Core courses
PDES 6001 Phonetics and phonology for English Language Teaching
(Co-ordinator: Ms. Elizabeth Samson)
This course will introduce students to the basics of speech sound production including the articulation of consonants and vowels as well as the features of connected speech. Topics to be covered include: the IPA, the phonological characteristics of authentic speech, analysis of suprasegmentals using the discourse intonation system as well as the relationship between phonetics and phonics. The differences between Cantonese and English phonemes and syllable structure will also be explored. Assessment is by coursework.
PDES 6002 Lexis, morphology and semantics for English Language Teaching
(Co-ordinator: Ms. Teresa Hogue)
This course examines a number of key concepts underlying current theories of and approaches to vocabulary teaching. These include: principles of morphology and word-formation and the history of English words; vocabulary usage and exceptions to rules; principles of semantics, especially those concerned with levels of meaning and sense relations; and issues of context and discourse. Assessment is by coursework.
PDES 6003 Pedagogic grammar
(Co-ordinator: Dr. Ken Lau)
This course focuses on the grammar structures of the English language. It covers the basic units and processes of sentence formation and combination in English, and the forms and meanings of grammatical constructions in their contexts of use in spoken and written discourse. The course applies a functional perspective to the teaching of tense, aspect, transitivity, voice and mood. It also covers the basic but complex systems in English for accounting for gender, number, person and case. Assessment is by coursework.
PDES 6004 Written and spoken discourse for English Language Teaching
(Co-ordinator: Dr. Clarice Chan)
This course introduces students to the systems of English from a discoursal context. Participants will be introduced to a wide range of contemporary spoken and written discourse types, and will explore the systematic relationships between linguistic systems and contexts of use. The topics to be covered include: discourse and phonology; discourse and vocabulary; discourse and grammar; coherence and cohesion; speech acts, information structure and genre analysis; spoken versus written language; the acquisition of discourse and classroom discourse analysis. Assessment is by coursework.
PDES 6005 Sociolinguistics and English as an international language
(Co-ordinator: Dr. Joanna Lee)
This course looks at social aspects of language use, in particular, the social factors governing the choices speakers make in selecting from a repertoire of varieties. Choice of variety is examined with respect to language standards, norms of acceptability and social pressures of various kinds. The mutual influences operating on language and culture are examined, and the issue of bilingualism in education is reviewed, especially with reference to circumstances in Hong Kong. The rise of English to its position as the foremost international language, the emergence of nativised varieties, and the possibility of linguistic imperialism are also discussed. Assessment is by coursework.
PDES 6006 Psycholinguistics and second language acquisition
(Co-ordinator: Prof. Agnes Lam)
This course examines the psychological aspects of language with an emphasis on second language acquisition. The topics to be covered include: language comprehension and language production, the relation between language and cognition and the implications for first and second language development, stages and processes of first and second language acquisition, individual and situational factors affecting second language acquisition and the development of bilingualism. Assessment is by coursework.
PDES 6007 Introduction to literature in English
(Co-ordinator: To be announced)
This course has a two-fold purpose: to introduce participants to the major literary genres, including fiction, poetry, drama, and film; and to some important works in adolescent literature written in English. Participants will learn how to respond to, read, and write about literature. Class activities include lectures, discussion, and drama activities. Assessment is by coursework.
PDES 6008 Introduction to Language Arts
(Co-ordinator: Dr. Joanna Lee)
This course has two main purposes: to introduce participants to important basic features of literature, such as alliteration, metaphor, plot, setting, and theme; and to some important works in children’s and young adolescent literature written in English. Participants will read and respond to the literature, both analytically and through creative expression. Class activities include lectures, discussion, and dramatic activities. Assessment is by coursework.
Elective courses (Note – not all electives will be offered every year)
PDES 6012 Language and electronic communication
(Co-ordinator: Mr. Patrick Desloge)
(Only offered to students who entered the programme in September 2010)
This course is designed as a further extension to PDES 6004 ‘Written and spoken discourse for English Language Teaching’ and focuses on the range of discourse types that have emerged in relation to Computer Mediated Communication (CMC). Emphasis is placed on the examination of the linguistic and stylistic characteristics of such language, both in synchronous and asynchronous modes and as related to variation in other parameters. Issues of how such electronic varieties of language relate to language change from the perspective of English as a global language are also explored. Assessment is by coursework.
PDES 6016 English as an international language in China
(Co-ordinator: Prof. Agnes Lam)
(Only offered to students who entered the programme in September 2009 and September 2010)
This course is designed to be a case illustration of sociolinguistic and language acquisition issues introduced in PDES 6005 ‘Sociolinguistics and English as an international language’ and PDES 6006 ‘Psycholinguistics and second language acquisition’. It explores the various aspects of English in China. Topics include: the rise of English as the most important international language in China, the multilingual considerations of learning English in China, the language acquisition experience of Chinese learners and the dialectics of language, culture and ethnic identity. Assessment is by coursework.
PDES 6019 Teaching Writing
(Co-ordinator: Dr. Ken Lau)
This course focuses on current theories of writing and teaching writing and what they mean for teachers of second language students. We begin by looking at different ways of understanding writing and the implications these have for the writing classroom. We look in particular at process, genre and critical approaches to writing and at how teachers can design effective writing syllabuses, lessons, materials and tasks to promote more effective writing. We will examine text samples and consider teacher and peer feedback in learning to write as well as how teachers can research writing, writers and texts in their own classrooms. Assessment is by coursework.
PDES 6020 Introduction to Corpus Linguistics
(Co-ordinator: Dr. Lisa Cheung)
This course introduces students to corpus linguistics as a means to study language use. It examines authentic English language data through different English language corpora and concordance tools. Students will learn the principles and methodology of corpus linguistics, and later on apply them to the analysis of English texts. Ways of applying corpora to English teaching will also be discussed. Assessment is by coursework.
PDES 6021 An introduction to Systemic Functional Grammar
(Co-ordinator: Dr. Wai-Lan Tsang)
This course introduces participants to Halliday’s Systemic Functional Grammar. The three meta-functions of language, namely, ideational, interpersonal, and textual, will be discussed. Grammatical devices to represent these meta-functions will also be introduced. Participants will learn to apply the essential constructs of Halliday’s framework to different textual analyses. Assessment is by coursework.
PDES 6022 Intercultural Communication
(Co-ordinator: Dr. Clarence Wang)
The two-fold purpose of this course is, first, to discuss the various aspects of the process in which persons from different linguistic and cultural backgrounds communicate with each other; and second, to examine the dynamics of communication in intercultural settings. Topics to be covered include elements and dimensions of culture; cultural diversity and communication; language, culture, and identity; communicative competence; as well as the role of culture in language teaching. Assessment is by coursework.
New core courses for the new programme (2013-2014)
PDES 6010 Topics in Applied English Studies
(Co-ordinator: Dr. Ken Lau)
This course introduces students to new trends in English studies, and is composed of four topics.
Topic 1: Teaching Writing
This short module focuses on current theories of writing and teaching writing, and what they mean for teachers of second language students.
Topic 2: Introduction to Corpus Linguistics
This short module introduces students to Corpus Linguistics as a means to study language use. It examines authentic English language data through different English language corpora and concordance tools.
Topic 3: Introduction to Systemic Functional Grammar
This short module introduces students to Halliday’s Systemic Functional Grammar. The three meta-functions of language, namely, ideational, interpersonal, and textual, will be discussed.
Topic 4: Intercultural Communication
The two-fold purpose of the short module is first, to discuss the various aspects of the process in which persons from different linguistic and cultural backgrounds communicate with each other; and second, to examine the dynamics of communication in intercultural settings.
Assessment is by coursework.
PDES 6030 Independent learning project
(Co-ordinator: Dr. Angela Chan)
This course provides students with an opportunity: 1) to explore an area in English Studies in depth; 2) to study independently; and 3) to do basic research. At the end of the academic year, when students have taken all the compulsory modules, they will be required to pick a topic and read about 20 texts. The products are 1) a final paper that consists of an introduction, an annotated bibliography, and a conclusion; and 2) an oral presentation. Students are expected to spend at least 48 hours on this project, and will be supervised by a teacher.
