JU ENG Logo

JAHANGIRNAGAR

UNIVERSITY

MASTER OF ARTS PROGRAMME, WEEKEND

DEPARTMENT OF ENGLISH

MASTER OF
ARTS PROGRAMME(WEEKEND)

The Master of Arts Programme (Weekend) conducted by the Department of English, Jahangirnagar University, has two streams

* Master of Arts (MA) in English Studies (Weekend)

* Master of Arts (MA) in ELT (Weekend)

Master of Arts (MA) in English Studies (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.

Master of Arts (MA) in ELT (Weekend):
On the other hand, MA in ELT (Weekend) generally intends to expose students to varied facets of applied linguistics and EFL (English as a foreign language) teaching. This programme is specifically designed to create diverse professionals and well-equipped English language teachers increasingly demanded both locally and globally.

Academic Session Period:

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

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 

  1. Basics of ESL/EFL listening skills

  2. Listening to words and connected speech

  3. Listening for information

  4. Listening for speaking

 

ESL/EFL Speaking

  1. Basics of ESL/EFL speaking skills

  2. Speaking words and connected speech

  3. Speaking for performing different functions, such as requesting, offering, etc

  4. 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.

The course is intended to develop ESL/EFL reading and writing skills in the students. Specifically, it helps the students gain

 

  1. Complex noun phrases: head, determiners, and modifiers

  2. Complex verb phrases: classification, modality, operators, tensed VP, non-tensed VP 

  3. Adjectives and adverbs: characteristics, criteria, and their syntactic functions

  4. Prepositions and prepositional phrases

  5. Subordination and coordination

  6. Time, tense, and aspects

  7. Pro-forms and ellipsis

  8. 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.

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

 

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.

 

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.

 

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.

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.

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.

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.

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.

Degree Requirements:
  1. 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.

  2. A student must complete all the required courses by securing at least “D” grade in each and maintaining a minimum CGPA of 2.5.

Admission Requirements:

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:

  1. An applicant has to have:

    1. 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. 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).

  2. 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.

Teaching Material & Methods:

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.

Assessment:

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:

  1. 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 PhasesAssessment Types and Distribution of Marks
    Continuous AssessmentAssessment TypesMarks
    Attendance10
    Class Test15
    Quiz10
    Assignment10
    Presentation15
    Course Final ExaminationA Final Examination40
    Total Marks of a Course =100
  2. 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.

  3. 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.

  4. 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 PointLetter GradeLetter Point
    80-100A+4.00
    75- less than 80A3.75
    70- less than 75A-3.50
    65- less than 70B+3.25
    60- less than 65B3.00
    55- less than 60B-2.75
    50- less than 55C+2.50
    45- less than 50C2.25
    40- less than 45D2.00
    Below 40F0.00
  5. 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:
  1. 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.

  2. 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.

Repeaters

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.

Fees Structure For The Programme:

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 Fees15,000
Seminar Library Fees5000
Language Lab Fees3000
Co-curricular Activity Fees2000
Development Fees5000
Total Cost (BDT) 30,000

Table 10.2: Per Trimester Fees & Per Trimester Course Fees

Items Per Semester/Credit (BDT) Minimum Cost (BDT)
Trimester Fees1,0001,000 x 6 = 6,000
Course Fees2,0002,000 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 programme30,00030,000
Per Trimester Fees & Per Trimester Course Fees1,26,0001,80,000
Total Cost (BDT) 1,56,000 2,10,000
Decision under unforeseen circumstances

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.