CURRICULUM FRAMEWORK - 2024

BASED ON
NATIONAL EDUCATION POLICY (NEP) -2020

Department of Linguistics
Faculty of Arts
Banaras Hindu University,Varanasi

Revised Syllabus as approved by

Academic Council
Executive Council
 Contents
1. Preamble

2. Departmental Committee on Framework

3. National Education Policy (NEP) - 2020: An Introduction

4. Department of Linguistics, BHU : A Profile

5. Framework of Four Years Undergraduate Programme in

Linguistics

6. Detailed Syllabus of Four Years Undergraduate Programme in

Linguistics
 Contents
1. Preamble

2. Departmental Committee on Framework

3. National Education Policy (NEP) - 2020: An Introduction

4. Department of Linguistics, BHU : A Profile

5. Framework of Four Years Undergraduate Programme in

Linguistics

6. Detailed Syllabus of Four Years Undergraduate Programme in

Linguistics
 Preamble
Language is a ubiquitous aspect of mankind and humans have been using language to
communicate with each other for a long period of time. For the better understanding of language,
one must have the basic knowledge of Linguistics. Linguistics establishes the base for language
and mind, language and society, language variation, language learning and so on and so forth.
Linguistics is the scientific study of languages and the different aspects of languages. We find
Linguistics in all walks of life and students from different academic fields like Journalism,
Education, History, Literature, Computer Science, Psychology etc. can be benefited from
learning Linguistics. Linguistics has played a vital role in applied science in the field of Natural
Language Processing, Artificial Intelligence, Criminal Investigation, Language Pathology and
Information Technology.

The National Education Policy (NEP) 2020 is focused on the overall development of the
students. It offers many multidisciplinary/interdisciplinary courses that will enable the all round
development of the student. It recognises, identifies and fosters the unique capabilities of each
student to promote her/his holistic development. The NEP 2020 is flexible so that the learners
can choose the programmes of their choice.

The restructured courses of B.A. in Linguistics are offered at the Department of Linguistics,
Faculty of Arts, Banaras Hindu University in accordance with the CBCS system. It offers
courses in all the major areas of Linguistics, including Syntax, Typology, Semantics, Pragmatics,
Forensic Linguistics, Computational Linguistics, Natural Language Processing, Clinical and
Psycho-linguistics etc. The Department of Linguistics, Banaras Hindu University aspires to carry
forward the great legacy of Banaras Hindu University of providing affordable and quality
education along with the ethics and values of its righteous founder Pandit Madan Mohan
Malviya. Our vision is to enhance our reputation as a world-class teaching and research
institution which is recognised for its innovation, excellence and discovery, and attracts the best
students and staff.

The following is the new restructured, revised syllabus.

1. Introduction

The learning outcomes-based curriculum framework for a B.A. degree in Linguistics is intended
to provide a broad framework within which a Linguistics programme that responds to the needs
of students and to the evolving nature of Linguistics as a subject could be developed. The
framework is designed to maintain a standard of Linguistics degrees/ programmes across the
country. The design is open to periodic programme review within a broad framework of agreed
upon graduate attributes, qualification descriptors, programme learning outcomes and
course-level learning outcomes. The framework does not seek to bring about uniformity in
teaching-learning process and learning assessment procedures; instead, it is intended to allow for
flexibility and innovation in programme design and syllabi development, teaching-learning
process, assessment of student learning levels.

2. Learning Outcomes based approach to Curriculum Planning

Linguistics is the study of the system of language in its various settings with a view to
understand it using the methodologies of analytical sciences and social sciences. The key areas
of study within the disciplinary/subject area of Linguistics comprise: Phonetics, Phonology,
Morphology, Syntax, Semantics, Historical Linguistics, Sociolinguistics and Psycholinguistics/
Neurolinguistics. Phonetics/ Phonology deal with the system of sounds of languages,
Morphology and Syntax deal with structure of words and sentences, respectively; Semantics is
the study meaning in its various manifestations: Sociolinguistics deals with understanding the
various social factors and settings of language; Psycholinguistics/ Neurolinguistics study the
process of language acquisition and the brain and language connection, respectively; and lastly,
Historical Linguistics involves the study of language origins and change. The Undergraduate
Degree programme in Linguistics covers topics that overlap with the areas outlined above and
that address, in addition, the interfaces of Linguistics with other subjects and applied fields (such
as Philosophy, Sociology, Psychology, Biology, Literature, and Computer Science).
Committee on Curriculum & Credit Framework for Undergraduate Programme in
Linguistics

Members of the Committee of Courses:

Chairman:

1. Dr. Abhinav Kumar Mishra, Head, Department of Linguistics, Faculty of Arts, BHU

Internal Members:

1. Dr. Praveen Gatla, Asst. Professor, Dept. of Linguistics, Faculty of Arts, BHU

2. Dr. Yogesh Vijay Umaley, Asst. Professor, Dept. of Linguistics, Faculty of Arts, BHU

3. Dr. Udoyan Banerji, Asst. Professor, Dept. of Linguistics, Faculty of Arts, BHU

4. Dr. Arun Kumar, Asst. Professor, Dept. of Linguistics, Faculty of Arts, BHU

External Members
Prof. Pradeep Kumar Das, Chairperson, Centre for Linguistics, JNU, New Delhi

Prof. M. J. Warsi, Chairperson, Department of Linguistics, AMU, Aligarh

Student Nominees/Invitees/Co-opted Members

1. Supriya Chauhan, Research Scholar, Department of Linguistics, Faculty of Arts, BHU

2. Jyoti Kumari, Research Scholar, Department of Linguistics, Faculty of Arts, BHU
3. Harsh Kumar, Research Scholar, Department of Linguistics, Faculty of Arts, BHU
4. Vineet Kumar, Research Scholar, Department of Linguistics, Faculty of Arts, BHU
5. Iram Ali Ahmad, Research Scholar, Department of Linguistics, Faculty of Arts, BHU
6. Dhananjay Kr. Tiwari, Research Scholar, Department of Linguistics, Faculty of Arts,
BHU
7. Sharwan Kumar, Research Scholar, Department of Linguistics, Faculty of Arts, BHU
 National Education Policy (NEP) 2020: An Introduction
Introduction

The National Education Policy (NEP) 2020 (hereafter referred to as NEP or Policy) recognizes
that higher education plays an extremely important role in promoting human as well as societal
well-being and in developing India as envisioned in its Constitution - a democratic, just, socially
conscious, cultured, and Fhumane nation upholding liberty, equality, fraternity, and justice for
all. It notes that “given the 21st -century requirements, quality higher education must aim to
develop good, thoughtful, well-rounded, and creative individuals”.

The NEP 2020 states, “Assessments of educational approaches in undergraduate education that
integrate the humanities and arts with Science, Technology, Engineering and Mathematics
(STEM) have consistently shown positive learning outcomes, including increased creativity and
innovation, critical thinking and higher-order thinking capacities, problem-solving abilities,
teamwork, communication skills, more in-depth learning and mastery of curricula across fields,
increases in social and moral awareness, etc., besides general engagement and enjoyment of
learning”.

Further, it also recommends that “the undergraduate degree will be of either 3 or 4-year duration,
with multiple exit options within this period, with appropriate certifications, e.g., a UG certificate
after completing 1 year in a discipline or field including vocational and professional areas, or a
UG diploma after 2 years of study, or a Bachelor’s degree after a 3-year programme. The 4-year
multidisciplinary Bachelor's programme, however, shall be the preferred option since it allows
the opportunity to experience the full range of holistic and multidisciplinary education in
addition to a focus on the chosen major and minors as per the choices of the student”.

In accordance with the NEP 2020, the UGC has formulated a new student-centric “Curriculum
and Credit Framework for Undergraduate Programmes (CCFUP)” incorporating a flexible
choice-based credit system, multidisciplinary approach, and multiple entry and exit options. This
will facilitate students to pursue their career path by choosing the subject/field of their interest.

Anchors to the National Education Policy (NEP) 2020

NEP principles that have a bearing on the curricular thrusts at different stages of higher
education. The NEP highlights certain fundamental principles that would guide both the
education system at large, as well as individual educational institutions. The principles that have
a direct bearing on the curricula for different levels of higher education include:
1. Recognizing, identifying, and fostering the unique capabilities of each student to promote
her/his holistic development;
2. Flexibility, so that learners can select their learning trajectories and programmes, and
thereby choose their own paths in life according to their talents and interests;
3. Flexibility, so that learners can select their learning trajectories and programmes, and
thereby choose their own paths in life according to their talents and interests;
4. Multidisciplinary and holistic education across the sciences, social sciences, arts,
humanities, and sports for a multidisciplinary world;
5. Emphasis on conceptual understanding rather than rote learning, critical thinking to
encourage logical decision-making and innovation; ethics and human & constitutional
values, and life skills such as communication, teamwork, leadership, and resilience;
6. Extensive use of technology in teaching and learning, to overcome language barriers,
 increasing access for Divyang students, and educational planning and management;
7. Respect for diversity and respect for the local context in all curricula, pedagogy, and
policy;
8. Equity and inclusion as the cornerstone of all educational decisions to ensure that all
students are able to thrive in the education system and the institutional environment are
responsive to differences to ensure that high-quality education is available for all.
9. Rootedness and pride in India, and its rich, diverse, ancient, and modern culture,
languages, knowledge systems, and traditions.

Transformative initiatives that have a bearing on the undergraduate education The NEP 2020
envisages several transformative initiatives in higher education. These include:
● Introducing holistic and multidisciplinary undergraduate education that would help
develop all capacities of human beings - intellectual, aesthetic, social, physical,
emotional, ethical, and moral - in an integrated manner; soft skills, such as complex
problem solving, critical thinking, creative thinking, communication skills; and rigorous
specialization in a chosen field (s) of learning.
● Adoption of flexible curricular structures in order to enable creative combinations of
disciplinary areas for study in multidisciplinary contexts that would also allow flexibility
in course options that would be on offer to students, in addition to rigorous specialization
in a subject or subjects.

Undergraduate programmes of either 3 or 4 year duration, with multiple entry and exit points and
re-entry options, with appropriate certifications such as:
● A UG certificate after completing 1 year (2 semesters) of study in the chosen fields of
study.
● A UG diploma after 2 years (4 semesters) of study.
● A bachelor’s degree after a 3-year (6 semesters) programme of study.
● A 4-year bachelor’s degree (honors) after eight semesters programme of study. If the
student completes a rigorous research project in their major area(s) of study in the 4th year
of a bachelor’s degree (honors with research).
● The 4 year bachelor’s degree programme is considered a preferred option since it would
provide the opportunity to experience the full range of holistic and multidisciplinary
education in addition to a focus on the chosen major and minors as per the choices of the
student.
● Inclusion of credit-based courses and projects in the areas of community engagement and
service, environmental education, and value-based education.
● Environment education to include areas such as climate change, pollution, waste
management, sanitation, conservation of biological diversity, management of biological
resources and biodiversity, forest and wildlife conservation, and sustainable development
and living.
● Value-based education includes the development of humanistic, ethical, Constitutional,
and universal human values of truth, righteous conduct, peace, love, nonviolence,
scientific temper, citizenship values, and life skills.
● Lessons in service and participation in community service programmes to be an integral
part of holistic education.
● Global Citizenship Education and education for sustainable development to form an
integral part of the curriculum to empower learners to become aware of and understand
global and sustainable development issues and to become active promoters of more
peaceful, tolerant, inclusive, secure, and sustainable societies.
● Students to be provided with opportunities for internships with local industry, businesses,
artists, crafts persons, etc., as well as research internships with faculty and researchers at
their own or other HEIs/research institutions, so that students may actively engage with
 the practical side of their learning and, as a by-product, further improve their
employability.
Reorienting teaching programmes to ensure the development of capabilities across a range of
disciplines including sciences, social sciences, arts, humanities, languages, as well as vocational
subjects. This would involve offering programmes/courses of study relating to Languages,
Literature, Music, Philosophy, Art, Dance, Theatre, Statistics, Pure and Applied Sciences, Sports,
etc., and other such subjects needed for a multidisciplinary and stimulating learning
environment. Preparing professionals in cutting-edge areas that are fast gaining prominence,
such as Artificial Intelligence (AI), 3-D machining, big data analysis, and machine learning, in
addition to genomic studies, biotechnology, nanotechnology, neuroscience, with important
applications to health, environment, and sustainable living that will be woven into undergraduate
education for enhancing the employability of the youth.

Curriculum Framework

The new curriculum framework will have the following features:

1. Flexibility to move from one discipline of study to another;
2. Opportunity for learners to choose the courses of their interest in all disciplines; iii.
Facilitating multiple entry and exit options with UG certificate/ UG diploma/ or degree
depending upon the number of credits secured;
3. Flexibility for learners to move from one institution to another to enable them to have
multi and/or interdisciplinary learning;
4. Flexibility to switch to alternative modes of learning (offline, ODL, and Online learning,
and hybrid modes of learning).

Regulations for Academic Bank of Credit (ABC) and guidelines for Multiple Entry and Exit are
already in place to facilitate the implementation of the proposed “Curriculum and Credit
Framework for Undergraduate Programmes”.

Definitions, Eligibility, and Duration of the Programme, Semester and Credits:

● A semester comprises 90 working days and an academic year is divided into two
semesters.
● A summer term is for eight weeks during summer vacation.
Internship/apprenticeship/work-based vocational education and training can be carried
out during the summer term, especially by students who wish to exit after two semesters
or four semesters of study. Regular courses may also be offered during the summer on a
fast-track mode to enable students to do additional courses or complete backlogs in
coursework. The HEIs can decide on the courses to be offered in the summer term
depending on the availability of faculty and the number of students.

Major and Minor disciplines:

Major discipline is the discipline or subject of main focus and the degree will be awarded in that
discipline. Students should secure the prescribed number of credits (about 50% of total credits)
through core courses in the major discipline. Minor discipline helps a student to gain a broader
understanding beyond the major discipline. For example, if a student pursuing an Economics
major obtains a minimum of 12 credits from a bunch of courses in Statistics, then the student
will be awarded B.A. degree in Economics with a Minor in Statistics.

Awarding UG Certificate, UG Diploma, and Degrees UG Certificate:

Students who opt to exit after completion of the first year and have secured 40 credits will be
awarded a UG certificate if, in addition, they complete one vocational course of 4 credits during
the summer vacation of the first year. These students are allowed to re-enter the degree
programme within three years and complete the degree programme within the stipulated
maximum period of seven years.

UG Diploma: Students who opt to exit after completion of the second year and have secured 80
credits will be awarded the UG diploma if, in addition, they complete one vocational course of 4
credits during the summer vacation of the second year. These students are allowed to re-enter
within a period of three years and complete the degree programme within the maximum
period of seven years.

3-year UG Degree: Students who wish to undergo a 3-year UG programme will be awarded UG
Degree in the Major discipline after successful completion of three years, securing 120 credits
and satisfying the minimum credit requirement as given in table 2 (Section 5).

4-year UG Degree (Honors): A four-year UG Honors degree in the major discipline will be
awarded to those who complete a four-year degree programme with 160 credits and have
satisfied the credit requirements as given in table 2 in Section 5.

4-year UG Degree (Honors with Research): Students who secure 75% marks and above in the
first six semesters and wish to undertake research at the undergraduate level can choose a
research stream in the fourth year. They should do a research project or dissertation under the
guidance of a faculty member of the University/College. The research project/dissertation will
be in the major discipline. The students who secure 160 credits, including 12 credits from a
research project/dissertation, are awarded UG Degree (Honors with Research).

Infrastructure Requirement: The Departments offering a 4-year UG Degree (Honors with

Research) must have the required infrastructure such as the library, access to journals, computer
lab and software, laboratory facilities to carry out experimental research work, and at least two
permanent faculty members who are recognized as Ph.D. supervisors. The Departments already
recognized for conducting the Ph.D. programme may conduct a 4-year UG Degree (Honors with
Research) without obtaining any approval from the affiliating University.

UG Degree Programmes with Single Major: A student has to secure a minimum of 50%
credits from the major discipline for the 3-year/4-year UG degree to be awarded a single
major. For example, in a 3-year UG programme, if the total number of credits to be earned is
120, a student of Physics with a minimum of 60 credits will be awarded a B.Sc. in Physics with
a single major. Similarly, in a 4-year UG programme, if the total number of credits to be earned
is 160, a student of Physics with a minimum of 80 credits will be awarded a B.Sc. (Hons./Hon.
With Research) in Physics in a 4-year UG programme with a single major.

UG Degree Programmes with Double Major: A student has to secure a minimum of 40%
credits from the second major discipline for the 3-year/4-year UG degree to be awarded a
double major. For example, in a 3-year UG programme, if the total number of credits to be
earned is 120, a student of Physics with a minimum of 48 credits will be awarded a B.Sc. in
Physics with a double major. Similarly, in a 4-year UG programme, if the total number of
credits to be earned is 160, a student of Physics with a minimum of 64 credits will be awarded a
B.Sc. (Hons./Hon. With Research) in Physics in a 4-year UG programme with double major.

Interdisciplinary UG Programmes: The credits for core courses shall be distributed among the
constituent disciplines/subjects so as to get core competence in the interdisciplinary programme.
For example, a degree in Econometrics requires courses in economics, statistics, and
mathematics. The total credits to core courses shall be distributed so that the student gets full
competence in Econometrics upon completion of the programme. The degree for such students
will be awarded as B.Sc. in Econometrics for a 3-year UG programme or B.Sc. (Honors) /
B.Sc. (Honors with Research) in Econometrics for a 4-year UG programme.

Multidisciplinary UG Programmes: In the case of students pursuing a multidisciplinary

programme of study, the credits to core courses will be distributed among the broad disciplines
such as Life sciences, Physical Sciences, Mathematical and Computer Sciences, Data Analysis,
Social Sciences, Humanities, etc., For example, a student who opts for a UG program in Life
sciences will have the total credits to core courses distributed across Botany, Zoology and
Human biology disciplines. The degree will be awarded as B.Sc. in Life Sciences for a 3-year
programme and B.Sc. (Honors) in Life Sciences or B.Sc. (Honors with Research) for a 4-year
programme without or with a research component respectively.

The statutory bodies of the Universities and Colleges such as the Board of Studies and
Academic Council will decide on the list of courses under major category and credit distribution
for double major, interdisciplinary and multidisciplinary programmes.

Credit hours for different types of courses

The workload relating to a course is measured in terms of credit hours. A credit is a unit by
which the coursework is measured. It determines the number of hours of instruction required per
week over the duration of a semester (minimum 15 weeks).
Each course may have only a lecture component or a lecture and tutorial component or a lecture
and practicum component or a lecture, tutorial, and practicum component, or only practicum
component. For example, a three-credit lecture course in a semester means three one-hour
lectures per week with each one-hour lecture counted as one credit. In a semester of 15 weeks
duration, a three-credit lecture course is equivalent to 45 hours of teaching.

One credit for tutorial work means one hour of engagement per week. In a semester of 15 weeks
duration, a one-credit tutorial in a course is equivalent to 15 hours of engagement.

A one-credit course in practicum or lab work, community engagement and services, and
fieldwork in a semester mean two-hour engagement per week. In a semester of 15 weeks
duration, a one-credit practicum in a course is equivalent to 30 hours of engagement.

A one-credit of Seminar or Internship or Studio activities or Field practice/projects or

Community engagement and service means two-hour engagements per week. Accordingly, in a
semester of 15 weeks duration, one credit in these courses is equivalent to 30 hours of
engagement.

A course can have a combination of lecture credits, tutorial credits, and practicum credits. For
example, a 4–credit course with three credits assigned for lectures and one credit for practicum
shall have three 1-hour lectures per week and one 2-hour duration field-based learning/project
or lab work, or workshop activities per week. In a semester of 15 weeks duration, a 4-credit
course is equivalent to 45 hours of lectures and 30 hours of practicum. Similarly, a 4 –credit
course with 3- credits assigned for lectures and one credit for tutorial shall have three 1-hour
lectures per week and one 1-hour tutorial per week. In a semester of 15 weeks duration, a
four-credit course is equivalent to 45 hours of lectures and 15 hours of tutorials.
 Department of Linguistics, BHU: A Profile
The Department of Linguistics, Faculty of Arts, BHU was established in 1972 jointly with
Sanskrit, Hindi and English departments. It offers courses in all the major areas of Linguistics
including Syntax, Typology, Semantics, Pragmatics, Forensic Linguistics, Computational
Linguistics, Natural Language Processing, Sociolinguistics, Clinical and Psycho-linguistics etc.
The department offers three courses viz. B.A. in Linguistics, M.A. in Linguistics and Ph.D. in
Linguistics. Our department presents a good example of Unity in Diversity. In our department,
faculties come from different states and from all over India (Bihar, West Bengal, Haryana,
Maharashtra, Telangana). They represent their respective ethnicity, culture, languages etc.
Faculties are multilingual and extensively work in order to enrich their mother tongue and they
also encourage the researchers and students to work for their respective mother tongues. Our
faculties are specialized in various field of Applied Linguistics apart from Theoretical
Linguistics like Forensic Linguistics, Computational Linguistics, Translation Studies, Clinical
Linguistics, Linguistic Typology, Cognitive Linguistics, Sociolinguistics, Psycholinguistics,
Historical Linguistics etc. Faculties are also engaged in various projects viz. UGC-Major
Research Project, Incentive Grant, Seed Grant, Transdisciplinary Research Grant funded by
IoE(BHU), Government of India and abroad. Faculties are actively participating in knowledge
creation in the linguistic fraternity and are invited as speakers, resource persons and experts from
various universities across India (National Testing Agency, Central Investigation Bureau, Central
Institute of Indian Languages, Bharatiya Bhasha Samiti, Bharatiya Vidya Sansthan, Ministry of
Education, Government of India, Central Board of Secondary Education) and in abroad as
Member of Global Expert Panel in Govt. of China, Visiting Researcher as Aston University,
Birmingham (U.K.). The department has successfully hosted several international and national
conferences, seminars, workshops and invited lectures like 'Two-Day National Seminar
Teaching-Learning in Mother/Local Tongue(Linguistics): NEP-2020 & 1st Alumni Meet of
Department of Linguistics', ‘49th All India Conference of Dravidian Linguists (AICDL-49)', '28th
All India Conference of Linguists (AICL-28)', '11th International Conference on South Asian
Languages and Literatures (ICOSAL-11)' etc. In 2022, the department celebrated its Golden
Jubilee and to commemorate this, the department organized the International Web Talk Series on
Linguistics which was conducted throughout the year by national and international linguists as
resource persons. Our alumni are currently serving as academicians in Dr. Bhimrao Ambedkar
University, Agra, Nagpur University, GLA University, Mathura, Central Institute of Indian
Languages, Amity University, Central University of Rajasthan, Senior Scientific Officer,
Haryana Public Service Commission, Haryana, Bihar Public Service Commission, Bihar, Teach
for BHU, IoE, Junior Hindi translator (Ministry of Defence), Kendriya Vidyalaya Sangathan and
researchers in various universities (University of Hyderabad, EFLU, Hyderabad, EFLU,
Lucknow, Lucknow University, KMI, Agra, MGAHV,Wardha) and IITs (IIT Delhi, IIT Kanpur,
IIT Ropar, IIT Banaras Hindu University, IIT Guwahati, IIT Jodhpur) across the country. Many
of our alumni are placed in eminent multinational companies like Google, hp, Cognizant,
Amazon, Amazon-Alexa-Team, Flipkart, Cerene, PhonePe, Samsung etc. Currently, more than
150 students (UG and PG) and 12 research scholars are engaged in the department. They come
from all across India and abroad with their respective identity, culture and language. Research
scholars are doing extensive research in various core and applied fields of Linguistics (Phonetics,
Forensic Linguistics, Computational Linguistics, Language Teaching, Historical Linguistics,
Language and Law etc.). At present the Department of Linguistics is headed by Dr. Abhinav
Kumar Mishra, who is a renowned Forensic Linguist, Secretary of Linguistic Society of India,
Commonwealth Academic Fellow and a Penalist in media as Forensic Linguistic Expert.
 Framework Of Four Years Undergraduate Programme in Linguistics

Semester Semester- Semester- Semester Semester Semester Semester- Semester Semester

I II -III -IV -V VI -VII -VIII
Courses UG CERTIFICATE UG DIPLOMA UG DEGREE (3 4 YR 4 YR 4 YR
YEARS) UG(Research) UG UG
(Research) (RESEA
RCH)
Major 4 Credits 4 Credits 8 Credits 14 14 Credit 16 Credit 20 Credit (4 16 Credit (4 4 Credits
(2 Credits (3 (4 Course Course 4 Course 4 One
LNG LNG Courses) (4 Courses 4 Credits) Credits) Credits) Course
MJ-101 MJ-201 Courses) 4
Introductio Introductio LNG Credits, LNG LNG MJ-701 LNG MJ-801 LNG
n to n to Indian MJ-301 LNG 1 MJ-601 Dissertation/Pro Dissertation/P MJ-806

Linguistics Linguistics Introducti MJ-401 Course-2 Computati ject Work(12 roject Language
on to Introduct Credits) onal Credits) Work(12 Teaching
Phonetics ion to Linguistics Credits)
Morphol LNG
ogy MJ-501 LNG MJ-702 LNG MJ-802
LNG LNG
Psycholin Research Cognitive
MJ-302 MJ-602
g-uistics Methodology in Linguistics
Introducti LNG Neurolingu
Linguistics OR
on to MJ-402 istics
Phonolog Introduct LNG LNG MJ-803
y ion to MJ-502 Indian
Syntax LNG
Socioling Grammatical
MJ-603
uistics Tradition(IGT
Linguistic
)
LNG Typology
MJ-403 OR
LNG
Introduct LNG MJ-804
MJ-503
ion to LNG Historical
Intermedi
Semantic MJ-604 Linguistics
ate
s Translation OR
Syntax
Studies LNG MJ-805
Forensic
LNG LNG Linguistics
MJ-404 MJ-504
Languag Introducti
e and on to
Media (2 Pragmati
credits)
 cs (2
credits)

Minor 4- Credits 4- Credits 4- 4- 4- 4- Credits 4- Credits 4- Credits 4- Credits

Credits( Credits Credits (Vocationa LNG MR-115
LNG LNG Vocation (Vocatio l) Lexicography LNG MR-116 LNG
MR-101 MR-102 al) LNG nal) Historical MR-118
Introductio Introductio MR-105 LNG (YU) Linguistics Language
n to n to Indian LNG Introduct LNG MR-111 (UB) Teaching
Linguistics Linguistics MR-103 ion to MR-108 Computati (UB)
Introducti Morphol Psycholin onal OR

on to ogy guistics Linguistics

LNG MR-117
Phonetics OR
LNG Forensic
OR OR
LNG MR-112 Linguistics
OR
MR- 106 LNG Neurolingu (AKM)
LNG Introduct MR-109 istics
MR-104 ion to Socioling OR
Introducti Syntax uistics LNG

on to MR-113

Phonolog OR OR Linguistic

y Typology
LNG LNG OR
MR-107 MR-110 LNG

Introduct Intermedi MR-114

ion to ate Translation

Semantic Syntax Studies

Course 3-Credits 3- Credits 3-

from LNG LNG Credits ----------- ----------- ---------- ---------- ---------- ----------
other MD-103 MD-203 LNG

discipline Language Understan MD-304

as and ding Business

Communic Phonetics and
Multidisci
Technical
plinary ation
Communi
(MD) -cation
Foundatio
n Course
Ability
Enhance ----------- ---------- ---------- ----------
ment ------------- ------------- ------------ ------- ----------- ----------
Course - -- ---
(AEC):
MIL,
English
Language
(General),
Communi
cation
Skills,
Mathema
tical
Ability
Skill 3- Credits 3- Credits 3- 2 Credits 12-
Enhance LNG Credits ----------- LNG ---------- ---------- ---------- Credits
ment SEC-101 LNG LNG ----- SEC-104

Courses Fundamenta SEC-102 SEC-103 Summer

ls of Understan Typologic Internshi
(SEC)/Int
Linguistics ding al p
ernship/D
issertatio Phonetics features

n and of an
Phonology Indian
Language
Value 4 Credits 4 Credits 2 Credits 2 Credits
Added (2 (2 (** (** ----------- ---------- ---------- ---------- ----------
Course Courses Courses Optional Optional
(VAC): of 2 of 2 ) )
Understa Credit Credit
nding each) each)
India,
Environm
ental
Science
and
Education
, Digital
Technolog
y, Health
and
Wellness
Total 20 Credits 20 Credits 20 20 20 20 Credits 20 Credits 20 Credits 20 Credits
Credits Credits + Credits Credits
(120 2 Credits + 2
Credits)- ( Credits (
3 Year Optional Optional
UG ) )
Degree +
4 Credit
Optional
(160
Credits)-
4 Year
UG
Degree +
4 Credits
Optional
 ● MIL (Modern Indian Language) and English Language.
** Value added Optional Courses: Community Engagement, NCC, NSS, Sports, Culture and Yoga.
*** Multidisciplinary Course opted for shall not be repeated in any semester.

INTAKE:

Courses Regular Seat Paid Seat Total Intake

Major 25 04 29

Minor 20 00 20

MD 30 00 30

SEC 20 00 20

Total 99

Credits:
Major: 92
Minor: 20
Multidisciplinary: 09
SEC: 08
Detailed Syllabus of Four Years Undergraduate Programme
in Linguistics
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-I, Major Course

Course Title LNG MJ-101 Introduction to Linguistics

Category of ✓
Course1 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits2&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To provide a foundational understanding of the elementary concepts of

Objectives language.
(not more ● To familiarize students with the structural components of language.
than 100
● To introduce students to the allied and applied branches of linguistics.
words)
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I 15
Linguistics: a brief history
● Evolution of Linguistics: Greek, Roman, Indian, American,
Copenhagen, Prague.
Structuralism, Generativism.
● Landmarks in Linguistics Theories: Socratice, Aristotle,
Structuralism, Generativism.
● Different Schools in Linguistics, concept of Language and
Thought by different schools.

1
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
2
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Diachronic, Synchronic, Birth of Historical Linguistics, Royal
Asiatic Society.
II Language as a social system 15
● Sign, Signifier and Signified
● Langage, Langue and Parole
● Syntagmatic and paradigmatic relations
III Language as a cognitive system and levels of linguistics 15
● Innateness Hypothesis
● Universal Grammar
● Language Faculty
● Sound
● Word
● Sentence
● Meaning
IV Allied & applied branches in Linguistics 15
● Psycholinguistics
● Sociolinguistics
● Computational Linguistics
● Lexicography
● Language Teaching

Texts / Namboodiri, E.V.N. (2016). Origin and Development of Modern Linguistics.

References New Delhi: Crescent Publishing Corporation.
Fromkin, V. & R. Rodman (1974). An Introduction to Language. Holt, Rinehart
& Winston.
Lyons, J. (1968). Introduction to Theoretical Linguistics. CUP.
Varshney, R.L. (1977). An Introductory Textbook of Linguistics & Phonetics.
Student store. Bareilly.
Bloomfield, L: (1963).Language. Motilal Banarsidass
Chandler, Daniel (2002). Semiotics: The Basics. The Routledge.
Joos, M. (ed.) (1957). Readings in Linguistics.Vol. 1. American Council of
Learned Societies.
Learning After successfully completing the course students shall be able to:
Outcomes ● Acquire knowledge of exposure on paradigms in Linguistics.
(not more ● Basic understanding of language and linguistics and its branches.
than 100
words)

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-II, Major Course

Course Title LNG MJ-201 Introduction to Indian Linguistics

Category of ✓
Course3 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits4&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To introduce fundamental Indian linguistic concepts from both classical

Objectives and modern perspectives, with a focus on Sanskrit and other Indian
(not more languages..
than 100
● To provide a comprehensive overview of the linguistic diversity in India
words)
and basic concepts as per Census of India.
● To study the evolution of languages and scripts, Phonology, Morphology
and Syntax of Indian languages.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Basic Concepts I 15
● Indian Linguistic Thought: Classical Sanskrit (vedic/vaidik),
Modern Sanskrit (laukika)
● Veda: Rigveda, Samaveda, Yajurveda, Adharvanaveda.
● Vedanga: shiksha, vyakarana, chanda, nirukta, jyotishya,
kalpa, upaveda, pratisakhya.
II Basic Concepts II 15
● Language, Dialect, Standard Language and Lan Variety

3
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
4
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Official Languages in India: Hindi and English
● Three Language Formula
● Census of India: Language Census and Definitions
● Scheduled, Non-Scheduled Languages
● Major, Minor, Tribal, Endangered and Critically Endangered
Languages in India
lll Evolution of Indian Languages and Scripts 15
● Evolution of Indian languages, Sanskrit and its influence
● Indian languages script and writing system
● Script reform and standardization
● Sound systems of Indian languages, phonemic inventory
(varNa)
IV ● Word formation processes in Indian languages 15
● Case systems in Indian languages
● Indian semantics

Texts / Dalai, Bata Kishor. Studies in Indian Linguistics. Bharatiya Kala Prakashan,
References 2007.
Singh, U.N. The History and Structure of Indian Languages. Gyan Publishing
House, 2006.
Burrow, Thomas. The Sanskrit Language.
Cardona, George, and Dhanesh Jain. (2007) The Languages of India.
Masica, Colin P. (1991) The Indo-Aryan Languages. Cambridge University Press.
Abbi, Anvita, et al., (1988) (Ed.) Linguistic Structure and Language Dynamics in
South Asia. Oxford University Press.
Salomon, Richard. (1998) Indian Epigraphy: A Guide to the Study of Inscriptions
in Sanskrit, Prakrit, and the Other Indo-Aryan Languages. Oxford University
Press.
Subbarao, K. V., and B. D. Sharma (Ed.) 1988. Linguistic Fieldwork in India.
Motilal Banarsidass Publishers.
Kachru, Braj B., et al. (Ed.) 2008. Language in South Asia. Cambridge University
Press.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students will get an overall exposure on Indian Languages and
(not more Linguistics.
than 100
● Students will be able to identify and describe the linguistic diversity in
words)
India, including the classification of languages, the role of official
languages, and the significance of language census.
● Students will gain insights into the historical development of Indian
languages, their writing systems, phonology, morphology, syntax of
Indian languages.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-III, Major Course

Course LNG MJ-301 Introduction to Phonetics

Title
Category ✓
of Course5 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits6&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● The course aims to offer an understanding of the physical structures of the
Objectives human body and the biological processes involved in producing speech.
(not more ● Learners will explore consonants and vowels from an articulatory
than 100
perspective.
words)
● They will also be introduced to suprasegmental features of sounds, in
addition to learning IPA symbols and transcription methods.
● Essential knowledge of the physical properties of speech sounds will be
provided to help understand their analysis.

Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I The Anatomy and Physiology of Speech 15

● Vocal Tract, Respiratory System, Laryngeal System;

Supralaryngeal System
● Initiation of Speech: Air Stream Mechanism; Phonation
● States of the Glottis, Voice Onset Time

5
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
6
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Articulation: Consonant and Vowel, Direction of AirFlow,
Manner of Articulation, Place of Articulation, Three Term
Labels
● Vowels and Vowel-like Articulations: Cardinal Vowels,
Secondary Cardinal Vowels, Advanced Tongue Root,
Rhotacized Vowels, Semivowels

II Multiple Articulations and Suprasegmental Features 15

● Secondary Articulation, Double Articulation, Co-articulation,
Segmental Analysis vs. Parametric Analysis
● Stress, Length, Time, Intonation, Tone, Pitch, Juncture, and
Syllable

III Phonetic Transcription and IPA Chart 15

● Principles and Methods, Terminology relating to Transcription,
Phonemic vs. Phonetic Transcriptions

IV Acoustic and Auditory Phonetics 15

● Physical Correlates of Speech Sounds
● Acoustic Analysis of Vowels and Consonants
● Speech Perception

Texts / Ladefoged, Peter & Johnson, Keith. (2015). A Course in Phonetics (Seventh ed.).
References USA: Cengage Learning.
Ashby, Michael, & Maidment, John (2005). Introducing Phonetic Science.
Cambridge: Cambridge University Press.
Johnson, Keith (2012). Acoustic and Auditory Phonetics. Oxford, UK:
Wiley-Blackwell.
Ladefoged, Peter. (1995). Elements of Acoustic Phonetics (Second ed.). Chicago:
Chicago University Press.
Raphael, L. J., Borden, G. J., & Harris, K. S. (2011). Speech Science Primer:
Physiology, Acoustics, and Perception of Speech (Fifth ed.). Baltimore: Lippincott
Williams & Wilkins.
Reetz, Henning, & Jongman, Allard (2009). Phonetics: Transcription, Production,
Acoustics, and Perception. Oxford, UK: Wiley-Blackwell.
Learning Students will understand:
Outcomes ● The anatomy and physiology of speech production, including the vocal
(not more tract, respiratory system, laryngeal system, and supralaryngeal system.
than 100
● The initiation of speech, phonation, and articulation processes.
words)
● How to recognize and classify vowels and consonants based on their
acoustic and articulatory properties.
● Suprasegmental features and how they can be utilized to enhance language
skills and communication effectiveness.
● The International Phonetic Alphabet (IPA) chart and principles of phonetic
transcription.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-III, Major Course

Course LNG MJ-302 Introduction to Phonology

Title
Category ✓
of Course7 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits8&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● The course provides a comprehensive understanding of the basic concepts

Objectives of phonology, including phones, phonemes, allophones, and phonological
(not more representations.
than 100
● By identifying and describing the psychological reality of the phoneme,
words)
phonetic similarity, and other key notions in phonological study, students
will develop the ability to analyze and transcribe speech sounds accurately.
● They will also be able to apply phonological theories and models to solve
problems and analyze language data, thereby cultivating their analytical
and problem-solving skills in phonological analysis.

Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Sounds of Speech 15
● Sounds of a Language: Phone, Phonemes, Allophones
● The Psychological Reality of the Phoneme, Phonetic Similarity
and Phonetic Variation
● Natural Classes

7
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
8
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Distinctive Features, Major Class Features, Laryngeal
Features, Secondary Articulation, Prosodic Features
II Distinctiveness and the Phonemic Principle 15
● Phonemicization, Formalization
● Minimal Pairs, Near Minimal Pairs, Contrastive Distribution,
Complementary Distribution, Free Variations

III Phonological Representation 15

● Structural, Prosodic, Linear, and Non-Linear Phonological
Representations
● Prosodic Phonology: Sounds and Prosodies, Prosodic Analysis
IV Generative Phonology 15
● Generative Paradigm, Basic Rule Notation, Abbreviatory
Devices, Rule Ordering, Constraints on Rule Ordering,
Functional Considerations, Naturalness and Markedness

Texts / Odden, David. (2013). Introducing Phonology (Second ed.). Cambridge:

References Cambridge University Press.
Rocca, Iggy & Johnson, Wyn. (1999). A Course in Phonology. Oxford: Blackwell.
Hannahs, S. J. & Bosch, Anna R. K. (Eds.). (2018). The Routledge Handbook of
Phonological Theory (Second ed.). London: Routledge.
Clark, John & Yallop, Collin. (1990). An Introduction to Phonetics and
Phonology. Oxford: Basil Blackwell.
Jensen, John T. (2004). Principles of Generative Phonology: An Introduction.
Amsterdam: John Benjamins Publishing Company.

Learning Students will become familiar with:

Outcomes ● The concepts of phones, phonemes, allophones, phonetic similarity, and
(not more phonetic variation.
than 100
● How to analyze and identify natural classes and distinctive features.
words)
● Applying the phonemic principle and phonemicization to language data.
● Using phonological knowledge to understand language structure and
communication.
● Thinking critically about phonological concepts and theories.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-IV, Major Course

Course Title LNG MJ-401 Introduction to Morphology
Category of ✓
Course Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits &
Hour of Theory Practica Cumulative
Teaching l
Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To understand general concepts of words and technical concepts of

Objectives words (morph, morpheme and allomorph)
(not more than ● To know various criteria used for allomorphs
100 words) ● To gain morphological processes
● To get an idea about data analysis.
Course The course content is divided into minimum 3 Units to maximum 5 units
Content along with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Basic concepts 15
● Defining the word and word structure, classification/types of
words, affixes.
● Defining roots, bases and stems.
● Defining morph, morpheme and allomorph, types of
morphemes.
II Criteria for identifying allomorphs 15
● Phonological criteria
● Lexical criteria
● Grammatical criteria
● Other criteria
III Morphological processes 15
● Derivational process (toward lexicon and word formation)
● Inflectional process (toward nouns inflections and verbs
inflection)
● Item-arrangement, item-process and word-paradigm
● Morpho-phonemic and morpho-syntactic
 IV Data Analysis 15
● Identifying morphemes and allomorphs from Indian
languages.
● Identifying morphemes and allomorphs from unknown
languages.
● Application with other branches of Linguistics

Texts / Katamba, F. and John Stonham. 2006. Morphology. London: Palgrave.

References Mathews, P.H. 1972. Inflectional Morphology. Cambridge, Cambridge
University Press.
Mel'cuk, Igor A. 2006. Aspects of the theory of morphology. Berlin: Mouton.
Spencer, A. 1991. Morphological Theory. Oxford: Basil Blackwell.
Singh, R. and Agnihotri, R.K. 1997. Hindi Morphology: A word-based
description. Delhi: Motilal Banarsidass.
Learning After successfully completing the course students shall be able to:
Outcomes ● General and specific types of words and their patterns
(not more than ● Identifying allomorphs using various conditions
100 words) ● Recognize types of morphological process
● Be able to analysis data (Indian languages and other languages)

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-IV, Major Course

Course Title LNG MJ- 402 Introduction to Syntax

Category of ✓
Course9 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits10&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To understand the basic concepts and terminology used in syntax, such as
Objectives syntax, grammar, phrase structure, and constituency.
(not more ● To recognize and categorize different parts of speech (e.g., nouns, verbs,
than 100
adjectives, adverbs) and their functions in sentences.
words)
● To learn to identify and diagram simple and complex sentence structures
using tree diagrams.
● To get introduced to various syntactic theories and frameworks, such as
Generative Grammar and Dependency Grammar.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction: Syntax 15
● The generative perspective: Innateness, Modularity, and
Universal Grammar
● I-Language and E-Language
● Acceptability and grammaticality
● Criteria of adequacy
● IC analysis

9
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
10
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 II Phrase Structure: Categories, Constituency 15
● Predicate argument structure and grammatical relations: Tests
for subject and object, Lexical categories
● Basic tree drawing: Phrase structure rules, Constituent
structure, Tests for constituency, Structural relations:
dominance, sisterhood, c-command, m-command
● Projection levels: Intermediate projections and additional tests
for constituency
● X-bar theory: Specifier, head, complement, and adjunct
● Functional projections: IP, the content of the Infl head, PP,
EPP
● Binary branching and coordination: Head-initial versus
head-final structures
III Argument Structure: Complement vs adjunct 15
IV A. Theta roles & Case: Morphological case versus abstract case 15
B. Binding Principles:

● Anaphora & Cataphora

● Anaphors and Principal A
● Pronouns and Principal B
● R-expressions and Principal C

Texts / Reading List

References Aarts, Bas. (2001). English Syntax and Argumentation, Palgrave.
Carnie, A. (2021). Syntax: A generative introduction. John Wiley & Sons.
Culicover, P.W. (1997). Principles and Parameters: An Introduction to Syntactic
Theory. OUP.
Fabb, N. (1994). Sentence Structure. London: Routledge.
Freidin, R. (1992). Foundations of Generative Syntax. Cambridge,
Massachusetts: MIT Press.
Haegeman, Liliane. (1994). Introduction to Government and Binding Theory(2nd
edition).Blackwell.
Radford, Andrew. (1988) Transformational Grammar: A First Course (TG).
Cambridge.
Radford, Andrew. (1997) Syntactic Theory and the Structure of English (STSE).
Cambridge.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students should have a solid understanding of the fundamental principles
(not more of syntax.
than 100
● Be able to analyze basic sentence structures.
words)
● Be prepared for further study in the field of linguistics.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-IV, Major Course

Course Title LNG MJ-403 Introduction to Semantics

Category of ✓
Course11 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits12&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To provide a foundational understanding of the elementary concepts of

Objectives semantics
(not more ● Demonstrate an understanding of sense relations between words.
than 100 ● Perform a componential analysis and demonstrate an understanding of
words)
sentence semantics.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Basic Concepts 15
● Sense, reference, connotation, denotation
II Language as a social system 15
● Scope of Semantics
III Language as a cognitive system 15
● Approaches to Semantics
● Cognitive, structuralist, Logic-based
IV Allied & applied branches in Linguistics 15
● Lexical Semantics
● Issues in Lexical Semantics

11
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
12
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Approached to Lexical Semantics
● Sense relations; synonymy, antonymy, hyponymy, polysemy,
meronymy, etc.

Texts / Bloomfield, L: (1963).Language. Motilal Banarsidass

References Chandler, Daniel (2002). Semiotics: The Basics. The Routledge.
Lyons. J. 1995. Linguistic Semantics: An Introduction. Cambridge: Cambridge
University Press.
Lyons, J. 1977. Semantics. Cambridge: Cambridge Univ. Press. (Vol. I)
Cruse, Allen (2004).Meaning in Language: an Introduction to Semantics and
Pragmatics.OUP

Learning After successfully completing the course students shall be able to:
Outcomes ● Understand and Explain the relationships between semantics and grammar
(not more ● Students will be able to Demonstrate an understanding of sentence
than 100
semantics.
words)

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-IV, Major Course

Course Title LNG MJ-404 Language and Media

Category of ✓
Course13 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits14&
Hour of Theory Practical Cumulative
Teaching Credits 02 02
Hour of Teaching 30 Hrs. 30 Hrs.
(Total)

Course ● Language and Media course gives students exposure to different media
Objectives genres such as advertisements, news, interviews and reports,
(not more ● They not only gain in-depth knowledge about the linguistic features used
than 100 in the media, but also sharpen their critical textual analytical skills.
words)
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Mass Communication and Media 10
● The Mass Communication Process & Media Classification
● Understanding Media Institutions
● Role & Influence of Media in everyday Life
● Relationship between media institutions, advertisers and the
state
● Functions of media in society
II Media and Linguistics 5
● Media content as “texts”
● “Reading” a media text :Languages and codes: Linguistic
signs
● Denotation and connotation
13
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
14
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 III Forms of Language in Media 15
● Types of newspapers and magazines
● Key terms in newspaper, magazine and print advertising
layout.
● Still images

Texts / Chase, R. and Shamo, S. (2021) Elements of Effective Communication, (4th ed.)
References Washington
Lucas, S. (2021) The Art of Public Speaking: NY: McGraw Hill
Mooney, A. Peccei, J.S. La Belle, S. et. Al. (2020) Language and Media: An
Introduction. (3rd ed.) London, Routledge.
Searles, G. (2021) Modern Media: The Basics. (6th ed.) Boston: Allyn & Bacon,

Learning After completing the course, the students must be able to:
Outcomes
(not more ● Visualize the process of mass communication and relation to language
than 100 ● Understand the production process and know key terms in newspaper,
words) magazine and print advertising layout.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-V, Major Course

Course LNG MJ-501 Psycholinguistics

Title
Category ✓
of Course15 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits16&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● This course aims to provide students with a comprehensive understanding

Objectives of psycholinguistics, including its historical development, theoretical
(not more orientations, and recent advancements.
than 100
● Students will learn about the biological foundations of language, language
words)
and cognition, and developmental psycholinguistics.
● The course also covers the stages of child language acquisition and critical
periods, as well as identifying language disorders such as aphasia and
dyslexia.
● Ultimately, learners will be able to apply their knowledge of
psycholinguistics to understand human language processing and
communication.

Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Psycholinguistics: An Overview 15
● Historical Development of Psycholinguistics
● Theoretical Orientations to the Study of Language

15
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
16
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Recent Advancements in Psycholinguistics
● Biological Foundations
● Human vs. Non-Human Communication Systems
● Brain and Language, Cerebral Dominance, and Lateralization

II Language and Cognition 15

● Rationalism vs Empiricism
● Production, Perception, and Comprehension of Language

III Developmental Psycholinguistics 15

● Stages of Child Language Acquisition
● Critical Period
● Language Acquisition vs. Language Learning
IV Clinical Psycholinguistics 15
● Pathology and Brain Functions
● Aphasia and Dyslexia

Texts / Kess, Joseph F. (1992). Psycholinguistics: Psychology, Linguistics, and the Study
References of Natural Language. Amsterdam: John Benjamins Publishing Company.
Carroll, David W. (2008). Psychology of Language (Fifth ed.). USA: Thomson
Wadsworth.
Traxler, Matthew J. & Gernsbacher, Morton A. (Eds.). (2006). Handbook of
Psycholinguistics (Second ed.). New York: Elsevier.
Ingram, John C. L. (2007). Neurolinguistics: An Introduction to Spoken Language
Processing and its Disorders. New York: Cambridge University Press.
Ingram, David. (1989). First Language Acquisition: Method, Description, and
Explanation. New York: Cambridge University Press.
Fitch, W. Tecumseh. (2010). The Evolution of Language. Cambridge: Cambridge
University Press.
Chomsky, Noam. (2006). Language and Mind (Third ed.). New York: Cambridge
University Press.
Caplan, D. 1987. Neurolinguistics and Linguistic Aphasiology. Cambridge:
Cambridge University Press.
Levelt, Willem J.M. (2013). A History of Psycholinguistics: The Pre-Chomskyan
Era. Oxford: Oxford University Press.
Brown, Roger. (1973). A First Language: The Early Stages. Cambridge: Harvard
University Press.

Learning Upon completing this course, students will be able to:

Outcomes ● Understand the fundamental principles and theories of psycholinguistics.
(not more ● Analyze the biological basis of language and brain function.
than 100
● Explain the relationship between language and cognition.
words)
● Describe the stages of child language acquisition and critical period.
● Identify and explain language disorders such as aphasia and dyslexia.
● Think critically about language development, language use, and language
disorders.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-V, Major Course

Course Title LNG MJ-502 Sociolinguistics

Category of ✓
Course17 Major / Minor / Minor (Vocational) / SEC / AEC / VAC /
MD/Internship/Dissertation
(Tick any one of the above)
Credits18&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 hrs 60 hrs
(Total)

Course ● To understand basic concepts of sociolinguistics

Objectives ● To be familiar with language and society interrelationship
(not more ● To recognize bi/multilingualism, code switching/mixing, borrowing and
than 100
language change, shift and maintenance
words)
● To get idea about data analysis of sociolinguistics
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Basic concepts 15
● Idiolect, dialect, variety and language
● Peer, group, community and society
● Inter-link linguistics, sociology and anthropology
II Language and society 15
● Linguistics variation vs social variation
● Linguistics competence vs communicative competence
● Diglossia
● Ethnography of communication
● Dialectology: History of dialectology, Various survey of
dialects and Methods used in dialectology
III Language and Contact 15

17
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
18
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Bi/multilingualism
● Code switching and Code mixing
● Pidgin and creoles
● Language change, shift and maintenance
● Borrowing
IV Language situation, policy and planning in India 15
● Mother tongue, first language, standard language, schedule
language, non-schedule language, tribal language, classical
languages, lingua franca, literary language and national
language
● Medium of instruction in school, university, public institution,
court proceeding
● The three-language formula
● Language movement
● Methodology in sociolinguistics: interview, observer’s
paradox, data processing and interpretation.

Texts / Hudson, R.A.1979 Sociolinguistics Cambridge Univ. Press.

References Trudgill, P. 1974 Sociolinguistics – An Introduction. Penguin.
Fasold, R.1984 The Sociolinguistics and the Sociology of Language.
Oxford;BasilBlackwell.
Meyerhoff, M. 2006. Introducing sociolinguistics. Oxon: Rutledge.
Wardhaugh R. 2006. An introduction to sociolinguistics. USA: Blackwell
Publication.
Learning After successfully completing the course students shall be able to:
Outcomes ● To know basic in the sociolinguistics
(not more ● Identifying inter-relation between language and society
than 100 ● Recognize causes of language contact situation
words)
● To know language policy of India
● To be able analysis sociolinguistics pattern

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-V, Major Course

Course Title LNG MJ- 503 Intermediate Syntax

Category of ✓
Course19 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/ Internship /
Dissertation
(Tick any one of the above)
Credits20&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 hrs 60 hrs
(Total)

Course ● To develop a comprehensive understanding of the key concepts and

Objectives theories in syntax.
(not more ● To analyze and interpret complex sentence structures in different
than 100
languages.
words)
● To compare and contrast different syntactic theories and their approaches
to sentence structure.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Case 15
● Case assignment
● Exceptional Case Marking
II Movement 15
● Introduction to Movement
● Logical Form and Phonetic Form
● Wh-movement vs NP-movement
● Subject to Object and Object to Subject movement
● Verb Raising

19
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
20
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 III Control Theory 15
● Introduction to Control Theory
● Subject Control and Object Control
● Quantifier, Scope and Raising
● MT category Principle
IV Negation 15
● Introduction to Negation & NPI
● Wh-Island and constraints on movement

Texts / Reading List

References Aarts,Bas. (2001) English Syntax and Argumentation. Palgrave.
Baltin, Mark and Chris Collins, eds. (2001) Handbook of Contemporary Syntactic
Theory. Blackwell.
Carnie, A. (2021). Syntax: A generative introduction. John Wiley & Sons.
Fabb, N. 1994. Sentence Structure. London: Routledge.
Freidin, R .1992. Foundations of Generative Syntax. Cambridge, Massachusetts:
MIT Press.
Haegeman, Liliane. (1994) Introduction to Government and Binding Theory (2nd
edition). Blackwell.
Haegeman, Liliane and Jacqueline Jacqueline. (1999) English Grammar: A
Generative Perspective. Blackwell.
Radford, Andrew. (1988) Transformational Grammar: A First Course (TG).
Cambridge.
Radford, Andrew. (1997) Syntactic Theory and the Structure of English (STSE).
Cambridge.
Learning After successfully completing the course students shall be able to:
Outcomes ● Demonstrate a deep understanding of intermediate syntactic theory and
(not more analysis.
than 100
● Apply various syntactic frameworks to analyze complex sentence
words)
structures.
● Conduct independent research and present syntactic analyses effectively.
● Engage critically with contemporary syntactic theories and debates.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-V, Major Course

Course LNG MJ-504 Introduction to Pragmatics
Title
Category ✓
of Course21 Major / Minor / Minor (Vocational) / SEC / AEC / VAC /
MD/Internship/Dissertation
(Tick any one of the above)
22
Credits &
Hour of Theory Practical Cumulative
Teaching Credits 2 2
Hour of Teaching 30 30
(Total)

Course ● This course is designed to introduce students to the fundamental principles

Objectives and concepts of pragmatics, including its definition, scope, and
(not more interdisciplinary nature.
than 100
● Learners are expected to demonstrate knowledge of pragmatics in various
words)
linguistic and social contexts and will be prepared for advanced studies in
linguistics, communication, and related fields.

Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Definition and Scope 10
● Distinction between Semantics and Pragmatics
● Interdisciplinary Nature of Pragmatics
● Sentence Meaning vs. Utterance Meaning

II Theory of Speech Acts 10

● Locutionary Act
● Illocution Act
● Perlocutionary Act

21
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
22
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
III Basic Principles, Implicatures, and Deixis 10
● Entailment and Presupposition
● Grice’s Theory of Implicature
● Deixis: Person, Time, Place, Discourse, Social
● Co-operative Principle

Texts / Levinson, Stephen C. (1983). Pragmatics. New York: Cambridge University

References Press.
Cole, Peter. (Ed.). (1978). Syntax and Semantics: Pragmatics. New York:
Academic Press.
Huang, Yan. (Ed.). (2017). The Oxford Handbook of PRAGMATICS. Oxford:
Oxford University Press.
Vershueren, Jef. (1999). Understanding Pragmatics. London: Oxford University
Press.
Learning Upon completing this course, students will be able to:
Outcomes ● Define and explain the scope of pragmatics.
(not more ● Distinguish between semantics and pragmatics.
than 100
● Understand the interdisciplinary nature of pragmatics.
words)
● Explain the theory of speech acts (locutionary, illocutionary,
perlocutionary).
● Apply basic principles of pragmatics (implicatures, deixis, entailment,
presupposition).
● Identify and analyze pragmatic features in language use.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester VI, Major Course

Course Title LNG MJ-601 Computational Linguistics
Category of ✓
Course23 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/Internship/Dissertation
(Tick any one of the above)
Credits24&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To provide an overview of computational linguistics, its interdisciplinary

Objectives nature, historical development, and key concepts.
(not more
than 100 ● To familiarize students with basic concepts in computers, operating
words) systems, programming languages.
● To explore various computational tools for Indian languages.
Course The course content is divided into minimum 3 Units to maximum 5 units along with a
Content defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction to Computational Linguistics 15
Computational Linguistics, interdisciplinary fields in Computational
Linguistics, History of Computational Linguistics, Paradigm shift,
Grammar Formalism, Language Modeling, Artificial Intelligence and
Man-Machine Interaction.
II Introduction to Computer 15
Computer, Operating Systems: Windows, Linux, Macintosh, Merits
and Demerits of Windows and Linux, Brief Introduction to
Unix/Linux, Character Encoding, Types of Character Encoding:
ASCII, Extended ASCII, ISCII, UNICODE.
III Linux Operating System 15

23
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
24
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 Linux Commands: text editors-vim, gedit Editor, mkdir, sort, grep,
diff etc. Programming Language: low and high level programming
languages, Python: Basic concepts in Python, Compiler and
Interpreter, Regular Expressions.
IV Computational Tools 15
Tokenizer, morphological analyzer and generator, Parts of Speech
Tagging, Chunking, Shallow Parsing, Treebanking, Parser, Word
Sense Disambiguation, WordNet, Indo-WordNet, machine
translation: text to text, speech to speech, anaphora resolution, named
entity recognition, sentiment analysis, sarcasm detection and hate
speech, speech processing, speech recognition, automatic speech
recognition.

Texts / Akhar Bharati et al. 1994. Natural Language Processing: Paninian Perspective.
References New Delhi: Prentice-Hall of India.
Jurafsky, D. and J. Martin. 2002. Speech and Language Processing. New Delhi:
Pearson.
EducationInc.
Ruslan, Mitkov (ed.) 2002. The Oxford Handbook of Computational Linguistics.
Oxford:OUP.
Uma Maheshwar Rao, G. and Amba Kulkarni. 2007. Natural Language and
Computing. PGDCAIL, Vol. 411. CDE, Univ. of Hyderabad.
Amba Kulkarni and Uma Maheshwar Rao, G. 2007. Natural Language
Modelling.
PGDCAIL, Vol. 413. CDE, Univ. of Hyderabad.
Kulkarni, Amba 2019. Sanskrit Parsing Based on Shabdabodha Theories. New
Delhi:
Allen, James (1995, 2nd Edition).Natural Language Understanding. Pearson
Education, New Delhi.
Jacko, Julie A (2003). The Human-Computer Interaction Handbook:
Fundamentals, Evolving Technologies, and Emerging Applications
(Human Factors and Ergonomics). Blackwell.
Ruslan, Mitkov (ed) (2003). The Oxford Handbook of Computational
Linguistics.Oxford University Press.
Stuart, Russell and Peter, Norwig (2001, 2004 Reprint).Artificial Intelligence: A
Modern Approach.Pearson Education Series in Artificial Intelligence.
Pearson Education Inc. Singapore.
Yazdani, Masoud (Ed.) (1985). Artificial Intelligence: Principles and applications.
Chapman and Hall Computing: London.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students will gain a foundational understanding of the computational
(not more
than 100 linguistics field.
words) ● Students will develop practical skills in using different operating systems,
Indian language Inscript keyboards, text editors, and programming
languages (particularly Python).
● Students will be able to get the practical knowledge of executing
computational tools for Indian languages.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VI, Major Course

Course LNG MJ-602 Neurolinguistics

Title
Category ✓
of Course25 Major / Minor / Minor (Vocational) / SEC / AEC / VAC /
MD/Internship/Dissertation
(Tick any one of the above)
Credits26&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● This course covers the fundamentals of neurolinguistics, including its

Objectives history, the co-evolution of language and the brain, and the complexities of
(not more the central nervous system.
than 100
● It explores brain mapping methods, such as functional neuroimaging
words)
techniques (e.g., fMRI, PET) and electromagnetic techniques (e.g., ERP,
MEG).
● The course also delves into clinical neuroscience, addressing language
impairments, disorders (e.g., multilingualism, developmental disorders),
and options for recovery, treatment, and rehabilitation.
● By examining the intersection of language and brain function, students will
gain a comprehensive understanding of neurolinguistics and its
applications to human language and communication.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction 15
● What is Neurolinguistics

25
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
26
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● History of Neurolinguistics
● Co-evolution of Language and Brain

II Structural and Functional Complexities of Central Nervous 15

System
● Anatomy and Physiology of the Central Nervous System
● Morphology and Functions of the Central Nervous System
● Subcortical and Cortical Structures of the Brain and their Main
Functions
● Gyral-Sulcal and Cytoarchitectonic Organization of the
Neocortex

III Brain Mapping Methods 15

● Electromagnetic Functional Neuroimaging Techniques
○ The Event-Related Potential Technique
○ Magnetoencephalography
● Hemodynamic Functional Neuroimaging Techniques
○ Functional Magnetic Resonance Imaging
○ Diffusion Magnetic Resonance Imaging
○ Positron Emission Tomography
● Repetitive Transcranial Magnetic Stimulation
● Near-Infrared Spectroscopy
● Limitations of Neuro-Imaging Techniques

IV Clinical Neuroscience of Language 15

● Subcortical Structures in Language Impairment
● Language and Communication Disorders in Multilinguals
● Language and Communication in Developmental Disorders
● Recovery from, Treatment and Rehabilitation of Language and
Communication Disorders

Texts / Ahlsén, Elisabeth. (2006). Introduction to Neurolinguistics. Amsterdam: John

References Benjamins Publishing Company.
Kemmerer, David. (2023). Cognitive Neuroscience of Language (Second ed.).
New York: Routledge.
Stemmer, Brigitte & Whitaker, Harry A. (Eds.). (2008). Handbook of the
Neuroscience of Language. London: Elsevier.
Ingram, John C. L. (2007). Neurolinguistics: An Introduction to Spoken Language
Processing and its Disorders. New York: Cambridge University Press.
Bhatnagar, Subhash C. (2008). Neuroscience for the Study of Communicative
Disorders (Third ed.). Philadelphia: Lippincott Williams & Wilkins.
Fitch, W. Tecumseh. (2010). The Evolution of Language. Cambridge: Cambridge
University Press.
Learning Students will be able to:
Outcomes ● Understand the fundamentals of neurolinguistics.
(not more ● Describe brain mapping methods and their applications.
than 100
● Identify the neural basis of language and communication disorders.
words)
● Analyze the impact of language impairments on individuals and
multilingual populations.
● Apply critical thinking skills to understand the complex relationship
between language and brain function.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VI, Major Course

Course Title LNG MJ- 603 Linguistic Typology

Category of ✓
Course27 Major / Minor / Minor (Vocational) / SEC / AEC / VAC /
MD/Internship/Dissertation
(Tick any one of the above)
Credits28&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To learn about linguistic universals and implicational hierarchies that

Objectives describe patterns observed across languages.
(not more ● To study the work of Joseph Greenberg and other typologists on language
than 100
universals.
words)
● To practice comparing and contrasting linguistic features across multiple
languages.
● To investigate how typological features can change over time due to
language contact, innovation, and other factors.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction 15
● Language typology and language universals
● Types of universals
● Genetic, typological and typological classifications of
language; formal and substantive universals; implicational and
non-implicational universals.
II Contribution of typological research to Linguistic theory 15

27
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
28
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Inductive vs. Deductive Approaches
● Chomsky’s concept of language universals and parametric
variations
● Greenberg’s word universals for verb-final and verb-medial
languages and related features in terms of South Asian
languages
III Syntactic Typology 15
● Word order typology: word order within a sentence and a
phrase
● Anaphora: monomorphemic vs. polymorphemic anaphors,
emphatics, verbal reflexives and reciprocals; long distance
binding
● Chomsky’s Principles of Binding
● Relative-correlative clauses
● Complementation, Conjunctive participles, Lexical subjects in
CPs, Scope of the negative in the CP Construction
● Ergativity, dative-genitive subjects
IV Morphological Typology and Linguistic Convergence 15
● Causatives: morphological, lexical and periphrastic
● Morphological types of language- agglutinative, analytical
(isolating), synthetic, fusional (inflecting), infixing and
polysynthetic (incorporating) language
● Concept of a Linguistic Area
● Convergence: constraints on convergence; constraints in
syntactic change in linguistic contact situation, case study
● India as a Linguistic Area

Texts / Reading List

References Arora, H. & Subbarao, K.V. 1989. Convergence and Syntactic Reanalysis: The
case of so in Dakkhini. Studies in Linguistic Science.Vol.19.
Bhaskarrarao, P. & Subbarao, K.V. (eds.) 2001.The Year book of South Asian
Languages and Linguistics. Thousand Oaks, London: Sage.
Comrie, B. 1981. Language Universals and Linguistic Typology. Oxford: Basil
Blackwell.
Croft, W.1990.Typology and Universals. Cambridge: Cambridge Univ. Press.
Emeneau, M.B.1964. India as a Linguistic area. In. Hymes, D. Language in
Culture and Society: A Reader in Linguistics and Anthropology. NewYork:
Harper and Row Publications.
Gair, J., B. C. Subbarao, K.V.& Wali, K. (eds.) 2000. Pronouns and Lexical
Anaphors in Selected South Asian Languages. Berlin: Moutonde Gruyter.
Hawkins, J.A. 1983. Word Order Universal. New York: Academic press.
Hawkins, W. 1994. A Performance Theory of Order and Constituency.
Cambridge: Cambridge University Press.
Lehmann, W.P. (ed.) 1978. Syntactic Typology: Studies in Phenomenology of
Language, Austin: University of Texas Press.
 Masica, C.P. 1976. Defining a Linguistic Area: South Asia. Chicago: University
Press.
Sapir, E. 1921. Language. New York: Harcourt Brace and World.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students should have a solid understanding of the principles and methods
(not more of linguistic typology
than 100
● Be able to analyze and compare linguistic features across languages
words)
● Be prepared for further study and research in the field of linguistics.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VI, Major Course

Course Title LNG MJ-604 Translation Studies
Category of ✓
Course Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits & Hour
of Teaching Theory Practica Cumulative
l
Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To understand basic concepts in translation

Objectives ● To be familiar with various theories of translation
(not more than ● To know different modes and types of translation and also different
100 words) kinds of issues arise in the translation
● To do translation practice
Course Content The course content is divided into minimum 3 Units to maximum 5 units
along with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Basic concepts 15
● Definition, scope and nature of translation
● Source language vs target language
● History of translation (western context/Indian context)
● Translation studies as interdisciplinary
II Theories in translation 15
● J.C. Catford
● E. Nida
● Roman Jakobson
● Peter Newmark
● Other theories
III Various modes and types of text in translation 15
● Written mode, oral mode, word to word translation, sense to
sense translation, literal translation, free translation and
Adaptation.
● Literary, scientific-technical, legal and administrative text in
translation
 ● Issues in translation : Equivalence, Cross cultural,
Socio-cultural, Untranslatability, Translator competence,
Transcreation vs transliteration

IV Unit IV: Translation Practice 15

● Selecting text from English and translating into Indian
languages
● Text from Indian languages and translating into English
● Translating Indian to Indian languages.

Texts / Catford, J. C. 1965 A Linguistic Theory of Translation. OUP.

References Nida, E. A. 1964. Toward a Science of Translation. Leiden: E.J. Brill.
Newmark, P. 1988. A Textbook of Translation. England, Hempstead: Prentice
Hall.
Munday, J. 2001. Introducing translation studies. USA: Rutledge.
Learning After successfully completing the course students shall be able to:
Outcomes ● To know basic in the translation
(not more than ● Identifying various types of theories in the translation
100 words) ● Recognize modes, types and issues of translation
● To do practice in translation from English to Indian languages and
vice-voce

Head of the Department

 LNG MJ-701 Dissertation/Project Work(12 Credits)
Note: The candidate will opt a topic for project work under the
supervision of a faculty member of the department.
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VII, Major Course

Course Title LNG MJ-702 Research Methodology in Linguistics

Category of ✓
Course29 Major / Minor / Minor (Vocational) / SEC / AEC / VAC /
MD/Internship/Dissertation
(Tick any one of the above)
Credits30&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To introduce students to the philosophical foundations of research, the

Objectives nature of scientific inquiry, ethical considerations, and theoretical issues in
(not more both hard and social sciences.
than 100
● To provide students with knowledge about research design, including the
words)
processes involved in research, types of research, formulating research
problems, and constructing research questions and hypotheses.
● To equip students with practical skills in data collection, sampling
methods, data analysis steps, and ethical considerations in data collection,
along with the application of ICT tools in research.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Philosophical Foundation 15
● Nature of research inquiry; Scientific method
● Motivation of research
● Thinking like a researcher
● Problems in Linguistics research
● Data in Hard Science and Social Science; Theoretical issues.

29
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
30
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Ethics in Research
● Kuhn’s Concepts of Paradigm
II Research Design 15
● Introduction to Research Design
● Processes in Research
● Types of Research
● Formulating Research Problems: Survey of literature and
identifying research gaps
● Introduction to Research Questions and Hypotheses
III Field Wok, Data Collection and Analysis 15
● Data Collection, Methods of Data Collection
● Process of Data Collection
● Sampling
● Data Analysis: The Steps Involved
● Data Collection Ethics
IV ICT in Research, Databases and Research Metrics 15
● Application of ICT; Use of open source software tools
in publication misconduct.
● Databases: Indexing and Citation.
● Bibliography
● Research Metrics: Impact factor and Metrics.

Texts / Bhattacharjee, Anol. 2012. Social Science Research: Principles, Methods and
References Practices.
Available at: http://scholarcommons.usf.eud/oa_textbooks/3
Cameron, Deborah, Elizabeth Frazer, Penelope Harvey, Ben Rampton and Kay
Richardson 1993. Ethics, Advocacy and Empowerment: Issues of Methods in
Researching Language. In Language & Communication, Vol. 13, No. 2. (Pp. 81-
94)
Creedy, J. 2008. Research without Tears: From the First Ideas to Published
Outputs. Cheltenham, UK and Northampton, USA: Edward Elgar. (Chapters 1
and 2)
Goyal, V. and Gurdeep Singh Batra (eds.) 2021. Research and Publication Ethics.
New Delhi: D.P.S. Publishing House.
Kapoor, D.R. and B.K Bassi 2013. Research Methodology: Methods and
Techniques. New Delhi: Regal Publications. (Chapters 7, 10,11, 13, 16, 17, 19,
21, 22, 25 and 27)
Kumar, Ranjit 2005. Research Methodology: A Step-by-step Guide to Beginners.
New Delhi: Sage. (Chapters 3, 6, 9 and 14)
Kuhn, T.S. 1962. The Structure of Scientific Revolutions. Chicago: University of
Chicago. Popper, K. 2002 [1959]. The Logic of Scientific Discovery. Routledge.
Searle, Clive (ed.). Social Research Methods. A Reader. Routledge Student
Reader.
 Thomas, C. George 2015. Research Methodology and Scientific Writing. New
Delhi, Chennai, Mumbai: Ane Books Pvt. Ltd. (Chapters 2, 6, 7, 8, 10, 12 and
15)
Wray, Alison and Aileen Bloomer 2011. Projects in Linguistics: A Practical
Guide to Researching Language. Oxford, New York: Hodder Arnold. (Chapters
12, 13, 14, 15, 19, 20, 21 and 22)
The Good Supervisor: Supervising Postgraduate and Undergraduate Research for
Doctoral Thesis and Dissertations. Hampshire, New York: Palgrave Macmillan.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students will understand the nature of research inquiry, the scientific
(not more method, ethical considerations in research, and be able to critically
than 100
evaluate theoretical issues and paradigms in research.
words)
● Students will be able to design research studies by identifying research
gaps, formulating research problems, and developing clear research
questions and hypotheses through a comprehensive literature survey.
● Students will gain proficiency in data collection and analysis methods,
apply appropriate sampling techniques, use ICT tools for research and
publication, understand research metrics, and accurately compile
bibliographies and citations.

Head of the Department

 LNG MJ-801 Dissertation/Project Work(12 Credits)
Note: The candidate will opt a topic for project work under the
supervision of a faculty member of the department.
 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VIII

Course LNG MJ-802 Cognitive Linguistics

Title
Category ✓
of Course31 Major / Minor / Minor (Vocational) / SEC / AEC / VAC /
MD/Internship/Dissertation
(Tick any one of the above)
Credits32&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● This course introduces cognitive linguistics, exploring the relationship

Objectives between language, mind, and experience.
(not more ● Students learn core principles and concepts, including cognitive semantics,
than 100
embodiment, and frame semantics.
words)
● They analyze key concepts and apply them to language analysis,
developing critical thinking skills.
● The course prepares students for advanced studies in linguistics, cognitive
science, and related fields, providing a comprehensive understanding of
language as a cognitive process.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction 15
● What does it mean to know a Language?
● What is Cognitive Linguistics?
● Emergence
● Applications

31
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
32
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
II Cognitive Semantics 15
● Guiding Principles
● Phenomena Investigated within Cognitive Semantics
● Embodiment and Conceptual Structure
○ Image Schemas
○ Conceptual Structure

III The Encyclopaedic View of Meaning 15

● Dictionaries vs. Encyclopedias
● Frame Semantics
● The Theory of Domains

IV Categorisation and Idealised Cognitive Models 15

● Categorisation and Cognitive Semantics
● Prototype Theory
● Idealised Cognitive Models
● Metaphor and Metonymy, Cognitive Approaches to Grammar,
Construction Grammar

Texts / Croft, William & Cruse, D. Alan. (2004). Cognitive Linguistics. New York:
References Cambridge University Press.
Evans, Vyvyan & Green, Melanie. (2006). Cognitive Linguistics: An Introduction.
Edinburgh: Edinburgh University Press.
Fauconnier, Gilles. (1997). Mental Spaces: Aspects of Meaning Construction in
Natural Language. UK: Cambridge University Press.
Dąbrowska, Ewa & Divjak, Dagmar (Eds.). (2015). Handbook of Cognitive
Linguistics. Berlin: De Gruyter Mouton.
Tomasello, Michael. (2014). A Natural History of Human Thinking. London:
Harvard University Press.
Croft, William. (2001). Radical Construction Grammar: Syntactic Theory in
Typological Perspective. Oxford: Oxford University Press.
Givón, Talmy. (1995). Functionalism and Grammar. Amsterdam: John Benjamins
Publishing Company.

Learning Students will be able to:

Outcomes
(not more ● Understand the core principles and concepts of Cognitive Linguistics
than 100 ● Analyze the relationship between language, mind, and experience
words) ● Apply cognitive semantics, embodiment, and frame semantics to language
analysis
● Identify and explain key concepts such as image schemas, conceptual
structure, and idealized cognitive models
● Demonstrate knowledge of cognitive approaches to grammar, metaphor,
and metonymy
● Think creatively about language and its role in human cognition and
communication.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VIII, Major Course

Course Title LNG MJ-803 Indian Grammatical Tradition(IGT)

Category of ✓
Course33 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits34&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To familiarize students with the significance of language study in Indian

Objectives scholarship, the traditions of grammar in Sanskrit, and an introduction to
(not more Pali and Prakrit languages.
than 100
● To explore major texts of the Indian grammatical tradition, including
words)
pre-Paninian works, Panini's Astadhyayi, and the Kaumudi Parampara,
emphasizing their contributions to linguistic theory and analysis.
● To delve into phonetics as studied in ancient India, including Paninian
phonetics (Shiksha) and Pratisakhya texts, and to examine etymology and
lexicography through texts like Nirukta, Nighantu, and Amarakosha.

Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction to Indian Grammatical Tradition 15
● The place of Language study in Indian Scholarship
● Traditions of Grammar in Sanskrit; Introduction to Pali &
Prakrit
II Indian Grammarians 15

33
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
34
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Major texts of the Indian Grammatical Tradition
(Pre-Paninian, Astadhyayi & Kaumudi Parampara)
III Phonetics 15
● Phonetics in India
● Paninian Shiksha
● Pratisakhya
IV Nirvacana 15
● Nirvana & Etymology
● Nirukta (Yaska)
● Nighantu
● Amarakosha (Amarakosha by Amarasimha)
● History of Indian Lexicography

Texts / R.G.Bhandarkar,Development of Language and of Sanskrit.

References J.F.Apte,‘The Vedangas in The Cultural Heritage of India,Vol.III.
Satyavat,‘Sanskrit Grammar in the Cultural Heritage of India,
Vol.5LouisRenov,‘Panini's Current Trends in Linguistics,Vol.5
W.S.Allen,Phonetics In Ancient India.Paniniyan Siksa and Vajasaneyi
Pratisakhya. Uhlenbeck,A Manual of Sanskrit Phonetics.
S.Varma,Critical Studies the Phonetic Observations of Indian Grammarians.
L.Sarup Nirukta and Nighantu V.S.Agarwal,‘Yaska and Panini in Cultural
Heritage of India,Vol. I Astādhyāyi(tr.ByS.C.Vasu–S.M.Katre)
Bhartrhari,Vākyapadiya (KāndaI&III) George Cardona,Panini:A Survey of
Research, MLBD,1980.
George Cardona, Panini: His Work and Its Traditions,MLBD,1988.
D.D.Mahulkar,The Prāyidākhya Tradition, M.S University, Baroda. Goldstucker
Learning After successfully completing the course students shall be able to:
Outcomes ● Students will gain an understanding of the historical and cultural contexts
(not more surrounding language study in ancient India, the evolution of grammatical
than 100
traditions, and the importance of Pali and Prakrit languages.
words)
● Students will be able to identify and discuss major texts in the Indian
grammatical tradition, analyze their content and contributions to linguistic
theory, and understand their relevance in contemporary linguistic studies.
● Students will develop expertise in Indian phonetics as outlined in Paninian
texts and Pratisakhyas, and gain insights into etymology and lexicography
through the study of Nirukta, Nighantu, and Amarakosha, enhancing their
ability to analyze and interpret ancient Indian linguistic texts.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VIII, Major Course

Course Title LNG MJ-804 Historical Linguistics

Category of ✓
Course35 Major / Minor / Minor (Vocational) / SEC / AEC / VAC /
MD/Internship/Dissertation
(Tick any one of the above)
Credits36&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course
Objectives ● To familiarize students with the significance of language study in
(not more historical perspective and understand language families.
than 100 ● To explore the major sound changes related to Indo European and other
words)
language families.
● To gain an understanding in reconstruction proto languages.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I 15
Basic concepts
● Defining the word and word structure, classification/types of
words, affixes.
● Defining roots, bases and stems.
● Defining morph, morpheme and allomorph, types of
morphemes

II Linguistic Change and Reconstruction 15

35
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
36
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Sound changes; Neogrammarian theory; genesis and various
types of regularity and spread of sound change
● Phonetic and phonemic change; split and merger
● Grammatical change
● Semantic change
● Lexical diffusion of sound change
III Reconstructing the proto-stage of languages 15
● Internal reconstruction and comparative method: their scope
and limitations
● Innovation and retention; sub grouping within a family;
family tree and wave models.
IV Language Contact and Dialect Geography 15
● Linguistic borrowing: lexical and structural;
motivation-Prestige and need
● Classification of loanwords-loan translation, loan blend,
calques, assimilated and unassimilated loans (tadbhava and
tatsama)
● Bilingualism; dialect, idiolect; isogloss
● Methods of preparing dialect atlas, focal area, transition area
and relic area

Texts / Antilla, R. 1972. An Introduction to Historical & Comparative Linguistics; New

References York; Macmillan.
Bynon, T. 1977. Historical Linguistics; CUP.
Bhat, D.N.S. 1972 Sound Change; Poona; Poona BhashaPrakashan.
Campbell, Lyle 2004. Historical Linguistics. Edinburgh University Press.
Lehmann, W.P 1962 Historical Linguistics- An Introduction; New York: Holt
Rinchart & Winston.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students will gain an understanding of the historical and sociolinguistic
(not more contexts surrounding language study..
than 100
● Students will be able to identify family relationships among languages,
words)
understand concept of the word cognate; language isolates
● Shall be able to identify Sound changes,genesis and various types of
regularity and spread of sound change
● Shall be able to reconstruct the proto form of languages and prepare
dialect atlas.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VIII, Major Course

Course Title LNG MJ- 805 Forensic Linguistics (FL)

Category of ✓
Course37 Major / Minor / Minor (Vocational) / SEC / AEC / VAC /
MD/Internship/Dissertation
(Tick any one of the above)
Credits38&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 hrs 60 hrs
(Total)

Course ● To learn the basic concepts and terminology used in the field.
Objectives ● To study the language used in legal settings, including courtroom
(not more discourse, legal documents, and police interviews.
than 100
● To learn methods for identifying the authorship of written texts, including
words)
stylistic analysis and linguistic profiling.
● To understand the role of phonetics in forensic contexts, such as speaker
identification and voice comparison.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction 15
● History and development of FL
● Definition of FL
● Nature, scope and area of research and current trends in F.L
● Uniqueness of Forensic Linguistics in Forensic Sciences
● Prerequisites of a good Forensic Linguist
● Forensic Linguistics in Indian Context
II Branches of Forensic Linguistics 15

37
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
38
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 Language and Crime
● Authorship Analysis
● Handwriting Expert & Forensic Linguist
● Voice Analysis / Forensic Phonetics
● Forensic Texts and types
● Police Training
Language and Law
● Cases & types
● Trademark issues
● Linguistic ambiguities & inefficacies in the language of the
law
● Law of the land
● Legal maxims analysis
III Questioned Documents (Q-Text) 15
● Anonymous letter
● Forgery (Fake and planted text)
● Suicide letters
● Forced letters
● Digital text in the context of Q-doc
● Characteristics of genuine text
IV F.L. Methodology 15
Profiling
● Socio-linguistic profiling
● Protocols in Forensic Linguistics
● Ethics in Forensic Linguistics
● Psycho-linguistic profiling
● Linguistic fingerprinting
● Forensic Transcription
● Forensic Dialectology
Practical Case study/Analysis

Texts / Reading List

References Coulthard, R.M:2000 Discourse and Social life, Sarangis Longman: London.
Coulthard, Malcolm and Alison Johnson. 2001. An introduction to forensic
linguistics: Language in evidence.
Coulthard, M.:2007. An Introduction to Forensic Language in Evidence, Johnson.
A Routledge: USA.
Coulthard, M., & Johnson, A. (Eds.). (2008). The Routledge Companion to
Forensic Linguistics. Routledge.
Gibbons, John. (ed.). 1994. Language and the Law. Lenders y Nueva York:
Longman
Gibbons.J:2004 Language and the Law, Longman: London.
John Olsson:2004 An Introduction to language, Crime And the law, Continuum,
USA.
 Mcmenamin G.R.:2002 Forensic Linguistics: Advances in Forensic Stylistics,
CRC Press: USA.
Olsson, John. 2004. Forensic Linguistics: An introduction to Language, Crime
and the Law. London: Continuum.
Shuy, Roger W.2006. Linguistics in the courtroom: A practical guide. Oxford,
UK: Oxford University Press.
Coulthard, M., & Johnson, A. (Eds.). (2010). The Routledge Handbook of
Forensic Linguistics. Routledge.
Coulthard, M., & Cotterill, J. (Eds.). (2014). The Routledge Handbook of
Forensic Linguistics. Routledge.
Gibbons, J. (2003). Forensic Linguistics: An Introduction to Language, Crime
and the Law. Continuum International Publishing Group.
Olsson, J. (2008). Language and Crime: Constructing Offenders and Victims in
Newspaper Reports. Palgrave Macmillan.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students should have a comprehensive understanding of forensic
(not more linguistics.
than 100
● To apply linguistic techniques to legal cases.
words)
● Be prepared for further study and professional practice in the field.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VIII, Major Course

Course Title LNG MJ-806 Language Teaching

Category of ✓
Course39 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits40&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To provide a foundational understanding of the elementary concepts of

Objectives language teaching
(not more ● To familiarize students with the structural components of language
than 100
learning.
words)
● To introduce various new methods of language teaching.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Approaches to Language Learning 15
● Nature vs Nurture
● Cognitive Approaches
● Linguistics and Language Teaching
II Learner Input 15
● Learner Creativity
● Role of social psychological factors: Aptitude, Intelligence,
Attitude, Motivation
III Learner Output 15
● Language Interference

39
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
40
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Mistakes vs Errors
● Errors Analysis
● Interlanguage, Idiosyncratic Dialects and Approximate
Systems
IV Methods of Second Language Teaching 15
● Grammar-translation Method
● Direct Method
● Audio-lingual Method
● Communicative Method
● Other Methods

Texts / Brumfit, C.J. and Roberts, J.T.1983. Language and Language teaching. London:
References Batsford
Cook, V. 1993. Linguistics and Second Language Acquisition. London:
Macmillan.
Ellis, R.1985, Understanding Second Language Acquisition, Oxford: Oxford
University Press.
Halliday, M.A.K.et.al.1964. The Linguistic Sciences and Language Teaching.
London: Longman.
Krashen, S.(1982). Second Language Acquisition.
Prabhu, N.S.1987. Second Language Pedagogy. Oxford: Oxford University Press.
Richards, J.C.1974. Error Analysis: Perspectives on Second Language
Acquisition. Essex: Longman.

Learning After successfully completing the course students shall be able to:
Outcomes ● Use various language teaching methods for teaching a language.
(not more ● Acquire knowledge of various language skills
than 100
words)

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-I, Minor Course

Course Title LNG MR-101 Introduction to Linguistics

Category of ✓
Course41 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits42&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To provide a foundational understanding of the elementary concepts of

Objectives language.
(not more ● To familiarize students with the structural components of language.
than 100
● To introduce students to the allied and applied branches of linguistics.
words)
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I 15
Linguistics: a brief history
● Evolution of Linguistics: Greek, Roman, Indian, American,
Copenhagen, Prague.
Structuralism, Generativism.
● Landmarks in Linguistics Theories: Socratice, Aristotle,
Structuralism, Generativism.
● Different Schools in Linguistics, concept of Language and
Thought by different schools.
● Diachronic, Synchronic, Birth of Historical Linguistics, Royal
Asiatic Society.

41
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
42
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 II Language as a social system 15
● Sign, Signifier and Signified
● Langage, Langue and Parole
● Syntagmatic and paradigmatic relations
III Language as a cognitive system 15
● Innateness Hypothesis
● Universal Grammar
● Language Faculty
● Sound
● Word
● Sentence
● Meaning
IV Allied & applied branches in Linguistics 15
● Psycholinguistics
● Sociolinguistics
● Computational Linguistics
● Lexicography
● Language Teaching.

Texts / Namboodiri, E.V.N. (2016). Origin and Development of Modern Linguistics.

References New Delhi: Crescent Publishing Corporation.
Fromkin, V. & R. Rodman (1974). An Introduction to Language. Holt, Rinehart
& Winston.
Lyons, J. (1968). Introduction to Theoretical Linguistics. CUP.
Varshney, R.L. (1977). An Introductory Textbook of Linguistics & Phonetics.
Student store. Bareilly.
Bloomfield, L: (1963).Language. Motilal Banarsidass
Chandler, Daniel (2002). Semiotics: The Basics. The Routledge.
Joos, M. (ed.) (1957). Readings in Linguistics.Vol. 1. American Council of
Learned Societies.
Learning After successfully completing the course students shall be able to:
Outcomes ● Acquire knowledge of various language skills
(not more ● Use various language teaching methods for teaching a language.
than 100
words)

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-II, Minor Course

Course Title LNG MR-102 Introduction to Indian Linguistics

Category of ✓
Course43 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits44&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To introduce fundamental Indian linguistic concepts from both classical

Objectives and modern perspectives, with a focus on Sanskrit and other Indian
(not more languages..
than 100
● To provide a comprehensive overview of the linguistic diversity in India
words)
and basic concepts as per Census of India.
● To study the evolution of languages and scripts, Phonology, Morphology
and Syntax of Indian languages.

Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Basic Concepts I 15
● Indian Linguistic Thought: Classical Sanskrit (vedic/vaidik),
Modern Sanskrit (laukika)
● Veda: Rigveda, Samaveda, Yajurveda, Adharvanaveda.
● Vedanga: shiksha, vyakarana, chanda, nirukta, jyotishya,
kalpa, upaveda, pratisakhya.

II Basic Concepts II 15

43
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
44
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Language, Dialect, Standard Language and Lan Variety
● Official Languages in India: Hindi and English
● Three Language Formula
● Census of India: Language Census and Definitions
● Scheduled, Non-Scheduled Languages
● Major, Minor, Tribal, Endangered and Critically Endangered
Languages in India
lll Evolution of Indian Languages and Scripts 15
● Evolution of Indian languages, Sanskrit and its influence
● Indian languages script and writing system
● Script reform and standardization
● Sound systems of Indian languages, phonemic inventory
(varNa)
IV ● Word formation processes in Indian languages 15
● Case systems in Indian languages
● Indian semantics

Texts / Dalai, Bata Kishor. Studies in Indian Linguistics. Bharatiya Kala Prakashan,
References 2007.
Singh, U.N. The History and Structure of Indian Languages. Gyan Publishing
House, 2006.
Burrow, Thomas. The Sanskrit Language.
Cardona, George, and Dhanesh Jain. (2007) The Languages of India.
Masica, Colin P. (1991) The Indo-Aryan Languages. Cambridge University Press.
Abbi, Anvita, et al., (1988) (Ed.) Linguistic Structure and Language Dynamics in
South Asia. Oxford University Press.
Salomon, Richard. (1998) Indian Epigraphy: A Guide to the Study of Inscriptions
in Sanskrit, Prakrit, and the Other Indo-Aryan Languages. Oxford University
Press.
Subbarao, K. V., and B. D. Sharma (Ed.) 1988. Linguistic Fieldwork in India.
Motilal Banarsidass Publishers.
Kachru, Braj B., et al. (Ed.) 2008. Language in South Asia. Cambridge University
Press.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students will get an overall exposure on Indian Languages and
(not more Linguistics.
than 100
● Students will be able to identify and describe the linguistic diversity in
words)
India, including the classification of languages, the role of official
languages, and the significance of language census.
● Students will gain insights into the historical development of Indian
languages, their writing systems, phonology, morphology, syntax of
Indian languages.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-III, Minor Course

Course LNG MR-103 Introduction to Phonetics

Title
Category ✓
of Course45 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits46&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● The course aims to offer an understanding of the physical structures of the
Objectives human body and the biological processes involved in producing speech.
(not more ● Learners will explore consonants and vowels from an articulatory
than 100
perspective.
words)
● They will also be introduced to suprasegmental features of sounds, in
addition to learning IPA symbols and transcription methods.
● Essential knowledge of the physical properties of speech sounds will be
provided to help understand their analysis.

Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I The Anatomy and Physiology of Speech 15

● Vocal Tract, Respiratory System, Laryngeal System;

Supralaryngeal System
● Initiation of Speech: Air Stream Mechanism; Phonation
● States of the Glottis, Voice Onset Time

45
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
46
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Articulation: Consonant and Vowel, Direction of AirFlow,
Manner of Articulation, Place of Articulation, Three Term
Labels
● Vowels and Vowel-like Articulations: Cardinal Vowels,
Secondary Cardinal Vowels, Advanced Tongue Root,
Rhotacized Vowels, Semivowels

II Multiple Articulations and Suprasegmental Features 15

● Secondary Articulation, Double Articulation, Co-articulation,
Segmental Analysis vs. Parametric Analysis
● Stress, Length, Time, Intonation, Tone, Pitch, Juncture, and
Syllable

III Phonetic Transcription and IPA Chart 15

● Principles and Methods, Terminology relating to Transcription,
Phonemic vs. Phonetic Transcriptions

IV Acoustic and Auditory Phonetics 15

● Physical Correlates of Speech Sounds
● Acoustic Analysis of Vowels and Consonants
● Speech Perception

Texts / Ladefoged, Peter & Johnson, Keith. (2015). A Course in Phonetics (Seventh ed.).
References USA: Cengage Learning.
Ashby, Michael, & Maidment, John (2005). Introducing Phonetic Science.
Cambridge: Cambridge University Press.
Johnson, Keith (2012). Acoustic and Auditory Phonetics. Oxford, UK:
Wiley-Blackwell.
Ladefoged, Peter. (1995). Elements of Acoustic Phonetics (Second ed.). Chicago:
Chicago University Press.
Raphael, L. J., Borden, G. J., & Harris, K. S. (2011). Speech Science Primer:
Physiology, Acoustics, and Perception of Speech (Fifth ed.). Baltimore: Lippincott
Williams & Wilkins.
Reetz, Henning, & Jongman, Allard (2009). Phonetics: Transcription, Production,
Acoustics, and Perception. Oxford, UK: Wiley-Blackwell.
Learning Students will understand:
Outcomes ● The anatomy and physiology of speech production, including the vocal
(not more tract, respiratory system, laryngeal system, and supralaryngeal system.
than 100
● The initiation of speech, phonation, and articulation processes.
words)
● How to recognize and classify vowels and consonants based on their
acoustic and articulatory properties.
● Suprasegmental features and how they can be utilized to enhance language
skills and communication effectiveness.
● The International Phonetic Alphabet (IPA) chart and principles of phonetic
transcription.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-III, Minor Course

Course LNG MR-104 Introduction to Phonology

Title
Category ✓
of Course47 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits48&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● The course provides a comprehensive understanding of the basic concepts

Objectives of phonology, including phones, phonemes, allophones, and phonological
(not more representations.
than 100
● By identifying and describing the psychological reality of the phoneme,
words)
phonetic similarity, and other key notions in phonological study, students
will develop the ability to analyze and transcribe speech sounds accurately.
● They will also be able to apply phonological theories and models to solve
problems and analyze language data, thereby cultivating their analytical
and problem-solving skills in phonological analysis.

Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Sounds of Speech 15
● Sounds of a Language: Phone, Phonemes, Allophones
● The Psychological Reality of the Phoneme, Phonetic Similarity
and Phonetic Variation
● Natural Classes

47
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
48
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Distinctive Features, Major Class Features, Laryngeal
Features, Secondary Articulation, Prosodic Features
II Distinctiveness and the Phonemic Principle 15
● Phonemicization, Formalization
● Minimal Pairs, Near Minimal Pairs, Contrastive Distribution,
Complementary Distribution, Free Variations

III Phonological Representation 15

● Structural, Prosodic, Linear, and Non-Linear Phonological
Representations
● Prosodic Phonology: Sounds and Prosodies, Prosodic Analysis
IV Generative Phonology 15
● Generative Paradigm, Basic Rule Notation, Abbreviatory
Devices, Rule Ordering, Constraints on Rule Ordering,
Functional Considerations, Naturalness and Markedness

Texts / Odden, David. (2013). Introducing Phonology (Second ed.). Cambridge:

References Cambridge University Press.
Rocca, Iggy & Johnson, Wyn. (1999). A Course in Phonology. Oxford: Blackwell.
Hannahs, S. J. & Bosch, Anna R. K. (Eds.). (2018). The Routledge Handbook of
Phonological Theory (Second ed.). London: Routledge.
Clark, John & Yallop, Collin. (1990). An Introduction to Phonetics and
Phonology. Oxford: Basil Blackwell.
Jensen, John T. (2004). Principles of Generative Phonology: An Introduction.
Amsterdam: John Benjamins Publishing Company.

Learning Students will become familiar with:

Outcomes ● The concepts of phones, phonemes, allophones, phonetic similarity, and
(not more phonetic variation.
than 100
● How to analyze and identify natural classes and distinctive features.
words)
● Applying the phonemic principle and phonemicization to language data.
● Using phonological knowledge to understand language structure and
communication.
● Thinking critically about phonological concepts and theories.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-IV, Minor Course

Course Title LNG MR-105 Introduction to Morphology
Category of ✓
Course Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits &
Hour of Theory Practica Cumulative
Teaching l
Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To understand general concepts of words and technical concepts of

Objectives words (morph, morpheme and allomorph)
(not more than ● To know various criteria used for allomorphs
100 words) ● To gain morphological processes
● To get an idea about data analysis.
Course The course content is divided into minimum 3 Units to maximum 5 units
Content along with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Basic concepts 15
● Defining the word and word structure, classification/types of
words, affixes.
● Defining roots, bases and stems.
● Defining morph, morpheme and allomorph, types of
morphemes
II Criteria for identifying allomorphs 15
● Phonological criteria
● Lexical criteria
● Grammatical criteria
● Other criteria
III Morphological processes 15
● Derivational process (toward lexicon and word formation)
● Inflectional process (toward nouns inflections and verbs
inflection)
● Item-arrangement, item-process and word-paradigm
● Morpho-phonemic and morpho-syntactic
 IV Data Analysis 15
● Identifying morphemes and allomorphs from Indian
languages.
● Identifying morphemes and allomorphs from unknown
languages.
● Application with other branches of Linguistics

Texts / Katamba, F. and John Stonham. 2006. Morphology. London: Palgrave.

References Mathews, P.H. 1972. Inflectional Morphology. Cambridge, Cambridge
University Press.
Mel'cuk, Igor A. 2006. Aspects of the theory of morphology. Berlin: Mouton.
Spencer, A. 1991. Morphological Theory. Oxford: Basil Blackwell.
Singh, R. and Agnihotri, R.K. 1997. Hindi Morphology: A word-based
description. Delhi: Motilal Banarsidass.
Learning After successfully completing the course students shall be able to:
Outcomes ● General and specific types of words and their patterns
(not more than ● Identifying allomorphs using various conditions
100 words) ● Recognize types of morphological process
● Be able to analysis data (Indian languages and other languages)

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-IV, Minor Course

Course Title LNG MR- 106 Introduction to Syntax

Category of ✓
Course49 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits50&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To understand the basic concepts and terminology used in syntax, such as
Objectives syntax, grammar, phrase structure, and constituency.
(not more ● To recognize and categorize different parts of speech (e.g., nouns, verbs,
than 100
adjectives, adverbs) and their functions in sentences.
words)
● To learn to identify and diagram simple and complex sentence structures
using tree diagrams.
● To get introduced to various syntactic theories and frameworks, such as
Generative Grammar and Dependency Grammar.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction: Syntax 15
● The generative perspective: Innateness, Modularity, and
Universal Grammar
● I-Language and E-Language
● Acceptability and grammaticality
● Criteria of adequacy
● IC analysis

49
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
50
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 II Phrase Structure: Categories, Constituency 15
● Predicate argument structure and grammatical relations: Tests
for subject and object, Lexical categories
● Basic tree drawing: Phrase structure rules, Constituent
structure, Tests for constituency, Structural relations:
dominance, sisterhood, c-command, m-command
● Projection levels: Intermediate projections and additional tests
for constituency
● X-bar theory: Specifier, head, complement, and adjunct
● Functional projections: IP, the content of the Infl head, PP,
EPP
● Binary branching and coordination: Head-initial versus
head-final structures
III Argument Structure: Complement vs adjunct 15
IV A. Theta roles & Case: Morphological case versus abstract case 15
B. Binding Principles:

● Anaphora & Cataphora

● Anaphors and Principal A
● Pronouns and Principal B
● R-expressions and Principal C

Texts / Reading List

References Aarts, Bas. (2001). English Syntax and Argumentation, Palgrave.
Carnie, A. (2021). Syntax: A generative introduction. John Wiley & Sons.
Culicover, P.W. (1997). Principles and Parameters: An Introduction to Syntactic
Theory. OUP.
Fabb, N. (1994). Sentence Structure. London: Routledge.
Freidin, R. (1992). Foundations of Generative Syntax. Cambridge,
Massachusetts: MIT Press.
Haegeman, Liliane. (1994). Introduction to Government and Binding Theory(2nd
edition).Blackwell.
Radford, Andrew. (1988) Transformational Grammar: A First Course (TG).
Cambridge.
Radford, Andrew. (1997) Syntactic Theory and the Structure of English (STSE).
Cambridge.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students should have a solid understanding of the fundamental principles
(not more of syntax.
than 100
● Be able to analyze basic sentence structures.
words)
● Be prepared for further study in the field of linguistics.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-IV, Minor Course

Course Title LNG MR-107 Introduction to Semantics

Category of ✓
Course51 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits52&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To provide a foundational understanding of the elementary concepts of

Objectives semantics
(not more ● Demonstrate an understanding of sense relations between words.
than 100 ● Perform a componential analysis and demonstrate an understanding of
words)
sentence semantics.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Basic Concepts 15
● Sense, reference, connotation, denotation
II Language as a social system 15
● Scope of Semantics
III Language as a cognitive system 15
● Approaches to Semantics
● Cognitive, structuralist, Logic-based
IV Allied & applied branches in Linguistics 15
● Lexical Semantics
● Issues in Lexical Semantics

51
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
52
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Approached to Lexical Semantics
● Sense relations; synonymy, antonymy, hyponymy, polysemy,
meronymy, etc.

Texts / Bloomfield, L: (1963).Language. Motilal Banarsidass

References Chandler, Daniel (2002). Semiotics: The Basics. The Routledge.
Lyons. J. 1995. Linguistic Semantics: An Introduction. Cambridge: Cambridge
University Press.
Lyons, J. 1977. Semantics. Cambridge: Cambridge Univ. Press. (Vol. I)
Cruse, Allen (2004).Meaning in Language: an Introduction to Semantics and
Pragmatics.OUP

Learning After successfully completing the course students shall be able to:
Outcomes ● Understand and Explain the relationships between semantics and grammar
(not more ● Students will be able to Demonstrate an understanding of sentence
than 100
semantics.
words)

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-V, Minor Course

Course LNG MR-108 Psycholinguistics

Title
Category ✓
of Course53 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits54&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● This course aims to provide students with a comprehensive understanding

Objectives of psycholinguistics, including its historical development, theoretical
(not more orientations, and recent advancements.
than 100
● Students will learn about the biological foundations of language, language
words)
and cognition, and developmental psycholinguistics.
● The course also covers the stages of child language acquisition and critical
periods, as well as identifying language disorders such as aphasia and
dyslexia.
● Ultimately, learners will be able to apply their knowledge of
psycholinguistics to understand human language processing and
communication.

Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Psycholinguistics: An Overview 15
● Historical Development of Psycholinguistics
● Theoretical Orientations to the Study of Language

53
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
54
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Recent Advancements in Psycholinguistics
● Biological Foundations
● Human vs. Non-Human Communication Systems
● Brain and Language, Cerebral Dominance, and Lateralization

II Language and Cognition 15

● Rationalism vs Empiricism
● Production, Perception, and Comprehension of Language

III Developmental Psycholinguistics 15

● Stages of Child Language Acquisition
● Critical Period
● Language Acquisition vs. Language Learning
IV Clinical Psycholinguistics 15
● Pathology and Brain Functions
● Aphasia and Dyslexia

Texts / Kess, Joseph F. (1992). Psycholinguistics: Psychology, Linguistics, and the Study
References of Natural Language. Amsterdam: John Benjamins Publishing Company.
Carroll, David W. (2008). Psychology of Language (Fifth ed.). USA: Thomson
Wadsworth.
Traxler, Matthew J. & Gernsbacher, Morton A. (Eds.). (2006). Handbook of
Psycholinguistics (Second ed.). New York: Elsevier.
Ingram, John C. L. (2007). Neurolinguistics: An Introduction to Spoken Language
Processing and its Disorders. New York: Cambridge University Press.
Ingram, David. (1989). First Language Acquisition: Method, Description, and
Explanation. New York: Cambridge University Press.
Fitch, W. Tecumseh. (2010). The Evolution of Language. Cambridge: Cambridge
University Press.
Chomsky, Noam. (2006). Language and Mind (Third ed.). New York: Cambridge
University Press.
Caplan, D. 1987. Neurolinguistics and Linguistic Aphasiology. Cambridge:
Cambridge University Press.
Levelt, Willem J.M. (2013). A History of Psycholinguistics: The Pre-Chomskyan
Era. Oxford: Oxford University Press.
Brown, Roger. (1973). A First Language: The Early Stages. Cambridge: Harvard
University Press.

Learning Upon completing this course, students will be able to:

Outcomes ● Understand the fundamental principles and theories of psycholinguistics.
(not more ● Analyze the biological basis of language and brain function.
than 100
● Explain the relationship between language and cognition.
words)
● Describe the stages of child language acquisition and critical period.
● Identify and explain language disorders such as aphasia and dyslexia.
● Think critically about language development, language use, and language
disorders.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-V, Minor Course

Course Title LNG MR-109 Sociolinguistics

Category of ✓
Course55 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits56&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 hrs 60 hrs
(Total)

Course ● To understand basic concepts of sociolinguistics

Objectives ● To be familiar with language and society interrelationship
(not more ● To recognize bi/multilingualism, code switching/mixing, borrowing and
than 100
language change, shift and maintenance
words)
● To get idea about data analysis of sociolinguistics
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Basic concepts 15
● Idiolect, dialect, variety and language
● Peer, group, community and society
● Inter-link linguistics, sociology and anthropology
II Language and society 15
● Linguistics variation vs social variation
● Linguistics competence vs communicative competence
● Diglossia
● Ethnography of communication
● Dialectology: History of dialectology, Various survey of
dialects and Methods used in dialectology
III Language and Contact 15

55
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
56
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Bi/multilingualism
● Code switching and Code mixing
● Pidgin and creoles
● Language change, shift and maintenance
● Borrowing
IV Language situation, policy and planning in India 15
● Mother tongue, first language, standard language, schedule
language, non-schedule language, tribal language, classical
languages, lingua franca, literary language and national
language
● Medium of instruction in school, university, public institution,
court proceeding
● The three-language formula
● Language movement
● Methodology in sociolinguistics: interview, observer’s
paradox, data processing and interpretation.

Texts / Hudson, R.A.1979 Sociolinguistics Cambridge Univ. Press.

References Trudgill, P. 1974 Sociolinguistics – An Introduction. Penguin.
Fasold, R.1984 The Sociolinguistics and the Sociology of Language.
Oxford;BasilBlackwell.
Meyerhoff, M. 2006. Introducing sociolinguistics. Oxon: Rutledge.
Wardhaugh R. 2006. An introduction to sociolinguistics. USA: Blackwell
Publication.
Learning After successfully completing the course students shall be able to:
Outcomes ● To know basic in the sociolinguistics
(not more ● Identifying inter-relation between language and society
than 100 ● Recognize causes of language contact situation
words)
● To know language policy of India
● To be able analysis sociolinguistics pattern

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-V, Minor Course

Course Title LNG MR- 110 Intermediate Syntax

Category of ✓
Course57 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD/ Internship /
Dissertation
(Tick any one of the above)
Credits58&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 hrs 60 hrs
(Total)

Course ● To develop a comprehensive understanding of the key concepts and

Objectives theories in syntax.
(not more ● To analyze and interpret complex sentence structures in different
than 100
languages.
words)
● To compare and contrast different syntactic theories and their approaches
to sentence structure.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Case 15
● Case assignment
● Exceptional Case Marking
II Movement 15
● Introduction to Movement
● Logical Form and Phonetic Form
● Wh-movement vs NP-movement
● Subject to Object and Object to Subject movement
● Verb Raising

57
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
58
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 III Control Theory 15
● Introduction to Control Theory
● Subject Control and Object Control
● Quantifier, Scope and Raising
● MT category Principle
IV Negation 15
● Introduction to Negation & NPI
● Wh-Island and constraints on movement

Texts / Reading List

References Aarts,Bas. (2001) English Syntax and Argumentation. Palgrave.
Baltin, Mark and Chris Collins, eds. (2001) Handbook of Contemporary Syntactic
Theory. Blackwell.
Carnie, A. (2021). Syntax: A generative introduction. John Wiley & Sons.
Fabb, N. 1994. Sentence Structure. London: Routledge.
Freidin, R .1992. Foundations of Generative Syntax. Cambridge, Massachusetts:
MIT Press.
Haegeman, Liliane. (1994) Introduction to Government and Binding Theory (2nd
edition). Blackwell.
Haegeman, Liliane and Jacqueline Jacqueline. (1999) English Grammar: A
Generative Perspective. Blackwell.
Radford, Andrew. (1988) Transformational Grammar: A First Course (TG).
Cambridge.
Radford, Andrew. (1997) Syntactic Theory and the Structure of English (STSE).
Cambridge.
Learning After successfully completing the course students shall be able to:
Outcomes ● Demonstrate a deep understanding of intermediate syntactic theory and
(not more analysis.
than 100
● Apply various syntactic frameworks to analyze complex sentence
words)
structures.
● Conduct independent research and present syntactic analyses effectively.
● Engage critically with contemporary syntactic theories and debates.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester VI, Minor Course

Course Title LNG MR-111 Computational Linguistics

Category of ✓
Course59 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits60&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To provide an overview of computational linguistics, its interdisciplinary

Objectives nature, historical development, and key concepts.
(not more ● To familiarize students with basic concepts in computers, operating
than 100
systems, programming languages.
words)
● To explore various computational tools for Indian languages.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction to Computational Linguistics 15
Computational Linguistics, interdisciplinary fields in Computational
Linguistics, History of Computational Linguistics, Paradigm shift,
Grammar Formalism, Language Modeling, Artificial Intelligence and
Man-Machine Interaction.
II Introduction to Computer 15
Computer, Operating Systems: Windows, Linux, Macintosh, Merits
and Demerits of Windows and Linux, Brief Introduction to
Unix/Linux, Character Encoding, Types of Character Encoding:
ASCII, Extended ASCII, ISCII, UNICODE.

59
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
60
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 III Linux Operating System 15
Linux Commands: text editors-vim, gedit Editor, mkdir, sort, grep,
diff etc. Programming Language: low and high level programming
languages, Python: Basic concepts in Python, Compiler and
Interpreter, Regular Expressions.
IV Computational Tools 15
Tokenizer, morphological analyzer and generator, Parts of Speech
Tagging, Chunking, Shallow Parsing, Treebanking, Parser, Word
Sense Disambiguation, WordNet, Indo-WordNet, machine
translation: text to text, speech to speech, anaphora resolution, named
entity recognition, sentiment analysis, sarcasm detection and hate
speech, speech processing, speech recognition, automatic speech
recognition.

Texts / Akhar Bharati et al. 1994. Natural Language Processing: Paninian Perspective.
References New Delhi: Prentice-Hall of India.
Jurafsky, D. and J. Martin. 2002. Speech and Language Processing. New Delhi:
Pearson.
EducationInc.
Ruslan, Mitkov (ed.) 2002. The Oxford Handbook of Computational Linguistics.
Oxford:OUP.
Uma Maheshwar Rao, G. and Amba Kulkarni. 2007. Natural Language and
Computing. PGDCAIL, Vol. 411. CDE, Univ. of Hyderabad.
Amba Kulkarni and Uma Maheshwar Rao, G. 2007. Natural Language
Modelling.
PGDCAIL, Vol. 413. CDE, Univ. of Hyderabad.
Kulkarni, Amba 2019. Sanskrit Parsing Based on Shabdabodha Theories. New
Delhi:
Allen, James (1995, 2nd Edition).Natural Language Understanding. Pearson
Education, New Delhi.
Jacko, Julie A (2003). The Human-Computer Interaction Handbook:
Fundamentals, Evolving Technologies, and Emerging Applications
(Human Factors and Ergonomics). Blackwell.
Ruslan, Mitkov (ed) (2003). The Oxford Handbook of Computational
Linguistics.Oxford University Press.
Stuart, Russell and Peter, Norwig (2001, 2004 Reprint).Artificial Intelligence: A
Modern Approach.Pearson Education Series in Artificial Intelligence.
Pearson Education Inc. Singapore.
Yazdani, Masoud (Ed.) (1985). Artificial Intelligence: Principles and applications.
Chapman and Hall Computing: London.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students will gain a foundational understanding of the computational
(not more linguistics field.
than 100
● Students will develop practical skills in using different operating systems,
words)
Indian language Inscript keyboards, text editors, and programming
languages (particularly Python).
● Students will be able to get the practical knowledge of executing
computational tools for Indian languages.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VI, Minor Course

Course LNG MR-112 Neurolinguistics

Title
Category ✓
of Course61 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits62&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● This course covers the fundamentals of neurolinguistics, including its

Objectives history, the co-evolution of language and the brain, and the complexities of
(not more the central nervous system.
than 100
● It explores brain mapping methods, such as functional neuroimaging
words)
techniques (e.g., fMRI, PET) and electromagnetic techniques (e.g., ERP,
MEG).
● The course also delves into clinical neuroscience, addressing language
impairments, disorders (e.g., multilingualism, developmental disorders),
and options for recovery, treatment, and rehabilitation.
● By examining the intersection of language and brain function, students will
gain a comprehensive understanding of neurolinguistics and its
applications to human language and communication.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction 15
● What is Neurolinguistics

61
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
62
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● History of Neurolinguistics
● Co-evolution of Language and Brain

II Structural and Functional Complexities of Central Nervous 15

System
● Anatomy and Physiology of the Central Nervous System
● Morphology and Functions of the Central Nervous System
● Subcortical and Cortical Structures of the Brain and their Main
Functions
● Gyral-Sulcal and Cytoarchitectonic Organization of the
Neocortex

III Brain Mapping Methods 15

● Electromagnetic Functional Neuroimaging Techniques
○ The Event-Related Potential Technique
○ Magnetoencephalography
● Hemodynamic Functional Neuroimaging Techniques
○ Functional Magnetic Resonance Imaging
○ Diffusion Magnetic Resonance Imaging
○ Positron Emission Tomography
● Repetitive Transcranial Magnetic Stimulation
● Near-Infrared Spectroscopy
● Limitations of Neuro-Imaging Techniques

IV Clinical Neuroscience of Language 15

● Subcortical Structures in Language Impairment
● Language and Communication Disorders in Multilinguals
● Language and Communication in Developmental Disorders
● Recovery from, Treatment and Rehabilitation of Language and
Communication Disorders

Texts / Ahlsén, Elisabeth. (2006). Introduction to Neurolinguistics. Amsterdam: John

References Benjamins Publishing Company.
Kemmerer, David. (2023). Cognitive Neuroscience of Language (Second ed.).
New York: Routledge.
Stemmer, Brigitte & Whitaker, Harry A. (Eds.). (2008). Handbook of the
Neuroscience of Language. London: Elsevier.
Ingram, John C. L. (2007). Neurolinguistics: An Introduction to Spoken Language
Processing and its Disorders. New York: Cambridge University Press.
Bhatnagar, Subhash C. (2008). Neuroscience for the Study of Communicative
Disorders (Third ed.). Philadelphia: Lippincott Williams & Wilkins.
Fitch, W. Tecumseh. (2010). The Evolution of Language. Cambridge: Cambridge
University Press.
Learning Students will be able to:
Outcomes ● Understand the fundamentals of neurolinguistics.
(not more ● Describe brain mapping methods and their applications.
than 100
● Identify the neural basis of language and communication disorders.
words)
● Analyze the impact of language impairments on individuals and
multilingual populations.
● Apply critical thinking skills to understand the complex relationship
between language and brain function.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VI, Minor Course

Course Title LNG MR- 113 Linguistic Typology

Category of ✓
Course63 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits64&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To learn about linguistic universals and implicational hierarchies that

Objectives describe patterns observed across languages.
(not more ● To study the work of Joseph Greenberg and other typologists on language
than 100
universals.
words)
● To practice comparing and contrasting linguistic features across multiple
languages.
● To investigate how typological features can change over time due to
language contact, innovation, and other factors.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction 15
● Language typology and language universals
● Types of universals
● Genetic, typological and typological classifications of
language; formal and substantive universals; implicational and
non-implicational universals.
II Contribution of typological research to Linguistic theory 15

63
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
64
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Inductive vs. Deductive Approaches
● Chomsky’s concept of language universals and parametric
variations
● Greenberg’s word universals for verb-final and verb-medial
languages and related features in terms of South Asian
languages
III Syntactic Typology 15
● Word order typology: word order within a sentence and a
phrase
● Anaphora: monomorphemic vs. polymorphemic anaphors,
emphatics, verbal reflexives and reciprocals; long distance
binding
● Chomsky’s Principles of Binding
● Relative-correlative clauses
● Complementation, Conjunctive participles, Lexical subjects in
CPs, Scope of the negative in the CP Construction
● Ergativity, dative-genitive subjects
IV Morphological Typology and Linguistic Convergence 15
● Causatives: morphological, lexical and periphrastic
● Morphological types of language- agglutinative, analytical
(isolating), synthetic, fusional (inflecting), infixing and
polysynthetic (incorporating) language
● Concept of a Linguistic Area
● Convergence: constraints on convergence; constraints in
syntactic change in linguistic contact situation, case study
● India as a Linguistic Area

Texts / Reading List

References Arora, H. & Subbarao, K.V. 1989. Convergence and Syntactic Reanalysis: The
case of so in Dakkhini. Studies in Linguistic Science.Vol.19.
Bhaskarrarao, P. & Subbarao, K.V. (eds.) 2001.The Year book of South Asian
Languages and Linguistics. Thousand Oaks, London: Sage.
Comrie, B. 1981. Language Universals and Linguistic Typology. Oxford: Basil
Blackwell.
Croft, W.1990.Typology and Universals. Cambridge: Cambridge Univ. Press.
Emeneau, M.B.1964. India as a Linguistic area. In. Hymes, D. Language in
Culture and Society: A Reader in Linguistics and Anthropology. NewYork:
Harper and Row Publications.
Gair, J., B. C. Subbarao, K.V.& Wali, K. (eds.) 2000. Pronouns and Lexical
Anaphors in Selected South Asian Languages. Berlin: Moutonde Gruyter.
Hawkins, J.A. 1983. Word Order Universal. New York: Academic press.
Hawkins, W. 1994. A Performance Theory of Order and Constituency.
Cambridge: Cambridge University Press.
Lehmann, W.P. (ed.) 1978. Syntactic Typology: Studies in Phenomenology of
Language, Austin: University of Texas Press.
 Masica, C.P. 1976. Defining a Linguistic Area: South Asia. Chicago: University
Press.
Sapir, E. 1921. Language. New York: Harcourt Brace and World.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students should have a solid understanding of the principles and methods
(not more of linguistic typology
than 100
● Be able to analyze and compare linguistic features across languages
words)
● Be prepared for further study and research in the field of linguistics.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VI, Minor Course

Course Title LNG MR-114 Translation Studies
Category of ✓
Course Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits & Hour
of Teaching Theory Practica Cumulative
l
Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To understand basic concepts in translation

Objectives ● To be familiar with various theories of translation
(not more than ● To know different modes and types of translation and also different
100 words) kinds of issues arise in the translation
● To do translation practice
Course Content The course content is divided into minimum 3 Units to maximum 5 units
along with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Basic concepts 15
● Definition, scope and nature of translation
● Source language vs target language
● History of translation (western context/Indian context)
● Translation studies as interdisciplinary
II Theories in translation 15
● J.C. Catford
● E. Nida
● Roman Jakobson
● Peter Newmark
● Other theories
III Various modes and types of text in translation 15
● Written mode, oral mode, word to word translation, sense to
sense translation, literal translation, free translation and
Adaptation.
● Literary, scientific-technical, legal and administrative text in
translation
 ● Issues in translation : Equivalence, Cross cultural,
Socio-cultural, Untranslatability, Translator competence,
Transcreation vs transliteration

IV Unit IV: Translation Practice 15

● Selecting text from English and translating into Indian
languages
● Text from Indian languages and translating into English
● Translating Indian to Indian languages.

Texts / Catford, J. C. 1965 A Linguistic Theory of Translation. OUP.

References Nida, E. A. 1964. Toward a Science of Translation. Leiden: E.J. Brill.
Newmark, P. 1988. A Textbook of Translation. England, Hempstead: Prentice
Hall.
Munday, J. 2001. Introducing translation studies. USA: Rutledge.
Learning After successfully completing the course students shall be able to:
Outcomes ● To know basic in the translation
(not more than ● Identifying various types of theories in the translation
100 words) ● Recognize modes, types and issues of translation
● To do practice in translation from English to Indian languages and
vice-voce

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VII, Minor Course

Course Title LNG MR-115 Lexicography
Category of ✓
65
Course Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits66&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To understand basic terms in lexicography

Objectives ● To know classification of dictionary
(not more ● To familiar with structure of dictionary
than 100
● To know inter-relation between meaning and dictionary
words)
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Basic Concepts 15
● Lexeme, word-form and grammatical word,

● Definitions lexicology and lexicography, Linguistics and

lexicography, Encyclopedia and dictionary

II Classification of dictionary 15

● General, normative, referential, historical, etymological,

learners’ dictionary

65
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
66
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Monolingual, bilingual dictionary, trilingual, Special
dictionary, Electronic dictionary

III Structure of dictionary 15

● Macrostructure and microstructure

● Alphabetization, headword, spelling and pronunciation,
grammatical information,
● Etymology, synonymy, usages, collocation and idiom, cross
reference.

IV Dictionary and meaning 15

● Leech’s seven types of meaning, The meaning triangle of

Ogden and Richards, Denotative vs connotative, Synonymy,
polysemy, homonymy and hyponymy, E-dictionary, WordNet,
Corpus based dictionary.

Texts / Atkins, B.T.S & Zampolli, A. 1994 Computational Approaches to the

References lexicon. Oxford, OUP.
Hartmann, R.R.K. 1983. Dictionaries: The Art and Craft of Lexicography.
Cambridge:
Cambridge University Press.
Hartmann, R.K. (ed) Lexicography: Principles and practice. London: Academic
press.
Singh R.A. 1982 An Introduction to Lexicography Mysore: CIIL
Bejoint, Henri 2000 Modern lexicography: An Introduction. Oxford: OUP
Learning After successfully completing the course students shall be able to:
Outcomes ● Understanding various terms used in lexicography
(not more ● Recognizing different kinds of dictionaries
than 100
● To know how to compile a dictionary
words)
● Identifying words and their meaning in dictionary

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VIII, Minor Course

Course Title LNG MR-116 Historical Linguistics

Category of ✓
Course67 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits68&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course
Objectives ● To familiarize students with the significance of language study in
(not more historical perspective and understand language families.
than 100 ● To explore the major sound changes related to Indo European and other
words)
language families.
● To gain an understanding in reconstruction proto languages.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I 15
Basic concepts
● Defining the word and word structure, classification/types of
words, affixes.
● Defining roots, bases and stems.
● Defining morph, morpheme and allomorph, types of
morphemes

II Linguistic Change and Reconstruction 15

67
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
68
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Sound changes; Neogrammarian theory; genesis and various
types of regularity and spread of sound change
● Phonetic and phonemic change; split and merger
● Grammatical change
● Semantic change
● Lexical diffusion of sound change
III Reconstructing the proto-stage of languages 15
● Internal reconstruction and comparative method: their scope
and limitations
● Innovation and retention; sub grouping within a family;
family tree and wave models.
IV Language Contact and Dialect Geography 15
● Linguistic borrowing: lexical and structural;
motivation-Prestige and need
● Classification of loanwords-loan translation, loan blend,
calques, assimilated and unassimilated loans (tadbhava and
tatsama)
● Bilingualism; dialect, idiolect; isogloss
● Methods of preparing dialect atlas, focal area, transition area
and relic area

Texts / Antilla, R. 1972. An Introduction to Historical & Comparative Linguistics; New

References York; Macmillan.
Bynon, T. 1977. Historical Linguistics; CUP.
Bhat, D.N.S. 1972 Sound Change; Poona; Poona BhashaPrakashan.
Campbell, Lyle 2004. Historical Linguistics. Edinburgh University Press.
Lehmann, W.P 1962 Historical Linguistics- An Introduction; New York: Holt
Rinchart & Winston.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students will gain an understanding of the historical and sociolinguistic
(not more contexts surrounding language study..
than 100
● Students will be able to identify family relationships among languages,
words)
understand concept of the word cognate; language isolates
● Shall be able to identify Sound changes,genesis and various types of
regularity and spread of sound change
● Shall be able to reconstruct the proto form of languages and prepare
dialect atlas.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-VIII, Minor Course

Course Title LNG MR- 117 Forensic Linguistics (FL)
Category of ✓
Course69 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
70
Credits &
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 hrs 60 hrs
(Total)

Course ● To learn the basic concepts and terminology used in the field.
Objectives ● To study the language used in legal settings, including courtroom
(not more discourse, legal documents, and police interviews.
than 100
● To learn methods for identifying the authorship of written texts, including
words)
stylistic analysis and linguistic profiling.
● To understand the role of phonetics in forensic contexts, such as speaker
identification and voice comparison.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction 15
● History and development of FL
● Definition of FL
● Nature, scope and area of research and current trends in F.L
● Uniqueness of Forensic Linguistics in Forensic Sciences
● Prerequisites of a good Forensic Linguist
● Forensic Linguistics in Indian Context
II Branches of Forensic Linguistics 15
Language and Crime

69
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
70
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Authorship Analysis
● Handwriting Expert & Forensic Linguist
● Voice Analysis / Forensic Phonetics
● Forensic Texts and types
● Police Training
Language and Law
● Cases & types
● Trademark issues
● Linguistic ambiguities & inefficacies in the language of the
law
● Law of the land
● Legal maxims analysis
III Questioned Documents (Q-Text) 15
● Anonymous letter
● Forgery (Fake and planted text)
● Suicide letters
● Forced letters
● Digital text in the context of Q-doc
● Characteristics of genuine text
IV F.L. Methodology 15
Profiling
● Socio-linguistic profiling
● Protocols in Forensic Linguistics
● Ethics in Forensic Linguistics
● Psycho-linguistic profiling
● Linguistic fingerprinting
● Forensic Transcription
● Forensic Dialectology
Practical Case study/Analysis

Texts / Reading List

References Coulthard, R.M:2000 Discourse and Social life, Sarangis Longman: London.
Coulthard, Malcolm and Alison Johnson. 2001. An introduction to forensic
linguistics: Language in evidence.
Coulthard, M.:2007. An Introduction to Forensic Language in Evidence, Johnson.
A Routledge: USA.
Coulthard, M., & Johnson, A. (Eds.). (2008). The Routledge Companion to
Forensic Linguistics. Routledge.
Gibbons, John. (ed.). 1994. Language and the Law. Lenders y Nueva York:
Longman
Gibbons.J:2004 Language and the Law, Longman: London.
John Olsson:2004 An Introduction to language, Crime And the law, Continuum,
USA.
Mcmenamin G.R.:2002 Forensic Linguistics: Advances in Forensic Stylistics,
CRC Press: USA.
 Olsson, John. 2004. Forensic Linguistics: An introduction to Language, Crime
and the Law. London: Continuum.
Shuy, Roger W.2006. Linguistics in the courtroom: A practical guide. Oxford,
UK: Oxford University Press.
Coulthard, M., & Johnson, A. (Eds.). (2010). The Routledge Handbook of
Forensic Linguistics. Routledge.
Coulthard, M., & Cotterill, J. (Eds.). (2014). The Routledge Handbook of
Forensic Linguistics. Routledge.
Gibbons, J. (2003). Forensic Linguistics: An Introduction to Language, Crime
and the Law. Continuum International Publishing Group.
Olsson, J. (2008). Language and Crime: Constructing Offenders and Victims in
Newspaper Reports. Palgrave Macmillan.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students should have a comprehensive understanding of forensic
(not more linguistics.
than 100
● To apply linguistic techniques to legal cases.
words)
● Be prepared for further study and professional practice in the field.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-I, Minor Course

Course Title LNG MR-118 Language Teaching

Category of ✓
Course71 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits72&
Hour of Theory Practical Cumulative
Teaching Credits 04 04
Hour of Teaching 60 Hrs. 60 Hrs.
(Total)

Course ● To provide a foundational understanding of the elementary concepts of

Objectives language teaching
(not more ● To familiarize students with the structural components of language
than 100
learning.
words)
● To introduce various new methods of language teaching.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Approaches to Language Learning 15
● Nature vs Nurture
● Cognitive Approaches
● Linguistics and Language Teaching
II Learner Input 15
● Learner Creativity
● Role of social psychological factors: Aptitude, Intelligence,
Attitude, Motivation
III Learner Output 15
● Language Interference

71
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
72
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Mistakes vs Errors
● Errors Analysis
● Interlanguage, Idiosyncratic Dialects and Approximate
Systems
IV Methods of Second Language Teaching 15
● Grammar-translation Method
● Direct Method
● Audio-lingual Method
● Communicative Method
● Other Methods

Texts / Brumfit, C.J. and Roberts, J.T.1983. Language and Language teaching. London:
References Batsford
Cook, V. 1993. Linguistics and Second Language Acquisition. London:
Macmillan.
Ellis, R.1985, Understanding Second Language Acquisition, Oxford: Oxford
University Press.
Halliday, M.A.K.et.al.1964. The Linguistic Sciences and Language Teaching.
London: Longman.
Krashen, S.(1982). Second Language Acquisition.
Prabhu, N.S.1987. Second Language Pedagogy. Oxford: Oxford University Press.
Richards, J.C.1974. Error Analysis: Perspectives on Second Language
Acquisition. Essex: Longman.

Learning After successfully completing the course students shall be able to:
Outcomes ● Use various language teaching methods for teaching a language.
(not more ● Acquire knowledge of various language skills
than 100
words)

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-I Multidisciplinary (MD) Course

Course Title LNG MD-103 Language and Communication

Category of ✓
Course73 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits74&
Hour of Theory Practical Cumulative
Teaching Credits 03 03
Hour of Teaching 45 Hrs. 45 Hrs.
(Total)

Course ● To explore human languages in general.

Objectives ● To examine the principles of language.
(not more ● To analyze speech acts, speaker reference, and the psychological aspects
than 100
of language use, focusing on how language shapes communication and
words)
social interactions.
● To understand the importance of language in communication, including
the privacy of spoken language and the various components that
contribute to effective communication.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I ● The Origin of language 15
● The Structure of Human Language
● The Structural and Physical Properties of Human Language
● Language Design Features
II ● Language use and Communication 15
● Language and Thought
● Relation of Form and Meaning

73
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
74
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Discourse and Conversation
III ● Speech Acts 15
● Speaker Reference
● Psychology of Language
● Importance of Language in Communication
● Privacy of Spoken Language
● Components of Communication

Texts / Akmajian, Adrian, et al. 2017. Linguistics: An introduction to language and

References communication. MIT press,.
Hall, Christopher J. 2008. An Introduction to Language and Linguistics. London:
Continuum International Publishing Company.
Fromkin, V., Rodman, R., Hyams, N. M., Amberber, M., Cox, F., & Thornton, R.
(2017). An Introduction to Language with Online Study Tools 12 Months.
Cengage AU.
Sturtevant, Edgar, H. 1993. An Introduction to Linguistic Science. London: Yale
University Press.
Yule, G. 2022. The study of language. Cambridge: Cambridge university press.
Learning After successfully completing the course students shall be able to:
Outcomes ● Students will gain a comprehensive understanding of the structural and
(not more physical properties of human language, enabling them to analyze and
than 100
describe different linguistic features.
words)
● Students will develop enhanced communication skills by studying
linguistic communication, discourse, and conversation, and understanding
how these elements influence effective communication in various
contexts.
● Students will be able to critically analyze speech acts, speaker reference,
and the psychological dimensions of language, gaining insights into how
language affects interpersonal interactions and communication strategies.
● Students will apply their knowledge of language structure and
communication components to real-world scenarios, enhancing their
ability to assess and improve communication practices in different
settings.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-II Multidisciplinary (MD) Course

Course Title LNG MD-203 Understanding Phonetics

Category of ✓
Course75 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits76&
Hour of Theory Practical Cumulative
Teaching Credits 03 03
Hour of Teaching 45 Hrs. 45 Hrs.
(Total)

Course ● The course is designed to provide a basic understanding of how human

Objectives speech sounds are articulated, realized, and represented using IPA
(not more symbols.
than 100
● Learners will also acquire essential knowledge for understanding the
words)
physical basis of spoken languages.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Air Stream Mechanism 15
Articulatory Phonetics
● Place and Manner of Articulation, Consonants and Vowels
● Voicing and Aspiration
II Phonetic Transcription and IPA Chart 15
● The Transcription of Consonants and Vowels
● Consonant and Vowel Charts

III Acoustic and Auditory Phonetics 15

● Physical Correlates of Speech Sounds

75
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
76
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Acoustic Analysis of Vowels and Consonants
● Speech Perception

Texts / Ladefoged, Peter & Johnson, Keith. (2015). A Course in Phonetics (Seventh
References ed.). USA: Cengage Learning.
Ashby, Michael, & Maidment, John (2005). Introducing Phonetics Science.
Cambridge: Cambridge University Press.
Ladefoged, Peter. (1995). Elements of Acoustic Phonetics (Second ed.). Chicago:
Chicago University Press.
Raphael, L. J., Borden, G. J., & Harris, K. S. (2011). Speech Science Primer:
Physiology, Acoustics, and Perception of Speech (Fifth ed.). Baltimore:
Lippincott Williams & Wilkins.
Learning After successfully completing the course students shall be able to:
Outcomes ● The airstream mechanisms humans use to produce pulmonic, glottalic,
(not more and velaric sounds.
than 100
● Various aspects of articulatory phonetics.
words)
● The basics of phonetic transcription and how to use the IPA chart and its
symbols.
● Some aspects of both articulatory and auditory phonetics.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-III Multidisciplinary (MD) Course

Course Title LNG MD-304 Corporate Communication

Category of ✓
Course77 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits78&
Hour of Theory Practical Cumulative
Teaching Credits 03 03
Hour of Teaching 45 Hrs. 45 Hrs.
(Total)

Course ● This course aims to equip students with effective communication skills for
Objectives business and professional contexts.
(not more ● It will enable them to craft compelling job-related materials, excel in
than 100
group discussions, interviews, and meetings, write clear and concise
words)
business documents, overcome language barriers, navigate cross-cultural
communication, and apply non-verbal communication skills.
● Students will develop the confidence and expertise to succeed in their
chosen fields.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Job-Related Communication 15
● Covering Letters, Resume Writing, Profile Writing, Profile
Presentation
● Group Discussion, Interviews, Meetings

II Inter and Intra-office Communication 15

77
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
78
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Business Letters, Memo, Agenda, Minutes
● Report Writing: Purpose and Objectives, Types and Functions,
Layout and Structure
III Barriers to Effective Use of Language 15
● Redundancy, Verbosity, Pomposity, Jargon, Terminology,
Euphemism, Colloquialism, Slang
Cross-Cultural Communication
● Features of Culture, Principles of Culture, Contextual
Differences, Social Differences, Non-Verbal Differences,
Xenophobia, Ethnocentrism
● Non-Verbal Communication (KOPPACT): Kinesics,
Oculesics, Proxemics, Paralanguage, Artifacts, Chronemics,
Tactilics

Texts / Ashely, A. (1992). A Handbook of Commercial Correspondence (Second ed.).

References Oxford: Oxford University Press.
Adler, Ronald B. & Rodman, George. (2006). Understanding Human
Communication (Ninth ed.). New York: Oxford University Press.
Guffey, Mary Ellen. (2007). Essentials of Business Communication (Seventh ed.).
USA: Thomson South-Western.
Sweeney, Simon. (2003). English for Business Communication (Second ed.).
New York: Cambridge University Press.
Munter, Mary & Russell, Lynn. (2008). Guide to Presentations (Second ed.).
New Jersey: Pearson Prentice Hall.
Bovée, Courtland L. & Thill, John V. (2018). Business Communication
Today (Fourteenth ed.). England: Pearson.
Hartley, Peter & Bruckmann, Clive G. (2007). Business Communication.
New York: Routledge.
Learning After successfully completing the course students shall be able to:
Outcomes ● Craft effective job-related communication materials (cover letters,
(not more resumes, profiles)
than 100
● Participate confidently in group discussions, interviews, and meetings
words)
● Write clear and concise business documents (letters, memos, agendas,
minutes, reports)
● Identify and avoid barriers to effective language use (redundancy, jargon,
euphemism, etc.)
● Communicate effectively across cultures, considering contextual, social,
and non-verbal differences
● Demonstrate effective communication skills in various business and
professional contexts.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-I Skill Enhancement Course (SEC)

Course Title LNG SEC-101 Fundamentals of Linguistics

Category of ✓
Course79 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits80&
Hour of Theory Practical Cumulative
Teaching Credits 02 02
Hour of Teaching 30 Hrs. 30 Hrs.
(Total)

Course ● To provide students with a foundational understanding of the nature and

Objectives scope of linguistics as a scientific discipline.
(not more ● To familiarize students with the key branches of linguistics, including
than 100
phonetics, phonology, morphology, and syntax.
words)
● To introduce the basic concepts of language as a system of
communication.
● To develop students' ability to analyze linguistic data
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I Introduction to Linguistics 10
● Definition and scope of linguistics
● Key branches of linguistics
● Language as a system of communication

II Phonetics and Phonology 10

● Articulatory phonetics

79
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
80
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Acoustic phonetics
● Phonological rules and representations
● Phonemes, allophones, and distinctive features
III Morphology and Syntax 10
● Morphemes and word formation
● Inflectional vs. derivational morphology
● Morphological typology
● Morphological processes (e.g., affixation, compounding)
● Sentence structure and syntactic categories
● Phrase structure rules and tree diagrams

Texts / Fromkin, V., Rodman, R., Hyams, N. M., Amberber, M., Cox, F., & Thornton, R.
References (2017). An Introduction to Language with Online Study Tools 12 Months.
Cengage AU.
Yule, G. (2022). The study of language. Cambridge university press.
Varshney, R.L. (1977). An Introductory Textbook of Linguistics & Phonetics.
Student store. Bareilly.
Learning After successfully completing the course students shall be able to:
Outcomes ● Explain what linguistics is and its different areas of study.
(not more ● Identify and describe how speech sounds are made and how they work in
than 100
different languages.
words)
● Understand how words are formed and the different ways they change in
structure.
● Recognize and value the variety of languages and their unique
characteristics.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-II Skill Enhancement Course (SEC)

Course Title LNG SEC-102 Understanding Phonetics and Phonology

Category of ✓
Course81 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits82&
Hour of Theory Practical Cumulative
Teaching Credits 02 02
Hour of Teaching 30 Hrs. 30 Hrs.
(Total)

Course ● To make students aware of the sources of speech sounds,how these sounds
Objectives are produced.
(not more ● To make students aware of which organs are involved in its production
than 100
and the ways in which these sounds are produced.
words)
● To make students aware of a set of standard symbols i.e. IPA
(International Phonetic Alphabet), used to represent sounds of all the
languages of the world.
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I 10
● AirStream Mechanism
● Organ of Speech
● Active and Passive Articulators

II ● IPA (International Phonetic Association) 10

● IPA (International Phonetic Alphabet)
III ● Place and Manner of Articulation 10

81
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
82
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 ● Voiced and Voiceless Sounds
● Three Term Label Diagram of Consonants
● Tongue Diagram of Vowels

Texts / Ladefoged, Peter & Johnson, Keith. (2015). A Course in Phonetics (Seventh ed.).
References USA: Cengage Learning.
Ashby, Michael, & Maidment, John (2005). Introducing Phonetic Science.
Cambridge: Cambridge University Press
Learning After successfully completing the course students shall be able to:
Outcomes
(not more ● Differentiate sounds on the basis of place and manner of articulation.
than 100 ● Learn IPA chart.
words) ● To transcribe sounds and words of Hindi, English, and their respective
native tongues etc. using IPA symbols.

Head of the Department

 BANARAS HINDU UNIVERSITY
(Detailed Syllabus of different Courses under NEP 2020)

Department of Linguistics
Faculty of Arts
T P L C H

04 Year UG in Linguistics, Semester-III Skill Enhancement Course (SEC)

Course Title LNG SEC-103 Typological Features of Indian Language

Category of ✓
Course83 Major / Minor / Minor (Vocational) / SEC / AEC / VAC / MD / Internship /
Dissertation
(Tick any one of the above)
Credits84&
Hour of Theory Practical Cumulative
Teaching Credits 02 02
Hour of Teaching 30 Hrs. 30 Hrs.
(Total)

Course ● To introduce Typology of Language and Language Universals.

Objectives ● To make students aware of Inductive and Deductive approaches of study.
(not more ● To introduce all the major typological features of any one of the Indian
than 100
Languages.
words)
Course The course content is divided into minimum 3 Units to maximum 5 units along
Content with a defined hour of teaching for each unit.

Units Course Content Hr. of

Teaching
I 10
● Introduction to Language Typology
● Introduction to Language Universal
● Types of Language Universal

II 10
● Introduction to Classification of Language on Genetic, Areal
and Typological basis
● Inductive versus Deductive Approach

83
SEC – Skill Enhancement Course; AEC – Ability Enhancement Course; VAC – Value Added
Course; MD – Multidisciplinary Course
84
1 Credit (Theory) = 15 Hours; 1 Credit (Practical) = 30 Hours
 III 10
● Typological Features of an Indian Language

Texts / Bhaskarrarao, P. & Subbarao, K.V. (eds.) 2001.The Year book of South Asian
References Languages and Linguistics. Thousand Oaks, London: Sage.
Comrie, B. 1981. Language Universals and Linguistic Typology. Oxford: Basil
Blackwell.
Emeneau, M.B.1964. India as a Linguistic area. In. Hymes, D. Language in
Culture and Society: A Reader in Linguistics and Anthropology. NewYork:
Harper and Row Publications.
Learning After successfully completing the course students shall be able to:
Outcomes ● Know the basics of Genetic, Areal and Typological basis of classification
(not more of languages.
than 100
● Develop new perspective and approaches to look at the languages i.e.
words)
Inductive and Deductive.
● Know major typological features of any one of the Indian Languages.

Head of the Department