FINAL IN PRACTICE REVISED SYLLABUS OF MA IN APPLIED ... · Syllabus of MA in Applied Linguistics 80 credits course Sr.no Semester I 20 credits Semester II 20 credits Semester III

FINAL IN PRACTICE REVISED SYLLABUS OF MA

IN APPLIED LINGUISTICS

2012-14

DEPT. OF APPLIED LINGUISTICS PGSR

SNDT WOMEN’S UNIVERSITY,

MUMBAI-20

Syllabus of MA in Applied Linguistics 80 credits course

Sr.no Semester I 20 credits

Semester II 20 credits

Semester III 20 credits

Semester IV 20 credits

1.)

4credits 100 marks :

50 int 50 ext.

114001

Introduction to applied

linguistics

214004

Advances in areas of Applied

Linguistics:

314007

Language in society

Research:

8 credits Marks 200

414888

2.)

4credits

100 marks : 50 int

50 ext.

114002

Phonetics and

Phonology

214005

Sentence

Semantics & pragmatics

314008

Theories of media

communication,

3.)

4credits

100 marks : 50 int

50 ext.

114003

Approaches to grammar

development of generative

grammar

214006

Word semantics:

form and meaning

314009

Introduction to

research and statistics

(research methodology)

Internship:

414999

8 credits

Marks- 200

Optional papers Select any two

Select any one

4. )


50 int 50 ext.

114101 Language

Learning & teaching

theory & practice

214104

Language teaching

analysis evaluation error

analysis

314107

Language planning and

Language Policy

414110

Translation Theory and

Practice

5.)


50 int

50 ext.

114102

Educational Linguistics

214105

Literacy and language,

language in

distance education

314108

Media semiotics & Application.

414111

Stylistics

6.)


50 int

50 ext.

114103

Neurolinguistics &

psycholinguistics

214106

language development

And language

disorders

314109

Lexicography

414112

Language and gender

The areas for internship have been decided as such:

Teaching English at corporate sectors / students from SNDTW University

Indian languages as Marathi/ Gujarati as second language. Hindi as foreign language

Media script writing E content writing

Language editing in publishing houses Translation bureau

Language analysis Ali yavar jung Institute for Hearing Impaired

TIFR IIT linguistics dept.

Directorate of languages Lexicography assistance

S.N.D.T Women’s University, Mumbai- 20

New Course – Subject list – Ma Applied Linguistics

Eligibility: graduate students from any stream with proficiency in English

------------------------------------------------------------------------------------------ Sem subject subject name cr. Int ext Total

Code (marks)

**** APPLIED LINGUISTICS**** MA 80 credits course Semester I compulsory papers credits 20

114001 Introduction to applied linguistics 4. 50 50. 100

114002 Phonetics and Phonology 4. 50 50 100

114003 Approaches to grammar development 4. 50 50. 100 of generative grammar

Optional papers select any two from the following

114101 Language teaching theory & practice 4. 50 50. 100

114102 Educational Linguistics 4. 50 50. 100 114103 Neurolinguistics & psycholinguistics 4. 50 50. 100

Semester II compulsory papers credits 20 214004 Advances in areas of Applied Linguistics: 4. 50 50. 100

214005 Sentence Semantics & pragmatics 4. 50 50. 100

214006 Word semantics: form and meaning 4. 50 50. 100


214104 Language teaching analysis evaluation 4. 50 50.100

Error analysis 214105 Literacy and language education 4. 50 50. 100

Language in distance education

214106 Language development 4. 50 50. 100 And language disorders

Semester III Compulsory papers credits 20

314007 Language in society 4. 50 50. 100

314008 Theories of media communication 4. 50 50. 100 314009 Introduction to Research and statistics 4. 50 50 100


314107 Language Planning & policy making 4. 50 50. 100

314108 Media semiotics & application 4. 50 50. 100

314109 Lexicography 4. 50 50. 100

Semester IV Credits 20

Research: 8 credits Marks 200

Proposal 2 credits Marks-50

Dissertation- 4 credits Marks-100

Presentation/ viva voce- 2 credits Marks- 50

Internship: 8 credits Marks- 200 Select any one course from the following:

414110 Translation theory & practice 4. 50 50. 100

414111 Stylistics 4. 50 50. 100 414112+``````./ Language & gender 4. 50 50. 100

----------------- Division of Internal marks 50

Project: 25

Presentation in seminar: 10

Term paper: 15 Total marks : 50

Detailed Syllabus:

M.A. IN APPLIED LINGUISTICS

MA PART-1 SEMESTER 1

First 3 courses are compulsory as core courses

Course 1 MAAL-114001

Introduction to Applied Linguistics

Subjects L

4

D

1 ½

TP

50

T

W 50

Credits

4

Total

100

1 Introduction to applied

linguistics

4

1

½

50

50

4

100

L- lecture hrs p.w. ;D- exam duration; TP- theory paper marks-50; TW- term work marks-

50; Credits-4; Total marks-100

Module 1 Introduction to Applied Linguistics: Module2 theory of applied linguistics

Objectives: at the end of this course the students will be able to

explain the interdisciplinary aspects and ubiquitous character of language. identify different approaches to the study of language for integrated vision of it as a

power. realize the vast potential of application of language to different areas of life.

apply the theories of linguistics and applied linguistics. understand the need for studying language as a science.

Note: term work 50 marks for seminar/ term paper/ projects/ 50 marks exam for all papers.

Sr. No. Modules 1. 2. Class hrs.

marks

Mod.1 2credits

Unit 1.

2.

INTRODUCTION TO APPLIED LINGUISTICS. Linguistics aspects: Studying characteristics of language, its

ubiquitous nature: traditional, creative, universality, arbitrariness, duality- displaced from time and place, structure bound, innate ability and a learned activity. Three dichotomies

of Saussure, Aspects of Language: Phonology, Morphology, Syntax and Semantics – LSRW

Sociolinguistics aspects : Studying language as a social phenomenon and a dynamic system- in relation to power

politics, gender relations, interpersonal communication, literacy, upward social mobility and towards the development of social

personality, language planning and policy making., functions of language.

60 (30)

100

3.

Mod.2 2credits

Unit 1.

2

3

4

Psycholinguistics aspects: Studying language as a human

faculty, a mirror of the mind, its role in the human brain, language as a part of universal cognition, language acquisition, its relation to thinking and development of individual

personality., language disorders,

THEORY OF APPLIED LINGUISTICS

Different theories of Applied linguistics: Skinners, Behaviouristic,

Mentalistic and Interactive, Development of the theory of applied linguistics: Development

from Language Teaching other fields of knowledge like Translation, Law, Media etc.

Development of Applied Linguistics as an independent subject.

Role of language as a medium of communication and a subject in its own right.

Language used in education L1 , L2 . Language in text books.

(30)

References:

Abbi, A. (1994). Semantic universals in Indian Languages [Shimla, IIAS] Abbi, A.,R.S. Gupta and A. Kidwai (ed.) (2000) Linguistic structure and language

dynamics in South Asia [Motilal Banarsidas, Delhi] Hockett, C.F. (1963) A course in general linguistics [Macmillan.]

Pennycook, P. (2001) Critical Applied Lingistics, Sage Publications, Philadelphia. Pit Corder, S. (1973) Introducing applied linguistics 9Penguin Books, Hammondsworth] Radford Andrew and others. [2002] Linguistics An Introduction CUP.

Srivastava, R.N. and R.S. Gupta (1990) Dimensions of Applied linguistics [CIIL, Mysore]

Verma, S.K. (et al) (1992) Modern applied linguistics [TK Publications, Chennai] Verma , S.K. & N. Krishna swami[1998] introduction to Modern Linguistics. OUP.

Yule, George (1997) The Study of language. [CUP] Davis and Elder, Hand Book of Applied Linguistics

Course 2 MAAL – 114002

Phonetics and Phonology

SR.

NO.

Subjects L

4

D

1 ½

TP

50

T W

50

Credits Total

100

2 Phonetics and phonology 4 1½ 50 50 4 100


emphasize the study of individual sounds for better social interaction in every way. realize the need for using correct mechanisms for production of sounds in language.

analyze the supra segmental features for correct communication of semantic content. create an awareness of sounds as a system available in different languages. explain principles of phonemic analysis.

differentiate the phonemic systems in different languages for the purpose of using it in social and personal life

Sr. No. Modules 1.2. Class hrs.

marks

Mod.1 2 crdits

Unit 1.

2.

3.

Mod.2 2 credits Unit

1.

2 3

4

5

6

Phonetics

Speech mechanism- study of speech sounds, articulatory, auditory and acoustic.

Method of classifying speech sounds and Air stream mechanism- consonants, vowels, clusters and diphthongs

and articulation, co-articulation. IPA, Supra-segmental features.

Phonology

Concept of phonemes,

Allophones and principles of phonemic analysis Contrast, contributory, complementation and free variation,

Distinctive features and morpho-phonemics,

Intonation patterns and prosodic features

Feature based generative phonology.

60 (30)

(30)

100

Practical work: phonemic analysis of unknown languages.

References:

Carr, P. [1999] English Phonetics and Phonology, An Introduction. Blackwell U.K. Gusseniwen, C. and H. Jacobs [1998] Understanding Phonology. Arnold, London.

Katamba F. [1993] Morphology Macmillan, Basingstoke. Ladefoged, P.[1993] A course in Phonetics. Hardcourt Brace Jovonovich. New York. Spencer, A. [1993] Morphological Theory. Blackwell U.K.


Approaches to grammar, development of generative grammar

Sr.

No.

Subjects L

4

D

1. ½

TP

50

TW 50 Credits

4

Total

100

3 Approaches to grammar, progress of chomskeyan model and syntax.

4 1 ½ 50 50 4 100


differentiate the functional, notional, and structural characterisation of the sentence. assess inadequacies of the descriptive and traditional approaches especially in the context

of language teaching.

distinguish elements of Universal Grammar-what is innate and what is learnt. integrate innate principles and learnt parameters of language especially in the context of

Language teaching apply the principles of Chomskyian model in sentence analysis.

Sr. no. Modules 1 and 2 Class hrs. Marks

Mod.1 2credits

Units.

1

2

3

4

Mod.2

2credits units

1.

2.

Approaches to grammar Progress of chomskeyan model and syntax

Concepts about sentence in the traditional and structural approaches (the subject and predicate).

Structural Method – IC analysis, Concepts of Endocentricity and exocentricity (Hocket)

Concepts of universality, phrase structure grammar.

x-bar theory, Government and Binding theory Explanation of ambiguity and its resolution.:

Chomskeyan Approach: Deep Structure and Surface Structure, Transformation

GB theory and minimalism

Transformational Grammar model, standard theory,

extended standard theory.Theta theory and theta roles.

Case theory: case assignment and case assigners.

60 (30)

(30)

100

3. 4.

5.

Types of movement: A movement, A’ movement,

movement: Transformations

Principles and Parameters theory. Minimalism

References:

Bloomfield, L. (1933) Language, Allen and Unwin. Chomsky, N. (1970) Remarks on Nominalization, Waltham, Mass. Ginn &Co.

Chomsky, N. (1982) Theory of Government and Binding, Dodrecht. Culicover, J.( 1994)Principles and Parameters, CUP

Fromkin V. and Rodman, R.(1978) An Introduction to language Holt, Reinhart &Winston

Hornstein and Lightfoot (1981) Explanation in Linguistics, London, Longman

Katz, J.J. (1972) Semantic Theory. New York, Harper & Row. Lappin, D. (ed. (1997) A handbook of contemporary semantics, Blackwell, Oxford

Lyons, J. (1977) Semantics Vol. 1&2 CUP Lyons, J. (1995) Semantics: an Introduction CUP Prakasam & Abbi, Anvita (1986). Semantics theories and language teaching. New Delhi

Allied Publishers. Radford, A. (1981) Transformational Syntax [CUP]

OPTIONAL COURSES: SELECT ANY TWO

Optional course I


Language teaching theory & skills Objectives: at the end of this course the students will be able to

locate and explain different aspects of language. acquaint with and apply theories of language teaching / learning.

apply the effective modes of language learning/teaching. develop linguistic skills.

Detailed Syllabus:

Sr.no. subject Class hrs Marks

Mod.1 Credits 2

Units: 1

2

3

language teaching –theory and practice

Concept of L1, L2, L3 and foreign language and language for specific purposes.

Historical background of language teaching.

Language Acquisition and Learning. Theories of language learning and teaching.

60 (30)

100

4

5

Mod. 2 Credits 2 Units

1

2 3

4

5

6

Teaching of Language in a multilingual situation.

Development of linguistics and its application to language teaching theories- American school and European School.

Development of language skills

Language teaching as a skill based approach.

Learner cantered language Teaching. Use of activities and language games as a tool of

developing language skills.

Development of spoken skills- listening, speaking and interacting skills

Basic inter-personal communicative skills. [BICS]

Development of reading and writing as cognitive advanced language proficiency skills, [CALPS] and study skills,

Vocabulary and Grammar

(30)

References:

Agnihotri R.K. and Khanna A.L. :(1994) Second language Acquisition. New Delhi: Sage Publication.

Allwright, D.: (1988.) Observation in the language classroom. Longman. Brumfit, . & Johnson: (1979) The communicative approach to language teaching C.U.P.

Clark, E.V. (1993) the lexicon in acquisition OUP, New York Harmer, J. (1983).The practice of English language teaching. Longman.

Harris, M. & Coulthard: (1986.) Language processing in children and adults London. Routeldge & Kegan Paul.

Hatch, Evelyn: (1992) Discourse in language teaching. C.U.P.

Ingram, D. (1989) First language acquisition [CUP] Krashen Stephen: (1981). Second language acquisition and second

language learning Oxford. Nunan, D. (1992) Collaborative language learning and teaching C.U.P. Nunan, D.: (1988.) Syllabus design. C.U.P.

Oller, J.W. : (1979) Language tests at school. Longman. Pit Corder, S.: (1973). Introducing applied linguistics Penguin.

Prabhu N. S.: (1987). Second language pedagogy Oxford, O.U.P . Richards, J.: (1978) Error analysis. Longman. Richards, J.: (1994). Reflective teaching in second language class C.U.P.

Stern, H.H. (1983) Fundamental concepts of language teaching OUP William Ritchi : (1978).Second language acquisition research issues.

Academic Press, N.Y. Wolfgang, Klein: (1988). Second Language acquisition. CU.P.

Optional course 2


Educational linguistics

Subjects L 4 D1 ½ TP 50 T W

50

Credits

4

Total

100

1 Language in education, evaluation of language

skills.

4

1½

50

50

4

100

60 hrs class lectures, 4 credits Marks: 100.

Module 1 [A]: ROLE OF LANGUAGE IN EDUCATION

Module 2: [A] EVALUATION OF LANGUAGE SKILLS Objectives : at the end of this course the students will be able to

use language as a tool for education.

understand the role of language in evaluation in general. differentiate between testing content subject and of linguistic skills in particular

Detailed Syllabus

Sr.no. Subject Class hrs

Marks.

Mod.1

Credits 2 Units

1

2.

3.

4

5

mod.2 2 credits

units 1

Role of language in education

Language as a tool for education. Language for special purposes

Language – dialect dilemma

3 Language formula, language as a subject and medium of instruction, mother tongue, L1, L2, L3

Development of script and language standardization

Its role in academics and professional education.

Evaluation of language skills.

Evaluation of language as a tool for education.

60

(30)

100

2

3

4

Form of language and its evaluation in literature.

Language testing and its types.

Testing of oral skills

(30)

References:

Aggarwal, J.C. (1984). Landmark in history of modern Indian education. Vikas, Delhi. Aggarwal, J.C. and Sarita aggarwal.(1990). Education in India. A Concept Publishing

Company New Delhi. Brumfit, C. :(1984). Communicative methodology in language teaching. C.U.P.

Daswani, C.J. (ed) (2000) Language education in multilingual India UNESCO, New Delhi

Hutchinson, Tom and Alan Waters.[1991] English for specific Purposes .A Learning

Centred approach CUP. Dakin, Julian [1968] London OUP

Kangas and J. Cummins (1981) Minority and education OUP Pattanayak, D.P. (1981) Multilingualism and mother tongue education OUP [1991] Language Education and Culture. CIIL Mysore.

Verma S.K. [1997] Language in education.

Optional course 3


Neurolinguistics, psycholinguistics

Subjects L

4 D 1 ½

TP 50

T W 50

Credits 4

Total 100

1 Neurolinguistics, psycholinguistics

4

1 ½

50

50

4

100

60 hrs class lectures, 4 credits Marks 100

Module 1[E]: NEUROLINGUISTICS

Module 2 [E]: PSYCHOLINGUISTICS Objectives: at the end of this course the students will be able to

Assess the relationship between language and brain. Understand the role of language in development of mental faculty. Establish relationship between cognition and meaning making processes in a particular

socio-cultural milieu.

Detailed syllabus:

Sr.no. subject Class hrs Marks.

Mod.1 Credits2

mod.2

credits 2

Neurolinguistics

Neurolinguistic studies... its scope and limitations

Brain and its physiology

Cerebral dominance and language localization

Speech analysis and synthesis and structure of brain

Psycholinguistics

Study of language and its relation to mind

theories of language acqisition and communication

Chomskiyan point of view of language ability and its knowledgeabout it.

Error analysis and its role in study of language

acquizition

Interlanguage

Role of tip of the tongue, slip of the tongue, spoonerism.in language acquisition research.

Study of linguistic competence

60 (30)

(30)

100

References: Aitchison, J. [1994] Words in the Mind- an Introduction to Mental Lexicon. Oxford:

Blackwell. [1998]. The Articulate Mammal: An Introduction to Psycho linguistics. London. Routledge.

[2000] The Seeds of Speech : Language Origin and Evolution .CUP Aitchison, J.and D. Lewis [1996]

The Mental Word web: Forging the Links. Swedish Academy. Bickerton, D. [1981]. The Roots of Language. Annarbor : Kroma.

Hopper, P. and E.C. Traugott [1993] Grammaticalization. CUP. Obler, L.K. and K. Gjerlow.[1999] Language and the Brain CUP

http://spoonerism.in/

M.A. PART -1

SEMESTER 2: The first three courses are COMPULSORY as core courses

Course 1 MAAL –214004

Advances in Areas of Applied Linguistics

Sr.

No.

Subjects L

4

D

1 ½

TP

50

TW

50

Credits

4

Total

100

1 Areas of application: vocational and professional fields

4

1 ½

50

50

4

100

Objectives at the end of this course the students will be able to

Develop awareness of applications of Applied Linguistics to Education.

Find the correlation between effective use of language and level of individual achievement in educational career.

Realize the different properties of language and individual development in social context.

Understand the application of language science in trade and commerce and other

technical subjects. Assess the role of language in developing personality at societal level

Use language in Vocational and Professional fields

Sr. no. Module 1, 2 Class

hrs.60

Marks

100

Mod.1

2credits units: 1.

2.

3.

4

5

6

Mod.2

2credits Units. 1.

2

3

4

AREAS OF APPLICATION: USE IN EDUCATION

Its application in education in general and language teaching in particular.

Development of language as L1, and L2 and Foreign

Language, CALL, Discourse Analysis Use of language as medium of communication and

instruction in different subjects.

Its relationship with psychology, sociology and ethnography with reference to education

lexicography and translation studies for developing languages,

Explaining the role of language study in developing literary sensibility through stylistics.

Critical applied Linguistics.

Application of language and registers in law and administration – Forensic Linguistics Its application in

trade and industry.

Politics of language text pedagogy Application in the field of official and professional fields:

Language in Gender, Language in Politics, Language of World Englishes

The special registers and style required to be studied

under each head, would form the major area for studies.

(30)

(30)

References:

Abbi , Anvita. and R.S Gupta and A. Kidwai ed. [2000] Linguistic Structure and Language Dynamics. Motilal Banarasidas. Delhi.

Ghatge, A.M.[1970] Some Aspects of Applied Linguistics. Kolhapur: Shivaji University Press.

Hutchinson, Tom and Alan Waters. [1991] English for Specific Purposes A Learning –

Centred Approach, CUP Kehoe, Monica. [1968] Applied Linguistics A Survey for Teachers. Macmillan.

Srivastava , R.N. and R.S. Gupta. [1990] Dimensions of Applied Linguistics,. CIIL Mysore.

Allen & Davis, Handbook of Applied Linguistics Language in Education, Open University Press


Sentence semantics and pragmatics

SR.

NO.

Subjects L 4 D

1½

TP

50

Int

50

Credits Total

100

3 Sentence semantics and pragmatics

4

1 ½

50

50

4

100


Understand how meanings of words/lexemes are learned in the context of sentence. Assess the relationship between sentences and inherent meaning through theta roles-

how this can be applied to psychology and language teaching. Realize meaning making process at sentential level. Understand patterns of spoken language.

Define its special role in different discourses as per speech acts.

Sr. no. Module 1 and 2 Class hrs.60 Marks

Mod.1 2credits

Units 1.

2

3

4

Mod.26 2credits

Units 1

2

3

4

sentence semantics

Sentence semantics and proposition.

Logical constants and truth-value.

Entailment and presupposition.

Semantic relations of elements in a sentence

Pragmatics (Text book: Hurdford & Heasley: Semantics a workbook)

Utterance semantics and pragmatics.

Language of discourse.

Functions of language: Austin & Jacobson

Speech act theory: illocution, per locution and locution and concept of force.

(30)

(30)

100

References:

Bloomfield, L. (1933) Language, Allen and Unwin. Chomsky, N. (1970) Remarks on Nominalization Waltham, Mass. Ginn &Co.

Chomsky, N. (1982) Theory of Government and Binding Dodrecht. Culicover, J.( 1994)Principles and Parameters CUP (text book for Module 2) Fromkin V. and Rodman, R.(1978) An Introduction to language Holt, Reinhart

&Winston Hornstein and Lightfoot (1981) Explanation in Linguistics London, Longman

Katz, J.J. (1972) Semantic Theory. New York, Harper & Row Lappin, D. (ed. (1997) A handbook of contemporary semantics Blackwell, Oxford. Lyons, J. (1977) Semantics Vol. 1&2 CUP

Lyons, J. (1995) Semantics: an Introduction CUP Prakasam & Abbi, Anvita (1986). Semantics theories and language teaching.New Delhi

Allied Publishers. Radford, A. (1981) Transformational Syntax CUP

N. Krishnaswamy, Linguistics for Language Teachers (Text book for Module : 1)

Course 3 MAAL -214006

Word Semantics: form and Meaning

SR.

NO.

Subjects L

4

D

1 ½

TP

50

T W

50

Credits Total

100

3 Units of morphemic study,

word semantics

4

1½

50

50

4

100

Objectives at the end of this course the students will be able to:

Emphasize the role of the morpheme as a carrier of meaning. Emphasize the use of words and different morphemes for enhanced communicability.

Understands the components of meaning of words. Evaluate their role in communication.

Realize the meaning making processes.

Sr. no Modules 1. 2. Class hrs. Marks

Mod.1 2credits

Units 1 2

3

4

Mod.2 2credits

Units. 1

2

3

Units of morphemic study

Concept of morph, allomorph and morpheme. Concept of lexeme.

Principles of morphemic analysis: root, base,

derivation, inflection, sandhi,. Categories and subcategories of grammar

Word semantics

Word meaning, sense and reference,

Connotation and denotation, semantic space.

Componential analysis and field theory of semantics.

60 (30)

(30)

100

References:

Katamba F. [1993] Morphology. Macmillan, Basingstoke. Lyons, J. [1977] Semantics Vol 1 CUP.

Mathwes P.H. [1991] Morphology CUP. Palmer, F.R. [1996] Semantics, CUP.

Spencer, A. [1998] Morphological theory. Blackwell U.K. Ulmann, S. [1962] Semantics-An Introduction to the Study of Meaning. Oxford Basil

Basil Blackwell.

Optional courses-I select two

Course 4. MAAL 214104

Language teaching analysis, evaluation and error analysis

Subjects L 4

D 1 ½

TP 50

T W 50

Credits 4

Total 100

1 Language teaching analysis, evaluation and error analysis

4

1½

50

5o

4

100

60 hrs class lectures, 4 credits Marks:100.

Module 1: Language teaching analysis

Module 2 : Evaluation and error analysis Objectives: at the end of this course the students will be able to

Analyze the role of language in teacher training program.

Prepare self learning packages Use technology effectively to develop linguistic skills Develop skills to design curriculum and syllabus for short term language courses.

Identify errors and rectify them Evaluate linguistic skills for developing higher level of linguistic competence.

Design tests for language skills for different purposes

Detailed syllabus;

Sr.no. Subject Class

hrs

Marks

Mod.1 Credits 2

Units: 1

2

3

4

5

Mod.2

Credits 2 Units: 1

2

language teaching analysis

Language teaching analysis: goal of language teaching, need of analysis

Use of technology in language teaching the ICT component.

Designing of different types of syllabuses: product and process based - lexical, grammatical, structural, communicative,

notional functional situational etc.. Role of learner, teacher, methods, activities, materials in

syllabus design

The role of teacher training programmes and self learning packages

Evaluation and error analysis

Testing of Language in language courses. Testing of language

in content subjects.

Different types of test.

60

(30)

(30)

100

3

4

Techniques of test designing, concept of reliability and validity.

Construct validity and content validity. Testing for listening, speaking, reading and writing skills, grammar and vocabulary

Error analysis and its significance. Error analysis and contrastive analysis, Interlanguage, fossilization, remedial

teaching

Reference;

Corder, Pit S. [1981] Error Analysis and Interlanguage. CUP. Evelyne Hatch. [1992] Discourse in Language Teaching. CUP

Nunan, D, [1992] Collaborative Language Learning and Teaching. CUP. Oller,J.W. [1979] Language Tests at School.

Prabhu, N.S. [1997] Second Language Pedagogy. OUP. Richards, Jack. [1978] Error Analysis. London. Longman.

Optional course II Course 5. MAAL – 214105

Literacy and language education, language in distance education.

Subjects L 4

D 1 ½

TP 50

T W 50

Credits 4

Total 100

1 Literacy and language

education, language in distance education.

4

1½

50

50

4

100


Module 1{A]: LITERACY AND LANGUAGE EDUCATION Module 2: LANGUAGE IN DISTANCE EDUCATION

Objectives : at the end of this course the students will be able to

conceptualise importance of literacy.

define the role of literacy as a tool for empowerment and upward social mobility. assess the role of language in distance education and prepare material accordingly

analyze the mode of distance education and prepare material accordingly. evaluate distance education material and methodology.

Detailed syllabus;

Sr.no Subject Class hrs Marks

Mod.1 Credits 2

Units: 1

2

3

Literacy and language education

Difference between Child and adult literacy programme.

Role of language in literacy in multi lingual Indian situation.

Difference between spoken and written language.

60 (30)

100

4

5

6

mod.2 credits 2

units :

1 2

3

4

5

6

Skills of reading and writing.

Approaches to non-formal education: curriculum formation, methods, materials,

Women and literacy.

Evaluation of effectiveness of literacy programme.

Language in distance education Role of Distance education in modern world.

Mode of language used in Distance Education

Programme, Research and technology in Distance Education

Training in script writing for Distance educators.

Its scope and limitation.

Distance education and vocational potential.

(30)

References:

Annamalai, E. [1979] Language Movements in India. CIIL Mysore.

Daswani, C.J. ed. [2000] language Education in Multilingual India. Unesco, New Delhi. Kanga, S. and J. Cummins.[1981] Minority and Education.

Olson and Torrent. [1992] Orality and Literacy. CUP. Ong, W.J. [1982] orality and Literacy: the technologising of the word. London Methuen. Stern, H.H. [1983] Fundamental Concepts of Language teaching OUP

Optional course III Course 6. MAAL – 214106

Language development & language disorders

Subjects L

4 D 1 ½

TP 50

T W 50

Credits 4

Total 100

1 Language disorders, application of psycholinguistics to language

development

4

1 ½

50

50

4

100


Module 1: LANGUAGE DISORDERS.

Module 2 . APPLICATION OF NEUROLINGUISTICS Objectives: at the end of this course the students will be able to

Analyse and conceptualize different kinds of language disorders. Diagnose the disorders.

Provide inputs for remedial measures. Apply this knowledge in different fields

Detailed syllabus:

Sr.no. Subject Class hrs

Marks

Mod.1 Credits2

Units: 1

2

3

4

mod.2 credits 2

units:

1 2

3

4

Language disorders

speech and language disorders Definition, clinical syndromes, hearing impairment, mental retardation, autism, categorization and educational management.

Aphasia, explanation childhood aphasia and other disorders.

Dyslexia ,dementia, language organization

Developmental disorders- dyslexia, disgraphia, dyscalculia and autism

Importance of psycholinguistics in education management of the language specific common disorders

Education :Understanding what language proficiency means , understanding how language works, assessment of

proficiency level of children entering school,

understanding normal language development and abnormalities if any understanding the difference between

first, second and foreign language teaching, etc

Speech therapy: theories of language learning, understanding normal language development understanding different aspects

of linguistic abnormality to adopt proper corrective measure. Counselling, Dramtics

60 (30)

(30)

100

References:

Alber , M. and L.K. Obler [1978] The Bilingual Brain: Neuro psychological and Neuro Linguistic aspects of Bilingualism. New York: Academic Press.

Jenkins, L. [1999] Bio linguistics: exploring biology of Language. CUP.

Obler, L.K. and K. Gjerlow. [1999] Language and the Brain. CUP. Osherson, D. and H. Lasnik. Eds [1990] language: an Invitation to cognitive Science.

Cambridge Massachusetts. Ray. J. [1994] Patterns in Mind. New York: Basic Books.

MA II. SEMESTER III total credits 20

Compulsory courses

Course 1

MAAL 314007 Language in Society

Subjects L 4

D 1 ½

TP 50

T W 50

Credits 4

Total 100

1 Sociology of language, language variation

4

1½

50

-50

4

100

Module 1: SOCIOLOGY AND LANGUAGE Module 2: LANGUAGE VARIATION


realize the relationship between language and society.

assess the role of language and politics and power games related to it. understand the discourse patterns of a social situation define the varieties of language and dialectology.

classify the notions of monolingualism, bilingualism and multilingualism

Sr. no. Modules 1 and 2 Class hrs.

Marks

Mod.1 2credits

Units 1.

2.

3

4

5.

Mod.2 2credits

Units:

sociology and language

Sociology of language. Study of Speech as social interaction.

Bernstein correlation between social class and code. Language & class, caste and class dialects

Concept of language boundaries.

Communicative competence: norms of verbal behaviour, address and kinship terms.

Language and politics and power games related to it. .

Language and Culture: Sapir Whorf Hypothesis

Language variation

60 (30)

(30)

100

1 2

3

4

5

Language as a social phenomenon, language socialization. Language in contact, varieties of language, dialectology.

The concept of code switching, code mixing and borrowing in language development.

Pidgin and Creole.

Language shift , change and language maintenance, language death Discourse Analysis and Conversation Analysis speech act theory

References;

Bourdieu, Pierre. 1977. The economics of linguistic exchanges. Social Science

Information 16(6):645-668. Dorian, Nancy C. 1993. Discussion note: A response to Ladefoged’s other view of

endangered languages. Language 69: 575-579.

Dementi-Leonard, Beth and Perry Gilmore. 1999. Language revitalization and identity in social context: A community-based Athabascan language preservation project in

western interior Alaska. Anthropology & Education Quarterly. 30(1) 37-55. Dorian, Nancy C. 2002. Commentary: Broadening the rhetorical and descriptive

horizons

in endangered-language linguistics. Journal of Linguistic Anthropology 12(2) 134-140.

Eckert, Penelope. 2008. Variation and the indexical field. Journal of Sociolinguistics 12: 453-476.

Eisenlohr, Patrick. 2004. Language revitalization and new technologies: Cultures of

electronic mediation and the refiguring of communities. Annual Review of Anthropology 21-45.

Errington, Joseph. 2003. Getting language rights: The rhetorics of language endangerment and loss. American Anthropologist 105:4):723-732.

Fasold ,R. [1990] Sociolinguistics of language. Basil Blackwell Oxford Fishman, J. A. 1991. Reversing language Shift: Theory and Practice of Assistance to

Threatened Languages. Clevedon : Multilingual Matters.

Fishman, J. A. (ed.) 2001. Can Threatened Languages Be Saved? Reversing Language Shift, Revisited: A 21st Century Perspective. Clevedon : Multilingual Matters.

Gramsci, Antonio 1971. Selections from the Prison Notebooks. International Publishers. Gramsci, A. 2000. The Antonio Gramsci Reader edited by Forgacs D. NY: New York

University Press

Grenoble, L. A. and Whaley, L. J. 1998. Endangered Languages: Language Loss and Community Response. Cambridge University Press.

Hale, Kenneth, Colette Craig, Nora England, Laverne Jeanne, Michael Krauss, Lucille Watahomigie and Akira Yamamoto. 1992. Endangered Languages, Language 68:1-42

Hall, Kira. 2005. Intertextual sexuality: Parodies of class, identity, and desire in liminal

Delhi. Journal of Linguistic Anthropology 15(1): 125–144. Hasnain ,I.S. ed. [1995] Standardization and modernization: Dynamics of Language

Planning. Bahri Publications.New Delhi Hinton, Leanne, 2003. Language revitalization. Annual review of applied linguistics. Hinton, L., & Hale, K. (Eds.). 2001. The green book of language revitalization in

practice. San Diego: Academic Press. Hudson, R.A. [1998] Sociolinguistics. CUP

http://en.wikipedia.org/wiki/Language_revitalization#cite_ref-2

Hymes D. 1973. Speech and Language: Origin of Inequality amongst speakers, Daedalus Vol. 102 No. 3, Summer, 1973, Language as a Human Problem. The MIT

Press. http://www.jstor.org/stable/i20024138 Hymes D. 1974. Foundations in Sociolinguistics: An Ethnographic Approach,

Philadelphia: University of Pennsylvania Press. Hymes D. 1996. Ethnography, Linguistics, Narrative Inequality: Toward an

Understanding of Voice, London:Taylor & Francis.

Ives Peter 200). Gramsci’s Politics of Language:Engaging the Bakhtin Circle and the Frankfurt School. Toronto: University of Toronto Press.

Ladefoged, Peter. 1992. Discussion note: Another view of endangered languages. Language 68: 809-811.

Labov W. 1972. Sociolinguistic Patterns. Philadelphia: University of Pennsylvania Press.

Labov W. 1972. Language in the Inner City. Philadelphia: University of Pennsylvania Press.

Labov W. 2001 Principles of Linguistic change. Volume I &II Oxford: Blackwell, Labov W. 2001. Studies in Sociolinguistics by William Labov. Beijing: Beijing Language

and Culture.

Lemert Charles & Branaman A. (ed.) 1997. The Goffman Reader. Oxford: Blackwell. Mey Jacob 1985. Whose Language? A study in Linguistic Pragmatics. Pragmatics and

Beyond Companion Series 3. John Benjamins B.V. Mey Jacob 2001. Pragmatics: An Introduction. Oxford: Blackwell.

Meyerhoff, Miriam. (2006). Introducing Sociolinguistics. New York: Routledge. ISBN 0-415-39948-3

Milroy, Lesley and Gordon. Matthew. (2003) Sociolinguistics: Method and

Interpretation London: Blackwell Publishing. ISBN 0-631-22225-1. (More advanced, but has lots of good examples and describes research methodologies to use.)

Misthrie, R. et al.[2000] Introducing Sociolinguistics Edinburgh University Press. Mooney A, Peccei J, Labelle S. et. all 2001. The Language, Society and Power Reader.

NY: Routledge.

Nettle, D. and Romaine, S. 2000. Vanishing Voices. Oxford University Press. Nonaka, Angela M. 2004. The forgotten endangered languages: Lessons on the

importance of remembering from Thailand’s Ban Khor Sign Language. Language in Society 33:737-767.

Pandit P.B. [1972] India as a Sociolinguistic Area. University of Poona, Pune

Reyhner, J. (ed.) 1999. Revitalizing indigenous languages. Flagstaff, AZ : Northern Arizona University, Center for Excellence in Education.

Rindstedt, Camilla and Karin Aronsson. 2002. Growing up monolingual in a bilingual community: The Quichua revitalization paradox. Language in Society. 31:721-742.

Santucci, Antonio A. 2010. Antonio Gramsci. Monthly Review Press.

Skutnabb-Kangas T 2008. Linguistic Genocide in Education – or Worldwide Diversity and Human Rights? Delhi: Orient Blackswan.

Warner, Sam L. No’eau. 1999. Kuleana: The right, responsibility and authority of indigenous peoples to speak and make decisions for themselves in language and cultural revitalization. Anthropology & Education Quarterly 30(1):68-93.

UNESCO Ad Hoc Committee on Endangered Languages, Language vitality and endangerment: By way of introduction. UNESCO document.

Van Dijk T.A. 2011. Discourse Studies. London: Sage Publications. Voloshinov, V. 1986. Marxism and the Philosophy of Language. Trans. by Matejka L. &

Titunik I. Seminar Press in liason with Harvard University Press and Academic Press

Inc. 1973. Wardugh, R.[ 1993] An Introduction to Sociolinguistics Blackwell Oxford.

Wolfram, Walt and Natalie Schilling-Estes. 1995. Moribund dialects and the endangerment

canon: The case of the Ocracoke brogue. Language 71(4):696-721.

Wub-e-ke-niew. 1995. We have a right to exist: A translation of aboriginal indigenous thought. New York: Black Thistle Press.

http://www.jstor.org/stable/i20024138

http://en.wikipedia.org/wiki/Special:BookSources/0415399483



Yang, Jie. 2010. The crisis of masculinity: Class, gender, and kindly power in post-Mao China. American Ethnologist 37(3): 550 - 562.

Course 2 MAAL 314008

Theories of Media communication Areas of application in mass media

Subjects L

4

D

1½

TP

50

T W

50

Credits

4

Total

100

1 Theories of Media communication and discourse analysis,

Areas of application in mass media

4

1½

50

-50

4

100


Module 3: THEORIES OF COMMUNICATION Module 4: AREAS OF APPLICATIONS IN MASS MEDIA

Objectives; at the end of this course the students will be able to

Analyze different theories in communication. Acquaint with different areas of mass media.

Evaluate the role of language in it. Use different components – script writing, dubbing, story board effectively

Detailed syllabus:

Sr.no. Modules 3 and 4 Class hrs Marks

Mod. 3 2 credits

Units: 1

2

3

4

mod.4 2credits units:

1

2

theories of communication

Theories of Communication

Barriers of Communication

Different types of media: print, oral, audio-visual and electronic. Film/TV

Media grammar & Discourse Analysis

Factors of effectiveness, rhythm intonation, pause, choice of lexical and syntactic items, gestures and body language.

Areas of applications in mass media

Components of communication in mass media- structure of story, story board, script writing,

dubbing, editing,.

60 (30)

(30)

100 50

50

3

4

5

Classic structure of story. Genres of films

Components of system of communication in mass media.

Development of communication and different

styles of language use. Impact of mass media and information

technology on language .The study of their

inter relationship. Media audience, portrayal of women in media,

male gaze

References:

Bell A. (1999) The language of news media, Blackwell, London Fatehih A.R. (2000). Language in Media in R.S.Gupta ‘Directions in Indian

Sociolinguistics’. IIAS Shimla.

Gration, Geoff, John Reilly and John Titford (1998) Communication and media studies: An introductory coursebook Macmillan, London

Krishnamurti B.H. and A. Mukherjee Ed. (1984) Modernization of Indian languages in News media. Osmania University Press. Hyderabad.

Lee D. (1992). Competing Discourses. Longman. London

Levinson S. (1985). Pragmatics. New York OUP Sproul, Anna (1986) The role of the media (Debates series) Macdonald, London

Tannen D [1990] You just don’t understand: women and men in conversation. New York Morrow.

course 3 MAAL - 314 009 Introduction to research and statistics.

SR.

NO.

Subjects L

4

D

1½

TP

50

TW

50

Credits Total

100

4 Techniques of research and

statistics

4

1 ½

50

50

4

100

Objectives at the end of this course the students will be able to

Study research methodology Apply theory, norms etc. Of research.

Get trained in field techniques. Practice in fieldwork, analysis of data writing, and writing a dissertation

Learn statistical methods and apply them to analyze research data. Apply the techniques of testing.

Sr. no. Modules 1 and 2 Class hrs. Marks

Mod.1 3credits

Units 1

2

3

4

5

6

7

mod.2

units.

1. 2

3

4

Techniques of research

Research tradition in Applied Linguistics. Types of research: qualitative ,quantitative, descriptive.. process of research.

Reliability and validity in research.

Methods: experimental,(psychometry),ethnography,case study,interaction analysis, classroom observation,

programme evaluation.

Procedure elicitation techniques and tools employed in

language research: survey, observation, interview, questionnaire,

Fieldwork techniques, statistical methods and quantification.

Data collection, documentation and analysis: case

studies.

Statistics

Techniques of data collection.

Different types of variables.

Interpretation of data collected.

Mean, median, mode, standard deviation, and co-relation.

Testing techniques: T-test, chi square test and Enova test

60 (50)

(10)

100

References:

Barlett, L. et. al. (1982) Perspectives on case study, Geelong, Australia: Deakin University Press

Bell, J. (1987) Doing your research project, Milton Keynes, Open University Press,

England Doughty, C. and J. Williams [eds] (1998) Focus on classroom second language

acquisition, Cambridge: CUP Ellis (2000) Task based research and language pedagogy, Language Teaching

Research. Special Issue in Tasks in Language Pedagogy.

Hatch, F. & Enclady, H. (1982) Research Design and Statistics for applied linguistics. Newbury House Rowley Manor.

Nunan, David.[1995] Research Methods in Language Learning. CUP

Wray, Alison, et al [1998] Projects in Linguistics. A Practical Guide to Researching

Language. New York: Arnold.

Select any two courses from the following: Course 4

MAAL -314107

Language planning and policy making.

Subjects L

4

D

1 ½

TP

50

TW

50

Credits

4

Total

100

1 Language planning and

policy making,

4

1 ½

50

50

4

100

Module 1: LANGUAGE PLANNING AND POLICY MAKING.


Realize the need for language planning and policy making for societal development.

Understand the phenomenon of india as a linguistic area. Realize the need for communicative integration. Examine sociolinguistic concerns to minority languages

Understand the phenomenon of language ethnicity and related problems.

Detailed syllabus:

Sr.no Subject Class hrs Marks

Mod.1 Credits2

Units: 1

2

3

4

5.

Mod.2 credits 2

units 1.

2

3

4 5

Language planning and policy making.

Concept and Types of monolingualism, bilingualism and

multilingualism. Language planning, its goals. Language ideology &

policy making. in reference to Indian scenario,

Types of language planning- status and corpus Standardization. And modernization of languages

Diaglossia.

Role of language planning and policy making in education and governmental activities in Indian context

Sociolinguistic concerns related to the areas;.

Language & ethnography,

Linguistic imperialism and language identity, ethnicity,

Minority languages and their survival.

Language prestige and Linguistic and social inequality Language and Sex

60 (30)

(30)

100

50

References:

Bastardas-Boada, Albert. "Language planning and language ecology: Towards a theoretical integration", 2000.

Cobarrubius, Juan & Joshua Fishman, eds. Progress in Language Planning: International Perspective. The Hague: Mouton, 1983.

Cooper, R. L. Language Planning and Social Change. New York: Cambridge University

Press, 1989. Hasnain, I. S. [1995] Standardization and Modernization. Dynamics of Language

Planning. Bahri Publications: New Delhi. Hatinchinson, T. and A. Waters.[1991] English for Specific Purposes. CUP Gupta, R.S. ed. [2000] Directions in Indian Sociolinguistics. AIIS Shimla

Labov, W. (2001). Principles of Linguistic Changes: Social Factors. Malden, MA: Blackwell Publishers.

Lakoff, Robin T. (2000). The Language War. Berkely, CA: University of California

Press. ISBN 0-520-21666-0

Paulston, Christina Bratt and G. Richard Tucker, editors. 1997. The early days of

sociolinguistics: memories and reflections. (Publications in Sociolinguistics, 2.) Dallas:

Summer Institute of Linguistics.

Pennycook, Alistair [1994] the Cultural Politics of English as International Language.

London: Longman. Philipson, R. [1992] Linguistic Imperialism Oxford: OUP

Rubin, Joan, Björn H. Jernudd, Jyotirindra Das Gupta, Joshua A. Fishman and Charles

A. Ferguson, eds. Language Planning Processes. The Hague: Mouton Publishers, 1977.

Trudgill, Peter. (2000). Sociolinguistics: An Introduction to Language and Society(4th Ed.). London: Penguin Books. ISBN 0-14-028921-6 This book is a very readable, if

Anglo-centric, introduction for the non-linguist. Watts, Richard J. (2003). Politeness. Cambridge: Cambridge University Press. ISBN

978-0-521-79406-0. A sociolinguistics book specializing in the research in politeness.

It's a little tough at times, but very helpful and informational.

http://www.scribd.com/doc/3025205/Language-Planning-and-Language-Ecology-Towards-a-theoretical-integration

http://www.scribd.com/doc/3025205/Language-Planning-and-Language-Ecology-Towards-a-theoretical-integration





Course 5 MAAL 314108

Media semiotics

Subjects L

4

D

1 ½

TP

50

T W

50

Credits

4

Total

100

1 Media semiotics theory:

4

1 ½

50

50

4

100

60 hrs class lectures, 4 credits Marks: 100. Module 1: media semiotics theory. Module 2 application to print, electronic media


Analyze different theories of semiotics Apply them to different genres of media

Use parameters of intertexuality to evaluate the effectiveness of different media. Critically examine the effects of media on society.

Detailed syllabus:

Sr.no. Subject Class hrs.

Marks

Mod.1 Credits 2 Units:

1

2

3

4

mod.2 credits 2

units: 1

2

3

4

media semiotics theories

Saussure, Peirce, and Barthes theories of media semiotics. - Sign systems,

Components of the Sign, Verbal and Non-verbal Signs, Sequence of Linguistic Signs, Visual Signs, Denotation,

Connotation and Myth, Myth and Social Meanings, Myth and Ideology. Concept of codes Social and textual codes

Intertexuality and parameters for evaluation in media

Application of semiotic theories with reference to; Advertisements

Newspapers

Magazines Women’s magazines

Films

TV Media Audience Psychology.

Effects of media on society

60 (30)

(30)

100

References:

Allen, r. (ed.) . 1992. Channels of discourse, reassembled . London : routledge.

Alvardo, m. And thompson, j. (edt.) .1990. The media reader. London : bfi. Andrew, d. 1984. Concepts in film theory. Oxford: oxford university press.

Ballaster, r.m., frazer, beetham e., and hebron, s. 1991. Women’s worlds: ideology, Femininity, and the women’s magazine. London: macmillan.

Barthes, roland. 1957/1987 . Mythologies . New york : hill and wang. 1977. Image-

music- text . London : fontana. Berger, arthur asa. 1998. Media analysis techniques. London , new delhi : sage

Publications. Bignell, jonathan. 1997. Media semiotics : an introduction. Manchester : manchester University press.

Branston, g. And stafford, r. 1996. The media student’s book. London: routledge. Carter, R. And Nash, W. 1990. Seeing Through Language. Oxford: Blackwell

Chandler, Daniel. 2002. Semiotics : The Basics . London : Routledge. Cook, G. 1992. The Discourse of Advertising. London: Routledge. Corner, J. 1995. Television Form and Public Address. London: Edward Arnold.

Danesi, Marcel. 2000. Encyclopedic Dictionary of Semiotics, Media and Communications. Toronto: University of Toronto Press. ---------.2002.

Understanding Media Semiotics. Bloomsbury, USA & Hodder Education Publishers. Deely, John. 1990. Basics of Semiotics. Bloomington & Indianapolis : Indiana

University Press. Van Dijk, T. 1988. News as Discourse. Hillsdale: Erlbaum. Eco, Umberto. 1976. A Theory of Semiotics. Bloomington : Indiana University Press.---

------- 1994. The Limits of Interpretation . Bloomington : Indiana University Press.

Fiske, J. 1987. Television Culture. London: Routledge. Fiske, J. 1990 (Second Edition). Introduction to Communication Studies. London and

New York : Routledge.

Foucault, Michel. 1994. Aesthetics : Method and Epistemology. Ed. James Faubion. London : Penguin Books.

Fowler, R. 1991. Language in the News: Discourse and Ideology in the Press. London: Routledge.

Gibbs, R.W. Jr. 1994. The Poetics of Mind : Figurative Thought , Language and

Understanding . Cambridge : Cambridge University Press. Goddard, A. 1998. The Language of Advertising. New York: Routledge.

Goldman, R. 1992. Reading Ads Socially. London: Routledge. Guiraud, P. 1975. Semiology. Trans. George Gross. London : Routledge and Kegan

Paul.

Hall, S.D., Lowe , Hobson, A., and Willis, P. 1980. Culture, Media, Language. London: Hutchinson.

Hartley, J. 1982. Understanding News. London: Methuen. Hervey, Sandor. 1982. Semiotic Perspectives . London : George Allen and Unwin. Hodge, R. and Kress, G. 1988. Social Semiotics. New York : Cornell University Press.

Innis, R.E. 1985. Semiotics : An Introductory Reader. London : Hutchinson. Jensen, Klaus Bruhn. 1995. The Social Semiotics of Mass Communication. London :

Sage. Kress, Gunther and Theo van Leeuwen . 1996. Reading Images : The Grammar of

Visual Design. London : Routledge.

Lakoff, George and Mark Johnson. 1980. Metaphors We Live By. Chicago : University of Chicago Press.

Lotman, Yuri. 1990. Universe of the Mind : A Semiotic Theory of Culture. Bloomington & Indianapolis: Indiana University Press.

Mc Loughlin, Linda. 2000. The Language of Magazines. London and New York :

Routledge.

Mertz, E. and R.J. Parmentier . (eds.) .1985. Semiotic Mediation : Sociocultural and Psychological Perspectives. London : Academic Press Inc.

Metz, C. 1974. Language and Cinema. (trans. D. Umiker Sebeok). The Hague: Mouton.

Miall, D.S. (ed.) 1982. Metaphor : Problems and Perspectives. Sussex : The Harvester Press.

Monaco, J. 1981. How to Read a Film. Oxford: Oxford University Press.

Noth, W. 1995. Handbook of Semiotics . Bloomington : Indiana University Press. Ortony, A.(ed.) 1980. Metaphor and Thought . Cambridge : Cambridge University

Press. Parret, Herman. 1983. Semiotics and Pragmatics. Amsterdam : John Benjamins. Peirce, C.S. 1931-58. Collected Writings . (8 Vols.). Eds. C. Hartshorne , P. Weis and

Arthur W. Burks. Cambridge, Mass. : Harvard University Press. Petofi, Janos S. (ed.) 1988. Text and Discourse Constitution : Empirical Aspects,

Theoretical Approaches. Berlin and New York : Walter de Gruter. Saussure, Ferdinand de . 1916/1974. Course in General Linguistics.Trans. Wade

Baskin. London : Fontana/ Collins.

Scholes, R. 1982. Semiotics and Interpretation. New Haven : Yale University Press. Sebeok, T.A. 1994. Signs : An Introduction to Semiotics. Toronto : University of

Toronto Press. Sebeok, T.A. , and M. Danesi. 2000. The Forms of Meaning : Modeling Systems Theory

and Semiotic Analysis . Berlin : Mouton de Gruyter. Sebeok, T.A. 2001. Global Semiotics. Bloomington : Indiana University Press. Stam, R., Burgoyne, R., Flitterman-Lewis, S. 1992. New Vocabularies in Film

Semiotics: Structuralism, Post-Structuralism and Beyond. London: Routledge.

Strinati, D. and Wagg, S. (Edt.). 1987. Come on Down? Popular Media, Culture and Post-war Britain. London: Routledge.

Turner, G. 1993. Film as Social Practice. London: Routledge.

White, R. 1988. Advertising: What It Is and How To Do It. London: McGraw Hill. Williamson, Judith. 1978. Decoding Advertisements : Ideology and Meaning in

Advertisement. London : Marion Boyars Publishers Inc.

Optional course III Course 6

MAAL 314109 Lexicography

Module 1 [D]: LEXICOGRAPHY I Module 2: TYPES OF DICTIONARIES

Lexicography , types of dictionaries

Subjects L

4 D 1 ½

TP 50

T W 50

Credits 4

Total 100

1 Lexicography , types of dictionaries

4

1 ½

50

50

4

100


realize the potential of dictionary as a source of knowledge in vocabulary as well as cultural sources.

develop awareness of the systematic approach to the development of vocabulary. get exposure to different facets of information available in different dictionaries prepare dictionary

Detailed syllabus:

Sr.no. subject Class hrs marks

Mod.1 2credits

units: 1

2

3

mod.2

2credits units:

1 2

3

4

Lexicography

Theory of lexicology and lexicography.

Principles of lexicography according to different types of dictionaries.

Scope and application of lexicographical principles.

Art and Science of dictionary making

Process of dictionary making- field work and data

collection Lexical entries- phonological, morphological and

grammatical structures

types of dictionaries- monolingual, bilingual, multilingual and thesaurus

Specialized dictionaries: Comprehensive and concise dictionaries.

Academic and learners dictionaries. Historical and etymological dictionaries, register based dictionaries.

60 (30)

(30)

100

References:

Atkins, B.T.S. and A. Zampolli (1994) Computational approaches to lexicon OUP

Hartmann, R.R.K. (1983) Lexicography: principles and practice Academic Press, New York

Landau S, I. (1989) Dictionaries: the art and craft of lexicography CUP Singh, R.A. Introduction to lexicography CIIL, Mysore Zgusta, L. (1971) Manual of Lexicography The Hague/Paris, Mouton

Semester IV total credits 20 Code -414888

I. Research 8 credits Marks 200

Research Proposal 2 Credits Marks 50

Dissertation 4 Credits Marks 100 Presentation/ Viva voce 2 Credits Marks 50

II. Internship 8 Credits Marks 200 Code 414999

III. Select one course from the following:

Course I

MAAL – 414110 Translation theory and practice.

Subjects L 4

D 1½

TP 50

TW 50

Credits 4

Total 100

1 History theory of translation, process and

problems of translation

4

1½

50

50

4

100

Module 1 [C]: HISTORY THEORY AND TYPES OF TRANSLATION Module 2:

PROCESSES AND PROBLEMS OF TRANSLATION Objectives; at the end of this course the students will be able to

gain knowledge of the role of different theories in translation. assess the role of linguistic knowledge and the factors of translatability.

get acquainted with different types of translations. identify the problematic areas of translation as an art from. develop strategies to deal with problems of translation

Detailed syllabus

Sr.no. subject Class hrs

Marks.

Mod.1 Credits2 Units:

1

2 3

4

mod.2 credit 2

units: 1.

2

3

4

5

History and theory of translation

Different theories of translation.

Historical development of these theories. Structural, cognitive and communicative theories of EE-

Exact Equivalence.

Different types of translation

Processes and problems of translation

Different processes of translation.

Language form of the source and target language and role of grammar in

interpretation.

Tools of translation

Problems in translation- media problems, problems of translating cultural and scientific terms, idioms, metaphors and proverbs.

Evaluation of translation

60 (30)

(30)

100

References:

Bassnetts, S. and A. Lefevre (eds.) (1990) Translation, history and culture [Pinter Publishers, London]

Bassnetts, S. [1988] Translation Studies. London Routledge.

Biguenet, J. and R.Shulte. eds. [1989] The Craft of Translation University of Chicago Press

Gupta, R.S. (ed.) (2000) On literary translation Institute of Advanced Studies, Shimla.

Henderik Van Gorp. Ed. [1986] Translation and Literature Genre Theohermans Mukherji, Sunit. [1981] Translation as Discovery and other Essays. New Delhi: Allied

Publishers.

Newmark. P. (1988) A textbook of translation, Prentice Hall, Hampstead Nida, E.A. (1975) Language structure and translation SUP, Stanford

Singh, U.N. (ed.) (1998) The second turn: papers on literary translation Bahari Publications, New Delhi

Talgeri, Pramod and S.B. Verma eds. [1988] Literature in Translation. Bombay :

Popular Prakashan. Van der Broeck R. [1986] Second Thoughts in Translation Criticism Theohermans..

Course II. MAAL – 414111

Stylistics

Subjects L

4

D

1 ½

TP

50

TW.

50

Credits

4

Total

100

1 Theoretical background of

stylistics, stylistic devices.

4

1 ½

50

-50

4

100

Module1 [F]: THEORETICAL BACKGROUND OF STYLISTICS Module 2 [F]: STYLISTIC DEVICES Objectives: at the end of this course the students will be able to

Realize the role of stylistics as a semiotic system in the context of language studies.

Identify relationship between linguistics and literary criticism Distinguish between semiotics as a formal science and stylistics as practical science.

Apply knowledge of stylistics in various fields of language use. Develop insight and perspective in analysis of literary texts

Detailed syllabus

Sr.no. subject Class hrs

Marks

Mod.1 Credits 2

Units : 1 2

3

4

5

Mod.2 credits 2

units : 1

2

3.

4

5.

Theoretical background of stylistics

Stylistics: scope and definition. Relationship between language and literature.

Stylistics and literary criticism. Structuralism, post

structuralism, structure, texture and cohesion. Jacobson’s concept of poetic function, principles of

equivalence, selection and contiguity.

Ordinary language and language of literature.

Stylistic devices

Identifying stylistic markers.

Stylistic devices- foregrounding, parallelism, verbal repetition, coupling, analogy, deviation etc

devices for prose- mind style, types of speech patterns in

dramatic discourse and narrative discourse Indian theories of style- Riti and Guna: Vaidarbhi and Gaudi,

Panchali

Principles of style-Rasa, Dhavani and Vakrokti, vakrokti as deviation, metaphor and metonymy as alamkara, similies as the basis of all alamkara

60 (30)

(30)

100

References:

Bradford R. [19997] Stylistics London: Routledge.

Collie Joanne & Stephen Slater: (1990).Literature in language classroom. C.U.P. Culler, J. [1975] Structuralist Poetics; structuralism, linguistics and the study of

literature. London: Routledge and Kegan Paul Dhongde, R.V.: (1985).Marathi bhasha ani shaili. Dilipraj Prakashan. Poona. Dhongde, R.V.: (1991).Atmalakshi samiksha. Dilipraj Prakashan. Poona.

Dhongde, R.V.: (1996).Shailivaidnyanic samiksha. Dilipraj Prakashan. Poona. Enkvist, N.E., Spencer,J. and Gregory, M.J. (1981).Linguistics and style. CUP.

Fowler, R. [1977] Linguistics and the Novel. London: Methuen Gargesh, R. [1990] Linguistic Perspective of Literary Style. Delhi: University of Delhi

Press.

Garvin ,P.L. Ed. [1964] a Prague school Reader on Aesthetics, literary structure and style. Washington DC: Georgetown University Press.

Hough, G. : (1964). Style and stylistics. Routledge & Kegan Paul. London. Maley, A & A. Duff : (1990). The inward ear. C.U.P. Mukarovsky, J. [1964] Standard language Poetic Language. in Garvin, P.L. Ed. [1964]

[1964] The Aesthetics of Language in Garvin ,P.L. Ed. [1964] Richards, I.A.: (1929).Practical criticism. Routeledge & Kegan Paul. London.

Sebeok, T.A. [ed.] : . (1960). Literary style: a symposium. MIT Press. Cambridge. Sharma, V.P. (1990) Stylistics of figurative language Delhi University Press,New Delhi Sood, S.C.: (1988).English language and literature teaching. Ajanta Publishing House,

New Delhi. Srivastava, R.N. (1993) Studies in language and linguistics, Vol 2: stylistics Kalinga

Publications, Delhi Suresh Kumar (1987) Stylistics and text analysis Bahari Publications, New Delhi

Suresh Kumar (1988) Stylistics and language teaching. New Delhi. Kalinga. Tuffe, V. (1971) Grammar as style. N.Y., Rinehart & Winston. Turner, G.W. : (1973).Stylistics. Penguin.

Ullman, S. : (1973) Style and meaning. Oxford. Basil Blackwell.

Course III MAAL 414112 Language and gender

Subjects L 4

D 1 ½

TP 50

TW. 50

Credits 4

Total 100

1 Language and gender.

4

1 ½

50

-50

4

100

Modeule1. Language and gender.

Module 2. power politics and inequality Objectives: at the end of this course the students will be able to;

develop critical perspective of the concept of language and gender examine relationship between power and inequality

assess the role of language as an oppressive tool in society

Sr.no. subject Class

hrs

Marks

Mod.1

Credits 2 Units : 1

2

3

4

5

Mod.2 credits 2 units :

1

2 3.

4

5.

Language and gender

Language as a sexist phenomenon. Definition of gender

Relationship between language and gender.

Differences between male and female language. Deficit, dominance, difference theory.

Approaches to language and gender: variationist,

interactional, critical pragmatics, critical discourse perspectives.

Aspects of social conditioning

Language and power politics and inequality

Role of language in creating social inequality.

Language and the Social construction of self Language as hegemony

Language as a tool for suppression and manipulation

Language as emancipation Relationship between social interaction and social structure

60

(30)

(30)

100

References:

Besnier, Niko. 2007. Language and gender research at the intersection of the global and the local. Gender and Language 1(1): 67-78.

Dementi-Leonard, Beth and Perry Gilmore. 1999. Language revitalization and identity in social context: A community-based Athabascan language preservation project in western interior Alaska. Anthropology & Education Quarterly. 30(1) 37-55.

Eckert, Penelope and Sally McConnell-Ginet. 1992. Think practically and look locally: Language and gender as community-based practice. Annual Review of

Anthropology 21: 461-488. Eisenlohr, Patrick. 2004. Language revitalization and new technologies: Cultures of

electronic mediation and the refiguring of communities. Annual Review of Anthropology

21-45. Errington, Joseph. 2003. Getting language rights: The rhetorics of language

endangerment and loss. American Anthropologist 105:4):723-732. Hall, Kira. 2005. Intertextual sexuality: Parodies of class, identity, and desire in liminal

Delhi. Journal of Linguistic Anthropology 15(1): 125–144.

Hymes D. 1973. Speech and Language: Origin of Inequality amongst speakers, Daedalus Vol. 102 No. 3, Summer, 1973, Language as a Human Problem. The MIT

Press. http://www.jstor.org/stable/i20024138 Ives Peter 200). Gramsci’s Politics of Language:Engaging the Bakhtin Circle and the

Frankfurt School. Toronto: University of Toronto Press. Ives Peter 2004. Language and Hegemony in Gramsci. London: Pluto Press/Fernwood. Janet Holmes and Miriam Meyerhoff (eds.), 2003. The handbook of language and

gender. Malden: Blackwell Publishing

Labov W. 1972. Sociolinguistic Patterns. Philadelphia: University of Pennsylvania Press.

Labov W. 1972. Language in the Inner City. Philadelphia: University of Pennsylvania Press.

Labov W. 2001 Principles of Linguistic change. Volume I &II Oxford: Blackwell, Macaulay, Ronald K.S. 2005. Talk that counts: Age, gender, and social class differences

in discourse. Oxford: Oxford University Press.

Mey Jacob 1985. Whose Language? A study in Linguistic Pragmatics. Pragmatics and Beyond Companion Series 3. John Benjamins B.V.

Mey Jacob 2001. Pragmatics: An Introduction. Oxford: Blackwell.

Mills S. and Mullany L. 2011. Language, Gender and Feminism. NY: Routledge. Mooney A, Peccei J, Labelle S. et. all 2001. The Language, Society and Power Reader.

NY: Routledge. Nettle, D. and Romaine, S. 2000. Vanishing Voices. Oxford University Press. Yang, Jie. 2010. The crisis of masculinity: Class, gender, and kindly power in post-Mao

China. American Ethnologist 37(3): 550 - 562.

http://www.jstor.org/stable/i20024138

The areas for internship have been decided as such:

Teaching English at corporate sectors / students from SNDTW University

Indian languages as Marathi/ Gujarati as second language. Hindi as foreign language

Media script writing E content writing Language editing in publishing houses

Translation bureau Language analysis

Ali yavar jung Institute for Hearing Impaired TIFR IIT linguistics dept.

Directorate of languages Lexicography assistance

Documents

FINAL IN PRACTICE REVISED SYLLABUS OF MA IN APPLIED ... · Syllabus of MA in Applied Linguistics 80 credits course Sr.no Semester I 20 credits Semester II 20 credits Semester III