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The current and official versions of the course specifications are available on the web at http://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EUS1006 Listening and Speaking Fluently 2

Semester 2, 2019 On-campus Springfield
Short Description: Listen & Speak Fluently 2
Units : 1
Faculty or Section : Open Access College
School or Department : Open Access College
Student contribution band : Band 1
ASCED code : 070115 - English as a SecLangTeach
Grading basis : Graded

Staffing

Examiner: Angela Windsor

Rationale

University students need to produce spoken language that is fully comprehensible and clearly understood and be able to comprehend spoken texts from others. This course develops students' capacity to comprehend and produce spoken texts clearly and appropriately in English at a near native-like level. It is benchmarked to either a score of at least 73 on the Pearson Test of English Academic (PTE) or the Common European Framework of Reference for Languages (CEFR) C1+ level, to meet the more complex communication demands of tertiary studies in education, in both face-to-face and digital environments and to enable students to prepare to meet future registration requirements of a range of professional disciplines.

Synopsis

In this course, activities in English have been organised to develop students' capacity to interact independently with fluency and spontaneity in speech at a near native-like level with native speakers of English in face to face and digital academic contexts. Focus is given to speaking and listening in both structured and unstructured spoken texts, with a particular emphasis on developing pronunciation skills for reducing communicative strain for all interlocutors.

Objectives

On successful completion of this course students will:

  1. Apply appropriate vowel combinations, consonant clusters, tone units, and intonation in connected speech on a wide range of common and uncommon topics to speak clearly and unambiguously with minimal searching for expressions at a near native-like level, benchmarked to at least 73 on the Pearson Test of English Academic (PTE) and the Common European Framework of Reference for Languages (CEFR) C1+ level, for a range of academic and professional purposes so that ideas are understood with relative ease by academic and professional audiences.
  2. Transfer ideas, including implicit meaning, accurately and with no difficulty from fast native speed and longer structured spoken texts on a wide range of common and uncommon topics, including technical topics within their specialized fields, into spoken and written text forms that can be used for academic and professional purposes at a near native-like level, benchmarked to at least 73 on the Pearson Test of English Academic (PTE) and the Common European Framework of Reference for Languages (CEFR) C1+ level.
  3. Summarise ideas accurately and with no difficulty from fast native speed and longer spoken texts on a wide range of common and uncommon topics, including technical topics within their specialized fields, into spoken and written texts that can be used for academic and professional purposes at a near native-like level, benchmarked to at least 73 on the Pearson Test of English Academic (PTE) and the Common European Framework of Languages (CEFR) C1+ level.

Topics

Description Weighting(%)
1. Managing listening issues – structured and unstructured texts 15.00
2. Identifying key ideas 15.00
3. Note taking II 25.00
4. Diphthongs, consonant clusters, and tone units I 20.00
5. Diphthongs, consonant clusters, and tone units II 20.00
6. Intonation 5.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2019&sem=02&subject1=EUS1006)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

Campbell, C & Smith, J 2012, English for academic study: listening course book, Garnet Education, Reading.
Smith, J & Margolis, A 2012, English for academic study: pronunciation study book, Garnet Education, Reading.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Student workload expectations

Activity Hours
Assessments 6.00
Directed Study 70.00
Private Study 89.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
Mid sem listening tests 1&2 30 15 06 Sep 2019
Mid sem pron. tests 1&2 12 15 06 Sep 2019
Final closed listening exam 12 35 01 Nov 2019
Final closed pron. exam 6 35 01 Nov 2019

Important assessment information

  1. Attendance requirements:
    It is the students' responsibility to attend and participate appropriately in all activities (such as lectures and tutorials) scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To complete assessment items satisfactorily, students must obtain at least 50% of the marks available for each item.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4).

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must obtain at least 50% of the total weighted marks available for the course (i.e. the Primary Hurdle), and have satisfied the Secondary Hurdle (Supervised), i.e. the listening and speaking tests by achieving at least 50% of the marks available for that assessment item.

    Supplementary assessment may be offered where a student has undertaken all of the required summative assessment items and has passed the Primary Hurdle but failed to satisfy the Secondary Hurdle (Supervised), or has satisfied the Secondary Hurdle (Supervised) but failed to achieve a passing Final Grade by 5% or less of the total weighted Marks.

    To be awarded a passing grade for a supplementary assessment item (if applicable), a student must achieve at least 50% of the available marks for the supplementary assessment item as per the Assessment Procedure http://policy.usq.edu.au/documents/14749PL (point 4.4.2).

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.

  6. Examination information:
    Candidates are allowed to bring only writing and drawing instruments into a closed examination.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Any Deferred or Supplementary examinations for this course will be held during the next examination period.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.

Assessment notes

  1. Students must familiarise themselves with the USQ Assessment Procedures (http://policy.usq.edu.au/documents.php?id=14749PL).

  2. If electronic submission is specified for a course assessment, students will be notified of this on the Course Study Desk. The due date for an electronically submitted assessment is the date by which a student must electronically submit the assignment irrespective of holidays. The assignment files must be submitted by 11.55pm on the due date using USQ time (as displayed on the clock on the course home page; that is, Australian Eastern Standard Time).

  3. If hardcopy submission is specified for a course assessment students will be notified of this on the Course Study Desk. The due date for a hardcopy assignment is the date by which a student must submit at USQ or despatch the assignment to USQ irrespective of holidays.

  4. USQ will NOT accept submission of assignments by facsimile or email unless expressly requested by the course examiner.

  5. Referencing in Assignments must comply with the Harvard (AGPS) referencing system. This system should be used by students to format details of the information sources they have cited in their work. The Harvard (APGS) style to be used is defined by the USQ library’s referencing guide. These policies can be found at http://www.usq.edu.au/library/referencing.

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:

1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Diploma in English for University Studies and is benchmarked against the internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.

Other requirements

  1. Computer, e-mail and Internet access:
    Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at http://www.usq.edu.au/current-students/support/computing/hardware.

  2. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.