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MA English for Specific Purposes

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  • Objectives
    To provide students with knowledge and skills regarding: the historical and theoretical foundations of ESP; the critical evaluation of syllabuses and materials in a variety of language teaching/learning contexts; written and spoken discourse in ESP; language learning strategies in different academic disciples; the development and implementation of research projects in ESP
  • Entry requirements
    Entry Qualifications Good degree, for non-native speakers of English, IELTS 6.5 or equivalent.
  • Academic Title
    MA English for Specific Purposes
  • Course description

    Course Description
    The MA in English for Specific Purposes focuses on the teaching, learning and use of English for academic and occupational purposes. As English is now the most widely used language for international communication in the areas of business, science, medicine and education, many ELT/EFL/TESOL teachers are required to teach adults either preparing for university study through the medium of English or using English for work-related purposes and this programme teaches key topics in this area.

    Modules and Options

    The lists of modules below represent the range of options available for each year of study. This may not be a complete list of the options you will study, and may be subject to change, so please contact the department for further details.

    Stage 1

        ACQUISITION OF SECOND LANGUAGE PHONOLOGY
        APPROACHES TO SECOND LANGUAGE ACQUISITION
        BLACK ENGLISHES
        CHILDREN'S ENGLISH
        COMMUNICATIVE LANGUAGE TESTING
        Compulsory: ASSIGNMENT WRITING AND DISSERTATION PREPARATION
        Compulsory: FOUNDATIONS OF ENGLISH FOR SPECIFIC PURPOSES
        Compulsory: GENRE ANALYSIS, ACADEMIC ENGLISH FOR ESP
        Compulsory: RESEARCH TOPICS IN ENGLISH FOR SPECIFIC PURPOSES
        Compulsory: TEACHING ENGLISH FOR ACADEMIC PURPOSES
        Compulsory: TEACHING ENGLISH FOR SPECIFIC PURPOSES
        COMPUTATIONAL LINGUISTICS I
        COMPUTATIONAL LINGUISTICS II
        COMPUTER ASSISTED LANGUAGE LEARNING: THEORY, RESEARCH AND PRACTICE
        CONSTRAINT BASED PHONOLOGY
        CONVERSATION AND SOCIAL INTERACTION
        Core: DISSERTATION: MA
        CORPORA IN ENGLISH LANGUAGE TEACHING
        CULTURE IN SECOND LANGUAGE LEARNING AND TEACHING
        DESCRIPTIVE SYNTAX
        DESIGN OF LANGUAGE TEACHING PROGRAMMES AND MATERIALS FOR YOUNG LEARNERS
        DEVELOPMENT OF LANGUAGE PROCESSING
        DEVELOPMENTAL LANGUAGE DISORDERS
        DEVELOPMENTAL SECOND LANGUAGE SYNTAX
        DISCOURSE AND LANGUAGE TEACHING
        ELT PROFESSIONAL CONCERNS
        ENGLISH PHONOLOGY
        ENGLISH SYNTAX
        EXPERIMENTAL DESIGN AND ANALYSIS
        FOUNDATIONS OF COMPUTER ASSISTED LANGUAGE LEARNING
        FOUNDATIONS OF ENGLISH FOR SPECIFIC PURPOSES
        FOUNDATIONS OF INTERCULTURAL AND PROFESSIONAL COMMUNICATION
        FOUNDATIONS OF LANGUAGE FOR ENGLISH LANGUAGE TEACHERS
        FOUNDATIONS OF LINGUISTICS
        FURTHER QUANTITATIVE RESEARCH METHODS IN LANGUAGE STUDY
        GENRE ANALYSIS, ACADEMIC ENGLISH FOR ESP
        GRADUATE RESEARCH ASSIGNMENT
        GRAMMATICAL DEVELOPMENT IN FIRST, SECOND AND THIRD LANGUAGE LEARNERS
        INDIVIDUAL DIFFERENCES IN L2 LEARNING
        INPUT IN LANGUAGE LEARNING AND TEACHING
        INTERCULTURAL PRAGMATICS
        INTRODUCTION TO HEAD-DRIVEN PHRASE STRUCTURE GRAMMAR
        INTRODUCTION TO LEXICAL FUNCTIONAL GRAMMAR
        INTRODUCTION TO TEACHING YOUNG LEARNERS
        INVESTIGATION INTO THE YOUNG LEARNERS CLASSROOM
        LANGUAGE ACQUISITION AND THE CRITICAL PERIOD
        LANGUAGE AND GENDER
        LANGUAGE DISORDERS IN ADULTS
        LANGUAGE LEARNERS IN CLASSROOMS
        LANGUAGE PROGRAMME EVALUATION
        LANGUAGE TEACHER EDUCATION
        LANGUAGE TEACHERS IN CLASSROOMS
        LANGUAGE TEACHING
        LANGUAGE TESTING
        LEARNER AUTONOMY
        LEARNER PERSPECTIVES ON VOCABULARY
        LEARNER STRATEGIES AND METALINGUISTIC KNOWLEDGE: EXPLICIT ASPECTS OF L2 LEARNING
        LEXICAL CHANGE IN THE HISTORY OF ENGLISH
        LITERACY DEVELOPMENT AND TEACHING OF READING TO YOUNG LEARNERS
        MATERIALS DESIGN AND DEVELOPMENT
        MATERIALS EVALUATION
        MINIMALISM SYNTAX II
        MINIMALIST SYNTAX I
        MORPHOLOGY
        MULTILINGUALISM
        NON-EXPERIMENTAL QUANTITATIVE RESEARCH METHODS FOR ENGLISH LANGUAGE TEACHING
        PEDAGOGICAL GRAMMAR
        PHILOSOPHY OF LINGUISTICS
        PHONOLOGICAL DEVELOPMENT AND PHONOLOGICAL DISORDERS
        PHONOLOGICAL THEORY AND SECOND LANGUAGE PHONOLOGY
        PIDGIN AND CREOLE LANGUAGES
        PRAGMATICS: DISCOURSE AND RHETORIC
        PROLOG I
        PROLOG II
        QUALITATIVE METHODOLOGY IN ENGLISH LANGUAGE TEACHING/APPLIED LINGUISITICS RESEARCH
        RELEVANCE THEORY
        RESEARCH TOPICS IN ENGLISH FOR SPECIFIC PURPOSES
        RESEARCHING WRITING IN EFL/ESL
        SEMANTICS
        SENTENCE PROCESSING
        SOCIOLINGUISTIC METHODS I
        SOCIOLINGUISTIC METHODS II
        SOCIOLINGUISTICS I
        SOCIOLINGUISTICS II
        SOCIOPHONOLOGY
        SOCIOPHONOLOGY RESEARCH
        SYLLABUS DESIGN
        TEACHING PRACTICE I
        TEACHING PRACTICE II
        TEACHING WRITING IN EFL/ESL
        TEACHING, LISTENING AND SPEAKING
        THE MENTAL LEXICON
        THEORETICAL AND DESCRIPTIVE PHONOLOGY
        TOPICS IN HEAD-DRIVEN PHRASE STRUCTURE GRAMMAR
        TOPICS IN LEXICAL FUNCITIONAL GRAMMAR
        TOPICS IN PROFESSIONAL COMMUNICATION
        VARIATION IN ARABIC 1
        VARIATION IN ARABIC II
        VARIATION IN ENGLISH I
        VARIATION IN ENGLISH II
        VERB MEANING AND SENTENCE STRUCTURE

    Teaching and Assessment Methods
     
    A: Knowledge and Understanding
        Learning Outcomes
        A1 : Knowledge of key principlies involving the historical development and existing practice in ESP
        A2 : A detailed acquaintance of genres spanning written/spoken discourse and a variety of specialised contexts (academic and non-academic) in which English is taught and used
        A3 : An appreciation of the strategies employed by ESP learners in different disciplines and of the roles of ESP teachers
        A4 : An understanding of how the above apply to particular teaching situations, especially those that the student is familiar with, in the context of accepted contemporary professional practice

        Teaching Methods
        1-4 are taught initially through staff-led modules, using a variety of means of delivery (formal lecture, seminar, question-answer discussion session, group-work task-based session, computer lab session, student oral reports, workshop). 4 is enhanced by classroom observation. Staff feedback to students on coursework is a connected important feature enhancing learning. Learning is expected to be deepened through directed and independent self-access library study and use of web material both put up by staff and generally available on the internet.
        Later, the dissertation research deepens understanding of 1-4 via a real integrated project supported by staff supervision and group tutorials. At any time support is available in the form of advice from staff in their consulting hours, and staff replies to student email queries.

        Assessment Methods
        Initially 1-4 are assessed through a 3000-word written assignment (or equivalent) for each module, either of the essay type (e.g. literature review, or argumentative) or practical exercises. 1-4 are also assessed later in an integrative way when the student has to draw on this knowledge selectively for the dissertation.

    B: Intellectual/Cognitive Skills
        Learning Outcomes
        B1 : Critical skills needed to evaluate disparate sources of information, both academic (e.g. lectures, books) and experiential, and collate, select, and apply the information to a specific teaching issue or situation critical skills needed to evaluate disparate sources of information, both academic (e.g. lectures, books) and experiential, and collate, select, and apply the information to a specific teaching issue or situation
        B2 : An ability to formulate coherent and logically sound arguments
        B3 : Ability to reflect independently on own teaching/learning experience and relate it to the ideas and research in the field
        B4 : Ability to identify a research question or hypothesis, choose appropriate research methods, and interpret own and others' data and see the implications for a hypothesis or question

        Teaching Methods
        1-4 are fostered repeatedly by all the means of teaching/learning described in (A)

        Assessment Methods
        1-4 are all assessed via 3000-word written assignments (or equivalent shorter pieces) of the literature review or argumentative type, and finally collectively in the dissertation research project

    C: Practical Skills
        Learning Outcomes
        C1 : Ability to seek and retrieve relevant information from a variety of sources (e.g. library, journals, WWW)
        C2 : Ability to communicate lucidly in speech and writing about theoretical matters, teaching and learning issues and own teaching experience, in appropriate style
        C3 : Practical skills in analysing the core properties of syllabuses and materials in different language learning/teaching situations
        C4 : Ability to propose, plan, execute and write up an original, complete but limited study related to ESP with due treatment of appropriate prior research and theory, generation of research aims, application of relevant methods (e.g. empirical data gathering, or syllabus/materials design or evaluation) and management and presentation of the whole project with due attention to proper professional practice and ethics.

        Teaching Methods
        1 is promoted by library staff guidance and by a departmental IT induction course, as well as being guided by staff teaching particular modules, and giving advice
        2 is promoted by the oral and written tasks associated with the taught modules, and feedback on them, and by guidance in course booklet and an unassessed module on assignment and dissertation writing
        3 is dealt with by embedding practical data analysis tasks into specialist modules.
        4 is promoted by supervision of the obligatory dissertation
        1-4 are further supported by advice from staff in consultation hours or by email, and by web-based self-access material.

        Assessment Methods
        1 and 2 are assessed indirectly via the written or oral assessments for the taught modules generally
        3 is assessed specifically in the modules dedicated to them, by essay (or equivalent)
        4 is assessed primarily via the dissertation, along with 1-3 again

    D: Key Skills
        Learning Outcomes
        D1 : a. Oral participation in group discussion and lectures b. Academic writing, both in the form of argumentative academic papers and research reports, in appropriate style c. Critical reading: researching and utilising information, including scanning, recognising opinion and bias, detecting relevant points, collating different sources.
        D2 : Using advanced computational tools and software packages to obtain, store and process information stored in electronic form (e.g. from the Library, WWW or CD-rom), and (where appropriate) SPSS to analyse data and results
        D3 : a. Analysis of tasks and identification of objectives b. Identification and use of relevant information sources c. Establishing main features of a complex problem d. Planning and selection of approach to reach a solution
        D4 : Participation in pair/group class tasks (including organising and evaluating own and others' contributions)
        D5 : a. Use of independent time management skills, initiative, and different approaches to working autonomously to meet assignment and dissertation targets b. Use of feedback and support from peers, lecturers and supervisor to meet targets and improve over the year

        Teaching Methods
        1 and 5 are promoted by many taught modules, and involve listening and note taking in lectures. They are also facilitated by feedback.
        2 is promoted mainly by the practical tasks of the IT induction course, and any specific requirements associated with modules, as well as self access material on WWW. More generically, students will be expected to become familiar with basic PC management and the word processing of academic documents, internet searching, etc. in connection with their work for all modules. In working for their dissertations, students will also gain familiarity with electronic library and bibliographical databases.
        4 and 6 are promoted via the assignments and dissertation which impose requirements for students to apply these skills
        1-2 and 4-6 are all further practised for the dissertation, and aided when necessary by staff advice by email or consultation

        Assessment Methods
        1-2 and 4-6 are assessed integratively with other skills/knowledge in the module assessed work and the dissertation.

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