Module Code and Title:       LAN101          Grammar, Vocabulary, and Phonology in Context

Programme:                          BA in English Studies

Credit Value:                         12

Module Tutor:                       Yesodha Chauhan, Poonam Chettri, Ruma Tamang

Module Coordinator:            Yesodha Chauhan

General objective: This module helps students improve their academic writing by focusing on aspects of grammar and vocabulary that will reflect the transition from pre-university to university. Students will gain experience with the functional grammar they need to succeed in their academic studies in future semesters. Their confidence in understanding and using grammar for written assignments will improve, along with their academic vocabulary, so that they can write accurate English and communicate more effectively in academic contexts. For the vocabulary aspect, the module will cover the most frequently used words in academic texts at an intermediate level. The module uses students' own writing as the basis for conveying grammatical concepts and building vocabulary: incorporating these within the context of writing rather than approaching them in an isolated manner. The writing practise will emphasize the production of coherent paragraphs. For the phonology aspect, the unit will cover details about phonology such as practising phonemic symbols, and all the forty-four sounds in the English Language. Students will also learn how to pronounce words correctly and transcribe phonetic words to English and vice-versa.

Learning outcomes – On completion of this module, learners should be able to:

1. Recall the definitions and appropriate contextual usage of the most frequently used words in intermediate academic texts.
2. Recognise and select more appropriate forms of vocabulary for use in a contextually appropriate manner.
3. Use a high frequency of intermediate academic vocabulary words in written forms of academic communication.
4. Apply grammatical rules to recognize and correct grammatical and mechanical errors in intermediate academic texts.
5. Use appropriate grammatical structures to express more complex academic ideas, such as shades of meaning.
6. Select and design appropriate paragraph types for different uses.
7. Plan, organize, and write a coherent paragraph with a topic sentence, supporting details, and a conclusion, at an intermediate academic level.
8. Explain how speech sounds are made and demonstrate the sound.
9. Enhance their vocabulary by reading the phonetic transcription in the dictionary.
10. Transcribe phonetic words to English.

Learning and Teaching Approach:

Assessment Approach:

A. Grammar quizzes: Portion of Final Marks: 15%

Short 20 min quizzes every 3-5 weeks (alternate with vocabulary quizzes or paragraph assignments).

B. Vocabulary quizzes: Portion of Final Mark: 15%

Short 20 min quizzes every 3-5 weeks (alternate with grammar quizzes or paragraph assignments).

C. Paragraph writing portfolio: Portion of Final Marks: 15%

15 paragraphs (150-200 words each), submitted as one each week, and in final form as a collection after rewriting/editing.

D. Midterm Examination: Portion of Final Mark: 15%

Students will take a written exam of 1.5 hr duration covering topics up to the mid-point of the semester. 10% will be a written exam while 5% will be a viva on phonology. 

Pre-requisites:

Subject matter:

1. Writing, Vocabulary, and Grammar Practice 1
   • Introduction to paragraph planning, with examples
   • Unifying ideas: themes, topics; paragraph length guidelines
   • Vocabulary – in class and self-study practice of vocabulary definitions and contextual usage
     • Word meanings, word families, and collocations for target words from the academic word list (top ~50)
     • Strategy building: Using a dictionary
   • Grammar in context – in-class and self-study practice on identifying and correcting grammatical errors and producing grammatically correct sentences
     • Review of tense
     • Modal verbs
     • Noun phrases

2. Aspects of Phonology
   • Learning phonemic symbols
     • Audio and video learning the sounds
   • Practicing sounds
     • Learning how to read, write and practice consonants sounds
     • Learning how to read, write and practice vowel sounds
   • Transcription exercises
     • Transcribing from English to phonetics and phonetics to English

3. Writing, Vocabulary, and Grammar Practice 2
   • Features and uses of an illustration paragraph
   • Flow of ideas in a paragraph: showing connections
   • Vocabulary – in class and self-study practice of vocabulary definitions and contextual usage
     • Word meanings, word families, and collocations for target words from the academic word list (next ~50)
     • Strategy building: Word-knowledge expansion
   • Grammar in context – in-class and self-study practice on identifying and correcting grammatical errors and producing grammatically correct sentences
     • Being formal and informal
     • Relative clauses
     • Stating facts and opinions

4. Writing, Vocabulary, and Grammar Practice 3
   • Features and uses of an analysis or classification paragraph
   • Flow of ideas in a paragraph: deliberate repetition
   • Vocabulary – in class and self-study practice of vocabulary definitions and contextual usage
     • Word meanings, word families, and collocations for target words from the academic word list (next ~50)
     • Strategy building: Identifying text structures
   • Grammar in context – in-class and self-study practice on identifying and correcting grammatical errors and producing grammatically correct sentences
     • Connectors
     • Being emphatic
     • Passives

5. Writing, Vocabulary, and Grammar Practice 4
   • Features and uses of a comparison or contrast paragraph
   • Flow of ideas in a paragraph: strategic use of pronouns
   • Vocabulary – in class and self-study practice of vocabulary definitions and contextual usage
     • Word meanings, word families, and collocations for target words from the academic word list (next ~50)
     • Strategy building: Synthesis of ideas across texts using common vocabulary
   • Grammar in context – in-class and self-study practice on identifying and correcting grammatical errors and producing grammatically correct sentences
     • Arguing and persuading
     • Comparing and contrasting
     • Taking about cause and effect

6. Writing, Vocabulary, and Grammar Practice 5
   • Features and uses of a qualification paragraph
   • Flow of ideas in a paragraph: specialized linking words to reinforce ideas
   • Vocabulary – in class and self-study practice of vocabulary definitions and contextual usage
     • Word meanings, word families, and collocations for target words from the academic word list (next ~50)
     • Strategy building: Making meaning: context clues
   • Grammar in context – in-class and self-study practice on identifying and correcting grammatical errors and producing grammatically correct sentences
     • Verb patterns
     • Hedging
     • Conditionals

7. Writing, Vocabulary, and Grammar Practice 6
   • Features and uses of a process paragraph
   • Flow of ideas in a paragraph: specialized linking words to signal a change in ideas
   • Vocabulary – in class and self-study practice of vocabulary definitions and contextual usage
     • Word meanings, word families, and collocations for target words from the academic word list (next ~50)
     • Strategy building: Word maps
   • Grammar in context – in-class and self-study practice on identifying and correcting grammatical errors and producing grammatically correct sentences
     • Grammar relevant to paraphrasing
     • Phrasal and prepositional verbs
     • Using Defining Language

8. Writing, Vocabulary, and Grammar Practice 7
   • Putting paragraphs together
     • Paragraph placement and combinations
     • Paragraph transitions
   • Flow of ideas in a paragraph: specialized linking words to signal a conclusion
   • Vocabulary – in class and self-study practice of vocabulary definitions and contextual usage
     • Word meanings, word families, and collocations for target words from the academic word list (next ~50)
     • Strategy building: Root analysis
   • Grammar in context – in-class and self-study practice on identifying and correcting grammatical errors and producing grammatically correct sentences
     • Collocation
     • Cohesion

Reading List:

1. Essential Reading
   • Hacker, D. (2010). A Writer’s Reference, 7^th Boston: Bedford/St. Martin's.
   • Paterson, K. and Wedge, R. (2013). Oxford Grammar for EAP. Oxford University Press.
   • Schmitt, D. and Schmitt, N. (2011). Focus on Vocabulary 2: Mastering the Academic Word List (2^nd). Pearson Education ESL.
   • Jones, D. (2014). Cambridge Pronouncing Dictionary. Cambridge University Press.
   • Hornby, A.S. (2013). Oxford Advanced Learner’s Dictionary. Oxford University Press.
2. Additional Reading
   • Bolton, D. (2010). English Grammar in steps. New Delhi: Orient BlackSwan.
   • Fuchs, M. and Bonner, M. (2006). Focus on grammar: An integrated skills approach, 4^th New York: Pearson Education ESL.
   • Hacker, D. (2008). Rules for writers. Boston: Bedford/St. Martin’s.
   • (2003). Prentice Hall Reference Guide to Grammar and Usage. Upper Saddle River: Prentice Hall.
   • Hewings, M. (2008). Advanced English Grammar: A self-study reference and practice book for advanced South Asian Students. New Delhi: Cambridge University Press.
   • Jones, L. (2007). Cambridge Advanced English: Student’s Book. New Delhi: Cambridge University Press.
   • Kennedy, X.J. and Kennedy, D.M. (1990). The Bedford Guide for College Writers, 2^nd Boston: Bedford Books of St. Martin’s Press.
   • Leech, G. and Svartvik, J. (2002). A Communicative Grammar of English. New Delhi: Pearson Education.
   • McCarthy, M. and O’Dell, F. (2002). English Vocabulary in Use: Advanced. New York: Cambridge University Press.
   • Quirk, R. (2008). A University Grammar of English. New Delhi: Pearson Education.
   • Raimes, A. (2008). Keys for writers. Boston: Houghton Mifflin.
   • Schmitt, D., Schmitt, N. and Mann, D. (2011). Focus on Vocabulary 1: Bridging Vocabulary (2^nd). Pearson Education ESL.
   • Yule, G. (2014). The Study of Language (5^th Edition). Cambridge University Press.

 Date: December 20, 2015