MASTER OF ARTS PROGRAMME, WEEKEND
Spring
Winter
Winter
1. INTRODUCTION
The Master of Arts (MA) Programme (Weekend) has two streams – Master of Arts (MA) in English Studies (Weekend) and Master of Arts (MA) in ELT (Weekend), each being constituted of 60, credits including waiver of maximum 18 credits depending on the student’s previous academic records, especially the courses he/she has already studied. The required courses have to be completed within 16 to 60 months on a trimester basis. The course final examination of the courses offered in a trimester will be held at the end of the trimester.
2. OBJECTIVES
The Master of Arts (MA) Programme (Weekend) has got two streams – MA in English Studies (Weekend) and MA in ELT (Weekend).
MA in English Studies (Weekend) generally aims at providing students with exposure to the areas and aspects of English language, literature, and cultural studies. It specifically seeks to further refine students’ sensibilities, sharpen their critical faculty, and equip them with the knowledge and skills that will make them qualified and capable persons.
On the other hand, MA in ELT (Weekend) generally intends to expose students to varied facets of applied linguistics and ESL/ EFL (English as a Second Language/ English as a Foreign Language) teaching. This programme is specifically designed to create diverse professionals as well as well-equipped English language teachers increasingly demanded today both locally and globally.
3. COURSE DURATION, CREDITS, AND CLASSES
Either of the two streams – MA in English Studies (Weekend) and MA in ELT (Weekend) – requires a student to complete 20 courses, including maximum waiver of 6 courses, if any; each of the courses is of 3 credit hours.
A student may be allowed to take minimum 2 courses (i.e. 6 credits) and maximum 4 courses (i.e. 12 credits) from the ones offered in a trimester. A student is required to take 5 common courses, including CC 001 and CC 002 (if they are not waived) as well as CC 003.A student of MA in English Studies (Weekend) is required to take CC 004 and 005 (if they are not waived), and a student of MA in ELT (Weekend) is required to take CC 006 and 007 (if they re not waived). It is noteworthy that all the courses may not be offered in every trimester. And, a course is offered only when minimum 15 students register for it.
The classes of MA in English Studies and MA in ELT (Weekend) streams will be given/conducted only on Friday and Saturday every week.
4. COURSE OUTLINES
4.1 COMMON COURSES
CC 001 ESL/EFL Listening and Speaking Skills*
This course aims at developing ESL/EFL listening and speaking skills in the students. It helps the students obtain theoretical ideas of and practice in the basic aspects of ESL/EFL listening and speaking in both formal and informal situations, and hence have an optimal command of the skills needed for communication in their real life situations. The content of the course covers:
ESL/EFL Listening
Basics of ESL/EFL listening skills
Listening to words and connected speech
Listening for information
Listening for speaking
ESL/EFL Speaking
Basics of ESL/EFL speaking skills
Speaking words and connected speech
Speaking for performing different functions, such as requesting, offering, etc
Speaking in formal situations, such as announcements, addresses, etc
Recommended Reading
Teaching English Pronunciation. Kenworthy, J. England: Longman. 1987.
The Business of Listening: A Practical Guide to Effective Listening. Bonet, Diana. New York: Crisp Learning. 2001.
Communication Works!: Communication Applications in the Workplace. Galvin, K. M. and Terrell, J. Illinois: NTC. 2001.
Speaking Effectively. Comfort, J. et al.UK: CUP. 2002.
Communicating in Groups: Applications and Skills. Katherine, A. and Galanes, G. J. New York: McGraw-Hill. 2003.
CC 002 ESL/EFL Reading and Writing Skills*
The course is intended to develop ESL/EFL reading and writing skills in the students. Specifically, it helps the students gain
Complex noun phrases: head, determiners, and modifiers
Complex verb phrases: classification, modality, operators, tensed VP, non-tensed VP
Adjectives and adverbs: characteristics, criteria, and their syntactic functions
Prepositions and prepositional phrases
Subordination and coordination
Time, tense, and aspects
Pro-forms and ellipsis
Passivization
Recommended Reading
Meaning and the English Verb. Leech, G. London: Longman. 1971.
The English Verb. Palmer, F. R. London: Longman. 1974.
A Grammar of the Contemporary English. Quirke, R. S. et al. London: Longman. 1972.
A Communicative Grammar of the English Language. Svartvik, J. and Leech, G. London: Longman. 1983.
A Comprehensive Grammar of the English Language. Quirke, R. et al. London: Longman. 1985.
CC 003 ESL/EFL Syntax
This course of the programme is essentially descriptive and intended to provide participants/trainees with knowledge of major grammatical categories and rules needed to construct correct English sentences. It further helps participants/trainees know how to teach their students the production and perception of correct sentences in their communication. The course contents are as follows:
dimension, (b) visual dimension, (c) rhythmic-acoustic dimension
POETRY
William Shakespeare – Sonnets 18, 130
Philip Sidney – Astrophel and Stella (selection)
John Donne – “The Good Morrow”,
“A Valediction: Forbidding Mourning”
Thomas Gray – “Elegy Written in a Country Churchyard”
Percy Bysshe Shelley – “Ode to the West Wind”
John Keats – “Ode to a Nightingale,”
“La Belle Dame Sans Merci”
Alfred, Tennyson – “Ulysses”
Rabindranath Tagore – Gitanjali (“Little Flute,” “Purity,” “Journey Home”)
Adrienne Rich –“Aunt Jennifer's Tiger”
Seamus Heaney – “Digging”
Oral Tradition – “Steal Away to Jesus,” “Didn’t My Lord Deliver, Daniel”
DRAMATICS
Aristotle – Poetics (selection)
Genres: tragedy, comedy, tragicomedy, romance
Elements of Drama: construction, language, action
Elements of Theatre: atmosphere, stage, acting, direction, artistic direction, art direction
Elements of Performance: persona, movement, projection, improvisation
DRAMA
Sophocles – King Oedipus
William Shakespeare – As You Like It
Ferguson, Ferguson, Mary Jo Salter and Jon Stallworthy (Eds.). The Norton Anthology of Poetry. Shorter Fifth Edition. NY: W W Norton, 2005.
Kennedy, X J and Dana Gioia. Literature: An Introduction to Fiction, Poetry, Drama, and Writing. 7th edition. London: Longman, 2012.
---. An Introduction to Poetry. 13th edition.
Forster, EM, Aspects of the Novel. New York: RosettaBooks, 2010.
Kennedy, X J and Dana Gioia. Literature: An Introduction to Fiction, Poetry, Drama, and Writing. 7th edition. London: Longman, 2012.
Leech, Geoffrey. Style in Fiction. New York: Pearson Longman, 2007.
CC 004 Introduction to Poetry and Drama*
The objective of this course is to introduce students to the study of poetry and drama in English. The course is divided into two segments. First, it familiarizes students with the formal elements of poetry and music, drama, and theatre. Second, it introduces students to the selected poems and plays of different genres and forms, produced in different languages, times, and places. The students are expected to learn the ways a literary piece is formed and presented and to write good papers to analyze its style, structure, theme, and other features.
POETICS
Genres: Ballad, Dramatic Monologue, Elegy, Lyric, Ruba’i; Sonnet; Spiritual, etc.
Elements of poetry: (a) lexical-thematic dimension, (b) visual dimension, (c) rhythmic-acoustic dimension
POETRY
William Shakespeare – Sonnets 18, 130
Philip Sidney – Astrophel and Stella (selection)
John Donne – “The Good Morrow”,
“A Valediction: Forbidding Mourning”
Thomas Gray – “Elegy Written in a Country Churchyard”
Percy Bysshe Shelley – “Ode to the West Wind”
John Keats – “Ode to a Nightingale,”
“La Belle Dame Sans Merci”
Alfred, Tennyson – “Ulysses”
Rabindranath Tagore – Gitanjali (“Little Flute,” “Purity,” “Journey Home”)
Adrienne Rich –“Aunt Jennifer's Tiger”
Seamus Heaney – “Digging”
Oral Tradition – “Steal Away to Jesus,” “Didn’t My Lord Deliver, Daniel”
DRAMATICS
Aristotle – Poetics (selection)
Genres: tragedy, comedy, tragicomedy, romance
Elements of Drama: construction, language, action
Elements of Theatre: atmosphere, stage, acting, direction, artistic direction, art direction
Elements of Performance: persona, movement, projection, improvisation
DRAMA
Sophocles – King Oedipus
William Shakespeare – As You Like It
Recommended Reading
Ferguson, Ferguson, Mary Jo Salter and Jon Stallworthy (Eds.). The Norton Anthology of Poetry. Shorter Fifth Edition. NY: W W Norton, 2005.
Kennedy, X J and Dana Gioia. Literature: An Introduction to Fiction, Poetry, Drama, and Writing. 7th edition. London: Longman, 2012.
---. An Introduction to Poetry. 13th edition. London: Longman, 2009.
Leech, Geoffrey N. A Linguistic Guide to English Poetry. London: Routledge, 1973.
Cuddon, Michael and Dictionary of Literary Terms and Literary Theory, London: Penguin, 2014.
CC 005 Introduction to Prose*
The objective of this course is to introduce students to the study of prose in English. It includes, first, the study of the art of appreciating prose narratives and, second, critical reading of selected novels, short stories, essays, and speeches. The students are expected to learn the ways a prose narrative is formed and to write effective papers to analyze style, structure, theme, and other features of a piece of prose.
ART OF FICTION
Genres: novel, short story, fable, tale, parable, essay, speech
Elements of Fiction: theme, structure, plot, characterization, narrative technique, point of view
Elements of Essay: theme, structure, style, tone, etc.
NOVEL
Jane Austen – Pride and Prejudice
SHORT STORY
James Joyce – “Araby”
Katherine Mansfield –“The Garden-Party”
NON-FICTION PROSE
Charles Lamb – “Bachelor's Complaint of the Behaviour of the Married People”
George Orwell –“Politics and the English Language”
Martin Luther King Jr. – “I Have a Dream”
Required Reading
D H Lawrence – “Why the Novel Matters”
Virginia Woolf – “Modern Fiction”
Recommended Reading
Forster, EM, Aspects of the Novel. New York: RosettaBooks, 2010.
Kennedy, X J and Dana Gioia. Literature: An Introduction to Fiction, Poetry, Drama, and Writing. 7th edition. London: Longman, 2012.
Leech, Geoffrey. Style in Fiction. New York: Pearson Longman, 2007.
CC 006 ESL/EFL Phonetics and Phonology*
This course exposes students to the basic phonetic and phonological aspects of the English language. The items to be studied here are:
a. Phonetics and phonology: definition, classification and differences
b. Vowels: monophthongs, diphthongs and triphthongs, and their places and manners of articulation
c. Consonants: places and manners of articulation
d. Syllables, stress, and aspects of speech fluency
e. Tones and intonation
f. IPA transcription of words and connected speech
Recommended Reading
Teaching English Pronunciation. Kenworthy, J. England: Longman. 1987.
An Introduction to the Pronunciation of English. Gimson, H. C. London: EA. 1989.
English Phonetics and Phonology. Roach, P. Cambridge: CUP. 2000.
Introduction to English Language Study. Maniruzzaman, M. Dhaka: Friends’ Book. 2006.
CC 007 Introductions to Linguistics*
Everyone speaks at least one language, and most people have fairly strong views about their own language. Linguistics scientifically studies the varied aspects of language in general and a language in particular as well as language learning and language teaching. For a century, linguists have been trying to explain linguistics to other people who they believe should be interested in their subject. This course is, therefore, intended to make the students aware of the basic facets of the nature of language, language learning, and language teaching. The content of the course includes:
a. Language – origin, definition, and properties
b. Linguistics – definition, scope, status as a discipline, branches and schools
c. Levels of Linguistics – phonetics, phonology, morphology, syntax, semantics, pragmatics, lexicology, and graphology
d. Social and psychological aspects of language – Child language acquisition and L1 and L2 acquisition/ learning theories
e. Social aspects of language – dialects, standard language, registers, bilingualism, diglossia, and code-switching
Recommended Reading
The Handbook of Linguistics. Aronoff, M. and Rees-Miller, J. (Eds.). Oxford, Malden, MA: Blackwell, 2003.
Schools of Linguistics. Sampson, G. Oxford: OUP, 1980.
Introduction to English Language Study. Maniruzzaman, M. Dhaka: Friends’ Book, 2006.
Theories of Second Language Learning. McLaughlin, B. London: Edward Arnold, 1987.
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.
4.2 CORE COURSES
4.2.1 MA in English Studies (Weekend)
ES 011 Literary and Cultural Criticism*
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.
ES 012 History of English Literature*
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.
ES 013 World Classics (in English Translation)*
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.
ES 014 Twentieth Century British Drama and Poetry
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.
ES 015 Twentieth Century British Fiction
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.
ES 016 Twentieth Century American Literature
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.
ES 017 European Poetry and Drama
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.
ES 018 European Fiction
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.
ES 019 Introduction to Critical Theory
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.
ES 020 Postcolonial Theory and Literature
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.
ES 021 Contemporary Literature: Popular and Postmodern
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.
ES 022 Cultural Studies
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.
ES 023 Media and Mass Communication
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
METHODOLOGY AND TECHNOLOGY
WORKSHOP*
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.
ES 024 Research Methodology in Literature and Cultural Studies
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.
ES 025 Professional Communications and Public Speaking
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
OR
ES 026 Dissertation
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.
4.2.2 MA in ELT (Weekend)
ELT 031 Introduction to Applied Linguistics and ELT*
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.
ELT 032 Semantics
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.
ELT 033 Pragmatics
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.
ELT 034 Psycholinguistics*
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.
ELT 035 Sociolinguistics*
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.
ELT 036 ESL/EFL Curriculum and Syllabus Design
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.
ELT 037 Approaches and Methods in ESL/EFL Teaching
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.
ELT 038 ESL/EFL Materials Development
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.
ELT 039 Teaching ESL/EFL Listening and Speaking
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.
ELT 040 Teaching ESL/EFL Reading and Writing
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.
ELT 041 Technologies in ESL/EFL Teaching
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.
ELT 042 ESL/EFL Testing
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.
ELT 043 Practical Teaching Techniques, Observation and Practice
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.
ELT 044 Research on L2 Learning and Teaching
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
ELT 045 Language Teacher Education
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
OR
ELT 046 Dissertation
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.
The degree of MA in English Studies (Weekend) or the degree of MA in ELT (Weekend) shall be awarded after a student’s successful completion of 20 courses (i.e. 60 credits), including maximum waiver of 6 courses (i.e. 18 credits) if allowed.
A student must complete all the required courses by securing at least “D” grade in each and maintaining a minimum CGPA of 2.5.
To get admission to either the MA in English Studies (Weekend) stream or MA in ELT (Weekend) stream, an applicant (local/ foreign) has to meet certain requirements as follows:
An applicant has to have:
SSC and HSC, or their equivalents, with minimum Second Division, or CGPA of 2.5, in each,
Or, O Level, including at least 5 subjects with minimum grade “D” in each, and A Level, including at least 2 subjects with minimum grade “D” in each.
and,
2/3 years Bachelor’s Degree (Pass) and/or Master’s Degree in any discipline other than English Literature/ Language/ Linguistics/ Applied Linguistics/ ELT/ Cultural Studies with minimum Second Class/Division, or CGPA of 2.5, at all the levels (and must not be considered for any waiver of any credits).
Or, 3/4 years Bachelor’s Degree (Hons) and/or Master’s Degree in any discipline other than English Literature/ Language/ Linguistics/ Applied Linguistics/ ELT/ Cultural Studies with minimum Second Class, or CGPA of 2.5, at all the levels (and must not be considered for any waiver of any credits).
Or, 3 years Bachelor’s Degree (Hons) and/or Master’s Degree in English Literature/ Language/ Linguistics/ Applied Linguistics/ ELT/ Cultural Studies with minimum Second Class, or CGPA of 2.5, at all the levels (and may be considered for waiver of maximum 18 credits).
Or, 4 years Bachelor’s Degree (Hons) and/or Master’s Degree in English Literature/ Language/ Linguistics/ Applied Linguistics/ ELT/ Cultural Studies with minimum Second Class, or CGPA of 2.5, at all the levels (and may be considered for waiver of maximum 18 credits).
If an applicant fulfills the requirements stated above in Clause (a), he/she has to sit an “Admission Test” comprising a written examination followed by a viva-voce. The merit list of the candidates to be considered for admission will be prepared on the basis of the scores of the candidates who will secure at least pass marks in both the written examination and viva-voce.
Students will be supplied with necessary learning materials in the form of handouts, brief notes, photocopied texts and so on. The Seminar Library as well as the Book Bank of the department has a rich collection of books and other materials relevant to the programme.
Each of the courses will be taught by lectures, question-answer sessions, small-group discussions, assignments, and presentations. To facilitate the teaching process, modern equipment, such as multi-media projectors, overhead projectors, audio and video aids, and so forth will be used in the classroom, and practical tasks will be conducted in the language lab.
Each of the 3 credit courses of the MA in English Studies (Weekend) and MA in ELT (Weekend) is of 100 marks. A student’s performance in a course shall be assessed as per the following steps:
A student’s performance in each of the courses, excepting Course ES 026: Dissertation and Course ELT 046: Dissertation, shall be assessed in two phases –continuous assessment plus course final examination. The continuous assessment is of 60 marks distributed as follows ‘Attendance = 10 marks, Class Test = 15 marks, Quiz = 10 marks, Assignment =10 marks, Presentation = 15 marks. And, the course final examination of 2 hours duration to be held at the end of the trimester is of 40 marks:
Table 7.1: The Assessment System and Distribution of Marks
Assessment Phases | Assessment Types and Distribution of Marks | |
---|---|---|
Continuous Assessment | Assessment Types | Marks |
Attendance | 10 | |
Class Test | 15 | |
Quiz | 10 | |
Assignment | 10 | |
Presentation | 15 | |
Course Final Examination | A Final Examination | 40 |
Total Marks of a Course = | 100 |
If a student takes the Course ES 026: Dissertation, or Course ELT 046: Dissertation, his/her performance in the course shall be assessed after the submission of a dissertation of 80 marks as well as an oral examination of 20 marks in this course.
A student’s performance in Course ELT 043: Practical Teaching Techniques, Observation and Practice shall be assessed through observed teaching practice, presentation skills and the keeping of a reflective learning/teaching journal. If a student takes the Course ES 025: Professional Communications and Public Speaking, her/his performance will be assessed through preparing and presenting professional writings, presentation skills, and project work.
The total numerical marks obtained by a student shall be converted into letter grades. The grading system recommended by the Bangladesh University Grants Commission (UGC) shall be followed to assess a student’s performance:
Table 7.2: The UGC Grading System
Conversion Point | Letter Grade | Letter Point |
---|---|---|
80-100 | A+ | 4.00 |
75- less than 80 | A | 3.75 |
70- less than 75 | A- | 3.50 |
65- less than 70 | B+ | 3.25 |
60- less than 65 | B | 3.00 |
55- less than 60 | B- | 2.75 |
50- less than 55 | C+ | 2.50 |
45- less than 50 | C | 2.25 |
40- less than 45 | D | 2.00 |
Below 40 | F | 0.00 |
If a student obtains less than “D” grade in the combined assessment including the continuous assessment and the course final examination, or if he/she remains absent from taking the course final examination of a course, the course shall be treated as “incomplete’. However, he/she will get a chance to take the next available course final examination of the course.
Withdrawal from a Course:
Withdrawal from a course may be allowed to a student after the approval of the authority concerned during a trimester. The student needs to apply for a withdrawal within 3 weeks from the commencement of a trimester. As far as the course fees are concerned, it needs to be mentioned here that if he/she applies for a withdrawal within 3 weeks, he/she will get full refund; if he/she applies for a withdrawal after 3 weeks and within 5 weeks, he/she will get 50% refund; and, if he/she applies for a withdrawal after 5 weeks, he/she will get no refund of the course fees.
Withdrawal from the Programme:
The authority concerned may allow a student for temporary withdrawal from the programme on some valid grounds, but the student shall complete the programme within a period of 60 months from the initial registration. The student can get withdrawal from the programme for a period of no more than 12 months.
Upon re-entry, the student shall complete the required courses of the programme, and can only be allowed to take the courses offered to the regular students.
If a student gets “F” grade in more than one course, or fails to take the course final examination in more than one course for some valid reasons in any trimester, he/she may, on recommendation of the Chairman of the Department of English and subject to the approval of the Vice-Chancellor, continue for one more trimester and repeat all the courses of the trimester.
The approximate fees for the Master of Arts (MA) in English Literature and Cultural Studies (ELCS) stream or Master of Arts (MA) in Applied Linguistics & ELT stream are shown in the tables below:
Table 10.1: One-time General Fees for the whole programme
Items | Const(BDT) |
---|---|
Admission Fees | 15,000 |
Seminar Library Fees | 5000 |
Language Lab Fees | 3000 |
Co-curricular Activity Fees | 2000 |
Development Fees | 5000 |
Total Cost (BDT) | 30,000 |
Table 10.2: Per Trimester Fees & Per Trimester Course Fees
Items | Per Semester/Credit (BDT) | Minimum Cost (BDT) |
---|---|---|
Trimester Fees | 1,000 | 1,000 x 6 = 6,000 |
Course Fees | 2,000 | 2,000 x 6 = 12,000 |
Total Cost (BDT) | 18,000 |
Table 10.3: Total cost of the whole programme
Items | Minimum Cost (BDT) | Maximum Cost (BDT) |
---|---|---|
One-time General Fees for the whole programme | 30,000 | 30,000 |
Per Trimester Fees & Per Trimester Course Fees | 1,26,000 | 1,80,000 |
Total Cost (BDT) | 1,56,000 | 2,10,000 |
Any situation, state, affair and/or event, not covered or addressed in this ordinance shall be resolved by the Academic Committee of the Department of English, Jahangirnagar University.