VIETNAM NATIONAL UNIVERSITY
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION
------------------------
Course Guide
LANGUAGE AND MEDIA
1. COURSE DESCRIPTION
Course title
: Language and Media
Course code
: ENG3055
Course status
: Selective
Semester
:7
Number of credits
:3
Hours of work/week
:3 credit hours/week
Required Level
: C1 (According to the Common European Framework of
Reference)
.
3. COURSE OBJECTIVES
Adopting a task-based and content-based approach, the Language and Media course gives
students the exposure to different media genres such as advertisements, news, interviews and
reports, from which they not only gain in-depth knowledge about the linguistic features used in
the media, but also sharpen their critical textual analytical skills. With the updated content and
detailed analysis, the course is a stepping stone for those who want to explore and exploit the
limitless resources of language in the media, as well as taking media-related jobs in the future.
4. INTENDED LEARNING OUTCOMES
ST
T
Course objectives
Cod
e
1.
Knowledge
1
Bloom’s
taxonomy
Programme
ILO
1.1. Understand complicated texts with
implied meanings at different lengths at C1
level (CEFR)
1.1.
1;2.
4
1.2. Understand key concepts in different
media genres, including TV news,
advertisements, newspaper report and
interviews
1.2.
1;2
2
1.3. Distinguish between the linguistic
features of different media genres
1.3
1;2;3;4
3
1.4. Acquire up-to-date knowledge about
current events globally
1.4
1.5. Analyse and evaluate the language aspects of
various media types using textual analysis and
critical thinking skills.
1.5
1.6. Create detailed, clear, well structured
language products in various types of media.
2
1,2,3,6
4;5
3,5
1;2;3;4;5;6.
Skills
2
2.1. Enhance English language speaking and
writing competence at level C1 in the area of
media.
2.1.
1,2,3,4
4
2.2. Implement active learning methods based on
media materials, such as in team working and
2.2.
1,2,3,4
3
1|Page
presenting tasks.
2.3. Develop critical thinking skills and
analytical thinking ability
2.3.
3,4,5
3,5
2.4. Develop digital literacy and computer
literacy
2.4
1,2,3
3
3
Attitude
3
3.1. Demonstrate autonomy, accountability,
initiative, and cooperation in group work
activities
3.1.
3
10,11,12
3.2. Show respects to peers and acknowledge
their opinions
3.2.
3
13,14
5. COURSE MATERIALS
Required materials:
•
Duong, T.M et al (2014). Language and Media (2014) – compiled materials for internal
use. Vietnam National University: ULIS-FELTE
•
Durant, A., Lambrou, M. (2009), Language and Media, Routledge.
•
McCarthy, M. (1991). Discourse Analysis for Language Teachers. Cambridge:
Cambridge University Press
Supplementary materials:
•
Manovich, L. (2002). The language of New Media.
•
Griffin, E., (2011). A first look at communication theory - 8th edition. McGraw Hill.
•
Baran,S., Davis, D. (2011). Mass communication theory - 6th edition. Cengage
learning.
•
Marshall , J., Werndy, A.(2002). The language of television. Routledge.
•
Adams S., Hicks W. (2009). Interviewing for Journalists. Routledge.
2|Page
•
Rosenthal A. (2007). Writing, Directing, and Producing Documentary Films and
Videos. Southern Illinois University Press, America.
•
Nichols, B. (2001). Introduction to Documentary. Bloomington: Indiana University
Press
•
Meskill, C. (2002). Teaching and learning in real time: Media, technology and language
acquisition. Houston, TX: Athelstan
•
Raman, M. (2002). Using News Media in ELT Classrooms at the University Level. Paper
presented at the 25th All India Conference of the Linguists,Calcutta Unversity,
Kolkata.November 26-28
3|Page
7. COURSE SYLLABUS
SB: students’ book; TB: teachers’ book
Week Objectives
Content and in-class activities
Materials
Homework
1
-
Teacher introduces the course
SB Lesson 1
Required
Lead-in activities: individuals, whole class or pairs
TB -
reading lesson
concepts in Language and Media
(hand-out, youtube videos)
Teachers’
2
Have an overview of the popular -
Teachers’ lecture on media definitions, features,
handout
Group 1 and 2
genres of media
classifications, media language, and critical media
lesson 1
to prepare for
analysis
Powerpoint
the
Students work in pairs or groups to complete the
lesson 1
presentation on
-
Introducing the course
-
Understand
-
Have
an
discourse
-
fundamental -
overview
of
analysis
the
skills -
necessary for this course
exercises of lesson 1
Understand
+ matching key definitions in media
the
(language)
learning strategies involved in
+ classifying media types
this course
+ creating media analysis form
2
-
-
-
Group formation for assignment 1 and 2
Understand the features of
-
Student groups give presentation on Assignment 1
advertisements in general.
-
Teacher and class members listen to the presentations
Be able to analyse linguistics
and discuss on the analysis of the presenters, basing
features of advertisement in
on the required readings of lesson 2.
terms of phonological, lexical,
grammatical and semantic
-
Teacher sums up linguistics features of
advertisements.
Assignment 1
SB Lesson 2
Exercises of
TB:
Lesson 2 (SB)
Teachers’
Assigment 2
hand-outs
Power Point
lesson 2
aspects.
-
-
teacher (hand-out), basing on the summed up
features to create advertisement
linguistics features that teacher has provided
-
-
Creat an advertisement with the
focus on language.
-
- Students analyse some commercials chosen by
Apply advertising language
texts at C1 level – CEFR
3
-
-
Teacher provides relevant practicing exercises:
SB lesson 2
Required
Teacher corrects the exercises of Lesson 2
TB handout
readings for
lesson 2
lesson 3
Power point
Group 3 and 4
lesson 2
prepare for
Students work in group of 4 or 5 to discuss and create
Read long complicated texts
a commercial for an imaginary products applying
Work in groups
linguistic features of advertisement.
-
presentation of
Student hand in a detailed analysis of features they
Assignment 1
have used for their commercials.
-
- Groups present their commercial in front of the
class. Other class members give comments on the
commercials, based on the analysis form (SB lesson
2).
4
- Understand the features of TV news
in terms of content, structure, and
language.
- Understand long complex texts
- Apply discourse analysis skills in
1|Page
-
Groups present Assignment 1
SB Lesson 3
Exercises of
-
Teacher and class comment before teacher’s lecture Powerpoint
Lesson 3
to correct (if necessary) and reinforce students’ lesson 3
Assignment 2:
knowledge of the language features of TV news.
TB handouts Writing the
+ news worthiness
lesson 3
CD Lesson 3
scripts
analyzing TV news with a focus on
+ plot and information density
topics, plots, language elements.
+ pronunciation
- Produce scripts for TV news at
+ structure
level C1 CEFR
- Practice team work and presentation
skills
5
+ word choice
-
Students work in pairs to do TV news sample analysis
More practice
Exercise 1:
-Students work individually to revise the given sentences
to make them more appropriate for TV news based on the
proposed principles.
Exercise 2:
- Students work in pairs
1.Watch the TV news, note down the topics covered in
the news report and explain which description(s) of
newsworthiness the topics match.
2.Look at the provided script, choose on piece of the
news report, analyze its structure and language features
using the form below.
Exercise 3:
- Students work in groups to write TV news scripts based
2|Page
SB Lesson 3
Required
Powerpoint
readings of
lesson 3
exercise 4
Teachers’
Group 5
hand-outs
prepare for the
lesson 3
presentation on
Assignment 1
on the provided Vietnamese news pieces in e-newspapers
(Handout 1, 2, 3, 4) that were released on 30 April 2014.
Then, do role-play as newscasters for your own scripts.
6
Interviews
-
Group in charge presents Assignment 1
SB Lesson 4
Exercise for
- Understand basic requirements,
techniques, and languages for
interview
-
Teacher and class comment before teacher delivers a CD Lesson 4
Lesson 4
lecture to correct (if necessary) and reinforce
Assignment 2:
students’ knowledge of the language features of
Acting out the
- Analyze the language used for an
interview, focusing on questions for
interviews.
interviews.
scripts
- Apply appropriate techniques and
complicated language to conduct an
interview .
+ types of questions
+ types of interviews
+ qualities of good questions
+ techniques for interviews
-
7
Students work in pairs to do TV news sample analysis
Exercise 1 – Identify good or bad interview questions
SB lesson 4
Required
Students do this exercise individually
TB teachers’
readings for
hand-outs
Lesson 5
Exercise 2: Identify good or bad interview
Students watch two job interview videos, listen, take
notes and identify which interview is good or bad.
Exercise 3: Discuss more characteristics of a good
3|Page
lesson 4
CD lesson 4
interview
Students watch part of an interview of David Beckham
on Ellen Show and in pairs use the list from exercise 2 to
identify whether it is a good interview.
Students discuss what characteristics of this interview
make it good or bad interview.
Exercise 4 – Role play
Students work in pairs, create a list of 10 interview
questions for Monica, an international graduate student
based on her biography.
Monica’s biography is provided (students’ book)
Exercise 5 – Practice
Students conduct interviews in the class using a provided
interview format
8
SELF-STUDY
9
MID-TERM TEST
Group 6 and 7 prepare for the presentation on Assignment 1
10
Report
-
4|Page
-
Understand newspaper reports
and the language of newspaper
reports
Student groups present on Assignment 1.
SB lesson 5
TB lesson 5
Teacher and class members listen to the presentation
and discuss the analysis of the presenters, based on CD Power Point
the knowledge from Required Readings.
Exercises for
Lesson 5 (SB)
Assignment 2
-
-
Analyze
the
content
and linguistic features of a newspaper
report
Apply appropriate techniques and
English language at C1 level
(CEFR) to write a newspaper
report
Teacher sums up linguistics features of newspaper lesson 5
reports + headlines.
+ paragraph structure
+ complexity of lexical choices
+ sentence types/structures
+ cohesive devices (both intra-paragraph/sentence
and inter-paragraph/sentence)
-
11
5|Page
Students analyse the sample reports chosen by
teacher, based on the analysis form (SB Lesson 5).
- Teacher assigns tasks for students to work individually
or in pairs with language practice, discourse features and
production.
+ Exercise 1: Match the headline with the news story
+ Exercise 2: Match the headline with the lead
+ Exercise 3: Find synonyms used in the report
+ Exercise 4: Write headlines for the news story
+ Exercise 5: Find synonyms and verbs in passive
voice
+ Exercise 6: Understand the structure of a news
report
+ Exercise 7: Report a story using reporting verbs
+ Exercise 8: Understand the formal language in a
Preparation for
presenting
Assignment 2:
Analysing and
evaluating the
products
newspaper report
- Students work in group of 4 or 5 to write a news report
with a detailed analysis of features they have used for it
(Exercise 9)
- Groups in turn give the copies of their reports to class
members who will give comments using peer evaluation
check list provided by teacher.
- Teacher wraps up and gives the final comment
12
SELF STUDY TO PREPARE FOR PRESENTATIONS
Groups send the detailed presentation to the teachers
13
Presentations
Students’ group presentation of Assignment 2
Revision
More practice on the language for all the media types
14
15
6|Page
TB
8. COURSE POLICY AND OTHER REQUIREMENTS OF THE LECTURERS
Students are required to participate in 80% of the class hours. One or two assignments of
the students who are absent from more than 20% of the class hours will not be graded.
Students are allowed to do the second assignment on the condition that they complete the
first assignment and the mid-term test on the required dates.
9. TESTING AND ASSESSMENT
Assessment
Weighting
Objectives
Description
forms
Ongoing
This assignment aims to
Task:
assessment:
help students:
-In groups, students collect one or
ASSIGNMENT
•
Understand the
two products (articles/ recordings/
1:
characteristics of types
video clips) of the media type they
CRITICALLY
of Media, especially the
are in charge of (it must be one of the
EVALUATING
language characteristic;
types introduced in the course) then
Understand and analyze
produce a critique on the strengths
the language of types of
&
media;
Students can base their analysis on
MEDIA
20%
•
PRODUCTS
•
Develop
thinking
weaknesses
of
the
sample.
independent the characteristics of each media type
and
critical suggested in the course book as well
thinking skills (by self- as their own background knowledge.
studying, analyzing and
evaluating the examples -Students present the samples and
of media language);
•
their
critique
in
class
in
the
Practicing writing and scheduled week and then make
presenting in English corrections according to the feedback
about the language of of the lecturer. The time limitation
for each presentation will be 40
media.
minutes.
Submissions to the lecturer:
•
Examples of the chosen media
type (soft copies)
•
Version 1 of the critique (without
the lecturer’s feedback);
•
Powerpoint presentation used in
class
•
Version 2 of the critique (with
adjustments
according
to
to
Version
the
1
lecturer’s
feedback);
•
Assignment
(Copied
assessment
from
Part
scale
4
as
undermentioned)
Deadline for submission:
A week before the presentation: the
collected examples and the first
version of the analysis (Except for
Group 1. This group will submit their
work
3
days
prior
to
their
presentation.)
One week after the presentation: the
rest of the assignment
Ongoing
20%
•
Understand the
Students answer to short questions
assessment:
characteristics of types
about the characteristics of the media
MID-TERM
of media
language about which they have
Analyse a type of
learnt.
media;
Students write an analysis about a
TEST
•
•
Using English writing piece of news or an interview.
skills to analyse media
language.
Summative
1|Page
60%
This assignment aims to Task: In groups of 3-4, students
assessment:
help students:
ASSIGNMENT
•
choose a type of media in the course
the (different from the one chosen for
Review
2:
characteristics of types Assignment 1) to produce a written
PRODUCING
of media;
A MEDIA
•
TEXT
or spoken pr. Students present their
Produce and evaluate work in class.
Submissions to the lecturer:
media language
•
Use the skills of writing
and
presenting
1. A full script of the media
genre, using special media
in
language:
English in the area of
media
•
•
texts;
Boost teamwork skills
and self-evaluation skill.
Hard copies as for written
•
Soft copies and scripts in
CD/VCD as for spoken texts
•
If the printed advertisement
form is selected, the written
text should be at least 300
words long. If TV news and
interviews are adopted, the
length should be 5 minutes.
Reports should range from
300-700 word
2. An
analysis
on
the
characteristics of the media
language produced, based on
the corresponding analysis
form
3. Self-evaluation
on
the
strengths and weaknesses of
the
work
based
assessment
Assignment 2
2|Page
on
criteria
the
for
4. Powerpoint presentations
Deadline for submission:
1. Week
12:
a
detailed
Powperpoint outline of the
presentation
2. All products: week 13 and 14
3. Week 15: A revised package
based on the teacher and class
comments
4. ASSESSMENT SCALE FOR ASSIGNMENT 1
The assessment scale is designed as a 4-point Likert-type scale from 1-4 with the
following assessment criteria:
1. Critique on the strengths and weaknesses of the samples based on the characteristics of
the media type (60%)
The critique should show students’ critical evaluation of the samples’ strengths and
weaknesses
2. Presentation (40%)
The presentation content is sufficient and meets the requirements
The organization of the presentation is clearly and coherently presented.
The English language used in th presentation is well used (equivalent to Level C1)
• Vocabulary is complex enough and always precise.
• Sentence structures and phrases are flexible, accurate and complex.
• Basic syllables in English are pronounced accurately.
• Good intonation
• Audios and visual aids are used to illustrate the presentation.
3|Page
3. ASSESSMENT SCALE FOR ASSIGNMENT 2
The assessment scale is a 4-point Likert-type scale from 1-4 with the following
criteria and weighting.
1. Format
5%
Including enough components as mentioned
The components do not violate regulations about plagiarism and
format.
2. Content of language products created
15%
The content of the work deals with the chosen topic.
The issue presented in the product is helpful for the target audience
3. Media language products created
30%
+ have the linguistic characteristics of the chosen media type
+ The accuracy of the language (English language in general and media
language in particular): Students do not make mistakes in vocabulary and
structures, there might be some unintentional mistakes.
+ The complexity of vocabulary and structures : Level C1
4. Analysis of the media language product created
20%
+ Presenting the most important characteristics about the discourse of
the chosen media type in the group work.
+ The analytical points are supported by many arguments and
examples.
5. Presenting the work
The presentation content and the analysis of the characteristics of Media
language are fully presented in the complete work.
Various evidence supporting the analysis is provided.
The organization of the presentation is logical and easily understandable.
4|Page
30%
Using language at level C1 while presenting the work (sufficiently complex
and accurate vocabulary and sentence structures)
5|Page