To develop language knowledge and communicative skills. The aim is ‘proficiency’ as detailed for level C2 in ‘Common European Framework of Reference for Languages’. To develop learning skills in order to promote autonomous and continuing professional development. This includes abilities to research, reflect on and describe the linguistic and functional systems of English. To realize the potential of communication in English as the means as well as the object of learning and the effects of classroom language. To identify, explain and employ stylistic and discourse devices in order to construct and interpret intended meaning with precision. To understand the implications of descriptive linguistics, a wide range of contemporary language issues and the substantial differences between written and spoken English.
Rima Jay Prakash
Weekly - 3
Total - 280
- CARTER R. & McCARTHY M., (2006), Cambridge Grammar of English: a Comprehensive Guide, Cambridge University Press;
- LEWIS M., (1986), The English Verb: A Core Introduction to Language Analysis, Language Teaching Publications;
- ELLIS R.; (2012), Language Teaching Research and Language Pedagogy, Wiley Blackwell;
- CARTER R. & CORNBLEET S., (2001), The Language of Speech and Writing, Routledge;
- THORNBURY S., (2005) How to Teach Speaking, Pearson Longman
Approach, methodologies and techniques employed will exemplify aspects of contemporary language teaching and learning practices. In particular, use of pair and group work to cooperate on tasks involving research, reflection, rehearsal, fulfilment and self-evaluation. Initiating and participating effectively in discussion will be actively encouraged, as will ‘noticing’, interpreting and enhancing language choices in a range of communicative contexts.
Continuous assessment - Regular contribution during classes will be subject to continuous assessment; students wil carry out theoretical assignments and interactive tasks throughout the semester (35%), pass a C2 proficiency test (15%) and submit a written work that demonstrates achievement of learning objectives (50%).(100%)
A negotiated syllabus based on:
- pre-determined components (below)
- specific needs emerging from diagnostic assessment
- collective interest in topics and texts professional relevance.
Therefore, full details of syllabus and resources available retrospectively.
The pre-determined core comprises:
- process language for group interaction and class discussion
- fundamental principles and concepts of English language
- the verb phrase and its systematic properties of form and function
- discourse analysis and production of academic writing
- grammar and semantics of future time reference
- analysis of the characteristics of spoken interaction.
Programs where the course is taught: