This course aims to deepen students’ understanding of the English language and develop their receptive and productive skills in written and spoken communication. It combines an introduction to linguistic analysis with practical application to selected examples and communicative contexts. The course examines key stages in the historical development of English and focuses on its morphology, syntax, phonetics and phonology, with additional consideration of semantics, pragmatics and language variation. It also introduces students to the principles of academic writing and the skills required to plan and deliver oral presentations. By connecting theory with practice, the course develops language awareness, analytical thinking and effective use of English in academic settings and in activities relevant to translation and interpreting.

The objectives of the course are for students to:

• deepen their understanding of English by examining key aspects of its historical development, structure and use;

• become familiar with basic concepts and tools of linguistic analysis and apply them to selected examples of English;

• identify and analyse morphological, syntactic, phonetic and phonological features of English;

• understand the relationship between linguistic form, meaning and communicative context, and recognise features of language variation;

• improve the accuracy, fluency and appropriateness of their written and spoken English;

• become familiar with the structure, conventions and linguistic features of academic discourse, developing skills in organisation, argumentation and the use of supporting evidence;

• plan and deliver clear, well-organised and effective oral presentations.

Week 1: Introduction to the course and linguistic analysis: basic levels of language study, descriptive and prescriptive approaches, and an overview of the historical development of English.

Week 2: Language awareness, meaning and use: idiomatic expressions, proverbs, collocations, commonly confused words and the role of context.

Week 3: English morphology: morphemes, inflection, derivation, compounding and other word-formation processes.

Week 4: English syntax: word classes, phrase structure, syntactic functions and basic clause patterns.

Week 5: Grammar and syntax in use: tense and aspect, modality, active and passive voice, clause combining and analysis of selected areas of difficulty.

Week 6: Introduction to English phonetics and phonology: phones, phonemes, the International Phonetic Alphabet (IPA), syllables, stress and intonation.

Week 7: Varieties of English: selected differences between British and American varieties in pronunciation, vocabulary, spelling and grammar.

Week 8: Principles and techniques of oral presentations: content organisation, audience awareness, presentation language, use of visual aids, delivery and handling questions.

Week 9: Academic writing — Part 1: task analysis, developing a thesis statement, essay planning, paragraph development, cohesion and coherence.

Week 10: Academic writing — Part 2: argumentation, integrating sources, paraphrasing, summarising, APA citations and references, avoiding plagiarism and revising texts.

Week 11: Student presentations of integrative assignments and discussion — Part 1.

Week 12: Student presentations of integrative assignments and discussion — Part 2.

Week 13: Synthesis and review of course content, feedback on student presentations and reflection on the development of language and academic skills.

• McCormack, J and Slaght, J (2012)  for Academic Study: Extended Writing & Research Skills - Course Book
• Hogg, R and Denison, D. (eds), (2006) A History of the English Language. Cambridge: CUP.
• Crystal, D. (2012). English as a Global Language. Cambridge: CUP. Swan, M. (2005). Practical English Usage. Oxford: OUP.
• Trimmer, J.F. (1998). Writing with a purpose. Boston: Houghton Mifflin Co., 12th ed.
• Extra material in the form of articles etc is provide in open eclass

The course is taught through interactive lectures. It involves the active participation of students in class discussion and activities. Ample opportunity for reflection is also given through cooperative learning activities. Students have the opportunity to sit in lectures delivered by experts in the field (and Erasmus+ visiting professors) on topics related to the course.

 PPT, short videos, interactive activities, polls, slido quizes, etc.

Two required assignments:

a) Individual written assignment (50% of the total course grade)

b) Oral group presentation (50% of the total course grade)

There are specifically-defined evaluation criteria given and are accessible to students on open e-class along with the rubrics of their assignment.

Use of Artificial Intelligence (AI) Tools in Academic Assignments

The use of Artificial Intelligence (AI) tools (e.g., ChatGPT, Gemini, Copilot) is permitted when preparing academic assignments, provided that such tools are used responsibly, critically, and transparently, in accordance with the principles of academic integrity.

AI tools may be used for purposes such as:

• Brainstorming and idea development, including the initial exploration of a topic and the formulation of research questions.
• Planning and structuring assignments, such as developing an initial outline.
• Language support and proofreading, including improvements in grammar, syntax, clarity, and coherence.
• Supporting literature searches, provided that all suggested sources are independently verified for their existence, reliability, and relevance.

It is important to emphasise that AI tools must not replace students' independent work, critical thinking, academic analysis, or synthesis of information. Submitting AI-generated text in its entirety, or reproducing substantial portions without meaningful personal intellectual contribution, is not considered acceptable academic practice. Students should also be aware that AI tools may generate inaccurate information or even fabricate bibliographic references.

Declaration of AI Use

At the end of each assignment, following the reference list, students must include a separate section entitled "Declaration of AI Use", clearly stating whether AI tools were used, identifying the tools employed, and explaining the specific purposes for which they were used. This declaration is required even if no AI tools were used.

Example of an AI use declaration:

"ChatGPT was used during the preparation of this assignment to explore initial ideas, develop an outline, and proofread selected sections for language accuracy and clarity. The literature search and evaluation, critical analysis, and final synthesis of the content were carried out independently."

If no AI tools were used:

"No Artificial Intelligence tools were used in the preparation of this assignment."

Students remain fully responsible for the accuracy, originality, content, and academic integrity of their submitted work.