1

Faculty of FELL&AL
Department of English - Graduate Studies
Programs:
The department offers the following programs:
MA English Literature and Linguistics
MA ELT
Advanced Diploma (Language)
Advanced Diploma (Literature and Linguistics)
PGD TEFL
IELTS
Special Certificate and Special Diploma in English

Morning and Evening

Morning and Evening
Morning and Evening
Morning and Evening
Evening
Evening
Evening

MA ENGLISH LITERATURE AND LINGUISTICS

The program covers areas from both literature and linguistics and the focus is on
introducing students to seminal works in the disciplines of literature and linguistics.

Program Objectives:
To make students
1) Sensitive to literature enabling them to respond to literary works through analysis
and evaluation in the light of socio-political, economic, religious and historical
contexts.
2) Aware of all the core literary concepts and theories, enabling them to apply the
said concepts when and where required.
3) Analyze literary texts stylistically.
4) Able to teach literature and linguistics at all levels
5) Aware of core linguistic concepts enabling apply them to apply them in their own
social and psychological contexts.
6) Realize and acknowledge the importance of psychological, social and linguistic
aspects of English language learners learning process, and be able to design their
own teaching/learning techniques with the help of available resources.
7) Employable in various fields.

Program Requirements
BA with second division, or BA with Third Division plus Advanced Diploma NUML with 65 % marks.

Justification for Deviation: NUML English Advanced Diploma is of one year (2

semesters) duration, focusing on various aspects of Literature and Linguistics, designed
to develop students language and analytical skills essential for the MA English program.
Program Details
FIRST SEMESTER
ENG-501: History of English Language and Historical Linguistics
Core Text:
1. Baugh, A.C.
A History of the English Language
2. Freeborn, Dennis
From Old English to Standard English
3. Hadumod, Bussmann
Routledge Dictionary of Language &
Linguistics
4. Hassan, Riaz
Remaking of English in Pakistan
5. Lehmann, Winfred,P.
Historical Linguistics: An Introduction
Prelim:
1) Language
a.
Definition of a human language. Explanation of the characteristic
features
b.
English as a World Language
c.
Assets and Liabilities of English
d.
Importance of English
e.
Definitions: Inflections, noun cases, synthetic and analytical
languages etc
2) Genealogical Classification of a language
a.
Concept of a language family
b.
Description of the Indo-European language family
c.
Detailed description of Italic, Celtic, and Germanic Language families
Mid term:
3) Diachronic Study of English
A historical survey of the development of English language since the 5 th Century: Old,
Middle, and Modern English periods with the description of external and internal changes
i.e. (the changes in the events and their impact on the language)
4) Synchronic Study of the English Language
English at present: Various Englishes i.e. native and non-native.
a.
An understanding of British and American Standard English.
b.
A detailed description of Pakistani English
End term:

3
5) Historical Linguistics
a.
Introduction
b.
The comparative method
c.
The method of internal reconstruction
d.
Broadening of language material
e.
Dialect geography
f.
Models of language and linguistics
g.
Communities with reference to change
h.
Sound change - change in phonological system
i.
Semantic changes and changes in lexicon
ENG-502: Phonetics and Phonology
Core Text:
1. Roach, Peter
English Phonetics and Phonology
2. Jones, Daniel & Gimson, A.C.
A Dictionary of English
pronunciation( 14th Edition)
3. Jones, Daniel
An Outline Of English Phonetics
Prelim:
1.
Phonetics
a.
Areas of study
b.
Phonetic universality and diversity
c.
Usefulness of study
2.
Concepts of Sounds of Language
3.
Problems of English pronunciation
a.
Lack of correspondence between spelling and pronunciation
b.
Acoustic quality of speech sounds
c.
Proper articulation of speech sounds
d.
Mother tongue interference
e.
Supra segmental features
f.
Types of pronunciation
4.
Requirements of foreign learners
5.
Phonetic symbols
6.
Process of articulation
7.
Organs of speech-description and function
8.
Classification of sounds
9.
Articulation of vowels
10.
Cardinal vowels
11.
Vowel diagram
12.
Description of English vowels
a.
Pure vowels
b.
Diphthongs
c.
Triphthongs
Mid term:
13.
Articulation of consonants
14.
Place of articulation
15.
Manner of articulation

4
16.

17.
18.
19.
20.
21.

Description of English consonants

a.
Plosives
b.
Affricates
c.
Nasals
d.
Laterals
e.
Fricatives
f.
Frictionless continuant
Semi vowels
Consonant clusters in English
Phonology
a.
Relationship with phonetics
b.
Areas of study
Phoneme
a.
Phonemic theory
b.
Phonemic test
Allophone
a.
Complementary distribution
b.
Phonetic similarity

End term:
22. Syllable
c.
Structure
d.
Syllabic division of words
e.
Permissible and non-permissible sound sequences
f.
Conventional character of syllabic distribution
23.
Word stress
a.
Levels of stress
b.
Variability
c.
Mobility
d.
Rules and exceptions
24.
Sentence stress
25.
Strong and weak forms
a. Formation of weak forms
b. Importance of using weak forms
c. Weak form words
d. Use of strong forms
26. Assimilation
a. Historical assimilation
b. Contextual assimilation
c. Consonant change in assimilation
27. Elision
28. Intonation
a. English tones
b. Functions
29. Phonetic transcription
30. Pakistani speakers of English
a. Problems of pronunciation

5
b. Strategies for solving problems
c. Sociolinguistic environment
d. Intelligibility as a learning goal
ENG-503: History of English Literature
Core Text:
1. Alexander, Michael
A History of English Literature
Prelim:
a)
Old English Literature
b)
Middle English Literature
c)
Tudor Literature
Midterm:
d)
Shakespeare and the Drama
e)
Stuart Literature
f)
Augustan Literature
g)
The Romantics
h)
The Age and its Sages
End term:
i)
Poetry
j)
Fiction
k)
Late Victorian Literature
l)
Ends and Beginnings: The Twentieth Century
m)
From Post-War to Post-War
n)
New Beginnings
ENG-504:Poetry A
Core Text:
A Quintessence of Classical Poetry-NUML
Prelim:
1. Geoffrey Chaucer
a.
Introduction to The Prologue
b.
The Prologue to the Canterbury Tales
2. Edmund Spenser
Faerie Queene: Book 1, Canto 1
Midterm:
3.
John Milton
a.
The Argument: Paradise Lost Book 1
b.
Paradise Lost, Book I
4.
Alexander Pope
The Rape of the Lock
End term:
5. John Donne
a.
Love Poems: Song; The Sunne Rising; Loves Alchemy; A
Valediction Of Weeping

6
b.

Holy Sonnets: Thou hast made me, and shall thy work decay; I am
a little world made cunningly; If poisonous minerals, and if that
tree; Death be not proud.

ENG-505. Drama A
Prelim:
1. Sophocles

King Oedipus (The Theban Plays: Penguin Classics)

Midterm:
2. Marlowe, Christopher
3. Shakespeare, William

Dr. Faustus
Twelfth Night

End term:
4. Shakespeare, William

King Lear

SECOND SEMESTER
ENG-511: General Linguistics
Core Text:
1. Crystal, David
What is Linguistics?
2. Yule, George
The Study of Language
3. DSaussure, Ferdinand
A Course in General Linguistics
Prelim:
1. Introduction to Linguistics
a.
What is linguistics?
b.
Who is a linguist?
c.
Scope of linguistics
d.
Difference between traditional grammar and linguistics
2. Introduction to language
a.
Origin of language
b.
Properties of language
c.
Development of writing systems
d.
Difference between human and animal language
3. Sound patterns of language
a.
Introduction to Phonetics
b.
Introduction to basic concepts of Phonology
c.
Practice of phonetic transcription at word level
4. Lexis
Word formation processes.
5. Morphology
a.
Morpheme and its classification
b.
Allomorph and its classification
Mid term:
6. Grammar and Syntax
a.
Types of grammar
b.
Traditional grammar
c.
Descriptive grammar and methods of structural analysis

7
(Test frames, IC analysis, labeled bracketing, tree diagrams)
d.
Generative grammar
7. Semantics, Pragmatics and Discourse Analysis
End term:
8. Psycholinguistics
a.
First language acquisition
b.
Second language learning
9. Sociolinguistics
a.
Language varieties
b.
Language, society and culture
ENG-512: Poetry B
Core Text:
A Quintessence of Romantic Poetry -NUML
Prelim:
1. William Wordsworth
a.
Tintern Abbey
b.
Ode on Intimations of Immortality
2. Samuel Taylor Coleridge
a. The Rime of the Ancient Mariner
b. Kubla Khan
Midterm:
3. Percy Bysshe Shelley
a.
Ode to the West Wind
b.
To a Skylark
4. John Keats
a.
Ode on a Grecian Urn
b.
Ode to a Nightingale
c.
Ode to Autumn
5. Mathew Arnold
Dover Beach
End term:
6. William Butler Yeats
a.
Second Coming
b.
Sailing to Byzantium
c.
Byzantium
7. Tennyson
a.
Lines from In Memoriam
b.
The Lady of Shallot
c.
Break, Break, Break
8. Browning
My Last Duchess
ENG-513: Drama B

8
Prelim:
1. Ibsen, Henrik
2. Shaw, George Bernard

A Dolls House
Arms and the Man

Midterm:
3. OCasey, Sean
4. Pinter, Harold

Juno and The Paycock

The Caretaker

End term:
5. Beckett, Samuel

Waiting For Godot

ENG-514: Novel A
Prelim:
1. Fielding, Henry
2. Austen, Jane

Joseph Andrews
Pride and Prejudice

Midterm:
3. Bronte, Emile
4. Eliot, George

Wuthering Heights
The Mill on the Floss

4. Eliot, George
5. Hardy, Thomas

The Mill on the Floss

Return of the Native

End term:

ENG-515: Prose A
Core Text:
An Anthology of English Essays-NUML
Prelim:
1.

Bacon, Francis
Of Truth
Of Marriage and Single Life
Of Studies
Of Friendship
The New Year
2.
Lamb, Charles
Dream-Children: A Reverie
Poor Relations
In Praise of Chimney-Sweepers
Midterm:
3.
Hazlitt, William
Selection from Mr. Wordsworth
My First Acquaintance with Poets
4. Ruskin, John
Work

9
End term:
4. Ruskin, John
Work
5. Emerson, Ralph Waldo
Self-Reliance
THIRD SEMESTER
ENG-521: Novel B
Prelim:
1.

Conrad, Joseph

Heart of Darkness

2.

Forster, E. M.

A Passage to India

2.
3.

Forster, E. M.
Joyce, James

A Passage to India
A Portrait of the Artist as a Young Man

3.
4.

Joyce, James
Woolf, Virginia

A Portrait of the Artist As A Young Man

To the Light House

Midterm:
End term:

ENG-522: Prose B
Core Text:
1. An Anthology of English Short Stories NUML
2. Selections From Hazlitt, Huxley and Russell - NUML
Prelim:
The Short Story - An Introduction by Brander Mathews
1. OHenry
a. Gift of the Magi
b. The Last Leaf
2. Wilde, Oscar
a. The Devoted Friend
b. The Happy Prince
3. Poe, Edgar Allan
a. The Tell Tale Heart
b. The Fall of the House of Usher
Midterm:
4. Mansfield, Katherine
a. The Fly
b. The Dolls House
5. Twain, Mark
a. A Dogs Tale
b. A Helpless Situation
6. Wells, H.G.
a. A Moonlight Fable
b. The Diamond Maker

10
End term:
7. Huxley, Thomas Henry
a.
From A Liberal Education
b.
From Science and Culture
8. Russel, Bertrand
a.
Politics
b.
Ethics
c.
Education
d.
Psychology
ENG-523: Criticism
Core Text:
1. Aristotle
Poetics (Aristotles The Art of Poetry edited by Fyfe)
2. A Quintessence of Literary Criticsm-NUML
Prelim:
1.Introduction to Literary Criticism
2. Aristotle
Poetics
3. Johnson, Samuel
a. Selection from Milton
b. Selection from Cowley
Midterm:
4. Wordsworth, William
Preface to Lyrical Ballads
5. Coleridge, Samuel Taylor Biographia Literaria: Chapters 16 & 17
End term:
6. Arnold, Mathew
a. The Study of Poetry
b. The Function of Criticism at the Present Time
7. Eliot, Thomas Stearns
Tradition and the Individual Talent
ENG-524: Grammar, Syntax and Semantics
Core Text:
1. Palmer, Frank
Grammar
2. Palmer, Frank
Sementics
Prelim:
Grammar
1.
Grammar and its Significance
2.
Concepts of Traditional Grammar
a.
Words
b.
Parts of speech
c.
Sentence
d.
Clause
e.
Phrase
f.
Grammatical Categories
g.
Concord and Government
h.
Inflection and Syntax

11
3. Comparison of Traditional Grammar with Modern Linguistic Grammar
(Linguistic allegations against traditional concepts)
a.
The Notion of Correctness and Incorrectness
b.
Speech and Writing
c.
Form and Meaning
4.
Morphology
Mid term:
Syntax
1.

2.

3.

Theory of Syntax
a.
Theme
b.
How is it an improvement on the traditional grammar?
c.
Its basic structure and emphasis
Methods of Sentence Structure Analysis.
i. IC analysis
a.
The Theory
b.
Methods of Display
c.
Indications of Constituency
d.
Limitations
ii. Phrase Structure Grammar
a.
The Theory
b.
Features of PS Grammar
c.
Methods of Display
d.
Indications of Constituency
iii. Lexicon
Transformational Grammar
a.
The founder and the theory
b.
Deep and surface structure
c.
Different types of transformation
i.
Questions
ii.
Negatives
iii.
Passivisation
iv.
Complex and compound sentences
v.
Conditionals

End term:
Semantics
1. Introduction
a.
What is Semantics?
b.
Historical Semantics
c.
Semantics in other disciplines
2. The Scope of Semantics
a.
Naming
b.
Concepts
c.
Sense and reference
d.
The word
e.
The sentence

12
3.

Lexical Semantics: Fields and Collocation

a.
Paradigmatic and Syntagmatic
b.
Semantic field
c.
Color systems
d.
Collocation
e.
Idioms
4.
Lexical Semantics: Sense relations
a.
Hyponymy
b.
Synonymy
c.
Antonymy
d.
Relational opposites
e.
Polysemy and Homonymy
f.
Components
g.
The Problem of Universals
5.
Semantics and Grammar
a.
Formal grammar
b.
Grammatical categories
c.
Grammar and lexicon
d.
Grammatical relations
e.
Components and the sentence
f.
Predicates and arguments
g.
Case grammar
h.
Sentence types and modality
ENG-525: Teaching of English as a Foreign/Second Language-A
Core Text:
1. Harmer, Jeremy
The Practice of English Language teaching
2. Nunan, David
Practice in English Teaching
3. Freeman, D. Larsen
Teaching and principles In English Language
Teaching
4. Ur, Penny
A Course in Language Teaching
Prelim:
1.
2.
3.
4.

The nature and principles of foreign language teaching.

Approaches, methods and techniques of foreign language teaching
Communicative language teaching
Eclectic Approach

Mid term:
5.
Teaching the four skills: Listening, Speaking, Reading, Writing
6.
Integrated Skills
7.
Textbook adaptation and Materials development
8.
Using audio-visual aids
9.
Using songs, stories, dialogues and games in ESL/EFL class
End term:
10. Teaching of vocabulary and spelling

13
11. Teaching of grammar
12. Teacher development
13. Practical techniques in reflective language teaching: action research
FOURTH SEMESTER
ENG-531: Stylistics
Mid-Term
Core Text:
Stylistics and the Teaching of Literature H.G Widdowson Ch.1-4
An introduction to Stylistics
Style
Aims & Perspectives
Literature as Text
Literature as Discourse
Core Text: Style
Dennis Freeborn Ch. 6
Figurative Language Literature
Core Text: Stylistics: A Practical Coursebook Laura Wright. C. 2
The Noun Phrase
The Verb Phrase
END-Term
Core Text:
Stylistics and the Teaching of Literature
H.G Widdowson Ch. 4-6
The Nature of Literary Communication
Literature as Subject & Discipline
Stylistic Analysis & Literary Appreciation
Core Text: Stylistics: A Practical Coursebook Laura Wright Ch. 3-5
The clause
Text structure
Vocabulary
Core Text

1. Wright, Laura
2. Widdowson, H.G
3. Freeborn, Dennis

Stylistics: A Practical Course

Stylistics and the Teaching of Literature
Style

ENG-532: Sociolinguistics and Psycholinguistics

SOCIOLINGUISTICS
Core Text:
1. Trudgill, Peter
Sociolinguistics
2. Hudson, R.A.
Sociolinguistics

14

Midterm:
1.
2.
3.
4.

5.
6.
7.
8.
9.
10.
11.
12.

The scope and utility of sociolinguistics

Speech communities and language diversity
The sociolinguistic development of a child
Essential sociolinguistic concepts
a)
Language
b)
Standard Language
c)
Dialect
d)
Idiolect
e)
Register
f)
Diglossia
g)
Lingua franca
h)
Esperanto
i)
Code Switching
j)
Borrowing
k)
Pidgins
l)
Creoles
Language and Thought
Influence of Culture on Language and vice versa
The Sapir-Whorf Hypothesis
Influence of Media on Language
Language and Social Class
Language and Ethnic Group
Language and Gender
English Language Teaching and Learning in Pakistan and its Cultural
Impact

PSYCHOLINGUISTICS
Core Text:
1. Aitchison, Jean

The Articulate Mammal(An Introduction to

Psycholinguistics)
Psychology in Foreign Language Teaching
Aspects of Psycholinguistics

2. McDonough, H.Steve
3. Hassan, Riaz
End term:
1.
Scope of Psycholinguistics as a discipline and its application in language
learning and teaching
2.
General theories of language acquisition
3.
Behaviorism and Mentalism: A comparison and contrast
4.
First language acquisition A preordained language program
5.
Content Cuthbert or Process Peggy
6.
Second language learning
7.
Individual variations in language learning performance
8.
Aphasia and other disorders of speech
9.
Language and thinking. How does language affect thinking?

15
10.

Practical importance of psycholinguistics and the future of

psycholinguistics

ENG-533: Teaching of English as a Foreign/Second Language-B

Core Text:
1. Tony Wright
Role of Teachers and Learners
2. Norrish, John
Language Learners and their Errors
3. Edge, Julian
Mistakes and Correction
4. Hughes, Arthur
Testing for Language Teachers
Midterm:
1.
2.
3.
4.
5.

Principles, procedures and practice of student-centered approach

Teacher-learner relationships and their impact on the classroom
Text Book Adaptation and Materials Development
Lesson Planning: Preparation, Presentation, Practice, Production
Error Analysis: What, Why, When and How?

End term:
6.
7.
8.
9.

Mistakes and Correction

Testing and Evaluation
Classroom Management
Microteaching

ENG-534: Essay Writing

Core Text:
1. Langan, John
College Writing Skills with Readings
2. Langan, John
Patterns for College Writing
Mid-Term
Narrative incidents in daily life; dreams; journeys
Descriptive persons; places; objects
End-Term
Expository
Argumentative/analytical issues related to language, linguistics, literature , current
social /ethical issues and their resolution
ENG-535: American And Canadian Literature
OR
Research Mechanics / Dissertation
American And Canadian Literature
Core Text:
1. An Antholgoy of American and Canadian Literatures-NUML
2. Eugene, ONeil
A Long Days Journey into Night
3. H. McLennan
Two Solitudes

16
Midterm:
1. A Brief History of American Literature
2. Walt Whitman
a.
Give me the splendid silent sun
b.
There was a child went forth
3. Robert Lee Frost
a. Birches
b.
The Death of a Hired Man
4. Thomas Stearns Eliot
a.
The Love Song of J. Alfred Prufrock
b.
The Hollow Men
5. Ezra Loomis Pound
Hugh Selwyn Mauberley
6. Eugene ONeil

Long Days Journey Into Night

End term:
7. A Brief History of Canadian Literature
8. Stephen Leacock
Men Who Have Shaved Me
9. Margaret Atwood
a.
This is a Photograph of Me
b.
Morning in a Burned House
10. Emily Pauline Johnson
a.
Penseroso
b.
The Song my Paddle Sings
11. Charles Sangster
a.
The Soldiers of the Plough
b.
Sonnet
12. H. McLennan

Two Solitudes

Research Mechanics / Dissertation

1)
The technique of research writing. Organization & collection of material for the
research course.
2)
Documentation of the text
3)
Format of bibliographies
4)
Bibliography and reference-cited format
5)
Dissertation
Assessment Criteria
Students are assessed out of 150 marks:
Prelims: After a month, all students except for the ones in the fourth semester are
assessed through written tests or assignments out of 25 marks.

17

Mid-Term Examination: Mid-term exams are held in the middle of the semester. The
students of first, second and third semesters are given two hours for each subject,
carrying 50 marks, whereas the students of fourth semester take a three hour exam for
each subject, carrying 75 marks.
End-Term Examination: All students are tested at the end of the semester. The tests are of
three hours duration and carry 75 marks each.
Admission Criteria
The candidates applying for MA English program are expected to have a Bachelors
degree preferably with English Literature as a main subject, along with good English
language communication skills.
Admission Schedule
Admission to MA English are offered twice every year, in January and July/August

18

MA ENGLISH LANGUAGE TEACHING

Program Description
The program aims at developing good English language teachers with polished language
proficiency, having a thorough knowledge of the principles and practice of ELT, recent
developments in teaching methodology, with an ability to re-examine their own teaching
situation and modify their own views on learning, teaching and teacher education so that
they can perform the role of teachers as model-facilitators.
Program Objectives
To polish the Ss language proficiency
To review the principles and practice of ELT
Critical consideration of recent developments in methodology
To enable participants to re-examine their own teaching situation
To enable them to uncover and clarify their own views on learning, teaching and
teacher education
To highlight the role of teacher as a model-facilitator
To focus on the role of lesson planning & research in teaching
To raise awareness of the facilitating styles
To identify means of continuing professional development
To consider how materials are developed for teaching & to review a range of
teaching materials
Helping student-teachers become capable of independent self-evaluation &
resultant action planning
Program Requirements
B.A /B.Sc with minimum 2nd div or 3rd plus Advanced Diploma (NUML) with at
least 65% marks
MA English + one year diploma in TEFL/TESL/ELT or Adv. Dip from NUML
with 65% marks are eligible for exemption from 1st and 2nd semesters
Program Details

FIRST SEMESTER
ELT-501 History of the English Language
The scope of the history of English Language. English as a world language (an
introduction); The concept of a language family; Indo-European beginnings; European
Sub-divisions of I.E family; Proto Germanic, invasion & settlements by Germanic tribes,
displacement of local Celtic language, Viking invasions; Norman Conquest, development

19
of English in Modern times; English today, where used as the first language, where used
as a second or foreign language, extent, distribution;
Prelim:
1.

English as a world language

a) The Importance of English
b) General Character of English

2.

Language families
a) The Indo-European Family of Languages
b) The sub-divisions of Germanic, Celtic and other language
families.
c) English in the Germanic Family
d) Land marks in the history of English

Mid Term:
3.

First thousand years

i.

Development of English from 5th to 8th centuries

a)
b)
c)
d)
e)

ii.

Anglo Saxon invasion and its impact on language

The Viking invasion and its impact on English
The influences of Latin
Greek Influences
Scandinavian Elements

Development of English in the Middle Ages

a) Impact of the Norman Conquest
b) The general character of English in the Middle English
period and the vowel shift.

iii.

English in the Modern Period

a) The beginnings of standardization.
b) The making of modern English

End Term:
4.

The Development of English Vocabulary and Spelling

a)
b)
c)
d)

5.

The shaping, building and ordering of words.

Spelling & pronunciation
English syntax
The Development of dictionaries

English Language Today

a) American Influence

20
b) Other influences on English language
c) Good and Bad English
ELT-502 English in Pakistan
Prelim:
1. English in South Asia - A historical Perspective.
Colonial reasons for introducing English in the Indo-Pak subcontinent.
2. The position and status of English in Pakistan
The spread and importance of English in Pakistan as an official
language.
3. Language planning and the English language
Present practices in the teaching of English language
Mid Term:
4. The Indigenization of English in Pakistan
5. Pakistani English as a variety.
a. Description of Pakistani English
6. Lexical variation in Pakistani English
a. Lexical and semantic features
End Term:
7. Native and non-native grammars of English
Morphological and Syntactic features
8. The effect of Pakistani languages on English
9. A Pedagogical Model of English for Pakistan
ELT-503 Phonetics and Phonology
Scope of Phonetics and Phonology; Areas of study; Phonology of English and analysis of
the basic sounds; American English and its differences with RP; Pronunciation goals and
problems faced by Pakistani language learners; Analysis of vowels and consonants;
Syllable, stress and intonation; Fluency devices; Problems of Pakistani speakers and their
remedies; Phonemic transcription.
Prelim:
1. Phonetics
a. Areas of study
b. Phonetic universality and diversity
c. Usefulness of study
2. Concepts of Sounds of Language
3. Problems of English pronunciation

21

4.
5.
6.
7.
8.
9.
10.
11.

a. Lack of correspondence between spelling and pronunciation

b. Acoustic quality of speech sounds
c. Proper articulation of speech sounds
d. Mother tongue interference
e. Supra segmental features
f. Types of pronunciation
Requirements of foreign learners
Phonetic symbols
Process of articulation
Organs of speech-description and function
Classification of sounds
Articulation of vowels
Cardinal vowels
Vowel diagram

Mid Term:
12. Description of English vowels
a. Pure vowels
b. Diphthongs
c. Triphthongs
13. Articulation of consonants
14. Place of articulation
15. Manner of articulation
16. Description of English consonants
a. Plosives
b. Affricates
c. Nasals
d. Laterals
e. Fricatives
f. Frictionless continuant/Liquids
17. Semi vowels
18. Consonant clusters in English
19. Phonology
a. Relationship with phonetics
b. Areas of study
20. Phoneme
a. Phonemic theory
b. Phonemic test
21. Allophone
a. Complementary distribution
b. Phonetic similarity
End Term:
22. Syllable
a. Structure

22
b. Syllabic division of words
c. Permissible and non-permissible sound sequences
d. Conventional character of syllabic distribution
23. Word stress
a. Levels of stress
b. Variability
c. Mobility
d. Rules and exceptions
24. Sentence stress
25. Strong and weak forms
a. Formation of weak forms
b. Importance of using weak forms
c. Weak form words
d. Use of strong forms
26. Assimilation
a. Historical assimilation
b. Contextual assimilation
c. Consonant change in assimilation
27. Elision
28. Intonation
a. English tones
b. Functions
29. Phonemic transcription
30. Pakistani speakers of English
a. Problems of pronunciation
b. Strategies to solve the problem
c. Socio linguistic environment
d. Intelligibility as a learning goal
31. American English: some basic differences between RP and standard American
English
ELT-504 English Syntax
Prelim:
1.
2.
3.
4.

Constructions
Sentences
Words
Constituency & dependency

Mid Term:
5.
6.
7.
8.

Predication
Objects & adverbs
Phrases
Clauses

23
9. Co-ordination
10. Juxtaposition
End Term:
11.
12.
13.
14.
15.

Realization
Syntactic paradigms
Constituent structure
Morphology
Functional relations

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

A-Writing Skills

Prelims
1. Basics of good writing
2. Paragraph writing techniques, how paragraphs are put together
Mid Term:
3. Communicative strategies in writing.
4. Different forms of writing:
a. Descriptive, Narrative and Expository
b. Argumentative writing: Developing an argument, answering an
argument.
c. Writing for academic purposes.
End Term:
5. Composition and comprehension skills.
6. Communicative approach and application in writing class.
7. Designing writing tasks for ESL/EFL/ESL learners.
8. Testing writing skills effectively.

B-Essay
An Analytic Essay on any aspect related to language, ELT practices or current social
and ethical issues.
Presentation ___ 50% marks
Students are required to prepare and present topics chosen in consultation with the
teaching staff on aspects of the course covered during the semester. Depending on the

24
number of students in the class, the work may be undertaken individually or in groups,
and presented in accordance with a schedule decided by the teaching staff. If done in
groups, each member is expected to make a contribution both in preparing the
presentation and defending it in a question-answer session with the class.
SECOND SEMESTER
ELT-511 Theories of Learning / Language Learning
Prelim:
1. Perspectives on learning: the Cognitive Approach
2. Piagets theory of Cognitive Development
Piagets four stages of child and adolescent development
3. Bruners theory of learning
4. Information Processing and Cognitive Development
5. Gestalts influence on cognitive learning
6. Perspectives on learning: the Behaviourist and the Humanistic approaches
Mid Term:
7. Behavioural learning theory and its application
a. Pavlov and classical conditioning
b. Watsons Learned Habits
8. Humanistic approach and its application:
Carl Rogers person-centered approach
9. Assessing educational performance
Psychometrics and the value of psychometric tests
10. Learning and teaching styles
End Term
1.
2.

The brain, its functions: The brain and language

Human language, comparison with animal communication
Characteristics of human communication

3.

First language acquisition:

a. A pre-ordained language
b. Stages in language development in a child

4.
5.

Behaviorist and Mentalist theories as applied to language learning

Chomsky and the Nativists:
a. LAD / LAS

25

6.
7.

b. Deep and surface structure

c. Language universals
Second Language Learning:
Factors affecting second language learning
Speech disorders Aphasia and Dyslexia

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

Prelim:
1. Definition of Technical Terms
a. Method, Technique, Principle, Strategies, etc.
b. The Importance of Methods in an ESL Situation
2. Grammar Translation Method
a. Introduction of Grammar Translation Method, application of
activities and classroom situation.
b. Discussion.
3. Direct Method
a. Introduction; Techniques and Principles used in the Direct
Method
b. Experience of an English Class with the Application of Direct
Method.
c. Discussion
Mid Term:
4. Audio-Lingual Method
a. Introduction: Techniques and Principles Used in AudioLingual Method
b. Discussion in the Light of Classroom Experience.
5. The Silent Way
a. Introduction
b. Experience
c. Discussion about classroom experience with reference to
observations and principles
6. Suggestopedia
a. Introduction - glimpses of a classroom
b. Discussion in the light of observations made
c. Reviewing the techniques and classroom set up
d. Discussion regarding the activities used in class
End Term:

26
7. Community Language Learning
a. Introduction
b. Discussion of the techniques and principles used in class.
8. Total Physical Response Method
a. Introduction
b. Discussion of the techniques and principles used in class.
c. Techniques and principles used in class.
9. Communicative Approach
a. Introduction
b. Discussion on class conduction while applying
Communicative Approach
c. Reviewing the techniques and principles used in the class
ELT-513 The Skills of Language Teaching: Listening and Speaking Skills
Prelim:
1. What listening entails:
a. Sound recognition and sound discrimination;
b. Listeners processing of sounds
c. Decoding and Reconstruction
d. Closing of Speech Patterns
e. Comprehending, Guessing, Taking Action
f. Weak Forms
g. Abbreviations, contractions
h. The Resolution of Ambiguities
2. Study Approaches that take Cognizance of these Factors
3. Types of Listening Materials for these Factors
4. Types of Listening Material for the Classroom
5. Vocabulary Building for Listening
Mid Term:
6. A/V Accessories
a. Television
b. Cassette Player
c. The Self-Study Order
d. The Language Laboratory
e. Computer Films, Videos,
f. Students Input
End Term:
7. What Speaking entails
a. Coding
b. Enunciating

27
c. Repairing
d. Deep and Surface Structures
8. Speech Organs
9. Basic Phonemics and IPA of English
10. Sounds of English
a.
Consonants
b.
Vowels
c.
Diphthongs
d.
Triphthongs
11. Teaching:
a.
Stress
b.
Intonation
c.
Weak Forms
d.
Elision
e.
Abbreviations
f.
Contractions
12. Problem Areas for Pakistani Students
13. Vocabulary Building For Speech
14. Classroom Techniques
15. Educational Technology for Speech Training
16. Student Input
ELT-514 The Skills of Language (Teaching Reading and Writing Skills)
Prelim:
1. Implications of the Reading Process
i. Reading as a Passive Process
ii. Reading as an Active Process
iii. Bottom-Up/Top-Down Theories
iv. Form and Content Schemata
v. Discourse Analysis
vi. Reading as a Source for the Development of Other Language Skills
Mid Term:
vii. Techniques for Teaching Reading
a) Anticipatory Reading
b) Skimming and Scanning
c) Questioning
d) Follow up Reading
e) Intensive and Extensive Reading
f) Vocabulary for Reading
g) Students Input
End Term:

28

2. The Implications of Writing

i. Letter Formation
ii. Sentence Combining
iii.
Sentence and Discourse
iv. Short and Long
v. Outlining
vi. Planning
vii. Paragraphing
viii.
Sequencing
ix. Punctuation
x.
Writing Styles
xi. Kinds of Writing
xii. Subjective and Objective Writing
xiii.
Technical Writing
xiv. Controlled, Guided and Free Writing
xv. Rhetorical Devices
xvi. Vocabulary for Writing
xvii. Cohesion and Coherence
xviii.
Students Inputs
ELT-515 Micro-Teaching/Action Research
Mid Term:
1. Introduction
a.
What is Action Research?
b.
What it is not.
c.
Why is it called Action Research?
d.
Action Researcher
e.
Action Research vs. Formal Research
f.
Action Research Process
2. Benefits of Action Research
a.
Action Research Spiral
b.
Teacher-as-Researcher
3. Why is Teacher Research important?
4. What are the Effects of Action Research?
End Term:
Micro Teaching (The module of Micro Teaching to be covered by the End Term)
Students are required to develop and present teaching modules for some aspects of
English Language Teaching, in accordance with a schedule decided by the university. In
the normal course of events, topics for microteaching will be chosen from problem areas
in ELT within the Pakistani context. Depending on the number of students, the work may

29
be undertaken individually or in groups and each student is expected to make a
contribution. Evaluation is done by class teachers or by panels of examiners appointed
by the university for this purpose.
THIRD SEMESTER
ELT-521 Teaching of Vocabulary and Grammar
Vocabulary
Prelim:
1.

Words and their meanings

a. Conceptual meaning.
b. Affective meaning
c. Style, register and dialect
d. Sense relations
e. Synonyms
f. Hyponymy
g. Antonymy
h. Other types of relations
i. Translation equivalents
j. Multi-word verbs
k. Idioms
l. Collocation
m. Componential analysis

2.

Words and their forms

a. The grammar of vocabulary
b. Word building
c. Pronunciation

Principles in Learning and Teaching Vocabulary

Mid Term:
3.

Decisions about content

a. Student responsibility and teacher responsibility
b. Criteria for selection
c. Frequency
d. Cultural factors
e. Need and level
f. Expediency
g. Receptive versus productive vocabulary
h. How many items to teach?
i. Grouping of items of vocabulary

30

4.

How the learner discovers meaning

a. Traditional approaches and techniques used in the presentation of new
vocabulary items
b. Visual techniques
c. Verbal techniques
d. Translation
e. Student-centered learning
f. Asking others
g. Using dictionary
h. Contextual guess work

5.

Classroom Activities
Using visual aids
a. Using pictures as guide to meaning
b. Using pictures for further practice
c.Using authentic reading texts
d. Teacher designed context and the use of the dictionary
Speaking activities
a. Role play
b. Narrative
c. Processes, priorities and appropriacy
Vocabulary in course books
a. Checklist
b. Extracts from course books
c. Vocabulary related to: The world around us
People
Daily life
Work
Leisure and entertainment
Communication and technology
Social concerns
Tourism
Countries & nationalities
Global problems
Computers & internet
The press & the media
Politics & public institutions
Idiomatic expressions

31

Teaching Grammar
1.
2.
3.
4.
5.
6.
7.

Introduction: What is Grammar?

The role of grammar in language teaching
Identifying grammar: problems & solutions
Presenting grammatical items
Discovery techniques
Practice techniques
Testing grammar

ELT-522 ESP-Business English

ESP
Prelim:
1.
2.
3.
4.
5.
6.
7.
8.

Definitions of ESP
The Origins of ESP
The Development of ESP
Course Design
Application of ESP
Materials Production
Methodology
The Role of ESP Teacher

Mid Term:
Business English
1.
Basic English Skills
a.
The Sentence
b.
The Paragraph
c.
Punctuation
d.
Spelling
2.

Business Letters
a. Formatting Business Letters
b. Planning Your Content
c. Everyday Letters
What are Everyday Letters?
Organization of Everyday Letters
Request Letters
Transmittal Letters
Acknowledgement Letters
Claim Letters

32
Editing of Everyday Letters
Communication Laboratory
d. Letters that Refuse Requests or Bring Bad News
e. Sales Letters and Public Relations Letters
f. Social/Business letters
End Term:
3.

Memorandum
a. Planning Routine Memos
b. Preparing Special Memos
4. Business Reports and other Written Messages
a. Informational and Analytical Reports
b. Minutes, News Releases and other forms of messages
5. Oral Communication
a. Developing effective listening skills
b. Developing effective speaking skills
c. Using speaking skills on the job
ELT-523 Computer Assisted Language Learning/Teaching (CALL/CALT)

Prelim:
1.

2.

Computer and language teaching

a. The computer as educational aid
b. Computer assisted instruction in language teaching
c. The choice facing the teacher
i. Hardware
ii. Software
d. Starting up and running the BASIC system
Elementary techniques and their implementation in BASIC
a. Communicating with the learner
Displaying information
b. Strings
c. Processing the learners response - matching and
branching
d. The End and Stop statements
e. Fundamental exercise format

Mid Term:
3.

4.
5.

Marketing and keeping score - arithmetic in BASIC

a. Numeric variables and constants
b. Arithmetic and conditional expressions
c. Manipulation of score counters
Matching techniques
Drills & repetition

33

End Term:
6.
7.
8.
9.

Help response & lesson files

CALT programming techniques
Writing CALT materials
CALT today

ELT-524 Language and Literature (Selections) Poetry, essays and short stories
Prelim:
The Eagle
Sea Fever
Dover Beach
Words and Behaviour

Lord Alfred Tennyson

John Mansfield
Matthew Arnold
Aldous Huxley

Mid Term:
The Village Schoolmaster
Jacques Seven Ages of Man
The Novel and the Fairy Tale
Is Silence Golden?
London Cries

Oliver Goldsmith
William Shakespeare
John Buchan
W. R. Inge
Joseph Addison

End Term:
Before Agincourt
The Pied Piper of Hamlin
Overcoat
The Black Cat
The One Million Pound Note

William Shakespeare
Robert Browning
Gogol
Edgar Allan Poe
Mark Twain

ELT-525 Curriculum Planning and Syllabus Design

Prelim:
1) Defining Syllabus Design
a.
Introduction
b.
A General Curriculum Model
c.
Defining Syllabus
d.
The Role of the Classroom Teacher
e.
Conclusion
2) Points of Departure
a.
Introduction
b.
Basic Orientations
c.
Learning Purposes

34
d.
Learning Goals
e.
Conclusion
3) Production-Oriented Syllabuses
a.
Introduction
b.
Analytic and Synthetic Syllabus Planning
c.
Grammatical Syllabus
d.
Criticising Grammatical Syllabus
e.
Functional/Notional Syllabuses
f.
Criticising Functional and Notional Syllabuses
g.
Analytic Syllabuses
h.
Conclusion
Mid Term:
4) Process-Oriented Syllabuses
a.
Introduction
b.
Procedural Syllabus
c.
Task-based Syllabus
d.
Content Syllabus
e.
The Natural Approach
f.
Syllabus Design and Methodology
g.
Grading Task
h.
Conclusion
5) Objectives
a.
Introduction
b.
Types of Objectives
c.
Performance Objectives in Language Teaching
d.
Criticising Performance Objectives
e.
Process and Product Objectives
f.
Conclusion
6) Needs and Goals
a.
Introduction
b.
Need Analysis
c.
From Needs to Goals
d.
Conclusion
End Term:
7) Selecting and Grading Content
a.
Introduction
b.
Selecting Grammatical Content
c.
Selecting Functional and Notional Components
d.
Relating Grammatical Functional and Notional Components
e.
Grading Content
f.
Conclusion
8) Selecting and Grading Learning Tasks

35
a.
Introduction
b.
Goals, Objectives and Tasks
c.
Procedural Syllabuses
d.
The Natural Approach
e.
Content-Based Syllabus
f.
Levels of Difficulty
g.
Teaching Grammar as Process
h.
Conclusion
9) Selecting and Grading Objectives
a.
Introduction
b.
Product-Oriented Objectives
c.
Process-Oriented Objectives
d.
Conclusion
10) General Principles
a.
Curriculum and Syllabus Models
b.
Purposes and Goals
c.
Syllabus products
d.
Experiential Contents
e.
Tasks an d Activities
f.
Objectives
FOURTH SEMESTER
ELT-531 Literatures in Language Classroom
Mid Term:
1.
2.

3.

4.
5.

Introduction
Using literature in the language classroom: The Issues
a. What is literature?
b. What is distinctive about the language of literature?
c. The reader and the text
d. Literature competence and the language classroom
e. Why use literature in the language classroom?
Approaches to using literature with the language learners
a. An overview
b. A language-based approach to using literature
c. Stylistics in the classroom
d. Literature as context: How far to go?
e. Literature for personal enrichment: involving students
f. The role of metalanguage
Selecting and evaluating material
a. Selecting texts
b. Evaluating learning material which make use of literary texts
Reading literature cross-culturally
a. Being a student

36

6.

b. A consideration of cultural aspects in text

c. Strategies for overcoming cultural problems
Materials design and lesson planning: Novels and Short Stories
a. Writing your own story
b. Distinctive features of a short story
c. Anticipating student problems when using a short story
d. Planning a lesson for use with a short story
e. Tasks and activities for use with a short story
f. Using novels in the language classroom

End Term:
7.

8.

9.

10.

Material design and lesson planning: Poetry

a. Putting a poem back together
b. What is distinctive about poetry?
c. Why use poetry with language learners?
d. Exploiting unusual language features
e. Helping students with figurative meaning
f. Using poetry with lower levels
g. Using poetry to develop oral skills
h. Using a poem with students at higher level
i. Anticipating student problems
j. Other tasks and activities
Materials design and lesson planning: Plays
a. What is distinctive about plays?
b. The language of a play
c. The performance of a play
d. Why use plays in the language classroom?
e. Using drama texts for conversation
f. Using drama texts for improving students oral skills
g. Using drama texts at the lower level
h. Anticipating students problems
i. Further activities
j. Using a whole play with students
Reflecting on the literature lesson
a. Thinking about observation
b. General observation of the literature lesson
c. Micro tasks for reflecting on specific areas of teaching
d. Observing a student
e. Other ways of monitoring teaching
Literature and self-access
a. What is a literature self-access centre?
b. Why have literature self-access centres?
c. Setting up a literature self-access centre
d. Worksheets to guide students in their reading

37
ELT-532 Error Analysis/Testing and Assessment
a.
Error Analysis (The entire module of Error Analysis to be covered before the
Mid Term)
Mid Term:
1.

Definition & delimitation

a.
b.
c.
d.
e.
f.

Human error.
Successive paradigms.
Inter language and errors.
Learners and native speakers.
Mounting criticism of EA.
Data collection for EA.

2.

The Scope of Error Analysis

a.
Good English for the English.
b.
Good English for the FL/SL learners.
c.
The native speaker and the power dimension.
d.
The incompleteness hypothesis.

3.

Defining Error
a.
b.
c.
d.
e.

4.

5.

Ignorance.
Measures of deviance
Other dimensions: errors & mistakes
Errors: mistakes & acquisition
Lapsology

The Description of Errors

a.
Errors detection
b.
Locating errors
c.
Describing errors
d.
Error classification
e.
Errors taxonomies
f.
Counting errors
g.
Profiling & error analysis
h.
Computerized corpora of errors
Level of Errors
a. Substance errors
b. Text errors
c. Lexical errors

38
d. Classifying lexical errors
e. Grammar errors
f. Discourse errors
6.

Diagnosing Errors
a.
Description
b.
Ignorance and avoidance
c.
Mother-tongue influence: Inter lingual errors
d.
Target language causes: Inter lingual errors
e.
Communication, strategy-based errors
f.
Induced errors
g.
Compound and ambiguous errors

7.

Error Correction
a.
What is correction?
b.
Whether to correct: pros & cons
c.
How to do errors correction: some options and principles
d.
Noticing error
e.
Rules and the role of corrective explanation

8.

Errors Analysis and Remedial teaching

b. Testing And Assessment (The entire module of Testing and Assessment to be covered
before the End Term)
End Term:
1.
2.
3.
4.

5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Teaching & testing

Purposes and methods of language testing
Kinds of tests & testing
Characteristics of a good test
a. Reliability
b. Validity
c. Practicality
Stages of test construction.
Test techniques and testing overall ability
Testing functional English
Testing Grammar & Vocabulary
Testing Auditory discrimination & Comprehension
a. Tests of Sound Discrimination
b. Tests of auditory Comprehension
Testing reading comprehension
Testing writing
Testing oral production/speaking
Constructing the test
Test administration

39
ELT-533 Textbook Adaptation and Use of Audio-Visual Aids
Mid Term:
1. Aims and Purposes of Language Teaching Aids
2. Aids to Aural Comprehension
3. Aids to Speech Production
End Term:
4. Reading Aids
5. Writing Aids
6. Multi-Skill Aids
ELT-534 Research Methodology
Mid Term:
1.

Critical Thinking and the Research Paper

a.Research teaches thinking
b. What is a research paper?
c.Doing Research for your paper
d. Organizing your Research
e.Including your own ideas in the Research paper
f. Working with others

2.

Using a Library for Research

a.Understanding Academic and Public Libraries
b. How Libraries are organized
c.Library Classification systems
d. Working with a Library Catalog
e.Library Services and Resources

3.

Planning the Focus of your Research

a. Understanding a subject and Topic
b. Finding a Research subject and Topic
c. Selection an Appropriate Research Subject
d. Using Library Sources to find a Research Subject
e. Moving from a Subject to a Research Topic
f. Using Discovery Techniques to Focus on a Topic
g. Narrowing the Focus of the Research Topic
h. Working with a Back-up Topic in the Mind

40
i. A checklist for Topic selection
j. Formulating a Research Question
k. Using Critical Thinking Techniques to Focus on Research
l. Considering your Audience
m. Defining the Papers Purpose
n. Working with a Preliminary Thesis
4.

Research Library Sources

a. Preparing a Working Bibliography
b. Using Bibliographies to Locate Sources
c. Using Indexes to Locate Sources
d. Reviewing your Library Research

5.

6.

7.

Research Beyond the Campus Library

a. Using Primary and Secondary Sources
b. Observing Onsite
c. Researching Society and Museum Libraries
d. Finding other sources of Research
e. Interviews
f. Surveys
g. Speeches and Lectures
h. Radio and Television
i. Public print sources
Researching Online and Through the Internet
a. Using a Database for Research
b. Researching through the Internet
c. Using Online/Internet search Tools
Reading and Recording Information
a. Planning your reading
b. Types of reading
c. Taking effective notes
d. Critically evaluating sources

End Term:
8.

Planning Your Paper

a. Using your research notes
b. Devising a final thesis statement
c. Working with an outline
d. A review of the basic pattern of development
e. Development of a title

41
9.

Writing your Paper

a. Reviewing your preparation for writing
b. Preparing to write
c. Writing the paper
d. Preparing the final draft

10.

Acknowledging sources: Internet Citation and Context Notes (MLA Style)

Following a standard documentation format
MLA documentation

11.

Documentation sources: Works Cited (MLA Style)

a. What to include
b. Works cited entries
c. Index to works cited forms
d. Works cited forms

12.

Alternate Documentation Style (APA)

a.
Understanding various styles
b.
APA Style

13.
c.
d.
e.
f.

Preparing the Final Manuscript

Reviewing and strengthening the final manuscript
Revising
Editing
Producing the final manuscript

ELT-535 Dissertation
(No paper in the Mid Term. Submission of the dissertation to be followed by viva voce
examination in the End Term)
In continuation of course EP-94/4, students are required to produce a properly
supervised, researched and formatted dissertation of 60 to 80 pages length on an
approved topic relevant to ELT. Preference will be given to topics that take the Pakistani
context into account. In terms of context it is expected that the dissertation will show
evidence of original contributions in material and method. In terms of format the
dissertation should be in line with recent recommendations with regard to layout,
referencing and indexing. Evaluation is in two phases, (a) through a system of internal
and external marking and (b) through a face-to-face defense with a panel of examiners
appointed by the department.
Assessment Criteria
1. Assignments: Students are required to study material on ELT and come up with their
own analyses/ways of implementation of the text /tasks given.
2. Mid-Term Exam: A 50 marks exam, including questions on material studied before
the middle of the semester; which require the students not to produce what they have

42
crammed, but to apply the knowledge gained and answer. They have to practically
demonstrate whatever they studied till midterm .The practical demonstration is
compulsory + credit and the marks obtained are added to the total 50 marks
3. End-Term Exams: carrying 75 marks cover the whole syllabus and it is to make sure
that all the language skills and teaching approaches have been integrated.
4. Presentations/ Micro Teaching: Students are required to prepare multiple topics
related to various language skills and present it using AV aids required. Micro-teaching is
a compulsory component of teaching of English as an International language in every
semester, in which the students demonstrate all their skills and knowledge gained by
teaching some language skill in the class.
Admission Schedule
Admission to MA ELT are offered twice every year, in January and July

POST- GRADUATE DIPLOMA IN TEFL

Program Description
The course aims at introducing students to various methods, techniques and principles of
English Language Teaching, as a separate specialized field of study and research. It will
familiarize students with the basic concepts and theories of the subject, and enable
students to learn the methodology and practice of teaching English as a Foreign
Language.
Program Objectives
To introduce students to various methods, techniques and principles of English
Language Teaching, as a separate specialized field of study and research
To familiarize students with the basic concepts and theories of the subject
To enable students to learn the methodology and practice of teaching English as a
Foreign Language
To facilitate amateur and potential language teachers by improving their skills
Program Requirements
BA with at least second division, or BA with third Division plus Advanced Diploma with
65 % marks
Program Details

43
The program has been divided into 10 different modules, each of which will carry 100
marks. These shall be covered in two semesters in one year. The working hours shall be
03 hours daily in the evening for 5 days in a week. The detail of the subjects semesterwise with text books are given here:
First Semester:
Paper I:

Teaching of Phonology
Core Text:

A Course in Phonetics and Phonology

By Peter Roach
Teaching English Pronunciation
By Joanne Kenworthy

Paper II:

Practical Techniques in Language Teaching

Core Text:

Paper III:

At the Chalk face

Teaching Error Analysis

Core Text:
Error Analysis
By Jack C. Richards

Paper IV:

Teaching Literature in a Language Class

Course Text: Stylistics and the Teaching of Literature
By H.G. Widdowson

Paper V:

Approaches and Methods on TEFL

Core Text:
Approaches and Methods in Language Teaching
By J C Richards
Theodore S. Rodgers

Second Semester:
Paper VI:

Applied Linguistics
Core Text:
1.
Perspectives in Linguistics
2.

Paper VII:

Introduction to Linguistics, by Poole

Teaching of Reading and Writing Skills

Core Text:
1.
Teaching of Reading

44
2.
Paper VIII:

Preparing to Teach Writing

Testing and Evaluation

Core Text:

1.

Testing English as a Second Language

2.

Testing for Language Teachers by Auther Hughes

Paper IX:

Syllabus Design and Adaptation of Teaching Material

Core Text:
Basic Principles of Curriculum by Ralph W Tyler

Paper X:

Research Mechanics & Dissertation

Core Text
Educational Research by L.R. Gay

Assessment Criteria
i.

The evaluation of the candidates will be made in end-term and final term
examination.

ii.

Only the candidates who have 80% attendance will be eligible to sit for the
examination.

iii.

At the end of each semester, candidates will have to qualify in:

a. Oral Exams (Speaking, Listening, Reading) 150 marks (Non-Credit)
b. Written Exam: 500 marks (Credit)
Thus, there will be 1000 credit marks and 300 non-credit total at the completion
of the program. The candidates who qualify in 10 written tests and 3 oral tests (at
the end of each semester) separately and in aggregate will be declared successful.

iv.

The candidates who fail to qualify in the semester exam shall be promoted to
the next semester, and they shall take supplementary examination which shall
be held within 40 days of the announcement of the result.

v.

The candidates who fail to qualify at least 5 subjects in both semesters shall be
ceased.

All these rules are in accordance with the approved rules and regulations for
examinations of the university.

45
Admission Schedule
Admissions to PGD TEFL are offered twice every year, in January and July.

ADVANCED DIPLOMA
IN
ENGLISH - LINGUISTICS & LITERATURE
Program Description
The program focuses on introducing the basic concepts of linguistics & literature to the
fresh graduates who have no background of both the filed
Program objectives:
To introduce students to the subject of linguistics as a science and teach them the
basic concepts of the subject.
To familiarize students with major branches of linguistics in general and historical
linguistics in particular.
To teach the sound system of English in order to enable them to learn the
pronunciation of English words.
To acquaint students with the theoretical knowledge of the science of phonetics and
phonology.
To provide them a chance for sufficient practice in the language laboratory.
To make students increasingly independent in using techniques of ELT
To guide students in acquiring specific study skills i.e. the use of dictionary,
vocabulary development, note-taking, reading skills etc.
To enable students to teach the methodology of teaching principles of ESL/EFL
To enable students to teach the methodology of teaching English as a foreign
language.
To make learners aware of the linguistic aspects of literature through practical
demonstration of language study with the help of literary texts
To teach learners verse structure, rhyme and stress, similes and metaphors, word sets
and changes of grammatical persons etc in the study of novel, prose and drama, diary
and short stories
Program Requirements:
BA with second division, or BA with third Division plus Advanced Diploma with 65 %
marks
Program Details
Paper 1. GENERAL & HISTORICAL LINGUISTICS

46

The scientific nature of linguistic studies.

History of the development of linguistics.
Phonetics and Phonology
Morpheme and Morphology.
Pedagogical and Generative Grammar.
Syntax and Semantics.
Sociolinguistics and Psycholinguistics.
Stylistics.
Language and theories about its origin.
Synchronic and diachronic linguistics change.
The development of English from the 11th Century
Language families.
The status of linguistics in the present world.
TEXT BOOKS
1

Aitchinson, Jean

Baugh, Albert

Crystal, David

Elgin, Suzette Haden

Wilkins, D.A

Teach Yourself: Linguistics

(London: Edward Arnold, 1983
A History of English Language
London: Routledge & Kegan Paul
Linguistics
(Middlesex: penguin, 1977)
What is Linguistics?
(London: Prentice Hall, 1979)
Linguistics and Language Teaching
(London: Edward Arnold, 1983

REFERENCE BOOKS:
1

Ferguson, C.A & Heath

S.B. Eds

Jackson, Howard

Lyons, Johr

Robins, R.H

Language in the USA

Cambridge: UP, 1984
Analysing English: An Introduction to Descriptive
Linguistics
(London: Pergamon, 1980)
Language and Linguistics: An Introduction
(Cambridge: UP, 1981)
General Linguistics: An Introductory Survey
(London: Longman, 1980

47
5

Lehmann, Winfred

Strang, Barbara

Historical Linguistics (N.Y: Holt & Rhinehart, 1962)

A History of English Language
(London: Mathuen, 1986

Paper 2: PHONETICS AND PHONOLOGY

Phonemes and their place in the sound system of English.
Friction consonants.
Stop consonants.
Nasal consonants
Lateral consonants.
Gliding consonants.
Vowels and Dipthongs in English.
Consonant and vowel sequences.
Intonation and stress.
Assimilation, similitudes and elision.
Phonology: General rules derived from phonology.
Pakistani students and their problems in learning Received Pronunciation (RP).
Practice in Phonetic transcript
TEXT BOOKS:
1

Cook, V.J.

O Connor

Mortimer, Colin

Mortimer, Colin

Using Intonation
(London: Longaman, 1983)
Better English Pronunciation
Course
(Cambridge: UP, 1982)
Stress Time
(Cambridge: UP, 1982)
Weak Forms
(Cambridge: UP, 1980)

REFERENCE BOOKS:
1

Abercombie, David

Gimson, A C

Mortimer, Colin

Nolan, Francis

Elements of General Phonetics

(Edinbwegh: UP, 1980
Practical Course in Phoneitcs
Elements of Pronunciation (with 4 cassettes)
(Cambridge: Up, 1985)
The Phonetic Bases of Speaker Recognition

48

Roach, Peter

6.

Wilson, Ian Morris

(Cambridge: UP, 1983

English Phonetics and Phonology A
Practical Course (with 2 Cassettes)
(Cambridge: Up, 1983)
English Phonemic Transcription
(Oxford : Basil Blackwell, 1984)

Paper 3:
READING AND STUDY SKILLS
Introduction to reading skills: skim reading, scan reading and speed reading.
Guide to important word skills.
Vocabulary development.
Use of dictionary.
Textbook Note-taking.
Building a powerful memory.
How to use the Library.
TEXT BOOKS:
1

Leo Jones

Langan, John

Progress to Proficiency
(Cambridge, Up, 1986)
Reading and Study Skills
(U.S.A 1986)

REFERENCE BOOKS:
1

Adkins, Alex & Ian Mckeen

Daiches, David

Elliot Marion and Peter

Strutt

James, K.

5
6

Swan, Michael and

Greenall, Simon
Widdowson, H.G. ed.

Text to Note
(London: Edward Arnold, 1983
Telecommunications:
Developing Reading skills in English
(Oxford: Pergamman, 1985
The Times: An English Reader
(Glasgow: Collins, 1984
Speak to Learn : Oral English for Academic Purposes
(London: Collins, 1981)
Effective Reading: Reading Skills for advanced
Students(Cambridge : UP, 1986)
Reading & Thinking in English (Oxford: UP, 1980)

Paper 4: TEACHING OF ENGLISH AS A FOREIGN LANGUAGE

Introduction to TEFL.
First Principles of TEFL.
Classroom techniques.
Errors and Mistakes.

49
Planning and Preparation.
The teaching of language skills.
Testing.
Special techniques for problem classes.
Recent approaches.
TEXT BOOKS:
1

Broughton, G & etal

Brumfit, Christopher

Teaching English as a Foreign Language

(London : Routledge & kegan Paul, 1980
Communicative Methodology in Language Teaching
(Cambridge : UP, 1984

REFERENCE BOOKS:
1

Brumfit, C etal

Dulay, Heidi etal

Littlewood, William

Matthews, Allan etal eds.

Richard, Jack, C

Stern, H.H

Winn, Judy & Bell Oslen

Wright, Andrew

Teaching English as a Foreign Language

(London : Routledge & Kegan Paul, 1980)
Language Two
(Oxford : UP, 1982)
Communicative Language Teaching
(Cambridge : Up, 1985)
At the Chalkface : Practical Techniques in Language
Teaching
(London : Edward Arnold, 1985)
The Context of Language Teaching
(Cambridge : UP, 1985)
Fundamental Concepts of Language Teaching
(Oxford : UP, 1984)
Communication Starters.
Techniques for the Languages Classroom
(Oxford : Pergaman, 1982)
Visual Materials for the Language
(London : Longman, 1979)

Paper 5:
LANGUAGE AND LITERATURE
Language study of the selected pieces form different forms of literature.
Poetry:
George Crabb, Robert Southey, William Wordsworth Alexander
Pope.
Novel:
R.L. Stevenson, Joseph Conrad, George Eliot.
Drama:
Harold Pinter
Short Story: Rudyard Kipling, D. H. Lawrence.
Essay:
George Orwell
Diary:
Samuel Pepys.

50
TEXT BOOK:
Lott, Bernard A Course in English Language and Literature
(Singapore: Richard Clay, 1986)
REFERENCE BOOKS:
1

Couper Kuhlen, E

Leech, Geoffrey

3
4

Press, J. ed
Widdowson,

An Introduction to English Prosody

(London ; Edward Arnold, 1986)
A Linguistics Guide to English Poetry
(London : Longmans, 1969)
The Teaching of English Literature Overseas
Stylistics and the Teaching of Literature

Assessment Criteria
The candidates who qualify in each of the written tests separately and in aggregate in
the oral tests will be declared successful.
The evaluation of tests will be done according to the approved rules regulations for
examinations.
Admission Schedule
Admissions to Advanced Diploma in Literature and Linguistics are offered twice every
year, in January and July.

ADVANCED DIPLOMA IN ENGLISH LANGUAGE

Program Description
The program focuses on the advanced development of English language skills alongwith
providing students with an opportunity to attain better pronunciation and improved
structures in their linguistic expressions.
Program Requirement
Program Detail
First Semester
MODULE 1: PHONETICS & PHONOLOGY
COURSE DESCRIPTION:
This interactive program provides an introduction to Phonetics & Phonology of English
Language. The course will mainly focus on sharpening the learners phonetic ability,
making them more efficient listeners/speakers, and consequently better communicators. It

51
will provide students with an opportunity to attain a proficiency level of being easily
understood in-less-than-ideal conditions and to be able to understand native speakers and
users of the English language comfortably.
REQUIRED TEXT:
Ship or Sheep
Better English Pronunciation (Peter Roach)
COURSE OBJECTIVES:
to provide students the theoretical background concerning the sound system of the
English Language.
to help students identity their own pronunciation errors & advice on how to improve
to give students knowledge of fluency devices.
To introduce suprasegmental features of the English Language to the students &
enable them to improve their production of continued speech.
On completion of the program, each student will be able to
i) Have knowledge & skill in the following areas:
Phonemic symbols
Long & short vowels
Diphthongs
Triphthongs
Consonants
Strong/weak forms
Plural forms
Past forms
Elision
Assimilation
Linking devices
Stress & Intonation
ii) Use a phonetic dictionary correctly;
iii) Apply the knowledge of the course content to the speech as well use the fluency
device correctly.
COURSE ASSIGNMENT:
Class Participation: The students are expected to actively participate in class by
following the teacher, questioning, commenting and discussing various issues related to
the subject. They are required to work cooperatively in group tasks; ask questions for
clarification, exploration and discussions; speak English only, to maximize opportunities
for the simultaneous development of oral language proficiency.

52
Journal: In an interactive learning environment, the students are required to keep a
written journal during this program. Journal writings are short and informal. The
instructor will read the journals of all students periodically during the course. The
entries should be about the problem areas regarding the learning of English
pronunciation. The students should also write their expectations for this course.
Presentations: The students are required to make a presentation at the end of the course
in which they have to read a piece of writing of their own choice using all possible skills.
MODULE- 2: INTEGRATED SKILLS
COURSE DESCRIPTION:
This course provides advanced level knowledge of language skills. It aims to polish
learners English language skills providing exposure to creative classroom strategies and
techniques.
This program is a combination of:
A.
Receptive language skills
B.
Productive language skills
These are further divided into four segments - each based on the respective skills:
Listening Skill
Reading Skill
Speaking skill
Writing skill
The participants of this program will be oriented towards using language skills
creatively, adapting to their situations, and constantly engaging themselves in research.
The details of the skills are given below:
Listening skill
The objective of this skill is to train learners to function successfully in target language
listening situation. They will be able to complete advanced listening tasks based on real
life situations.
Reading skill
This skill attempts to clarify and illustrate aspects of the nature of reading. Learners
reading skills will be fostered so that learners can cope with more sophisticated texts and
tasks, and deal with them: Quickly, Appropriately, Efficiently, and Skillfully.
Speaking skill
Of all the four skills, speaking seems intuitively the most important. Foreign language
learners are primarily interested in learning to speak. Learners are made to participate in
classroom-speaking activities that develop their ability to express themselves through
speech.
Writing skill

53
The purpose of writing, in principle, is the expression of ideas and conveying of a
message to the reader so that the ideas and the message themselves should arguably be
seen as the most important. Higher standards of language are normally demonstrated in
writing than in speech i.e.
More careful constructions
More precise and varied vocabulary
Greater correctness of expression in general
In short, learners are familiarized with advanced writing procedures and tasks stimulating
writing and professional writing.
REQUIRED TEXT:
The Readers Choice (Course 1 & 2)
Programme Consultants: Beverley Ann Chin, Denny Wolfe, Mary Ann Dudzinski,
William Ray, Jacqueline Jones Royster and Jeffrey Wilhelm. Published by
McGraw Hill 2002
California Edition
Write Idea! ( by three cover authors: Yoshiko Uchida, Ray Bradbury, Ashley
Bryan)
Authors: Elaine Mei Aoki, James Flood, James V. Hoffman, Diane Lapp
Published by McMillan/ McGraw- Hill, New York, U.S.A 1993
RECOMMENDED TEXT:
1. The Writers Workbook
Edited by: Jenny Newman, Edmund Cusick, & Aileen La Tourette. Published by
Edward Arnold Ltd 2000, London
Writing as Craft and Magic
By Carl Sessions Stepp
Published by NTC/Contemporary Group, Inc. Illinois, USA 2000
3.

Survival Reading Skills

Wilma H. Miller
Published by Jossey-Brass. San Francisco, USA 2003

COURSE OBJECTIVES:
Receptive Skills
At the conclusion of the program, each participant will be able to:
Demonstrate effective listening skills, including:
Listening to confirm expectations
to extract specific information
for communicative tasks
for general understanding

54
for recognizing function
for deducing meaning
to infer opinion and attitude
and to demonstrate mastery of reading skills, including reading strategies.
Productive Skills
At the conclusion of the program, each participant will be able to:
1. Demonstrate the use of English in communicative, academic, social and cultural
contexts.
2. Demonstrate the following productive skills:
a. Reaching a consensus
b. Relaying instructions
c. Discourse chains
d. Communicative games
e. Structured-conversation
f. Problem solving
g. Interpersonal exchange
h. Story construction
i. Simulation and role-play
k. Exchanging letters
l. Academic writing, including book reports, research.
COURSE REQUIREMENTS
In-class participation (Learners classroom performance will be monitored and
graded according to how they perform in the classroom discussions/activities)
Keeping reflective journal (learners have to give critical feedback based on their
experience in the classroom; to submit it to their instructor when asked. Entries in
journals will be regarded as part of classroom participation. Poor/insufficient
entries will be considered passive participation)
MODULE-3: SPEAKING SKILLS
COURSE DESCRIPTION:
The program aims at achieving communicative competence by focusing on fluency as
well as accuracy. The course is divided into three parts.
In part one, speaking is integrated with listening and reading skills and involves a series
of activities including short intensive discussions, group work, pair work, structured
conversations, discourse chains and information-gap activities.
Part two focuses on public speaking. In this regard, declamation contests, debates and
extempore speech competitions will be arranged, thus maximizing students talking time
and providing them with ample opportunities to handle language independently. It will
also enable the teacher to deal with individuals and monitor their performance minutely.

55

Part three mainly concerns itself with presentations on selective subjects/topics

manipulated from different sources i.e. social sciences, physical science, literature and
linguistics or day to day life. The topics may be given by the teachers but students
disposition and discretion may also be considered.
REQUIRED TEXT:
1. New American Streamline by Bernard Hartly + two cassettes.
2. A Collection of Ten Short Stories / Articles + Five Poems.
3. Speaking (Advanced) by Oxford Publications.
4. Challenge to Think
COURSE OBJECTIVES:
At the end of the program the students will be able to:
respond effectively to spontaneous and unpredictable situations.
have the operational command and abilities to handle relatively complex
language.
attain a level of pronunciation that ensures communicative efficiency.
use stress and intonation patterns appropriately.
do reasoning and give arguments in short intensive discussion.
MODULE-4: GRAMMAR
COURSE DESCRIPTION:
This course will focus on the intensive practice of grammar and detailed knowledge of
various grammatical rules and structures needed for effective communication in speech
and writing. The course will include all parts of speech, explanation of their use and
usage, and some very important expressions/ structures. Initially, the target is to make the
learners feel relaxed in using the structure; later the focus would turn to the usage of the
structures in order to have a clear understanding of them.
REQUIRED TEXT:
i) High School Grammar & Composition by Wren & Martin
ii) Grammar by Michael Swan
COURSE OBJECTIVES:
The course has the following objectives:
a) To provide students with an easy-to-understand and detailed analysis of most
commonly used English grammatical structures.
b) To provide students with an opportunity to learn to speak and write correct English
through trial and error method.
c) To give students intensive practice of English Grammar both in speech and writing.
d) To give them the confidence of using grammatically and syntactically correct English.
COURSE OUTLINE:
a) Definitions: Sentence, Clause, Phrase, Word.
b) Parts of Speech: Nominal Phrases and Verbal Phrases, Nouns, Verbs, Adjectives,
Adverbs, Articles, Prepositions, Conjunctions and Interjections.

56
c) Tenses: Form & Function
d) Voices
e) Narration
f) Conditional sentences
COURSE DELIVERY:
Course delivery is accomplished in a number of ways in order to meet the needs of the
learners and the learning styles. Methods of instruction include:
Brainstorming
Presentations (i.e., lectures/mini-lectures assisted by Power Point and other visuals);
Discussions (i.e., active involvement of participants in learning by asking questions to
provoke critical thinking and verbal interaction);
Cooperative learning (i.e., small group structure emphasizing learning from and with
others);
Student presentations;
White Board
Reflective journal writing.
Class observation
MODULE-5: CREATIVE WRITING
COURSE DESCRIPTION:
The course will focus on the principles of effective writing. The four basic elements of
effective writing i.e. unity, support, coherence and sentence skills will be highlighted.
These principles will be applied to paragraph development. The different patterns of
paragraph development such as comparisons and contrasts, explanation and description,
cause and effect and narration of an event will be examined by participants and applied in
essay writing and creative writing.
The program will reflect on the method of creative writing. The focus will be on critical
issues and factors that influence creative writing. The two important phases of creative
writing i.e. gathering and shaping will be examined and the role of plot, narrative
constructions and characterization will be highlighted and discussed.
CORE TEXT:
English Skills with Readings; Third edition, by John Langan.
The Creative Writing Course Book; edited by Julie Bell & Paul Magrs.
Additional Readings may be required and will be provided.
COURSE OUTLINE:
The program will cover the following main areas:
Basic principles of effective writing
Four basic elements of evaluating writing:
Base 1: Unity

57
Base 2: Support
Base 3: Coherence
Base 4: Sentence Skills
Paragraph development
Nine patterns of paragraph development
Writers purpose and audience
Tools for paragraph development
Essay development
What is an essay?
Planning the essay
Essay writing assignments
Sentence Skills:
Grammar
Word use - the focus is on effective word choice which will help in developing
various options and methods available for composing sentences.
Creative Writing:
Gathering:
Getting started
Training the eye
Shaping:
Characterization
Point of view
Setting
Second Semester

Module 6: Academic Skills

Course Description:
This course is designed to provide students with all the skills needed for better academic
performance in almost all subjects. In this regard, various skills like motivational skills,
word skills, study skill, reading comprehension skills etc have been included in the
course.
In the learning process, the focus is more on practicing all these skills in class. Therefore,
the teachers are advised to make use of additional material related to these skills in the
class, including exercises based on cuttings from newspapers, articles, books apart from
the text book and downloaded material, for some topics included in the course content,
the students are required to be taken to the library under the supervision of the concerned
teachers in order to ensure that students the make best use of the library facility.

58

Required text:
Reading & study skills, by John Langan

Recommended Text
Study skills for students of English, 2nd editions, by Richard E. Yorkey

Course objectives:
All the conclusion of the course, each participant will be able to demonstrate
Motivational skills
Word skills
Study skills
Reading comprehension skills
Using English Dictionary

Course Delivery:
Course delivery is accomplished in a combination of ways in order to meet the
requirements of all the learners and learning styles. Methods of instruction include:
Brainstorming
Presentations (i.e , lectures/mini-lectures by power point and other AVA aids
i.e , audio visual aids)
Paired/small group discussions/activities (active involvement of studnts in
learning by making them practice all the skills)
Cooperative learning (i.e small group structure emphasizing learning form
and with others)
Collaborative learning
Student Presentations
Paired/small group discussions/activities

Course Content:
Motivational skills
Word skills
Study skills
Reading comprehensive skills
Using an English Dictionary

Module 7: Technical Writing and Presentation Skills

Content
Why communication remains imperfect. Barriers affecting communication
Communicators Objectives: Styles and tones
Audience Analysis: who they are and what they know and feel
The composing process: Prewriting stage, Drafting and Editing
Building Paragraphs
Nonverbal Communication

59
How to present effectively: Building confidence, preparing Visuals, Delivering
presentations
Three formats of written communication: letters, memos and reports
How to write proposals and reports: Kinds of reports and practice etc
Developing a Resume and Job Application letter

Module 8: Public Speaking

Course Objectives:
This course is the extension and continuation of Speaking Skills, Part I & Phonetics &
Phonology. It aims at focusing and improving the correct pronunciation of the students in
the light of the phonological principles. The objectives for this course are as follow:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Helping the students to use their speech organs like native speakers do
Improving learning, articulation and voice quality
Approaching the sounds of English effectively and aesthetically
Developing personal and physical awareness of word stress
Varying stress patterns and their effect on the meaning of a sentence
Practicing weak forms
Practicing different pitches
Practicing vowels and diphthongs cluster
Mastering rhythm progressively

Recommended Text
Pronunciation by Clement Leroy. Published by Oxford University Press

Module 9: Listening Skills

The aim is to provide our students with sufficient listening practice to enable them to
understand with reasonable ease both native and non-native speakers of English when
they speak at normal speed in unstructured situations.
Practice Techniques
Listening practice through tape-recorders/CD players of conversations, monologues,
dialogues etc.
Exposure to a wide range of accents.

Module 10: Language and Literature

Language study of selected pieces form different genres of literature.
Poetry:
George Crabb, Robert Southey, William Wordsworth Alexander
Pope.
Novel:
R.L. Stevenson, Joseph Conrad, George Eliot.
Drama:
Harold Pinter
Short Story: Rudyard Kipling, D. H. Lawrence.
Essay:
George Orwell
Diary:
Samuel Pepys Diary.

60

TEXT BOOK:
Lott, Bernard A Course in English Language and Literature
(Singapore: Richard Clay, 1986)
REFERENCE BOOKS:
1

Couper Kuhlen, E

Leech, Geoffrey

3
4

Press, J. ed
Widdowson H. G.

An Introduction to English Prosody

(London ; Edward Arnold, 1986)
A Linguistics Guide to English Poetry
(London : Longmans, 1969)
The Teaching of English Literature Overseas
Stylistics and the Teaching of Literature

Assessment Criteria
The candidates who qualify in each of the written tests separately and in aggregate in
the oral tests will be declared successful.
The evaluation of tests will be done according to the approved rules regulations for
examinations.
Admission Schedule
Admissions to Advanced Diploma in Language are offered twice every year, in January
and July.