Scheme of Studies & Detailed Course Outline - Hazara University

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CURRICULUM OF ENGLISH
For
M. Phil Applied Linguistics (02 Years Program)
Department of English, Hazara University Mansehra
Program Objectives:
The M.Phil program in Applied Linguistics is an advanced degree program to prepare students,
researchers, and teacher trainers who will be able to work independently and in leadership positions with
the learning and teaching English as second language, the analysis of language, and the design of
language-related research. This degree combines a strong research and theoretical foundation in applied
linguistics with practical training in the teaching of English as a second language and L2 pedagogy. The
principal goals of the program are to provide the linguistic theory necessary for ESL teachers, to equip
students with theoretical and methodological procedures used in second language research as well
as practical skills of language teaching, and to prepare students for further study in English language
teaching and applied linguistics.
At the end of the program, students will be able to:
1. Demonstrate knowledge of advanced linguistic concepts, theoretical and
methodological procedures used in various fields of second language research and
applied linguistics, and research-based practices as well as state-of-the-art teaching
techniques
2. Conduct original research in their selected area of study/interest
3. Apply their specialist knowledge of applied linguistics for improving their practices
4. Analyze issues related to Applied Linguistics and second language acquisition and
teaching and respond effectively using linguistic concepts and terminology with
understanding.

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Scheme of Studies: M. Phil Applied Linguistics ( 02-Years Program)
YEAR-01
YEAR-01
YEAR-02
SEMESTER-I
SEMESTER-II
SEMESTER - III + IV
Total Credits:50
(24 C.Hr Course Work
+ 1 C.Hr Seminar &
(Course Work)
12 CH
(Course Work)
12 CH
(MLing-831. Seminar +
MLing -841. Thesis)
+ 25 C.Hr Thesis)
1 + 25 = 26 CHr
Core Courses
(Total:04 in both
semesters / 2 in each
semester)
MLing-711* Topics in Linguistics
MLing-712 . Fundamentals of Second
Language Teaching
Methods & Applied
Linguistics
MLing-721. Research Methods in Applied
Linguistics
MLing-721. Second Language Acquisition
Elective
Courses
(Total:04 in both
semesters / 2 in each
semester)
MLing-713. Teaching and Researching
Reading and Writing
MLing-714. Sociolinguistics
MLing-715. Teaching and Learning
English in Large Classes
MLing-716. Testing and Assessment:
Assessing Second Language
Skills
MLing-717. Semantics
MLing-718. Corpus Linguistics
MLing-719. Phonetics and Phonology
MLing-721. ESL Curriculum Development
MLing-721. English Syntax
MLing-721. Technology in Language Teaching
MLing-721. Discourse Analysis
MLing-721. Pragmatics
MLing-721. Psycholinguistics
MLing-721. Teaching and Researching Speaking
and Listening
Thesis Writing
(20,000 to 25,000 Words)
*In course code ‘MLing-711’ ‘MLing’ stands for ‘M.Phil Applied Linguistics’, first figure (7) shows the year,
second figure (1) represents the semester and the third figure (1) stands for the course number. The rest
of the courses are numbered in the same manner.
NOTE: Students will study eight courses, four courses in each semester over a period of one year. They must
study FOUR core courses, two in each semester. They can select two elective courses in each semester from the
courses offered to complete their course work for M. Phil Applied Linguistics (24 credit hours). Students will
have the option to select the elective courses that pertain to their own individual research interest when
appropriate arrangements will be made. Till that time, they will have to study those courses that will be offered
by the Department according the available expertise. Each course is of 3 CH., except Seminar and Thesis. A
student will be required to complete total 50 CHs: 24 CHs in taught courses and 26 CHs in Seminar (1 CH) plus
thesis (25 CHs) in accordance with Hazara University Semester Rules/Regulations. The candidates will be
advised to take the available elective courses or the ones that pertain to their individual research interests from the
list of the approved courses. However, if the university policy, the concerned departments, and the concerned
course coordinators permit and if it goes to the interest of the candidate’s research, the candidate may be allowed
to audit one or two (credit or non-credit) courses in the areas beyond their selected courses. Students’ evaluation
will be based on a point system (100 points/marks for each course) and a corresponding letter grading in all
courses, including Seminar and thesis, as stated in Hazara University Semester Rules/Regulations.

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Details of courses for M. Phil in Applied Linguistics
Semester I: Core Courses
Topics in Linguistics
Course description: This course is a core/required first semester course in the M. Phil Applied
Linguistics program which aims to introduce the students to fundamentals of language and
linguistics. Students will be familiarized with the advanced topics in linguistics, with particular
focus on the nature of human language, the organization of speech sounds into pattern and
system (phonology), the internal structure of words (morphology) and the relation of
morphology to the syntactic relevance. The course includes topics related to meaning (semantics)
and contextual use (pragmatics) of the language with reference to the social and aspects of
language and how language is acquired by children. These concepts will provide the students
with sufficient grounding in linguistics to enable them to cope better with other courses (e.g.
Syntax, SLA, and Research etc) which presuppose some background in linguistics. This course
will help the students to understand and appreciate the relation between linguistic theory and
data. The course provides a step-by-step, hands-on introduction to linguistics. Illustrative
material will largely be drawn from the standard variety of English in collaboration with the
necessary examples from the indigenous languages spoken in Pakistan.
Objectives: On the completion of this course students will:
1. be familiar with advanced topics in linguistics
2. have read the some of the major works on linguistics
3. be able to understand the nature of language.
4. have the ability to choose appropriate topics of their interest from the wide arrays of
topics in linguistics for their research work in the final two semesters.
5. will be able to find the application of the theoretical concepts in linguistics to a variety of
practical tasks.
Contents:
‣ The Properties of Language
o Arbitrariness, Displacement
o Discreteness, Productivity
o Cultural transmission, Duality
‣ The Sounds of Language
o Phonetics, Articulation
o Place of Articulation, Manner of Articulation
o Voiced and Voiceless Sounds
‣ The Sound Pattern of Language
o Phonology, Phonemes
o Phones and Allophones, Syllables and Clusters
‣ Words and Word-Formation Processes
o Borrowing, Compounding Blending, Clipping
o Backformation, Conversion, Acronyms
‣ Morphology
o Morphemes, Morphs and Allomorphs
o Morphological Description

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‣ Semantics
o Conceptual versus associative meaning
o Semantic features, Semantic roles, Lexical relations
‣ Pragmatics
o Context, Speech acts, Reference
o Presupposition, Anaphora, Politeness
‣ Discourse Analysis
o Cohesion, Coherence, Speech events,
o Conversational Interaction
o The Co-operative Principles
‣ Language Acquisition
o First Language Acquisition
o Second Language Acquisition/Learning
‣ Language, Society and Culture
o Language and Dialects, Accent, Dialect and Register
o Bilingualism, Language Contact
o Pidgin and Creoles
Recommended Reading
1. Yule, J. (2010). The Study of Language: 4 th edition. Cambridge University Press.
2. Radford, A et al (1999). Linguistics an Introduction. Cambridge University Press.
3. Fromkin, V. (2005). An Introduction to Language: 5 th edition. Merlbourne: Nelson
Thomson Learning Pty.
Fundamentals of Second Language Teaching Methods & Applied Linguistics
Course Description: The course is another core/required first semester course in the M. Phil
Applied Linguistics program. It provides a comprehensive introduction to the study of language
learning, acquisition, teaching methodology, and applied linguistics. It familiarizes students with
approaches and methods that are used in second/foreign language teaching, key issues related to
second language acquisition and learning, and recurrent themes in the field of Applied
Linguistics.
Objectives: At the end of the course students will:
‣ know about different methods and approaches that are widely used in second/foreign
language teaching
‣ understand principles of second language (L2) learning and teaching as well the rationale
for various approaches to L2 teaching
‣ be able to describe learner factors that influence L2 teaching and learning
‣ know about the history of Applied Linguistics as well as the key issues and major themes
in the field
‣ write and speak about L2 teaching and learning and the basics of applied linguistics
Contents:
‣ Methods of language teaching
Approach, Method and Technique
Selected ELT Methods: Grammar-Translation, Direct Method, Audio- lingual

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Method, The Silent way, Suggestopedia, Community language Learning, Total
Physical Response Method, The Communicative Approach,
‣ Theory and practice of teaching four language skills
‣ The basics of second language acquisitions and factors that affect second language
acquisition
Key issues in second language acquisition
First and second language acquisition
Factors affecting second language acquisition
Age
Crosslinguistic influences
The linguistic environment
Cognition
Development of leaner language
Foreign language aptitude
Motivation
Affect and other individual differences
Social dimensions of L2 learning
‣ History of Applied Linguistics
An Overview of Applied Linguistics
‣ Recurrent themes
Second Language Acquisition
Grammar
Discourse Analysis
Pragmatics
Corpus Linguistics
Language learning and teaching
L2 reading and writing
Speaking and listening
Language assessment
Sociolinguistics
Technology and language
Recommended Readings:
1. Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New York:
Oxford University Press
2. Nunan, D. (2003). Practical English language teaching. McGraw-Hill Education
3. Schmitt, N. (2010). An introduction to Applied Linguistics. Hodder & Stoughton Ltd
4. Ortega, L. (2009). Understanding second language acquisition. London: Hodder.
5. Grabe, W. & Kaplan, R. (1996). Theory and Practice of Writing. London: Longman.
6. Grabe. W. (2004). Perspectives in applied linguistics. AILA Review 17: 105-132.
7. Harmer, J. (2003). Practice of English Language Teaching. London Longman.
8. Harmer, J. (1998). How to Teach English. London: Longman.
9. Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching
(Second edition). Cambridge: CUP.
10. Schmitt, N. (2010). An Introduction to Applied Linguistics. Hodder & Stoughton Ltd.

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Semester I: Optional Courses
Teaching and Researching Reading and Writing
Course Description: The course provides an overview of second language (L2) and foreign
language (FL) methods and materials, focusing specifically on the teaching/learning and
researching of L2 literacy skills: reading and writing. It will also focus on vocabulary teaching.
Class sessions will focus on theory, research, and practice related to these three important
components of language learning/teaching. As part of the course, students will develop materials
and lesson plans and engage in short demonstration lessons that showcase state-of-the-art
teaching techniques. This practice will serve both as a demonstration of students’ control of the
course material and a preparation in their future careers as ESL/EFL reading and writing
teachers, material developers, researchers, and applied linguists.
Objectives: At the end of the course students will have:
knowledge and understanding of theories and practices related to the teaching and
learning of L2 literacy skills (reading and writing) as well as vocabulary
understanding of the fundamental state-of-the-art techniques and practices in teaching
reading and writing, including vocabulary and their application in the classrooms
ability to develop materials and lesson plans
ability to teach vocabulary, reading, and/or writing using state-of-the art techniques
Contents:
‣ Teaching vocabulary: Context, Issues, trends,
‣ Foundations of reading
o The nature of reading
o How reading works
o Cognitive issues in reading
o Explaining reading: models of reading
‣ Understanding L2 reading
o The nature of reading abilities
o Comparing L1 and L2 reading
o Dilemmas for L2 reading research and instruction
‣ Developing reading comprehension abilities
o Building main idea comprehension
o Becoming strategic reader
o Building awareness of discourse structure
o Vocabulary and reading comprehension
‣ Expanding reading comprehension skills
o Reading fluency and rate
o Extensive reading
o The reading curriculum and instruction
o Further topics and issues in reading
‣ Exploring research in reading
o Key studies in L1 and L2 reading

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‣ Researching reading in the classroom
o The reading teacher as classroom researcher
o Vocabulary, fluency, and rate development
o Strategic reading and discourse organization: Action research project
o Reading instruction and student affect: Action research
‣ Issues in writing research and instruction
o Writing process approaches
o Writing process research and recent extension
o Towards a theory of writing
o From theory to practice: Teaching writing at the beginning, intermediate, and
advanced levels
Recommended Readings:
1. Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. New York:
Longman
2. Zimmerman, C. B. (2009). Word knowledge: A vocabulary teacher’s handbook. New
York: Oxford University Press.
3. Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New
York: Cambridge University Press.
4. Grabe, W. & Kaplan, R. (1996). Theory and practice of writing. An applied linguistics
perspective. New York: Longman
5. Thornbury, S. (1999). How to teach grammar. Harlow, UK: Longman
Required Electronic Readings:
Anderson, N. J. (1999); Badger & White, (2000); Brantmeier, C. (2004); Crawford, M.
(2005); Diab, R. L. (2006); Eldredge, (2005); Eyraud et al. (2000); Folse, K. S. (2008);
Grabe, (2004); Grabe, (1991); Grabe, (2010); Grabe, W., & Stoller, F. L. (2001). Reading
for academic purposes: guidelines for the ESL/EFL teacher. In M. Celce-Murcia (Ed.),
Teaching English as a second or foreign language (3 rd ed., pp. 187-203). Boston: Heinle
& Heinle; Jiang & Grabe, (2007); Johari, (2008); Koda, (1994); Mercer, (2005); Ono et
al. (2004); Robonson. (2009); Stoller, F. L. (1993). Developing word and phrase
recognition exercises. In R. Day (Ed.), New ways in teaching reading (pp. 230-233).
Alexandria, VA: TESOL; Stoller, (1994); Hunt & Beglar. (2005), Yamashita. (2008),
Susser & Robb (1990).
Sociolinguistics
Course description: This course is an overview of approaches to the study of language in its
social context: sociology of language, ethnography of speaking, and discourse analysis. Students
will learn about various theoretical and methodological procedures used in sociolinguistic
research and be able to apply them in actual research context. More precisely, it will focus on the
many levels of meaning communicated in our everyday use of language with specific reference
to the linguistic marking of speaker characteristics (social class, region of residence, and gender,
etc) and the role relations, the linguistic choices affected by varying purposes, topics, and
settings. Students will also learn about the English ‘rules of speaking’, conversational styles, and
genre, register, and style. As part of the course, students will collect and analyze data sets,
prepare project proposals outlining specific issues/questions that they want to investigate, and

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write research/review papers. This practice will serve both as a demonstration of their knowledge
and understanding of the theoretical and methodological approaches in sociolinguistic research
and a preparation as researchers in the field.
Objectives: At the end of the course students will be able to:
understand the range of methodologies and theories associated with sociolinguistic
research and the ability to apply them to address a wide range of issues/questions
recognize the theoretical and methodological choices when conducting sociolinguistic
research
develop research proposals and having practical experience with all important stages in
developing a detailed sociolinguistic study/research paper
use a variety of methodological tools to conduct research on specific sociolinguistic
issue/question and reporting as well as discussing their results and findings.
Contents:
‣ Dialects
Dialectology: Dialect mapping and models
Perceptual dialectology
Regional dialects
Social dialects
Ethnic dialects
‣ Sociolinguistics and TESOL
Sociolinguistic relativity
Communicative competence and ‘rules of speaking’
Investigating spoken interaction and Speech acts: traditions and methods
Sociolinguistic behavior of English speakers, Speech behavior, Social dynamics;
and Miscommunication
Multilingualism
‣ Conversation analysis (Thanksgiving dinner conversation)
Conversational style: theoretical background
Linguistic devices in conversational style
Narrative strategies
‣ Register, genre, and style
Analytical Framework: Situational and linguistic characteristics of registers and
genres
Spoken and written registers
Theoretical issues in register, genre, and style
Baby talk; Teacher talk; Sports announcer talk
‣ Gender and language
‣ New/World Englishes and the spread of English
‣ Language planning and policy; Language attitudes, motivation, and standards
Recommended Readings:
1. Biber, D. & Conrad, S. (2009). Register, genre, and style. Cambridge: Cambridge
University Press
2. Tannen, D. (2005). Conversational style: Analyzing talk among friends. Oxford: Oxford
University Press

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3. Wolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. New York: Newbury
House Publishers.
Electronic readings:
Preston, 1986; Davis, (1985); Kroch, (1978); Wardhaugh, (2010); Romaine (nd);
Cameron, (2003); Ferguson, (1974); Cullen, (1998); Ferguson, (1983); Schneider, (2003);
Kachru, (1996 and 1997); Canagaraj, (2006), Canagaraj, (2007); McGroarty, (1996); Wiley,
(1996);
Teaching and Learning English in Large Classes
Course description: The Course is an overview of the current research on issues related
teaching large classes and the research-based state-of-the-art techniques for teaching English
in large classes. The aim of this course is twofold: 1) to review current research on class size to
identify the issues in teaching and learning in large classes; and 2) to explore techniques and
strategies for teaching English in large classes.
Objectives: At the end of the course students will have:
knowledge and understanding of the range of issues related to teaching English in large
classes
learned techniques and strategies to teach English in large classes
recognized ways in which large class affect teaching and learning environment
Contents:
‣ Research on class size
o What is large class? Why do large classes occur?
o Does class size affect learning and achievement?
o Teacher-learner behavior and classroom processes in small and large
classes
o Learner strategies in large classes
o Teacher’s view of and response to large classes
o Methodological issues in research on large classes
‣ Rethinking teaching and learning of English in large classes
o Teaching the language skills
o Group work
o Materials and resources
o Assessment procedures
o Approaches to the management of large classes
‣ The class size question: Politics and/or pedagogy
Recommended Reading
1. Shamim, F. (1994). “Teachers and Learners Beliefs about Large and Smaller Size
Classes in Pakistan.” In the Journal of English Language Teaching and Studies. 1
(2)
2. Weimer, M. G. Ed. (1987). Teaching Large Classes Well. London: Jossey-Bass.
3. Coleman, H. (1987). “Little Tasks Make Large Returns: Language Teaching

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in Large Crowds.” In Murphy, D. & Candlin, C. N. (Eds.), Task and Exercise
Design. (Lancaster Practical papers in English Language Education. London:
Prentice-Hall. 21-145.
4. Biddle, B.J. & Berliner, D.C. (2002). “Small Class.” Educational Leadership. 12-
23.
5. Biggs, J. (2004). Teaching for Quality Learning at University. UK: Open UP. Chap
6. Blatchford, P. (2003). The Class Size Debate: Is Small Better? Philadelphia: Open
UP.
7. Blatchford P, Bassett, P. & Goldstein, H. (2003). Are Class Size Differences
Related to Pupils’ Educational Progress and Classroom Processes?” From the
Institute of Education Class Size Study of Children Aged 5-7 years. British
Educational Research. 29 (5)
8. O’ Sullivan, M. C. (2006). “Teaching Large Classes: The International Evidence
and a Discussion of Some Good Practice in Ugandan Primary Schools.”
International Journal of Educational Development. 24-37
9. Research Points. (2003). Class size: Counting Students Can Count. Essential
Information for Education Policy. 1 (2).
10. Teaching Large Classes Project 2001. (2003) Australian Universities Teaching
Committee (AUTC): Teaching and Educational Development Institute
11. Urquiola, M. (2000). Identifying Class Size Effects in Developing Countries:
Evidence from Rural Schools in Bolivia. Development Research Group. The World
Bank Wilcockson,
12. D. A. & Wilcockson, M. A. (2002). “Does Class Size Matter?” Education Today. 51
(3): 15-21
Testing and Assessment: Assessing Second Language Skills
Course Description: The course will provide students with an overview of the goals, concepts,
principles and concerns of language assessment. The course will also offer practice in designing
and constructing useful language assessments. This practice will serve both as a demonstration of
students’ control of the course material and a preparation for on-the-job development of
language assessments in their future careers as English language teachers/applied linguists.
Objectives: At the end of this course students will have:
knowledge of standardized English as a second language tests
understanding of the fundamental concepts, principles, and concerns of language testing
ability to plan and construct language tests
ability to analyze and interpret the results of language tests
ability to explain how test results can be used to describe student performance and/or
improve the quality of tests
ability to write clearly about language testing
Contents:
‣ Situating Language Testing in Time and Place
‣ Conceptual bases for test development

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o Objectives and expectations
o Test usefulness
o Describing tasks
o Describing language ability
Language test development
o Overview of test development
o Describing, identifying, and defining
o Developing a plan for the evaluation of usefulness
o Operationalization
o Preparing effective instruction
o Scoring method
o Language test administration
Educational testing and assessment: context, issues, and trends
o The role of measurement and assessment in teaching
o Instructional goals and objectives
o Validity, reliability, and other desired characteristics
o Planning classroom test and assessments
o Constructing objective test items: simple and multiple choice items
o Measuring complex achievement: Essay questions
o Measuring complex achievement: Performance-based assessments
o Assembling, Administering, and appraising classroom test and assessments
o Grading and reporting
o Selecting and using published test
Recommended Readings:
1. Bachman, L., & Palmer, A. (1996). Language testing in practice. New York: Oxford
University Press.
2. Miller, M. D., Linn, R., & Gronlund, N. (2009). Measurement and evaluation in
teaching. (10 th Edition). Upper Saddle River, NJ: Merrill, Prentice Hall.
3. Alderson, J. C. Assessing reading. New York: Cambridge University Press.
4. Buck, G. (2001). Assessing listening. New York: Cambridge University Press.
5. Douglas, D. (2000). Assessing languages for specific purposes. New York: Cambridge
University Press.
6. Luoma, S. (2004). Assessing speaking. New York: Cambridge University Press.
7. Purpura, J. (2004). Assessing grammar. New York: Cambridge University Press.
8. Read, J. (2000). Assessing vocabulary. New York: Cambridge University Press.
9. Weigle, S. (2002). Assessing writing. New York: Cambridge University Press.
Supplementary Electronic readings:
1. Spolsky, B. (1978). Introduction: Linguists and language testers. In B. Spolsky, (Ed.),
Approaches to language testing, (pp. v-x). Washington, D.C.: Center for Applied
Linguistics.
2. Spolsky, B. (2008). Language assessment in historical and future perspective. In
Encyclopedia of language and education. Volume 7.

3. McNamara, T. (1997). Performance testing. In C. Clapham & D. Corson (Eds.),
Encyclopedia of language and education: Vol. 7. Language testing and assessment (pp.
131-139). Norwell, MA: Kluwer Academic Publishers.
4. Douglas, D. (1997). Language for specific purposes testing. In C. Clapham & D. Corson
(Eds.), Encyclopedia of language and education: Vol. 7. Language testing and
assessment (pp. 111-119). Norwell, MA: Kluwer Academic Publishers.
5. Rea-Dickins, P. (1997). The testing of grammar in a second language. In C. Clapham &
D. Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language testing and
assessment (pp. 87-98). Norwell, MA: Kluwer Academic Publishers.
6. Purpura, J. (2004). Chapter 3: The role of grammar in models of communicative
language ability (pp. 49-82)
7. Roever, C. (2006). Validation of a web-based test of ESL pragmalinguistics. Language
Testing, 23, 229-256.
8. Chapter 5: Designing test tasks to measure L2 grammatical ability. In assessing
grammar (pp. 100-145). New York: Cambridge University Press.
9. Brindley, G. (1989). Assessing achievement in the learner-centered curriculum (pp. 56-
84). Macquarie University, Australia: NCELTR.
10. Oscarson, M. (1997). Self assessment of foreign and second language proficiency. In C.
Clapham & D. Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language
testing and assessment (pp. 175-187). Norwell, MA: Kluwer Academic Publishers.
11. Read, J. (1997). Assessing vocabulary in a second language. In C. Clapham & D.
Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language testing and
assessment (pp. 99-107). Norwell, MA: Kluwer Academic Publishers.
12. Read, J. (2000). Chapter 6: The design of discrete vocabulary tests. In Assessing
vocabulary (pp. 117-149). New York: Cambridge University Press.
13. Alderson, J. C. (2000). Chapter 7: Techniques for testing reading. In Assessing reading
(pp. 202-270). New York: Cambridge University Press.
14. Weir, C. J. (1997). The testing of reading in a second language. In C. Clapham & D.
Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language testing and
assessment (pp. 39-49). Norwell, MA: Kluwer Academic Publishers.
15. Brindley, G. (1998). Assessing listening abilities. Annual Review of Applied
Linguistics, 18, 171-191.
16. Buck, G. (1997). The testing of listening in a second language. In C. Clapham & D.
Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language testing and
assessment (pp. 65-74). Norwell, MA: Kluwer Academic Publishers.
17. Buck, G. (2001). Chapter 5: Creating tasks. In assessing listening (pp. 116-153). New
York: Cambridge University Press.
18. Douglas, D. (2000). Ch. 6, Specific purpose tests of listening and speaking. In assessing
languages for specific purposes (pp. 129-188). NY: Cambridge University Press.
19. Fulcher, G. (1997). The testing of speaking in a second language. In C. Clapham & D.
Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language testing and
assessment (pp. 75-86). Norwell, MA: Kluwer Academic Publishers.
20. Clark, J. & Clifford, R. (1988). The FSI/ILR/ACTFL proficiency scales and testing
techniques. Studies in Second Language Acquisition, 10, 129-147.
21. Luoma, S. (2004) Chapter 4, Speaking scales. Chapter 7, Developing speaking tasks.
Assessing Speaking. New York: Cambridge University Press.
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22. Cohen, A. (1994). Assessing written expression. In assessing language ability in the
classroom (pp. 303-357). Boston: Heinle & Heinle Publishers.
23. Weigle, S. (2002). Chapter 5: Designing writing assessment tasks. Chapter 6: Scoring
procedures for writing assessment. In assessing writing (pp. 77-107). NY: Cambridge
University Press.
24. Cumming, A. (1997). The testing of writing in a second language. In C. Clapham & D.
Corson (Eds.), Encyclopedia of language and education: Vol. 7. Language testing and
assessment (pp. 51-64). Norwell, MA: Kluwer Academic Publishers.
25. Test Service Bulletin No. 50. (1956). How accurate is a test score? NY: The
Psychological Corporation.
26. Subkoviak, M. (1988). A practitioner’s guide to computation and interpretation of
reliability indices for mastery tests. Journal of Educational Measurement, 25, 47-55.
27. Chapelle, C., Enright, M. & Jamieson, J. (2008). Test score interpretation and use. In C.
A. Chapelle, M. K. Enright, & J. M. Jamieson (Eds.), Building a validity argument for the
Test of English as a Foreign Language (pp. 1-25). Mahwah, NJ: Lawrence Erlbaum
Publishers.
Semantics
Course description: The aim of this course is to introduce students to various theories of
semantics and different aspects of meaning of lexical items. By the end of the course the students
will be able to conceptualize the relationship between words and their meaning as well as study
factors that govern choice of words for conveying specific meanings.
Contents:
‣ Language and Signs
‣ The Different Aspects of Meaning of lexical items
o Logical or Denotative Meaning
o Contextual / Social Meaning
o Thematic Meaning
o Reference or Referential Meaning
‣ Bearers of Linguistic Meaning
‣ Sense Relation
o Homonymy
o Homography
o Homophony
o Polysemy
o Synonymy
o Antonymy
o Hyponymy
o Metonymy
o Meronymy
‣ Sentence meaning and Utterance meaning
‣ Entailment
‣ Presupposition
‣ Semantic Theories

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o Prototype Theory
o Definitional Theory
o The Componential Theory of Meaning
o Truth- conditional Theory
o Generative Theory of Semantics
o Contextual Theories
o Context of situation theory
Recommended Reading
1. Lyon, J. (1995). Linguistic Semantics: An Introduction. Cambridge: Cambrige University
Press.
2. Saeed, J. I. (1997) Semantics. Oxford: Blackwell.
3. Cruse, A. (2011). Meaning in Language: An Introduction to Semantics and
Pragmatics. (Third edition). Oxford Textbooks in Linguistics.
4. Hurford, R. J., Heasley, B. & Smith, B. M. (2007). Semantics: a course book.
(Second edition) Cambridge: CUP.
Corpus Linguistics
Course description: The course will examine issues in corpus linguistics, both as a research
methodology and as a field of study within applied linguistics. The course has two major
objectives: to present an overview of the current state of research findings in this field; and to
develop analytical techniques required for students to carry out their own corpus linguistic
research projects. Students will learn how empirical investigations of corpora can shed new light
on previously intractable research questions in linguistics. They will survey the kinds of research
questions that can be investigated using a corpus linguistic approach and know about the corpusanalysis
tools. This part of the course will discuss how corpus linguistics differs from other
research traditions in linguistics, emphasizing the advantages of this approach for studies of
language use. In addition, a number of published case studies illustrating the range of linguistic
research questions that have been studied from a corpus linguistic perspective and
methodological issues relating to corpus design and construction will be discussed.
Objectives: At the end of the course learners will be able to:
know about the research questions that can be investigated using a corpus linguistic
approach
understand methodological issues and techniques used in corpus-based research
use corpus-analysis tools that are used to investigate language use
Contents:
‣ Goals and methods of the corpus-based approach
‣ Investigating the use of language features
o Lexicography
o Grammar
o Lexico-grammar
o The study of discourse characteristics
‣ Investigating the characteristics of varieties
o Register variation and English for Specific Purposes

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o Language acquisition and development
o Historical and stylistic investigations
‣ Methodology
o Issues in corpus design
o Issues in diachronic corpus design
o Concordancing packages versus programming for corpus analysis
o Characteristics of tagged corpora
o The process of tagging
o Norming frequency counts
o Statistical measures of lexical associations
o The unit of analysis in corpus-based studies
o Significance tests and the reporting of statistics
o Factor loadings and dimension scores
Recommended readings
1. Biber, D., Conrad, S. & Reppen. R. (1998). Corpus linguistics: Investigating language
structure and use. Cambridge. (BCR)
2. McEnery, T., R. Xiao, & Y. Tono. (2006). Corpus-based language studies: An
advanced resource book. Routledge. (MXT)
Phonetics and Phonology
Course description: The course aims at providing students with descriptive, analytical and
applied knowledge about the sound system in general and sound system of English in particular
and the varieties of English so that they may know how English is spoken (acceptable
pronunciation) and be able to teach it the way it has to be taught . Moreover, the course will also
focus on developing students’ background knowledge of phonological description & theory in
order to help them explain the theories & the principles regulating the use of sounds in spoken
language. This will enable the students to analyze and describe not only the sound system of
English language and its various dialects but also of their own language/s and identify the
problems of English pronunciation.
Contents:
‣ Introduction
Stages in the production of speech
Speech Organs
Manner and Place of articulation
‣ Segmental Phonology
Phonemes and allophones (consonants, vowels, diph/triphthongs)
The Cardinal Vowel System
Syllable and syllabic structure (consonant clusters, syllable, word stress)
Sounds in connected speech (weak forms, elision and assimilation)
‣ Suprasegmental Phonology
Word and Sentence stress and intonation
‣ Contrastive Phonology
Teaching of pronunciation

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Application of phonetic and phonological rules in daily life
Pakistani English
‣ Phonetic/Phonemic Transcription
Recommended readings:
1. P. Roach, English Phonetics and Phonology: A Practical Course. Cambridge: Cambridge
UP, 1991
2. J. Kenworthy, Teaching English Pronunciation. London: Longman, 1987
3. D.A. Burquest, Phonological Analysis: A Functional Approach, Dallas: SIL, 2001
4. Celce-Murcia, M., Brinton, D. & Goodwin, J. (1996). Teaching Pronunciation:
reference for Teachers of English to speakers of Other Languages. Cambridge:
CUP.
Semester II: Core Courses
Research Methods in Applied Linguistics
Course Description: The course is a core/required second semester course. It is a survey of the
techniques and approaches used in second/foreign language research and applied linguistics as
well as qualitative and quantitative research. It familiarizes students with techniques and
methods of selecting topics, developing questions, collecting and analyzing data, and preparing
the research proposal and report. Moreover, the course provides students with an opportunity to
know and practice how to construct, analyze, and report quantitative data as well as use SPSS to
analyze data.
Objectives: The course is intended to prepare students to:
‣ know about the selected research techniques and approaches used in the qualitative and
quantitative research paradigms
‣ have knowledge of the basic concepts underlying the use of statistics
‣ develop an understanding of ways of constructing, analyzing and reporting quantitative
data and using SPSS for analysis of data
‣ identify a researchable problem statement, develop an understanding of the key elements
of the research process (i.e., design methodology; population & sampling;
instrumentation, etc)
‣ develop a defensible research proposal
Contents:
‣ Research: An introduction
‣ The dissertation process: The research roadmap
‣ Key parts of a research proposal
‣ Research paradigms/families: types of research
‣ Research ethics and ethical issues in research involving human subjects
‣ Common data collection measures/tools
‣ Data collection and analysis procedures
‣ How to choose your topic?
‣ Where do research topics come from?
‣ Myths and misnomers regarding research and its process

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‣ Specifying your problem statements/research questions: the WHAT, WHY, and SO
WHAT
‣ Designing a quantitative study and qualitative research design
‣ How to write the INTRODUCTION?
‣ What is review of literature and how to write it?
‣ The research design methodology
‣ Population and Sampling procedures
‣ Some specialized qualitative sampling terminology
‣ Questions and issues related to Validity and reliability
‣ Sources of information
‣ The Basics of Statistics
‣ Variables, Research problems, and questions
‣ Data coding, entry, and checking
‣ Measurement and descriptive statistics
‣ Analyzing quantitative/qualitative data
‣ Selecting and interpreting inferential statistics
‣ Correlation and Regression
‣ t Tests and ANOVA
Recommended readings:
1. Mackey, A. & Gass, S. (2005). Second language research: Methodology and design.
New York: Routledge.
2. Dörnyei, Z. (2007). Research methods in Applied Linguistics: Quantitative, Qualitative,
and Mixed methodologies. Oxford: OUP
3. Morgan, G.A., Leech, N.C., Gloeckner, G.W., & Barret, K.C. (2007). SPSS for
introductory statistics: Use and interpretation. Mahwah, NJ: Lawrence Erlbaum
Associates, Inc.
4. Research Design & Methodology (Electronic textbook/materials) developed by Dr. Mary
I Dereshiwsky at Northern Arizona University College of Education.
5. Caelli, K., Ray, L., & Mill, J. (2003). Clear as Mud: Towards Greater Clarity in
Qualitative Research. International Journal of Qualitative Methods. 2:2. Retrieved 5
August 2004 from www.ualberta.ca/iiqm/backissues/pdf/caellietal.pdf
6. Holliday, A. (2002). Doing and writing qualitative research. London: Sage.
7. Maxwell, J.A. (2005). Qualitative research design: An Interactive Approach. (2nd ed).
Thousand Oaks, CA: Sage.
8. Tesch, R. (1990). Qualitative research: Analysis types and software tools. London:
Falmer.
Second Language Acquisition
Course description: The course is a second semester core course that introduces the graduate
students in applied linguistics to the broad issues comprising the field of second language
acquisition (SLA). It is an overview of the field of SLA as it relates to language teaching and
theories o second language learning. Students will review early approaches to SLA before
studying SLA theories and investigating a number of different theoretical and empirical positions
adopted by SLA researchers.

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Objectives: At the end of the course students will have knowledge and understanding of the:
‣ issues within the field of SLA
‣ theories of SLA
‣ questions investigated by SLA researchers
‣ empirical positions adopted by leading SLA researchers
‣ how to design and develop studies related to second language acquisition/learning
Contents:
‣ SLA and language teaching
‣ The nature of theories
‣ Language emergence: Implications for Applied Linguistics
‣ Early theories in SLA
‣ Universal Grammar
‣ Functional Approaches to SLA
‣ Associative-cognitive Creed
‣ Morpheme Acquisition
‣ Skill Acquisition Theory
‣ Implicit and explicit knowledge in grammar
‣ Input, Output, and Interaction in SLA
‣ Input Processing in Adult Second Language Acquisition
‣ Processability Theory
‣ Autonomous Induction Theory
‣ Lexical knowledge and SLT: Formulaic sequences
‣ Sociocultural Theory and Second Language Learning
Recommended readings:
VanPattan, B. & Williams, J. (2007). Theories in Second Language Acquisition: An
introduction. Mahwah, NJ: Lawrence Earlbaum.
Electronic readings:
Lightbown (2000); Sheen (2002); Lightbown (2002); Long (1990); Ellis & Larsen Freeman
(2006); Lakshmanan & Selinker (2001); Inagaki (2002); Sugaya & Shirai (2007); Goldschneider
& Dekeyser (2001); Ellis(2002 and 2006); Morgan-Short & Bowden (2006); Mackey (2006);
Philp (2003);Toth (2006); Wray (2000).
Semester II: Optional Courses
ESL Curriculum Development
Course description: ESL Curriculum Development provides a survey and analysis of L2
curriculum and syllabus design, development, and evaluation. It familiarizes students with
theoretical and practical issues related to the curriculum and course development process,
including the selection of content and the development of corresponding instructional materials
for ESL/EFL instruction. The course provides students with an opportunity to engage in a
semester-long project that highlights real-life curriculum- and course-planning issues.

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Objectives: At the end of the course students will have:
knowledge and understanding of theoretical and practical issues related to the curriculum
and course development process
understanding of the principles, techniques, and practices involved in curriculum/course
and syllabus design
ability to select and develop instructional materials
ability to conduct curriculum and course evaluation
ability to conduct a semester-long project and develop a course
Contents:
‣ Curriculum Development
‣ Language curriculum design
‣ Course development and the role of environment (situation) and needs analyses
‣ Principles guiding the curriculum and course design process
‣ Goals, content, and sequencing
‣ Format and presentation: Principles guiding materials selection, adoption, adaptation, and
development
‣ Monitoring and assessment
‣ Evaluation
‣ Approaches to curriculum design
‣ Negotiated and other syllabi types
‣ Adopting and adapting an existing course book
‣ Introducing change
‣ Teaching and curriculum design
‣ Approaches to ESP
‣ Approaches to EAP
‣ Approaches to task-based Instruction
‣ Approaches to project-based and problem-based instruction
‣ Approaches to content-based instruction
‣ Introducing change in the curriculum and course design process
Recommended readings:
1. Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York:
Routledge.
2. Alan, B., & Stoller, F. L. (2005). Maximizing the benefits of project work in foreign
language classrooms. English Teaching Forum, 43(4), 10–21.
3. Bigelow, M., Ramney, S., & Hebble, A. M. (2005). Choosing depth over breadth in a
content-based ESOL program. In D. Kaufman & J. A. Crandall (Eds.), Content-based
instruction in primary and secondary settings (pp. 179–193). Alexandria, VA: TESOL.
4. Brown, J. D. (1995a). Figure 1.2. Systematic approach to designing and maintaining
language curriculum. In The elements of language curriculum: A systematic approach to
program development (p.20). Boston: Heinle & Heinle.
5. Brown, J. D. (1995b). Ways of organizing: Syllabuses. In The elements of language
curriculum: A systematic approach to program development (pp. 6–14). Boston: Heinle
& Heinle.

6. Burns, A. (2010). What is action research? In Doing action research in English language
teaching: A guide for practitioners (pp. 1–21). New York: Routledge.
7. Donley, K. M. (2006). Curriculum at the next level. In M. A. Snow & L. Kamhi-Stein
(Eds.), Developing a new course for adult learners (pp. 219–242). Alexandria, VA:
TESOL.
8. Evans, H. (2006). Animals in the language classroom? Teaching English and critical
thinking in a social issues class. In M. A. Snow & L. Kamhi-Stein (Eds.), Developing a
new course for adult learners (pp.167–195). Alexandria, VA: TESOL.
9. Flowerdew, J., & Peacock, M. (2001). The EAP curriculum: Issues, methods, and
challenges. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for
academic purposes (pp. 177–194). New York: Cambridge University Press.
10. Graves, K. (1996). Table 1: Framework components. In K. Graves (Ed.), Teachers as
course developers (p. 13). New York: Cambridge University Press.
11. Miller, L. (2001). English for engineers in Hong Kong. In J. Murphy & P. Byrd (Eds.),
Understanding the courses we teach: Local perspectives on English language teaching
(pp. 236–255). Ann Arbor, MI: University of Michigan Press.
12. Morgan, B. (2001). Community-based ESL: Exploring “critical citizenship”. In J.
Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on
English language teaching (pp. 115–134). Ann Arbor, MI: University of Michigan Press.
13. Nation, P. (2000). Designing and improving a language course. English Teaching Forum,
38(4), 2–11.
14. Nunan, D. (1989). Hidden agendas: The role of the learner in programme
implementation. In R. K. Johnson (Ed.), The second language curriculum (pp. 176–186).
NY: Cambridge University Press.
15. Pica, T.(2008). Task-based instruction. In N. Van Deusen-Scholl & N. H. Hornberger
(Eds.), In Encyclopedia of language and education (2nd ed., pp. 71–82). New York:
Springer.
16. Richards, J. C. (2001a). Emergence of a curriculum approach in language teaching. In
Curriculum development in language teaching (pp. 39–43). New York: Cambridge
University Press.
17. Richards, J. C. (2001b). Example of a course rationale. In Curriculum development in
language teaching (pp. 146). New York: Cambridge University Press.
18. Richards, J. C. (2001c). Selecting a syllabus framework. In Curriculum development in
language teaching (pp. 152–165). New York: Cambridge University Press.
19. Shaila, M. Y., & Trudell, B. (2010). From passive learners to critical thinkers: Preparing
EFL students for university success. English Teaching Forum, 48(3), 2–9.
20. Smoak, R. (2003). What is English for specific purposes? English Teaching Forum,
41(2), 22–27.
21. Snow, M. A., & Kamhi-Stein, L. (2006). Developing a new course for adults:
Transforming challenges into solutions. In Developing a new course for adult learners
(pp. 1–15). Alexandria, VA: TESOL.
22. Stoller, F. L. (2006). Establishing a theoretical foundation for project-based learning in
second and foreign language contexts. In G. H. Beckett & P. C. Miller (Eds.), Projectbased
second and foreign language education: Past, present, future (pp. 19–40).
Greenwich, CT: Information Age.
20

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23. Stoller, F. L. (2008). Content-based instruction. In N. Van Deusen-Scholl & N. H.
Hornberger (Eds.), Encyclopedia of language and education (2nd ed., pp. 59–70). New
York: Springer.
24. Stoller, F. L., & Grabe, W. (1997). A six-T's approach to content-based instruction. In M.
A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on
integrating language and content (pp.78–94). NY: Longman.
25. Terdal, M., Ruhl, J., & Armstrong, C. (2001). English in the workplace at Goodwill
Industries. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local
perspectives on English language teaching (pp. 72–91). Ann Arbor, MI: University of
Michigan Press.
26. Tomlinson, B. (2010). Principles of effective materials development. In N. Harwood
(Ed.), English language teaching materials: Theory and practice (pp. 81–108). New
York: Cambridge University Press.
27. Willis, J. R. (2004). Perspectives on task-based instruction: Understanding our practices,
acknowledging different practitioners. In B. L. Leaver & J. R. Willis (Eds.), Task-based
instruction in foreign language education: Practices and programs (pp. 3–44).
Washington, D. C.: Georgetown University Press.
28. Graves, K. (2008). The language curriculum: A social contextual perspective. Language
Teaching, 41(2), 147-181.
29. Stoller, F. L. (1999). Time for change: A hybrid curriculum for EAP programs. TESOL
Journal, 8(10), 9–13.
English Syntax
The course is an optional course. It aims to familiarize the students with some of the major
theories and issues in syntax. The course will help them understand and appreciate the
relation between syntactic theories and linguistic analysis.
Contents:
‣ Universal Grammar
o Principles and parameters o categories and features
o X-Bar Theory
‣ Syntactic Structure
‣ Merger; empty categories
‣ Movement
o Head movement
o Verb Movement
o Negation
o Case and agreement
‣ Operator Movement
o Economy Principle
o Split projections
Recommended Readings:
1. Baker, L. C. (1995). English Syntax. The MIT Press.

22
2. Chomsky, N. (2004). Beyond Explanatory Adequacy. Structures and Beyond. In
Belletti Adriana (Ed.), The Cartography of Syntactic Structure. Vol 3. Oxford:
OUP. (104-131).
3. Haegeman, L. (1994). Introduction to Government and Binding Theory. Blackwell.
4. Miller, J. (2008). An Introduction to English Syntax. Edinburgh Textbooks on the
English Language.
5. Radford, A. (1997a). A Minimalist Introduction. CUP.
6. Radford, A. (1997b). Syntactic Theory and the Structure of English: A Minimalist
Approach. Cambridge University Press.
Technology in Language Teaching
Course description: The course aims to introduce students to the theoretical and practical issues
related to the use of technology for second language teaching and the diverse uses of technology
in the context of English language learning.
Contents
‣ Computer assisted language learning (CALL)
‣ Introduction to essential computer applications
‣ Effective uses of internet resources in the language class
‣ Using e-mail in the language curriculum
‣ Use of multi-media in the language class
‣ Use of audio-visual and web resources
‣ Developing a web-site
Recommended Reading:
1. Boswood, T. (Ed.). (1998). New Ways of Using Computers in Language Teaching.
Alexandria, VA: Teachers of English to Speakers of Other Languages.
2. Ely, P. (1984). Bring the Lab Back to Life. Oxford: Pergamon Press.
3. Hanson-Smith, E. Technology in the Classroom. Alexandria, VA: Teachers of English to
Speakers of Other Languages.
4. Hardisty, D., & Windeatt, S. CALL. Oxford: Oxford University Press.
5. Healey, D., & Johnson, N. (Eds.). (1997). CALL IS Software List. Alexandria, VA:
Teachers of English to Speakers of Other Languages.
6. Lomicka, L, & Cooke-Plagwitz, J. (Eds) (2003) Teaching with Technology. Heinle and
Heinle.
7. Stempleski, S., & Arcario, P. (Eds.). (1992). Video in Second Language Teaching: Using,
Selecting, and Producing Video for the Classroom. Alexandria, VA: Teachers of English
to Speakers of Other Languages.
8. Stempleski, S., & Tomalin, B. (1990). Video in Action. New York: Prentice Hall.
9. Teachers of English to Speakers of Other Languages. (1996). Computer-Enhanced
ESL/EFL Language Instruction Archive. Alexandria, VA.
10. Warschauer, M. (1995). E-Mail for English Teaching. Alexandria, VA: Teachers of
English to Speakers of Other Languages.
11. Beauvois, Margaret Healy. “Computer-Mediated Communication: Technology for
Improving Speaking and Writing.” Bush and Terry. 165-84.

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12. Bush, Michael D., and Robert M. Terry. Eds. Technology-Enhanced Language Learning.
Lincolnwood: Natl. Textbook, 1997.
13. Chun, Dorothy M., and Jan L. Plass. Cyberbuch. CD-ROM. New York: St. Martin’s,
1997.
14. Joiner, Elizabeth. “Teaching Listening: How Technology Can Help.” Bush and Terry. 77-
120.
15. Kassen, Margaret Ann, and Christopher J. Higgins. “Meeting the Technology Challenge:
Introducing Teachers to Language-Learning Technology.” Bush and Terry 263-85.
16. Martinez-Lage, Ana. “Hypermedia Technology and the Teaching of Reading.” Bush and
Terry. 121-63.
Discourse Analysis
Course description: People use language in context, yet linguistic models of language
structure and processing tend to focus on language in isolation, all else being equal. The
focus of this course is on charting what it means for all else not to be equal in order to better
understand how language works in larger discourse contexts. The focus will be organization
of language above the sentence-level, considering a variety of cross-sentence discourse
phenomena (coreference, ellipsis, information structure) and the types of models that have
been proposed to capture cross-sentence relationships (coherence, discourse markers,
conversational organization). The course also explores a variety of approaches and discusses
their theoretical assumptions, methodological tools, and empirical strengths and weaknesses.
Contents:
‣ Introduction to Discourse Analysis
o What is discourse and discourse analysis?
o Semantics vs. Pragmatics
‣ Role of Context in Interpretation
o Ambiguity in Reference
o Centering theory, Coherence and coreference
o Coherence, Bilingualism
o Information structure and non-canonical syntax
‣ Representation of Discourse Structure
o Coherence relations: local and global coherence
o Discourse trees vs. graphs
o Discourse Markers
o What are discourse markers?
o Do discourse markers always help?
‣ Conversational Organization
o Coordination between speakers
o Cooperativeness or consistency
‣ Turn-taking
o Information flow in conversation
o Turn-taking across cultures and online
o “Well” as a discourse marker
Recommended readings:

1. Brown, G. & Yule, G. (1983). Discourse Analysis. Preface & Ch 1. Halliday, M. A.
K. & Hasan, R. (1976). Cohesion in English. Ch 1.
2. Green, G. M. (1996). Pragmatics and Natural Language Understanding. Ch 4 & 5.
3. Noveck, I. A. & Reboul, A. (2008). Experimental pragmatics: A Gricean turn in the
study of language. TRENDS in CogSci, 12, 425-431.
4. Miltsakaki, E. (2002). Towards an aposynthesis of topic continuity and intra-sentential
anaphora. Computational Linguistics, 28, 319-355.
5. Hobbs, J. (1979). Coherence and coreference. Cognitive Science, 3, 67-90.
6. Rohde, H., Kehler, A. & Elman, J. L. (2007). Pronoun Interpretation as a Side Effect of
Discourse Coherence. Proceedings of the 29th Annual CogSci Conference.
7. Sorace, A., Serratrice, L. Filiaci, F. & Baldo, M. (2009). Discourse conditions on
subject pronoun realization: linguistic intuitions of older bilingual children. Lingua,
119, 460-477.
8. Prince, E.F. (1992). The ZPG letter: subjects, definiteness, and information-status.
In Thompson, S. and Mann, W., eds. Discourse description: diverse analyses of a
fund raising text. pp. 295-325.
9. Ward, G., & Birner, B. (2004). Information structure and non-canonical syntax. In L.
R. Horn & G. Ward (Eds.), The Handbook of Pragmatics. pp. 153-174.
10. Kehler, A. (2004). Discourse coherence. In L. R. Horn & G. Ward (Eds.), The
Handbook of Pragmatics. pp. 241-265.
11. Polanyi, L. (1988). A formal model of the structure of discourse. Journal of
Pragmatics, 12, 601-638.
12. Wolf, F. & Gibson, E. (2005). Representing discourse coherence: A corpus-based
analysis. Computational Linguistics, 31, 249-288.
13. Fraser, B. (1999). What are discourse markers? Journal of Pragmatics, 31, 931-952.
Blakemore, D. (1989). Denial and Contrast: A Relevance Theoretic Analysis of “But”.
Linguistics and Philosophy, 12(1), 15-37.
14. Kamalski, J., Sanders, T., & Lentz, L. (2008). Coherence Marking, Prior Knowledge,
& Comprehension of Informative & Persuasive Texts: Sorting Things Out. Discourse
Processes, 45, 323-345.
15. Holtgraves, T. M. (2002). Language as social action: Social psychology and language
use. Ch4.
16. Clark, H. H. (1985). Language use and language users. In G. Lindzey & E. Aronson
(Eds.), Handbook of social psychology (3rd ed.). pp. 179-231.
17. Garrod, S. & Pickering, M. J. (2004). Why is conversation so easy? TRENDS in
CogSci, 8, 8-11.
18. Shintel, H. & Keysar, B. (2007). You Said It Before and Youll Say It Again: Expectations
of Consistency in Communication. Journal of Experimental Psychology:
Learning, Memory, and Cognition, 33(2), 357-369.
19. Chafe, W. (1987). Cognitive constraints on information flow. In R. Tomlin (Ed)
Coherence and Grounding in Discourse. pp 21-51.
20. Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the
organization of turn-taking for conversation. Language, 50, 696-735.
21. Stivers, T., Enfield, N. J., Brown, P., Englert, C., Hayashi, M., Heinemann, T., Hoymann,
G., Rossano, F., de Ruiter, J. P., Yoon, K., Levinson, S. C. (2009). Universals
and cultural variation in turn-taking in conversation. PNAS, 106(26), 10587-10592.
24

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22. Baron, N. (2010). Discourse Structures in Instant Messaging: The Case of Utterance
Breaks. Language@Internet, 7.
23. Blakemore, D. (2002). “Well”. Relevance and Linguistic Meaning: The Semantics
and Pragmatics of Discourse Markers. pp128-148.
24. Watts, R. (1989). Taking the pitcher to the “well”: native speakers’ perception of
their use of discourse markers in conversation. Journal of Pragmatics, 13, 203-237.
Pragmatics
Course description: In this course students will be able to study factors that govern choice of
language in social interaction and the effects of these choices on others in addition to the
theoretical and methodological approaches used in the study social interactions.
Contents:
‣ Speech act theory – complex speech acts
‣ Felicity conditions
‣ Cooperation and Conversational implicature
‣ Reference and Inference
‣ Presupposition and Entailment
‣ Discourse and Culture
‣ The cooperative principle
‣ Conversational maxims
‣ Relevance
‣ Politeness
‣ Phatic tokens
‣ Deixis
Recommended Reading:
1. Grice, H.P. (1989) Studies in the Way of Words, Harvard University Press
2. Leech, G.N (1983) Principles of Pragmatics, Longman
3. Levinson, S. (1983) Pragmatics, Cambridge University Press
4. Levinson, S. (2000) Presumptive Meanings: The Theory of Generalized Conversational
Implicature, MIT Press
5. Verscheuren, J. (1999) Understanding Pragmatics, Arnold
Psycholinguistics
Course description: The course aims at developing understanding of different psychological
variables that interact with and upon the teaching, acquisition, and learning of language and of
the relation of language and mind/psychology. This will enable the students to develop the
theoretical background of learning and teaching English as a second language.
Contents:
‣ Psychology and language
‣ Basic Psycholinguistics

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o Comprehension and Memory
o Forms and Functions
o Basic Syntax and Production
o Production and Memory
o Meaning, Memory and Recognition of Words
o Articulation and Perception
‣ Developmental Psycholinguistics
o Phonological Development
o Syntactic Development
o Semantic Development
o Discourse Skill
‣ Applied Psycholinguistics
o Bilingual Language processing
o Language and Brain
‣ Theories of language Acquisition/Learning: Behaviourism, Cognitivism,
Interactionism
Recommended Readings:
1. Taylor, I. (1990). Psycholinguistics: Learning and Using Language, Printice Hall, INC.
2. Clark, Herbert, et al, (1984). Psychology and Language: An Introduction to
Psycholinguistics. London: Harcourt Brace
Teaching and Researching Speaking and Listening
Course description: This course provides an overview of ESL/EFL methodology and research
focusing on aural/oral skills. It provides students with some knowledge of current methods and
materials used for listening and speaking instruction in ESL/EFL teaching and the issues related
to teaching speaking and listening. It also covers related topics such as pronunciation and group
formation for language practice. The course aims to:
provide knowledge about the research and theoretical bases of the methods and
techniques used in the teaching of oral/aural skills in EFL/ESL
promote knowledge of current trends and materials for oral/aural skill building in
ESL/EFL instruction
provide practice in identifying learner needs at the individual and classroom level and
evaluating teaching methods and materials to develop oral/aural skills
enable students to practice and get feedback on lesson preparation in oral/aural skills
consider how aural/oral skill development can form part of an integrated skills approach
illustrate ways to integrate content and oral/aural language skills instruction
Contents:
‣ Approaches to and models of Listening
‣ What’s involved in listening?
‣ Listening styles and strategies
‣ Listening: A pedagogical model & what is listening?
‣ Listening: Case studies; Technology & films; key issues in teaching listening
‣ Listening: Principles & practices

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‣ Pronunciation & listening comprehension
‣ Pronunciation: English sound system
‣ Issues in connected speech
‣ Pronunciation: Common problems and solutions
‣ Pronunciation: Classroom practices
‣ Speaking: Overview and fundamentals
‣ Speaking: What is speaking? & Characteristics of a conversation class
‣ Speaking: Research findings
‣ Speaking: Cooperative learning
‣ Speaking: Successful speaking activities
‣ Key issues in teaching speaking
Recommended readings:
1. Avery, P., & Ehrlich, S. (1992). Teaching American English pronunciation. Oxford:
Oxford University Press. (A&E in syllabus)
2. Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice.
New York: Cambridge University Press. (F&M in syllabus)
3. Folse, K. S. (2006). The art of teaching speaking: Research and pedagogy for the
ESL/EFL classroom. Ann Arbor, MI: University of Michigan Press.
4. Bailey, K. (2005). Practical English Language Teaching: Speaking. New York, NY:
McGraw Hill.
5. Helgesen, M., & Brown, S. (2006). Practical English Language Teaching: Listening.
New York, NY: McGraw Hill.
6. Celce-Murcia, M., Brinton, D., Goodwin, J., & with Barry Griner (2010). Teaching
pronunciation: A course book and reference guide. Cambridge University Press
Electronic readings:
1. Bassano, S. (2003). Helping ESL students remember to speak English during group
work. TESOL Journal, 12(1), 35–36.
2. Derwing, T. M. (2003). What do ESL students say about their accents? The Canadian
Modern Language Review, 59, 547-566.
3. Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation
teaching: A research-based approach. TESOL Quarterly, 39 (3), 379-397.
4. Gibert, J. (1995). Pronunciation practice as an aid to listening comprehension. In D. J.
Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language listening (pp.
97-112). San Diego, CA: Dominie Press.
5. Goodwin J. (2001). Teaching pronunciation. In M. Celce-Murcia (Ed.), Teaching English
as a second or foreign language (pp. 117-137). Boston: Heinle & Heinle.
6. Ishihara, M., & Chi, J. C. (2004). Authentic video in the beginning ESOL classroom:
Using a full-length feature film for listening and speaking strategy practice. English
Teaching Forum, 42(1), 30–35.
7. Iwashita, N., Brown, A., McNamara, T., O’hagan, S. (2008). Assessed levels of second
language speaking proficiency: How difficult? Applied Linguistics, 29, 24–49.
8. Jacobs, G., & Hall, S. (2002). Implementing cooperative learning. In J. Richards & W.
Renandya (Eds.), Methodology in language teaching (pp. 52–58). Cambridge: Cambridge
University Press.

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9. Jenkins, J. (2005). Implementing an international approach to English pronunciation: The
role of teacher attitudes and identity. TESOL Quarterly, 39, 535-543.
10. Kang, O. (2010). Relative salience of suprasegmental features on judgments of L2
comprehensibility and accentedness. System. 38, 301-315.
11. Kang, O., & Rubin, D. (2009). Reverse linguistic stereotyping: Measuring the effect of
listener expectations on speech evaluation. Journal of Language and Social Psychology,
28, 441-456.
12. Ladefoged, P. (2001, 2006, 2010). A course in Phonetics. Wadsworth Publishing,
Chapters 1-2.
13. Lazaraton, A. (2001). Teaching oral skills. In M. Celce-Murcia (Ed.), Teaching English
as a second or foreign language (pp. 103-116). Boston: Heinle & Heinle.
14. Levis, J. M. (2007). Computer technology in teaching and researching pronunciation.
Annual Review of Applied Linguistics, 27, 184-202. It's available in our Cline library.
15. Levis, J. M., & Grant, L. (2003). Integrating pronunciation into ESL/EFL classrooms.
TESOL Journal, 12, 13–19.
16. McGroarty, M., & Calderón, M. (2005). Cooperative learning for second language
learners: Models, applications, and challenges. In P. Richard-Amato & M.A. Snow
(Eds.), Academic success for English language learners: Strategies for K-12 mainstream
teachers (pp. 174–194). White Plains, NY: Longman.
17. Meldelsohn, D. (1995). Applying learning strategies in the second/foreign language
listening comprehension lesson. In D. J. Mendelsohn & J. Rubin (Eds.) A guide for the
teaching of second language listening ( pp. 132-150). San Diego, CA: Dominie Press.
18. Morley J. (2001). Aural comprehension instruction: Principles and practice. In M. Celce-
Murcia (Ed.), Teaching English as a second or foreign language (pp. 69-86). Boston:
Heinle & Heinle.
19. Murphy, J. (1991). Oral communication in TESOL: Integrating Speaking, listening &
pronunciation. TESOL Quarterly, 25(1), 51-75.
20. Nation, I.S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking (chapters
3 & 9). New York, NY: Routledge.
21. Peterson, P. W. (2001). Skills and strategies for proficient listening. In M. Celce-Murcia
(Ed.), Teaching English as a second or foreign language (pp.87-100). Boston: Heinle &
Heinle.
22. Vela Izquierdo, A. F. (2004). Reciprocal teaching: A useful tool in increasing studenttalking
time. English Teaching Forum, 42(2), 20–25. (Note: listed under Izquierdo in
Vista)
23. Wong, R. (1993). Pronunciation Myths and Facts. English Teaching Forum, pp. 45-46.
Semester III & IV
Thesis Writing
This one-year writing process and 26 CHs course means serious research work. The candidates
will compose a research paper of about 20,000 to 25,000 words on a topic of choice in Applied
Linguistics.