The Higher Diploma in English aims at producing effective, proficient well-equipped teachers to both government and international schools that require teachers of English and teachers of other subjects in English medium. This will address the dearth of teachers in the government sector and the private educational institutes as well. Even though there are qualified teachers in the city areas they are reluctant to serve in rural areas in the country.   This programme will produce people from the rural areas to fulfill the requirements in these areas domestically so that the problem of hiring people from outside will not arise.  The teachers of English should possess a sound knowledge of the English language and English literature, methodology, educational psychology, modes of testing and evaluating language skills, handling language skills and basic classroom management skills.

It also aims at producing eligible, effective, proficient, well-equipped individuals in English to be employed in different office environments, where English is a deciding factor. Today, having a mere English knowledge alone does not address the needs of different professions; students also have to learn English incorporating other knowledge components such as IT skills, basic mathematics, basic statistics and the technical know-how to handle things effectively.  Thus, this course has been designed to produce efficient, employable, individuals with correct knowledge and attitudes to suit different spheres of the professional arena. The employees in office and managerial related fields require sound English knowledge along with basic knowledge in IT skills, statistics, interpersonal and communicative skills to be efficient employees.  Thus, this course also aims at equipping them with the above along with the required soft-skills.

Duration:                                           01 (one) year

No. of Semesters:                               02 (two)

No. of Credits:                                   31

No. of Study hours:                           465     

Part time/Fulltime                             Part time

TARGET GROUP

This programme has been designed for the students’ those who have passed the Diploma in English to continue for a Higher Diploma in English.

  Eligibility

• The candidates should obtain a Distinction/Merit/Credit or a pass at the first sitting in order to get registered for the second year to follow the Higher Diploma in English (HDE). However, it should be noted that if they do not pass the HDE, they will be awarded the Diploma in English.   
• The candidate on their own discretion can leave with a Diploma in English by successfully completing the coursework of the first year.

Course Fee

Application Fee                                    Rs.          500.00
Course Fee                                          Rs.       20,000.00

The candidates are allowed to pay the course fee in two installments. (First installment Rs. 12,000.00 and Second installment Rs. 8,000.00) The first has to be paid at the registration, and the second before the end of 1st semester

Course Coordinator

Mr. P.D.C. Silva

Telephone: 071-4453441
E-Mail: derick@appsc.sab.ac.lk 

ES/HDE/2131    Literature – Poetry & Short Story

AIM

The aim of this unit is to help students to know the special features of different literary genres, and equip them with language skills to appreciate such literary pieces; speak, write and argue on the themes, language use, literary devices etc., and improve their language skills; it also aims at encouraging students to enjoy reading literary pieces on their own and engage in creative writing.

Intended Learning Outcomes:

At the end of this course unit, students should be able to;

• read poems of four themes – Love, War, Society and Nature – and to learn the specific choice of words, poetic devices and techniques to express each theme
• read short stories and improve fast reading – reading at one sitting – and know the concise language use to suit the length of the genre. 

Contents

Short Stories:

“Stench of Kerosene”  by Amrita Pritam

                        “The Lumber Room” by Saki

                        “Old Man and the Bridge” by Hemingway

Poetry:

            Love poems:

1. “How do I love thee?”  by Shakespeare
2. The Definition of Love  by Andrew Marvell
3. John Keats’ Last Sonnet, “Bright star, would I were steadfast as thou art!”
    

War Poems:

1. The Man He Killed by Thomas Hardy
2. “The War Works Hard” by Dunya Mikhail
   (translated by Elizabeth Winslow)

Poems of Society:

1. “The Beggar” by Anton Chekhov
2. “No More Excuses” by Shah Yesha

Nature Poems:

“Solitary Reaper” and “Daffodils” by Wordsworth

ES/HDE/2142            LANGUAGE AND LANGUAGE STUDIES

AIM

The aim of this course is to provide the students with a sufficient background of the nature and the components of language in order to make them learn the target language with appreciation and interest. The students will also be exposed to different discourses.     

Intended Learning Outcomes:

The students should be able to:

• learn the nature of language, its parts, and second language learning theories.
• be familiar with use and usage.
• be aware of different types of English, registers and stylistics.
• understand the difference between competence and performance.
• analyze different discourses.
• acquire learning strategies.

Content                              

• Defining the term, “Language”
• Nature of language                            
• Phonetics & Phonology                                 
• Morphology                                       
• Syntax                                                
• Semantics                               
• Analysis                                 
• Varieties of English                                       
• Usage and Use                                               
• Registers
• Learners:
  • Learner types
  • Learner characteristics
  • Learning strategies
  • Learning theories

Recommended reading

Akmajian, Adrian Demers, Richard A.(2010). Linguistics: An Introduction to Language and Communication (6th Edition) MIT Press

Banda W.M.J., (1996).  The Structure of English and Applied Linguistics, A Denuma Publication, Sri Lanka

ELLIS, Rod, (1999). Learning a Second Language through Interaction
John Benjamins Publishing Company

Geroge Yule, The Language, Cambridge University Press

J Michael O’Malley & Anna Uhl Chamoth, (1990). Learning Strategies in Second Language Acquisition, Cambridge University Press.

Noam Chomsky, (1965). Aspects of the theory of syntax, The M.I.T. Press, Massachusetts Institute of Technology Cambridge, Massachusetts.

Pushpinder Syal & D.V. Jindal, (2005).  An Introduction to Linguistics, Pretice-Hall of India Private Limited

Randall, Mick, (2007). Memory, Psychology, and Second Language Learning John Benjamins Publishing Company

William Littlewood, (1984). Foreign and Second Language Learning, Cambridge University Press.

ES/HDE/2143              Business Communication II  (Written Communication)

AIM

This course unit comprises writing notes, different types of formal/informal business letters, memos, interpret graphical information in written forms and achieve competency in writing reports and the preparation of various business related documents.

Intended Learning Outcomes:

At the end of the course;

• the students should achieve written fluency in various spheres of writing.
• they should have a good knowledge on expanding, summarizing and editing texts.
• they should be able to write different types of formal/informal business letters, memos, agendas and minutes of meetings.
• develop competency in simple report writing, preparation of newspaper advertisements, tender notices, commercial advertisements, etc. correctly and accurately.

Contents:

1. Adhering to a structure in the preparation of Business Writing
   1. The structure of Business writing (preparation/ research/ organization/ writing the draft/ revision)
   2. Pointers for effective Business writing ( Accuracy/ brevity/ clarity/ emphasis/ care in paragraph design)
   3. Punctuation Marks
2. Writing formal and informal letters
   1. Elements of a Business letter
   2. Block layout/ Semi- block layout
   3. Parts of a Business letter
   4. Types of Business Letters

3. Memoranda

4. Recruitment Correspondence
   1. Application Letter
   2. Curriculum Vitae
   3. Invitation to interview
   4. Offer of Employment
   5. Letter of Acceptance
   6. Letter of Resignation

5. Summarizing/expanding and editing text

6. Meeting Documentation
   1. Types of meetings
   2. Notices and Agenda
   3. Chairman’s Agenda
   4. Minutes of Meetings

7. Preparing Advertisements and Tender Notices

8. Circulars and Sales Letters

9. Writing Reports
   1. General characteristics of Report Writing
   2. Types of Reports

10. Interpreting graphs and charts

Recommended reading

Bennie, A Guide to Good Business Communication – 5th Edition. 978813097455

Bovee, Business Communication Today – 7th Edition, 817758488X

Chandrupatla, Intercultural Business Communication – 4th Edition, 978813171978

Flatley, M.E, Lesikar, R.V, (2002). Basic Business Communication, 09th Edition, Irwin.

Lesikar, R.V, Petti, J.D, (1996). Business Communication, 06th Edition, Delhi: Irwin.

Leslie A. Olsen, Thomas N. Huckin, (1991), Technical Writing and Professional Communication, McGraw Hill, 0070478236.

Murphy, H.A, Hildebrandt, H.W., H.W., (1991). Effective Business Communication, 06th Edition, McGraw-Hill

Woolcott, L.A, Unwin, W.R, (1983). Mastering Business Communication, Malaysia: Macmillan Press Ltd. 

ES/HDE/2134            IT FOR LANGUAGE LEARNING & TEACHING

Introduction and Aims

English learning and teaching models have been changed and developed with the multimedia technology and its applications such as not only the featuring video and audio, visuals, animation effects but also large knowledge bases which disseminate more learning and teaching resources all over the world through the Internet. With this there has been a very significant practice regarding the use of technology in learning and teaching English language and hence, it is essential to have a capability to handle such technology in the students who attempt to learn and teach language, especially English. Therefore, the main aim of this course is to provide knowledge and skills related to general use of Information Technology in their learning and teaching of language and the professional activities. Conversely, enhancing the use of learning activities related to other subjects also an objective. Especially, focuses on multimedia and the Internet based learning and it will enable the students on

• using graphics, sound and animation which are used appropriately to increase learners’ motivation and support learning.
• using the activities which promote the integrated use of language skills and stimulating the creativity.
• promoting interactive learning by encouraging the input, allowing students to work at their own procedures and obtaining feedback from various paths.

Intended Learning Outcomes:

At the end of the course unit, the students will be able to:

1. understand how to use of software and Information technology into language learning and teaching environments.
2. understand the use of the computer assisted resources for language learning and teaching.
3. identify the various kinds of knowledge bases and online web resources for their learning activities.
4. develop new computer-enhanced tasks and adapt existing computer-based tasks to suit the needs of other subjects learned during the course.
5. include new technology and technical devices in planning and teaching English lessons effectively.
6. plan teaching the four skills and grammar with effective involvement of new technical devices.
7. prepare self learning packs for four skills and grammar (using MS – Office and internet)
8. search the web and extract the most accurate information and adapting them in their lessons.
9. plan enrichment activities, warmers and ice-breakers using the above learnt knowledge.

Course Contents

1. Introduction to computer and computer networks
   1. Hardware
   2. Software
   3. Basics of computer networks

2. Computer applications software
   1. Word Processing
   2. Presentation
   3. Spreadsheets and statistical analysis
   4. Online documentations and document transferring
3. Introduction to Internet and Internet applications
   1. Web browsers and enhanced technologies
   2. Email, WWW and other web services
4. Online language learning and teaching resources
   1. Web resources and archives, online knowledge bases and linguistic data consortiums
5. Computer assisted language technologies
   1. Automatic technologies for spelling and grammar checking, speech recognition, text to speech, Unicode system and multilingualism
6. Introduction to the course
7. Preparing and handling power point lessons effectively in the classroom
8. Practical 1, Practice sessions for the ppt based lessons
9. Planning lessons to teach four skills and grammar using MS – Office software
10. Hunting for new knowledge using internet search engine
11. Adapting the extract knowledge and referencing
12. Practical 2, hands-on experience on different technical devices and their operations
13. Practical 3, experiencing the gained knowledge – teaching sessions
14. Presentations on their prepared “teaching tool kits”

Recommended reading

Sarah E. Hutchinson, Stacey C. Sawyer (1999). Computer, Communications and Information: A User’s Introduction: Comprehensive Version, Irwin Professional Publications. 7th Edition. ISBN 10-0072297441, ISBN 13-0072297441

Richardson W. (2006). Blogs, Wikis, Podcasts and the Powerful web Tools for Classrooms. Thousand Oaks: Corwin Press

XIV.  2 Year Two Semester Two

ES/HDE/2241            LITERATURE – DRAMA & NOVEL

AIM

This course aims at equipping students with literary skills and language needed to appreciate the genres.  Also it will enable students to critically analyze, and comment on, the literary aspects such as theme, plot, characterization, climax etc.  It further promotes the students’ skills in producing the above genres.

Intended Learning Outcomes:

At the end of this course unit, students will be able to;

• identify various literary aspects.
• identify the writers’ intension, tone, etc.
• be confident in dealing with any types of the genres in terms of critical appreciation.
• produce literary pieces of the specified genres. 

Course Contents

Drama:

1. 1. 1. “Waiting For Godot” by Samuel Beckett
      2. “Cherry Orchard” by Anton Chekhov  

Novels:         

1. 1. Wuthering Heights (Abridged Version)               - Emily Bronte
   2. Things Fall Apart                                      - Chinua Achebe

ES/HDE/2242            ENGLISH LANGUAGE TEACHING

AIM

This course is designed to provide the students with the basic knowledge and skills needed in English Language Teaching and to give them an interest and confidence in the field of teaching English. They will be aware of the ELT curriculum in Sri Lanka.

Learning Outcomes:

By the end of the course unit, the students will:

• be aware of the basic concepts in language teaching and teaching methodology, and .
• select design and develop appropriate teaching methodologies according to different language skills.
• plan effective lessons for ELT

Contents:

• Language Teaching Methods
  • Grammar Translation Method
  • Direct Method
  • The Audio Lingual Method
  • Communicative Method

• Approaches in ELT    
  • Teacher Centered Approach
  • Child Centered Approach

• Lesson planning
  • Importance of lesson plans
  • Components of a lesson plan
  • Format/ layout of a lesson plan
  • Writing lesson aims
  • Setting lesson objectives

• Different lesson plans
• 3P method
• E5 activity plans
• Steps and Timing
• Teacher Talking Time and Student Talking Time

• Teaching four skills:
  • • • • Listening
  •  Speaking
  •  Writing
  •  Reading

• Teaching Grammar
• Use of audio visual materials
• Teaching strategies:    

• Classroom (CR) management

• CR arrangements
• Grouping /pairing : advantages disadvantages & methods
• CR language
• Effective use of boards
• Student motivation
• Rewards and punishments
• Handling errors

• English Language Teacher:    
  •  Roles of the teacher
  •  Qualities of the teacher
  •  Policies

• ELT design in Sri Lanka        

• ELT curriculum 

• 1-5 ABOE 
• 1-5 Conversational English
• 3-5 Lets Learn English Package
• 6-11 English
• 12/13 General English

• Micro Teaching

• Brief introduction to Educational Psychology

Recommended Reading

C.J. Brumfit & K Johnson (1979). The communicative Approach to Language Teaching

Farrell, Thomas S. C. Jacobs, George, (2010). Essentials for Successful English Language Teaching, Continuum International Publishing

Jack C Richards and Theodore S Rodgers, (2001). Approaches and Methods in Language Teaching 2nd Edi. Cambridge University Press.

Julian Edge, (1993). Essentials of English Language Teaching, Longman

Sandra Lee McKay, (2002). Teaching English as an International Language, Oxford University Press.

Thomas, Michael Reinders, Hayo 2010 Task-Based Language Learning and Teaching with Technology, Continuum International Publishing

William Littlewood, (1981), Communicative Language Teaching, Cambridge University Press.

Zoltan Dornyei, (2001). Motivational Strategies in Language Classroom

Zyle F. Bachman, (1990). Fundamental Considerations in Language Teaching, Oxford University Press.

ES/HDE/2233            TESTING AND EVALUATION

AIM

Testing and Evaluation aims at improving the ability to prepare an appropriate test/question paper for better assessment and evaluation of the students’ achievement.

Intended Learning Outcomes

At the end of this course unit, the students will be able to:

• identify the qualities of a good test.
• be familiar with various types of tests.
• design suitable test items.
• properly evaluate language skills including grammar.
• conduct language tests appropriately.

Content

1. Language tests relating to aim
   1. Achievement Tests
   2. Diagnostic Tests
   3. Proficiency Tests
   4. Placement Tests
   5. Selection Tests
   6. Aptitude Tests

2. Language tests relating to form

1. Objective and Subjective Tests
2. Norm-referenced and Criterion-referenced Tests
3. Discrete-point Tests and Integrative Tests
   1. Cloze Tests
   2. C test
   3. Dictation

3. Multiple Choice Questions (MCQ) & how to prepare MCQs.

4. Testing

1. Listening
2. Speaking
3. Reading
4. Writing

5. Preparing band criteria
6. Conducting Tests
7. Characteristics of a Good Test

i      Validity

1. Face Validity
2. Content Validity
3. Construct Validity
4. Predictive Validity

ii    Reliability

1. Score Reliability   
2. Reliability Coefficient of a Test
3. Establishing reliability of a test

• Test  re-test method
• Alternative forms method
• Split half method
• Mark re-mark method

       iii  Discrimination

       iv   Backwash effect

       v   Practicality                 

Recommended Reading

Arthur Hughes 1989, Testing for Language Teachers, Cambridge University Press.

Charles Anderson, Caroline Clapham & Dianne Wall 1995, Language Test Construction and Evaluation, Cambridge University Press.

Fred Genesee, (). John A Upshur, (). Classroom Based Evaluation in Second Language Education. CUP

J.B. Heaton 1990, Classroom Testing, Longman.

Michael Harris & Paul McCann 1994, Assessment, Heinemann Publishers.

ES/HDE/2244             Practical Teaching

AIM

The Practical Teaching component aims at improving students’ competencies in, and qualities of, teaching of English as a Second Language. It also attempts at providing them with some hands on experience.

Intended Learning Outcomes

At the end of this course unit, the students will be able to:

• manage the classroom appropriately.

• manage the allocated time.
• write lesson plans.
• be exposed to language teaching situations.
• use presentation skills.
• identify individual differences in the classroom.
• manage multi-ability groups.
• conduct classroom activities: individual, pair and group.
• engage in peer teaching and micro-teaching.
• handle errors effectively.
• recognize and use teaching personalities.
• critically analyze the lessons taught.

Recommended Reading

A. Douglas Brown, () Principles of Language Learning and Teaching, Longman.

Donn Byrne, (). Teaching Writing Skills, Longman

Jim Scrivener, (). Learning Teaching, Macmillan Heinemann

Penny Ur., (). A course in Language Teaching Practice and Theory, Cambridge University Press.

Tessa Woodward and Seth Lindstromberg 1995, Planning from Lesson to Lesson, Longman.

Thomas, Michael Reinders, Hayo 2010 Task-Based Language Learning and Teaching with Technology, Continuum International Publishing

Tricia Hedge, (). Teaching and Learning in the Language Classroom, OUP.   

Wilga M. Rivers 1987, Interactive Language Teaching, Cambridge University Press.

ES/HDE/2245            ADVANCED GRAMMAR

AIM

This course unit aims at equipping students with a thorough knowledge of the stipulated structures and be confident in using different forms of those in the productive skills required in their further studies and workplaces.

Intended Learning Outcomes

At the end of this course unit, the students will be able to:

• be thorough with parts of speech.
• use different forms for the same meaning.
• make new sentences confidently using the structures leant.
• use the sentences in their written and spoken production.

Content

• Phrasal Verbs

Phrases :   

• noun phrases
• verb phrases
• prepositional phrases
• adjectival phrases
• adverbial phrases

• Subject Verb agreement in complex sentences
• Reported Passive                         
• Clauses:

• adverbial clauses
• adjectival clauses
• noun clauses
• relative clauses
• conditional clauses
• comparative clauses

Use of It.. and it-clauses

Interjections

Pro-forms

Types of Sentences:

• Declarative
• Imperative
• Interrogative
• Question tags
• Exclamatory
• Cleft sentences
• Comparison & Contrast
• Cause & Effect
• Parallelism

Recommended Reading

Martin Hewings 1999, Advanced English Grammar, Cambridge University Press.

Michael Swan 2005, Practical English Usage, Oxford University Press.

Michael Vince 2003 English Grammar and Vocabulary Macmillan 

Parvathi Nagasundaram 2012, Essential Grammar, C.R.C. Press.

Richards Walters 1994, Advanced English C.A.E. Grammar Practice, Longman.

Ronald Carter, Rebecca Hughes and Michael MacCarthy 2000, Exploring Grammar in Context

Simon Haines, Mark Nettle & Martin Hewings 2007, Advanced Grammar in Use / Supplementary Exercises, Cambridge University Press.  

ES/HDE/2246             FUNDAMENTALS IN RESEARCH METHODOLOGY

AIM

This course will enable participants to identify and apply essential basic knowledge in research methodology, particularly to understand what is needed to conduct a successful research, including planning and designing, implementation, analysis and evaluation of data and producing a research report. Furthermore, this course will provide an insight of various research methodologies and methods available for a given situation.

Intended Learning Outcomes

At the end of the course unit, it is expected that the students will be able to:

• understand the essentials of how to conduct a good research.
• display familiarity with broad array of research methods and methodologies available to solve a research question.
• demonstrate competence in critical thinking by presenting and evaluating arguments .
• know how to write a research proposal.
• exhibit competence in planning, conducting and evaluation of a research.

Content

1. Introduction

            Definition of a research

Purpose of a research

Types of research                               

2. Research approaches

Quantitative/Qualitative

Applied/Basic

Deductive/Inductive & scientific method                 

3. Research philosophies and methodologies

Positivistic

• Surveys
• Experimental Studies
• Longitudinal Studies
• Cross-sectional Studies

Phenomenological

• Case Studies
• Action Research
• Ethnography (participant observation)
• Participative Enquiry
• Feminist Perspectives
• Grounded Theory                  

4. Designing the research

Importance

Types of design

5. Formulating a proposal

Proposal definition and importance

Characteristics

Formulation                

6. Research process

Identifying the problem

Reviewing existing data

Formulating the design and proposal

Data collection, analysis and findings

Report composure      

7. Data collection, analysis and interpretation

Data gathering

Arranging data

Analysis methods

Interpretation             

8. Report composure

Essentials of a report              

9. Effective presentation and Conclusive remarks                    

Recommended Reading

Kothari CR, 2012. Research Methodology: Methods and Techniques. New Age International. ISBN 8122415229

Kumar R, 2005. Research Methodology: A step by step guide for beginners. SAGE publications. ISBN: 141291194X

School of Management, Bradford University, 2012. Introduction to research and research methods. www.bradford.ac.uk/management/els

The United service institute of India, 2012. Formulation of research proposals-Guidelines / Style guide. http://usiofindia.org/CAFHR/Guidelines/#Guidelines

Tusiime H, 2012. Technology of research and grant proposal writing: A precise step-by-step guide to proposal formulation LAP LAMBERT Academic Publishing. ISBN:3848482908

ES/HDE/2237            FUNDAMENTALS OF MATHEMATICS AND STATISTICS

AIM

The aim of this course is to provide students with conceptual and practical knowledge of the important mathematical & statistical tools and applications of mathematical and statistical concepts that are useful in decision making.

Intended Learning Outcomes

After the successful completion of this course unit, the students will be able to analyze and solve many problems through mathematical tools and techniques, and provide clear and quantifies results rationally.

Content

Mathematics

• Introduction

Algebraic Expression

Addition, Subtraction and Division of Expressions

Laws of Exponents

Factors

Linear, Simultaneous and Quadratic Equations

• Functions and Graphs

Ways of symbolizing the functional relationship

Axes and Coordinates

Graph of a Function

• Set Theory

Sets and Elements

Venn Diagrams

Operations with Sets

• Matrices

Different types of Matrices

Matrix Addition and Matrix Multiplication

Determinants

Inverse of a Matrix

• Calculus

Differential Calculus

Integral Calculus

Statistics

• Introductions

Definition

Descriptive Statistics and Statistical Inference

Discrete and Continuous Variables

• Compilation and presentation of data

Methods of data collection

Introduction to sampling techniques

Charts and Graphs

• Groups and Ungrouped Frequency Distribution
• Measures of Central Tendency

Mean

Median

Mode

Geometric Mean

Harmonic Mean

• Measures of Dispersion   

Range

Mean Deviation

Standard Deviation

• Correlation and Regression

Scatter Graphs

Measures of Correlation and Simple Linear Regression

Method of Least Square-curve Fitting 

Rank Correlation

• Probability

Introduction to Probability

Probability Distributions (Binomial Distribution, Poisson Distribution, Normal Distribution)

EVALUATION PROCEDURE

Second Year First Semester

Second year second semester           OPTION ONE

ES/HDE/2244             Practical Teaching

The candidates will be observed and marks will be allocated for four teaching practice sessions, each of which will be allocated 25% of marks according to a set of criteria.

Second year second semester           OPTION TWO

   GPA CALCULATION

    GPA REQUIREMENTS   

FGPA                                         Class/Pass/Fail

3.75 and above                            Distinction

3.30 – 3.74                                  Merit

2.75 – 3.29                                  Credit

2.00 – 2.74                                  Pass

Less than 2.0                               Fail