Scoring policy and checking points
3rd Course students 18/18
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2-й курс бакалавриата; 3-й курс бакалавриата |
для дисциплин, включающих в себя лекционные и практические занятия (ЛК+ПЗ) |
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1-й срез:
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1-й срез – с 19.10.2020 г. по 31.10.2020 г.
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минимум – 12 баллов
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максимум – 25 баллов |
2-й срез:
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2-й срез – с 25.12.2020 г. по 13.01.2021 г. |
минимум – 23 балла
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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 reader; needs to be learnt
●
II. Middle English 1100–1500:
still difficult for the modern reader (e.g. Chaucer)
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III. Early Modern English 1500–1800:
some difficulties, but getting easier (e.g. Shakespeare)
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IV. Modern English 1800–today :
few comprehension problems (e.g. Jane Austen)
Modern English Dialect Areas in: Trudgill, Sociolinguistics 4-th ed. 2000...p. 152
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
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 , Posh, Vernacular, Koine, Lingua Franca, Pidgin, Creole. (/ˈpætwɑː/, [pɒʃ]; [və'nækjulə]; [ˌlɪnguʌ'fræŋkə]; [lɪ̱ŋgwə fræ̱ŋkə]; UK: /ˈkɔɪni/, US: /kɔɪˈneɪ, ˈkɔɪneɪ, kiːˈniː/); /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 accent, dialect and social class, giving examples to illustrate your answer.
3.What do we mean by language change and how does this impact on
standardisation? Use examples to illustrate your points.
4. What, if any, role 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.
301 by 17-10-2021 Social and Areal Linguistics
302 by 17-10-2021 Social and Areal Linguistics
303 by 17-10-2021 Social and Areal Linguistics
304 by 17-10-2021 Social and Areal Linguistics
305 by 17-10-2021 Social and Areal Linguistics
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
https://public-lms.tversu.ru/courses/3/quizzes/727
https://public-lms.tversu.ru/courses/3/quizzes/728
https://public-lms.tversu.ru/courses/3/quizzes/729
https://public-lms.tversu.ru/courses/3/quizzes/730
https://public-lms.tversu.ru/courses/3/quizzes/731
https://public-lms.tversu.ru/courses/3/quizzes/732
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
"Дополнительное задание". /15 баллов/
EXERCISES:
О проведении контроля успеваемости студентов во 2 семестре 2021-2022 уч.г. РАСПОРЯЖЕНИЕ №1 от «20» января 2022 г |
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Сроки проведения срезов 45.03.02 - Английский язык и международная коммуникация |
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1-й срез
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21.03.2022- 31.03.2022;
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2-й срез
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06.06.2022 –17.06.2022
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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