1

PROPOSED
CURRICULUM
OF
ENGLISH

For

MS/M.PHIL IN ENGLISH LINGUISTICS AND LITERATURE

(2 Years)

DEPARTMENT OF ENGLISH
ABDUL WALI KHAN UNIVERSITY MARDAN
(02 YEARS PROGRAM)
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Contents
INTRODUCTION OF THE PROGRAMME ........................................................................................................ 4
AIMS & OBJECTIVES ......................................................................................................................................... 4
SCHEME OF STUDIES ........................................................................................................................................ 5
DETAIL OF CORE COURSES ............................................................................................................................. 5
SEMESTER I ......................................................................................................................................................... 6
QUALITATIVE RESEARCH METHODS ...................................................... Error! Bookmark not defined.
QUANTITATIVE RESEARCH METHODS ................................................... Error! Bookmark not defined.
CRITICAL DISCOURSE ANALYSIS (CDA) .................................................................................................. 8
ELECTIVE COURSES GROUP-A ..................................................................................................................... 10
(LINGUISTICS) ................................................................................................................................................... 10
SEMESTER I ................................................................................................................................................... 10
APPROACHES TO FOREIGN/ SECOND LANGUAGE ACQUISITION ................................................ 10
COMPUTATIONAL LINGUISTICS ..............................................................Error! Bookmark not defined.
LANGUAGE IN EDUCATION .................................................................................................................. 12
PRAGMATICS ............................................................................................................................................ 12
STYLISTICS ....................................................................................................Error! Bookmark not defined.
ENGLISH SYNTAX ........................................................................................Error! Bookmark not defined.
TRANSLATION STUDIES ......................................................................................................................... 13
BILINGUALISM ......................................................................................................................................... 21
CROSS-CULTURAL COMMUNICATION ...................................................Error! Bookmark not defined.
ENGLISH FOR SPECIFIC PURPOSES (ESP) ........................................................................................... 21
ELT MANAGEMENT .....................................................................................Error! Bookmark not defined.
LANGUAGE AND GENDER ..................................................................................................................... 22
LANGUAGE, CULTURE AND IDENTITY .............................................................................................. 23
Teaching and Learning English in Large Classes.............................................Error! Bookmark not defined.
Technology in Language Teaching ..................................................................Error! Bookmark not defined.
DETAILS OF ELECTIVE COURSES GROUP-B (ENGLISH LITERATURE) ...Error! Bookmark not defined.
Semester—I ....................................................................................................... Error! Bookmark not defined.
Shakespeare Studies: ........................................................................................Error! Bookmark not defined.
Romantic Aesthetics: ........................................................................................Error! Bookmark not defined.
American Literature – I (Novel and Short Story): ............................................Error! Bookmark not defined.
Semester II ........................................................................................................................................................ 29
Modern and Contemporary Poetry: .............................................................................................................. 29
Modern Fiction: ............................................................................................................................................ 30
Modern Drama.............................................................................................................................................. 30
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American Literature (AL) – II (Drama & Poetry) ........................................................................................ 31

World Literature in Translation .................................................................................................................... 32
Postcolonial Studies...................................................................................................................................... 33
RESEARCH WORK SEMESTER—III & IV ..................................................................................................... 34
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INTRODUCTION OF THE PROGRAMME

M.Phil in English Linguistics and Literature was launched in 2013 with the intention to
strengthen research culture and equip students with advanced concepts and specialist
knowledge in linguistics and literature. Because of the importance of English in the economic
and technological developments, English has been used as medium of instruction in the
leading educational institution from the beginning of schooling in Pakistan. As a matter of fact
there is lack of expert knowledge in language and literature, especially with reference to
Khyber Pakhtunkhwa. The programme was primarily aimed at removing this deficiency. The
programme offers opportunities for the students who hold first class degree and intermediate
competence in the field of linguistics and literature achieved in BS and MA programmes. This
programme inculcates sound communication skills, presentation skills, comprehension of the
modern trends in linguistics/literature, creative originality, competence in responsible research
and academic growth.

AIMS & OBJECTIVES

Aims
The programme aims to enable the students to:
• Demonstrate knowledge of advanced concepts in the selected fields of study i.e. either
linguistics or literature
• Conduct innovative research in their selected area of study
• Apply their specialist knowledge for conducting research in Linguistics or literature

Objectives
In specific, the learners shall also be able to:
• Develop confidence, independence and the ability to critically evaluate and analyse
knowledge in English studies
• Express ability to respond effectively to the changing demands of ELT, ESP, TESOL and
teaching English Literature
• Use linguistic concepts and terminology with practical understanding
• Analyse individual texts and explore/establish comparison between them
• Trace and recognize the cross cultural influences in English language and literature
teaching

Scope of Programme
Graduates of the programme not only upgrade their qualification but also develop skills in
teaching, research and critical thinking that in turn create opportunities in finding jobs
with intermediate to advanced level positions in teaching, media, multinational
corporations and civil bureaucracy etc. The programme also helps in positive social
transformation like democracy, modernaization and globalization.
 5

SCHEME OF STUDIES
FOR MS/M.PHIL IN ENGLISH LINGUISTICS AND LITERATURE

The students will study eight courses, four courses in each semester over a period of one year.
They must study four core courses i.e. two in each semester. They can select two elective
courses in each semester by selecting either from literature or linguistics group to complete
their course work for M.Phil (24 credit hours). The students will be advised to select the
elective courses that pertain to their individual research interest. Each course is of 3 CH i.e.
24CH in taught courses and 06 CH in thesis.

In the elective subjects, students in each semester, have to study TWO elective subjects from
either Linguistics group ‗A‘ or TWO subject from Literature group ‗B‘ and then they would
be free to choose research topic in either Literature or in Linguistics after the completion of
course work i.e. 24 CH.
a. (NEW COURSES)

a. COMPULSORY/CORE COURSES FOR MS/M.PHIL

Semester
Semester – I Semester – II III & IV
Title CrHrs Title CrHrs

Thesis Writing
(20,000 – 25,000
Words)
Research Skills and Methodology 03 Theories of Language 03

Discourse Analysis 03 Literary Theories 03

b. ELECTIVE COURSES FOR MS/MPhil

Semester
Semester – I * Semester – II *
III & IV
1. Approaches to Foreign/Second 1.Bilingualism
Language learning 2.ESP
2. Language in Education (TEFL) 3.Language & Gender
3. Semantics and Pragmatics 4.Language, Culture & Identity
(20,000 – 25,000 Words)

4. Translation Studies 5.World Englishes

5. Sociolinguistics 6.Corpus Linguistics
6. Psycholinguistics 7.English Language Teaching and
(LINGUISTICS)

7. Genre Studies Research

Thesis Writing

8. Phonetics & Phonology 8.Globalization and Spread of

GROUP A

9. Critical Discourse Analysis English

10.Logic and Critical Thinking 9.Cross Cultural Communication
11.Bibliography and Research 10.Rhetoric and Persuasion
11.Psychoanalytical Criticism
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1.Shakespeare Studies 1.Contemporary Poetry

2.Romantic Aesthetics 2.Modern Fiction
3.American Literature – I (Novel & Short 3.Modern Drama
Story) 4.American Literature – II (Drama
4.Pakistani Literature in English & Poetry)
5.Contemporary British Literature 5.World Literature in Translation
6.Contemporary American Literature 6.Postcolonial Studies
(LITERATURE)

7.Women‘s Writing/ Female Narratives 7.African American Literature

8.Post Structuralism and Deconstruction 8.Latin American Literature
GROUP B

9.Modern Critical Trends and Theories 9.Psychoanalytical literary

Criticism
* = Each Subject has 03 Credit Hour

DETAIL OF CORE COURSES

SEMESTER I

RESEARCH SKILLS AND METHODOLOGY (Qualitative)

Aims
The aims of this course are to enable the student to:
• be familiar with selected research techniques and approaches within the qualitative
research paradigm;
• develop understanding and skills of using appropriate tools for collecting data
• develop an understanding of ways of analyzing and reporting qualitative data
• use QSR for analysis of data; and
• understand and use ethical issues at all stages of the research process.

Contents
• Introduction to qualitative methods in Applied Linguistics research
• Ethnography
• Narrative inquiry
• Action research
• Case study
• ‗Generic‘ qualitative research
• Tools for research:
• Interviews
• Observation
• Document analysis
• Methods and tools for data management and analysis
• Grounded theory
• Content analysis
• Computer assisted analysis of qualitative data
 7

• Ethical issues in qualitative research

Recommended Reading
1. Bogdan, R. C., Biklen, S. K.(1998). Chapter 1: Foundations of Qualitative Research in
Education. Qualitative Research for Education: An Introduction to Theory and Methods
(3rd. ed.). New York: Allyn and Bacon
2. Caelli, K., Ray, L., & Mill, J. (2003).Clear as Mud: Towards Greater Clarity in
Qualitative Research. International Journal of Qualitative Methods. 2:2.Retrieved
5August 2004 from www.ualberta.ca/iiqm/backissues/pdf/caellietal.pdf
3. Cohen, L.; Manion, L. and Morrison, K. (2000).Research methods in education. (5thed).
London: Routledge.
4. Creswell, J.W. (2002). Research design: Qualitative, Quantitative, andMixed Methods
Approaches. London: Sage Publication
5. Darlington, Y. & Scott, D. (2002). Qualitative Research in Practice: Stories from the
Field. Philadelphia: Open University
6. Denzin, N.K.& Lincoln, Y.S.(2005). The Handbook of Qualitative Research. (3rded).
Sage.
7. Fielding. N. G. & Lee, R. M.(1998). Computer Analysis and Qualitative Research.
London: Sage.
8. Glesne, C. (1999). Becoming Qualitative Researchers: An Introduction. New York:
Longman.
9. Hart, C. (1998). Chapter 1.Doing a Literature Review. London: Sage.
10. Holliday, A. (2002). Doing and Writing Qualitative Research.London: Sage.
11. Kvale, S. (1996). Interviews: An Introduction to Qualitative ResearchInterviewing.
Thousand Oaks, CA: Sage.
12. Lincoln, Y. L. and Guba, E. G. (1985). Naturalistic Inquiry. London: Sage.
13. Mason, J. (2002). Qualitative Researching. Thousand Oaks, CA: Sage.
14. Maxwell, J.A. (2005). Qualitative Research Design: An InteractiveApproach. (2nd ed).
Thousand Oaks, CA: Sage.
15. Miles, M.B. and Huberman, M. A. (1994).Qualitative Data Analysis: AnExpanded
Sourcebook. London: Sage.
16. Sandelowski, M. &Barraso,J.(2002).ReadingQualitative Studies.International Journal of
Qualitative Methods. 1:1. Retrieved 10 August2004 fromhttp://www.ualberta.ca/~ijqm/
17. Tesch, R.(1990). Qualitative Research: Analysis Types and Software Tools. London:
Falmer.
18. Smith, R.L. (1997). Implementing Qualitative Research in Pakistan.In M.Crossley& G.
Vulliamy (eds.) Qualitative Educational Research in Developing Countries: Current
Perspectives. New York: Garland Publishing.
19. Strauss, A. & Corbin, J. (1998). Basics ofQualitative Research: Techniques and Procedures
for Developing Grounded Theory. Thousand Oaks, CA: Sage. Action Research
20. Day, C., Elliot, J., Somekh, B.& Winter, R. (eds) (2002). Theory andPractice in Action
research. Oxford: Symposium Books.
21. Smith, L. M. (2004).Yesterday, Today, Tomorrow: Reflections on ActionResearch and
Qualitative Inquiry. Educational Action Research.12:2.175-195.

Case Study
22. Merriam, S. (1998). Chapter 2: Case Studies as Qualitative Research. Qualitative
Research and Case Study Applications in Education. San Fransisco: Jossey-Bass
Publishers. Ethnography
 8

23. Hammersley, M. &Atkinson, P. (1995). Ethnography: Principles and Practices.London:

Routledge. Narrative Inquiry
24. D. Jean Clandin in and F. Michael Connelly. Narrative Inquiry: Experience and Story in
Qualitative Research. San Francisco: Jossey- Bass Publishers, 2000.

DISCOURSE ANALYSIS
Aims
Discourse analysis has been designed in such a manner that it aims at familiarizing the
students with a variety of discourses and the study of these discourses. Moreover, it focuses on
how to conduct discourse analysis in exploring and analyzing multifarious functions, dynamics
and aspects of discourses. It is a theory and a research method, and it is also considered as a
broader approach. Therefore, the students will be able to understand multiplicity and viability
of discourse analysis in the field of linguistics and literature.

Contents
Discourse, functions of discourse, types of discourse, modes of discourse, discourse and
context, discourse and ideology, discourse and power, introduction to discourse analysis,
approaches to discourse analysis, discourse analysis as theory and method, toolkit in discourse
analysis, application of discourse analysis on a text, discourse analysis of literary and non-
literary genres, concepts and topics to be studied in discourse analysis, role and function of a
discourse analyst, linguistic, social and academic significance of discourse analysis.

Recommended Reading
 Jan Blommaert (2005) Discourse
 Brown & George Yule (2007) Discourse analysis
 Paul Gee (2014) How to do discourse analysis toolkit
 Van Dijh (2008). Discourse and power
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SEMESTER II

LITERARY THEORIES & RESEARCH

This course will introduce the learners to the field of literary theory, a central component of
contemporary studies in English and world literature. As you progress through this course, you
will gain knowledge of the various premises and methods available to you as a critical reader
of literature. You will identify and engage with key questions that have animated - and
continue to animate - theoretical discussions among literary scholars and critics, including
issues pertaining to ideology, cultural value, the patriarchal and colonial biases of Western
culture and literature, and more. The structure of this course is historically based, arranged as a
genealogy of theoretical paradigms, beginning in the early 20th century - when literary theory
first developed as a formal discipline - and following the evolution of literary theory into the
present day.

Course Contents:
 What is Literary Theory?
 The Rise of Critical Theory in the 20th Century
 Theory before ‗theory‘ – liberal humanism
 Form, Structure, and Signs
 Formalism
 Structuralism
 Post-structuralism and deconstruction
 Postmodernism
 Psychoanalytical criticism
 Feministic criticism
 Marxist criticism
 New historicism and cultural materialism
 Post-colonial criticism
 Nematology
 Eco criticism
 Semiotics
Reference books
 ‗Beginning Theory‘, an introduction to literary and cultural theory by Peter Barry.
 Literary Theory: A Very Short IntroductionJonathan Culler. Oxford University Press, 1997
 Literary Theory: The BasicsHans Bertens. Routledge, 2001
 Contemporary Literary TheoryG. Douglas Atkins; Laura Morrow. University of
Massachusetts Press, 1989
 Literary Theory and the Claims of History: Postmodernism, Objectivity, Multicultural
PoliticsSatya P. Mohanty. Cornell University Press, 1997
 Interpretation, Deconstruction, and Ideology: An Introduction to Some Current Issues in
Literary TheoryChristopher Butler. Clarendon Press, 1984
 Key Concepts in Literary TheoryJulian Wolfreys; Ruth Robbins; Kenneth Womack.
Edinburgh University Press, 2006
 10

THEORIES OF LANGUAGE

Aims

Contents

Recommended Reading

ELECTIVE COURSES GROUP-A

(LINGUISTICS)

SEMESTERI

1- APPROACHES TO FOREIGN/ SECOND LANGUAGE LEARNING

Aims
Onsuccessfullycompleting this course, students will be able to:
• Compare L1 Acquisition and SLA.
• Analyse some of the difficulties of L2 learners.
• Recognize social and cultural influences on SLA.
• Discuss the contributions of SLA to teaching

Contents
The course explores similarities and differences inL1 Acquisition and SLA, building on 'First
Language Acquisition‘. It presents major issues in second language learning from
psycholinguistic, social and cultural perspectives, such as ‗Contrastive Hypothesis‘ and
‗Inter-language‘; The morpheme
studies; Theoriesof second languageacquisition: Universal Grammar and second language
acquisition;EffectsofinputonL2learnerdevelopment; effectsof
ageonsecondlanguageacquisition;languageprocessingand
secondlanguageacquisition;Implicationsofthefindingsof secondlanguage acquisition research
for the classroom teacher.

1. Theoriesof Acquisition
1.1 Second language acquisition theory:generativeperspective
1.2 What is the logical problem of foreign language learning?
2 Syntax
2.1 Language Universals
2.2 The role of the head initial / head final parameter in the acquisition of English
relative clauses
2.1 Properties of the pro_ drop parameter
2.2 The adjacencycondition on case assignment
3. Semantics / pragmatics
3.1 Interlanguage and pragmaticwordorder
3.2 How do learners resolve linguistic conflicts?
4. Lexicon
 11

4.1 Canonical typological structuresand ergativity inEnglish l 2

Acquisition
4.2 Semantic theory and L2 lexical development
5. Phonology
5.1 A constructivist perspective on non-native phonology
5.2 Stress assignment in inter language phonology
6. Implications for ELT
6.1 Similarities and differences between LIA and SLA
6.2 Implications for ELT

Recommended Reading
1. Brown, H. Douglas and Gonzo,Susan T. (eds.) (1994). Readings onSecond Language
Acquisition, Hemel Hempstead: Prentice Hall
2. Cook, V. J. (1993)Linguisticsand Second Language Acquisition,London:Macmillan
3. Ellis, Rod. (1985) Understanding Second Language Acquisition, Oxford: OUP.
4. Ellis, Rod. (1994) The Study of Second Language Acquisition, Oxford: OUP.
5. Gass, Susan and Selinker, Larry. (1994)Second Language Acquisition: An Introductory
Course, US: Lawrence Erlbaum.
6. Krashen,S. (1981) Second Language Acquisition and Second LanguageLearning,
Oxford: Pergamum.
7. Larsen-Freeman, Diane and Michael Long H. (1991) An Introduction toSecond
Language Research,London: Longman.
8. Lightbown, P and Spada, N. (1999) HowLanguages AreLearned.Oxford: OUP.
9. McLaughlin, B. (1987) Theories of Second Language Learning, London: Arnold.
10. R Mitchell and F. Myles. (1998)Second LanguageLearningTheories, London: Arnold
11. Sharwood-Smith, M.(1994) Second Language Learning,TheoreticalFoundations.
London: Longman.
12. Skehan, P. (1989) IndividualDifferencesinSecond Language Learning, London: Arnold.
13. Spolsky,B. (1989)Conditions for Second Language Learning, Oxford: OUP.
14. Towel, R. and Hawkins, R.(1994) Approaches to Second LanguageAcquisition,
Clevedon: Multilingual Matters
15. White, L. (2003) Second Language Acquisition and Universal Grammar, Amsterdam/
Philadelphia: Benjamins.
 12

2- LANGUAGE IN EDUCATION (TEFL)

AimsandObjectives
The course aims to introduce students to broad issues in language and education to enable
them to make informed decisions asfuture leaders in the TESOL profession.
• By the end of the courses the students will be able to:
• Compare the language policy of their country withothercountriesand understand its
implications for the teaching of English, nationaland local languages
• Develop a range of perspectives to review the language in education situation in a country
and its possibleimpacts on access, equity, poverty alleviation etc.
• Make informed choices for school/institutional level policies and practices

Contents
• Place of language in Education for All
• Medium of instruction in bilingual/multilingual communities
• Bilingual education programs
• Roleof majorityand minority languages
• Linguistic rights
• Language and literacy

Methodology
Reading seminars led by the tutor and/or students, country case studies

RecommendedReading
1. Pennycook, A. (1996). English in the world/The world in English, in J.W.Tollefson
(1996)Power and Inequality in Language Education(pp.34-58). Cambridge: Cambridge
University Press,
2. Phillipson, R. (1992).Linguistic Imperialism. Oxford: Oxford UniversityPress.
3. Platt, J., Weber, H., & Ho, M. (1984).The New Englishes. London: Routledge, Kegan Paul.
4. Ricento, T. &Hornberger, N. (1996). Unpeeling the Onion: LanguagePlanning and Policy
and the ELT Professional.TESOL Quarterly 30:3,401-428.
5. Romaine,S. (1989). Bilingualism. Oxford: Basil Blackwell.
6. Schiffman, H.E. (1996). Linguistic Culture and Language Policy. London: Routledge.
7. Prator, C. (1968). The British Heresy in TESL. In Language Problems inDeveloping
Nations.J.A. Fishman et al. Eds. New York: John Wiley.
8. Smith, L. (ed.) (1981). English for Cross-cultural Communication.NewYork: Macmillan.
9. Strevens, P. (1982). World English and the Worlds Englishes or, WhoseLanguage is it
anyway? Journal of the Royal Society of Arts,June, pp.418-31.
10. Bisong, J. (1995). Language Choice and Cultural Imperialism: A NigerianPerspective.ELT
Journal 49:2. 122-132.

3- SEMANTICS AND PRAGMATICS

Aims
In this course students will be able to study factors that govern choice of language in social
interaction and the effects ofthese choices on others.
Contents
• Speech act theory –complex speech acts
• Felicity conditions
• Conversational implicature
• The cooperative principle
 13

• Conversationalmaxims
• Relevance
• Politeness
• Phatic tokens
• Deixis

Recommended Reading
• Grice,H.P. (1989)Studies in the Way of Words, Harvard UniversityPress
• Leech, G.N (1983)Principles of Pragmatics, Longman
• Levinson, S. (1983)Pragmatics, Cambridge University Press
• Levinson, S. (2000)Presumptive Meanings: The Theory ofGeneralized Conversational
Implicature, MIT Press
• Verscheuren, J. (1999)UnderstandingPragmatics, Arnold

4- TRANSLATION STUDIES
Aims
After completing the course students will be able tounderstandthe complexitiesof translation
from one languagetotheother–inthiscasefrom English to Urdu and from Urdu to English –
through studying translations. Theywillbeexpectedtodemonstrate their knowledge and
skills inTranslation.
Contents
 Language, culture and society
 The concept of universe of discourse
 Linguistic relativity
 Semanticcompetence
 Comparative Morphology, Syntax, and Semantics
 Translatability, Expressibility and Effability
Recommended Reading
1. Baker, Mona. 1992. In Other Words: A Course book on Translation.London: Routledge.
2. Bell, Roger T. 1994. Translation and Translating. London: Longman.
3. de Beau Grande, Robert-Alainand Dressler, Wolfgang. 1983. Introduction to Text
Linguistics. London: Longman.
4. Catford, John C. 1965. A Linguistic Theory of Translation: an Essay
onAppliedLinguistics.London:OxfordUniversity Press.
5. Duff, Alan. 1991 (2004).Translation. Oxford: Oxford University Press.
6. Fawcett, Peter. 1997. Translation andLanguage: Linguistic
TheoriesExplained.Manchester: St Jerome Publishing.
7. Guenthner, F and Gunther-Reutter (eds). 1978. Meaningand Translation: Philosophical
and Linguistic Approaches. London: Duckworth.
8. Kenny, Dorothy. 1998. ―Equivalence,‖ in theRoutledgeEncyclopedia of Translation
Studies, edited by Mona Baker, London and New York: Routledge, 77-80.
9. Nida, Eugene A. 1964. Towards a Science of Translating.Leiden: E. J.Brill.
10. Nida, Eugene A. and C. R.Taber. 1982.The Theory and Practice ofTranslation.Leiden: E.
J. Brill.
11. Kussmaul,Paul. 1995. Training the Translator. John BenjaminsPublishing Co.
12. Kress, Gunther. 1989. LinguisticProcess in Sociocultural Practice(2ndEd). Oxford: Oxford
University Press.
13. Newmark,Peter. 1995. A Textbook ofTranslation. Library of Congress: Cataloguing-in-
Publication Data.
 14

5- SOCIOLINGUISTICS

6- PSYCHOLINGUISTICS
7- GENRE STUDIES
8- PHONETICS & PHONOLOGY
9- CRITICAL DISCOURSE ANALYSIS
Aims
The course introduced the students to the analysis of discourse in sociocultural and
sociopolitical perspective.

Contents
• Discourse as a social and political enterprise
• Different Approaches to CDA.
• Common Features of CDA
• Fairclough‘s critical discourse analysis
Recommended Reading
1. Fairclough, F. N.Critical Discourse Analysis: the Critical Study of Language.
London: Longman.
2. Wodak, R.and Meyer, M. (eds). (2002).Methods of Critical Analysis

10- LOGIC AND CRITICAL THINKING

11- BIBLIOGRAPHY AND RESEARCH (Quantitative)

Aims
The aims of this course are to enable the student to:
• Be familiar with selected research techniques and approaches within the quantitative
research paradigm;
• Develop an understanding of basic concepts underlying the use of statistics;
• Develop an understanding of ways of constructing, analyzing and reporting quantitative
data;
• Use SPSS for analysis of data; and
• Understand and use ethical issues at all stages of the research process.

Contents
• The Logic of Quantitative Research
• Definitions and approaches, surrounding quantitative research
• Examine the philosophical issues, concepts and debates that underpin a quantitative
approach
• Consider some of the key differences between a quantitative and qualitative approach
• The logic of induction/deduction in social science research

Experimental Design
• Components of Experimental Design
• Internal validity/threats to internal validity
• Ruling out Alternative Explanations
• Types of Experimental Designs
 15

• Issues in Experimental design—methodological, practical and ethical

Sampling and Survey Design

• Survey design and different types of surveys
• Sampling: the need for it, different techniques of sampling
• Sample/population
• Probability sampling/different types
• The construction of questionnaires

Introduction to Statistics and SPSS

• Descriptive Statistics
• Inferential Statistics

Quantitative Analysis with Descriptive Statistics

• Kinds of variables and levels of measurement
• Different techniques of presenting quantitative data
• Data summary measures
• Frequency Distribution
• Measures of Central Tendency and Dispersion
• Measures of Normality
• Percentages/proportions
• Index/rate

Quantitative Analysis with Measures of Association

- Relationships
• Nature
• Direction
• Analysis
- Measures of Association
• Correlation
• Scatter plots
- Quantitative Analysis with Descriptive Statistics, How to interpret Group differences?
• T-test
• Analysis of Variance (ANOVA) for Group Comparison
• Predictions about Relationships in the Real World
- Regression Analysis
• Simple Linear Regression
• Multiple regression

Recommended Reading
1. Abelson, R. P. (1995). Statistics as Principled Argument.Hillsdale, NJ: Lawrence
Erlbaum Associates.
2. Gorard, S.(2001). Quantitative Methods in Educational Research.London: Continuum.
3. Field, A. and Graham Hole. (2003). How to Design and ReportExperiments.Sage.
4. Blaikie, N.(2003). AnalysingQuantitativeData: FromDescription
toExplanation.Thousand Oaks, CA: Sage.
5. Byrne, D.(2003).InterpretingQuantitative data.ThousandOaks,CA: Sage.
6. Black, T. R. (1999).DoingQuantitativeResearchin the Social Sciences: An Integrated
Approach to Research Design, Measurement, and Statistics. London, UK: Sage.
 16

7. Edwards, A. L. (1984). An Introduction to Linear Regression andCorrelation.2nd ed.

New York:Freeman.
8. Edwards, A. L. (1985).Multiple Regression and the Analysis of Variance and
Covariance.2nd ed. New York: Freeman.
9. Field, A. and Graham, H. (2003) How to Design and ReportExperiments.Sage.pp.172-
231.
10. Fink, A. (2002). How to AnalyzeSurveyData.Sage.
11. Glass, G. V, & Hopkins, K. D. (1996). Statistical Methods in Education and
Psychology.3rd ed. Needham Heights, MA: Allyn and Bacon.
12. Grimm, L. G. &Yarnold, P. R. (1995).Reading and UnderstandingMultivariate
Statistics.WashingtonDC:AmericanPsychologicalAssociation.
13. Hatch &Lazarton(1991).QuantitativeResearchDesign for AppliedLinguistics.
14. Huck, S. W. (2004).ReadingStatisticsandResearch.4thed. Boston, MA: Allyn and Bacon.
15. Keppel, G. (1982). Design and Analysis: A Researcher’s Handbook. 2nded. Englewood
Cliffs NJ: Prentice-Hall.
16. Kerlinger, F. N. (1979). Behavioral Research: A Conceptual Approach.ForthWorth TX:
Holt,Rinehart and Winston.
17. Muijs,D. (2004). Doing Quantitative Research inEducationwithSPSS.London: Sage.
18. Norusis, M. J. (2004). SPSS 12.0 Guide to Data Analysis. Upper
SaddleRiver,NJ:PrenticeHall.
19. Pedhazur, E.J., &Schmelkin, L.P. (1991). Measurement, Design, and Analysis: An
Integrated Approach.Hillsdale, NJ: Lawrence Erlbaum Associates.
20. Phillips, D.C. (1992). The Social Scientist’s Bestiary. Oxford UK: Pergamon.
21. Salknd, Nel.J. (2004).Statistics for People Who (think they) HateStatistics.London: Sage.
22. Snijders, T. &Bosker, R. (2002). Multilevel Analysis: An introduction toBasic and
Advanced Multilevel Modelling. Sage.
23. Tabachnick, B. G. &Fidell, L. S. (2001). Using Multivariate Statistics.4thed. New York:
HarperCollins.
24. Wright, D.B. (1997). Understanding Statistics: An Introduction for the Social Sciences.
London: Sage.

1- SHAKESPEARE STUDIES
Shakespeare Studies:
Rationale:
Any two of his most celebrated four tragedies, one pure romantic comedy, and a drama of his
mature age is an adequately fair selection of Shakespeare‘s works. His history plays are not
generally anthologized except for the Henry plays where in the great Sir John Falstaff appears.
His poems ought to have a separate Course. A comedy or any drama, for that matter, may be
replaced by another one keeping its suitability and the scope of the Course in view.
Shakespeare, of course, is such a comprehensive artist who compels reader store ad all of his
works and resists selections.
Butsuchvoluminouspoetanddramatistwoulddemandfourtofivecourses for extensive reading
which cannot be part of our M.A. English program. Hence the given list of plays is
consideredas properselection for this course.

SuggestedPrimaryReading:
1. Macbeth / King Lear(Any one of the two)
2. Hamlet / Othello(Any one of the two)
3. A Midsummer Night’s Dream
 17

4. The Tempest
SuggestedSecondaryandSpecificReading:
1. Barber, C.L. Shakespeare’s FestiveComedy. Princeton: 1959
2. Bloom, Harold. Shakespeare:TheInvention of the Human. London: Fourth Estate, 1999
3. Bradley, A. C. Shakespearean Tragedy(22ndEd.). London: 1929
4. Chambers, E. K. Shakespeare: A Survey. New York: Hill and Wang, Macmillan, 1925
5. Danby, John F.Shakespeare’s Doctrine of Nature. London: 1949
6. Eagleton, Terry. WilliamShakespeare. New York: Blackwell, 1986
7. Elliot, G. R. Flaming Minister.Durham, NC, 1953
8. Erikson, Peter. Rewriting Shakespeare,RewritingOur-selves. Berkley: Uof California P,
1991
9. Grady, Hugh. TheModernistShakespeare:Critical texts in a MaterialWorld. New York:
Oxford UP, 1991
10. Greene, G. et al. Eds. The Women’s Part: feminist CriticismofShakespeare. Urbana: U of
Illinois P, 1980
11. Jones, Earnest. Hamlet and Oedipus. New York:1949
12. Knight, Wilson G. The Wheel of Fire. London: Methuen, 1972
13. Paul, Henry N. The Royal Play of Macbeth. New York: 1950
14. Spenser,Theodore. Shakespeare and the Nature of Man (22ndEd.).New York:1949
15. Tillyard, E. M. W. Shakespeare’s Last Plays. London: Chatto andWindus, 1938
16. Tillyard, E. M. W. The Elizabethan World Picture.NewYork:Macmillan,1944

2- ROMANTIC AESTHETICS
Rationale:
The scopeofthiscourse doesnotadmitthefirstRomanticMovement ofthe giants
likeSpenser, Sidney and Shakespeare etc.This is also worth mentioning that the
romantic literature in fact, starts from the graveyard school of the
18thcenturyprimarilyknownforitsclassictaste. Poets like Goldsmith and Gray are
justifiably known as precursors of romanticism. However, the scope of this course does
not admit them as part of its reading as well. The period of romantic aesthetics covered
under this course starts from1789withtheadventofBlake‘swork.
Thisistheromanticrevivalperiod in which Blake,Wordsworth, Coleridge,Shelley,Byron,
Keats,Lambetc. establishitsimmensepoeticandprosaic richness. Thecourseis designed
keepinginviewthedifferent tastesofthe romanticrevivalperiodthatsavours best with the
poemsselected for it. However the final selection will be up to the University or
theteachers concerned.

SuggestedPrimaryReading:
1.William Wordsworth: Tintern Abbey, The Prelude book 1
2.―S.T. Coleridge: ―Rime of the Ancient Mariner‖
3.John Keats: Hyperion, The Eve of St.Agnes
4.Shelley: ― ―Hymn to Intellectual Beauty‖;Lines from Prometheus Bound
5.Lord Byron; Don Juan: selections

SuggestedSecondaryandSpecificReading:
1. EdwardDowden,The French Revolution and English Literature. 1987.
2. J.G. Robertson, Studies in the Genesis ofRomantic Theory in theEighteen
Century. 1923
3. F. R. Leavis, Revaluation: Tradition and Development in English Poetry.1936
 18

4. CleanthBrooks, The Well-Wrought Urn: Studies in the Structure ofPoetry. 1947

5. M. H. Abrams, The Mirror and the Lamp: Romantic Theory and
CriticalTradition.1954
6. M. H. Abrams, ed.,English Romantic Poets Modern Essays in Criticism.1960
7. David V. Erdman, ed, The Poetry and Prose of WilliamBlake. 1966.
8. S. F. Damon, William Blake:His Philosophy and Symbolism. 1924
9. J. V. Baker, The Sacred River: Coleridge’s Theory of Imagination. 1957
10. J. B. Beer,Coleridge the Visionary. 1959
11. W. J. Bate, ed., Keats:A Collection of Critical Essays. 1964
12. GeorgeBarnett, Charles Lamb: The Evolution of Elia. 1964
13. G. M. Ridenour, Shelley, A Collection of Critical Essays. 1965
14. Bennett Weaver, Wordsworth: Poet of the Unconquerable Mind. 1965. (A
psychological approach)

3- AMERICAN LITERATURE-I (NOVAL & SHORT STORY)

American Literature – I (Novel and Short Story):
Rationale:
This coursesurveys the origins of American literary movements with
referencetotherepresentativewriterschosen. Itsetssomedirectiontothe
studyofspecifictrendsintheAmericanShortStoryandNovel. AL–I stresses the diversity and
uniqueness of the American character and experience, and the foundational voices of self-
acclaimed Puritan holiness alongwiththerevolutionaryexpansionsoftheso-called patriots. Italso
highlights various phases of the AmericanRenaissance, Romantic awareness and
Transcendentalism, the Civil War and scientific progress, dreams ofAmerican success, and
several voices of social protest.

NOTE:The teachers must feel free to pick on their choices within their academic conditions
andconstraints.

Suggestedtexts
AmericanNovel:
• William Faulkner, Light in August/ABSOLAMABSOLAN
• Earnest Hemingway,A Farewell to Arms
• Tony Morrison, Beloved
• Steinbeck The Grapes of Wtrath
•
AmericanShortStory:
• Alexander Allen Poe, ―The Fall of the House of Usher,‖ ―The Murder inRue Morgue,‖
―The Maskof the Red Death‖
• Nathaniel Hawthorne, ― The Celestial Railroad,‖ ―The Minister‘s BlackVeil,‖ ―The
Maypole of Mary Mount,‖ ―Young Goodman Brown‖
• Earnest Hemingway, ―The Too Big Hearted Rivers‖
• Harriet E Wilson, ―A Friend for Nig‖ from Our Nig

SuggestedReading:
1. Bloom, Harold. Ed.Modern Critical Views: William Faulkner (ModernCritical Views
Series). New York: Chelsea House, 1986
2. Bradbury, M. Modern American Novel, 1983
 19

3. Brown, Julie. Ed. American Women Short Story Writers: A Collection ofCritical Essays.
New York: Garland Pub, 1995
4. Chase, R.The American Novel and its Traditions, 1958
5. Gray, R. American Fiction: New Readings, 1983
6. Hardwick,Elizabeth.Herman Melville. Viking Books: 2000

4- PAKISTANI LITERATURE IN ENGLISH

5- CONTEMPORARY BRITISH LITERATURE

6- CONTEMPORARY AMERICAN LITERATURE
7- WOMEN’S WRITING/ FEMALE NARRATIVES
8- POST STRUCTURALISM AND DECONSTRUCTION
1. Post- Structuralism Introduction
2. Signification
3. Difference
4. Writing
5. Transcendental Signified
6. Text
7. Discourse
8. Ideology
9. Simulacrum/ Simulation
10. Rhizome
11. How it all got started
12. The Big Names in Post-Structuralism
 Paul de man
 Gayatri Chakravorty Spivak
 Lacan
 Roland Barthes
 Michel Foucault
 Jean Baudrillard
 Homi K Bhabha
 Judith Butler
13. What does Post-Structuralism think of Literature, Authors, and Readers?
 What is Literature?
 What is an Author?
 What is a Reader?
14. How it all went down?
15. Derrida Presents ― Structure, Sign and Play in the Discourse of the Human Sciences‖.
 1966- Jacques Lacan‘s ‗Ecrits‘
 1967- Jacques Derrida‘s ‗of Grammatology‘
 1968- Roland Barthes‘ ‗The Death of the Author‘
 1970- Roland Barthes‘ ‗S/Z: An Essay‘
 1972- Jacques Derrida‘s ‗Margins of Philosophy, Dissemination and Position‘
 1975- Michel Foucault‘s ‗Discipline and Punish: The Birth of the Prison‘
 1980- Gilles Deluze and Felix Guattaris‘ ‗A Thousand Plateaus: Capitalism and
Schizophrenia‘
 1981- Jean Baudrillard‘s ‗Simulacra and Simulation‘
 1982- Paul de Men‘s ‗Allegories of Reading: Figural Language in Rossean, Rilke,
Nietzsche, and Proust‘
 20

 1989- Homi K Bhaba‘s ‗The Commitment to Theory‘

 1990- Judith Butler‘s ‗Gender Trouble: Feminism and the Subversion of Identity‘.

9- MODERN CRITICAL TRENDS AND THEORIES

1- Animal Studies
2- Cultural Studies
3- Deconstruction
4- Digital Humanities
5- Disability Studies
6- Eco Criticism
7- Ethnic Studies
8- Feminist Theory
9- Formalism
10- Hermeneutics
11- Marxism
12- Narrative Theory
13- New Criticism
14- New Historicism
15- Post-Colonial Theory
16- Post- Structuralism
17- Psychoanalysis
18- Queen Theory
19- Reader-Response Theory
20- Semiotics
21- Structuralism
22- Textual Criticism
 21

SEMESTER – II

1- BILINGUALISM
Aims
• To determine the nature of language change and multilingualism
• To understand the nature of languages in contact situation
• To understand different types of bilingualism and their functions in society

Contents
• Importance of the Study of Bilingualism
• Reasons/Causesof Bilingualism
• Bilingualism around the world and in Pakistan - a typology
• Language Contact & Consequences – Borrowing, Convergence, Semilingualism
• Language Choice (Diglossia; Polyglossia; Code-Switching)
• The Politics of Bilingualism and Bilingual Education.

Recommended Reading
1. Auer, Peter. (ed.) 1998.Code-Switching in Conversation: Language, Interaction, and
Identity. London: Routledge.
2. Auer, Peter. 1984. Bilingual conversation. Amsterdam: Benjamin‘sPublishing Company.
3. Baker, Colin and Prys, Jones, Sylvia (eds.). 1998. Encyclopedia of bilingualism and
bilingual education. Clevedon: Multilingual Matters.
4. Baker, Colin. 1996.Foundations of bilingual education and bilingualism. 2nded.
Clevedon: Multilingual Matters.
5. Grosjean, François.1982.LifewithTwoLanguages:An Introduction toBilingualism.
Cambridge, MA: Harvard University Press.
6. Heller, Monica and Martin-Jones, Marilyn (eds.). 2001. ―Voices of Authority: Education
andLinguistic Difference.‖ Contemporary Studies in Linguistics and Education, vol. 1.
Westport, CT: Ablex Publishing.
7. Jacobson R. (Ed.). 1998.CodeswitchingWorldwide. Berlin: Mouton deGruyter.
8. Kaye, Alan and Edwards, John 1999. Multilingualism.London: Routledge.
9. Milroy, Lesley and Muysken, Pieter (eds). 1995. One Speaker, Two Languages: Cross-
disciplinaryPerspective on Code-switching. Cambridge: Cambridge University Press.
10. Romaine,Suzanne. Bilingualism. Blackwell: Oxford, 1995.

2- ENGLISH FOR SPECIFIC PURPOSES (ESP)

Aims
The basic aim of this course is to teach the learners how to design and implement ESP
programme for a group of students in aparticular occupational or academic setting. Another
aim is to examine classroom practices for effective ESP instruction.

Course Objectives:
Bytheendofthecourse,students will:
• Develop an understanding of the major issues of concern forESPpractitioners;
• Become aware of the methods currently practicedin the teaching of ESP;
• Be able to conduct needs analysis ofthe students they are designing the syllabus for;
• Be able to adapt or create authentic ESP material ina chosen professional or occupational
 22

area.

Course Contents:
• Introduction to ESP
• Historicaland theoretical perspectives on ESP
• Conducting needs analysis (setting general goals and specific objectives)Course and
Materials: evaluation, design and development
• Assessment of ESPEvaluation of ESP programs
• Issues inESP
• Approaches to text analysis (register, discourse, and genre analysis)

Recommended Reading
1. Barron, C.(2003). ―Problem solving and ESP: Themes and Issues in aCollaborative
Teaching Venture.In English for Specific Purposes, 22.297-314.
2. Dudley-Evans, T. & Bates,M. (1987). ―The Evaluation of an ESP Textbook.‖In L. E.
Sheldon. Ed. ELT Textbooks and Materials: Problems in Evaluation and Development.
ELT Documents 126.
3. Dudley-Evans, T. & St. John, M. J. (1998). Developments in English
forSpecificPurposes.Cambridge: CUP
4. Fanning, P. 1993. ―Broadening the ESP Umbrella.‖English for SpecificPurposes.12 (2).
5. Holliday, A. and T. Cooke. 1982. ―An Ecological Approach to ESP.‖ In Lancaster
Practical Papers inEnglish Language Education.5 (Issues in ESP).University of
Lancaster.
6. Johns, A.M and T. Dudley-Evans. 1991.―English for Specific Purposes: International in
Scope, Specific in Purpose.‖ In TESOLQuarterly.25 (2).
7. McDonough, J. 1984. ESP in Perspective: A Practical Guide.London: Collins.
8. Okoye, I. 1994. ―Teaching Technical Communication in Large Classes.‖English for
Specific Purposes. 13 (3)
9. Widdowson, H.G. 1981. English for Specific Purposes: criteria for course design. In
L.Selinker, E. Tarone and V.Hamzeli (Eds.) English for Academic and Technical
Purposes. Rowley, Mass: Newbury.
10. Swales, J.(1990). Genre Analysis. Cambridge: CambridgeUniversity Press.

3- LANGUAGE AND GENDER

Aims
The goals of this course are to:
• Introduce students to a wide range of linguistic analyses of language used by and used
about women and men
• Examine models of explanation for gender differences
• Enable students to explore gender in the structure and use of language at different levels of
linguistic analysis (speech style/pronunciation, vocabulary, sentence construction,
discourse) and in different social and cultural) contexts.

Contents
This course explores:
• The relationshipsbetween language, gender, and society: In what ways do men and women
use language differently? How do these differences reflect and/or maintain gender roles
insociety?Understand the primary linguistic approaches to the topic of gender and language
 23

• Appreciate the past history of the subject as well as the present issues and controversies
which dominate the field.
• While the course takes primarily a linguistic perspective, it will also draw on insights from
anthropology, sociology, psychology, and women's studies.

Recommended Reading
1. Coates, J.(1986). Women, Men and Language. Longman: London.
2. Graddol,D. and J.Swann.(1989). Gender Voices. Blackwell: Oxford, UK.
3. King,R. (1991). Talking Gender: A Guide to Non-Sexist Communication.Copp Clark
Pitman Ltd.: Toronto
4. Tannen, Deborah (1990) You Just Don’tUnderstand. New York: Ballantine Books. (YJDU)
5. Johnson, Sally and Ulrike Hanna Meinhof (1997)Language
andMasculinity.Oxford:Blackwell.(LAM)
6. Hall, Kira, and MaryBucholtz.Eds.Gender Articulated. New York: Routledge, 1995.
7. Tannen, Deborah. Ed. Gender and Conversational Interaction. NewYork: O UP, 1993.
8. Thorne, Barrie, CherisKramarae, and Nancy Henley. Eds.Language,Gender,andSociety.
Rowley, MA: Newbury, 1983.
9. Nilsen, Alleen Pace,Haig Bosmajian, H.Lee Gershuny, and Julia P.Stanley. Sexismand
Language. Urbana, IL: NCTE, 1977.
10. Roman, Camille, Suzanne Juhasz, and Cristanne Miller. Eds. The Women & Language
Debate:ASourcebook. New Brunswick, NJ: Rutgers UP, 1994
11. Frank, Francine Wattman, and Paula A. Treichler.Language, Gender and Professional
Writing.New York: MLA, 1989

4- LANGUAGE, CULTURE AND IDENTITY

Aims
• To develop a better understanding ofwhat constitutes identity and how it is related to
language and culture
• To re-conceptualizeviews oflanguage, literacy and cultural practices within different
contexts
• To value diversity and reject discrimination

Contents
• Relationship between language and culture
• Role of language and culture in the formation of identity
• Types of identity: Religious; Ethnic; Linguistic; Cultural; National
• The issue of identity in multicultural societies
• IdentityCrisis
• Language Attitudes
• Ethnic conflicts
• Linguistic conflicts
• Problems of linguistic inequality
• Linguistic imposition
• Culture shock

RecommendedReading
1. Edwards,J.(2004).―Bilingualism:Contexts, Constraints, and Identities.‖ In the Journal of
Language and SocialPsychology. Vol. 23
 24

2. Edwards,J. (1985).Language, Society and Identity.Oxford:Basil

Blackwell.
3. Royce, A. P. (1982). Ethnic Identity: Strategies of Diversity. Bloomington: Indiana.

5- WORLD ENGLISHES

6- CORPUS LINUISTICS
Objectives

After completing this course the scholars will:

 know how to use machine-readable corpora

 know how to interpret corpus data
 know how corpora are compiled
 be familiar with a particular method for doing linguistic research
 know how to implement corpus methods in language teaching/learning
 know how to use corpora in English language research
 have increased insight into the English language and how it is used

Course Content

Introducing corpus linguistics: Historical Perspective and theoretical frameworks. Corpus design and
types of corpora, Data capture and mark-ups, Corpus annotation and Making statistic claims etc.
Role Of Corpus Linguistics in investigating the use of language features: Corpora in lexicographic and
lexical studies, Corpora in grammatical studies, Corpora in diachronic studies,Corpora in language
variation research, Corpora in sociolinguistic studies, Corpora in EAP, Corpora in language education,
Corpora in literary and stylistic studies, Corpora in critical discourse analysis, Corpora in contrastive
and translation studies.
Different Types of Corpora: British National Corpus, The American National Corpus,Guangzhou
Petroleum English Corpus, HKUST Computer Science Corpus, CPSA (Corpus of Professional Spoken
American English), MICASE (Words of English spoken in the academic domain), BROWN Corpus,
LOB Corpus, FROWN Corpus, FLOBCorpus,London-Lund Corpus (LLC), Lancaster/IBM Spoken
English Corpus (SEC), Cambridge and Nottingham Corpus of Discourse in English (CANCODE),
Santa Barbara Corpus of Spoken American English (SBCSAE) and Wellington Corpus of Spoken
New Zealand English (WSC).
Using Corpus tools for the purpose of language analysis: Using computer software like Word-Smith,
AntConc, Sketch engineetc for language analysis in terms of Concordances, Wordlists, Collocations
and keywords etc.
Recommended Readings

Aston, G., &Burnard, L. (1998). The BNC Handbook. Edinburgh, Scotland: Edinburgh University
Press.
 25

Azar, B. (1989). Understanding and using English grammar (2nd ed.). Englewood Cliffs, NJ: Prentice
Hall Regents.

Biber, D. (1993). Representativeness in corpus design. Literary and Linguistic Computing, 8, 1–15.

Biber, D., Conrad, S., &Reppen, R. (1998). Corpus linguistics: Investigating language structure and
use. Cambridge: Cambridge University Press.

Biber, D., Johansson, S., Leech, G., Conrad, S., &Finegan, E. (1999). Longman grammar of spoken
and written English. London: Longman.

Celce-Murcia, M., Dörnyei, Z., &Thurrell, S. (1997). Direct approaches in L2 instruction: A turning
point in communicative language teachingTESOLQuarterly, 31, 141–152.

Cobb, T. (1997). Is there any measurable learning from hands-on concordancingSystem, 25, 301–315.

Conrad, S. (1999). The importance of corpus-based research for language teachers. System, 27, 1–18.

Danielson, D., &Porter, P. (1990). Using English, your second language. Englewood Cliffs, NJ:
Prentice Hall Regents.

Ellis, R. (1993). The structural syllabus and second language acquisition. TESOL Quarterly, 27, 91–
113.

Ellis, R. (1995). Interpretation tasks for grammar teaching. TESOL Quarterly, 29, 87–105.

Ellis, R. (1998). Teaching and research: Options in grammar teaching. TESOL Quarterly, 32, 39–60.

Fotos, S. (1993). Consciousness and noticing through focus on form: Grammar tasks performance
versus formal instruction. Applied Linguistics, 14, 385–407.

Fotos, S. (1994). Integrating grammar instruction and communicative language use through grammar
consciousness-raising tasks. TESOL Quarterly, 28, 323–351.

Francis, G., Hunston, S., &Manning, E. (1996). Cobuild grammar patterns 1: Verbs. London:
HarperCollins.

Greenberg, K. (1992). Effective writing: Choices and conventions (2nd ed.). New York: St. Martin's
Press.

Hunston, S., &Francis, G. (2000). Pattern grammar: A corpus-driven approach to the lexical grammar
of English. Amsterdam: Benjamins.

Jenkins, M. (1986). Writing: A content approach to ESL composition. Englewood Cliffs, NJ: Prentice
Hall.

Johns, T. (1986). Micro-Concord: A language learner's research tool. System, 14, 151–162.

Johns, T. (1994). From printout to handout: Grammar and vocabulary teaching in the context of data-
driven learning. In T. Odlin (Ed.), Perspectives on pedagogical grammar (pp. 293–313). Cambridge:
Cambridge University Press.

Kennedy, G. (1998). An introduction to corpus linguistics. London: Longman.

 26

Mair, C. (1990). Infinitival complement clauses in English. Cambridge: Cambridge University Press.

Master, P. (1994). The effect of systematic instruction on learning the English article system. In T.
Odlin (Ed.), Perspectives on pedagogical grammar (pp. 229–252). Cambridge: Cambridge University
Press.

McCarthy, M. (1998). Spoken language and applied linguistics. Cambridge: Cambridge University
Press.

McCarthy, M., &Carter, R. (1995). Spoken grammar: What is it and how can we teach itELT Journal,
49, 207–218.

McEnery, T., &Wilson, A. (1996). Corpus linguistics. Edinburgh, Scotland: Edinburgh University
Press.

Meyer, C. (1992). Apposition in contemporary English. Cambridge: Cambridge University Press.

Nattinger, J., &DeCarrico, J. (1992). Lexical phrases and language teaching. New York: Oxford
University Press.

Papa, M., &Iantorno, G. (1986). Turning points: Communicating in English. New York: Addison-
Wesley.

Yip, V. (1994). Grammatical consciousness-raising and learnability. In T. Odlin (Ed.), Perspectives on

pedagogical grammar (pp. 123–138). Cambridge: Cambridge University Press.

SemesterII

7-English Language Teaching & Research

AIMS
Foundation method course for English Teachers who want to learn or improve their English
teaching as Second/Foreign Language. Course contents include: guiding principles and
methodology in a variety of approaches to the teaching of second languages, specifically in
developing auditory comprehension and oral production, teaching reading and writing; impact
of culture, heritage, socioeconomic level and educational background on language and literacy
development as well as human development processes and variations. Also included are skills
in motivation, communication, and classroom management.
The course will also supports and develops investigation and research within the area of
second or foreign language teaching. Research of both a quantitative and qualitative (including
ethnographic) orientation is of interest to the journal, which as a matter of policy publishes
work related to the teaching of any second language, not just English. A wide range of topics
in the area of language teaching is covered, including: programme; syllabus; materials design;
methodology; the teaching of specific skills and language for specific purposes.
 27

Contents
Basic theoretical concepts and principles underlying major approaches and methods to L2/FL
teaching: from traditional to contemporary knowledge understanding of the basic
tenets/techniques of major approaches/methods to L2/FL teaching roles of teacher and student
in L2/FL language teaching and learning methods and techniques of teaching L2/FL
languages.

 Principles of language teaching and language development

 Approaches, methods, and techniques: The past and the present
 Teaching across age and proficiency levels
 Interactive language teaching
 Second language evaluation and assessment
 Developing listening & speaking skills
 Developing literacy & reading skills
 Developing writing skills; integrating four language skills
 Teaching grammar and vocabulary
 Focus on the learner: Learning styles, learning strategies
 Curriculum materials, lesson planning, and classroom management
 Standard-based learning; Sociocultural, political, & institutional contexts technology in
teaching L2
 Exploring topics for research in ELT

Recommended Books:
 Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy.
Pearson/Longman.
 Patsy M. Lightbrown & Nina Spada. (2003). How Languages Are Learned. Oxford University
Press.
 Professional Journals: Foreign Language Annuals, TESOL Quarterly, The Modern Language
Journal, Language learning, Language Teaching, The Asian EFL Journal, Bilingual Education,
Journal, Bilingual Education Research, etc.

8- GLOBALIZATION AND SPREAD OF ENGLISH

28
 29

9- CROSS CULTURAL COMMUNICATION

Aims
The aim of this course isto foster an awareness and appreciation of cultural differences that
exist among people belonging to diverse cultures. The awareness gained through this course
can, in turn, increase intercultural communicative competence of learners.

Contents
• Introduction to Intercultural Communication
• Theoretical perspectives that help to explain interactions between members of different
cultures.
• Current literature and prevailing concepts in the field of cross-cultural communication
• Principles to improve intercultural communication.
• Strategies to avoid communicationbreakdown among people of diverse cultures
• Cultural diversity
• Influence of culture on communication
• Anxiety in Intercultural Encounters
• Barriers to Intercultural Communication
• Sourcesof Intercultural Miscommunication
• Strategies to improve Intercultural Communication
• Cross-cultural adaptation
• Multicultural Collaboration

Recommended Reading
1. Anderson, R. and Ross, V. 1998. Questions of Communication: A PracticalIntroduction
to Theory (second edition). New York: St. Martin‘s Press
2. Chick, K. J. 1996. ―InterculturalCommunication.‖ In McKay, L. S. andHornberger, H. N.
Eds. Sociolinguistics and Language Teaching.CUP
3. Griffin, E. 2000. A First Look at Communication Theory(third edition). NewYork:
McGraw Hill
4. Gumperz,J. and Roberts,C.1980.Developing AwarenessSkills for Interethnic
Communication.Occasional Papers No: 12. Singapore: Seamo Regional Language Centre
5. Hornberger, N. 1993. ―Review of Cultural Communication and InterculturalContact.‖ in
(D. Carbaugh, Ed.)Language in Society. 22. Pp. 300-304.
6. Wolfsan, N. 1992. ―InterculturalCommunication and the Analysis ofConversation.‖In R.
K. Herbert.Ed.Language and Society in Africa.Pp.197-214. Johannesburg: University of
the Witwatersand Press.

10- RHETORIC AND PERSUASION

11- PSYCHOANALYTICAL CRITICISM

SemesterII
1- MODERN AND CONTEMPORARY POETRY:
Rationale: Thiscourse aimsto enable students tocriticallyreadandanalyze poetry from the
War and Post World War II era and Modern and Contemporary times. Students will examine
the poetic response to developments in British and European history. They willalso identify
elements of poetic experimentation in form, style and theme.
 30

SuggestedTexts
• Ted Hughes: The Full Moon and Freedom, That Morning Her Husband
• Seamus Heaney: A Constable Calls,Mid-Term Break, Personal Helicon
• Andrew Motion: Lines, Foundations, Ann Frank Huis
• Sylvia Plath: Morning Song, Ariel, Poppies in October
• ElizabethJennings: Military Service

SuggestedSecondaryReading:
1. Alexander, Paul.Ariel Ascending: Writings about Sylvia Plath. New York: Harper and Row,
1985.
2. Blair, John G. The Poetic Art of W. H. Auden
3. Cox, C. B.and Hinchliffe, A. P. Eds.The Waste Land: A Casebook.London 1968
4. Kermode, F. ModernEssays.Glasgow,1981
5. Leavis, F.R. New Bearings in English Poetry. London: 1961
6. Unterecker J. W.B.Yeats: A Reader’s Guide. London: 1988

2- MODERN FICTION:

Rationale:
This course introduces students to the Modern English Novel so that they can read it in its
historical context of development. They will also be able to identify and respond to elements
of literary experimentation in the field of prose writing and novel.

Suggested Primary Reading:

1. James Joyce: Portrait of the Artist as a Young Man
2. D.H Lawrence: Women in Love
3. Joseph Conrad: Lord Jim/ Heart of Darkness
4. Iris Murdoch: Under the Net
5. Norine Govdimer: July’s People
Suggested Secondary Reading:
1. Beach,, J.W. The Twentieth Century Novel. 1952
2. Bent, Andrew. Study Course on William Golding’s Lord of the Flies. 2000
3. Ellmann, Richard. James Joyce. 1959
4. Guerard, Albert J. Conrad: The Novelist1958
5. Kettle, Arnold. Introduction to English Novel II. London: Hutchinson,
1978
6. Leavis, F.R. The Great Tradition. London: Chatto and Windus, 1962
7. Reynolds,M &Noakes, I. Iris Murdoch: The Essential Guide to
Contemporary Literature. O UP, 1999

3- MODERN DRAMA

Rationale:
Ibsen‘sinclusioninthisCourseofReadingis because of his role as a pioneer of the Modern
Drama and his profound genius to substantiate human experience. Strindberg and Pirandello
havea vivid disapproval ofthe conventionalmoralityandreligion – an accepted vogueoftheir
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times. They are radicalsin form and philosophy of art. Anouilh plays are centered around
family-in-crises and help shape and define the contemporary dramatic
concerns.Brechtwasdevotedtothe Marxist ideas andwasinspiredby human sentiment.
Inourfinalchoice,theplaybyOsborne,theconflict of the
diverseculturalbackgroundsrisestopinnacle.Thesedramatistspossibly
representthemodern,western,andcontinental dramaticperspectiveinitsall true formsand themes.
The readers of this course will definitely get interested in finding what are the dominant
dramaturgical traditions inthe history of Western drama and performance and how did
modernist experiments with the constituent elements of plot, characterization,
language, setting, movement, or theme challenge these traditions?

SuggestedTexts(Any4)
• Henrik Ibsen: The Wild Duck
• Tennessee WilliamA Street car Named desire
• Jean Anouilh: The Thieves Carnival
• Bertolt Brecht: Mother Courage and Her Children
• John Osborne:Look Back in Anger
• Churchill Caryl: Top Girls

SuggestedSecondaryReading:
1. Gassner, John. Formand Idea in Modern Theatre. New York: 1954
2. Lumley, Fredrik.Trends in 20thCentury Drama. Fairlawn: 1956; revised,
1960
3.Clark, Barrett H. Ed.European Theories of the Drama. New York: Crown,1947

SuggestedReading,SpecificandGeneral:
1. Pronko, Lenard Cabell. The World of Jean Anouilh. Berkeley: 1951
2. Gray, Ronald. Bertolt Brecht. New York: 1961
3. Northam,John. Ibsen’s Dramatic Method. London: 1953
4. Kitchin, L. Mid-Century Drama. London: 1960 (For Osborne)
5. Bishop, Thomas. Pirandello and the French Theatre. New York: 1961
6. Campbell,George A. Strindberg. New York: 1933
7. Kritzer, Amelia Howe.The Plays of Caryl Churchill:TheatreofEmpowerment. London:
Macmillan, 1991.
8. Lane, Richard. Ed.Beckett and Philosophy, Palgrave Macmillan, 2002.
9. Scott, M. Ed. The Birthday Party, The Caretaker, The Homecoming: A Casebook. London:
Macmillan, 1986.
10.Chothia,Jean. English Drama of the Early Modern Period: 1890-1940.New
York:Longman, 1996.

4- AMERICAN LITERATURE (AL) – II (DRAMA & POETRY)

Rationale:
American Literature (AL) – II is an extensive course in terms of its components and
scope. Much of it builds on understanding the traditions of American literary sensibility
discussed inAmerican Literature (AL) – I. Generally speaking, AL has stressed the
diversityand uniquenessof American character and experience.
Thiscoursefocusesonconnectingthe diverse Western
movementssuchasRealism,Naturalism,Romanticism, Transcendentalism Modernism,
Existentialism, Absurdism, Postmodernism, etc. astheyinfluencemultipletrends inAmerican
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nationalism. The course will highlight these emerging trends asthey culminate into the opening
of democraticvistasalongwithrepercussionsof industrialandscientific expansion. Race-gender-
classequationsreinterpretthecentralmeaningof
Americaandofthechangingsocialandeconomicvalues. Basicallythere
maybeseveralwaystoaccessAL,butwhetherwefollowsimple chronology
orconnectthroughthemesandgenres,thefinal objective of thiscourseisto look for the sense of
democratic diversity amid the constitutional unity of the US.

Suggested Texts:
• Wallace Stevens, Selections
• William Carlos William orEzra Pound, Selections
• Langston Hughes, Selections
• Sylvia Plath or Adrienne Rich, Selections

Suggested Texts: (plays:any4)

• Eugene O‘Neill, Long days journey into night
• Arthur Miller, The Crucible
• Edward Albee, Who’s Afraid of Virginia Woolf?
• Sam Shepard, The Buried Child
• David Mamet, American Buffalo
• August Wilson, Piano Lesson or Fences
• Lorraine Hansberry, A Raisin in the Sun
• Marsha Norman,‘Night, Mother
• Besides, if possible, some of the representative plays and poems of other minorities in
America from any Norton or Heath Anthology of American literature
General Resources on Genres (poetry):
• Bloom, H. Figures of Capable Imagination, 1976
• Waggoner, H. H. American Poetry From the Puritans to the Present,1968, Rev.1984
General Resources on Genres(drama):
• Bigsby, C.W.E. A Critical Introduction to Twentieth Century American Drama: I, 1900-
1940; II Williams, Miller, Albee; III Beyond Broadway,1982-85

5- WORLD LITERATURE IN TRANSLATION

Rationale:
This course is and inter-genre course and offers an exposure to some Classics in World
Literature, both in theme and form. The global perspective will not only make for an
intrinsically rewarding experience but will also give
depthtostudents‘graspofliteraturestranslatedinto English. Theywillbe abletoidentifyelementsof
universalliterarymeritsaswellascritically compare some of the great works of the East and the
West.

Suggested Primary Reading:

1. Basho (Japanese):Selections of Haiku (atleast 5)
2. Albert Camus (French and Algerian):The Outsider
3. Cervantes, M (Spanish): Don Quixote (Part 1-Book1&2)
4. Kafka, Franz (German): Metamorphosis
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5. Homer (Roman): Selections from ―The Iliad‖ and ―The Odyssey‖

6. Dostoevsky (Russian): Crime and Punishment
7. Rumi (Persian): Selections fromthe Mathnavi: (Divan & Discourse; TheSong of the Reed /
The Artists)
8. Iqbal, M (Indo-Pakistani): Selectionsfrom JavaidNama: The Spirit ofRumi Appears
9. FaizAhmed Faiz(Pakistani): Dawn of Freedom: Aug 1947. Translated by Agha ShahidAli
10. Frederico Garcia Lorca (Spanish): Blood Wedding
11. Lu Hsun(Chinese), ―The Kite‖ and ―After Death‖ inWild Grass. Peking: Foreign Language
Press,1974

Suggested Secondary Reading:

1. Arberry. A. R. Ed. Persian Poems. London: J. M. Dent and Sons, 1954
2. Bowra, C.M. Tradition and Design in the Iliad. Oxford: Clarendon Press,1950
3. Bree, G. Ed. Camus:A Collection of Critical Essays. Prentice Hall
4. Blyth, R.H. The Genius of Haiku. London: 1994
5. Bloom, Harold. Ed.Franz Kafka’s The Metamorphosis. New York: Chelsea,1998
6. Madariaga, Salvador D. E.Don Quixote: An Introductory Essay inPsychology.
London:Oxford UP, 1948
7. Murray, G. The Rise of the Greek Epic.OxfordUP,1934
8. O‘Kelly, H. W. Ed. The Cambridge History of German Literature. Cambridge: C UP,
1997
9. Schimmel,A. M. The Triumphal Sun. New York: State U of New York P,
1993
6. POSTCOLONIAL STUDIES
Rationale:
This course aims to introduce students to a selection of literature and
criticismgeneratedbythecolonizersandthecolonized. Studentswill
beabletoparticipatemeaningfullyinthedebateinauguratedbyPost-Colonialliterary studies.
Theywillbeabletoidentifythecommonthematicconcernsand stylistic featuresin the cross
continental voices of the empire. They will also be able to recognize post-colonial literature
and criticism as a distinct and significantaddition to English literary studies.

Suggested Primary Reading:(chooseany5)

1. ChinuaAchebe: Things Fall Apart
2. BapsiSidhwa: Ice Candy Man
3. NadeemAslam: Season of the Rain Birds
4. Arundhati Roy: The God of Small Things
5. HanifKureishi: My Son the Fanatic
6. Frantz Fanon: ―On National Culture‖ from The Wretched of the Earth
7. Edward Said: ―Introduction‖ toCulture and Imperialism
8. GauriViswanathan:―The Beginning of British Literary Study in BritishIndia‖ from The
Masks of Conquest
9. Sara Suleri: ―The Rhetoric of English India‖
10. NgugiwaThiong‘O: ―On The Abolition of the English Department‖
11. Derek Walcott: The Schooner Flight / A Far Cry from Africa / A Lesson for This Sunday
12. Ben Okri: An African Elegy
13. MargrateAtwood: Progressive Insanities of a Pioneer Play
14. Wole Soyinka: Brother Jero
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Suggested Secondary Reading:

1. Achebe,Chinua, ―The Role of a Writer in A New Nation.‖ NigeriaMagazine. No 81: 1964
2. Ashcroft, B. Griffiths, G. and Tiffin, H. Eds. The Post-Colonial StudiesReader, London:
Routledge, 1995
3. Belsey, C.Critical Practice, London: Methuen, 1980
4. Boehmer, Elleke. Colonial and Postcolonial Literature. Oxford: OxfordUP, 1995
5. Loomba,Ania. Colonialism/ Postcolonialism. London: Routledge, 1998
6. Peck,J. Ed. New Casebook on Post-colonial Literatures. Macmillan,1995
7. Smith, H.Beyond the Post Modern Mind. Lahore: Suhail Academy, 2002.

7. AFRICAN AMERICAN LITERATURE

8- LATIN AMERICAN LITERATURE

9- PSYCHOANALYTICAL LITERARY CRITICISM

RESEARCH WORK SEMESTER—III & IV

THESIS/DISSERTATION WRITING

Rational:
This is a one-year (2 semesters, can be extended to 4 semesters) writing process comprised of
06CH. It is serious and focused research work that includes writing and composing
dissertation of about 20,000 to 25,000 words on the topic selected by the scholars and finalized
by their respective supervisors. Details regarding research at M.Phil level may be connected
back to the training received by these candidates through the courses offered during their
course work.
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