Syllabi LL (All) - KEI

UNIVERSITY OF DAR ES SALAAM 

FACULTY OF ARTS AND SOCIAL SCIENCES 

DEPARTMENT OF FOREIGN LANGUAGES AND LINGUISTICS 

FIRST YEAR 

LINGUISTICS 

Code Course Title Status Semester Units 

LL101a Introduction to linguistic structure Core 1 3 

LL102b Social and biological aspects of language Core 2 3 

LL103 General phonetics Core 2 3 

ENGLISH 


LL111 English phonemic and orthographic systems Core 1 3 

LL113 Connected speech in English Core 2 3 

LL114 English language practice Optional 1 3 

LL115 English listening skills (BALS) Core* 1 3 

LL116 English speaking skills (BALS) Core* 2 3 

LL117 English reading skills (BALS) Core* 1 3 

LL118 English writing skills (BALS) Core* 2 3 

FRENCH 


LL160 Basic French I (BALS) Core* 1 3 

LL161 Basic French II (BALS) Core* 2 3 

LL170 Advanced French I Core 1 3 

LL171 Advanced French II Core 2 3 

LL172 Introduction to Francophone literature Core 1 3 

LL173 French oral literature from Africa Core 2 3 

COMMUNICATION SKILLS UNIT 


CL106 Communication Skills for Arts & Social Sciences Core 1 & 2 3 

CL107 Communication Skills for Science Optional 2 3 

CL108 Communication Skills for Commerce and Management Optional 2 3 

CL109 Communication Skills for Law I Core 1 3 

CL110 Communication Skills for Law II Core 2 3 

CL111 Communication Skills for Engineering Studies Optional 1 3 

CL112 Communication Skills for Health Sciences Core 1 3 

* Compulsory Courses for B.A. Language Studies 

1

LL 101a: INTRODUCTION TO LINGUISTIC STRUCTURE 

Course Objectives 

At the end of the course students should be able to describe the nature of language 

and distinguish the levels of linguistic structure. Secondly, students should be able 

to solve various problems on linguistic structure based on language data. 

Course Description 

The course provides a basic introduction to the structure of natural language. It 

seeks to develop the student’s appreciation of linguistics as a scientific discipline. It will 

examine the nature and origin of language and cover the core equipment of phonetics, 

phonology, morphology, syntax, and semantics. 

Delivery: 30 Lecturer and 15 Seminars 

Assessment: Coursework 40 percent. Final examination 60 percent. 

Course Outline 

Module 1: Linguistics as a scientific approach to the study of language 

1.1 Definition of linguistics and how it analyses language as its 

main object 

1.2 The different branches of linguistics 

Module 2: The study of human speech sounds (Phonetics) 

2.1 The production of speech sounds, (i.e., the organs of 

speech; production mechanisms; description and notation 

of the speech sounds). 

2.2 The production of prosodic or suprasegmental features; 

(tone accent, intonation; length & juncture) 

Module 3: The structure of speech sounds (Phonology) 

3.1 The ‘classical’ functions of the (phoneme); distinctive and 

redundant features; field work; phonemic analysis; 

phonemic systems of Kiswahili; English; French and other 

ethnic community languages; description of prosodic 

features. 

3.2 Further developments in phonological theory. 

Module 4: The Structure of Words (Morphology) 

4.1 The morpheme as the minimal morphological unit; 

(definition types; functions; how they combine; how to 

identify them; allomorphic variations; morphophonemic 

processes; morpheme structure). 

4.2 The word as the maximal morphological unit (definition; 

criteria for delimitation; word classes; word forms of 

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Kiswahili; English; French, German, other ethnic 

community languages; idioms and idiomatic expressions. 

Module 5: The structure of sentences (Syntax) 

5.1 The study of syntax (arrangement; constructions; 

constituents; hierarchy; syntactic devices; syntactic 

categories). 

5.2 Sentence structure (traditional and transformational 

grammar outlooks). 

Module 6: The Structure of Meaning (Semantics) 

6.1 The Study of Meaning (definition; types; sense and sense 

relations) 

6.2 Linguistic symbol vs real world (pragmatics). 

Basic Readings 

Bolinger, D. (1975), Aspects of Language. New York Harcourt, Brace & World. 

Crystal D. (1985), Linguistics. London Penguin Books. 

Fromkin, V.& R. Rodman, (1988), An Introduction to Language. New York. Holt, 

Renehart & Winston. 

Ladefoged, P. (1982), A Course in Phonetics. New York. Harcourt Brace. 

O'Grady, W. M. Dobrovolsky, & F. Katamba, (1997), Contemporary Linguistics; An 

Introduction. NewYork Longman. 

Yule, Y. (1985), The Study of Language. New York, CUP. 

LL 102b: SOCIAL AND BIOLOGICAL ASPECTS OF LANGUAGE 


At the end of the course students should be able to describe the various levels of 

interaction between linguistic structure and other disciplines. Secondly, students should 

be able to describe the various applications of linguistic analysis and discuss the 

possibilities and limits of such applications. 


The course examines the interaction between those aspects of the linguistic system 

covered in LL 101 on the one hand, and related aspects in the social, biological and 

technological disciplines on the other hand. It discusses the various applications of 

linguistic analysis and prepares the student for advanced study in those areas. LL 101 is 

prerequisite for this course. 

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Delivery: 30 Lectures and 15 Seminars 



Module 1: Language in Society 

1.1 Fundamental concepts (sociolinguistics) 

1.2 Social differentiation of language 

1.3 Regional differentiation of language 

1.4 Mixed languages 

1.5 Speech situations. 

Module 2: Historical Linguistics and Language Classification 

2.1 The nature and causes of language change 

2.2 To survey in detail: phonological; morphological; syntactic; 

lexical and semantic change. 

2.3 To explore techniques used to reconstruct linguistic prehistory. 

2.4 Types and methods of classification 

2.5 Classification of world languages. 

Module 3: Writing systems: 

3.1 Types of writing 

3.2 The history of writing 

3.3 The evolution of writing 

3.4 Irregularities in English orthography 

3.5 Writing and reading 

Module 4: Language and the Brain: 

4.1 The human brain 

4.2 Investigating the brain 

4.3 Aphasia 

4.4 Aphasia and linguistic theory 

Module 5: First & Second Language Acquisition: 

5.1 Conditions of acquisition 

5.2 Linguistic theory and language acquisition 

5.3 Stages of language acquisition 

5.4 Language acquisition and language change. 

5.5 The role of the first language. 

5.6 Models of second language learning (acquisition). 

5.7 Interlingual interference types. 

5.8 Factors affecting second language learning 

5.9 The good language learner. 

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Module 6: Language and Machines 

6.1 Machine Translation 

6.2 Text processing 


Bolinger, D. (1975), Aspects of Language. New York Harcourt, Brace & World. 

Crystal D. (1985), Linguistics. London Penguin Books. 

Fromkin, V.& R. Rodman, (1988), An Introduction to Language. New York. Holt, 

Renehart & Winston. 

O'Grady, W. M. Dobrovolsky, & F. Katamba, (1997), Contemporary Linguistics; An 

Introduction. NewYork Longman. 

Yule, Y. (1985), The Study of Language. New York, CUP. 

LL 103: GENERAL PHONETICS 


The student should be able to recognise and describe the physical properties of 

speech sounds. Secondly, describe the possibilities and limits in the use of machines to 

recognise and produce speech sounds. 


This course provides an introduction to the study of speech sounds in general, focusing 

on both articulatory and acoustic phonetics. The student will develop the ability to 

recognise, produce, describe and transcribe various speech sounds. The course will 

promote understanding of the physical properties of speech sounds, of how machines are 

used in the investigation of these properties, and the possibilities for using machines to 

recognise and produce speech sounds. 


Assessment: Course Work 40 percent. Final Examination 60 percent. 


Module 1: Organs of speech and airstream mechanisms. 

1.1 Lungs 

1.2 Larynx (vocal folds, glottis, etc). 

1.3 Pharynx 

1.4 Velum 

1.5 Oral cavity 

1.6 Nasal cavity 

1.7 Passive versus active organs of speech 

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Module 2: Phonetic transcription 

2.1 International Phonetic Alphabet (IPA) 

2.2 Orthographic spelling vs Phonetic Transcription 

2.3 Diacritics. 

Module 3: Production of consonants 

3.1 Defining consonants 

3.2 Places of articulation 

3.3 Manners of articulation 

3.4 Voicing 

3.5 Defining vowels 

3.6 Describing vowels in terms of tongue positions and Lip 

rounding 

3.7 Describing vowels in terms of quality 

Module 4: Syllables and Suprasegmentals 

4.1 Analysing syllables 

4.2 Tone and intonation 

4.3 Accent/stress. 

Module 5: Acoustic Phonetics 

5.1 Fundamental Frequency (pitch) 

5.2 Intensity (loudness) 

5.3 Duration (length) 

5.4 Quality and wave forms 

Module 6: Speech synthesis and speech recognition 

6.1 Acoustic analysis of speech sounds 

6.2 Spectograms (or “voiceprints”) 


Clark, John and Colin Yallop. (1990), An Introduction to Phonetics and Phonology. 

Oxford: Blackwell. 

Crystal, David. (1997), A Dictionary of Linguistics and Phonetics. (4th ed.). Oxford: 

Blackwell. 

Ladefoged, Peter. (1993), A Course in Phonetics. (3rd ed.) Fort Worth: Harcourt Brace 

Jovanovich. 

Laver, J. (1994), Principles of Phonetics. Cambridge: Cambridge University Press. 

Rogers, H. (1991), Theoretical and Practical Phonetics. Toronto: Copp Clark Pitman 

Ltd. 

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LL 111: ENGLISH PHONEMIC AND ORTHOGRAPHIC SYSTEMS 


The objective of this course is to assist the students to see spoken English as a system and 

then to describe, recognise and produce the English segmental phonemes of RP, relating the 

phoneme set to the orthographic system of English. 


This course will be an introduction to English phonology and phonetics, including in 

detail the spoken English components of LL 110. It will cover a study of the accents of 

English; the use of the speech organs in the production of the speech sounds of English; a 

theoretical description and intensive practice in the description, recognition and 

production of the segmental phonemes and their pronunciation in words; the relationship 

between the phonemes and their orthographic forms. 




Module 1: Essential Preliminaries 

1.1 RP and other accents of English 

1.2 Accents of English in the world 

1.3 Accents of English in the British Isles 

1.4 The speech organs and RP sound production 

1.5 The speech organs 

1.6 The speech organs and RP sound articulation 

Module 2: The Phonemes of RP 

2.1 RP phonemes: their pronunciation & transcription 

2.2 The articulation of RP phonemes 

2.3 RP phonemic transcription 

2.4 The RP consonant phonemes 

2.5 The phonemes of RP 

2.6 The RP consonant chart 

2.7 The 20 RP vowel phonemes 

2.8 The RP monophthongs 

2.9 The RP diphthongs 

2.10 The RP long vowels 

2.11 The RP short vowels 

Module 3: Phonemes and the Orthography 

3.1 Spelling and pronunciation relationship in English 

3.2 English orthography and the RP consonant phonemes 

3.3 English orthography and the RP vowel phonemes 

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Allen, W. Stannard (1965, New impression 1982), Living English Speech. 

London: Longman.Brown, Gillian (1977), Listening to Spoken English. London: 

Longman.Crystal, David (1995) The Cambridge Encyclopedia of the English 

Language. Cambridge: Cambridge University Press.Gimson, A. C. (1994), An 

Introduction to the Pronunciation of English. London: Edward Arnold. Revised by 

A. Cruttenden. 

Maghway, J B (1995), [∂e pizants end wekaz ov efrika] Or Some pronunciation 

problems in English in Tanzania’. In Journal of Linguistics and Language in 

Education, (New Series), Vol. 1. 1995: 30 – 45. University of Dar es Salaam, 

Department of Foreign Languages and Linguistics. 

O’Connor, D. J. (1980, Reprint 1992), Better English Pronunciation. London: 

Longman. 

Wells, John C. (1983), Accents of English. Vol. 1, 2, 3. 

London: Cambridge University Press. 

LL 113: CONNECTED SPEECH IN ENGLISH 


The objective of the course is to give students practice in the description, 

recognition, and production of different patterns of English speech. 


The course will deal with the RP phonemes in sequence; the effect of phonetic 

environment on the segmental phonemes; syllables; word stress; English speech rhythm: 

the framework of English speech rhythm; vowel reduction; strong forms; weak forms; 

stress in connected speech; the grammatical function of stress in English. Practice in the 

recognition and production of different patterns of English speech rhythm. 




Module 1: English Pronunciation 

1.1 RP phonemes in sequence 

1.2 Vowel phoneme sequences 

1.3 Consonant phoneme clusters 

1.4 Phonotactic constraints 

1.5 Syllables and stress in words 

1.6 Syllables and syllable structure 

1.7 Stress and unstressed syllables 

1.8 Speech simplification strategies 

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Module 2: The Rhythm of English Speech 

2.1 English speech rhythm 

2.2 Stress in continuous speech 

2.3 Strong and weak forms 


Allen, W. Stannard (1965, New impression 1982), Living English Speech. London: 

Longman. 

Brown, Gillian (1977), Listening to Spoken English. London: Longman. 

Crystal, David (1995) The Cambridge Encyclopedia of the English Language. 

Cambridge: Cambridge University Press. 

Gimson, A. C. (1994), An Introduction to the Pronunciation of English. 

London: Edward Arnold. Revised by A. Cruttenden. 

Jones, D. (1960), An Outline of English Phonetics. 

London: Cambridge University Press. 

Knowles, J. (1983), Patterns of Spoken English: An Introduction to English 

Phonetics. London: Longman. 

Leech, G. & J. Svartvik (1994), A Communicative Grammar of English. 

London: Longman. 

LL 114: ENGLISH LANGUAGE PRACTICE 


This course has been developed specifically to enable new university entrants to 

elaborate and make their proficiency in English more sophisticated. Secondly, the 

course focus on English structure and written expression, listening and reading 

comprehension and written English. 


This course has been developed specifically to enable new university entrants to 

elaborate and make their proficiency in English more sophisticated. It is not a course 

ABOUT English but one IN the knowledge of the grammar and skills of using English. 

Those skills are, of course, a sine qua non for effective study at university or other 

tertiary level institutions. The course will focus on: English structure and written 

expression, listening and reading comprehension and written English. 




Module 1: Grammatical Structure and Written Expression 

1.1 The English clause: word classes and their functions 

1.2 The noun phrase: structure and functions 

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1.3 The verb phrase 

1.4 Adverb phrases: structure and functions 

Module 2: Vocabulary and Reading Comprehension 

2.1 Main ideas 

2.2 Referents, transition and connectors 

2.3 Reading and context 

2.4 Inference 

2.5 Synonyms and shades of meaning 

2.6 Roots, prefixes and suffixes 

Module 3: Listening Comprehension 

3.1 Sounds 

3.2 Understanding meaning in context 

3.3 Making inference from vocabulary clues 

3.4 Drawing conclusions 

3.5 Remembering details 

3.6 Miscellaneous structures 

Module 4: Written English 

4.1 Paragraph writing 

4.2 Opening sentence 

4.3 Supporting ideas 

4.4 Details 

4.5 Organising and writing paragraphs 

4.6 Essay writing 

4.7 The introductory paragraph 

4.8 Developmental paragraphs 

4.9 The concluding paragraph 

4.10 The entire essay 


Baker, S. (1981), The Practical Style. New York: Harper & Row. 

Carter, C & W Nash (1990) Seeing through Language: a Guide to Styles of English 

Writing. Oxford: Blackwell. 

Gere, A. R. (1988), Writing and Learning. New York: Mcmillan. 

Greenbaum, S & R Quirk (1990) A Student’s Grammar of the English Language. 

London: Longman.McCrimmon, J. M. (1980), Writing with a Purpose. London: 

Houghton.Swan, M (1988), Practical English Usage. London: Oxford University Press. 

Weiser, I. (1989), Writing: An Introduction. London: Scot Foresman. 

10

LL 115 ENGLISH LISTENING SKILLS 


This course aims to teach the important language skill of listening to and hearing 

spoken English. Listening involves recognition of what is heard; discriminating it from 

other things heard and comprehension of what is heard. 


The student will first be introduced to the basic theory of English speech, where the 

sound system of RP will be outlined and compared with the sound systems of other languages 

known to the student. The student will also be acquainted with phonemic and phonetic 

transcription and the use of an English pronouncing dictionary. There will be a practical 

component to accompany each stage of the course. This is will be conducted in the language 

laboratory. Here the student will do intensive practice in ear-training and by listening actively 

to individual English speech sounds, the sounds pronounced in words, and other aspects of 

speech in English presented in conversation, monologue and other text forms. The student 

will therefore do both intensive and extensive ear-training. 

Delivery: 30 Lecturers and 15 Seminars 



Module 1: Theory 

1.1 The Sound System of RP 

1.1.1 Consonant Sounds 

1.1.2 Vowel Sounds 

1.2 The Sounds of Other Accents of English e.g. General American 

Scottish English Scous (Liverpudlian) accent a pidgin accent 

1.3 Comparison with the Sounds of Other Languages 

e.g. French, Kiswahili, Another African Language, etc. 

1.4 Phonemic and Phonetic Transcription 

1.4.1 Phonemic transcription 

1.4.2 Phonetic transcription 

1.4.3 How to use a pronouncing dictionary 

Module 2: Practical 

To follow immediately after each corresponding Lecture topics 

2.1 Ear-training 

2.1.1 Listening (recognition, discrimination) to audio/watching video 

recorded exercises e.g. sounds pronunciation, discrimination short 

texts 

2.1.2 Listening to live dictation (sounds, words, texts) 

2.2 Oral comprehension 

2.2.1 short monologue 

2.2.2 short dialogue 

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2.2.3 commentaries 

2.2.4 longer texts 

2.2.5 English songs 



Longman. 


Knowles, J. (1983), Patterns of Spoken English: An Introduction to English Phonetics. 


Leech, G. & J. Svartvik (1976), A Communicative Grammar of English. London: 

Longman. Longman Dictionary of Contemporary English. London: Longman. 

Maghway, J B (1995), [∂e pizants end wekaz ov efrika] Some pronunciation problems in 

English in Tanzania’. In Journal of Linguistics and Language in Education, (New 

Series), Vol. 1. 1995: 30 – 45. University of Dar es Salaam, Department of 

Foreign Languages and Linguistics. 

Roach, Peter (1983), English Phonetics and Phonology: A Practical Course. London: 

Cambridge University Press. 

LL 116: ENGLISH SPEAKING SKILLS 


This course aims to teach the important language skill of speaking English. This is 

a productive skill. It involves articulation, pronunciation, conversation and other ways of 

communicating through the oral medium (e.g. different types of rhetorical devices). 


This course aims to teach this important language skill. The student will be 

introduced to the basic theory of English speech, where the sound system of RP will be 

outlined and compared with the sound systems of other languages known to the student. The 

student will also be acquainted with phonemic and phonetic transcription and the use of an 

English pronouncing dictionary. There will be a practical component to accompany each 

stage of the course. This is will be conducted in the language laboratory. Here the student 

will do intensive practice in ear-training and production in English speech sounds and other 

aspects of speech in English. 




Module 1: Theory 

1.1 An introduction to English intonation 

1.1.1 Simple falling tone 

1.1.2 Simple rising tone 

1.1.3 Complex tones 

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1.2: Forms of address and forms reference 

e.g. Sir, Madam, Excellency, Lordship, etc. 

1.3 Markers of politeness, etc. 

e.g. please, thank you, excuse me, sorry, pardon me, would you 

mind, etc. 

Module 2 Practical 

To follow immediately after each corresponding Lecture topics 

2.1: Sound production 

2.2: Sound discrimination 

2.3: Word pronunciation (and dictionary use) 

2.4: Pronunciation of longer stretches of speech 

2.5: Dialogue and conversation 



Longman. 


Knowles, J. (1983), Patterns of Spoken English: An Introduction to English Phonetics. 



Longman. 

Longman Dictionary of Contemporary English. London: Longman. 

Maghway, J B (1995), [∂e pizants end wekaz ov efrika] Or Some pronunciation problems 

in English in Tanzania’. In Journal of Linguistics and Language in Education, 

(New Series), Vol. 1. 1995: 30 – 45. University of Dar es Salaam, Department of 

Foreign Languages and Linguistics. 



LL 117 ENGLISH READING SKILLS 


This course aims to teach the third of those important language skills, Reading. Like 

listening, reading is also a receptive skill. The course will instil in learners reading 

strategies for both intensive and extensive reading. This will include reading speed. 


This course aims to teach the third of those important language skills, Reading. The 

student will learn a number of important reading skills, including minor reading 

strategies, intensive reading, extensive reading and developing his/her individual reading 

speeds. 



13


Module 1: Minor Reading Strategies 

1.1 Skimming 

1.2 Scanning 

Module 2: Intensive Reading 

2.1 Introductions 

2.2 Identification of Topic Sentences 

2.3 Identifying the Purpose of a Text 

2.3.1 Instruction 

2.3.2 Description 

2.3.3 Argumentation 

2.3.4 Persuasion, etc. 

2.4 Conclusion 

Module 3: Extensive Reading 

3.1 individual reading of a variety of each of the following genres of 

Writing. e.g. Novels, Non-fiction, PoetryTechnical Writings 

Newspapers, magazines, etc. 

Module4: Development of individual reading Practical Application of the reading 

strategies 


Grellet, F (1981) Developing Reading Skills. CUP 

Maley, A & A Duff (1976) Beyond Words. CUP 

Nuttal, C (1992) Teaching Reading Skills in a Foreign Language. 

London: Heineman. 

Williams, E (1984) Reading in the Language Classroom. 


LL 118: ENGLISH WRITING SKILLS 


This course aims to teach the fourth of those important language skills, Writing. 

The student will be guided in learning different types of writing skills. 


This course aims to teach the fourth of those important language skills, Writing. The 

student will learn important but usually neglected writing skills like: pre-writing, writing the 

paragraph, writing summaries, and writing official and friendly letters, and other types of 

writing. 

14




Module1: Pre-writing 

1.1 Deciding on the: 

1.1.1 Topic 

1.1.2 Purpose/Effect intended 

1.1.3 Audience 

1.2 Assembling Information 

1.3 Organization of Ideas 

1.4 Writing an Outline 

Module 2: Writing the paragraph 

2.1 Introduction 

2.2 Topic Sentence 

2.3 Sentences 

2.4 Development of Paragraphs (depending on Purpose/Effect, 

Audience) 

2.4.1 single-idea paragraphs 

2.4.2 cohesion 

2.5 Conclusion 

Module 3: Writing 

3.1 Summaries 

3.2 Synopses 

3.3 Outlines 

3.4 Abstracts 

3.5 Resumes 

Module 4: Letter Writing 

4.1 Friendly letters 

4.2 Officialletters 


Brookes, A & P Grundy (1990) Writing for Study Purposes. London:CUP 

Byrne, D (1988) Teaching Writing Skills. London: Longman. 

Hamp-Lyons, L & B Heasley (1987) Study Writing. London:CUP 

Jordan, R R (1990) Academic Writing Course. London: Collins. 

McCrimmon, J M (1985) Writing with a Purpose. Houghton Mifflin. 

Mutua, R W, Omulando, S J & J E Otiende (1992) Study and Communication 

Skills. London: Macmillan. 

Raimes, A (1983) Techniques in Teaching Writing. London:OUP. 

15

LL 160: BASIC FRENCH I 


The course introduces students to French language. It gives them practice in description, 

recognition and production of different communicative activities in French. 


The course is for students with no previous background in French or who have studied 

French up to Form Two. The class will be intensive giving grounding in basic French 

language skills (listening, speaking, reading, writing). It aims at making the student 

functional at an elementary level, both in written and spoken French (ex. Learning tenses 

necessary to operate in the past, present and future). Classes will be interactive and a high 

degree of participation will be expected. 


Assessment: Coursework 40 percent. Final examination 60 percent 


Module 1: Getting into contact 

1. 1 Greeting and taking leave. 

Stating / asking name/nationality/language/occupation 

1. 2 Giving information on identity and status 

1. 3 Identifying persons and objects 

1. 4 Giving one’s appreciation, desire, possession. 

1. 5 Stating / Asking where one is going or coming from 

1. 6 Indicate / contest the appearance 

Module 2: Appreciation 

2. 1 Expressing appreciation, requests, location, agreement and 

disagreement 

2. 2 Selling / buying situations in a restaurant 

2. 3 Stating / asking age, tastes and preferences on spare time 

activities 

2. 4 Writing requests, wishes. Reading / writing résumés 

2. 5 Expressing changes and evolutions 

2. 6 Writing cards for wishes, invitations 

2. 7 Writing descriptions of journeys: itinerary, incidents, 

comments 

Module 3: Narrating Events 

3. 1 Stating / asking information on timetables, careers; 

similarities and differences 

3. 2 Fixing, changing or cancelling appointments 

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3. 3 Asking / giving opinions 

3. 4 Narrating incidents in the past, describing changes 

3. 5 Asking permission, describing people 

3. 6 Writing letters. 


Bady, M. et al. (1987) 350 Exercices Niveau Débutant. Hachette 

Butzbach, M. et al.(1997) Junior 1and Cahier d’Exercices. CLE International. 

Capelle, G. et al (1995) Frequence Jeunes 1. 2 and Cahier d’Exercices. ‘’ ‘’ 

Comaire, C. (1998). La compréhension orale. CLE International 

Dominique, P. et al. (1989) Le nouveau sans frontières 1. 2 and ‘’ ‘’ ‘’ ‘’ 

Girardet, J. and J. Cridlig (1997) Panorama 1. 2 and Cahier d’Exercices ‘’ ‘’ 

Watcyn-Jones, P. and F. Prouillac. (1994). 350 Exercices Voc Illustré.Hachette 

LL 161: BASIC FRENCH II 


The course aims at developing skills and ability to use French in a variety of 

communicative situations. It will focus on the structure, oral and written expression. 

Students will also do a lot of practice in listening and reading comprehension. 


Further intensive study of the language, to improve vocabulary, pronunciation and 

grammar, with a view to developing self-expression both in writing and speaking. 

Introduce students to authentic short texts (literary and other) and further listening 

practice to enable students to deal with more everyday situations as well as to develop 

and share critical attitudes towards French culture and society. 


Assessment: Coursework 40 percent. Final Examination 60 percent. 


Module 1 : Expressing ideas 

1.1 Study of firms: jobs and activities 

1.2 Expression of success and failures, situations of urgency 

1.3 Expression health, communication, technology 

1.4 Expressing wish, obligation 

1.5 Facilitate, reassure, explain operations 

1.6 Writing letters requesting information, giving instructions 

1.7 Search for information from scientific texts 

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Module 2: Giving Information 

2.1 Present projects, compare systems: education administration, 

politics 

2.2 Express opinion, report events 

2.3 Propose, insist, refuse; make choices 

2.4 Write an application for a job 

2.5 Searchfor information in documents on tourism 

2.6 Reading/Writing adventure, explorations 

2.7 Describe accommodations, ask / give information on weather 

Module 3 : Writing Texts 

3.1 Advertisements, the press and the television 

3.2 Organisations and international events 

3.3 Giving / asking information on moral values 

3.4 Compare qualities and defects of objects 

3.5 Express the will and sentiments 

3.6 Convince and expose arguments 

3.7 Writing descriptive or historical; argumentative or persuasive 

texts 

Basic Readings: 

Bady, M. et al. (1987) 350 Exercices Niveau Débutant. Hachette 

Butzbach, M. et al.(1997) Junior 1and Cahier d’Exercices. CLE International. 

Capelle, G. et al (1995) Frequence Jeunes and Cahier d’Exercices. ‘’ ‘’ 

Delatour, Y. (1987) 350 Exercices. Niveau Moyen. Hachette 

Dominique, P. et al. (1989) Le nouveau sans frontières and ‘’ ‘’ ‘’ ‘’ 

Girardet, J. and J. Cridlig (1997) Panorama 1, and Cahier d’Exercices ‘’ ‘’ 

Watcyn-Jones, P. and F. Prouillac. (1994). 350 Exercices Voc Illustré.Hachette 

LL 170: ADVANCED FRENCH I 


The objectives of the course are to improve the proficiency of candidates in language 

skills: listening, speaking, reading and writing in French. Secondly, to train students to 

identify different varieties of French, through the study of forms and their usage, based 

on real life situations and communication events. 


This is a general course designed to raise students' proficiency in French. It focuses on 

language skill, both oral and written. In this practical course students will listen, speak, 

read and write texts drawn from real life situations. They will reuse and enrich their 

vocabulary. They will work on systematic exercises that will reinforce acquired 

grammatical points. There will be need to acquaint students with divers texts, for 

comprehension, guided activities for expression, production of texts corresponding to 

particular situations or current expressive needs. 

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Assessment: Coursework 40 percent. Final examination 60 percent 


Module 1: People and Events 

1.1 Description of people and objects 

1.2 Contacting and approaching people in different situations 

1.3 Commenting on events 

1.4 Comprehension on ideas and concepts 

Module 2: Appreciation and Complaints. 

2.1 Expressing appreciation 

2.2 Presenting complaints 

2.3 Comprehension and production of a text 

2.4 Comprehension of newspaper articles 

Module 3: Ideas and Events 

3.1 Expressing assumptions 

3.2 Expressing opinions 

3.3 Narration of events 

3.4 Description of actions 


Butzbach,M.et l. (1998).Junior. Méthode de Français 2. Santillana.CLE International. 

Capelle,G. et al. (1994). Fréquence Jeunes. 2. Paris. Hachette. 

Delatour,Y, et al. (1987). Exerçons-nous: Grammaire. Paris. Hachette 

Dubois,J. Lagane,R. (1995).Grammaire. Larousse.Bordas 

Girardet, J. et al. (1989). Le Nouveau Sans Frontieres 2. Paris. CLE International 

Girardet, J. and Cridlig, J-M. (1996). Panorama 2. Paris. CLE International 

Grabner, C. (1988). Ecrire pour quoi faire ? Paris. Didier. 

LL 171: ADVANCED FRENCH II 


This course builds upon and reinforces skills learnt in LL 170; that is to improve 

the proficiency of candidates in language skills: listening, speaking, reading and writing 

in French. Secondly, to train students to identify different varieties of French, through 

the study of forms and their usage, based on real life situations and communication 

events. 

19


The course has been designed to enable the student to acquire more proficiency in 

both written and oral use of the language. It focuses on vocabulary and there will be work 

on frequently used lexical items from rich authentic texts studied in class. Work on 

nuances, polysemic and metaphoric expressions, registers, will be undertaken. Grammar 

and style will be studied further with the aim of making the student more effective 

through interactive activities. Candidates must have studied LL 170 as prerequisite 


Assessment: Course Work 40 percent. Final examination 60 percent. 


Module 1: Presenting Events. 

1.1 Making judgement values, accusations 

1.2 Expressing wishes 

1.3 Presenting past, present and future events 

1.4 Giving warnings and advice 

Module 2: Reporting Events. 

2.1 Condemn, blame and justify 

2.2 Report events and give opinion 

2.3 Reassure and promise 

2.4 Request and give permission 

Module 3: Feelings and Protests. 

3.1 Give instructions 

3.2 Differ and protest 

3.3 Express feelings 

3.4 Develop arguments 


Butzbach,M.et l. (1998).Junior. Méthode de Français 2. Santillana.CLE International. 

Cadiot, J. et al. (1992). Exerçons-nous Grammaire. NS1. Hachette FLE 

Capelle,G. et al. (1994). Fréquence Jeunes. 2. Paris. Hachette. 

Delatour, Y. et al. (1991). Exerçons-nous Grammaire. NM. Paris. Hachette. 

Dubois,J. Lagane,R. (1995).Grammaire. Larousse.Bordas 

Girardet,J. et al (1990). Le nouveau Sans Frontières 2 Paris. CLE International 

Girardet,J. and CRIDLIG, J-M. (1996). Panorama 2. CLE International 

20

LL 172: INTRODUCTION TO FRANCOPHONE LITERATURE 


The objectives of this course are to improve language skills particularly reading 

comprehension and writing. Secondly, to study particular features of literary language. 

Thirdly, to study the specificities of literature and language use in general and from 

different regions of the French-speaking world. 


The objective of this course is to introduce students to Francophone literature. It seeks to 

examine different definitions and changes over time of what constitutes Francophone 

literature. The candidate will thus become familiar with literature in general as well as with 

literature in French from different regions of the world. 




Module 1: Introduction to Francophone Literature 

1.1 Definition of literature 

1.2 Overview of Francophone literature 

1.3 Dominance of literature from France 

Module 2: Francophone Literature Outside France 

2.1 Acceptance of literature from other French-speaking regions: 

Europe, North America and Africa. 

2.2 Literature translated from other languages – from Englishspeaking, 

Arab-speaking, Portuguese-speaking regions, etc. 

Module 3: The Negritude Movement 

3.1 Negritude movement – Introduction 

3.2 Negritude - contributions from Black Americans, the Caribbean 

and black Africa 


Brahimi-Chapuis et Belloc 1986. Anthologie du roman d'expression française. Paris. 

CILF-Delagrave 

Chevrier, J. 1984. Anthologie africaine d'expression française: Roman / La Nouvelle, 

Contes et récits traditionnels. Paris. Armand Colin 

Chevrier, J. 1984. Littérature nègre. Pari 

21

LL 173: FRENCH ORAL LITERATURE FROM AFRICA 


The objectives are to improve language skills, particularly reading comprehension 

and writing. Secondly, to study particular features of African literary language translated 

in French. Thirdly, to explore the cultural and linguistic richness in traditional, oral 

African literature in French. 


The course introduces candidates to oral African literature of pre-literate 

communities and literature written by African writers subsequent to the introduction of 

formal education. The functions and roles of tales in traditional African communities are 

analysed, as custodians of traditional values. The artistic and linguistic wealth of tales is 

discussed. Candidates must have studied LL 172 as prerequisite. 



Course Ooutline 

Module 1: Introduction to African Oral Literature 

1.1 Definition of African oral literature 

1.2 Types of tales 

1.3 Functions of tales in the community – transmission of traditions 

and values 

Module 2: Content 

2.1 Religion and literature 

2.2 Themes 

2.3 Description of events 

2.4 Description of characters 

Module 3: Style 

3.1 The art of narration – the narrator, the audience, etc; inclusion 

of the audience in the process, etc. 

3.2 Use of language – structures, proverbs, idioms, metaphors, etc, 


Chevrier, J. 1984. Littérature nègre. Paris. Armand Colin. Collection U 

Greffet, P. 1989. Collection A vous de lire. Paris. Hachette 

Joubert, J-L 1992. Littérature francophone : Anthologie. Paris Nathan. ACC & T. 

D'Almeida, 1992. Contes d'Angola. 

22

COMMUNICATION SKILLS UNIT 

CL 106: COMMUNICATION SKILLS FOR ARTS & SOCIAL SCIENCES 


This course is designed to improve students' proficiency in listening to lectures, 

reading academic texts, making notes, and writing essays. It includes work on 

description of physical objects, hypothesis and speculation, explanation and logical 

argument. 


The principal aim of CL 106 – Communication Skills for Arts and Social 

Sciences is to improve the students’ ability to learn efficiently through the medium of 

English and to communicate about their specialist subjects in English. The course 

concentrates on the way that information is presented in academic discourse, that is, not 

in isolated sentences but in lectures, textbooks, articles etc. It is designed to equip 

students with strategies to improve their efficiency in listening to lectures, reading 

academic texts, taking notes from speech and writing, and planning and writing essays. 




Module 1: Theory and Nature of Communication 

1.1 Defining communication 

1.2 The communication cycle 

1.3 Routes of communication 

1.4 Media of communication 

1.5 Non-verbal communication 

1.6 Barriers of communication 

1.7 Techniques for Improved communication 

Module 2: Grammar 

2.1 Basic sentence structure 

2.2 The tense system 

2.3 The use of articles 

2.4 Verbs – verb phrases, non-finite verb forms, passive verb forms, 

perfect verb forms, modal verbs. 

Module 3: Note Taking and Note Making 

3.1 Identifying purpose for writing notes 

3.2 Information structure in spoken and written texts 

3.3 Note-taking from lectures 

3.4 Note-making from written texts 

23

3.5 Brevity 

3.6 Organization and layout 

Module 4: Reading Strategies 

4.1 Identifying reading material 

4.2 Deciding on purpose for reading 

4.3 Surveying a text 

4.4 Effective scanning and skimming; intensive and 

extensive reading 

4.5 Bad reading habits 

4.6 Using titles, topic sentences and thesis sentences to 

anticipate content 

4.7 Deduction and inference 

4.8 Using connecting words and reference words to 

enhance comprehension 

4.9 Managing difficult words 

4.10 Publishing and reference details 

Module 5: Essay Writing Skills 

5.1 Interpreting essay questions 

5.2 Identifying the problem/issue in essay questions 

5.3 Making an outline 

5.4 Writing essay introductions 

5.5 Essay structure 

5.6 Style and advanced punctuation 

5.7 Logic and argumentation 

5.8 Managing graphic / non-word information 

5.9 Citations, quotations, paraphrases and referencing 

5.10 Drafting, revising, rewriting, editing and proofreading 

Module 6: Presentation Skills 

6.1 Presentation – preliminary consideration 

6.2 Using visuals to simplify, quantify, simulate, illustrate, record 

etc. 

6.3 Speaker skills 

6.4 Presentation methods 

6.5 Using feedback techniques 

6.6 Non-verbal communication 

24


Armstrong, M. (1986). A Handbook of Personnel Management Practice, UK: Kogan 

Page. 

Barass, R. (1982). Students Must Write: A Guide to Better Writing in Coursework and 

Examinations, New York: Methuen & Co. Ltd. 

Bower, S. A. (1981). Painless Public Speaking, New Jersey: Prentice Hall Inc. 

Carey, G. V. (1971). Mind the Stop, Penguin. 

Christopher, T. and Kirkman, J. (1982). Effective Writing, Spon. 

Clanchy, J. and Ballard, B. (1992). How to Write Essays: A Practical Guide to Students, 

Melbourne: Longman Chesire (Pty) Limited. 

Communication Skills Unit (1986). Communication Skills for Arts and Social Sciences: 

Students Workbook, UDSM: CSU. 

LL 107: COMMUNICATION SKILLS FOR SCIENCE 


This course is aimed at developing study skills and the ability to use language 

effectively at University level. It considers the ways in which information is presented in 

academic discourse. Written and spoken scientific texts are analysed in detail. 


This Course is designed on the assumption that students have some basic 

command of the grammatical patterns of English. It concentrates on the way in which 

sentences are built up and combined in large units to form academic discourse. 

Considerable attention is given to the differences in the structure of written and spoken 

texts. Grammar revision and vocabulary exercises are included. The Course presents 

strategies for improved efficiency in listening to lectures, reading academic texts, taking 

notes form speech and writing, and writing essays. 


Assessment: Coursework 40 percent. Final Examination 60 percent. 



1.1 Communication theory 

1.2 Types and channels of communication 

1.3 Communication systems. 

1.4 Communication barriers 

1.5 The nature of scientific English 

Module 2: Topics in English Grammar 

2.1 Basic sentence patterns 

2.2 The noun phrase 

25

2.3 Finite and non-finite verb forms 

2.4 Use of model verbs 

Module 3: Note Taking and Note Making Techniques 

3.1 Identifying main from subsidiary points 

3.2 Identifying signals/makers of relationships of ideas in a text. 

3.3 Brevity techniques 

3.4 Signalling relationship in notes 

Module 4: Reading Techniques 

4.1 Identifying the purpose for reading 

4.2 Skimming and scanning 

4.3 Prediction 

4.4 Coping with unfamiliar words 

4.5 Understanding the relationship of information 

Module 5: Academic Writing Process 

5.1 Understanding key instruction words and special conditions 

5.2 Preparing an outline of an essay/report 

5.3 Summarising and paraphrasing 

5.4 Paragraph development 

5.5 Presenting references/bibliography 

Module 6: Presenting an Argument 

6.1 Distinguishing fact from opinion 

6.2 Presenting arguments 

6.3 Expressing fact and opinion 

6.4 Participating in seminar discussions 

6.5 Giving a seminar presentation 


Barass, R.(1982). Students Must Write: A Guide to Better Writing in Coursework and 


Ewer, J. R. and G. Latore (1969) A Course in Basic Scientific English: London: 

Longman 

Finlay, M. (1974). Communication at Work, Toronto: Holt, Rinehart and Winston of 

CanadaLtd. 

Herbert, A.J. (1980). The Structure of Technical English, London: Longman 

Jolly, D. (1984). Writing Tasks: A Teachers Book Cambridge: Cambridge University 

Press 

Mackay, R. and A. Moutford (eds) (1978). English For Specific Purposes: London: 

Longman. 

Muchiri, M. N. (1993). Communication Skills: A Self Study Course for Universities 

and Colleges, Nairobi: Longman Kenya Ltd. 

26

CL 108: COMMUNICATION SKILLS FOR COMMERCE AND 

MANAGEMENT 


The broad aim of the course is to improve students' Communication skills to a level that 

can enable them to cope with work in their specialist subjects. Its specific objectives are 

two-fold; firstly, to improve students' ability in the use of certain structural elements of 

English Grammar that seem to be problematic to students; secondly, to improve students' 

ability in the use of rhetorical and study skills. 


This course is designed to improve students’ proficiency in academic skills and English 

grammar. It covers aspects such as analysis of structural elements, note taking, note 

making, and essay/report writing. The materials and academic activities included in the 

course are related to the requirements in the relevant disciplines within the field of 

Commerce and management. 




Module 1: Theory and Nature of communication 

1.1 Communication process 

1.2 Elements of communication 

1.3 Effective communication 


1.5 The nature of business communication 

Module 2: Topics in Grammar 

2.1 The sentence 

2.2 Subject - Verb agreement 

2.3 Tenses 

2.4 Adverbs and adjectives 


3.1 Listening to and understanding lectures 

3.2 Note taking and note making 

3.3 Brevity and layout 

3.4 Organisation of information 

3.5 Summarising and paraphrasing 


4.1 Surveying a book 


27

4.3 Using context to predict meaning 

4.4 Intensive reading 

Module 5: Essay/Report Writing 

5.1 Pre-writing stage 

5.2 Interpreting essay titles/questions 

5.3 Writing Introductions 

5.4 Topic sentences 

5.5 Developing arguments 

5.6 Fact and opinion 

5.7 Definitions and descriptions 

5.8 Oral presentation skills 

5.9 Citation and quotations 

5.10 Writing bibliographies. 


Gartside, L. 1981. English for Business Studies. (3 rd Edition). Plymouth, McDonalds & 

Evans. 

Harris, S. 1996. Human Communication and Information Systems. (4 th Edition). 

Cambridge, Blackwell Publishers Inc. 

Lock, G. (1996). Functional English Grammar: New York, CUP. 

Locker, K. D. 1992. Business and Administrative Communication. (2 nd Edition). Boston, 

Mass:, Irwin. 

Ober, S. 1992. Contemporary Business Communication. Boston, Houghton Muflin Con. 

Penrose, J.M. (1989). Advanced Business Communication: Boston, PWS-KENT 

Publishing Co. 

Picas, A. 1982. Teaching English Writing. London, Macmillan Press. 

CL 109: COMMUNICATION SKILLS FOR LAW I 


The general objective is to raise academic standards and to better prepare students 

for legal studies. The specific objective is to develop proficiency in reading legal 

materials, note taking, oral expression, and writing, including planning and presenting 

essays on law topics. 


The course Communication Skills for Law I (CL109) is specially designed for first 

year law students for two main reasons: first, to raise students’ academic standards and, 

second, to better prepare students for legal studies. Their main aim is thus to reduce 

students’ language problems and to develop advanced and specialised communication 

skills for the study of law. The course is designed to develop proficiency in reading legal 

materials, note-taking, and oral expression. 

28




Module 1: Introduction to legal communication 





1.5 The nature of legal language 


2.1 Differences between written and spoken varieties of 

English 

2.2 The difference between dictation and a lecture 

2.3 Ability to be selective (i.e. identifying important points 

during the course of a lecture) 

2.4 Writing points rather than continuous prose 

2.5 Brevity 

2.6 Using abbreviations and symbols 

2.7 Proper layout of notes; using headings, sub-headings, 

indentations, numbering, and lettering. 

2.8 Note-making from written texts 

Module 3: Referencing 

3.1 Types of library catalogues and classification of books 

3.2 Getting bibliographical information from different sources 

(books, journals, case reports, catalogue cards, etc) 

3.3 Citing references correctly 

3.4 Writing a bibliography correctly 

Module 4: Statute Reading 

4.1 Understandingand analysing sentence structure 

4.2 Understanding the language used in statutes 

4.3 Outlining statutes 

4.4 Paraphrasing statutes 


Brookes, A and Grundy P. (1990). Writing for Study Purposes. Cambridge: Cambridge 

University Press. 

Crystal, Davy and Derek Devy (1969). Investigating English Style. Essex: Longman. 

CSU, (1985). Communication Skills for Law: Students Workbook. Dar es Salaam: 

Communication Skills Unit (UDSM). 

Grellet, F. (1981). Developing Reading Skills. Cambridge: CUP. 

Jordan, R.R. (1990). Academic Writing Course. London: Collins. 

29

Muchiri, M. (1992). Communication Skills for Colleges and Universities. Nairobi: 

Longman. 

Mutua, R.W., S.J. Omulando and J.E. Otiende (1992). Study and Communication Skills. 

Nairobi:Macmillan. 

CL 110: COMMUNICATION SKILLS FOR LAW II 


The general objective is to raise academic standards and to better prepare students 

for legal studies. The specific objective is to develop proficiency in reading legal 

materials, note taking, oral expression, and writing, including planning and presenting 

essays on law topics. 


The course Communication Skills for Law II (CL110) is mainly for first year law 

students. The course mainly aims at raising students’ academic standards in their legal 

studies, as well as developing their proficiency in reading legal materials, note-making, 

and planning essays. The course will thus develop the skills by involving students in 

activities which simulate actual academic activities and legal studies in particular. 

Students are thus expected to perform practical tasks individually and in groups under the 

guidance of the lecturer/tutor. CL 109 is prerequisite to this course. 




Module 1: Initial stages of writing (pre-writing stage) 

1.1 Analysing essay questions 

1.2 Choosing a question, topic, or subject for essay writing 

1.3 Determining the purpose and audience 

1.4 Collecting information/data (or brainstorming) 

1.5 Generating and organizing relevant ideas, issues, or points 

1.6 Developing an outline 

Module 2: The Writing Stage 

2.1 Writing and introduction of an essay 

2.2 Mechanical devices 

2.3 Common problems in writing (e.g., tense inconsistency, 

ambiguity, verbose/circumlocution/tautology, etc) 

Module 3: Reading cases 

3.1 Types and strategies of reading 

3.2 Words of reference (anaphoric and cataphoric references) 

30

3.3 Discourse markers (condition, contrast, concession, etc) 

3.4 Recognising the three main forms of a case (case report, 

case outline, and case summary) 

3.5 Extracting main points from a case (facts, issues, law, and 

opinion) 

Module 4: Outlining and summarising cases 

4.1 Outlining cases 

4.2 Summarising cases 

4.3 The use of articles, tenses, and other devices in writing case 

notes 

4.4 Integrating case notes (i.e. summaries) and case citation in 

an essay. 


Brookes, A and Grundy P. (1990). Writing for Study Purposes. Cambridge: Cambridge 


Crystal, Davy and Derek Devy (1969). Investigating English Style. Essex: Longman. 

CSU, (1985). Communication Skills for Law: Students Workbook. Dar es Salaam: 

Communication Skills Unit (UDSM). 

Grellet, F. (1981). Developing Reading Skills. Cambridge: CUP. 

Jordan, R.R. (1990). Academic Writing Course. London: Collins. 

Muchiri, M. (1992). Communication Skills for Colleges and Universities. Nairobi: 

Longman. 

Mutua, R.W., S.J. Omulando and J.E. Otiende (1992). Study and Communication Skills. 

Nairobi: Macmillan. 

CL 111: COMMUNICATION SKILLS FOR ENGINEERING STUDIES 


The objective of this course is to familiarise students with both the major activities of 

engineers and the basic language and study skills required for academic work. 


This course is designed to familiarise students with both knowledge and study skills 

necessary for effective communication effectively in engineering studies. It covers areas 

like note taking and note making, listening skills, presentation skills, reading skills, 

writing skills and technical report writing using data from field work. The course is 

designed to enable the students to understand lectures and reading materials, to 

meaningfully participate in seminars/tutorials and academic discussions, and to produce 

meaningful written work in form of essays, reports or dissertations. 

31



Course Outline: 

Module 1: Introduction to Human Communication 





1.5 Nature of technical language 

Module 2: Note Taking Skills 

2.1 Listening to and understanding lectures 

2.2 Facilitating understanding of lectures and taking notes from 

lectures 

2.3 Brevity: abbreviating sentences and words; use of subheadings, 

indentation, etc. 

2.4 Taking notes from written texts: identifying topic 

sentences, main ideas, summarising paragraphs and 

sentences, paraphrasing, etc. 

Module 3: Reading and Reference Skills 

3.1 Choosing appropriate/relevant texts to read 

3.2 Table of contents, footnotes, indexes, bibliographical 

citation, etc. 

3.3 Use of dictionaries 

3.4 Surveying a book 


3.6 Predicting context and meaning: vocabulary development 

3.7 Making inferences and using discourse markers 

Module 4: The Technical Report Writing Process 

4.1 Organising writing 

4.2 Summary writing 

4.3 Presenting the findings 

4.4 The report structure and format 

Module 5: Oral Presentation of Technical Reports 

5.1 The characteristics of effective public speaking 

5.2 Techniques of oral presentation 

5.3 The language of oral presentations. 

5.4 Practising oral presentation 

32


Barass, R. (1982). Students Must Write: A Guide to Better Writing in Coursework and 


Bower, S.A. (1981). Painless Public Speaking, New Jersey: Prentice Hall Inc. 

Christopher, T and J. Kirtman. (1982). Effective Writing, Spon. 

Clanchy, J and B. Ballard (1992). How to Write Essays: A Practical Guide to Students, 

Melbourne: Longman Chesire (pty) Limited. 

Communication Skills Unit. (1985) “Writing Skill for Engineering” (Unpublished 

Teaching Materials) CSU, UDSM, Dar es Salaam. 

Ewer, J.R. and G. Latore (1969). A Course in Basic Scientific English: Longman: 

London. 

Glendinning, E.H. (1984). English in Mechanical Engineering. OUP: London. 

CL 112: COMMUNICATION SKILLS FOR HEALTH SCIENCES 


The objective of this course is to improve students' proficiency in listening to lectures, 

reading academic texts, taking notes and writing essays on medical topics. It includes 

work on description of physical objects, processes and systems, instruction, comparison, 

analysis, explanation and logical argument. 


This course is designed to improve the communication skills proficiency of students 

doing their first degrees in medicine, pharmacy, dentistry and nursing. It targets 

improving students’ proficiency in listening to and taking notes from lectures, reading 

academic texts and taking notes thereon and writing essays on health science topics. It 

includes work on description of physical objects, describing processes and systems, 

instruction, comparison analysis, explanation, exemplification, and logical 

argumentation. 





1.1 Communication theory 

1.2 Types and channels of communication 

1.3 Communication systems. 

1.4 Communication barriers 

1.5 The Nature of technical language in Health sciences 

33

Module 2 : Topics in English Grammar 

2.1 Basic sentence patterns 

2.2 The noun phrase 

2.3 Fine and non-fine verb forms 

2.4 Use of model verbs 

Module 3: Taking notes on Spoken and Written Texts 

3.1 Recognising organisation in texts: titles, sub-titles, 

numbering, spacing, indentation, sectioning. 

3.2 Recognising main points and details: headings, topic 

sentences, metacomments (paralinguistic features), 

connectors 

3.3 Recognising function of information and meaning 

relationships e.g. Exemplification, evidence, contrasting, 

adding, concluding, reformulating, emphasizing. 

3.4: Compression of information in notes, abbreviations; 

symbols; (non-verbal information: charts, graphs, 

diagrams). 

3.5: (Expressing) organization in notes (layout, numbering, 

spacing, indentation). 


4.1 Setting a purpose for reading 

4.2 Recognising main points and details: 

topic sentences, titles and sub-titles, generalizations, 

examples. 

4.3 Skimming for general information: 

4.4 Scanning for specific details: tables of contents, 

Glossary, index, titles, sub-titles. 

4.5 Recognising organisation in text: 

sectioning, paragraphing, numbering, layout. 

4.6 Predicting information: signal words, metacomments. 

4.7 Making inferences: facts, opinions, generalizations. 

4.8 Recognising writer’s attitude to information: stylistic 

features and modality 

Module 5: Organising Academic Writing 

5.1 Recognising key instruction words and special conditions 

5.2 Selecting relevant information: book titles, tables of 

contents, Index, glossary 

5.3 Using the library and reference sources: catalogues 

5.4 Assessing usefulness of reference/book: index cards 

5.5 Indicating organisation 

5.6 Writing introductions 

5.7 Expressing meaning relationships 

34

5.8 Expressing status of information 

5.9 Use of citations and quotations: footnotes 

5.10 Acknowledging sources of information: citations, 

quotations, footnotes, introductory verbs: argue, state, 

report etc. 

5.11 Writing conclusions 

Module 6: Presenting an Argument 

6.1 Recognising differences between facts & opinions 

6.2 Recognising parts of an argument: premise, evidence, 

conclusion or generalisation 

6.3 Expressing an argument: expression of attitude 

6.4 Using appropriate style in oral presentations 

6.5 Concluding a discussion 

6.6 Handling questions from listeners in presentations 

6.7 Use of non-verbal information: tables, diagrams, graphs, 

maps, etc. 


Barass, R.(1982). Students Must Write: A Guide to Better Writing in Coursework and 


Ewer, J. R. and G. Latore (1969) A Course in Basic Scientific English: London: 

Longman 

Finlay, M. (1974). Communication at Work, Toronto: Holt, Rinehart and Winston of 

Canada Ltd. 

Herbert, A.J. (1980). The Structure of Technical English: London: Longman 

Jolly, D. (1984). Writing Tasks: A Teachers Book Cambridge: Cambridge University 

Press 

Mackay, R. and A. Moutford (eds) (1978). English For Specific Purposes: London: 

Longman. 

Muchiri, M. N. (1993). Communication Skills: A Self Study Course for Universities and 

Colleges, Nairobi: Longman Kenya Ltd. 

35

SECOND YEAR 

LINGUISTICS 

Code Course title Status Semester Units 

LL 201 Linguistic Theory Core 1 3 

LL 202 Morphology Core 2 3 

LL 203 Introduction to Semantics Optional 1 3 

ENGLISH 


LL 213 English Intonation Core 1 3 

LL 214 English Structure Core 2 3 

LL 215 Dialects of English of English Core 1 3 

LL 216 Registers in English Optional 2 3 

LL 217 English for Business Communication Optional - 3 

LL 218 English Rhetoric Optional - 3 

LL219 Introductory English Phonetics & 

Phonology (BALS) 

Core* 1 3 

LL220 English Grammar (BALS) Core* 2 3 

LL221 Varieties of English Core* 1 3 

FRENCH 


LL 270 Advanced French III Core 1 3 

LL 271 Advanced French IV Core 2 3 

LL 272 Modern Francophone African Literature up to 

1960s 

Core 1 3 

LL 273 French African Literature II Core 2 3 

LL 274 Introduction to Translation Optional 1 3 

LL 276 Functional French I Optional 2 3 

LL 277 French Phonetics and Phonology ) Optional 2 3 

* Courses Compulsory for B.A. Language Studies 

36

LL 201: LINGUISTIC THEORY 

Course Objectives: 

At the end of the course students should be able to describes the basic concepts of 

generative linguistic theory and apply them in the analysis of English structure. 

Secondly, they should be able to solve various problems of English Syntax based to 

language data. 


The general goal of this course is to provide students with a basic foundation in 

generative linguistic theory with a particular emphasis on syntax. Through this 

introduction, students will be able to understand and appreciate the aims and methods of 

argumentation of generative theory. They will also be able to acquire the basic concepts 

and apply them in the analysis of English structure. 




Module 1: Basic concepts, goal and assumptions 

1.1 Grammar 

1.2 Principles and Parameters 

Module 2: Categories and Features 

2.1 Lexical categories 

2.2 Functional categories 

2.3 Lexical entries 

Module 3: Syntactic Structure 

3.1 Phrases and the notion of head 

3.2 Forming sentences 

3.3 Tree diagrams 

3.4 Configurational relations 

3.5 Feature checking 

Module 4: Empty categories 

4.1 Pro-subjects 

4.2 Null auxiliaries 

4.3 Null determiners 

Module 5: Movement 

5.1 Head movement 

5.2 Operator movement 

5.3 A movement 

37

Module 6: Explanation: reappraisal 

6.1 Theory-internal explanation 

6.2 Functional explanation 


Akmajian, A. & Hen F.W. (1989), An Introduction to the Principles ofTransformational 

Syntax. Cambridge: The UT Press Ma. 

Chomsky, N. (1995), The Minimalist Program: MIT Press. 

Gleason, H.A. Jr. (1965), Linguistics and English Grammar, Hold, Rinehart and 

Winston, Inc. New York. 

Lasnick H. (1999), Minimalist Analysis: Blackwell. 

Radford A. (1984), Transformational Syntax: A Guide to Chomsky’s Extended Standard 

Theory, CUP, Cambrige. 

Radford, A. (1992), Transformational Grammar, A First Course, Cambridge:CUP. 

Radford, A. (1997), Syntactic Theory and the Structure of English. CUP. 

Radford, A. (1997), Syntax: A minimalist Introduction. OUP. 

LL 202: MORPHOLOGY 


At the end of the course students should be able to do morphological analysis within the 

model of generative grammar. Secondly, they should be able to describe the nature of wordformation 

processes and the ways in which word formation interacts with phonology, syntax 

and lexicon. 


This course examines the structure of words and seeks to develop the student’s ability to 

do morphological analysis. It discusses the interaction between morphology and 

phonology, as well as the interaction between morphology and syntax. 




Module 1: Basic concepts in Morphology 

1.1 Morphemes and words 

1.2 Types of morphemes 

1.3 Inflection and derivation 

1.4 Productivity 

38

Module 2: Lexical Morphology 

2.1 Lexical strata 

2.2 Lexical and post-lexical rules 

2.3 Stratum ordering 

Module 3: Prosodic Morphology 

3.1 Autosegmental phonology 

3.2 Non concatenative morphology 

3.3 The morpheme tier hypothesis 

3.4 Consonant-vowel templates and reduplication 

Module 4: The Syntax-Morphology Connection 

4.1 Relevance of a morphological component 

4.2 Verbal inflectional categories 

4.3 Inflectional categories of nouns 

4.4 Morphological mapping of semantic roles and grammatical 

relations 

4.5 Grammatical function changing rules 

4.6 The mirror principle 


Baker, M. (1988), Incorporation: a theory of grammatical function changing. 

Chicago University of Chicago Press. 

Bauer, L. (1988), Introducing Linguistic Morphology. Edinburgh, Edinburgh 

Unversity Press. 

Bybee, J. (1985), Morphology: A study of the Relation between meaning and 

form. Amsterdam: John Benjamins. 

Jensen, J. (1990), Morphology. Amterdam: John Benjamins. 

Katamba, F. (1993), Morphology, Oxford Blackwell. 

Spencer, A. (1991), Morphological Theory. Oxford Blackwell. 

Scalise S. (1984), Generative Morphology. Dordrecht: Foris. 

LL203: INTRODUCTION TO SEMANTICS 


The course aims at introducing students to the field of Semantics. It intends to improve 

students’ ability to handle the meaning of lexical items, phrases, sentences and utterances 

both theoretically and practically. The student will thus gain the skills of carrying out a 

semantic analysis of both written and spoken discourses. This will eventually enable the 

student to overcome semantic problems that many language learners tend to face. 

39


The course introduces the basic concepts of semantics and their application in relevant 

contexts. It covers the semantic properties and relations of linguistic entities and 

expressions. It surveys the way language expresses meaning using words, lexemes, 

utterances, etc, and how these linguistics elements represent meaning in relation to other 

elements in that language. It also creates the theoretical background between meaning 

and logic. Examples and data for the course will be drawn from different languages, 

especially English, Kiswahili, and other African languages. 




Module 1: Sense, Meaning and Reference 

1.1 Semantics and meaning 

1.1.1 Meaning of Semantics 

1.1.2 Meaning and types of meaning 

1.2 Sense and reference 

1.2.1 Sense, reference, referent, and referring expressions 

1.2.2 Predicates and predicators 

1.2.3 Referential versatility 

1.3 Sense relations 

1.3.1 Synonymy and antonymy 

1.3.2 Homonymy, homophony, and polysemy 

1.3.3 Paraphrase and entailment 

1.3.4 Hyponymy, Metonymy, etc 

Module 2: Words, Sentences, and Utterances 

2.1 Definiteness and ambiguity 

2.1.1 Definite and indefinite expressions 

2.1.2 Semantics versus pragmatics 

2.1.3 Lexical ambiguity 

2.1.4 Structural ambiguity 

2.2 Propositions, sentences, and utterances 

2.2.1 Propositions 

2.2.2 Literal meaning versus speaker meaning 

2.2.3 Sentence and utterance 

2.3.4 Sense properties of sentences 

2.3.5 Deixis 

2.3.6 Prototypes and stereotypes 

2.3.7 Extensions and universes of discourse 

40

Module 3: Local Semantics 

3.1 Principles of logical notation/formula 

3.2 Notation of simple propositions 

3.3 Notation of connectives, conjunction and disjunction 

3.4 Notation of negation 

3.5 Notation of implication and equivalent 


Hurford, J.R. and B. Heasley 1983. Semantics: A Course Book. Cambridge: Cambridge 


Leech, Geoffrey 1974. Semantics. Harmondsworth: Penguin. 

Leech, Geoffrey 1983. The Principles of Pragmatics. New York: Longman Group 

Limited. 

Lyons, John 1977. Semantics, Vol. 1–2. London: Cambridge University Press. 

Lyons, John 1981. Language, Meaning and Context. London: Fontana Paperback 

Lyons, John 1995. Linguistic Semantics. Cambridge: Cambridge University Press. 

O’Grady, W. and Michael Dobrovolsky 1987. Contemporary Linguistics Analysis. 

Toronto: Copp Clark Pitman Ltd. 

Thomas, Jenny 1995. Meaning in Interaction. London: Longman. 

LL 213: INTONATION IN ENGLISH 


Attempting to speak English with the clearest articulation of the phonemes, and with 

word-stress accurately placed on the expected syllable will not produce intended 

communicative effects. To achieve that goal, rhythm and intonational resources must be 

deployed. This course intends to introduce the student to both. 


This course focuses on English intonation. However, since intonational resources operate 

hand in hand with the syntactic resources of the language, the first module makes the link 

between intonation and English syntax by introducing the learners to the semantic and 

message functions of the English clause. The course, in modules three, four, five and six, will 

introduce students to the essential theoretical concepts of English intonation, more time is to 

be devoted to language laboratory practice. 



41


Module 1: The English Clause: syntactic, semantic and message 

Functions 

1.1 Introduction 

1.2 Review – Transitivity 

1.2.1 Basic vs. non-basic clause 

1.2.2 Problems of multi-word verbs 

1.2.3 Clause options 

1.3 Semantic functions in the basic clause 

1.4 Overview: Message functions 

1.4.1 Texture functions 

1.4.1.1 Theme 

1.4.1.2 End-focus and end-weight 

1.4.1.3 Thematic and information devices 

1.4.2 The message in context 

1.4.2.1 Semantic meaning and utterance meaning 

1.4.2.2 Aspects of context: culture, situation and text. 

Module 2: Sentence and utterance 

2.1 Sentence functions – characteristics use 

2.2 Speech acts and speech act types (introduction) 

2.3 Contribution of context and intonation to the interpretation 

of utterances 

2.3.1 For segmenting the message 

2.3.2 For highlighting what is new 

2.3.3 For distinguishing utterance functions 

2.4 Role of context 

Module 3: Information Structure and the utterance 

3.1 Chunking utterances and texts into intonation groups 

3.2 Focus and the intonation group 

Module 4: Signalling Information Structure 

4.1 The nucleus: phrase, word, syllable 

4.2 Signalling the nucleus 

Module 5: The Nuclear Tone 

5.1 Pitch and tone 

5.2 The nuclear tone 

5.3 Nuclear tone types 

Module 6: Meaning and Intonation 

6.1 Tone and meaning 

6.2 Functions of intonation in English 

42


Allen, W. Stannard, (1954), Living English Speech, London: Longman. 

Brown, G. (1977), Listening to Spoken English, London: Longman. 

Cruttenden, Allen (1986), Intonation. Cambrdige: Cambridge University Press. 

Gimson, A.C. (1999), An Introduction to the Pronunciation of English. 

Gussenhoven, C. (1984), The Grammar and Semantics of Sentence Accents. Dordrecht: 

Foris Publications. 

Halliday, M.A.K. (1970), A Course in Spoken English: Intonation. Oxford: Oxford 


Leech, G. & J. Svartvik (1976), A Communicative Grammar of English, London: 

Longman. 

LL214: ENGLISH STRUCTURE 


To expose the student to the grammatical structure of English: including phrase structure, 

clause structure and sentence structure. 


The course covers a number of areas in the structure of English that are dealt with in 

seven Modules. The Modules will deal with phrase structure and different forms and 

functions of clause: non-basic clauses, non-simple sentences, and adverbial clauses. 



After each Module there will be one major assignment, one test, and 

several class and take-home exercises. 


Module 1: Non-basic clauses 

1.1 Types of non-basic clauses 

1.2 Transformational relations between basic and non-basic 

Clauses. 

1.3 Clause options and transformations 

Module 2: Non-simple Sentences 

2.1 Co-ordination of clauses 

2.2 Subordination of clauses 

2.3 Form and function in subordinate clauses 

2.4 Independent clause; main clause; super-ordinate clause 

43

Module 3: The Form of Clauses 

3.1 Finite clauses 

3.2 Options in the finite clause: tense, modality, aspect, 

Voice 

3.3 Non-finite clauses 

3.4 Types of non-finite VP 

Module 4: The Functions of Clauses 

4.1 Nominal clauses 

4.2 Elements of structure realized 

4.3 THAT clauses 

4.4 WH clauses: interrogative and factual types 

4.5 Non-finite nominal clauses 

4.6 Adverbial Clauses 

4.7 Information in complex sentences. 

Module 5: Adverbial clauses 

5.1 Elements of structure realized 

5.2 Finite, non-finite, and verbless adverbial clauses 

5.3 Presence/absence of subordinators 

5.4 Range of adverbial meanings 

5.5 Information in complex sentences 

Module 6: Other types of inter-clause relations 

6.1 Co-ordinate clauses 

6.2 Non-restrictive relative clauses 

6.3 Non-restrictive appositive clauses 

6.4 Special purpose sentence structures 

Module 7: Phrases 

7.1 Restrictive post-modification, relative and appositive 

7.2 Definiteness 

7.3 Other problems with articles 

7.4 Prepositional phrases 

7.5 Complementation by NP 

7.6 Complementation by to-infinite clause 

7.7 Complementation by THAT clause 

44


Aarts, F. & J. Aarts, (1984) English Syntactic Structures, Oxford: Pergamon Press 

Close, R.A., (1975) A Reference Grammar for Students of English, Essex:Longman 

Group 

_________, University Grammar of English: Workbook 

Huddleston, R., An Introduction to the Grammar of English. 

Leech, G., & J. Svartvik, A Communicative Grammar of English 

________ & M. Deuchar, & R. Hogenraad English Grammar for Today. 

Lyons, J. Language, Meaning and Context 

Quirk, R. & S. Greenbaum, University Grammar of English. 

LL 215: DIALECTS OF ENGLISH 


Students should be able to describe the nature of English dialects and the problems 

dialects create to nonnative speakers of the language. 


This course will seek to lead the students into an examination and appreciation of the 

variation within the English language across time and space. Students should critically 

look at three distinct, though interacting strata: the sound system, the vocabulary and the 

grammar. 


Assessment: Coursework 40%. Final examination 60%. 


Module 1: Variation across time 

1.1 Old English 

1.2 Middle English 

1.3 Modern English 

Module 2: Variation across space: English world-wide. 

2.1 The new world 

2.2 Colonial Africa 

2.3 South-East Asia and The South Pacific 

Module 3: The Status of English 

3.1 Standard and non-standard English 

3.2 Good and bad English 

3.3 Slang and jargon. 

45

Module 4: The New Englishes 

4.1 Pidgins and Creoles 

4.2 The Future of English. 


Bourcier, G. (1981), An Introduction to the History of the English Language. English 

Adaptation: C. Clark. London: Staneley Thornes. 

Barber C. (1993), The English: A Historical Introduction. Cambridge: CUP. 

Crystal D. (197), The Cambridge Encyclopedia of the English Language. London: CUP. 

Crystal D. and Derek, D. (1983), Investigating English Style. London: London. 

O’Donnel, W.R. & R. Todd (1980), Variety in Contemporary English. London: George 

Allen & Unwin. 

Robinson, P. (1983), Using English. London: Longman. 

Trudgill P. & J. Hannah (1982), International English; A Guide to Varieties of Standard 

English, London: Edward Arnold. 

LL 216: REGISTERS IN ENGLISH 


Students should be able to explain constraints which make a speaker choose a certain 

style of speaking and they should also be able to produce varied stylistics texts. 


This course introduces the students to varieties of contextual and situational constraints 

which affect the speaker or writer’s choice of expression. The course also helps students 

to interpret and produce English texts of various types. 


Assessment: Coursework 40%. Final Examination 60%. 


Module 1: Language variation 

1.1 Registered/style dichotomy 

1.2 Written and spoken English 

1.3 Variations across of functions 

Module 2: Language and ideology; propaganda and point of view; factual and 

emotive language. 

Module 3: Public speaking 

3.1 Political English 

3.2 The sermon 

46

Module 4: English Texts 

4.1 Legal 

4.2 Scientific 

Module 5: Newspaper language 

5.1 Journalese 

5.2 News reporting 

Module 6: Lexical dimension 

6.1 The structure of the lexical 

6.2 Denotation and connotation 

6.3 Taboo and Euphemisms 

6.4 Catch phrases and swearing 

6.5 Archaisms and cliché’s 


Bourcier, G. (1981), An Introduction to the History of the English Language. English 

Adaptation: C. Clark. London: Staneley Thornes. 

Barber C. (1993), The English: A Historical Introduction. Cambridge: CUP. 

Crystal D. (197), The Cambridge Encyclopedia of the English Language. London: CUP. 

Crystal D. and Derek, D. (1983), Investigating English Style. London: London. 

Pyles, T. (1964), The Origins and Development of the English Language. New York: 

Harcourt. 

O’Donnel, W.R. & R. Todd (1980), Variety in Contemporary English. London: George 

Allen & Unwin. 

Robinson, P. (1983), Using English. London: Longman. 

Trudgill P. & J. Hannah (1982), International English; A Guide to Varieties of Standard 

English, London: Edward Arnold. 

LL 217: ENGLISH FOR BUSINESS COMMUNICATION 


The aim of the course is to strengthen the language skills of listening, speaking, 

readings and writing for specific use in business activities. 


This is a language course for people in business and commerce who need English 

in their day-to-day activities. The course addresses all the language skills of reading, 

writing, listening and speaking in business. 



47


Module 1: Fundamentals of Business Communication 

1.1 The Language of Business 

1.2 Basic Business English Written Skills. 

Module 2: Practical Business Communication I 

2.1 Simple Messages: memoranda, enquiries, replies, 

requests, announcements, orders, invitations, etc. 

2.2 Sales Messages: approaching the sales message, finding 

the selling features, writing the sales message. 

2.3 Oral Messages: in person, over the telephone. 

2.4 Types of Business Letters 

Module 3: Business Communication II 

3. 1 Business Reports 

3.2 The Job Application Process 

3.3 Meetings 

3.4 Visits and Travel 


Brown, D. et al. (1982), Effective English for Business Communication. London: Gage 

Publishers Ltd. 

Jones, L. et al (1989), International Business English. London: Cambridge University 

Press. 

Little, P. (1987), Communication in Business. London: Longman. 

LL 218: ENGLISH RHETORIC 


Orators broadcasters and all other public speakers in English need this course to 

systematise their English speech and use appropriate rhetorical techniques to achieve 

effective public speaking. 


This is a course of English Rhetoric for public speakers in English. It is envisaged to 

cater for the needs of public speakers in English generally, including broadcasters, 

politicians, lecturers, public officials, speech makers, etc. From the wide variety of ways 

English is spoken in the world, intending orators are guided to systematise their speech in 

English by choosing an accent on which to focus their speech. That can then be applied in 

different discourse varieties. Practicals will involve recognition, description and 

production. 

48




Module 1: Working with varieties of English 

1.1 Varieties of English dialects, accents 

1.2 What constitutes an accent? 

1.3 Sound system 

1.4 System of word pronunciation 

1.5 System of speech rhythm 

1.6 Intonation system 

1.7 Paralinguistics: vocal and non-vocal 

Module 2: Rhetorical structure and organisation of speeches 

2.1 Back channelling 

2.2 Repair 

2.3 Kinesics 

2.4 Other signalling techniques 

2.5 Techniques for eliciting applause 

Module 3: Application to discourse types 

3.1 Spontaneous versus non-spontaneous monologue 

3.2 Political speeches 

3.3 Public lectures 

3.4 After dinner speeches 

3.5 Introducing the principal speaker 

3.6 Debates 

3.7 Lectures and other classroom talk 

3.8 Press conferences and interviews 


Allport, G. W. & H. Cantril (1934), ‘Judging personality from voice’, Journal of Social 

Psychology. Vol 5. 

Atkinson, J. M. & J. Heritage (1984), Structures of Social Action: Studies in 

Conversation Analysis. London: Cambridge University Press. 

Brown, G. (1978), Lecturing and Explaining. London: Macmillan. 

Corbett, E. P. J. (1971), Classical Rhetoric for the Modern Student. New York: Oxford 


Gimson, A. C. (1989), An Introduction to the Pronunciation of English. London: 


Goffman, E. (1981), Forms of Talk. Oxford: Basil Blackwell. 

49

LL 219 INTRODUCTORY ENGLISH PHONETICS AND PHONOLOGY 


In the first year the students spent a great deal of time in practical work involving 

hearing and understanding and producing English speech. They now need theoretical 

grounding in the phonetic and phonological system of spoken English at all levels: the level 

of the phoneme, syllable, word and connected speech. 


This course is a development from the listening and speaking courses of the first 

year. It is therefore more theoretical but balanced with a smaller practical element. It will 

introduce the student theoretically to spoken English as a phonetic and phonological system, 

including: the use of the speech organs in the articulation of speech sounds for the phonemes 

of RP English; the set of consonant and vowel phonemes of RP English; syllables and stress 

in the pronunciation of English words, and the connected speech features of rhythm and 

intonation. 




Module 1: The Speech Organs and their use in the production of the English 

speech sounds 

1.1 The speech organs 

1.2 The use of the speech organs in consonant sound articulation 

1.3 The use of the speech organs in vowel sound articulation 

1.3.1 Monophthong articulation 

1.3.2 Diphthong articulation 

1.3.3 Vowel sequence articulation 

Module 2: The Phonemes of the Received Pronunciation of English 

2.1 The consonant phonemes of RP 

2.2 The vowel phonemes of RP 

Module 3: Word Pronunciation 

3.1 Syllables in English words 

3.2 Syllable structure in English 

3.3 Stress 

3.4 Word stress in English 

3.5 Word stress patterns 

Module 4: English Speech Rhythm 

4.1 The foot as the unit of English speech rhythm 

4.2 Structure of the foot 

4.3 Speech rhythm and word classes 

4.4 Strong and weak forms 

50

Module 5: Intonation in English 

5.1 The unit of English intonation 

5.2 The foot in the intonation group 

5.3 Information structure in the intonation group 

5.4 Signalling information structure 



Longman. 


Clark, J. & C. Yallop (1990), An Introduction to Phonetics and Phonology. London: 

Longman. 

Kingdon, R. (1960), Groundwork of English Intonation. London: Longman. 


Longman. 

Maghway, J B (1995), [δe pizants end wekaz ov efrika] Or Some 

pronunciation problems in English in Tanzania’. In Journal of Linguistics and Language 

in Education, (New Series), Vol. 1. 1995: 30 – 45. University of Dar es Salaam, 

Department of Foreign Languages and Linguistics. 



LL 220 ENGLISH GRAMMAR 


The central objective of this course is to enable the student to analyse and produce 

systematically a wide variety of English grammatical structures with a full comprehension 

of the rule system behind each pattern. 


In the course the principal topics in English grammar will be dealt with within six 

Modules. The broad topics include English sentence structure, including simple and 

complex sentences; the internal structures of the English noun phrase and verb phrase; finite 

phrases and clause; restrictive and non-restrictive relative clauses, and conditional clauses. 



51


Module 1: English Sentence Structure 

1.1 Structure of the simple 

1.1.1 Subjects 

1.1.2 Verbs 

1.1.3 Objects 

1.1.4 Structure of the complex sentence 

Module 2: The English Noun Phrase 

2.1 Internal structure of the NP 

2.2 Head 

2.3 Modification 

2.4 Determiners 

Module 3: The English Verb Phrase 

3.1 Internal structure of the VP 

3.2 Tense 

3.3 Time 

3.4 Aspect 

3.5 Voice 

3.6 Functions of modal auxiliaries 

Module 4 Finite and non-finite clauses and phrases 

4.1 Finite and non-finite phrases 

4.2 Finite and non-finite clauses 

Module 5: Relative and Conditional Clauses 

5.1 Relative Clauses 

5.1.1 Restrictive relative clauses 

5.1.2 Non-restrictive relative clauses 

5.2 Conditional Clauses 

5.2.1 Real condition 

5.2.2 Unreal condition 


Leech, G, M Deichar & R Hoogenraad (1982). English Grammar for Today. London: 

Macmilan. 

Lock, G (1996). Functional English Grammar. Cambridge: CUP. 

Quirk, R & S Greenbaum (1973). A University Grammar of English. London: Longman 

Aarts, F & J Aarts (1984). English Syntactic Structures. London: Pergamon. 

Close, R (1975) A Reference Grammar of English. London: Longman. 

Leech, G & J Svartvik (1975). A Communicative Grammar of English. London: 

Longman. 

Quirk, R ; S Greenbaum, G Leech, & J Svartvik (1972). A Grammar of Contemporary 

English. London: Longman. 

52

LL 221 VARIETIES OF ENGLISH 3 


English has been used for over half a millennium by different peoples for different 

purposes in different parts of the world. It is therefore essential for the student to be exposed 

to the multiplicity of variations in the use of English that arise from that fact. The student 

needs to be exposed to the various types of English used by different users for different uses 

at different times in different situations or places for different purposes. 


English has been used for over half a millennium by different peoples for different 

purposes in different parts of the world. It is therefore essential for the student to be exposed 

to the multiplicity of variations in the use of English which arise from that fact. This course 

aims at enabling the student to apprehend, appreciate, account for and produce differences 

between spoken and written English; legal English and other types of English: such as 

religious English, media English, advertising English, etc.; standard vs non-standard 

English; formal and informal English, etc. They will be dealt with systematically under the 

major topics: Variations according to Use (the regional and social dialects of English) and 

Variations according to User (register). 




Module 1: Variations in English 

1.1 The notion of variation 

1.2 Variations in the different levels of the language 

Module 2: Variations according to the User 

2.1 Old v Modern English 

2.2 British v American English (and other Englishes) 

2.3 Standard v non-standard English 

2.4 Formal v informal English 

Module 3: Variations according to Use 

3.1 Legal English 

3.2 Religious English 

3.3 Advertising English 

3.4 Media English 

3.5 Technical English 


Bailey, R. W. and M. Gorlach (eds.) (1984), English as a World Language. Cambridge: 


Cheshire, Jenny (ed) (1991), English Around the World: Sociolinguistic Perspectives. 


53

Fishman, J A., A W Conrad and A Rubin-Lopez (eds.) (1996), Post-imperial English. 

Amsterdam: Mouton. 

Greenbaum, Sidney (ed) (1985), The English Language Today. Oxford: Pergamon 

Institute of English. 

Kachru, Braj B. (ed) (1982), The Other Tongue: English Across Cultures. Urbana: 

University of Illinois Press. 

Pride, John (ed) (1982), New Englishes. Rowley, MA: Newbury House. 

Schmied, Josef (1991), English in Africa: An Introduction. Harlow: Longman. 

LL 270: ADVANCED FRENCH III 


The course will give students more practice in description, recognition and 

production of different patterns of French. This aims at making them more proficient in 

the language skills. More authentic texts will be studied so as to make them familiar and 

enable students identify and appropriate more varieties of French. 


The course seeks to analyse in greater details structures and styles studied in the 

first year. There will be stronger thrust into the study of language used in different 

aspects of life. Topics will include language in newspapers, summarizing and 

argumentation. There will be constant systematic revision of main communicative 

themes analysed in the first year to enable students reuse them in less stereotyped 

situations and with richer linguistic means. 

Delivery: 30 Lectures and 15 seminar. 



Module 1: Expressing Sentiments 

1.1 Expressing satisfaction 

1.2 Expressing doubts and worries 

1.3 Narrating past memories and events 

1.4 Talking of preferences 

Module 2: Getting Information 

2.1 Requesting and giving information on administrative, social … 

issues 

2.2 Expressing confidence or suspicion 

2.3 Analysing needs and making inventories 

2.4 Reading and understanding newspaper articles. 

54

Module 3: Taking Decisions 

3.1 Expressing fear or indifference 

3.2 Expressing expectations, acknowledgements 

3.3 Making judgements and Talking decisions 

3.4 Coherence and Writing descriptive and expository texts 


Cardiot-Cueilleron, J. et. Al. (1992), Exercons-nous Grammainre. NS 1. Paris. Hachette. 

Capelle, G. et. Al. (1995), Frequence Jeunes 3. Paris. Hachette. 

Charnest, C. et. Robin-Nipi, J. (1997), Rediger un resume, un compete rendu, une 

Synthese. Paris. Hachette. 

Delatour, Y. (1991), Grammaire du Francais. Hachette FLE. 

Girardet, J. et. Frerot, J-L. (1997), Panorama 3 CLE International. 

Girardet, J. et. A. (1990), Le Nouveau Sans Frontieres. 3 CLE International. 

Vigner, G. (1975), Ecrire et Convaincre, Paris, Hachette. 

LL 271: ADVANCED FRENCH IV 


This second part of the course aims at giving more practice to students on using 

language in life situations. Students will be exposed to various communicative aspects 

where they will need to express themselves orally and through writing. The frequent 

practice aims at making students more confident in using the language appropriately. 


The course will enable students to more elaborate in their spoken and written 

French. They will gain confidence through frequent practice. Exposure will make them 

familiar with communicative situations and the language befitting such situations. 

Students will write letters and reports. 




Module 1: Presentation of Written Texts 

1.1 Introducing, concluding and appreciating 

1.2 Interpretation of literary texts 

1.3 Making comments on various types of texts 

1.4 Titles and subtitles 

Module 2: Writing Letters 

2.1 Conversations and debates 

2.2 Authorising, refusing and making apologies 

55

2.3 Confrontations 

2.4 Correspondence 

Module 3: Writing Reports 

3.1 Writing minutes, minutes and reviews 

3.2 Narrative fiction 

3.3 Metaphors and comparisons 

3.4 Insistence 


Boulares, M. et. Frerot (1996), Grammaire Progessive du Francais. CLE Int. 

Capelle, G. et. Al. (1995), Frequence Jeunes. 3. Paris. Hachette. 

Gebouvner, E. et. Al. (1994), Nouveau Dictionnaire de Synonymes, Larousse. 

Girardet, J. (1990), Le Nouveau Sans Frontieres 2 et 3. Paris. CLE International. 

Girardet, J. et. Frerot, J-L. (1997), Panorama 3. CLE International. 

Grabner, C. (1988), Ecrire pour quoi Faire? Paris Didier. 

Grabner, C. (1988), Ecrire pour quoi faire? Paris. Didier. 

Vivien, G. and Arne, (1997), Le Parfait Secretaire. Larousse. 

LL 272: MODERN FRANCOPHONE AFRICAN LITERATURE UP TO 1960s – 


(1) Undertake a critical reading and analysis of literary works, as a 

complementary tool in the mastery of French (2) Present the concepts and themes in 

Modern Francophone Literature (3) Provide a historical background to Modern 

Francophone Literature, as one of the consequences of colonialism (4) Study of style. 


This course focuses on the study of modern literature written by black authors 

during the colonial period. A critical analysis of a particular work will be undertaken: 

relations between the colonial administrators and colonised; the effect of colonialism and 

religion on local communities, conflict, etc. In each semester, a book from a different region 

- East, Central, Southern and West Africa or the Carribbean, will be studied. 




Module I: Introduction to modern African Literature 

1.1 Contact between traditional society and the West. 

1.2 Missionary activity 

1.3 Colonial administration 

56

Module 2: Impacts of the West on traditional society 

2.1 Disruption of traditional ways of life and values 

2.1.1 Land 

2.1.2 Cultural changes – education and religion, decisionmaking 

2.1.3 Socio-political and economic aspects. 

2.1.4 Discontent among the local populations – strikes, 

movements for independence. 


3.1: The “rencontre” of African traditional and Western modern 

writing. 

3.2 Taxation of African language styles in the written mode. 

3.3 Modern African literature and the traditional African “flavour”- 

structures, imagery, proverbs, idioms”. 


Chévrier, J. 1998: Littératures d’Afrique Noire de Langue Française. 

D’Almeida-Topor, H. 1993 L’Afrique au Xxe Siècle. 

Kone, A. 1985. Du Recit Oral au Roman. Abidjan. CEDA. 

Memmi, A. 1985. Portrait du colonisé, suivi du portrait du colonisateur. Paris. Gallimard. 

Ngal, G. 1994. Création et Rupture en Littérature Africaine. Paris. L’Harmattan. 

LL 273: FRENCH AFRICAN LITERATURE II 


(1) Present major preoccupations of authors in post-independence Africa (2) 

Study the language used by different authors (3) production of short texts by students, 

based on the work studied. 


A critical study of post-independence in French: detailed analysis of the issues in 

literary works. The preoccupations of literature during the post-independence period by 

African writers are presented – how they reflect socio-economic and political realities of 

the community and the preoccupations of populations. These tasks will be undertaken 

through an intensive study of French books. Books for study include those written by 

Ousmane, Lopes, Umtansi, etc. 



57


Module 1: Themes in post-independence literature. 

1.1 Euphoria and expectations. 

1.2 Disillusionment of the people; abuse of power, corruption, 

nepotism. 

1.3 Search for solutions. 

Module 2. Characters 

2.1 Characters – their roles and description; the protagonist. 

2.2 Inclusion or exclusion of readers 

2.3 Manifestations of the author in the text 

Module 3: Style. 

2.1 Use of linguistic structures 

2.2 Idioms 

2.3 Metaphors 

2.4 Proverbs, etc. 


Chévrier, J. 1998: Littératures d’Afrique Noire de Langue Française. 

L’Afrique Litteraire – journal from 1998 

Etudes Litteraires – journal between 1994 - 1999 

Notre Librairie – journal Numbers 118 - 130 

Presence Africaine – journal Numbers 98 - 110 

LL 274: INTRODUCTION TO TRANSLATION 


(1) Present major concepts in translation (3) Present key approaches and issues in 

translation (3) introduce students to practical translation. 


LL 274 is an introduction to translation. It is designed to equip students with basic 

concepts, approaches and techniques of translation, thereby providing some basic skills 

needed for the production of translated texts. Practical translation of simple texts using 

French, Swahili and English is the main focus of the course. 

LL 274 is a prerequisite for LL 374 and LL 375. 



58


Module 1: Basic concepts and terms in translation 

1.1 Definition of translation: similarities and differences with normal 

intralingual communication. 

1.2 The role of the translator: message, translator; readers of the 

source text and of the target text. 

1.3 Definition of key concepts: source language, target language, 

source text, target text, readers. 

Module 2: Approaches and types of translation. 

2.1: Approaches to translation: (a) Structural (b) communicative 

2.2: Types of translation: (a) based on type of text: literary and non- 

literary translation (b) based on methodology / approach: literal and 

free translations. 

2.3 Steps in translation: analysis of source text and production of 

target text. 

Module 3: Context 

3.1 Factors in translation: the role of context and culture; purpose of 

the target text; readers of the target text. 

3.2 Reference sources; other texts in the field, dictionaries, 

encyclopedias, thesauruses, experts, etc. 

3.3 Translation problems: untranslatable items - cultural, new 

concepts. 


Albir, A. H. (1990), La Notion de Fidélité en Traduction. Paris: Didier Erudition 

Bell, R. T. (1991), Translation & Translating. London: Longman 

Hervey, S. & I. Higgins (1999 Edition). Thinking Translation: A Course in Translation 

Method: French to English. Routeldge. London 

Margot, J. C. (1979), Traduire sans Trahir. Geneve: Editions L'Age d'Homme 

Newmark, P. (1981), Approaches to Translation. Herfordshire: Pergamon Institute of 

English. 

Newmark, P. (1988), A Textbook of Translation. Hempstead: Prentice Hall International 

(UK) Ltd. 

Pegnier, M. (1993), Les Fondements Sociolinguistiques de la Traduction. Lille: Presses 

Universitaires de Lille 

Tatilon, C. (1986), Traduire: Pour une Pédagogie de la Traduction. Montreal: Editions du 

GREF 

59

LL 276 : FUNCTIONAL FRENCH I 


The course aims at raising standards and equiping students with specialised 

French particular fields. It will develop proficiency in reading specialised materials. 

Students will be able identify, describe and use the specialized language. Students should 

be able to read and understand reports and feature articles from newspapers and journals 

in French. They should be able to use this information and information from other 

sources to discuss and even propose solutions to challenges development in Africa. 


The course will be an introduction to the study of language varieties and levels of 

language. It will consists of discussions and elaboration of theoretical points with 

extensive reading and writing practice. The course aims at giving students French for 

immediate use in professional life, like banking, touriseme, hotel management, 

international relations. It will train students to achieve proficiency in use of French 

within professional situations of communication. 




Module 1: Why Functional French 

1.1 Introduction to functional French 

1.2 Collecting information 

1.3 Information from newspapers 

1.4 Study of language mechanisms and structures. 

Module 2: Africa and its Development 

2.1 Study of Africa: the social, economic and political situation 

2.2 International and regional organisations 

2.3 Introduction to functional French in international relations and 

Tourism and Hotel Management. 

Module 3: Study of specialist Texts 

3.1 Introduction to Commercial French and Correspondence 

3.2 Summaries and synthesis of texts 

3.3 Study of specific vocabulary through texts 

3.4 Study of specific events on different aspects 


Dany, M. (1983), Le francais des relations international. Paris. Hachette. 

Descayrac, C. (1994), Lire la presse. Paris. CLE International. 

Le Goff, C. (1989), Le francais des affaires. Paris. Hatier 

Lebre-paytard, M. (1995), A l’ecoute des professionals. 

60

Masselin, J. (1987), Le francais scientifique et technique. Paris. Hatier. 

Jeune Afrique / L’Intellkigent and other journals for articles and extracts to be studied in 

class. 

LL 277: FRENCH PHONETICS AND PHONOLOGY 


The aim of this course is to provide students with a good grasp of the essential of French 

Phonetics, Phonology and Corrective Phonetics. Students will study French sounds, 

intonation, relation between orthography and pronunciation. As the course is for future 

teachers, students will practice transcription and learn a lot on principles of corrective 

phonetics. They will from time to time look at the differences between the first and the 

target language of learners. 

Course Description: 

Students will identify, describe and classify French sounds. They will compare these to 

those of Kiswahili. Using the IPA, students will acquire transcription skills and they will 

be able to use these to identify problems of learners of French. The study of the sounds 

of the two languages should empower them to identify, describe, analyze and correct 

problems of Tanzania learners of French. Finally students will identify and distinguish 

the patterns of sounds of the two languages: Kiswahili and French. 




Module 1: Introduction to French Sounds 

1.1 Phonetic transcription, the alphabet 

1.2 The sound producing system 

1.3 Sound classes: vowel, consonants; voice, voiceless 

1.4 Articulatory variables: place, manner, parameters. 

Module 2: Classification of French Phonetics 

2.1 Suprasegmentals: Pitch, tone, intonation, length 

2.2 Processes: articulatory, assimilation, deletion 

2.3 Segments in contrast: minimal pairs, complementary distribution 

2.4 Phonemes and allophones, Features. 

61

Module 3: Transcription and Corrective Phonetics 

3.1 Transcription: phonetic and phonemic 

3.2 Corrective phonetics: procedures, practical application 

3.3 Inventory and analysis of phonemes 

3.4 The role of context. 


Carton, F. (1994), Introduction a la phonetique due francais. Bordas. 

Champagne-Muzr, C. (1997), Le point sur la Phonetique. CLE International. 

Le Galliot, J. (1975), Description de la langue Francaise. Nathan. 

Leon, M. (1997), Exercises systematiques de prononciation. Hachette. 

Leon, P. et. M. (1964), Introduction a la phonetique corrective. Hachette et Larousse. 

Leon, P. et. M. (1972), Pronounciation du francais standard. Paris Didier. 

Renard, R. (1990), Initiation a la phonetique. Paris. Didier. 

62

THIRD YEAR 

LINGUISTICS 


LL 301 Current Trends in Theoretical Linguistics Core 1 3 

LL 302 Sociolinguistics Optional 1 3 

LL 303 Historical and Comparative Linguistics Optional 2 3 

LL 304 Linguistics and Language Teaching Core 2 3 

ENGLISH 


LL 314 Second Language Learning Core 2 3 

LL 316 English in the World Core 1 3 

LL 317 Introduction to English Pragmatics Core 1 3 

LL 318 The Study of Discourse Optional 2 3 

LL319 Introduction to English Pragmatics Core* 1 3 

LL320 The Study of Discourse Core* 2 3 

LL330 Introduction to Translation Theory Core* 1 3 

LL331 Translation Methods and Practice Core* 2 3 

LL390 Project Core* 2 3 

FRENCH 

Core Course title Status Semester Units 

LL 370 Advanced French V Core 1 3 

LL 371 Advanced French VI Core 2 3 

LL 372 Introduction to Drama Core 1 3 

LL 373 Prose from Outside Africa Core 2 3 

LL 374 Translation I Optional* 1 3 

LL 375 Translation II Optional* 2 3 

LL 376 Functional French II Optional 1 3 

LL 377 French Morphology and syntax Optional 2 3 

* Compulsory Courses for B.A. Language Studies 

63

LL 301: CURRENT TRENDS IN THEORETICAL LINGUISTICS 


At the end of the course students should be able compare and contrast the 

similarities and differences in the assumptions, aims and methods of argumentation in the 

two syntactic theories: Government and Binding Theory and Lexical Functional 

Grammar. 


This course will provide an introductory comparison of two syntactic theories 

within generative grammar viz. Government and Binding Theory and Lexical Functional 

Grammar. The aim will be to expose the student to the similarities and differences in the 

assumptions, aims and methods of argumentation among the theoretical frameworks 

selected. The instructor may organise the comparison around a selected set of topics. 

These may include (i) the syntax-semantics relation, (ii) thematic roles (iii) grammatical 

relations, (iv) argument structure, (v) the status of a morphological component. 




Module 1: Background to Government and Binding Theory 

1.1 a historical overview 

1.2 the minimalist programme 

Module 2: Background to Lexical Functional Grammar 

2.1 syntax-morphology interface 

2.2 lexical theory 

Module 3: Syntax-Semantics Interface: the Autonomy Thesis 

3.1 interpretive versus generative semantics 

3.2 autonomy and interaction 

Module 4: Thematic Roles and Thematic Role Hierarchies 

4.1 Theta Theory in Government and Binding 

4.2 Thematic Roles in Lexical Functional Grammar 

Module 5: Grammatical Relations (Functions). 

5.1 Deriving grammatical relations in Government and Binding 

5.2 Grammatical functions as primitive notions in Lexical 

Functional Grammar. 


Baker M. (1988), Incorporation: A Theory of Grammatical Function Changing. Chicago: 

University of Chicago Press. 

64

Cowper, E. (1992), A Concise Introduction to Syntactic Theory. University of Chicago 

Press. 

Mchombo S. (1993), Theoretical Aspects of Bantu Grammar. Stanford: CSL 

Publications. 

Newmeyer, F. (1986), Linguistic Theory in America. 2nd ed. New York: Academic 

Press. 

Sells, P. (1985), Lectures on Contemporary Syntactic Theories; an Introduction to 

Government-Binding Theory, Generalized Phrase Structure Grammar and 

Lexical-Functional Grammar. Stanford: University of Chicago Press. 

Radford, A. (1997), Syntactic Theory and the Structure of English: A Minimalist 

Approach. CUP. 

Spencer A. (1991), Morphological Theory. Oxford: Basil Blackwell. 

Van Riemsdijk H.& E. Williams, (1986), Introduction to the Theory of Grammar. 

LL 302: SOCIOLINGUISTICS 


At the end of the course students should be able to highlight on the major issues 

concerned with the relationship between language and society. Secondly, students should 

be able to compare and contrast the Micro and Macro-sociolinguistic issues; i.e. 

description of (e.g. use, language contact, planning, and language in education. 


This is an introductory course to the relationship between language and society. Microsociolinguistic 

issues include the description of norms of language use in relation to 

social factors such as age, gender, ethnicity and socio-economic class; and contextual 

factors affecting language use such as role relationship, setting and topic. Macro issues 

covered include language contact, language attitudes and values, language planning in 

multilingual situations, and language in education. 




Module 1: Introduction 

1.1. Definition of Sociolinguistics 

1.2 Scope of Sociolinguistics 

1.3 Interaction between language and society 

Module 2: Language in social context 

2.1 The social functions of language 

2.2 Register and language use 

65

Module 3: Language Variation 

3.1 Social variables determining language variation 

3.2 Native and non-native varieties 

Module 4: Language Contact/Conflict 

4.1 Diglossia 

4.2 Bilingualism and Multilingualism 

4.3 Code-switching 

4.4 Lingua Franca 

4.5 Pidgins and Creoles 

4.6 Language maintenance and language shift 

Module 5: Language Attitudes and Values 

5.1 Language and social psychology 

5.2 Language and ideological common sense 

Module 6: Language Planning 

6.1 Status planning 

6.2 Corpus planning 

6.3 The role of language in education 

6.4 Choosing the medium of instruction 

6.5 Language in education in Africa 

6.6 Language in education in Tanzania 


Fasold R. (1984), The Sociolinguistics of Society. Oxford: Basil Blackwell. 

Herbert, R. (Ed) (1992), Language and Society in Africa. Johannesburg: Witwatersrand 


Hudson, R. (1980), Sociolinguistics. Cambridge: Cambridge University Press. 

Romaine, S. (1995) Bilingualism. Basil Blackwell. 

Rubagumya, C.M. (Ed.) (1994b), Classroom Discourse in East and Southern Africa 

(special issue of Language, culture and Curriculum. Vol. 7 No. 1). 

Scotton, C.M. (1993) Social Motivations for Code-switching: Evidence from Africa. 

Oxford: Clarendon Press. 

Skutnabb-Kangas, T. and R. Philipson, (Ed.) (1995) Linguistic Human Rights. Berlin: 

Mouton de Gruyter. 

Tolefson, J. (1991) Planning Language, Planning Inequality. London: Longman. 

66

LL 303: HISTORICAL AND COMPARATIVE LINGUISTICS 


At the end of the course, the students should be able to describe the nature and direction of 

language change, language reconstruction and linguistic typology. Secondly, they should be 

able to discuss critically the methods and the theoretical principles that could be applied in the 

reconstruction of earlier language forms. Finally students will be able to demonstrate clearly 

how and why language change. 


This is a study of language change and the relationships among the languages of the 

world. Topics include the nature of language change, language reconstruction, language 

classification and linguistic typology. 




Module 1: Language Evolution 

1.1 Hypotheses on the origin of Language 

1.2 Causes and types of Language change 

1.3 Direction of Language change 

1.4 Models of Linguistic change 

1.5 Determining Genetic Relationship 

1.6 Language Reconstruction 

Module 2: Linguistic Convergence. 

2.1 Nature and Type of Convergence 

2.2 Linguistic “Borrowing”. 

Module 3: Classification of Languages: 

3.1 Linguistic classification 

3.2 Historical classification of Languages 

3.3 The Languages of Africa 


Antilla, R. (1972), An Introduction to Historical and Comparative Linguistics. 

Fox, Anthony (1995), Linguistic Reconstruction: An Introduction to Theory and Method. 

Oxford: Oxford University Press. 

Guthrie, M. (1967-71), Comparative Bantu. Vol. 1-4, Farnborough: England, Gregg 

International Publishers. 

Jeffers, Roberts J., and Lehiste, Ilse (1979), Principles and Methods for Historical 

Linguistics. 

Lehmann, W.P. (1992), Historical Linguistics: an Introduction. London: Routledge.. 

67

O'Grady, W.,M. Dobrovolsky, F. Katamba (1997), Contemporary Linguistics; An 

Introduction. London: Longman.. 

Heine, B. and D. Nurse, (eds.), (2000), African Languages: An Introduction. 

Cambridge: CUP. 

Bynon, Theodora, (1983), Historical Linguistics. Cambridge: CUP. 

LL 304: LINGUISTICS AND LANGUAGE TEACHING 


At the end of the course students should be able to compared and contrast linguistic 

theory and theories of language teaching. 


The course attempts to explore how we can utilize and hence apply the insights from the 

study of linguistics in the process of teaching of foreign language or a second language. 


Module 1: Linguistics Theory and Theories of Language Teaching 

1.1 An overview of applied linguistic, linguistics and language 

teaching; linguistics theory and language teaching. 

1.2 Application of theories e.g. structuralism, contrastive 

analysis, and communication competence. 

Module 2: Linguistics and Second Language Teaching 

2.1 The place of linguistics in language teaching. 

2.2 The teaching of spoken language (fundamental principles 

of articulatory phonetics), basis of phonological system, 

contrasts between English and other sounds, and social 

values of speech sounds. 

2.3 The teaching of structures: the nature of grammar, different 

models of grammar, role of grammar in language teaching. 

2.4 The teaching of vocabulary: grammar and vocabulary 

compared, what it means to know a word, sense relations 

(hyponym, synonym etc), collocation; selection of 

vocabulary content, connotation and denotation; 

implications for ELT. 

Module 3: Psycholinguistics and Second Language Learning 

3.1 Psychological approaches to language learning 

3.2 Introduction to psycholinguistics: language and mind as 

reflected in linguistics structures, development processes of 

68

L1 and L2, acquisition and comprehension and production 

of language. 

3.3 Role of the first language: theory of behaviourism, habits 

and errors, contrastive analysis and error analysis. 

3.4 Inter-language and the natural route of development: 

mentalist theories of L1 acquisition, origin of 

interlanguage; dynamic nature of interlanguage, types of 

interlanguage; variability in interlaguage (types of 

variability); role of variability in L2 acquisition. 

3.5 Individual variations in L2 acquisition (age, personality, 

aptitude). 

3.6 Theories of second language acquisition: role of theory in 

L2 acquisition research, acculturation and nativisation 

models, accommodation theory, monitor model (natural 

order hypothesis, monitor hypothesis, input hypothesis and 

affective filter hypothesis). 


Allen, J.P. and S. Pit-Corder (1973), The Edinburgh Course in Applied Linguistics, wls. 

1, 2 and 3 Oxford: OPU. 

Bell, R.T. (1981). An Introduction to Applied Linguistics: Approaches and Methods 

in Language Teaching. London: Batisfords Ac. & Ed. Ltd. 

Corder, S.P. (1973). Introducing Applied Linguistics. Harmondsworth, U.K. Penguin 

Books. 

Ellis, R. (1985), Understanding Second Language Acquisition. Oxford: OUP. 

Hatch, E. (1978), Second Language Acquisition. Rowley, Mass: Newsbury House. 

Krashen, S. (1982). Principles and Practice in Language Acquisition. Oxford: 

Pergamon. 

Richards, J.C. and Kennedy, G. (1977), Interlanguage. RELC Journal, Vol. 8, No. 1. 

Wilkins, D.A. (1972), Linguistics in Language Teaching. London: Edward Arnold. 

LL 314: SECOND LANGUAGE LEARNING 

Course Objective: 

To enable students to equip themselves with theories of second language learning with a 

view to applying theories to the teaching of English. The course is also aimed at showing 

how learners utilize the language data made available to them both outside and inside the 

classroom and thus enable teachers to have an explicit idea about language learning. 


This course is intended to equip students with theories of Second Language learning. It is 

envisaged to show how language learners behave through an examination of languagelearner 

language and the processes that produce it. 

69




Module 1: Psycholinguistics and Second Language Learning 

1.1 Psychological approaches to language learning. 

1.2 Introduction to psycholinguistics: language and mind as 

reflected in linguistic structure; development processes of 

L1 and L2; acquisition, comprehension and production of 

language. 

Module 2: The role of the first language in second language learning 

2.1 Theory of behaviour: habits and errors 

2.2 Contrastive analysis and error analysis 

2.3 First language interference and learner strategy 

2.4 Interlanguage and the natural route of development: 

mentalist theories of L1 acquisition; origin of 

interlanguage; dynamic nature of interlanguage; types of 

interlanguage; variability in interlanguage (types of 

interlanguage). 

Module 3: Individual learner differences and L2 acquisition. 

3.1 Identification and classification of learner factors. 

3.2 Individual variations in L2 acquisition: affective learner 

characteristics: Age (critical period hypothesis, cognitive 

and affective explanations); attitudes and motivation; 

intelligence and aptitude; personality factors. 

Module 4: Universal hypothesis and L2 acquisition 

4.1 Meaning of linguistics universals 

4.2 Linguistics universals and L2 acquisition 

4.3 Linguistics universals and L1 transfer 

4.4 Linguistics universals and interlanguage development. 

Module 5: Theories of Second Language Acquisition 

5.1 Roles of theory in L2 acquisition research 

5.2 Acculuturation and nativisation models; 

accommodation theory; discourse theory. 

5.3 Monitor model (natural order hypothesis); monitor 

hypothesis; input hypothesis; affective filter hypothesis. 

70

Module 6: Role of formal instruction in L2 Acquisition 

6.1 Effects of formal instruction on the route of L2 

acquisition. 

6.2 Effects on formal instruction on the rate of success of 

L2 acquisition. 

6.3 The Role of instruction of L2 acquisition. 


Bell, R.T. (1981). An Introduction to Applied Linguistics: Approaches and Methods 

in Language Teaching. London: Batisfords Ac. & Ed. Ltd. 

Brown, H. (1980). Principles of Language Learning and Teaching. Englewood Cliffs, 

N.J.: Prentice Hall Ltd. 

Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: OUP. 

Hatch, E. (1978). Second Language Acquisition. Rowley, Masss: Newbury House. 

Larsen – Freeman, D. (1986). Techniques and principles in Language Teaching. N.Y.: 

OUP. 

Littlewood, W. (1984). Foeign Second Language Learning. Cambridge: CUP. 

Richards, J.C. (1974). Error Analysis. London: Longman. 

LL 316 ENGLISH IN THE WORLD 

Course Objective 

The course aims at examining the status of English globally, both from the dominant 

perspective, and from a critical perspective. It will attempt to examine the spread, roles 

and functions of English in different parts of the world. 


The course will try to show how the spread of English was facilitated. Forces which lie 

behind the ‘expansion’ and ‘dominance’ of English will also be made explicit. Emerging 

theories of linguistic imperialism will be discussed in attempts to discuss the status of 

English. The development of non-native varieties of English in many parts of the 

world, and the processes involved, will also be analysed. Various views of the threat of 

these varieties to the development of the English language will receive some attention. 

Common concepts such as ‘standard’, ‘non-standard’, ‘native’ will also be subjected to 

analysis. 

71




Module 1: English around the world 

1.1 History of dispersal of English around the world 

1.2 The dominance of English in the world 

Module 2: Standard and non-standard 

2.1 The development of the standard 

2.2 Standard British English 

2.3 Non-standard’ varieties 

Module 3: Varieties of English 

3.1 Inner circle, outer circle, expanding circle 

3.2 Native varieties of English 

3.3 Non-native varieties of English 


Bailey, R. W. and M. Gorlach (eds.) (1984), English as a World Language. Cambridge: 


Bamgbose, Ayo (1991), Language and the Nation: the Language Question in Sub- 

Saharan Africa. Edinburgh: Edinburgh University Press. 

Cheshire, Jenny (ed) (1991), English Around the World: Sociolinguistic Perspective. 


Fishman, J. A., R. L. Cooper and A. W. Conrad (eds.) (1977), The Spread of English. 

Rowley, M A: Newbury House. 

Greenbaum, Sidney (ed) (1985), The English Language Today. Oxford: Pergamon 

Institute of English. 

Mazrui, A. (1975), The Political Sociology of English: An African Perspective. The 

Hague: Mouton. 

Polome, Edgar C and Peter Hill (1980), Language in Tanzania. Oxford: Oxford 


LL 317 INTRODUCTION TO ENGLISH PRAGMATICS 


The objective of this course is to shift the focus from training teachers of English, to 

equipping students with the means of manipulating language for particular ends, and to 

increase their understanding of how language is used to construct reality, establish and 

maintain social relations, challenge and change existing situations, then an ability to 

understand, manipulate and control the relevant language devices is essential. 

72


Pragmatics (in its wider sense of a functional (i.e. cognitive, social and cultural) 

perspective of language), has received considerable attention in the last two decades, as 

concern has shifted from the examination of language as an abstract system to the more 

concrete manifestations of language use, and the social and cultural norms which relate to 

language use. While the sociolinguistic tradition has established an awareness of how the 

social impinges on language use, language learners are less conscious of the micro factors 

which determine linguistic production and interpretation. 




Module 1: Concerns of pragmatics 

1.1 Language and social context 

1.2 Language as form of social behaviour 

Module 2: Interpreting discourse 

2.1 The Co-operative Principle and relevance 

2.2 Maxims of the CP, implications 

2.3 Inferences and presuppositions 

2.4 Schemata 

Module 3: Ethnography of communication 

3.1 Communicative competence 

3.2 Speech community, speech situation, speech events 

3.3 Components of speech events 

3.4 Speech functions 

Module 4: Speech act theory 

4.1 Types of speech acts 

4.2 Felicity conditions 

4.3 Taxonomy 

4.4 Speech acts across cultures 


Austin, J. (1962), How to Do Things with Words. Oxford: Oxford University Press. 

Blakemore, D. (1992), Understanding utterances: an Introduction to Pragmatics. Oxford: 

Blackwell. 

Halliday, M. A. K. (1973), Explorations in the Functions of Language. London: Edward 

Arnold. 

Leech, G. (1973), Principles of Pragmatics. London: Longman. 

73

Lyons, J. (1981), Language, Meaning and Context. London: Fontana Books. 

Searle, John (1969), Speech Acts. Cambridge: Cambridge University Press. 

Verschueren, Jef, Jan-Ola Ostman and Jan Blommaert (1995), Handbook of Pragmatics. 

Amsterdam: John Benjamins. 

LL 318: THE STUDY OF DISCOURSE 


The course aims at equipping students with an ability to analyse and discuss language in 

the diverse ways it is manifested in actual usage, and the forces/factors which determine 

the message form. 


It will involve the detailed functional analysis of texts, including the ways in which texts 

are packaged as messages, the factors involved in the production and interpretation of 

discourse, and some of the models which have been suggested in explaining these 

processes. Students will examine concrete manifestations of language use, and the social 

and cultural norms which relate to language use. 


Module 1: Discourse 

1.1 Interactive and non-interactive discourse 

1.2 Spoken and written discourse 

Module 2: Conversation Analysis 

2.1 Conversational analysis/Ethnographic research 

2.2 Principles 

2.3 Structure 

Module 3: Application to genres 

3.1 telephone conversation 

3.2 formal meetings 

3.3 news interviews 

3.4 classroom interactions 

Module 4: CDA (Critical Discourse Analysis) 

4.1 concerns of CDA 

4.2 language and ideology 

4.3 language and gender 

4.4 language and politeness 

74


Brown, G. and G. Yule (1983), Discourse Analysis. Cambridge: Cambridge University 

Press. 

Cook, G. (1989), Discourse. Oxford: Oxford University Press. 

Coulthard, M. (1981), An Introduction to Discourse Analysis. London: Longman. 

Gumperz, J. J. (1982), Discourse Strategies. Cambridge: Cambridge University Press. 

Halliday, M. A. K. (1985), Language, Context and Text. Oxford: Oxford University 

Press. 

Van Dijk, T. (ed) (1985), Handbook of Discourse Analysis. Vol. 1–4. London: Academic 

Press. 

LL 319: INTRODUCTION TO ENGLISH PRAGMATICS 


The objective of this course is to shift the focus from training teachers of English, to 

equipping students with the means of manipulating language for particular ends, and to 

increase their understanding of how language is used to construct reality, establish and 

maintain social relations, challenge and change existing situations, then an ability to 

understand, manipulate and control the relevant language devices is essential. 


Pragmatics (in its wider sense of a functional (i.e. cognitive, social and cultural) 

perspective of language), has received considerable attention in the last two decades, as 

concern has shifted from the examination of language as an abstract system to the more 

concrete manifestations of language use, and the social and cultural norms which relate to 

language use. While the sociolinguistic tradition has established an awareness of how the 

social impinges on language use, language learners are less conscious of the micro factors 

which determine linguistic production and interpretation. 




Module 1: Concerns of pragmatics 

1.1 Language and social context 

1.3 Language as form of social behaviour 

Module 2: Interpreting discourse 

2.1 The Co-operative Principle and relevance 

2.2 Maxims of the CP, implicatures 

2.3 Inferences and presuppositions 

2.4 Schemata 

75

Module 3: Ethnography of communication 

3.1 Communicative competence 

3.2 Speech community, speech situation, speech events 

3.3 Components of speech events 

3.4 Speech functions 

Module 4: Speech act theory 

4.1 Types of speech acts 

4.2 Felicity conditions 

4.3 Taxonomy 

4.4 Speech acts across cultures 


Austin, J. (1962), How to Do Things with Words. Oxford: Oxford University Press. 

Blakemore, D. (1992), Understanding utterances: an Introduction to Pragmatics. Oxford: 

Blackwell. 

Halliday, M. A. K. (1973), Explorations in the Functions of Language. London: Edward 

Arnold. 

Leech, G. (1973), Principles of Pragmatics. London: Longman. 

Lyons, J. (1981), Language, Meaning and Context. London: Fontana Books. 

Searle, John (1969), Speech Acts. Cambridge: Cambridge University Press. 

Verschueren, Jef, Jan-Ola Ostman and Jan Blommaert (1995), Handbook of Pragmatics. 

Amsterdam: John Benjamins. 

LL 320 THE STUDY OF DISCOURSE 


The course aims at equipping students with an ability to analyse and discuss 

language in the diverse ways it is manifested in actual usage, and the forces or factors which 

determine the message form. 


It will involve the detailed functional analysis of texts, including the ways in which 

texts are packaged as messages, the factors involved in the production and interpretation of 

discourse, and some of the models which have been suggested in explaining these processes. 

Students will examine concrete manifestations of language use, and the social and cultural 

norms which relate to language use. 

Delivery: 30 lectures and 15 seminars 

Assessment: Coursework 40%, Final Examination 60%. 

76


Module 1: Discourse 

1.1 Interactive and non-interactive discourse 

1.2 Spoken and written discourse 

Module 2: Conversation Analysis 

2.1 Conversational analysis/Ethnographic research 

2.2 Principles 

2.3 Structure 

Module 3: Application to genres 

3.1 telephone conversation 

3.2 formal meetings 

3.3 news interviews 

3.4 classroom interactions 

Module 4: CDA (Critical Discourse Analysis) 


4.1 concerns of CDA 

4.2 language and ideology 

4.3 language and gender 

4.4 language and politeness 

Brown, G. and G. Yule (1983), Discourse Analysis. Cambridge: Cambridge University 

Press. 

Cook, G. (1989), Discourse. Oxford: Oxford University Press. 

Coulthard, M. (1981), An Introduction to Discourse Analysis. London: Longman. 

Gumperz, J. J. (1982), Discourse Strategies. Cambridge: Cambridge University Press. 

Halliday, M. A. K. (1985), Language, Context and Text. Oxford: Oxford University 

Press. 

Van Dijk, T. (ed) (1985), Handbook of Discourse Analysis. Vol. 1–4. London: Academic 

Press. 

LL 330: INTRODUCTION TO TRANSLATION THEORY 


The course aims at introducing students to the field of translation and its basic 

theories. It intends to help students to be able to grasp the basic concepts in translation, 

and understand various methods and approaches used translating different types of texts. 

77


The course presents a number of theoretical topics, methods and techniques in 

translation. It lays a foundation in theoretical conceptions in order to prepare students for 

practical translation exercises. Students are assigned topics for discussion in relation to 

translation theory as well as sort and simple texts for mutual translation in two languages 

of specialisation. 

Delivery: 30 lectures and 15 seminars 

Assessment: Coursework 40%, Final Examination 60%. 


Module 1: Basic concepts in translation 

1.1 Definition and functions of translation 

1.2 Definition of key concepts in translation 

1.3 Components of translation and their roles 

1.3.1 Translator and reader 

1.3.2 Text(s), language and message 

Module 2: Translation Approaches and Procedure 

2.1 Type of translation 

2.2 Approaches to translation 

2.3 Steps and procedures in translation 

2.4 Fidelity in translation 

2.5 Machine translation 

Module 3: Translation context 

3.1 The role of context and purpose in translation 

3.2 Socio-cultural issues in translation 

3.3 Types, use, and functions of reference sources 

3.3.1 Relevant texts in the field 

3.3.2 Dictionaries, thesauruses, encyclopaedias 

3.3.3 Experts 

3.4 Types of translation problems and their solutions 

3.4.1 New concepts, neologisms, interjections, etc 

3.4.2 Culture specific items, proverbs, metaphors, etc 

3.4.3 Lexical, morphological and morphosyntactic issues 


Bell, R.T. (1991). Trnslation & Translating. London: Longman 

Hervey, S. and I Higgins (1999 Edition). Thinking Translation: A Course in Translation 

method: French to English. London: Routeldge. 

Israel, F. (1998). Quelle formation pour le traducteur de 1’an 2000? Didier Erudition. 

Paris 

78

Laplace, C. (1994). Theories du langage et Theories de la Traduction. Didier Erudition. 

Paris. 

Newmark, P. (1988). A Textbook of Translation. Hempstead: Prentice Hall 

International (UK) Ltd. 

Nida, E.A (1964) Towards a Science or Translating. E.J. Brill. 

Pym. A. (1993). Epistemological Problems in Translation and its teaching. Editions 

Caminade. Spain. 

LL 331: TRANSLATION METHODS AND PRACTICE 


The course aims at making students gain more experience in the field of 

translation in both theory and practice. It intends to help students to apply the concepts, 

principles and techniques learnt in LL 330 in various contexts of practical translation. At 

the end of the course, students are expected to be able to translate texts of varying lengths 

and fields of study. 


The course introduces students to a number of translation topics, activities and 

processes. Students are assigned topics for discussion and critical analysis in relation to 

translation theory and translated texts, both individually and in groups. Students are also 

involved in practical translation in different areas of specialization/domains, arranged from 

simple to more complex texts. Each student is also expected to carry out a project in which 

they will translate a long text in a specific field of study between the two languages of one’s 

major language specialisation. 

Delivery: 30 lectures and 15 seminars. 

Assessment: Coursework 20%, Project 20%, final Examination 60%. 


Module 1: Translation Process 

1.1 General overview on the process of translation 

1.2 The role of context and purpose in translation 

1.3 The role of culture in translation 

1.4 A survey on types of translation problems 

1.5 Translation criticism. 

Module 2: Translation Context 

2.1 General overview on problems solving in translation 

2.2 Translation of general language texts 

2.3 Translation of texts with cultural elements 

2.4 Translation of political texts 

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2.5 Translation of scientific and technological texts 

2.6 Translation of legal texts 

2.7 Translation of texts in commerce 

2.8 Translation of religions texts 

2.9 Translation of other technical texts 

Module 3: Translation Project 

3.1 Writing a critique on a translated text 

3.2 Translation of other technical texts 


Bell, R.T. (1991). Trnslation & Translating. London: Longman 

Hervey, S. and I Higgins (1999 Edition). Thinking Translation: A Course in Translation 

method: French to English. London: Routeldge. 

Israel, F. (1998). Quelle formation pour le traducteur de 1’an 2000 Didier Erudition. 

Paris 

Laplace, C. (1994). Theories du langage et Theories de la Traduction. Didier Erudition. 

Paris. 

Newmark, P. (1988). A Textbook of Translation. Hempstead: Prentice Hall 

International (UK) Ltd. 

Nida, E.A (1964) Towards a Science or Translating. E.J. Brill. 

Pym. A. (1993). Epistemological Problems in Translation and its teaching. Editions 

Caminade. Spain. 

LL 370 : ADVANCED FRENCH V 


`This third year course in language aims at giving student more exposure and 

practice on certain stuctures and other aspects of language use. The frequent exposure to 

more authentic texts will make the student familiar with the language used. The student 

will acquire, distinguish and describe both the major activities of the language and the 

study skills befitting the situations. The student will read and understand better and 

convey his ideas more appropriately in French. 


Texts, oral and written, on a variety of registers will be exploited for knowledge, 

vocabulary and other considerations on language. Students will also practise orally and 

will produce short descriptions in form of newspaper articles, commentaries, editorials, 

etc. The study can be done taking into account the following subheadings : to inquire, to 

appreciate, to analyse, to compare, to inform, to explain, to convince, and to propose, for 

the written documents. The study will be done at a more advance level than that of level 

two. 

80

Delivery : 30 Lectures and 15 Seminars 

Assessment : Coursework 40 percent. Final examinations 60 percent. 


Module 1 : Comprehension of written texts 

1.1 Understanding texts and taking notes ; use of nominal forms 

for taking notes and listing main ideas from texts 

1.2 Grouping information around a noun in a complex sentence 

1.3 Generalisation and exemplification 

1.4 Reflecting on learning - a debate on the process 

Module 2 : Presenting arguments 

2.1 Argumentation, defending a cause, political or of particular 

interest. 

2.2 Convince, accuse, defend, refute an argument, avoid giving a 

reply 

2.3 Define a word, a concept, a notion using synonyms, antonyms, 

relative clauses 

2.4 Expressing the rights, duty or obligation 

Module 3: Extracting and Presenting information 

3.1 Make suggestions and propositions 

3.2 Actualize an activity, an epoch, a location using superlative 

forms 

3.3 Extract from a text intentions, opinions, judgements 

3.4 Synthesize different points of view of written texts 


Beaujeau, C-M. et al. (1992) Exercices de Grammaire.N2. Hachette 

Girardet, J. et J-L.Frérot (1999) Panorama 4. CLE International 

Grégoire, M et M.Thievenez (1995) Grammaire du Français. CLE International 

Grégoire, M. et G. Merio (1996) Exercices Communicatifs du Français. ‘’ ‘’ 

Loroy-Miquel, C. (1999) Vocabulaire Progressif du Français NA. CLE International 

Vassal, J. (1994) Le NSF Perfectionnement. CLE International. 

Vigner, G. (1988). La machine à écrire. Paris. CLE International. 

81

LL 371 : ADVANCED FRENCH VI 


The course aims at equipping students with more appropriate vocabulary to new 

communicative situations. Students will be more opportune to using the expressions and 

the style because of the practice in the pertinent situations. Students will make better 

summeries and write better letters. 


This is a continuation in greater detail of LL 370. Students will revise and enrich 

what they have acquired. The progressive aspect and the variety of learning procedures 

used will help students become more competent in the language. The selective revision 

will enable students fill up eventual gaps in grammar, syntax, vocabulary. Topics will be 

studied through authentic texts : extracts from the press, commentaries and reflections 

from contemporary writers, etc. Students will do a lot of written exercises. 


Assessment : Coursework 40 percent. Final examination 60 percent. 


Module 1 : The Two Visions of the past 

1.1 Writing attitudes and opinions : souvenirs, anecdotes, 

biography, humorous stories. 

1.2 Analysing and commenting a text ; linking ideas and 

arguments ; converging, diverging : opposition, concession 

and restriction. 

1.3 Taking decisions - wish, temptation, motivation, hesitation 

1.4 Reservation. Shades of meaning, tone down opinions. 

1.5 Specific vocabulary on tourism, humain aid and assistance 

to development 

Module 2 : The Documents 

2. 1 Writing minutes of different types of meetings 

2. 2 Letter writing : different types 

2. 3 Explaining behaviour or a particular phenomenon 

2. 4 Study of scientific texts : reflecting on mythological 

and religious explanations on certain scientific theories 

2. 5 Types of reasoning and their linguistic meanings 

Module 3 : Summarising and Reporting 

3. 1 Simulations and debates on taking decisions, negotiations, 

results, perspectives and projects 

3. 2 Present conflicts : psychological or of interests. 

3. 3 Describe a place, a person physical or behavioral ; an 

82


event, a novel or a crime. 

3. 4 Express sensantions and emotions, passions : metaphores 

and understanding puns 

3. 5 Summarising, reporting and commenting. 

Beaujeau, C-M. et al. (1992) Exercices de Grammaire.N2. Hachette 

Girardet, J. et J-L.Frérot (1999) Panorama 4. CLE International 

Girardet, J. et al. (1993) Le Nouvel Frontières 4. CLE International 

Grégoire, M. et G. Merio (1996) Exercices Communicatifs du Français. ‘’ ‘’ 

Loroy-Miquel, C. (1999) Vocabulaire Progressif du Français NA. CLE International 

Vassal, J. (1994) Le NSF Perfectionnement. CLE International. 

Vigner, G. (1975). Ecrire et Convaincre. Paris. Hachette. 

LL 372: INTRODUCTION TO DRAMA 


The main objective is to introduce students to the genre of drama and develop the ability 

to interpret a drama. 


This is an introductory course to some of the major French plays and playwrights by 

African writers. Memorization and acting are intended to assist students in improving 

oral skills and public speaking, as well acquiring a variety of structures and vocabulary. 


Assessment: Coursework 40% and Final examination 60% 


Module 1: Introduction to drama 

1.1 Definition of concepts 

1.2 Functions of plays 

Module 2: Analysis of a play 

2.1: Intensive study of a selected play – themes, structure, style, etc. 

2.2 Setting of the play, 

2.3 Critique of the play. 

Module 3: Memorization and acting of an play 

83


Cabanes, J-L 1974: Critique Littéraire et Sciences Humaines. Privat. Toulouse 

Joubert, J-L., Lecarme, J., Talbone E. et Vercier, B. 1986: Les Littératures 

Francophones depuis 1945. Bordos. Paris 

Joubert, J-L (ed) 1992: Littérature Francophone: Anthologie. Nathan. Paris 

Littéraire une revue. Larousse. paris 

Versini, G. 1970: Le Théatre Français depuis 1900. Presses Universitaires de France. 

Paris. 

LL 373: PROSE FROM OUTISDE AFRICA 


(1) the study of a Francophone novel, from outside Africa (2) Identify specific 

features – issues, style (3) study the structure of the novel. 


Each year, a contemporary short novel written by an author from a different region – 

Europe, Asia or North America will be selected for study. This course will introduce 

students to different varieties of literature and language, as well as different socio-cultural 

and political situations and concerns in other regions of the world. 


Assessment: Coursework 40% and Final examination 60% 


Module 1: Context of the novel. 

1.1 Political, economic and cultural aspects of the French-speaking 

community. 

1.2 Linguistic situation, particularly in reference to French. 

Module 2: Critical analysis of the novel 

2.1 Themes 

2.2 Characters 


3.1 Special features of the particular variety of French. 

3.2 Vocabulary 

84


Cabanes, J-L 1974: Critique Littéraire et Sciences Humaines. Privat. Toulouse 

Joubert, J-L., Lecarme, J., Talbone E. et Vercier, B. 1986: Les Littératures Francophones 

depuis 1945. Bordos. Paris 

Joubert, J-L (ed) 1992: Littérature Francophone: Anthologie. Nathan. Paris 

Littéraire une revue. Larousse. Paris 

LL 374 TRANSLATION I 


(1) To Develop theoretical and practical skills of translation. (2) To analyse further 

the process of translation, present problems and possible solutions (3) Discussions of issues 

and different types of translation (4) Development of wider general knowledge. 


LL374 builds on the theory and practical skills acquired in LL 274. Critical analyses 

of concepts in translation and translated texts are done. Candidates do practical translations 

of increasingly difficult texts 




Module 1: Literal Translation 

1.1 Sociolinguistic issues in translation. 

1.2: Translation of idioms, metaphors and proverbs 

1.3 Interdependence of texts 

Module 2: Process of Translation 

2.1 Translation of texts in economics 

2.2 Translation of political texts 

2.3 Translation of texts in commerce 

Module 3: Translation and Culture 

3.1 Fidelity in translation 

3.2 Lexical and morphological issues in translation 

3.3 Overview of frequent and major problems in translation: 

neologisms, faux amis, cultural elements. 





85



(UK) Ltd. 



Nida, E. A. (1964), Towards a Science of Translating. E.J. Brill 

Tatilon, C. (1986), Traduire: Pour une Pédagogie de la Traduction. Montreal: Editions du 

GREF 

Vinay, J. P. (1968), La traduction humaine in Martinet, A. Le Langage. Paris: La Pléiade. 

LL 375: TRANSLATION II 


(1) Presentation of special topics (2) Translation of more complex texts (3) Train 

students to do more independent work, through a project. 


Special topics in translation are presented and discussed. Candidates do further practical 

translation in different areas of specialization. The candidates carry out a project, consisting 

of the translation of a long text or criticism of a translated text. 




Module 1: Translation Procedures 

1.1 Translation criticism 

1.2 Neologisms in translation 

1.3 Machine translation 

1.4 Technical and scientific translation 

Module 2: Project in Translation 

Project: The translation of a long text OR Critique of a translated texy. 

Basis Readings 


Bell, R. T. (1991), Translation & Translating. London: Longman 





(UK) Ltd. 



86

Nida, E. A. (1964), Towards a Science of Translating. E.J. Brill du GREF 

Vinay, J. P. (1968), La traduction humaine in Martinet. Le Langage. La Pleiade. 

LL 376 : FUNCTIONAL FRENCH II 


At the end of the course students should understand better the language of specialisation 

in the different situations studied in the programme. They are also expected to use this 

language appropriately. Students should be able to deal with problems in the areas of 

specialisation. 


The course introduces learners to the sturcture of the language. It seeks to develop the 

use and appreciation of the language in use in the area of specialisation. Students will be 

introduced to the professions and the relevant activities. The course will train students to 

achieve proficiency in use French within professional situations of communication. 

Delivery : 30 Lectures and 15 Seminars. 



Module 1 : Language of International Relations 

1.1 Multilateral Relations 

1.2 Bilateral Relations 

1.3 Study of some important documenats 

Module 2 : Tourism and Hotel Business 

2.1 Reception, Restauration 

2.2 Other services, Correspondance 

2.3 Practical Cases 

Module 3 : Services, Business and IndustrY. 

3. 1 Service organisation firms 

3. 2 Business firms 

3. 3 Industrial firms 


Cresson, B. (1988), Introduction au français economic et commercial.Paris. Didier. 

Danilo, M. et al. 1998), Le français de la communication professionnelle.Paris. CLE. 

Dany, M. (1983), Le français des relations international. Paris. Hachette 

Dany, M. and J-R. Laloy, (1993), L’Hôtellerie et Le Tourisme. Paris.Hachette. 

Dany, M et al. (1986), Les Employés. Paris. Hachette. 

’’ ’’ ’’ (1989), Négociation Commerciales. Paris. Hachette. 

87

Lebre-Peytard, M. (1995), A l’écoute des professionnels. Paris.CLE International. 

Rennier, H. et al. (1997), Le Français du Tourisme. Paris. CLE Internatioal.Virga, J. 

(1990), Le Dictionnaire Bilingue d’Informatique. Paris. Hachette. 

LL 377 : FRENCH MORPHOLOGY AND SYNTAX 


The course will enable students construct and interpret words. Students will study how 

words combine to form sentences. In this course they will also consider the system of 

rules and categories that underline sentence formation in French. 


The course will provide students with a grasp of the essentilas of French Morphology and 

syntax. Students will be equiped with tools of analysis of structure. They will discuss 

their meaning and practice in their use. 




Module 1: Words and Word formation 

1.1 Morphemes : free, bound, root. Affix, prefix, suffix. 

1.2 Combinations 

1.3 Derivation and Compuonding 

Module 2 : Inflection and Distribution 

2.1 Inflection 

2.2 Complement 

2.3 Subcategorisation 

Module 3 : Transformations 

3. 1 Transformations and Extensions 

3. 2 Universal Grammar 

3.3 Parameters and other types of syntaxic analysis. 


Baylon, C. et Fabre, P. (1990) Initiation à la linguistique. Paris. Nathan 

Chiss, J-L. et al. (1978). Linguistique Française. 2. Paris. Hachette. 

Fréderic, F. (1980), Linguistique. Paris. PUF 

Galliot le J. (1978). Description Generative et Transformationnelle de la 

languefrançaise. Paris. Nathan. 

Gary-Prieur, M-N. (1985). De la Grammaire à la linguistique. Paris.Armand Colin. 

Ruwet, C. (1967). Introduction à la grammaire generative. Paris. Plon 

88

LL 390: PROJECT 


This is a good opportunity for the students to learn to work independently on a specific 

topic of their own choice but in agreement with supervisors. 


The students will, in agreement with their supervisors, select topics on which they wish to 

conduct a research project. The topic chosen should be one in language and linguistics. 

The students will work under close supervision of their supervisors from the beginning of 

the third year of study. Initially they will write a research proposal for the project. The 

actual fieldwork will then lead to a 50-page dissertation. 

Assessment: Project Proposal: 20% Dissertation: 80%. 

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Syllabi LL (All) - KEI

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