The module aims to equip English majors with the skills essential for studying in the English Department. Students will have the opportunity to read, discuss and write about a broad range of texts in perspectives of register, genre and style. The module aims to support English majors in their academic studies by improving their language skills in the areas of reading, writing, listening and speaking. And more importantly, through mediating on different text varieties, students are encouraged to think critically and independently. This module is specially designed to conduct in small class size in order to facilitate student interaction and teacher feedback.
This module is designed as a complement to ENG 1005 English Communications I, focusing on argumentation in written and spoken English and on the development of research skills, including secondary library and internet based research, and primary observational research. By choosing and developing their own research topics, students will learn to construct appropriate thesis statements and to plan and organise their research, in the library and on the internet, to address their thesis statements and to develop their arguments. Students will learn how to conduct certain kinds of primary research, such as interviews, surveys and observational research and how to describe and present their findings in an organised way as part of an argument in structured academic essays and oral presentations. Using secondary library and internet-based sources, students develop their understanding of their topic and learn to present and cite information in published sources in appropriately formatted academic essays, and in appropriately structured presentations. Throughout the module, students will continue to develop their skills in process writing, including drafting, editing and revision, as well as their critical thinking and analytical skills. Students will be encouraged to see academic writing as a problem solving activity that involves: the identification of a problem or issue; appropriate research related to the problem or issue; addressing the problem or issue from a clear perspective through organised and structured written or oral argumentation with supporting evidence; and presenting the issue, the argumentation with supporting evidence and conclusion effectively to an audience.
The module has two goals: to develop core skills for literary studies in reading and writing. The first involves exploring the specifically literary nature of each of the works studied through sustained exercises in close reading and critical analysis. The emphasis here will be on helping students identify the characteristics of each of the genres discussed by way of a discussion of literary devices and techniques. The second involves developing greater awareness about the nature and requirements of academic writing about literature which includes the topics of how to identify a significant issue for discussion, construct an argument, handle critical materials as well as substantiate one’s claims. These elements are linked to readings of specific literary texts, focused on poetry, prose and play selected from the full range of the modern literary period.
This module provides students with a survey of the ways in which English linguistics is systematically analysed at different levels including: the study of the speech sounds used in the English language (phonetics) and how they are combined to make words (phonology); words and meaningful parts of words (morphology); the structures of phrases, clauses and sentences (syntax); and meaning in the English language (semantics). This module discusses the distinction between the ability to use language (competence) and the ways language is actually used (performance), and how both competence and performance are analysed systematically and scientifically using different approaches and tools. This module will also discuss applications for linguistic theory, including introductions to: first and second language acquisition, language and society (sociolinguistics) and language in the mind and brain (psycholinguistics). This module focuses on the English language, but data and examples from other languages will also be discussed for comparison to show how human languages can vary and are different, but also how they are similar to each other.
This module focuses on linguistic analyses of ‘words’ or lexis, and the field of lexicology, based on the lexicon of the English language. It examines words in terms of different levels of linguistic analysis: the parts of words and how words are formed (morphology); meaning encoded in words (semantics); the history and development of words over time (etymology); and practical concerns, such as dictionary compilation (lexicography) and vocabulary teaching. Module topics include: the internal relationships of sets and sub-sets of words in English associated with particular contexts (jargon, argot, specific semantic fields); using simple corpus tools such as concordancers for self-directed vocabulary learning to improve their meta-linguistic awareness and proficiency; introduction to lexis and dictionary making; and applications for lexicology in second language teaching and learning of figurative, metaphorical and idiomatic language.
This module is designed to introduce students to the history and development of the English language, from its early roots more than a thousand years ago in England to its current status as one of the world’s dominant languages of trade, diplomacy, art, technology and science. This module will cover the principles and techniques of historical linguistics, using actual data from modern and historical sources, in order to analyse the development of the English sound system and grammar. The module will trace the history and evolution of English using representative examples of English literature from different periods, such as: the epic poem Beowulf from the Old English period; Chaucer’s Canterbury Tales from the Middle English period; Shakespeare and other examples of writing and drama from Early Modern English; and various texts from different versions of Modern English in use all over the world. This module is designed to be interdisciplinary. Module topics and discussions will approach the history and development of English from the perspectives of literary analysis, as well as linguistics.
The module aims to explore poetic traditions of English writing across the history of English literature. By generating an informed study of a wide range of poetic examples, students will develop their skills in close reading, buttressed by an increased understanding of the literary, methodological and historical contexts for poetry writing. This module aims to help students build a solid foundation of literary studies and enhance their understanding of the form and style as well as to give them an informed knowledge of the development of the specific genre of literature. Upon the completion of this module, students will be able to see the relationship between the forms and social/political/ideological contexts. The ultimate goal of this module is to prepare students for their integration of knowledge and skills from the wide range of variety they are going to be exposed to in the four components in the English Study Area.
The module aims to survey a cross-section of English fiction. Students will be introduced to the relevant aesthetic and generic strategies for studying the transformation of the novelistic traditions. This module sets out to reveal the thematic concerns and narrative modes of literary work in the history of modern prose novel, following roughly a chronological order, from the development of realist novel to the rise of women writers. Through an intensive study of a wide range of selected texts, students will consider such material and relate it to the context in the light of the social and political changes in the period. The ultimate goal of this module is to help students build a solid foundation in their subject knowledge and prepare them for their exploration and integration of the wide variety of modules in the four components in the English Study Area.
This module introduces students to the variety of drama in modern Western dramatic tradition. It aims to provide students with an opportunity to analyse a selection of dramatic texts and to examine their forms and themes as well as to place them in their historical and cultural contexts. Students will be encouraged to develop the skills in close reading and critical analysis of the genre in relation to its material, cultural and historical contexts, buttressed by an increased understanding of philosophical and theoretical ideas relating to the genre. The module will also consider a variety of extra-textual features of drama and thus will enable students to have an informed understanding of the practical process of making performance happen. There will be an attempt to distinguish drama-text and theatre-text in the process of examining these works and how they are respectively related to students of drama. The ultimate goal of this module is to prepare students for their integration of knowledge and skills from the wide range of variety they are going to be exposed to in the four components in the English Study Area.
This module is designed to introduce students to the systematic analysis of the grammar of English, including how grammatical structures are represented (form) and the role(s) each structure plays (function) in the English language. It aims at developing both students’ English proficiency level and their linguistic knowledge. The topics discussed in this module include syntactic notions such as constituency; hierarchical relationships within phrases and clauses; word classes and lexical categories; and representations of the structures of phrases, clauses and sentences. Students will develop their meta-linguistic awareness by learning basic concepts and tools that are essential for systematic syntactic analyses, and how to apply these concepts and tools in daily English learning. This module focuses on the English language, but as the analytical tools and concepts used in this class are broadly applicable to human language generally, other languages will be briefly discussed from a global perspective.
This module is designed to introduce students to the systematic and scientific analysis of the sound system of English spoken language, though data from other languages will be discussed for comparison and illustrative purposes. The topics covered in this module include: the sounds used in the English language and how these sounds are categorised and analysed (segmental inventories); the biological mechanisms in the vocal tract that are used to produce human speech (articulatory phonetics); and the systems of rules and constraints that are used to combine sounds together to make spoken language (phonology). Students will learn: the principles behind the International Phonetic Alphabet (IPA) and how to transcribe spoken language using the IPA; how to use modern computerised tools for analysing speech sounds (spectrograms); and how to analyse and represent phonological processes. The module aims to improve both students’ knowledge in phonetics and phonology and their oral proficiency in English.
This module is designed to introduce students to the plays and dramas of William Shakespeare, one of the most important writers in the history of the English language. This module will discuss the cultural context in which Shakespeare’s plays were originally written and performed, as well as historical and modern contexts in which Shakespeare’s work as been continually appreciated and reinterpreted. This model will discuss examples from four of the major types of Shakespearian drama: history, tragedy, comedy and romance plays. While developing an understanding of Shakespeare’s strategies and techniques for narrative and character development, and the universal themes from which his plays are developed, students will also develop a deeper level of cultural literacy in English speaking cultures, within which Shakespeare’s plays have remained relevant for more than four hundred years.
What does ‘meaning’ really mean? How do we know that something is true or false? How can meaning change in different contexts? How is it possible that sometimes the words we use don’t match the actual meaning of the utterance? These are the sorts of questions that linguists in the fields of semantics and pragmatics work on. In this module, we will discuss different approaches to meaning in language (semantics), and how meaning can vary in different contexts (pragmatics). These topics include: the notion of truth conditions, or the conditions under which an utterance is true; ambiguity, in which an utterance can have different interpretations; sense, in which the meaning of a word can vary in different contexts; and how language is used to reference things in the outside world. Regarding pragmatics, we will discuss the social functions and purposes of using language (speech act theory), meanings that are implied by the context of conversations rather than being explicitly stated (conversational implicature), and the awareness of pragmatic meanings (pragmatic awareness) as well as semantic awareness. Through the classroom discussions, activities and readings, students will develop a deeper sense of how meaning is encoded in language, and of how language and context are used to construct meanings, enhancing their meta-linguistic and pragmatic awareness.
The module aims to survey a cross section of English writing between 17th century and 18th century. Students will be introduced to the relevant aesthetic and generic strategies for studying the transformation of the literary traditions in these two centuries. This module sets out to reveal the thematic concerns and genre transformation of literary work in this period, following roughly a chronological order, from the revival of classics to the rise of realist novel. Through an intensive study of a wide range of selected texts from Restoration to Augustan period, students will consider such material and relate it to the context in the light of the social and political changes in the period.
The module aims to explore a wide range of Romantic literary works between 1780 and 1840 and introduce students to their ideology, styles and formal aspects. Through an in-depth study of literary texts in the covered period, students will be encouraged to identify and consider in an informed sense of different aspects of the term ‘Romantic’ in relation to poetic theory and practice and connect this knowledge to other forms of writing in the period and in wider cultural and historical contexts.
The module aims to explore literary traditions in English writing between 1840 and 1900. Students will be introduced to a wide range of texts across genres in the covered period of Industrial Revolution and scientific advancement and are encouraged to understand how the political milieu as well as social and intellectual formations affect the thematic concerns of literary work in this period. One of the objectives of the module is to envisage, apart from the aesthetic values of the selected texts, their socio-cultural significance: the aim is to examine how these cultural productions are inseparable from our living surroundings, and how these texts represent societal changes, human progression and scientific advancement of the modern world.
The module aims to explore a wide range of Modernist literary works between 1890 and 1939 and introduce students to their ideology, styles and formal aspects. One of the chief aims of this module is to encourage students to identify and consider different aspects of the term ‘Modernism’ in relation to literary experimentation through an informed study of literary texts in the covered period. Students will be familiarised with formal transformation and cultural tendencies of these literary movements buttressed by an increased understanding of the political milieu as well as the intellectual and ideological formation of the period.
The module aims to investigate writing for children as a subject of academic study and research. A chronological study of texts for children will be pursued, through which will develop the skills to identify dominant motifs and literary tradition of this literary category, and subsequently be able to understand the aims of Children’s literature and the role it plays in its society and culture. This module aims to consider the subject concentrating on writing from 19th century to the present. A special emphasis will be put on to the study of the relation of Children’s literature to that of the adult and the increasing popularity of this type of writing among the adult audience.
The module explores the roles of women as writers, characters and readers of literature across centuries. By considering the relationships between women and literature, the module aims to unearth the representation of womanhood and the transformation of female gender identity and subjectivity in texts. Through surveying a cross-section of literary writings from ancient times to the present day, students will develop the skills to identify dominant themes and motifs, such as the subversive qualities of female voice and sexuality, and subsequently be able to relate them to their literary-cultural context, and to understand, analyse as well as evaluate them critically with the insights given by recent feminist theory.
This module is designed to introduce students to the key concepts of bilingualism. Theories and research on bilingualism at both the individual and societal levels will be discussed. Linguistic and non-linguistic factors affecting the development and success of different types of bilingualism will be explored. One of the main concerns of the module is bilingualism in the local context. Students will be asked to critically evaluate issues and debates pertaining to the present and future development of Hong Kong bilingualism and bilingual education. Experience in other parts of the world will also be analysed to provide a global perspective for comparison and inspiration.
This module is designed to introduce students to the basic concepts of corpus linguistics, a rapidly developing field of ever-increasing importance. The nature, philosophy, methodology and use of corpus-based and corpus-driven language studies will be discussed. The value and potential of corpus linguistics as an empirically reliable tool and rich resource for almost all aspects of linguistic studies will be highlighted. Specifically, the module will discuss different types of language corpora and their versatile applications in a wide variety of fields. Useful English corpora will also be suggested for students’ self-directed English learning. With the introduction of the discovery approach of corpus linguistics as well as practical corpus resources and tools, the module aims to raise students’ intellectual curiosity, increase their learning motivation, and train their independent learning skills for sustained enhancement of language sensibility and proficiency.
This module is a general introduction to psycholinguistics for more advanced students. It explores the nature of language from a psychological point of view. Students will first be introduced to the brain structure that is linked to language use. Then the psychological processes underlying language acquisition, language comprehension, and language production will be covered. This module will offer in-depth analysis on how language behaviour illuminates our understanding of the mind and the brain, and how properties of the mind and the brain influence human language. Practical concerns, such as current research in artificial intelligence in language development, and the connection between psycholinguistics and English teaching for Chinese learners, will also be discussed.
This elective course is designed for English major students interested in the teaching and learning of English as a second language. It provides an introduction to a variety of English language teaching approaches and their theoretical underpinnings. The course also provides students with opportunities to develop lesson plans, practice teaching techniques and apply language assessment methods.
This module discusses the spread of English as a global lingua franca and its linguistic, sociolinguistic, cultural, and economical implications. Students will be introduced to theoretical topics including the historical background, the major conceptual frameworks of World Englishes, the native versus non-native debate, and the identity issues. Based on these topics, this course will lead students to examine different varieties of English and appreciate the diversity and creativity that characterise them. This course will close with a discussion of future development of World Englishes.
This module addresses important questions related to language and its relationship with society including: How and why is language used differently in different regions and by different groups of people? What can an accent say about a person? How do men and women use language differently? How language is used to build and reflect social relationships? How is language used to express social power? How is bilingualism socially useful? Why do some people mix two languages together when they are talking? These are all part of the field of sociolinguistics. This module discusses not only these questions, and their possible answers, but also how sociolinguists go about researching these questions, using insights from sociology, human geography and anthropology as well as linguistics. This module focuses on English including: the varieties of English that are used all over the world, by different people in different contexts and cultures; and the roles that English plays in education, government and politics, and business and commerce in the current globalised economy. An important part of this module involves applying theories and techniques from sociolinguistics to the unique social and linguistic situation in Hong Kong. As part of this module students will design and carry out sociolinguistics projects researching the uses and functions of English in Hong Kong.
This module aims to develop students’ understanding of terms, concepts, and theories related to digital literacies in English. It enables students to analyse and evaluate the English language in various digital communications contexts and enhance their English proficiency. Students also learn how to develop effective digital literacies for academic and professional purposes.
The dramatic political and ideological changes in the twentieth and twenty-first centuries upset the order of the old world and have given a new definition to the traditional notion of culture and identity. Postcolonialism, as a postmodern paradigm, offers an alternative delineation to the geo-literary composition. The module aims to survey the postcolonial canons of both national and regional literatures since the post-war period: the Anglophone literatures From Britain, South Asia and the Caribbean. The module will guide students through the consideration of themes such as the problematic nationalism, and the intersecting constructs of history, race, ethnicity, gender which inflect postcolonial identities. Students will be introduced to the relevant aesthetic, generic, ideological and literary-historical strategies for studying formal and thematic transformation in twentieth- and twenty-first- century English literature in the wider and more diverse cultural contexts.
The module aims to provide an investigation of contemporary America, particularly notions of ethics and popular cultures. It aims at introducing the debates arising from modern and postmodern American society, including desire and consumption, greed and categorical imperative, madness and civilisation, and sexual politics and cultural warfare. Students will be invited to apply approaches to the analysis of literature they have learned from other English modules to analyse the selected works. Those who are interested may also analyse these texts from the perspective of discourse analysis. Discussions in class will look into the historical and cultural contexts for the texts and what they reflect about America. By the end of the module, students will gain a deeper sense of cultural literacy in regard to the US and they can be better prepared for future careers in which they interact with Americans and their cultures
This module is designed to introduce students to the essential concepts of contrastive analysis with a focus on English-Chinese comparisons. The two language systems (written/spoken English and standard written Chinese/spoken Cantonese) will be compared and contrasted in terms of their phonological, lexical, syntactic, rhetorical and pragmatic characteristics. In particular, problems and difficulties encountered by Hong Kong ESL students will be examined and analysed. Actual data from students’ spoken and written English samples will be used for illustration. Through awareness-raising and problem-solving activities and discussions on similarities and differences of the two languages, the module aims to help students understand and apply contrastive analysis to English learning. It seeks not only to enable them to avoid common errors in their own English production caused by negative language transfer but also make positive use of prior knowledge of their L1 to facilitate their L2 acquisition.
Stylistics is the systematic way of exploring and examining (primarily literary) texts. This module aims to give students an overview on the discipline of stylistics and it aims to look at the language of texts and to explain how that language creates meaning, style and effect. This module is designed to be an interdisciplinary one which applies linguistic principles and tools onto the study of literary texts. Through examining all three literary genres (poetry, prose and drama) and other non-literary text-types (such as advertisements and sitcoms), students will develop the skills to identify the linguistic and communicative strategies employed in these texts, and subsequently be able to relate them to their literary/social/cultural contexts, and to understand and evaluate their purposes and functions critically.
An autobiography is a self-narrative. This module aims to introduce students to the fascinatingly diverse and significant genre of autobiography. The module aims to enhance students understanding of the central themes of the genre: ‘self-realisation’ and ‘identity formation’. Students will be engaged in exploring the concept of the autobiographical ‘I’ and the unique characteristic of the genre that autobiographical texts communicate to their readers not only the ‘life and times’ of the writer but also their feelings, emotions and thoughts. In this module, students will be given the opportunity to consider different types of autobiography such as ‘success stories’, ‘slave narratives’ and ‘gender voices’. By conducting an in-depth study on the autobiographical texts written by writers of different racial, social and cultural backgrounds, the ultimate goal of this module is to encourage students to read beyond the literary and theoretical contexts and to be inspired by the personal attributes and virtues of the autobiographers to overcome hardships and make way to their success, and subsequently to relate to as well as to make sense of these experiences.
The module aims to equip students to work in cultural industries with higher level of tools and methods of literary critical analysis. This module will kick off with a brief introduction to classic problems of genre (e.g. Plato on the role of the poet) and prepare students with necessary knowledge of the critical tradition and history of aesthetics before moving on into the discussion of contemporary literary theories. This module will explore the major principles of contemporary literary theory and criticism and will guide students to consider established methods and materials of literary research. Accordingly students should not consider this module simply as an intensive study of a range of contemporary critical theories but rather an opportunity to reflect on the connections and disjunctions between these critical theories and the practice of literary critical activity. The ultimate objective of this module is to arrive at a transferability of skills between literature and theory.
This module provides more advanced English majors an introduction to current theories and research in second language acquisition (SLA), with emphasis on English as a global language. Students will become acquainted with contemporary development in SLA in terms of linguistic, cognitive, environmental and social factors which shape how language, especially a second language, is acquired, in a global context. The module will first introduce students to different approaches to first and second language acquisition. Then students will learn about a range of topics, such as input and interaction, developmental stages, cognitive processes, individual differences, social contexts and cross-linguistic influence, which are necessary to explain various phenomena in learning a second language in a global context. Based on these issues, connections will be made between SLA theories and English teaching in Hong Kong.
This module provides a comprehensive introduction to conversation analysis as a systematic study of social interaction in naturally occurring contexts. The module starts with the theoretical underpinnings and the analytic tools upon which Conversation Analysis is based. Then broader issues like the application of conversation analysis in various fields, including academic and business-related contexts, will be discussed. Major topics to be covered include: the concept of conversation as social interaction, the organisation of turn-taking and topic selection, the role of narratives in conversation and how they are structured, how various expressive techniques are utilised, how conversational repair is organised, and the ways that conversation is used to accomplish social actions.
This module is designed to introduce students to various aspects of linguistic research into meaning, in particular structural and relational meaning, building on ENG 2200 The Grammar and Structure of English and ENG 3200 Meaning and Language. In particular this module focuses on important research questions in the fields of lexical semantics, argument structure, event structure, tense, aspect, modality and quantification. While these fields of research use terms, theories and research tools that are formal and technical, the questions and issues that these fields of research explore are concerned with types of meaning that we find throughout the language we use every day. Discussions and activities in this module will expose students to some of the important current questions in these areas of research and how different linguists have applied various approaches, theories and tools to address these questions. Students will have opportunities to apply various theories and research tools to real linguistic data through activities and problem sets, and will develop their own research project that addresses a structural or semantic issue.
The objective of this module is to acquaint students with the kindred relationships between film and literature as well as to help them develop a more critical awareness to appreciate these two media; it also calls to their attention approaches available from the cultural studies perspectives such as race, gender, ideology and sexuality.
The objective of this module is to expose students to a variety of literary works, traditionally classified as canonical genres such as poetry, fiction and drama, so that they will read these texts and learn basic reading strategies, not necessarily following a chronological sequence. These texts, Chinese and English, are chosen across a wide spectrum of time and space, and will be studied in a comparative context, in addition to traditional literary approaches, with reference to the politics of gender, ethnicity, sexuality, etc., and paying attention to issues about texts, politics and culture. In short, the objective is to strike a balance between literary studies and cultural studies and to explore the evolutionary relationship between the two.
This module is designed to take a broad and interdisciplinary approach to literary studies, incorporating analyses of literature and other disciplines, specifically literary works related to the field of economics. By pursuing a chronological enquiry into the developments of Western social philosophy and political economic theory, this module aims to offer students a new perspective on literary art, as well as a deeper understanding of the development of the modern notions of economics, and its criticisms. An important goal of this module is to encourage students to develop an awareness of the benefits of studying economic theory and its development from the perspective of literary analysis. Students will be encouraged to develop the skills in close reading and critical analysis of a selected range of fictions with economic themes in relation to their social and political narratives, buttressed by an increased understanding of philosophical and theoretical ideas relating to them. By developing students’ critical thinking and analytical skills, and their cultural literacy relating to the field of economics, students in this module will learn to approach literary studies from a broader interdisciplinary perspective, and likewise, they will be able to approach economics from a deeper and more historically informed perspective.
Literature has always been useful for presenting and thinking about pressing issues, and there are few issues more pressing than human impact on the Environment today. This module looks at how English literature has thought about, and continues to think about Environment. Ranging from Romantic poetry to contemporary post-apocalyptic literature, and from representations of transcendental nature to modern urban spaces, “Literature and the Environment” challenges students to reflect on relations between humans, the spaces they occupy, and the other bodies, living and unliving, with which we share the world.
The realms of commerce and economics include a wide range of contexts in which language is used in particular ways and functions for which particular varieties of language have evolved. In addition, language use in the contexts of business and commerce is very sensitive to social incentives and pressures. This module is designed for advanced students who are already familiar with general concepts from the fields of semantics, pragmatics and sociolinguistics, and who want to explore in more depth the social uses of language in the contexts of business and economics. We will discuss specific styles and varieties of language relevant for the business world, for example: language use between companies and their customers in advertising, sales and customer support; language use between companies and investors; language use within a company between co-workers and between managers/bosses and employees; and the bureaucratic and legal styles of language that are necessary for modern companies. We will look at language use in successful companies as well as failed or failing companies of different sizes and from different sectors and industries, using a variety of sources for information, including newspaper articles, magazine articles, trade journals, advertisements, press releases, company websites, internal documents and policies and others. As part of this module, students will collect much of the information for discussion on their own, through library and internet research as well as field research. Through these discussions students will gain a greater understanding and appreciation for the essential roles that language plays in modern businesses and economies.
This module is designed primarily as a directed independent study, where students will implement an approved original literature related research project. Students will produce an original undergraduate dissertation, of sufficient length and are encouraged to integrate the knowledge and skills they have acquired in all three study areas: English, Business and General Education in the course of their studies and conduct a literary research in a cross-disciplinary endeavour, touching on economics, history, psychology, linguistics, politics, science, as well as religious and cultural studies. Students will present and defend their research, to their peers and professor. This module is designed to be a capstone module, in which students will have opportunities to apply all of their cumulative knowledge of literature and language studies that they have acquired during their studies.
This module is designed primarily as a directed independent study, where students will implement an approved original linguistics and language studies related research project. Students will produce an original undergraduate dissertation, of sufficient length and are encouraged to integrate the knowledge and skills they have acquired in all three study areas: English, Business and General Education in the course of their studies and conduct a linguistics research project in a cross-disciplinary endeavour, touching on economics, history, psychology, literature, politics, science, society and culture. Students will present and defend their research, to their peers and individual advisor. This module is designed to be a capstone module, in which students will have opportunities to apply all of their cumulative knowledge of linguistics and language studies that they have acquired during their studies.
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