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
Prerequisites :English 4A, English 4B
Code of Prerequisites :ENG2083, ENG2084
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 Course objectives Cod Bloom’s Programme

T e taxonomy ILO

1. Knowledge 1

1.1. Understand complicated texts with 1.1. 1;2. 4

implied meanings at different lengths at C1
level (CEFR)

1.2. Understand key concepts in different 1.2. 1;2 2

media genres, including TV news,
advertisements, newspaper report and
interviews

1.3. Distinguish between the linguistic 1.3 1;2;3;4 3

features of different media genres

1.4. Acquire up-to-date knowledge about 1.4 1,2,3,6

current events globally

1.5. Analyse and evaluate the language aspects of 1.5 4;5 3,5
various media types using textual analysis and
critical thinking skills.

1.6. Create detailed, clear, well structured 1;2;3;4;5;6.

language products in various types of media.

2 Skills 2

2.1. Enhance English language speaking and 2.1. 1,2,3,4 4

writing competence at level C1 in the area of
media.

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 2.2. Implement active learning methods based on 2.2. 1,2,3,4 3
media materials, such as in team working and
presenting tasks.

2.3. Develop critical thinking skills and 2.3. 3,4,5 3,5

analytical thinking ability

2.4. Develop digital literacy and computer 2.4 1,2,3 3

literacy

3 Attitude 3

3.1. Demonstrate autonomy, accountability, 3.1. 3 10,11,12

initiative, and cooperation in group work
activities

3.2. Show respects to peers and acknowledge 3.2. 3 13,14

their opinions

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.

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 • 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.
• 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

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7. COURSE SYLLABUS
SB: students’ book; TB: teachers’ book
Week Objectives Content and in-class activities Materials Homework
1 - Introducing the course - Teacher introduces the course SB Lesson 1 Required
- Understand fundamental - 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
- Have an overview of the analysis Powerpoint the
discourse analysis skills - Students work in pairs or groups to complete the lesson 1 presentation on
necessary for this course exercises of lesson 1 Assignment 1
- Understand the (language) + matching key definitions in media
learning strategies involved in + classifying media types
this course + creating media analysis form
- - Group formation for assignment 1 and 2
2 SB Lesson 2 Exercises of
- Understand the features of - Student groups give presentation on Assignment 1
TB: Lesson 2 (SB)
advertisements in general. - Teacher and class members listen to the presentations
Teachers’ Assigment 2
- Be able to analyse linguistics and discuss on the analysis of the presenters, basing
hand-outs
features of advertisement in on the required readings of lesson 2.
Power Point
terms of phonological, lexical, - Teacher sums up linguistics features of lesson 2
grammatical and semantic advertisements.
 - - Students analyse some commercials chosen by
aspects.
teacher (hand-out), basing on the summed up
- Apply advertising language
linguistics features that teacher has provided
features to create advertisement
3 texts at C1 level – CEFR SB lesson 2 Required
- Teacher provides relevant practicing exercises:
TB handout readings for
- Creat an advertisement with the Teacher corrects the exercises of Lesson 2
lesson 2 lesson 3
focus on language. - Students work in group of 4 or 5 to discuss and create
Power point Group 3 and 4
- Read long complicated texts a commercial for an imaginary products applying
lesson 2 prepare for
linguistic features of advertisement.
- Work in groups 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 - Groups present Assignment 1 SB Lesson 3 Exercises of

- Understand the features of TV news
- Teacher and class comment before teacher’s lecture Powerpoint Lesson 3
in terms of content, structure, and
to correct (if necessary) and reinforce students’ lesson 3 Assignment 2:
language.
knowledge of the language features of TV news. TB handouts Writing the
- Understand long complex texts
+ news worthiness lesson 3 scripts
- Apply discourse analysis skills in + plot and information density CD Lesson 3
analyzing TV news with a focus on + pronunciation

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 + structure
topics, plots, language elements.
+ word choice
- Produce scripts for TV news at
- Students work in pairs to do TV news sample analysis
level C1 CEFR
5 SB Lesson 3 Required
- Practice team work and presentation More practice
Powerpoint readings of
skills Exercise 1:
lesson 3 exercise 4
-Students work individually to revise the given sentences
Teachers’ Group 5
to make them more appropriate for TV news based on the
hand-outs prepare for the
proposed principles.
lesson 3 presentation on
Exercise 2:
Assignment 1
- 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
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.

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6 Interviews - Group in charge presents Assignment 1 SB Lesson 4 Exercise for

- Understand basic requirements, - Teacher and class comment before teacher delivers a CD Lesson 4 Lesson 4
techniques, and languages for lecture to correct (if necessary) and reinforce Assignment 2:
interview students’ knowledge of the language features of Acting out the
- Analyze the language used for an interviews. scripts
interview, focusing on questions for + types of interviews
interviews.
+ types of questions
- Apply appropriate techniques and + qualities of good questions
complicated language to conduct an
+ techniques for interviews
interview .
- Students work in pairs to do TV news sample analysis

7 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
lesson 4
Students watch two job interview videos, listen, take
notes and identify which interview is good or bad.
CD lesson 4
Exercise 3: Discuss more characteristics of a good
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

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 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 - Student groups present on Assignment 1. SB lesson 5 Exercises for
- Understand newspaper reports - Teacher and class members listen to the presentation TB lesson 5 Lesson 5 (SB)
and the language of newspaper and discuss the analysis of the presenters, based on CD - Assignment 2
reports the knowledge from Required Readings.
Power Point
- Analyze the content and - Teacher sums up linguistics features of newspaper
lesson 5
linguistic features of a newspaper reports + headlines.
report + paragraph structure
- Apply appropriate techniques and + complexity of lexical choices
English language at C1 level + sentence types/structures
+ cohesive devices (both intra-paragraph/sentence

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 (CEFR) to write a newspaper and inter-paragraph/sentence)
report - Students analyse the sample reports chosen by
teacher, based on the analysis form (SB Lesson 5).

11 - Teacher assigns tasks for students to work individually Preparation for

or in pairs with language practice, discourse features and presenting
production. Assignment 2:
+ Exercise 1: Match the headline with the news story
Analysing and
+ Exercise 2: Match the headline with the lead
evaluating the
+ Exercise 3: Find synonyms used in the report
+ Exercise 4: Write headlines for the news story products
+ 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
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

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 -

12 SELF STUDY TO PREPARE FOR PRESENTATIONS

Groups send the detailed presentation to the teachers
13 Presentations Students’ group presentation of Assignment 2
14
15 Revision More practice on the language for all the media types TB

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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 20% 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
MEDIA  Understand and analyze produce a critique on the strengths
PRODUCTS the language of types of & weaknesses of the sample.
media; Students can base their analysis on
 Develop independent the characteristics of each media type
thinking 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
media. for each presentation will be 40
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 to Version 1
according to the lecturer’s
feedback);
 Assignment assessment scale
(Copied from Part 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
TEST  Analyse a type of learnt.
media; Students write an analysis about a
 Using English writing piece of news or an interview.
skills to analyse media
language.
Summative 60% This assignment aims to Task: In groups of 3-4, students
assessment: choose a type of media in the course

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ASSIGNMENT help students: (different from the one chosen for
2:  Review the Assignment 1) to produce a written
PRODUCING characteristics of types or spoken pr. Students present their
A MEDIA of media; work in class.
TEXT  Produce and evaluate Submissions to the lecturer:
media language 1. A full script of the media
 Use the skills of writing genre, using special media
and presenting in language:
English in the area of  Hard copies as for written
media texts;
 Boost teamwork skills  Soft copies and scripts in
and self-evaluation skill. 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 on the
assessment criteria for
Assignment 2
4. Powerpoint presentations

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 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.

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 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 30%
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.
Using language at level C1 while presenting the work (sufficiently complex

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 and accurate vocabulary and sentence structures)

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