 

---. 2003. The Empire Writes Back: Theory and practice in post-colonial literatures. London & New York: Routledge.

Elleke Boehmer. 1995. Colonial and Postcolonial Literature. Oxford: Oxford University Press.

Peter Childs and Patrick Williams. 1997. An Introduction to Post-Colonial Theory. Essex: Longman-Pearson Education.

Helen Gilbert and Joanne Tompkins. 1996. Post-Colonial Drama: Theory, practice, politics. London & New York: Routledge.

Patrick Williams and Laura Chrisman (eds.). 1993. Colonial Discourse and Post-colonial Theory: a Reader. Hemel Hampstead, England: Harvester Wheatsheaf.

This course samples trend-setting contemporary novels and stories some of which were bestsellers and have achieved the ‘cult’ status. Spanning three continents, this course offers an exciting entry into postmodernism while, at the same time, attends to the questions of racism, multiculturalism, gender, and the politics of the media. The course also intends to question the distinctions made between ‘high’ art and ‘popular’ art.

POSTMODERNISM

• Postmodernism: postmodernity; postmodernism; grand narrative (Lyotard); intertextuality (Kristeva); simulacru and hyperreality Baudrillard); pastiche (Jameson); cyberculture;  multiculturalism; globalization

• The popular: popular culture; subculture; cult

LITERARY WORKS

Milan Kundera - The Unbearable Lightness of Being (1984)

Haruki Murakami - Norwegian Wood (1987)

Gabriel Garcia Marquez - Strange Pilgrims (1994)

Arundhati Roy - The God of Small Things (1997)

Orhan Pamuk - My Name is Red (1998)

Required Reading

Stuart Hall - “The Politics of the Popular”

Ihab Hassan - “Toward a Concept of Postmodernism”

Recommended Reading

Geyh, Paula, Fred G. Leebron and Andrew Levy (Eds.). Postmodern American Fiction: A Norton Anthology. Ed. New York: W. W. Norton & Company, 1998.

Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. 1988. London and NY: Routledge, 2004.

---. The Politics of Postmodernism: History, Theory, Fiction. 1989. London and NY: Routledge, 2002.

Jameson, Fredric. Postmodernism, or, the Cultural Logic of Late Capitalism. Durham: DUP, 1991.

Lyotard, Jean-François. The Postmodern Condition: A Report on Knowledge. 1979. Trans. Geoff Bennington and Brian Massumi. Manchester: MUP, 1984. 

Storey, John (ed.) Cultural Theory and Popular Culture: A Reader. 2nd ed. Essex: Longman, 1998.

---. Cultural Theory and Popular Culture: An Introduction, (2nd edition) Essex: Longman, 1998.

Taylor, Victor E and Charles E Winquist. Encyclopedia of Postmodernism.2001. London: Routledge, 2003.

This course addresses the complex relation of culture and cultural productions, including literature, with a view to explore how the contents and forms of culture construct and influence the production of literature and criticism. Abreast with contemporary trends in cultural studies, it also studies production, conditioning, distribution, and consumption of discourses, such as television, advertising, minority literatures, and popular literature. The choice of texts intends to cover two cultural studies methods: institutional analysis, and ideology critique. By the end of the course, students are required to submit a Cultural Analysis Paper.

CULTURAL STUDIES

• Cultural Studies: definition; aim; scope; methodology

• Schools: British, American, Australian, Indian, etc.

• Popular Culture

CRITICAL WORKS

Theodor W. Adorno and Max Horkheimer -“The Culture Industry: Enlightenment as Mass Deception”

Roland Barthes - Mythologies (selection)

Jean Baudrillard - “The Precession of Simulacra”

Stuart Hall - “The Spectacle of the ‘Other’”

Fredric Jameson -“Postmodernism and Consumer Society”

Laura Mulvey - “Visual Pleasure and Narrative Cinema”

Dick Hebdige - “The Function of Subculture”

Judith Butler “Subjects of ex/Gender/Desire”

CULTURAL ANALYSIS PAPER

A student requires submitting a 1500-word research-oriented cultural analysis paper on any one of the following areas: (i) popular culture, (ii) representation, ideology, and hegemony, (iii) space and time, (iv) leisure and consumption, (v) ethnicity, glocalization, and multiculturalism, (vi) body, race, sexuality, and gender, and (vii) technology and cyberculture.

Recommended Reading

Peter Brooker. A Concise Glossary of Cultural Theory. London: Arnold, 1999.

Simon During. Cultural Studies: A Critical Introduction. London and New York: Routledge, 2005.

John Fiske. Understanding Popular Culture. Boston: Unwin Hyman, 1989.  

Stuart Hall (ed.).  Representation: Cultural Representations and Signifying Practices. London: SAGE Publications Ltd., 1997.

Philip Smith. Cultural Theory: An Introduction. Oxford: Blackwell Publishers, 2001.

This course introduces students to the growing range and significance of the media, mass communication, and digital information with a view to make them able to identify and analyze the potential and relation of literature, media, art, and communication. The course also aims at training students in media-related areas, for example, writing review and preparing promotional materials. By the end of the course, students are required to give a workshop.

CRITICAL WORKS

Noam Chomsky - Media Control

Stuart Hall - “Encoding/Decoding”

Edward Said - Covering Islam

MASS COMMUNICATION AND MEDIA STUDIES

• Mass Communication
• Media Studies: evolution (from Lazarsfeld to Barthes); Media-Society theory
• Media Literacy: media literacy skills; media content; media genres, etc.
• Journalism: the news media; language of the news; features of news; press release; profiles
• Advertising: IMC; publicity materials: print, electronic, and minor media; copywriting

METHODOLOGY AND TECHNOLOGY

• Visual methodology: visuality; compositional analysis; content analysis; semiology
• New Media: online journalism; cybercriticism; hypertext; blogging; social networking sites, etc.

WORKSHOP*

• Students will give workshop at the end of the course. They will opt for any one of the following projects: (i) a 5-to-7-minute screenplay (original or adapted), (ii) a 5-to-7-minute TV script (news, documentary, drama, etc.), (iii) at least three 1-to-2-minute advert materials (film/video), (iv) a 2-to-4-minute music/dance video, (v) at least five advert materials (print), (vi) publication (book, magazine, e-zine, hypertext, etc.), (vii) a critical/cultural review of the thematic, compositional, and technical aspects of music, television programme, photography, advertisement (e.g. poster) etc., and (vii) a critical review of film adaptations. 

• ‘Workshop’ means a period of practical work and discussion in which students will present and discuss their project and the audience will exchange views.

Recommended Reading

Durham, Meenakshi Gigi and Douglas M Kellner. (Eds.). Media and Cultural Studies: KeyWorks. 2001. MA: Blackwell, 2005.

During, Simon. Cultural Studies: A Critical Introduction. London and New York: Routledge, 2005.

Hall, Stuart (ed.) Representation: Cultural Representations and Signifying Practices. London: SAGE Publications Ltd., 1997.

McQuail, Denis. Mass Communication Theory: An Introduction. 3rd ed. London: SAGE, 1994. 

Rayner, Philip. Media Studies: The Essential Introduction. London and New York: Routledge, 2001.

The objective of this course is to familiarize students to the theory and practise of research in literary and cultural studies. It will help students gets acquainted with and practice different stages of research: planning, finalizing research questions, data collection, data analysis, writing the dissertation, and citation and documentation. Class lectures will be followed by a short research paper of around 5000 words.

RESEARCH METHODOLOGY

• Research: definition; classification; research methods and methodology; statement of the problem; research questions/hypotheses; objectives and justification of a study; research design; literature review, etc.

• Planning: sampling; preparing proposal; writing an abstract, etc.

• Data collection: using library and Internet; summarizing, paraphrasing, and quoting; interview; questionnaire; opinionnaire; survey

• Data analysis: operational framework; theoretical framework; inferencing, etc.

• Writing: structure of a research paper/thesis; formal style; editing and proofreading

• Documentation: citations; bibliography; MLA and APA stylesheets

RESEARCH PAPER

A short research paper of around 4000 words has to be submitted at the end of the course. The topic of the dissertation must relate to literature or Cultural Studies and be chosen by the student in consultation with the supervisor. The Academic Committee of the department may nominate the supervisors.

Recommended Reading

Correa, Delia da Sousa and W. R. Owens. The Handbook to Literary Research. London and New York: Routledge, 2009.

Eliot, Simon and W R Owens. (Eds.) A Handbook of Literary Research. London: The Open University, 1998.

Kothari, C R. Research Methodology: Methods & Techniques. 2nd Edition. New Delhi: New Age International, 2009.

Lenburg, Jeff. Guide to Research. New Delhi: Viva Books, 2007.

Pickering, Michael (Ed.). Research Methods for Cultural Studies. Edinburgh: EUP, 2008.

Sinha, M P. Research Methods in English. New Delhi: Atlantic, 2004.

Swetnam, Derek. Writing Your Dissertation. 3rd Edition. Oxford: How To Books, 2001.

This course introduces students to the art and practice of professional communication. Accommodating business communication, media texts, and public speech, this course is intended to make students understand and demonstrate the use of basic and advanced writing techniques that today's business demands, do presentations and interviews effectively, prepare successful reports, and make effective media texts.

BUSINESS COMMUNICATION

• Basics: nature and process of communication; communicating interculturally; communicating in team

• Styles and techniques: the you-viewpoint; positive language; five steps of planning, etc.

• Letters: components of a letter; types of letter: inquiry, quotations, orders, and tenders; claim and adjustment; complaint; credit and collection; sales, etc.

• Memorandum

• Meeting

• Job application and interview: reading adverts; drafting job application; preparing CV/Resumé; types of Interview; strategies for success in interview; assessment criteria of job interview

• Meeting: writing agenda and minutes; conducting a meeting; taking part in a meeting

• Report: definition and purpose of a report; types of report; objectives of a report; format of a report; abstract and executive summary; discussion of findings and analyses; research

• Proposal: purposes of writing proposal; classification; planning; preparing a proposal; finishing touches; reading effective proposals

MEDIA TEXTS

• Notes, Notice, Advertisement, etc.

• Writing review of books, film, music, etc.

• Writing short feature report for newspaper

PUBLIC SPEAKING

• Multimedia presentation

• Social ritual speeches: announcement, welcome, award presentation, acceptance speech, etc.

• Informative speech

• Demonstrative speech

Recommended Reading

Bennett, Milton J. (Ed.). Basic Concepts of Intercultural Communication: Selected Readings. Maine, Intercultural Press, 1998. 

Bovee, Courtland V and John V. Thill. Business Communication Today. 11th Edition. Boston: Pearson, 2011.

Galvin, Kathleen M and Jane Terrell. Communication Works: Communication Applications in the Workplace. Illinois: NTC, 2001.

Guffey, Mary Ellen. Essentials of Business Communication. Ohio: South-Western Educational, 2013.

P D Chaturvedi and Mukesh Chaturvedi. Business Communication: concepts, Cases and Applications

The dissertation is an independent work that builds upon the practical, theoretical and research skills of the Master of Arts (MA) in Literatures in English and Cultural Studies programme. It is an opportunity for students to follow their own interests, demonstrate their strengths, and produce a rigorously researched dissertation on a specific topic related to literature and cultural studies.

• Word Range: 10,000-12,000 words

• Documentation Format: APA (for research on cultural studies), or MLA (for research on literary studies)

• Plagiarism:

(a) Citation without proper reference will be considered to be an act of plagiarism.

(b) If the main argument appears to be the rephrasing of any established or existing literature available in books, magazines, websites etc., it will be considered to be an act of plagiarism.

(c) Plagiarism, when proved, will be penalized as per the university regulations concerned.

Applied Linguistics is concerned with increasing understanding of the role of language in human affairs and thereby with providing the knowledge necessary for those who are responsible for taking language-related decisions whether the need for those arises in the classroom, the workplace, the law court, or the laboratory. The course is then designed to allow the students to develop both theoretical and empirical skills crucial to an understanding of language teaching and other language-related professional practices. The content of the course encompasses:

    a. Applied Linguistics – definition and development 

    b. Applied Linguistics and human practices

    c. Applied Linguistics and language education

    d. ELT – social and psychological factors

    e. ELT – syllabus design and materials development

    f. ELT– classroom teaching and learner strategies

    g. ELT – testing and washback

Recommended Reading

An Introduction to Applied Linguistics. Schmitt, N. (Ed.). New York: OUP, 2002.

Applied Linguistics in Language Education. McDonough, S. New York: OUP, 2002.

Introducing Applied Linguistics: Concepts and Skills. Hunston, S. and Oakey, D. New York: Routledge, 2010.

Applied Linguistics in Action. Cook, G. and North, S. (Eds.) New York: Routledge, 2010.

The Study of Second Language Acquisition. Ellis, R. Oxford: OUP, 1994.

Principles of Language Learning and Teaching. Brown, H. D. London: Longman, 2000.

Teaching English to Speakers of Other Languages. Carter, R. and Nunan, D. Cambridge: CUP, 2001.

Approaches and Methods in Language Teaching. Richard, J. C. and Rodgers, T. S. Cambridge: CUP, 2001.

An Introduction to Sociolinguistics. Wardhaugh, R. Oxford: Blackwell, 1992.

Understanding and Developing Language Tests. Weir, C. J. London: Prentice Hall, 1993.

Language Testing. McNamara, T. Oxford: OUP, 2000.

Dictionary of Language Teaching and Applied Linguistics. Richards, Jack C., John Platt and Heidi Platt Essex: Longman, 1992.

This course is concerned with the varied aspects of semantics, and aims at exposing students to the study of meaning from both linguistic and philosophical standpoints. The content of the course covers:

    a. Meanings of meaning and difficulties in studying meaning

    b. Meaning relations

    c. Types of meaning

    d. Words and sentences as semantic units

    e. Lexical and grammatical meaning

    f. Componential analysis

Recommended reading

Semantics, Vol. 1 & 2. Lyons, J. Cambridge: Cambridge University Press.1977.  

Semantics. Leech, G. Harmondsworth: Penguin. 1981

Introduction to English Language Study. Maniruzzaman, M. Dhaka: Friends’ Book. 2006.

Understand Semantics. Lobrer, Sebastian London: Arnold. 2002.

This course introduces students to a range of different analyses and analytic concerns that all fall under the rubrics of text and discourse analysis. The contents of the course include:

    a. Transactional and interactional functions of language

    b. Spoken and written language, sentences and utterances, etc

    c. Discourse, discourse analysis, and language teaching

    d. Speech acts and language teaching

    e. Conversational analysis and language teaching

Recommended Reading

An Introduction to Discourse Analysis. Coulthard, M. London: Longman. 1985.  

Discourse Analysis for Language Teachers. McCarthy, M. Cambridge: CUP. 1991.

Pragmatics. Yule,  G. Oxford: OU P. 1996.

Introduction to English Language Study. Maniruzzaman, M. Dhaka: Friends’ Book. 2006.

The course includes some major topics in the acquisition/learning of first and second language, and looks at them in detail: 

    a. Child language acquisition: babbling stage, holophrastic stage, two-word stage, etc

    b. L1 acquisition theories: bebaviourist theory, mentalist theory, biological theory, and cognitive theory

    c. L2 learning theories: monitor model, interlanguage theory, linguistic universals, acculturation theory, and cognitive theory

    d. Individual factors in L2 learning: age, aptitude, attitude, motivation, personality, cognitive style, memory, etc

Recommended Reading

Understanding Second Language Acquisition. Ellis, R. Oxford: OUP. 1986.

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

Individual Differences in Second Language Learning. Skehan, P. London: Edward Arnold. 1989.

Instructed Second Language Acquisition. Ellis, R. Oxford: OUP. 1990.

The Study of Second Language Acquisition. Ellis, R. Oxford: OUP. 1994.

Principles of Language Learning and Teaching. Brown, H. D. London: Longman.2000.

Teaching English to Speakers of Other Languages. Carter, R. and Nunan, D. Cambridge: CUP. 2001.

The course aims to provide students with a sound understanding of language in relation to society. The course contents cover:  

    a. Sociolinguistics and sociology of language  

    b. Language and dialect: standard language, dialect, and language standardization

    c. Pidgin and pidginization, and creole post-creole continuum 

    d. Diglossia and bilingualism

    e. Code-switching and code mixing

    f. Language planning and policy: theories, ideologies, and case studies

Recommended Reading

Holmes, J. An Introduction to Sociolinguistics (2nd ed.). Essex: Pearson Education. 2001.

Kramsch, C.  Language and Culture. Oxford: Oxford University Press. 1998.

Spolsky, B. Sociolinguistics. Oxford: Oxford University Press. 1998.

Trudgill, P. Sociolinguistics: An Introduction to Language and Society (4th ed.). London: Penguin Books. 2000.

Wardhaugh, R. An Introduction to Sociolinguistics (6th ed.). Malden, MA: Wiley-Blackwell. 2010.

This course deals with the basic aspects of curriculum and syllabus design, and enables students to design courses and syllabuses for particular ESL/EFL learners. The contents of the course include:

    a. Curriculums and syllabuses 

    b. Analytic and synthetic syllabuses

    c. Process and product oriented syllabuses

    d. Factors affecting syllabus design

    e. Needs, objectives, and goals, needs analysis

    f. Designing syllabuses for particular learners and levels

Recommended Reading

Notional Syllabuses. Wilkins, D. London: OUP.1976.

Communicative Syllabus Design. Munby, J. Cambridge: CUP.1978.

The Communicative Syllabus: Evolution, Design and Implementation. Yalden, J. Oxford: Pergamon. 1983.

Syllabus Design. Nunan, D. Oxford: OUP. 1998.

The course aims at preparing students as skilled language teachers by familiarizing them with the theoretical and practical aspects of language teaching methodologies. The course contents include:

    a. Grammar-Translation Method

    b. Direct Method

    c. Audio-Lingual Method

    d. Communicative Language Teaching Approach

    e. Cooperative Language Learning

    f. Total Physical Response

    g. Task-Based Language Teaching

    h. Multiple Intelligences

    i. The Post-Methods Era

Recommended reading

The Language Teaching Matrix. Richards, J. C. Cambridge: CUP. 1990.

Language Teaching Methodology. Nunan, D. London: International Book Distributors. 1998.

Approaches and Methods in Language Teaching. Richards, J. C. and Theories & Rodgers, T. S. Cambridge: CUP. 2001.

Techniques and Principles in Language Teaching. Larsen-Freeman, Diane. Oxford: Oxford University Press, 200.

This course is concerned with the items related to ELT materials development standing for anything that is done by writers, teachers or learners to provide sources of language input and to exploit those sources in ways which maximize the likelihood of intake: 

    a. Materials: definition and classification

    b. Evaluation and selection of ELT materials

    c. Adaptation and adoption of  materials

    d. Current approaches to materials design

    e. A framework for materials writing

    f. Developing sample materials

   g. Reading Skills

   h. Listening Skills

   i. Speaking Skills

   j. Writing Skills

   k. Integrated Skills

Recommended Reading

Materials and Methods in ELT. McDonough, J.,  Christopher Shaw and Hitorni Masuhera, C. oxford: Blackwell. 1993.

Materials Development in Language Teaching. Tomlinson, B. Cambridge: CUP. 1998.

Teaching English to Speakers of Other Languages. Carter, R. and Nunan, D. Cambridge: CUP. 2001.

This course provides students with experience of and expertise in the theoretical and practical issues of ESL/EFL listening and speaking skills, and, thus, prepares them for teaching the skills in the classroom situation. The items dealt with in the course include:

    a. Listening: definition, barriers, features, basic levels

    b. Approaches to teaching ESL/EFL listening 

    c. Planning lessons and developing materials for teaching ESL/EFL listening

    d. Speaking: definition and theories

    e. Approaches to teaching ESL/EFL speaking

    f. Planning lessons and developing materials for teaching ESL/EFL speaking

Recommended Reading

A Practical Guide to the Teaching of English. Rivers, W. M. and Temperley, M. S. New York: OUP. 1978.

Curriculum Design and Development. Platt, D. New York: Harcourt, Brace, Jovanovich. 1980.

Teaching Foreign Language Skills. Rivers, W. M. Chicago: University of Chicago Press. 1981.

The Language Teaching Matrix. Richards, J. C. Cambridge: CUP. 1990.

Teaching English to Speakers of Other Languages. Carter, R. and Nunan, D. Cambridge: CUP. 2001.

This course provides students with experience of and expertise in the theoretical and practical issues of ESL/EFL listening and speaking skills, and, thus, prepares them for teaching the skills in the classroom situation. The items dealt with in the course include:

    a. Listening: definition, barriers, features, basic levels

    b. Approaches to teaching ESL/EFL listening 

    c. Planning lessons and developing materials for teaching ESL/EFL listening

    d. Speaking: definition and theories

    e. Approaches to teaching ESL/EFL speaking

    f. Planning lessons and developing materials for teaching ESL/EFL speaking

Recommended Reading

A Practical Guide to the Teaching of English. Rivers, W. M. and Temperley, M. S. New York: OUP. 1978.

Curriculum Design and Development. Platt, D. New York: Harcourt, Brace, Jovanovich. 1980.

Teaching Foreign Language Skills. Rivers, W. M. Chicago: University of Chicago Press. 1981.

The Language Teaching Matrix. Richards, J. C. Cambridge: CUP. 1990.

Teaching English to Speakers of Other Languages. Carter, R. and Nunan, D. Cambridge: CUP. 2001.

Technology has revolutionized society in many places around the globe. If we try to integrate technology in our ESL/EFL teaching, our new refocused approach to teaching will propel us a long way to making technology and the Internet a more rewarding partner in the teaching and learning process. This course is designed for the students who would like to be informed of the trends in e-learning in the field, who are thinking about the ways to use e-resources to improve their expertise in teaching ESL/EFL, and who are interested in the theories of using e-learning in ESL/EFL teaching and its implications for ESL/EFL learning and acquisition. The content of the course includes: 

    a. CALL and second/foreign language learning/acquisition, and computer-mediated communication in ESL/EFL

    b. E-learning materials development for ESL/EFL learning 

    c. The Internet, using Web 2.0 tools in ESL/EFL learning and teaching, and collaborative ESL/EFL learning in Web 2.0 environments 

    d. Computer games in ESL/EFL learning and teaching

    e. Mobile ESL/EFL learning and teaching 

    f. Corpora in ESL/EFL learning and teaching 

    g. E-assessment

Recommended Reading

Simulation, Gaming, and Language Learning. Crookall, D. and Oxford, R. New York: Newbury House. 1990. 

Teaching English to Speakers of Other Languages. Carter, R. and Nunan, D. Cambridge: CUP. 2001.

Computer Applications in Second Language Acquisition: Foundations for Teaching, Testing and Research. Cambridge: CUP. 2001.

The course embodies the aspects of testing and assessment a language teacher has to be aware of so as to measure his/her learners’ aptitude, achievement, and proficiency, on the one hand, and on the other, the effectiveness of his/her teaching methods and materials. It, thus, prepares a participant/trainee for constructing tests for specific purposes. The course contents are:

    a. Purposes and types of tests

    b. Techniques of testing

    c. Qualities of a good test

    d. Steps in test construction

    e. Communicative testing

    f. Testing listening, speaking, reading, writing and vocabulary

Recommended Reading

A Language Testing Handbook. Harrison, A. London: Macmillan. 1983.

The Language Teaching Matrix. Richards, J. C. Cambridge: CUP. 1990.

Fundamental Considerations in Language Testing. Bachman, L. F. Oxford: OUP. 1990.

Understanding and Developing Language Tests. Weir, C. J. London: Prentice Hall. 1993.

Language Testing. McNamara, T. Oxford: OUP. 2000.

This course explores and critically evaluates teaching methodology and classroom techniques and includes classroom observation of experienced teachers. Students have the chance to observe and discuss a range of different teaching styles and modes; and supervised and peer teaching practice is expected to enable students to develop their teaching skills as well as their understanding of the different teaching methodologies, approaches, and techniques. 

Recommended Reading

Understanding Language Classrooms. Nunan, D. London: Prentice Hall. 1989.

The Language Teaching Matrix. Richards, J. C. Cambridge: CUP. 1990.

Teaching English to Speakers of Other Languages. Carter, R. and Nunan, D. Cambridge: CUP. 2001.

This course is meant to familiarize students with the different theoretical and practical facets of research into English language learning and teaching, and, hence equip them to critically read research articles and reports, and help them prepare for the dissertation. Its contents cover:

    a. Research on English language learning and teaching: concept, classification, and nature

    b. Statement of the problem, justification and purposes of the study, research questions

    c. Literature review

    d. Research methodology

    e. Interpretation and inference

    f. Documentation: APA style 

    g. Sample structures of research papers and dissertations

Recommended Reading

Research Design and Statistics for Applied Linguistics. Hatch, E. and Farhady, H. Rowley, Mass.: Newbury House. 1982.

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

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

This course is meant to familiarize students with the different theoretical and practical facets of research into English language learning and teaching, and, hence equip them to critically read research articles and reports, and help them prepare for the dissertation. Its contents cover:

    a. Research on English language learning and teaching: concept, classification, and nature

    b. Statement of the problem, justification and purposes of the study, research questions

    c. Literature review

    d. Research methodology

    e. Interpretation and inference

    f. Documentation: APA style 

    g. Sample structures of research papers and dissertations

Recommended Reading

Research Design and Statistics for Applied Linguistics. Hatch, E. and Farhady, H. Rowley, Mass.: Newbury House. 1982.

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

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

The dissertation is a 10,000 to 12,000-word piece of independent work that builds upon the practical, theoretical, and research skills of the MA in ELT (Weekend). It is an opportunity for students to follow their own interests, demonstrate their strengths, and produce a rigorously researched dissertation on a specific topic related to Applied Linguistics and English Language Learning/Teaching.