Scoring policy and checking points

        3rd Course students 18/18

 

 

2-й курс бакалавриата;

3-й курс бакалавриата

для дисциплин, включающих в себя

лекционные и практические занятия (ЛК+ПЗ)

1-й срез:

 

1-й срез –

с 19.10.2020 г. по

31.10.2020 г.

 

минимум – 12 баллов

 

максимум – 25 баллов

2-й срез:

 

2-й срез –

с 25.12.2020 г. по

13.01.2021 г.

минимум – 23 балла

 

максимум – 45 баллов

Suggested study syllabus

Below is a suggested 22-week outline which gives you an idea of how a syllabus could be constructed for this course:

 

Weeks 1–2 Introductory readings on linguistics, language, sociolinguistics, linguistic variation.

Become familiar with terms and concepts, e.g. language varieties, accents, dialects, regional and social variation, linguistic and social variables.

 

Weeks 3–4 Focus on language standardisation, the Standard English debate and attitudes to (non-standard) linguistic varieties.

 

Weeks 5–6 Language and ethnicity:Pidgins and creoles, London Jamaican (LJ), African American Vernacular English (AAVE).

 

Weeks 7–8 Study the concepts of monolingualism, bilingualism, multilingualism and code-switching.

 

Weeks 9–10 Language and gender:

What is gender? Stereotypes and empirical research on gender differences in language use.

 

Weeks 11–12 Analysing spoken discourse:

The Ethnography of Speaking; Interactional Sociolinguistics; how are transcriptions represented?

 

Weeks 13–14 Analysing spoken discourse: Conversation Analysis.

 

Weeks 15–16 Language, thought and representation:

Saussure; Sapir–Whorf, sexist language.

 

Weeks 17–18 Hands-on analysis of language: recording, transcribing and analysing spoken language; analysing extracts of written language.

 

Weeks 19–20 Analysing written discourse: rhetorical strategies, political and media language.

 

Weeks 21–22 Revision and review: draw up a schedule of topics to revise and study the sample examination questions. 

English Time Line 

  

I. Old English 500-1100: 

difficult for the modern readerneeds to be learnt 

 

II. Middle English 1100–1500: 

still difficult for the modern reader (e.gChaucer) 

 

III. Early Modern English 1500–1800: 

some difficultiesbut getting easier (e.gShakespeare) 

 

IV. Modern English 1800–today :

few comprehension problems (e.gJane Austen) 

Modern English Dialect Areas in: Trudgill, Sociolinguistics 4-th ed. 2000...p. 152

Linguistic Map of USA+.jpg
JPG Image 822.4 KB
International Phonetic Alphabet (IPA)
International Phonetic Alphabet (IPA)
Help_IPA_English.pdf
Adobe Acrobat Document 2.3 MB

Reading Resources

Стилистика английского языка = English Stylistics : [Электронный ресурс] учебное пособие . – Минск : РИПО, 2017 . – 124 с. – Режим доступа :http://biblioclub.ru/index.php?page=book&id=487981 , для авторизованных пользователей 

Гуслякова, А. В. Информационные технологии и лингвистика XXI века [Электронный ресурс] : Учебное пособие / А. В. Гуслякова; ФГБОУ ВО «Московский педагогический государственный университет» . – Электронные текстовые данные (13Mb) . – Москва : МПГУ, 2016 . – 96 с. – Режим доступа : http://elib.mpgu.info/view.php?fDocumentId=7668,  для авторизованных пользователей МПГУ, (22.08.2018) – На рус. яз. - ISBN 978-5-4263-0398-0 . 

Гендер в британской и американской лингвокультурах : [Электронный ресурс]   монография / Е. С. Гриценко, М. В. Сергеева, А. О. Лалетина и др. ; под общ. ред. Е. С. Гриценко. - 4-е изд., стер. - Москва : Издательство «Флинта», 2016. - 224 с. - Библиогр.: с. 202-220 - ISBN 978-5-9765-1032-6 Режим доступа: http://biblioclub.ru/index.php?page=book&id=69169 ,  для авторизованных пользователей МПГУ, (22.08.2018) 

Extra Reading Resources

Suggested Reading Resources

Videos

Peter Trudgill

ADDITIONAL READING

Analytical Trial Essay Structure (2,000 words)

 

i. The concept of the method of scientific research / language / linguistics / language acquisition (language learning or something...). State the problem and the task of your Research.

Provide context and standard criteria for its evaluation.

 

ii. Analytical description of method / concept / approach/ point of view 1.

(Highlight Key principles and Features. Be specific. Citing is welcome. Quoting must be followed by analysis. Describe your analytical tools. Provide enough examples.)

 

iii. Analytical description of method / concept / approach/ point of view 2.

(Highlight Key principles and Features. Be specific. Citing is welcome.Citing is welcome. Quoting must be followed by analysis. Describe your analytical tools. Provide enough examples.)

 

iv. Elicit and state the common features of two methods / conceptions (a block diagram).

 

v. Elicit and state the differences of two methods or matters under study.

 

vi. Show advantages and disadvantages of the two compared methods / conceptions. 

 

vii. Provide a Comparison table.

 

viii. Provide the two methods or concepts compatibility analysis.

 

ix. Conclusion. Pinpoint key results. State the limitations of your study. 

 

x. References

A leadership speech is a particular kind of speech that is used to deliver a strong message with the purpose of influencing others and providing inspiration when necessary. 

Dynamic Model of Postcolonial English

(Adapted from Schneider, 2007)

Training materials

Pidgins_and_Creoles_----_(Appendix_four_
Adobe Acrobat Document 185.8 KB
Образец оформления выходных данных на статьи Сборника ИМО 2021
Гагрова О.С. Анализ лингвистической сложности художественного языка квенья на основе Легендариума Дж.Р.Р. Толкина // Современное языковое образование: Инновации, проблемы, решения: материалы XII научно-практической конференции, Москва, апрель 2021 г. / под общ. ред. А. А. Богатырева [Электронное издание сетевого распространения]. – Москва : МПГУ, 2021. Издание входит в БД РИНЦ [Актуальный статус статьи: В печати].
Структура выходных данных:
ФИО автора, ФИО со-авторов. Название статьи // Современное языковое образование: Инновации, проблемы, решения: материалы XII научно-практической конференции, Москва, апрель 2021 г. / под общ. ред. А. А. Богатырева [Электронное издание сетевого распространения]. – Москва : МПГУ, 2021. Издание входит в БД РИНЦ [Актуальный статус статьи: В печати].

HOME ASSIGNMENT BY 27-09-2021 

Sample review questions 

What is a dialect ['daɪəlekt]?

What is a sociolect [ˈsəʊsɪə(ʊ)lɛkt, ˈsəʊʃɪə(ʊ)-]?What is the difference between language and dialect?

What are international  [ˌɪntə'næʃ(ə)n(ə)l] languages

Define the terms:

Patois , PoshVernacularKoineLingua FrancaPidginCreole. (/ˈpætwɑː/, [pɒʃ]; [və'nækjulə]; [ˌlɪnguʌ'fræŋkə]; [lɪ̱ŋgwə fræ̱ŋkə]; UK: /ˈkɔɪni/, US: /kɔɪˈneɪ, ˈkɔɪneɪkiːˈniː/); /ˈpɪdʒɪn/, ['kriːəul]) 

HOME ASSIGNMENT BY 10-10-2021 

Sample review questions 

1.      What is language?

2.      What are the key functions of language?

3.      What is Macro-Sociolinguistics? What does it study?

4.      What is Sociolinguistic situation? What is the difference between bilingualism, polylingualism and diglossia?

5.      What is Micro-Sociolinguistics? What does it study?

6.      What is linguistic personality?

7.      What is Speaker’s Identity?

8.      What is audience Design?

9.      What is the difference between language and dialect?

10.  What are the main units of language structure?

11.  What is sociology of language?

12.  What is sociolinguistics?

Home Assignment by October the 4th 2021 

301 

Essay topics: 

1. Discuss the difficulties involved in defining Standard English. 

2. Discuss the relationship between accentdialect and social classgiving examples to illustrate your answer. 

3.What do we mean by language change and how does this impact on 

standardisationUse examples to illustrate your points. 

4. What, if anyrole should non-standard varieties of a language play in educational contexts?

IMPORTANT 

PS No more than two persons can take the same topic of an essay! 

Home Assignment by 17-10-2021

HOME ASSIGNMENT BY 17-10-2021 

Pass a test, please

Use individual login and passport.

Home Assignment by October the 24th 2021 

301 

Essay topics: 

1. How is language linked to a person’s ethnicity? You may choose to

look at the language a person/group uses to express their ethnic

identity, or you may choose to look at how language is used to

represent people or groups. In either case, provide examples and

refer to research in this area.

2. Discuss why pidgins and creoles are often considered as

substandard varieties of the languages they are related to, although

sociolinguists (see Romaine, 2000, p.174) argue that they are

language varieties in their own right. Support your discussion with

examples and reference to linguistic work in this area.

3. What are the similarities and diff erences between code-switching

and crossing? In your answer consider the speakers, contexts,

linguistic forms and functions. You must support your answer with

references to research.

4. Does a speaker’s ethnic identity predetermine the way they speak or

does language help speakers to construct their identity as ethnic?

Transcription conventions
[ the point at which the current speaker’s talk is overlapped by the other’s
talk
(.) micro pause
(..) pause slightly longer than micro pause
CAPS relatively high volume
underline stressed part of syllable
:: noticeable lengthening
= latched utterances, with no interval between them
? rising intonation
( ) inaudible utterance

Additional testing for groups 302-307 by November 15th 2021

302 1.2. Gender Linguistics

https://public-lms.tversu.ru/courses/3/quizzes/727

303 1.2. Gender Linguistics

https://public-lms.tversu.ru/courses/3/quizzes/728

304 1.2. Gender Linguistics

https://public-lms.tversu.ru/courses/3/quizzes/729

305 1.2. Gender Linguistics

https://public-lms.tversu.ru/courses/3/quizzes/730

306 1.2. Gender Linguistics

https://public-lms.tversu.ru/courses/3/quizzes/731

307 1.2. Gender Linguistics

 

https://public-lms.tversu.ru/courses/3/quizzes/732

Revsion Topics (Group 301)

 1.     African American Vernacular English (AAVE): key features

2.     English as a Pluricentric language; World Englishes and their key features

3.     English as a World Lingua Franca; English as Globish

4.     Gender Linguistics: English language as Gender construction and Gender destruction tool (empirical research versus stereotypes)

5.     Issues of Language Standardization

6.     London Cockney and Cockney rhymed slang: key features

7.     London Jamaican (LJ): key features

8.     Multicultural London English (MLE): key features

9.     Overt prestige and covert prestige

10.   Pidgins and creoles: key distinctive linguistic features

11.   Representing ethnicity, ‘race’ and nationality: the construction of otherness

12.   Sociology of language and sociolinguistics: linguistic and social variables

13.   The dialectal map of UK

14.    The dialectal map of USA

15.   The role and functions of RP and Standard American in English varieties systems

16.   What is the relationship between language, region and social class

Открыто: понедельник, 3 января 2022, 00:00
Срок сдачи: понедельник, 10 января 2022, 23:59

О проведении контроля успеваемости

студентов во 2 семестре 2021-2022 уч.г.

РАСПОРЯЖЕНИЕ №1 от  «20» января 2022 г

Сроки проведения срезов

45.03.02 - Английский язык и международная коммуникация

1-й срез

 

21.03.2022- 31.03.2022;

 

2-й срез

 

06.06.2022 –17.06.2022

 

Answer THREE questions (all three questions carry equal marks).

Candidates may NOT reproduce the same material in more than one

answer, in this examination or in any other Advanced Level Course

examination.

1. Discuss some of the historical and social factors that led to the

standardisation of English in the British Isles. What are some of the

positive consequences and some of the negative consequences of

standardising the language?

2. In what ways does social class interact with language? Draw on

evidence and research to support your discussion.

3. Discuss attitudes to standard and non-standard varieties of English

using examples to support your discussion.

4. Until relatively recently, pidgins and creoles were not thought of

as worthy of study. Examine why this might have been the case,

drawing on evidence and research to support your discussion.

5. Illustrate some of the features of both African American Vernacular

English and London Jamaican, and examine why these two

language varieties are considered to be so contentious.

6. Discuss some of the ways in which language is used by a person/

group to express their ethnic identity. Provide examples and refer

to research in this area.

7. Does language determine the way we think? You should draw on

theories and research, and illustrate your answer with examples.

8. Discuss the ways in which strategies such as euphemism are used

to describe distressing or controversial events and the eff ect this

may have on people’s perception of those events. Your answer

should be informed by research in this area, but you should also

provide examples of your own to support your discussion.

9. Is the English language sexist? Illustrate your answer with

examples and, with reference to specific literature and scholarly

research, suggest some of the ways in which we can avoid

perpetuating stereotypes about men and women.

10. Critically discuss and compare the defiаcit, the dominance, the

difference and the social constructionist approaches to language

and gender research.

11. Examine some folklinguistic or stereotypical beliefs about the way

men and women speak and discuss to what extent the research

has shown these beliefs to hold true.

12. Compare and contrast the Ethnography of Speaking and

Interactional Sociolinguistics with Conversation Analysis. What

are the benefits and what are the drawbacks of using only one

approach or, alternatively, using more than one in combination in

an analysis of spoken interaction?

13. Identify the rhetorical strategies used in the speech in Appendix 2 by Kennedy. Analyse the way in which these strategies make the speech persuasive.

14. Analyse the attached transcript ‘It was a laugh man' (Appendix 3).

Use any method or approach that seems reasonable to you. You

may use more than one approach, as long as it is made clear within

your analysis that you are doing so and that you are able to apply

theories to the data systematically.

 

Appendix 3

From: 'It was a laugh man' (in Pichler, 2009, pp.111–12).

1 TURN OVER

(1)

Hennah can you remember all- (-) (but) she remembers it .hh

(2)

Hennah (innit) all the time we (1) %bunked% {laughs}

Varda yeah I

? (what)

(3)

Hennah (remember xxxxxxx) Stratford we went Forest Gate

Varda (know xxxxxxxxxxx)

(4)

Hennah yeah loads of places (man) .hh

[...]

(5)

Ardiana we never got caught me I used to bunk off every time every

(6)

Ardiana lesson Bengali::: [(Rahima and me)]

Rahima [yeah we used to hid] in (the) toilet

(7)

Ardiana yeah we used to hid in the toilet=[do you know where

Rahima innit =[(we used to hide

(8)

Ardiana where (our old)] do you know where Miller School Miller

Rahima in rooms]

(9)

Ardiana Girl was) you know where the cafeteria is=

Rahima yeah =yeah we know=

(10)

Ardiana we used to climb the tree and get over the walls but

TURN OVER